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

Overview
"What is our wealth for anyway? Surely it is not, as most economists advocate, just to produce wealth. Gross domestic product (GDP) was, during the industrial revolution, a decent first approximation to how well a nation was doing.  Now, however, every time we build a new prison, every time there is a divorce, a motor accident, or a suicide, the GDP - just a measure of how many goods and services are used - goes up.  The aim of wealth is not to produce more GDP but to produce more well-being. - Martin Seligman, 2011"

In modern day society workplace demands are on the rise. Competition and financial pressures are driving organisations to produce more with less, leaving employees feeling undervalued and dissatisfied with their jobs (American Psychological Association, 2011). Solely focusing on monetary gains and getting a competitive edge can create unhealthy, unproductive working environments with significant human costs. Astute organisations are shifting their focus away from economic factors towards human factors that enhance employee motivation. There are numerous benefits to enhancing work motivation including improved life satisfaction, health and psychological wellbeing of staff which, in the end, all result in increased organisational productivity. This chapter explores prominent motivational theories that have contributed to the study of work motivation, explains why we need to be motivated at work, discusses the main factors that influence work motivation and provides advice on some practical ways individuals and organisations can enhance motivation.

What is work motivation and satisfaction?
Over the 20th century, the study of motivation grew rapidly (Mayer, Faber & Xu, 2007). The psychodynamic and behaviourism perspectives dominated early in the 20th century. These theories focused on fulfilling biological needs such as the need for food as drivers of behaviour (classic or operant conditioning), however they fell out of favour by the mid-century as they largely ignored other acquired drivers such as social and psychological needs. This gave rise to Maslow’s (1943) hierarchy of needs whereby basic needs such as physiological, safety, and love must be present before one can grow and reach their potential (Latham & Pinder, 2005; Mayer, Faber & Xu 2007; Reeves 2009). Several personality theories gained ground following this - most notably deCharm's (1968) proposition of perceived locus of control (as cited in Mayer et al., 2007). The main tenet of this theory is based on whether the individual perceives their actions as controlled internally or externally. This led to a prevailing theory of modern times; Deci and Ryan’s (2000) Self-Determination Theory (SDT) which focuses on the fulfilment of three human needs: (a) competence, (b) autonomy, and (c) relatedness (as cited in Mayer et al., 2007; Reeves 2009). central to all motivation theories however is the fulfilment of needs and goals within the person to avoid negative consequences and pursue happiness (Mayer et al., 2007). Within this broad field of motivation, the study of work motivation has gained momentum over the last 25 years. Although many definitions of work motivation exist, a useful definition presented by Pinder (1998) states work motivation as “…a set of energetic forces that originate both within as well as beyond an individual’s being, to initiate work-related behaviour and to determine its form, direction, intensity and duration” (as cited in Latham & Pinder, 2005, p. 486). More simply put, motivation is “..a psychological process resulting from the interaction between the individual and the environment” (Latham & Pinder, 2005, p. 486). Hence the study of work motivation has made significant grounds in explaining internal and external influences.

Building off Maslow’s (1943) hierarchy of needs, need-based theories such as SDT feature prominently in current times (Mayer et al., 2007). These theories focus on the generation of work related behaviours to fulfil physical, social and psychological needs and offer a good explanation of why individuals are motivated to act. They do not however, explain individual differences, nor the direction, intensity or duration of work related behaviours.

Related to needs is the study of personality traits as internal drivers that lead to job selection, work performance and job satisfaction. Personality research is one of the fastest growing bodies in recent times. Furthermore, Latham and Pinder (2005) argue that the study of traits has been influential in “…predicting, understanding and influencing choice, affect and performance…” (p. 491). Similarly, values serve as the basis of personal standards by which choices are made and behaviours directed. Values studies feature most prominently in person-environment fit studies and have shown that mal-aligned values result in poor motivation, interpersonal communication and job performance. Criticisms of this approach focuses on the inability of value-based theories to explain less stable, more dynamic factors such as the influence of cognitions and affect in generating positive work behaviours (Latham & Pinder, 2005).

Cognition underlies motivation in the way individuals interpret their work experiences in relation to the self and one’s plans for the future. A predominant and unabated cognitive theory is goal-setting theory (as cited in Latham & Pinder, 2005). Achieving goals leads to increased performance which results in high job satisfaction defined by Locke (1976) as “…a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences” (as cited in Heller, Ferris, Brown & Watson, 2009, p. 1051). Also not to be ignored is the strong influence of affect in the direction, intensity and duration of individual work behaviours. A most important factor of this is perceptions of organisational justice (Latham & Pinder, 2005). When employees perceive to be treated unfairly by the organisation or their immediate supervisor, negative affect ensues.

The study of work motivation has moved towards more dynamic, contextual explanations centred on the interplay between the individual and environment rather than simply focusing on work outcomes like job performance and satisfaction. This has improved the ability to predict, understand and influence work motivations.

Why do we need motivation at work?
Adults spend an estimated one third of their lives at work and for most, work forms part of their individual identity and gives added meaning to their lives. Therefore workplace issues which reduce work motivation and job satisfaction can lead to multiple negative outcomes including reduced resilience, lower performance, less engagement, low self-esteem, a lack of personal growth and poor physical health. These negative outcomes can and do transfer into other life domains, particularly the employee’s family life resulting in a compounding effect (Judge & Illies, 2004; Vansteenkiste, et al., 2007). This means that an employee’s overall life satisfaction, happiness and wellbeing can be at risk as a result of low work motivation and job satisfaction.

Job and life satisfaction is very much intertwined. Judge and Illies (2004) researched the ways in which job satisfaction, and positive or negative state affect (mood) at work influences the mood at home which they termed “mood spillover”. They hypothesised that job satisfaction will have a positive effect on mood after work and moderate negative moods at home. Furthermore, both positive and negative mood at work will spillover into home. They surveyed 74 university employees on their mood and job satisfaction whilst at work and mood outside of work. Results revealed that positive mood is both an antecedence to and consequence of job satisfaction and has a significant spillover effect on mood at home. They also found both positive and negative affectivity led to differential processing of work information which influenced how they felt at home. Simply put, emotions are generalised across life domains.

Furthermore there is increasing evidence around the negative effects of mental exhaustion (burnout) both on and off the job. High job demands, workplace worries, access to resources and safety concerns can all contribute to burnout. This can cause employees to detach emotionally and cognitively from their work as well as become cynical about their work environment. Day, Sibley, Scott, Tallon and Ackroyd-Stolarz (2009) hypothesised a lack of self or team efficacy and control over these factors would deplete employee motivation and coping abilities. They surveyed 261 Canadian health care professionals and found employees with the highest levels of emotional exhaustion had the lowest levels of work control. They also found that low levels of perceived self and team efficacy is a significant contributor to emotional exhaustion.

Low motivation and job satisfaction is also bad news for employers. There are a number of negative impacts for the organisation such as high staff turnover, increased absenteeism, low levels of employee commitment, reduced productivity and less team efficacy (Day et al., 2009; Judge & Ilies, 2004; Vansteenkiste et al., 2007; Wright, 2009). Wright (2009) argued job satisfaction is a highly valuable resource which psychologically enables employees to cope with workplace stress and capitalise on opportunities. Whereas dissatisfied or distressed employees are more likely to “…negatively impact the performance of their co-workers” (Wright, 2009, p. 16) and result in high employee turnover. Additionally workplace stress increases has been linked to a number of serious health problems like cardiovascular disease which is estimate to reduce life expectancy by 10-20 years. This can cost organisations up to 2.5 times the salary costs of the employee in lost productivity (Wright, 2009). Therefore it makes good sense for organisations to focus on human factors such as motivation and job satisfaction rather than traditional measures such as budget and efficiency measures.

