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User:Jtneill/Books/Motivation and emotion

A free and open textbook

 * Front matter
 * Acknowledgements
 * Preface

 * Introduction
 * What is motivation?
 * What is emotion?
 * Relationship between motivation and emotion

 * Motivation - Biological motives
 * Hunger
 * Sexual motivation
 * Adultery
 * Alcohol consumption and sexual motivation
 * Gender differences in sexual motivation
 * Mate-seeking behaviour
 * Promiscuity
 * Sex offenders

 * Motivation - Mini-theories
 * Arousal
 * Flow theory
 * Intrinsic and extrinsic motivation
 * Learned helplessness

 * Motivation and behaviour
 * Dieting
 * Exercise motivation
 * Gambling

 * Procrastination
 * Risk-taking
 * Sleep, energy and fatigue
 * Social inhibition
 * Violence

 * Motivation and cognition
 * Goal setting
 * Positive thinking

 * Motivation and culture
 * Motivation and indigenous Australians

 * Motivation and education
 * Student motivation theories
 * Motivation and sociocultural and situative theories of education
 * Goal-setting and educational achievement

 * Motivation and psychological disorders
 * Anxiety
 * Antisocial personality disorder
 * Dementia
 * Depression
 * Narcissism
 * Paraphilias

 * Neurobiology of motivation
 * Motivational toxicity

 * Motivation and self
 * Motivation and personality
 * Self-concept
 * Self-discipline
 * Self-sabotaging

 * Types of motivation
 * Achievement motivation
 * Aggression in the workplace
 * Self-actualisation
 * Spiritual
 * Unconscious motivation

 * Emotion
 * Aspects of emotion
 * Emotional expression
 * Emotion management
 * Emotional stability/instability

 * Basic/Core emotions
 * Ekman

 * Emotion and behaviour
 * Facial expression

 * Emotion and psychological disorders
 * Antisocial personality disorder
 * Psychopathy

 * Emotion and specific groups
 * Adolescence

 * Emotion and specific topics
 * Culture
 * Sport
 * Music
 * Sex
 * Sleep
 * Emotional development in children
 * Mood

 * Specific emotions
 * Neurobiology of aggression
 * Anxiety
 * Empathy
 * Happiness

 * Stress
 * Stress, arousal and coping
 * Stress and health

 * Theories of emotion
 * Cognitive theories of emotion

 * Motivation and emotion
 * Motivation and emotion in animals

 * Summary
 * Summary and conclusion


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User:Kaldari/Notes on jumping spiders of the genus Zygoballus in North America

This is a draft document.

The salticid genus Zygoballus comprises a group of 20(?) species ranging across North and South America. The genus has never been systematically studied and no revisions of Zygoballus have been published to date.

Taxonomy
Family Salticidae Blackwall 1842 Genus Zygoballus Peckham & Peckham 1885

Attus [in part]: Hentz 1845: 202. Zygoballus Peckham & Peckham 1885: 81–82; Peckham & Peckham 1895: 172; Peckham & Peckham 1909: 577–578; Kaston 1948: 496. Eris [in part]: Peckham & Peckham 1888: 56. Rhene [in part]: O. P.-Cambridge, 1896: 162. Amerotritte Mello-Leitão 1944: 375. Gastromicans [in part]: Mello-Leitão, 1945: 284.

Type species. Zygoballus rufipes Peckham & Peckham 1885, by monotypy. Amerotritte: Amerotritte lineata Mello-Leitão 1944, by monotypy.

Description. Small (2–6 mm) dendryphantine jumping spiders widely distributed across North and South America.

In the species descriptions, all characters are assumed to be as in the genus description except where otherwise noted.

Zygoballus nervosus (Peckham & Peckham 1888)

 * Eris nervosus Peckham & Peckham 1888: 56, plate 1, fig. 39, plate 3, fig. 39 (female holotype in Museum of Comparative Zoology).
 * Zygoballus terrestris Emerton 1891: 231, plate 17, fig. 5 (male and female holotypes in Museum of Comparative Zoology).
 * Z. nervosus Peckham & Peckham 1909: 580, plate 50, fig. 8, plate 51, fig. 12; Kaston 1948: 497, plate 100, figs. 1863–1864, plate 101, figs. 1876–1877; Roewer 1954: 1018; Bonnet 1959: 5013.

Description
MALE.

Pedipalp. Tibial apophysis stout, elongate triangular, tip attenuate. Tegulum roughly circular, prominent shoulder on prolateral side.

Zygoballus rufipes Peckham & Peckham 1885

 * (?) Attus parvus Hentz 1846: 358, plate 8, fig. 17.
 * Zygoballus rufipes Peckham & Peckham 1885: 82, plate 2, fig. 12 (male holotype in Museum of Comparative Zoology?).
 * Zygoballus bettini Peckham & Peckham 1888: 89, plate 1, fig. 68 (types?); Emerton 1891: 230, plate 17, fig. 4; ...
 * Zygoballus bettina Marx 1890: 577.
 * (?) Zygoballus parvus Banks 1898: 288.
 * Eris bettini Prószyński 1976: 149.

