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Motivation and emotion/Book/2011/Time management

Overview
Time manages to escape everyone at some point or another. The notion of there just not being enough time in a day is a phrase perhaps uttered by everyone in their life at least once. Time is a unique commodity that everyone has continuous access to regardless of any feature, circumstance or attributes attaining to that individual. Although it is true we cannot impact time no matter how hard we try, we cannot slow it down, speed up or create more of it. We are not able to save time from one day to use it for the next, it escapes us or runs out without us even being aware of it. It is therefore essential that we learn how to manage time effectively making the most of the short 24 hours in each day. Research on time management has developed six secrets essential to time management (Farroq, Rehmani & Afridi, 2010):
 * 1) Setting personal goals is crucial to time management
 * 2) Procrastination is probably the largest obstacle to time management
 * 3) Properties must be categorised and evaluated
 * 4) Proper communications are essential to good use of time
 * 5) The realisation that the way we spend our time is largely habitual in nature
 * 6) Balance

Goal setting
Terborg (1976) found that participants whom had goals assigned to them were more likely to remember and implement strategies for particular tasks in comparison to those who did not have goals assigned to them. Goals have the ability to provide structure and higher levels of intrinsic motivation, which is a behaviour performed for its own sake (Deci, 1975). Strickland and Galimba (2001) discovered that participants who set self-goals were less likely to become distracted, switch activities or tasks and waste time. These participants were also more likely to achieve completion of multiple tasks if asked to do so. Therefore, in order to improve one's time management the setting of personal goals is highly beneficial.

Personal goals can be daily, weekly, yearly or even longer, however, the more goals you set yourself the more focussed your drive will be to reaching those goals. You can start by setting a goal for your next assessment, perhaps you want to achieve at least a credit mark, perhaps you want your boss to acknowledge your work or perhaps you want the house to be clean for a certain time. Set yourself these goals, monitor your progress, cross of completed ones or highlight more important ones. These simple things will allow you to manage your time more efficiently and achieve your goals without becoming too distracted.

Goal Setting Tool Kit

Procrastination
Procrastination can occur not only subconsciously but consciously as well, perhaps you are not aware of the amount of time spent wasted. A way to determine the amount of time wasted is to make a time log, an example of this can be seen below. The main causes of procrastination (Smith, 2011) include:
 * Technology distractions
 * Work commitments
 * Failure to delegate
 * Personal style issues

Technology, including mobile phones, landlines, work lines, email etcetera are sneaky procrastination tools that most people would be shocked to discover the amount of time actually spent on these electronic devices. Individuals must learn to prioritise. Contrary to popular belief, missing a phone call, delaying a text message or not checking your face book every 10 seconds will not be the end of the world, nor make you a social outcast, nor be the end of any future prospects regarding work or social life.

Work commitments are another excuse used to assist procrastination. Perhaps you feel as though you won’t start your assignment till after work, but the after work you realise you are too tired and will start in the next day and so on. Obviously work attendance is necessary, but learning the ability to schedule around working hours will improve your work output. Knowing your general mood before and after work is a probability, so make a schedule to optimise your time in between and that will be most beneficial to the work that needs to be done.

The failure to delegate is not so much of a procrastination technique, however a time waster all the same. Take a look at the work that needs to be done, decide whether other people, different hours of the day or different approaches would be best suited for different elements of the work needed to be completed.

Finally, personal style issue is an issue that affects everyone, although some may not admit it. Individuals susceptible to this accessory to time management suffer from personal distractions constantly throughout the day whether it is gossip, rumours, lunch invitations, or other activities outside the work environment. Whilst these distractions at the time may se unavoidable and harmless, the time accumulated between these amounts to quite a lot.

Time Management Log Template

Categorising and evaluating properties
Properties must be categorised and evaluated, this is important as it allows individuals to determine which tasks are more important or difficult, which tasks are similar and which tasks are at what level of completion(Mechant, Zarco, Bartolo & Prado, 2008). Determining the difficulty of tasks helps with time management as it will allow more time to be allocated to difficult tasks earlier on, reducing the risks of cramming and handing in poor work. This will also mean you will not have to dedicate all your time to this one particular assessment neglecting everything else for a few days.

Grouping similar tasks is also helpful with time management as it allows your brain to continue on a certain wave length (Merchant, et. al., 2008), for example if you have two psychology papers due and one law paper, it would be wise to do the two psychology papers together as referencing, structure and sources are the same then to switch back and fourth from psychology to law back to psychology. The evaluation of tasks allows individuals to determine how much progress has been made and the quality of the work produced. This will increase motivation and allow a decent perspective to be formed on how much work is left.

Communication
Proper communications are essential to good use of time (Bruni, Laupacis, Levinson & Martin, 2010). There is no point in sitting at your desk, racking your brain trying to determine what and how a task is done simply off memory as this will wasted much time and effort. This is why it is important to communicate, not only with bosses, lecturers, tutors and other peers, but successful communication through the library, internet sources, etc. Successful communication will not only give you a clearer idea of what is expected to be achieved but it will also help you manage your time as you will be able to schedule the time needed for certain tasks once all the details are known.

Appropriate uses of resources will also allow you to disregard useless information and only retain that which is beneficial which will inturn save you time as you will not be pouring through endless amounts of paper work. Therefore it is important to access communications available to produce maximum time management efficiency.

Time habits
There are certain times of the day we spend eating, some showering, some sleeping, although this may vary slightly from day to day the average time these activities are completed is based on habit. Therefore is can be seen that the idea that the way we spend our time is largely habitual in nature can be fairly easily demonstrated.

To further this, in a more work applicable setting, University students aged 18 to 25 yeras are much more likely to go out on Thursdays, however, mature age students are less likely too. Therefore a younger student who has an exam on Monday may study Tuesday Wednesday and Sunday, where as a mature age student would have Tuesday through to Sunday to study. This is not to say a younger student would not study as much, however studying as these times would be out of habit and therefore may find it harder to concentrate. This was demonstrated in a study that showed individuals with stable more frequent study habits were less likely to waste their time and produce work more efficiently (Young, Drought & Bergstresser, 1937). In order to improve one's study habits, it must be done gradually and repetitively. There is no point to study four hours a day six days a week immediately when previously only an hour two days a week was achieved. Slowly improve your study times, and the amount of days per week, eventually you will become accustomed to studying at particular times and your time management for study or work will improve. If you feel you are unable to do this, better manage your time by picking the times of the day you are most cognitively alert for work, the times you are most relaxed for leisure, most energetic for socialising etc. This will allow you to maximise time efficiency by being in your comfort zone reducing the amount of concentration needed to focus on task.

Balance
Relating to certain times of the day being better for certain activities, balance is essential to develop a good work-life balance in order to reduce stress maximise time management and efficiency whilst maintaining and enjoyable personal/social life (Naithani, 2010). However, it is difficult to not only create a good balance but maintain one. It becomes easy for procrastination to sneak into your balancing, but here is where the time management log can help, as well as the goal setting tool kit listed above. Delegate certain times for work and other activities, and try not to stray from the plan, if distractions occur make up the time you lost. Reward yourself after doing some work, go see friends, get some sun however to this in limitations. If you reduce your pleasure activities to only being rewards after you do work, your work time will increase essentially freeing up more time for leisure later on. This is known as extrinsic motivation (Ryan, 2000), partaking in activities in order to achieve outside rewards and benefits.

Perceived control of time
Finally, a common deviant of time management is that each individual possesses a “Perceived control of time” which relates to an individual's perception of having enough time, and enough ability to meet a deadline. This concept was introduced by Macan, Shahani, Dipboye, and Phillips,(1990). This variable of time management also includes constructs such as the ability to keep schedules, the ability to partake in procrastination, all whilst continuing to believe time is on their side. It is important to estimate how much time must be delegated for each task, use previous experiences, estimations given to you and so on. Monitor how much time is left, how much work has been done and how much time has been wasted. This will give you a clearer idea of how much time you will need to accomplish the task, given the amount of time spent on work and play as far.

Motivation
However, it is not simply knowing the secrets to time management that will make you become the most organised, efficient and reliable person in the universe. The want has to be there, and this comes from intrinsic and extrinsic motivation. However, as intrinsic motivation is the internal desire, it can be argued that if time management is an issue, intrinsic motivation may be lacking, and extrinsic motivation towards other aspects such as socialising may be too high. It may therefore be necessary to evaluate one's intrinsic and extrinsic motivations towards aspects of their life and which ones need improving.

