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Motivation and emotion/Book/2011/Managing life change

Overview
 Think for a minute about the moment that most clearly defines you. This could be moving house, changing your job, overcoming a habit, finishing a degree, or ending a destructive relationship. How you describe it could well be an indication of how you think about yourself and your life. Bear your descriptions in mind as you read through the following.

People make changes to their lives in order to live better, happier, and more meaningful lives (King, 2001). These life changes are fueled by one’s perception of current life involving relationships, careers, and habits; essentially everything that is part of one’s life (Bauer, McAdams, & Sakaeda, 2005; Heatherton & Nichols, 1994). One of the best indications of knowing whether your life is all you want it to be is through disclosing personal stories or micronarratives (Heatherton et al., 1994). This is because our life meaning is found in the stories we disclose and how we subjectively perceive them or describe them (Bauer et al., 2005; King et al., 2001). By disclosing these stories, we are disclosing our perceptions, selective recollections, and attributions of the environment and of ourselves (Bauer et al., 2005). Thus, if the first stories that come to mind are riddled with negativity and failure it may well be a sign that the goals and the discrepancy between our actual and ideal selves is too great (Bauer et al., 2005). People change all the time without clinical intervention, however, it should be noted that change incorporates immense emotional, motivational, environmental, and possibly social variables.

For example, a study conducted by Heatherton et al. (1994) analysed individual’s stories about effective life change. The stories generally featured health behaviours, happiness, addictions, career changes, and general attitudes. Each individual’s story was analysed in terms of attributions and the focal event, or the event that motivated change. People who had effectively managed change where more likely to mention their social support networks, gaining help from other resources, and providing others with help whereas people who had not made a change did not mention any of these variables (Heatherton et al., 1994). It was found that by having support networks in place, we are more likely to effectively facilitate long term change, and by changing aspects of our environment, we are much more likely to kick a habit (Heatherton et al., 1994). Additionally, attributing failure to external events was also associated with effective change, whereas internalising failure resulted in no change (Heatherton et al., 1994).
 * Engage with your environment

These results indicate that in order to change one must have an adequate support network and, once change has occurred, to be able to discriminate between whether failures are due to an individual's lack of skill or to the circumstances. Although the limitations of this study include the subjective nature of the stories in that there was no way to empirically test whether these stories were accurate and what variable most impacted change (i.e. motivational, social, or cognitive factors), much can still be taken from it. The simple idea of measuring one's thoughts regarding change or inability to change was reflected in the way the participants told their stories. Heatherton's et al. (1994) study exhibits good construct validity and appears to be reliable. Thus, micronarratives are a useful way of determining why change was needed.

 Thinking back on a significant life change that you have made, or would like to be making, how will you structure your environment or make changes to ensure that your goal is attained?

Lost and found possible selves
 Assess what resources you have access to, what you are capable of, and what you want to do. How are you going to transform these ideals into reality?

Possible selves reflect the goals we try to achieve in order to become better people or our desired selves (King et al., 2007). They reflect what one wants one's future to be and provide the motivation to engage in goal directed behaviours towards achieving these goals (King et al., 2007). They are also part of an individual’s salient possible self which reflects our goals or desires that we are consciously aware of and provides daily motivation (King et al., 2007). Lost possible selves are our possible selves that can no longer be achieved and they reflect a need for significant life change (King et al., 2007). Lost possible selves remain important to our identity as they are part of one’s life story (King et al., 2007). In order to manage lost goals effectively, one must combine past personal experiences and discover a link that has provided one with direction in their life (such as family, career change etc.) (King et al., 2007). Essentially, managing lost and found possible selves is all about learning how to think differently to help and fuel personal development (King et al., 2007).

For example, in a longitudinal study conducted by Wrosch, Amir, and Miller (2011) concerning the type of goals each participant had and their overall well-being significantly impacted on their coping strategies. The participants in this study were family members who were the primary care giver of another family member who had been diagnosed with a long term mental illness and had been ill for an average of 16 years. Overall, the study found that the ability to form goals and the type of goals that were formed significantly impacted coping strategies (Wrosch et al., 2011). Additionally, the participants who could disengage from unrealistic goals were found to have the best coping strategies (Wrosch et al., 2011). They were less likely to internalise failures, experience depression, and rely on substances for coping (Wrosch et al., 2011).

Therefore, the ability to cope and to externalise failures are both important factors in terms of managing life change. As the study showed, the ability to recognise that a goal cannot be achieved and thus disengage from this goal results in better psychological functioning and health, whereas the inability to do this was found to result in depression, substance abuse or misuse (Worsch et al., 2011). Although this study only concerned emotion-based coping over a long period of time, the results may not be generalisable to the whole population (Worsch et al., 2011). Stress related to “smaller” things (although entirely subjective) may be easier to manage than ongoing stress concerning a psychologically ill family member; how people cope with things is context and individually dependent.

Why people avoid change, the cost-benefit ratio, and cognitive dissonance
 Robert has been with his girlfriend for one and a half years. He loves his girlfriend very much and is hoping to marry her. Lately, his girlfriend has not had time for him. She works late, cancels dates, and does not allow time in her schedule for them to spend time together. Although these things have commonly occured throughout the past six months, Robert reasons these issues away thinking that she has been too stressed at work to find time. This reasoning also allows him to avoid bringing up the subject as he does not want to add to her stress.

People are exceptionally good at justifying and distorting environments and experiences to avoid cognitive dissonance (Fointiat, Somat, & Grosbras, 2011). Perceptions may be deliberately distorted to best suit us; if life circumstances appear more favourable there is little need to make drastic changes (Fointiat et al., 2011). Essentially, it is easier not to make a choice. One of the main reasons people avoid changing personally harmful life events or relationships is based on how the perception of such events are constructed (Fointiat et al., 2011). Baumeister et al. (1994) proposed the cost-benefit ratio which maintains that one is more likely to remain submissive in their environment if the benefits of maintaining this life status outweigh any unhappiness that one may be experiencing. Simply put, our perceptions are what maintains our behaviours and thoughts. These perceptions may be distorted from the truth due to the deliberate distortion of evidence, that is, the pros outweigh the cons (Bausmeister et al., 1994). This may also be explained in terms of cognitive dissonance (Baumeister et al., 1994). If one remains unhappy in one's environment although one is fulfilling their social roles, one may maximise the pros of remaining in their position (Baumeister et al., 1994). By doing this, it leaves little room for dissatisfaction as attention is only placed on the external positives of remaining in that role (Baumeister et al., 1994).

Thus, when our [w:Role|social roles]] are less than satisfactory, the maintenance of these roles is entirely dependent on the individual’s action that they choose. One will selectively choose whether to focus on either the benefits or the failures of their situation, depending on their reasoning one will either actively try to maintain their social relationships or actively change their social relationships, habits, or behaviours (Baumeister et al., 1994). One of the ways this is facilitated is by implementing selective attention (Baumeister et al., 1994).

Selective attention refers to deliberately disregarding and ignoring negative events which enables one to limit how much they feel about something (Bargh, 1982). By limiting the time spent thinking about something, the smaller and less significant it is interpreted to be (Bargh et al., 1982). This is extremely effective, particularly for small dissatisfactions (Bargh et al., 1992). Additionally, information that threatens what we believe is actively ignored, hence one creates their environment so only positive events that confirm our ideas and beliefs are experienced (Baumeister et al., 1994). If, however, one does stumble across information that contradicts the carefully created situations that benefit and support one’s current life circumstances, the information is ignored. Therefore, the information is no longer threatening (Baumeister et al., 1994).

Avoid change

 * Attributes his girlfriend's distance to environmental circumstances
 * Casually dismisses any information that implies that she has lost interest in him
 * Limits the amount of time spent thinking negatively about the circumstance

Make change

 * Seek out social support and friendships, develop existing relationships
 * Selective attention, limit the amount of negativity allowed into his life
 * Learn to externalise failures

Benefits of depressive symptoms
Although long term depression is highly correlated with low quality of life, it has been found that mild depressive symptoms experienced during adolescence may be beneficial in terms of effective life management (Wrosch & Miller, 2009). In a study conducted by Wrosch et al. (2009) it was found that depressive symptoms actually helped and motivated people to abandon unattainable goals and replace them with new, more achievable goals. It has been hypothesised that experiencing depressed mood changes an individual's perceptions of their direct environment (Wrosch et al., 2009). This is because the positives and negativities of one's life are realised as their interpretation of events become more objective (Wrosch et al., 2009). This will facilitate goal change by rejecting goals that cannot be achieved and by replacing these goals with ones that can be attained, by doing this one adapts to the environment and facilitates change in this environment to better suit their needs (Wrosch et al., 2009). When this change is made, psychological well-being will be increased because the goals and environment are perceived differently; one becomes successful at controlling one's behaviour and by extension their environment (Wrosch et al., 2009). The Wrosch et al. (2009) study aimed to test whether adolescents who had experienced depressive symptoms were more likely to realise the likelihood of failing to achieve an unattainable goal. When the participants realised that a goal could not be achieved they reanalysed their goals (Wrosch et al., 2009). Interestingly, it was found that those who had experienced depressive symptoms were less likely to maintain unachievable goals and by learning how to disengage from goals resulted in better overall psychological well-being compared to a control group who did not experience depressive symptoms (Wrosch et al., 2009). It was also found that those who had experienced depressive symptoms could effectively practice better self-regulation. Robert may actually be better off letting go of his goal of marrying his distant girlfriend. He may experience symptoms of depression (not clinical depression) which will provide him with more realistic attributions of his girlfriend's behaviour. A more attainable goal may be to improve their current relationship by having a discussion regarding why the relationship is no longer working.

