text:
Motivation and emotion/Book/2011/Dissonance

Overview

Most of us like to think of ourselves as competent, reasonable, and moral people (Reeves, 2009). This is represented by a cognitive set of beliefs about the self, known as our self-view (Reeves, 2009). Our behaviour, however, is not always reflective of this self-view (Reeves, 2009). For example, smoking cigarettes despite knowing they are bad for you, or eating that piece of chocolate cake even though you are on a diet. In these situations our beliefs about who the self is and how the self should behave are inconsistent with our actions, causing psychological discomfort (Reeves, 2009). This state is known as cognitive dissonance (Reeves, 2009).

Cognitive consistency is a state where beliefs are consonant, or consistent with each other, and this is the ideal cognitive state which people strive for (Reeves, 2009). Cognitive dissonance can cause varying levels of psychological discomfort, depending on the importance of the inconsistent beliefs, or the magnitude of the discrepancy (Reeves, 2009). When it becomes uncomfortable enough, cognitive dissonance acts as motivation to reduce or eliminate the dissonance in order to return to a state of consistency (Reeves, 2009) (see Figure 1). Before we can explore how to use this motivational drive, however, it is important to understand:
 * When dissonance occurs (Dissonance-arousing situations);
 * How dissonance becomes a motivational drive; and
 * What dissonance motivates us to do (Dissonance-reduction Strategies).

Dissonance-arousing situations
Research has identified four dissonance-arousing circumstances: choice, insufficient justification, effort justification, and new information (Reeves, 2009). Research generated by these situations has categorised the experience of dissonance into four respective paradigms: The free-choice paradigm (Brehm, 1956), the induced-compliance paradigm (Festinger & Carlsmith, 1959), the effort-justification paradigm (Aronson & Mills, 1956), and the belief disconfirmation paradigm (Burris, Harmon-Jones & Tarpley, 1997).

Choice and the free-choice paradigm
Dissonance can arise through choice when people choose between two alternatives which both have merit (Reeves, 2009). When making a difficult decision, there are always features of the rejected choice that are appealing (Brehm, 1956). In these situations, the choice that is made is dissonant with the cognition that the rejected option has appealing features (Brehm, 1956). This is demonstrable by the free-choice paradigm in which the dissonance is resolved by increasing appreciation for the chosen option, whilst adopting a more negative attitude toward the rejected alternative (Brehm, 1956). This paradigm was demonstrated in an experiment conducted by Brehm (1956), in which participants were asked to rate a number of common appliances and then allowed to choose two to take home as a gift. Participants were then required to provide a second rating, which showed an increased rating of the chosen appliances, and lower ratings of the rejected items.

Insufficient justification and the induced-compliance paradigm
When there is insufficient justification for our actions, dissonance can be aroused. This is usually resolved by adding new consonant cognitions which account for the behaviour. Research has demonstrated this through use of the induced-compliance paradigm, which assumes that inducements to engage in such behaviours can provide consonant cognitions; thus providing justification for the behaviour (Festinger & Carlsmith, 1959). In order to demonstrate this phenomenon, Festinger and Carlsmith (1959) conducted an experiment in which participants were required to perform a series of dull tasks, such as turning pegs in a peg board for an extended period of time. Upon completion of the tasks, participants were paid either $1 or $20 to tell a waiting participant that the tasks were interesting. When later asked to evaluate the experiment, participants who received $1 rated the tasks as more enjoyable than those who received $20. It was concluded that $1 was not a sufficient incentive to lie, and the resulting dissonance could be overcome by adopting the consonant belief that the tasks really were enjoyable. Receiving $20, however, was sufficient justification, therefore these participants experienced no dissonance.

Effort justification and the effort-justification paradigm
Dissonance is aroused when an individual voluntarily engages in an unpleasant activity in order to achieve a desired goal (Aronson & Mills, 1956). In such circumstances, the dissonance caused by engaging in the unpleasant activity can be reduced by increasing the perceived desirability of the goal (Aronson & Mills, 1956). This is known as effort justification, and is demonstrable by the effort justification paradigm (Aronso & Mills, 1956). An experiment conducted by Aronson and Mills (1956) found that participants who had to undergo a severe initiation (involving engaging in an embarrassing activity) to become a member of a group rated the group, which was designed to be dull and boring, as more interesting than those who had undergone a mild initiation.

New information and the belief disconfirmation paradigm
Cognitive dissonance occurs when people are exposed to new information which is inconsistent with their prior beliefs (Burris et al., 1997). The obvious solution to this sort of dissonance would be to change the original belief, however research has shown that in these circumstances the original belief is often strengthened (Burris et al., 1997). In situations where firmly held beliefs are challenged by new information, people seek alternative ways to reduce the dissonance; such as misinterpreting, rejecting or refuting the new information, seeking support from others with similar beliefs, or attempting to persuade others to believe as they do (Burris et al., 1997).

A famous example of the belief disconfirmation paradigm is described by Festinger, Riecken and Schachter (1956, as cited in Burris et al., 1997). The researchers followed a group who believed that the Earth’s destruction was imminent, and that they would be rescued by aliens at a certain time and place. After the appointed time passed without incident, the group was faced with extreme dissonance. Rather than recognising that they had invested considerable time and money into a hoax, many of the group members chose to believe that the Earth had been given a second chance because of their actions. As a result, the group was compelled to continue spreading their beliefs, and continued to grow despite the failed prophecy.

Dissonance as a motivational drive
In order to be motivational, dissonance must be experienced as a negative intrapersonal state, which can be alleviated by the implementation of a reduction strategy (Elkin & Lieppe, 1986). The experience of dissonance as a negative intrapersonal state is said to be the result of an interaction between arousal and psychological discomfort (Elliot & Devine, 1994). Research conducted by Elkin and Lieppe (1986) revealed that attitude change following an induced compliance setting was accompanied by physiological signs of arousal. Arousal alone is not, however, sufficient to motivate us, so the arousal must be in the form of psychological discomfort in order to become a motivational drive (Elliot & Devine, 1994). Cooper and Fazio (1984, as cited in Elliot & Devine, 1994) proposed that the arousal caused by dissonance is undifferentiated, and can be interpreted positively or negatively. When the dissonance arousal is considered negative and internally attributed, the dissonance arousal becomes dissonance motivation (Cooper and Fazio, 1984, as cited in Elliot & Devine 1994).

Dissonance-reducing strategies
Dissonance can be reduced in one of four ways (Reeves, 2009):
 * By removing the dissonant belief;
 * By reducing the importance of the dissonant belief;
 * By adding a consonant belief; or
 * By increasing the importance of the consonant belief.

Consider the example of an environmentalist who drives a car to work everyday. They read a report that says exhaust fumes from cars are causing serious, irreversible damage to the environment, yet they know that they need a car. These two cognitions are inconsistent with each other, and this causes dissonance. The environmentalist can reduce the dissonance by adopting one of the above strategies. They could remove the dissonant belief by riding a bicycle instead of driving, or by choosing to believe that volcano ash, not car fumes are damaging the environment. The importance of the dissonant belief could be reduced by trivialising the immorality of driving by comparing the emissions from their car to something much worse for the environment, like a factory. They could also try adding a consonant belief, such as believing that scientists will soon find a way to solve the problem of pollution. Alternatively, they could increase the importance of the consonant belief by deciding that the issue of car exhaust fumes proves that there needs to be more bike paths (Example adapted from Reeve, 2009).

Using the motivational drive
Now that we know how dissonance works as a motivational drive, we can explore ways to use this motivation. Research has indicated that the experience of dissonance creates a “window of opportunity” for motivating change (Wells-Parker et al,, 2009). This motivation has been shown to be particularly helpful in inducing behavioural change. Research has demonstrated the use of dissonance as a means of reducing problem behaviours (Wells-Parker et al., 2009), as well as increasing desired behaviours (Fried & Aronson, 1995; Stone, Aronson, Crain, Winslow & Fried, 1994).

Wells-Parker et al. (2009) suggest that when problem behaviour is recognised as the source of a psychologically aversive state (dissonance), it becomes more likely that a change in behaviour will be expected to reduce the dissonance. This acts as strong negative reinforcement for behavioural change (Wells-Parker, 2009). This increases the likelihood of contemplating behavioural change, attempting behavioural change, and being receptive to treatment (Wells-Parker et al., 2009).

A study conducted by Wells-Parker et al. (2009) revealed that the experience of dissonance can improve the outcome of remedial programs. The study recruited participants who had been charged with drink driving. Prior to the intervention, the researchers assessed the participants’ level of negative affect (caused by dissonance). The results showed that participants who demonstrated negative affect were more responsive to the intervention program used (Wells-Parker et al., 2009). This provides support for the motivational role of dissonance and the potential of its practical application.

In some situations; however, discrepancies between attitudes and behaviour are not obvious. Research has indicated that although people may see an action or inaction as a problem, they fail to accept the problem as their own (Vinsky & Tryon, 2009). In these situations, dissonance must be created before the subsequent motivation can be utilised to elicit behavioural change. This can be achieved through the use of a hypocrisy paradigm (Vinsky & Tryon, 2009). Hypocrisy experiments require participants to advocate their attitudes on a given topic, while also making participants aware of discrepancies between their attitudes and behaviour. This causes dissonance, which acts as motivation to address the problem (Vinsky & Tryon, 2009).

Research has demonstrated the use of hypocrisy paradigms as an effective means of increasing desired behaviour (Fried & Aronson, 1995; Stone et al., 1994). An experiment conducted by Stone et al. (1994) required participants to publicly advocate the importance of safe sex. This was followed by a questionnaire about condom usage. The results showed that participants who were exposed to the hypocrisy condition subsequently bought more condoms on average than control participants. Research conducted by Fried and Aronson (1995) produced similar results, with exposure to a hypocrisy paradigm leading to increased recycling behaviour.

