text:
Introduction to psychology/Psy102/Tutorials/Sensation and perception

Learning objectives
Sensation
 * 1) Understand the processes of sensation
 * 2) Understand Weber’s principle
 * 3) Understand that our senses can interact – they are not completely independent.

Perception
 * 1) Understand the processes of perception - selecting, interpreting and organising the signals we receive from our senses into meaningful information.
 * 2) Understand the role of binocular cues in depth perception.
 * 3) Understand how "optical illusions" illustrate the use of difference processes for sensation and perception.

What you will need
This is a very hands-on tutorial and several of the activities require some equipment:

Introduction to sensation and perception (5 mins)
Tutor's note: Students won't have had the sensation and perception lecture yet, so we need to put the activities "in context" at the start by explaining/orientating them to Sensation and Perception (check Gerrig et al., (2008) textbook):
 * 1) Sensation is experiencing signals via our senses and converting them into neural signals for the brain. What are the senses? Vision, Hearing, Touch, Taste, Smell. How "good" are each of these senses? (Answer: They work well - but they are imperfect - they specialised to pick up a limit range and their range and acuity is not as well developed as the senses are in some other species). Interestingly, all senses probably evolved over time as specialised forms of "touch".
 * 2) Perception is the process of attaining awareness or understanding of sensory information.

One handy way of explaining sensation and perception is to imagine designing a human replicant robot from scratch. One of the fundamental challenges is to design a sensory input system in order to extract information about the surrounding environment. This might include:
 * Sensation and perception in a robot
 * 1) Vision
 * 2) Hearing
 * 3) Touch
 * 4) Smell
 * 5) Taste

(The first three are probably most important to a robot; the latter two relate more closely to human's need to extract nutritious food from the environment)

The second design challenge is arguably more significant; the robot will need a system which takes the incoming sensory information and "perceives" it, i.e., organises the information, extracts meaningful patterns, interprets, and ultimately then makes behavioural decisions/actions based on that information.

Human beings, through evolution, have emerged (as have other animals) with finely honed sensory and perceptual systems which can detect order and patterns even in low-information environments.

Weber’s law: Difference threshold (15 mins)

 * 1) Get students to form into groups.
 * 2) Give each group two envelopes and ask them to put one 20c piece in one envelope and two 20c pieces in the other.
 * 3) Invite each member of the group to hold both envelopes, one in each hand. They should be able to easily distinguish which is the heavier envelope.
 * 4) Now ask for a volunteer in each group to take off their shoes (or use two textbooks if they don’t want to take off their shoes). Get the students to put one envelope in each shoe or each textbook. Now if they hold one shoe/textbook in each hand they will find that it is no longer easy to say which is heavier. Because the shoes weigh more, the difference between the shoes must be greater for us to notice the difference.
 * 5) Weber’s law: Difference thresholds grow with the magnitude of the stimulus, because the difference is a percentage of the magnitude of the stimulus, not a constant amount.
 * 6) Ask students for examples of Weber's principle in their everyday life
 * 7) See also: Weber-Fechner law, Weber's law

Interaction of sensory information: Vision and balance (10 mins)
These exercises demonstrate how our brain utilises visual and vestibular information in helping us to maintain balance. Not used in 2009 ==Motion Aftereffect: (10 mins)== This is the plateau spiral illusion. Get the students to watch the centre of the spiral for about 1 minute while you rotate the spiral on the cardboard disk at a good, constant speed so that the spiral appears to be receding. After 1 minute, get them to look at your face. They will have a striking impression of your head swelling in size. Now try spinning the spiral the other way, and your head should appear to shrink.
 * 1) Everyday balance
 * 2) Ask students to stand up and to make sure that each person has a bit of space because they're going to be doing balancing
 * 3) Ask students how is it they remain standing, without falling over - and without even thinking consciously about it - what sensory and perceptual processes are occurring? Through facilitated discussion, guide students towards realising that it is probably via a combination of visual information (e.g., information about the horizon) and the inner ear's vestibular system (which works like a spirit level). In addition, students may identify touch with pressure for example on one side of the foot indicating leaning.
 * 4) Challenging the vestibular system: One-foot balances with eyes open and closed
 * 5) 1 foot, open eyes: Have students stand on one foot for 30 seconds with their eyes open
 * 6) 1 foot, closed eyes: ...and then with them shut. The latter is more difficult because the vestibular and visual systems work together to enable us to maintain balance. With their eyes closed, students are relying only on their vestibular system.
 * 7) 1 foot, closed eyes, dizzy: Ask students to spin around a few times (thus disrupting their vestibular sense), then close their eyes and balance on one leg - they will find it impossible as the vestibular system can no longer provide the information they need.
 * 8) Challenging the visual system: One-foot balances, one eye, visual distortion
 * 9) Have students stand on one foot.
 * 10) Have them open the eye on the same side as the foot they are standing on and look at some convenient point or object. The other eye should be closed.
 * 11) Very carefully and gently press with their index finger on the same side of their open eye against the eyelid of that eye. As they gently displace the eyeball toward their nose, they should continue looking at the object. Immediately they will begin to lose balance and sway to the side of the open eye / finger.
 * 12) Swap sides (i.e., open eye, leg, and finger). Their upper body automatically sways toward the side of the eyeball pressed on (because of the distortion in the incoming visual information). <!--

This is the motion aftereffect. This is apparently caused by the adaptation of motion-specific detectors that are tuned to the direction of the movement of the stimuli being viewed. For example, in watching a waterfall, all the detectors sensitive to downward movement are continuously stimulated. These detectors gradually adapt and become less sensitive. Thus, shifting our gaze will activate the movement detectors sensitive to upward movement more than the downward-movement detectors; as a result, objects will appear to be moving upward. Levine, M., & Shefner, J. (1991). Sensation and perception (2nd ed.). Belmont, CA: Wadsworth.

Locating Sounds (10 mins)
We localize sound by detecting small differences in the loudness and timing of the sounds received by the two ears. To demonstrate principles of sound localization, get students to break into groups of three. One should sit with eyes closed in a chair and the others should clap at varying locations around the volunteer’s head. The person will confidently and accurately locate sounds coming from either side (which strike the two ears differently), but will have more difficulty locating sound in the 360-degree plane equidistant between the two ears (overhead, in back, or in front). Ask the students to come back to the big group and discuss why it was harder to locate the sound from directly in front or behind.

The perceived direction of a sound is related to differences in the time at which the sound is received by each ear. You can tell them about a demonstration done by Stanley Coren and his colleagues with a 4-foot length of flexible plastic tubing or hose. A person holds one end of the tube up to each ear, while the circle formed is kept down and in front of the body. Another person then taps the tube with a pencil. A sound wave will move in both directions to the ears. If the tube is tapped at any point other than the middle, the sound will reach the two ears at different times. Thus, the sound will seem to come from different directions as different spots on the tube are struck. Coren, S., Ward, L., & Enns, J. T. (2003). Sensation and perception (6th ed.). New York: Wiley.

Touch: Two-point thresholds (15 mins)
Our sensitivity to tactile stimuli varies over different parts of the body. One way to demonstrate the differing sensitivities is through the two-point discrimination threshold. The ends of two toothpicks create a two-point threshold and will be felt as a single touch if they are close enough together. The two-point threshold is a measure of the distance between stimuli before they are felt as two separate touches. This distance varies considerably over the skin areas of the body.

For this series of demonstrations it is probably best to have students work in pairs, with each pair given two toothpicks. Have them alternate the roles of participant and experimenter. Have the experimenter hold the ends of the toothpicks about one centimeter apart and touch the participants’s cheek or nose. Then repeat the touch on the calf of the leg. Two points will be experienced on the cheek or nose while only one will be felt on the calf. By varying the distance between the toothpicks, two-point thresholds can be determined for different parts of the body. The fingertips and forearm are also good areas for contrasting the thresholds and thus demonstrating differential sensitivity.

John Fisher suggests a fascinating experiment for students to attempt. Have them set the ends of the toothpicks an inch apart and then draw them from the crease of the elbow down the forearm and over the wrist, so that finally one toothpick reaches the tip of the second finger and the other the tip of the third finger. The distance between the points must remain constant. What begins as a single sensation changes strangely into two (in the hand). The distance between the toothpicks will appear to increase as they come closer to the fingertips.

