text:
Motivation and emotion/Book/2011/Cognitions and happiness

Overview

Welcome to possibly one of the most intriguing topics of psychology: the power of thought! To put this in perspective, where you are right now, take a look around... a vast majority of the things that exist in our world, once originated with a thought. It was once this thought that led to the creation of the technology you are using now. It was your thoughts that contributed to the relationship you now share with your brother or sister. It is the sum of your thoughts that have bought you to where you are today, to the choices you have made, and to the relationship you have with yourself, and with others.

Our cognitions are an incredibly powerful tool of creativity that contribute in many ways to what we experience, what we create, and how we feel. While many factors, such as self-esteem, self-efficacy, cognitive appraisal and explanatory style can influence our cognitions, we do have a say in what we think. This chapter seeks to define what happiness and cognition are, to identify what influences our cognition, to uncover the role of the self-fulfilling prophecy, and to provide useful tools for creating change to maladaptive thought processes. Research suggests that our cognition plays a significant role in how we feel, and how we experience the world.

Is this chapter for you?

 * Would you like to use your thoughts to your advantage?
 * For example, would you like to change the way you feel?
 * Would you like to play an active role in how you experience the world?

If you answered 'yes' to any of these questions, read on - this chapter is for you!

What is happiness?
Happiness is one of the most sought after states of being, and for some, a life time goal to obtain. For most people, all they want in life is to be happy, but very few know how to get it (Martin, 2005). For some, happiness is experienced in the present moment, while for others, they spend their life time chasing it.

Happiness is subjective by nature, and for the most part difficult to define. The APA Dictionary of Psychology (American Psychological Association, 2007) defines happiness as “an emotion of joy, gladness, satisfaction and well-being”. Martin (2005) described happiness as a combination of three components: satisfaction with life, the experience of pleasure, and the absence of displeasure. Each of these can be attained in different ways, to varying amounts unique to the individual, however according to Martin (2005) these three components must exist for true happiness to be experienced.

Psychologists have used the term ‘subjective well-being’ to capture what is meant by the use of the word “happiness”. Subjective well-being refers to person’s evaluation of their life, including both their cognitive judgments of satisfaction and their appraisal of their emotions and mood (Kesebir & Diener, 2008). This definition holds an individual to be the single best judge of their own happiness. What is known about happiness is that it is a state in its own right, and not merely the absence of sadness or depression.

Life circumstance and valuing happiness
"When I get ________, I will be happy!"

We are more than the sum of events we have experienced. While the good things and bad things that have happened to us, influence the way we feel, their hold over us is only short-lived. Some people look to the events and circumstances in their life to make them happy. Yet once they find themselves with what it is they have desired, there is always something more. Something else they need to get, something else they aspire to do, be or have before they can be happy. Research suggests we should not rely on circumstances or events alone to give us long-term feelings of wellbeing.

Brickman and Campbell (1971, as cited in Diener & Oishi, 2005) further developed upon the idea of the hedonic treadmill. This theory proposes that we exist on a neutral level of happiness, with good and bad circumstances only temporarily affecting our emotions. Efforts to make ourselves happier through chasing good circumstances may be in vain. Research by Mauss et al. (2011) found that valuing happiness may not be beneficial. Mauss et al. (2011) found that valuing happiness could be self-defeating, as the more people value happiness, the more likely they will feel disappointed. The balance of people’s positive and negative emotions contributes to judgments of life satisfaction (Diener & Oishi, 2005).

What are cognitions?
Cognition refers to mentally processing information. This includes “all forms of knowing and awareness, such as perceiving, conceiving, remembering, reasoning, judging, imagining, and problem solving” ( American Psychological Association, 2007). Each person has their own unique cognitive style. Our thoughts are like an inner voice, reflecting our perceptions of what is happening in our world. Especially in our early years, the messages we receive formulate how we see the world, and our place in it.

At its most basic, thinking is an internal representation (mental expression) of a problem or situation (Heimberg, Bruch, Hope & Dombeck, 1990). For the most part, without being consciously aware, we constantly think. Most empirical evidence has focussed on negative forms of cognition. In comparison, investigations that target the positive are few and far between. The content of our thoughts appear to play a significant role in our wellbeing. Previous literature has found that functional people, in comparison to dysfunctional people have a greater positive to negative thought ratio (Heimberg, Bruch, Hope & Dombeck, 1990).

What influences our cognitions?
Four key factors that influence cognition are: self-esteem, explanatory style, cognitive appraisal, and self-efficacy.

Self-esteem
"I think, therefore I am. - René Descartes"

Self-esteem is a key factor influencing our thoughts. Self-esteem refers to how a person sees, thinks and feels about themselves. The more positive an individual’s perception is of their qualities and characteristics, the higher their self-esteem. Self-esteem reflects a person’s overall evaluation and appraisal of their self-worth. Research reports that people who think favourable views of themselves tend to report better emotional well-being and have more favourable views of their lives in general (Lucas, Diener & Suh, 1996). Likewise, a study by Feingold (1992) found that individuals who perceived themselves as physically attractive reported being more extroverted, socially comfortable and mentally healthy than those who reported being less comfortable with their appearance. In addition, higher levels of self-esteem have been considered a protective factor against depression (Peden et al, 2001).

Cognitive appraisal
"Nothing is good or bad, but thinking makes it so. - Mahatma Ghandi"

It is inevitable that during a lifetime, each person will experience their ups and downs. However, what matters more, is not what a person experienced, but how they interpreted (appraised) those experiences. Cognitive appraisal theory proposes that an individual’s interpretation of an event, will determine their emotional reaction to that event (Smith & Ellsworth, 1985). An event that affects a person’s well-being in the present can lead to joy or distress, whereas an event that influences a person’s potential well-being in the future can generate hope or fear (Ortony, Clore, & Collins, 1988). The way in which an individual attends to, interprets, and remembers negative life events contribute to the likelihood that they will experience depression (Lakdawalla, Hankin, & Mermelstein, 2007).

Explanatory style
"A man sees in the world what he carries in his heart. - Johann Wolfgang Von Goethe"

Explanatory style refers to “an individuals unique style of explaining and describing, some phenomenon, event or personal history” (American Psychological Association, 2007). Explanatory style is considered to be a cognitively based personality variable that is relatively stable over time (Peterson & Barrett, 1987). Two types of explanatory style have been identified: optimistic explanatory style, and negative explanatory style. People with an optimistic explanatory style see themselves as in control of the situations they face, whereas people with a pessimistic explanatory style see themselves as having little control (Peterson & Barrett, 1987).

 * An optimistic explanatory style can be described as a tendency to explain bad events with attributions that are unstable and controllable e.g. I lost the race because I didn’t train as much as I could have.
 * A pessimistic explanatory style can be described as a tendency to explain bad events with attributions that are stable and uncontrollable e.g. I lost the race because I’m to short.

Self-efficacy
"I-think-I-can! I-think-I-can! - 'Little Engine That Could' by Watty Piper"

A person’s perceived self-efficacy determines how they feel, think and behave in given situations (Bandura, 1997). Self-efficacy is the belief that one can perform adequately in a particular situation (Bandura, 1997). There is a strong correlation between what people believe they can accomplish and what they actually do (Caprara et al, 2002). A person with a weak sense of self-efficacy is more likely to avoid challenges, lose confidence in personal abilities, as well as focus on personal failings and negative outcomes (Bandura, 1997). A person with a strong sense of self-efficacy is more likely to recover quickly from setbacks and disappointments, and to see challenges as tasks to be master (Bandura, 1997).

Self-fulfilling prophecy
Our beliefs influence our actions and how we interact with the world. The influence of implicit and explicit expectations provide the basis for self-fulfilling prophecies, in which false impressions of a situation evoke behaviour that, in turn, makes these impressions become true (Merton, 1957). People tend to live up or down to our expectations for them (Madon, Jussim & Eccles, 1997). The phenomenon of self-fulfilling prophecies has been widely investigated by social psychologists, in particular in class room settings. Rosenthal and Jacobson (1966) discovered that teacher’s expectations of students – their beliefs about their abilities – can have a profound impact on their student’s performance. Teachers who are led to believe that a particular student is smarter than he appears will tend to behave in a way that leads the student to perform better. Similarly, teachers who hold negative implicit attitudes towards particular minority groups are likely to respond to student members of those groups in ways which impede their chances to succeed (Weinstein, Gregory & Strambler, 2004).