It should, however, be noted that research surrounding the use of hypocrisy paradigms is still limited, and has provided mixed results (Vinsky & Tryon, 2009). For example a study conducted by Vinsky and Tryon (2009) found an increase in cheating behaviour among college students following a hypocrisy experiment designed to decrease the behaviour. Despite these results, research does provide some evidence that dissonance motivation can be used effectively, even if there is no awareness of the dissonance to begin with (Fried & Aronson, 1995; Stone et al., 1994). However more research is needed to establish what factors contribute to the success of applying this motivation (Vinsky & Tryon, 2009).

Summary

 * Cognitive dissonance arises when there is a discrepancy between our attitudes and our behaviour. This causes psychological discomfort, which we are motivated to reduce or eliminate (Reeves, 2009).
 * Dissonance can arise when we make a choice between two appealing alternatives (Brehm, 1956), when there is insufficient justification for our actions (Festinger & Carlsmith, 1959), when we engage in unpleasant activities to achieve a goal (Aronson & Mills, 1956), and when we receive new information that contradicts our beliefs (Burris et al, 1997).
 * In order to motivate us, the resulting dissonance must be interpreted negatively and internally attributed (Elliot & Devine, 1994).
 * If there is sufficient motivation, we act to reduce the dissonance by changing our beliefs or our behaviour (Reeves, 2009).
 * Research has shown that dissonance motivation can be effectively created and used to encourage behavioural change (Fried & Aronson, 1995; Stone et al., 1994; Wells-Parker et al, 2009). For this to be successful:
 * There must be a discrepancy between an attitude and a behaviour, which may or may not be obvious, which causes dissonance (Vinski & Tryon, 2009).
 * The dissonance must be attributed to the behaviour (Vinski & Tryon, 2009).

{| cellpadding="10" cellspacing="5" style="float: centre; width: 100%; margin-left: auto; margin-right: auto"
 * style="width: 30%; background-color:LavenderBlush; border: 3px solid #777777; 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;" |

Quiz
Take this short quiz to test your understanding.

{Discrepancy between our attitudes and our behaviour always leads to psychological discomfort. - TRUE. + FALSE.
 * type=""}
 * Incorrect. We are not always aware of these discrepancies, so they do not always result in dissonance.

{David believes he is going to get a promotion; but Barry overhears their boss saying that John is going to get the promotion instead. David tells John that he must be mistaken; as no one in their right mind would give John the promotion over him. David is experiencing dissonance as a result of ______________. He is reducing the dissonance by _____________. - Effort justification; removing the dissonant belief. - New information; increasing the importance of the consonant belief. - Insufficient justification; removing the dissonant belief. + New information; reducing the importance of the dissonant belief.
 * type=""}

{In order to be motivational, the arousal of dissonance must be: - Interpreted positively and internally attributed. - Interpreted positively and externally attributed. + Interpreted negatively and internally attributed. - Interpreted negatively and externally attributed.
 * type=""}

{Mary is trying to lose weight, but at a friend's birthday party she eats two pieces of cake. To make herself feel better, Mary convinces herself that as it was carrot cake, it was actually very nutritious. This is an example of: - Removing the dissonant belief. + Adding a consonant belief. - Reducing the importance of the dissonant belief. - Increasing the importance of the consonant belief.
 * type=""}

{Recognising there is a discrepancy between our attitudes and our behaviour is sufficient to motivate behavioural change. - TRUE. + FALSE.
 * type=""}
 * Incorrect. It must also be recognised that a change in behaviour will reduce the dissonance.
 * }


text:
User:Bilby/Copyright message

What is the copyright of ?
Hi! Thanks for uploading the file :. Unfortunately, when you did so you didn't include information about the license, and the file will need a license or other copyright information in order to stay at Wikiversity.

You can easily fix this by adding on the |page, and filling out who the owner is and the copying terms. In particular, we need to know who owns the rights to the file and what the terms of use are. In regard to the latter, Wikiversity accepts open content, public domain, and fair use works (see Wikiversity's Copyright policy). You can place a on the |file page to signify the copyright terms. If you need any help, feel free to leave me a message, and I'll do what I can to assist. -

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

title: User:Bilby/Copyright message


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

Do you have any ideas on how i can improve my page before putting all my information on it?

Hey Shanti, Your page looks great with all the nice pics can't wait to read more about your topic. Perhaps you could add in something about how to make people feel better about change if they usually have negative feelings towards it :)

Hey Shanti, You have a great outline to follow, will be an interesting read once you are finished! I think it would be worth mentioning gender differences towards the attitudes of change and happiness. It would be interesting to see the differences, if any. Perhaps you could also add, why people do not adopt to change and the reasons behind it. Just an idea :) Good luck with everything! SKM1501 11:10, 05 November 2011 (UTC)

Hi Shanti, your outline looks good on my 'big screen' computer. Thanks for your comment re crowding of some of my text/boxes. I have had problems with my chapter looking different on different sized computer screens and have decided to leave it now cause it looks ok on the screen I've been working off. Good luck in putting it all together at the last minute, and if I were you I would just stick to editing on one computer only....or you could be formatting and re-formatting for days. Crazydaisy 04:47, 6 November 2011 (UTC)

Hey, Just a couple of things: cut the first sentence and instead of saying the technical way to express the smile on our face is explained by Slessor, Miles, Bull, & Phillips, (2010).. A better way to say would be to link with the 2nd sentence, so something like Slessor, Miles, Bull, & Phillips, (2010) explain that the movement behind expressing a smile is... and then go into the sentence.. Also your happy face is covering your table of contents.. I might check back at your page later, and comment a bit more. Good luck getting it done. Mlac 12:39, 6 November 2011 (UTC)

Hi I just changed the table you had to a smaller sized and centred it. I thought the table was a bit big and you had to moved the whole page to the right to see it. Please change it back if you preferred it the other way. Good luck :)(Benk 12:50, 6 November 2011 (UTC))

I like your layout and the smiley face and heading. I noticed a couple of things when I was dropping in sections of text I'd done in word you should watch out for: putting in the ==, '' and such doesn't quite translate properly to the wiki, so keep an eye out (assuming you'll be doing the same...) If you need any help, feel free!Yapp84 21:28, 6 November 2011 (UTC)

Loved the pictures and the animations - really well done - congratulations - Magnolia

Hi - The headings and layout looks great. Maybe consider inserting a quiz for effect - you could do one on life satisfaction:) (Psych 125 21:36, 6 November 2011 (UTC))

Hi Shanti, thought self-determination theory would apply to your chapter in relation to approach vs avoid motivation. Also the theory of sustainable happiness may be useful (Lyubomirsky, S., Sheldon, K., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111-131. doi: 10.1037/1089-2680-9.2.11). Hope this helps and all the best, (Susann 21:41, 6 November 2011 (UTC))

Rfoster 08:32, 11 December 2011 (UTC)

-- Jtneill - Talk - c 10:56, 11 December 2011 (UTC)


text:
Talk:Psychology of natural scenes

Hi, I am in James' Motivation and Emotion class and I have just found your page and thought it was quite interesting. There are a few theories overlapping between our pages. Mine will be completed by 7th november. As an honours student, it would be great if you could give me some feed back and let me know if i am heading in the right direction, in your opinion. Noodles&Wedges 11:52, 1 November 2011 (UTC)

title: Talk:Psychology of natural scenes


text: Category:Templates showing content of tables


text:
Seal (discrete mathematics)/6

 * This table belongs to a text found here: Subgroups of nimber addition

To sort by more than one column you can hold the shift-key and than click the other sort buttons. *

title: Seal (discrete mathematics)/6


title: File:CLTI.DiffEQ.1.A.20111101.pdf


text: Template:Physconst

title: Template:Physconst


text:
Template:Physconst/doc

This template allows the values of physical constants to be quickly entered in articles. As of now, it returns CODATA 2010 recommended values, but using the template allows all the articles using it to be updated at once when more recent values become available. In particular, if the proposed new SI definitions are approved, the numerical values of the constants used in the new definitions will become exact whereas those of the constants used in the old definition will acquire an uncertainty.

Arguments

 * : If set to , the value is preceded by the symbol of the constant, followed by ≈ or = depending on whether or not   is set.
 * : If omitted, the value is shown along with its standard uncertainty. If set to an integer n, the value is rounded to the first n digits after the decimal point. If set to, the value is rounded so that the standard uncertainty is no more than 1.5 units in the last place.
 * : If set to, the unit of measurement is not shown.
 * : If set to, no reference is given. If set to  , only the reference is given.
 * : Text (e.g. punctuation) to be shown after the constant before the reference.

Examples

Available constants

 * : fine-structure constant
 * : speed of light
 * : elementary charge
 * : vacuum permittivity
 * : electronvolt
 * : Faraday constant
 * : gravitational constant
 * : conductance quantum
 * : Planck constant
 * : reduced Planck constant
 * : inverse fine-structure constant
 * : Boltzmann constant
 * : electron mass
 * : proton mass
 * : proton-to-electron mass ratio
 * : atomic mass constant
 * : vacuum permeability
 * : Avogadro constant
 * : magnetic flux quantum
 * : gas constant
 * : Rydberg constant
 * : Stefan–Boltzmann constant

title: Template:Physconst/doc


text: Template:Val/delimitnum

title: Template:Val/delimitnum


text:
Template:Val/delimitnum/doc

Usage
This template is part of val. It is used for formatting a decimal number with grouping delimiters.

title: Template:Val/delimitnum/doc


text: Template:Val/delimitnum/fraction

title: Template:Val/delimitnum/fraction


text:
Template:Val/delimitnum/fraction/doc

Usage

 * {{Val/delimitnum/fraction |0.123456 |6}}  →

The Template:Val/delimitnum/fraction is used by template Val. It formats a positive number lower than 1, using a given number of decimal digits after a decimal dot. It does not show the dot ("."), only the digits, in groups of 3 or 4, separated by thin spaces (small gaps).

Parameters
Parameter 1 is the required positive value to display lower than 1 (i.e. the fractional part of a positive real, with no spaces). Note that its value is not restricted in this template, as it is assumed to be valid (see Val/delimitnum for how it is computed). The amount in {1} could be an entire number (3400.65), but only the decimal portion will be displayed ("65").

Parameter 2 is the number of decimals to display (the count of digits after the decimal dot).