Case Study

Wright (2010) "...consulted with a large (over 10,000 employees) customer service-oriented organisation. The average yearly salary for management personnel studied exceeded $100,000.  The consulting project involved all management personnel from one department whose chief administrative officer had expressed serious concerns about potentially excessive levels of turnover.  More specifically, the chief administrative officer was concerned that the department was losing a disproportionate share of its better workers.  Interestingly, a comprehensive statistical analysis indicated that the department was losing a disproportionate share of both its very worst (good news from the employer's perspective) and very best employees (very bad from the employer's perspective).  Using Cascio's benchmark, the potential cost of turnover in this department ranged from $150,000 to $250,000 per employee, with the unnecessary withdrawal of high-performing employees being considered as especially problematic.

Further investigation determined that the consideration of employee psychological well-being (PWB) was especially illuminating in helping to better understand the apparent dichotomy of both the best and worst employee disproportionately leaving the department. First of all, the results demonstrated that those employees exhibiting high levels of PWB were not only better performing; they were also more likely to remain on the job! In addition, the findings indicated that high-performing employees were also more likely to remain on the job as the level of PWB increased. Of special relevance, this knowledge afforded human resources the opportunity to develop specific strategies designed to enhance the role of employee PWB in fostering optimal levels of job performance and employee retention."

Source: Wright. T. A; 2010, Much more than meets the eye: the role of psychological well-being in job performance, employee retention and cardiovascular health., p. 17.

What influences work motivation and satisfaction?
Western society is heavily focused on wealth creation and most often uses money to attract and motivate the workforce. However research has clearly shown that extrinsic rewards such as money can lead to a number of negative work outcomes and reduced motivation (Vansteenkiste et al., 2007). People who are intrinsically motivated experience more positive work outcomes such as high job satisfaction and performance but more importantly their overall wellbeing and growth is enhanced. This is because the environment demands are congruent with the individual’s needs, identity and adds meaning to their lives as opposed to the individual meeting the demands of the environment. Employee motivation is therefore highly influenced by the individuals’ internal drivers such as needs, values, and personality as well as external forces such as job characteristics, organisational justice (perceived fairness), control and resourcing.

Internal influences: values, needs, personality and cognitions

 * Self-determination theory (SDT) argues three basic psychological needs are essential for psychological wellbeing and growth (Reeves, 2009). These needs are: (a) autonomy - fulfilled through freedom of choice or intrinsic support for external requests, (b) competence - fulfilled by mastering challenges, and (c) relatedness - fulfilled by developing close relationships with others or feeling part of a team (Latham & Pinder, 2005; Van den Broeck, Vansteenkiste, De Witte & Lens, 2008; Vansteenkiste et al., 2007).  Individuals can either be oriented to intrinsic rewards centered on their psychological wellbeing and growth or extrinsic rewards centered on material gains, social approval and power.  Intrinsically motivated people have a desire to grow, connect with their colleagues and achieve positive outcomes.  Whereas extrinsically motivated people tend to neglect their basic needs and in favour of extrinsic rewards for example, they tend not to experience authentic, close relationships but view others as a means to gaining extrinsic rewards (Vansteenkiste et al., 2007).

 * Vansteenkiste et al. (2007) interviewed 885 Belgium employees and found that extrinsic work values predicted negative work outcomes including less job satisfaction, commitment and motivation. They also found that negative outcomes carried over into the employees family life and was associated with increased unhappiness, however this was somewhat mediated by higher income levels.  Intrinsically motivated employees were more likely to initiate and take on responsibility for their work (autonomy), were more often recognised for their achievements (competence), and were more willing to assist their colleagues (relatedness).

 * Personality research has brought to light the influence of personality traits on motivation and subsequently job performance, and job satisfaction (Latham & Pinder, 2005). Kaplan, Warren, Barsky and Thoresen (2009) investigated the correlation between positive and negative affect and job satisfaction by undertaking a meta-analysis.  Affect is either positive or negative and can be a stable (trait) or transient (mood).  When affect and cognitions about work are congruent, work motivation and subsequent work outcomes are enhanced.  Kaplan et al. (2009) found that people with higher positive affect are more likely to have positive social interactions and find meaning in their work thereby enhancing job satisfaction.

 * Positive affect facilitates sustained motivation and effort on complex and difficult extrinsic tasks. Studies have shown that people with positive affect better evaluate outcomes of their decisions before acting.  This is because they display less defensiveness, over-reaction, distortion, denial and risk-taking behaviours (Isen & Reeve, 2005).  Isen and Reeves (2005) found that in situations where less appealing extrinsic work is required, positive affect promotes responsible work behaviours and appropriate responses by engaging more readily and for longer periods.  They theorised that positive affect may allow people to view an extrinsic situation in multiple ways and seek to avoid negative consequences through the promotion of self-control and problem solving skills.

 * However personality is not the only factor at play. The motivational intensity theory posits goal commitment is influenced by cognitive assessments of the (a) task difficulty; (b) self-efficacy in their own abilities; and (c) likelihood of success (Venables & Fairclough, 2009).  If people perceive that they possess the ability to successfully perform a task, the goal worthwhile and the outcome will lead to growth, motivational effort will be sustained.  Conversely, if the task is too difficult or the goal is not worthwhile, mental effort will cease.  Venables and Fairclough (2009) tested this theory by giving forty participants with cognitively demanding tasks and providing them with false positive or negative performance feedback on their level of success or failure.  This served to either inflate or deflate perceptions of task difficulty and self-efficacy.  They found that participants in the failure group increased mental effort in an attempt to compensate for the discrepancy between performance and goal however over time, they found that mental effort started to decline.  This group perceived a much larger reduction in motivation, affect, arousal, control and self-efficacy even though their performance matched the success group.

External influences: job and organisational characteristics

 * Motivation is strongly influenced by the fit between the person and organisation. This has been highlighted in recent person-context studies which argue that job characteristics need to be taken into account when looking at individual work behaviours.  Work related stress or unenriched jobs can negatively impact on the individuals’ wellbeing and motivation.  Importantly, the amount of on-the-job control, skill utilisation and participatory decision making are key influences (Latham & Pinder, 2005).  A dynamic and complex interaction between the person and work place occurs daily which can positively or negatively influence motivation and job satisfaction.

 * Researchers have found that personality is largely situational based and highly regulated by social expectations and extrinsically defined goals (Heller et al., 2009). The expression or suppression of personality traits depends on workplace demands thereby influencing work behaviours, attitudes, moods and self-perceptions.  A single individual can have different personalities at work and home.  For example, an individual’s role at home may foster the expression of caring and nurturing traits, whereas their work role may foster more assertive and less impulsive trait expressions.  Heller et al. (2009) found people have a home and work personality.  Work personality trait expression is influenced by the work context such as tasks, social network boundaries and the meaning of work.

 * Job demands are “aspects of the work context that tax employees’ personal capacities and are, therefore associated with certain psychology and/or physical costs” (Van den Broeck et al., 2008, p. 278). On the other hand job resources such as social support, enhance employee wellbeing and reduce the impact of demands by assisting in goal attainment and personal growth.  Put simply, job demands reduce motivation and resourcing increases work motivation by meeting basic psychological needs.  Van den Broeck et al., (2008) surveyed 745 Belguim based employees across 17 organisations to determine the influence of job context (demands and resources) and psychological wellbeing as measured by burnout or engagement.  They found inadequate resourcing and high job demands frustrate employees’ basic need satisfaction and leads to increased burnout.  Whereas job resources reduce the impact of job demands and enhance wellbeing.  However the authors conclude that goal-attainment also plays a role in fulfilling these needs.

