text:
Motivation and emotion/Book/2011/Animals and emotion

Key terms

 * Emotions- 'Feelings that generally have both physiological and cognitive elements and that influence behaviour' (Feldman, 2005).
 * Well-being- is the state of being balanced and healthy, this allows optimum functioning and happiness (Moore, 2009).
 * Equine therapy (EAAT)- Is therapy that uses horses as a therapeutic tool to improve or restore bodily function/mastery, as well as social and cognitive function.
 * Animal-assisted therapy (AAT)- Therapy that uses a variety of animals, mainly dogs, as therapeutic tools to promote physical, emotional and cognitive functioning.
 * Motivation- The factors that direct and energize the behaviour of humans and other organisms (Feldman, 2005).
 * Predation- One organism kills another for food.
 * Parasitism- occurs between two organisms, one organism feeds off another to the detriment of the other organism.

Introduction
This chapter will aim to discuss how the connections humans have with animals can improve their emotion and wellbeing. This chapter will focus on domestic animals and how they have become an integral part of human life. How 'man's best friend' also has the ability to boost ones emotional state, and therefore increase overall wellbeing. This chapter will focus on 'Equine Therapy'(EAAT) and 'Animal-assisted Therapy' (AAT). The purpose of this chapter is to provide a solid basis of information for those people looking to improve their life following an accident, illness, physical or mental disability, and the inevitable decent into old age. Through the use of EAAT & AAT the improvement to your day to day life, emotion, and well-being will be examined.

Humans have always coexisted with animals. 'Human-animal interactions range from predation to parasitism to partnership' (Knight & Herzog, 2009). All forms of these interactions attract supporters and critics. In terms of predation the 'Vegetarian' is the most common form of critic, although there are also cultural norms which cause angst. Some such examples include the popular debate between the west and Japan in relation to whaling. 'Japan argued that the practice is deeply ingrained in their culture and part of their heritage' (Knight & Herzog 2009). As well as the South Korea and China's policies brought in for the 1988 Seoul Olympics, and the 2008 Beijing Olympic games which banned all restaurants from listing dog on their menus, so as not to upset western countries (Knight & Herzog 2009).

When you force yourself to think about animals learning and training the most common perception we all share would be thinking of chimpanzee’s (chimps) and gorillas. Mainly because of how human-like their species behave. Chimps and gorillas have been studied and observed in the wild, and countless studies have been conducted. Savage-Rumbaugh’s et al., (1993) study of the language development in Chimps is a perfect example. In their study they compared the language development of a human child and a chimp. Although the study yielded the expected result that humans have far more capabilities than chimpanzees, the study did find that chimps had the ability to comprehend as well as minor grammatical ability (Bates, 1993). (Bearing in mind that chimpanzees don’t have the ability to speak, instead sign language is used.) ‘Chimpanzee’s are our nearest phylogenetic neighbour.’ (Bates, 1993). In terms of evolutionary organisms, chimps are humans’ closest genetic neighbour.

Animals are both aiding and encouraging a wide variety of society’s demographics to a more positive lifestyle, to be healthier and more independent. Winefield, Black & Chur-Hansen (2008) state that 'a number of studies associate pets with physical and psychological benefits to their owners’ health ranging from increased exercise, improved general and cardiovascular health, less use of general practitioner services, fewer falls, and stimulation of daily activity in elderly owners.' Companion animals such as dogs and cats provide both psychological support and friendship to their owners no matter what age.

"The dog has been esteemed and loved by all the people on earth and he has deserved this affection for he renders services that have made him man's best friend. - Alfred Barbou"

History
Historically, in 600 B.C the Ancient Greeks were the first recorded civilisation to have used horses as therapeutic tools. Horses were not only used for transportation but instead were also seen to have characteristics which improved the health and wellbeing of injured soldiers, as well as the terminally ill. (Favali & Milton, 2010).

The first known creation of the guide dog concept occurred in 1819 in Vienna, Austria. Herr Johann Wilhelm Klein created the program. Following this in 1916 at the end of the First World War, Dr Gerhard Stalling began training dogs to aid German Soldiers who had been blinded in battle. Guide dog schools slowly began popping up all over the world. (Guide dogs Western Australia, 2011).

EAAT in Australia- The first Australian’s to begin to practice EAAT with the disabled were a Queensland based couple, June and Peter McIntyre. They began a program in 1964 which was targeted at disabled children. The children could come and ride on one of their two ponies. There program slowly grew and now consists of 30 horses, servicing the intellectually disabled, physically disabled or people suffering with multiple disabilities. The facility is now known as the McIntyre centre (Equestrian Centre for Disabled children, 2011).

Guide dogs in Australia- The first guide dog training school in Australia was established in 1951 in Perth. The creator Dr Cook, originally from England, brought out the first guide dog called Dreena. Within a year Dr Cook, had placed his first Australian trained dog Beau with its owner Elsie Mead (Guide dogs Western Australia, 2011).

What is Animal-Assisted Therapy?
AAT is a therapy that uses animals, more commonly dogs to assist in improved levels of health. (Also known as Pets as Therapy (PAT)) AAT was orginally developed to improve and promote 'human physical, social, emotional and congnitive functioning' (Iwahashi, Waga & Ohta 2007). Through interactions with animal's humans are able to benefit from a different form of therapy. One that is relaxed and enjoyable, patients can interact, play and even talk to the animals. Research has shown that there are a number of physical gains from contact with animals (Favali & Milton 2010). Interactions with animals have been linked to serve as a moderator of stress (Wells, 2009). In a study conducted by Friedman (1983) showed the reduction in blood pressure of children reading aloud when a dog was present. (Wells, 2009). AAT works by the patient forming a bond/friendship with the animal, thus brining joy and pleasure to the variety of patients they assist. 'The dog is currently the major animal being used in AAT and can be called by the following titles, an Assistance Dog, a Service Dog, a Therapy Dog, a Hearing Dog, a Seeing Eye Dog, a Seizure Detection dog, and Handicapped Assistance dog along with the security and service areas' (ANDAAT, 2010).

What is Equine Therapy?
Equine therapy is also known as ‘Equine assisted activities and therapies’ (EAAT). The therapy is conducted by an equine trained specialist and a specialised therapist. The equine specialist is mainly there to assist with the horse and does not have anything to do directly with the therapy; on the other hand the therapist is only on hand to treat the patient. The process involves a variety of programs which include ‘skill development, task mastery, reflection on the horses’ behaviour, and reflections on the clients interaction with the horse’ (Cody, Steiker & Szymandera 2011, p. 200).

