text:
User talk:Rantent

 Hello Rantent, 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 random project.
 * Browse everything on 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.
 * 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! --Gbaor 05:05, 21 July 2008 (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:Rantent


text:
User:Mcmx

I live in Mexico City

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

title: User:Mcmx


text:
User:NonvocalScream

w:User:NonvocalScream

title: User:NonvocalScream


text:
User:Libraryprincess~enwikiversity

Web 2.0 Notes

title: User:Libraryprincess~enwikiversity


text:
User:Libraryprincess~enwikiversity/blog

This is the first blog and test for how Web 2.0 works. 7/19/08

=My Wikiversity Blog - The Future of the Library= Copy this link and paste it into your aggregator. Add entry

Note 2 It is like programming Libraryprincess 05:40, 21 July 2008 (UTC)

Note 1 Blogging is interesting Libraryprincess 05:40, 21 July 2008 (UTC)

title: User:Libraryprincess~enwikiversity/blog


text:
User talk:Libraryprincess~enwikiversity

 Hello Libraryprincess/blog, 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 random project.
 * Browse everything on 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.
 * 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 05:36, 21 July 2008 (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.

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Libraryprincess. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Libraryprincess~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Libraryprincess~enwikiversity


text:
User talk:NonvocalScream

 Hello NonvocalScream, 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 random project.
 * Browse everything on 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.
 * 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! --Gbaor 08:20, 21 July 2008 (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.

Link to Wikipedia
If you want to create a link to your userpage at en-WP use prefix w: instead of en: → w:User:NonvocalScream

title: User talk:NonvocalScream


text:
FLOSS/Manuals

 * FLOSS Manuals .net - FLOSS Manuals in general - a science section would be useful, if anyone is keen to start something ....
 * Write a FLOSS manual.

title: FLOSS/Manuals


text:
FLOSS/Why FLOSS in Education

 * Why schools should exclusively use free software (by Richard Stallman)
 * Open source - opens learning: Why open source makes sense for education
 * Free Software in Education

title: FLOSS/Why FLOSS in Education


text:
Why FLOSS in Science

For now, we list links and readings ... towards a full motivation .... A good exercise for learners would be to write an essay on this topic, and add a link to it here.

Learning activity: discuss why FLOSS should be used in science.

Transparency, replicability, verifiability, ....

 * Open science, open access and open source software at Open Medicine.
 * On the complexities of sharing scientific data.
 * Science Commons.

title: Why FLOSS in Science


text:
FLOSS/FLOSS in Science Research Agenda

<<

 * 1) FLOSS and Science
 * 2) * Users and Usability
 * 3) ** Why do users choose to use FLOSS when there is equivalent commercial software available? (cost, freedom to adapt and share, freedom to tinker, ...)
 * 4) *** Evaluating GNU/Linux as a platform for scientists (freedom, transparency, verifiability, ...)
 * 5) ** Are the users satisfied with the usability of the FLOSS they use for science (irrespective of whether it is included in ScUbunu or not)?
 * 6) ** What are the user priorities with respect to FLOSS for science? Adaptability, verifiability, price, freedom, support, training, community, etc. ?
 * 7) ** Trends in scientific software usage - towards/away from FLOSS? Reasons?
 * 8) ** Categorising researchers and their software needs.
 * 9) * Community, ethics and Philosophy
 * 10) ** Do scientists choose FLOSS on account of its philosophy of freedom, openness and transparency in the spirit of good science? (trends)
 * 11) ** Are there strong communities around specific FLOSS for science projects?
 * 12) ***What factors contribute to the strength of these communities? (champions, size of the community, software cool-factor, ...?)
 * 13) *** What is the nature of these communities (of scientists, developers and combinations)?
 * 14) * Pragmatics and development
 * 15) ** What issues are users facing with their most used applications, and how are they dealing with them?
 * 16) ** Development methodology at the application level.
 * 17) *** Community development processes (around specific applications and commonalities with other applications)
 * 18) *** Tools to support these processes.

title: FLOSS/FLOSS in Science Research Agenda


text: Category:Research (FLOSS)

title: Category:Research (FLOSS)


text:
User:Jtneill/Icons

Also commons:User:Jtneill/Gallery

Other

 * Image gallery (Jtneill)

title: User:Jtneill/Icons


text:
User:Aussie julie

Hi all. My name is Julie. I'd love to learn to speak French. Why? Speaking one language limits what you know about the world.

title: User:Aussie julie


text:
User talk:B

This is a user talk page at the English Wikiversity, originally located at http://en.wikiversity.org/wiki/User_talk:B. If you are reading it at any other location, it is unmonitored and may be out of date or otherwise invalid. Comments left here have not been verified and should not be deemed to be reliable.

