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Instrumentation and Control Systems

Process Control:

All real chemical processes are dynamic, which means they change with time. This is to say they are unsteady state. Steady state describes a system without disturbances. The intention of a process control system is to counter disturbances to create a metastable state process. Instrumentation measures process variables. Controllers calculate changes required to counter changes in signals from instrumentation. Actuators receive signals from controllers and make changes in the process.

Example:

The bottoms product of a distillation column flows into a tank before it is loaded into barges for shipment. The maximum temperature limit in the tank is 200 degrees Fahrenheit. If the stream is cooled too much, it may become too viscous to pump, so the minimum temperature is 150 degrees Fahrenheit. A thermocouple is installed on the inlet pipe to the tank. The thermocouple measures the temperature of the stream and sends a signal to a controller. The controller uses the signal from the thermocouple to calculate a signal to give to the actuator on a control valve which may open or close to adjust the flow bypassing a heat exchanger which cools the stream as it leaves the process unit.

Types of Control Loops:

In the above example, the temperature leaving the distillation column would be known as the input variable. The changes in the amount of cooling from the heat exchanger would be called disturbances. The input and the disturbances to the process change the output. In the case above, the output is the tank inlet temperature.

The example above is a feedback control loop. A feedback control loop is one which measures the output to control the process.

A feedforward control loop is one that measures the input and/or the disturbances to control the process.

An open control loop does not measure the process inputs, outputs or disturbances. It controls without information that closes the loop.

Most simple control loops have a set-point to which they control. Setpoints may be constant or they may be changed by an operator or another controller. When a control loop changes the setpoint of another control loop, it is known as cascaded control.

PID Control:

The equations a controller uses to choose the signal for an actuator (in the example above, the position of the control valve) most commonly incorporate a sum of one, two or three terms. These are "proportion", "integral" and "derivative" terms.

The most simple control is called proportional control. In proportional control, the signal is equal to the difference between the setpoint and the measured variable multiplied by a constant. In the example above, if the tank inlet temperature setpoint was 175 degrees Fahrenheit, the thermocouple signal read 177 degrees, and the chosen constant was 3% valve position per degree, the control signal would be (175deg-177deg)*3%/1deg = -6%. The controller would signal the control valve to close 6% to divert more flow through the heat exchanger. The chosen constant is a tuning parameter. If it were chosen too small, it wouldn't make large enough changes to the process to control the tank inlet temperature. If it were too large, it may make changes to the process which cause the output to frequently overshoot the setpoint. For this reason, it is critical to appropriately choose the constant. This may be done experimentally or by modeling the process.

A second type of control is called proportion, integral control. Abbreviated as P,I control, the signal is chosen by the sum of two terms. The first term is calculated as described above in proportional control. The second is the integral term. The integral term seeks to improve control by accounting for the amount of time a process output has been above or below the setpoint. The integral term is equal to a second tuning parameter multiplied by the integral of the difference in the output and the setpoint over a chosen period of time. For example, if the integral term measures the previous 10 seconds of data, the tank inlet was 2 degrees too hot for 6 seconds, 1 degree too cold for 4 seconds, and the constant was chosen as 0.1%/deg*sec, then the integral term would be (2deg*6sec-1deg*4sec)*0.1%/deg*sec = +0.8%. The control signal would be the sum of the proportion term and the integral term. -6%+0.8% = -5.2%.

The derivative term may be used to improve control by accounting for how quickly the process output is changing. It's important to note that a derivative term may harm control in certain circumstances because it amplifies the effect of error in measurement of the output variable and actuation of the controller. Nonetheless, the derivative term may be useful for making the controller act quickly to large changes in the process. For instance if the temperature of the distillation column bottoms in the example above were to suddenly increase, the derivative term in the controller would help quickly close the bypass valve. The derivative term is the product of a third constant and the derivative, or rate of change, of the difference between the measured variable and the setpoint over a chosen period of time. For example, if the derivative term measures the previous 5 seconds, each of those 5 seconds, the tank inlet temperature increased two degrees and the chosen constant were -1%/deg/sec, then the derivative term would be 2deg/s*-1%/deg/sec = -2%. If the controller was a PID controller, it would sum the proportion, integral and derivative term. -6%+0.8%-2% = -7.2%. The controller would signal the actuator on the control valve to close it 7.2% because the tank inlet temperature was too hot and continuing to heat up.

title: Instrumentation and Control Systems


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User talk:SKM1501

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Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 12:47, 21 August 2011 (UTC)

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

title: User talk:SKM1501


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User talk:Mattski au

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 11:50, 21 August 2011 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 12:47, 21 August 2011 (UTC)
 * Nice work learning wiki already, Matt - great user page! Will get back to you about your book chapter topic soon. -- Jtneill - Talk - c 11:16, 22 August 2011 (UTC)

Online social networking
That's great that you're signed up and underway. It is possible to tackle this topic from motivational perspective (what draws people into or pushes them away from online social networking) or from an emotional perspective (what emotional precursors, experiences, and consequences are there for using OSN) - or perhaps both. Happy to discuss further, plus I have some resources from grad students working in this area which I can share. -- Jtneill - Talk - c 22:11, 22 August 2011 (UTC)

==Hey Matt. Thanks for the message. I sent a brief response but I think I sent it to the wrong place i.e. My User Talk page. Oh well, we live and learn. AlexAlexMC 23:35, 28 August 2011 (UTC)

