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User:Kellyknight138

Social Psychology Semester 2/2008

Tutorial One
Subject/ideas/topics
 * When reading chapter 3 of Social Psychology and Human Nature, I came across the subsection "making an impression". The textbook gave an example of "refusing to present oneself in a way the audience would approve" referring to the Columbine High School shooting, where Cassie Bernall told one of the gunmen that she believed in God, where there was a pressure for her to reject or renounce her faith. The textbook suggests that "if she really didn't care about how other people saw her, she could esily have lied and denied her faith. She insisted on maing a public statement of what he believed in, and that got her killed".
 * I found this raised a few questions in my mind. Have the authors, failed to accept the fundamental basis of religion: faith? Or is this an example of caring about what someone thinks, i.e. God?
 * Another point I disagree on is the final sentence, quoted above (if she really...), because to me, it appears Cassie really didn't care about how other people saw her (i.e. the gunmen). So the argument posed above falls apart for me. Either way you look at the example, Cassie, either cared about how she was perceived, or she didn't. To me, what is the point of a theory if it is proven and disproven at both angles?
 * Apart from this I enjoyed reading the readings for this week, and found I agreed with the majority of the concepts and examples raised.

Communication Tutorial

 * During this tutorial we were told that communication was approximately 7% verbal and the remaining 93% was non-verbal, comprised of 38% tone of voice and 55% body language.
 * I found this very interesting as I was previously under the impression that communication would be much more reliant on verbal communication. This led me to start thinking about situations were this breakdown would not apply.
 * In the example of blind people, the majority of their communication skills would again be reliant on non-verbal. However, the body language component would be completely erased from the equation. Although, they would probably be much more in tune, and dependent on, tone of voice. The break down might be 60% non-verbal and verbal would probably increase to approximately 40%.
 * Deaf people’s communication would rely almost 100% on body language, as there is no spoken component available to them, and clearly no tone of voice. However, if verbal includes sign-language and Braille then this would be a major component and I guess the split between “verbal” and non-verbal would be 50/50.

Prejudice and Aggression Tutorial

 * This week's tutorial was centred around three main pieces: Jane Elliot’s famous blue-eyed/brown-eyed study that exposed people to discrimination based purely on their eye-colour; the Australian Eye documentary focusing on rascism in Australia; and Ghosts of Rwanda, an American documentary of the 1994 Rwandan genocide, where over 8 000 people were butchered in 100 days.
 * I have focused mainly Elliot's study, as I was torn between liking the message presented and being disturbed by the ethical issues that arose from the experiment.
 * I think the overarching ethical issues resulting from Elliot’s approach are the issues of informed consent and the question of long-term psychological harm.
 * Elliot failed to inform her subjects are the nature of the experiment, failed to provide them with confidentiality, and failed to inform them of the potential risks involved with the experiment. Furthermore, Elliot was under an ethical obligation to obtain the consent of the children’s parents for their participation in the experiment.
 * She purposefully exposed the children to discrimination and harassment. I also don’t think she took reasonable care to avoid harm to her students, or took the appropriate steps to ensure no long-term psychological damage or prejudice had occurred as a result of her experiment.
 * I think Elliot’s experiment has taught people a lot about prejudice and discrimination, however, I think the experiment is too controversial and difficult to replicate. There are too many ethical issues central to the experiment.

Cross-Cultural Tutorial
In February this year, I went to Thailand for 10 days. I went with six other girlfriends and during this small amount of time, I experienced four of the five stages of cultural adaptation.

I began to go through stage one, the honeymoon phase as soon as I got to the airport. I had never been overseas prior to this and I was awestruck by the duty free, the formality of the staff and procedures. This stage continued, for me, until day one. I was excited and fascinated by the differences around me and excited to be on my first overseas holiday.

By the next day however, I entered stage two, the crisis period. I was the first of my girlfriends to awake and decided to make my way down to breakfast as it was included in our hotel stay. I approached the reception and found that no one could speak English well enough to direct me to the dining hall. Eventually I met a European couple who were able to point me in the right direction. After this, I decided to go for a quick walk around the town, while my travelling partners were eating their breakfast. I felt like I was smacked in the face with the heat, the stench, the poverty and the harassment of the street vendors. I felt faint from the experience and wanted to go home. I complained for about three days about the humidity, odour, and endless badgering.

Thankfully by day four I entered stage three, the adjustment phase. It was confronting for me to realise that: the hounding of the street vendors was due to widespread poverty – which made shopping even more enjoyable; the heat was a blessing, as there were beautiful beaches and a stunning hotel pool to cool myself in – unlike at home; and that the stench was a result of the poverty and was very soon compensated for by surrounding myself in a cloud of Benson & Hedges smoke that cost less than two dollars a packet.