Intrinsic motivation
Intrinsic motivation attains the natural human desire to want to succeed and learn to essentially better themselves, be able to adapt and assimilate with an evolving society (Ryan et al., 2000). The Intrinsic Motivation Inventory (IMI) is a multidimensional device that assesses individuals interest and enjoyment on certain tasks, perceived competence, effort, pressure/tension and perceived choice. For more information on the IMI or to measure ones intrinsic motivation please visit:

Intrinsic Motivation Inventory

Intrinsic motivation will be affected if scores are low on elements in the IMI. By breaking up the inventory elements and looking at them closer it is easy to see how such elements can be manipulated to increase scores and inturn increase intrinsic motivation. For example if it is an extremely dull task, try to spice it up – get creative! Ask people for help, get all the information you need to boost your perceived competence, know that you can do it. Try to apply yourself, the more effort you put in the more you will get out of it, and remember to stay relaxed. Organising yourself will reduce pressure and tension, also break up tasks whether it be an assignment or a catering job, identifying the aspects that need to be focused on and making them smaller and more specific will make it easier. By increasing such internal elements the probability of your intrinsic motivation increasing rises, giving you the ability to stay focussed, manage your time efficiently and stay calm and happy within yourself.

Extrinsic motivation
Extrinsic motivation refers to behaviours that are executed in order to achieve the benefits and rewards – a means to an end. These behaviours are not done for their own sake but for what they can potentially attain once completed (Deci, 1975). Deci (1975) states that extrinsic motivation has essentially three elements:
 * External regulation - which relates to rewards and constraints, for example getting fit to look better and buy more clothes (reward) or studying because your mum wouldn’t let you socialize until your exam was finished (constraint)
 * Introjection – internal reasoning of the persons actions such as, I should help the old lady with her groceries because that’s the right thing to do and what respectable people do.
 * Identification – internalizing continues until the behaviour is judged and deemed important to the individual, until the behaviour is not completed because that is the right thing to do, but because it is the right thing for YOU to do.

Therefore, to increase extrinsic motivation offer yourself rewards for delegating certain amounts of time for less desirable activities. Explain to yourself why a task must be performed to enhance identification until the behaviour is deemed to be important to you and allocating time for it won’t seem as trivial. This will help motivate you to be more efficient with your time management.

Summary
The secrets to successful time management include, personal goal setting, acknowledging and limiting procrastination, categorising and evaluating properties of certain tasks, utilising proper communications, understanding that the way we spend time is habitual, and finally attaining a healthy balance between work and life. Intrinsic and extrinsic motivation cannot be ignored, as they will give you the drive to organise your time and delegate time for certain avoidable tasks. Use measures to test your motivations and take the necessary steps to improve them. If all these steps are carefully monitored and attempted you will successfully be managing your time efficiently.


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User:Erkan Yilmaz/observations/2011 November

observations from Erkan Yilmaz for 2011 November

You are invited to add your comments (e.g. but my perception of this issue is different) - please sign anything you add (howto Signature).

2011 November 3 - More than a page? Forget it, won't work for most people... or?
Had a small thought which I want to note down first + think more about it...

 * (First there was Wikipedia
 * no, there was WikiWikiWeb first
 * ok, enough of that :-) )
 * so... before WV came into play there was Wikibooks (WB)
 * what has WB to do with WV? at begin we had many discussions why forces are split into WV instead helping WB
 * one argument for WV was its primary research possibility
 * anyways: those discussions reminded me of WB's situation + WV (triggered by my first edit from today)
 * question: How evolved is Wikibooks (WB) - in let's say - terms of contribution now?
 * from my last interactions: not so far evolved
 * todo: look for activity numbers, my interactions may be too old
 * (next question after finishing todo: why did WB not achieve/get more activity?)

 * I'll jump over some mind steps now:
 * hypothesis: any activity involving more than "a page" is too long for editors (familiar with some big wikis - I won't say names now)?
 * you know people find always excuses like: work, family, edit wars, ...
 * so... learning itself will definitely be >1 page (if I may say it in this analogy)
 * 2013-09-23: this sentence is wrong: learning can happen at any size, it may perhaps be true when one sees from the POV of a person who wants to create learning material for others, though not necessarily
 * or to speak with Wikibooks: a book >1 page

so, and now I am thinking...

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


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User:PBergman/Business, Politics and Sport Presentation: The Conflict In Modern Day Combat Sport

This is a presentation involving mainly a slide show with audio behind it, as well as some short clips involving the author.

The question is why have we seen a steady decline in the popularity of Boxing, whilst a surge in support for Mixed Marshal Arts, when both sports are offering a similar product. The reasons for the Ultimate Fighting Championships success relates to having a good business model combined with an absence of divisive internal politics – unlike boxing that has become highly factionalised with different and artificial structures competing for the same shrinking audience. This presentation examines how business and politics are heavily related to the success and popularity of a sport. Whether it is success or failure, it still has an impact from a local to a national perspective.

Follow this link and remember to click 'full screen': http://www.youtube.com/watch?v=YUobcVC_whk


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Talk:Motivation and emotion/Book/2011/Sleep and negative emotions

Comments
Hey :-) Thanks so much for fixing up my quiz numbers, it is really appreciated! Your outline is looking really informative. I was wondering if you are going to cover some of the effects of lack of sleep in terms of obesity? My understanding is there is a strong link between lack of sleep and overeating? Anyway, just a thought - it looks like you have lots to cover there to reach the word limit anyway :-) Thanks again, TabithaJ 05:19, 3 November 2011 (UTC)

Hey Kathryn, Your page is coming together really well, I'm looking forward to having another look when it's all done! Take a look at mine for me if you get the time! I also fully agree with the fact women get more nightmares then men, I just thought it was because im a sissy!! ha ha now I can put it down to gender! good luck :) Jemmasanderson 09:07, 5 November 2011 (UTC) Hi :), I was just wondering if you would be my savour and fix my quiz numbers as well? Jemmasanderson 00:10, 6 November 2011 (UTC)

Hi Kathryn, thanks for fixing my quiz numbers, it looks so much better.. It seemed a bit confusing the process, but you did it :) goodluck, and ill pop back and see your completed chapter, looking forward to seeing it all done :) Jemmasanderson 04:44, 6 November 2011 (UTC)

Really interesting information - well done - Magnolia

-- Jtneill - Talk - c 08:24, 28 November 2011 (UTC)

-- Jtneill - Talk - c 08:25, 10 December 2011 (UTC)


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User:Downie/Limited News Involvement is the Best Thing for Rugby League Presentation

Link to YouTube of presentation

Abstract
This video is a visual summary of my essay 'Limited News involvement is the best thing for rugby league'. It details what I believe to be the issues surrounding News Ltd's 50% ownership of the game and the conflicts of interest that arise as a result of their significant involvement in the game.

To help fix this, the National Rugby League looks set to establish an independent commission to run the sport, though there have been significant delays due to the problems at board level. Due to the complex management structure and inefficient decision making process, there is substantial criticism over alleged poor governance of the competition. As it stands, the ARL, the New South Wales Rugby League (NSWRL), the Queensland Rugby League (QRL) and the National Rugby League (NRL) all have some say in how the sport is run, making it a complicated and time-consuming process. The independent commission looks to unify the roles and responsibilities relating to the administration of the league which will hopefully bring upon a more efficient and transparent method of decision-making.

News Ltd, in addition to their 50% stake in the game, also own over two-thirds of the Brisbane Broncos and 100% of the Melbourne Storm. This leads to many questions of unfairness and a conflict of interest, which will be removed as the new administrators will be independent of the clubs. These issues, such as the Melbourne Storm salary cap drama, again point to poor management which will hopefully be addressed once the Independent Commission is introduced.