Crystallisation of discontent vs. crystallisation of desire
Life change is generally motivated by one of two possibilities (Bauer et al., 2005). It is motivated by either crystallisation of desire, which reflects the realisation of what one wants to accomplish in the future (Bauer et al., 2005), or by crystallisation of discontent, which refers to the current state of our lives that we have chosen to reject (Baumeister et al., 1994). Crystallisation of discontent refers to an individual’s interpretation of their actions, thoughts, and feelings in response to their environment (Baumeister et al., 1994). It features the development or recognition of sub-standard, defective parts of one’s life (Baumeister et al., 1994).

Before crystallisation of discontent occurs, people will feel negatively about different areas of their lives (Baumeister et al., 1994). This may include the functioning in a relationship, enjoyment in paid employment, or dissatisfaction with one’s habits (Baumeister et al., 1994). The crystallisation process refers to the combining of all this negativity from each area in life (Baumeister et al., 1994). Essentially, it is the generalisation from one negative experience which automatically evokes other feelings of discontent related to other life circumstances (Baumeister et al., 1994). The end result is immense dissatisfaction with one’s life which results in one’s questioning of one's roles, relationships, and commitments made in all aspects of their life. Essentially all the small dissatisfactions build up and become interchangeable and related (Baumeister et al., 1994).

Both crystallisation of desire and discontent can be described through approach and avoidance orientations (Bauer et al., 2005). Crystallisation of desire is motivated by an approach orientation which is when one actively moves or creates goals to achieve a desired state (Bauer et al., 2005). On the other hand, crystallisation of discontent is powered by avoidance orientation which is a reflection of knowing exactly what one does not want, yet does not provide goals or motivation to achieve what one does want (Bauer et al., 2005). Essentially, the difference between crystallisation of discontent and desire is the difference between knowing what you want to do and knowing what you do not want to do (Bauer et al., 2005).

 Before one can implement a change to one's life, one must objectively interpret one's current situation and map out why it is not ideal or suiting one's needs (Baumeister et al., 1994). Honesty about yourself to yourself is absolutely essential when undergoing transformation, so be sure to eliminate maintenance thoughts (Baumeister et al., 1994). The focal incident or event is that final event that motivates change. It is the destruction and rejection of current life standards and precedes both crystallisation of discontent or desire (Heatherton et al., 1994).

Regrets and failure
Regrets may be experienced with the perception of lost opportunities, creating psychological distress and impaired functioning (King & Hicks, 2007). Although goals will generally improve well-being (provided they are realistic), negative experiences in terms of goal failure may also become a reality (King et al., 2007). Importantly when effectively managing life change, one must expect failure to occur. When one does fail, this failure will provide a rich avenue for further personal development and learning (King et al., 2007). The amazing thing about failing goals is that it provides the ability for personal growth, to reassess wants, desires, and the place one wants in the world. One cannot let failure dominate the rest of one’s life, instead one must accept this failure and practice effective self-regulation (King et al., 2007). Self-regulation involves the ability to set goals, disengage from goals when they cannot be completed. Essentially, it reflects the ability to think rationally and acceptance of possible failure (King et al., 2007).

Failures reflect our imperfections and limited capabilities (King et al., 2007). However, life effectiveness often involves maturity, which reflects the ability to admit regrets, struggles, and failures to others, more importantly reflecting on failures as being educational and being beneficial (King et al., 2007). It signifies the ability to grow out of misfortunes and the ability to confront lost possible selves, the old ideal selves that were once striven for and dismissed as these goals are unattainable (King et al., 2007). In order to achieve our goals or get to the stage of where we want to be, these goals need to be reanalysed and possibly modified to better suit our life stage (Bauer et al., 2005).

 By disclosing personal failures and setbacks, you will be better able to deal with developing the next step in your life. Additionally, by letting go of these past failures you are able to learn more about yourself and your capabilities. This will provide key knowledge in developing future goals which will improve the likelihood of achieving these goals.

Focus on the positives: Gratitude
Seemingly, the most common goal for humans globally is that to achieve happiness (Emmons, 2005; Lyubomirsky, Sheldon, & Schkade, 2005). Happiness is an important part of overall well-being which reflects an overall satisfaction of one’s life, activities, and relationships (Emmons et al., 2005). The benefits of living happy lives are extensive and feature increased physiological well-being, better immune system functioning, the ability to enrich people’s lives around you, better self-regulation, self-control, and coping strategies, longer lives, increased immune system functioning (Lyubomirsky et al., 2005).

A key point regarding happiness is that it is not easy to achieve. Feelings of happiness are experienced when life is going to plan, however when things do not turn out the desired way, happiness is harder to achieve (King et al., 2001). However, one way to increase long term happiness, as suggested by Emmons and McCullough (2003), is to focus on gratitude. Gratitude, put simply, is being grateful for all you have as well as recognising your fortunes and value those who are part of one’s life (Emmons et al., 2003). Gratitude also concerns attributions in regards to who or what you attribute your fortunes to (Emmons et al., 2003). In Emmons et al. (2003) study, the link between gratitude and well-being was developed. Participants who were encouraged to think about things there were grateful for reported higher levels of life satisfaction, increased positive thoughts regarding the immediate future, as well as reporting less physical ailments, and an increased desire to exercise (Emmons et al., 2003). Participants who had an increased awareness of why they should be grateful by recording all the things they were grateful for on a daily basis experienced increased awareness of the things one was grateful for, increased positive affect, increased desire to help others, to exercise to seek help when needed, and to offer help. Although the link between gratitude and happiness has not been extensively researched, the current study provides some useful insights in terms of self and environmental awareness. Future studies could potentially investigate the long term effects of gratitude and life satisfaction to discover if there is a true link.

List 10 things that you are grateful for. These could include things like having a loving family, the ability to go to work or school, or having friends. Then reason you failures as necessary to get where you want to be. By combining the information in the previous section with the ability to focus on positives, your attributions of the world around you will change. By changing these attributions you will be better able to set appropriate goals.

Create goals that can be achieved... and mistakes are OK!
Setting new goals facilitate growth. Goals are also seen as a deliberate action to improve an individual’s life or personal characteristics (Bauer & McAdams, 2004; King, 2001). Goals allow us to direct and add meaning to our behaviour, they allow us to create direction in our lives (Riediger, Freund, & Baltes, 2005). Goals and life management provide the circumstances for personal success and failure, however how one modifies one's goals and the goals one implements can either encourage or hinder development (Reidiger et al., 2005). By merely setting goals one is manipulating one's environment in two ways (Reidiger et al., 2005). Goals provide behavioural direction in order to achieve something that is (generally) personally important, however goals also provide the opportunity for personal failure (Emmons et al. 2005). Goals also reflect personal differences, they reflect what an individual discriminates between and labels as very important and what is not as important (McAdams, 1995). People cannot always predict and control their environments (Emmons et al. 2005), however people can shape their environments to best facilitate their needs. Essentially, in order to achieve goals we alter our environments (Reidiger et al., 2005).

How goals are structured may result in lowered life satisfaction, thus it is important to be realistic and allow oneself to make mistakes (King et al., 2001). An important part of being able to realise that a goal may no longer be applicable to one's life is to grow from experience, and in order to grow from experience both negative and positive experiences must take part in an individual’s life (King et al., 2001). When implementing goals, a key way to ensure optimal success is to design the goals to be related to each other, so achievement of one goal may assist in the achievement of consecutive goals. This is known as goal facilitation (Riediger et al., 2005). By making sure that all goals are linked, one also escapes the possibility of intergoal interference where achievement of one goal means that achievement of another goal cannot occur (Riediger et al., 2005).

This was demonstrated in a study conducted by Riediger et al. (2005) which found that individuals who used goal facilitation where more determined or motivated to achieve consecutive goals and worked towards these goals daily than those who experienced intergoal interference. Although the study used older participants and the results may not be generalised to the whole population, it does provide insight as to how to create links within achievements to effectively manage life.