The same experience can be produced by drawing the toothpicks from below the ear across the face in two parallel lines so that the mouth is sandwiched between them. The person will feel the shape of an ellipse that seems to fit the lips snugly. The distance will appear to increase and then decrease as the toothpicks move to a more sensitive area, then back to a less sensitive area. Fisher, J. (1979). Body magic. New York: Stein and Day. -->

Vertical–horizontal illusion (10 mins)
An illusion that is easy to demonstrate and involves the entire class is the vertical–horizontal illusion.
 * 1) Draw a ~1 metre horizontal line on the chalkboard.
 * 2) Explain that you now want to draw a vertical line of equal distance which bisects the horizontal line.
 * 3) Ask students where to start up top; then draw slowly down, crossing the horizontal line, asking students to shout out when they believe the vertical equals the horizontal. Go for the points at which half the class believe the lines are equal.
 * 4) Then measure the two lines - write up the cms on the board and work out (roughly the ratio) - the class median will usually be 20% to 30% shorter on the vertical than the horizontal - very rarely will a single student have requested a vertical line sufficiently long.
 * 5) Add the full distance (in a different colour) to the vertical line.
 * 6) While vertical lines generally look longer than horizontal lines, the effect is accentuated by the bisection. When one line is interrupted by another, we estimate the interrupted line as being shorter, e.g., if you draw an “L” so that the two lines are equal in length, students will be more accurate.
 * 7) Invite students to try this out for themselves, on a piece of paper in front of them.
 * 8) Also, try this out with one eye instead of two: does one eye diminish the effect? Why? See Vertical–horizontal illusion: one eye is better than two

Depth perception: Tennis ball exercise (10 mins)
This exercise demonstrates the importance of binocular cues in depth perception (seeing objects in three dimensions enabling us to estimate their distance from us) as well as getting students involved in psychological research.

 * 1) Ask the class to divide the class into pairs.
 * 2) Pairs should stand at least two metres apart (better to go for longer than a shorter distance)
 * 3) One person is the thrower and the other is the catcher.
 * 4) The catcher’s job is to catch as many throws as possible with one hand (keep count)
 * 5) First, using both eyes (5 throws)
 * 6) Second, with one eye closed (5 throws).
 * 7) Swap over and repeat.
 * 8) Pairs then add together their scores to create a two-handed total and a one-handed total. These can optionally be written on the board / plotted.
 * 9) Discuss: Why are we better at catching with two eyes? (Answer: Depth perception is important for catching)
 * 10) Ask the class if anyone knows of someone with one eye - how do they adapt? (e.g., I have a family friend who has had one since a sticks and stones accident as a kid - he has a pilot's license, drives a car etc. no problem - but has learned e.g., to move his head around more to facilitate stereoscopic perception).
 * 11) Ask the class for other examples of where depth perception is important (crossing the road, reaching for a glass etc).

Binocular vision (10 mins)
The importance of binocular cues to depth perception is easily demonstrated.

 * 1) Have students close one eye, point their two forefingers toward each other, then bring them together quickly. They are likely to miss.
 * 2) An even more difficult test is to have them hold a pencil in each hand and bring the points together.
 * 3) Note:
 * 4) It is important, of course, that their hands not be at arm’s length.
 * 5) If they repeat either test, they ought to drop their arms out of view before they try again. This will eliminate the perception of any depth cues from the position of the hands and arms.

Binocular vision is also responsible for an illusion in which we see a hole in our hand:

 * 1) Have students roll a sheet of paper into a tube and raise it to their right eye like a telescope.
 * 2) Tell them to look through it, focusing on a blank wall in front of them.
 * 3) Now have them hold their open left hand beside the tube and continue to focus ahead.
 * 4) The images received by the two eyes will fuse and the hole in the tube will appear to be in the student’s hand.
 * 5) They may need to slide the hand alongside the tube until they find the precise spot where the hole appears to go through the very centre of the palm.
 * 6) Another demonstration of binocular vision is to focus in the distance, bring one's two index fingers slowly toward each other until you see a "magic finger" (like a sausage) in the middle.

The Wundt-Jastrow Illusion (10 mins)
David Pick suggests use of the Wundt-Jastrow illusion to highlight the distinction between sensation and perception. This compelling and reliable illusion is easy to demonstrate. This works best in class with cardboard cut-outs.

 * 1) Initially, present the two identical shapes side by side, one in the left hand and one in the right, curving in the same direction, the same way up, and ask if one appears larger.
 * 2) This is a dramatic illusion with the segment on the inside curve appearing undeniably larger.
 * 3) Reverse the position of the two segments and your class will be astonished to find that the apparently smaller segment now appears to be the larger.
 * 4) Then place one over the other to convince your audience that they are indeed the same.
 * 5) Finally, present the segments curving away from each other and they will also appear equivalent.
 * 6) Emphasise that while the same sensation is produced by the two stimuli, under certain conditions the perception of them is very different.
 * 7) By the late 19th century, when psychology was emerging as a discipline, perceptual illusions such as this one had already begun to fascinate scientists. Illusions mislead us by playing on the ways we organise and interpret our sensations.
 * 8) Understanding illusions can sometimes provide valuable clues to the ordinary mechanisms of perception.
 * 9) Pick notes that J. O. Robinson contains the most extensive discussion of the illusion but offers no final explanation of it.
 * 10) Students might also formulate their own hypotheses and design appropriate experimental tests to be presented in class.

Perceptual illusions II (20 mins)

 * 1) Get students into groups of 3 and hand out the sets of 13 coloured, laminated perceptual illusions.
 * 2) Invite students to work through the illusions and to try to explain why each occurs
 * 3) Go over the explanations, lack of explanations for the illusions (see the back of the tutor’s copy).
 * 4) Provide this handout for reference and discuss (e.g., Optical Illusions from e.g., "from a visual scientist’s point of view the Rorscach test is based on optical illusions or more precisely on the phenomenon that our brain is constantly looking for known patterns in random structures with low information content, called pareidolia." Pareidolia is a type of apophenia (seeing patterns or connections in random or meaningless data)
 * 5) Visit http://www.michaelbach.de/ot for more examples and explanations of optical illusions.

Essay writing discussion (5 mins)

 * 1) Remind students that their essay is due at the beginning of Week 10
 * 2) Invite any questions about the essay from the group
 * 3) Offer to discuss any individual questions after the tutorial

Mid-semester evaluation (5 mins)
Please request some form of mid-semester evaluation (pros and cons) from students about:
 * 1) Tutorial content (Tutors can mostly pass this onto the convener)
 * 2) Tutorial teaching (Tutors should reflect on this and try to make appropriate adjustments for the rest of the tutorial series; tutors may wish to discuss aspects with the convener)

Suggested format for gathering this feedback is via this handout. Ideally this should be returned on the spot to the tutor, but it can also be returned into the convener's mailbox in 3B30.


text:
Introduction to psychology/Psy102/Tutorials/Cognitive processes and intelligence

Goals

 * 1) Demonstration and understanding of cognitive processes:
 * 2) Limitations of intuition
 * 3) Mental set – we pay attention to some information and ignore the rest
 * 4) Representative heuristic – we judge likelihood based on how well something matches a particular prototype
 * 5) Role of visual information in problem solving
 * 6) Overconfidence phenomenon – we overestimate the accuracy of our knowledge
 * 7) Understanding of the difference aspects of intelligence, what intelligence tests measure and how useful this information is.

What you will need

 * 1) Copy (per person) of the Truth/Lie Quiz
 * 2) 5 slips of paper saying “tell the truth” + 5 saying “tell a lie” in an A4 envelope
 * 3) Copy (per person) of the WWI Intelligence Test
 * 4) Copy (per person) of the Chitling Intelligence Test

Introduction (10-15 mins)

 * Essay debrief (5-10 mins)
 * 1) Most students will have submitted their essays on Monday - ask about how it went for them, what they thought, what they liked or didn't like. Encourage students to post feedback on the Moodle discussion forums. Pass any relevant feedback or questions onto the convener.

 * From behaviourism to cognitive processes (5 mins)
 * 1) Most students will have listened to the lecture this week on learning and behaviour analysis by Dr. Janet Tweedie. Ask students what they think about behaviourism and in particular, ask students to identify any strengths and criticisms of behaviourism.
 * 2) Use this to lead into the next step in the evolution of psychology - cognitive psychology - this tutorial is about exploring our cognitive processes and one particular set of cognitive processes which we call "intelligence".

