text:
University student stress

Overview
Due to the challenging nature of university, students can potentially experience high levels of stress that can affect their health and academic performance (Hamaideh, 2011). Indeed, an increasing number of university students appear to be experiencing significant mental health issues. In addition, the proportion of people enrolling in university is increasing. These trends indicate that stress and mental health issues are likely to become an even more notable phenomenon amongst university students.

This page is intended to be an informative resource about stress experienced by university students. Currently it consists of notes developed for the purposes of:
 * 1) summarising existing measures of university student stress and
 * 2) developing a new measure of university student stress for use in psychological research studies.

Main themes
Two main approaches to measuring university stress are evident - ratings of the amount of stress from different sources (stressors) and ratings of degree of different types of stress responses (reactions). Some measurement instruments measure both these aspects (Gadzella, 1991). In addition, university-related stress is measured in some studies globally (overall).

Summary of the main university student stress factors measured by the identified instrumentation:

 * Sources of stress (stressors)
 * 1) Interpersonal conflicts, Self-esteem problems, and Money problems (CCLSS; Towbes & Cohen, 1996)
 * 2) Environmental, Academic, Family/Money (GSI-R: Rocha-Singh, 1990)
 * 3) Time constraints, Feedback from specific faculty, Financial constraints, Help from faculty,  Emotional support from friend, Feedback with regard to status in program, Administrative issues, Psychology Students Stress Questionnaire (PSSQ; Cahir & Morris, 1991)
 * 4) Time constraints, Feedback from specific faculty, Financial constraints, Help from faculty, Emotional support from friend, Feedback with regard to status in program, Administrative issues (PSSQ; Cahir & Morris, 1991)
 * 5) Frustrations, conflicts, pressures, changes, and self-imposed (SSI; Gadzella, 1991)
 * 6) Interpersonal, Intrapersonal, Academic, Environmental (SSS; Shannon, 1990)
 * 7) Academic, Time, Environmental/Social (USS; Burge, 2009)
 * 8) Assessment, Work, Family, Study balance, Campus/administrative, Interpersonal relationships, Transitional process, Teaching quality and support, Financial expenses, Other (Burge, 2009; these themes were derived from content analysis of open-ended responses)

 * Responses to stress (reactions)
 * 1) Affective, Behavioural, Physiological, Cognitive. (LASRS; Lakaev, 2006, 2009)
 * 2) Physiological, Emotional, Behavioral, Cognitive Appraisal (SSI; Gadzella, 1991)

University Stress Scale (USS)

 * 1) Stallman, H. M., & Hurst, C. P. (2016). The University Stress Scale: Measuring domains and extent of stress in university students. Australian Psychologist, 51(2), 128-134. doi: http://dx.doi.org/10.1111/ap.12127
 * 2) Measure of domains and extent of stress that may be experienced by students in their personal and student life
 * 3) 21-item measure rated on 4-point Likert-type scale from 'Not at all' to 'constantly'.
 * 4) More stressors and greater intensity associated with greater psychological distress

Academic stress

 * 1) Struthers et al. (2000)
 * 2) Students' stress associated with their introductory psychology course was assessed with three items concerning how worried, helpless, and stressed they felt about their performance.
 * 3) Each item was assessed with a 10-point Likert scale. The anchor labels for the scales were (1) not at all and (10) a great deal."

College Chronic Life Stress Survey (CCLSS)

 * 1) Towbes & Cohen (1996) )
 * 2) Measures the frequency (per week) of chronic stressors in the lives of college students. Focuses on items that persist across time to create stress, such as interpersonal conflicts, self-esteem problems, and money problems. (Ross et al., 1999, )

Graduate Stress Inventory-Revised (GSI-R)

 * 1) Rocha-Singh (1990).
 * 2) 7-point Likert-type scale ranging from (1) not at all stress to (7) extremely stressful
 * 3) Oriented towards measuring stress for doctoral students of color
 * 4) Factor structure and design has parallels with Burge (2009):
 * 5) 21 stress items, 3 factors
 * 6) Environmental stress (23.9% of variance explained)
 * 7) Peers treating you unlike the way treat each other (73)
 * 8) Faculty treating differently from your peers (67)
 * 9) Trying to meet peers of your race/ethnicity on campus (59)
 * 10) Finding support groups sensitive to your needs (56)
 * 11) Living in the local community (46)
 * 12) Adjusting to the campus environment (49)
 * 13) Participating in class (44)
 * 14) Meeting with faculty (43)
 * 15) Academic stress (7% of variance explained)
 * 16) Handling the academic workload (-90)
 * 17) Meeting deadlines for course assignments (-76)
 * 18) Fear of failing to meet program expectations (-47)
 * 19) Fulfilling responsibilities at home and at school (-44)
 * 20) Taking exams (-39)
 * 21) Handling relationships (-36)
 * 22) Writing papers (-37)
 * 23) Family/Monetary Stress (5.7% of variance explained)
 * 24) Family having money problems (66)
 * 25) Paying monthly expenses (52)
 * 26) Arranging childcare (52)
 * 27) Being obligated to participate in family functions (40)
 * 28) Being obligated to repay loans (43)

Lakaev Academic Stress Response Scale (LASRS)

 * 1) Lakaev (2006;2009)
 * 2) Respondents rate how much of the time they experience symptoms on a 5-point Likert scale (Lakaev, 2006) with the anchors None of the Time (1), A Little of the Time (2), Some of the Time (3), Most of the Time (4), and All of the Time (5).
 * 3) Items were generated from a review of the general stress and academic stress literature, with 21 out of 27 original items selected after using exploratory factor analysis corresponding to 4 factors (Affective, Behavioural, Physiological, Cognitive).
 * 4) Affective (4; $$\alpha$$= .82)
 * 5) My work built up so much that I felt like crying .83
 * 6) I felt emotional .82
 * 7) My emotions stop me from studying .50
 * 8) I yelled at family or friends .43
 * 9) I felt emotionally drained by university .37
 * 10) Behavioural (8; $$\alpha$$= .82)
 * 11) I felt I was lazy when it came to university work .74
 * 12) I procrastinated on assignments .63
 * 13) I was distracted in class .62
 * 14) I was unable to study .53
 * 15) I had trouble concentrating in class .51
 * 16) I avoided class .50
 * 17) I used alcohol or drugs .47
 * 18) I have trouble remembering my notes .35
 * 19) Physiological (5; $$\alpha$$= .85)
 * 20) I couldn’t breathe .80
 * 21) I had difficulty eating .75
 * 22) My hands were sweaty .71
 * 23) I have had a lot of trouble sleeping .67
 * 24) I had headaches .64
 * 25) Cognitive (4; $$\alpha$$= .89) - Worry?
 * 26) I felt overwhelmed by the demands of study –.71
 * 27) I felt worried about coping with my studies –.53
 * 28) There is so much going on that I can’t think straight –.50
 * 29) I felt emotionally drained by university .37 (repeated)

Psychology Student Stress Questionnaire (PSSQ)

 * 1) Cahir & Morris (1991)
 * 2) Designed to assess the occurrence and severity of academic, emotional, and financial stressors during graduate training.
 * 3) Students first were asked whether they had experienced each of the stressors (yes/no). If they had, they were asked to rate the severity of the stressor on a 5-point rating scale on which zero indicated “not stressful” and 5 indicated “high stress.”
 * 4) 30-items; 7 factors - %variance
 * 5) Time constraints 19.5
 * 6) Feedback from specific faculty 8.8
 * 7) Financial constraints 7.7
 * 8) Help from faculty 6.5
 * 9) Emotional support from friend 6.2
 * 10) Feedback with regard to status in program 5.4
 * 11) Administrative issues 4.9

 * 1) Student-life Stress Inventory (SSI) (Gadzella, 1991 ): "designed to assess the students’ perceived academic stress and reactions to stress. There are 51 items arranged on a Likert response format (1=never true to 5=always true) that assessed five categories of academic stressors (frustrations, conflicts, pressures, changes, and self-imposed), and four categories describing reactions to stressors (physiological, emotional, behavioral, and cognitive). Validity and reliability... (Gadzella, 1991; Gadzella, Masten, & Stacks, 1998). The items were summed for each subsection to get a total score in all nine categories. A higher score was indicative of greater stress and reactions to stress. Internal consistency estimates ranged from 0.69 to 0.82 on the nine categories in the present study." (Misra & McKean, 2000 ). The actual items are copyrighted and are not readily available.
 * 2) Stressors (like hassles)
 * 3) Frustrations
 * 4) Conflict
 * 5) Pressure
 * 6) Change
 * 7) Self-imposed
 * 8) Reactions to stressors (like stress)
 * 9) Physiological
 * 10) Emotional
 * 11) Behavioural
 * 12) Cognitive appraisal

Student Stress Survey (SSS)

 * 1) Based on the Student Stress Scale (Insel, & Roth, 1985), the Taylor Manifest Anxiety Scale (Taylor, 1953), and other potential sources of stress identified by the researchers.(Ross et al., 1999 )
 * 2) Respondents checked each item they had experienced during the current school year."
 * 3) 40 items, 4 categories
 * 4) Interpersonal sources (6 items): interactions with other people, such as, a fight with a boyfriend or girlfriend or trouble with parents
 * 5) Intrapersonal sources (16 items): internal sources, such as, changes in eating or sleeping habits
 * 6) Academic sources (9 items): school-related activities and issues, such as, an increased class workload or transferring schools
 * 7) Environmental (10 items): problems in the environment, outside of academics, such as car or computer problems.