Please note that I am User:B on the English Wikipedia and meta, but not on most other projects. As of July 2008, there are users named User:B on 64 projects of the Wikimedia Foundation, but only 14 of them are linked to my global account. On Commons, where another user has had the B moniker since long before I claimed it, I contribute as User:UserB and I may occasionally edit from UserB locally as an unintended consequence of unified login.

This talk page is rarely monitored. If you leave a message here, please notify me at w:User talk:B.

title: User talk:B


text:
User talk:Aussie julie

 Hello Aussie julie, 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 random project.
 * Browse everything on 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.
 * 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! --Gbaor 12:01, 21 July 2008 (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:Aussie julie


text:
Social psychology (psychology)/Timetable

The official timetable for the Semester 2, 2008 Social Psychology unit at the University of Canberra can be found here: Timetable (ucspace).


text:
User:Saviour1981

Hello!

If you want to know more about me, please visit one of my user pages:

deutsch / german

englisch / english

title: User:Saviour1981


text:
Talk:Assistant teacher program/Teaching and mentoring in primary school

Possibly interesting literature references
(1986-07-00)
 * Abstract: A process evaluation of Mississippi's Assistant Teacher Program (ATP)--which placed paraprofessionals in first to third grade classrooms--was conducted in 1986 after its third year of operation. The evaluation examined the effectiveness of teacher development materials and inservice education; tasks performed by assistant teachers and their characteristics; teachers' interprofessional relationships; program effects on school operations, student attitudes, and achievement; and teacher role. A sample of 323 supervisors, 1,623 assistant teachers, and 1,815 professional teachers was selected. A questionnaire was developed and analyzed separately for each group. Most assistant teachers had attended college, considered the staff training effective, and were pleased with their assignments. Further use of assistant teachers was suggested for teaching basic skills to students. Two-thirds of the teachers reported that they had reexamined their own teaching techniques after having an assistant teacher in the classroom. Over 90 percent were satisfied with the performance of the assistants. Dissatisfied teachers were generally beginning teachers and very experienced teachers. Attitudes toward student motivation, achievement, and extending ATP into kindergarten were positive. Greater communication was recommended. Favorable responses were also reported by supervising administrators. (GDC)
 * See also:
 * Review: unreviewed
 * Review: unreviewed
 * Review: unreviewed
 * Review: unreviewed
 * Review: unreviewed


text:
Social psychology (psychology)/Tutorials/Introduction/Tutor notes

Notes for tutors and/or working or old information not currently part of the tutorial.

Notes for tutors
This class has three main sections:
 * 1) Intro and overview of websites and assessment, especially e-portfolio
 * 2) Name games/icebreakers
 * 3) Exploring social psychology

Equipment

 * Stickers for name tags
 * Coloured markers
 * Butcher's paper
 * Digital camera
 * People Bingo handouts (1 per person)
 * Spare hard copies of the unit outline (in psych office)

Names

 * Names provide a basic building block for developing social interaction.
 * Name Tags - big & bold - use each week.
 * Make an effort to learn the names each week of the people you are working with.
 * Some form of name-game will be included most tutorials to help.

Sociometric icebreaker
In an open space (rearrange tables and chairs)... allow firstly mingly and meeting, chat, etc. to create a social vibe, then announce a category. Join in, watch the flow of grouping, and then ask briefly about each major grouping, with a question or two to help students tease out their group or position, and what its like to be in those groups.
 * People Map (this isn't used, but contains ideas about how to conduct the groups/line-ups, especially 'where you live')

Contact info

 * Tutor introduction
 * Contact details (and who to contact about what)
 * Tutors or convener can be contacted for essay support.
 * Students are encouraged to attend drop-in tutorials (after lectures in weeks specified in outline) hands-on support
 * Technical, admin, extension, etc. questions should be directed to the convener.

Photographs of group / group work

 * After the class, make some photographs of group and/or group work for recording the tutorial knowledge and sharing online.

Not used
These are ideas from earlier versions of the tutorial which are no longer used.

Name games/icebreakers

 * People Map
 * People Bingo
 * The purpose of this activity is to facilitate people in meeting one another and finding out a little bit of information about one another.
 * Issue each person with a People Bingo sheet.
 * This activity is a bit like 'speed-dating' - the idea is to meet as many people as possible, and to gather as many signatures as possible, on the "People Bingo" sheet.
 * Any one person may only sign another person's list once.