Summary
Can you work out how to make a positive change to your life? The chapter has demonstrated what motivates change, including guidelines as to how and when goals should be let go, and has highlighted the importance of negative life events or mood states. In doing this, a variety of theories including crystallisation of discontent and desire, lost and found possible selves, cognitive dissonance, the power of thought in terms of how we interpret our environment, and the focal incident have been explored. Empirical evidence has also been described and implemented in order to ‘fill out’ these theories, and examples have been used to simplify the complexity of these theories. Overall, the reader should now be equipped with a sound knowledge in how maintenance thoughts and behaviours should be abolished in order for the reader to develop new goals and achieve the desired self.


text: User talk:Gimmy Wails

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title: User talk:Gimmy Wails


text:
User:UC3025323/The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Essay

This article aims to provide a history of the evolution of alcohol and tobacco sponsorship agreements within Australian sport, including a comparison to other nations dating back to the 1960’s. It will begin with an outline of the commodification of sport, both at a national and international level, followed by a discussion on how Australian sport, as a product, differs from that of other countries.

There is a vast difference in the advertising legislation that governs alcohol and tobacco, whilst tobacco advertising at Australian sporting events has been banned for nearly two decades under the Tobacco Advertising Prohibition Act 1992, alcohol sponsorship is only monitored under the Alcoholic Beverages Advertising Code (ABAC). This raises some interesting issues in that the ABAC is a voluntary code with limited government representation and has no means of enforcing penalties for non-compliance. This has allowed advertising by alcohol companies at sporting events to continue.

Consumer attitudes towards alcohol advertising and sponsorship are, however, changing with many surveys being undertaken to establish whether or not tougher legislative laws should be introduced to bring it more in line with tobacco legislative laws. Issues that had been identified concerning alcohol advertising are closely related to those of tobacco advertising with the two most common being the connection between the product and disease (physical and mental) and the penetration of the youth market.

=Introduction=

Sport Sponsorship agreements with alcohol and tobacco companies involve the advertising of these products at sporting events. Sport Sponsorship is an alternative advertising method whereby brands can cement their message in a subtly, long-lasting manner (Media Know All, 2011). Sport sponsorship can occur in a wide range of situations, from multi-million dollar deals with high name companies to small shop owners at a local level.

Advertising can be defined as the promotion of products through a variety of media. Alcohol and tobacco advertising are two of the most highly regulated forms of marketing. This claim can be attributed to research that has been conducted which has identified relationships between the advertising of these products and consumption. With this in mind, it is important for alcohol and tobacco companies to demonstrate that effective alcohol campaigns only lead to an increase in market share and brand loyalty not consumption (Federal Trade Commission, 2003).

=Commodification of Sport=

Today, more so than ever, sport and sporting events are being shaped by the commercial needs of businesses and government. This trend, whereby sport has been turned into a commodity, is reflected in the practice of naming rights for stadiums and arenas, logos on athletes’ clothing, equipment, facility billboards and in the titles given to sporting events. The infinite amount of money that media companies are willing to pay to secure broadcasting rights contributes to the increase in the commercial value of such events. Often broadcasting of large events is considered prime time and advertisers will pay large amounts of money to secure these spots. Thirty seconds of prime time during the American Superbowl can cost upwards of $3 million. The commodification of sport affects all aspects of the industry, from amateur sports to professional sports, and has had a major impact on sport sponsorship agreements.

=Tobacco Sponsorship Agreements=

During a court case in 2004, US Government –vs- the tobacco industry, the judge indicated that the marketing of tobacco was conducted with one thing in mind; their own financial success, showing no regard for human tragedy or the social costs that are associated with tobacco usage (OxyGen.org, 2011).

Tobacco sponsorship agreements and associated advertising aims at linking the tobacco brand with exciting, popular and skilled sporting events; improving the image and appeal of the brand. This advertising clearly undermines the health warnings on tobacco by linking the product with physical fitness and exercise (OxyGen.org, 2011). On the 27th of February 2005, the World Health Organisation Convention on Tobacco Control required that 168 countries ban tobacco advertising unless their constitution forbade it. Currently there are 174 parties who adhere to the framework (World Health Organisation, 2011).

Nationally
Introduced in 1992, the Tobacco Advertising Promotion Act states that tobacco advertising at sporting and cultural events in Australia is prohibited. At this time, current sponsorship agreements were allowed to run their course and by 1998, all sponsorship agreements had ended. There were, however, some exceptions to the Act. Events “of international significance” that “would be likely to result in the event not being held in Australia” should tobacco advertising be forbidden were allowed to continue if granted an exemption. By 2006, only two events were exempt under this clause; The Australian Motorcycle Grand Prix and The Australian Formula One Grand Prix which, from 2007, no longer featured tobacco sponsorship Government ComLaw, 1992).

Internationally

 * South Africa: Originally passed in 1999, the Tobacco Products Control Amendment Act 2008 bans all advertising and promotion of tobacco products including, but not limited to, sponsorship and free distribution Gazette: Republic of South Africa, 2008).

 * Europe: All tobacco sponsorship and advertising has been banned since 1991 under the Television without Frontiers (TVWF) Directive (1989). Some nations, however, still allow advertising and promotion at sporting and cultural events such as Russia and Greece (Europa, 2008).

 * North America: In the 1970’s, the Public Health Cigarette Smoking Act limited advertising of tobacco products and in 2010 the Family Smoking Prevention and Tobacco Control Act prohibited sponsorship agreements with sporting events Library, 2011).

 * Canada: Sport adverting was allowed in Canada up until 2003 under the Tobacco Products Control Act 1988 of Justice, 2011).

=Alcohol Sponsorship Agreements=

Alcohol consumption has long been a part of Australian culture and goes hand in hand with sporting events. Unlike the advertising of tobacco, alcohol has seen limited legislation regulate the industry both in Australia and around the world. Sport is seen as the primary, if not dominant medium for the promotion of alcohol and drinking with most of businesses marketing budgets being spent on sporting events (Centre on Marketing and Youth, 2004). Although alcohol advertising is banned in some countries, there are still many sporting codes that allow alcohol sponsorship agreements including:

 * NASCAR Racing – Jim Bean, Jack Daniels, Diageo/Crown Royal.

 * Formula One Racing – Foster’s Group, Becks, Budweiser, Diageo.

 * Golf – Diageo, Johnnie Walker.

 * Cricket – Red Stripe, Thwaites Lancaster Bomber, Wolf Blass Wines, VB.

 * Rugby Union – Steinlager, Guinness, Tooheys New, Bundaberg Rum.

 * Rugby League – Foster’s Lager, Bundaberg Rum, VB.

Nationally
Although alcohol advertising is still allowed in Australia, there are a number of laws and codes of conduct which place limits on this advertising; The Advertisers Code of Ethics and the Alcoholic Beverages Advertising Code (ABAC). The difference between the two codes is that the Code of Ethics covers all forms of advertising and the ABAC is a set of guidelines under a voluntary system of self-regulation. Although undergoing regular changes, problems in Australian keep on arising concerning alcohol advertising (Jones, Hall & Munro, 2008).

The ABAC acknowledges that Alcohol companies play a major role in supporting community events and activities i.e. sporting events. The ABAC understands that alcohol companies have the right to advertise at sporting events but hope that they will endeavour under the ABAC to ensure that:

 * All promotional advertising in support of events does not clearly target underage persons and as such is consistent with the ABAC standard.

 * Alcohol beverages served at such events are served in keeping with guidelines, and where applicable legal requirements, for responsible serving of alcohol.

 * Promotional staff and promotion materials at events do not promote consumption patterns that are inconsistent with responsible consumption as defined in the NHMRC guidelines.

 * Promotional staff don’t misstate the nature or alcohol content of a product.

 * Promotional staff at events are of legal drinking age.

 * Promotional materials distributed at events do not clearly target underage persons.

 * Promotional materials given away at or in association with events do not connect the consumption of alcohol with the achievement of sexual success.

 * Promotional materials given away at or in association with events do not link the consumption of alcohol with sporting, financial, professional or personal success.

 * Any prizes or giveaways in relation to alcohol consumption are only awarded to winners who are over the legal drinking age (ABAC).

Internationally
The European Union and World Health Organisations (WHO) have both indicated that the advertising and promotion of alcohol needs to be more stringently controlled, especially at sporting events. In 2005, ethical principals were adopted under the WHO Framework for Alcohol Policy for the Region, including:

 * All people have the right to a family, community and working life protected from accidents, violence and other negative consequences of alcohol consumption.

 * All people have the right to valid impartial information and education, starting early in life, on the consequences of alcohol consumption on health, the family and society.

 * All children and adolescents have the right to grow up in an environment protected from the negative consequences of alcohol consumption and, to the extent possible, from the promotion of alcoholic beverages

 * All people who do not wish to consume alcohol, or who cannot do so for health or other reasons, have the right to be safeguarded from the pressures to drink and be supported in their non-drinking behaviour.

These ethical principals clearly relate to alcohol advertising at sporting events through sponsorship agreements as they outline the negative effects this advertising can have on individuals.