Life cycle
Zygoballus rufipes spiderlings are sexually dimorphic by the 3rd instar (Barnes 2010). Adult males are dimorphic in body size, while adult females are monomorphic. Faber suggests that this may result from the males maturing at two different instars (Faber 1994). Both mature and immature individuals are found throughout the year (Kaston 1948). Faber, collecting in Wisconsin, reports large morph males being most common in late summer. He also reports finding gravid females only in June.

Zygoballus sexpunctatus (Hentz 1845)

 * Attus sexpunctatus Hentz 1845: 202, plate 17, fig. 14 (no type specimen designated). (Not Attus sexpunctatus Simon 1868: 579.)
 * Zygoballus sexpunctatus Peckham & Peckham 1888: 89, plate 1, fig. 67, plate 6, fig. 67; Simon 1903: 863, figs. 1017–1022; Peckham & Peckham 1909: 583, plate 51, fig. 11; Roewer 1954: 1019; Bonnet 1959: 5014.

Etymology
Derived from the Latin sex meaning "six" and punctum meaning "spot".

Geographic Range and Records
Eastern United States. North to Long Island, south to Florida, west to Texas. Most commonly found in the southern states. USA: Alabama: Chambers or Tallapoosa, Lee or Macon, Talledega; Arkansas: Benton, Jefferson, Pulaski; Florida: Alachua, Charlotte, Collier, Columbia, Duval, Hamilton, Marion, Okaloosa, Orange, Osceola, Palm Beach; Georgia: Bibb, Chatham, Clarke, Habersham, Jefferson, Lowndes, McDuffie or Wilkes ("Washington to Thomson"), Screven, Toombs; Ohio: "Cincinnati region"; Illinois: Alexander, Jackson, Pope, "southern Illinois"; Iowa: Story; Louisiana: Caddo, Ouachita; New York: Nassau; North Carolina: Johnson, Durham?, "Swannanoa Valley", Washington; Maryland: Anne Arundel, Cecil, Caroline, Montgomery, Prince Georges, Talbot, Somerset; Mississippi: Amite, Claiborne, Covington or Smith, Washington, "northern Mississippi"; Missouri: Phelps; South Carolina: Barnwell, Greenville, Pickens, Richland, "Coastal Plain"; Tennessee: Blount, Davidson, "Memphis region"; Texas: Nacogdoches, Travis, Wichita; Virginia: "Virginia Peninsula".

Description
MALE.

Carapace. Clypeus covered with white, elliptic scales. Scale covering extends from clypeus around sides of carapace, ending beyond PME. Long white spatulate scales overhang oral margin. Prolateral surface of chelicerae sparsely covered with white, elliptic scales and long hairs. Lateral edge of carapace is fringed with white scales immediately above carapace lip. Large spot of white scales on top of carapace, directly between PLE. Spot is wider than long and approximately one third width of carapace. A few white scales may be found immediately posterior to PLE. Scales are weakly iridescent and may appear silvery blue under alcohol. Remainder of carapace is bare with a leathery appearance (chagrinée).

Eyes. Ratio of diameters of AME : ALE : PME : PLE is 8 : 5 : 1 : 4. PME are closer to ALE than PLE in ratio of 3 : 4.

Male from Davidson County, Tennessee. Total length 3.3 mm, carapace length 1.74 mm, carapace width 1.56 mm, carapace height 1.13 mm, abdomen width 1.29 mm, abdomen length 1.90 mm. Eye diameters: AME 0.42 mm, ALE 0.23 mm, PME 0.05 mm, PLE 0.21 mm. Clypeus: 0.07mm. Ocular quadrangle occupies fifteen twenty-fourths of the length of the carapace. Leg formula 1423.

 * Width Ocular Field I: 1.32 mm
 * Width Ocular Field II: 1.15 mm
 * Width Ocular Field III: 1.61 mm
 * Length Ocular Field: 1.10 mm

Width of femur I 0.67 mm (femur index 2.4). Width of tibia I 0.29 mm (tibial index 4.9).


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User talk:LadyPirate82

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User:Lajpatdhingra

Missed wikipedia and other wikimedia stuff during school and college days. Even we had no access to computers in mid nineties.

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User:Umar1996

Wikiversity user.... Umar1996 16:24, 29 September 2010 (UTC)

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Symmetric group S4

The symmetric group $$S_4$$ is the group of all permutations of 4 elements.

It has $$4! = 4 \cdot 3 \cdot 2 \cdot 1 =24$$ elements and is not abelian.

Even permutations are white:
 * the identity
 * eight 3- cycles
 * three double- transpositions (in bold typeface)

Odd permutations are colored:
 * six transpositions (green)
 * six 4-cycles (orange)

The small table on the left shows the permuted elements, and inversion vectors (which are reflected factorial numbers) below them. Another column shows the inversion sets, ordered like. (When a dot with the numbers i,j is marked red, than the elements on places i,j are out of their natural order.)

The digit sums of the inversion vectors (or factorial numbers) and the cardinalities of the inversion sets are equal. They form the sequence. A permutation and its corresponding digit sum have the same parity.

The big table on the right is the Cayley table of S4. It could also be given as the matrix multiplication table of the shown permutation matrices. (Compare multiplication table for S3)

Subgroups
There are 30 subgroups of S4, including the group itself and the 10 small subgroups.

Every group has as many small subgroups as neutral elements on the main diagonal: The trivial group and two-element groups Z2. These small subgroups are not counted in the following list.