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User:U3017146/Presentation: The business and politics of rock climbing as a sport

Presentation

This file contains two interviews:

Interview 1
This interview was conducted with Emma Horan, Australian sport climbing representative and current national champion

Interview 2
This interview was conducted with Gordon Kelly, owner of the Canberra Indoor Rock Climbing Centres. He has spoken quiet soflty and as a result viewer may need to listen carefully or turn up the volume.


text: Talk:Motivation and emotion/Book/2011/Work motivation and work satisfaction


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Talk:Motivation and emotion/Book/2011/Leaving home

Comments
I really like the colours you have picked for your box and I am looking forward to reading this chapter when you have finished Noodles&Wedges 08:33, 3 November 2011 (UTC) Very interesting topic especially because I still live at home and will do so until I'm 25 (so another 4 years). I stay because of youth allowance and because mum cooks my food. I think the points you have made at the bottom for the child and the parents to consider is a great idea. It's good to know someone else had to cut back their words. It's difficult but gets rid of the excess that is not needed. Congrats on a interesting and helpful chapter. Also, thank you for commenting on my chapter. I could not find the image that you were referring to above pair 3, could just be your browser. And I have left the border as lime green, but thank you for your input. Noodles&Wedges 04:09, 6 November 2011 (UTC)

Hey, good topic! I'll def be back to check it out once it's finished. Something you could talk about in the social/cultural sections (if you can find any research on it!) is about how it's more of a tradition for students in countries like America to move away for college and move out of home, and I don't think that's really a big trend here in Australia? Something i'd be interested to find out about. Good luck with the rest! Tashc 09:41, 3 November 2011 (UTC)

Another hot topic at the moment. More people are staying at home and i hear so many reasons why, its really cool to see why in terms of motivation and as i am doing self-efficacy as a book chapter i love seeing efficiacy involved :-) EamesA 00:03, 4 November 2011 (UTC)

I love how you've included practical applications, and places you can contact for assistance. Great idea! You're chapter looks great! A-bryant 15:17, 5 November 2011 (UTC)

This chapter is really direct and easy to read. and it flows very well. great job in covering the theory first, and then making practical notes at the end. Good Work Atice 01 12:17, 6 November 2011 (UTC)

Heading casing
FYI, the convention on Wikiversity is for lower-cased headings. -- Jtneill - Talk - c 19:09, 3 November 2011 (UTC)

Editing tip - Paragraph length
Thanks James, yeah I am aware that some of the paragraphs are to long, at the moment I am over the word count and now have to cut a lot of words. The one to two sentances in the practical applications, is so people can quickly read an idea about what to do, and if they want more information, read about it more in the text, Should I still change this? . Mlac 00:18, 4 November 2011 (UTC)

Comments
I.REID - 4/11/2011

As depicted below, young people are more likely to be living with their parents, with now almost one in four people between the ages of 20-34 living at home compared to only 19% of the same demographic doing so in 1986 (ABS, 2009). Likely cause? Housing prices maybe? Overall looking pretty good, have you considered maybe creating a graph in excel to illustrate the People Aged 20-34: Moving out of trend?

If anything I think this article might need a few more pictures.

Also organisation of paragraphs might be improved slightly.

A psychological explanation to why some adults stay at home longer:

Folllowed by

Self-efficacy Attachment Theory Self-determination Theory

Thanks for suggestion, I might create a graph later. Unfortunately I have no more words to added a Psychological explanation. Oh and I have now added some pictures. Mlac 14:26, 5 November 2011 (UTC)

Thanks for your chapter. As a parent with both children (and their partners) living with me, I can relate to much of the chapter first-hand. Thankfully we all get along and the pooling of resources helps pay our way thru Uni (psychologically and financially). I found the 'case study' amusing and the 'help details' potentially useful. Sad thing is, I'll miss them when they all move out - sort of!Crazydaisy 05:35, 6 November 2011 (UTC)

Comment by Magnolia - very interesting stories from Italy - it would be interesting to do an entire book on this topic and get stories from around the world - well done with your chapter


text: File:ExpansionOfTheAustralianFootballLeague.ogv


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TAO/Participating

Draft Some simple points we like to recommend for participation:
 * Everyone can join, there are lots of different roles. See: ...
 * There's a special page for input and rough brainstorming. See: ...
 * We'd like to get in touch with each other. Get an account so you can be contacted, tell us about your experiences in the project scope. See: ...
 * For the modules activities in the handbook we defined moderators. Contact them for questions especially on restructuring the pages.

title: TAO/Participating


text: File:Traditionalrockclimbing.jpg

title: File:Traditionalrockclimbing.jpg


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Talk:Motivation and emotion/Book/Spirituality vs. atheism

Hey, Just in searching for my own topic, I randomly came across this book The Psychology of Ultimate Concerns: Motivation and Spirituality in Personality By Robert A. Emmons, its on Google books, figure it might help you. Mlac 12:15, 3 November 2011 (UTC)


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Motivation and emotion/Book/2011/Sexual motivation

Introduction
Most theorists refer to motivation as a need or desire that gives behaviour its energy and initiates direction (Reeve, 2009). Therefore, sexual motivation is the drive or force that creates our sexual interest at any given time.

Human motivation to engage in sexual behaviour is due to a complex relationship among several factors such as a social or cultural context, context of an ongoing romantic relationship etc (Meston & Buss, 2007). Unlike other basic drives, sex does not motivate to fulfill a basic biological need, however both biological and psychological factors influence sexual drive. Many assume the main motive to engage in sexual activities is to reproduce, however theoretical perspectives show that it is not one motive that can explain sexual motivation (Meston & Buss, 2007). Individuals are forced to seek out their desires through sexual activity with another individual (either the same or opposite sex) or through self-gratification.

This chapter focuses on psychological understandings of sexual motivation. The chapter will explore research studies that have been conducted in the area of human sexual behaviour, historical perspectives, the human sexual response cycle, different factors in sexual motivation, gender differences, the role of pheromones, how to pursue sexual motivation safely, and research limitations in sexual motivation.

Evolutionary perspective
Evolutionary theory in sexual motivation focuses on the gender differences between males and females. Robert Trivers (1974) proposed the theory of parent-offspring conflict, which is the idea that men and women make different parental investments in order to produce offspring. From a biological view, men invest only energy required for sexual intercourse to produce sperm, whereas women invest time throughout the course of pregnancy and many more through breastfeeding (Buss & Schmitt, 1993).

Males have the potential to produce unlimited offspring. Men tend to choose young and attractive partners to ensure reliable fertility, as women’s fertility decline with age (Buss, 1995). Women are highly discriminating and require partners who are willing to commit to her and the protection of her child. Women also choose partners that have the most access to material resources to ensure security (Buss & Schmitt, 1993).

Evolutionary theorist have predicted that men have concerns about their partners sexual infidelity as they can never be 100% certain that they are the fathers of their partners offspring (Buss & Schmitt, 1993). Women on the other hand are concerned about their partner’s emotional infidelity, as they are unsure whether their partners will provide for their offspring (Buss & Schmitt, 1993).

Robert Baker (1995) proposed the idea of sperm competition. According to this theory, a man who suspects his partner may have been sexually disloyal seeks to compete with the sperm of the competing male (Meston & Buss, 2007). The man pushes for harder and longer sexual encounters and is motivated to have sex multiple times. Women being unfaithful to their partner enjoy greater sexual motivation, however may reduce the sperm of this partner leaving limited reproduction of rival women (Meston & Buss, 2007).

Kinseys landmark sex surveys

Alfred Kinsey (1953) was one of the first researchers to conduct a study of human sexual behaviour. In the 1940’s and 1950’s he and his colleagues interviewed around 18,000 American males and females about their sexual behaviour and attitudes. Kinsey and his colleagues wanted to gain trust and respect from their interviewees. His approach to gathering data was through mutual understandings with each candidate hoping that in return he will receive honesty in their answers to uncover the true nature of their sexual activities.

The survey reports about human sexuality caused disagreement at the time as the social attitudes and topics in research were unmentionable. Results indicated high levels of masturbation and premarital sex in the 1940s. Kinsey later published two books known as the Kinsey Reports on sexual behaviour. Sexual Behaviour in the Human Male (Kinsey, Pomeroy & Martin, 1948) provided eye-openers about male masturbation, sexual activity and homosexuality. Sexual Behaviour in the Human Female (Kinsey, Pomeroy, Martin & Gebhard, 1953) contained exposures about women’s masturbatory practices, premarital sex and orgasmic experiences (Brown & Fee, 2003). Many criticised Kinsey’s studies, as the sample consisted of a majority of well-educated white individuals. His methods used to gather data were also questionable, as they believe it may have been misleading as face-to-face interviews were conducted.

Kaplan's three phase model
Helen Kaplan (1979) proposed an idea that was not mentioned by Masters and Johnson (1966): sexual desire. Sexual desire refers to an individual’s experience of anticipation to have a sexual arousal. Kaplan believed that individuals experience psychological and physiological arousal and she was not satisfied that the sexual response cycle could explain sexual dysfunctions (Kaplan, 1979). Kaplan’s three-phase model included the desire phase, vasocongestive phase (excitement phase) and orgasmic-release phase.