I partially entered stage four, the acceptance and adaptation phase. I rode elephants and surf skies, I had a Thai massage and drank some local whiskey that was kindly offered to me by the beautiful local merchants. They also taught me a few Thai words and were very patient with me as I struggled with the pronunciation. I think if I stayed longer this stage would have been more prominent and pleasurable for me.

Upon arrival I quickly found myself in stage five, re-entry shock. I have never felt more love for my country and more appreciative of all the minor details we often take for granted. Even though homelessness is a major problem in Australia, it is nothing compared to what I experienced in Thailand. It was awesome to speak to someone and have them understand me, the first thing I bought when I got off the plane was a t-shirt that stated “I heart AUS”.

My experience in Thailand opened my eyes, I feel I have grown and the next time I go overseas I doubt I will stay as long in stage two as I did on my initial journey.

Australian Zeitgeist Tutorial
I felt anger while listening to Hugh MacKay’s lecture. He did well to arouse my Australian Pride, resting not too low beneath my surface. Not only did he madden me with his bleak description of the current spirit of Australia, he made me feel like justifying my choices and decisions as a woman; which I should not have to do. Mr MacKay did make some valid points, however, I will focus on the issues raised about women specifically as this invoked the greatest reaction in me.

Mr MacKay mentioned the gender revolution that begun in the 1970s, the changes to women in the workforce and the consequential drop in birth rates. I do not think this as a negative outcome, rather as a positive one. My mother stayed at home and raised me as was expected 25 years ago. When I started to maintain some independence during my adolescent years, my mother began to get bored and as a result; became over-concerned with cleaning; and micro-managed my free time. I feel if she had a job, the void (I believe) she experienced due to my development would have been less. In five or so years, when I feel ready to have children I like to think I will go back to work within two years of giving birth. While I do feel it necessary for a motherly influence during child development, I feel this is not counteracted by pursuing personal development by keeping an active mind, and effectively contributing to the work force. Maybe Mr Mackay’s suggestion to ban women from attending university would be improved if he suggested increase facilities for working women, such as lengthening maternity leave and supplementing the (outrageous) costs of child care. Mr Mackay, would a predominantly male workforce be any better for society than a falling birth rate?

Finally, on the high divorce rate, I am not convinced this is as disastrous as Mr Mackay portrays. Just over thirty years ago, the Family Law Act 1975 came into effect. Prior to this, women had no contractual rights and were considered the ‘property’ of the man. Maybe this higher rate of divorce is a positive that indicates a greater freedom of women in a larger proportion of life. Thank you Mr Mackay, but you have failed to convince me on these parts of your lecture.

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

title: User:Kellyknight138


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Social psychology (psychology)/Gallery

The idea of this page is to provide a gallery of images connected to key topics and concepts taught in this unit. Feel free to contribute. You can also use any of these images in your own pages.

title: Social psychology (psychology)/Gallery


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User:Sandy~enwikiversity

{| style="background:transparent; width:100%;"
 * style="vertical-align: top;" |
 * style="vertical-align: top;" |

Subpages

 * /Week 1 Social Psychology/
 * /Week 2 The Social Self/
 * /Week 3 Social Thinking/
 * /Week 4 Aggression/
 * /Week 5 Prejudice/
 * /Week 10 Relationships/
 * /Week 11 Groups/
 * /Week 12 Prosocial/
 * /Week 13 Environmental/

 * }

title: User:Sandy~enwikiversity


text: User:Srhat

title: User:Srhat


text:
User talk:Obrien

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:28, 28 July 2008 (UTC)

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:28, 28 July 2008 (UTC)

title: User talk:Obrien


text:
Talk:Czech Language/Ordinal Numbers

Anyway, why is it translated like "prvního" and not "první, druhý, třetí"? I mean, now they are on genitiv, but I would say, they should stay in nominative.--Juan 16:14, 28 July 2008 (UTC)

title: Talk:Czech Language/Ordinal Numbers


text:
User talk:Josterhage

Hello, welcome around here. I hope we can help you succeed in your learning goals in different areas as history/military. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 16:26, 28 July 2008 (UTC)

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 16:26, 28 July 2008 (UTC)

List of divisions (US army)
Hi Josterhage, and a somewhat belated (from me) welcome to Wikiversity. I was wondering about the above mentioned page and in particular: what is its educational purpose (i.e., how does it align with Wikiversity's mission)? - e.g., could you add some learning goals? Alternatively, if it is simply meant as a list, I'm wondering whether it might belong better within w:Category:United States military lists? Let me know if I can help. -- Jtneill - Talk - c 20:04, 30 August 2008 (UTC)