Lattice of subgroups
The subgroups of every group form a lattice:

Weak order of permutations
The permutations of n elements form a lattice. A permutation may be defined by its set of inversions; and the lattice by the subset relation $$\subseteq$$ between these sets. Or a permutation my be defined by its factorial number (or inversion vector); and the lattice by the bitwise less than or equal relation $$\le$$ between them.

Permutohedron
The Hasse diagram of the weak order of permutations is the permutohedron. For the symmetric group S4 it's the truncated octahedron.

Join and meet
If one wants to have join and meet of any two permutations, one can find them in the permutohedron. The following table shows all relevant pairs of permutations. The arguments (row and column of the table) and their join and meet are shown by red vertices in the little permutohedra. The highest red vertex is always the join $$\cup$$ and the lowest red vertex is the meet $$\cap$$.

The following join table is derived from the table above. Besides the decimal enumeration, it shows also the inversion sets and factorial numbers. (The meet table is like this one, but reflected about the subdiagonal, and with all numbers replaced by their difference with 23.)

It's worth taking a look at the number of red squares in the 24 matrices above:

The table becomes more interesting, looking only at the inversion bits. This file shows the bits of every inversion in a single matrix:

One can see, that for the three inversions comparing consecutive places, the join operation is simply the union of the inversion sets. For the two inversions comparing places with one place between, there are 32 darker red fields beyond the union. For the inversion comparing the first and the last place, there are 56 darker fields beyond the union. So the union of two permutations inversion sets is always a subset to the inversion set of the permutations' join.

A closer look at the Cayley table
Every entry appears exactly one time in every row and column of the Cayley table. So the positions of the entries form 24 permutation matrices:

Rows and columns of the Cayley table match permutations of 24 elements. Below they are also represented as permutation matrices:

Bit permutations
When the permutations pn of 4 elements are applied on the reverse binary digits of the integers 0...15, they generate permutations Pn of 16 elements, which also form the symmetric group S4. Walsh permutation; bit permutation

title: Symmetric group S4


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User:Riggsdp

Tech Writing Experience:

The Boeing Company, 1990-2006. Development and maintenence of RTM (now icConcept) database holding the highest level requirements on the Space Station Progam, generation of associated requirements and interface control documents, ownership of deliverable verification documents and documentation traceability. Development and maintenance of work group process documentation.

DAZ 3D, Inc., 2006-2008. Maintenance of current softwaer user guides along with development of new user guides as software was developed. Development of release documentation.

Softwise, Inc., 2008-Present. Rewrite of current documentation to current software revision, internal wiki creation and maintenance, generation of release documents, technical editing of defects, user stories, and known issues in Ontime to ensure quality is maintained for release documentation. Any other documentation required, as needed.

Other:

Publisher/Owner of Crochet Uncut

Software:

RTM/icConcept Interleaf/Quicksilver Microsoft Office Pro Ontime

Graphics Software:

Paint Shop Pro Photoshop Illustrator InDesign ZBrush Bryce Cinema 4D Carrara Hexagon DAZ Studio Poser Painter

title: User:Riggsdp


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User talk:Riggsdp

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

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title: User talk:Riggsdp


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User talk:Fazili ali

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title: User talk:Fazili ali


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User talk:Zayasz

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:34, 29 September 2010 (UTC)

title: User talk:Zayasz


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User talk:Donzo~enwikiversity

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

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:35, 29 September 2010 (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 Donzo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Donzo~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 23:34, 17 March 2015 (UTC)

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

title: User talk:Donzo~enwikiversity


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User talk:Along4dem

 Hello Along4dem, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:35, 29 September 2010 (UTC)

title: User talk:Along4dem


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User talk:Isilsalur

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

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 * Find out about research activities on Wikiversity.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:36, 29 September 2010 (UTC)

title: User talk:Isilsalur


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User talk:Auram~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:36, 29 September 2010 (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 Auram. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Auram~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 23:29, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Auram~enwikiversity


text:
User talk:Enzo~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:37, 29 September 2010 (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 Enzo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Enzo~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 23:35, 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) 06:07, 19 April 2015 (UTC)

title: User talk:Enzo~enwikiversity


text:
User talk:Vustee

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:38, 29 September 2010 (UTC)

title: User talk:Vustee


text:
Mr. Danoff's FWE 8A Lesson 5

Focuses

 * Listening Set Skill = "D" Listen for gist
 * Listening Curriculum Statement = "6" Listen for gist
 * Listening Specific Skill = "b" Recognize varying purposes of discussion.
 * Speaking Set Skill = "A" Awareness of Context
 * Speaking Curriculum Statement = "1" Context & Register
 * Speaking Specific Skill = Be aware of the difference between formal and informal conversation.

Learning Outcome

 * Students will be aware of the purpose of a discussion and the difference between formal and informal conversation.

1 Greeting

 * Me "Hi"
 * Me "What did you do last night?"
 * Me "How was the sports festival?"
 * Me "Can you tell me about the sports festival?"
 * Me "Do you have any questions for me?
 * What did you do with your days off?
 * What was the best food you ate while you were on vacation?
 * Do you have any questions for me?

2 Page 14 Let's Get Ready B

 * Ask the students to read the instructions on their own, and answer the questions. Walk around the room to check on them and help anyone having trouble.
 * Then ask students to share what they picked and why.