Hi Matt. Like your page setup. Just a heads up from the tutes - get your head around Motivational and Emotional states associated with Hormones and Neurotransmitters, and M&E states associated with brain structure, Avoidance oriented, Approach oriented and Arousal oriented i.e. I reckon they will figure in upcoming quizzes. AlexMC 22:28, 9 September 2011 (UTC)

title: User talk:Mattski au


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User talk:EngineerDan86

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text:
User:Mattski au

Matthew resides in his hometown Canberra, Australia, where he operates a cafe and writes on subjects of interest. He holds a Bachelor of Science (psychology) from the University of Canberra and has worked in the hospitality sector for over fifteen years, gaining extensive experience in front of house operations including within hotels, theatres, function/event spaces and cafes. In his spare time he enjoys reading, researching, attending orchestral music and hosting dinner parties. Wikiversity is used as a PLE alongside his blog.

Presentations and work undertaken at University of Canberra

 * Online Social Networking - How does it make people feel.
 * /Creativity and Mindfulness/
 * Mindfulness
 * Group Based Introduction to Mindfulness Training Session
 * Group Based Mindfulness Training Program (Six Week Course)

 * Introduction to Social Media

Contact Details
Blog: www.mattski.com.au E-mail: hello@mattski.com.au

title: User:Mattski au


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User:WestS

Welcome to my page. I am a current UC student completing a Bachelor of Science in Psychology majoring in Forensic Psychology. This semester i am studying Therapuetic Jurisprudence, Motivation and Emotion and Learning.

I work full time at the Attorney-Generals Department and play basketball in my spare time.

title: User:WestS


text:
User talk:WestS

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 12:48, 21 August 2011 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 12:48, 21 August 2011 (UTC)

title: User talk:WestS


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User:MsCsEagleMath/Homework

Homework Back to Main Page

Conics Homework 1
Given the following equations, which are not degenerate conics, tell whether the graph of each is a circle, an ellipse, a parabola, or a hyperbola. 1. $$ x^{2}-3xy+2y^{2}+2x-y+6=0$$ 2. $$3x^{2}-4xy+2y^{2}-3y=0$$ 3. $$ x^{2}-6xy+9y^{2}+x-y-1=0$$ 4. $$ 144x^{2}+144y^{2}-216x+96y-47=0$$ Find the e for each conic section. 5. $$x^{2}+y^{2}=25$$ 6. $$ \frac{(x-1)^{2}}{4} + \frac{(y+2)^{2}}{16}=1$$ Solve the system. 7. $$ x^{2}+y^{2}=9 $$ and $$(x+y)^{2}=9$$ 8. $$ 4x^{2}+4y^{2}=25$$ and $$ 2x+y^{2}=1$$

Homework 1
Pg. 15: 2-6 even, 14, 36, 38, 86-90 even Evaluate each algebraic expression for the given value or values of the variable(s): 2. $$ 8+6x$$, for $$x=5$$ 4. $$8x-y$$, for $$x=3 \ and \ y-4$$ 6. $$x^{2}+5x$$, for $$x=6$$ 14.$$\frac{7(x-3)}{2x-16}$$, for $$x=9$$ List all number from the given set that are a. natural numbers, b. whole numbers, c. integers, d. rational numbers, e. irrational numbers, f. real numbers. 36. $$\{ -7,-0.\overline{6},0, \sqrt{49}, \sqrt{50} \}$$ 38. $$\{ -5, -0.\overline{3}, 0, \sqrt{2}, \sqrt{4} \} $$ Simplify each algebraic expression. 86.$$ 2(5y+4)-3$$ 88.$$2(5x-1)+14x$$ 90.$$4(2y-6)+3(5y+10)$$

Homework 2
Pg. 31: 2-8 even, 24-36 even, 66, 68 94, 96 Evaluate each exponential expression. 2.$$ 6^{2} \times 2 $$ 4.$$ (-2)^{4} $$ 6.$$ -2^{4} $$ 8.$$ (-9)^{0} $$ Simplify each exponential expression. 24.$$ xy^{-3} $$ 26.$$ x^{7}y^{0} $$ 28.$$ x^{11}\times x^{5} $$ 30.$$ x^{-6}\times x^{12} $$ 32.$$ \left( x^{11} \right)^{5} $$ 34.$$ \left( x^{-6} \right)^{4} $$ 36.$$ \frac{x^{30}}{x^{10}} $$ Write each number in decimal notation without the use of exponents. 66.$$ 9.2 \times 10^2 $$ 68.$$ 7 \times 10^{-5} $$ Perform the indicated computations, Write the answers in scientific notation. 94.$$ (8.2 \times 10^{-8})(4.6 \times 10^{4}) $$ 96.$$ \frac{6.9 \times 10^8}{3 \times 10^5} $$

Homework 3
Pg. 46: 2-12 even, 24, 26, 34, 42, 46, 48, 102, 108 Evaluate or indicate that the root is not a real number. 2. $$ \sqrt{25} $$ 4.$$ -\sqrt{25} $$ 6.$$ sqrt{-25} $$ 8.$$ \sqrt{144+25} $$ 10.$$ \sqrt{144} + \sqrt{25} $$ 12.$$ \sqrt{(-17)^2} $$ Use the quotient rule to simplify. 24.$$ \sqrt{\frac{1}{49}} $$ 26.$$ \sqrt{\frac{121}{9}} $$ Add or subtract terms whenver possible. 34.$$ 8\sqrt{5}+11\sqrt{5} $$ 42.$$ 4\sqrt{13x}-6\sqrt{5} $$ Rationalize the denominator. 46.$$ \frac{2}{\sqrt{10}} $$ 48.$$ \frac{\sqrt{7}}{\sqrt{3}} $$ Simplify by reducing the index of the radical. 102.$$ \sqrt[4]{7^2} $$ 108.$$ \sqrt[12]{x^{4}y^{8}} $$