University student stress (USS)

 * 1) Burge (2009).
 * 2) 22-items, 3 factors
 * 3) Academic-related Stress (6 items; M = 3.09/5, $$\alpha$$ = .74)
 * 4) Sitting examinations	.84
 * 5) Studying for examinations .80
 * 6) Oral presentations .48
 * 7) Essays/assignments .41
 * 8) Expectations from self to do well .38
 * 9) Waiting for results/grades .36
 * 10) Time-related Stress (6 items; M = 2.82/5$$\alpha$$ = .81)
 * 11) Lack of time for family and friends .88
 * 12) Lack of free/leisure time .86
 * 13) Time pressures/deadlines .71
 * 14) Academic workload .69
 * 15) Amount to learn .46
 * 16) Unclear coursework requirements .37
 * 17) Social/Environmental-related Stress (9 items; M = 1.98/5$$\alpha$$ = .79)
 * 18) Transportation .70
 * 19) Using campus facilities .70
 * 20) Socialising on campus	.66
 * 21) Using technology .63
 * 22) Working with peers .57
 * 23) Expectations from others to do well .48
 * 24) Learning new skills .47
 * 25) Attending classes .43
 * 26) Thinking about the future .41
 * 27) Financial expenses

General stress

 * 1) Perceived Stress Scale (PSS)': Cohen et al., 1983). The 10-item scale measures an individual's perception of stress. Each item was designed to identify how unpredictable, uncontrollable or overloaded the respondent has found his or her life to be within the last month, preceding completion of the instrument. Responses were assessed on a 5 point scale, with '0' = 'never' and '4' = 'very often'. The PSS is the most widely used psychological instrument for measuring an individual's perception of stress (Cohen, 1994).

Proposed measure
The proposed measure of university student stress consists of three parts:
 * 1) Open-ended reporting of university stressors
 * 2) Global ratings of overall university stress, coping and satisfaction
 * 3) Ratings of individual stress items

Open-ended

 * 1) What are the main stresses you experience as a university student (e.g. exams, finances, lecturers and tutors, assignments, etc.)? (based on Burge, 2009; Gallagher, 1990 )

Global ratings
Global measure of university stress, coping and satisfaction (see Burge, 2009; Neill, 2010; Struthers et al.):
 * 1) Overall, how stressful are you finding university?
 * 2) * 1 = Not at all stressful
 * 3) * 2 = A little bit stressful
 * 4) * 3 = Moderately stressful
 * 5) * 4 = Very stressful
 * 6) * 5 = Extremely stressful
 * 7) In general, how have you been coping with your university-related stress?
 * 8) * 1 = Not coping at all
 * 9) * 2 = Coping a little
 * 10) * 3 = Coping satisfactorily
 * 11) * 4 = Coping well
 * 12) * 5 = Coping extremely well
 * 13) Overall, how satisfied are you with university?
 * 14) * 1 = Not satisfied at all
 * 15) * 2 = A little bit satisfied
 * 16) * 3 = Moderately satisfied
 * 17) * 4 = Very satisfied
 * 18) * 5 = Extremely satisfied

University student stress items
This draft set of items has been developed from Burge's (2009) closed-ended stressors, with revisions based on secondary exploratory factor analytic results, other reviewed academic stress instruments, and also the responses by participants to Burge's open-ended question about other university stressors.

There are nine proposed factors:
 * 1) Academic
 * 2) Time/Balance
 * 3) Work
 * 4) Intrapersonal/Self
 * 5) Relationships/Interpersonal/Social
 * 6) Family
 * 7) Teaching quality/Relations with teachers/Support from teachers
 * 8) Financial
 * 9) Environmental/Campus/Administrative/Transition

With regards to studying at university, how stressful do you find each of the following?
 * Academic
 * 1) Handling the academic workload
 * 2) Studying for tests and exams
 * 3) Sitting tests and exams
 * 4) Writing essays and assignments
 * 5) Doing oral presentations
 * 6) Meeting deadlines for academic assessment
 * 7) Keeping up with reading
 * 8) Attending classes
 * 9) Amount of material to study
 * 10) Getting good enough grades for graduate study
 * 11) Contributing to class discussions
 * 12) Achieving my academic goals
 * 13) Understanding academic material
 * 14) Learning the material
 * 15) Lack of clarity about assessment task requirements
 * 16) High pressure periods, when lots of assessment is due
 * 17) Assessment items which have heavy weightings
 * 18) Group-work assignments
 * Time/Balance
 * 1) Not being able to manage my time effectively
 * 2) Managing all my different responsibilities
 * 3) Balancing allocation of my time
 * 4) Performing well at both study and work
 * 5) Finding time for both university and leisure activities
 * 6) Being too tired to study properly
 * 7) Finding a balance between study and work
 * 8) Trying to live a balanced lifestyle
 * 9) Inconvenient timetabling
 * 10) Lack of time for my family
 * 11) Fitting everything in
 * 12) Getting everything done
 * 13) Juggling work, study and personal life
 * 14) Fitting study in around work
 * Work
 * 1) Getting enough work to support my studies
 * 2) Finding work that is flexible enough to allow me to study
 * 3) Not being able to find enough paid work
 * 4) Working too many hours
 * 5) Getting work that is relevant to my career-goals
 * 6) Handling the work pressure from my employer(s)
 * Intrapersonal/Self
 * 1) Trying to feel OK about myself
 * 2) Fear of failing
 * 3) Feeling like I don't belong at university
 * 4) My study skills
 * 5) My lack of motivation
 * 6) Dealing with my personal issues
 * 7) Feeling overwhelmed
 * 8) Feeling out of my depth
 * 9) Not being able to think clearly
 * 10) Feeling like I'm not intelligent enough
 * 11) My procrastination and laziness
 * 12) Not being sure whether I'm studying the right degree
 * 13) Lack of self-discipline
 * 14) Loneliness
 * 15) My physical health
 * 16) My mental health
 * 17) My writing skills
 * Family
 * 1) Fear of disappointing my family
 * 2) Dealing with my family responsibilities
 * 3) Lack of support from my family
 * 4) Family members' lack of understanding about university
 * 5) Dealing with family conflict
 * Relationships/Interpersonal/Social
 * 1) The way fellow students treat me
 * 2) Handling my personal relationships
 * 3) Trying to make friends on campus
 * 4) Finding support groups sensitive to my needs
 * 5) Getting along with fellow students at university
 * 6) Personal relationship problems
 * 7) Competing with other students
 * 8) Not having enough support from others
 * 9) Making new friends
 * 10) Getting along with others in my household
 * 11) Maintaining friendships
 * Teaching quality/Relations with teachers/Support from teachers
 * 1) Attitude of teaching staff towards students
 * 2) The way teaching staff treat me
 * 3) Approaching teaching staff for help
 * 4) Understanding the expectations of teaching staff
 * 5) Lack of support from teaching staff
 * 6) Accessing learning materials
 * 7) Disorganisation of teaching staff
 * 8) Lack of knowledge of teaching staff
 * 9) Delays in marking and feedback
 * 10) Lack of relevance of learning tasks to my career
 * 11) Lack of feedback from teaching staff
 * Financial
 * 1) Supporting myself financially
 * 2) Paying university fees
 * 3) Limited work opportunities while studying
 * 4) Earning enough money to pay for university
 * 5) Managing my weekly budget
 * 6) Family finances
 * 7) Financial burden of studying
 * Environmental/Campus/Administrative/Transition
 * 1) Adjusting to the campus environment
 * 2) Paying weekly expenses
 * 3) Transitioning to university
 * 4) Find out how the university works
 * 5) Lack of flexibility in the study options
 * 6) Lack of campus facilities
 * 7) Dealing with university administration
 * 8) Getting access to computers and the internet
 * 9) Availability of parking on campus
 * 10) Lack of helpfulness of administrative staff
 * 11) Lack of communication from the university
 * 12) Quality of university buildings and equipment
 * 13) Finding somewhere to live
 * 14) Lack of after-hours access to university facilities
 * 15) Lack of university resources
 * 16) Lack of recreational activities on campus
 * 17) Reputation of the university
 * 18) Commuting to and from university
 * 19) Compatibility of home and university computer systems
 * 20) Having to hang around in-between classes

title: University student stress


text:
University student stress/Burge2009

After rating a 22-item academic stressor checklist, students were asked "What other university-related factors contribute to your stress?". Responding was optional. Here's the 282 responses (approx. 60% response rate)

Source: Burge, J. (2009). Coping frequency, coping effectiveness, and personality factors in university students. Unpublished Honours thesis, University of Canberra, Australia).

