text:
Rubik's Cube/Some Simple Moves

This looks best in "Edit" mode! I have discovered (by experiment) that the proper HTML tags solve the problem. Ray Calvin Baker 14:57, 29 October 2011 (UTC) Ray Calvin Baker 19:33, 18 August 2011 (UTC)
 * HOW TO FIND YOUR VERY OWN PERSONAL WAYS TO SOLVE RUBIK'S CUBE                              |
 * (Preliminary April 20, 2007 version)            |
 * by Mr. Ray Calvin Baker                         |
 * FREE Public Domain Educational Material         |
 * Chapter Three - - - - - - - - - Some Simple Moves -- Positioning Four Corner Cubies        |
 * You could call this "Goal Zero -- some warming-up moves". Although the individual moves are |
 * all (ridiculously) simple, the ways to organize those simple moves is more complicated.    |
 * It's the organization of these simple things that makes Rubik's Cube a MATHEMATICAL puzzle. |
 * Many people have been able to get one of the six sides of the Cube unscrambled; but        |
 * considerably fewer have managed to get all six sides completely unscrambled. If you are one |
 * of those who can unscramble one side, you may not need to read the rest of this chapter at |
 * all -- EXCEPT you may still need to learn how to organize what you know into a complete    |
 * solution. One way to do this is shown in the example of "programmed learning" demonstrated |
 * in this chapter. The other major thing in this chapter is guided practice in using the     |
 * notation developed in Chapter Two, "Using Pictures, Diagrams, Notation, and Abbreviations". |
 * My notes can not help you unless you know how to use them!                                 |
 * Now, although you are welcome to use my notes, I do NOT encourage you to memorize my       |
 * solution! I encourage you to find your own personal, better methods. Then memorize those!  |
 * You may already have found your own personal way to accomplish the goal of this chapter.   |
 * But please check diagram 3-1B carefully, to make sure you have all four corner cubes in    |
 * their proper places. Please be aware that having gotten one side correctly arranged ONCE is |
 * not quite the same as being able to get one side correctly arranged EVERY TIME!            |
 * It would be very nice if you had an unscrambled ("pristine") Cube so you could see how the |
 * cubies move around as you perform the operations I intend to show you, but you probably    |
 * have only a scrambled Cube. So, I will try to describe some very simple moves which will   |
 * unscramble part of one side of your Cube, to get you started, and to build up your         |
 * confidence.                                                                                |
 * 1) There are 24 ways to orient a Cube (or even a plain cube). One of the six faces is on TOP.  #
 * Another one of the faces is on the BOTTOM. One of the four remaining sides can be in FRONT. #
 * The positions and orientations of all other sides are already determined, once the TOP and #
 * FRONT are chosen.                                                                          #
 * 1) The number of possibilities for each side that I described above are: 6, 1, 4, 1, 1, and 1. #
 * 2) The product of these numbers is 24, and this is the number of ways a cube can  be oriented. #
 * 3) Check it out!                                                                               #
 * 4) How is this fact useful? Turning the entire Cube does nothing to unscramble the Cube,  but  #
 * 5) it never scrambles the Cube any worse, either. This means that, by positioning the entire   #
 * 6) Cube properly, you can multiply your Cube solving methods by a factor of 24. Why learn 24   #
 * 7) different methods, when you can freely rotate the Cube to a desired position, apply just    #
 * 8) ONE method, then return the Cube to its original orientation? This principle will be        #
 * 9) discussed more fully in Chapter Six, "Customize Your Moves -- Commutation".                 #
 * Here is the way I would begin. Pick one color on your Cube. Turn your Cube so that the     |
 * center square of this color is on TOP. We will now try to arrange the four corner cubies   |
 * with this color, so that five cubies all show this color on the TOP of your Cube.          |
 * _ * _                                        _ * _                          |
 * _ * _ ? _ * _                                _ + _TOP_ * _                      |
 * _ * _ ? _ * _ ? _ * _                        _ * _ ? _ * _ ? _ * _                  |
 * * _ ? _ * _TOP_ * _ ? _ *                    * _TOP_ * _TOP_ * _TOP_ *                |
 * |  * _ ? _ * _ ? _ *   |                     |   * _ ? _ * _ ? _ *   |                |
 * | ? |  * _ ? _ *   | ? |                     | F |   * _TOP_ *   | R |                |
 * * _ | ? |  *   | ? | _ *                     * _ | ? |   *   | ? | _ *                |
 * |  * _ | ? | ? | _ *   |                     |   * _ | F | R | _ *   |                |
 * | ? |  * _ | _ *   | ? |                     | ? |   * _ | _ *   | ? |                |
 * * _ | F |  *   | R | _ *                     * _ | F |   *   | R | _ *                |
 * |  * _ | ? | ? | _ *   |                     |   * _ | ? | ? | _ *   |                |
 * | ? |  * _ | _ *   | ? |                     | ? |   * _ | _ *   | ? |                |
 * * _ | ? |  *   | ? | _ *                     * _ | ? |   *   | ? | _ *                |
 * * _ | ? | ? | _ *                            * _ | ? | ? | _ *                    |
 * * _ | _ *                                    * _ | _ *                        |
 * What we start with.                         What we want to end with at this stage    |
 * "?" means "I don't know,                    of the solution. (BACK and LEFT sides     |
 * but it doesn't matter".                     should show a similar pattern.)           |
 * We are ignoring the edge cubies at this stage of the solution.          |
 * DIAGRAM 3-1A.                               DIAGRAM 3-1B.                             |
 * DIAGRAM 3-1. The Goal of Chapter Three.                                               |
 * One of the first things we need to learn is how to determine if a cubie is in the correct  |
 * position, even if it's not properly oriented. Another thing to learn is how to determine if |
 * a cubie is in the correct position, and also properly oriented.                            |
 * Let's learn these two things by focusing for a little while on just the FRONT RIGHT TOP    |
 * position of the "What we want to end with..." diagram above (Diagram 3-1B). Can you imagine |
 * a diagonal connection from the TOP side of the FRONT RIGHT TOP position to the TOP central |
 * cubie? I hope so!                                                                          |
 * If you can also imagine a diagonal connection from the FRONT side of the FRONT RIGHT TOP   |
 * cubie to the FRONT central cubie, you are two thirds of the way toward learning how to     |