Some countries, such as Ukraine, Kenya, France, India and Norway have already taken steps in reducing alcohol consumption and have banned all advertising of alcohol on television and billboards. Due to the banning of alcohol advertising in some countries, names of sporting events may vary. In Europe, the Rugby Union Club Competition is known as the Heineken Cup. However, in France, because alcohol advertising is banned, it is known as the H Cup. The United States currently has a high reliance on alcohol sponsorship at major sporting events. Some of these events include NASCAR and the American Superbowl. In the United States there are self-regulating bodies that create standards for the ethical advertising of alcohol, some of which include:

 * Alcohol advertising can only be placed in the media where 70% of the audience is of a legal drinking age.

 * Alcohol advertising messages should not be designed to appeal to those under the age of 21.

 * Advertising must not promote irresponsible drinking.

=Issues with Alcohol Sponsorship and Advertising at Sporting Events=

Alcohol refers to drinks such as beer, wine or spirits, all of which contain ethyl alcohol, a substance that causes drunkenness, changes in consciousness, mood and emotions. It is these psychoactive effects that lead to accidents, injuries, disease and disruptions in family and everyday life. Alcohol affects people differently and there is no amount of alcohol that can be said to be safe for everyone. (Department of Health and Ageing, 2011)

Within Australia, there is a strong link between alcohol and sport; this can be attributed to the fact that sport and drinking are considered proud Australian traditions. With limited restrictions on alcohol sponsorship and advertising in Australia, the Australian public is beginning to recognise the relationship sport and alcohol has and conclusions are being made that sport fans are getting the bad end of the deal from this arrangement. Studies have been conducted to identify perceived issues with alcohol advertising these include:

 * The promotion of alcohol and alcohol products to minors – this occurs when they come in contact with alcohol related images and messages. Fielder, Donovan & Ouschan’s research indicates that young people are regularly exposed to alcohol advertising through sponsorship agreements and this influence results in pro-drinking attitudes and plays a significant role in their decision on whether or not to drink and how much they consume (Babor et al, 2003; Jernigan & Mosher, 2005; Anderson, 2009; Hurtz et al, 2007).

 * Excessive alcohol consumption – has been identified as an issue from acknowledged public concern. The National Preventative Health Taskforce identified that there is currently an opportunity to expand efforts related to the prevention of alcohol related harm which can be attributed to limited regulations on alcohol advertising. A research paper published in 1991 identified that during the 1970’s and early 1980’s countries that had bans on spirits advertising have about 16% lower alcohol consumption than those that allowed the advertising. Countries with bans on beer and wine advertising experienced approximately 11% lower alcohol consumption (Saffer, 1991).

=Conclusion=

Notwithstanding that consumer attitudes towards alcohol advertising and sponsorship are changing, this issue still requires more stringent regulations to better align it with public health interests and tobacco laws (Munro & De Wever, 2009).

=Presentation= User:UC3025323/The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Summary Presentation

=References=

 * Alcohol Beverages Advertising Code. http://www.abac.org.au/uploads/File/ABAC%20Code%20(April%202009)(1).pdf

 * Anderson, P. 2009. ‘Is it time to ban alcohol advertising?’ Clinical Medicine, v. 9, p. 121-124

 * Australian Government: ComLaw, 1992. Tobacco Advertising Prohibition Act 1992. http://www.comlaw.gov.au/Series/C2004A04509

 * Babor, T., R. Caetano, S. Casswell, G. Edwards, N. Giesbrecht, K. Graham, J. Grube, P. Gruenewald, L. Hill, H. Holder, R. Homel, E. Osterberg, J. Rehm, R. Room and I. Rossow, 2003. Alcohol: No Ordinary Commodity - Research and Public Policy, Oxford University Press, Oxford

 * Centre on Alcohol Marketing and Youth, 2004. Alcohol Advertising on Sports Television 2001 to 2003. http://www.camy.org/bin/s/a/Alcohol_Advertising_on_Sports_Television.pdf

 * Department of Health and Ageing – Australian Government, 2011. Alcohol. http://www.alcohol.gov.au/

 * Department of Justice, 2011. Tobacco Act. http://laws-lois.justice.gc.ca/eng/acts/T-11.5/index.html

 * Drug Library, 2011. History of Tobacco Regulation. http://www.druglibrary.org/schaffer/library/studies/nc/nc2b_10.htm

 * Europa, 2008. Television broadcasting activities: “Television without Frontiers”(TVWF) Directive. http://europa.eu/legislation_summaries/audiovisual_and_media/l24101_en.htm

 * Federal Trade Commission, 2003. Alcohol Marketing and Advertising: A Report to Congress. http://www.ftc.gov/os/2003/09/alcohol08report.pdf

 * Government Gazette: Republic of South Africa, 2008. Tobacco Products Control Amendment Act 2008. http://www.info.gov.za/view/DownloadFileAction?id=94445

 * Hurtz, S.Q., Henrikson, L., Wang, Y., Feighery, E.C. & Portmann, S.P. 2007. ‘The relationship between exposure to alcohol advertising in stores, owning alcohol promotional items, and adolescent alcohol use’, Alcohol and Alcoholism, v, 42. n, 2. P, 143-149

 * Jernigan, D.H. & Mosher, J.F. 2005. ‘Alcohol marketing and youth – public health perspectives’, Journal of Public Health Policy, v, 26. n, 3. p, 287-291

 * Jones, S.C., Hall, D. & Munro, G. 2008. ‘How effective is the revised regulatory code for alcohol advertising in Australia,’ Drug and Alcohol Review, v. 27, p. 29-38.

 * Media Know All, 2011. Advertising: Sponsorship. http://www.mediaknowall.com/as_alevel/Advertising/advertising.php?pageID=sponsor

 * Munro, G. & De Wever, J. 2008. ‘Culture Clash: alcohol marketing and public health perspectives,’ Journal of Public Health. v. 27, n. 2, p 204-211.

 * National Preventative Health Taskforce, 2009. Australia: The healthiest country by 2020, Technical Report No 3.

 * OxyGen.Org, 2011. Industry: History of Tobacco Marketing. http://www.oxygen.org.au/industry/history-tobacco-marketing

 * Saffer, H. 1991. ‘Alcohol advertising bans and alcohol abuse: An international perspective’ Journal of Health Economics, Vol 10, No 1, pp 65-79

 * Slack, T. The Commercialisation of Sport. 2004. New York: Routledge

 * World Health Organisation, 2011. Framework Convention on Tobacco Control. http://www.who.int/fctc/en/

 * World Health Organisation, 2006. Framework for alcohol policy in the WHO European Region. http://www.euro.who.int/__data/assets/pdf_file/0007/79396/E88335.pdf

 * Young, T.R. 1986. ‘The Sociology of Sport: Structural Marxism and Cultural Marxist Approaches’ Sociological Perspectives, Vol 29, No 1, pp 3-28 University of California Press


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User:UC3025323/The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Summary Presentation

The following presentation provides a summary of the findings of User:UC3025323/The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Essay where a history of the evolution of alcohol and tobacco sponsorship agreements within Australian sport, including a comparison to other nations dating back to the 1960’s is explored. Commodification of sport is outlined before the advertising legislation that governs alcohol and tobacco is explored at a national and international level. Whilst tobacco advertising at Australian sporting events has been banned for nearly two decades under the Tobacco Advertising Prohibition Act 1992, alcohol sponsorship is only monitored under the Alcoholic Beverages Advertising Code (ABAC).

To view the presentation, please open the link below: http://www.youtube.com/watch?v=e4YCtERvPmo

Pictures
All pictures used in the presentation are sourced from Wikicommons and are free for public use.


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User:U3025472/The Importance of Athlete Education for Successful Career Transition

Outline
This paper outlines the need for greater involvement from the Government and Sporting bodies in athlete education schemes. A high propensity of young athletes lack the required skill set or desired knowledge for a career after sport. Although education initiatives have been developed in sport recently, additional support is required to maintain their effectiveness.

Introduction
For many professional athletes, their first job is in fact playing their sport. Once their sporting careers are complete and the athletes move into the professional working environment, many are left with a distorted sense of workplace politics. Thus finding themselves unprepared for this next stage in life. Furthermore, the athletes who remain out of the spotlight for the most of their sporting careers often miss out on education and career development opportunities; as their sporting club focused more on their marquee athletes.

The workplace politics of sport have come under question in recent times with support network bias becoming more prevalent among athletes. Of late, it has become more common that high profile athletes not only receive greater salaries than some of their counterparts, but also receive greater career development support. Whilst this bias can be beneficial for those players who possess great talent, many of those who fall just short of the elite level in sport, may find themselves in an educational limbo.

A recent trend has seen the emergence of education and training for athletes at a club or team level. Nevertheless, further steps need to be taken to ensure these training programs are offered to all athletes and carried out either individually or in small groups. It is crucial for sporting bodies and families of athletes to cooperate and support studying athletes to ensure they remain grounded in their busy lifestyle. Internal bias is an issue that needs to be addressed by all sporting codes to ensure a standard duty of welfare is carried out for all athletes.

Athlete Career Transitions
Most elite athletes are selected by their respective sporting bodies during the high school years of their education. As such, these final years of education, where many choose their career path and develop a skill set to match, become a second priority to these talented athletes. This is mainly due to the extensive hours of training dedicated to the athlete’s sport, resulting in minimal time for study.