Masters and Johnson’s model incorporates the excitement and orgasm phases; therefore the main difference is the desire phase. Stimulation of the brain system and physiological mechanisms occur in the desire phase. Kaplan believes sexual dysfunction falls into one of these three categories, therefore the psychological desires, along with physical sensations produce the drive that can explain sexual dysfunctions (Kaplan, 1979).

Physiology

Physiological factors, in particular hormones are an important factor of human sexual motivation. Both men and women produce estrogens, progestins and androgens (Leger, 1992). Hormone levels are almost directly linked with sexual behaviour, however in humans they are also related to sexual desire (Fisher, 1993).

To maintain the usual of sexual motivation for men, a minimum level of testosterone is essential (Ledger, 1992). If testosterone levels fall below this level, sexual motivation is greatly reduced. Results in sexual motivation in women have proved to be unreliable even though slight correlations between hormones and sexual desire have been acknowledged. Other factors, other than hormones may also determine whether individuals actually engaged in sexual activities even if they have been prepared for action (Hokanson, 1969).

Odour and sense of smell are another important physiological factor in sexual motivation. Kohl and Francoeur (1995) conducted reviews of numerous studies of menstrual cycles of women and the influence of hormone-scented masks on individuals’ ratings of others and concluded that odours are another influence of human sexual behaviour.

Sexual Orientation

Sexual orientation refers to the gender (i.e. male or female) to which a person is attracted (Wood & Wood 1996). Researchers have many different opinions regarding how much biological and environmental factors contribute to sexual orientation.

Heterosexuals are people who are attracted to members of the opposite sex (e.g. males attracted to females). Homosexuals are people that are attracted to people of the same sex. Males attracted to other males are referred to as gay; females attracted to other females are referred to as lesbians. Bisexuals are people that are attracted to members of both sexes (e.g. males being attracted to both males and females). Asexual's are people who do not experience sexual attraction to either gender and are not constrained to form sexual relationships.

Most researchers believe sexual orientation is combined of multiple factors (LeVay, 1995). Studies also indicate that quite a small percentage of individuals openly call themselves homosexual (Kinsey, 1948). LeVay (1995) insinuates that views on homosexuality are frequently changing and individuals are more likely to express their behaviours within their own cultures, as they will be accepted.

Pleasure
As mentioned earlier, Kinsey and his colleagues conducted the first influential study on sexual behaviour. They found that children between the ages of 2 and 5 years touch their genitals. At such a young age children experience sexual pleasure, therefore it would be invalid to say this sexual behaviour is either learned or related to reproduction (Kinsey, 1948).

Abramson and Pinkerton (1995) point out that the even though fundamental purpose of sex is reproduction; sexual pleasure is biologically and physiologically grounded. The biological view of sexual pleasure is that penis erectile is apparent by the 38th week in the utero for a male fetus and for women; the clitoris is an organ whose unique purpose is to provide pleasure (Abraham & Pinkerton, 1995). The physiological feature to sexual pleasure is evident through an orgasm. It can be debated that the male orgasm has a reproductive purpose, however women achieve orgasm through clitoral stimulation and oral-genital sex than through vaginal penetration (Abraham & Pinkerton, 1995). These concepts indicate that reproductive behaviour is not the key purpose of individuals participating in sexual activities; we also engage in sexual behaviour because it is enjoyable.

Cognition and arousal
Cognitions and arousal were found to be simultaneously significant in sexual arousal through the analysis of sexually functional and dysfunctional women (Palace and Gorzalka, 1992). The thoughts related to various stimuli impacts sexual motivation through influencing interpretations of behaviour. Different gender roles for men and women cause differences in interpretation of the same data (Wade & Tavris, 1966). For example, a survey of 400 teenagers found that behaviours felt conveyed romantic interest for women were the same actions boys considered invitations to sex (Zellman and Goodchild, 1983).

Researchers found that men and women experienced the same physiological arousal in studies comparing male and female physiological responses to male-produced erotic films (Laan, Everaerd, Van Bellen, & Hanewald; 1994). Men reported sexual arousal, while women reported a lack of arousal. However, when women viewed an erotic film produced by women, the female participants showed the same physiological arousal as they did to male-produced films, but reported greater sexual arousal. Researchers translate the difference was due to how women interpreted the content of the films (Johnson, 1997).

Attraction

Attraction to others is another element of sexual motivation. It has both a nature and nurture perception; it is natural to seek out attractive partners, yet we are drawn towards companions who share similar qualities to us. Elements such as proximity, familiarity and similarity have been identified within the role of attraction (Kalat, 1996).

One form of human’s attraction to one another is the well-known technique “Playing Hard-To-Get” (Hatfield, Walster, Piliavin & Schmidt, 1988). Individuals construct judgements about possible others based on how quickly a person returns a show of interest. Persons easily attained are seen as less attractive than those that produced a challenge due to the characteristics the relationship-seeker attached to her (Johnson, 1997).

Physical attractiveness is an important element in attraction. Experiments using blind dates displayed results for both males and females, in which the attractiveness of the blind date resulted in whether subjects anticipated a second date (Walster, Aronson, Abrahams, & Rottman, 1966).

Learning
One of the most influential areas in sexual motivation is learning. Through observational learning we repeat behaviours that are rewarded and withdraw behaviours that have negative consequences. Certain stimuli may increase sexual arousal; therefore conditioning is believed to influence sexual motivation both positively and negatively (Johnson, 1997). For instance, one might become sexually aroused by lingerie due to the learned association with sexual pre-encounters such as a romantic night with their partner. Negatively, conditioning accounts for sexually deviant behaviour (O'Donohue & Plaud, 1994). For example, a paedophile might have been unintentionally aroused in the presence of a child, therefore would seek the same combination of elements to achieve sexual pleasure. After examining several studies which used behavioural and aversion therapy to change sexual behaviours, it was noted that conditioning plays a much smaller roles than previously believed (O’Donohue & Plaud, 1994).

Sociocultural influences
Fundamental changes in sexual behaviours have been seen since the sexual revolution in the 1960s and 1970s. This heavily impacted female sexuality than male sexuality. Cultural events, historical conditions, socialisation, peer pressures and influences severely affect female sexuality (Baumeister, 2004). The degree to which the sex drive can be shaped by social, cultural and situational factors is known as “erotic plasticity”. Low plasticity insinuates an inflexible sex drive, while high plasticity entails the capacity to change and adapt (Baumeister, 2004)

Women’s sexual motivation changes over time, in comparison to men’s sexual motivation, which remains relatively constant (Klusmann, 2006). High plasticity permits individuals to change their sexual patterns throughout their life. Women report variations in the amount of sex overtime, while men tend to keep their amount of sex constant (Kinsey et.al, 1953). Men’s preferences to be either heterosexual or homosexual remain the same overtime, however, women are more likely to switch back and forth (Baumeister, 2004). The National Health and Social Life Survey (NHSLS) showed a relationship between sexual practices through education and religion (Baumeister, 2004).

Attitudes and culture

Attitudes are defined as relatively stable evaluations of a person, object, situation or issue (Wood et.al, 1996). Culture is defined as a set of shared goals, values, attitudes and expectations that distinguish a group (Reeves, 2009). Behaviours normally considered proper in one culture, may be improper in another; hence attitudes towards sexual behaviours are culturally learned. For instance, some cultures find kissing repulsive, whereas others find kissing an appropriate form of sexual behaviour (Tiefer, 1995).

Different gender roles among society cause men and women to have different attitudes toward sexual behaviours. Weinberg, Lottes & Shaver (1995) compared Swedish and American college students to examine whether differences in attitudes were culturally drawn or innate gender differences. Sweden is known to have more relaxed sexual standards and women are seen to share equal power in society. Results from the study showed male and female Swedish participants had similar attitudes towards sexual behaviours, whereas American participants, as expected, had different attitudes between males and females about what constituted suitable sexual behaviours (Weinberg et.al, 1995).

Gender differences in sexual drive
Sex drive is measured through sexual arousal, sexual fantasy, and masturbation. It has been found across many studies that men think about sex more often and report more frequent arousal. This shows that males have a stronger sex drive in comparison to women (Baumeister, Catanese & Vohs, 2001).

Pheromones
Odours and smell play a significant role in human sexual interactions, sexual arousal and mating (Kohl & Francoeur, 1995). Pheromones are chemical messengers, which transport information between individuals of the same type. They are concealed fragrances, which cannot be smelt.