Actually, I just saw that whoever created the Military Science page had added that as a "future link", or whatever it's called, and decided that I could help the project by adding the info. Looking back, and with more understanding of Wikiversity, I definitely feel this is more Encyclopedic material than anything else, and belongs on WP. Josterhage 06:54, 31 August 2008 (UTC)

That's fine, thanks for your reply - I had a quick look for the closest equivalent list on WP - maybe Nicknames of United States Army divisions? -- Jtneill - Talk - c 07:12, 31 August 2008 (UTC)

Or maybe there is no equivalent list, but instead: w:Category:Armored divisions of the United States Army. -- Jtneill - Talk - c 07:15, 31 August 2008 (UTC)

title: User talk:Josterhage


text:
US Army Branches

Combat Arms

 * Infantry
 * Armor
 * Field Artillery
 * Air Defense Artillery
 * Special Forces
 * Corps of Engineers
 * Aviation

Combat Support

 * Chemical Corps
 * Military Intelligence
 * Military Police
 * Signal Corps

Combat Service Support

 * Quartermaster Corps
 * Ordnance Corps
 * Transportation Corps
 * Adjutant General's Corps
 * Finance Corps
 * Chaplain's Corps
 * Judge Advocate General's Corps
 * Medical Corps
 * Medical Service Corps

title: US Army Branches


text: Template:User knowledge-mils-2

title: Template:User knowledge-mils-2


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User:Josterhage

Background information
I'm currently an undergraduate at Northern Kentucky University majoring in "International Studies" (which basically means I'm getting a Liberal Arts degree with emphasis on Political Science, Anthropology, and International Relations). I'm minoring in Middle-East and North-African Studies, which equates to two years of Arabic and more IR classes, as well as some Mid-East history and special topics courses.

Interests

 * Politics
 * Languages
 * Arabic
 * Hebrew
 * English
 * Military History

Testing

title: User:Josterhage


text: Template:User knowledge-mils-3

title: Template:User knowledge-mils-3


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User talk:Sandy~enwikiversity

Well done
Well done on setting up your account, Sandy. Some 'official' Wikiversity welcome below. Let me know if I can do anything. -- Jtneill - Talk - c 17:27, 28 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 17:27, 28 July 2008 (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?

Styling/formatting
Hi Sandy, Well done on adding this Week 1 content. I've adjusted the styling/formatting to "pretty" it up. This takes a little bit to learn, but there's plenty of willing help available, so just let us know via wiki or email if you need a hand. But if you check out what I changed via the HISTORY tab on your page - or via this link, hopefully you'll pick up a few tips. I look forward to reading more about your responses to varous parts of the unit. Sincerely, James -- Jtneill - Talk - c 03:26, 26 August 2008 (UTC)

Subpages
FYI, I've re-organised your eportfolio a bit with regard to its sub-pages - hope this works for you. Let me know if I can do anything. Sincerely, James. -- Jtneill - Talk - c 05:39, 1 November 2008 (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 Sandy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sandy~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Sandy~enwikiversity


text:
User:JD Hawk

Introduction- History, research and culture and nature
I recently undertook the social psychology unit at the University of Canberra. As part of the course I must write the e-portfolio summarising what i have learnt from the course work i have undertaken. To begin with we went through the usual first lecture material, which included assessment items, lecture topics and tutorials. After this we moved onto the topic at hand, social psychology.

The topic was defined as how the thoughts, feelings and behaviours of individuals are influenced by the actual, imagined or implied presence of others. James Neill (JN) the lecturer went on to give an example of the implied presence of a person. He described how when people visit the Australian War Memorial they act in a respectful manner due to the implied presence that the wall of honour creates. I didn't initially give much weight to the impact of the implied presence of others, however as I thought about other situations that have the implied presence of others such as a gravesite, I realised that it may possibly be the most powerful influence of the three. By powerful influence I mean that the implied presence of someone has the ability to illicit a uniform response from a group of people unlike most actual or imagined people can. A famous musician may be able to produce a uniform response from a selected group - however if a random group were selected a uniform response would be much less likely as fame is rarely universal.

JN went on to outline the history of Social Psychology. Its rise was pushed by Gestalt theorists, who split from psychoanalysis and behaviourism. It started to become more prominent after the Second World War to help explain atrocities. From 1970s to the present day social cognition and information processing came to the forefront of social psychology.

The relationship between theory and research is symbiotic in nature. A theory leads to research to test the theory. The research in turn leads to a refinement of the theory, which is, then in itself a new theory which needs more research to test the theory. JN emphasised the importance of the scientific method in research to ensure validity of the results.