"A horse is the projection of peoples’ dreams about themselves – strong, powerful, beautiful – and it has the capability of giving us escape from our mundane existence. - Pam Brown"

Main demographic that AAT & EAAT provide service
The most common applications are for the therapy and rehabilitation of:

 * Depression
 * Anxiety
 * Attention Deficit Disorder and Hyperactivity
 * Conduct Disorder
 * Dissociative Disorder
 * Alzheimer's Disease
 * Down Syndrome
 * Elderly
 * Autism
 * Dementia
 * Drug and Alcohol Rehabilitation patients
 * Spinal Cord Injuries
 * Cardiovascular patients

Emotions & Well-being

Emotion and well-being in humans are acted upon by many different processes. For optimal functioning there must be a certain amount of balance in one’s life. Through the pursuit of humans naturally occurring motivation for such needs as relatedness to other people, autonomy and persistence, an individual is pursuing their Intrinsic goals. As results of these needs being met, an individual finds they are more psychologically well-balanced, and functioning on a more positive life platform (Reeve, 2009). “Pursuing intrinsic life goals is associated with greater self-actualization, greater subjective vitality, less anxiety and depression, greater self-esteem, higher-quality interpersonal relationships, fewer hours watching television, and lesser use of drugs such as alcohol and cigarettes” (Reeve, 2009).

Guide dogs for example allow their owner to pursue intrinsic goals, which perhaps previously they couldn’t. The guide dogs provide their owners with an amazing sense of independence, as well as friendship. Patients involved with EAAT programs generally find that horse riding gives them a sense of independence which ordinarily they may not have. Often patients are shy and introverted and this is often reflected in the addiction patients ‘equine therapy has proven to be a very successful intervention for treating addicts because you just can’t argue with a horse’ (Cody, P., Steiker, L., & Szymandera, L., 2011).

Autonomy is one of the most important things and animal can give back to a human. (Autonomy meaning independent and self regulating.) Through such therapies as AAT and EAAT the animals give the participants a sense of achievement, they allow decision making, the ability to fulfil wants, even if their wants are as simple as for example, walking down the street to purchase some milk. An individual with a guide-dog has the ability to carry out the task, when and how they would like to, with the lack of restraints that may occur without the assistance of their dog.

Emotional benefits:
 * Increased Independence
 * Companionship/ Friendship
 * Feelings of protection
 * Facilitate further human interaction
 * Increase verbal interaction

Studies & Research
"For children with physical disabilities, riding corrects abnormal muscle tone and improves coordination, balance, and posture, and enhances sensory motor skills. Brushing, carrying tack back and forth, picking up manure and sweeping are demanding, but this work is considered fun by children and its great exercise. (Dingman, 2008)."

AAT & Children with Developmental Disorders- Children with developmental disorders (DD) are generally characterized by the lack of ability to communicate with others therefore lacking social skills. AAT has been proven to help break down the barriers for these children. Martin & Farnum’s study conducted in 2002, involved children suffering with (DD) using dogs as transitional aids. The process was proven to allow the children to ‘first establish a bond with the dog, allowing them to then extend these bonds to humans’ (Martin & Farnum 2002). Children in this study showed more attention, appeared to be happier, and showed higher levels of energy.

EAAT & Adult suffering with disabilities- Favali & Milton (2010) conducted a questionnaire based study, which sought to uncover the basic improvements to one’s health as a result of EAAT. The physical, psychological, and motivational aspects were focused upon. The study questioned 5 adults, suffering from a variety of disabilities including, paraplegia and stroke. The study showed that not only was horse riding beneficial for emotional well-being but the physical well-being of the participants as well. Spasticity (pain and spasms) were negated while riding, improvement to overall balance, the motivation to become fitter and stronger, and most important the chance to be distracted from their current physical state. One participant stated that ‘being on a horse is the only time that my pain basically disappears and my spasm relaxes. I can’t exercise any other way, it’s the passive movement of the horse that does it (Favali & Milton 2010).

AAT & Dogs as Cancer detectors and Seizure detectors-

Cancer detectors- Williams & Pembroke (1989) reported a dog intently sniffing at a mole on her owner; later the mole was found to be malignant melanoma (Wells, 2007). Dogs have an acute sense of smell; their ability to detect cancerous odours was maintained in a study conducted by Willis et al, (2004). The objective was to prove that dogs could be trained to detect cancer odours in urine. The study proved that ‘Dogs can be trained to distinguish patients with bladder cancer on the basis of urine odour more successfully than would be expected by chance alone’ (Willis, et al. 2004) & (Bharda, 2011).

Seizure detectors- Seizure-alerting dogs are ‘reported to innately exhibit attention-getting behaviour prior to the clinical onset of a human’s seizure, thus alerting the person to the impending seizure’ (Dalziel, Uthman, McGorray & Reep, 2003). Once the seizure occurs the dog stays by the human until the seizure subsides. The study conducted by Dalziel et al. (2003) was a questionnaire based study, the results showed that the dogs were estimated to warn the on average 3 minutes before their seizure occurred, ‘ which allowed them time to take seizure-blocking medication, get to a safe place or assume a safe position’ (Dalziel et al. 2003).

AAT & the elderly- AAT allows the elderly to be protected ‘against boredom, loneliness, and helplessness in hospital and nursing home settings’ (Winefield et al. 2008). Pets give the elderly a sense of purpose, belonging, security, as well as encouragement to engage in physical activity. Therefore animals have the ability to provide friendship and importantly security to the elderly giving them psychological well-being.

Theories
Attachment Theory- Attachment theory was originally put forward by Bowlby (1969) which investigated the close bond between mother and child. Specifically the affect on children separated from their parents. ‘Just as humans can develop close bonds of affection with other people, so too they can develop strong emotional ties with their pets’ (Wells, 2009). This goes some way into explaining how many people consider their pet/s to be part of their family, providing a sense of comfort and protection. Furthermore pet owners often treat pets like their children or babies 'playing with them, talking to them in motherese or baby-talk, continually referring to 'my baby,' and holding and cuddling them as one would a baby (Archer, 1997). These so called bonds which form between pet/s and their owners therefore improve both psychological health and psychological well-being.

Social Support Theory- Social Support theory is an integral part of any supporting society. Every person needs a support network of some kind, and this can even be an animal. The theory is broken down into three main areas, stress and coping perspective, the social constructionist perspective and lastly the relationship perspective.

Stress and coping- support reduces the effect of stressful events people experience, by cushioning the blow. Through such supporting processes as advice, friendship, and reassurance. Animals can suitably fill this role, as stress reducers, companion support, and of course friendship.

Social Constructionist- refers to ‘the assumption that people’s perceptions about the world do not reflect ultimate reality’ (Lakey & Cohen, 2000). Therefore each individual holds a different opinion of the world, therefore everyone has a different belief of what social support really means to them. Everyone experiences different forms of support systems, whether you have an extremely close family or don't, or whether you live in a retirement home or independently.

Relationships- are an important way of affirming companionship, intimacy, low conflict and attachment should lead to emotional and physical well-being.Human interaction is important for ones emotional well-being, often owning an animal allows indivduals to persue support networks, for example puppy pre-school.