What could you be eliciting from a situation or a person with a false beliefs you may hold? We are continually creating our own experiences with the beliefs we hold.

The power for change

Our cognitions determine how we feel about any given situation. Attitudes and thoughts do not change overnight; the first step in making change is to become consciously aware of your thoughts, and what your inner voice is telling you. Does it put you down? Are you your own best-friend? While your thoughts can seem out of control, you do have a say in what you think and how what you think makes you feel.

Most models of cognitive functioning (e.g., Wyer & Carlston, 1979, Anderson & Bower, 1973) propose that the recent use of information increases it’s accessibility in memory, and increases the likelihood of its influence upon thoughts and judgements. The following techniques are examples of how being more consciously aware of your cognitions can allow self-serving thoughts more readily accessible, while taking away the power of negative thoughts. For some people therapy is a useful tool, while for others, you may find some useful tips below that you can use in your own life! Give yourself kindness and compassion while on your journey, and know that you have the power to create change!

Rational emotive behaviour therapy
{| cellpadding="10" cellspacing="5" style="float: right; width: 100%; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color:lightcyan; border: 3px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Identifying irrational beliefs...: (Eysenck, 1990)
 * Write down what you think or feel about various major unpleasant experiences that have happened to you in the past year or so.
 * Ask yourself, which of your thoughts are excessive, over-the-top reactions to the events that caused them.

Rational Emotive Behaviour Therapy (REBT) is a form of Cognitive Behaviour Therapy (CBT). All forms of CBT focus on two areas: modifying cognitions and changing behaviours (Edelman, 2002). Modifying cognitions means to learn to recognise and identify thoughts that make us feel bad, while changing behaviours refers to learning to respond to situations more appropriately, in ways that make us feel better. All forms of CBT are based on the theory that cognitions – our thoughts and beliefs – largely determine the way we feel. The REBT model seeks to conquer self-defeating thoughts that occur in response to unpleasant life events, by replacing them with them with more rational thoughts (Eysenck, 1990). The focus of REBT is on developing realistic cognitions in order to minimise our experience of upsetting emotions. REBT was first pioneered by Albert Ellis in the 1960s, who proposed that each individual has the key to understanding and resolving his or her own psychological problems by focusing on their conscious thoughts and feelings (Eysenck, 1990).

The ABC Model
 * A Antecedent	The situation that triggers our response
 * B Belief	Our cognitions about the situation
 * C Consequence	The way we feel and behave

Most of us presume it’s the things that happen to us that make us feel the way we do. However, according to Albert Ellis (Edelman, 2002) we tend to blame ‘A’ (the antecedent) for ‘C’ (the consequence), when it is really ‘B’ (our beliefs) that make us feel the way we do. For example, if you are running late for an appointment, you may feel anxious or distressed that you are running late. However it’s not running late that is making you feel anxious, it’s your beliefs about running late that are e.g. “People won’t like me if I turn up late.”

 * D Dispute 	The process of challenging the way we think

Albert Ellis proposed a fourth letter to his model, which was ‘D’ (the dispute). For example we could dispute the belief about running late by telling ourselves, “If I’m running late, it’s not the end of the world. I’m sure they will understand.”

Acceptance and commitment therapy

Take away the power of your negative thoughts...

 * Step 1 – Take an unpleasant thought you are having, e.g. “I am worthless”. Hold that thought in your mind, believe it, and notice how it affects you.
 * Step 2 – Take the thought you are having, and add the phrase in front of it “I am having the thought that...” Run the thought through your mind again, this time with the phrase in front. Notice what happens.
 * During Step 2, most people notice a distancing from the thought, and that it has much less impact. Notice that there was no effort to change the thought, rather just to accept it as it comes, and goes, without giving it meaning.

(Harris, 2006)

Acceptance & Commitment Therapy (ACT) is a mindfulness-based behavioural therapy that seeks to teach people the skills to deal with painful thoughts and feelings, in such a way to lessen the impact and influence they have.

There are six key processes in ACT (Harris, 2006):
 * 1) Defusion – To distance yourself and let go of unhelpful thoughts and beliefs.
 * 2) Acceptance – To allow painful thoughts, feelings and sensations to come and go.
 * 3) Contact with the Present Moment – To focus on being present in the here and now.
 * 4) The Observing Self – The ‘you’ that observes the thoughts of your mind (the thinking self).
 * 5) Values – What you want your life to be about.
 * 6) Committed Action – Taking action guided by your values.

The first four processes are central in taking away the power of unpleasant thoughts. Using defusion techniques, a person may be asked to observe a thought with detachment, to repeat the thought in a silly voice, or to keep repeating it out loud until it becomes a meaningless sound. A person may even sing the thought to the tune of ‘We Wish You a Merry Christmas’, or may say “Thanks mind!” in appreciation of such a thought. Through defusion, a person is able to observe cognitions for what they are –language, words and pictures – as opposed to what they appear to be – threatening truths and facts. Defusing a thought takes away its meaning and power. Acceptance allows thoughts to come and go, without struggling with them, attempting to change them, or giving them undue attention. Contact with the present moment refers to giving your attention to what is happening in the here-and-now, to being open, interested and engaged in what you are doing.

Not only can ACT be a useful tool in taking away the power of maladaptive cognitions, its principles can be applied in your own life, in how you think about thinking!

Affirmations

Louise L. Hay (1984), a pioneering self-help author, has sold over 30 million copies worldwide of her book 'You Can Heal Your Life. Hay (1984) has reached millions of people through utilising the use of affirmations to change negative thought patterns. Hay (1984) proposes we change our negative beliefs by replacing them with affirmations. An affirmation is a positive statement said to counteract a negative belief. It is said in the present tense, and said to re-affirm something a person would like to come true. Affirmations seek to challenge self-defeating and limiting beliefs people may possess about themselves and the world. Through stopping a negative thought and replacing it with an affirmation, a person may be guided towards more positive thinking, and self-belief. Many people use affirmations to adopt new ways of thinking.

Affirmations can include statements such as:
 * "I love and approve of myself."
 * "I am prosperous and I am a winner."
 * "I am eternally worthy."

A study by Peden et al. (2001) tested the long term effectiveness of thought stopping and affirmations, in the development of enhanced self-esteem, and the reduction of negative thinking and depressive symptoms. Data was collected from female participants aged 18-24 years at one, six and eighteen months following a 6-week intervention. The women in the intervention group experienced a greater increase in self-esteem, and a decrease in depressive symptoms and negative thinking, compared to a control group. The benefits continued over the 18-month follow up period.

Do affirmations really work? Affirmations only work to the extent which someone believes them (Edelman, 2002). They can be useful in reinforcing credible concepts

Summary
Happiness is one of the most sought after states of being. It has been considered “an emotion of joy, gladness, satisfaction and well-being” (American Psychological Association, 2007). While life circumstance can bring happiness, it is generally only short-lived, and cannot be relied upon for long-term well-being.

According to Brickman and Campbell (1971, as cited in Diener & Oishi, 2005), we exist on a hedonic treadmill, and will eventually return to our neutral level of happiness. One thing that we do have say in when it comes to our happiness, is how we choose to think. We each have our own unique cognitive style that plays a role in how we perceive and experience the world.

Four key areas identified in this chapter that influence our cognitions are self-esteem, explanatory style, cognitive appraisal, and self-efficacy. These four factors propose that how we feel about ourselves (self-esteem), our beliefs in our ability to perform tasks (self-efficacy), how we interpret events (cognitive appraisal) and explain them (explanatory style) each influence our cognitions. Through being able to identify the influences on our thoughts, we are better able to understand the role they may be playing in our life.

Research has found that people tend to live up or down to people’s expectations of them (Madon, Jussim & Eccles, 1997). This phenomenon is known as the self-fulfilling prophecy, which proposes that false impressions of a situation can evoke behaviour that, in turn, makes these impressions become true (Merton, 1957). In creating wellbeing for ourselves, it is important to consider what a false belief you may be holding could be eliciting in a person or a situation.

The most important note to take from this chapter is that you have the power to create change in your thinking, and create what you want to experience in your world. Happiness can be experienced, by changing how you view happiness, choosing to experience it in the now, and being kind to yourself through your thoughts. Whether you choose to utilise therapy or use the techniques shown in this chapter, these three approaches have shown to be effective in combating negative thoughts and improving happiness: Acceptance and Commitment Therapy, Rational Emotive Behaviour Therapy and Affirmations. Negative thoughts can be approached by disputing them, taking away their meaning, or replacing them with a positive statement. Cognitions are an incredibly powerful tool of creativity that contribute in many ways to what we experience, what we create, and how we feel.