Homework 4
Pg. 58: 2, 6, 10, 12, 16, 42, 58, 60-64 even Is the algebriac expression a polynomial? If it is, write the polynomial in standard form. 2.$$ 2x+3x^{-1}-5 $$ Find the degree of the polynomial. 6.$$ -4x^{3}+7x^{2}-11 $$ Perform the indicated operations. Write the resulting polynomial in standard form and indicate its degree. 10.$$ (-7x^{3}+6x^{2}-11x+13)+(19x^{3}-11x^{2}+7x-17) $$ 12.$$ (18x^4 -2x^3 -7x+8)-(9x^4 -6x^3 -5x+7) $$ Find the product. 16.$$ (x+5)(x^2 -5x+25) $$ 42.$$ (x+5)^2 $$ 58.$$ (2x-3)^3 $$ Perform the indicated operations. Indicate the degree of the resulting polynomial. 60.$$ (-2x^{2}y+xy)+(4x^{2}y+7xy) $$ 62.$$ (7x^4 y^2 -5x^2 y^2 +3xy)+(-18x^4 y^2 -6x^2y^2 -xy) $$ 64.$$ (x^4 -7xy -5y^3 )-(6x^4 -3xy+4y^3 ) $$

title: User:MsCsEagleMath/Homework


text: Motivation and emotion/Book/2011/Notice

title: Motivation and emotion/Book/2011/Notice


text:
User talk:MsCsEagleMath

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:26, 21 August 2011 (UTC)

User subpages
You created two pages, User:MsCsEagleMath.Analysis and User:MsCsEagleMath.Homework, which I have moved to user subpages. I left redirects in place for a few days, in case you gave someone URLs for those pages. Instead of being user subpages, those pages were user pages, as if there were users named MsCsEagleMath.Analysis and MsCsEagleMath.Homework.

Use a slash after any page name to create a subpage.

You may wish to create educational resource pages to cover your material, if they don't already exist. You could then set up your course pages as subpages of those, as "sections," if you will.

I highly recommend, if you want your students to edit Wikiversity, that you encourage them to register accounts, and they can "sign up" for your course as such. As registered users, they are then identifiable and accountable for their own work. It makes everything smoother later.

I modified the links on your user page to match the moved pages.

You and they can do practically anything they want, toward educational purpose, in your own user subspace. Let me know if you need any assistance. --Abd 15:51, 21 August 2011 (UTC)

Welcome!
This is the discussion page!!! :D

EC

title: User talk:MsCsEagleMath


text:
User talk:Diego418

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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 16:01, 21 August 2011 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 23:23, 21 August 2011 (UTC)

Hey Diego, glad to see a friendly face amongst the crowd! I'm still interested in knowing what your topic is going to be - still think either the Procrastination, Ethnic identity and happiness (still available) or Sleep and happiness would have been perfect! Haha - of course maybe you should do 'Motivation behind Conformity' and thus explain stuff white people like and in order to meet the book's guidelines go along the lines of radical honesty and how to live the life you want to lead: "Throw your heart out in front of you and run ahead and catch it." - Arab proverb; "No llores porque ya se terminó... sonríe, porque sucedió." - Unknown. Buena suerte! Blondlox 14:50, 28 August 2011 (UTC)

Fear - nice. Xenophobia and homophobia: we could cover our live stories, haha. I look forward to seeing your contribution. Blondlox 18:10, 28 August 2011 (UTC)

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File:Lohse Mobile Moto immoto orchestra bar77.ogg

Summary
This is a sound sample from a commercial recording. Its inclusion here is claimed as fair use because:
 * It's used in an article about the techniques and metodes of the contemporary composer Martin Lohse, and is used to illustrate the Mobile technique in his compositions.
 * It is of a lower quality than the original recording, and could not be used as a substitute for the original commercial recording.
 * It is not replaceable with an uncopyrighted or freely copyrighted sample of comparable educational value.
 * It will not affect the value of the original work or limit the copyright holder's rights or ability to distribute the original recording.


text:
User:Edward Hyde~enwikiversity

My interests are medicine, history and old archives. Especially new finds on history of medicine, as long as they are solidly accepted in international congresses of the ISHM which I attend.

title: User:Edward Hyde~enwikiversity


text:
User talk:Edward Hyde~enwikiversity

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 20:34, 21 August 2011 (UTC)

Servetus
Welcome to Wikiversity. I have added a link to the page you created to the en.wikipedia article on Servetus, and I've placed a link to your article on History of Europe to 1648, which is a very broad categorization. The article may eventually belong to a course on the Medieval history of Spain, or to medical history. I'm just putting it somewhere for now. Let me know if I can be of any assistance. --Abd 20:59, 21 August 2011 (UTC)

Thanks, that sounds great. In few weeks I will add photos of all the official documents I rely on.And later I will edit his life,i will present again photos of all the documents i rely on. I want to document absolutely everything I defend. Thanks.--Edward Hyde 03:09, 22 August 2011 (UTC)

The problem is I want to share this new discoveries, and for they are true and  i can give proofs  of em,  photos,, references to  actual official documents and international congresses of the international society of history of medicine,  i was thinking , why not to put it in the main servetus website for wikiversity? Do you think it is a good idea?