Examples

 * {{Val/delimitnum/fraction|0.12345|5}} →
 * {{Val/delimitnum/fraction|0.12345|4}} →
 * {{Val/delimitnum/fraction|0.54321|8}} →
 * {{Val/delimitnum/fraction|0.98765432101234|14}} →
 * {{Val/delimitnum/fraction|560.123|3}} →
 * {{Val/delimitnum/fraction|99000800.7|1}} →

Messages
The following messages might appear:
 * Too many digits. - when parameter 2 > 14.
 * Expression error: Unexpected number. - when invalid spaces in number "0.123 456".
 * Expression error: Unrecognised punctuation...{. - if exceeded expansion depth limit.

Performance impact
Template:Val/delimitnum/fraction limits the count of decimal digits to 14, based on the limit of computer math for the server computers. For higher counts, it shows: Too many digits. . In most uses, within the text of articles, using the template will not restrict performance, but when used inside the wikitext markup of very large templates, there are some restrictions. To display just 1 decimal digit, Val/delimitnum/fraction has an internal expansion depth of 4 levels, adding 1 level for each digit of the decimal portion.

For a 7-digit decimal (such as: 0.1234567), it uses a depth of 10 levels (4+6). At the maximum, for a 14-digit decimal (such as: 0.98765432101234), it uses a depth of 17 levels (4+13). In the rare event of exceeding the expansion depth limit, an expression error will be displayed, such as: Expression error: Unrecognised punctuation character "{". In general usage, most numbers rarely have more than 5 decimal digits (expansion depth of 8 levels).

title: Template:Val/delimitnum/fraction/doc


text:
Template:Val/doc

Purpose
This template is used to easily present values in scientific notation, including uncertainty and/or units, as prescribed by Wikiversity's Manual of Style. It wraps the entire result in a nowrap block, so that it never gets broken into separate pieces at the end of a line. (See WP:NBSP for more information on the usage of non-breaking spaces.)

Arguments
There are four ways this template can be used: They all take roughly the same arguments
 * - for displaying values without uncertainty/significance.
 * - for displaying values with uncertainty like so $1,234$.
 * - for displaying values with uncertainty like so $1,234$.
 * - for displaying values with significance like so $1,234$.

See val/test for a list of examples of the correct output of val and the errors it may return when incorrectly used.

Errors
There is strict checking on the validity of arguments; any incorrect use will result in an error, which is displayed using FormattingError. Pages that contain incorrect use of this template will show up on Category:Pages with incorrect formatting templates use.

Format convention
As mentioned before, val should produce formatting compliant with Wikipedia's Manual of Style. It currently produces formatting compliant with the U.S. Government Printing Office Style Manual, in rules 12.9e and 12.14, which requires that the decimal separator be a full stop; i.e. “decimal point” (.), requires comma-delimiting to the left of the decimal point for numbers with four or more digits to the left (values of $e$ or more), and also requires space-delimiting to the right of the decimal point for numbers containing five or more digits to the right (e.g., $123.24$ and $123.24$ and $123.23$).

Note that if is used on numbers simultaneously comprising four or more digits to the left of the decimal point and five or more digits to the right, the resultant expression will delimited with commas left and spaces (actually non-selectable, non-breaking, narrow gaps) right (see below).

Examples

 * colspan=3|Uncertainty/significance
 * colspan=3|Exponents/units
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Uncertainty/significance
 * colspan=3|Exponents/units
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Exponents/units
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Exponents/units
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Exponents/units
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * colspan=3|Prefix/suffix
 * }
 * }
 * }

Performance impact
For most uses, in the text of articles, Template:Val will not restrict performance, but when used inside the wikitext markup of large templates, there are some restrictions. When displaying integer amounts, Template:Val has an internal expansion depth of 15 levels, but for numbers with decimal portions, it uses 22 levels, or more.

title: Template:Val/doc


text: Template:Val/units

title: Template:Val/units


text:
Template:Val/units/doc

Purpose
Subtemplate for turning an easily typeable name for a unit into a proper scientific notation for the unit without a link to a page about the unit. See val/unitswithlink for a version that provides a link to the unit as well. If the template does not have an entry for the unit, it is returned "as is".

This template is used by val to translate the u and up arguments. When adding a unit of the type X/Y (eg. m/s), please consider adding a X·Y$-1$ version as well (and name it X*Y-1).

Arguments

 * 1  = The easily typable name of the unit.

Examples
Feel free to add new units if they are not implemented. See Template:Val/units/test for a page that should include all units processed by this template. You should update the test page when you make changes to this template and check if the symbols you are adding/modifying make sense.

title: Template:Val/units/doc


text: Template:Val/unitswithlink

title: Template:Val/unitswithlink


text:
Template:Val/unitswithlink/doc

Purpose
Subtemplate for turning an easily typeable name for a unit into a proper scientific notation for the unit, including a link to a page about the unit. See val/units for a version that does not provide a link. If the template does not have an entry for the unit, it is returned "as is".

This template is used by val to translate the ul and upl arguments. When adding a unit of the type X/Y (eg. m/s), please consider adding a X·Y$-1$ version as well (and name it X*Y-1).

Arguments

 * 1  = The easily typable name of the unit.

Examples
Feel free to add new units if they are not implemented. See Template:Val/unitswithlink/test for a page that should include all units processed by this template and their links. You should update the test page when you make changes to this template and check if the links you are adding/modifying make sense.

title: Template:Val/unitswithlink/doc


text:
Template:Sup

undefined

title: Template:Sup


text:
Template:Sup/doc

Superscripts text, i.e.
 * produces: Text to be superscripted

This template is listed at Subst as a good candidate for substituting (i.e. ). On a page that uses the template many times, however, this is likely to clutter and lengthen the page significantly.

Text can also be superscripted simply by using the and tags, so that:
 * also produces: Text to be superscripted

title: Template:Sup/doc


text: Template:Physconst/data

title: Template:Physconst/data


text: Template:Convert/ScientificValue/LoffAonSoff


text: Template:Convert

title: Template:Convert


text:
Template:Convert/doc

Template convert calculates measurements from one unit (you can enter) to another one, and then presents the results. For example:
 * → 2 km
 * → 7 mi

Units to convert
Enter units to convert:
 * → 1 lb

 * Units are listed below.

Unit name or symbol (abbreviation): 1 pound or 1 lb?
By default, the first value shows unit name spelled out, the second the symbol (or abbreviation). Use on/off to change this behaviour:
 * → 1 lb

To abbreviate both:
 * → 1 lb
 * → 1 lb

in is the reverse behaviour to the default, out:
 * → 1 lb

When using scientific notation, the default is for the second (converted) value to display with scientific notation: To display thousands, millions, etc., while abbreviating both input and output units use unit:
 * → 100 e6mi
 * → 100 e6mi

Convenience: has on by default
Template cvt is similar to, but has on as the default behaviour. In, all other options are available. So:
 * → 1 lb

is equal to:
 * → 1 lb

Adjective: a 10-mile distance
Use on to produce the adjective form: Default behaviour, for comparison:
 * → A 10 mi distance.
 * → 10 mi to go.

This option does not work with on.

Rounding: 100 ft is 30 m or 30.5 m or 30.48 m?
By definition, 100 ft equals 100 ft. In practical use, it is common to round the calculated metric number. With that, there are several possibilities.

Default rounding
By default, the conversion result will be rounded either to precision comparable to that of the input value (the number of digits after the decimal point—or the negative of the number of non-significant zeroes before the point—is increased by one if the conversion is a multiplication by a number between 0.02 and 0.2, remains the same if the factor is between 0.2 and 2, is decreased by 1 if it is between 2 and 20, and so on) or to two significant figures, whichever is more precise. An exception to this is rounding temperatures (see below).

Convert supports four types of rounding:

Round to a given precision: use a precision number
Specify the desired precision with the fourth unnamed parameter (or third unnamed parameter if the "convert to" parameter is omitted; or fifth unnamed parameter if a range is specified; or fourth unnamed parameter again if a range is specified and the "convert to" parameter is omitted; needs to be replaced with a "precision" named parameter). The conversion is rounded off to the nearest multiple of $1/undefined$ to the power of this number. For instance, if the result is 8621 and the round number is "-2", the result will be 8600. If the result is "234.0283043" and the round number is "0", the result will be 234.

Round to a given number of significant figures: sigfig
To specify the output number to be with n significant figures use <number>: Default behaviour, for comparison: Setting <=0 is meaningless
 * → 1200 ft
 * → 1200 ft
 * → 1200 ft
 * → 1200 ft
 * → 1200 ft
 * → 1200 ft

Round to a multiple of 5: 15, 20, 25, ...
Using 5 rounds the outcome to a multiple of 5.
 * → 10 m
 * → 10 m

Similar: using 25 rounds the outcome to a multiple of 25. Default behaviour, for comparison:
 * → 10 m
 * → 10 m
 * → 10 m

In a range, one can round each value individually to the default. Use each:
 * → 10 x 200 x 3000 m
 * → 10 x 200 x 3000 m

Round to a multiple of a given fraction: $2 3/16$ inch
Specify the desired denominator using <some positive integer>. (Denominator is the below-the-slash number, for example the 3 in $1/3$). The fraction is reduced when possible: Default behaviour, for comparison:
 * → 5.56 cm
 * → 8 cm
 * → 8 cm
 * → 8 cm

Rounding temperatures: °C, °F and K
In temperatures, the conversion will be rounded either to precision comparable to that of the input value or to that which would give three significant figures when expressed in kelvins, whichever is more precise.

The precision of the input number in example (1) is one digit, but the precision of its Kelvins expression is three, so the precision of the Fahrenheit conversion is made three (made 180...). (1) and (2) seem to belie the fact that a 0.1 C-change, and make the 32 degrees difference shown in (1) begin to seem off somehow. Result (1) seems off until you set the significant figures yourself with sigfig:

or you set the precision positionally, relative to the decimal point (zero being at the decimal point):

The precision of the input number in example (2) is six, so the precision of the Fahrenheit output is, whereas before, Kelvins had determined it to be three. Examples (3) and (4) show how this can be hidden and generate questions, but it occurs there because the Kelvins conversion generated two fractional parts. (Before it was the input number that generated the fractional part.) In example (3) the three input digits converted into five significant output digits because of the two digits after the decimal point, generated by the Kelvins conversion. This happened again in (5), but in (6) decimal fractions were neither given as input nor induced by the Kelvins conversion.