3 Page 15 Let's Listen 1A

 * Ask for volunteers to read Beth and Lisa's parts, if there are no volunteers, pick the students.
 * Have the students fill in the answers, perhaps read again.
 * Ask, "Why are Beth & Lisa talking?" i.e. "What is the purpose of their discussion?"

4 Page 15 Let's Listen 1B

 * Do not ask for volunteers, read it myself, using a very casual, conversational tone.

5 Page 16 Let's Listen 2A

 * Do not ask for volunteers, read it myself, using a more serious tone.
 * Questions
 * Why are Lisa and the reporter talking? i.e. What is the purpose of their discussion?
 * What is different about the conversation between Beth and Lisa and Lisa and the reporter?

6 Page 16 Let's Listen 2B

 * Do not ask for volunteers, read it myself, using a more serious tone.
 * Questions
 * Why are the reporter and the editor talking? i.e. What is the purpose of their discussion?

Depending on time, do page 17, I think a game is more important, though.

Extra Time

 * Hangman
 * Simon Says

Lesson Review Notes

 * Opening conversation did not get any student volunteers.
 * Almost all the kids did a good job of finding their seats immediately, though.
 * Some of the boys who forget their textbooks just led to them being utterly uninterested throughout the lesson. Or it made it that much easier to screw around and harder to focus.
 * Only did 14B, 15A, 16B and 17 from the lesson.
 * Chose not to ask most of the questions corresponding to the set skills, because I wanted to have a light, quick lesson with them having tests this afternoon. One girl was able to answer the one question I did ask later on, but still I think part of it might be being more honest about what kind of questions can actually work from those on the set skills.
 * Team hangman was an amazing good idea.
 * Didn't remember to take pictures of the kids sitting in their rows, unfortunately.

What I did well

 * Was enthusiastic and energetic right from the start.

What I could improve upon

 * When a kid threw a textbook in the air immediately after i'd told another student not to do so, I verbally expressed my anger quietly to myself. Not acceptable.

Next Week

 * Have certain students change seats.
 * Make sure all students have their textbooks.
 * Have better questions promoting the set skills.

Extra Questions for Page 15 Let's Listen 1A

 * How is Beth's new school different? or Why is Beth's new school different?
 * How many students are in Beth's classes?

Acknowledgments

 * How high can you clap inspired by Clap/Don't Clap from Teach English in Asia.
 * http://www.teachenglishinasia.net/eslgames/clap-dont-clap

Changelog

 * 26 Sep 2009 - Created in the afternoon, edited in the evening.
 * 27 Sep 2009 - Added after class portion after class.
 * 8 Oct 2009 - Updated for the second day with this lesson. Dropped the formal/informal direct questions.
 * 9 Oct 2009 - Minor punctuation edits, dropped the focus on “formal v informal” language, because it's too hard.
 * 29 Sep 2010 – Edited the formatting of the document to make it Mediawiki friendly and deleted certain student's names.
 * 17 Feb 2011 - Added table to the top and made a few other formatting adjustments. Removed copyright & contact info sections below.

title: Mr. Danoff's FWE 8A Lesson 5


text:
Algebra/Completing the Square

Completing the square is one method used to solve quadratic equations. Completing the square means that you will find the roots of a perfect square trinomial.

See: http://en.wikibooks.org/wiki/Algebra/Completing_the_Square

See: http://www.themathpage.com/alg/complete-the-square.htm#complete

title: Algebra/Completing the Square


text:
User:Dgultekin

Contact Info Email IRC nick name: dgultekin AIM: denizgultekin G-chat: dmgultekin Location: San Francisco, CA

title: User:Dgultekin


text: File:2010 09 28 15 08 25.djvu

title: File:2010 09 28 15 08 25.djvu


text: File:2010 09 29 07 17 06.djvu

title: File:2010 09 29 07 17 06.djvu


text:
User:Capoeirista.muralha

I am a senior in mechanical engineering at Brigham Young University. I have taken several graduate-level courses as well.

title: User:Capoeirista.muralha


text:
Motivation and emotion/Tutorials/Needs/Instructor notes

These are some instructor notes and tips about running this tutorial.

This tutorial was run in 2010 for this first time, with three tutorial groups.

It was significantly revised in 2011 to include more interactive activity-based exploration of the content, with smaller improvements for 2013 and 2014. The list of brain structures was updated in 2015 and 2016 to reflect the Reeve (2015) 6th edition of the textbook.

The quality/preparation of the activities for the group activities could be further refined/improved - e.g., see notes below.