 * Please do start to think in terms of study rather than argument and defense. By all means, you can point to study resources, original documents, etc., but you don't need to prove anything here, and we aren't going to judge you and your content based on proof, because we don't have an article to defend or protect, as such. Further, who would judge? We have educational resources on Wikiversity. Start to think in terms of the study of Servetus, and what a seminar on Servetus might look at, what ideas and theories it might discuss, etc. You may create subpages on controversies, to study them. You may present your own point of view, your own conclusions, as long as you state them as such. You may also say what you believe is uncontroversially true, without attributing it as your own opinion, or as the opinion of a stated source, if nobody objects.
 * If someone objects, we'll work out how to handle it, there is almost always a way, and it doesn't usually involve figuring out who is "right." (This isn't a "rule." If someone comes in with what can be recognized as nonsense, or very ignorant opinion, with no foundation in sources, it might get excluded, but even there, there can be ways to accommodate users with "fringe opinions," while making sure that Wikiversity is balanced and neutral. "Balance" isn't about the number of pages, or number of words, it is about how a topic is presented, especially at the top level.
 * As to the "official documents," you may be able to put those on Wikisource, it might be preferable. But you may upload images here. You may at first just refer to the documents. You may use sources more flexibly here than on Wikipedia. You may point to blogs, to unofficial web pages, etc. Think in terms of serving students of your topic. If you can, become an advocate of the topic itself -- i.e., interest in it, more than of some point of view on the topic. But you may still keep and express your point of view.
 * Don't worry! You can make lots of mistakes here, and people aren't blocked for them, as you may have seen elsewhere. Just be civil! Respect the rights of others. Simple stuff, really.
 * A possible seminar project might be a section to be added to a Wikipedia article, or possibly even a whole article. This would not be at the top level, it would be a project under a seminar. If interested users can find consensus here, on an improved article, which respects Wikipedia requirements for sourcing, etc., it's then possible to propose this on Wikipedia. But that's down the road. First build resources for the study of Servetius. --Abd 05:04, 22 August 2011 (UTC)

Ok I added the seminar entry. I mean, the works were presented at the Intenational congresses i mentioned, do you consider they should be moved to another seminar? I would say they are not controversial, just not  very well known yet.I remarked they were accepted by the  ISHM, not that they are truly, by servetus, which actually should not generate a lot of polemic but  i dont know .what do you think? Maybe i can also post a seminar with pictures for going deep into the research?

Wikiversity scholars and students may present personal opinion and conclusion on this document on Talk:Servetus/De Villeneuve-Servetus name&birth controversy--Edward Hyde 05:47, 23 August 2011 (UTC)

Abd's nomination for full custodianship
Discussion re-opened on this nomination, November 16. You commented in the original discussion, but have not commented in the current one, which might close on November 21. The current discussion is at Candidates for Custodianship/Abd (full custodian). --Abd 20:28, 20 November 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Edward Hyde. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Edward Hyde~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:06, 19 April 2015 (UTC)

title: User talk:Edward Hyde~enwikiversity


title: User:Diego418


title: User:Jackson997


text:
User talk:Jackson997

 Hello Jackson997, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:09, 22 August 2011 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 01:09, 22 August 2011 (UTC)

title: User talk:Jackson997


text:
User talk:Tyrtaeus

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:22, 22 August 2011 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 01:22, 22 August 2011 (UTC)

[[File:Agress.jpg]]
I deleted this file as you provided no information about its copyright status. If you decide to upload a new version of this file please provide information about its coyright status. S Larctia 19:51, 24 September 2011 (UTC)

title: User talk:Tyrtaeus


text:
Motivation and emotion/Book/2011/Online social networking

Introduction
Online social network sites (OSNs), such as Facebook and Twitter, are used daily by billions of people for numerous reasons, with many consequences. Use of OSNs have started and ended careers, introduced new lovers and broken-up marriages. They have provided access to people who we would only have dreamed of speaking with 10 years ago, and given new meaning to journalism and gossip.

As a recent form of communication, OSNs have had an enormous impact on how people interact, develop, maintain, and begin relationships. They have also altered the way we learn, and how we access and engage with news and current affairs. Online social network sites have not only seen corporations employ them in marketing strategies, but also altered the way companies interact with their customers. ONSs, like any new form of technology, are and will continue to be followed by numerous and often unknown psychological, legal, and cultural shifts.

The purpose of this chapter to is explain the motivations underlying participation in using online social networks and to examine associated emotional responses. The chapter seeks to provide guidance about healthy use of online social network sites based on psychological theory and research.

What is an online social network?
An online social network (OSN) has been defined as: "Web-based services that allow individuals to:
 * 1) construct a public or semi-public profile within a bounded system,
 * 2) articulate a list of other users with whom they share a connection, and
 * 3) view and traverse their list of connections and those made by others within the system."

For the purpose of this chapter, and as defined by Boyd and Ellison (2007), the term "social network site" has been used to describe this phenomenon. While both "social networking sites" and "social network sites" are used in public discourse interchangeably. The use of "networking" emphasises the notion of initiation a relationship between two strangers. While this is possible on these sites, it is not the primary use of them or the scope of this chapter.