 * Burr and Cordery (2001) argued to understand how employees are motivated to perform we must consider the impact job design has on cognitive evaluations of self-efficacy. Self-efficacy influences “…the choice people make, their aspirations, how much effort they mobilize in a given endeavour, and how long they preserve in the face of difficulties and setbacks” (Burr & Cordery, 2001, p. 28).  Following a study of 270 Australian employees, Burr and Cordery (2001) found employees in jobs that allow self-management quickly learn how to manage pit falls.  Furthermore task performance is enhanced through modelling, feedback, training and good supervisory behaviours.  Enriched jobs have the potential to develop employee cognitive abilities through increased autonomy whereby individuals are responsible for problem solving and performance based outcomes.  Self-management efficacy, developed through autonomy, enhances motivation, sustained effort and persistence.

How can work motivation and satisfaction be enhanced?
There are numerous ways motivation and work outcomes such as job satisfaction can be enhanced. Activities can be undertaken by the employee or employer however the best outcomes result from both the individual and organisation working together as a dynamic entity to create psychologically healthy workplaces. Employee psychological wellbeing and organisational productivity is inextricably linked. Therefore, psychologically healthy workplaces that focus on employee engagement, growth and development, support and view all aspects of the employee’s life holistically will benefit from increased gains in productivity. As demonstrated the benefits of intrinsic motivation include increased job satisfaction, commitment, higher performance, relatedness, and competency. Seligman (2011) suggests that individuals can find increased meaning and engagement by understanding and utilising their strengths for example, by undertaking the Signature Strengths Test. One way to do this is to apply one signature strength in a new way at work, home or leisure activity each day. Furthermore, Wright (2010) recommends, albeit more controversially, strengths becomes the focus of an organisation’s selection strategy. He states “…not only is the likelihood increased that employees will be both psychologically and physically healthy themselves, but the health of the employing oraganization will similarly benefit by exhibiting high performance, adaptability and flexibility” (Wright, 2010, p.20). This is particularly recommended for organisation leaders.

Additionally, positive affect has also shown to have clear benefits including task persistence, better decision making, enhanced problem solving, responsible work behaviours, collaboration and authentic social interactions. Positive affect can be generated by undertaking a range of positive exercises or wellness training. Seligman (2011) argues that happiness, as measured by positive emotion and engagement, is about how individuals think and feel at any given moment (transient). However positive psychology is about long term genuine wellbeing which also includes meaning, accomplishment and relationships. Organisations and individuals can educate themselves about the benefits of positive psychology and engage in retaining the mind. For example, training could be undertaken through daily positive exercises such as the 3-to-1 Positivity Ratio recommended by Wright (2010) or Three Blessings as recommended by Seligman (2011). Exercises such as these have been proven to increase feelings of wellbeing, resilience and authentic social interactions (Seligman, 2011; Wright, 2010).

Finally, organisations can actively shape the work environment to better meet employee basic psychological needs and ensure person-job fit. Organisations can do this by actively participating in healthy workplace programs as well as providing employees with autonomy around decision making, goals, and overall self-management. The work benefits include increased performance/efficacy, task mastery, problem solving, commitment and engagement. Furthermore, enriched jobs have lower job demands and higher job resources. This can be achieved through clear goals, employee growth and development , sound leadership, effective feedback and recognition. As a result the impact of job demands is minimised leading to benefits including reduced spillover into family life increased employee health and life satisfaction. Seligman (2011) argues that a flourishing corporation has a focus on human factors.

Summary
As work forms a large part of our lives, basic human needs are either fufilled or thwarted in the workplace. Research has shown that meeting these needs at work is essential in maintaining a psychologically healthy workforce and enhancing employee motivation. Internal drivers such as basic psychological needs, trait expression and cognitions all influence the direction, intensity and duration of work behaviours. Furthermore, environmental factors will either foster or suppress internal drivers. In the end, it is the melding of individuals and organisations that determines the wellbeing of both.

To avoid the numerous deleterious effects of an unmotivated workforce, attention should be paid to enriching the work life experience of employees through enhanced engagement, relationships, meaning, positive emotions and achievement. This can be achieved by utilising individual strengths, building positivity, and ensuring an enriched environment that fits well with the person. The creation of a psychologically healthy workplace facilitates human thriving and is the secret to an engaged, productive and committed workforce that will give organisations a competitive edge. Psychologically healthy employees are the bottom line.


text:
User:Seand23

I am Sean Downie.

Studying Business, politics and sport, at the University of Canberra

Assignments
/Funding for NRL clubs under new pokie laws/

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

title: User:Seand23


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

Questions...
Not sure on how to tackle the "Problem" aspect of this topic (as suggested in the assessment outline.) What is a potential problem through which music's influence on emotion could be used?

Ideas:

 * How music could contribute to the mental-stability of an individual?
 * E.g. Depression.
 * This could be further expanded with the use of music in psychological operations.
 * - Reference: http://en.wikipedia.org/wiki/Music_in_psychological_operations

 * How styles of music is negatively represented in media and subsequently blamed?
 * E.g. Marilyn Manson / Columbine High School massacre.
 * - Reference: http://en.wikipedia.org/wiki/Marilyn_Manson_(band)#Controversy

 * How music can be used in political warfare?
 * - Reference: http://en.wikipedia.org/wiki/Music_and_political_warfare

 * Thanks for the suggestions mysterious stranger, some really interesting points. I'll weave these in. Cheers -- Jaybay 12:53, 3 November 2011 (UTC)

Feedback and Suggestions
Re: Music, emotion and film

Hi J, Have placed your page on my watch list. Really interesting topic. Glad the suggestion re music,film and emotion was a helpful idea - hope there's some research out there. Only other things that occurred to me was from physiology last year, there was a link from the text to a research centre in Canada which was looking at musical pitch (and perfect pitch). Not sure if they were doing anything around music more generally, or anything connected with emotion. But worth checking out.

Jeanette 02:00, 29 September 2011 (UTC)

Hi, I agree, this is a really interesting topic. I have an example which may or may not be helpful. My 12 year old daughter was having friends stay over, and after they had watched movies and were really tired, I put some classical music on to relax and calm them down, thinking it would help them get to sleep. However, the girls all found it very annoying and were not able to sleep until the music was turned off. This showed me the relationship between mood and music, as my daughter had always enjoyed listening to classical music. However, we had only ever had it on during the day, not when she was tired. Looking forward to reading more of your chapter. Ltb 06:06, 18 October 2011 (UTC)

 * That's interesting Ltb, sounds a little bit like your daughter was conditioned to classical music? That is certainly an avenue I could use too, music in regard to learning as well as mood. I'd be interested to hear what kind of classical music it was too? I know that some of Mozart's music mimics brain wave patterns (AKA "The Mozart Effect") From memory one of them may have been similar to sleep. Other composers or pieces with faster tempos or certain timbre may increase wakefulness? - Jaybay 05:43, 19 October 2011 (UTC)

Checking in again Hi J - love the colours you've chosen & the little musical notes - very cute. Know that's probably very superficial of me but also makes it easier to read. Was thinking re other angles (if you are looking for them). Re music and emotion - music and workplaces might be another angle. Remember working at a retail store straight after finishing high school & just in time to score all the Christmas music. Staff were generally not jolly, even before the crowds started. & just wondered about housework and music (does it help with motivation - think I need to know). With the ones you have - curious to see in terms of music and memory if any studies turn up with anything around music therapy for dementia sufferers. Will stop there - not sure where your reading is leading to & you may have already thought of & discarded these ideas already! & I think the idea you had about the bio effects of music, e.g. neurotransmitters, sounds fascinating. Will be curious to see what you find out! Gangster wiggles is hilarious. Regards Jeanette 09:23, 18 October 2011 (UTC)

 * Hi Jeanette! Thanks I have trouble reading sometimes if the contrast is off or there's little colour so glad to see it works for others too. Appreciating all your input, I think I have read some articles somewhere in regards to music therapy for people in a coma (who show signs of neural response!) I would be interested to see if there's any music therapy for people with dementia, or just generally for emotional issues such as depression, anxiety or anger management. As they say music calms the savage beast. Motivation is an area I would love to develop the chapter on, but not sure if I'm allowed to stray too far into the area? I find music to be a great influence on my motivational moods at least, I think this might fit in well (I can do it - I will vacuum! :P). Do you mean the Christmas music was aggravating the employees? I'm not keen on Christmas music played at work or in shops. Stores keep doing it, so I wonder if it's effective in sales? I have a nice long list of things to research, but I am always ears for any ideas - cheers again. - Jaybay 05:43, 19 October 2011 (UTC)