' Guard your thoughts, they are very powerful! '


text:
Talk:Motivation and emotion/Book/Cognitions and happiness

Comments
ALLY! Your outline looks fantastic! I like what youve included and I think it stays very true to the theme of the entire book. I would maybe put in something about how to improve without cognitive behavioural therapy? perhaps like a quick steps you can try or sometihng along the lines? just a thought :) Good job! Courtney.reis 04:44, 2 November 2011 (UTC)

Hi Ally, I think your outline looks really great - a logical progression of concepts, leading to 'positive affirmations' at the end. I agree with Courtney, maybe something not quite as daunting as CBT, that can be practised cost-free at home etc. Probably the positive affirmations covers this......... Crazydaisy 04:57, 2 November 2011 (UTC)

Hey Ally! This is an awesome topic and I really like the direction you are going. With regards to the comments above, maybe you could include something on mindfulness? (I think there is a chapter on this that you could link to?). Also, I'm not sure what theories might be relevant but the marking criteria states that you need to include something theoretical so keep this in mind as you are looking through articles etc. Hope this helps! ShaunaB 05:27, 2 November 2011 (UTC)

Hi Ally, That sounds like a really interesting chapter and your outline sounds great to me can't wait to read it all. I agree with the above mentioned comment maybe you could include some info on thought theories related to thought or cognition that are out there :) Kayla 06:22, 2 November 2011 (UTC)

Hi Ally, outline is looking good. If you wanted you could include some more positive psychology therapies and theories. Acceptance Commitment therapy is another therapy that uses the poer of the mind to chnage the way we look at things. Good luck :) (Benk 08:07, 2 November 2011 (UTC)).

Nice work Ally!!!! :O Great quotes. Here are some photos of glass half-empty vs. half full that we were talking about if you are interested... --Jaybay 11:53, 2 November 2011 (UTC)

Hi Ally - your outline looks great. I think this will be a great read. I agree with Benk - it might be worth making a point about the effectiveness of ACT because it is so relevant to your topic. I think finishing on the affirmations section is a great idea! Keep up the good work :) (Psych 125 22:21, 2 November 2011 (UTC))

Hi Ally, your outline looks really effective - I'm looking forward to reading the content, seems like a realy interesting topic. Some of the links you have on your facebook page (pictures with quotes) seem as though they could be relevant and beneficial to include if you can get them onto wiki commons and include them. :) AngeM 23:22, 2 November 2011 (UTC)

Looking good Ally, love the pictures (they look familiar) and colour scheme. I like the ACT information that you have put in. It is very useful. I won't be able to read anymore of yours coz i'm going to bed and I'm about to submit mine. Keep going the way you've been going and you'll do great Noodles&Wedges 11:11, 6 November 2011 (UTC)

Draft Feedback
Hi Alison,

Life Circumstance & Valuing Happiness

Fantastic that you mention Brickman and Campbell's hedonic treadmill! You could also include a study by Easterlin (2003) where participants indicated which consumer goods they required to be happy and which items on that list they already owned. Sixteen years later, they rated the items again. Although most participants had acquired their ideal consumer items they now rated adidtional items as necessary for happiness. Happiness retreated at the same rate they progressed towards it, with a 2-item gap between ideal and current lives at both time-points.

What are Cognitions?

What Role do Cognitions Play in Happiness?

Are you planning to expand these sections? Great use of quotes to illustrate the impact of cognitions.

The Power for Change

You might like to mention that Seligman adopted the ABCDE model in teaching learned optimism. See tutorial 3.

Try it yourself box

I think of is meant to be or?

Summary

I look forward to seeing what you include as the main points for your chapter!

Cheers, Rfoster 07:45, 6 November 2011 (UTC)

Draft feedback
I've had a quick look - here's some comments: Hope this helps. Sincerely, James -- Jtneill - Talk - c 11:06, 6 November 2011 (UTC)
 * 1) I like the use of questions directed at the reader in the Intro
 * 2) This is potentially such a broad topic that I think the Intro and Summary sections are critical. In the Intro, make sure to frame the problem and explain which perspectives are used (and why) for the current chapter. For the summary, perhaps point out the limitations of the chapter and other relevant topics.
 * 3) Keep the formatting simple - I've simplified it somewhat
 * 1) I like the Try it Yourself section - these are excellent, interactive, self-help features.
 * 2) Since there are several other related happiness chapters, make sure to link them where relevant and appropriate.
 * 3) Maybe consider cultural differences in cognition and happiness e.g., http://sitemaker.umich.edu/igor.grossmann/files/CDPS359301.pdf
 * 4) Provide more overview and wrap-up/conclusion for the key section "What Role do Cognitions Play in Happiness?", so that the sub-topics here have some context.
 * 5) Make the take-home conclusions and messages come through in the summary.

This chapter has the WOW factor - I am also a big fan of all the Louise Hay books - you might also like to look at Anthony Robbins' books - congratulations on a great chapter - Magnolia

Paragraph length tip
-- Jtneill - Talk - c 02:20, 27 November 2011 (UTC)

-- Jtneill - Talk - c 09:34, 10 December 2011 (UTC)

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


text:
Motivation and emotion/Book/2011/Dealing with conflict/Conflict styles survey

Creation
This survey was created by user Courtney.reis 05:24, 2 November 2011 (UTC) for the purposes of the Motivation and Emotion Unit Semester 2011 textbook chapter (see "See Also" section for link to chapter with this quiz). It was created with the information based on Calhoun, Cann, Norman and Welbourne's (2008) conflict styles model. This purports that 4 styles of conflict exist (Calhoun, Cann, Norman & Welbourne, 2008). These four styles are dominating, obliging, integrative and avoidant (Calhoun et al., 2008). For the quiz, 2 questions based on each style and the information provided on it were created. For example, for the dominating style, the characteristics are high concern for self and low concern for others (Calhoun et al., 2008). THe question created was therefore "I think about my aims and goals over others when in conflict". The same process was followed for each conflict style.

The survey was then created in Wikiversity. For each question, a yes answer gives a certain number of points. A "yes" response to a question depicting Avoidant Style of conflict will gain you 1 point, a yes to Obliging Style will gain you 2 points, a yes to Integrative Style will gain you 3 points and a yes to Dominating Style will gain you 4 points. Any scores which equal more than 8 (the maximum points you can get if you answer yes to only the 2 questions depicting one style of conflict) are said to indicate a style of conflict which utilises more than one kind of conflict style. (I.E if somebody answered yes to both dominating questions and both avoidant questions, they would get a score of 10, indicating they answered yes to alot of questions).

As it is self created and untested, the validity and reliability of this survey is in question. It would need rigorous testing and more evidence before taken as a truly informative quiz.


text:
User talk:Jrobbo89/NBA Lockout

this isnt my actual one. clik on jrobbo89 then my australian vs english football article.

title: User talk:Jrobbo89/NBA Lockout


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

Comments
Hey Dani!! Great page. Youve not only covered the topic in depth but each sub topic as well. Great work! Is there any studies on cognitive dissonance you could include? Id say thats about the only thing that could make it better :) Keep up the good work Courtney.reis 06:56, 2 November 2011 (UTC)

I'm working on the application part at the moment - ie. how to use it. This is where the studies will fit in. Thanks for the comment! 121.45.221.187 00:06, 3 November 2011 (UTC)

G'day. This is an excellent looking chapter on what is a truly interesting topic. Great idea... kind of wish I'd thought of it myself. Regards U895075 02:15, 3 November 2011 (UTC)

Hi, your chapter looks great. I was impressed that you were able to effectively link motivation with cognitive dissonance. I found the type to be Very small in figure 1, but I'm not sure if you can make it larger. Anyway, great work Crazydaisy 09:09, 3 November 2011 (UTC)

This chapter is looking really good, i like the reference to diet and eating cake (i may have done that a time or two). I like that you have made this more personable and less like a research paper EamesA 23:55, 3 November 2011 (UTC)

Hey, chapter looks good. Just one thinking probably should change your references so they 'hang'. I really like the think spots idea :). Mlac 12:36, 5 November 2011 (UTC)

Thanks for pointing that out! Danielle.d 12:12, 6 November 2011 (UTC)

Comment by Magnolia - liked the Think Spots and the Quiz - really well laid out presentation - interesting content - well done

-- Jtneill - Talk - c 10:39, 24 November 2011 (UTC)

-- Jtneill - Talk - c 00:34, 9 December 2011 (UTC)


text: File:V8SupercarsSydney500Detail-45c79226-fd17-41a9-8182-a386a99cab70.jpg


text:
Tectonic hazards/Seismic risk

Seismic risk associated with a particular building structure is the potential economic, social and environmental consequences of hazardous events that may occur in a specified period of time. Thus, a building located in a region of high seismic hazard is at lower risk if it is built to sound seismic engineering principles.