Into multiple units: 10 C
Separate the multiple output units by a space: If the output unit names contain spaces, use  as the separator.
 * → 10 C
 * → 5 km

See also:
 * For multiple-unit options like 1 ft 5 in, see and.

Ranges of values
A range converts two values and separates them by your choice of words and punctuation.

A range: 6 to 17 kg (13 to 37 lb)
Range indicators are entered as the second parameter (between the values). Range separators can be:

Multiple dimensions: 6 x
Use :
 * → 6 by

Use, multiplication sign, or  , letter:
 * → 6 x

In science, the formal way is to set  and on (keeping dimensions right, like in area = x km2):
 * → 6 x

About feet, inch in ranges and multiples
While it is possible to enter feet, inch in a simple conversion, this is not possible for ranges: Default behaviour, for comparison:
 * → 1 ft
 * → 1 ft

Spelling of unit name: UK metre or US meter?
Default spelling of units is en-UK. To show en-US spelling, use us:
 * → 1 m—default
 * → 1 m

Spell out numbers: ten miles
To write a number in words, use in:
 * → 10 mi

To spell out both in and out values, use on:
 * → 10 mi

To make first letter a capital, use In, On
 * → 10 mi
 * → 10 mi

Remember that the spelling of the units (ft, m) is independently set by abbr. To the extreme:
 * → 10 mi

Inserted before units: 4 planted acres
is similar, but has no separator after the specified text, and can have different text for the output value:
 * → 4 acre
 * → 4 acre
 * → 4 acre

After adjective unit: A 10 ft corridor

 * → 10 ft

Plurals: 1 inch, 2 inches
The unit symbol is singular always. Depending on the preceding number only, a unit name can be shown plural.
 * → 1 metre
 * → 2 metre
 * → 2 metre

Entering the unit spelled  forces singular output "foot", whatever the number is.
 * Exception:
 * → 100 foot

Fractions: one-eighth of an imperial pint
The convert template also supports spelling out fractions. Any additional words needed for the fraction can also be added at the end of the template.
 * → 1/4 oz
 * → 1/8 imppt

Using an SI prefix: gigameter (Gm), or micrometer (μm)
Units can have an SI prefix like  before the unit: , and   before the name:. These are plain multiplication factors.

To illustrate, these are trivial calculations (from meter to meter), showing the multiplication factor:
 * 12 Gm
 * 12 μm

The prefix can be added before the SI unit (here: unit  for meter):
 * → 12 Gm
 * : 12 Mm
 * : 12 km
 * : 12 mm
 * : 12 μm
 * : 12 um (letter "u" can be used for "μ" here)

The prefix can be used in the output unit:
 * → 12000 mi
 * → 12 in

As an exception, the non-SI unit "inch" can have the "μ" prefix too)
 * → 12 μm

In the unit: e6m
Engineering number notations like 76 (for 7 × 106) can be entered as a "prefix" to the unit:
 * → 7 e6m

The same is possible for the output unit:
 * → 23,000,000 ft

Any standard unit (not a combination, multiple, or built-in unit) can have such a prefix:
 * (thousand),
 * (million),
 * (billion),
 * (trillion),
 * (quadrillion).

Scientific notation: 1.23×10−14
In scientific notation, a number is written like 12.3e-15. The plain number has exactly one digit before the decimal point.

With, the input can be in e-notation such as. This value is displayed as a power of ten, and the output is displayed in scientific notation, except that an output value satisfying 0.01 <= v < 1000 is shown as a normal number. In addition, if the output value is 1000 and sigfig=4 is used, the value is displayed as a normal number.
 * → 12.3e-15 atm
 * → 0.00000005 atm

Input with fractions: 1+1/2 in
The number to convert can be written in fractions. Both  (keyboard slash) and   (fraction slash) are accepted:
 * → 1/2 in
 * → 1⁄2 in

With integers, use a  sign
 * → 2+1⁄2 in

When negative, use a hyphen  and repeat it:
 * → -2-1⁄2 in
 * → 2-1⁄2 in Note: this is read as a range
 * → -2+1⁄2 in ❌ Should be a number, not an expression (do not require a calculation)

Output with horizontal fraction bar in: $1⁄2$ inch
Using a double slash returns a horizontal bar fraction:
 * → 1//2 in
 * → 2+1//2 in

Thousands separator: 1,000 mi or 1000 mi
In input, a comma for thousands separator is accepted but not required; a gap (space) is not accepted. In output, by default, the thousand separator is the comma:
 * → 1234567 m
 * → 1,234,567 m
 * → 1 234 567 m ❌

Set off to remove the separator from the output:
 * → 1234567 m

Use gaps to use digit grouping by gap (thin space) as a thousands separator: Default behaviour, for comparison:
 * → 1234567 m
 * → 1234567 m

Setting 5 or gaps5 will only add the separator when the number of digits is 5 or more: Default behaviour, for comparison:
 * → 1234 m
 * → 1234567 m
 * → 1234 m
 * → 1234567 m
 * → 1234 m

Brackets and separators: 10 m [33 ft]
Punctuation that distinguishes the two measurements is set by disp. Options are:  (the default),  ,  ,  ,  ,  : Default behaviour, for comparison:
 * → 10 m
 * → 10 m
 * → 10 m
 * → 10 m

Setting br will force a new line
 * → 10 m

Also br will force a new line, and keep the brackets:
 * → 10 m

Setting x allows any text as separator:
 * → 10 m— (To display spaces, use )

Flipping (reordering) the two measurements: 1 mi
Setting flip will flip (swap) the two measurements: Default behaviour, for comparison:
 * → 1 mi
 * → 1 mi

When converting to multiple units, the effect is:
 * → 10 km
 * → 10 km

Displaying parts of the result: 2 cuyd
It is possible to display only parts of the conversion result:

Display both input name and symbol: 2 kilopascals [kPa]
Setting ~ returns both name and symbol of the first (input) unit:
 * → 2 kPa
 * → A 2 kPa pressure

Table options
For the wikitable structure, there are three options: add a line-break, split the result over columns and make the table sortable.

Enforced line break
br adds a line-break and omits brackets.

br adds a line-break and does add brackets to the converted value. This may be useful in tables:

Table columns showing numbers only
Using {convert} in a table cell, with table splits the result over two columns:
 * 10 m →
 * 10 m

tablecen does the same, and also centers the text:
 * 20 m →
 * 20 m

The units are added as a column header:
 * {| class=wikitable

! style="width:10em;" | ! style="width:10em;" | m ! style="width:10em;" | ft
 * table
 * 10 m
 * tablecen
 * 20 m
 * <other> (default)
 * 30 m
 * }
 * <other> (default)
 * 30 m
 * }

Sorting
Use on to include a hidden numerical sortkey in the output, suitable for use in a table with sortable columns. Technically, this places a hidden string before the actual displayed values:
 * → <span style="display:none">7001100000000000000 </span>10 metres (33&nbsp;ft)

Use both table and on together to produce table columns (pipe symbols) for each value in sortable columns:

 * {| class="wikitable sortable"

! ! m ! ft
 * A
 * 15+3/4 m
 * B
 * 15.5 m
 * C
 * 16.0 m
 * D
 * 16 m
 * }
 * D
 * 16 m
 * }
 * }

The generated sortkey is calculated in a consistent way based on both the value and its unit as passed to the convert template. In most cases convert uses the passed value converted to SI base units. It is therefore not necessarily the displayed value or other alternate units and is calculated regardless of output format options. Using different units or different order of units in individual rows should therefore not lead to incorrect sorting, although variations in rounding can give surprising results, since an unrounded number is used for the sortkey.

'per' units: kg/hl
When using a slash, a unit like  is recognized as kilograms per hectolitre and will be converted with other mass/volume units.
 * → 1000 kg/hl

Units of difference: 10 °C higher; how much in °F
When a number is the measurement for a difference, one conversion is done. This may occur in temperatures (°C, °F, K). Compare this to a range, when two conversions are done.

The only available units of difference are: C-change, F-change and K-change.
 * , regular temperature
 * , difference (e.g., "The temperature changed from 30 into 40 °C")
 * , range (e.g., "The temperature is between 10 and 15 °C")

Consistently, into multiple units:
 * → A rise of 10 C-change

In input
Base document lists options for multiple unit input (like  ). It can catch predefined sets only (units that can be subdivided; e.g., yd into ft):
 * → 1 yd
 * → 2 ft
 * → 1 lb

In output
Available multiple-unit output options predefined, like  and. The full list is at. Default behaviour, for comparison:
 * → 2 m
 * → 2 m, using a space, returns the decimal point
 * → 2 m

See also:
 * hands a length used to measure horses
 * Long ton a weight in ton, cwt, qr and lb

Currency per unit: $/mi → $/km
Using currency symbols in a $ per unit value, you can convert the per-unit:
 * → 10 $/mi

You can set the currency in both values using €:
 * → 10 $/mi

It is not possible to convert the currency. So, this result (mixed currencies) is not possible: $15 per mile (€8.6/km) ❌