The last portion of the content of this topic was culture and nature. The fundamental question involved is nature vs. culture. To what extent does either influence the individual? It is difficult to give a clear cut, black and white answer to this question, however I think it is important to acknowledge that both influence a person to some degree. In addition each person may be more affected by one or the other.

Social Self
JN gave the psychological definition of self as the collection of cognitively held beliefs that a person possesses about themselves. One theory outlined had the self spilt into three different aspects, self-knowledge, and agent self and interpersonal self. Self can be impacted by many different things, however the most prominent being the culture or environment we belong to and our genetic makeup. Also touched upon was the idea that a persons self is often defined by what the groups you belong to and what you endorse and defend or also what you will not endorse. History most often remembers people for what they believed in and fought for. Ghandi is remembered for his non-violent approach to social change.

In today’s western society self-image is becoming more important particularly with teenage girls. People are driven by how they perceive how other people see them. It is perpetuated by the advertising methods of some products that tap into the feelings of insecurity people might have about themselves. A positive self-image is important for someone to reach their potential. In addition to having a positive self-image, having good self-awareness is important as well for the development of a person. Knowing your own potential can help you achieve your best as well as knowing your limitations can also be beneficial.

The idea of one's self is highly subjective and often we only see pieces of a person and rarely the full picture. It is dynamic, always changing from interaction with the environment. However it can also be incredibly resilient, with a person standing by their morals with a steadfast refusal to settle for less than what they think is right. It is the essence of an individual.

Social Thinking
JN described social thinking as social cognition and broke this concept down into a few areas. Thinking, perception, attributions and heuristics, errors and biases. Social perception was the first of these categories to be addressed and was defined as how people form impressions of and make inferences about other people. What helps us determine our perceptions of other people? Our interactions with them would help shape how we perceive them, but also what we see do or what we hear about them from other people. JN moved onto schemas, which is a stored process in our mind, which we use in situations to reduce the cognitive power required. For instance often when driving a car we use a schema and we are able to do other things while driving as if the act of driving was on auto-pilot.

Similar to schemas there are a number of other social thinking processes such as scripts, priming and framing. Scripts are situations, which we know will follow a pattern of some form enabling us to use less cognitive power to move through the situation. Priming is where a processes is triggered such as a schema or script. Framing is where you see someone in just one context and that context influences you. However for many people the only information you have is that one context and you can only use the information that you have.

Attribution is also another important aspect of social psychology. It is how a social perceiver uses information to explain the causation of an event. Attribution theory states that causation of behaviour lies on a scale between internal and external. As individuals we tend to place more of our attribution toward the internal side of the scale. Another theory that goes hand in hand with attribution is correspondence theory, which is where we assume observed behaviours and the intentions that produced it are stable qualities of the person.

Aggression
JN defined aggression as an intentional behaviour with intend to harm. Aggression is determined by social norms or social conventions. Aggressive behaviour is usually marked by a lack of regard for others. There are different forms of aggression, hostile, instrumental, passive and active. Hostile aggression is intentional use of harmful behaviour to cause injury. Hostile aggression is premeditated with harmful behaviour used to reach another goal. Passive aggression is harming others by withholding a behaviour. Active aggression is harming others by performing a behaviour.

What are the positive aspects of aggression? In an evolutionary perspective it is a necessary part of survival of the fittest. It is necessary in a protective role such as protecting young from predators as well as a fighting role. Aggression also helps to spread out a species so that they don’t compete for the same resources. Aggression also helps to create a structure to a society by creating a pecking order of sorts. However most of this no longer applies to human behaviour just animal behaviour. Freud postulated that aggression is also associated with the more basic instincts.

Bandura and colleges argue that aggression is a learned behaviour models. However both learning and instinct are relevant in aggression, similar to nature and nurture there are multiple influences on a persons behaviour. The inner sources of aggressive behaviour can be frustration, deprivation, personality, excitation-transfer, anger and cognitive. Some external factors can be relative deprivation, aggressive cues, violent media, unpleasant environments and chemical influences.

Prejudice
The prejudice lecture was given by guest lecturer Melisah Feeney who defined prejudice as a negative feeling toward an individual based solely on his or her membership in a particular group. I found adverse racism a hard concept to grasp, being egalitarian and still hold negative feelings toward a particular group seems to be an oxymoron. On some level of consciousness the negative feelings will affect your behaviour towards that group, even if it is only on a sub-conscious. Prejudice is often based upon stereotyping, where beliefs are associated with a group and a person is placed in a group and then the feelings toward that particular group become associated with that person. This tendency to group people is called categorization.