See also Word cloud of this data (Wordle):
 * 1) 	2 full time jobs & looking after my brother.
 * 2) 	a lack of motivation
 * 3) 	A number of assignments due at the one time or very close together. Heavy reading load.
 * 4) 	A personal tendency to procrastinate, and getting diverted by social commitments
 * 5) 	Adding classes it was confusing.
 * 6) 	All forms of assessment - exams, assignments etc
 * 7) 	ambuguity in teaching, as well as support services (eg student admin).
 * 8) 	Amount of time allocated to lectures, intensive mode allows for about 25 hours lecture time a semester.
 * 9) 	Back pain, Not understanding structure, stupidly placed classrooms which aren't in chronological order
 * 10) 	Bad time planning by lecturers and Students. Being a part time student full time worker means that I have to manage my time very carefully. It doesn't help when contact hours start to late en run over time...
 * 11) 	Badly constructed assignments - some of them are very badly worded; omit key details such and length/time; no or simplistic marking criteria provided; questions that seem to ask one question but the tutor/lecturer, upon questioning actually wants something different; disparity between tutorials between what is taught/discussed/required or informatino 'mentioned in passing'. working with International students in group assignments who clearly have not passed
 * 12) 	Badly managed administration - ie not getting a student card, not being able to enroll online, online systems that crash...
 * 13) 	Balancing academic commitments with employment
 * 14) 	Balancing full time work with full time study
 * 15) 	Balancing full time workload, pregnancy and study.
 * 16) 	Balancing my employment with studying.
 * 17) 	Balancing paid work in order to meet cost of living with commitments at uni.
 * 18) 	Balancing study commitments, work and family. Being sure that I am on the right track
 * 19) 	Balancing study with work commitments, and generally finding time for exercise, sleep and recreation on top of work and study.
 * 20) 	Balancing work and study, sometimes I feel like I don't manage to do either that well.
 * 21) 	Balancing work commitments.
 * 22) 	Balancing work, study and family can be a struggle.
 * 23) 	balancing work/ uni/ social life. Having to work to support yourself while also studying full time.
 * 24) 	balancing work/life/study is hard, and at times i just end up giving up one or the other completely.
 * 25) 	Being a Carer
 * 26) 	Being a fulltime mum of small children and studying at the same time.
 * 27) 	Being a mature age student with children and a full-time job.
 * 28) 	Being a mid-year student. Most people I am studying with are already in their second semester.
 * 29) 	Being a mother and worker and keeping healthy relationships
 * 30) 	being away from family and friends. having to do prac, as well as attend uni
 * 31) 	being homesick.
 * 32) 	Being in a generally older age group
 * 33) 	Being unable to use moodle and osis after you have been told a time when it would be back up and running and gets changed to five days on
 * 34) 	Bullying by some staff
 * 35) 	can not follow the tutor in tutorial
 * 36) 	Car Parking
 * 37) 	Combining uni with work, stresses outside uni eg. family
 * 38) 	Competition among peers, some people are really smart and that puts me down when I can't think to their level.
 * 39) 	Cost of materials and resourses for required output for assessments. Lack of facilities for architecture students. Not enought face to face time with lectures.
 * 40) 	day care arrangements for children
 * 41) 	Dealing with unit convenors who are not supportive of student concerns
 * 42) 	Demands at work
 * 43) 	Demands from outside of uni responsibilities, eg children
 * 44) 	Doing five units a semester.
 * 45) 	Doing the course on-line - stress levels go up when computer issues slow down access to course materials.
 * 46) 	Employment outside uni.
 * 47) 	English as a second language
 * 48) 	English communication writing and oral skills
 * 49) 	english skill
 * 50) 	external pressures, like work from other jobs. not enough time to do everything
 * 51) 	Faculty rule that says if your work is at all late you will only be marked pass/fail with no comments - this is appalling given that we are paying to learn people must work and sometimes things come up - I thinks students should be able to choose to take a penalty ie 5% and be late if life dictates such
 * 52) 	Falling behind in the work for units, because at uni it is so much harder to catch up once you're behind.
 * 53) 	Falling ill, having to miss classes
 * 54) 	Family circumstances
 * 55) 	Family issues (recent death of Grandad and split of parents)
 * 56) 	Financial Burdens, eg: fuel, textbooks, HECS, living expenses, lack of hours to be able to work. Unrealistic subjects that don't help me in the classroom.
 * 57) 	finding a balance of work uni and social life.
 * 58) 	Finding a carpark Studying while working full time in a middle management position
 * 59) 	finding class rooms
 * 60) 	Finding field placements and negotiating individual learning contracts
 * 61) 	Finding parking, disagreeing with lecturers and tutors, finding somewhere to live.
 * 62) 	finding the time i need to do my course justice
 * 63) 	Finding the time to fit in study around work requirements and home life is becoming increasingly difficult
 * 64) 	fitting in full time work and single parenting of 2 kids
 * 65) 	fitting in my uni schedule with current and future employment working times
 * 66) 	Fitting study in around work
 * 67) 	friend who dominate in the class participatin make me down
 * 68) 	friendship issues
 * 69) 	Full time work and study!
 * 70) 	Full time work.
 * 71) 	Generally it is only a little bit stressful to moderately stressful at uni. However, this changes during the time period when a lot of units require work to be handed in at the same time.
 * 72) 	group work assignments are very stressful
 * 73) 	Group work presentations tend to stress me out, no-one ever pulls their weight.
 * 74) 	Group work with dumb and lazy students dumb course convenors who are crap at lecturing
 * 75) 	hanging around waiting for next tute or something like that
 * 76) 	Have not established friends
 * 77) 	Havin to do fit work in with uni
 * 78) 	having a full time job as well as studying full time (work night shifts)
 * 79) 	Having a large percentage of the assessment in one assignment, e.g 60% at the end of the term on an assignment with no exam.
 * 80) 	having different computer operating system at home, lectures at cit straight after a lecture at uc
 * 81) 	Having to get enough feedback before starting the final model, and still not being overly pleased with it.
 * 82) 	Having to work and go to university as well as being able to afford to live independently, and buy expensive textbooks etc
 * 83) 	Having to work to live and support oneself whilst also trying to get good grades to hopefully get into post-grad couse/ honours. Thinking about how i'll manage honours year- live out of home, work, eat survive etc.
 * 84) 	Having to work, trying to spend time with family and doing well at university and trying to juggle all of them as well as trying to stay healthy.
 * 85) 	Health
 * 86) 	Health issues, especially in Winter!
 * 87) 	Health problems
 * 88) 	Health. Living on campus there is a lot of alcohol consumed so balancing health, and academia I find stressful.
 * 89) 	High pressure periods such as class free when a volume of work is due. Also preparation for examinations. Balancing competing priorities very difficult at times. I also find it stressful working in groups with other students who do not perform at the same level.
 * 90) 	Home and family issues
 * 91) 	Home Life, having young children and a moody wife that is currently pregnant
 * 92) 	House mates, as I have nothing in common with most of them (one in particular) and therefore cannot gel in a social capacity. Having a mature age student also makes me feel discouraged from playing guitar (my stress relief) even though he is a good person.
 * 93) 	Hygiene.
 * 94) 	I am currently working full time and studying full time, so the entire workload and fitting in study time is very stressful.
 * 95) 	I am doing fulltime study as a mature age student while being a single mother to 2 children age 4 & 8.
 * 96) 	I am part-time student working full time. There is no consideration for students of this nature, e.g. lack of online facilities, assumptions that I will be at university during the day, etc. This causes the greatest amount of stress for me in my university studies.
 * 97) 	I am still working in a full-time job and bringing up two adolescent children with my husband (also working full-time).
 * 98) 	I am studying online - sometimes it is harder to determine expectations than when you are face to face
 * 99) 	I commute from Goulburn - the time spent driving on top of study time makes this a stressful experience. The other major factor is the practical component of my degree, and lecturers who are not living up to expectations of students.
 * 100) 	I don't intend to be a part of the western world and achieve all of the things that it so frequently tells me are important. I find my differing desires mean that I am frustrated with a lot of the 'hoops' I am required to jump through which have nothing to do with life or death.
 * 101) 	I don't want to be here at all - but if I dropped out I would feel like a failure. I'm between a rock and a hard place...
 * 102) 	I find that each division has different ways of marking and expectations. I get distinction grade for an essay say in a nursing subject but get a pass for essay in nutritional science.
 * 103) 	I have four children under 8 years old, a husband who works shift work and a job that requires my attention for 30-hours a week (minimum). Therefore, I do not have the freedom to just go to uni for the whole day and go from class -to library-to lecture - to lunch etc.  Everything I do has to fit into a tight schedule and be flexible to cope with kids needs also.
 * 104) 	I have two children, one of whom is studying at university and the other who will be studying next year. It is difficult to manage time, money and a part-time job; while also trying to pay my fees and my assist my children pay their own fees. However I love university life and appreciate it much more than when I was younger. I see the "problems" as challenges more than actual problems.
 * 105) 	I only find myself stressed when i have more than one thing due at the same time. And if im not prepared.
 * 106) 	i think everything has been mentioned above
 * 107) 	i think my family life contributes alolt to my stress at uni, i have a 5 week old baby
 * 108) 	I work full time is a high pressure role and find it hard to sustain a high alert level and remain focussed for the entirity of classes
 * 109) 	I work full time so time management and work/life/uni balance is my major concern.
 * 110) 	I work full time to support my family, fitting study in is a little stressful but I am developing techniques and making time for my course load.
 * 111) 	I work full time, as well as studing at TAFE, and with a fairly hectic exercise trainning schedule
 * 112) 	I work full time, study full time, have a mortgage. so have no spare time
 * 113) 	I'm mature age and am juggling study along with family and part-time work. It's only a bit stressful at peak points though, eg submitting an essay or studying for an exam.
 * 114) 	Inconsistant expectations of post graduate lecturers
 * 115) 	Insecurities about academic abilities.
 * 116) 	Intensive units: fitting a semester worth of learning into 5 weeks. Doesn't work!
 * 117) 	It has been difficult to find a time balance between my job and studying because I do not get centrelink I need to be able to pay all my bills myself.
 * 118) 	it is a shit university
 * 119) 	Its all the reading journals, case studies, assignment, essays and on top of it reading the chapters from books does not give much time for anything else but we have to cook, clean and wash for ourselves this all contributes to high stress level
 * 120) 	I've found it stressful to make new friends- as there are so many different options for study time and classes it is hard to find and make close friends
 * 121) 	Job commitments
 * 122) 	Juggling other commitments especially employment demands.
 * 123) 	Juggling work and study.
 * 124) 	Juggling work commitments and extra-curricular activities designed to further my career. No time!
 * 125) 	just mainly assesment, doing work, getting around and trying to fit in a job as well
 * 126) 	Just writing essay's and the amount of reading. Not enough time to do all the readings, then to discover I don't need that information.
 * 127) 	Lack of classroom resources
 * 128) 	Lack of communication with CIT as i am doing a course half CIT and half UC and they dont communicate well so things clash then i have to work it out
 * 129) 	Lack of consideration for part time students who work
 * 130) 	lack of consideration/cooperation from some parties in accomodating the particularly difficult task of undertaking a cross-institutional degree
 * 131) 	lack of fun sports on campus