Determination of seismic risk is crucial for risk mitigation decision-making. Insurance companies routinely employ estimates of seismic risk in their operations to determine appropriate insurance rates, to monitor over-accumulation of policies in a small area, and to purchase reinsurance. A simplified method of calculating seismic risk for a given city involves the use of a street survey.

Seismic risk can be reduced by earthquake preparedness and, particularly, by implementation of effective vibration control technologies. Building codes are intended to help to manage seismic risk and are updated as more is learned about the effects of seismic ground motion on buildings.

title: Tectonic hazards/Seismic risk


text:
User:Amy.e.cotton/Women In Sport

Women In Sport Presentation

Women have been considered a ‘minority’ group for many centuries. However, the Oxford English Dictionary defines minority as: the smaller number or part, especially a number or part representing less than half of the whole. This contradictory status of women will be explored in this presentation, in relation to women’s involvement in sport. It is a fact, that women’s sport does not receive the same attention as men’s sport. This presentation will explore why this is the case in Australia, with a discussion of various initiatives taking place in regards to women’s sport, focusing particularly on the recent Sport for Women Day, which took place earlier this year in Canberra and Sydney. As well as this, the presentation will examine women’s earnings in sport and figures regarding the interest from the media and sponsors. This presentation will also look at what is being done at not only an international level, but also a grassroots level. This presentation will explore a number of aspects of women’s sport and demonstrate how it has transformed over the past few decades, and how it is continuing to evolve into the future in order to be recognised.

title: User:Amy.e.cotton/Women In Sport


text: User:KYPark/Reduplication

title: User:KYPark/Reduplication


title: File:DSCN1831.JPG


text: File:Chicane.JPG

title: File:Chicane.JPG


title: File:Grandstandcar1.jpg


text:
Football in Canberra - Elite juniors, no seniors...

Overview
On an international level, Canberra is crucial to Australian football. As home to the Australian Institute of Sport (AIS), Canberra has played home to many players that have gone on to forge strong international careers both at club level and with the Socceroos. However, on a local level, even that success does not seem to be enough to convince Football Federation Australia (FFA) to allow the city an A-League franchise.

With no team in the country’s top competition, Canberra is struggling to keep talented young footballers, despite becoming home to them and playing a major role in their professional athletic development. Quite simply, after the short-term nature of their AIS contracts, there is nowhere to go in Canberra for aspiring professional footballers.

There would be if the city had an A-League team.

All this is despite the fact some of the best mentors and developers in Australian football are based in the capital. Unfortunately, the situation does not look like changing anytime soon, despite the efforts of the local football federation, Capital Football, and some ambitious Canberrans. Imported coaches have taught some of the best Australian coaches, including A-League championship-winning mentor, Gary van Egmond.

Until recently, van Egmond was the right-hand-man to Jan Versleijen, the Dutchman who was imported to guide Australia’s best young talent.

Van Egmond recently returned to his old job as coach of the Newcastle Jets in the A-League, but earlier in the year had his say on the AIS as well as Canberran football and its future.


text:
User:Alex21/Football in Canberra - Elite juniors, no seniors...

Link
As one reviewer - and I'm sure the others who viewed - saw, my original YouTube upload had a problem once on the website. The tech guys at UC informed me it's a problem that sometimes appears when exporting files from Final Cut Pro (FCP).

The two links below are my gradual progression of the same video and trying to upload it with the help of the tech team at UC. Finally we found a decent compression that did not compromise substantial quality of the footage which was all shot by me.

Here is the FINAL LINK! BPS 2011 - AB - Football in Canberra...

I've left the below links up as I hope anybody who has the same problem can see the path I had to take and can comment on here to contact me if necessary!

--

I've managed to re-upload to Archive.org and - from my end at least - this one works!

Here's the link - Football in Canberra: Elite juniors, no seniors...

Just be patient as it is a large file.

'''BROKEN LINK ''' YouTube link to story...

Football in Canberra - Elite juniors, no seniors

Overview
On an international level, Canberra is crucial to Australian football.

As home to the Australian Institute of Sport (AIS), Canberra has played home to many players that have gone on to forge strong international careers both at club level and with the Socceroos.

However, on a local level, even that success does not seem to be enough to convince Football Federation Australia (FFA) to allow the city an A-League franchise.

With no team in the country’s top competition, Canberra is struggling to keep talented young footballers, despite becoming home to them and playing a major role in their professional athletic development.

Quite simply, after the short-term nature of their AIS contracts, there is nowhere to go in Canberra for aspiring professional footballers. There would be if the city had an A-League team.

All this is despite the fact some of the best mentors and developers in Australian football are based in the capital. Unfortunately, the situation does not look like changing anytime soon, despite the efforts of the local football federation, Capital Football, and some ambitious Canberrans.

Imported coaches have taught some of the best Australian coaches, including A-League championship-winning mentor, Gary van Egmond.

Until recently, van Egmond was the right-hand-man to Jan Versleijen, the Dutchman who was imported to guide Australia’s best young talent. Van Egmond recently returned to his old job as coach of the Newcastle Jets in the A-League, but earlier in the year had his say on the AIS as well as Canberran football and its future.

Talent Key
 * GVE - Gary van Egmond (Former coach - AIS Football)
 * AB - Alex Belperio (Presenter)
 * MP - Mark Pepper (Program manager - AIS Football)
 * HR - Heather Reid (Capital Football CEO)
 * HR - Heather Reid (Capital Football CEO)

Introduction
Canberra has become home to some massive football identities over the past two years.

Football Federation Australia’s importing of world-class Dutch coaches has changed the way Australia’s young footballers are being developed and it is done here in the capital…

In preparing the Joeys, our under seventeen national team, for international competition, Holland’s influence has seen Australian football restructure itself.

Body
GVE ''“Everything as far as the nationals are starting to go younger at the under 13 and under 14s now, state institutes are looking at the under 15 age group and we’re obviously looking at the Joeys, which usually we start to get in at under 16s and if we see something that’s out of the box, we’ll bring them in a year early.” ''

That change in picking up younger footballers is largely thanks to Dutchman, Jan Versleijen, who was bought in to oversee the AIS football program and our youth international teams.

Previously the coach of Holland’s under seventeen and twenty-three teams, his experience is not only teaching players, but also the best local coaches, like Gary van Egmond.

GVE “Working with Jan has been a real eye-opener for myself to see how a top European coach operates and being able to utilise and pick the areas of what he does.”

The major issue in Verslejien’s appointment brings up the past… in years gone by it was Australian coaches like Ron Smith who were in leading roles like that given to the Dutchman, but what do those involved think about the fact that local coaches are being passed up in favour of foreigners?

GVE “I think it’s been very good that we’ve had an overseas influence, whether it be Dutch, whether it be German, whether it be South American.”

“For me it’s important that we gain information and what we need to do is to ensure that the information that we gain from the overseas coaches is then given to coaches here in Australia and of course identifying coaches who ca start to implement what they see as being the right way in playing football.”

AB "Despite preparing these kids to take on the world, the ACT is struggling to keep young stars as they finish institute scholarships… the capital needs an A-League team for that to change."

MP ''“I think the ability to expose young footballers to A-League locally would be great.”

“At the moment – not to undersell the standard of the premier league here – but realistically, these boys are all national-level players.” '' With scholarship holders settled in Canberra after a couple of years at the institute, an A-League team would make the city a logical long-term home for Australia’s best young footballers.

It is something that Canberran football figures have wanted for a long time.

HR ''“It’s been on the cards since the demise of the old National Soccer League, I guess.”