 * recognize "cubie in correct position, and also properly oriented". If you can also imagine |
 * a diagonal connection from the RIGHT side of the FRONT RIGHT TOP cubie to the RIGHT central |
 * cubie, you have understood this lesson.                                                    |
 * The next three diagrams (Diagrams 3-2 A through C)) show you the six places you need to    |
 * check on your Cube, to correctly master this stage of a solution. These three diagrams also |
 * show you the possible patterns you might find.                                             |
 * _ * _                        _ * _                         _ * _              |
 * _ * _ ? _ * _                _ * _ ? _ * _                 _ * _ ? _ * _          |
 * _ * _ ? _ * _ ? _ * _        _ * _ ? _ * _ ? _ * _         _ * _ ? _ * _ ? _ * _      |
 * * _ ? _ * _TOP_ * _ ? _ *    * _ ? _ * _TOP_ * _ ? _ *     * _ ? _ * _TOP_ * _ ? _ *    |
 * |  * _ ? _ * _ ? _ *   |     |   * _ ? _ * _ ? _ *   |     |   * _ ? _ * _ ? _ *   |    |
 * | ? |  * _TOP_ *   | ? |     | ? |   * _ F _ *   | ? |     | ? |   * _ R _ *   | ? |    |
 * * _ | ? |  *   | ? | _ *     * _ | ? |   *   | ? | _ *     * _ | ? |   *   | ? | _ *    |
 * |  * _ | F | R | _ *   |     |   * _ | R |TOP| _ *   |     |   * _ |TOP| F | _ *   |    |
 * | ? |  * _ | _ *   | ? |     | ? |   * _ | _ *   | ? |     | ? |   * _ | _ *   | ? |    |
 * * _ | F |  *   | R | _ *     * _ | F |   *   | R | _ *     * _ | F |   *   | R | _ *    |
 * |  * _ | ? | ? | _ *   |     |   * _ | ? | ? | _ *   |     |   * _ | ? | ? | _ *   |    |
 * | ? |  * _ | _ *   | ? |     | ? |   * _ | _ *   | ? |     | ? |   * _ | _ *   | ? |    |
 * * _ | ? |  *   | ? | _ *     * _ | ? |   *   | ? | _ *     * _ | ? |   *   | ? | _ *    |
 * * _ | ? | ? | _ *            * _ | ? | ? | _ *             * _ | ? | ? | _ *        |
 * * _ | _ *                    * _ | _ *                     * _ | _ *            |
 * FRONT RIGHT TOP cubie        FRONT RIGHT TOP cubie         FRONT RIGHT TOP cubie        |
 * in correct position,         in correct position, but      in correct position, but     |
 * with correct orientation.    with incorrect orientation.   with incorrect orientation.  |
 * (It needs to be rotated 120  (It needs to be rotated 120  |
 * degrees counterclockwise.)   degrees clockwise.)          |
 * DIAGRAM 3-2A.                DIAGRAM 3-2B.                 DIAGRAM 3-2C.                |
 * DIAGRAM 3-2. Correct Position with Correct and Incorrect Orientations                   |
 * The only other possibility is that the cubie at the FRONT RIGHT TOP position is INCORRECTLY |
 * positioned. In this case, the orientation doesn't matter -- the cubie is in the wrong      |
 * place! Can you recognize this siuation when it occurs? Hint: there will be at least one    |
 * color on the corner cubie at the FRT position which matches NONE of the TOP center square, |
 * the FRONT center square, or the RIGHT center square.                                       |
 * You may need to turn the entire Cube so that each of the corner cubies can be examined in  |
 * turn. At this time, you will want to make all four corners of the TOP side correctly       |
 * positioned and correctly oriented. In later chapters, you will want to make all eight      |
 * corners of the Cube properly positioned and properly oriented.                             |
 * Hopefully, you now know what I would be looking for with respect to the four corners of    |
 * your chosen side of the Cube. Let's do some looking and make some moves to get the first   |
 * four corner cubies of our Cube into proper order. BE ALERT! You should be able to          |
 * accomplish these "warm up" moves on your own, with much less hassle and worry. But as your |
 * teacher, I need to spell out a method which is guaranteed to work. You, as the student,    |
 * have the opportunity to find the best way that works for you!                              |
 * Please be patient with me if the following discussion seems long and tedious! I want you to |
 * develop your own "common sense" appreciation for your Cube! But not everyone has the       |
 * cleverness to solve the Cube without help, so I need to give a full explanation of one way |
 * to solve the Cube for the benefit of those people.                                         |
 * For your information, an "ASSERTION" is a statement which is supposed to be true. Check the |
 * statement carefully, because a mistake has been made somewhere if the "ASSERTION" is NOT   |
 * true! Sometimes, the programmer has made a mistake; that's why programs need to be checked |
 * very carefully. Sometimes, someone misinterpreted the instructions. That's why it's hard   |
 * work to write instructions which are easy to follow. Sometimes, someone failed to perform  |
 * the instructions properly. That's why YOU may need to start over again.                    |
 * You are about to experience an experiment in what is called "programmed learning". The     |
 * steps are all supposed to be very simple, but they do not always go in "1, 2, 3" order.    |
 * Sometimes, you will be asked a question. The answer will usually be quite simple, like     |
 * "YES!" or "NO!" The next step you must take will depend on how you answer the question. Be |
 * sure to follow instructions like "Go to step 3-6." and "Continue with step 3-3." very      |
 * carefully!                                                                                |
 * BEGIN: STEP 3-1. Determine and record the starting position for your Cube. Here's how:     |
 * Write down on scrap paper, "STARTING POSITION:                                             |
 * The color of the BOTTOM center square is _____.                |
 * The color of the FRONT center square is _____.                 |
 * The color of the BACK  center square is _____.                 |
 * The color of the LEFT  center square is _____.                 |
 * The color of the RIGHT center square is _____.                 |
 * The color of the TOP   center square is _____."                |
 * Fill in the blanks.                                                                        |
 * Now you have a record of the starting position.                                            |
 * You may need to return your Cube to this position several times during the "warm up"       |
 * process. You may also often need to determine whether or not your Cube is in this starting |
 * position.                                                                                |
 * Now that you have a record of the starting position, the first "warm up" task is to put    |
 * four corner cubies at their correct location.                                              |
 * STEP 3-2. Is the correct cubie in the FRONT RIGHT TOP location? Check for this by          |
 * comparing the three colors of the three sides of the cubie with the central square of the  |
 * FRONT, RIGHT, and TOP sides of the Cube. (The orientation of this cubie may be wrong at    |