TemplateData
{	"description": "Converts measurements to other units.", "params": { "1": {			"label": "value", "description": "the value to convert", "type": "number", "required": true },		"2": {			"label": "from unit", "description": "the unit for the provided 'value'", "type": "string/line", "example": "km", "required": true },		"3": {			"label": "to units", "description": "the unit to convert into", "type": "string", "example": "mi", "suggested": true },		"4": {			"label": "precision or suffix", "description": "significant digits after decimal dot or, if negative, exponent of ten", "type": "number" },		"lk": { "label": "link units", "description": "“on” all, “in” input, “out” output or “off” no units", "default": "off", "type": "string", "example": "on" },		"abbr": { "label": "abbreviation", "description": "display for the units: “on” unit symbols, “off” all unit names in full words, “in” input unit symbol, “out” abbreviated output units, “unit” both input and output units abbreviated when using scientific notation, “values” no units at all", "default": "off", "type": "string" },		"sp": { "label": "spelling", "description": "“us” display U.S. spelling of unit names", "type": "string", "example": "us" },		"adj": { "label": "adjective", "description": "adjective form (singular unit name appended by hyphen) “on” or “mid” to put conversion at end", "type": "boolean", "example": "on", "default": "off" },		"disp": { "label": "conversion", "description": "display conversion result: “or” after ‘or’, “x” with custom prefix and suffix, “b” in parentheses, “table”/“tablecen”, “output only” alone, “output number only” alone and without unit, “unit” not at all but input unit; if the value is a number it is used as precision", "type": "string", "example": "b" },		"order": { "label": "ordering", "description": "“flip” returns converted value first, input value second.", "type": "string", "example": "flip" },		"sigfig": { "label": "significant figures", "description": "number that sets the number of significant figures", "type": "number" },		"round": { "label": "rounding output", "description": "“5” rounds the output number to nearest multiple of 5, “25” to nearest multiple of 25, “each” rounds each number in a range", "type": "number" },		"comma": { "label": "thousands separator", "description": "Sets or suppresses thousand separator in the numbers. “off” = no separator; “gaps”: use space not comma; “5” and “gaps5”: only add separator when number > 5 positions (10,000 or more)", "default": "on", "type": "string", "example": "off" },		"sortable": { "label": "sort key", "description": "“on” generates a hidden sort key", "type": "string", "example": "on" }	},	"format": "inline" }

title: Template:Convert/doc


text: Template:FormattingError

title: Template:FormattingError


text:
Template:FormattingError/doc

Outputs an error message in red into the page and adds the page to Category:Pages with incorrect formatting templates use. An anchor (FormattingError) is inserted at the start of the error message, so you can find any errors on a page easily by adding #FormattingError at the end of the URL (e.g. Template:val/test). Used in complex templates that check their arguments for validity, so incorrect use can be spotted while editing a page or afterwards.

Usage
or

When using the nocategory argument, the error message is displayed as usual, but the page is not added to Category:Pages with incorrect formatting templates use. This is useful in documentation pages for templates that use FormattingError and show what errors they can generate without adding these documentation pages to the category. For an example of this, see LinkForElement.

This template can be evaluated using the  parser function:

title: Template:FormattingError/doc


text:
CAGD/Polynomials

We will quickly review basic power polynomials while we transition to understanding Bernstein polynomials.

Power and Bernstein Polynomials
In basic algebra, we learn all about power polynomials. We encounter them all over the place and have learned lots of ways to manipulate them. They take the form:
 * $$\textstyle P(t) = \sum_{i=0}^n p_i t^i$$,

where pi are the coefficients of the polynomial. Although this might be sufficient for a lot of mathematical operations, oftentimes it's easier to use Bernstein polynomials. They take the form:
 * $$\textstyle B(t) = \sum_{i=0}^n b_i (1-t)^{n-i} t^i$$,

where bi are the Bernstein coefficients of the polynomial. Although it doesn't seem computationally faster, it does provide a benefit in some often-used cases. The Bézier curve is built off of the Bernstein polynomial as you can see from the similiarity of form. In fact, a Bézier curve can be expressed as a collection of Bernstein polynomials. If the points that define the curve P are defined by the coordinates (X,Y,Z,W), we can express them as separate Bernstein polynomials.
 * $$x(t) = \sum_{i=0}^n x_i (1-t)^{n-i} t^i$$
 * $$y(t) = \sum_{i=0}^n y_i (1-t)^{n-i} t^i$$
 * $$z(t) = \sum_{i=0}^n z_i (1-t)^{n-i} t^i$$
 * $$w(t) = \sum_{i=0}^n w_i (1-t)^{n-i} t^i$$

Basis Conversion
Sometimes we have a curve in one basis but would like to convert to the other basis. A proof of how to get the conversion formula is as follows:

First we start with the Taylor expansion for the Bernstein polynomial:
 * $$B(t) \equiv B(0) + B'(0)t + \frac{B''(0)t^2}{2!} + \cdots + \frac{B^{(i)}(0)t^i}{i!}+\cdots$$

If the power polynomial is equal to the Bernstein polynomial, the following relation must be true:
 * $$\frac{P^{(i)}(0)t^i}{i!} = \frac{B^{(i)}(0)t^i}{i!}$$

For power polynomials:
 * $$p_i = \frac{P^{(i)}(0)}{i!}$$

This makes the relationship:
 * $$p_i = \frac{B^{(i)}(0)}{i!}, i = 0, \cdots ,n$$

We apply the general derivative for Bézier curves to Bernstein polynomials:
 * $$B^{(i)}(0) = n(n-1)\cdots(n-i+1) \sum_{j=0}^i (-1)^{(i+j-1)} \binom{i}{j} b_j$$

A recurrence formula can be made:
 * $$b_i^j = b_{i+1}^{j-1} - b_i^{j-1}, b_i^0 \equiv b_i$$

Through manipulation of the recurrence formula and definition of the derivative:
 * $$B^{(i)}(0) = \frac{n!}{(n-i)!} b_0^i$$

Thus, we can simplify further:
 * $$p_i = \frac{n!}{(n-i)!i!} b_0^i = \binom{n}{i} b_0^i$$

This allows us to convert between the bases very easily. Just like with the de Casteljau algorithm, we can set up a difference table with our Bernstein basis coefficients in the top row and compute the power basis coefficients very easily.

\begin{matrix} b_0^0 & b_1^0 & b_2^0 & \cdots & b_n^0 \\ b_0^1 & b_1^1 & \cdots & b_{n-1}^1 \\ b_0^2 & \cdots & b_{n-2}^2 \\ \vdots \\ b_0^n \\ \end{matrix} \Rightarrow \begin{align} b_0^0 & = p_0\\ b_0^1 & = p_1 / \textstyle{\binom{n}{1}} \\ b_0^2 & = p_2 / \textstyle{\binom{n}{2}}\\ \vdots \\ b_0^n & = p_n / \textstyle{\binom{n}{n}}\\ \end{align} $$

Brute Force Method
The knee-jerk reaction to evaluating polynomials is simply to plug in the value we know and do the operations. For a general polynomial f(x) = a + bx + cx2 + dx3 + ..., we would start with a as our result, multiply b times our value and add it to the result, multiply c times our value squared and add that to our result, and so on. This takes n addition operations, but n! multiplication operations. As the degree gets higher, the number of multiplication operations increase, increasing our algorithm time and possibly introducing some floating-point error in our calculations. There are a couple other techniques that allow us to evaluate polynomials that will be presented here.

Forward Differencing
Forward differencing is a technique to evaluate polynomials quickly. This technique works when we are evaluating evenly spaced arguments. For example, if we are evaluating the polynomial at f(a), we could apply forward differencing to get f(2a), f(3a), and so on. This method is fast, requiring only addition. We construct a difference table and can quickly evaluate the polynomial. In the following example, we have some values for our polynomial:

\begin{matrix} t: & t_i & t_{i+1} & t_{i+2} & t_{i+3} & t_{i+4} & t_{i+5} & t_{i+6} & t_{i+7} \\ f(t): & 1 & 3 & 2 & 5 & 4 & -24 & -117 & -328 \\ \Delta _1(t): & 2 & -1 & 3 & -1 & -28 & -93 & -211\\ \Delta _2(t): & -3 & 4 & -4 & -27 & -65 & -118\\ \Delta _3(t): & 7 & -8 & -23 & -38 & -53\\ \Delta _4(t): & -15 & -15 & -15 & -15 \\ \Delta _5(t): & 0 & 0 & 0 \\ \end{matrix} $$ As we see in the 4th difference row, -15 appears in every term. This is a magic number. If we simply add another -15 in the next cell to the right and compute the difference table backwards, when we get to the f(t) row, we will have the value of the polynomial evaluated at ti+8. It requires only n addition operations to evaluate the polynomial, making it very fast. However, this method relies heavily on the accuracy of the previous values. Because of floating-point error, this method is numerically unstable. It can be used as a good approximation, however.

Horner's Algorithm
Horner's algorithm is the fastest algorithm to evaluate a power polynomial at a certain value. Using a brute-force algorithm to evaluate a polynomial, it will require a lot of addition and multiplication operations. Horner's algorithm accomplishes evaluation of an nth degree polynomial with n adds and n multiplies. It takes advantage of the nested form of a power polynomial:
 * $$y(t) = p_0 + t(p_1 + t(p_2 + t(...+t p_n)))$$

We can write some pseudocode that allows us to implement Horner's algorithm:

title: CAGD/Polynomials


text: Template:Valid

title: Template:Valid


text:
Template:Valid/doc

Purpose
Determines whether something is valid in a certain context. Currently only implemented for determining if a number is within the precision that Wikipedia expressions can handle.

Returns
true if the argument is valid, false if it is not.

Examples

 * = (not a number)
 * = (one pair of parenthesis is allowed)
 * = (incorrect sign use)
 * = (too large)
 * = (too many decimals)
 * = (incorrect sign use)
 * = (too large)
 * = (too many decimals)
 * = (too many decimals)
 * = (too many decimals)

Performance impact
Template:Valid returns "true" for a valid, single number (2+2 gives "false"), and allows scientific notation (such as: -3.45E-07). The precision limit is determined live, for whichever server is formatting the page, typically allowing 14-digit precision (plus trailing zeroes), but it does not detect extreme precision problems dropping minor end-digits:
 * cannot reject: -10020030040050000000000000000.70, treated as -1.002003004005E+28

The template has been written with minimal markup text, and could be used 50,000-13,000 times per page, or less when all 30-digit numbers. Template:Valid is typically used at upper levels of other templates, so it is unlikely to trigger expansion-depth problems. However, it has an expansion-depth of 8 levels, and returns "false" if used when nested too deep inside other templates, such as at level 33 when the expansion depth limit is 40.

title: Template:Valid/doc


text: Template:Evalns

title: Template:Evalns


text:
Template:Evalns/doc

Purpose
EVALuate, but No Scientific notation.