“Canberra participated in that league with the Canberra Cosmos and when Football Federation Australia started to go through its own review and restructure process, one of the first things that they had on the books was to not only have the Socceroos qualify for Germany at that stage, but also resurrect the very strong, vibrant national league and a lot of talk around Canberra at that time focused on the need to have a Canberra presence in that new national league… so we’re probably talking at least five or six years ago.”

“Then when FFA announced the composition of the new national league and Canberra was left out, people then went into – to some extent a bit of panic mode – and also emotional mode saying we have to have a tem in the A-League.”

'' Unfortunately joining the competition does not look like happening anytime soon with Canberra’s A-League case not funded with sufficient financial support.

It all comes down to the money…

Local businessmen have seen the lure of bringing national football to Canberra at the senior level, with TransACT CEO Ivan Slavich the leader of the city’s A-League bid…

Politics don’t just involve businessmen, but the government also needs to support the bid…

HR ''“The minimum buy-in for an A-League team in the early years of the A-League was around about four million… that’s pretty much doubled now.”

“The shortfall for the number of memberships that are there for foundation members, as well as the shortfall in community funding, through the various private sponsors that are there, I don’t think it’s anywhere near even six million.”

“I think Ivan Slavich and the team might be able to get together, perhaps, four million dollars or five million dollars; they would need an injection of probably two million from the ACT government, which was promised as start-up funding.”

“There was 2.5 million targeted for an A-League team from Canberra… I don’t think you’ll see that in the budget figures going forward.”

'' Slavich himself tries to push the issue with Football Federation Australia, which is not always easy…

HR ''“Ivan has meetings with the minister for sport as well as FFA.”

“I think you’ll find that he’s been quite frustrated by the last 12 months, the process unfolding, and events over the last 12-18 months.”

“He’s kind of been led to believe, at various stages, that we’ve had a very good shot at being in the A-League.” '' Every major football league in the world features at least one side from its capital city in its national football competition… however, in Australia – despite all Canberra does for footballers coming out of every other state and territory in the nation – that is not happening soon.

HR ''“The question in terms of the likelihood of Canberra being admitted to the A-League in the future, I think it’s very bleak, a very bleak response… certainly not for at the next three maybe even five years.” '' There has been talk of an eventual team in Western Sydney, a local area in which FFA wants to ensure it doesn’t lose ground on rivals, although that hurts Canberra, Reid understands why it may be done…

HR ''“I can understand from a strategic point of view that it’s important for Sydney to have a second team… I’m not sure if it’s relevant to have it happen from 2012 but strategically, given the population, given the incursion of an AFL team in that area, given the growth of rugby league etc, we need to have a football presence there.”

“There are hundreds of thousands of kids playing our football in western Sydney and they want a team in their own right I guess.” '' If the A-League bid does one day come to fruition… at a local level, different ethnic backgrounds need to come together, as happened with the demise of Adelaide City in the old national soccer league.

City was of Italian background, so when it became defunct, Adelaide United was born in an attempt to bring all cultures together… today Adelaide is one of the strongest franchises in the A-League. Canberra must do the same – and the commitment needs to be there too.

HR ''“We need to galvanise various elements of our community, and that – quite frankly – means that we’ve got to get the clubs that are backed by the Croatians, the Greeks, the Italians, the poms; the whole community has to buy in to an A-League for Canberra team.”

“So we can’t have one group sitting outside of the tent saying ‘we’ll wait until we get the team in the league, then we’ll put forward our money’… we need and Ivan Slavich and the A-League consortium itself needs that commitment now up-front.”

“Whether it’s coming from, as I said, the Croatian builders, the Italian people who own the restaurants, or the Greeks who own property… all of those elements of our community, where we know there are substantial amounts of money, they need to come together and put that money on the table.” '' It becomes a bitter pill to swallow when the hope of even a National Youth League side seems out of reach…

HR ''“We know from recent discussions with FFA that even getting a team in the National Youth League isn’t going to happen for the next three to five years.”

“That’s very, very disappointing – more disappointing from Capital Football’s point of view because we need to have a bridge between our current premier league structure and the A-League… and try and keep the young lads here in Canberra rather than send them off to other National Youth League or A-League clubs.” ''

AB ''What do you believe having an A-League side here would do for the local football community in Canberra? ''

HR ''“There’s no doubt it would add a tremendous level of impetus to our football.”

“We’d be able to complete quite clearly for media and public attention along with the Raiders and the Brumbies, who dominate the media largely because of the media interests themselves in those two codes.”

“But in terms of what we could do for the generations of the future, the boys in particular would be able to see that’s where they want to get to… they want to play for their local club, whether it’s Majura or Belwest or whatever, and aim to be part of Canberra United in the national league.”

“It gives inspiration, it gives hope and, of course, it keeps a focus within the local community as well.” ''

Conclusion
On an international level, Canberra is huge for Australian football.

It is where the best youngsters come to play and where the re-structure of FFA’s coaching system has sent world class coaches to implement  change in the production line of future Socceroos.

Van Egmond has no doubt about Canberra’s football set-up, as well as what the city would offer an A-League franchise and the youngsters at the AIS.

GVE ''“Obviously being here at the Australian Institute of Sport being able open a number of different areas which we normally would not get open to like physiology and biomechanics – these types of areas.”

“There’s definitely some benefits and some synergies that Canberra can get from being part of the Australian Institute of Sport and namely the fact that you have the best young talent coming here and you would be in the box seat to try and get some of that talent to actually play for your A-League club.”

“Secondly, young players here can benefit from training in a first-grade environment.”

“It’s one thing being here at the Australian Institute of Sport and getting the coaching but, again, it’s another thing playing and being in a training environment with a higher intensity.”

“So that would be a very, very good mix for these young players coming through and, again, would add to their development, and their earlier development in getting into A-League clubs.” '' Until Canberra competes in Australia’s premier senior football competition, it will have to be content with producing elite footballers to send off elsewhere.


text: File:Rugby League is Turning a Corner.ogg


text:
User:Marchibald/Should the AFL ban Exotic Betting

Sports gambling has become a major issue over the past 5 years. The AFL has bore the brunt of this with a number of star players and coaches facing the scrutinty of match fixing and corruption. This presentation explores the current situation of gambling within the Australia Football league by examining the current trends in this market, the relationship between the AFL and the role of the government in the attempt to ban all forms of exotic betting. Exotic betting is the newest craze in sports betting and involves ball-by-ball, or live betting with numberous option for betting including first goal scorer, most points etc. Much debate has centred around this bet type after Heath Shaw was caught betting on team mate Nick Maxwell to kick the first goal in a game. This was a major breach of the AFL's code of conduct and brought with it a lengthy suspension. This presentation examines both the posatives and negative of the association between the AFL and gambling agencies and looks at why the Government has stepped in and what they plan to achieve. The presentation is concluded with what i believe to be the most approproate manner in which all parties should choose.

Picture References
www.tomwaterhouse.com.au

www.theaustralian.com.au

www.heraldsun.com.au

www.theage.com.au

www.brisbanetimes.com.au

www.sydneymorningherald.com.au


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

"I think we've all grown up and it's simply time to leave home. ~ Brenda Hampton"

"However painful the process of leaving home, for parents and for children, the really frightening thing for both would be the prospect of the child never leaving home. ~ Robert Neelly Bellah"

Introduction
As humans we can choose to be proactive and engaged in what we do, or passive and alienated depending on the social conditions surrounding what we do (Ryan & Deci, 2000). This can either be motivation to react in a positive way, in this case move out, or be passive and stay within a safe social setting. No matter the expectations of leaving home, to go off to study, work, for independence or other reasons, nearly every person will encounter challenging experiences or obstacles at the beginning that they did not anticipate (Al-Qaisy, 2010). Even a positive life change such as leaving home, can lead to various emotions including sadness, loneliness and worry (Al-Qaisy, 2010).

Decisions that have an element of risk are made without the advance knowledge of their consequences, and therefore theoretically can yield various outcomes with different probabilities (Rottenstreich & Hsee, 2001). Different theories have been created to understand risk, these include expected-utility theory and prospect theory. Expected-utility theory considers that individuals base their decision on the probabilities themselves (Rottenstreich & Hsee, 2001). Whereas the prospect theory, proposes that decisions are based on a diminishing sensitivity scale, where the impact of a given change is based on a probability of the likelihood of it being impossible or a certainty to happen (Rottenstreich & Hsee, 2001). It is important to understand the mental processes that an individual goes through when assessing the risk when making a decision, as it relates to people’s belief about how well leaving home will go.