Cognitive processes (45 mins)
As was discussed in the lecture on cognitive processes, we have efficient, but limited information processing capacities. In order to be efficient, we tend to utilise a relatively small set of generic methods for perception and problem solving. As a result, when we are presented with problems which aren't well matched to our typical problem solving strategies, we can be quite ineffective. The following exercises are designed to provide some examples of such limitations of our cognitive processes. They work best if you don't read about them before doing them:
 * 1) Limits of intuition (5 mins)
 * 2) Problem solving - Mental set (10 mins)
 * 3) Representative heuristic (5 mins)
 * 4) Buddhist monk problem (10 mins)
 * 5) Overconfidence phenomenon (15 mins)

Intelligence (50 mins)

 * 1) What is intelligence? (5 mins)
 * 2) Intelligence line-ups (15 mins)
 * 3) World War I army IQ test (15 mins)
 * 4) Chitling test of intelligence (15 mins)

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


text:
Introduction to psychology/Psy102/Tutorials/Motivation

This is an introductory 2 hour psychology 102 tutorial about motivation. It invites students to explore their own motivational tendencies, including their motivation to attend university, and to critique some well-known motivational theories/models.

Goals

 * Examine own and typical university student motivations
 * Explore some well-known motivational theories/models
 * Understand relationship-oriented vs. task-oriented leadership styles - and situational leadership
 * Explore the role of similarity as a motivation in match-making and sexuality

What you will need

 * Copy (per student) of the University Student Motivation survey
 * Copy (per student) of the University Student Outcomes survey
 * Copy (per student) of the Motivational Needs Questionnaire
 * Copy (per student) of Rotter's Locus of Control scale and the scoring sheet
 * Copy (per student) of a pieces with a number from 1 to 6 and a rubber band (per student)
 * Copy (per student) of the LPC (leadership) scale

What is motivation? (5 mins)

 * 1) Ask students to try to define motivation - in their own words.
 * 2) For some ideas, see the Motivation lecture notes

University student motivation (20 mins)

 * 1) An effective way of introducing the nature and diversity of human motivation is to ask:
 * 2) “Why do students go to ufni?” - or more specially -
 * 3) "Why are you at university?"the reason I am at university is to gain knowledge ,skill and get to know what I will do in future ,the type of job i will work on .The other thing is to improve my countries economy ,that will make the economy grow
 * 4) Develop a class mind-map of responses to focus on the main motivational themes. Encourage honesty - why are they really at university? (Answers are likely to cover a wide range of human motives.) With a bit of prompting sometimes, students usually come up with something like the following:
 * 5) Career/Qualifications - for the degree, so I can get a better job etc.
 * 6) Self-Exploration/Learning - for the learning, curiousity, knowledge-seeking etc.
 * 7) Social Opportunities - to meet people, make and explore friendships, enjoy social enviroment
 * 8) Altruism - to become better able to help people, help society, help the planet etc.
 * 9) Social Pressure - expectations of family, friends, society etc.
 * 10) Rejection of Alternatives - better option than doing nothing, working etc. (Note: Factor analytic research by Neill (2008) has not found psychometric support for this factor, but it has for the other factors).
 * 11) Have students complete the University Student Motivation survey, then plot their responses against the average results for University of Canberra students (as collected by the third year Survey research and design in psychology in 2008).
 * 12) Share and discuss motivational profiles with partners and as a class - ask who was noticeably higher or lower on any particular motivation dimensions
 * 13) Next, have students complete the University Student Outcomes survey. Students should then plot the scores for the first five items on to their graph (e.g., using a different colour).
 * 14) According to a functionalist perspective on motivation (e.g., see volunteer motivation), a good match between motivations and outcomes leads to satisfaction and retention (or intention to continue), whereas a poor match between motivations and outcomes leads to low satisfaction and risk of drop-out.
 * 15) The take-home messages from this "functional motivation" exercise are:
 * 16) Our motivations can be multiple and complex
 * 17) The match between our motivations and outcomes is theorised to predict satisfaction and satisfaction is theorised to predict our likelihood to continue.
 * 1) The match between our motivations and outcomes is theorised to predict satisfaction and satisfaction is theorised to predict our likelihood to continue.

Motivational theories
Let's now consider some of the main motivational theories proposed within psychology.

Maslow's hierarchy of needs (10 mins)

 * 1) Ask students to explain Maslow's hierarchy of needs - draw it up on the board as you go
 * 2) What are the needs? Examples?
 * 3) What are the main principles?
 * 4) That we need to (largely) satisfy the lower needs before focusing on higher needs
 * 5) That when the lower needs are satisfied, that we naturally aspire to the higher needs
 * 6) Ask students to determine where each of the main reasons for going to uni would fit - does the model seem to apply as a useful way to understand their university and other life motivations?
 * 7) What are the criticisms?
 * 8) Exceptions: Maslow recognized that while the order of the hierarchy holds for most people, there are exceptions. Martyrs, for example, sacrifice life itself for an ideal. For some people, the need for respect must be satisfied before they can enter into a love relationship.
 * 9) Soft boundaries: Maslow also recognized that a given motive did not have to be 100 percent satisfied before we turn to a higher need. Our needs, Maslow said, are only partially satisfied at any given moment. He estimated that for the average American, 85 percent of physiological needs, 70 percent of safety needs, 50 percent of belongingness and love needs, 40 percent of self-esteem needs, and 10 percent of self-actualization needs are satisfied. Still, it makes sense that how well lower needs are met determines how much those needs influence our behavior.
 * 10) Cultural variation: Maslow noted that the means of satisfying a particular need varied across cultures. In our society, a person may win respect from others by becoming a doctor. In another society, respect may come from being a successful hunter or farmer.
 * 11) Causes of behaviour: Maslow did not actually believe that any given behavior is motivated by a single need; he contended that behavior is the result of multiple motivations. Sexual behavior, for example, may be motivated by the need for sexual release, by a need to win or express affection, by a sense of conquest or mastery, and/or by a desire to feel feminine or masculine.
 * 12) You might conclude your discussion of Maslow’s theory by noting that he described another set of human needs that does not appear in the hierarchy: the cognitive needs, or the needs to know and to understand. These needs are expressed in the need to analyze or reduce things to their basic elements; the need to experiment, to “see what will happen if I do this”; the need to explain, to construct a personal theory that will make sense of the events of one’s world. Maslow even suggested that these needs form their own smaller hierarchy. For example, the need to know is more important than the need to understand. The cognitive needs appear early in life and are seen in a child’s natural curiosity. Failure to meet these needs (because parents and schools sometimes teach a child to inhibit this spontaneous curiosity) can inhibit the development and full functioning of the individual. (Burger, 2004 ; Schultz & Schultz, 2005 )
 * 13) You could alternatively conclude by pointing to alternative need models, such as fundamental human needs (Max-Neef et al.)

McClelland's theory of needs (15 mins)

 * 1) McClelland theorised that people were predominantly driven by one of three key needs (achievement, power or affiliation). Discuss: Need theory -
 * 2) Complete and score the Motivational Needs Questionnaire (a self-report measure of MClelland's needs). This assessment measures the relative extent to which individuals are motivated by achievement, power or affiliation. The questionnaire is followed by an answer key to determine which best describes how the individual is motivated.
 * 3) Ask for a show of hands as to who is most motivated by each of the three motivations.
 * 4) Discuss: Can motivation by measured through self-report? What about projective tests (e.g., the Thematic Apperception Test) as a measure of motivation. What are the pros and cons of projective vs. standardised psychometric testing?

Locus of control (15 mins)

 * 1) Invite students to complete Rotter's (1966) 29-item Locus of Control scale questionnaire. For each item, students should choose the most preferred of the two options. They may find this difficult (e.g., they may disagree with both), but emphasise that they should pick the one the least disagree with.
 * 2) Hand out the scoring sheets and ask students to score their own responses.
 * 3) Draw a histogram up and the board (ranging from 0 (External) to 23 (Internal)) and ask students their scores and plot them - a normal(ish) curve is usually evident.
 * 4) Explain theoretical background and interpretation of the locus of control construct, including:
 * 5) What influences or is associated with locus of control?
 * 6) Previous experience (of having control or not)
 * 7) Age (we tend to become more internal over time)
 * 8) Gender (males tend to be more internal)
 * 9) Culture (Western culture tends to be more internal))
 * 10) Emphasise that it is not as simple as "internal = good", "external = bad" e.g., this will also depend on whether one has the skills, motivation, and power to control what one feels responsible for; high internality with low degree of self-efficacy can lead to anxiety/neuroticism; high externality can be quite adaptive e.g., during palliative care). In general, though, moderate to high internality is associated with better achievement and performance outcomes. For more info, see locus of control.