 * 132) 	Lack of help from some lecturers/course convenors regarding information
 * 133) 	Lack of motivation and an unclear career path ahead. Uncertainty in degree choice.
 * 134) 	Lack of pop-up books.
 * 135) 	Lack of resources
 * 136) 	Lack of resources (particularly software) Isolation
 * 137) 	lack of skills taught to complete assignments, unrealistic timeframes, large workloads. expectation that you have no life exept uni-eg that you will work all night before submissions.
 * 138) 	Lack of staff support for students, ie my lecturers often fail to answer emails and are not willing to be available for more than 1 hour a week
 * 139) 	Lack of structure between lectures and tutorials. Tutorial tests that are assessed. Lack of communication between lecturers and tutors, lack of specif help.
 * 140) 	Lack of support for mature age students/acceptance by the majority of younger/teenage students. It's not about making friends it's the fact you're not acknowledged and as there are not many mature aged students doing a similar degree/units it can make it very hard. It's all about perserverance, trying to remain focused on your goal and maintaining a sense of self and a sense of humour. This helps to reduce stress levels.
 * 141) 	Lack of support from university staff Lack of flexibility for students working full time / with a family to support
 * 142) 	Lack of time and money.
 * 143) 	Lack of time for partner
 * 144) 	Lack of time, unable to be flexible sometimes
 * 145) 	Lack of time.
 * 146) 	Large groupwork assignemnts. Juggling full-time work with part-time study.
 * 147) 	late feedback from assignments inconsistency of marking between lecturers
 * 148) 	Laziness/lack of study
 * 149) 	Learning online- can be stressful studying from another state as you can't just go find someone to ask a question or walk in to the library for research, you have to rely on other people responding in time etc.
 * 150) 	Leaving Full Time work and lufestyle to attend uni.
 * 151) 	lecturer not treating students with respect, not feeling able to discuss assignments without putting mark at risk.
 * 152) 	lecturers out of touch with younger students, teaching staff not realising that all students are not free all the time and have work commitments as well!
 * 153) 	life
 * 154) 	Livinf off Campus
 * 155) 	Living away from home Learning a language
 * 156) 	Living with anxiety/depression
 * 157) 	Living with other people, when i as living on a part of campus that didn't use cleaners, everyone was in each others faces about cleaning, i don't like the way some teachers react when you have an opinion different to theirs, i also don't like it how you can't drop out after a subject after the 4th week without getting a fail, i think it's really unfair because some classes you don't realise what they'll be like until you do the first assignment.
 * 158) 	Loneliness, it is hard to make friends in Canberra, timetables with large breaks (and selected tutorial rescheduling). Amount to read to get small amount of info in Nursing
 * 159) 	main stresses are being in an unfamiliar place away from everyone, financial stress mainly
 * 160) 	Mainly the timetabling - I work fulltime in a high pressure management position yet I am expected to attend university during work hours. This impacts terribly on work and creates a lot of stress, to the point where I struggle to focus in classes because I feel that I am better placed being at work during these times.
 * 161) 	making time for boyfriend/partner as well as maintianing a regular study pattern.
 * 162) 	Making time to do school work Whether or not to attend lectures
 * 163) 	Missing family in the US
 * 164) 	Money - petrol, clothing, time spent there and on placement
 * 165) 	Most of my stress originates from adapting to the university system, when things are unclear.
 * 166) 	mostly assessment workoad
 * 167) 	Mostly juggling full time work, part time studies and personal committments.
 * 168) 	my age and lack of a companion
 * 169) 	My being a carer
 * 170) 	My full-time job and family - finding a practical work/home/uni balance.
 * 171) 	my inability to start something before the due date.
 * 172) 	My other intrests and commitments
 * 173) 	My own personal lack of discipline.
 * 174) 	My part time job
 * 175) 	my personal life, e:g; my family is far away from me.they r in overseas right now. when I think about my dad who was passed away a year ago. I don't've job at this moment and my hubby's income is not well enough.so we cant spend whatever we wish to buy.
 * 176) 	My study habits. I leave everything to the last minuet as i need a crushing deadline to tap into my creativity.
 * 177) 	Needing to work in order to earn money, but not having enough time to work due to academic workload.
 * 178) 	New environmnet, Not knowing what I don't know, Moving from interstate to study
 * 179) 	No familiar Relatives
 * 180) 	Non-explanation and lack of honesty/relationship between lecturers and students.
 * 181) 	Not a very big social life, finding it very hard to make friends. Very expensive books and not enough aid.
 * 182) 	Not being able to access faciltiicies on campus after hours or on weekends. In particular very few courses are online. Also the library has little reading material and few resources so I often haev to make time to go to another library and do more research. Furthermore, lectureres are rarely avaiable and often do not know answers (ie next career move, different courses I could access) which means more research, more time spent doign research and more stress.
 * 183) 	Not being able to find a free computer to use in the library. The cost and logistics of photocopying and printing in the library. Administration e.g. enrolling in units. (Please note that my course doesn't involve exams. I answered 'not at all stressful above, but really there should have been a 'not applicable' option.)
 * 184) 	Not enough computers, Limited parking.
 * 185) 	Not enough sleep and being away from family and friends at home.
 * 186) 	not having a place to live and looking for a house. this plus trying to do several assessments is extremely stressful
 * 187) 	Not having a secure circle of friends and family around me all the time. Also from moving from a rural area to a very urban one is quite a change and not knowing where I am at all times.
 * 188) 	Not having enough time for everything like work, uni, sport, catching up with friends
 * 189) 	Not having many people that i know, who i can go to for support
 * 190) 	not knowing who to ask questions not having enough time for assignments
 * 191) 	not living at home or having a supportive family. Most unit convenors were not very flexible towards those who have to put work first in order to live
 * 192) 	not understanding what I have to present about or do an essay about
 * 193) 	Not working...
 * 194) 	Nothing else really.
 * 195) 	Organising my work/research. Managing time and work load
 * 196) 	Other aspects of my life such as part time work contribute to pressure and stress of uni in particular managing my time effectively. Finding a balance between all aspects of my life has an impact on the stress of uni.
 * 197) 	outside stressors such as fights with friends and family
 * 198) 	outside time constraints
 * 199) 	Parking making you late for class. Working so you can afford to live, but that cutting into your time to study.
 * 200) 	Parking!
 * 201) 	Parking!!
 * 202) 	Parking. Fitting uni study in with work schedules.
 * 203) 	Part time work that takes up time, and trying to maintain balance and social life
 * 204) 	Peers with superior knowledge.
 * 205) 	personal issues
 * 206) 	Personal Life
 * 207) 	Political correctness of those in positins to rectify issues, but they chose not to due to pressure of their superiors
 * 208) 	Printers that take your money without producing anything
 * 209) 	Procrastination
 * 210) 	professional athlete, so i travel heaps therefore time is scarce
 * 211) 	quality of lecturers and tutors
 * 212) 	Reading requirements, which are very extensive per week.
 * 213) 	Relationship problems, but having to stay living together due to financial struggles and rent obligations.
 * 214) 	Relationships with friends and other people. Other commitments.
 * 215) 	resources not working eg. printers for notes etc, not being able to find appropriate sources for assignments in the library
 * 216) 	sleeping in. =P
 * 217) 	sometime lacking the motivation to do the required satudy away from tuts and lectures, hence, do I know the material enough for exams etc
 * 218) 	Speaking with and in front of people you don't know.
 * 219) 	students who talk during lectures while im trying to listen to the lecturer.
 * 220) 	Subject Clashes, finding the middle ground when a single time table derails itself.
 * 221) 	sullen people in tutes tutes BEFORE the lecture (why) Feeling of being unskilled to complete task Fear of getting behind
 * 222) 	Switching thinking between working and UC - particularly when working/attending lectures-tutes/returning to work.
 * 223) 	System failures (such as moodle/OSIS failure when trying to enrol) Organising study group  Knowing which books are worth buying for my unit
 * 224) 	that pretty much covers it
 * 225) 	That's about all of them.
 * 226) 	The Dean of Education changing Lecturers and not seeing an explanation of assessment to students as to being important.
 * 227) 	the hours of part time work i need to do to be able to afford to go to uni, between uni and my job i am "working" 7 days a week, add studying and it leave very little time left for my long time boyfriend, my family, my friends or time for myself
 * 228) 	The worst thing is coping with units where the expectations are very unclear and where too many disparate skills and knowledges are crammed into one unit. The other thing that is hard is unrealistic expectations from family memebers.
 * 229) 	time and available assistance
 * 230) 	Time for family
 * 231) 	time language skill
 * 232) 	Time limit as a mature student who are working at the same time. Other responsibility for childcare as a single parent
 * 233) 	time management
 * 234) 	time managment, organisation, part-time work.
 * 235) 	Timetable
 * 236) 	Timetable issues, food and exercise issues. Life and family issues and balancing priorities.
 * 237) 	Timetable issues, scheduling work commitments around class times.
 * 238) 	timing of the tutorials
 * 239) 	Too much reading spreaqd over different locations in Moodle Pressures from work as well as study. Limited flexibility from work
 * 240) 	travelling time and child care
 * 241) 	Travelling two hours to and from campus. Prac.
 * 242) 	trying to balance the workload and work commitments. reading all the material in time
 * 243) 	Trying to balance university assessment and attending lectures and tutorial with working
 * 244) 	Trying to be on time and finding a park when late.
 * 245) 	Trying to find a carpark in time to get to my lectures or turorials.
 * 246) 	Trying to fit in work commitments with uni, so that you can earn enough financially.
 * 247) 	Tute times allocated that are unworkable.
 * 248) 	tutor vagueness and unexplained or unclear expectations on assesment
 * 249) 	tutoring work load.
 * 250) 	Uncertainty whether I really want to study, or am studying the "right" thing; is the investment of study worth it as a mature age student with no guarenteed outcomes at the end?
 * 251) 	Unclear information on assessment tasks
 * 252) 	unclear parameters, eg exactly what is needed for ethics, or delayed feedback
 * 253) 	Unclear teachers.
 * 254) 	unhelpful convners and the student centre. There never seems to be anyone to help.
 * 255) 	Units
 * 256) 	unknowledgable teachers, very self-oriented.
 * 257) 	unorganised lecturers and tutors
 * 258) 	Unprofessional or unprepared tutors etc.
 * 259) 	Unreasonable time to complete work Group assignments
 * 260) 	Usefulness of my chosen degree after graduation. Also external expectations of entering a job where you use the degree. Holding down a job while studying.
 * 261) 	using moodle
 * 262) 	Waiting for feedback.
 * 263) 	weather, attitudes tutors or lecturers might hold
 * 264) 	When I don't perform as well as I could have
 * 265) 	When I was working full-time, studying part-time, getting time off work was stressful, especially if suitable tut/lecture times weren't available. Now I've left my job to study full-time, managing financially is much harder. Dealing with much younger students can also be stressful.
 * 266) 	work and health
 * 267) 	Work hours, Trying to factor in 25hrs per week job with university.
 * 268) 	Work load.
 * 269) 	Work pressures.
 * 270) 	Work priorities
 * 271) 	Work that has no relevence to the overall learing goals...
 * 272) 	Work, and the fact I'm a procrastinator doesn't help with assignments, essays, and homework
 * 273) 	work/uni balance HECS debt
 * 274) 	working
 * 275) 	Working Full time
 * 276) 	working full time
 * 277) 	working full time
 * 278) 	Working full time while studying part time
 * 279) 	Working full time.
 * 280) 	working fulltime in a high responsibility job. Oftn conflicts with Uni commitments
 * 281) 	Working too many hours- my lack of time isn't because of uni, it's because of work
 * 282) 	Workload outside of studies