Hi there, thanks for stopping by the Emotional Intelligence page and leaving your comment. I have left one of your page as well, but I'll repeat that you might like to work in a reference to Gardner's multiple intelligence theory which lists music as an intelligence. Cheers U112052 11:05, 18 October 2011 (UTC)

 * Cheers U112052 for the suggestion, there may something along the lines of musical intellect and emotional regulation, or emotional differences? I will have a look :) - Jaybay 05:43, 19 October 2011 (UTC)

have you thought of maybe including something on music as a way of expressing emotions if you could tie this in with your other ideas. Also perhaps you could look into music therapy for children with learning disorders as ths is quite a common application. keep up the good work Jessica.h 07:58, 25 October 2011 (UTC)

Hi Justine! I am loving all the interactive quizzes and music you have put on your page. it looks like it will be fun and interesting. great work! Courtney.reis 08:38, 26 October 2011 (UTC)

Hey, very interesting topic you picked! I did an essay last year on the effect of motivation on exercise performance. I know that it doesn't relate much to your topic, but I found lots of physiological effects such as lowered HR, blood pressure etc, so hopefully you'll be able to find lots of information on that! Good look with finishing it, i'll definitely check in again to see the finished product. Tashc 09:58, 3 November 2011 (UTC)

Justine your page is amazing, so much depth and it really shows how much research you have put into it EamesA 10:34, 5 November 2011 (UTC)

Hey Jus, You were asking me the other day about evaluative conditioning, about when you here music and it take you back to an event... I thought of some examples for you!! Spice Girls - Wannabe, could take you back to your year 6 dance, right before graduation... or hearing Celine Dion - My Heart will Go On, could take you back to your first date in highschool where you went to see Titanic! Hope that's helpful!! :) Good work on your page!! It's coming along nicely! A-bryant 12:48, 5 November 2011 (UTC)

Don't take drugs! Take Music!! That would make an interesting heading for explaining the physiological and theraputic impact it can have upon us! A-bryant 14:56, 5 November 2011 (UTC)

Music and Emotions

The most difficult problem in answering the question of how music creates emotions is likely to be the fact that assignments of musical elements and emotions can never be defined clearly. The solution of this problem is the Theory of Musical Equilibration. It says that music can't convey any emotion at all, but merely volitional processes, with which the music listener identifies. Then in the process of identifying the volitional processes are colored with emotions. The same happens when we watch an exciting film and identify with the volitional processes of our favorite figures. Here, too, just the process of identification generates emotions. Because this detour of emotions via volitional processes was not detected, also all music psychological and neurological experiments, to answer the question of the origin of the emotions in the music, failed.

But how music can convey volitional processes? These volitional processes have something to do with the phenomena which early music theorists called "lead", "leading tone" or "striving effects". If we reverse this musical phenomena in imagination into its opposite (not the sound wants to change - but the listener identifies with a will not to change the sound) we have found the contents of will, the music listener identifies with. In practice, everything becomes a bit more complicated, so that even more sophisticated volitional processes can be represented musically.

Further information is available via the free download of the e-book "Music and Emotion - the Research on Musical Equilibration:

www.willimekmusic.de/music-and-emotions.pdf

Enjoy reading

Bernd Willimek

Feedback on progress
Your page is coming along brilliantly. Envious of what you've done with your title - may try to nick it. Hoping I can work out how.

Re the Christmas music comment earlier - was definitely irritating rather than inspiring.

As an aside, my gorgeous newborn niece has been giving her parents a run for their money. In desperation, they "turned on David Guetta, Black Eyed Peas and Justin Timberlake on full ball and danced around the room with her and instantly she changed, appears she likes loud dance music just like her mum, just sat in my arms enjoying the moment." Think you're on to something here. Jeanette 00:13, 28 October 2011 (UTC)

Aww that's pretty cute, they're a dancer baby already :) Go ahead and steal! I think I used that formatting from someone else's page (thank you whever you are) thanks for the feedback too, any criticisms?( Ignore the fact it's a bit of a mess :S) I've been hoping to get a draft done by mid next week for a formal feedback overall, in sydney at the moment so hopefully it'll get there! Jaybay 03:31, 28 October 2011 (UTC)

Hi JayBay, really interesting topic - I look forward to reading the finished product? My sister was actually hospitalised for anorexia/bullemia and they did music therapy a few times a week. They all loved it - not only did they listen but also sing along. Could you possibly include a section on music therapy? ShaunaB 02:58, 29 October 2011 (UTC)

Just popped back to see how you were going. Looking good. I tried to play one of yoiur sound files, but it wasn't working. This may be because you haven't put the link in as yet. Keep up the good work. Ray U112052 05:37, 30 October 2011 (UTC)

Hi JayBay - your page is looking great! I really love the layout and the pictures for effect. It's obvious that you have really given thought you plan. Well done - you're right on track :) (137.92.27.73 04:21, 31 October 2011 (UTC))

Music can make wine taste better
http://newsfeed.time.com/2011/11/02/pairing-wine-with-food-consider-the-soundtrack-too/ -- Jtneill - Talk - c 22:15, 2 November 2011 (UTC)
 * That's really interesting! Will have to give Tom Jones and Merlot a try. I think there is probably an avenue for research into food as well. Thanks for your input Jaybay 12:56, 3 November 2011 (UTC)

G'day. This is an excellent looking chapter on what is a truly interesting topic. Great idea... kind of wish I'd thought of it myself. Regards U895075 02:17, 3 November 2011 (UTC)

Draft feedback
Hi Justine, please see my comments below. Take or leave any of the suggestions as you like.

Introduction

Could mention the Gestalt or holism perspectives here, where the whole is more than the sum of its parts.

Does music really influence us emotionally, and how?

Not sure of the purpose to capitalising Musical components, Physiological reactions, Cognitive and Social. Because they are titles to another section? Perhaps check APA style guide.

Why do we listen to music? You may like to revise the following sentences for better flow: Best if you can source the original article and reference that rather than using secondary citations, but this is not always possible. Please ensure use of APA style throughout when completing the draft.
 * “It is noticeably prevalent and embraced in most cultures around the world, where it unlikely to have been due to culturally spread, perhaps indicative of an instinctual drive (_)."
 * it it’s cross-culturally highly valued

Musical components
 * The first para is quite long – consider splitting.

Physiological impact Very interesting that people in vegetative states still show a reaction to music! I like seeing the psychophysiological measures in this section as supporting your argument for emotions arising from music. It is interesting to note how researchers infer emotional reactions to music and that objective measures are used in addition to self-report.

Applications I think this section provides some real meat for the self-help objective of the book!

General comments As I read through your chapter, I was reminded of times I have had strong emotional reactions to music, usually in relation to sad songs, such as Pearl Jam’s last Kiss and Empty Chairs at Empty tables from Les Miserables. You might like to include a box asking people to reflect on their own emotional reactions and what types of music evoke it? The more aware they are of their reactions and musical stimuli, perhaps the more useful it will be when they attempt to regulate emotions through its use? Many people may use music to attenuate current mood states or create new ones, consciously or not. For example, music can be used for a temporary mood and energy boost, as many people do when getting ready to go out and party. However, you have already made great use of boxes as learning features – fantastic integration of external survey sources, music, images, diagrams and quizzes throughout your chapter!

There are a few minor grammatical errors throughout – expected for a draft.