Leadership style (15 mins)

 * 1) Leadership styles can be understood as an individual motivational difference. A common distinction is between task- and people-oriented leadership. Fiedler (1976 ) believes that this style is a relatively fixed part of one’s personality, and is therefore difficult to change. This leads him to his contingency views, which suggest that the key to leadership success is finding (or creating) good “matches” between style and situation. For more info, see Fieldler contingency model - least preferred co-worker (LPC) scale.
 * 2) Ask students to complete the least preferred co-worker (LPC) scale. They calculate their scores by adding the numbers they have circled for each of the adjective pairs.
 * 3) Fiedler believes that this style is a relatively fixed part of one’s personality, and is therefore difficult to change. This leads Fiedler to his contingency views, which suggest that the key to leadership success is finding (or creating) good “matches” between style and situation.
 * 4) LPC score interpretations:
 * 5) Score of < 64: A "task-oriented" leader ccording to Fiedler, a person who describes his or her LPC in very negative terms (a score of less than 57) is a task-motivated person. The completion of the task is of such importance to this person that it shapes his or her perception of all other traits. In effect, the person says, “if I cannot work with you, then you can't be any good in other respects”.
 * 6) Score of > 73: A "relationship-oriented" leader who believes that “getting a job done is not everything. Even though I can’t work with you, you may still be friendly, relaxed, interesting etc.”.
 * 7) Score of 65 - 72: A mixture of both; socially independent, less concerned about the way people evaluate them, and maybe less eager to take the leadership role or may have a combination of the two motivational patterns.
 * 8) Discuss with the students whether they think their score is an accurate representation of their style.
 * 9) Ask students when a task-oriented or relationship-oriented leadership style might be better? (Hint: The key, according to situational leadership, is to be flexible, and to match one's style to the situation)
 * 10) task-oriented tends to be more effective when the leader is on either very good or very bad terms with group members, when the task is either clearly structured or clearly unstructured, or when the leader has a position of very high or very low authority and power;
 * 11) relationship-oriented tends to be best when there are moderately good or poor relations between the leader and group members, when the task is somewhat structured, and when the leader has intermediate power or authority.

The pairing game (20 mins)

 * 1) A class activity to illustrate the matching phenomenon and to explore issues concerning mate selection, social exchange, and related psychological concepts.
 * 2) Hand out rubber bands (need to be reasonable size) and ask to students to place one  around their head), and to hold their rubber band out so that a random number (between 1 and 6) can be places on their forehead (then they let the rubber band go to keep it there).
 * 3) The instructor can join in (have someone else allocate a number).
 * 4) Others should be able to see the number, but a person cannot see their own number.
 * 5) The goal is to pair off with another student with as high a value as possible.
 * 6) The simulation illustrates the "similarity matching hypothesis" - that similarity attracts more so than opposites attract. This occurs even in the absence of knowledge of one's own value and merely by seeking the highest value possible in a partner.
 * 7) Jim Friedrich reports that he uses this activity and then scatterplots the results: "I simply have my pairs that have emerged from the game arbitrarily designate a "Partner A" and a "Partner B"; then each pair gets to plot their coordinates with Partner A on the X axis and Partner B on the Y. There's always a very nice scatterplot, as the demo itself produces pretty good matching. Even medium size correlations of r = .5 tend to look pretty vague in small-N scatterplots, but the patterns jump right out whenever I do this (with or without the actual statistical calculation)."
 * 8) In general, people are more likely to match up with partners who are similar (rather than dissimilar) with respect to:
 * 9) Physical attractiveness
 * 10) Social class
 * 11) Race
 * 12) Intelligence
 * 13) For more info, see interpersonal attraction


text:
Introduction to psychology/Psy102/Tutorials/Social processes, society and culture

Goals

 * To define and discuss key social psychology terms for Chapter 17 (Gerrig et al., 2008).
 * To consider socio-psychological perspectives on racism in Australia and techniques for reducing prejudice by learning about Jane Elliott's (controversial) approach to anti-discrimination and -prejudice training by watching and discussing The Australian Eye).

What you will need

 * 1) The Australian Eye (52 mins; DVD)
 * Keyword handout

Introduction (5 mins)
This is a first year undergraduate psychology tutorial which focuses on aspects of social psychology related to prejudice, aggression, and conflict resolution. It relates to this accompanying lecture.

In the first part of the tutorial, students work in small groups to define several key terms related the textbook reading and the lecture and share these with the class.

In the second part of the tutorial, we watch a DVD documentary about racism in Australia and discuss a controversial prejudice-reduction training technique developed by Jane Elliott.

 * FAQ/News:
 * Essays are mostly likely to be returned in W14 - watch Moodle announcements
 * Exam has been delayed by one week to Nov 18 - check Moodle announcements

Key terms class exercise (20 mins)
Organise the class into groups of 3. Provide a copy of the Key terms handout (for each person). Allocate each group with an approximately equal number of keywords. Provide approx. 10 to 15 mins (depends on class size) for groups to come up with definitions for their allocated key terms. Then each group should take turn to share their definitions with the rest of the class:
 * 1) Aggression: Behaviour that causes psychological or physical harm to another individual.
 * 2) Altruism: Pro-social behaviours a person carries out without considering his or her own safety or interests.
 * 3) Bystander intervention: People’s willingness to help strangers in distress; sensitive to characteristics of the situation.
 * 4) Conformity: A tendency for individuals to adopt and display behaviour and opinions presented by other group members.
 * 5) Culture: The set of shared attitudes, values, goals, and practices that characterises an institution, organization or group.
 * 6) Demand characteristics: Cues in an experimental setting that influence participants' perceptions of what is expected of them and systematically influence their behaviour.
 * 7) Diffusion of responsibility: When more than one person who could help is present. Others assume that someone else will or should help.
 * 8) Frustration-aggression hypothesis: Frustration occurs in situations in which people are prevented from obtaining their goals; a rise in frustration leads to a greater probability of aggression.
 * 9) Genocide: Acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, such as killing members of the group, causing serious bodily or mental harm to members of the group, deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part, imposing measures intended to prevent births within the group, and forcibly transferring children of the group to another group."
 * 10) Group dynamics: The ways in which leaders directly influenced their followers and the ways in which group processes changed the behaviour of individuals.
 * 11) Group polarisation: When groups, as opposed to individual’s, make a decision. The group decision is often more extreme.
 * 12) Groupthink: Members of small cohesive units have a tendency to maintain esprit de corps through the unconscious development of shared illusions and related norms. These norms subsequently interfere with the group’s critical thinking and reality testing (Janis, 1972).
 * 13) Impulsive aggression: A type of aggression produced in reaction to situations and is emotion driven: people respond with aggressive acts in the heat of the moment.
 * 14) Informational influence: Wanting to be “correct” and to behave in the “right way” in a given situation - one type of conforming.
 * 15) Instrumental aggression: A type of aggression that is goal directed and cognition based: people carry out acts of aggression, with premeditated throught, to achieve specific aims.
 * 16) Norm crystallisation: When the expectations of a group of people converge into a common perspective.
 * 17) Normative influence: Wanting to be liked, accepted, and approved of by others - one type of conforming (the Asch effect).
 * 18) Peace psychology: An interdisciplinary approach to promoting and facilitating conflict resolution and intergroup cooperation.
 * 19) Pro-social behaviours: behaviours that are carried out with the goal of helping other people.
 * 20) Reciprocal altruism: People perform altruistic behaviours because they expect others to perform altruistic behaviours for them.
 * 21) Rules: Behavioural guidelines for a specific group or setting (can be explicit or implicit).
 * 22) Social norms: Groups' behavioural expectations of their members.
 * 23) Social role: Behaviour patterns that are expected of a person in a given setting or group.

Introduction (10 mins)

 * Provide some historical background about Jane Elliott and her blue-eyed/brown-eyed experiments and training, e.g., describe her first experiments, the reasons for them, and that she has continued to provide this type of training since etc.

The Australia Eye (52 mins)

 * Ask students to watch the The Australian Eye (DVD) and to note events and examples (affect, behaviour, and cognition) which illustrate socio-psychological principles (particularly those listed in the keywords).

Discussion (20 mins)
Debrief and discuss The Australian Eye, e.g., consider:
 * 1) What do you think of Jane Elliott's approach? Why? (Try to facilitate expression of positive and negative views)
 * 2) Were there any ethical issues in Jane Elliott's approach?
 * 3) Do you think her techniques should be replicated more widely?
 * 4) What alternative methods for reducing racial prejudice could be used?
 * 5) One way of tackling/facilitating some of the questions above, could be ask students about the "pros" and "cons" of Jane Elliott's and put these on a whiteboard.

Tutorial evaluation/feedback (5 mins)

 * 1) Tutors may optionally conduct anonymous tutor evaluations using UC's Student Feedback Service.
 * 2) Ask for students' feedback about tutorial content, esp. in the second-half of semester. What would students recommend as the best/worst aspects of the Psy 102 tutorials? Tutors should pass a summary of feedback on to the unit convenor.


text:
Introduction to psychology/Psy102/Lectures/Sensation and perception

See this lecture on Moodle.


text: Introduction to psychology/Psy102/Lectures/Learning and behaviour analysis


text: Introduction to psychology/Psy102/Lectures/Intelligence and intelligence assessment


text:
Introduction to psychology/Lectures/Motivation and emotion

This is a resource page for an Introduction to Motivation and Emotion 1st year undergraduate psychology lecture.