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

title: University student stress/Burge2009


text:
Wikiversity open letter project/WMF Board March 2010/Letter with links

This is an old version of the letter that includes hypertext links.

Open letter to the Wikimedia Foundation Board of Trustees, March 2010
To: Wikimedia Foundation Board of Trustees Wikimedia Foundation Inc. 149 New Montgomery Street, 3rd Floor San Francisco, CA 94105

Dear Trustees,

As members of the English Wikiversity community (http://en.wikiversity.org) we seek your input on matters of concern to the Wikiversity community.

While Jimmy Wales has not taken part in creating or improving education resources, or the discussions leading to the current local policies, English Wikiversity has repeatedly seen his intrusions which lead to disruptions in the community. In the most recent case, he has claimed (which the stewards believe ) to have full support of the Wikimedia Foundation, whose responsibility goes down to the Board of Trustees, for his recent drastic actions on English Wikiversity, while he hasn't used the "edit" button to discuss and edit, which is our fundamental community practices.

 * 1) Mr. Wales has deleted pages without following the established community process for discussing page deletion decisions  while imposting his own reasons for deleting pages,
 * 2) Mr. Wales has imposed blocks on Wikiversity participants that (unlike Mr, Wales) follow community guidelines with conditions that they not be unblocked without consulting him ,
 * 3) Mr. Wales has engaged in wheel-warring with a respected Wikiversity bureaucrat and then inappropriately stripped the same Wikiversity bureaucrat of all tools when no emergency situation existed, and
 * 4) Mr. Wales rather than voice concerns with local custodians or participate in a mature discussion of his actions with the community, has bullied the community with thinly-veiled threats such as that Wikiversity may be closed  and calls Wikiversity participants "trolls".