 * this time -- I'm only interested in whether or not the correct cubie is in this location.) |
 * YES! Go to step 3-6.            NO! Continue with step 3-3.                                |
 * STEP 3-3. Is the cubie which belongs at FRONT RIGHT TOP actually at the FRONT LEFT TOP     |
 * location?                                                                                |
 * YES! Go to step 3-7.            NO! Continue with step 3-4.                                |
 * STEP 3-4. Is the cubie which belongs at FRONT RIGHT TOP actually at the BACK LEFT TOP      |
 * location?                                                                                |
 * YES! Go to step 3-8.            NO! Continue with step 3-5.                                |
 * STEP 3-5. Is the cubie which belongs at FRONT RIGHT TOP actually at the BACK RIGHT TOP     |
 * location?                                                                                |
 * YES! Go to step 3-9.            NO! Continue with step 3-11.                               |
 * STEP 3-6. ASSERTION: The correct cubie is at the FRONT RIGHT TOP position.                 |
 * Rotate the entire Cube, using the "3T^" move.                                              |
 * Then continue with step 3-10.                                                              |
 * STEP 3-7. ASSERTION: The cubie which belongs at FRONT RIGHT TOP is actually at the FRONT   |
 * LEFT TOP location.                                                                         |
 * Perform this series of moves,  "Lv B^ L^ B2 Fv B^ F^ Lv B^ L^ 3T^",                        |
 * then go to step 3-10.                                                                      |
 * STEP 3-8. ASSERTION: The cubie which belongs at FRONT RIGHT TOP is actually at the BACK    |
 * LEFT TOP location.                                                                         |
 * Perform this series of moves,  "L^ Bv Lv R^ B2 Rv B2 L^ B2 Lv 3T^",                        |
 * then go to step 3-10.                                                                      |
 * STEP 3-9. ASSERTION: The cubie which belongs at FRONT RIGHT TOP is actually at the BACK    |
 * RIGHT TOP location.                                                                        |
 * Perform this series of moves,  "K^ Fv B^ F^ Bv Kv 3T^,                                     |
 * then go to step 3-10.                                                                      |
 * STEP 3-10. Is the Cube in its starting position?                                           |
 * YES! Go to step 3-15.           NO!  Go back to step 3-2.                                  |
 * STEP 3-11. ASSERTION: The cubie which belongs at FRONT RIGHT TOP is actually on the        |
 * BOTTOM layer.                                                                              |
 * (You will need to find it there, then move it into the correct position.)                  |
 * Rotate the BOTTOM of the Cube until the cubie which belongs in the FRONT RIGHT TOP         |
 * position is at the BOTTOM BACK RIGHT position. (I trust you to know how to do this.)       |
 * Then perform this sequence of moves, "Fv B2 F^ 3T^".                                       |
 * Finally, go to step 3-10.                                                                  |
 * STEP 3-12. ASSERTION: The cubie in the FRONT RIGHT TOP position is correctly oriented.     |
 * Rotate the entire Cube, using the "3T^" move.                                              |
 * Go to step 3-14.                                                                           |
 * STEP 3-13. ASSERTION: The cubie in the FRONT RIGHT TOP position is NOT correctly           |
 * oriented.                                                                                |
 * Perform this sequence of moves, "Fv B2 F^ R^ B2 Rv".                                       |
 * Then continue on to step 3-15.                                                             |
 * STEP 3-14. Is the Cube in its starting position?                                           |
 * YES! Go to step 3-16.           NO! Continue on to step 3-15.                              |
 * STEP 3-15. ASSERTION: All four corner cubes in the TOP layer are correctly positioned.     |
 * Is the cubie in the FRONT RIGHT TOP position correctly oriented?                           |
 * YES! Go back to step 3-12.      NO! Go back to step 3-13.                                  |
 * STEP 3-16. ASSERTION: The Cube is in its starting position.                                |
 * ASSERTION: All four corner cubies in the TOP layer are correctly positioned and            |
 * properly oriented.                                                                         |
 * You have completed the warm-up exercise. Your Cube should look like DIAGRAM 3-1B.          |
 * If it does, CONGRATULATIONS!                                                               |
 * If it doesn't, you need to try again, more carefully this time.                            |
 * I am not especially fond of "programmed learning", because it is so slow and tedious, and  |
 * because it is often very difficult to get a good, global understanding of what is really   |
 * going on. (Too many trees, not enough view of the forest!) Sometimes, for fairly simple    |
 * things, it does work reasonably well, and it does tell you how to accomplish some things.  |
 * Please don't be disappointed that I only arranged the corner cubies -- Chapter Eight,      |
 * "Moving Edge Cubies", and Chapter Nine, "Rubik's Maneuver -- How to Flip Two Edge Cubies", |
 * show you ways to arrange the edge cubies as well, and you can try to do that now, if you   |
 * really want to. But I must warn you, some of the moves in the chapters before Chapter Eight |
 * may mess up those cubies again, so it could be a waste of time to try to arrange them now. |
 * But feel free to do what you want -- I'm trying to help you find your own ways to solve the |
 * Cube! You may even find ways better than mine, which do NOT mess up the other cubies!      |
 * CAUTION! Although the methods used in this chapter appear to have interchanged two corner  |
 * cubies, they may have messed up several other corner cubies. We will need to explore more  |
 * carefully to find methods which will work without undesirable side effects. (Hint: You may |
 * start with the methods used in this chapter, find out what the side effects really are,    |
 * then explore variations of these methods. Sometimes, you may be able to use some of the    |
 * side effects. Other times, you may need to find ways to avoid unwanted side effects.)      |
 * 1) We have now positioned four corner cubies correctly. For those who like arithmetic, this    #
 * 2) means we now have only (4 factorial) * ((3 to the eighth power) / 3) * ((12 factorial) / 2) #
 * 3) * (2 to the twelfth power) / 2) ways to arrange the Cube. This is (24) * (6,561  / 3) *     #