Examples of OSNs include Facebook, Twitter, Blogs and Wikis and locality-based phone applications. For more information on OSNs see list of social networking websites.

"Cyberspace may become a stage, and we are merely players - J. Suler"

Motivation
Motivations for using OSNs are both varied and dependent on individual preferences. Many factors such as age, gender, culture, technological expertise and socio-economic factors influence the many reasons that one may use OSNs. These sites perform many functions from instant messaging to playing games with a group of friends. Each OSN service provides its users with a range of ways to socially interact which are unique to that site. These many factors make it hard to determine a single theory or motivation for using OSNs, as each platform and service will be likely to offer its own motivations and reasons for use. Personality traits, as well as the kind of relationships a user has with others, will also influence the motivation for using these sites.

Participants' main motivation for using OSNs is to stay in contact with friends. These sites are used to get in contact with or develop new friendships, keep in touch with old friends and to socialise with others when not in their immediate presence. The effect of abstaining from OSNs often leads to social exclusion as many offline social events are organised online (see friendship for more information). As a motivation, the ability to socialise and keep in contact with friends satisfies a user's need for belongingness and provides users with a great social support network.

Participating in OSNs allows participants to explore themselves, provides the ability for users to maintain self-presentation, and it has also been found to influence user’s self-esteem. A study conducted by Stanone, Lackaff and Rosen (2011) found that behaviours in how a user participates in OSNs can be explained by looking at a user’s contingency of self-worth. . As a motivation for using OSNs, the influence that OSNs has on one’s self construct is an interconnected process with one’s behaviour.

Participation in OSNs provides users with a sense of satisfaction; with any form of social activity being an important predictor of life satisfaction. Satisfaction from using these sites is not directly related to how people use it, but rather it is linked to the motivation to socialise through OSNs. A study by Kim, Kim and Nam (2010) found that those who are highly concerned with relationships and their surroundings are more motivated to enhance their social relationships, and enjoy greater satisfaction from their use. . Hence, these sites provide a convenient and instant environment for users to connect and socialise.

What draws people to use Online Social Network sites?
Research into the behaviour and reasons that draw people to using OSNs has found peer pressure to be a major influence. This is no surprise considering the major role OSNs have on offline social interactions, and how OSNs are identified as an addition to offline social relationships. Interestingly, these social influences not only motivate a new user to start interacting online they also influence how s/he uses OSNs. For example, through social learning, new users whose friends share more content will themselves contribute more content. Furthermore, the feedback and distribution that a new user received on their initial content will influence their future contribution rates.

Theory of mood management suggests that people are motivated to make entertainment choices that will help them to diminish or terminate negative moods and to extend and enhance good moods. It has also been found that the internet is a good mood producer and a bad mood releaser. Thus, online games and socialising online can distract people to help build pleasant moods.

What pushes people away from using Online Social Network sites?
As much as social pressure may influence a new user, there are many reasons why people do not use OSNs. A study conducted by Baker and White (2011) on adolescent's reasons for not using OSNs identified the following six reasons for not using them:
 * 1) lack of motivation;
 * 2) poor use of time or too distracting;
 * 3) a preference for other forms of communication (i.e., talking on the phone);
 * 4) a preference to engage in other activities (ie. sports);
 * 5) fear of social comparison; and,
 * 6) cybersaftey concerns.

Additionally, the issue of privacy has been identified as a major concern for people not using OSNs.

Do personality factors influence motivation for Online Social Network site usage?
Many studies have found that personality factors influence people's usage of OSNs. However, Ross et al. (2009) found that personality factors were not as influential as previous literature would suggest. The main personality trait that influences online social activity is extraversion/introversion. Interestingly, extraverts are not associated with having more friends, and a study conducted by Orr et al (2009) found that shyness was positively correlated with the amount of time spent on OSNs. These findings are consistent with the use of OSNs being used for self-exploration, and providing a place for people to explore different identities (see online profiles below).

"Social Media is about sociology and psychology more than technology. – Brain Solis, Principal of FutureWorks"

Using Online Social Network sites
There are many social, psychological, and ethical issues that have developed with the emergence of OSNs. This section provides an overview of some of those issues, looking at user's behaviour and use of OSNS, and providing some practical cautions to consider when socialising online. Additionally this section holds a focus on the emotional responses when using OSNs, with particular interest in the selected areas chosen to overview.

Friendships
OSNs have been found to support and maintain friendships, with OSNs primarily use among younger people being a way to develop friendships, not as a means to make new ones. For example, a study conducted by Jacobsen and Forste (2011) found that there was an association between the use of OSNs, talking on mobile phones and and interacting with others in person. Interestingly, in the incident of friend's death, adolescence have used OSNs as a way to prolonging an attachment with the deceased, and to facilitate with coping in a way that grants unlimited freedom and opportunity to reflect back over their relationship with the deceased

People's interactions with OSNs are influence by those they friend and connect with online, with users continuously monitoring and adapting to others online presence As well as being the main reason for using OSNs online connections can also cause emotional strain between people. For example, the process of ignoring a friendship request or unfriending someone online often causes negative emotional responses. Interestingly, unfriending has been found to be caused by both online and offline reasons motivate the decision to break a connection. Four online reasons have been identified, being unimportant/frequent posts, polarising posts, inappropriate posts, and everyday life posting, and there were two causes for offline reasons, being disliked and changes in the relationship.