 * Equipment
 * 1) Whiteboard markers
 * 2) Projector
 * 3) Handouts
 * 4) Pictures

 * Preparation
 * 1) Brain structure, hormone and neurotransmitter mix and match exercises:
 * 2) F2F materials should be printed, precut, and put into labelled envelopes (alterntively bring printed materials with several pairs of scissors)
 * 3) VT interactive mix/match exercises should be prepared and preloaded

 * Improvements
 * 1) Brain structures etc.
 * 2) A brain map exercise could be added/integrated e.g., hand out brain structure names and ask participants to arrange themselves so as to represent approximate anatomical location - or could be done on the board
 * 3) more distinguishing info/clues should be provided so as to better specify/differentiate

Intrinsic-Extrinsic motivation

 * 1) Most lay people's conceptualisation of motivation is of a single construct that varies only in amount (lots or little).
 * 2) It can be helpful to also consider two different sources of motivation
 * 3) What are the characteristics of:
 * 4) Intrinsic motivation (natural, enjoyable, powerful, process of engagement is rewarding)
 * 5) Extrinsic motivation (behaviour only occurs because of outside influence e.g., for reward (e.g., money, praise/respect, status) or to avoid punishment (e.g., withdrawal of pleasant stimuli, threat of unpleasant stimuli).
 * 6) What are the strengths?
 * 7) What are its limitations?
 * 8) A spectrum model may be more realistic.

Taxonomy of motivation

 * 1) Present a blank taxonomy diagram
 * 2) Explain Amotivation, Extrinsic, Intrinsic
 * 3) Ask students to suggest possible terms and where they belong - complete the model collectively
 * 4) Use a parent wanting to motivation a child to clean his/her teeth as an example - starting with amotivation, moving to extrinsic, and moving to intrinsic via external regulation, introjected, identified, integrated, and then intrinsic motivation
 * 5) Distribute taxonomy of motivation handouts (blank circles face-up, with complete model on reverse)
 * 6) This taxonomy helps to show the processes and steps involved in moving from amotivation to different types of extrinsic motivation, to intrinsic motivation


text: Category:Motivation and emotion/Tutorials/Needs


text:
Motivation and emotion/Tutorials/Motivation, optimism, and self/Instructor notes

Instructor notes
These are some instructor notes and tips about running this tutorial.

This tutorial was run in 2010 for this first time, with three tutorial groups, then with several groups in 2011, and 2013 to 2015.

Introduction

 * 1) Briefly outline the topics

Functionalist perspective on motivation

 * 1) Ask for main motivations for going to university (could be approach, could be avoidance)
 * 2) Are each of these I or E? (some are clear/less clear) (optional)
 * 3) Complete survey
 * 4) Explain Functionalist perspective (Clary & Snyder) e.g., in the context of volunteer motivations (e.g., Lifeline counseling, blood donation)
 * 5) Explain motivations and outcomes (match) ~ satisfaction
 * 6) Explain implications for organisational management (e.g., recruiting, training, management)

Learned optimism

 * 1) Introduce Martin Seligman
 * 2) learned helplessness (was challenged why 1/3 didn't learn helplessness) to learned optimism which breathed life into the positive psychology movement in the 1990s
 * 3) Take LOT (preferably online because the scoring is automatic - hand scoring is possible but somewhat cumbersome) -  (search for Learned Optimism Test - Stanford University link)
 * 4) Hand scoring is somewhat complex and will take approx. 10 mins. The dimensions and their scoring are:
 * 5) Permanence (Temporary vs. Permanent): e.g., for pessimism - bad events are permanent and good events are temporary (opposite for optimism)
 * 6) PmB (Permanent Bad - 5, 13, 20, 21, 29, 33, 42, 46) - low scores = optimistic, high scores = pessimistic
 * 7) PmG (Permanent Good - 2, 10, 14, 15, 24, 26, 38, 40) - low scores = pessimistic, high scores = optimistic
 * 8) Pervasiveness (Specific vs. Universal - across time and space (situation)):
 * 9) PvB (Pervasive Bad - 8, 16, 17, 18, 22, 32, 44, 48) - low scores = optimistic, high scores = pessimistic
 * 10) PvG (Pervasive Good - 6, 7, 28, 31, 34, 35, 37, 43) - low scores = pessimistic, high scores = optimistic
 * 11) Hope (HoB) = PvB + PmB (Hope for Bad Events) - low scores (0, 1, or 2) are hopeful and high scores (12, 13, 14, 15 or 16) are hopeless. Seligman indicates that this is the single most important score.
 * 12) Personalisation (Internal vs. External - locus of causality)
 * 13) PsB (Personalisation Bad - 3, 9, 19, 25, 30, 39, 41, 47) - low scores = high self-esteem, high scores = low self-esteem
 * 14) PsG (Personalisation Good - 1, 4, 11, 12, 23, 27, 36, 45) - low scores = pessimistic, high scores = optimistic
 * 15) Total B (Bad) = PmB + PvB + PsB
 * 16) 3 to 6 = Marvellously optimistic
 * 17) 6 to 9 = Moderately optimistic
 * 18) 10 to 11 = Average
 * 19) 12 to 14 = Moderately pessimistic
 * 20) 14 + = Cries out for change
 * 21) Total G (Good) = PmG + PvG + PsG
 * 22) 19 + = Very optimistic
 * 23) 17 to 18 = Moderately optimistic
 * 24) 14 to 16 = Average
 * 25) 11 to 13 = Quite pessimistic
 * 26) 10 or less = Greatly pessimistic
 * 27) Overall Optimism = G - B
 * 28) 8 + = Very optimistic
 * 29) 6 to 7 = Moderately optimistic
 * 30) 3 to 5 = Average
 * 31) 1 or 2 = Moderately pessimistic
 * 32) 0 or below = Very pessimistic
 * 33) Discuss the three dimensions (Permanence, Pervasiveness, Personalisation), as well as Hope and overall Optimism/Pessimism
 * 34) Note: Demphasise the Seligman suggested interpretations of the scale scores as in our experience respondents feel  that their scores are considerably more pessimistic than how they see actually see themselves and others. Almost all students completing the LOT indicate that their score suggests that they are much more pessimistic than they believe themselves to be. There may be a problem with the calibration of the interpretation scale - and an apparent lack of normative data? Suggest interpreting scores in terms of comparison with peers rather against the suggested benchmarks.