 * 4) (479,001,600 / 2) * (4,096 / 2) =  24 * 2,187 *  239,500,800 * 2,048 =                      #
 * 25,745,240,044,339,200. I told you it is possible to use arithmetic to show progress!      #
 * 1) Although we also oriented the four corner cubies in the TOP layer, I am not going to count  #
 * 2) this as progress, because moves in the next chapters may (temporarily) mess up the          #
 * 3) orientation of some cubies. I will count up more progress later, at the proper time, when   #
 * 4) the corner cubies have been securely oriented.                                              #
 * Ironically, this chapter about some of the simplest moves has been the hardest for me to   |
 * write! It has been about as frustrating as trying to define "common sense". Many of you    |
 * readers are already quite comfortable with your own knowledge of how to get the cubies on  |
 * one face of the Cube correct. My advice to you is -- stick with your own methods if you are |
 * confident they will always work.                                                           |
 * For those less confident, I have tried to give sufficiently clear and complete directions  |
 * so that you, too, will be able to find a complete solution. My chief difficulty is that I  |
 * must be satisfied that I am giving you directions which will always work. But I also need  |
 * to encourage you to find your own, better ways to solve the Cube.
 * STEP 3-14. Is the Cube in its starting position?                                           |
 * YES! Go to step 3-16.           NO! Continue on to step 3-15.                              |
 * STEP 3-15. ASSERTION: All four corner cubes in the TOP layer are correctly positioned.     |
 * Is the cubie in the FRONT RIGHT TOP position correctly oriented?                           |
 * YES! Go back to step 3-12.      NO! Go back to step 3-13.                                  |
 * STEP 3-16. ASSERTION: The Cube is in its starting position.                                |
 * ASSERTION: All four corner cubies in the TOP layer are correctly positioned and            |
 * properly oriented.                                                                         |
 * You have completed the warm-up exercise. Your Cube should look like DIAGRAM 3-1B.          |
 * If it does, CONGRATULATIONS!                                                               |
 * If it doesn't, you need to try again, more carefully this time.                            |
 * I am not especially fond of "programmed learning", because it is so slow and tedious, and  |
 * because it is often very difficult to get a good, global understanding of what is really   |
 * going on. (Too many trees, not enough view of the forest!) Sometimes, for fairly simple    |
 * things, it does work reasonably well, and it does tell you how to accomplish some things.  |
 * Please don't be disappointed that I only arranged the corner cubies -- Chapter Eight,      |
 * "Moving Edge Cubies", and Chapter Nine, "Rubik's Maneuver -- How to Flip Two Edge Cubies", |
 * show you ways to arrange the edge cubies as well, and you can try to do that now, if you   |
 * really want to. But I must warn you, some of the moves in the chapters before Chapter Eight |
 * may mess up those cubies again, so it could be a waste of time to try to arrange them now. |
 * But feel free to do what you want -- I'm trying to help you find your own ways to solve the |
 * Cube! You may even find ways better than mine, which do NOT mess up the other cubies!      |
 * CAUTION! Although the methods used in this chapter appear to have interchanged two corner  |
 * cubies, they may have messed up several other corner cubies. We will need to explore more  |
 * carefully to find methods which will work without undesirable side effects. (Hint: You may |
 * start with the methods used in this chapter, find out what the side effects really are,    |
 * then explore variations of these methods. Sometimes, you may be able to use some of the    |
 * side effects. Other times, you may need to find ways to avoid unwanted side effects.)      |
 * 1) We have now positioned four corner cubies correctly. For those who like arithmetic, this    #
 * 2) means we now have only (4 factorial) * ((3 to the eighth power) / 3) * ((12 factorial) / 2) #
 * 3) * (2 to the twelfth power) / 2) ways to arrange the Cube. This is (24) * (6,561  / 3) *     #
 * 4) (479,001,600 / 2) * (4,096 / 2) =  24 * 2,187 *  239,500,800 * 2,048 =                      #
 * 25,745,240,044,339,200. I told you it is possible to use arithmetic to show progress!      #
 * 1) Although we also oriented the four corner cubies in the TOP layer, I am not going to count  #
 * 2) this as progress, because moves in the next chapters may (temporarily) mess up the          #
 * 3) orientation of some cubies. I will count up more progress later, at the proper time, when   #
 * 4) the corner cubies have been securely oriented.                                              #
 * Ironically, this chapter about some of the simplest moves has been the hardest for me to   |
 * write! It has been about as frustrating as trying to define "common sense". Many of you    |
 * readers are already quite comfortable with your own knowledge of how to get the cubies on  |
 * one face of the Cube correct. My advice to you is -- stick with your own methods if you are |
 * confident they will always work.                                                           |
 * For those less confident, I have tried to give sufficiently clear and complete directions  |
 * so that you, too, will be able to find a complete solution. My chief difficulty is that I  |
 * must be satisfied that I am giving you directions which will always work. But I also need  |
 * to encourage you to find your own, better ways to solve the Cube.
 * 1) orientation of some cubies. I will count up more progress later, at the proper time, when   #
 * 2) the corner cubies have been securely oriented.                                              #
 * Ironically, this chapter about some of the simplest moves has been the hardest for me to   |
 * write! It has been about as frustrating as trying to define "common sense". Many of you    |
 * readers are already quite comfortable with your own knowledge of how to get the cubies on  |
 * one face of the Cube correct. My advice to you is -- stick with your own methods if you are |
 * confident they will always work.                                                           |
 * For those less confident, I have tried to give sufficiently clear and complete directions  |
 * so that you, too, will be able to find a complete solution. My chief difficulty is that I  |
 * must be satisfied that I am giving you directions which will always work. But I also need  |
 * to encourage you to find your own, better ways to solve the Cube.
 * must be satisfied that I am giving you directions which will always work. But I also need  |
 * to encourage you to find your own, better ways to solve the Cube.