Privacy
Privacy is a major concern in relation to the use of OSNs, with personal information that can be used against a user, if in the wrong hands, being freely posted by people everyday. The impact of privacy issues can cause emotional strain on an individual, and can impact on the motivation for using online social network sites. Although a major issue around OSNs, little is yet known about whether users read or are aware of the privacy policy of OSNs. Either way, teenagers willingly and regularly post personal information about themselves on OSNs

Most social networking sites provide tools for users to control or alter their privacy settings. This may give the option to limit the information a user posts to just their online connections or to certain people. The default setting on most sites is for the profile to be seen by the maximum number of people. However the ability to adjust and the frequency of using privacy settings seems to be dependent on the user's familiarity of technology and OSNs This suggests that the most vulnerable are those who haven't had much experience with OSNs. Interestingly, it has been found that users cull and monitor their friendships as a measure to control their privacy, and that the friendships that people do accept online is based on trust.

With or without privacy settings, it is strongly suggested that any material people place online do so with the understanding that it is made public. A study conducted by Miller, Parsons abd Lifer (2010) found that although students knew that the information that they placed online could potential harm their future employment prospect, they still posted socially undesirable content. Interestingly, younger generations portray employers looking over their online profiles as a form of privacy breach which may suggest the reason why they post more information and social undesirable content. It also seems that teenagers don't identify the content they post as an immediate threat. This is exemplified in the same study which showed that when students got closer to employment their content became more socially acceptable. Even with privacy settings, when using OSNs, it is always suggest to consider the information that one places online as a public statement.

 Privacy and personal information on OSNs
 * Do you know your current OSNs privacy settings?
 * Is the content you post appropriate?
 * Do you consider the audience when posting?

Online profiles
OSNs encourage users to create a profile. This is usually a space to write a short biography and place information about employment, education and interests. These profiles are a way to give others an understanding of a user's life, and they encourage new friendships and help users to connect with others. Interestingly, people who use OSNs are virtually clueless when it comes to identifying what their online profile says about them : do you know what your profile says about you?

Based on interactions with online profiles, people make social comparisons with other users and as a form of expression and discovery, the use of both OSNs and the internet allows people to create new identities and explore their own. It comes as no surprise then that teenagers use OSNs as a place for personal expression and a means to explore different identities. Profiles usually showcase information that a user deems important. However, it has been found that information a user places on their profile is either honest or subtly fabricated to show one's identity as more favourable. In fact, the social pressure and comparison of OSNs has been identified as one of the main reasons that discourages young teenagers from using these sites.

Interestingly, the profile a user writes is not the only way people determine or make judgment about a user: the general chit-chat and interaction that occurs online provides a trail of cues that help to determine a person's character. This is the kind of material which employers look for when using OSNs as a screening process (see privacy above). Although considered a 'safe-place' amongst trusted friends, the reality is OSNs users don't actually know who is viewing their online profile.

What does your Online profile say about you?
 * Is your content publicly visible?
 * Are there any socially undesirable photos tagged or shown?
 * What group and interests groups are connected to your profile?

Photo tagging
The amount of photos taken of everyday life has increased with the ever growing access of capture devices (such as smartphones) and a decrease in storage and printing costs. In addition to sharing photos through blogs and via e-mail, sites such as flickr or Picasa, allow users to upload photos and share them alike. These photo sharing sites, along with other social network sites like Facebook, allow users to tag people, venues and events in photos.

There are multiple motivations behind the use of tagging photos, with social incentives being an important factor for users to utilise tagging functions. These motivations can be identified as communication or organisational purposes of one's photos: extending from a user's individual use such as remembering events, sharing an experience or event with a social group, or expressing a public comment or opinion.

The use of identification tags can have many social and negative consequences. For example, there has been a rise in legality issues in the United States with photos of underage drinking with identification tags placing evidence of such events in the public domain. There is also concern over undesirable photos hindering people's opportunities for future and current employment. Interestingly, even those these events may hinder a person's social integrity, the act of 'dis-tagging' oneself from a photo has been identified as one of the biggest negative events to occur on OSNs

Tagging has become a major part in the process of communication and associating with others via OSNs.

Before you tag ask yourself:
 * Is the photo being tagged appropriate for public viewing?
 * Would you like to be tagged if this was you in the photo?
 * Does the photo depict any illegal activities?

"Privacy is dead, and social media hold the smoking gun. – Pete Cashmore, Mashable CEO"

Summary
OSNs are online websites which provide the ability for users to create a profile and interact with one another. This chapter aimed to provide an overview of the motivational reasons for using OSNs and to provide some practical guidance by looking at issues and components of OSNs and their emotional responses.

Although the motivational reasons for using OSNs are varied and dependent on the individual user, the main reason for their use can be identified as for social reasons, self-worth, and satisfaction. It has been identified that peer pressure is the main reason why people start using OSNs, and that these sites help to build pleasant moods. Many emotional reasons caused by using OSNs stop or push people away form using them, these include preference in communication type, preference in leisure activities and concerns around privacy and cyber-safety. Personality factors have also been found to influence people's motivations for using OSNs.