A lot of prejudice arises from external characteristics such as skin colour (racismism) or gender (sexism). However prejudice can be based upon things other than external characteristics such as a belief system. An example of this could be in northern ireland with protestants and Catholics. Another example of prejudice based upon internal beliefs could be homophobia.

So what are some of the possible reasons that prejudice exists? One explanation is that prejudice is innate, and we learn stereotypes through socialization, and have to work to override them. Another possibility is in-group favouritism, and further on that a point the us versus them mentality, which can often be seen at sporting events and a possible cause of crowd riots. Prejudice can also be self-affirming, as in if the other group are inferior then my group must be better. Some motives for overcoming prejudice are an internal belief that is it wrong or that it is seen to be politically incorrect.

Relationships
JN started by pointing out some of the reasons we form relationships. The first was that people have a need to belong. People try to form relationships and have a balance between social interaction and solitude. Belongingness consists of regular social contact and close stable mutually intimate contact. JN went on to explain that once people form relationships they tend to stop forming more. Typically people seek between 4 and 6 close relationships. Marriage was the next sub topic and for the most part i agreed with the generalisations that people who marry live longer healthier lives and people who stay married live longer and better than those who divorce. Of course this isn't true of everyone that gets married. In today’s society people are starting to move away from marriage as the cultural norm, although it still is, it is less than what it was 20 years ago and in 20 years time it will likely be less again.

Similarity is a significant part of relationships. People tend to like other people who are similar to them. Couples more similar in attractiveness are more likely to progress to a committed relationship. JN then introduced the idea of self-monitoring, which is people change to become more similar to those with whom they interact. This is true to an extent, people will become interested in things their friends are, however not everything will be impacted. Some people will have different interests and not share them with other people in a social group. I think that a number of similarities are required in a social group however there is room for differences.

Reciprocity is another significant part of relationships. People tend to like those who like them. We also tend to be attracted to those who are moderately selective. We are turned off by those who are too readily available and those who reject us. Relationships seem to be a balancing act between the right variables and the x factor. People need things in common to have shared experiences, however not too much so that they have other things to share and do, while they have to like each other, but not show too much too soon because that will turn off the other person and sometimes there is an attractive quality that is difficult to pinpoint.

Groups and Leadership
The first point JN raised was how are groups different to individuals? What is the difference in behaviour and decision-making? Finally why do groups conflict? Groups are made up of members that feel similar, share a common identity or ideal, work towards a common goal and depend on each other. Another important point is that the members usually have a shared or similar fate. We form groups for a number of reasons, some of which have evolutionary beginnings. We form groups for protection; also a group can helps with collective tasks and increases the skill pool so if you can't perform a task perhaps someone else in the group can. Groups also are essential for culture.

There are disadvantages to groups. One disadvantage is social loathing or the decrease of an individual’s productivity because they are part of the group. An individual can lose motivation for a task, particularly if it is one the group must do but does not benefit the individual. Also in a group a person can lose some of their individual expression, having to go along with the group on a few things they disagree with, because of the benefits they gain and the areas they do agree with.

Leadership was defined as the ability to a group towards the achievement of goals. Leadership requires non-coercive influence that is goal directed and it requires followers. A person can be a leader in one situation and not another. Often this is due to knowledge of the scenario the group is involved in. A group of friends may play football, for which one member is best suited to lead the group and then go play paintball for which a different member is best suited to lead the group. Some other qualities in leadership apart from relevant expertise are drive, ambition, energy, honesty, integrity, self-confidence and intelligence.

Prosocial Behaviour
Prosocial behaviour is actions that are intended to help other people. Doing something good for someone or society, building relationships, adding to social capital. Prosocial behaviour helps to build relationships and culture. Some reasons why people engage in prosocial behaviour are self-interest, social status, reciprocity, conformity and altruism. Part of prosocial behaviour is base upon cooperation. When people help each other they build up trust however it is easy for cooperation to breakdown and it usually only takes a small error to undo the created trust.

A level of obedience is required for prosocial behaviour and a functional society. It helps to foster group life and social acceptance. In addition conformity can effect our behaviour, which is sometimes towards the social norm and sometimes away. Conformity towards prosocial behaviour can be good, while it can be just bad if people are conforming to anti-social behaviour.

Our prosocial tendencies are also influenced by our previous experiences with a person or group. The longer we have been friends with someone will increase the likelihood of helping them when they require it. Also if we are related to the person we are more likely to help. The closer the relation the greater the chance that we would assist the person. Some of the reasons why people help other people are egoism, altruism, collectivism and principalism.