Whilst some athletes may have the ability to balance their priorities of sport and study, there is a high percentage who dedicate their life to their sport. Educational scholarships have become more prominent through many sporting codes. Nevertheless, these scholarships are limited in numbers and often require candidates to meet strict credentials in order to be eligible.

For a privileged minority of athletes, a post-retirement career within their sport may develop. Nevertheless, in today’s highly commoditised sports industry, coaching staff with tertiary qualifications are highly sort after. In many sporting teams, the challenge of building an effective coaching department is usually amplified by the financial barriers of the team’s budget. Some clubs then choose to minimise this issue by hiring former players or recently retired athletes.

 * “From a practical standpoint, managers have often struggled with hiring decisions: how to assemble an effective staff by optimizing fit between employee and organisation on a number of levels, including knowledge, skills, abilities, values and work attitudes.” (Roach, 2006)

Positive functions of hiring former players or athletes may include; valuable contribution from the staff, innovative coaching methods, a greater social bond with current athletes and a higher rate of strength and agility. Nevertheless, specialisation in the field, difficulties in asserting authority over former teammates and a failure to adjust to the added pressure and workload are all common negative impacts which result from internal recruiting within sport. (Roach, 2006)

Many athletes see themselves entering into the sport coaching industry upon their competitive retirement. However, the athlete to job ratio in this field does not cater to this perception. Further to this, most sporting bodies now require coaching and management staff to have tertiary qualifications to ensure the operations of the club or team will meet its objectives for the year.

According to the AFLPA Player Transition Manager Rayden Tallis

 * "It is vital that younger players understand that a football career does not last forever and there is a strong emphasis in getting this message across as early as possible.
 * How a player navigates their transition in and out of the game is a critical factor in ensuring that his football experience is a positive one that sets him up for long and sustained success throughout his life." (Tallis, 2011)

Without the correct educational foundations, many athletes will struggle during their career transition and this can have not only economic impacts but social or psychological impacts on the athlete as well.

National Athlete Career and Education

The National Athlete Career and Education (NACE) program was developed in the mid 1990’s and has been implemented and continuously reviewed by the Australian Sports Commissionand the Australian Institute of Sport. NACE was introduced to incorporate tertiary education into the skills set of eligible athletes with minimal impacts on their athletic goals.

 * “ACE staff complete the Graduate Certificate in Career Counselling for Elite Performers, which is the only accredited course of its kind. This, combined with the professional requirements of ACE staff, ensure quality control of program development and service delivery, as well as accountability guidelines of the highest order.” (SASI, 2011)

The program provides educational support to athletes through career counseling, educational assistance, including course selection assistance, and endeavours to encourage athletes to pursue interests in careers outside of their sport. Furthermore, through the ACE program, athletes are invited to take part in career development workshops and face-to-face interactions with future possible employers. (Australian Institute of Sport, 2010, 4).

AIS athlete Jared Tallent, is currently completing a Bachelor of Business Studies in Financial Planning and believes his study and sport balanced lifestyle is a contributing factor to his success.

 * “There’s definitely a positive relationship between my life balance and athletic performance,’ he said. ‘I have been able to maintain long periods of being injury free mainly because I haven’t over-trained and have spent time on other commitments.” (Australian Institute of Sport, 2011, 5)

In order to be eligible for the NACE program, athletes must be offered a scholarship through the Australian Institute of Sport. Nevertheless, this selection criteria only caters for the athletes fortunate enough to receive AIS scholarships. Therefore, a large proportion of young athletes are left in the balance and must fend for themselves in order to complete some form of higher education. Nevertheless, 2011 saw an increase in athlete participation in the program with over 3000 elite athletes taking part in athlete career and education initiatives. (CICA, 2011)

The National Rugby League's Player Welfare and Education Program
Many other sporting codes in Australia have now adopted similar athlete education initiatives. In recent years, the National Rugby League (NRL) in conjunction with the Rugby League Players Association (RLPA) has introduced the ‘Welfare and Education Program’. This program endeavours to foster success for players both on and off the field. According to Mark Coyne the Chairman of the NRL’s Welfare and Education Committee,

 * “It is the responsibility of the NRL / RLPA Welfare and Education Committee to ensure the game provides its players with a balanced Welfare and Education program that not only enhances a player’s involvement within the game, but also supports his ability to develop a successful career outside of Rugby League.” (National Rugby League, 2011 - 2012)

The Welfare and Education Program lends itself to providing educational assistance through the implementation of five steps throughout the course of a players career. These steps include;

 * Exposing players to professional courses and stimulating their interest in other fields of employment.

 * Inducting players into their chosen apprenticeship, course or bachelors degree. Through this phase, the NRL have adopted a ‘No work, No study, No play’ policy.

 * Engaging players in financial planning, educational assistance and career counseling.

 * Preparing players for their career transition. This phase is usually adopted once a player reaches the age of 26 as this still allows time for players to adjust to their new lifestyles and careers.

 * Implementation of acquired skill sets and continued career counseling. Career counselling services are offered free of charge to all players even after they have retired from their professional involvement with the NRL.

The NRL will endeavour to continue this program and others relating to career development in the future. However, an increase in government funding is required in order to deliver these initiatives effectively.

Additional Support Networks
Another crucial element in the success of athlete education is the support base from not only the sporting body but family and peers.(Wuerth, 2004). Often, athletes begin the professional sporting career with little or no future objectives other than sport, focusing highly on their athletic development. However, once athletes reach the latter years of their sporting careers is when this thought process begins, which for some may be too late. Further to this, in the ten to fifteen years for which their professional sporting career may span, family members, friends and spouses may also invest a large amount of time into the sporting career of the athlete. (Lally, 2005)

It is crucial for the athlete and their family to plan for the future in detail to minimise the shock of retirement and lessen the economic, social and psychological impacts this lifestyle change will have on all involved. Preliminary studies in 2004 found that

 * "Planning of retirement contributed to significantly better cognitive, emotional, and behavioural adaptation. In addition, high athletic identity contributed to less positive reactions to retirement and to more problems in the adaptation process." (Alfermann, 2004)

As such, it is important for sporting bodies to implement appropriate support systems to not only assist players through this transition phase but to educate their families on what measures can be taken to minimise any phychological stress. These systems also require funding which at this stage, is minimal. It is crucial for the government to consider the funding of welfare programs as part of the athlete education initiatives.(Alfermann, 2004)

Conclusion
Most elite athletes are selected to compete professionally in their sport at a young age. As such, many struggle to balance both their sport and education workloads, often choosing to continue on with sport rather than complete their senior years of schooling. For the highly talented athletes, an educational scholarship may be provided. However, this only caters for a select minority and at this stage many athletes who are not considered for this initiative, receiving educational assistance is difficult. Therefore, the highly talented athletes not only receive higher salaries but greater benefits for their post-retirement career.

In recent years, the emergence of education and training for athletes at a club, team and individual level has seen a steady growth.

The Australian Institute of Sport and the National Rugby League have both developed effective athlete education programs to assist with the career transition of their elite sportspeople. Although these initiatives do receive government funding, many resources are at capacity and sporting bodies will require further government assistance to continue these programs I the future.

Moreover, the support of the athlete’s family is crucial to the success of athlete career transitions. Families provide the social and psychological support needed at this time in the athlete’s career and it is important that the sporting bodies can provide welfare and support services to not only the athlete, but their families as well. Again, these resources need continual funding and it is crucial in the modern sports industry for the government to provide this financial support.


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File:DJOSIFOVSKIBPS.ogv

Summary
An Insiders Perspective: The Role of Media play in the Business and Politics of Sport in Relation to the National Rugby League

title: File:DJOSIFOVSKIBPS.ogv


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Talk:Motivation and emotion/Book/2011/Infidelity

Comments
Sup Guys, Hope someone truly gets some benefit From this chapter. Ill be puttin some things up shortly, if i can work all these awesome formatting ways, that I see in other peoples chapters ENVIOUS!!!!!, Any tips on making my page look nice and shiny, let me KNOW!!! Lucas K1 11:07, 30 October 2011 (UTC)

Hi Lucas - thanks for your comments on my page! If you would to hi-jack any of the formatting etc from my page, go right ahead! So interested to read your chapter as well! ShaunaB 06:12, 31 October 2011 (UTC)

This topic looks great. Can't wait to read it when you're done Noodles&Wedges 07:17, 1 November 2011 (UTC)

This chapter was a great read! I know its very close to submission, but if you happen to re-look at your chapter, I would suggest a few more pictures! The beginnning looks very appealing, however later on it seems a bit full on with just text....a few pictures will spread out the information. Just a suggestion :) SKM1501 07:27, 07 November 2011 (UTC)

Really well researched - a fantastic chapter - well done - Magnolia

Multimedia
Lucas - you're multimedia is awesome hehe! Good idea! ShaunaB 20:29, 13 November 2011 (UTC)

Comment by Magnolia - really enjoyed the video - excellent presentation and content - congratulations

-- Jtneill - Talk - c 02:40, 26 November 2011 (UTC)

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


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Engineering Projects/Water Treatment/Howard Community College

 * /Fall 2011/


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Engineering Projects/Water Treatment/Howard Community College/Fall 2011/550 KIS

Problem Statement
Put the last negotiated problem statement with the instructor or client of the project here.