Many emotional responses from using OSNs surround certain components of their use. This chapter looked at the concept of online friendships, privacy, online profiles and photo tagging. It was identified that unfriending someone is one of the major emotional events that can occur online, followed by the occurrence of not having a friendship request accepted. The issue of privacy was identified with the willing and amount of information users place on OSNs. The way users view this information is changing as they move towards the work industry, caused by the threat of potential employers using OSNs profiles to screen candidates as a major concern. Online profiles provide a way for users to give an overview of themselves and their interests. Interestingly, material posted on online profiles are either completely honest or slightly fabricated to present the user in a better light. With the use of online profiles, users are continuously making social comparisons with other users. Furthermore, online profiles are used as self-expression and provide teenagers with the ability to experiment with their identity. Photo tagging is motivated for three reasons: organisation, communication and to share content. Social issues have arisen with the use of photo tagging, such as the evidence of legal issues being placed in public sight.

With overviewing the motivation and emotional responses related to issues and concepts around OSNs, it is hoped that readers will be able to identify why they use and how their use of OSNs might effect them.


text:
User talk:U3043705

 Hello U3043705, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 05:06, 22 August 2011 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 21:30, 22 August 2011 (UTC)

Thanks, *. Well done on signing up to Wikiversity. Let me know if I can do anything else along the way.

title: User talk:U3043705


title: File:DFT.5.B.Analysis.20110822.pdf


title: File:RAND.1.A.Spectra.20110822.pdf


text:
Wikiversity:WMF outreach/Interwiki links

Suggest interwiki links here. A good procedure may be for a user to propose a link, and one or more target pages, but for the actual link to be added by a second user here, with experience and in good standing at the target wiki, who will actually make the edit there. Report, as, well, any problems experienced in placing that link, for some users on other projects may need to be educated about what Wikiversity is.

Users may, of course, directly add interwiki links without going through this process.

Remember that one of the goals is to solicit deeper participation here. If users complain that resources here are biased or inaccurate, invite them to participate in improving them. New users here may need some education if they are only accustomed to the single-page-per-topic model of the Wikipedias.


text:
User:Jan.CIVICS

This is the page of Dr. Jan Barkmann, environmental and resource economist at Georg-August-Universität Göttingen (Germany). Together with friends and colleagues from Georgia, Armenia, Azerbaijan, and Germany, we will be setting up a CIVICS. CIVICS means "Caucasus Virtual Institute of Conservation Science and Education".

title: User:Jan.CIVICS


text:
CIVICS

CIVICS means "Caucasus Virtual Institute of Conservation Science and Education". It is a collaborative activity of scientists and professionals from several European and Asian countries.

CIVICS starts with content generated by the project "/Socio-economic Tools for Integrated Conservation Planning in the Multi-Ethnic South Caucasus/" funded from 2011-2014 by the German Ministry of Education and Development (BMBF).

CIVICS will contain some purely educational material. Foremost, it is meant to be a platform for research at the moment.

Weblinks

 * Environmentral and Resource Economics at Georg-August-Universität Göttingen
 * International Center for Environmental Research

title: CIVICS


text: Category:Conservation sciences

title: Category:Conservation sciences


text:
Wikiversity:Assembly

Clerk(s) for this page

 * Founding user/clerk: Abd
 * My goal is to serve maximized consensus. I will not exercise control over subpages, other than those I create and clerk specifically, or those where I'm asked by the subpage creator to assist. I will otherwise participate as an ordinary member on subpages, perhaps preferring to participate through my named proxy or delegated proxy. I will refer decisions of mine, should controversy appears over them that cannot be directly resolved, to the Assembly itself, acting only minimally, as needed, to maintain order pending an Assembly decision. Further, my personal goal is to turn over this position as soon as possible, once there is an adequate demonstration of the Assembly vision. --Abd 16:36, 22 August 2011 (UTC)

Issues seeking consensus
Only registered Assembly members may raise issues, unless the Assembly decides otherwise. (Any user may register as a member of the Assembly at the Table Create a subpage link here, according to instructions in the wikitext comment you will see when editing this section. Wait for an Assembly clerk to create the subpage, if you want it created in Wikiversity space. You may go ahead and create a page in your user space, if you prefer, and may start to work on it or explain it in detail there. *One user* may second the proposed issue for discussion, and, in that event, may go ahead and create the subpage, effectively certifying that the issue is worthy of the process. The creation of the subpage by an Assembly Clerk is a form of "second," where the Clerk is personally certifying the issue. However, if an issue being raised implies some controversial position, no user should second merely because of opposition, as if discussion were a value in itself. If the proposer of an Assembly process cannot find a second, informally, there is no point to creating it. [Process under review, note by --Abd 12:48, 28 October 2011 (UTC)]

Assembly process
Form study committee. How shall the Assembly conduct its deliberations and prepare reports? See Draft. Abd 00:51, 12 September 2011 (UTC)
 * Second: Marshallsumter 18:18, 15 September 2011 (UTC)
 * The proposal having been seconded, the process is open for participation by any Assembly member. Non-members may comment on the attached Talk page. All involved pages may be refactored by the clerk. The clerk for this process is Abd. If any user is dissatisfied with how this process is clerked, the user, if a registered member of the Assembly, may propose an independent process in parallel. The default clerk for any Assembly process is the proposer. --Abd 18:41, 15 September 2011 (UTC)

Licensing policy
Form study committee. Existing fair use policy was tagged as policy without wide discussion, and, in any case, deeper consideration of the special needs of Wikiversity users may be warranted. --Abd 16:52, 16 October 2011 (UTC)
 * Second: Marshallsumter 22:55, 19 October 2011 (UTC)
 * The proposal having been seconded, the process is open for participation by any Assembly member, at User:Abd/Licensing policy Non-members should not edit the committee page, but may comment on the attached Talk page. All involved pages may be refactored by the clerk. The clerk for this process is Abd. If any user is dissatisfied with how this process is clerked, the user, if a registered member of the Assembly, may propose an independent process in parallel. The default clerk for any Assembly process is the proposer. --Abd 18:41, 15 September 2011 (UTC)
 * I have widened the scope of this committee and have moved the page to the present name; the former name was Fair use policy --Abd (discuss • contribs) 21:27, 18 March 2014 (UTC)