It is important to note, that overall levels of combined family income does not seem to influence whether an individual decides to leave home (Hartley, 1993). It is also important to understand that family socio-economic status which takes into account education level, job status as well as income of both parents had little to do with leaving (Hartley, 1993). Although, 45% of all people between the ages of 20 and 24 said that the main reason they have never left home is financial (ABS, 2009). This changed slightly in the 25-29 group, where only 20% staying for financial reasons, with another 20% staying for the convenience or enjoyment from living at home (ABS, 2009). This indicates that sometimes parents hold onto their children for various reasons including feeling irrelevant or trying to support their children to impress others (Salt, 2011).

This chapter will cover, the social trend, appropriate different theories including self-efficacy, attachment theory and self-determination theory. It will also include differences between genders and across cultures both in an Australian and overseas context. It will also address issues and ideas that need to be considered when leaving home. Finally it will delve into the specific motivations for leaving or staying, and what strategies parents can use to facilitate and help the transition between living at home, on their own or into share accommodation.

Definitions

 * Dependence - is the state of relying on someone or something for aid or support
 * Independence - can be defined as freedom from the control, influence, support or aid of others.
 * Autonomy - is the ability to initiate in regulating one’s actions and make independent choices that are not diminished by others while allowing for sufficient opportunity for self-expression (Deci & Ryan, 1991)
 * Self-efficacy - is an individual’s belief about their capability to perform a particular task, at a particular level (Bandura, 1994).
 * Attachment - is the emotional bond an individual experiences with another who the individual believes is a source of security and who provides a secure base (Moller, Fouladi, McCarthy & Hatch, 2003).

Social trend in Australia
Due to social, cultural and economic developments and circumstances, the timing of young people leaving home has changed throughout the generations (Hartley, 1993). In Australia, leaving home in the 1950s and 1960s was associated closely with marriage, full time employment and education (Hartley, 1993). During the 1970s, although the age of leaving remained about the same, the drop in early marriage rates caused the reasons for leaving to change (Hartley, 1993). More people left to form de facto relationships and a greater percentage of young men left to be independent (Hartley, 1993). This corresponds with the average age for first departure from the family home being 20.2 years for women and 21.5 years for men, for those born around 1950 (ABS, 1994). Dramatic increases in the numbers of young people staying at high school till year 12 and increasingly attending university, and the disappearance of full-time employment for 15-19 year olds, during the 1980s, caused a further shift in demographic of those leaving home (Hartley, 1993). The introduction of Higher Education Contributions Scheme (HECS), in 1987 further increased the tendency for 20-24 year olds to live at home (Salt, 2011). This trend saw the percentage of 20-24 year olds staying at home, increase from 45.5% for males and 24.8% for females in 1979, to 54.9% for males and 39.7% of females by 1992 (ABS, 1994).

As depicted below, young people are more likely to be living with their parents, with now almost one in four people between the ages of 20-34 living at home compared to only 19% of the same demographic doing so in 1986 (ABS, 2009). Compounded this there was a dramatic increase in women staying at home, 13% in 1986 to 18% in 2006, there was a smaller jump of 3% in the rates of young men living at home (24% to 27%) (ABS, 2009). An astounding statistic that was found in the data, was that 94% had left home by the age of 28, only an extra 3% had left by the age of 34 (ABS, 2009). This can be seen in the table below, sourced and adapted from the Australian Bureau of Statistics (2009):

People aged 20-34: Moving out of, and back to the parental home — 2006–07
Age Group(years)

Source: Australian Bureau of Statistics (ABS) (2009). Home and Away: The Living Arrangements of Young People. Australian Social Trends, Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features50June+2009
 * Note - This includes those that are carers or require constant care.

Gender differences
Differences between men and women are indicated above in the social trend, however this section will expand more upon this issue of the differences not only in age that they leave but also the differences in why they leave. Across all generations, young women tend to leave home sooner than their male counterparts (Clark, 2009). This gender difference reflects an inherent fact that women enter long term relationships on average at younger ages than men (Clark, 2009). This idea can be seen in a Canadian study where the rates of men living alone peaks at 13%, remaining at this level between 28 and 34, whereas as with women it peaks at 9% at 27 and then trails off (Clark, 2009). This suggested that even comparing the same data to the past that more young men are developing a single lifestyle that lasts into their thirties (Clark, 2009).

In 2006, younger people between 18 and 24 were less likely to be in a relationship than those in 1986 a 9% difference, although de facto relationships were more common in 2006, the rate of marriage dropped (ABS, 2009). Individuals aged between 25 and 34 years of age had the highest rate of de facto relationships at 18% in 2006 (ABS, 2009). Consistent with this trend is overall marriage rates dropped from 62% in 1986 to 52% in 2006 (ABS, 2009). This change in relationship demographics represent the social norm of men being older than women in a relationship which could be an explanation of why there is an increase in age of both genders, and why in particular men seem to stay at home longer.

Cultural differences in a global context

The reason that looking at differences from around the world can be summed up in findings by Buck and Scott (1993) which found that there are significant differences in the different routes and age left, which depended on cultural factors. In particular it was found that recent changes within characteristics of family background (Buck & Scott, 1993). In less developed countries, it is more likely that not only will a person leave home but also leave the country (Chappell & Glennie, 2010). Chappell and Glennie (2010) analysed 11 papers which surveyed skilled individuals that had either already migrated or were considering migrating from in South Asia, Africa, Asia, Eastern Europe, Latin America, and the Caribbean, between 1997 and 2008. They found although there was a diverse range of motivations five common factors were prevalent:
 * • Wages
 * • Employment
 * • Professional development
 * • Networks
 * • Socioeconomic and political conditions in countries of origin

The importance of each of these factors to the migrant depends on two factors; their skill and profession and how far they have progressed in their career (Chappell & Glennie, 2010). These issues are important to understand, as employment and money are crucial within all societies as an issue when deciding to leave home. It is also important to understand that this is reflective of those who have qualifications in developing countries.

Young people with parents born in Sweden are actually more likely to leave at an earlier age than those of a foreign background in the same environment (Statistics Sweden, 2008). This is shown in the fact that those born 1965 and 1985 outside the country, have increased more over this time period (Statistics Sweden, 2008). This suggests that the culture an individual grows up in has an effect over what age they leave home, even within the same environment. Extending this idea a paper by Holdsworth (2000) found that Spanish youth are more likely to leave home for a relationship, however they are more likely to leave later than those from a British society. This study therefore suggests that it is not just the culture an individual has within their household growing up, but demonstrates the importance of cultural norms surrounding leaving home and their effect (Holdsworth, 2000).

Although in Spain it is not unusual for individuals to stay living with their parents well into their 30s, because of the societal issue of youth unemployment (40.5%), which is the highest throughout the European Union (Goodman, 2011). This means in 2010 that 4.6million residents of Spain were unemployed with 1.3 million homes not having anyone employed. (Goodman, 2011). This increase in age of young people therefore is a societal issue rather than just an individual one. This is important to understand as it demonstrates that it is not always dependent on the wishes of the young person, or an indication they want to stay.

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: lightblue; border: 3px solid DarkSlateBlue; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Case Study: Italy

In 2011, all eyes have turned to Italy as an Italian couple have sought legal measures in an attempt to make their 41 year old son leave the family home (BBC, 2011). They say their son has a job, however he refuses to leave home, expects his meals prepared and his clothes washed for him (BBC, 2011).

This is sadly not an isolated case, millions of adult Italians are refusing to give up the comfort and security of their parents’ home (Kington, 2010). Known in Italian as 'bambocciona', or roughly a big baby in English, they actually have been encouraged by a 2010 court case, to continue to stay at home (Kington, 2010). A judge ordered a father at 60, to resume paying €350 (AUD$465.12) a month as a living allowance to his 32year old daughter, with a back payment of €12000, after the father decided back in 2007, that his child was old enough to pay her own way (Kington, 2010). The reasoning behind the court’s decision was contentious, although it was because the allowance was fixed when her parents divorced back in 1997 (Kington, 2010). However with 59% of Italians under 34 years of age still living at home, is this really the message that the Italian legal system wants to send? (Kington, 2010).