Team Members
JaeHaynes

Summary
Weekly Reports

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
Tell a story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List
Figuring out what to purchase, what to build, what everything costs is a huge part of engineering. Typically there is a list of materials in stock, materials that are ordered, materials that should be ordered next time there is money, materials that have not been fully justified. These issues are part of healthy management of the engineering lab but are associated with a particular college. The detail needs to be published in this "Done" form. However in the project root, just a list of materials is necessary.

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.

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:

Repeatablitly
Is there enough detail to repeat the work?

Integrity
Proving something doesn't exist or doesn't work usually requires exhaustion. Simply saying "it can not be done" is like challenging a pro basketball player (engineer) to one-on-one basketball (find a solution). It does not inspire respect. All the different ways respect is created can be found throughout the wikibook General Engineering Introduction.


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Engineering Projects/Water Treatment/Howard Community College/Fall 2011

This section is for team pages doing the Water Treatment project.
 * /550_KIS/


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User:JaeHaynes/enes100/WaterTreatment

Link to project KIS team page.

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
My initial project was Wind Tunnel. I was unable to develop a problem statement.

The Problem Statement for Water Treatment is:

Can the mock-up of a water treatment process, created by a previous project team, function properly?

Assign Task1
For week one, I tasked myself with researching where the Wind Tunnel originated from so I can get some inspiration on how to push the project forward.

Week1 Activities
During the week, I looked at what was done previously by another team on the Wind Tunnel. What I saw were computer drafted drawings and not much of anything else. I read that the Wind Tunnel derived from the Whirling Arm. My first thought was that it is interesting how the Wind Tunnel measures aerodynamic forces, but it gave me zero inspiration. My next thought was that I extremely enjoy using computer applications to create images. Since a previous team drafted the Wind Tunnel, I decided that I would use the Beta version of Autodesk's 123D application to draft a Whirling Arm, explain what limitations the Whirling Arm had, what solutions were decided on to solve the problems found, then compare and contrast with the current Wind Tunnel. From here I switched to the Water Treatment project.

Week1 Peer Review
I am the only member on this team.

Assign Task2
For week two I have tasked myself with reading and viewing what previous teams have done on the Water Treatment project. I am to make phone calls to a water treatment plant(s) and try to schedule a tour of a/the facility.

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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row 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:JaeHaynes/enes100/WaterTreatment


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File:Digital Multimeter.jpg

Licensing
for school project

title: File:Digital Multimeter.jpg


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User talk:Belindawilsonb

cross-wiki spammer. Ruy Pugliesi ◥ 20:45, 30 October 2011 (UTC)

title: User talk:Belindawilsonb


text:
Definitions/Theory

For the theory of definition, as a learning resource, the topic of definitions probably arises during the secondary level as students find themselves more and more consulting a dictionary to understand a term, its meaning, and it use. This learning resource proceeds from the secondary level into the tertiary, or university, level, and to a limited extent into the research and exploration level.

A theory generally refers to analytical tools for understanding, describing, or explaining a subject so as to make predictions within that subject. A theory of definition generally refers to those analytical tools for definitions so as to make predictions with definitions about definitions. A theory whose subject matter is a theory of definition is the metatheory of definition. A theory of a theory of a theory, recursively, is still a metatheory.

As a type of resource, it is closest to an article.

Notations
A theory usually begins with the introduction of notation or symbols for words or phrases in a commonly used language such as English, although for any needed words or phrases outside English that are difficult to express therein words or phrases from outside can be used.

A few logical symbols may come in handy:

Semantics
Def.
 * 1. "the study of meanings:"
 * 1.a: "the historical and psychological study and the classification of changes in the signification of words or forms viewed as factors in linguistic development",
 * 1.b: "a branch of semiotic dealing with the relations between signs and what they refer to and including theories of denotation, extension, naming, and truth"
 * 2.a: "the meaning or relationship of meanings of a sign or set of signs; [especially]: connotative meaning"
 * 2.b: "the exploitation of connotation and ambiguity (as in propaganda)"

is called semantics.

Def. "the branch of linguistics devoted to the investigation of linguistic meaning, the interpretation of expression in a language system." is called semantics.

Starting with universals and ontology, where the word "semantics" is in category 543. MEANING, a definition of semantics using concepts from categories lower in number than 543 may be as follows:

Def. the knowledge of the nature of ideas transferred among entities is called semantics.

Every word after Def. and before "is called" has its most popular category of usage less than 543.

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

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

Def. "[t]he term - [[a] word or phrase] - "[s]omething defined in a definition" is called the definiendum.

Def. "[t]he word or phrase that defines the definiendum in a definition" is called a definiens.

Dictionaries
Def. 1: "a reference book containing words usu. alphabetically arranged along with information about their forms, pronunciations, functions, etymologies, meanings, and syntactical and idiomatic uses" is called a dictionary.

Def. 2: "a reference book listing alphabetically terms or names important to a particular subject or activity along with discussion of their meanings and applications" is called a dictionary.

Def. 3: "a general comprehensive list, collection, or repository of information alphabetically arranged" is called a dictionary.

Glossary
Def. "[a] list of terms in a particular domain of knowledge with the definitions for those terms" is called a glossary.

Russell's paradox for definitions
For every (or any) property, there exists a definition whose definiens is just those entities having that property.

Consider a definition whose definiens is "all those entities which have the property of not being in the definiens for their own definition". This is Russell's paradox for definitions.

This suggests that there is at least one property for inclusion in it's own definition whose definiens does not include that property.

In axiomatic set theory, admitting the first sentence above grants too much; however, language can have the paradox without any restriction.

Example:

Def. a. a common, round fruit produced by the tree Malus domestica, cultivated in temperate climates is called an apple.

Def. b. a common, round fruit produced by the tree Pyrus communis, cultivated in temperate climates is called an apple.

With these two definitions, an apple is a fruit of the tree Malus domestics, not the pear tree Pyrus communis. Definition b is customarily considered to be in error (a fallacy). It is either a fallacy because of the definiens or the definendum. A small branch of an apple tree grafted onto a pear tree that succeeds in producing apples has produced apples (not pears). Traditionally to amend this fallacy, we call such an apple something modified like a "papple". While this may make some people more comfortable, we also don't have to make an amend.

The definition of parallel lines is usually the definition from Euclidean geometry; however, change the definiens and many non-Euclidean geometries result.

Arguably, another form of this type of definition is a persuasive definition.

Those reading ahead may have noticed that for the types of definitions certain alphabetical letters are missing: B, F, H, J, K, N, Q, U, V, X, Y, and Z, with respect to alternate types of definitions. Some of these gaps may be fillable with accepted terms for definitions, yet others may be filled only with adjective preceding noun. For example, a "being definition" could fill in the gap for the letter B: "The most obvious and common feature is language that may point toward some "Supreme Being" definition of religion." While appeal to any "Supreme Being" may be okay, an ordinary "being" such as an author is okay too. Usually, an authored definition falls under one or more of the customary definitional types below.

Axiomatic definitions
It has been stated that "the rigorous definition of distance" fulfills "the three axioms that define an Euclidean metric" so that a "generalized metric can be defined using as distance an appropriate function ... that fulfills the three axioms of an Euclidean metric". Having met these three axioms as a criteria of an Euclidean metric, the definition of the generalized metric is said to be a "rigorous definition of distance".

An axiomatic definition is a rigorous definition: "the definition must clearly state the rules that are considered as binding, and on the other hand give the implementor enough freedom to achieve efficiency by leaving certain less important aspects undefined." This rigorous definition is for "an axiomatic definition of the programming language PASCAL".

By definitions
By definition, or by means of a definition, indicates the use of a passage that explains the meaning of a term (a word, phrase or other set of symbols), or a type of thing, so as to demonstrate identicalness.

“The phrase by definition has a precise meaning: the speaker [or writer] is asserting that a property can be assigned to an object that has been named, by virtue of the fact that the definition of the object requires it to have that property.”

Circular definitions
Def. a definition relying directly or indirectly on the term being defined is called a circular definition.

The image at the right is an example of a circular definition: a tomato facing left is used to define a tomato facing right.

Def. "a usually rounded natural elevation of land lower than a mountain" is called a hill.

Def. "a landmass that projects conspicuously above its surroundings and is higher than a hill" is called a mountain.

Conceptual definitions
Def. "[a] definition in terms of concepts, such as the one found in a dictionary, instead of in terms of the results of measuring procedures" is called a conceptual definition.

A conceptual description makes no reference "to any technical realization."

Coordinative definitions
Def. "a postulate which assigns a partial meaning to the theoretical terms of a scientific theory by correlating the mathematical objects of the pure or formal/syntactical aspects of a theory with physical objects in the world" is called a coordinative definition.