Brainstorming/concept mapping
Introduce the main ideas underlying Brainstorming, Mind-mapping, and Concept Mapping emphasising that:
 * They are particularly useful in the early stages of developing knowledge
 * Their value is in providing techniques for quickly mapping ideas and possibilities
 * They work best when people feel unconstrained in bringing ideas forth; the goal is to generate as many ideas as as possible and to provide a rough organisation of the ideas and their interconnections.
 * All contributions are valuable and should be added; even if they seem silly or duplicate they may later trigger other better ideas.
 * Critical discussion and reorganising/redrafting comes later.

Group photograph

 * This is a very simple exercise which will help to give the group an 'identity' and give individuals a sense of 'membership'.
 * Simply take a few photographs of them as a group - can be done inside or outside.
 * Tips:
 * Use a place with consistent lighting hitting students' faces (not backlit)
 * Make sure the group is physically close together
 * Fill the frame with the group
 * Take several shots - they don't need to be serious - have fun :)
 * Send the best photo to the convener who will put them online.


text:
User talk:Mcmx

Hello, welcome around here. I hope we can help you succeed in your learning goals about history. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:22, 21 July 2008 (UTC)

 Hello Mcmx, 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 random project.
 * Browse everything on 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.
 * 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! Erkan Yilmaz uses the Chat (try) 15:22, 21 July 2008 (UTC)

title: User talk:Mcmx


text:
BCP/Lobelia dortmanna

Lobelia dortmanna

title: BCP/Lobelia dortmanna


text:
BCP/Lobelia dortmanna/Logs

2008 Logs

 * Jomegat 19 July 2008 (from photos)
 * Jomegat 16:29, 21 July 2008 (UTC)
 * Jomegat 19:14, 2 August 2008 (UTC)
 * Jomegat 20:31, 9 August 2008 (UTC)
 * Jomegat 01:19, 17 August 2008 (UTC)
 * Jomegat 23:59, 23 August 2008 (UTC)
 * Jomegat 01:02, 31 August 2008 (UTC)

2009 Logs

 * Jomegat 23:45, 18 July 2009 (UTC)

Recent Logs

 * Jomegat 20:35, 10 July 2010 (UTC)

title: BCP/Lobelia dortmanna/Logs


text:
Assistant teacher program/Further reading

Education Resources Information Center

 * Basic Search
 * Advanced Search
 * Search & Browse the Thesaurus

Classroom assistants, Higher Level Teaching Assistants (UK)

 * From domestic helper to 'assistant teacher' - the changing role of the British classroom assistant (March 1993)
 * (2005-12-00)
 * (2008-05-00)
 * (2007-06-00)
 * (2005-09-30) Amazon Online Reader
 * (2005-08-00)

Pupils as teaching assistants

 * (1998-00-00)

Bilingualism

 * (2006-00-00)

Class size reduction

 * (2002-06-00)

Policy

 * (2004-00-00) Google Book Preview

School counseling

 * (2009-03-00)

The Research in Action series

 * 1)  (2007-00-00)
 * 2)  (2007-00-00)
 * 3)  (2007-00-00)
 * 4)  (2007-00-00)
 * 5)  (2007-00-00)
 * 6)  (2007-00-00)
 * 7)  (2007-00-00)
 * 8)  (2007-00-00)
 * 9)  (2007-00-00)
 * 10)  (2007-00-00)

Mentoring children of prisoners

 * (2008-10-00)
 * http://www.mentoring.org/access_research/prisoners/
 * (2005-07-00)
 * (2003-06-00)

Mentoring programs for at-risk students

 * (2009-03-00)
 * (2007-02-00)

School restructuring

 * (1996-00-00)

College

 * (2005-03-22)

Primary school

 * Topic talk:Assistant teacher program/Teaching and mentoring in primary school
 * (2005-01-31)

Special education

 * (2004-00-00) Amazon Online Reader
 * (2001-00-00)
 * (2000-00-00)

Teacher effectiveness

 * (2001-11-16)

Teacher evaluation

 * (2000-02-29)

Team teaching

 * (1967-05-00)

Wireless classroom

 * Maine Learning Technology Initiative


text:
Assistant teacher program/Further reading/unreviewed

unreviewed


text:
Assistant teacher program/Further reading/reviewed

reviewed


text: Category:Assistant teacher program

title: Category:Assistant teacher program


text:
User:Dixiecrat

More to come...

email: Info@fluidunion.com

title: User:Dixiecrat


text:
Chiropractic medicine

Chiropractic is a form of alternative medicine that focuses on diagnosis and treatment of mechanical disorders of the musculoskeletal system, especially the spine, under the belief that these disorders affect general health via the nervous system.