About
Why is this person playing the violin? Why are you reading this page? Why did you get out of bed this morning? Why do people bother doing anything? Ultimately, how can we explain behaviour? Addressing such questions is the focus of psychological study of motivation.

What emotions are these people experiencing? Why are they experiencing these emotions? What purpose do emotions serve? What emotions are there? How can we better understand and manage emotions? Addressing such questions is the focus of psychological study of emotion.

Video

 * Introduction to motivation and emotion (Youtube, 1 hour 41 mins, 5 April, 2015)

Slides

 * Slides (Slideshare)
 * 2015 Semester 1 handouts:
 * [[Media:Lecture MotivationEmotion 6slidesperpage.pdf|Download 6 slides to a page]]: Lecture_MotivationEmotion_6slidesperpage.pdf
 * [[Media:Lecture MotivationEmotion 3slidesperpage.pdf|Download 3 slides to a page]]: Lecture_MotivationEmotion_3slidesperpage.pdf

Readings

 * 1) Burton, L., Westen, D., Kowalski, R. (2012). Psychology (3rd ed.). Milton, Queensland, Australia: Wiley.


text:
Introduction to psychology/Psy102/Lectures/Social processes, society and culture

 * 1) Lecture slides (slideshare): This lecture provides an overview of several social psychology topics, particularly: what is social psychology, social influence (including conformity, obedience, and resistance), group decision-making, aggression, pro-social behaviour, altruism, conflict, and peace psychology
 * 2) The Power of the Situation (27 min. video, Program 19 in the Discovering Psychology series, Annenberg): This program explores psychologists' attempts to understand human behavior within its broader social context. It also examines how beliefs and behavior can be influenced and manipulated by other people and subtle situational forces.
 * 3) For more information about this lecture, see this units' Moodle site.


text:
Introduction to psychology/Psy102/Lectures/Summary and review

For details about this lecture, please see Lecture 11 (on Moodle)


text:
User:Zer0nius

Welcome.

title: User:Zer0nius


text:
User talk:Zer0nius

Welcome on my talk-page.

title: User talk:Zer0nius


text: User:Sukarn

title: User:Sukarn


text:
User talk:Sukarn

Sukarn 20:54, 8 August 2009 (UTC)

title: User talk:Sukarn


text:
User:Onetotrees/123s - One to Trees

123s - One to Trees
123s is the symbol used by One to Trees, an Ecologial Education Non-Profit Non-Governmental Organization (NGO) started in August 2006 in Rio de Janeiro, Brazil, presently having projects running in Nova Friburgo and Rio de Janeiro (Brazil) and Kimana (Kenya).

Vision
123s' vision is to live in a planet where human beings and environment are seem as one, developing this relationship since early childhood, in schools that teach not a single "environmental" subject, but all tradition school subjects from an environmental point of view.

Mission
123s' mission is to foster the use of natural resources in a conscious, efficient and sustainable way, in order to make the Earth a peaceful, prosperous and life-sustaining place.

123s by 123s
123s defines itself as "a growing group of scientists, entrepreneurs, teachers, communities and organizations, directing the creation of efficient work, health and abundance, with an interest in protecting both nature and the profits of our investors."

This means 123s promote an understanding of "economy" as not-incompatible with "ecology": to prosper in a long-term way, 123s defends that any company needs to think about ecology, calling attention to the etymology of such words: eco-logy means the study (logy) of the house (eco) and eco-nomy means the management (nomy) of the house (eco); in this sense, economy could be seen as a sub-discipline of ecology, because to "manage the house" it would be necessary to first "study the house".

Global Warming
123s faces Global Warming as an opportunity to cultivate actions based on ideals of unity. Not as something bad or good on itself, but simply as an opportunity to re-thin ideas, as for instance, our idea of "economy", "school" or "education".

Adopt a Teacher program
123s main Project is the Adopt a Teacher program, promoting an environmental review of traditional school subjects in Brazil and Kenya, each project covering one traditional school subject, reviewed by an environmental point of view.

Seeder-Teacher Grant
123s started a the "Seeder-Teacher Grant", to stimulate new ecological-review projects on all traditional school subjects. Each project is called "Project of Union", understanding by union the capacity to unite a traditional school subject to an environmental point of view.

By environmental point of view, 123s understands not only "talking about the environment" or "planting trees", but mainly to have as practical lessons as theoretical and to build bridges from one traditional subject to all others, one subject not being isolated as an island, but always as peninsula, always with a road to the continent of meeting all subjects.

All projects involve at least a teacher (seeder), a sponsor (sun) and a school (greenhouse); the names between brackets are part of 123s terminology, intending to include nature into its core concepts.

All projects start as "idea-seeds", while the proposal is being developed, become "sprouts" when they started happening at a specific place and aim to become "trees", when the projects are self-sustainable in terms of funding and with a structured mentorship that don't need anymore the presence of teacher who started watering the project.

Projects of Union
123s has already thought of many idea-seeds for projects of union, but only the following already reached the status of "sprouts". The sprouts have monthly reports, that 123s publishes online on 123s Blog.
 * bodyECOLogy: Ecological Physical Education through Dance and Self-Conscience
 * ECOnscience: Science and Health Programs with the Environment and not the Human as central focus
 * AME (Awakening Martial Ecology): a Vocational Guidance Class, mixing Psychology, Ecology and Martial Arts
 * recyclART: using or reusing recycled material to create Art and artistic goods
 * rePCycling: Informatics class using old computers to build new ones, and learning free tools (linux, google, wiki, etc).

123s Language
All 123s terminology intends to promote the union between mankind and nature that the NGO envisions. Examples are:
 * idea-seed: every project of 123s starts as an idea-seed, for 123s aims to plant not only trees, but also ideas of union, that, according to the NGO, can only develop the same way as seeds develop into trees.
 * seeder-teacher: the teacher that starts an idea-seed with 123s, aiming to plant this environmental idea into a school or community receptive to it, where the seed can develop itself as sprout, aiming to become a self-sufficient tree.
 * sun-sponsor: the donator that sponsors a project of union, that, as the sun, sends enough financial-energy for the development of a project
 * greenhouse-school: every school that receives a project of union is treated as a greenhouse, where the idea-seeds develop into sprouts, being watered by a seeder-teacher and nurtured by a sun-sponsor, until the roots are strong enough to make a tree be born.

title: User:Onetotrees/123s - One to Trees


text:
User talk:Dr. Eme

Blocked
Sorry, but the puppeteering just doesn't fly. Redirecting your talk page again pretty much nailed the coffin shut on this one. --SB_Johnny talk 01:02, 10 August 2009 (UTC)

title: User talk:Dr. Eme


text: User:Dr. Eme

title: User:Dr. Eme


text:
User talk:Brandished

 Hello Brandished, 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! Jtneill - Talk - c 02:15, 9 August 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Brandished


text:
User:Fluttergirl/blog

=My Wikiversity Blog - My Year of Living Remotely= Copy this link and paste it into your aggregator. Add entry

My Second phase
Getting used to the place Fluttergirl 02:46, 9 August 2009 (UTC)

My first phase
Acclimatisation Fluttergirl 02:46, 9 August 2009 (UTC)

title: User:Fluttergirl/blog


text:
User:Fluttergirl

Fluttergirl

title: User:Fluttergirl


text:
User:Fluttergirl/Blog

Fluttergirl

=My Wikiversity Blog - My Year of Living Remotely= Copy this link and paste it into your aggregator. Add entry

My Second phase
Getting used to the place Fluttergirl 03:16, 9 August 2009 (UTC)

My first phase
Acclimatisation Fluttergirl 03:16, 9 August 2009 (UTC)

title: User:Fluttergirl/Blog


text:
User:Edge3

Hello everyone! My main page is on the English Wikipedia at w:en:User:Edge3. I joined this project with the hopes of improving math-related courses here, so we'll see how everything turns out!

title: User:Edge3


text:
Emergency Medicine bibliography

Bibliography, Emergency Medicine

Since Emergency Medicine covers such a wide range of topics, I have tried to include a general reading list that would suit the average student / junior doctor coming to the ED for the first time.

General Books
The Oxford Handbook of Emergency Medicine, Oxford University Press

A fantastic book that covers every aspect of day-to-day emergency healthcare

Manual of Emergency Airway Management, Wolters Kluwer

Prepared by the faculty of the National Emergency Airway Management Course, this manual is an expert, practical guide to emergency airway management in any adult or pediatric patient.