We request that the Board of Trustees hold a public discussion of these matters, a discussion where members of the Wikiversity community can speak and defend the Wikiversity project against unwelcome intrusions. We believe that the Board should then hold a public vote in which the trustees all clearly state whether through its agent, Mr. Wales, the Board of Trustees will continue to make unilateral decisions about Wikiversity content and will in the future continue to perform emergency desysop procedures on Wikiversity custodians when no emergency exists.

One point that the trustees and the office should particularly clarify, is that when, how, and in what way was Jimbo Wales authorised to intrude into a community (in which he hasn't been a participant). We understand that Wikimedia Foundation, as the host of all projects, have the right to do whatever they see fit to the data in their servers. However, this is not to be taken lightly for good reasons, and, as the communities do elect trustees, they are answerable to the communities. The relationship between the host and the community should be one of mutual respect and trust.

Sincerely,

{list of names of Wikiversity community members sending the letter}

Discussion
Discussion by project participants:


text:
User:Avicennasis

m:User:Avicennasis

Please see my userpage on the English Wikipedia.

ar:مستخدم:Avicennasis

title: User:Avicennasis


text: Template:Wikizens with a Second Life account


text: Template:Google Wave for education

title: Template:Google Wave for education


text:
User:Hi How are you DellTG5

On Wikipeda I am DellTG5.

title: User:Hi How are you DellTG5


text: Category:Historical geology

title: Category:Historical geology


text:
User talk:Hi How are you DellTG5

 Hello Hi How are you DellTG5, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:02, 29 March 2010 (UTC)

title: User talk:Hi How are you DellTG5


text: Category:University students

title: Category:University students


text:
User talk:BobbyDoe

My best friend is Bret Waelterman And here are some things i know about him.**item text

1) He is very small but has a heart as big as the gate way arch 2) He will be a pilot some day and willl fly the Robison 22 3) He loves going upside down

Bret is a male in 7th grade and goes to a school i will not tell you. He is going to get his pilots lisence in 10th grade and loves to talk. He his funny and love to race go carts.

title: User talk:BobbyDoe


text: File:Sentences.jpg

title: File:Sentences.jpg


text:
UTPA STEM/CBI Courses/MEMS & NEMS

Topics

-

AFM

-

title: UTPA STEM/CBI Courses/MEMS & NEMS


text:
UTPA STEM/CBI Courses/MEMS & NEMS/AFM

Course Title: MEMS & NEMS

Lecture Topic: Atomic Force Microscope

Instructor: Jacquelyn Austin and Stewart Beall

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the uses for an atomic force microscope
 * Understand how an atomic force microscope works
 * Understand the influence of the parameters on the atomic force microscope

 * Sub Objectives- The objectives will require that students be able to:
 * Able to utilize and derive equations
 * Understand the parameters required to model an atomic force microscope

 * Difficulties- Students may have difficulty:
 * Determining what equation would best be used to model the program
 * Working with MATLAB to model the problem

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Research on drugs and for drug administration
 * Product development for personal items such as teeth whitening, hair products, and contact lenses

Model of Knowledge

 * Concept Map
 * Understand atomic force microscope
 * Understand equations
 * Formulate ideas
 * Express ideas by creating program

 * Content Priorities
 * Enduring Understanding
 * Understand applied forces on cantilever beams
 * Understand Euler-Bernoulli Equation
 * Important to Do and Know
 * Euler-Bernoulli Equation
 * Worth Being Familiar with
 * MATLAB

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Meetings with professor
 * Homework (individual)
 * Research
 * Summative Assessment
 * Mid-term presentation
 * Final presentation

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Understand the uses for an atomic force microscope
 * Understand how an atomic force microscope works
 * Understand the influence of the parameters on the atomic force microscope
 * Able to utilize and derive equations
 * Understand the parameters required to model an atomic force microscope

THE CHALLENGE

The atomic force microscope is used for a wide variety of applications. Suppose you are working for a company that needs to model the conditions used for this apparatus and show how its behavior is depicted. Given a sample that does not deform under pressure, you must decide whether to create a model in contact, tapping, or non-contact mode. Why have you chosen this mode of operation and how will you go about modeling it using the engineering programs available in your workplace?

GENERATE IDEAS

 * Organize Thoughts
 * The students will organize their ideas by considering what they know, and what they think they need to know in order to solve the challenge question.
 * Share Ideas
 * The students will now break up into groups of two or three and will be given time to join their ideas. All students should be given an opportunity to speak within their group and no one should dominate the discussion.  Once the students have collaborated with one another they should be given time to rethink their ideas and strategize for answering the challenge question.

MULTIPLE PERSPECTIVES

 * Classroom Lecture
 * The professor will lecture the students on the atomic force microscope and base equations used in modeling as well as an overview of various engineering programs that are useful in modeling systems. Students will be shown a brief video that shows the atomic force microscope in action.  This entire lecture should be about 15 minutes as long, as its main purpose is to serve as an introduction to the topic so the students may gain a better understanding and be more engaged in the challenge.
 * Student Assessment
 * The students will be asked to jot down any additional ideas that they may have as to how to approach the challenge. This will help the students gain an understanding as to how much information the attained from the classroom lecture.  The students can be notified of this assignment at the beginning or end of the lecture but should not necessarily be used as a form of grading, rather a tool to motivate them to pay close attention to material presented in class which will ultimately assist them on their assignments.

RESEARCH & REVISE

 * Topic Research
 * Students will be asked to research the topic in detail outside of class and write a paper on how the atomic force microscope operates. Included in the paper should also be interesting applications in which this equipment is used.  The students should be notified of this assignment with a reasonable amount of time before the assignment is due.  Also, they should be informed that certain students will present a brief 4 minute summary on their findings during the next class meeting.  This will motivate the students to get started on their research and to begin organizing their ideas.
 * Modeling Research
 * The students will also begin modeling the atomic force microscope. After much research the students should realize that MATLAB will provide them with the optimal solution for modeling.
 * Present Research
 * The students will be asked about their findings during the next class period. They will also be asked to participate in discussion about the different applications.  This should prompt students who are falling behind to increase their activity on the project so that they do not appear ignorant in the subject matter.

TEST YOUR METTLE

 * Midway Presentations
 * The students will present on their work halfway through their project. The assessment of their piers will allow them to gain an insight of their work and alert them of any changes or improvements that may need to be made.
 * Individual Meetings
 * As a form of formative feedback, the students will periodically meet, individually, with the professor to discuss the progress of their projects. This will serve as a way for the students to stay on task and receive guidance and assistance as needed.
 * Continue Research and Revise
 * The students will now assess their own work and continue working on their research. They will basically repeat the research, revise and complete test your mettle stages as many times as necessary.

GO PUBLIC

 * Final Presentations
 * The students will prepare a final report, a technical paper, and a MATLAB model covering the process of their project. These will be presented to the class at the end of the challenge. The students should be well prepared for this presentation given the instruction and guidance they have received throughout the project.  They will also be given a rubric which will be made available to them at the start of the challenge. They will use this rubric to grade the performance of their classmates on the aforementioned challenge.

title: UTPA STEM/CBI Courses/MEMS & NEMS/AFM


text:
User:Hmmwhatsthisdo/monobook.css

div#siteNotice{display:none !important;} p{border: none !important;} a{color: lightgrey !important;} a:visited{color: #DD00DD !important; font-weight: bold !important;} a:link{color: #660066 !important; font-weight: bold !important;}
 * {background-color: transparent !important; color: lightgrey !important;}

font-family: trebuchet, arial !important; font-size: 11pt !important; border: 11 !important }
 * 1) content {

body { background: #333 url("data:image/png;base64,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") top left repeat-x !important; }

/* make a few corners round, only supported by moz/firefox/other gecko browsers for now */

-moz-border-radius-topleft: 1em !important; -moz-border-radius-bottomleft: 1em !important; } -moz-border-radius-topright: 1em !important; -moz-border-radius-bottomright: 1em !important; }
 * 1) content {
 * 1) div.pBody {

 * 1) p-logo a { background: url("data:image/png;base64,[encoded data, 24464 characters]") 35% 50% no-repeat !important; }