Pheromone odours are released through all areas of the body through skin cell secretions and gaseous glandular secretions. The theory of pheromones establishes the idea that the biological structures and physiological responses in humans are similar to those of other animals. The Vomeronasal Organ (VNO) is a structure in most mammals that is accountable for sensing pheromones via receptors, which transmit information to the brain, triggering hormonal changes. These changes are the basis for preparing an animal for sexual activity. McClintock (1971, as cited in Schank 2006) proposed that synchronising of the female menstrual cycle was caused by pheromones; hence the influences of pheromones on sexual behaviour in animals could be similar to our own (Kohl & Francoeur, 1995).

How can sexual motivation be pursued happily and safely?

The concept of self-efficacy is a practice researchers seek to understand individual’s motivations to pursue safer sex (Morton, Kim & Treise, 2011). Self-efficacy can be described as an individual’s believe in his/her ability to perform a particular behaviour in a given condition (Bandura, 1986).

The Protection Motivation Theory (PMT) predicts that motivation to adopt a suggested surviving response (e.g., regular use of condoms) will be dependent on an individual’s assessment of the severity of the threat (Morten et al, 2011). The study conducted by Morton et al., (2011) aimed to inform women to not only understand their risk of contracting STDs, but to also feel capable of raising and discussing these concerns openly with their partners.

The Extended Parallel Process Model (EPPM) suggests that as threat awareness increases, the level of self-efficacy controls the course of action taken to alleviate the threat (Morton et al, 2011). Response efficacy, or the degree to which a future reaction to a problem will be active, is influenced by self-efficacy.

Research limitations
Sexual motivation has been a complicated topic for researchers for many years due to the private nature of the issue at interest. Most forms of collecting data for sexual research are through interviews or questionnaires (Johnson, 1997). Additionally, surveys, self-reports, clinical evaluations and volunteers in laboratory settings are other used research methods. Self-report and surveys have probability for error as individuals can make intentional errors (to provide socially-acceptable responses) or accidental errors (by forgetting) or unavoidable errors by not knowing the true nature that motivates their sexual behaviours (Walster, Aronson, Abrahams & Rottman, 1966). Kinsey and colleagues used face-to-face interviews during their research and critics discuss that this may have led interviewees to provide answers that are socially desirable (Kinsey et.al 1953).

Volunteers in sex studies are often from a selected group of participants, therefore it is difficult to generalise data. Volunteers who are willing to answer questions such as “how often do you get an orgasm?” are probably more sociable than the broader population. Masters and Johnson’s (1966) study using direct observation of participants in a laboratory setting is one of the most influential studies conducted with this method (Masters & Johnson, 1966). Finally, studies of human sexual behaviour involving the differences between genders or sexual orientation are descriptive; consequently it is difficult to uncover a correlation between the variables (Johnson, 1997).

Summary
Sex is everywhere. Sex is growing in importance. Sexual motivation is the drive that generates our sexual interest and behaviour. The chapter explored what motivates us sexually. In doing so, the role of evolution, the major factors in sexual motivation and gender differences have been discussed. Empirical evidence shows that males have a stronger sex drive than women, men want more sexual partners, want sex with multiple partners and have a strong sex rive throughout their lives. Pheromones were linked to human sexual motivation through the idea of synchronisation of the female menstrual cycle. The concept of self-efficacy determines how human sexual motivations can be pursued safely and happily with regards to two theories; the Protection Motivation Theory and The Extended Parallel Process Model. Finally, the research limitations in sexual motivation are due to the reserved nature of the topic. On the whole, the reader should now be equipped with a wide-ranging knowledge on what constitutes sexual motivations, and what behaviours should be accepted in order for the reader to pursue sexual behaviours safely and happily.


title: File:CORDIC.VHDL.1.A.20111103.pdf


text:
Talk:TAO/Activities

structure and content
I would prefere to separate the "Learning modules for "bootstrapping" ..." with the moduls "How to participate..." and "How to create a learning and/or research module?" from the TAO/Activities like silver knowledge; I propose a own subsite from TAO! --Marquard Markus 17:41, 30 November 2011 (UTC)

Comments & questions: Overview of the TAO Community Activities

 * What are the E-Learning /Blended Learning activities of Free Cruise on the Internet? Is it the same like the e-learning (SenCH) - activities with the Co-Creation workshops in Bern and Zürich? If they are different activities, the table is okay; if they are the same activities, I would prefere to make a difefrence between FFI and the e-learning activities. --Marquard Markus 05:30, 1 February 2012 (UTC)

 * I've raised that issue with Seniorweb CH. For me, it would also make sense to distinguish them; I'm however not sure yet how it will be anchored within the organization. --Beat Estermann 09:13, 23 February 2012 (UTC)

 * Community of Practice: we have such activities by FFI and Living Lab Project; by wikiversity we are also use the term "Community of Practice"? It is unclear, what are the differents? From the point of ressources is it helpful, if we bring it together? --Marquard Markus 05:30, 1 February 2012 (UTC)

 * In terms of developing Best Practices, it certainly makes sense; for the rest, we'll need to see to what extent there are possible win-win situations between the different communities of practice. --Beat Estermann 09:13, 23 February 2012 (UTC)

 * Wiki loves Monuments: do we have any concrete activity by the Photo contest 2011 which is connecting with TAO? I kow only from the workshop in Potsdam with was part of Silver Knowledge. How can we document the connect beetween Wiki loves Monuments 2011 and TAO? --Marquard Markus 05:30, 1 February 2012 (UTC)

 * See: http://www.thirdageonline.eu/project-tao-2/community-activities/wiki-loves-monuments/ What is still missing, is some kind of evaluation. Possibly, Patrick and Karen will get engaged in this direction. --Beat Estermann 09:13, 23 February 2012 (UTC)

To do

 * Take the various existing project activities as a starting point to describe learning and research activities that lead to outputs that may be used as inputs for the handbook.
 * under way... --Beat Estermann 13:23, 3 November 2011 (UTC)

 * Describe the processes by which know-how is generated, validated and brought into a form that fits the handbook

 * Develop a "maturity" model'' for the learning modules.

Ideas for further learning and research activities
Add new ideas on top

title: Talk:TAO/Activities


text:
Talk:TAO/How to create a learning and/or research module?

Basic Idea

 * Create a learning module to teach new participants of the TAO Community of Practice how to create new learning and/or research modules
 * Learning/research modules should facilitate the exchange of experiences and best practices among the members of the TAO Community of Practice and/or the development and validation of content for the TAO Handbook
 * This learning module will not deal with questions relating to the use of the Wikiversity platform. These questions are covered by the learning module How_to_participate_in_the_TAO_Community_of_Practice?
 * The development of the modules will roughly follow the Design Thinking method

Open for debate

 * There are four prototypical learning modules that will be developed within the TAO project team starting from November 2011: See TAO/Activities


text:
TAO/How to create a learning and/or research module?

Goal of the module
The goal of this module is to guide the members of the TAO Community of Practice in creating their own learning and/or research module, in carrying out the related activities and in documenting them on this wiki.

Target group
Members of the TAO Community of Practice who would like to design learning and/or research activities fostering the exchange of know-how and/or contributing to the TAO Handbook.

Units

 * Unit 1: Getting started
 * Unit 2: Get to know your target groups

Members of the Working Group Developing the Module
Please add your user name if you would like to join.

User:Beat Estermann


text:
TAO/How to participate in the TAO Community of Practice?

Goal of the Learning Module
The goal of this learning module is to facilitate newcomers' first steps - both with regard to using the Wikiversity platform, and with regard to the TAO Community of practice.

Target Group(s)
You should engage in the activities of this learning module if one of the following applies:
 * You would like to participate in the TAO Community of Practice, but you are not familiar with using MediaWiki yet - in this case, we recommend you to start with unit 1.
 * You would like to participate in the TAO Community of Practice, you have been using MediaWiki before, but are not familiar with Wikiversity yet - in this case, we recommend you to start with unit 1.
 * You are familiar with MediaWiki and Wikiversity in general, but you wish some guidance to get involved with the TAO Community of Practice - in this case we recommend you to have a look at the bullet points in unit 2.

Learning Units

 * Unit 1: Get started on Wikiversity and in the TAO Community of Practice.
 * Unit 2: Tell the community who you are, get to know the other community members, and learn how best to interact with them.
 * Unit 3: Engage in existing learning and/or research activities.
 * Unit 4: Create your own wiki pages.

Modules for "bootstrapping" the TAO Community of Practice

 * How to create a learning and/or research module?
 * Developing problem based approaches to the TAO Handbook and the TAO Community of Practice
 * Taking stock of the project TAO

Members of the Working Group Developing the Module
Please add your user name if you would like to join.