title: Rubik's Cube/Some Simple Moves


text:
Draft:Original research/How-to's

A How-to is a recipe or procedure of several steps to accomplish something.

Computers
It is common practice to write the phrase as "HOWTO" in the open-source community. This is consistent with the traditional naming scheme for technical documentation, such as FAQ and README. Another possible reason is that this makes it easier to find a how-to in search engines like Google as searching with the words "to" and "how" does not necessarily deliver relevant search results.

Theoretical how-tos
Def. a "brief informal description of how to accomplish a specific task" is called a how-to.

Def. "an informal, often short, description of how to accomplish some specific task" is called a how-to.

Hypotheses

 * 1) A "how-to" can describe the steps needed to wrap a package or build a space shuttle.

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

title: Draft:Original research/How-to's


text:
Motivation and emotion/Videos

This is a page to collect suggestions for interesting videos about motivation and/or emotion.

Alternatively, you may be looking for info about the multimedia assessment exercise.

Motivation

 * 1) Dan Pink on the surprising science of motivation (2009; 19 min)

Sport motivation

 * 1) Colleagues in sport studies are keen to know about suggested sport motivation videos.

title: Motivation and emotion/Videos


text:
Motivation and emotion/Admin/Convening

Here's some tasks that a convener of this unit may undertake:

Week -7+

 * 1) Set up Canvas site
 * 2) Welcome early birds
 * 3) Conduct unit design preferences survey
 * 4) Arrange timetabling

Week -2

 * 1) Release draft unit outline for comment
 * 2) Submit final unit outline for approval

Week -1

 * 1) Book lecture recording

Week 0

 * 1) Release unit outline

Week 1

 * 1) Welcome all students who join Wikiversity on their Wikiversity talk page - update and substitute MEW.
 * 2) Place the participant template for the year on participants' user page - e.g., transclude MEP2011
 * 3) Tidy up the participants' page as students edit

Week 3

 * 1) Allocation to book chapter topics is due

title: Motivation and emotion/Admin/Convening


text:
User:Uzi~enwikiversity

My Wikiversity Pages

 * 1) Spiritual and religious motivation - What is the nature of human's spiritual motivation and religiosity?
 * 2) SportCoachingPedagogy/eps/scpep12 - My E-Portfolio

title: User:Uzi~enwikiversity


text: User:Roald~enwikiversity

title: User:Roald~enwikiversity


text: User:Wikitwit

title: User:Wikitwit


text: User:Amayo

title: User:Amayo


title: User:U881426


text: User:Michelle.n

title: User:Michelle.n


text: User:Tashc

title: User:Tashc


text: User:Flow

title: User:Flow


text: User:Ltb

title: User:Ltb


text:
Motivation and emotion/Book/2011/Happiness

Overview

Ancient civilizations once believed that happiness could not be achieved or attained, but was either bestowed upon the people by their god or simply due to sheer good luck. However in modern times happiness seems to be regarded as something that if one works hard enough, putting in enough time, energy and effort into can be achieved, if deserving. The easy availability of modern day channels to happiness, such as self-help books or websites, relays the message to consumers that there may be a formula that if followed carefully will equal happiness. However, is achieving happiness really as easy or foolproof as these things make it sound?

Happiness is primarily understood as a “subjective phenomenon for which the final judge is whoever lives inside a person’s skin” (Myer & Diener. 1995), and on a more basic note, a general feeling of goodness that permeates through an individual’s life. Although acknowledged as a subjective phenomenon, it is generally agreed upon that true happiness runs deeper than simply enjoying your favorite food or television show. In fact many theorists have attempted to capture and explain the essence of happiness, with one of the oldest theories being Aristotle’s notion of Eudaimonia. Eudaimonia, as explained in Waterman’s 1993 study, is Aristotle’s technical term for happiness, develops from identifying one’s virtues, cultivating them and living one’s life in accordance with these virtues providing principle guidance. Following on from Aristotle’s theory, Cicero expressed his belief that the virtue of gratitude is possibly the most important virtue to have and if gratitude does not exist then an individual cannot attain or cultivate any other virtues (Waterman. 1993). Cicero took Aristotle’s idea of Eudaimonia and proposed that an individual must experience gratitude for everything they have and only then can they achieve happiness, which was considered by Cicero to be the gift of being grateful for everything one has (Waterman. 1993).

Happiness exercise

 * List (preferably in writing) 3-5 things in your life for which you're grateful, and take some time to reflect on them.
 * Mediate on anything and everything in the world you believe deserves to be appreciated
 * List the 5 most important people in your life. They could be the ones you love the most, the ones you see the most, or the ones who have the most impact on your life for whatever reason. Then, focussing on one person each night for the next week, specifically describe 5 things about each person that you feel appreciative of. If you complete this exercise, at the end of the week you'll have a list of 5 people with at least 5 'blessings' for each. That's 25 things for which you can be grateful. and I'm pretty confident that if you then sit back and reflect on this list, you'll feel happier.
 * List all the various aspects of your job (or your home or other duties) for which you're thankful. This is, I think, a particularly useful exercise as many people tend to focus exclusively on the negative aspects of their lives.
 * For example:
 * I am grateful for the fact that I get paid to do something I love
 * I am grateful for the fact that I have fantastic friends and family
 * List all the various aspects of your job (or your home or other duties) for which you're thankful. This is, I think, a particularly useful exercise as many people tend to focus exclusively on the negative aspects of their lives.
 * For example:
 * I am grateful for the fact that I get paid to do something I love
 * I am grateful for the fact that I have fantastic friends and family
 * I am grateful for the fact that I have fantastic friends and family

The academic pursuit of happiness (a literature review)
Merton and Kitt (1950) developed the term ‘relative deprivation’ to explain the results of their study in which American soldiers during World War II with a high school education or better, who were identified as having higher than normal promotion chances, were found to be less happy with and optimistic about their promotion chances, than others who were not identified as having the same chances. The better educated soldiers regarded themselves as doing poorly compared to their civilian counterparts, while less educated soldiers saw themselves as reasonably well off compared to their civilian counter parts. The study found that those who were objectively worse off were actually more satisfied in all life aspects than those who were objectively better off (Merton & Kitt. 1950).