.searchButton { width: 20px !important; height: 20px !important; border: #333 !important; font-size: 0 !important; background-color: #333 !important; }    background-image: url(http://upload.wikimedia.org/wikipedia/commons/thumb/0/0e/Forward.png/20px-Forward) !important; }   background-image: url(http://upload.wikimedia.org/wikipedia/commons/thumb/6/61/Searchtool.svg/20px-Searchtool.svg.png) !important; }   border: 1px solid !important; -moz-border-radius: 10px !important; padding-left: 8px !important; padding-right: 8px !important; width: 110px !important; border-color: #AAA !important; margin: 5px !important; }
 * 1) searchGoButton {
 * 1) mw-searchButton {
 * 1) searchInput {

title: User:Hmmwhatsthisdo/monobook.css


text:
User talk:Hmmwhatsthisdo

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:13, 30 March 2010 (UTC)

title: User talk:Hmmwhatsthisdo


text:
User:Danaemerritt/pagetitle/1 character study

Mr. Q Danǽ Merritt

Mr. Q was born to a prestigious Italian family. His parents were powerful and well-known to the city and the media. He had an older brother, of whom much was expected, demanded, really. His brother, who we’ll call Henry, didn’t seem to mind his given role or treatment, as that was mostly his personality, to step into the ‘family business’ as it were. The family over all was lukewarm on the outside, but very cold overall, with individual rivalries and competitions, and worst of all, the parents had favorites. The father, a lawyer, favored Henry, while the mother, who was a very sly, manipulative, and cold woman, the unseen director, favored Mr. Q. He was hands-down the black sheep and everyone knew it and made no efforts to hide the fact, telling it to his face. His father not-so-secretly abhorred Q’s occupation as a nurse and later an EMT, considering Q to be a pansy and a weak man because of his caring and ‘lack of backbone’. While his family was scheming and backstabbing, Q was the epitome of kindness and caring, always insisting that good be done. The words saint, hero, and martyr could be applied to him with all honesty as Q was selfless. His selflessness did not end at his family and friends. He would help anyone he saw who was in need, being the definition of a helping hand. Far from hating his own family for the wrongs done, despite being exploited by them time and time again, Q still loved them. He used to wear the ‘rose-colored’ glasses, do not be mistaken, but he saw their faults and still recognized them for what they were and accepted them, both the mistakes and his family. His bond with Henry was very close, uncommonly close, despite being used and thrown to the wolves, not to mention the media, by his brother. They were often turned against each other by their parents, who would try to pit them against each other for their own causes. The siblings, however, while occasionally buying into their parental crap, would, in the end, remain very much brothers. As a nurse, he used to sit in with the terminally ill, also known as ‘the dying’. This didn’t bother him, despite being hazed constantly by his family, sometimes in good humor, about it. His mother claimed to like his chosen profession, that he put himself through school by himself without the use of his father’s money. She said there were too many lawyers in the family. Although the validity of her claim is doubtful considering her sly nature. Q felt that just because people were dying didn’t mean that they should be neglected or pushed aside, they are still people. His patients and their families loved and adored him for his level of caring for complete strangers that he integrated into his own life. After having an epiphany, he realized that while good was being done through him with the terminally ill patients, he had a calling elsewhere.


text:
User:Danaemerritt/character study

Miss K continued Danǽ Merritt

Unfortunately, the trauma to her mind either triggered or created another condition, sadism. Her sadistic tendencies would occur almost at random, the triggers varying. Sometimes it would be anger, frustration, sadness, or worse, boredom that would cause her to strike out against the innocent bystander. Her ‘condition’, as it was immediately termed by her therapists, doctors and scientists, was not simply limited to the abuse of her training physically. Miss K’s sadism extended to the emotional as well. She would manipulate the emotions of her victims/targets, often using her feminine charms, but always withholding. Several questions can be raised on the subject of her sadism, and sadism in general. One of which being this: Had she not been tested on and trained so vigorously at a young age, would she still have developed sadism? Were her motivations simply that of frustration against the treatment received at her father’s hands, acting out of revenge and/or a sense of power and control? The subject of psychopaths versus sadists is a tricky one, but in the end it is mostly dependent on the individual’s perceptions and opinions on the subject as no real evidence exists at the moment. The deciding factor is usually whether the condition(s) are induced or natural and already present at birth. So would her condition (s) have still manifested had she had a more ‘normal’ life? Everyone lacking a death wish avoided her, for many reasons; fear of her father, the punishment thereof and her mood swings to name a few. She had no friends, no exaggeration. Her views on other people were seeing them as ‘toys’. ‘Play’, ‘attention’ and ‘fun’ were huge factors to her, centering her world other than her need for approval from her father. She could easily be called a drama queen or a bitch, as she would go to great lengths to gain attention. Consider the saying ‘Good, bad, doesn’t matter, so long as its attention.” She was quite the actress by trade, nature and necessity, using her good looks (she was good looking on anyone’s standards: long blonde hair, wide, perfectly-shaded blue eyes with long black lashes and a cute face to die for). One would be very careful of mentioning the word ‘disappoint’ or any of its variants to her as the association was strong with her father and the use of that word.

title: User:Danaemerritt/character study


text:
User talk:Seungwon

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 30 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 30 March 2010 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Figure1-architecture of IR system.png

MaintenanceBot (discuss • contribs) 15:31, 16 April 2016 (UTC)

title: User talk:Seungwon


text:
School evaluation/Teacher evaluation

Evaluation criteria
Different scales can be used for the different properties. The scales can be
 * 1) percent,
 * 2) school marks,
 * 3) rating points from -5 to 5 or just
 * 4) yes and no.

Schulbewertung/Lehrerbewertung

title: School evaluation/Teacher evaluation


text:
Congestion control uses

Definition: Congestion control is a method used for monitoring the process of regulating the total amount of data entering the network so as to keep traffic levels at an acceptable value. This is done in order to avoid the telecommunication network reaching what is termed w:congestive collapse.

Congestion control mostly applies to the packet-switching networks. A wide variety of approaches have been proposed, however, the "objective is to maintain the number of packets within the network below the level at which performance falls off dramatically."

There are two transport layer protocols where congestion control is implemented;

In the TCP there are several congestion control algorithms strategies used:
 * Transmission Control Protocol
 * User Datagram Protocol

 * slow start
 * exponential backoff

title: Congestion control uses


text:
Northern Arizona University/Philosophy of Law/Research Projects Spring 2010

Philosophy of Law Projects

The aim of the projects is to examine legal questions about proposals to change the laws relating to affirmative action and human trafficking. There are three things you need to do:
 * 1) collect the background facts relating to each area, including facts pertaining to specific cases that have come before the courts (or those that have not but perhaps should have), statistical analysis of general trends, and the like;
 * 2) collect the most important current laws as found in cases and statutes that pertain to each area, as well as proposals to change the laws;
 * 3) evaluate the current laws and proposals to change the laws in light of the background facts in light of the aims and principles we have examined in the course, such as the aim of removing unjust social inequalities or the principle of protecting individual liberty.

My suggestion is that the members of each group work together by sharing resources concerning the background facts, laws and proposals that you have located. You can share them using this collaborative web page. With those materials in hand, I would then like for each of you to identify a particular part of the problem that is of particular interest to you, and then write a short paper (3 pages) in which you identify the relevant facts, examine the relevant laws and proposals, and then evaluate particular aspects of the laws and proposals. If you announce to others which part of the problem you intend to examine, then it will help us to divide the problem up in a reasonable manner.

Affirmative Action

/Shared resources on Affirmative Action/

Human Trafficking

/Shared resources on Human Trafficking/

Back to the main page for the course Northern Arizona University/Philosophy of Law


text:
Northern Arizona University/Philosophy of Law/Research Projects Spring 2010/Shared resources on Affirmative Action

1. Ballot initiative to amend constitution of Arizona to make many affirmative action measures illegal.

http://ballotpedia.org/wiki/index.php/Arizona_Civil_Rights_Amendment_(2010)

Jeff's research on Affirmative Action

Law and Philosophy and notes on Kant

The difference between the German (A) verstand and (B) vernunft

1)	(B)Is not attached to anything in the world but is what enables man to act in accordance with supreme principles. You can’t physically see justice, but you can see its sensory manifestations. Therefore to act in the future under an idea of justice it must be independent of the outside world. Kant says this kind of faculty cannot be proved. 2)	Insists that we use this B reason which is independent of the outside world (a priori) to find fundamental principles, no morality is possible without it. 3)	Morality lies in the goodness of the moral motive that necessitates the action, regardless of the outcome. Categorical imperative must arise from the B reason because it demands an action regardless of the “physical world” outcome. Therefore, Its source must be a priori. 4)	Kant claims that moral laws must happen because they originate in the a priori pure judgment devoid of experience, while practical rules are not of this necessity 5)	Kant would call Mill an anthropologist, because he makes his moral judgments in the empirical realm 6)	Free from all empirical motives (page 5) is like the veil of ignorance (Rawls). 7)	Out of duty vs. in accordance with duty, aka doing it for the Duty as an end in itself versus doing it for some other reason but that action still seems to be dutiful. It has to do with the motive behind the action, once again. To act selflessly vs., selfishness. Kant says we can never be sure if an action was either one because we may think we are acting solely because it was a dutiful thing to do, but we may secretly be motivated by self love. 8)	Even if we can never be sure here and now if the actions are taking (p 23 -24) place we should still strive to form principles that may not have a real world manifestation because these are arrived at a priori. 9)	Examples cannot supply the basis of morality because they are brought to us as examples by our preconceived notion of what is moral...we pick it as an example because of the ideal we have in mind. In order to judge if something is a precedent setting case we must apply it to our ideal conception. These ideal conceptions must be arrived at a priori if they are to have universal appeal. (24) 10)	Must start with general principles and then apply to the empirical or popular grounds. 11)	The universality of a duty will be diminished when it is given more and more empirical support.