Environmental psychology
Environmental psychology is the study of interactions between people and their environment. This is how the environment affects humans and how humans effect the environment. Some environmental stressors are crowding, life events, noise and temperature. Humans tend to avoid situations where there are stressors, however stressors become less of a problem if we feel we have some control of the stressor.

Nature has a high value in our society. People hang pictures and paintings of nature in their houses, as well as houses with nature views such as the ocean are more valued than homes that do not. Nature can also have positive effects such as owning a pet or going camping. The environment faces its own threats from human interaction. Over population, population and sustainability issues are just a couple of environmental issues raised by human interaction. There is a role for psychology to play in the management of environmental issues. A quarter of westerners think that environmental concerns are exaggerated. Psychology can assist in behavioural changes that are required to better manage our environment, such as recycling and energy use around the home and office.

title: User:JD Hawk


text:
User talk:JD Hawk

Well done
Good job on setting your account, JD Hawk. Let me know if I can do anything as you go along. 'Official' Wikiversity welcome below. -- Jtneill - Talk - c 17:32, 28 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 17:32, 28 July 2008 (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...

User page and talk page
Hi JD Hawk, FYI, I've shifted your initial reflections from here (your talk page) to your user page which is User:JD Hawk. Sincerely, -- Jtneill - Talk - c 04:33, 1 August 2008 (UTC)

some pictures
Hello, it certainly does not give the same effect as you describe, but I was curious about what you talk (never been to Australia) and found some pictures:
 * Image:AustralianWarMemorialNamesList.jpg
 * Image:41Names.JPG Erkan Yilmaz uses the Chat (try) 11:03, 2 August 2008 (UTC)

title: User talk:JD Hawk


text:
Social psychology (psychology)/Guides/Week 02

Week 2

 * 1) Complete the Week 01 guide.
 * 2) Go through Lecture 02: Social self and the accompanying chapter in the textbook.
 * 3) Login in and tour around the textbook's accompanying website resources via http://ilrn.com
 * 4) Participate in Tutorial 01: Introduction
 * 5) Create some reflections about the first fortnight in your e-portfolio.
 * 6) Think about possible essay topics that you would like to put forward - they will be released at the beginning of Week 3.


text:
Precipitation detection

Precipitation Detection for Passive and Active Microwave Remote Sensing

Synopsis
This page is maintained by the Precipitation Detection Working Group of the PMM Science Team. The purpose is to document current and proposed methods for detecting precipitation on a global basis utilizing the space-borne active and passive microwave sensors planned for the Global Precipitation Mission (GPM).

Motivation
Precipitation detection (PD) is often, but not always, regarded as the first essential step in the estimation of precipitation from remote sensing platforms. The basic purpose of detection is two-fold:

avoiding unnecessary computational effort elsewhere.
 * To make an initial determination of which sensor pixels may contain precipitation, so that a more sophisticated rain rate retrieval algorithm may be brought to bear on those pixels while

 * To prevent the retrieval algorithm from attempting retrievals in situations where it is likely give spurious false-positives; e.g., due to problem background types.

Formal Statement
Although detection is traditionally regarded as a binary classification problem, it must be recognized that this is strictly for convenience, driven in large part by the binary decision of whether or not to apply a retrieval algorithm. In reality, the sensor data obtained for a particular scene should be viewed as having the potential to yield probabilities with respect to the occurrence of precipitation exceeding some threshold.

$$0< f(R_{\rm min}|{\mathbf x} ) < 1$$

where $$f$$ is the probability of $$R > R_{\rm min}$$ given the vector of observations $$\mathbf x$$. When implementing a particular binary detection algorithm, one is effectively defining a boundary in $$\mathbf x$$-space. This boundary in turn translates into a functional relationship between the threshold rain rate $$R_{\rm min}$$ and a threshold probability $$f$$ leading to the classification of the pixel as "precipitating." Depending on the application, one might prefer a detection screen that is conservative (only "definite precipitation" is flagged) or liberal (detection allows "possible precipitation").

Relationship to Estimation Problem
It is extremely important to recognize that there is, in fact, no unique division between the detection and estimation problems. Both tasks require the discrimination between variations in observables (e.g., brightness temperature) due to precipitation and those due to other background variables, such as surface emissivity, column water vapor and/or cloud water, temperature, etc. Indeed, a retrieval algorithm that is sufficiently skillful at separating precipitation signatures from other signatures may simply retrieve a precipitation rate everywhere without prior screening: where the retrieved value exceeds the minimimum detectable amount (which is never zero), the pixel is classified a posteriori as precipitating; all others have their value set to zero.