Adaptation Level Theory considers and tests the idea that happiness may be relative (Brickman et al. 1978). If so, Brickman, Coates and Janoff-Bulman (1978) theories that happiness may not be as different as we think between groups who have experienced extreme good fortune, such as lottery winners, and groups who have experienced extreme misfortune such as accident victims. Adaptation Level Theory states that individual’s judgments of their current levels of stimulation depend on whether this stimulation exceeds or falls short of the level of stimulation which they have grown accustomed to (Brickman et al. 1978). Adaptation Level Theory offers two primary reasons why those experiencing good fortune are generally not happier than those who experience extreme misfortune (Brickman et al. 1978).

Winning the lottery is a distinctive event, which should induce feelings of extreme happiness. As such many everyday events may seem less pleasurable and dull in comparison. Despite the fact that coming into a large sum of money may create new desirable experiences for the individual, the fact that old pleasures may now not be as enjoyable negate any gain in happiness from the lottery win (Brickman et al. 1978). Habituation to good fortune means the initial excitement of a lottery win will eventually wear off. New events will be compared to the lottery win, which had raised the bar in terms of a baseline from which to judge further happiness. This process occurs in reverse for accident victims who may now look upon everyday occurrences as extremely pleasurable as they have a new appreciation of negative events from which to judge future events (Brickman et al. 1978). The results of this study by Brickman, Coates and Janoff-Bulman (1978) support the idea that happiness is relative to an individual’s life experience.

“The greatest part of our happiness depends on our dispositions, not our circumstances” – Martha Washington.

An alternative explanation for the decreased satisfaction of the lottery winners in Brickman, Coates and Janoff-Bulman’s study is that large, dramatic and unexpected life events can lead to stress and unexpected out comes such as the strain of close personal relationships due to jealousy, leading the individual not to see their current situation in a favorable light as one might expect after a lottery win. This alternate explanation is supported by the lottery winners in Brickman et al (1978) study stating that they found good health and close social relationships to be more satisfying than their monetary win.

Accident victims similarly did not rate the physical consequences if their accident (which in most cases studied was complete paralysis) as the worst thing that could ever happen to them (Brickman et al. 1978). This further supports the idea that happiness is relative and that these events (positive or negative) simply create a new scale on which the individual judges their future happiness. Also supported is the idea that happiness cannot be predicted by an individual’s life circumstance (Brickman et al. 1978).

Schneider’s 1975 study found that inhabitants of poorer cities, regions or countries are no less happy than inhabitants of wealthier more popular areas. Gallup (1977) also failed to establish any strong or consistent relationship between high economic status and increased happiness and although high status individuals felt more fortunate overall, they worried just as frequently and reported wanting to make just as many life changes as low-status individuals.

As previously should in studies such as Schneider (1975) or Gallup (1977) an individual’s life circumstance cannot be used as a predictor or happiness however Lyubomirsky, King and Diener (2005) suggest that success in the areas of work life, social relationships and health is highly correlated to happiness. They also suggest happiness may have a reciprocal relationship with these areas with their findings that success in these areas typically leads to happiness and further to this, happiness typically leads to further growth and evolvements within these areas.

Lyubomirsky et al (2005) define success as ‘accomplishing those things that are valued by one’s culture, flourishing in terms of the goals set forth by one’s society.’ Success is identified within their study as a key factor to happiness, and happiness as a key factor to success.

“'''Don’t limit investing to the financial world. Invest something of yourself and you will be richly rewarded” – Charles Schwab.'''

Quality of employment and work, as well as income have been identified by Lyubomisky et al (2005) as the two main things upon which work related happiness is based. Cross-sectional evidence shows individuals rating high on a happiness scale are more likely to secure jobs, be evaluated positively by a manager, show superior performance and productivity, and handle managerial roles better. This supports the findings of Connolly and Viswesvaran (2000) who found that the more satisfied a person was with their job overall, the happier they were. Although income was not found to be a predictor of happiness in previous studies (Schneider. 1975., Gallup. 1977) Lyubomirsky et al (2005) did find it to be a key indicator of success, with success being a key indicator of happiness. In contrast to the aforementioned studies several recent studies have found a correlation between income and overall happiness (Lucas, Clark, Georgellis & Diener. 2004., Diener & Biswas-Diener. 2002., Pinquart & Sorensen. 2000).

“Whoever is happy will make others happy too” – Anne Frank.

Social relationships, inclusive of friends, family or marriage, have been identified as another key aspect to happiness (Lyubomirsky et al. 2005). Lyubomirsky et al (2005) also discusses a reciprocal relationship between social relationships and happiness, a concept which is supoorted by a study conducted by Straw, Sutton & Pelled (1994) who found that employees who reported being happier received more emotional and tangible assistance from their superiors and equal level workers than those who reported lower levels of happiness. The results of this study suggest that happy people are more likely to firstly engage in social relationships and secondly, are more likely to receive help from others in a social setting, with access to social support having been identified as another marker on the path to happiness (Straw et al. 1994).

“A man only appreciates happiness when he gets married, but by then it is too late” – Frank Sinatra.

Headey & Veenhoven (1989) found marriage to be a primary indicator of happiness and that the longer people stayed married the higher their scored on a scale of happiness. While Neyer & Asendorph (2001) found a strong correlation between happiness and self-esteem, reporting that those with higher levels of self-esteem engaged in closer and more frequent social relationships, reporting feelings of security, less conflict in all aspects of their life and higher levels of happiness.

“Health is a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity” – World Health Organization, 1948.

Physical health is also an area, which researchers have studied in relation to happiness. Longitudinal studies have been particularly useful in establishing a link between these areas and they ultimately tell us that those who report better physical health also report higher levels of happiness (Koicumaa-Honkanen et al. 2004). Scheier et al (1989) found that optimism and higher levels of happiness were associated with lowed incidents of cardiovascular disease, a higher quality of life overall, quicker physical recovery and a quicker return to normal life and activities following major cardiovascular surgery. Shorter-term longitudinal studies have also established similar findings with teenagers who rated as ‘pessimistic’ and reported lower levels of happiness, more likely to engaged in delinquent activity in the six months following their assessment (Windle. 2000). Leading to the idea that happiness may influence not just physical health but also physical behavior.

Now we know what happiness is, how do we get it?
While we know that happiness is subjective and defined differently by each person who experiences it, what most of us really want to know is, how do we get it? There are many different avenues popular psychology tells us we can take to achieve happiness.