This template can be used to evaluate an expression, if the result has to be suitable as input for further expressions.

Returns
If the output is not valid as input, the expression is just reproduced, enclosed in parentheses. Otherwise it returns the number returned in the evaluation of the specified expression.

So this template just has the same effect as calling  directly, except that parentheses will appear around the source expression if that expression cannot be evaluated (for example a missing parameter value without a default), avoiding the error message generated by.
 * gives.
 * gives Expression error: Unexpected < operator.

Examples

 * gives.
 * gives.
 * gives.

Note: the scientific notation of result numbers are no longer a problem when these results are further inserted in other expressions. So this version no longer invalidates numbers in scientific notations, as they are directly evaluatable. The protection of parentheses is not even needed, due to numeric operator precedences for the "e" operator (which multiplies a number by a power of 10 given by a (possibly negative) number in its second operand:
 * gives.
 * gives.
 * gives.
 * gives.

Using  directly produces the same result :
 * gives.
 * gives.
 * gives.
 * gives.

Source code
(simplified and formatted, removing the "subst" parameter stuff which is also included) This first tries to evaluate the expression, which may return either a number, or a special value like INF or NAN, or an error message. Then the #ifexpr reevaluates this string : only numbers will pass, but as there's no return expression, an empty string will be returned ; if there's an evaluation error (including when evaluating INF or NAN values), only an error message will be regenerated. Finally the #if just test for the presence or not of the error message. If there's one, the parameter 1 could not be evaluated to a finite number, so the parameter is returned between parentheses ; otherwise, the parameter is reevaluted to return its value

Note that if the expression in parameter 1 is just a simple number, it will be with those zeroes stripped, and exponents will be normalized : "" = "", "" = "". Numbers are returned with at most 13 significant digits, either as integers or fractional numbers if possible, but using normalized the exponential notation for all numbers whose absolute value is lower than or higher than or equal to.

title: Template:Evalns/doc


text: Template:Xt

title: Template:Xt


text:
Template:Xt/doc

Usage
Use template (the name of which stands for "e x ample t ext") to change the given text to the serif typeface, and green text, in order to format examples of style, especially when using quotation marks or italics could be confusing. This template is used frequently in the Manual of Style when inline typeface changes are needed. (For style examples that break to their own line, use xt2).) For examples of bad/wrong style, in red, use !xt and !xt2, respectively.

As with all templates, when the text, given as the template parameter, has any equals characters, prefix the text with 1 in order to ensure any equals signs in the given text are correctly interpreted as being part of the normal text.

The accompanying change in typeface to a serif typestyle, (example text) is to make it fully accessible for those with color blindness.

Examples

 * What you write:

 * What you get:

 * ...for example, T = 293.15 K, m = 5.4 kg.

title: Template:Xt/doc


text: Template:Max

title: Template:Max


text:
Template:Max/doc

Evaluates and returns the maximum of a list of numeric values (with up to 3 parameters). The parameters can be numeric expressions that will be evaluated. Empty or missing parameters are ignored.

Usage

 * Syntax
 * 0

 * Examples
 * 0 → 0
 * 0 → 0
 * -7 → -7
 * -7 → -7
 * 5 → 5
 * 5 → 5
 * 8 → 8
 * 0 → 0
 * 0 → 0

title: Template:Max/doc


text:
Template:Ombox/core/doc

This is the ombox/core sub-template.

Do not use this template directly, use ombox instead.

This template is called from ombox. It holds most of the code for, while does parameter preprocessing. Thus simplifying the code in.

For more documentation see ombox.

title: Template:Ombox/core/doc


text: Template:Plural

title: Template:Plural


text:
Template:Plural/doc

This template allows easy formatting of statements of the form "# thing(s)", with correct use of plurals. It uses the "plural" magic word, so ideally it should work with minimal modification for other language.

Syntax

 * NaN names
 * NaN singular names

Examples
For most English nouns, the plural is formed by adding "s" to the end of the singular form. If that is the case, only one "name" parameter is required:
 * returns "0 pages"
 * returns "1 page"
 * returns "2 pages"

For plurals that require adding "es", or more unusual forms, the singular and plural forms must be specified explicitly:
 * returns "0 oxs"
 * returns "1 ox"
 * returns "2 oxs"

title: Template:Plural/doc


text: Template:Toolbar

title: Template:Toolbar


text:
Template:Toolbar/doc

This template is used to create 'toolbars' of links that are laid out in the same way as those produced by the core MediaWiki software.

Usage

 * →

Up to twenty links can be specified.

There is a "separator" parameter:

 * →

Also, there are "class" and "style" parameters.

title: Template:Toolbar/doc


text:
Template:Convert/ScientificValue/LonAonSoff

|


text: Template:Xpd/code

title: Template:Xpd/code


text: Template:Xpd/code/doc

title: Template:Xpd/code/doc


text: Template:Xpd/url

title: Template:Xpd/url


text: Template:Xpd/url/doc

title: Template:Xpd/url/doc


text: Template:Delimitnum

title: Template:Delimitnum


text:
Template:Delimitnum/doc

Usage
This template outputs a minus sign if the number is negative, then formats the absolute value, using delimitnum/real.

The first (mandatory) parameter contains the signed mantissa. Its absolute value will be formatted using groups of 3 digits before the decimal separator, and its fractional part will be formatted by groups of 3 digits, but avoiding a single isolated digit in the last group.

Other parameters are optional :
 * the second parameter contains a few extra digits of precision, that are shown only to represent an estimated/average value (these digits are formatted between parentheses);
 * the third parameter is a base-10 exponent, used to multiply the mantissa;
 * the fourth parameter is any text containing a unit name or abbreviation, following the number after a non-breaking space.

title: Template:Delimitnum/doc


text:
Template:Delimitnum/real

0

title: Template:Delimitnum/real


text:
Template:Delimitnum/real/doc

Usage
Sub template for delimitnum, see there for details.

title: Template:Delimitnum/real/doc


text: Template:Delimitnum/firstgroup

title: Template:Delimitnum/firstgroup


text:
Template:Delimitnum/firstgroup/doc

Usage
Sub template for delimitnum, see there for details.

title: Template:Delimitnum/firstgroup/doc


text: Template:Delimitnum/group

title: Template:Delimitnum/group


text:
Template:Delimitnum/group/doc

Usage
Sub template for delimitnum, see there for details.

title: Template:Delimitnum/group/doc


title: Template:Xpdop3c


title: Template:Xpdop3c/doc


text:
Template:Xpda

[]

title: Template:Xpda


text: Template:Xpd/w

title: Template:Xpd/w


text: Template:Xpd/w/doc

title: Template:Xpd/w/doc


text: Template:Gaps

title: Template:Gaps


text:
Template:Gaps/doc

Template:Gaps outputs its unnamed arguments in order, applying the  CSS rule to all but the first, so that there will be gaps of 0.25em between the arguments. The whole output has the  rule so that it will not be broken across several lines.

It supports up to twenty unnamed arguments. In addition, it supports the   and   arguments which can be used for numbers in exponential notation. The base will be assumed to be 10 unless otherwise specified; a hyphen-minus "-" in the exponent will be automatically substituted by a minus sign "−". It also supports the arguments   and   for putting left-hand sides and units within the non-breaking span (see examples below).

See Manual of Style (dates and numbers) and Manual of Style (dates and numbers) for information about where to put the gaps in numbers.

Performance impact
Template:Gaps allows up to 20 parameters, and displays the gaps by setting the left-margin space of each group. The gaps are not actual spaces, so a copy/paste of the text is treated as connected, consecutive text. Template:Gaps is coded with minimal wikitext markup, so equivalent hand-coded markup could not be much shorter. Counting the length of the span-tags, there can be 15,800 instances of 2-part {gaps}, or 9,500 uses of 3-part gaps, or 6,800 with 4-part gaps (etc.), per page. The template uses a minimal expansion depth of only 2 levels (of the if-else nesting limit, such as 40 maximum), and if those 2 levels are exceeded, only the first portion will be shown. Although the text, as displayed, is consecutive as on-screen text, {gaps} for a number cannot be used in a calculation because the internal markup contains the invisible <span> tags which would be invalid text in typical numeric processing.

title: Template:Gaps/doc


text: File:Pea1.f11.Gravitational perturbation.svg


text:
TAO/Community members

Would you like to join the TAO Community of Practice? - Please add your name and background information on the table below.

''Some people find filling in tables in wiki syntax difficult at the beginning. As an alternative, you may also just leave your name and background information on the "talk page" of this page. Someone will take care of putting it into the table...''

title: TAO/Community members


text:
Mechanics

Mechanics is the branch of physics which studies massive bodies that are influenced by mass-based forces and moved.

The discipline has its roots in ancient Greece where Aristotle studied the way bodies behaved when they were thrown through the air (e.g. a stone). However it was Galileo, Kepler and especially Isaac Newton who laid the foundation for much of the so called Newtonian mechanics we know today.

Mechanics is the original discipline of physics, dealing with the macroscopic world. Mechanics encompasses the movement of all matter possessing mass in the universe under the four forces: gravity, the strong and weak interactions, and the electromagnetic interaction.

Some aspects of classical mechanics

 * Acoustics, sound in solids, fluids, etc.
 * Applied / Engineering mechanics
 * Astrodynamics, spacecraft navigation, etc.
 * Hydraulics, fluids in equilibrium
 * Relativistic or Einsteinian mechanics, universal gravitation
 * Solid mechanics, elasticity, the properties of (semi-)rigid bodies
 * Statistical mechanics, large assemblies of particles

Quantum mechanics
The following are categorized as being part of Quantum mechanics:
 * Condensed matter physics, quantum gases, solids, liquids, etc.
 * Nuclear physics, the motion, structure, and reactions of nuclei
 * Particle physics, the motion, structure, and reactions of particles
 * Quantum statistical mechanics, large assemblies of particles

title: Mechanics


text:
What is a CPU?