It should be further noted that precipitation detection algorithms are not necessarily "plug-compatible" with all preciptation retrieval algorithms. Typically, the two components work in partnership; the retrieval component implicitly assumes something about the quality and nature of the pre-screening by the detection algorithm.

Phase Classification
Closely related to the detection problem is the classification of precipitation by phase (e.g., snow vs. rain). Again, this classification may be either prior or posterior to the estimation of precipitation rate:

 * Given that a non-zero precipitation rate was retrieved, what is the likely phase at the surface? Or,

 * Given that a pixel may contain precipitation, should a rainfall or snowfall retrieval algorithm be applied to that pixel?

There is no "correct" order; the decision depends on the nature of the algorithm. The second approach becomes effectively mandatory only when there are significant differences between the algorithms employed for rainfall vs. snowfall retrieval.

Furthermore, the classification of phase may follow either directly from information gleaned from the satellite observations themselves or from ancilliary data (e.g., operational analyses of near-surface air temperature). The first approach is perhaps inherently more difficult, but it has the advantage of being immune to errors in the analysis fields. This is of particular concern over remote regions of the globe where conventional data are sparse (though less so than would have been the case prior to routine assimilation of satellite sounder data).

Branching According to Scene Type
For space-based passive microwave (PMW) retrieval algorithms, the detection/retrieval problem has historically been subclassified according to precipitation phase and surface type. In order of increasing difficulty, these are These classifications are again somewhat arbitrary for two reasons: (1) snow that melts just meters above the surface and therefore reaches the surface as rain may be radiometrically indistinguishable from snow reaching the surface, and (2) both 'land' and 'ocean' backgrounds encompass a wide variety of radiometrically distinct surface types, not to mention variable admixtures of these types within a single pixel. One could therefore envisage additional subclassifications, such as sea ice, coast, sand, etc. Regardless, an important goal of any detection scheme should be to be relatively insensitive to uncertainties in underlying surface type.
 * Rain over ocean
 * Rain over land
 * Snow over ocean
 * Snow over land

Rain over ocean
Rain over ocean is the simplest case, because the warm, unpolarized emission from rainfall contrasts strongly with the cold, polarized emission from the surface. The primary problems of detection are (1) the lack of a spectrally distinct signature between non-precipitating cloud and liquid precipitation, and (2) partial filling of the field of view. In the first instance, the most common solution is to define an ad hoc threshold of non-precipitating column cloud liquid water (CLW), beyond which any emission is assumed to be due to liquid precipitation. Recent work by Liu and others suggests that any such threshold should depend on the environment (e.g., freezing level height). Regardless of such refinements, it is clear that no ad hoc CLW threshold will be satisfactory in all cases, as the correct threshold likely depends on precipitation efficiency (in warm cloud cases), which in turn depends on environmental properties (e.g., CCN concentrations) that cannot be easily measured.

Rain over land
The principle problem with rainfall detection over land lies in the relatively warm, relatively unpolarized nature of land surface emission. Thus, the signature of liquid precipitation may be very weak (or even non-existent) against this background. Moreover, land surface emission varies more radically, both in time and in space, than ocean emission, further reducing the signal-to-noise ratio.

As a result of the above problems, over-land detection algorithms rely primarily on the detection of the cold, relatively unpolarized signature of scattering by snow aloft against the warm, relatively unpolarized background. This detection method fails, of course, in the case of warm-cloud precipitation possessing no significant ice phase.

To further improve the detection skill over land, one may attempt to reduce the background "noise" level by specifying a time- and location-dependent background brightness temperature or emissivity. These may be based on climatologies or retrieved directly from the satellite observations (e.g., using lower frequency channels).

Snow over ocean
It is sometimes assumed that passive microwave methods cannot reliably detect snowfall over ocean. Indeed, a common failure of many ocean algorithms lies in their apparently inability to detect snowfall. However, this failure is not universal and therefore cannot be ascribed to a fundamental limitation of passive microwave radiometers, as long as polarization information is available. Petty has shown that reasonably successful detection and retrieval of monthly snowfall amounts is possible over the high-latitude oceans, as illustrated by high correlations (including during winter months) of AMSR-E retrievals with surface gauge measurements at Jan Mayen Island.

Snow over land
Since the detection of rain over land usually relies on the detection of an ice signature aloft, the detection problem for snow over land is distinguished primarily by the likelihood of snow cover on the ground, which radically alters the surface emissivity and makes it radiometrically almost indistinguishable from falling snow. The only solutions that are known to be currently under development entail the use of "surface blind" sounding channels (e.g., from AMSU) whose weighting functions peak low enough in the troposphere to detect falling snow but not so low as to be easily confused by surface snow cover.