Redefine what happiness means to you

"People take different roads seeking happiness and fulfilment. Just because they're not on your road, doesn't mean they've gotten lost" - H. Jackson Brown

As we’ve established happiness is a relative concept. For some it involves feelings of high arousal, excitement, joy and euphoria, while for others it can involve feelings of low arousal, contentment, calmness or peace (Hall. 1947). Following on from Brickman, Coates and Janoff-Bulman’s (1978) Adaptation Level Theory we can see that those who are more extraverted individuals may have a tendency to define their happiness in terms of high arousal emotions, while more introverted individuals may define it by lower arousal emotions (Sharp. 2008). It is important to reflect on which of these categories you feel you embody and recognize that what makes you happy will be different to another. Ultimately your time is best spent focusing on the things that you feel will contribute to your particular type of happiness (Sharp. 2008).

Altering bad habits that an individual feels guilt or frustration over can be a major step on the pathway to happiness. People know that they should eat healthier, work harder, or procrastinate less. These habits contribute to an individual’s sense of cognitive dissonance when behaviors are not being matched with expectations (Bem. 1967). The most productive way of altering these bad habits is to actively engage oneself in positive behavior at times when these bad habits would normally occur (Sharp. 2008). Just as a diet which replaces bad eating with healthy eating is more likely to be successful than one which cuts out food completely, an individual is more likely to absolve themselves of these bad habits when they replace their bad behavior with positive behavior (Sharp. 2008).

It is an unfortunate reality that many people continue to partake in the activities or events which contribute to their unhappiness as they become so used to these things being a part of their lives (Sharp. 2008). This typically comes from the naming of these things as ‘responsibilities’ which although we don’t necessarily enjoy taking part in, we feel we must (Sharp. 2008). In the quest to redefine happiness, a particularly helpful exercise is to make a list of all the things which need to be done and all of things you do simply because you believe they ‘should’ be done. The next time you move to engage in something you have defined as a ‘should’, stop and think about whether it is really necessary, you will begin to create new life patterns which consist of things you actually enjoy doing and lead you to happiness (Sharp. 2008).

Know your strengths

As Lyubomirsky et al (2005) state, success is a key factor to happiness, and happiness a key factor to success. Lyubomirsky et al’s study identified the workplace as a contributing factor to happiness, and identified those who flourish in the workplace as being happier overall. Consequently, it becomes necessary to look at the things that make you successful in the workplace and try to incorporate these things into other areas of life. In fact an individual may also improve their work life by looking at the positive aspects of their home life and transferring these to their work life (Sharp. 2008). Are you good at mediating arguments between family members? Consider then you may be a very socially astute person who can also help to foster a team environment within your workplace. Are you excellent at keeping your office’s paperwork tidy and orderly? Consider then you may be excellent at keeping the household bills and records orderly and have them reconciled well in advance of the due date, avoiding last minute chaos. Know your strengths and find ways to implement them in all areas of your life.

Be Positive (Fake it till you make it!)

The finding by Straw et al (1994) that people who display higher levels of positivity in the workplace, also report higher numbers of close social relationships, and ultimately higher levels of happiness indicate that positivity is an important factor in the cultivation of what Straw et al defined as the three key areas contributing to happiness: the workplace, social relationships and health. Sharp (2008) suggests keeping a positive events diary, as a means of identifying the good events, situations or behaviors in your life, which cumulatively may lead to happiness. Each night, record 3 to 5 good events that occurred during your day. This may be a difficult task on particular days however reviewing the positive things that you have recently involved yourself in, reinforces the good emotions and feelings that came with them and can serve to offset any difficult, challenging or disheartening things that have occurred (Sharp. 2008).

The intended outcome of this exercise relates closely to Aristotle’s theory of Eudaimonia (happiness), which Cicero elaborated on, proposing that true and authentic happiness was in the gift of giving (Waterman. 1993). Keeping a positive events diary helps the individual to be thankful for all the positive things that occur in their life and as Aristotle proposes, only when these things are appreciated can happiness be achieved (Waterman. 1993). Another such exercise that follows Aristotle’s theory is detailed in the box entitled ‘Happiness Exercise’.

Get Moving

'''“Exercise gives you endorphins. Endorphins make you happy. Happy people just don’t shoot their husbands. They just don’t!” – Elle Woods, Legally Blonde.'''

During exercise the body releases a particular type of chemical throughout the body designed to produce pleasurable sensations, called endorphins. Endorphins are naturally occurring substances released by the brain, which result in feelings of happiness and contentment (Freeman. 1997). They also serve the important function of helping the human body to deal with feelings of pain or discomfort, serving as the body’s naturally occurring pain killers (Freeman. 1997). Exercise is one of the quickest and easiest ways to experience happiness and can be used as a tool for both the creation and maintenance of happiness (Sharp. 2008).

Make A Friend

"Do to others only as you would have them do to you" - Lindy Smith (aka Mum)

Research tells us that typically the happiest people have lots of friends, are very socially supported and often spend time with other people of the same happy disposition (Sharp. 2008). One of the most important sources of happiness according to Lyubomirsky et al (2005), is relationships. Sharp recognises them as the cornerstone of what makes us who we are and influence how we live our lives. As Brickman et al (1978) found, close social relationships are often based on inter-dependence between two people and good quality relationships can be built in a number of ways:

Always be Supportive of a friend, help them out where ever you can and show them they are important to you by giving them your time.

Focus on their unique characteristics and quirks that attract you to them, focusing on faults or weakness can only lead to frustration.

Give your unconditional friendship. All relationships have their ups and downs however if you seek a friend who will stick by you through anything you need to do the same for them (Sharp. 2008)

Summary
Happiness is a unique experience for each individual (Myer & Diener. 1995). It can however be characterised by some common traits, and the intense feelings of joy and excitement, or peace and contentment it brings largely make up our experience as human beings (Lyubomirsky et al. 2005. Despite popular modern day assumptions, there remains no formula for happiness.  Research also indicates that it cannot be predicted or attributed to an individual's life circumstance, however it seems that happiness may only come when you allow yourself to experience it and sometimes the greatest obstacle is the individual themselves (Schneider. 1975, Gallup 1997).