In your structure, I can see critical analysis of research, theories and possibilities for self-help. You have really engaged with the topic and carefully considered the marking criteria in your structure and approach in an engaging style. Good luck with the polishing and pulling it together! Cheers, Rfoster 22:47, 5 November 2011 (UTC)

 * Thanks Roxanne, that was very helpful. All points noted! --Jaybay 13:54, 6 November 2011 (UTC)
 * I would have liked to include something on Gestalt psychology, but the word count was getting too close, had to remove that introduction. Did include your suggestion for asking the reader about their experiences in the new introduction though, great idea. Cheers Jaybay 13:38, 8 November 2011 (UTC)

____ Feedback and contribution

I think you have chosen a really fascinating topic to study. Your page looks great, with a nice blend of music, imagery and theoretical content to back up emotion being connected with music .User:Mandygal1304 21:40, 4 November 2011 (UTC)

 * Thanks Mandy! --Jaybay 13:54, 6 November 2011 (UTC)

I've had a quick look and made some minor formatting edits. Looking looks fascinating content/structure with lots of useful links. One final thing to check - some of the Wikiversity links are in external link format. They can be changed to internal e.g., here's the format -- Jtneill - Talk - c 20:48, 6 November 2011 (UTC)
 * Nature and psychological well-being (Book chapter, 2011)
 * Thanks James, had a few issues there. Will add them into the non-assessable version. Lots of terms!

What a wonderful chapter - Mozart is ideal for studying and concentrating - that has been proven - very well done - congratulations - Magnolia

-- Jtneill - Talk - c 11:37, 27 November 2011 (UTC)

 * Thanks James, I would actually be very keen to research this area if I am able to, I really enjoyed learning about it. There are so many potential areas to further look at. Learning and music is another interesting and useful avenue. -- Jaybay 03:04, 29 November 2011 (UTC)

-- Jtneill - Talk - c 02:54, 11 December 2011 (UTC)


text:
User:Mitchell.A.King

About Mitchell....

Studying Business, politics and sport, at the University of Canberra

Assignments
/The growth and development of a once amateur sport: The effects of globalization and the political struggles rugby union faces/

title: User:Mitchell.A.King


text:
User talk:Mitchell.A.King

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:33, 15 September 2011 (UTC)

Your edit reverted
was reverted. It looks like you saved this to the wrong page. If you noticed that -- it looks like you may have, you did save the material to your user page afterwards -- you should revert it right away. If you look at the history of a page (there is a history tab at the top) you will see, after each edit, an "Undo" link. If you follow that you can revert your own edit, provided that someone else hasn't changed it first. Thanks. --Abd 13:33, 15 September 2011 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:RugbyScrum clar95.jpg

MaintenanceBot (discuss • contribs) 15:29, 16 April 2016 (UTC)

title: User talk:Mitchell.A.King


text:
User talk:Matt Irons

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:35, 15 September 2011 (UTC)

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

Instructions for adding copyright and/or license information are available at License tags. Files must be updated within seven days or they may be removed without further notice. See Requests For Deletion for more information.

The following files are missing copyright and/or license information:
 * File:Irons1.jpg
 * File:Irons10.jpeg
 * File:Irons11.jpeg
 * File:Irons12.jpeg
 * File:Irons16.jpeg
 * File:Irons4.jpeg
 * File:Irons5.jpeg
 * File:Irons6.jpeg
 * File:Irons7.jpeg
 * File:Irons8.jpeg
 * File:Irons9.jpeg
 * File:Rich.jpeg

MaintenanceBot (discuss • contribs) 03:49, 11 November 2013 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Irons10.jpeg
 * File:Irons11.jpeg
 * File:Irons12.jpeg
 * File:Irons4.jpeg
 * File:Irons9.jpeg

MaintenanceBot (discuss • contribs) 15:29, 16 April 2016 (UTC)

title: User talk:Matt Irons


text:
User talk:Ctarawneh

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:39, 15 September 2011 (UTC)

title: User talk:Ctarawneh


text:
User talk:Liam Kelly

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:39, 15 September 2011 (UTC)

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

Instructions for adding copyright and/or license information are available at License tags. Files must be updated within seven days or they may be removed without further notice. See Requests For Deletion for more information.

The following files are missing copyright and/or license information:
 * File:Pat Cash.jpeg
 * File:Rod Laver.jpeg

MaintenanceBot (discuss • contribs) 03:49, 11 November 2013 (UTC)

title: User talk:Liam Kelly


text:
User talk:Caitlin~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:41, 15 September 2011 (UTC)

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

Instructions for adding copyright and/or license information are available at License tags. Files must be updated within seven days or they may be removed without further notice. See Requests For Deletion for more information.

The following files are missing copyright and/or license information:
 * File:Hakacaitlin.jpg
 * File:SANZAR 0.jpg

MaintenanceBot (discuss • contribs) 03:40, 11 November 2013 (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 Caitlin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Caitlin~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 23:28, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Caitlin~enwikiversity


text:
User talk:Daniel.josifovski

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:42, 15 September 2011 (UTC)

File:@soccer.jpg
You need to specify a copyright license when you upload a file. As this file lacks a license, I have placed a deletion tag on it: if it is without a license in a week it will be deleted. Thanks. Simone 11:27, 9 October 2011 (UTC)

title: User talk:Daniel.josifovski


text:
User talk:Ahmed Almrhoon

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:44, 15 September 2011 (UTC)

السباحة السعودية,الرياضة,رياضه ذوي الأحتياجات الخاصة,تعليم السباحه لذوي الأحتياجات الخاصة,علم التدريب,تدريب السباحة,Coaching.
Ahmed Abdulwahhab Al-Marhoon E-mail Address: SaudiSwimCoach@hotmail.com Mobile number: 0414 791 317

Position Applied Coach, Swimming Club

Objective To coach a team with swimmers of different age groups whilst studying at the University of Canberra.

Education/Coaching Courses

University of Canberra, Bachelor of Sports Science (Current) King Faisal University “Agriculture” (2000-2001)

Coaching Courses

Saudi Arabian Swimming Federation (SASF) Courses: 1.	Novice Coaches 2.	Intermediate Coaches 3.	Advanced Coaches 4.	Coach Development Goled Licence Saudi Arabian Swimming Federation(SASF) ID:SASF-g4

International Swimming Body (FINA) Course

Queensland Swimming (Australia) Course for Coaching Certificate Included: 1.	Two day classroom lectures 2.	40 hour pool-time coaching with Olympic Level coach and staff.

Membership in ASCA ID:438

Bronze Licence (Australian Swimming/ASCTA) 2011. 1.	Qualified to coach swimmers up to National Age Championship level. 2.	Membership ASCTA

Computer Courses: 1.	Using computer in Office Automation

Work Experience Swim Instructor/Coach in KSA Navy		2003-2009 Saudi Arabian National Team Asst. Coach		2004-2009

Head Coach for Eastern and Western Region Saudi Arabia Swimming Federation		2004-2009 Development Squad coach, CISAC 		2010-2011 Silver Squad Coach, Tuggeranong Vikings		2011-present

Activities Member of Saudi Arabian Swimming National Team		1995-2004 Certified Scuba Diver		2000-2009

References

Prof. Keith Lyons Director National Institute of Sport Studies University of Canberra Keith.lyons@canberra.edu.au 02 6201 5946

Dr. Keane Wheeler Coach Sport Scientist National Institute of Sport Studies University of Canberra keane.wheeler@canberra.edu.au 02 6201 52122

Ali Al khatani Saudi Arabia Swimming Federation General Secretary Mobile number: 0503128799

Engr. Ahmad Al Qudmani Saudi Arabian Swimming Federation Technical Committee Mobile number: 0504981964

Dr. Zyad Khasmiri Technical Committee Saudi Arabia Swimming Federation Chairman and Board Member Mobile number: 0504145647

Dr. Adel Hassanian Al Namory Professor Aquatiscs Sports Training Physical Education Department KFUPM

David Murphy Head Coach Tuggeranong Vikings Mobile number: 0422 061 104 swimcoach@grapevine.com.au