Role Enhancement theory- Role enhancement theory suggests that multiple roles can enhance well-being. ‘Owning a dog may enhance well-being by providing buffers that have the potential to reduce the likelihood of strain or by decreasing the negative effects of occupying too few roles’ (Cline, 2010). Much like parenting the role can sometimes be hard, but the rewards far out way negatives. Through broadening your roles in life, enjoyment and inevitably emotional well-being can result.

Summary
The benefits of animals throughout society are endless. Having the opportunity to be a dog owner provides you with fantastic companionship, as well as a sense of protection. All of which are working towards a more positive equilibrium of well-being. Animals throughout history have proven to be useful as food sources, for transportation, for rehabilitation and courageously for protection. Dogs and horses are now showing their resourcefulness in terms of facilitating happier more emotionally stable, independent people. The numerous assistances shown to humans by both dogs and horses is truly amazing, the benefits which humans are now reaping is priceless.

I hope you found this chapter informative and rewarding, and that animals are appreciated just that much more for the often selfless acts they continually show to humans.

Quiz yourself
{What is AAT? + Animal-assisted therapy - Animal-acquired therapy. - Animal-abandonment therapy. - Animal-admiring therapy.
 * type=""}

{What civilisation were the first to use horses as therapeutic tools? - Chinese. - British. - Italians. + Greek.
 * type=""}

{What is EAAT? - Experimental-acquired addiction therapy - Edible-assisted activities therapy + Equine-assisted activities therapy - Equine-acquired activities therapy
 * type=""}

{What is the name of the robotic therapy dog? - AIBBO. + AIBO. - ABIBO. - ABIO.
 * type=""}

{In what country did the first guide dogs begin? - Hamburg, Germany. - Mykonos, Greece. - Perth, Australia. + Vienna, Austria.
 * type=""}


text:
Motivation and emotion/Book/2011/Procrastination

Overview
Procrastination is a widely common phenomenon, where the lack of self-efficacy for self-regulated learning is a key determinant. These interact with task characteristics and other personality variables to create the irrational delay tendencies. Although the answer to procrastination would seem to be simple, it is important for any attempt to recognize, and address, underlying cognitive forces (such as irrational beliefs) that can resist attempts at change.

Here are some questions to keep in mind with this chapter:
 * What is procrastination?
 * What what are the reasons behind procrastination?
 * Is all procrastination the same?
 * Can procrastination actually help me?
 * What are some ways to help procrastination behavior?

Prevalence
In researching for a journal review of procrastination, Dr. Piers Steel found a book, authored by Knaus (1979), which contained a reference to an earlier book, titled ‘Procrastination through the ages: A definitive history’, written by Paul Ringenbach (1971, cited in Steel, 2007)). Possibly thinking that a ‘definitive’ history book on procrastination could be useful for his research, and finding several other sources that referenced the same book, Steel set out to find this source to aid his research. Weeks of searching libraries yielded no success, for as Dr. Steel eventually found out, this book does not actually exist!

Made as a joke to future researchers (a book on procrastination that was never finished), Ringenbach explained that a procrastinator would never be able to complete a “definitive history on procrastination!” (Zimmer, 2008)

Procrastination is described as the ‘quintessential self-regulatory failure’ for its prevalence in society, and especially in academic situations (Steel, 2007). Procrastination is defined as the ‘voluntary delay of an intended course of action despite being worse off for the delay’ (Steel, 2007). It is considered chronic when the behaviour disrupts everyday functioning by impinging on the ability to work (Brownlow & Reasinger, 2000). Typical outcomes of procrastination include incomplete assignments, cramming, anxiety, self-handicapping, and under-achievement (a direct result of procrastination itself, Klassen & Kuzucu, 2009). Chronic procrastination has been linked to dissatisfaction with several life domains (outside that of academic procrastination (Barnes, Ferrari & Steel, 2009)), as well as mental health outcomes, such as lowered self-esteem, anxiety, and depression (Steel, 2007). Though there may be evidence to suggest that procrastination is perceived differently in some cultures (Ang, Chong, Huan, Klassen, Krawchuck et al., 2009; Dietz, Fries & Hofer, 2007). The prevalence of procrastination is estimated at 20% of the population in many contexts (Ang et al., 2009; Ang, Chong, Klassen & Krawchuk, 2010; Argumedo, Diaz, Dietz-Morales, Ferrari & O’Callaghan, 2007; Ferrari, O’Callaghan & Newbegin. 2005).

Profile of a chronic procrastinator

Procrastination has been linked to a wide number of traits and factors in historical research (Steel, 2007). Your average chronic procrastinator has perfectionist tendencies (Brownlow & Reasinger, 2000), low self-efficacy, high impulsivity, and low conscientiousness (Steel, 2007).

Firstly, trait Perfectionism is a ‘multidimensional construct involving both ‘’personal’’ and ‘’social’’ components that contribute to different forms of achievement through striving and underpinning various ‘adaptive’ and ‘maladaptive’ outcomes’ (Chabaud, Ferrand & Maury, 2010). Not all procrastination can be explained in terms of lazy individual. It is possible for an individual who is essentially hard-working with trait perfectionism to procrastinate due to a high desire to make the ‘right’ or ‘perfect’ action towards completing the task at hand (or, considering other related facets to procrastination, not to make the wrong decision (Steel, 2007)).

Secondly, procrastinators seem to have low-self efficacy (comparable to self-confidence) meaning that they believe that they are not capable of achieving, with their own skills and knowledge, a satisfactory outcome in the task at hand (Steel, 2007). It is important to note that this low self-efficacy may be specific to educational and academic pursuits, of which procrastination research has frequently focused on. However, there is research to suggest that in some chronic procrastinators, the negative impact of procrastination is found in other life domains (such as social interactions, financial decisions, health decisions, as well as leisure & volunteering pursuits (Barnes et al., 2009), thus these individuals are known for having a lifestyle marked by irrational delay). Self-efficacy specific to educational and academic pursuits, where procrastination is ‘nearly universal’ (Steel, 2007), is called self-efficacy for self-regulated learning (Ang et al., 2009), and exploration of this concept will be delayed until later in the chapter.

Third, Procrastinators also tend to be high on impulsivity and low on trait conscientiousness. Conscientiousness, one of five super-ordinate traits found in the ‘big five’ model of personality, is the tendency for an individual to be ‘careful’, ‘self-disciplined’, and ‘organized’ (Wikipedia, 2011, para. 1). It is the conceptual opposite of procrastination, so it should be intuitive (and empirically demonstrated) that conscientiousness has a negative relationship to procrastination, as well as related concepts such as distractibility, organization, achievement motivation, and the presence of an intention-action gap (Steel, 2007). The link from impulsivity to procrastination behavior has also been established (Steel, 2007).