'''“As we grow up, we learn that even the one person that wasn’t supposed to ever let you down probably will. You will have your heart broken probably more than once and it’s harder every time. You’ll break hearts too, so remember how it felt when yours was broken. You’ll fight with your best friend. You’ll blame a new love for things an old one did. You’ll cry because time is passing too fast and you’ll eventually lose someone you love…'''

So take many pictures, laugh too much, and love like you’ve never been hurt because every 60 seconds you spend upset is a minute of happiness you’ll never get back” – Unknown.


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User talk:Laura.smith

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 08:35, 19 August 2011 (UTC)

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Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 08:35, 19 August 2011 (UTC)

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User talk:Mexicanita

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 08:35, 19 August 2011 (UTC)

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Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 08:35, 19 August 2011 (UTC)

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User talk:Miz.mira

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * 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.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:49, 19 August 2011 (UTC)

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Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 22:54, 20 August 2011 (UTC)

Shopaholic
FYI - I've moved the comments to the chapter's talk page. Comments can go on the chapter page during drafting, but sooner or later, they should be moved onto the talk page because they are not part of the chapter, but they should be recorded. More info: Help:Talk page. Sincerely, James -- Jtneill - Talk - c 00:06, 17 October 2011 (UTC)

Thanks for your help with my reference list and your contribution. Much appreciated! :) by the way, really like your chapter!! Well done. Andrea

Hi Miz.mira, FYI I've restored the shopoholic resources and associated discussion since they are part of the Motivation and Emotion book and a community-developed resource under a Creative Commons license. Let me know if you'd like to discuss further. Sincerely, James. -- Jtneill - Talk - c 10:22, 2 April 2012 (UTC)
 * Hi Miz.mira, Please don't remove content from Wikiversity without prior discussion. If you want to nominate a resource for deletion, please see Deletion. Whilst you contributed significantly to the Shopaholic chapter, it was also edited by others and the contribution is a community resource under a Creative Commons license. Please feel free to discuss. Sincerely, James. -- Jtneill - Talk - c 11:03, 2 April 2012 (UTC)
 * Warning: This is a final request to stop removing content from Wikiversity without engaging in discussion. If it happens again, you will be temporarily blocked from editing. Sincerely, James. -- Jtneill - Talk - c 11:17, 2 April 2012 (UTC)
 * FYI, this account has been blocked for one week due to disruptive editing/blanking of the shopaholic page. -- Jtneill - Talk - c 11:36, 2 April 2012 (UTC)

in accordance with Wikiversity policy for. Once the block has expired, you are welcome to make constructive contributions. If you believe this block is unjustified, you may contest the block by adding the text below.
 * Thanks for being willing to discuss per email and your deletion request. You've been unblocked. The expectation on Wikiversity is that for a matter such as requested content removal which isn't clear cut, that this will be a community decision, not yours or mine. I encourage you to openly discuss your concerns in a collegial manner so that they can be understood by others and hopefully resolution can be achieved. Please let me know if I can do anything else. Sincerely, James -- Jtneill - Talk - c 23:22, 2 April 2012 (UTC)
 * FYI, the outcome of the community discussion has been to delete the Shopaholic chapter and it has now been deleted. Thanks for your contributions to the chapter itself and subsequent discussions about deleting it. Your contributions have also helped to highlight some improvements to the book chapter authoring assessment guidelines which will be incorporated into the unit outline in the future. If you have any other suggestions or concerns, please feel free to let me know on or off-wiki. Sincerely, James. -- Jtneill - Talk - c 23:06, 28 April 2012 (UTC)

Suggestion re Shopaholic
Dear Miz.mira, while I agree with you that your submission, if it was made under duress or otherwise against your will, should be removed from Wikiversity, I think it is unlikely that you will convince the powers here to do so. I would counsel that your most effective course of action would be to bring this situation up with your university's faculty ethics committee. I think it is remarkable that you were required by a faculty member to give up your rights of authorship in order to complete a class assignment (worth 55% of your grade), and even worse that you were coerced into giving it to a website on which your professor holds a position of trust. Further, that the same professor appears to be among those thwarting your efforts to recover your work adds insult to injury. This page appears to document the procedures at your institution. My sympathy and best wishes to you. -- Gnetwerker (talk) 22:20, 12 April 2012 (UTC)
 * I second Gnetworker's suggestion. It is quite clear to me that Mr Neill has a conflict of interest between his role as a teacher and his zealotry as an advocate of open content on Wikiversity and position on this project. In choosing to block you and in making spurious claims that your contributions were genuinely the result of a joint effort rather than of his making minor corrections to your work, he is showing himself incapable of managing that conflict of interest in a ,ammer consistent with his pastoral duties as an educator. A complaint to your university about his unethical conduct is the best course of action. I am tempted to make such a complaint myself as I am aware that you might be in an invidious position. Anyone who treats his students in the way that Mr Neill has done should not be allowed to teach except under close supervision by his superiors.

I would suggest speaking to your student union and, if you have a tutor who you trust, to them.--86.181.170.1 02:00, 14 April 2012 (UTC)

I agree with the above posts that University matters should be dealt with through the university. The grievance policy is a good place to start. It explains that the first step should be informal discussion between the involved parties. If this is unsatisfactory then further steps can be taken, as outlined in the policy. Happy to help with the process. Sincerely, James. -- Jtneill - Talk - c 08:01, 14 April 2012 (UTC)

title: User talk:Miz.mira


text:
Category:Howard Community College

Howard Community College (HCC) is located in Columbia Maryland between Baltimore and Washington DC. HCC is using these pages at the moment to document projects associated with a general engineering introduction course. The project pages here are graded. They are associated with a semester, a course section, a project team and particular people. Several teams may be working on the same project.

HCC does not participate in all General Engineering Projects. Projects that HCC has or is participating in are listed below. These projects were started in fall2011. Project documentation is incomplete for earlier projects.

General Engineering Projects follow the same format. Below are some of the forms that students will need:
 * Individual Form done in user space
 * Team Form done on a page in article space
 * World Form is the main article space for a project

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title: Category:Howard Community College


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Category:Howard Community College fall2011

Here are the personal and team web pages that were worked on during the fall of 2011 at Howard Community College, Columbia Maryland USA.