Dictionary definitions
Dictionary definition is a description specifying one of the commonly used meanings of the term.

Def. "[a] descriptive definition specifying one of the commonly used meanings of the defined term" is called a dictionary definition.

Def. 2: "a word or phrase expressing the essential nature of a person or thing" is called a definition.

Def. 3a: "a statement of the meaning of a word or word group or a sign or symbol" is called a definition.

Def. 3b: "the action or process of stating such a meaning" is called a definition.

Def. 4a: "the action or the power of making definite and clear" is called a definition.

Def. 4b: "clarity, distinctness" is called a definition.

If every term of every definiens must itself be defined, "where at last should we stop?" This problem parallels the diallelus, but leads to scepticism about meaning rather than knowledge. A dictionary, for instance, insofar as it is a comprehensive list of lexical definitions, must resort to circularity. Generally lexicographers seek to avoid circularity wherever possible, but the definitions of words such as "the" and "a" use those words and are therefore circular. An exercise suggested by J. L. Austin involved taking up a dictionary and finding a selection of terms relating to the key concept, then looking up each of the words in the explanation of their meaning. Then, iterating this process until the list of words begins to repeat, closing in a “family circle” of words relating to the key concept. In the game of Vish, players compete to find circularity in a dictionary.

Enumerative definitions
Def. "[a] definition that exhaustively lists all the objects that fall under the defined term" is called an enumerative definition.

An enumerative definition of a concept or term is an extensional definition that gives an explicit and exhaustive listing of all the objects that fall under the concept or term in question.

Extensional definitions
Def. "[a] definition of a term that specifies its extension, that is, every object that falls under the definition" is called an extensional definition.

An extensional definition, also called a denotative definition, of a concept or term specifies its extension. It is a list naming every object that is a member of a specific set.

Functional definitions
Def. a definition that is "intended to be used; practical rather than attractive" is called a functional definition.

Genus differentia definitions
A genus-differentia definition is a type of intentional definition composed by two parts:
 * 1) a genus (or family): An existing definition that serves as a portion of the new definition; and
 * 2) the differentia: The portion of the new definition that is not provided by the genera.

There are rules for definition by genus and differentia.

Certain rules have traditionally been given for this particular type of definition.
 * 1) A definition must set out the essential attributes of the thing defined. That is "[a] definition should state the conventional connotation of the term being defined."
 * 2) Definitions should avoid circularity. To define a horse as 'a member of the species equus' would convey no information whatsoever. For this reason, a definition of a term must not be comprised of terms which are synonymous with it. This would be a circular definition, a circulus in definiendo. Note, however, that it is acceptable to define two relative terms in respect of each other.  Clearly, we cannot define 'antecedent' without using the term 'consequent', nor conversely.
 * 3) The definition must not be too wide or too narrow. It must be applicable to everything to which the defined term applies (i.e. not miss anything out), and to nothing else (i.e. not include any things to which the defined term would not truly apply).
 * 4) The definition must not be obscure. The purpose of a definition is to explain the meaning of a term which may be obscure or difficult, by the use of terms that are commonly understood and whose meaning is clear. The violation of this rule is known by the Latin term obscurum per obscurius. However, sometimes scientific and philosophical terms are difficult to define without obscurity. (See the definition of Free will, for instance).
 * 5) A definition should not be negative where it can be positive. We should not define 'wisdom' as the absence of folly, or a healthy thing as whatever is not sick. Sometimes this is unavoidable, however. We cannot define a point except as 'something with no parts', nor blindness except as 'the absence of sight in a creature that is normally sighted'.

Inductive definitions
Def. a recursive definition is called an inductive definition.

Intensional definitions
Def. "[a] definition that gives the meaning of a term by specifying all the properties of the things to which the term applies" is called an intensional definition.

An intensional definition, also called a coactive definition, specifies the necessary and sufficient conditions for a thing being a member of a specific set. Any definition that attempts to set out the essence of something, such as that by genus and differentia, is an intensional definition.

Lexical definitions
A lexical definition is usually a dictionary definition and "is either true or false."

Def. "[t]he meaning of a word in actual usage by speakers of a certain language" is called a lexical definition.

Metadefinitions
Def. a "[smallest] distinct unit of language [which has] with a particular meaning" [and can be expressed by itself] ; the [smallest discrete, meaningful unit of language]" is called a word.

Def. a definiendum defined by a definiens is called a definition.

Def. "[a] statement of the meaning of a word or word group or a sign or symbol" is called a definition.

Many philosophers have chosen instead to leave some terms undefined. The scholastic philosophers claimed that the highest genera (the so-called ten generalissima) cannot be defined, since we cannot assign any higher genus under which they may fall. Thus we cannot define being, unity and similar concepts. John Locke supposes in An Essay Concerning Human Understanding that the names of simple concepts do not admit of any definition.

Here's an example of a metadefinition (Metadef.):

 * Metadefinition of a clear liquid:

Metadef.

 * 1) A clear flowing substance
 * 2) keeping or retaining no shape or definite shape
 * a. except that determined by the containing receptacle
 * 3. composed of molecules
 * a. not tending to separate from one another like those of a gas
 * b. readily changing relative position

is called a clear liquid.

A clear liquid diet consists of transparent liquid foods such as vegetable broth, bouillon, clear fruit juices, clear fruit ices, popsicles, clear gelatin desserts, and no carbonated drinks. Soda's carbonation expands the gastrointestinal tract.

Herein are many clear liquids that fit within the metadefinition.

 * Definition of water:

Def. a clear liquid having the chemical formula H2O, required by all forms of life on Earth is called water.

 * Definition of water from the metadefinition of a clear liquid:
 * 1) A clear flowing substance
 * 2) keeping or retaining no shape or definite shape
 * a. except that determined by the containing receptacle
 * 3. composed of H2O molecules
 * a. not tending to separate from one another like those of a gas
 * b. readily changing relative position

is called water.

 * Definition of ethanol from the metadefinition of a clear liquid:
 * 1) A clear flowing substance
 * 2) keeping or retaining no shape or definite shape
 * a. except that determined by the containing receptacle
 * 3. composed of C2H5OH molecules
 * a. not tending to separate from one another like those of a gas
 * b. readily changing relative position

is called ethanol.

Albert metadefinitions
Def. "a set of attributes that address and satisfy a number of purposes or functions for [a particular] definition" is called a metadefinition.

A definition serves five functions:

 * 1) a statement of identity,
 * 2) a way to define competitive and cooperative relationships with other terms,
 * 3) a way to end conceptual disputes and thus prepare the way for measurement - its preoperational or premeasurement function,
 * 4) a way to locate a term within a particular context - its orienting or contextual function, and
 * 5) a way to generate new ideas - its generative or revelatory function.

Operational definitions
Def. "[a] showing of something - such as a variable, term, or object - in terms of the specific process or set of validation tests used to determine its presence and quantity" is an operational definition.

"An operational definition, also known as an empirical definition, defines a concept on the basis of criteria that must be applied in order to determine whether and to what extent that concept exists, ie, an operational definition defines a concept in terms of observable data."

Ostensive definitions
Def. "[a] process of binding the meaning to the defined term by pointing out examples and counterexamples" is called an ostensive definition.

An ostensive definition gives the meaning of a term by pointing, in the case of an individual, to the thing itself, or in the case of a class, to examples of the right kind.

Persuasive definitions
A persuasive definition is a form of definition which purports to describe the 'true' or 'commonly accepted' meaning of a term, while in reality stipulating an uncommon or altered use, usually to support an argument for some view, or to create or alter rights, duties or crimes. I cannot confirm that this definition is in the references indicated.

Def. an "effort to influence attitudes by surreptitiously attaching emotive significance to the meaning of a term" is called a persuasive definition.

"In his Ethics and Language, Stevenson defines the term 'persuasive definition' as follows: "In any 'persuasive definition' the term defined is a familiar one, whose meaning is both descriptive and strongly emotive. The purport of the definition is to alter the descriptive meaning of the term, usually by giving it greater precision within the boundary of its customary vagueness; but the definition does not make any substantial change in the term's emotive meaning. And the definition is used, consciously or unconsciously, in an effort to secure, by this interplay between emotive and descriptive meaning, a redirection of people's attitudes" (Stevenson, 1944)"

In argumentation the use of a stipulative definition is an example of the definist fallacy.

Here are some examples of persuasive definitions:
 * 1) Def. "someone who doesn't yet realize that God exists" is called an atheist.
 * 2) Def. "a leftist who desires to overtax the corporations and abolish freedom in the economic sphere" is called a Democrat.
 * 3) Def. "an old white man who feels threatened by change" is called a Republican.
 * 4) Def. "a tool to get people to do things they don't want to do" is called loyalty.
 * 5) Def. "a slogan used by ordinary common sense against educated reason" is called sophistry.

Precising definitions
Def. 7a: a term is "a word or expression that has a precise meaning in some uses or is peculiar to a science, art, profession, or subject".