The answer is no, this is an isolated case of the allowance being forced to be maintained. In 2009 a court in Milan, dismissed a bid by a 36 year old in an attempt to force his father to pay him an allowance of €2,000 a month (Kington, 2010). Also, the Italian minister for public administration suggested that young adults should be forced out of home at 18, if need be by law (Kington, 2010). Although this idea has been dismissed as a step too far, it has highlighted the need for a policy or law to address the increasing trend of grown children remaining at home (Kington, 2010).

 * }

Self-efficacy
Perceived self-efficacy determines how people feel, think and behave in given situations (Bandura, 1994). People with a high self-efficacy approach difficult tasks as challenges and believe they have control over these situations (Bandura, 1994). In contrast, there are those who doubt their abilities and therefore avoid difficult tasks (Bandura, 1994). When they are faced with complicated or difficult tasks they dwell on personal deficiencies on obstacles they encounter (Bandura, 1994). When faced with difficulties they give up quickly and are slow to recover following failure or setbacks (Bandura, 1994).

Perceptions of economic self-efficacy are crucial in fostering achievement within this area (Mortimer, & Lee, 2009). In Grabowski, Call, & Mortimer (2001) it was found that family background, including parental income was found to be positively related to self –efficacy of youth about their economic futures. From these findings it can be suggested that individuals may develop their efficacy from observation of their parents’ achievement (Mortimer, & Lee, 2009). It is important to understand self-efficacy, as it plays a role in how an individual will face and cope with challenges, such as leaving home.

Attachment theory
Significant life changes or transitions, such as moving out of home, can activate the attachment system and trigger attachment insecurity (Wei, Russell, & Zakalik, 2005). Those who have a secure attachment in relationships with significant others, hold the unconscious belief that if they are in trouble someone will be there to help them (Moller, Fouladi, McCarthy, & Hatch. 2003). To put it simply, attachment is the perception of available social support (Moller, Fouladi, McCarthy, & Hatch. 2003). Therefore, those who are insecure in their attachments are more likely to fear a loss of social support, especially in situations when they are moving away from that support (Moller, Fouladi, McCarthy, & Hatch. 2003). The opposite of this is attachment avoidance, which is when an individual withdraws from their parents and others to subconsciously minimise attachment-related feelings and behaviour (Wei, Russell, & Zakalik, 2005).

Those who have a secure base at home, will seek them out in situations of stress and view their parents as a source of support, and if this support is gained from a secure connection then the transition will cause a lower amount of distress and the feeling of social competence (Wei, Russell, & Zakalik, 2005). Those who have high attachment anxiety or attachment avoidance may have deficits in social competencies which leads to a lower level of self-efficacy and increases anxiety (Wei, Russell & Zakalik). Wei, Russell, and Zakalik (2005) found that high levels of attachment anxiety was related to feelings of loneliness and depression. These feelings were mainly through the belief the students had about themselves (Wei, Russell, & Zakalik, 2005). Alternatively those who had high levels of attachment avoidance exhibited the same feelings but this was due to discomfort with disclosing problems and issues that they may be having (Wei, Russell, & Zakalik, 2005).

So what can be done to overcome this attachment anxiety and avoidance?

Mikulincer, Shaver & Pereg (2003) proposed a two-stage development model which uses attachment-related regulation strategies to deal with the distress exhibited by the child. The first stage is co-regulation, which involves the attachment figures to collaborate and provide support when the child feels distressed. The second stage is self-regulation, which is the self-confidence to handle the anxiety alone. The first stage is expected to influence the self-confidence of the child as it, may help to build a stronger sense of self-worth and self-efficacy as well as increase the normality of self-disclosure and asking for help when it is needed (Mikulincer, Shaver & Pereg. 2003).

Self-determination theory
Self determination theory focuses on the social context that facilitates either the progress of self motivation or hinders it (Ryan & Deci, 2000). It specifically investigates the factors that effect intrinsic motivation, self-regulation and well-being in a detrimental way (Ryan & Deci, 2000). The level of self determination is from amotivation, which is wholly lacking in self determination, to the other end which is intrinsic motivation (Gagne & Deci, 2005). Along this continuum there are four types of extrinsic motivations, external, introjected, identified and integrated (Gagne & Deci, 2005). Therefore the optimal point of this theory is at the intrinsic motivation end with being autonomous, which the theory infers is a psychological need that is crucial for personal development as it motivates a wide variety of adaptive behaviours and psychological processes (Philippe, & Vallerand, 2008).

As with attachment theory parental support to be autonomous is encouraged, however this support is through encouragement to pursue personal interests and values (Gagne & Deci, 2005). However, despite this encouragement there are no stages in this theory that people pass through, but rather explains types of regulation and extent this in integrated into their behaviour (Gagne & Deci, 2005). Despite not being a staged theory, it is still important to understand this aspect of a young individual to understand how, and why they react to certain motivations over others, thereby being able to identify options to encourage them to be autonomous.

Child - What to consider?
So now through the theory, What is actually needed once you decide or before you consider leaving home? Increased responsibility – Increase in personal freedom also means an increase responsibility for their daily schedule (Al-Qaisy, 2010). It means choosing how to study, socialise, exercise, what to eat and when to sleep (Al-Qaisy, 2010).

Managing time – Putting all those options above, that our now your responsibility can be a challenge. Multiple obligations take time and energy to do and therefore priorities must be set to accommodate more pressures on your time (Al-Qaisy, 2010).

Changing relationships with family and friends from home – As discussed above in the attachment theory section, aspects of the relationship will change as you leave home. Discuss this situation with your parents before you leave and make sure you have a grounding so that frequent calls home are not an issue if needed (Al-Qaisy, 2010).

Income – In Australia youth allowance, has replaced most forms of government support for young people under the age of 25 (Cobb-Clark, 2008). This should be looked into as a source of support, however note that it is based on family circumstances unless you meet one of the criteria to be considered ‘independent’ (Cobb-Clark, 2008). A part time or casual job would help to support yourself.

Renting – Creating a budget is important to manage this new expense (ASIC, 2011). Renting in a share house is an easy way to save money when first moving out as household bills are split (ASIC). Remember to understand all documents before you sign them, and take somebody along who has been through it before, to help you understand what is required (ASIC, 2011). A helpful calculator and for more information about renting, follow the link provided below: http://www.moneysmart.gov.au/tools-and-resources/information-for/under-25s/leaving-home

Seek Help – If you do not have support from your parents or do not feel like you can call them for assistance for whatever reason, help is available from a range of community and government organisations (State Government of Victoria (2), 2011). These services can include emergency accommodation and food vouchers if necessary (State Government of Victoria (2), 2011). Below is a list of places you can get help from:

•	Your doctor – for stress, sadness, loneliness etc. •	Kids Helpline Tel. 1800 551 800 •	Lifeline Tel. 13 11 44 •	Home Ground Services Tel. 1800 048 325 •	Relationships Australia Tel. 1300 363 277 •	Centrelink Crisis or Special Help Tel. 13 28 50

Parents – How to help
So now that the theory is out of the way, How can you help your child if they decide to move out? Be Supportive – Talk to your child about this and encourage them, as discussed above in the attachment theory section, provide a base for your child to build upon. Expect frequent calls, and be supportive (Al-Qaisy, 2010).

Be Open - Results in a study by Winter and Yaffe (2000) indicate that discussing mutual fundamental intentions have a direct link to adjustment to living away from home, especially on university campuses.

Offer practical help – This could be assisting with drawing up a budget, helping them find and/or move household items (State Government of Victoria, 2011). Also teaching your child how to cook a few meals and do washing is helpful as well.

Avoid Arguments – If you do not approve of the partner or the reason why your child is leaving, try to accept their decision and help in any way you can (State Government of Victoria (1), 2011). This is important as it will help start the new relationship with them in a positive way (State Government of Victoria (1), 2011).

Seek Help – If you need help with coping with your child leaving, or information on how to help the child, you can seek advice from resources below (State Government of Victoria (1), 2011):

•	Your doctor – for stress, sadness, loneliness etc. •	Parentline Tel. 13 22 89 •	Home Ground Services Tel. 1800 048 325 •	Relationships Australia Tel. 1300 363 277 •	Centrelink Crisis or Special Help Tel. 13 28 50


text:
Category:Octal matrix templates

gives:

This arrangements copied and pasted gives: [0,5,6,3,4,1,2,7]

title: Category:Octal matrix templates


title: Template:Oct0


title: Template:Oct1


title: Template:Oct2


title: Template:Oct3


title: Template:Oct4


text:
User:Egm6321.f11.team4.shin.js/HW4

= Problem R*4.4 - Derivation of a form of exact L2-ODE-VC = From [[media:Pea1.f11.mtg13.djvu|Mtg 13-5]]

Given
The equation (2),(3) in the class note [[media:Pea1.f11.mtg13.djvu|21-4]]. The equation (1) in the class note [[media:Pea1.f11.mtg13.djvu|21-5]].