 * Estermann, Beat
 * Lüke, Simon
 * Kenel, Patrick


text:
Talk:TAO/How to participate in the TAO Community of Practice?

Basic Idea

 * Create a learning module to teach new participants of the TAO Community of Practice how to use the Wikiversity platform and how to start participating in the community
 * There are four prototypical learning modules that will be developed within the TAO project team starting from November 2011: See TAO/Activities. They can be used for the identification of concrete user needs.
 * This learning module will not deal with questions relating to the development of new learning modules. These questions are covered by the learning module How to create a learning and/or research module?
 * This learning module may provide an occasion to introduce active Wikipedians into the TAO Community of Practice who are motivated to help out with technical issues or to act as mentors to new community members

Step 1: Understand
Goal: The working group participants have clarified their “mission”; they have a rough idea of their resources; they have identified what it would need for them to consider their mission to be “successful”.

Just brainstorming, please join in...

Goal of the module

 * facilitate newcomers' first steps - both with regard to using the Wikiversity platform (Wiki / particular Wikiversity rules which may differ from Wikipedia rules), and with regard to the TAO Community of practice.

Working hypotheses

 * We'll get newcomers on a successful integration path if we manage to engage them in meaningful interaction as quickly as possible - meaningful for themselves (cf. user centered design), but also meaningful for the TAO Community of practice, its projects, and learning activities.
 * Newcomers will differ regarding their needs for support and orientation. We'll need to tailor the learning activities to their needs and expectations. Getting a better grasp of the needs and expectations of the target group will be the goal of "step 2".
 * For a start we may roughly distinguish between:
 * members of the TAO project team (researchers, community partner representatives);
 * further target groups addressed by other learning activities
 * A second distinction may be made between:
 * People who are more or less familiar with MediaWiki (and the way it is used for Wikipedia and its sister projects)
 * People who are for the first time using MediaWiki (and maybe not particularly keen on learning new technologies, but rather motivated by taking part in the TAO Community of Practice)

 * In order for the learning module to be sustainable on the long run, we'll need to find some mechanism to get more experienced users to help newcomers to get around and to integrate in the Community of Practice. This mechanism should be built into the learning module.
 * The learning module should be divided into various sub-modules, in order to keep each sub-module concise and to target it at a particular user group and experience level.

First steps

 * Develop a first learning module for the members of the TAO project team, with a focus on:
 * Getting them to make their first steps on the wiki, providing meaningful content for the TAO Community of Practice
 * Getting them to reflect on their first steps, and to articulate their needs with regard to further orientation
 * Organize a short introductory workshop for the TAO project team members (16 November)
 * Find out what would be meaningful inputs from newcomers from the point of view of other working groups
 * Address step 2 (Observe) in a more systematic fashion

Step 2: Observe
Goal: The members of the working group understand the characteristics, motivations, needs and interests of the key stakeholders of the learning module.

Step 3: Point of View
''Goal: Together with the key stakeholders and/or by consulting the key stakeholders, the members of the working group have reframed the problem and their mission. They understand what goals need to be reached for the learning module to be successful in their specific case.''

Step 4: Ideate
''Goal: A lot of alternative solutions to the problems (as many ideas as possible) have been suggested by the members of the working group (and key stakeholders); mock-ups and blueprints have been produced. The mock-ups and blueprints have been tested with the main stakeholders, who were able to modify them where necessary, bringing in their own ideas. The members of the working group have come up with totally new solutions based on the feedback gathered and got it “validated” by key stakeholders, so they are ready to implement a prototypical solution.''

Step 5: Prototype / Test
''Goal: The members of the working group have implemented a prototypical solution / carried out a pilot test. They have improved their prototypical solution over several testing cycles. The solution has been tested for its usefulness (for the users involved), for its feasibility (technology), and for its viability/sustainability (long term perspective).''

Step 6: Feedback / Iteration
''Goal: The members of the working group have gathered feedback from the relevant stakeholders concerning the learning module and its effectiveness. They know whether they are ready to implement their approach on a broader scale / on a long term basis, whether they need to iterate, or whether they would like to abort the experiment.''

How about using also a table below the text in target group section?
e.g. like this (below the text?), would help make it easier to understand, Erkan Yilmaz uses the Chat + Identi.ca 22:15, 1 February 2012 (UTC)

 * Totally agree. We'll need to find ways to reduce the reading effort... --Beat Estermann 09:28, 23 February 2012 (UTC)


title: File:DigitalDesign.20111103.pdf


text: File:Hailong.2011 10 27 08 21 02.pdf

title: File:Hailong.2011 10 27 08 21 02.pdf


text:
Category:User tr-1

Users in this category indicate they have skill level 1 for language Turkish.

title: Category:User tr-1


text:
User:Zois

{| style=" background: lightgreen; width:100%"

Hello! If you've got questions, ask. You know where :-)

title: User:Zois


text:
User:Dkirby7518

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
In our process as a group we used statistics to try and figure out how to beat poppit. Using the human average by playing a series of games and recording data then comparing with-in our team. Hopefully, this helps us discover a way to create a way to pop all the balloons in Poppit every time the game is played.

Assign Task1
Week 1: I played the game Poppit 40 times over this weekend. My average number of left over balloons was 22.3. Once my teammates have substantial averages then I will calculate our group average.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Dkirby7518


text:
TAO/Meetings

Next Meeting
Meetings usually take place at https://collab.switch.ch/tao_communication/. To stay informed, join the mailinglist (see below).

In short
To attend the meetings of the project...
 * Join the mailinglist to arrange for dates and get invitations, see TAO/Communication.
 * In the days before the meeting you can post your topics and arange the agenda here: https://zawiw.edupad.uni-konstanz.de/tao-meetings
 * At the time of the meeting follow these two links to connect with the others (best use 2 separate browser tabs or windows)
 * https://collab.switch.ch/tao_communication (Adobe Connect online meeting, including video, audio, chat, screensharing.)
 * https://zawiw.edupad.uni-konstanz.de/tao-meetings (EtherPad, a online texteditor allowing simultaneous and kollaborative work.)
 * After the meeting: tidied up version of the minutes from above EtherPad get posted to a subpage (see below).

Further Info

 * Arrangement of dates (normally a Doodle poll) and the final invitations will take place on our public mailinglist; to subscribe see TAO/Communication.
 * In the time before the next meeting topics for the agenda are collected in an EtherPad. Have a look post your ideas following this link: https://zawiw.edupad.uni-konstanz.de/tao-meetings
 * Before starting to edit please insert your Wikiversity username on the right.
 * Please add topics you want to discuss only if you are also going to join the meeting ;-)
 * During the actual meetings the agenda will be converted to the minutes, which afterwards will be transferred to a subpage of this page (see below).
 * You are heartly welcome to work on the minutes during the meeting, at least you should keep an eye on the Ether Pad during the discussion.

2013
How do older people get onto the Internet? How do they benefit from it? These questions were answered at a symposium in Bern which wrapped up the TAO project. Under the banner of TAO, UNU-MERIT (research and training centre of the United Nations University and Maastricht University) organized an open international workshop for online senior communities in Maastricht, the Netherlands. New strategies to promote online senior communities were discussed. How can we help people to use the Internet so it’s really useful for their everyday life? This was the central question discussed at the TAO Workshop in Ulm.
 * TAO Symposium Bern 2013-09-12
 * TAO Workshop Maastricht 2013-05-21
 * TAO Workshop Ulm 2013-05-15

2012

 * TAO/Meetings/2012-10-26
 * TAO/Meetings/2012-04-11
 * TAO/Meetings/2012-03-07
 * TAO/Meetings/2012-02-07

2011

 * TAO/Meetings/2011-12-16
 * TAO/Meetings/2011-12-01
 * TAO/Meetings/2011-11-03
 * TAO/Meetings/2011-11-15
 * TAO/Meetings/2011-10-20

title: TAO/Meetings


title: File:Pea1.f11.mtg35.djvu


text:
TAO/Meetings/2011-11-03

Online Meeting in AdobeConnect from 1000 to 1200 (UTC+1).

Participants: Stijn Bannier, Beat Estermann, Simon Lüke, Markus Marquard, Andreas Roellinghoff

Wikiversity site / project: overview, further development
TAO project page: clarification on the 3 main sections representing different approaches.

 * Handbook
 * Creation of content for the handbook; "formalized", "distilled".
 * Learning and Research Activities
 * Information belonging to all kinds of activities can be gathered here; from Wikiversity-centered actions to simple documentation of results that emerged somewhere else within TAO in general.
 * can lead to contents for the handbook.
 * Community of Practice
 * people propagating the project, people interested in learning more about TAO issues, people ready to share their experiences in TAO relevant fields.