In the article precising definition, there is

Def. "[a] precising definition is a definition that extends the lexical definition of a term for a specific purpose by including additional criteria that narrow down the set of things meeting the definition." The precising definition is usually aimed at the definiens.

Recursive definitions
Def. a "definition of a term within which the term itself appears, and that is well-founded, avoiding an infinite regress" is called a recursive definition.

A recursive definition, sometimes also called an inductive definition, is one that defines a word in terms of itself, so to speak, albeit in a useful way. Normally this consists of three steps:
 * 1) At least one thing is stated to be a member of the set being defined; this is sometimes called a "base set".
 * 2) All things bearing a certain relation to other members of the set are also to count as members of the set. It is this step that makes the definition recursive.
 * 3) All other things are excluded from the set.

Rigorous definitions
A rigorous definition of the term “stem cell” is as follows.

Def. A cell is a stem cell if and only if it has the properties:
 * 1) unlimited self-renewal and
 * 2) within-tissue multipotentiality.

This definition has limited flexibility in that it “does not necessarily exclude cross-tissue plasticity.”

Semantic definitions
From Wiktionary, definition (semantics):

Def. "[a] statement of the meaning of a word or word group or a sign or symbol" is called a definition (from semantics), a semantic definition. A semantic definition should be identical to a lexical (or dictionary) definition.

Stipulative definitions
Def. a stipulative definition is a semantic "definition in which a new or currently-existing term is given a new meaning for the purposes of argument or discussion in a given context."

Symbolic definitions
Def. 3: "A ⊆ B ↔ (∀x) (x ∈ A → x ∈ B)."

Synonymous definitions
A synonymous definition is a definition “defining a single word [or symbol] by giving another single word [or symbol] which has the same meaning.” But, synonymous definitions have limitations:
 * 1) “some words have no exact synonyms” ,
 * 2) a synonymous definition “cannot be used in the construction of precising or theoretical definitions.”, and
 * 3) no synonym should appear in the definiens of a genus–differentia definition.

With relative synonymy instead of exact synonymy, relative synonyms may be useable in a genus–differentia definition.

Theoretical definitions
Def. "the meaning of a word in terms of the theories of a specific discipline" is called a theoretical definition.

Def. an attempt "to formulate a theoretically adequate characterization of [an object] to which it is applied" is called a theoretical definition.

"The empirical and explanatory success of theories or theory-parts is a good indicator of their approximate truth. In turn, approximate truth is a good indicator of referential success."

Here's a theoretical definition:

Def. any natural object radiating through a portion or all of the Earth's or another natural, astronomical object's atmosphere is called a meteor.

These are usage notes:
 * 1) Such an object may be as small as an electron or much larger.
 * 2) Astronomical objects that are atoms, nuclei, or subatomic particles are part of cosmic-ray astronomy.
 * 3) Astronomical objects larger than atoms, nuclei, or subatomic particles that are fast-moving relative to perceived, almost motionless objects, radiating through another natural object's atmosphere or gaseous environment are also here referred to as meteors.
 * 4) These can be a high-velocity star moving through the interstellar medium or a larger object moving through an intergalactic medium.
 * 5) At the extreme a meteor can be a galaxy cluster moving relative to apparently stationary clusters in its neighborhood of the universe.

Here's another theoretical definition:

Def. an astronomy of meteors (as a form of radiation) is called meteor astronomy.

There are "three dominant theories of reference, namely descriptivist, causal-historical and causal-descriptivist".

"Successor theories typically preserve all of the empirical and explanatory success of their predecessors as well as add to it. They are thus in general strictly more approximately true than their predecessors. Moreover, by preserving their predecessors’ approximately true parts they preserve any referential success the predecessors enjoy. This implies that successor theories that are more approximately true than their predecessors are typically also referentially continuous with them."

"[M]ost discussions of reference concern everyday language term reference and in particular the reference of proper names ... [here] primary focus will be on scientific term reference."

Here is an example of a causal-descriptivist definition:

"Def. 6: A term t refers to a(n) entity a (/property X) if and only if the dominant (causal) source of any descriptive content associated with t is a (/X).", where "a (/property X)" means an entity "a with property X", also as a "/X".

With full respect to a theoretical definition of a term that has continued to be used through several theories ("refcont" ), there is

“Def. 12: A scientific term t refers(MX) to a real entity a (/property X) if and only if (i) t is used to consistently identify a (/X) and (ii) all and only the theoretical and empirical descriptive claims associated with t are true of a (/X).”, where "refers(MX)" represents the maximum extreme "of the spectrum of noteworthy referential concepts."

And finally,

“Def. 13: Two successive scientific terms t and t' are refcont(MX)* if and only if (i) t' refers(MX) to a (/X), (ii) t nearly refers(MX) a (/X) and (iii) t' inherits all of the (non-trivial) theoretical and empirical descriptive claims true of a (/X) that are associated with t.”

Working definitions
A working definition is either chosen for an occasion and may not fully conform with established or authoritative definitions. Not knowing of established definitions would be grounds for selecting or devising a working definition. Or it refers to a definition being developed; a tentative definition that can be tailored to create an authoritative definition.

Hypotheses

 * 1) A rigorous definition is not necessarily a functional definition.

title: Definitions/Theory


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User talk:MartinRinehart~enwikiversity

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Renamed
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title: User talk:MartinRinehart~enwikiversity


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DMOZ

DMOZ, formerly known as the Open Directory Project or ODP, is an online directory that lists good web sites based on their subject. Web sites are listed in categories on this project. Each category is linked to relevant categories; the categories have a tree-like structure too.

Policies and procedures
There are restrictions imposed on who can become a DMOZ editor. The primary gatekeeping mechanism is an editor application process wherein editor candidates demonstrate their editing abilities, disclose affiliations that might pose a conflict of interest and otherwise give a sense of how the applicant would likely mesh with the DMOZ culture and mission. A majority of applications are rejected but reapplying is allowed and sometimes encouraged. The same standards apply to editors of all categories and subcategories.

title: DMOZ


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Wind

On Earth, wind is mostly the movement of air. In outer space, solar wind is the movement of gases or particles from the sun through space. The strongest winds seen on a planet in our solar system are on Neptune and Saturn.

Short bursts of fast winds are called gusts. Strong winds that go on for about one minute are called squalls. Winds that go on for a long time are called many different things, such as breeze, gale, hurricane, and typhoon.

Wind can move land, especially in deserts. Cold wind can sometimes have a bad effect on livestock. Wind also affects animals' food stores, their hunting and the way they protect themselves.

High winds can cause damage depending on how strong they are. Sometimes gusts of wind can make poorly made bridges move or be destroyed, like the Tacoma Narrows Bridge in 1940. Power can go out because of wind, even if its speed is as low. This is because tree branches could change the flow of energy through power lines. No species of tree can resist hurricane-force winds, but trees with roots that are not very deep can be blown over more easily. Trees such as eucalyptus, sea hibiscus, and avocado are brittle and are damaged more easily.

title: Wind


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User talk:Fortunatapiame

cw-spammer. Ruy Pugliesi ◥ 21:55, 30 October 2011 (UTC)

title: User talk:Fortunatapiame


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Hurricane

Hurricane or tropical cyclone is a circular air movement over the warm ocean waters in the tropical part of Earth near the [equator. Most tropical cyclones create strong winds and heavy rains. While some tropical cyclones stay out in the sea, others pass over land, which can be dangerous because they can cause a lot of damage.Rita-satellite loop.gif

Hurricane forms in the warm parts of the earth when moist, hot air rises. It begins as a group of storm winds when the water gets as hot as 80 degrees or hotter. The Coriolis effect causes the winds to spiral.

Tropical cyclones are usually given names because it helps in forecasting, tracking, and reporting. They are named once they have steady winds of 62 km/h. Committees of the World Meteorological Organization pick names. Once named, a cyclone is usually not renamed.

Impact
When tropical cyclones make landfall, they may create some damage. Tropical cyclones are also known to kill people and destroy cities. In the last 200 years, about 1.5 million people have been killed by tropical cyclones.

Wind damages can account up to 83% of the total damages caused when broken wreckage pieces from destroyed objects can become deadly flying pieces. Flooding can also occur when rainfalls and/or storm surges pour water onto land.

There is a possibility of indirect deaths after a tropical cyclone makes landfall. For example, New Orleans, Louisiana suffered from poor sanitary conditions after Hurricane Katrina hit in 2005.

Resources for Dealing with Hurricanes and Flooding
These are two Federal sites that organize a lot of tips and recommendations. They are chunked into before, during, and after: At the bottom of both, there are links to PDFs (can be printed to have even if no electricity or internet), as well as social media kits to send the tips and link

 * Hurricane information
 * Flood information

This is a Wikiversity project page that aggregates resources, practical tips, infographics, and information about psychological support and coping.

title: Hurricane


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File:Motor Bracket.PNG

Motor Mount Prototype

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File:Motor Bracket Side View.PNG

Summary
Ekart motor bracket

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