Nancy Caroline's Emergency Care in the Streets (UK Version), Nancy Caroline

This is the ideal guide for UK paramedics teaching and learning life-saving responses in emergency conditions, and an essential guide for those preparing for certification or recertification.

Trauma Care
The Trauma Care Manual, Hodder Arnold Publications

This authoritative text on the management of victims of major trauma provides Accident & Emergency personnel with a comprehensive but concise statement of ideal management for the victims of trauma.

Interpreting Trauma Radiographs, Blackwell Publishing

''Interpreting Trauma Radiographs provides a unique guide to enable radiographers and trained healthcare professionals to confidently and competently interpret and report on radiographic images. ''

Minor Injuries
Minor Injuries: "A Clinical Guide", Dennis Purcell

''An authoratitive text dealing with minor injury care in the ED. Lots and lots of case studies''

title: Emergency Medicine bibliography


text:
User talk:JasonGlenister

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

hey it's ticus.okay thanks uce good looking out.

title: User talk:JasonGlenister


text:
User:Twang

This text is to create the User:Twang page. There is no other purpose for it.

title: User:Twang


text:
User talk:San Diego Wine Lady

 Hello San Diego Wine Lady, 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! Jtneill - Talk - c 10:32, 9 August 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

History of Cuisine
I would love to see your contributions here at Wikiversity. Please let me know if there's anything I can do; I'm not an expert, but I'm very interested! The Jade Knight (d'viser) 21:43, 25 August 2009 (UTC)
 * Wikiversity is still pretty unstructured; we're working on making it more user-friendly, but we've got a ways to go, I'm afraid. If you'd tell me what kind of projects you'd like to develop here at Wikiversity, perhaps I can help you figure out how?  (If you want to start a new project, you can just type it in the search box, click "go", and if it's not already a project, click on the red word you just searched for (where it says "did you mean to create...").)  The Jade Knight (d'viser) 22:45, 25 August 2009 (UTC)

title: User talk:San Diego Wine Lady


text:
User talk:Edge3

 Hello Edge3, 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! Jtneill - Talk - c 10:38, 9 August 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Edge3


text:
User talk:Fluttergirl

 Hello Fluttergirl, 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! Jtneill - Talk - c 10:41, 9 August 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Fluttergirl


text: User:Tbergero

title: User:Tbergero


text:
Portal talk:Cognitive psychology

Department news

 * April 28, 2007 - Department founded!
 * July 5, 2013 - Department re-established! --BrienWest (discuss • contribs) 20:52, 5 July 2013 (UTC)

title: Portal talk:Cognitive psychology


text:
User:Mykrafone~enwikiversity/Mykrafone

Myk Rafone
Opinion: This is an excelent resource. Is it self-renewing? What will time tell?

--Mykrafone 13:59, 9 August 2009 (UTC)

title: User:Mykrafone~enwikiversity/Mykrafone


text:
User:Mykrafone~enwikiversity

Myk Rafone
--Mykrafone 14:00, 9 August 2009 (UTC)

title: User:Mykrafone~enwikiversity


text:
User:Brozkeff/Blog

=Brozkeff's Wikiversity Blog= Copy this link and paste it into your aggregator. Edit blog, Edit RSS

First steps in Tibetan language "learning". Recently installed Tibetan keyboard arrangement (Windows Vista native), seems to work ༃་ཨ་ༀ་ཧ་མ ... some random characters ...

title: User:Brozkeff/Blog


text:
User:Brozkeff/Blog/rss

   Brozkeff's Wikiversity Blog http://en.wikiversity.org/wiki/User:Brozkeff/Blog Brozkeff on Wikiversity en

First http://en.wikiversity.org/wiki/User:Brozkeff/Blog#First http://en.wikiversity.org/wiki/User:Brozkeff/Blog#First First blogpost, installed Tibetan keyboard on Windows Vista, prepared PDF with key arrangement for download 15:02, 9 August 2009 (UTC) Brozkeff

title: User:Brozkeff/Blog/rss


text:
German grammar/Können

In German, the word "Können" is the infinitive of "to be able/can". The verb "Können" is one of 6 German Modal verbs.

Examples of Use

 * Er kann gut fahren. - "He can drive well."
 * Kannst du ihm helfen? - "Are you able to help him?"
 * Ich kann Deutsch und Englisch. - "I know German and English."

title: German grammar/Können


text:
Aikido/Philosophy

O-Sensei Ueshiba taught that peace and harmony are to be desired over violence. If so, how should we deal with violence directed at us in the form of a physical attack? Ueshiba felt that the answer didn't lie in a violent response (if you hit me, I will hit you back). Instead, we should seek to avoid conflict. Barring that, neutralize an attack by seizing control of the situation and directing it towards a resolution in which no one is harmed.

Aikido, as a term, is comprised of three kanji characters:

Ai - Harmony or blending Ki - Spirit, breath, energy Do - The way or practice

Ai: Harmony in Aikido
At the heart of all Aikido techniques is harmony - the blending of two or more people to form a harmonious whole.

Conflict
When friends or lovers come together to talk, play, dance, or whatever, harmony arises from the mutual interest of the participants. When a couple dances together, there is a desire on both sides to move with the music, follow the tenants of a particular style of dance (waltzing, tango, two-step, etc.), and mutually enjoy the experience.

Conflict, on the other hand, happens when the interest of one party is being imposed on another. Violent conflict occurs when one person attempts to harm another using an unarmed attack or one involving a weapon. (Violent conflict can also extend to verbal abuse, emotional damage, etc., but that is beyond the scope of this discussion.) Aikido is the study of techniques that can be applied in situations of violent conflict and that lead to harmonious solutions.

Awareness
Before harmony can begin, there needs to be awareness. The signs of a potentially violent situation are there for anyone open enough to see and understand them. There are many aspects of awareness (including emotional climate, verbal language, body language, past history, environment considerations). The point is that you need to be aware of what's going on around you at all times, especially in situations where violence might occur. Awareness is the start of harmony.

Blending
With the awareness that violence has been initiated (or will be soon), blending is the art of aligning physical motion, energy, and spirit. Blended alignment is used to gain control of the situation so that it can be neutralized. If a person tries to punch you (tsuki) fall back (or move around it). If they grab and pull, move forward with them. Once alignment starts, control of the situation can flow from the attacker to the defender. This control is what Aikido technique is all about. Blending requires long, hard practice. There are so many variables to consider it's difficult to even generalize them. However, over time, the aikidoka (student of Aikido) gains an understanding of basic attacks and how to blend with them such that a defensive technique can be applied.

Resolution
Aikido technique presents the possibility of gaining control over a violent physical attack. The question then becomes: what will you do with that control? Several resolutions are possible:

 * escape - create an opening in which to leave conflict behind.
 * meta control - neutralize this attack so that others can be dealt with (usually in muli-person situations).
 * immobilization - physical restraint of the attacker, creating the possibility of verbal resolution.
 * end of conflict - create an awareness in the assailant that physical attacks will not be effective.

Aikido practice provides controlled experiences to blend with a known attack and attempt some form of resolution. These might be simple blend and run exercises or the may result in a hold-down or pin to restrain the attacker. At more advanced levels, Aikido practice introduces the student to multiple attackers and how to manage control in such situations.

Ki: Spirit and Energy in Aikido
The concept of Ki (or Chi in the in the Chinese traditions) is that energy flows through your body (and the universe at large). Speaking from a purely philosophical perspective, this energy represents power and the ability to influence both your inner self and the exterior world. It is a very useful concept that allows the student to visualize control and influence in dynamic situations. In Japanese, the character KI, (Ki), can be associated with energy, breath, or spirit. These aspects are all useful to understanding ki.

Energy
Ki is often explained as a kind of energy that can be gathered, concentrated, and applied in an Aikido technique. Koichi Tohei (founder, Ki Society) talks about ki being present all around us - it is light, gravity, motion, and so forth. - the very essence of the whole universe. Others, such as Minoru Inaba (Shiseikan Dojo, Tokyo), teach that ki is generated in the body as a product of metabolism and strength of spirit (see below). Most are in agreement that ki can be gathered into a person's center (Hara) where it is concentrated and then directed as needed. Ki can be used to resist motion (unbendable arm), enhance motion (the sword cut), or effect control in a blended situation. It can be used to verbally shock the attacker (ki-ai). Outside of violent situations, it can be used for other purposes, such as healing (Reiki and Ki-gong are examples).