Types of procrastination
As there are different reasons for procrastination, there are thus different types of procrastination. In reference to what we have learnt so far about procrastination, arousal procrastination may be conceptually linked to trait impulsivity, with the individual seeking out the thrill and the challenge of doing tasks at the ‘last minute’, whilst avoidant procrastination/decisional procrastination both may be more influenced by low self-efficacy, fear of evaluation, and perfectionism.
 * Avoidant procrastination occurs when low self-efficacy produce procrastination as an attempt to reduce anxiety (which inevitably comes back closer to the deadline, Barnes et al., 2009)).
 * Arousal procrastination occurs when the individual delays tasks because they seek a thrill-seeking, challenging, experience closer to the deadline (Steel, 2007).
 * Decisional procrastination is the ‘inability to make a decision within a specified time period’ (Ferrari et al., 2005).

Active vs. passive procrastination
There is possibly another type of procrastination, the beneficial kind. Active (or purposeful) procrastintation is an ‘adaptive’ form of procrastination whereby the individual makes better use of time by delaying a course of action (Corkin, Lindt & Yu, 2011; Chu & Choi, 2005). Individuals using active procrastination (or active delay) are known for their voluntary delay (like traditional, passive procrastinators), their preference for pressure (like the arousal procrastinators mentioned above), ability to meet deadlines despite postponement (like a fewer number of chronic procrastinators), and their satisfaction with outcomes despite postponing work (comparable to very few passive procrastinators (Corkin et al., 2011)). This, combined with the finding that procrastination and active procrastination are inversely related (that is, aspects of self-regulated learning are significantly different between procrastinators and those who actively delay (Corkin et al, 2011)) has led some to conclude that active procrastination and procrastination, although sharing similar features from onset, are in fact, different phenomena altogether (Zimmer, 2008; Pychyl, 2009; Corkin et al. 2011). Findings of active procrastination are relevant to passive procrastination in at least one other way. Many procrastinators do not seem to see that their procrastinating behaviour is negative (Seo, 2011; Chu & Choi 2005; Choi & Moran 2009). Thus the only difference between active procrastinators and passive ones is the academic outcomes they achieve, and their satisfaction with these outcomes. The mistaken belief that procrastination (not to be confused with the active delay found in active procrastinators) leads to positive outcomes (or at least not negative ones, Seo, 2011), is an irrational belief, and will be expanded upon later in the chapter.

Theories in procrastination research
Several theories of procrastination have been introduced, each explaining procrastination in different aspects. Each theory will be applied to the following typical procrastination example.

Johnny receives an important writing assignment. Though he/she is given ample time to complete the task, he/she instead decides to procrastinate, leaving it to the last minute.

The Appraisal-Anxiety-Avoidance Theory
The appraisal-anxiety-avoidance (or AAA Theory) of procrastination states that procrastination is a result of cognitive appraisal of the task (Lazarus & Folkman, 1984). According to the theory, when presented with a stressor (say, a writing task), the individual considers whether they have the ability to cope with the internal & external resources to cope with the stressors. If the individual perceives they cannot deal with a stressor, then the result is feelings of anxiety, and the behavioural response of escape or avoidance behaviours (that is, procrastination (Lazarus & Folkman, 1984)).

AAA Theory and procrastination

 * Task 			--> Stress and anxiety
 * Avoiding task		--> No Stress and anxiety

This phenomenon is called negative reinforcement, whereby an action is rewarded (such that it makes the behaviour more likely in the future) with the removal of a painful stimulus. For Johnny, the task is associated with stress and worry, so avoiding the task has become associated with avoiding stress and worry.

The Action Control Theory
Another theory that can be applied to procrastination is that of Khul (1984)’s ‘Action Control Theory’ (ACT). It states that certain interfering (or inappropriate) mental processes cause the deficiency in an individual’s ability to choose courses of action and maintain behaviour. In other words, the individual may have the motivation and skills to complete a task, but various forces, both internal and external, provide competing alternatives to the ones that would lead to solving the task. Mental processes that naturally allow for the individual to address these alternatives, and maintain motivation towards the completion of a task (Khul, 1984), but in procrastinators, more often than not, these are not working properly. Therefore, in the case of Johnny, the problem is that of maintenance of motivation towards finishing the task (compared to the appraisal-anxiety-avoidance theory, which emphasises the role of self-efficacy, this theory emphasises self-regulation (Lazarus & Folkman, 1984)).

The Temporal Motivation Theory
A more recent theory is that of the ‘Temporal Motivation Theory’ (TMT), put forward by Steel & Konig (2006):

Temporal motivation theory: equation and terms

Utility = (E*V) / ӶD

Where: E: Expectancy V: Value D: Enjoyable activities immediately available

Ӷ: A person’s sensitivity to delay

Source: Steel (2007).

This theory, represented as the equation, suggests that behaviour is driven by ‘utility’, the characteristic of a task which determines how desirable it is to an individual. It is assumed that the individual will always choose to engage in the behaviour with the most utility, and that the utility of behaviours will change over time, thus influencing behaviour (Steel & Konig, 2006; Steel, 2007). Applying the theory to the example above (assuming that the act of getting a good grade on the writing task holds superior utility to that of the alternatives (though both are relatively high), but also that the benefits of a good grade are long-term, and thus not immediately realizable (reducing its utility), but the benefits of the alternatives are immediate (whether it be video games, socializing, etc.). According to the theory, Johnny would choose to engage in the alternative behaviour (procrastinating) because it has more (visible) utility. Only later on, closer to the due date of the assignment, does the utility of writing increase, eventually to a point where it surpasses the alternatives. Thus procrastination ends here, and Johnny finally gets started on his important assignment.	Steel (2007) points out that many of the terms used in the TMT are linked to concepts related to causes of procrastination. Specifically, expectancy (E) is influenced by self-efficacy (the link to this concept and procrastination has already been discussed), value (V) is influenced by task aversiveness, as well as goal orientation and boredom proness of the individual, sensitivity to delay (Ӷ ) is influenced by traits of impulsiveness and self-control, and finally, the perceived enjoyability of the task (D) is influenced by the timing of rewards and punishments, organization, and the presence of an intention-action gap. Support for these relationships was demonstrated in his (2007) meta-analytic review.

Factors in procrastination behavior
We now look at the causes of procrastination. Note that not every single one of these variables will be present in each chronic procrastinator, nor each single instance or procrastination. Each factor extends our understanding of why procrastination occurs. The factors are divided into internal and external, where internal factors are based on from within the person, and external relates to characteristics of the task. There is a third category, processes, which will be used to explain how internal and external variables actively combine to produce procrastination in the short-term, and procrastinators in the long-term.

Personality variables
As discussed earlier in the chapter, out of all the OCEAN factors, only trait correlates strongly with procrastination. Conscientiousness has a negative relationship with procrastination (Steel, 2007). Another finding was that of impulsivity, a sub-factor of extraversion. Taken together, the research suggests that the chronic procrastinator is likely to be disorganized and impulsive.

Self-Concepts
Procrastination is linked to a self-concept (one’s identity) that involves low reliability, pessimism (specifically, that one is viewed in the eyes of others), and low self-esteem (Diaz-Morales & Ferrari, 2007). Perhaps in response, the procrastinator also engaged in justification behaviours, such as making excuses for their procrastination.