Readings

 * Chiropractic
 * History of chiropractic
 * Vertebral column
 * Chiropractic education
 * Chiropractic treatment techniques
 * Spinal adjustment
 * Vertebral subluxation
 * Chiropractic history
 * Joint manipulation
 * Osteopathic manipulative medicine

title: Chiropractic medicine


text:
User:Awgeek

AWgeek is a computer enthusiast with homes in Mesa AZ and in Vancouver Canada. He also flies small aircraft as a hobby.

title: User:Awgeek


text:
User:Melancholie

See w:als:User:Melancholie!

THEwikiStics : Page Hits toplist (compare traffic | searches)

title: User:Melancholie


text:
Introduction to Latin

Latin 101 Syllabus
Course Syllabus

The goals of this course are as follows: 1) to provide a competent introduction to Latin grammar, syntax, vocabulary, etc.; 2) to provide some knowledge of Ancient Rome, its culture and history; 3) to have fun while learning an historical and ancient language, one that has had an enormous impact on the world!

The course will be divided into lessons in which core material and exercises will be given. Additional information (ie - translation exercises, history anecdotes, etc.) will be given in units that accompany the lessons.

Sample quizzes and tests will be provided at the ends of lesson series. If any of you actually take the quizzes/tests and wish for them to be graded, feel free to contact one of the teachers (I'm hoping more will join soon) and one of us will help you out.

Also if you need more exercises (since it might be the case that there aren't enough exercises to satisfy your hunger for Latin), send a message to a teacher. We'll help you out.

On that note, feel free to ask questions and send inquiries about confusing concepts, or anything else that pertains to Latin or the Classical World.

Introduction
/Alphabet and Pronunciation/

/Simple Grammatical Concepts/

Feel free to use http://www.frapanthers.com/teachers/white/ for any research. All materials are legally obtained or created by the webmaster. It's a great resource for 1st-5th year Latin students.

Unit 1
Lesson 1: Intro to Latin Verbs

Lesson 2a: /First Declension Nouns and Adjectives/

Lesson 2b: Apposition; Some Other Extra Information

Lesson 3: /Second Declension Nouns and Adjectives/

Lesson 4: Second Declension Neuters; To Be; -er Adjectives

Lesson 4b: /A Little Grammar; Substantives/

Lesson 5: /Future and Imperfect of 1st/2nd Conjugations/

Lesson 5b: /A Few Quotes, Some Useful Vocabulary, and Some Linguistics/

/Translation Passage 1/

/Test 1/

Unit 2
This unit and subsequent units will be completed following the completion of unit 1.

Coordinators
Prothmes

Resources

 * - free downloadable Latin and Greek textbooks
 * - free Latin texts from Classical to Ecclesiastical to Neo-Latin

title: Introduction to Latin


text:
BCP/Cephalanthus occidentalis

Cephalanthus occidentalis

title: BCP/Cephalanthus occidentalis


text:
BCP/Cephalanthus occidentalis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 03:05, 22 July 2008 (UTC)

title: BCP/Cephalanthus occidentalis/Logs


text:
BCP/Amorpha fruticosa

Amorpha fruticosa

title: BCP/Amorpha fruticosa


text:
BCP/Amorpha fruticosa/Logs

2008 Logs

 * Jomegat 10 June, 2008 (from photos)
 * Jomegat 17 June, 2008 (from photos)
 * Jomegat 21:16, 12 August 2008 (UTC)

2009 Logs

 * Jomegat 22:15, 4 June 2009 (UTC)
 * Jomegat 00:40, 26 June 2009 (UTC)

Recent Logs

 * Jomegat 17:42, 15 June 2010 (UTC)

title: BCP/Amorpha fruticosa/Logs


text:
User:Tink~enwikiversity

Hey! So this is my page! yea pretty kool. I want to entertain people either by dance, acting or filmmaking.:)

title: User:Tink~enwikiversity


text:
Advanced Java/Encapsulation

Encapsulation is a procedure to allow access to internal class variables through methods.

Example:

While encapsulation may have a performance hit compared to direct access, its advantage is that it helps keep code clean and minimizes issues caused by arbitrary modification of internal variables. The example shown above keeps the  field private, and allows accessing its value from the   method and changing it from    While this example only shows a bridge to the private variable, it is possible to adjust the encapsulating methods to ensure other constraints get met (such as keeping value within 0 to 100) or to modify other fields as necessary.