In some traditions, practice with ki is the start of training. Sitting, standing, and in motion, ki is the force that makes Aikido technique work. Ki practice exercises take many forms, including centering, unbendable arm, kihon-waza forms, and weapons forms. Regardless of when it is introduced in the curriculum, ki as energy is a very useful concept that can aid visualization and understanding of the very subtle effects that can occur in Aikido.

Breath
Traditionally, ki energy was conceptualized as breath or breathing. Regardless of an eastern view of drawing in the energies of the cosmos or the western view of oxidation being vital to metabolic release of energy in the body, breathing is an important part of Aikido practice. Many schools of Aikido teaching abdominal breathing (Japanese term needed) where breath is drawn deep into the belly (often through the nose) and expelled in a controlled or forceful manner (often via the mouth). Breathing is another way to visualize ki entering and leaving the body.

Beyond breathings a metaphor for ki power, breathing is an important part of practice. Control of breathing is an important way to control your own body. Only by maintaining control over yourself (starting with breath) can you hope to blend with your opponent and harmonize with him (or her).

Spirit
Beyond being seen as a form of energy, many aspects of ki are spiritual in nature. Aikido students are taught that their spirit matters. Spirit includes will power, attitude, concentration, awareness, self-discipline, and belief. Some of these have terms associated with them: mushin (no-mind, a mind not fixed or occupied by thought or emotion and thus open to everything) or zanshin (focused concentration) for example. Others are described in more general terms or by the affect it will have on technique. Students are encouraged to have a "martial spirit", to give strong attacks, and apply defenses as if they were real situations.

O-sensei Ueshiba often taught Aikido as a spiritual exercise. He drew many examples from Japanese mythology (such as those told in the Kojiki (http://www.pantheon.org/areas/mythology/asia/japanese/articles.html) and from various philosophical beliefs, such as the Kotodama. As a deeply spiritual person himself (reference from John Stevens here), he felt that the spirtual aspects of Aikido were essential to understanding it.

A Personal Journey
Like many other martial arts, Aikido is considered a "way" - a spiritual path to enlightenment. It is a personal journey that starts with the decision to study it and ends ... well, some say that it never ends. Along the way, the student encounters many personal challenges. Some of these are physical (the strength to perform some move), motivational (it takes a long time before even basic proficiency is reached), emotional (political conflicts within a school), and even spiritual (bowing to graven images of the founder). The challenges lead to a deeper understanding of the art, but there are also many positive moments as well. Finally grasping a basic technique, passing a test, making friends; perhaps finding strength you didn't know you had.

There is no special path up the mountain. Some are recommended over others. Some have been blazed by other students and teachers. Other students may be a bit further down the road, or trailing behind you, but there is comfort knowing that all are on the same journey.

Rank Systems
In the early days of Aikido, there was no rank system. You trained, you practiced, you did what the instructor told you to do. Over time, you were acknowledged as an intermediate student, an advanced student, or perhaps even encouraged to teach yourself. (Reference needed to when rank was introduced into Aikido). Rank systems serve two basic purposes: they motivate students to strive for deeper understanding and they define a measure of accomplishment. Classical studies have shown (reference needed) that learning is enhanced when rewarded. Recognition of rank advancement is one way to acknowledge that a student has mastered certain aspects of Aikido. Rank can also be used to foster safety in the dojo. Students close to each other in rank often practice together. In situations where there is a large difference in rank, the more senior is expected to tailor their responses appropriately to the level of their partner.

title: Aikido/Philosophy


text:
Talk:Aikido/Philosophy

The section on harmony is a bit over generalized and likely reflects my own interpretations of aikido. I recognize that there are other styles that may have different views on aikido harmony and welcome input here. For the record, I started Aikido in the USAF, migrated to AAA, and have had strong exposure to Ki Society along the way.

Markjnorton 23:00, 9 August 2009 (UTC)

title: Talk:Aikido/Philosophy


text:
User:Patkelly1336

Hello, I am Patrick Kelly and I am willing to learn as much as I can throughout my life. However, I like to be laid back about it, thus the action of my joining wikiversity has come into play. I am very technologically intelligent and am very good with mathematics. I will update this page as soon as I start learning more educational material.

I am 18 years of age (December 4, 1990) and I live in Elm Grove, Wisconsin I am very tall, and a little more laid back than some of my best friends

I have always had a computer around me throughout my life When i was younger, our family had a computer with a 128MHz processor, 8MB of RAM, and the ability to play SimCity without problems The next computer, finally, my own computer: a 300MHz processor, 32MB of RAM, 800MB main hard disk storage, and external serial disc drive Eventually in 2005, i owned a desktop computer which suited me just fine: Dell Dimension 4400 Series 2.0GHz Intel Pentium 4 Processor (512K/Cache) 512MB RAM (PC3200) 80GB IDE Hard Drive CD-RW Internal Drive Windows XP Professional 32MB Graphics (AGP Card) I later upgraded this computer to have 2.0GHz P4 Processor (Overclocked to 2.65GHz) 1GB RAM (PC3200) 24GB Virtual Memory 80GB IDE Main Drive 250GB SATA Backup Drive 500GB External Drive 1.5TB Media Drive (FireWire External) 896MB Graphics (ATI AGP Card)

I own a few laptops, more about them later

I have always used the internet as a resource, and a guide to help me throughout my life. I have full 100% wireless access all throughout my home and all of it is Wireless-N (300Mbps) data transfer rate.

I will be attending Waukesha County Technical College (Wisconsin) for Information Technology Network Specialist this fall (2009) and hope to accel throughout the rest of my life

title: User:Patkelly1336


text:
User talk:Patkelly1336

 Hello Patkelly1336, 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

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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! Jtneill - Talk - c 23:25, 9 August 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Patkelly1336


text:
User talk:Markjnorton

 Hello Markjnorton, 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

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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! Jtneill - Talk - c 23:28, 9 August 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Links
Hi Mark, yes that was a "standard welcome" (usually no-one replies!). I think what you might be after is Help:Linking. If you wanted that link to have a link alias, it would be like Linking, i.e., Instead of Linking . Does that help? Sincerely, James -- Jtneill - Talk - c 03:22, 10 August 2009 (UTC)

Organisation
For the aikido pages, I'd suggest another way (probably better) to structure is like this:
 * Aikido/Subpage name 1
 * Aikido/Subpage name 2

Then on each page and subpage, include the category syntax for Category:Aikido.

Or something like this - that's basically I organise my multi-page projects. There are other ways, such as you have outlined with aikido:subpage name. But usually the colon is used for Help:Namespaces and learning projects should be in the main space (i.e., without a colon). Hope this makes sense. Feel free to also ask about this stuff on the Colloquium. -- Jtneill - Talk - c 03:41, 10 August 2009 (UTC)
 * Some examples: Category:Psychology and Category:Psychology 102 -- Jtneill - Talk - c 03:41, 10 August 2009 (UTC)

title: User talk:Markjnorton


text:
Airway Control

Airway Management

In every patient you see, with major or minor injuries, you should assess the ABC's;

 * Airway
 * Breathing
 * Circulation

The most important of which is of course, the patient's airway. A simple assessment is sometimes the most effective;

 * Is there clear airflow?

 * Are there clear breath sounds?

Jaw Thrust Method
The jaw thrust method is the most commonly used airway-clearing technique, and BLS providers (including non-medical personnel) can easily be trained to employ it effectively. By grasping the jaw, and pulling the mandible forward, the airway can be cleared - due to displacement of debris and a shift in tongue position.

Chin Lift Method
Again, the chin lift can be safely employed by BLS providers. However, since this manovure will disrupt c-spine placement, it's use is strongly discouraged.

Please note this lesson is currently in development

Lesson by Dr. Colin Brennan, MBChB, MSc

User:Hepatomegaly u

title: Airway Control


text:
Human brain

The human brain usually weighs 3lb (1.4kg) and is made up of wet tissues. The function and importance of the brain was widely unknown until recent centuries, Aristotle, thought the brain was a radiator for cooling the blood.

The human brain is made up of many parts, including: The Frontal-Polar Cortex, which is the most recently evolved part of the prefrontal cortex. This area of the brain assists in forward planning, and controlling other parts of the brain. The Frontal Lobe, which is the largest of the brains lobes, and the latest to evolve. The back of the frontal lobe mainly controls precise movements, and the front area, controls high-level planning. The Cortex is heavily folded, creating a large surface area. On a cellular level, the human brain consists of about 86 million neurons, or brain cells. Every part of the human brain can be put into two classifications, grey matter and white matter. Grey matter consists of a neuron's dendrites, or tendrils. Grey matter is where neurons meet and interact. White matter is made out of the cell's body and is responsible for a brain signal staying intact and preserving the ionic energy that later gets transferred by grey matter.

title: Human brain


text:
Cognitive science

What is cognitive science?
"The domain of cognitive science occupies the intersection of philosophy, neuroscience, linguistics, cognitive psychology, and computer science (artificial intelligence)."

title: Cognitive science


text:
Aikido/Principles

Extension
Extending ki

Distance
Ma-ai

Awareness
Mushin

Concentration
Zanshin

Breathing
Kokyu

title: Aikido/Principles


text:
Talk:Aikido/Principles

Feel free to add other principles you think are important.