Perfectionism / fear of failure
As discussed earlier in the chapter, a tendency towards perfectionism has been found in chronic procrastinators. In light of the research linking procrastination and peer evaluation (for example, Brownlow & Reasinger, 2000; Ferrari, 2001; Diaz-Morales & Ferrari, 2007)), it may be more apt to say that procrastinators are not so much perfectionistic, so much as they fear failure (and the consequences, such as negative evaluation by peers). Thus, Procrastinators want not so much to make the right choices, as they want to avoid making the wrong ones.

Self-regulatory failure
Self-regulatory failure, specifically for self-regulated learning, is a key construct in procrastination (at least, in academic contexts, Wolters, 2003; Howell & Watson, 2007). Self-regulated learning is the ‘active, constructive process whereby learners set goals for their learning, and then attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constructed by their goals and the contextual features in the environment’ (Pintrich, 2000). It is strongly linked to two key elements: learning strategies & achievement orientation:
 * Learning strategies: Non-procrastinators have often been noted to use various strategies that can help them learn a new concept (Howell & Watson, 2007). In contrast, this behaviour is lacking in procrastinators (Howell & Watson, 2007; Steel, 2007; Wolters, 2003). This should not be surprising, given the link between procrastination and disorganization (Steel, 2007; Diaz-Morales & Ferrari, 2007), and distortions in the time it takes to complete tasks (Ferrari, 2001).

Passive procrastinators less frequently report using learning strategies to aid their learning, as well as report avoidance strategies. But what about active procrastinators? Research suggests that they are similar to passive procrastinators insofar as they report less use of learning strategies, as well as a tendency towards performance orientations (Corkin et al. 2011, although Howell & Watson (2007) did not find this). This suggests that active procrastinators, who are distinct from passive procrastinators, are also not quite the same as non-procrastinators (at least in the dimension of self-regulated learning).
 * Achievement orientation:Achievement orientation refers to the tendency for an individual to compare oneself to either (a) oneself, or (b) other people (approach vs. Avoidance), and to what level the individual prefers to be in relation to these comparisons (equal or as high as possible, or performance vs. Mastery, Seo, 2009). Combining these two dimensions, we have a matrix with mastery approach, mastery avoidance, performance approach, performance avoidance as the categories. Procrastinators, more likely than not, seem to be adopters of avoidance achievement orientations (Howell & Watson, 2007; Seo, 2009). That is, they focus on doing as little work as possible to fulfil their own (or other- imposed) goals (the latter is more likely to be the case; Seo, 2008).

Task characteristics
These include task aversiveness and timing allowed for the task. Procrastination is more likely when the individual is presented with an either boring or (perceived) difficult task (Ang et al., 2010; Steel, 2007). In addition, a task whose deadline is relatively long-term is more likely to influence an individual’s decision to procrastinate than one which is short-term, via means of temporal discounting (phenomena by which the value of distant rewards is reduced relative to more immediately available, smaller rewards (Howell & Watson, 2007; Steel, 2007). In addition, when given more freedom to arrange their activities for themselves, procrastination is more likely (Dietz, Fries & Hofer, 2007).

Reward characteristics

 * Reward is a large reason why we do anything, and may be used to explain procrastination. Specifically the rewards for the task is perceived to be lacking in some aspect. Assuming that getting good grades is a reward in itself, and from a behaviourist’s point of view:
 * The amount of work for reward is not satisfactory. Too much work and/or too little reward may cause inadequate motivation, and give rise to procrastination behaviours (Baron, Derenne & Schlinger, 2008).
 * The probability of a reward is perceived to be unlikely (Baron et al., 2008), or less certain than the impact of a shorter course of action (Dietz et al., 2007). Humans seem to have a preference for behaviours that yield short-term consequences over those that have long-term ones, even if they are possibly bigger (Dietz et al., 2007; Delfabbro & Winefield, 1999).

 * Natural fatigue: A reason why an individual may perceive unsatisfactory rewards is that they might be engaging in ‘cramming’ behaviours. In the case where work that is meant to be spread out over a period of time is compacted near the end, the overworked individual may experience fatigue from simply being overworked.

Processes
Internal and external processes are not isolated from each other, so understanding how they interact with each other provides insight into how procrastination arises in a situation.

Irrational beliefs
Evaluation by peers, a pessimistic world view, perfectionism / fear of failure, and metacognitive beliefs can, when intense enough, serve to distort how the individual perceives the situation (Steel, 2007; Chaubaud, Ferrand & Maury, 2010; Fernie, Georgiou, Moneta et al., 2009). The latter is defined as ‘stable knowledge or beliefs about one’s own cognitive system and knowledge about factors that affect the individual’s system, the current state of cognition, and appraisal of the significance of thought and memories’ (Fernie et al., 2009). They are divided into positive and negative beliefs:
 * Positive metacognitive beliefs: applied to procrastination, these are the information that individuals hold about the impact of certain coping strategies. Positive metacognitive beliefs are thought to be instrumental in the choice and maintenance of maladaptive coping strategies (Fernie et al., 2009), such as the mistaken belief that procrastination somehow helps the individual later on (for example, to reach flow (Seo, 2011).
 * Negative metacognitive beliefs: applied to procrastination, these are ‘meanings and consequences of engaging in a given form of coping and related thoughts and feelings’ (Fernie et al., 2009). Fernie and colleague (2009)’s example would be that of the uncontrollability of procrastination.

Temporal discounting
As mentioned above, phenomena by which the value of distant rewards is reduced relative to more immediately available, smaller rewards (Howell & Watson, 2007; Steel, 2007).

Putting it all together
Combining these factors we have a scenario as follows:

External Task features, such as an aversive task, long-term or uncertain reward interacts with internal variables, such as high trait impulsivity and/or low trait conscientiousness, low self-esteem, and avoidance orientation to goals. These create irrational beliefs about the situation, such as low-efficacy, fear of evaluation and failure, and metacognitive beliefs (both positive and negative), and temporal discounting. These create the behaviour of procrastination, the delaying of tasks and self-sabotage, which leads to the consequence of unsatisfactory outcomes, regret, and stress and anxiety. This lowers self-efficacy such that the individual is less likely to perceive that they have the skill to handle the next task that they encounter.