The central processing unit (CPU) is the portion of a computer system that carries out the instructions of a computer program, to perform the basic arithmetical, logical, and input/output operations of the system. The CPU plays a role somewhat analogous to the brain in the computer. The term has been in use in the computer industry at least since the early 1960s. The form, design and implementation of CPUs have changed dramatically since the earliest examples, but their fundamental operation remains much the same.

title: What is a CPU?


text:
TAO/Stakeholder groups

To do: Identify the various stakeholder groups of our learning and research project; identify strategies to include them in the project

Further groups to be included
''Brainstorming... (please add further ideas)''

 * Volunteers from the different community partner organizations (Seniorweb CH, Seniorweb NL, Wikimedia CH, Wikimedia DE) involved in the project TAO
 * Wikimedians from other countries who have experience with integrating older people
 * Representatives from other Wikimedia chapters interested in running outreach activities targeted at 50plus
 * Members of the TAO Evaluation & Advisory Board (list to be published on the TAO website)
 * Partners from the |"Seniors in the Knowledge Society" project (Universities of the Third Age, Seniorweb-like organizations, etc.) who are interested in setting up learning communities and communities of practice for 50plus
 * Further Seniors-Communities (Seniorennet Belgium, Seniorweb Sweden, England: Ageing Well, Norway, Feierabend...)
 * Virtuelles und reales Lern- und Kompetenznetzwerk älterer Erwachsener (ViLE) e.V.
 * Netzwerk der Senioren-Internet-Initiativen in Baden-Württemberg
 * seniorbook (Germany)
 * Universities of the Third Age
 * Schweizerische Vereinigung der Seniorenuniversitäten
 * Bundesarbeitsgemeinschaft Wissenschaftliche Weiterbildung Älterer (BAG WiWA)
 * Volkshochschulen / Universités populaires
 * Verband der Schweizerischen Volkshochschulen
 * Volkshochschulen in der Schweiz
 * Migros Klubschule
 * Seniors Interest Organizations
 * Schweizerischer Seniorenrat / Conseil suisse des aînés
 * Bundesarbeitsgemeinschaft der Seniorenorganisationen in Deutschland (BAGSO)
 * NGOs promoting e-inclusion among older people
 * Stiftung Digitale Chancen
 * Mondo Digitale (Italy) with the Learning Partnership Knowledge Volonteers

title: TAO/Stakeholder groups


text:
TAO/Organizational issues

Main Challenge
The main challenge consists in designing learning and research processes that allow key stakeholders to work together to produce meaningful content for a TAO Handbook that is perceived as useful by its target audience. The development of the handbook itself as well as the development of the various learning and research activities contributing to the handbook is structured according to the Design Thinking method. Thus, the development processes was roughly be structured along the following phases. These phases are not linear - they may occur simultaneously and may be repeated.

Design Thinking

 * Understand
 * Observe
 * Define
 * Ideate
 * Prototype
 * Test
 * (Iterate)

Development process
There will be one overarching development process focusing on the production of the handbook; and there will be a series of development processes focusing each on integrating one key stakeholder group into the Community of Practice, allowing it to produce meaningful content for the Handbook.

title: TAO/Organizational issues


text:
User talk:Callum6052

 Hello Callum6052, 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! Jtneill - Talk - c 22:44, 1 November 2011 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 22:44, 1 November 2011 (UTC)

Chapter on Disgust
Thanks for getting this chapter under way. FYI, some feedback has been added to the chapter's talk page: Talk:Motivation and emotion/Book/Disgust. Sincerely, James. -- Jtneill - Talk - c 19:18, 3 November 2011 (UTC)

title: User talk:Callum6052


text:
Talk:Business, politics and sport

BPS2011 Feedback
Hopefully you're here after seeing the message about feedback on the unit blog recently. We're hoping to gather comments, suggestions and general feedback for the 2011 running of BPS. Click edit for this section, and leave it below. Signed or anonymous are both fine. Leighblackall 22:52, 1 November 2011 (UTC)

 * I really enjoyed the unit, both Leigh and Keith have been some of the best lecturers i've had in the 4 years that i have studied at UC. The unit content seemed boring at first glance, however typically both lecturers made it very interesting with guest lecturers and insightful lectures/tutrials. The assessment was tough but taught me alot. I have never done any work on uploading information onto a website/wiki page before so although very time consuming it was interesting to learn. Perhaps spreading out the assessment more would help. Overall I enjoyed the unit and would encourage others to undertake it as well. Thanks for making me laugh in every lecuture and tutorial Keith and Leigh. U3017206 09:56, 3 November 2011 (UTC)

 * This unit has been very enjoyable. I especially enjoyed the different format of assessment, and not just the usual approach most units take. This unit was a great example of a modern day approach to learning that has developed my skills in open source and social media. I found Leigh and Keith very approachable and just really good guys. This unit was run with well, although without knowing the requirements the university places, maybe less marks allocated to the exam and more towards the assessments. I have found the exam very hard to study for, although that is most likely the point. This unit was one of the best units I have taken, great work guys! Gus Gardiner 23:02, 3 November 2011 (UTC)

 * I have very much enjoyed Business, Politics & Sport this semester. The assessments were interesting and I particularly enjoyed learning how to use wiki, a skill that I can now use outside of this unit. The lectures were interesting too, with some great guest speakers, particularly Greg Doyle from Canoeing Australia. I love Sportsmans Warehouse, particularly the cynical tennis ball they used to use in their ads. It has been at times difficult to juggle uni with work so the flexibility of the course suited me. It would be great in the future if you could somehow work the assessments around the individuals workload. Also, I would love to see this format used in other units next year. Thank you to Leigh & Keith for a great unit, the most enjoyable since I started at UC.--WillSackett 10:22, 7 November 2011 (UTC)

 * The following was posted on the BPS Facebook page on 10.11.11

أخي و صديقي كييث‘‘ لا أجد الكلامات المعبره لوصف أحساسي بشهامتك وكرم أخلاقك .. أنت رمز لأستراليا ورمز لكل برفسور مثقف .. و أدعو لك بالتوفيق والنجاح الدائم .. تلميذك الوفي أحمد المرهون. Ahmed Almarhoon

 * Google translate: "I do not find Alkalamat expressive to describe my sense Bashhamtk morals and generosity .. You are a symbol of Australia and the code for each professor educated .. And I invite you to success and lasting success .. Your student Ahmed loyal mortgaged." How was that translation Ahmed? I can understand enough, thank you for your respect and happy face. Leigh Blackall

 * ha ha ah its completely different and my spelling mistakes in Arabic words make the translation wrong . what I mean is that Keith is a real excellent symbol of an educated professor who represent Australia in a good way. translation from language to another sometimes lose the real meaning of words. Ahmed Almarhoon

 * The following comment was posted on the BPS Facebook page on 10.11.11: Thanks for the most interesting course of the year!!!! Different and good exam! Alex.Timms

 * Leigh and Keith, thank you so much for an enjoyable semester, I thoroughly enjoyed every moment of it. While the delivery of the unit was innovative and quite 'out there', I felt that you were successful. The use and reliance on social media for assessment purposes was new to me, but I found it to be quite effective and efficient. I hope to see the University of Canberra adopt such practices for other units in the future. Thanks again for a great semester! Antony Perry 3:56pm, 7 December 2011 (UTC)

Student feedback survey comparison

The questions and results for 2009, 2010, and 2011
 * Response rates %: 39 | 31 | 32
 * 1) I found this unit intellectually stimulating: 79 | 67 | 86
 * 2) The unit was well organised: 83 | 83 | 76
 * 3) The unit helped me to develop skills and knowledge: 88 | 78 | 90
 * 4) The methods of assessing student work were fair and appropriate: 83 | 89 | 86
 * 5) I received feedback that assisted my learning: 75 | 78 | 86
 * 6) The teaching staff put a lot of time into commenting on my work: 79 | 67 | 89
 * 7) My lecturers were extremely good at explaining things: 63 | 78 | 89
 * 8) The teaching staff normally gave me helpful feedback on how I was going: 58 | 72 | 93
 * 9) My lecturers were extremely good at explaining things: 70 | 72 | 93
 * 10) The teaching staff worked hard to make the unit interesting: 75 | 89 | 100
 * 11) The teaching staff made a real effort to understand difficulties I might be having with my work: 62 | 71 | 96
 * 12) The unit helped me develop my ability to work as a team member: 48 | 59 | 54
 * 13) The unit sharpened my analytic skills: 67 | 67 | 83
 * 14) The unit helped me to develop the ability to plan my own work: 39 | 65 | 76
 * 15) The unit improved my skills in written communication: 83 | 71 | 90
 * 16) As a result of the unit I feel confident about tackling unfamiliar problems: 67 | 76 | 86
 * 17) The unit helped me to develop the ability to plan my own work: 79 | 82 | 93
 * 18) Overall I was satisfied with the quality of this unit: 88 | 72 | 93
 * 19) The unit made a positive contribution to my overall experience at the University of Canberra: 75 | 67 | 90

title: Talk:Business, politics and sport


text: File:Egm6321 f11 team1 HW5 problem5.jpg

title: File:Egm6321 f11 team1 HW5 problem5.jpg


title: File:PWK3.pdf


text: File:DigitalDesign (HW).20111102.pdf

title: File:DigitalDesign (HW).20111102.pdf


text:
User:Nikita L

Hello, my name is Nikita and I am currently a Grade 12 student. I'm interested in drama, science (environment and earth sciences) and some arts.