السباحة السعودية للمعاقيين, الأتحاد السعودي للسباحة, الأتحاد السعودي للمعاقيين
بسم الله الرحمن الرحيم بعد أن عملت عدة بحوث حول فرصه الرياضة السعودية للحصول على ميدالية أولمبيه فقد وجدت أن التركيز على المعاقيين هل الحل الأقرب للمافسة على المراكز الأولى ، ولا يخفى على سعادتكم بأنني مقيم بأستراليا حالياً بحكم طبيعة دراستي و أنني أعمل كمدرب سباحة لفريق أسترالي ، وقد قمت بالتواصل مع مدربين منتخب أستراليا للسباحة ومدربين منتخب أستراليا للسباحة للمعاقيين فقد أثبتوا لي بأن فرصه تطوير فريق يمثل أستراليا (كما هو حلم لي حيث قمت بتطوير لاعبين الى مستوى دولي) ليس بالسهل خصوصاً بوجود التنافس الغير طبيعي في تدريب السباحة الأستراليه وكما أنهم أثبتوا لي بأن فرصه تطوير رياضيين معاقيين يمثلون المنتخب الأسترالي هي أقرب بمستوى 30% عن الرياضيين العاديين.

وحيث قمت بالبحوث فقد وجدت بأن من أكثر الألعاب الرياضيه للحصول على ميداليات أولمبيه هي لعبة السباحة حيث يوجد 32 ميداليه ذهبيه (32 فضية و 32 برونزية) للنساء والرجال. والغريب بالأمر بأنه يوجد بنفس اللعبه للمعاقيين عدد 196 ميدالية ذهبية (196 فضية و 196 برونزيه) للنساء والرجال حسب أختلاف وتنوع الإعاقات وتصنيفها. ولذلك فأرجوا الألتفات لرياضة المعاقيين والأهتمام بها وخصوصاً دول العالم الثالث الذيين يصعب عليهم المنافسة في الأولومبياد.

disabled athletes
I have been undertaking extra research during my Coaching Science unit, which is part of my Sports Management degree at the University of Canberra. During this investigation into the facets involved in coaching and mentoring disabled athletes, I have spoken at length to various respected leaders in the fields of coaching of abled and disabled athletes. One area that I would like to personally pursue, is the capacity to coach and assist athletes who have a disability to reach their full potential in the swimming arena. My recent experience in coaching a world class disabled athlete, my extensive background in swim coaching, my passion for the sport, my years of experience of swim coaching all over the world, all drive my craving to mentor disabled athletes. My past experiences are injecting into my present desire to support swimmers as they reach their gaol of swimming at the Paralympics. There are only 32 gold medals available in an Olympic swimming program. There are 196 gold medals available in a Paralympic swimming program. This creates far more opportunities for disabled athletes to participate and find success in their chosen field of swimming. More countries should focus in this area of disabled athlete development. Many of the weaker swimming countries around the world could improve their short and medium term national pride by having more athletes achieve at the Paralympics. This not only will have a flow on affect into the countries status, sport management, coaching development, but I believe will indirectly assist the Olympic swimming program. In the Paralympics, more athletes will get to hear their National Anthem, feel success as an athlete, feel national pride, and experience world-class competition then in a normal Olympic program. I am ideally placed to increase the success of a countries Paralympic swimming program. I know what is involved in regards to the many regulations relating to the Paralympic swimming classifications. I also have a solid understanding of what is required when coaching athletes with mental or physical impediments.

فرصه الرياضة السعودية للحصول على ميدالية أولمبيىة
بعد أن عملت عدة بحوث حول فرصه الرياضة السعودية للحصول على ميدالية أولمبيىة وهي جزء من تخصصي علم التدريب الرياضي والإدارة الرياضية الذي أدرسه حالياً في جامعة كانبرا ، فقد وجدت أن التركيز على المعاقيين هو الحل الأقرب للمافسة على المراكز الأولى ، ولا يخفى على سعادتكم بأنني مقيم بأستراليا حالياً بحكم طبيعة دراستي و أنني أعمل كمدرب سباحة لفريق أسترالي ، وقد قمت بالتواصل مع مدربين منتخب أستراليا للسباحة ومدربين منتخب أستراليا للسباحة للمعاقيين فقد أثبتو لي بأن فرصه تطوير سباحيين يمثلون الفريق الأسترالي (كما هو حلمي أن أثبت وجودي بين الأستراليين كما قمت بتطوير لاعبين الى مستوى دولي). ليس بالسهل خصوصاً بوجود التنافس الغير طبيعي في تدريب السباحة الأستراليه وكما أنهم أثبتوا لي بأن فرصه تطوير رياضيين معاقيين يمثلون المنتخب الأسترالي هي أقرب بمستوى 30% عن الرياضيين العاديين. وحيث قمت بالبحوث فقد وجدت بأن من أكثر الألعاب الرياضيه للحصول على الميداليات الأولمبيه هي لعبة السباحة حيث يوجد 32 ميداليه ذهبيه (32 فضية و 32 برونزية) للنساء والرجال. والغريب بالأمر بأنه يوجد بنفس اللعبه للمعاقيين عدد 196 ميدالية ذهبية (196 فضية و 196 برونزيه) للنساء والرجال حسب أختلاف وتنوع الإعاقات وتصنيفها. ولذلك فأرجوا الألتفات لرياضة المعاقيين والأهتمام بها وخصوصاً دول العالم الثالث الذيين يصعب عليهم المنافسة في الأولومبياد. (يوجد بالصورة السباح الدوليAaron Rhind وهو مسجل رقم العالم لسباق 100م فراشة للمجرى القصير وهو يسبح لفريق جننديرا الذي أشرف على تدريبهم).

دور المدرب؟ ,مهارات المدرب؟ ,المدرب الناجح ومقارنته مع المدرب الغير ناجح! ,ماهي فلسفه التدريب؟
أصول التدريب من هو المدرب ؟ هو الشخص الذي يحدد الأتجاه و التوجيه و الأستراتيجية و التمرين للفريق الرياضي أو الفرد الرياضي. دور المدرب؟ المعرفة والألمام بأحتياجات الرياضي كشخص. ومعرفة أحتياجاته كأنسان عادي. أعمال المدرب (مهامه)؟ في الواقع هو أب (أو أم), سائق باص /تاكسي, مثال أعلى للرياضيين, مسعف أولي, إداري, صديق, مستشار, معلم, التسجيل والسكرتاريه. مهارات المدرب؟ المعرفة, التنظيم, محلل (مفكر), العلاقات العامة, التطوير. هل المدرب الناجح يولد أم يصنع ؟ في معظم الظروف هو يصنع بالمعرفه والطموح للتطور. المدرب يكون ناجح إذا تعلم إتقان عدة مهارات و الصبر والممارسة. المدرب قد لا ينجح مع فئه معينه من الرياضيين بحكم أختلاف الشخصيات ! وكل مدرب له أسلوبه الخاص بالتدريب وتوصيل الفكرة. المدرب الناجح ومقارنته مع المدرب الغير ناجح! الناجح يتحقق من كل رياضي وأمكانياته, يعرف الرياضي و دوره وأهميتة للفريق, يشجع الرياضي على أن يعتمد على نفسة. الغير ناجع متفاعل أكثر بتبرير المواقف و التركيز على هوامش المواضيع, يركز بشكل مجوعات من غير الفرد, يريد أن يحسس الرياضي بأنه أفضل منه ولا يمكنه الأعتماد على نفسه. ,هي شرح لماذا أنت تدرب و ماهو مهمتك و ماهو طموحك وتطلعاتك. أشياء مهمه يجب المدرب أن يتذكرها. الرياضي أولاً ثم الفوز ثانياً...الفوز ليس كل شيء ولكن التطلع للفوز هو الأهم...الرياضه هي متصله بالحضور و المواضبه...يجب أحترام وجهه نظر الرياضي.