Dealing with irrational delay
Although it may seem obvious how to solve the problem of a lack of self-regulation (by regulating oneself), it is important to note that the influences that maintain procrastination may make attempting to change procrastination behaviour difficult. Take, for example, irrational metacognitive beliefs (the individual believes that procrastination is useful for coping with the task, as well as being ‘inevitable’, Fernie et al., 2009) or impulsivity and the presence of an intention-action gap (if the individual has difficulty maintain motivation to complete a task, he may also have difficulty in maintaining the motivation to stick to a plan to help him maintain motivation to complete a task). Those with more serious irrational beliefs may benefit from cognitive behavioural therapy, given that it focuses on the negative beliefs that ‘control the cognitive processing of procrastinators’ (Fernie et al., 2009). Nevertheless, the following are tips to help start stopping procrastination:
 * Perhaps it is useful to start working on procrastination behaviour by addressing something else first (no really). Research has suggested that introducing structure to an individual’s leisure time can help him then apply the same structure to the individual’s academic time (Moore, Papillo, Williams & Zaff, 2003). Procrastinators tend to report a general lack of balance in their life (Boniwell & Zimbardo, 2004), so (not surprisingly), structured use of an individual’s time has been related to less procrastination in individuals (Dipboye & Phillips, 1990), as well as general personal development (Boniwell & Zimbardo, 2004).

 * Structure also involves goal setting. Burka & Yuen (1983) suggest that observable, specific goals are needed to reduce the urge to procrastinate. Observable, meaning that the individual can actually imagine him or herself doing it, and specific, meaning the goals are clear to not only you, but also understandable to everyone else (Burka & Yuen, 1983).

 * Cramming behaviour has been addressed earlier in the chapter between both active and passive procrastinators (particularly towards arousal procrastinators). While Seo (2011) did find that flow (the state of total involvement in an activity that consumes one’s complete attention, (Csikszentmihalyi, 1990) was achieved when tasks were left to the last minute, presenting a challenging and involving experience, it did not reflect better grades in comparison to non-procrastinators. A possible reason is that flow described here is only but a subset of the total aspects that entail the construct of flow, or ‘optimal experience’ (Seo, 2011), that, while alluring for the procrastinating individual, does not reflect a better outcome. In other words, arousal procrastinators are procrastinating for the challenge, but not necessarily for the outcome. If it is the case that they are, then this is likely to be a maladaptive metacognitive belief, and thus needs to be corrected (Fernie et al, 2009).

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


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title: User:Egm6321.f11.team2.kim dddd


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User:Egm6321.f11.team2.kim HW1

=Homework1=

title: User:Egm6321.f11.team2.kim HW1


text:
User:Egm6321.f11.team2.kim/HW1

$$\sum f(x)=\frac{e^x+4}{g}$$

title: User:Egm6321.f11.team2.kim/HW1


text:
User:Egm6321.f11.team2.kim/HW2

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title: User:Egm6321.f11.team2.kim/HW2


text:
Literature/1995/Cunningham

Wikimedia

 * Ward Cunningham
 *  WikiWikiWeb.

title: Literature/1995/Cunningham


text:
User:Lynnberry/Formatting and media tips

Formatting and media tips

 * If you're not able to produce a diagram in SVG, choose PNG rather than JPEG
 * Avoid captions in images; best to add text captions
 * If you add your own image to the commons, you give approval for others to use, copy, modify and sell it.

More details:
 * http://commons.wikimedia.org/wiki/Commons:First_steps/Quality_and_description
 * http://commons.wikimedia.org/wiki/Commons:Preparing_images_for_upload

Formatting tips

 * New paragraphs: Enter x 2, or use TEXT
 * Headings:
 * use second-level heading (==)
 * use third-level headings (===) for sub-heading; avoid skipping levels
 * table of contents - automatically generated for an article with 4 or more sections.
 * Images
 * Unless you specify, images default to the right. To send them to the left or centre, add the command after |, for example,
 * Use * for bullet points; # for numbered lists; : to indent
 * See Help for tables

Read the information about copyright. Do you have permission to use content/images/etc? If yes, how – can you modify? If you can’t modify, what acknowledgement do you provide?

Help Use the Help on the right W’sity menu http://en.wikiversity.org/wiki/Help:Contents to find more information for creating tables and other formatting requirements. For images see http://en.wikiversity.org/wiki/Help:Images and http://www.mediawiki.org/wiki/Help:Images


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User:Benjawan

What financial and account information does it deal with? The supply chain management system is the system that manages everything for satisfaction of customer, since first process as purchasing, manufacturing, storage, information technology, distribution, transportation until to customer which this system will coordinate the information of business. Moreover, the supply chain management system have relate with other organization such as suppliers, manufactures or distribution. So this system is link all process and data in any department as a network. And makes coordination continues. In The supply chain management system has any information which can share or allocate to all departments. All departments in system will know and use it for each department can work to effectiveness. In this question, the financial and accounting information is a data in set of SCM. The financial is a transaction of money and the accounting information is a statement of finance. So when the financial’ data change the accounting information’ data will change too. Then the data in this system will update. Anyone can see the information which always update by don’t go to department. It is easier to look information when the data of financial and accounting information change.

What are the advantages of using this module? The advantages of using this module can separate by 3 types. First type is about information integration, as a representing of data by using SCM to show in group of involved person such as sale’ data, inventory’ data, production data, marketing and shipping. It is easier to see all about information by each department, not necessary to go with department. Second type is about collaboration. It is relate of working as coordinate. Anyone can adapt work to according together and share the important data for comfortable in working. Third type is organizational linkage, communication between businesses for acquire of complete information and faster. So it can make ability of management and competitor, promote the growth and sustainability of the business. And most is if we use this system it is a using limited resources for most benefit together.

homework 2 benjawan 5302500020 thitikarn 5302500016 nunteera 5302500019

1. What would be your business model and why? we choose the business model are virtual storefront, information broker and on-line market place. The first one virtual storefront for sell and show all product directy to customers and show the charateristic of our product to customer for buy. Because that tyoe helps to show picture and make easier to buy our products. The second is information broker for tell more detail and price of each product to the customers. It can generate revenue from advertising on our web. It is important because the customer want to know about information of products. So we provide more information, customer will attend it. The third is on-line market place this is the best way that provide the seller and buyer to meet like a e-bay. The on-line market place has lower price, more discount and delivery to home. This way is very comfortable to buy because nowaday the customers like the easier way and comfort life. So it is an alternative that can approach the customer as well.

title: User:Benjawan


text:
User:Thitikarn/ERP

1.	What does deal with financial and accounting information? Financial is one group of accounting information that represent data about finance. Accounting information is all about measure data information. 2.	The advantage of modules of ERP?

ERP stands from Enterprise Resource Planning. ERP is business resources planning for the high advantage. The advantage of ERP are 1.	ERP has qualification and online transaction system to be capable of performing real time. 2.	The various data and information into a single point and share by the integrated database. 3.	ERP can be used with new technology. 4.	ERP can interface or link with existing systems in the company. 5.	ERP capable of use in many countries across multiple currencies and multiple languages

homework 2 thitikarn 5302500016 nunteera 5302500019 benjawan 5302500020

3.what would be the best way to market this business on mobile phones? We think the best way to market our business on mobile phones is create a new application of our store, first we make like a website for sale and then make this to application for published anyone buy paste on famous website. It can use in all samrt for expend more customers.

title: User:Thitikarn/ERP


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User:Abhishek.shukla.in

Hi, this is Abhishek. I am pretty excited to be a part of the Wikiversity project and hope that it will help me in improving my skills by community learning and sharing. Feel free to provide comments / suggestions on how I can use this wonderful platform more effectively.