Rain over Ocean

 * RSS: retrieve $$LWP$$ first, Rain if $$LWP > 0.18$$ mm.

 * GPROF: retrieve LWP and freezing level height first, flag as rain if $$LWP>0.25 {Z_{fl}/4000}$$ and $$T_{19H}> 200$$ K.

 * Petty (1994a,b): Classify high-resolution (e.g., 89 GHz) pixels as "possible precipitation" based on $$S_{89}>threshold_1$$ or $$P_{89}<threshold_2$$. $$S_{89}$$ is a scene-dependent linear combination of the 89 V and H channels (generalized from Spencer's $$PCT$$) and is designed to optimally separate cold, highly polarized ocean surface emission and cold, less-polarized signatures of scattering by snow aloft.  The threshold used is approximately 8 K and was empirically chosen to maximize skill in the delineation of radar-detected wintertime precipitation over Wakasa Bay.  Note that the $$P_{89}$$ threshold used equates to an assumed maximum $$LWP$$ for non-precipitating clouds.  This threshold has been empirically adjusted to optimize global precipitation fraction but does not currently depend on region or other variables.

for 3x6 deg. monthly using 92/93 SSM/I data. Use Petty’s $$P_{37}$$ as threshold when computing $$D_0$$ and $$PCT_0$$. Rain if obs of $$D$$ and $$PCT$$ satisfy $$(1-D/D0)+2(1-PCT/PCT_0) >0$$.
 * Liu: Background $$D_0=T_{19V}-T_{19H}$$ and $$PCT_0$$ (85GHz) is computed

Rain over Land
threshold (8K); the threshold is derived empirically, Also use TMI-PR matchups to determine Convective/Stratiform fraction
 * Ferraro: Rain if Scattering Index ($$SI=TB_{21}-TB_{85}$$) exceeding a

threshold $$ (also 8 K)
 * Liu: Background scattering index ($$SI_0=TB_{19}-TB_{85}$$) is computed for each 3x6deg. monthly using 92/93 ssm/i data. Rain if obs $$SI - SI_0 >

 * Conner and Petty (1998): A gridded monthly climatology of mean brightness temperature is created.  This climatology is subtracted from individual overpasses to yield anomalies in all channels.  The multi-channel anomalies are projected onto a vector that is orthogonal to variations due to surface wetness and temperature; that scalar value is then empirically scaled to precipitation rate with a detection threshold that is chosen to optimize the Heidke Skill score relative to radar-detected precipitation.

Snow over Ocean

 * Petty: Same as for rain over ocean.

 * Johnson: Ku/Ka band radar signal -> assume precipitation, compare with sounding data to determine freezing level. Only works when radar co-located with radiometer.  Will be expanded to non-radar areas using nearby radar information to help constrain unknowns.  Currently HF PMW channels used to constrain radar retrieved properties, but doesn't affect PD.

 * Noh: Using HF, find background TB0 for $$m\times n$$ deg monthly. Snow if $$TB_0-TB_{obs}>threshold$$. Doing the same for over land.

Snow over Land

 * Skofronick-Jackson: HF channels to detect scattering signature of snow events (details?)

 * Wang, N-Y.: HF / channel difference discrimination (details?)

Active Microwave (Radar) Detection of Precipitation
Equation environment example (uses LaTeX):

$$ \mathcal{R}=\int^{\infty}_{-\infty} c^{x+y} \frac{2+\alpha}{\Theta_0} \rightarrow 0$$

title: Precipitation detection


text:
Talk:Precipitation detection

Feel free to contact me at jbenjam at gmail.com. --Jbenjam 19:38, 28 July 2008 (UTC)

Note: Myself and a few others will actively update this page over the coming days as we piece together the framework of an ongoing collaboration between a group of scientists/researchers from around the country. --128.183.110.112 22:05, 28 July 2008 (UTC)

Thanks for the info. All the best for your collaboration then. In case some of you need more info about WV, click here, Erkan Yilmaz uses the Chat (try) 22:13, 28 July 2008 (UTC)

title: Talk:Precipitation detection


text:
Talk:Film scoring/Quiz - George Lucas In Love

Video has been taken down from YouTube.


text:
User talk:Jbenjam

Hello, welcome around here. I hope we can help you succeed in your learning goals. You have a reply here. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 22:14, 28 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 22:14, 28 July 2008 (UTC)

title: User talk:Jbenjam


text:
User talk:Steverhodes7

Hello Steve, welcome around here. I hope we can help you succeed in your learning goals about e.g. sports. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 22:16, 28 July 2008 (UTC)

 Hello Steverhodes7, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 22:16, 28 July 2008 (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.

title: User talk:Steverhodes7