Working process
TAO/Activities + Production of TAO/Handbook: both sections may have different participants / stakeholders concentrating on just one or both aspects.

Beat suggests Design Thinking as method to approach the activities in Wikiversity. See TAO/Organizational issues.

Project plan
To be found in TAO/Project plan which shall be listing (table):
 * activities/topics/modules
 * short explanations
 * target groups
 * language in which the activity is done
 * time window
 * contact persons (e.g. for questions on the topic, ideas for restructuring, ...)

As agreed in the last meeting it should be
 * problem oriented,
 * on a persona approach.

Ideas for Learning and research activities (modules)
First step (until meeting in Bern): ramp up pages for the following modules and formulate precise questions.

Do not forget:
 * Evaluation process of the community activities (Design Thinking).
 * Use this upcomping phase to "identify and get to know the target groups" (involvement, interviews).

 * Silberwissen / silver knowledge (Markus)
 * starting point: evaluation report (for the advisory board), which is very theoretical.
 * tasks for this activity: bring in examples, make it more colourful and vivid.
 * next steps: invite the wikimedia referents and also maybe some seniors.
 * Wikimedia DE: main focus is now on multiplicating in Germany.
 * Introduction into TAO/Wikiversity CoP (Simon, Beat, Patrick Kenel?)
 * With help of the Wikipedia partners and Wikimedians
 * Guided tour / Overview
 * learning by doing
 * role model learning
 * reflect on first steps on Wikiversity; gather experiences
 * create meaningful content.
 * How to create learning and research modules (Andreas Ninck, Andreas R.)
 * technical stuff in Wikiversity + how to add content and new activities (modules) to Wikiversity
 * Process (cf. Design Thinking)
 * analogue to Andreas Ninck's work
 * Workshop "Do's and Don'ts regarding Volunteers" (Stijn, Kai)
 * + target groups
 * "Do you think, they want to put the results in Wikiversity?"
 * 1. step: push
 * create a resource / white paper: just have some guidelines or rules documented.
 * 2. step: pull
 * How to make it interactive?
 * How to associate further stakeholders?

Ideas for later on:

 * Target groups / language challenges
 * Introduction to the handbook
 * According to design thinking principle the current draft is enough right now.
 * Jon: "Preliminary study 60+ on online communities" (action research team)
 * This could give an outlook on the final product.
 * FFI - Freie Fahrt ins Internet
 * This needs more concretion.

Challenges:
 * regarding language
 * technical

Miscellaneous

 * Further guide lines, approach to participate: TAO/Participating
 * Media files (formats, ...): TAO/Media files and licenses
 * TAO-Logo: Licensing? cc-by-sa?
 * wait for answer from (Beat)
 * first images for the project (Simon)
 * Where to put? Commons? Specific project? -> Ask Wikimedians.
 * Licenses
 * Multiple options within Wikimedia. Suggestion: one actual recommendation (per media type). We should push what is recommended in WikimediaCommons, i.e. GFDL along with cc-by-sa-all. See Choosing_a_license

Next steps, dates, what to remember
Discussion at the meeting in Bern:
 * "Meta process" (Beat, Andreas N., Andreas R.)
 * Eventually: Show the Wikiversity project
 * Open questions:
 * How quickly do/can we involve participants?
 * SeniorKS / Grundtvig?

Mailinglist for the community who is / will be pushing the Wikiversity part of the project and / or the community of practice:
 * community@thirdageonline.eu (public mailinglist) (Beat)

Unresolved items from the notes of the last meeting on ../2011-10-20:
 * Facebook (Page vs. Group)

Next meeting: online will take place after Bern

title: TAO/Meetings/2011-11-03


text:
File:Finger holding tube.jpg

Licensing
for school project

title: File:Finger holding tube.jpg


text:
File:Tub with tube sticking in it.jpg

Licensing
for school project

title: File:Tub with tube sticking in it.jpg


text:
File:Measuring Cup.jpg

Licensing
for school project

title: File:Measuring Cup.jpg


text:
File:BIg and small bowls.jpg

Licensing
for school project

title: File:BIg and small bowls.jpg


text:
File:Fish Tubes.jpg

Licensing
for school project

title: File:Fish Tubes.jpg


text:
Talk:Motivation and emotion/Book/2011/Disgust

Wikipedia links
That's great that relevant links are being provided to Wikipedia articles - this helps to add interactive depth. To improve these links, make them internal rather thane external - see example changes - http://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2FDisgust&action=historysubmit&diff=818780&oldid=818616 Sincerely, James -- Jtneill - Talk - c 19:13, 3 November 2011 (UTC)

Hi James, I tried doing that but it kept saying the the article in question didn't exist, so I opted for the external links. I'll try just handwriting the code into the text. I also want to thank you for the continued feedback, it's been very helpful. :) - Callum

A really interesting chapter - well done - Magnolia

Rfoster 07:22, 10 December 2011 (UTC)

-- Jtneill - Talk - c 04:00, 11 December 2011 (UTC)


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Draft:Semiotics

Semiotics is the study of signs and symbols and their use or interpretation. It is a part of the Social Sciences.

"Semiotics is subdivided into three areas: semantics, pragmatics, and syntactics."

These in turn are
 * the relation between signs and the things to which they refer; their denotata, or meaning, Semantics,
 * relations among signs in formal structures, Syntactics, and
 * relation between signs and the effects they have on the people who use them, Pragmatics.

Things
"The new country Iceland needed an organisation and people decided to found here a parliament, a whole-country-thing (= Alþingi) after the example of their Norse forefathers and kin. The parliament Alþingi was founded in 930 on the plains of Þingvellir which had newly come into possession of the state, where in the summer time, when the parliament meetings were to take place for 2 weeks in June each, was a lot of water and fodder for horses and which were easily to reach from all parts of the country."

In terms of meaning and generalness: 'being' > 'body' > 'something' or 'thing' > 'entity'.

Def.
 * 1.a: "a separate and distinct individual quality, fact, idea, or [usually] entity",
 * 1.b: "the concrete entity as distinguished from its appearances",
 * 1.c: "a spatial entity", or
 * 1.d: "an inanimate object distinguished from a living being"

is called a thing.

Relationships
"[T]he relationship between outer-space geography and geographic position (astrogeography), and the evolution of current and future military space strategy" has been identified and evaluated.

Def. the "links between the x-values and y-values of ordered pairs of numbers especially coordinates" is called a relationship.

Definitions
“[D]efinitions are always of symbols, for only symbols have meanings for definitions to explain.” A term can be one or more of a set of symbols such as words, phrases, letter designations, or any already used symbol or new symbol.

“[T]he symbol being defined is called the definiendum, and the symbol or set of symbols used to explain the meaning of the definiendum is called the definiens.” “The definiens is not the meaning of the definiendum, but another symbol or group of symbols which, according to the definition, has the same meaning as the definiendum.”

Theory of semiotics
Def. "a general philosophical theory of signs and symbols that deals [especially] with their functions in both artificially constructed and natural languages and comprises syntactics, semantics, and pragmatics" is called semiotics (or semiotic).

Def. the "study of signs and symbols, especially as means of language or communication" is called semiotics.

Semiotics, also called semiotic studies or (in the Ferdinand de Saussure, Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism, signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and meaning of language more specifically.

"The semiotic ladder consists of the following steps: physical world, empirics, syntactics, semantics, pragmatics and social world."

Signs
Def.

 * 1.a: a "gesture by which a thought is expressed"
 * b: "one of a set of gestures used to represent language"
 * 2: "a mark having a conventional meaning and used in place of words or to represent a complex notion"

is called a sign.

In semiotics, sign is something that can be interpreted as having a meaning, which is something other than itself, and which is therefore able to communicate information to the one interpreting or decoding the sign. Signs can work through any of the senses, visual, auditory, tactile, olfactory or taste, and their meaning can be intentional such as a word uttered with a specific meaning, or unintentional such as a symptom being a sign of a particular medical condition.

A letter is a grapheme in an alphabetic system of writing, such as the Greek alphabet and its descendants. Letters compose phonemes and each phoneme represents a phone (sound) in the spoken form of the language.

A character (from the Greek χαρακτήρ "engraved or stamped mark" on coins or seals, "branding mark, symbol" ) may refer to any sign or symbol.