Cheers!

title: User:Abhishek.shukla.in


text:
User:Praphat

Look a supply chain management package in detail.

1. What financial and accounting information does it deal with?

- Accounting information represents about the information of organization. For example, that is inventory, cash and etc. And it deals with financial because accounting information must use that financial information to add into accounting information to calculate that information.

2. What are the advantages of using this module?

- The advantage of using supply management package is to manage the inventory of the organization and forecast the future situations. - Increased inventory turns, reduced days in inventory by forecast and source the amount of inventory needed, leading to an increase in inventory turns and reduction in days in inventory. - Reduced Costs, For example, it can improve relationships with vendors and distributors, so purchasing and logistics professionals can identify cost-cutting opportunities such as volume discounts. - Improve Supply Chain Network, users can observe the status of all activities across all suppliers, production plants, storage facilities, and distribution centers. This enables more effective tracking and management. __________________________________________________________

•	What would be the best way to market this business on mobile phones?

Nowadays, Most of students have used the mobile phones that connecting with the internet all time. They play facebook at weak up until sleep. The life style of they are connecting with social network all time. So, I will use social network that is facebook, twitter and etc to provide our books to new students. I will share our information on facebook to my first year’s students in my collage because I’m pretty sure that students must use our books. And I will review our books on youtube for new students can make a decision to buy our books. And our books have some short note or some important details that we wrote and cheaper price. And that are advantages of our old book which is better than the new books. We will advertise this advantage on our facebook and we know that many of students will interest and buy our books.

Praphat 5302500021, Lapit 5302500004 , Sarannut 5302500006

title: User:Praphat


text:
User:Kittituchnumnim

What financial and accounting information does it deal with?

-	Accounting information it has a database that record a transaction in Accounting and anything about Account so, it related a financial because financial have to use those information to do infinancial.

What are the advantages of using this module?

-	This module is help to planning and improve a product management also it will help a business in the future.

title: User:Kittituchnumnim


text: User:Sandeepkul

title: User:Sandeepkul


text:
User:Suparut phil

This is my new homework

Look at a Supply Chain Management package in detail on the web and answer the following questions:

1.What financial and accounting information does it deal with?

Financial and accounting information does it deal with in SCM because in SCM is the management of a network, it will help you to organize step by step and focus on the most information and real time information moreover connect it together. In financial you always prepare the statement of finance or inventory and cash or many things that important. You will use information from this module. Accounting information is that it covers information used to prepare financial statements which report the results and financial position of a business to the decision makers. That is the reason why financial and accounting information does it deal with based on my understanding.

2.What are the advantages of using this module?

The advantages of using this module is you can meet the need from your customer. You can reduce the cost of spending in systematically and cause of connection between departments. You use this module you can follow up the process in closely moreover you can manage your goods in efficiency.

..................................................................................................................................................

New Homework AC214ais/u-commerce, due Sept. 27
I will create the applications that can use in the mobile phones likes BlackBerry, iPhone or others smart phones. In my business I have applications available on App word for BlackBerry, App Store for iPhone iPad iPod and also Android Market for others smart phone. Why I must create application more like this because it make the customer easy to access my business. In my application will has a menu bar for order the product and contact me too.
 * What would be the best way to market this business on mobile phones?

Member
 * 1) 5302500007 Ms.Thidarath Klangpradit
 * 2) 5302500011 Mr.Suparut Pathumwon
 * 3) 5302500024 Ms. Sathida Huamankij

title: User:Suparut phil


text:
User talk:Sandeepkul

 Hello Sandeepkul, 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.

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title: User talk:Sandeepkul


text:
User talk:Suparut phil

 Hello Suparut phil, 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.

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title: User talk:Suparut phil


text:
User talk:GameOn

 Hello GameOn, 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.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 12:27, 5 September 2011 (UTC)

title: User talk:GameOn


text:
User talk:KaranDwivedi

 Hello KaranDwivedi, 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.

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Your question
. I responded there. When you start a new topic on a Talk page, use the Add topic tab, and fill in a section title. Sign your contributions with ~. Use Preview to see what it looks like before saving. Welcome. --Abd 12:39, 5 September 2011 (UTC)

title: User talk:KaranDwivedi


text:
User talk:Omprakashnagar

 Hello Omprakashnagar, 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.

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Your user page
Given that you have no contributions to Wikiversity yet other than your user page, I'm not willing to allow the link to what you called "your personal blog," which is essentially a (well-designed) advertisement for a furniture company. I deleted it. You may recreate it with information about yourself. You claim to be an expert on Google; the blog makes it clear that you are offering SEO services. You are welcome to help build educational resources on Wikiversity, but please declare any conflict of interest you have, and don't add links where you have any involvement, without the consent of other users. Thanks. --Abd 12:53, 5 September 2011 (UTC)

title: User talk:Omprakashnagar


text:
User talk:Abhishek.shukla.in

 Hello Abhishek.shukla.in, 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.

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title: User talk:Abhishek.shukla.in


text:
User talk:Kittituchnumnim

You are opening an e-company to sell used textbooks and other school items to new students coming into UTCC or other Thai universities. You need to find people willing to sell you their old stuff. You need to find new students to sell •	What would be your business model and why? •	What is the best e-commerce package that would allow you to start this week? •	What would be the best way to market this business on mobile phones?

Answer 1.	I will use a Subscription model because it can providing products or services by subscription can provide a steady source of income and reduce marketing time. A sale made only once can continue to provide revenue. Examples: A sales trainer selling an educational CD series by monthly subscription; a life coach hosting a membership-based online community. 2.	I will do research to know what they think and what they need so, it will be more easy to use a technique to sell a product to customer or student.

3.	I will advertise a product on facebook and I will give an information of the product then I leave an e-mail, mobile phone number for customer  to contact us.

Kittituch Numnim Aissara Thongdee Pongpat Limsiricha

title: User talk:Kittituchnumnim


text:
User talk:Praphat

 Hello Praphat, 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.

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title: User talk:Praphat


text:
User talk:Thitikarn

 Hello Thitikarn, 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.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 12:58, 5 September 2011 (UTC)

title: User talk:Thitikarn


text:
User talk:Benjawan

 Hello Benjawan, 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.

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 * 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
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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 12:59, 5 September 2011 (UTC)

title: User talk:Benjawan


text:
User talk:Wontaekoh

 Hello Wontaekoh, 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
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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:00, 5 September 2011 (UTC)

title: User talk:Wontaekoh


text:
User:Egm6321.f11.team2.rho

=Homework Assignments= Report #1

Report #2

Report #3

Report #4

Report #5

Report #6

Report #7

title: User:Egm6321.f11.team2.rho


text:
User:Thidarath Bhew

This is my new homework.

What financial and accounting information does it deal with?