For tomorrows discussion.

Kant claims all of the above as grounds that the principle must be arrived at a priori because every example we choose to show if something is unjust or just is chosen based on these underlying principles in the first place. Therefore there must be general principles that we should focus our attention on, metaphysics.

Example: We choose the example of an under representation of minority groups in some school. This is an empirical assessment. The court may choose this as evidence that there is inequality. They must already have this general principle of equality in their mind in order to arrive at an empirical assessment that this example (under representation in schools) is an indication of equality versus inequality.

Therefore we must admit that the general principle reigns king, and that examples cannot be the source of the principle.

So, if we read the 14th amendment as a general principle then it would be prior to all empirical, example based judgments.

Procedural justice under the 14th amendment as applied to Kant’s general principle conception. The affirmative action court cases stress the fact that everyone should be treated as an individuals, based on their individual merits. So, we must use the general principle of equality during our procedural choosing time. The admissions board carries out this preceding.

This relates to Dworkin when he makes the distinction between what should be judged as a merit. He claims that when race is factored in as one of the merits, this factor is considered a merit because more racial diversity is sought for the future, rather than the common conception that affirmative action is in place to correct past injustice.

Related back to Kant: So the general principle of equality can be applied to equality for each individual to have a chance to be chosen to attend a certain school. The crux is what you choose to judge the individuals by. If race is valued as an attribute because it will correct past injustices this judgment is made on empirical grounds (an empirical eye towards the past) But if we take it as a general principle that more diversity in schools is good in and of itself then we will weigh race as a factor also. It lies in our reasons for ascribing value to race as an aspect of an individual when considering selection into a school. This is a purely procedural difference and may not change the actual outcome (Tribe). Pure procedure can adhere to general principles, but we can never know, as Kant points out weather the procedure will actually be carried out based on principles. (Notes By Chris Murtaugh)


text:
Northern Arizona University/Philosophy of Law/Research Projects Spring 2010/Shared resources on Human Trafficking

Web pages for groups working to curb human trafficking.

The website for the Polaris project has a helpful map of the country with links to initiatives to change laws in particular states. You might compare the laws that exist in Arizona to those that exist and those proposed in other states. In addition, you should consider the relationship between state laws and federal laws.

http://www.polarisproject.org/

http://www.freetheslaves.net/Page.aspx?pid=375

http://traffickingaz.org/

http://humantrafficking.change.org/

Existing statutes that pertain to human trafficking

Arizona revised statutes 13-1307 and 13-1308

Arizona has been making some of the most forceful provisions related to immigration. It might be good to look at the recent bills made into law. They are quite controversial, and it appears the effect of such provisions on human trafficking has not been thought through:

Senate bill 1070 (SB 1070): www.azleg.gov/legtext/49leg/2r/bills/sb1070s.pdf

Senate fact sheet: http://www.azleg.gov/legtext/49leg/2r/summary/s.1070pshs.doc.htm

News articles on Arizona's immigration laws and bills.

http://washingtonindependent.com/82366/82366

See, for instance, this comment by one member of the state house who is concerned about the negative effects on those who are subject to practices of human trafficking: "State Rep. Kyrsten Sinema, who voted against the bill, said it does nothing to target criminal and violent immigrants, instead jeopardizing the safety of Arizona communities. She brought up an interesting point: If an undocumented immigrant who is being assaulted or mistreated (think domestic violence, mistreatment of working immigrants) were to call the police to report an incident, that immigrant would be forced into custody of the U.S. Immigration and Customs Enforcement and would be deported for merely reporting abuse. In fact, the abuser could sue a law enforcement office for failing to check the legal status of the victim. Sinema said this creates fear among immigrant communities and limits the ability of officers to catch real criminals." http://www.msnbc.msn.com/id/36652557/ns/us_news-security/

http://abcnews.go.com/US/arizona-state-law-promises-toughest-illegal-immigration/story?id=10212698

Back to main page on Human Trafficking http://en.wikiversity.org/wiki/Research_Projects_Spring_2010

Rachel- http://en.wikiversity.org/wiki/Northern_Arizona_University/Philosophy_of_Law On the Arizona State Senate Dealing with the Bill

Casey- http://ndpr.nd.edu/review.cfm?id=18125 Kant's idea of "unsocial sociability"-looking at the history of cultural sharing from the state of nature to now.

http://libproxy.nau.edu:3896/ehost/pdfviewer/pdfviewer?vid=7&hid=14&sid=b240385a-9381-4f88-8f7f-337f79c633e3%40sessionmgr13 Raymond Michalowski on border militarization and the effects on human trafficking.


text:
Northern Arizona University/Philosophy of Law/2008

Previous semesters

Read and Discuss the Texts

../Discussion of Online Texts/

Bibliography and Links to Other Resources

Write, Edit and Publish Papers

Research Journals

Papers and Comments

Syllabus, reading list, and assignments

Handouts

Back to main page


text:
User:Cormaggio/Thesis

I am going to use this page and related pages to make available parts of my PhD thesis, in an attempt to make my thesis more useful to the Wikiversity community. Cormaggio talk 13:24, 7 April 2010 (UTC)

Thesis title: Edit this space: conflict and collaboration in developing Wikiversity

Overview
My thesis deals with the collective, and personal, experience of participating in Wikiversity, a wiki-based project for developing learning resources and fostering learning activities and communities. Wikiversity is an attempt to further the vision of universal knowledge-sharing and knowledge-building, expanding on how its ‘sister’ project, Wikipedia, has impacted on the idea of the encyclopedia (Alevizou, 2007; Reagle, 2008). The experience of developing Wikiversity has been complex and multi-faceted – inspiring, frustrating, enriching – and this thesis is about the challenges and opportunities involved in this endeavour.

Wikis (i.e. editable websites), and particularly Wikipedia, have been characterised as emancipatory and empowering (Ebersbach & Glaser, 2004; Salz, 2005); as approximating ideal forms of rational discourse, democratic participation and decision making (Hansen, Berente & Lyytinen, 2007); and as representing a paradigm shift in the domain of knowledge (Wagner, 2004). As websites that anyone can edit, wikis are 'wide open spaces' (Lamb, 2004); however, there are inevitable limits to this openness. Recognising these limits, this thesis tells a story of how a wiki operates in practice – of its messiness and imperfections – which I use to show glimpses of, and cast light on, ideal forms of openness.

In fostering learning activities and communities, Wikiversity goes beyond the creation of a learning resource repository, entering the realm of a learning space. Part of its development as a learning space has been the question of how this space could be congruent with the wiki context and with the participatory culture of wikis, or what I am referring to as ‘the wiki way’ (Leuf & Cunningham, 2001). My aim in this thesis, therefore, is to explore the ways in which I and my fellow participants have shaped Wikiversity as a space for learning, and the evolution of this activity in light of the notion of ‘learning the wiki way’.

I describe ‘learning the wiki way’ as a set of freedoms – including to be an active participant in, and hence personalise, one’s learning – but also a set of factors which embed and mediate these freedoms within the activity of a community (see below). This raises a number of critical questions about the extent to which learning is personalisable within a community-validated context, and implications for the scope and range of possible learning activities.

Learning the wiki way
"Learning the wiki way" is a central aspect of what Wikiversity was set up to explore and define. The following is a list of key features of 'learning the wiki way':

 * to be able to participate in a collegial, collaborative space;
 * to be able to co-define how that space works;
 * to learn through interaction and collaboration with others;
 * to be able to specify what and how you want to learn;
 * to be subject to the values of the community;
 * to be subject to colleagues’ right to participate and learn.

Mutual engagement
This is a partial list of factors that help or hamper mutual engagement, or opportunities for participation.

title: User:Cormaggio/Thesis


text:
User talk:Hydegroove137

 Hello Hydegroove137, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:43, 30 March 2010 (UTC)

title: User talk:Hydegroove137


text:
User talk:Rmuhanna

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:44, 30 March 2010 (UTC)

title: User talk:Rmuhanna