Self-constructs

 * 1) Brainstorms, group, discuss, and distinguish amongst self-constructs. The most commonly mentioned include:
 * 2) Self-actualisation
 * 3) Self-awareness
 * 4) Self-confidence (combination of self-esteem and self-efficacy)
 * 5) Self-efficacy, self-doubt
 * 6) Self-esteem, self-worth
 * 7) Self-regulation
 * 8) Self-sabotage, self-harm, self-handicapping

Self-tracking

 * 1) Watch video
 * 2) Discuss examples of self-tracking that people are engaged in and the pros, cons, potentials for enhanced self-regulation

Database searching

 * 1) Poll who uses what databases
 * 2) Demonstrate use of Google Scholar including searching, identification of top references, related topic searching, author searching, citation searching, and linking to specific library searches

Possible ideas not used

 * 1) Goals (not currently covered)
 * 2) Feedback (not currently covered) e.g., article summary and discussion of The power of feedback (Hattie & Timberley, 2007)
 * 3) LEQ


text:
Talk:Open education with Moodle and Wikiversity

Set and forget Moodle with RSS
Perhaps my heavy use of RSS into Moodle would be worth a mention. Set up Moodle with feeds, then forget it and continue working in the open: http://learnonline.canberra.edu.au/course/view.php?id=3394 that example is not an active teaching unit, but with a few added things like more prescribed assignments and activities, I don't see why it couldn't be a model... Leighblackall 03:00, 30 September 2010 (UTC)
 * Tx - added. -- Jtneill - Talk - c 00:06, 1 October 2010 (UTC)

Alternatives to Moodle
For the Dutch wikiversity, I'm talking to someone from www.khanacademie.nl. Is it smart to explore this platform? The people of www.khanacademie.nl are also thinking about open content. Is it possbile to experiment with moodle? I'm not very technical so setting up a Moodle environment is propably something I'm not capable off.

Cheers,

Tim, Timboliu (discuss • contribs) 22:13, 15 April 2013 (UTC)
 * Hi Tim, If your learning institution doesn't have its own learning management system (LMS), then partnering with an online LMS provider could be a good option. I'm interested to learn more about what functionality Khan Academy can provide. The Wikimedia Foundation sister projects provide a good, open platform for learning content. But they don't provide good mechanisms for tracking enrolled participants and for providing private assessment submission and grades etc. Hence the need also for an LMS. Moodle does require technical capacity to install, manage, modify, etc. Your thoughts? -- Jtneill - Talk - c 01:06, 16 April 2013 (UTC)
 * Hi Jtneill, I'm working for an ICT company but we don't have a LMS. An online LMS probably will cost money. I want to create generic learning modules which can be used by Dutch companies. Cheers, Tim Timboliu (discuss • contribs) 12:50, 16 April 2013 (UTC)
 * Wikiversity can provide a platform for hosting generic learning modules. What else do you need e.g., that an LMS offers? -- Jtneill - Talk - c 01:57, 17 April 2013 (UTC)
 * What I want is something like www.khanacademie.nl. In my opinion this platform provides a far more richer learning experience than the wikiversity, which provides flat content. Timboliu (discuss • contribs) 14:04, 20 April 2013 (UTC)
 * I had a quick look at Khan Academy - it seems to be video-based? What are the key features/functions it offers that you want to use? Here's an example of how I teach university subjects using Wikiversity combinged with other platforms SRDP general overview. Sincerely, James -- Jtneill - Talk - c 23:20, 20 April 2013 (UTC)
 * Blackboard Coursesites is offering creation of 5 courses for no cost - https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/index.html -- Jtneill - Talk - c 13:01, 24 April 2013 (UTC)


text:
User talk:Auscanish0

 Hello Auscanish0, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:43, 30 September 2010 (UTC)

title: User talk:Auscanish0


text:
User talk:Sanodiamc

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 04:46, 30 September 2010 (UTC)

title: User talk:Sanodiamc


text:
User talk:Gery~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 04:46, 30 September 2010 (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 Gery. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gery~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 23:37, 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) 06:09, 19 April 2015 (UTC)

title: User talk:Gery~enwikiversity


text:
User talk:Sabdi2

 Hello Sabdi2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 04:46, 30 September 2010 (UTC)

title: User talk:Sabdi2


text:
User talk:Palashdhar

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 04:47, 30 September 2010 (UTC)

title: User talk:Palashdhar


text:
User talk:Ahollingshead~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 04:47, 30 September 2010 (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 Ahollingshead. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ahollingshead~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 23:26, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Ahollingshead~enwikiversity


text: British Empire/Age of Revolutions

title: British Empire/Age of Revolutions


text:
User talk:Abdul Aziz Rashid

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 06:32, 30 September 2010 (UTC)

title: User talk:Abdul Aziz Rashid


text:
User talk:Sandeepkhanna

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:09, 30 September 2010 (UTC)

title: User talk:Sandeepkhanna


text:
User talk:Kathaleeya bba

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 30 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 30 September 2010 (UTC)

title: User talk:Kathaleeya bba


text:
User talk:Imedpub

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 30 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 30 September 2010 (UTC)

title: User talk:Imedpub


text:
User:Teerawatj

'''Hello !! !!'''