SCM is that the major processes involve SCM (supply chain management) and it there is five processes as follow: 1.Plan 2.Source 3.Produce 4.Deliver 5.Return Moreover, it includes coordination and collaboration with other partner in SCM.

Financial and accounting information is part of SCM which it was set to support the decision for knowing how situation of customers is. Moreover, you will make a decision whether you will approve or not when consumers order products. It will make you not to waste your time when you check by using computer base. It is fast and easy.

For example, PTTEP use SCM right now to manage its capital since supplying resource, production, collecting, selling, and transformation to customers by starting polymer line and then it will expand to every businesses such as oil and natural gas.

What are the advantages of using this module?

The advantages of using the module are that it can respond need and want of customers better or fulfillment demand of customers. It reduces any wasting in business process. Furthermore, it can decrease capital in the activity.

New Homework AC214ais/u-commerce, due Sept. 27
My business is selling used text books and other school items. My important target is students and I need to find people for selling to me in their old stuff. Students often play internet. If they want the textbook or other school items. They don’t like to search on many webs because it is difficult to compare the price or quality. So I use online market place model. Online market place model is bringing many buyers and sellers to exchange together. My web will be the place that there are many sellers and customers easy access to our products. In the other way who to sell me their old stuff they can too. There for online market place is a model that it is important.
 *  What would be your business model and why?

Member
 * 1) 5302500007 Ms.Thidarath Klangpradit
 * 2) 5302500011 Mr.Suparut Pathumwon
 * 3) 5302500024 Ms. Sathida Huamankij

title: User:Thidarath Bhew


text:
User:EduardoVzla

I'm a Electrical Engineering student. In my university, Universidad de Los Andes, Mérida, Venezuela, Electrical engineering covers Power Systems Engineering, Electronics Engineering and Telecommunications Engineering. I'm oriented to electronics so I want to help in this wonderful project called wikiversity and learn in the process as well. You can contact me by sending a message to this e-mail: eduardocanizalez@gmail.com

title: User:EduardoVzla


text:
User:Egm6321.f11.team2.epps

Greetings Wikiversity.

title: User:Egm6321.f11.team2.epps


text:
Category:Greece

This category is for pages related to Greece.

title: Category:Greece


text:
Category:Cisco

This category is for pages related to Cisco.

title: Category:Cisco


text:
User talk:Bbandersutk

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:11, 5 September 2011 (UTC)

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

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

The following files are missing copyright and/or license information:
 * File:HW5 5.jpg
 * File:Legendre Functions 1.jpg
 * File:Legendre Functions.jpg
 * File:Legendre Polynomials 1.jpg

MaintenanceBot (discuss • contribs) 03:40, 11 November 2013 (UTC)

title: User talk:Bbandersutk


text:
User talk:EduardoVzla

 Hello EduardoVzla, 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
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 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:15, 5 September 2011 (UTC)

Your email address on your user page
This could attract spammers. Most users set up their account to allow emailing through the Wikiversity system, so that only registered editors can send an email. Setting that up will also allow you to receive email notification if someone edits your user talk page. I suggest doing it, and removing your email address from your user page. If you have any questions, or need any help, please ask! --Abd 19:15, 5 September 2011 (UTC)

title: User talk:EduardoVzla


text:
Category:CIRCLE

This is a category for pages related to the CIRCLE project at Lund University.

title: Category:CIRCLE


text:
User:Bci1

=Bci1 Wikiversity User Page=

Food physical chemistry is considered as a branch of Food chemistry concerned with the study of both physical and chemical interactions in foods in terms of physical and chemical principles applied to food systems, as well as the applications of physical/chemical techniques and instrumentation for the study of foods. This field encompasses the "physiochemical principles of the reactions and conversions that occur during the manufacture, handling, and storage of foods" Concepts are often drawn from rheology,theories of transport phenomena, physical and chemical thermodynamics, chemical bonds and interaction forces, quantum mechanics and reaction kinetics, biopolymer science, colloidal interactions, nucleation, glass transitions and freezing , disordered/noncrystalline solids. Techniques utilized range widely from dynamic rheometry, optical microscopy, electron microscopy,AFM,light scattering, X-ray diffraction/neutron diffraction, to MRI, spectroscopy (NMR , FT-NIR/IR, NIRS, ESR and EPR ,CD/VCD , Fluorescence, FCS ,   , , HPLC, GC-MS  , and other related analytical techniques.

Understanding food processes and the properties of foods requires a knowledge of physical chemistry and how it applies to specific foods and food processes. Food physical chemistry is essential for improving the quality of foods, their stability and food product development. Because food science is a multi-disciplinary field, food physical chemistry is being developed through interactions with other areas of food chemistry and food science, such as: food analytical chemistry, food process engineering/food processing,food and bioprocess technology,food extrusion, food quality control, food packaging, food biotechnology and food microbiology.

Topics in Food physical chemistry
The following are examples of topics in food physical chemistry that are of interest to both food industry and food science:

 * Water in foods
 * Local structure in liquid water
 * Micro-crystallization in icecream emulsions
 * Dispersion and surface-adsorption processes in foods
 * Water and protein activities
 * Food hydration and shelf-life
 * Hydrophobic interactions in foods
 * Hydrogen bonding and ionic interactions in foods
 * Disulfide bond breaking and formation in foods
 * Food dispersions
 * Structure-functionality in foods
 * Food micro- and nano- structure
 * Food gels and gelling mechanisms
 * Cross-linking in foods
 * Starch gelatinization and retrogradation
 * Physico-chemical modification of carbohydrates
 * Physico-chemical interactions in food formulations
 * Freezing effects of foods and freeze concentration of liquids
 * Glass transition in wheat gluten and wheat doughs
 * Drying of foods and crops
 * Rheology of wheat doughs, cheese and meat
 * Rheology of extrusion processes
 * Food enzyme kinetics
 * Immobilized enzymes and cells
 * Microencapsulation
 * Carbohydrates structure and interactions with water and proteins
 * Maillard browning reactions
 * Lipids structures and interactions with water and food proteins
 * Food proteins structure, hydration and functionality in foods
 * Food protein denaturation
 * Food enzymes and reaction mechanisms
 * Vitamin interactions and preservation during food processing
 * Interaction of salts and minerals with food proteins and water
 * Color determinations and food grade coloring
 * Flavors and sensorial perception of foods
 * Properties of food additives

title: User:Bci1


text: User talk:Bci1

title: User talk:Bci1


text: File:EGM6341.s11.TEAM1.WILKS EC13 1.vql.svg


title: User:Bci2


text:
User talk:U895075

 Hello U895075, 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.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:20, 5 September 2011 (UTC)

title: User talk:U895075


text:
User talk:Emijrp

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:27, 5 September 2011 (UTC)

title: User talk:Emijrp


text:
User talk:Egm6321.f11.team2.epps

 Hello Egm6321.f11.team2.epps, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:44, 5 September 2011 (UTC)

title: User talk:Egm6321.f11.team2.epps