Wikiversity seems to be a good idea. I'll try it.

title: User:Nikita L


text:
Talk:Motivation and emotion/Book/Healthy eating

Hi, this page looks like it's coming along well. I was wondering whether you will be looking at healthier options that are becoming available at stores for example McDonald's salads. Maybe you could discuss whether they are as healthy as they make out because they are processed? Also perhaps how advertising affects our perceptions of healthy eating. Looking forward to seeing this develop. Rednoodles 01:29, 2 November 2011 (UTC)

hey your page ist starting to look great, have you thought about adding some tables? are you going to be looking at any phsychological theory for healthy eating? just a thought Shanti 07:29, 2 November 2011 (UTC)

Hey, Your page appears to becoming along beautifully. I am really enjoying the healthy eating subject as its something i should probably look into :) perhaps adding a bit of colour to the page to give it some flare would go really nicely along with a few more pictures and tables. Also perhaps one of those pyramids kind of like the maslow's hierarchy of needs except the one with healthy foods in it might flow really well with your subject. good luck and cant wait to see the end product --EssDubz 09:50, 2 November 2011 (UTC)

Hi. Your page so far looks good. You've done some great research and applied it in an interesting way. Just a few suggestions, but maybe you could focus on the social or cultrual variables on eating or over eating. I think you tend to eat more in groups or when you're around others who are eating. With this in mind you could also provide a contrasting view of Anorexia or bulimia. Also you could add in restraint release which would help the argument of why dieting (particularly 'fad' diets just don't work). But I also agree with Shanti, some physiological theories would really work well in this chapter, or maybe the benefits of healthy eating on mood. Best of luck with it! U3033746 22:16, 2 November 2011 (UTC)

This is an interesting topic because I think many of us can relate to pitfalls in unhealthy eating. Maybe you could include a case study or eating plan to show an example of healthy eating that can be applied in real-life? Nice job AngeM 23:26, 2 November 2011 (UTC)

Hi There,Looks like you page is coming along nicely. I was just thinking it may be worth adding a bit more colour to the page, maybe to highlight certain information. Apart from that, very informative and looks like you are on the right track.Trinand 11:29, 4 November 2011 (UTC)

Hi Kayla :-) I had a read through your page because the topic attracted me... looks like many others were interested too ^^. In addition to what the others have said, I have two notes: - I was thinking that perhaps you could change your heading 'Healthy eating barriers many men face' to something like 'gender differences in barriers to healthy eating'... that would sit better with me for some reason. - Also, I know you haven't done your references yet but I think that you should make sure you reference the healthy eating guidelines for Australia. I think that I heard something about those being updated... so that it doesn't focus around the 'this many serves of this' per day idea. I'm not 100% sure how to reference that handout but it might go something like this: Children's Health Development Foundation. (1998). The Australian Guide to Healthy Eating: Background Information for Consumers. Victoria, Australia:Author. Retrieved 5 November, 2011, from: http://www.health.gov.au/internet/main/publishing.nsf/content/E384CFA588B74377CA256F190004059B/$File/fd-cons.pdf KristaLeanne 09:50, 5 November 2011 (UTC)

Hi - intresting read. However just an asthetic point, were you going to add any more pictures? Or maybe something interactive such as a quiz or a 'did you know' section? Otherwise...great job! LanaJ 02:12, 6 November 2011 (UTC)

Great information - this is the type of article that should be submitted to magazines - well done - Magnolia28

Subheadings

Great read flows well. Not sure if you want to make your subheadings shorter so it's to the point? Welldone otherwise! Miz.mira 06:08, 5 November 2011 (UTC)

Rfoster 06:23, 28 November 2011 (UTC)

-- Jtneill - Talk - c 02:49, 10 December 2011 (UTC)


text:
User talk:Mupeap

What is the copyright of File:DSC06681.JPG and File:Photo on 2010-07-11 at 19.58.jpg?
Hi! Thanks for uploading the files File:DSC06681.JPG and File:Photo on 2010-07-11 at 19.58.jpg. Unfortunately, when you did so you didn't include information about the license, and the files will need a license or other copyright information in order to stay at Wikiversity.

You can easily fix this by adding on the image pages, and filling out who the owner is and the copying terms. In particular, we need to know who owns the rights to each file and what the terms of use are. In regard to the latter, Wikiversity accepts open content, public domain, and fair use works (see Wikiversity's Copyright policy). You can place a on the file page to signify the copyright terms. If you need any help, feel free to leave me a message, and I'll do what I can to assist. - Bilby 02:05, 2 November 2011 (UTC)

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

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

The following files are missing copyright and/or license information:
 * File:DSC06681.JPG
 * File:Photo on 2010-07-11 at 19.58.jpg

MaintenanceBot (discuss • contribs) 03:50, 11 November 2013 (UTC)

title: User talk:Mupeap


text:
User:Jrobbo89/Australian vs English Football

Hi my name is Jayden Robinson. I am 22 in 3 weeks. I am interested in all kinds of sport, in particular rugby league and basketball. My number one hobby at the moment is skateboard photography.

Studying Sports Management at University of Canberra

Presentation on Archive.org

Intro
For my article assessment I have chosen to compare the grassroots set-up of English and Australian football. I will look at the similarities and differences of the English version of youth football, mini-soccer, and the Australian version, small-sided games. Both systems are in place to make the transition from the youth version of football into the full version of the game enjoyable for the children but also to teach and develop the children so that they can perform to their potential.

Situation in Australia
Small-sided football is a modified version of 11-a-side football and it is designed to encourage the participation of children from an early age. It has been designed for kids to get the maximum amount of enjoyment out of playing whilst meeting the needs of young players as they develop. Small-sided games are implemented for children under the age of 13. Demonstrated benefits over 11-a-side football based on observational study are as follows; •	Far more touches of the ball by all players •	Repeated decision making experiences •	The ball is in play far more often •	More passes and skills attempted •	More experience in all aspects of the game; attacking and defending

The format of small-sided games has been created to put more of an emphasis on participation from all the players on the pitch as opposed to winning the game. With a smaller pitch and less players on the field the children have more touches of the ball and are more involved in the game. Bowrey, Lilli Pilli’s SSF Coordinator,(April 1 2009) states that “ Kids are no longer able to hide on the field. They are forced to become involved, to participate and have a chance to show what they can do. With plenty of touches on the ball, kids are able to build confidence and this in turn builds a better platform for kids to grow and develop in football”. The laws of the game also gradually change throughout this progression to reflect the changes in understanding, awareness as well as the physical development of players. This system emphasises more on developing the player’s skills and maximising their enjoyment whilst making the transition to 11-a-side as easy as possible.

Situation in England
Mini- soccer is thought to be the appropriate introduction to football. If children are to enjoy and take part in soccer they need to: •	Feel success •	Take an active part in the game •	Learn to play as a team •	Understand the laws •	Develop soccer skills •	Be able to take part whatever their ability •	Develop fitness

All available research and observation shows that children will have more fun and learn more playing a game with smaller teams and modified rules. Mini- Soccer is, therefore, a game children can actually play rather than struggling to understand a game created for adults. The game has been modified from 11-a-side association football which keeps all the major features of the game, while allowing the children to succeed and take part in something that is still recognizable as football. This is thought to be more advantageous for the young players rather than making a game with only minor similarities which leads to confusion from the players. This system is in place to assist the gradual transition to association football.

Analysis
The small- sided games structure was born from extensive research into other countries grassroots football set-up. Roxburgh, UEFA Technical Director, (2008) states that “ for many reasons few countries in Europe can replicate the Brazilian’s natural football environment. But lessons can’t be learned nevertheless. Football associations that are serious about the game’s health and growth are duty-bound to promote mass participation and interest. Grassroots football (small-sided football) which acts as a vehicle for social integration, health and happiness is the aim and as a by-product talents will emerge. In Brazil, a love of the ball, expression through small-sided football and the sheer joy of playing, have been cultivated to such an extent that football passion and creativity have become part of the nation’s DNA”. It was found that the leading countries in world football all have similar aims and systems in developing young players. Australia’s small-sided games structure is heavily influenced by the English mini-soccer set-up and therefore many similarities exist. The first similarity between the two that has been focused on is the fact that they both incorporate a system where the field size and number of players is gradually increased. This is incorporated as the player gets older. When the players start off at six or seven years of age, they are given a rather small space to work with. Both systems administer this to try and improve and as the children get older, the size of the pitch is increased and the number of players on each team is also increased. This enables further increases in player development. Even though the actual field sizes for the two countries are slightly different, the system for both still integrates the same objective. Perhaps the most significant similarity between the two countries is that because Australian small-sided games system mainly derives from English mini-soccer system, they both have the same aim for young players. That aim is to simplify the rules of the game to concentrate more on the overall enjoyment experienced through playing the game as opposed to incorporating competiveness and emphasising winning. Through this theory both systems concentrate primarily on the development of game skills so that the transition to 11 a side is made smoothly.

Goalie Analysis
Whilst there are many similarities between both grassroots systems, there are differences as well. This is because Australia’s small-sided games structure is also influenced by other leading football countries systems. In Australian small-sided games, you are not allowed to field a goalkeeper until the under 9 age group. This rule isn’t applied in English mini-soccer. The difference possibly affects the mentality and skill components of the under 6 to under 8 age groups. Both grassroots systems have 4v4 or 5v5 in these age brackets and having a goalkeeper affects area and space on the field. Having a goalkeeper also emphasis scoring and winning games as an important factor. Having no goalkeeper on the field places emphasis purely on ball skills and teamwork. Australia’s small-sided games system emphasises on participation and enjoyment and with this an associated removal on the current emphasis importance of winning. Having a goalkeeper in mini-soccer also affects the goal size and penalty area between the two systems. Mini-soccer has a constant goal size from when the children first participate in mini-soccer through to when they move onto association football. Australian small-sided games incorporate a sliding scale of goal sizes relevant to the age group. This relates to the fact that goalkeepers are not used in small-sided games until the under 9’s age group.

Another important difference between the two grassroots systems is that English mini-soccer game sonly incorporated up to the under 10’s age group whereas the Australian small-sided games are used up until the under 12’s. This shows that Australian football is focusing on a longer preparation of youth football players in the belief that it will not only properly prepare the young players for 11v11, but also to prevent young players leaving the game.

Conclusion
England is one of the leading football countries in the world. Through using a similar grassroots system to Australia has taken an initiative in the youth development of football. The aim is to encourage more players to participate in football and to maximise the enjoyment out of playing. Both mini-soccer and small-sided games have been developed to proved the best vehicle for enjoyment and activity. Along with a great environment where the players are given the opportunity to progress and develop to become the best players they have the potential to be.