Blocking policy
WV:Blocking policy has never been approved by consensus, though it may reflect standing practice (or not). Consider the blocking policy and report on it, as applied, examine the arguments that have been presented, and consider changes to the policy, so that a discussion to formally approve the policy can be properly informed. --Abd 16:05, 10 November 2011 (UTC)
 * Second: Marshallsumter 22:28, 11 November 2011 (UTC)
 * As seconded, the process is open for participation by any Assembly member, at User:Abd/Blocking policy Non-members should not edit the process page, but may comment on the attached Talk page. All involved pages may be refactored by the clerk. The clerk for this process is Abd. If any registered member of the Assembly is dissatisfied with how a process is clerked, the member may propose an independent process in parallel. The default clerk for any Assembly process is the proposer. --Abd 23:58, 11 November 2011 (UTC)

General discussion
Please discuss this process on the discussion page. The Assembly page itself is not for discussion.

title: Wikiversity:Assembly


text:
Wikiversity:Assembly/Description

See Full description

 * A Wikiversity Assembly is a a process for seeking deep consensus
 * The Assembly consists of subpages on topics where finding consensus could be valuable.
 * The Assembly determines its own process.
 * Clerks for a subpage may determine subpage process.

 * The Assembly may use delegable proxy
 * This is for estimation of overall consensus, proxy voting is not used.

 * Does not replace existing decision-making process
 * Individual users or administrators remain free and responsible for their own actions. However, an Assembly report, if it demonstrates broad consensus, would be ignored at the risk of the user or administrator.

 * An Assembly subpage may be proposed by any Assembly member seeking community advice.
 * The product of an Assembly process is a report or set of reports
 * Delegable proxy allows flexible ways of participating.
 * Subpage clerks may exclude users
 * A remedy for allegedly improper exclusion would be participation through a proxy, or proposing another subpage, which may proceed independently, if seconded.

 * Seconds are required to start an Assembly subpage
 * Sign up
 * Any registered user becomes a "member" of this Assembly by adding the username, logged in, to the Proxy table. Adding a proxy is optional.

title: Wikiversity:Assembly/Description


text:
User talk:Benk

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 16:46, 22 August 2011 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 21:29, 22 August 2011 (UTC)

Thanks, *. Well done on signing up to Wikiversity. Let me know if I can do anything else along the way.

title: User talk:Benk


text:
User talk:Jan.CIVICS

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 16:48, 22 August 2011 (UTC)

title: User talk:Jan.CIVICS


text:
User talk:Joy-temporary

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 16:49, 22 August 2011 (UTC)

title: User talk:Joy-temporary


text:
User:MsCsEagleMath/Algebra2H

Welcome to Algebra 2 Honors! I will update this page later...

title: User:MsCsEagleMath/Algebra2H


text:
User:Michael Allan/monobook.css

/** - a  */ a:visited {    color: #9000a0; /*was: 5a3696 unvisited: 002bb8 */ }

title: User:Michael Allan/monobook.css


text:
User:Eml5526.s11.team01.roark/Mtg43

Meeting 43: Exam 2, Tuesday, 19 April 2011

title: User:Eml5526.s11.team01.roark/Mtg43


text: User:Benk

title: User:Benk


title: User:U3043705


text: User:Claremw

title: User:Claremw


text:
User talk:Claremw

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 21:46, 22 August 2011 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 21:46, 22 August 2011 (UTC)

title: User talk:Claremw


text:
Motivation and emotion/Book/2011/Improve your life

Introduction

This book offers a guide for human beings in how to live happier, healthier lives, based on insights from psychological science about motivation and emotion. The book does not suggest a grand theory, but rather addresses specific problems and opportunities that exist in the human condition and how they could be approached using knowledge of psychological theory and research.

This is a free, open, online, crowd-sourced book, largely authored by participants in a 3rd year university psychology unit, Motivation and Emotion, 2011. The book is openly licensed and openly editable, using the Wikimedia Foundation platform, as a contribution to, and example of, the foundation's mission of empowering and engaging "people around the world to collect and develop educational content under a free license or in the public domain, and to disseminate it effectively and globally".

More information about the development of this book can be found here.

Applying insights from psychological science

 * 1) Quote from p. 42 of Reeve "If what you have is a way to help people address the significant questions in their lives, then there are 'Help Wanted' signs all over the place."
 * 2) Wilber quote
 * 3) Sum of all human knowledge

History of motivation and emotion

 * 1) Overview the history of motivation and emotion

Overview of chapters and topics

 * 1) Summarise one key, take-home insight from each chapter
 * 2) It could be nice to have a visual thumbnail for each chapter shown in the table of contents or this page.
 * 3) See also pearls of wisdom


text:
User talk:Mandygal1304

 Hello Mandygal1304, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:27, 23 August 2011 (UTC)

title: User talk:Mandygal1304


text:
User:Freefony

Femi Oni aka freefony(born 16th june 1983 ) is a nigerian programmer living in abuja

title: User:Freefony