This is my wikiversity page ~ This website is so cool!! !!

but I dont really know what's cool about it

my name is  Champ  by the way yeah I guess that's it.....

I dont know why I have to type these message on this page

but it's a part of my homework for ICNS 141.. below here is the link of my utube video that my friends and I recorded when I was extremely  bored  at my dorm.... Hope you wont think that I'm crazy... it's just only a fragment of my lil' random momment lol

http://www.youtube.com/watch?v=gcRdZ21n7yY

(Teerawatj 04:32, 22 October 2010 (UTC))

Computer Essentials Homework #3 (2 peeple in group)

 * According to information given above Ipad is apparently the most technological advance. This is because it has a 1 GHz CPU, which can process approximately 2 times faster than the other two devices. Ipad also have the highest cache size that will allow it to run application faster or reopen the recent used application faster. Another advantage that iPad has is the storage facility which is about 4 times bigger storing size comparing with iPhone 3G. To conclude, iPad is the most technological advance as it has better CPU, cache size and bigger storing capacity.

Reference

http://sio2interactive.forumotion.net/sio2-engine-f3/iphone-3d-cpu-bus-speed-t594.htm

http://www.anandtech.com/show/3633/apples-a4-soc-faster-than-snapdragon

http://www.apple.com/ipad/specs/

(Teerawatj 04:32, 22 October 2010 (UTC))

title: User:Teerawatj


text:
User:Greppo

Welcome

title: User:Greppo


text:
Laboratory on Mathematics and Mathematics Education

Course held at Universidade Pedagógica Mozambique by Christian Spannagel (external professor from the University of Education Heidelberg, Germany). Be free to participate and share your ideas!

Stuff to think about yet

 * About Steaks and Beans (Fermi questions)
 * About Neurons and Brains (Lab Methods)
 * About Turtles and Stars (Logo)
 * About Bathtubes and Rabbits (DGS)
 * About Busch Gardens and Sea World (WebQuests)
 * About Mathematics in the World

First week
Please read during the first week of the seminar:
 * Logo Philosophy and Implementation - only the Introduction by Seymour Papert: What is Logo? And who needs it?
 * Combination of dynamic geometry, algebra and calculus in the software system GeoGebra (by Hohenwarter & Fuchs)

Writing assignment
After the two weeks of the course, you will have a writing assignment.
 * 1) Write 8-10 pages on English (or Portuguese).
 * 2) Choose a topic of this course which has impressed you most. (The topic you have thought "wow!")
 * 3) Fermi questions
 * 4) active plenum
 * 5) Logo (turtle graphics or recursion)
 * 6) DGS (also connected to algebra and spreadsheet calculation)
 * 7) Filling graphs
 * 8) WebQuests
 * 9) Write a text about how this topic can be realized in Mozambican schools. Choose a grade level and create a mathematics lesson (or sequence of lessons). Write at least about:
 * 10) the conditions (schools, materials, students) to be considered
 * 11) description of the topic (that means, of the mathematics underlying your lesson)
 * 12) learning objectives
 * 13) methods used
 * 14) possible difficulties and how you can counteract
 * 15) lesson plan

Glossary
During the whole course we will create a glossary of the key terms collaboratively.

 * Glossary


text:
User:S.emp/Week 1, lecture 1

= Week 1, Lecture 1: Introduction =

It is week one and I am determined to be organised this semester, I even bought my textbooks and my writing materials a few weeks before class started. However, while I am be organised now, the real question is will I still be motivated in a few weeks from now? I know this may make me sound like a geek but I am really looking forward to this class. I have always been fascinated with what motivates someone to do certain things or behave a certain way. For example, what motivates someone to cheat? Or what motivates people to play computer games for hours? My boyfriend currently has this fascination with Starcraft 2 and he will play this game for hours and hours each day, while I am can not imagine doing the same, as I would become bored quickly! However, there are other things, which I am motivated to do for hours that I find relaxing and interesting, that he does not. So what motivates one person to be interested in one thing, while another person finds it uninteresting? Therefore, my goal throughout this course is to learn more about what makes people tick in regards to a person’s motivations and emotions.

During the lecture James discussed with us the assessment takes for the semester. The assessment task that I am really looking forward to is the textbook chapter. I love the idea that for once we have a choice in what topic we will look in-depth into. I think that this is a really clever idea to motivate people, as we have been given the power to choose something that will hopefully interest us. In regards to wikiversity I am a little nervous and overwhelmed. I have never used this website before, however, why not learn something new and interactive. The assessment task that I am least looking forward to the multimedia assessment task. As of yet I can not put my finger on why, I think it may be because I have never done anything like it before (with wiki I have at least used similar websites before, for example facebook). However, as I said earlier it is a new challenge and hopefully fun to learn!