أستراتيجية إدارة المجموعات الرياضية <Group Management
== أستراتيجية إدارة المجموعات الرياضية == ==== التخطيط قبل البداية:- ==== تحديد الهدف من الحصة التدريبية, وضع خطه للوصول الى هدف الحصة التدريبية, حدد الأشياء اللتي راح تحصل عليها من خلال أهداف الحصة, يجب الألمام بمن هم قادرين على الوصول لهدف الحصة مثل القدرة و العمر و الجنس والحجم, التخطيط للحصة بشكل دقيق مع وضع خطة بديله في حال ظهور شيء مفاجئ قد يأثر على عدم استمرار الحصة التدريبية, تحديد الأدوات المطلوبة للحصة التدريبية, معرفه أسماء اللاعبين بأسمهم الاول وليس كنية أو مسمى غير لائق, الوصول قبل موعد البدأ. ==== مقدمة التمرين:- ==== تعريف سريع بنفسك, المتوقع من الرياضي في هذا التمرين, شرح الاهدام والتطلعات من التمرين, تحديد القدره لمه هو جاهز للتمرين. ==== التخطيط في أثناءالتمرين:- ==== ألتزم بالأهداف التي شرحتها, تفاعل المدرب مع الفريق بشرح والتوجييه واستخدام الكلمات المحفزه, مناداة كل رياضي بطريقه لائقه عند الخطأ أو التعديل, أعط أهداف في متناول الرياضي, ألتزم بالوقت و حافظ على تريب الحصة الرياضية بشكل دقيق. ==== التخطيط بعد التمرين:- ==== التهدئه بعد التدريب, راجع مع الرياضيين الأهداف التي حققتها, أعطاء فكره بسيطه عن أهداف الحصة القادمه. بعد الحصة التدريبيه:- قيم عملك وعمل الفريق (هل وصلت للهدف المطلوب, ماهو الطريقه الافضل للتطويل هذا الهدف؟, ماهي الأشسياء التي قد نعملها أفضل). ==== خطوات شرح الحصة التدريبية:- ==== التوجيهات (تكون مختصره و واضحة-سهله الفهم- التطبيق بمثال). النشاط (أعطاء فرصه لتعلم المهاره الجديده – جزء التمرين او المهارة الى أجزاء لو احتاج الأمر). مراجعه (شرح مع الأعاده بشكل سهل وسلس).

title: User talk:Ahmed Almrhoon


text:
User talk:Fry1989

 Hello Fry1989, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:45, 15 September 2011 (UTC)

title: User talk:Fry1989


text:
User talk:Sam irwn

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:47, 15 September 2011 (UTC)

title: User talk:Sam irwn


text:
User talk:Trent hop

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:51, 15 September 2011 (UTC)

title: User talk:Trent hop


text:
User talk:Dsamura

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:51, 15 September 2011 (UTC)

title: User talk:Dsamura


text: File:Hailong.2011 09 15 10 31 23.pdf

title: File:Hailong.2011 09 15 10 31 23.pdf


text:
User talk:Zblaha2768/enes100/poppit

Hi, I really liikkee your chunking method associated with the general shape of the ballons, trying to maintain a triangle with the base at the top. 1sfoerster 15:11, 15 September 2011 (UTC)

Hey Zack, I thought it was a cool chunking technique when you tried to pop the balloons in an s shape working your way from side to side up the Poppit grid to see if that would prove successful. Cwoo4792 02:44, 19 September 2011 (UTC)

10/10/10 good discussion of chunking methods .. information needs to reach the team page 1sfoerster 19:40, 19 September 2011 (UTC)

title: User talk:Zblaha2768/enes100/poppit


text:
User:Jkim7610/enes100/Hemi

Team Page HEMI

Write problem statement
The Stirling engine is an external combustion engine. In our project, we will find a way to make it generate enough power to move a set of wheels allowing independent movement.
 * Example of Stirling Engine Motor

Assign Task1
asses the sterling engine and get it to just run first then move onto starting it with the blow torch then a candle flame.

Compare actual work done to Task1
The sterling engine works but there are a couple problems the arm joints are very loose and the part that connects the joints to the wheels get loose after a certain while and seize the whole system up.

Week1 Narrative
I did not foresee this much potential work that needed to be done. What happened was the engine was not very responsive so the team put water into the piston chamber. Later we found out it was not a smart choice because the water seeped into the displacer and destroyed it.

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
Fix up the sterling engine to run like brand new and still try to get it off the candle flame.

Compare actual work done to Task2
My teammate took the engine home and replaced the old screw with new ones and tightened the joints and re-lubed all the joints.

Week2 Narrative
The engine still refuses to run on candle flame. I timed the engine start up with the blow torch. The engine spun up after a good push in 2.44.28 seconds. The original displacer was still an issue and the old joint on the displacer still came out at high rpms. My teammate took another displacer, displacer rod, and the screw from another good sterling engine and replaced it with the old ones.

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:Jkim7610/enes100/Hemi


text:
User:Jkim7610/HEMI

Problem Statement
To create a working model of a Sterling Engine portraying our knowledge of the processes of an engine and our ability to properly duplicate such a process for ourselves.

Team Members

 * ARoberts
 * Cdiffendal
 * Joon Kim

Software List
Installing and learning different software packages is part of most engineering project just like the materials list.

Time
Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

Tutorials
Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

Next Steps
If this is not filled out, the next team may have to repeat each of your steps just to figure out what the next step is. It is best to write this immediately at the end of the project while creating the summary, poster, presentation, and story.

title: User:Jkim7610/HEMI


text:
Wikiversity:Assembly/Full description

A process for seeking deep consensus
A Wikiversity Assembly is a process for seeking deep consensus on topics relevant to Wikiversity. This process is not designed to make actual decisions, other than about itself. Technically, there can be more than one Assembly, if people can't agree on specific Assembly process, and that is a safeguard. However, if the Assembly uses good process, designed to maximize consensus while not enforcing it, there is likely to be only one "top-level" Assembly.

Consists of subpages
The Assembly consists of subpages on topics where finding consensus could be valuable. The general purpose is to advise users, administrators, or other interested parties, as to the results of thorough deliberation. The Assembly will not produce fixed decisions that control others. It will issue reports, which will be signed by users who approve them. Minority reports may be issued as well, also signed.

Determines its own process
The Assembly will determine its own process. Clerks for a subpage may determine initial process within their subpages. It is suggested for subpage process, where local process rules may be subject to polling, that majority rule generally be followed, but clerks have the discretion to decide without polling, and to reject poll results. The overall Assembly goal should always be maximized consensus, but for subpages, coherence of report may be more important. The remedy for overcontrol by a subpage clerk is formation of an independent subpage with a different clerk.

Standard process may be developed, with experience. The Assembly and Assembly members may use off-wiki process, such as mailing lists, where this facilitates the negotiation of consensus and efficiency of communication. "Assembly reports," however, must be subject to deliberation, or at least review, and approval on-wiki. --Abd 16:27, 15 September 2011 (UTC)

Delegable Proxy
The Assembly uses Delegable proxy as an aid in estimating broader consensus from the participation of a few. Using DP, some sense of the representativeness of a discussion can be developed, that can move beyond the limitations of the ad-hoc discussion process, that can be so unreliable on wikis. Delegable proxy allows, without formal elections, many users to be represented with reasonable accuracy by a few. This is not, as such, proxy voting. It is merely a device for assessing the representativeness of a report, and actual reliance upon it is up to whomever intends to rely upon the report.

No replacement of existing process
The Assembly is not intended to replace existing decision-making processes. Individual users remain free and responsible for their own actions, the Assembly simply makes possible a deeper understanding of consensus. Proxies participating in discussions are not casting "proxy votes." The Assembly, in its own internal process, will decide whether or not to consider proxy expansions, and, if so, how to do this. (There is no one fixed procedure; one may analyze participation in many different ways. For example, one could, for example, consider only privileged users, or one could weight participation by edit count or time since registration. If "simple" works well, it can be simple. If not, it can be more sophisticated. Analysis is ultimately up to the user of the reports.)