Find
Show that (2),(3) in the class note [[media:Pea1.f11.mtg13.djvu|21-4]] leads to the equation (1) in the class note [[media:Pea1.f11.mtg13.djvu|21-5]].

Solution
- Solved on our own The first exactness condition for L2 ODE VC: where $$\displaystyle p = y^{\prime} $$. By comparing the Eq. (4.4) and the Eq. (4.1), the following is obtained. Integrate the Eq. (4.5), By differentiating the Eq. (4.6) with respect to x and y, the following is obtained. Substituting the Eq. (4.7) into the Eq. (4.4) yields the following. From the last term of the Eq. (4.8), the following is true. Integrate the Eq. (4.9) with respect to $$\displaystyle x $$. Substitute the Eq. (4.10) into the Eq. (4.6). Take the partial derivative of the Eq. (4.11) with respect to $$\displaystyle y $$. Also, the following can be proven to be true using the problem statement. Hence, by comparing the Eq. (4.12) and the Eq. (4.13), the following can be concluded. Therefore, the following is justified.

Author
Contributed by Shin

title: User:Egm6321.f11.team4.shin.js/HW4


title: Template:Oct5


title: Template:Oct6


text:
User:Egm6321.f11.team4.shin.js/HW5

= Problem R*5.2 - Verification of the exactness of Legendre and Hermite equations = From [[media:Pea1.f11.mtg27.28.29.djvu|Mtg 27-1]]

Given
Legendre equation: Hermite equation:

Find
1. Verify the exactness of the designated L2-ODE-VC (Eq. 2.1, 2.2). 2. If Hermite equation is not exact, check whether it is in power form, and see whether it can be made exact using IFM with $$\displaystyle h(x,y)=x^m y^n $$ 3. The first few Hermite polynomials are given as below. Verify that the equations in (2.3) are homogeneous solutions of the Hermite differential equation (Eq. 2.2).

Solution
- Solved on our own

Part 1
Legendre equation: The first exactness condition is satisfied since the equation has a form of Eq. (2.4). Method 1 : the 2nd exactness condition In order to verify the second exactness condition, the following terms are computed.

- The second exactness condition is satisfied when $$\displaystyle n=0 $$ or $$\displaystyle n=-1 $$. Method 2 : the 2nd exactness condition Following is another condition to prove the second exactness. Using the definition of $$\displaystyle g_i := \frac{\partial G}{\partial y ^{(i)}}$$, the followings are computed.

After substituting the terms in Eq. (2.9), Eq. (2.8) becomes as following. - The second exactness condition is satisfied when $$\displaystyle n=0 $$ or $$\displaystyle n=-1 $$. Hermite equation: The first exactness condition is satisfied since the equation has a form of Eq. (2.8). Method 1 : the 2nd exactness condition In order to verify the second exactness condition, the following terms are computed.

- The second exactness condition is satisfied only when $$\displaystyle n=-1 $$, but the condition is not satisfied if $$\displaystyle n \neq -1 $$. Method 2 : the 2nd exactness condition Following is another condition to prove the second exactness. Using the definition of $$\displaystyle g_i := \frac{\partial G}{\partial y ^{(i)}}$$, the followings are computed.

After substituting the terms in Eq. (2.16), Eq. (2.15) becomes as following. - The second exactness condition is satisfied only when $$\displaystyle n=-1 $$.

Part 2
As shown in the Eq. (2.10), the Hermite equation does not satisfy the second exactness condition if n is a positive value. To see if the equation can be made exact using IFM with $$\displaystyle h(x,y) = x^m y^n $$, multiply the Eq. (2.2) by $$\displaystyle h(x,y) $$. Also, the term n in the Eq. (2.2) is replaced with $$\displaystyle \lambda $$ to avoid confusion.

It is assumed that the Eq. (2.13) is exact. Then, the integrating factor $$\displaystyle h(x,y) $$ can be obtained by utilizing the second exactness condition as following. With the terms computed above, the two equations below which represent the second exactness condition are exploited. First, substitute the terms in the Eq. (2.14) into the Eq. (2.16). The only way the Eq. (2.17) is satisfied is to set n equal to zero. With knowing n=0, substitute the terms in the Eq. (2.14) into the Eq. (2.15). The both sides of the Eq. (2.19) are equal only when the coefficients of $$\displaystyle x^{m-1}, x^m $$ are zero. Then the following is concluded. The first equation in the Eq. (2.20) implies that $$\displaystyle m=0 $$ or $$\displaystyle m=1 $$. Then $$\displaystyle \lambda $$ is determined using the second one in the Eq. (2.20). Since n is determined to be zero already, m can not be zero. Hence, m is chosen to be one and $$\displaystyle \lambda $$ is 2. Here, the exactness of the Hermite equation with $$\displaystyle h(x,y) $$ is justified. In order to prove the second exactness of the Hermite equation, the Method 2 is used. Using the definition of $$\displaystyle g_i := \frac{\partial G}{\partial y ^{(i)}}$$, the followings are computed. After substituting the terms in Eq. (2.32), Eq. (2.31) becomes as following. - Hermite equation with IFM $$\displaystyle h(x,y) = x $$ is exact.

Part 3
Hermite differential equation is known to have a polynomial solution, which has following form. Compute the first and the second derivative of Eq. (2.34) with respect to x, Substitute Eq. (2.34), (2.35) into Eq. (2.2), Shift the first summation up by two units, The second summation starts at n=1, while the other summations start at n=0. Following justifies the second summation starting at n=0. Combine all summations in Eq. (2.37), Hence, the following recurrence relation is obtained from Eq. (2. 39). Simplify Eq. (2.40), Using the recurrence relation in Eq. (2.41), the Hermite polynomials given in the problem are obtained. Let the initial conditions and $$\displaystyle \lambda $$ be as follows. Then, - Hence, Hermite polynomial is $$\displaystyle H_0(x) = 1 $$ in this case.

Let the initial conditions and $$\displaystyle \lambda $$ be as follows. Then, - Hence, Hermite polynomial is $$\displaystyle H_1(x) = 2x $$ in this case.

Let the initial conditions and $$\displaystyle \lambda $$ be as follows. Then, - Hence, Hermite polynomial is $$\displaystyle H_2(x) = 4x^2-2 $$ in this case.

Author
Contributed by Shin

= Problem R*5.8 - Variation of parameters = From [[media:Pea1.f11.mtg32.djvu|Mtg 32-2]]

Given
A General non-homogenous L1-ODE-VC (Linear, 1st order, Ordinary Differential Equation with Variable Coefficient), which can be written in the form given below, The form can be written as,

Find
Find the particular solution, $$\displaystyle y_P(x) $$ by the use of the method of variation of parameters after knowing the homogeneous solution $$\displaystyle y_H(x)$$, i.e., let $$\displaystyle y(x) = A(x)y_H(x)$$, with $$\displaystyle A(x)$$ being the unknown to be found.

Solution
- Solved on our own For particular solution, $$\displaystyle y_P (x) $$, the use variation of parameters requires $$\displaystyle y_P(x)$$ to be following, for $$ n^{th} $$ order non-linear homogenous ODE. For our case, n = 1, therefore we get, It is important to note for method of variation of parameters that above, $$\displaystyle c_1 $$ is a function of $$\displaystyle x $$, and is determined by substituting the particular solution. Thus, Substitute Eq. 8.5 into Eq. 8.6 to get, and, rearrange the terms, Therefore $$\displaystyle A(x) $$ is given by, Integrate both sides w.r.t. x, Substituting for the expression of $$\displaystyle y_H(x) $$ from the homework problem 2.17 into above, we will get,

Therefore particular solution can finally be written as,

Author
Contributed by Shin

title: User:Egm6321.f11.team4.shin.js/HW5


title: Template:Oct7


text:
User talk:Knowledgeforever2

 Hello Knowledgeforever2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 17:41, 2 November 2011 (UTC)

title: User talk:Knowledgeforever2