One area of our readings for this week that interested me was in regards to motivation and how it is caused by external and internal events. According to Reeve (2009) external events are environmental, social and cultural aspects that attract or deter an individual from engaging in a particular activity. While internal events consist of needs, cognitions and emotions that energise an individual. I find this fascinating because external and internal events shape a person and these events can change on a daily basis. For example, an external event such as friends not going to a lecture may deter that person from going as well, as part of their motivation was to see their friends. Different aspects in a person’s lives, whether external or internal motivate different people in different ways and that is what is intriguing.

One of the main objectives of this week is to learn how the study of motivation has evolved over the years, from the grand theories to the rise of the mini theories. Currently psychologists are exploring mini theories. According to Reeve (2009) unlike the grand theories that explain the full range of motivations, mini theories limit their attention to a specific motivation. I quite like the idea of the mini theories, as people are complex and I believe that a range of motivations can not be explained completely by one theory. However, at the same time I feel that it is essential that a person attempting to understand motivation first understands past theories. As they have helped to shape motivational psychology today and still play an important part. For example, I quick like the instinct theory, while it does not explain all behaviours, I feel that this theory is still relevant today for example, a bird building a nest can be explained by the instinct theory.

title: User:S.emp/Week 1, lecture 1


text:
History of the Ottoman Empire/16th century: Growth of the Empire, Part 2, Suleiman I ("the Magnificent")/Quiz

{When did Suleiman I become emperor of Ottoman Empire? -1518 +1520 -1522 -1524
 * type=""}

{When did Ottomans capture Belgrade? -1518 -1519 -1520 +1521
 * type=""}

{When did Ottomans win Battle of Mohacs? -1524 +1526 -1528 -1530
 * type=""}

{Why did Ottomans make Battle of Mohacs? -Because destroy Spanish Empire -Because destroy Austiran Empire +Because help French kingdom -Because help Hungarians
 * type=""}

{When did Ottomans attack Vienna? +1529 -1530 -1531 -1532
 * type=""}

{When did Ottomans capture all Hungarian? -After Battle of Belgrad -After Battle of Rhodos +After Battle of Mohacs -After Battle of Preveza
 * type=""}

{When did Ottomans sign treaty with Germans? (Istanbul Treaty) -1531 -1532 +1533 -1534
 * type=""}

{When did Ottomans enter Tabriz? +1534 -1535 -1536 -1537
 * type=""}

{Which states attacked Ottoman navy? (In Preveza) -Spanish -Malta +Crusaders -French
 * type=""}

{Who was commander of Ottoman navy in Battle of Preveza? +Hayreddin Barbarossa -Turgut Pasha -Piyale Pasha -Piri Pasha
 * type=""}

{What happened in 1560? -Battle of Preveza +Battle of Djerba -Siege of Malta -Battle of Szigetvár
 * type=""}

{What happened in Siege of Malta? -Ottoman army destroyed Malta defence army -Malta defence army destroyed Ottoman navy -Ottoman army won +Turgut Pasha died
 * type=""}


text:
User:S.emp/Week 2, lecture 2

= Week 2, Lecture 2: Darn Wiki =

In today’s lecture James went over wikiversity! While I am glade I went to the lecture, I still have no idea what I am doing, so this will be a long and interesting semester. One button which I do love is the preview button; it is a godsend, as I am able to make sure everything works (as I must admit my uploading of pictures took a few goes to get right). While exploring wiki I found an interesting and hopefully helpful website that shows us all the different colours and how to use them.

title: User:S.emp/Week 2, lecture 2


text:
User talk:Teerawatj

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:16, 30 September 2010 (UTC)

title: User talk:Teerawatj


text:
Draw Parallel Lines

To draw parallel lines, follow these steps.

 * 1) Draw a line, use a ruler, name it line L
 * 2) Draw a point, not on line L, name it point A
 * 3) Draw a line through point A, that crosses line L, name it line M
 * 4) Name the point, where the two lines cross, point B
 * 5) Draw an arc from point B, that crosses both lines
 * 6) Name the point, where the arc crosses line M, point C
 * 7) Name the point, where the arc crosses line L, point D
 * 8) Draw the same arc from point A, that is the alternate interior angle, of the arc you drew from point B
 * 9) Name the point, where the arc crosses line M, point E
 * 10) Draw an arc, from point C that crosses point D
 * 11) Draw the same arc from point E that crosses the arc from point A, name the point where the two arcs cross, point F
 * 12) Draw a line from point F to point A
 * 13) Good Job! You drew parallel lines.

Tools needed Paper, Pencil, ruler, compass

Tips and Tricks Open the image in a new window. Click on the image. Resize both windows so that you can see both the instructions and the image.

title: Draw Parallel Lines


text: Category:History quizzes

title: Category:History quizzes


text:
User talk:ToLLIa

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:12, 30 September 2010 (UTC)

title: User talk:ToLLIa


text:
User:Permadi

'''Anton Permadi B.Sc. M.Ed. TESOL'''

Division of English Programs,

LPIA - Lembaga Pendidikan Indonesia - Amerika,

Graha LPIA, Mall Klender, Blok B3 No 16-18,

Klender, Jakarta Timur 13470,

DKI Jakarta,

Indonesia.

Email: <[mailto:anton@permadi.org anton@permadi.org]>

Homepage: http://www.permadi.org

title: User:Permadi