Markjnorton 00:42, 10 August 2009 (UTC)

title: Talk:Aikido/Principles


text:
Talk:Aikido

 * As of 18:14, 20 March 2020 (UTC), the section Aikido contains material directly copied from Aikido.

Aikido Topic
Re-establishing discussion about Topic:Aikido after it was deleted by Emesee close to a year ago:

04:13, 29 August 2008 Emesee (Talk | contribs) deleted "Topic talk:Aikido"  (Author request)

I suspect that a previous attempt was made to create a topic around Aikido and it was deleted by him. Who knows?

Markjnorton 01:27, 10 August 2009 (UTC)

While I welcome other contributors to this Wikiversity topic, let me state my qualifications to write on this topic. I hold the rank of Yondan and have a Shidoin teaching certificate after close to 30 years of study, practice and teaching. I am a member of both the USAF and AAA aikido organizations. In the fall of 2007, I helped establish Mill City Aikido along with several of my colleagues in Westford, MA.

Markjnorton 01:32, 10 August 2009 (UTC)

O'sensei
Hey Mark, in the page, I do believe you spelled O'sensei's first name wrong. It may just be me, but I always thought it was spelled Morihei, not Morohei.

Aikidoist 15:35, 12 August 2009 (UTC)

title: Talk:Aikido


text:
User:Markjnorton

My name is Mark J. Norton.

I currently live south of Ithaca, NY in a village called Willseyville where I am building a small homestead farm with my wife. I am an independent software consultant and developer. I have several interests that might lead me to being a contributor to various Wiki projects.

Open Source Course Management Systems
I am a contributing developer to [The Sakai Project]. I have also participated in several other open source projects including the VUE project at Tufts University, the Open Knowledge Initiative, led by MIT, and the Digital Marketplace Initiative led by California State University.

Aikido
Long time student, teacher, and dojo founder. See [personal aikido page] and [Mill City Aikido].

Farming
Homesteading, vegetables, and eventually livestock. There is a web site, but it is closed to viewers. Sorry.

title: User:Markjnorton


text:
Aikido/Terminology

Concepts

 * Ma-ai - proper distance
 * Zanshin - focus or conentration
 * Mushin - awareness (empty mind)
 * Centering -
 * Extension - pushing out ki energy
 * Blending - synchronizing motion or energy
 * Unbendable - using ki to make an arm or leg unbendable
 * uke - receiver of the technique to work on
 * tori or shite - applier the technique to work on

Attacks

 * Shomenuchi - Strike to front of the head
 * Yokomenuchi - Strike to side of the head
 * Katatetori - one hand grabs one hand
 * Katatori - label grab
 * Hijitori - elbow grab
 * Morotetori (Ryotemochi) - two hands grab one hand
 * Ryotetori - two hands grab two hands
 * Maigeri - front kick
 * Munetsuki  Kao Tsuki - punch to the head or face
 * Ushiro Ryokatatori - both shoulders grabbed from behind
 * Ushiro Tekubitori - both wrists grabbed from behind
 * Ushiro Kubishime - choke from behind with free hand grabbing wrist

Defenses

 * Ikkyo - first defense
 * Nikkyo - second defense
 * Sankyo - third defense
 * Yonkyo - forth defense
 * Gokyo - fifth defense
 * Rokyo - sixth defense
 * Kotegaeshi - wrist twisting defense
 * Shihonage - four direction throw
 * Jujinage - figure ten entaglement
 * Kokyunage - breath throw
 * Koshinage - hip throw

Movement

 * Irimi - entering movement
 * Tenkan - turning movement
 * Tenshin - backwards movement
 * Ura - rear turning movement
 * Omote - front entering movement
 * Uchi-kaiten - inside move
 * Soto-kaiten - outside move

Technique Categories

 * Tai-waza - body techniques
 * Ushiro-waza - attacks from behind
 * Suwari-waza - attacks while kneeling
 * Hanmi-handachi - attacker standing, defender kneeling
 * Atemi-waza - pre-emptive strikes
 * Henka-waza - changing techniques
 * Kaeshi-waza - counter techniques
 * Kihon-waza - basic techniques
 * Oyo-waza - applied techniques
 * Jo-nage - defenses against the Jo
 * Jo-tori - defenses using the Jo
 * Tachi-tori - sword attack defenses
 * Tanto-tori - knife attack defenses

title: Aikido/Terminology


text: Category:Psychology 102/Assessment

title: Category:Psychology 102/Assessment


text:
User:Bradybd

My name is Brady Brim-DeForest. I occasionally contribute to Wikiquote.

You can read my thoughts here: http://www.brimdeforest.com

Most of the time, I am active on Wikipedia: http://en.wikipedia.org/wiki/User:Bradybd

title: User:Bradybd


text:
User:Atlanticwriter

Based in Bristol, and self employed, I think that distributism - the widespread ownership of private productive property - is the economic system most likely to discourage extremes of wealth and poverty and to contribute towards a more equitable and happy society.

I find the distributist critique of both developed capitalism - with its concentration of ownership in ever-fewer hands - and of historic socialism - where, ultimately, the state becomes the dominant capitalist - as insightful and helpful, as we try and move forward in light of the obvious collapse of the Anglo-American economic model.

Atlanticwriter 08:40, 10 August 2009 (UTC)

title: User:Atlanticwriter


text:
User talk:Bradybd

 Hello Bradybd, 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.
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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! Jtneill - Talk - c 09:10, 10 August 2009 (UTC)

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

title: User talk:Bradybd


text:
User talk:Atlanticwriter

 Hello Atlanticwriter, 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.
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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! Jtneill - Talk - c 09:14, 10 August 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Atlanticwriter


text:
User talk:Lloydsymphonia

 Hello Lloydsymphonia, 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.
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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! Jtneill - Talk - c 09:18, 10 August 2009 (UTC)

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title: User talk:Lloydsymphonia


text:
Therapy

Therapy is the attempted remediation of a health problem, usually following a diagnosis. In medical terminology, therapy is synonymous with treatment.

title: Therapy


text:
Aikido/Glossary

Concepts

 * Ma-ai - proper distance
 * Zanshin - focus or conentration
 * Mushin - awareness (empty mind)
 * Centering -
 * Extension - pushing out ki energy
 * Blending - synchronizing motion or energy
 * Unbendable - using ki to make an arm or leg unbendable

Attacks

 * Shomenuchi - Strike to front of the head
 * Yokomenuchi - Strike to side of the head
 * Katatetori - one hand grabs one hand
 * Katatori - label grab
 * Hijitori - elbow grab
 * Morotetori (Ryotemochi) - two hands grab one hand
 * Ryotetori - two hands grab two hands
 * Maigeri - front kick
 * Munetsuki - punch to the head or face
 * Ushiro Ryokatatori - both shoulders grabbed from behind
 * Ushiro Tekubitori - both wrists grabbed from behind
 * Ushiro Kubishime - choke from behind with free hand grabbing wrist

Defenses

 * Ikkyo - first defense
 * Nikkyo - second defense
 * Sankyo - third defense
 * Yonkyo - forth defense
 * Gokyo - fifth defense
 * Rokyo - sixth defense
 * Kotegaeshi - wrist twisting defense
 * Shihonage - four direction throw
 * Jujinage - figure ten entaglement
 * Kokyunage - breath throw
 * Koshinage - hip throw

Movement

 * Irimi - entering movement
 * Tenkan - turning movement
 * Tenshin - backwards movement
 * Ura - turning movement
 * Omote - entering movement
 * Uchi-kaiten - inside move
 * Soto-kaiten - outside move

Technique Categories

 * Tai-waza - body techniques
 * Ushiro-waza - attacks from behind
 * Suwari-waza - attacks while kneeling
 * Hanmi-handachi - attacker standing, defender kneeling
 * Atemi-waza - pre-emptive strikes
 * Henka-waza - changing techniques
 * Kaeshi-waza - counter techniques
 * Kihon-waza - basic techniques
 * Oyo-waza - applied techniques
 * Jo-nage - defenses against the Jo
 * Jo-tori - defenses using the Jo
 * Tachi-tori - sword attack defenses
 * Tanto-tori - knife attack defenses

title: Aikido/Glossary


text: Category:Aikido

title: Category:Aikido