A grapheme is the smallest semantically distinguishing unit in a written language, analogous to the phonemes of spoken languages. A grapheme may or may not carry meaning by itself, and may or may not correspond to a single phoneme. Graphemes include alphabetic letters, typographic ligatures, Chinese characters, numerical digits, punctuation marks, and other individual symbols of any of the world's writing systems.

Symbol
Def.

 * 1: "something that stands for or suggests something else by reason of relationship, association, convention, or accidental resemblance"
 * 2: "an arbitrary or conventional sign used in writing or printing relating to a particular field to represent operations, quantities, elements, relations, or qualities"
 * 3: "an act, sound, or object having cultural significance and the capacity to excite or objectify a response"

is called a symbol.

A symbol is something that represents an idea, a process, or a physical entity. The purpose of a symbol is to communicate meaning. For example, a red octagon may be a symbol for "STOP". On a map, a picture of a tent might represent a campsite. Numerals are symbols for numbers. Personal names are symbols representing individuals. A red rose symbolizes love and compassion.

Interpretations
Allegorical interpretation is an approach that assumes a text is not literal.

Language interpretation is the facilitation of dialogue between parties using different languages.

Draft:Semantics is the "assignment of meanings to symbols.

Philosophical interpretation is the assignment of meanings to various concepts, symbols, or objects under consideration.

Aesthetic interpretation is an explanation of the meaning of some work of art.

In Draft:logic, interpretation is "an assignment of meaning to the symbols of a formal language.

Hermeneutics is the study of interpretation theory.

Exegesis is a critical explanation or interpretation of a text.

Def. the effect of a sign on someone who reads or comprehends it is called an interpretant.

Semiology
Although semiotics and semiology are probably always considered as exact synonyms, for the purpose of discussion, let the following definition be so:

Def. the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism, signification, and communication is called semiology.

At the outset, the simplest difference between semiotics and semiology is the origin of each word. Semiotics comes from the Greek semeiotikos. Semiology is a combined form of the Greek semion and the Latin logy.

Classifications
Signs or sign systems are classified in relation to the way they are transmitted (see modality). This process of carrying meaning depends on the use of codes that may be the individual sounds or letters that humans use to form words, the body movements they make to show attitude or emotion, or even something as general as the clothes they wear.

Semiosis
Semiosis is any form of activity, conduct, or process that involves signs, including the production of meaning. Briefly – semiosis is sign process. The term describes a process that interprets signs as referring to their objects, as described in the theory of sign relations, or semiotics. Semiosis is in reciprocal determinism triadic and per social cycle theory cyclic. Other theories of sign processes are sometimes carried out under the heading of semiology.

Social semiotics
"Logonomic rules rest on a set of classifications of people, topics and circumstances which are the result of contestation over long periods, but which ultimately derive from the ruling ideas of the dominant group."

Hypotheses

 * 1) Semiotics may study the sign and symbol dominant group and its use or interpretation.

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Peter Brümmer

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User talk:Magnolia~enwikiversity

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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 22:54, 3 November 2011 (UTC)

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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 22:55, 3 November 2011 (UTC)

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Unfortunately, your account clashes with another account also called Magnolia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Magnolia~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.

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Talk:Motivation and emotion/Book/Sensation seeking

Comments
Hi there! Your Chapter is really starting to take shape. For me, I would shorten the quiz a little - maybe you could just use two or three of the questions under each heading? I think particularly as it's half way throough the Chapter, it might not be helpful to stop people from reading the information for 5 to 10 minutes while they complete the quiz. Other than that, looks like it will be quite interesting! ShaunaB 02:32, 4 November 2011 (UTC)

Hi Kristaleanne, Thanks for looking at my quiz issue. I think that is a good alternative to put it is only for reflection. I actually restyled the other quiz I had into a table to eliminate issues with it. So thanks heaps. Your chapter is coming along really well. I agree with Shauna that there are a lot of questions straight away, so breaking it up throughout the chapter may be an option. Even perhaps putting a link word at various places to take you to the next lot of questions. i.e. Now that you have read about 'xyz', go to link word to complete the next part of the questionaire.Just a suggestion. Also dont know if you can find another few words instead of 'sensation' because it is a little repetitive. Sorry - I do really do like your page! Great effort :) Ltb 03:34, 4 November 2011 (UTC)

Hey, Just found a problem with your quiz, Its good that you split them into sections, however if you submit in one section you submit in them all. Also as with another quiz, make a note that although it says right or wrong, there is no right or wrong answer (the quizzes seem to do this, you could probably code it out, but I'm not sure and I don't want to try by messing up someone else's page). Also you asked on moddle about the Heading line in use without the second b in it that should work. Overall looks good, interesting way to start a page with answer how this page can help rather than an 'introduction' per say, good job :) Mlac 10:42, 5 November 2011 (UTC)

HI Krista. Love the picture quiz! Looks familiar. Apparently in internet explorer is sits on the side and leaves lots of white gaps. I don't know how to fix this so I'm just hoping James will use firefox to view the chapters. I think you need a few more images throughout the page. I made a few minor changes on the page (like changed Hull's (1943) drive theory to be Hull's drive theory (1943)) you can change it back if you want. I agree with Mlac, the introduction not called an introduction is a great idea. Anyway, good luck writing the rest, hope work was alright. Noodles&Wedges 03:54, 6 November 2011 (UTC)

Just a minor change, I changed the completion status to 50%, because there was no 30% template Jackson997 08:40, 6 November 2011 (UTC)

Just found an article that might fit one of your missing sections! Wood, P. J. (1995). SENSATION-SEEKING AND DELINQUENT SUBSTANCE USE: AN EXTENSION OF LEARNING THEORY. Journal Of Drug Issues, 25(1), 173-193. Jackson997 08:59, 6 November 2011 (UTC)

Hey, not sure if this'll help or not, but by some chance or other you're looking to say...link to another part of your page, here's how. Highlight the text you wish to use as the link (not the target, but the thing you're going to click on). Press "link" in the editing bar (under the "advanced" tab). Select "to a wiki page", then input the address. For example, if you want to link to love, the address will be "Motivation_and_emotion/Book/Sensation_seeking#Love". Hope that helps. Jackson997 13:50, 6 November 2011 (UTC)

Comment by Magnolia - Liked the quiz and illustrations - content very well presented - well done

-- Jtneill - Talk - c 00:45, 27 November 2011 (UTC)

-- Jtneill - Talk - c 06:53, 10 December 2011 (UTC)


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Talk:Motivation and emotion/Book/2011/Alcohol motivation

Comments
Hi, I'm looking forward to your chapter! This is a very big topic these days. Alcohol seems to fuel a lot of negatives and not a lot of positives. In particular I’m interested in the effects alcohol has on society’s younger population. There are not many events you can go to now, either sporting or music based for example that alcohol isn't a huge part of. Here are some links to some interesting studies I’ve looked at: http://dionysus.psych.wisc.edu/lit/Articles/CooperM1995a.pdf http://dionysus.psych.wisc.edu/coursewebsites/psy225/LabHO/Exp3/Steele1990a.pdf http://dionysus.psych.wisc.edu/lit/articles/SayetteM1993a.pdf Good luck with your chapter :) Jemmasanderson 02:56, 4 November 2011 (UTC)

This would make a great magazine article - submit this to publishers - very well done - Magnolia

-- Jtneill - Talk - c 00:01, 28 November 2011 (UTC)

-- Jtneill - Talk - c 03:49, 10 December 2011 (UTC)


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Talk:Motivation and emotion/Book/Emotion regulation and social engagement

It looks like you have a nice comprehensive list of things to cover under this topic. Under 'What helps people to be emotionally regulated?' this could be a good place to include useful and practical tips people can use in their life. :) A-bryant 05:43, 4 November 2011 (UTC)

Hi - keep going - you have good headings and they cover the topic well - Magnolia


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Talk:Motivation and emotion/Book/Improve your life

Hi James, this looks to be a little under the word count... :) perhaps some images and some more content would be useful! I do like the colour scheme though! Great use of picture depicting Zest for Life! hehe A-bryant 05:53, 4 November 2011 (UTC)

PS Just joking! Thanks for helping us with our chapters! A-bryant 05:55, 4 November 2011 (UTC)

Hi James and Roxanne, Thanks for everything - it's been rather fun (if at times excruciating.) So, who is doing the audio-visual?AlexMC 11:54, 7 November 2011 (UTC)

As you've noticed, development of this chapter is some way behind the other chapters - hopefully it will pick up after marking. -- Jtneill - Talk - c 03:35, 8 December 2011 (UTC)