Subpages proposed by any Assembly member
An Assembly subpage may be proposed by any user who wants advice to be generated. To avoid useless discussions, a "second" is required. As a process detail, both the proposer and the second must be registered as members of the Assembly. (Any registered user may register as a member.) This may be on any topic relevant to Wikiversity policies, guidelines, or administration, either generally or with regard to a specific case. The proposer of the page may appoint one or more Clerks to handle process issues, but the proposer is the default clerk. The creator of a subpage is the one who has "called the meeting," and that person is traditionally, in standard deliberative process, the "founding chair." If there is disagreement about process, multiple subpages may be created, if needed, and they should be neutrally linked. If clerking is done well, this should not be necessary, but the possibility is a safeguard.

Product is a report
The intended product of an Assembly deliberation (or set of deliberations) is a report or set of reports. The goal is maximized consensus, but because poll counts are not controlling any result other than what amounts to reports on percentage support for position papers, analyzed in various ways, compromises are voluntary. Actual Wikiversity decision-making process may refer to Assembly reports, but is not controlled by them. However, if an Assembly report demonstrates ("proves") genuine consensus on some issue, decision-makers may advisedly be cautious about ignoring it.

Delegable proxy flexible
Delegable proxy allows many flexible ways of participating. For example, suppose that there is a serious controversy, and there are two basic positions. Perhaps most users attached to these two positions have difficulty even discussing the issue, perhaps they are impatient with those with opposing views. With delegable proxy, and for the process of negotiation of consensus to continue in spite of these difficulties, it may be enough for even a majority position to be represented by as little as one user who is able to engage with, say, a dissident faction. If that user is widely trusted, according to what is shown by the Proxy table, it's still possible to estimate overall consensus on a result from a "dissident subpage." Likewise the "dissident faction" may be represented on a "majority subpage" by as little as one user. Or more than one report may be generated, each with some measure of participation and result.

Subpage clerks may exclude users
Any subpage clerk may exclude any specific user from participation in that subpage. Ideally, this should only relate to how the user has actually participated there, not any outside issue or expectation, and the right of exclusion is only to protect subpage process. The decisions of clerks should be respected, however.

Clerks should not exclude indirect participation through an appointed proxy, and should avoid rejecting any participant based on whom the participant supposedly represents. Clerks are advised to respect subpage consensus. If a clerk excessively controls participation, disaffected users may decide to create a competing subpage, which will somewhat complicate things, but not seriously.

Clerks accomplish exclusion by announcement of "excluded users" on the subpage, and polite notice to the user on the User Talk page. It is not necessary to prove "disruption," and it could be disruptive, itself, to make assertions of misbehavior. Exclusion from any subpage by a clerk should never be a black mark against a user. The notice should state only that participation of the user on the subpage has been found to be counterproductive, in the judgment of the clerk, and that the user is expected to refrain.

Custodians are requested to enforce clerk decisions on participation, which only affect subpages. An excluded user may nondisruptively protest the exclusion with the clerk, on the clerk's user talk page, but is advised to keep it simple and to respect the clerk's decision. Such a user may wish to consider if representation by proxy is enough (one may always present evidence and argument to a consenting proxy, who may then, on his or her own responsibility, pass this on), and, if not, then may wish to consider starting his or her own subpage, through the proposal process, or encouraging another to do so.

Seconds
An Assembly clerk may decide to require a "second" to start any subpage on a topic. If no second appears within 10 days, the clerk may archive a proposed issue discussion. (An Assembly clerk is advised to request a second where any registered member of the Assembly "objects to the consideration of the question," and such an objection, if seconded, should be put to vote, itself, as soon as possible. A majority vote in a poll left open for a week is required to sustain an objection. In the presence of an unresolved objection, discussion of the original question itself should be frozen. In ordinary standard deliberative process, an "objection to consideration" is undebatable, for clear reason. Clerks should not second their own proposals, but a clerk may second the proposal of another "without objection.")

Sign up
Any registered user becomes a "member" of this Assembly by adding the username to the Proxy table.
 * Adding a proxy is optional, but highly recommended, and will do no harm (and may be changed at any time). Don't name a proxy whom you don't trust, at least generally! Signing up as a member consents to being informed about Assembly process, when the Assembly members participating decide to issue such messages (through on-wiki notices on your Talk page, and/or through email). However, when you sign up, or later, you may request "no messages" in the user comment field. If you don't name a proxy and also decline Assembly messages, your being a member may not mean much! But you may do this and may still participate personally.
 * If you name a proxy, you are consenting to contact by that proxy, on any matter concerning the Assembly.

title: Wikiversity:Assembly/Full description


text:
Engineering Projects/Model boat/Howard Community College

Model boat projects at howard community college
 * /Spring2012/
 * /fall2011/


text:
Engineering Projects/Model boat/Howard Community College/fall2011

/502_bottle/

/501_Boating/

/502_AHZ/


text:
Engineering Projects/Model boat/Howard Community College/fall2011/502 bottle

Problem Statement

 * Do not know which material to utilize for the boat's mechanics on the exterior
 * Need to determine the quantity in which is needed to construct a prototype of the model boat.
 * Find best hull design
 * Found several potential motors and electronic control systems.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * Wesley Rodriguez
 * Zach Thompson
 * Damilola Kukoyi
 * Timothy Francis

Summary
we tried our best but half of our teammates didnt show up

 * Week 1: Brainstorm ideas for the model boat. Understand the objective and assign jobs
 * Week 2: Find the materials that we need and find what else we need
 * Week 3: Try to start building the boat with a bottle.
 * Week 4: Continue with the building and potential motors in engineering room
 * Week 5: Teammates who had all the materials and information never came to class.

Poster
Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

Story
Throughout these four weeks we have gotten a good amount of work done on our model boat. I mainly worked on the actual making of the model boat while timothy, my partner, worked on to find out what material would work best for the design. many of the obstacles were still trying to create was finding which material would go with the hull design and to see it would float, cut through the water, and strong enough so there wont be a hole or any type of damage. In order to try to find the perfect design and right material we had to many experiments but we didn't have much time and it was basically 2 people working on it.

Decision List
We seen several videos and pictures of differnt boats and most of them used a plastic or a wood type design. We decided to use plastic since its a better method and we used plastic soda bottles because of it's shape.

Material List
Bottles Engines Computer Pictures of different designs

Software List
Computer and motor is a small DC powered spinning motor.

Time
4 hours brainstorming 2 hours fr finding best hull design 2 hours working on the engine = 8 hours total estimate (wasn't sure how much each group member worked)

Tutorials
Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

Next Steps
We didn't have all our teammates so Dammy and timothy decided to move to a different project.


text:
User:WesleyRodriguez/enes100/Model Boat

this link back to project page Model_boat/Howard_Community_College/fall2011/502_bottle

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
Construct a model boat which is able to float, move in several directions and has the potential to equip weapon systems.

Assign Task1
The team members were each assigned there own area to research and document. I am currently researching the radio control aspect of the model boat. I found out that there are two ways a remote control work: inferred and radio frequency and will see which have better range and simpler controls.

Compare actual work done to Task1
I have researched what radio control entitles, different types of transmitters, and the parts that makes up the actual radio control system. There are two different ways commands are sent from the operator: inferred and radio frequencies. Radio control systems consists of a transmitter, receiver, power source and the motor. The transmitter sends a signal at either 27 or 49 MHz, sending out pulses that are received via antenna and translated by the receiver, then delivered to the motor.

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
I am researching a way to control two different motors: one for varying speeds and the other for movement of the motor/direction of momentum. These will have to be controlled by remote.

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:WesleyRodriguez/enes100/Model Boat