This concept is related to factory classes or singleton classes, where the constructor is hidden from public usage but is encapsulated by another method.

title: Advanced Java/Encapsulation


text:
Introduction to Latin/Alphabet and Pronunciation

The Latin Alphabet
The Latin alphabet is ultimately a derivative of the ancient Phoenician alphabet. The Romans learned how to write from the Etruscans, who themselves learned to write from the Greeks, who learned to write from the Phoenicians. The Phoenicians were, in turn, probably inspired by the Egyptians. Of course, many changes took place as the alphabet idea moved from culture to culture. For example, the Phoenician "alphabet" only contained consonants, and the Greeks included vowels in their alphabet. Let it suffice to say that our alphabet, which is basically the modern Latin alphabet, is deeply rooted in antiquity.

The Latin alphabet is, more or less, our modern alphabet minus j and w (which were added in medieval times). Also, the letters v and i stood for both consonant and vowel sounds. v, when a consonant, is usually written as a v; when it is a vowel, it is usually written as a u. i does not change, although in some modern texts the consonantal i is written as j. The letter k is rare. The letters y and z were used in the spelling of foreign loan words (typically Greek words).

Latin Vowels
Long Vowels

a as in "father"

e as in "hey"

i as in "antique"

o as in "over"

u as in "moon"

Short Vowels

a as in second a in "Clara"

e as in "vet"

i as in "hit"

o as in "off"

u as in "put"

 * note: y is equivalent to Greek Υ υ (upsilon) which is pronounced like French tu

In practice this sound was difficult for Latin speakers who spoke no Greek and generally became identical with i.

Diphthongs
Latin has six diphthongs (diphthong - combination of two vowel sounds pronounced as one syllable).

ae as in ai in "aisle"                     puellae, irae

au as in ou in "house"                     audeo, aut

ei as in "deign"                           deinde

eu e + u. this sound doesn't exist in English, it is a combination of "e" and "u", as in Spanish or Italian "Europa", like "eh-oo"                seu

oe as in oi in "oink"                      coepit, proelia

ui u + i                               huic, cui (like muy in Sp.; this diphtong is rare; only 5-6 words make use of it; everywhere else it is separated into two syllables)

Consonants
Basically the same as English. Only differences will be pointed out.

bs and bt are pronounced as ps and pt

e.g. - urbs, obtingere

c is always hard

e.g. -- civis is pronounced "kee-wiss".

g is always hard

h is fully pronounced and never 'silent'.

i before a vowel at the beginning of the word or between two vowels within a word is pronounced like the English y

e.g. - Iulius is pronounced as "yoo-lee-us"

q followed by u is pronounced as "qw"

e.g. - homoque is pronounced as "ho-mo-kweh"

r is trilled like the Italian or Spanish  "r"

s is always as in "see" and never voiced as in "wise".

t is always as in "tree"

v is like the English "w"

e.g. - vivit is pronounced as "wee-wit"

x is like Greek Ξ ξ (xi) and is always 'ks'

z is rare, and its pronunciation remains controversial much as it was for the Greek Ζ ζ (zeta)

ch represents Greek Χ χ (chi) and is nearly equal to a hard Latin "c", the only difference being that ch is aspirated (it is pronounced with an additional puff of air). Compare cat (c is aspirated) with ducks (c is not aspirated). Although many scientists and linguistics believe that the -ch (as in pulchra) was pronounced as in Greek (or nowadays German -ch). The origin of the word "pulchra" is still unknown.

ph represents Greek Φ φ (phi) and is usually pronounced by modern speakers as English "f". Actually, like ch, it is pronounced as an aspirated "p". Compare pin (p is aspirated) with tip (p is not aspirated).

th represents Greek Θ θ (theta) and is usually pronounced by modern speakers as th in "think" (never th as in "that"). Actually, th too represents an aspirated consonant. Compare tip (t is aspirated) with hit (t is not aspirated).

Accent
Latin (as compared to Greek and other languages) has very simple rules for accentuation.

1. In a disyllabic word (word with two syllables), the accent always falls on the first syllable.

e.g - laudo, pono, vivo

2. In a word with three or more syllables: the accent is on the next to last syllable if that syllable is long or a diphthong; otherwise, the accent falls on the third to last syllable.

e.g. - patria, hominum , pecunia

Exercises
Pronunciation

Pronounce the following in Latin:

homo, sum, nihil, tu, laudatam, vinum, Bithynia, Bacchus, dux, nutrix, populus, iuvare, Lucius, quoque, puellae, aedes, luna, charta, cui, huic, deinde, auderis, laudatur, proelia, urbs, orbis

Write an accent mark for the following words (in which long vowels will be indicated by a capital letter): moenia

pecUnia

hOmo

hOminem

sumus

sItis

necesse

cIvitAs

illIus


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Talk:Aircraft piloting/Pilot basic information

FLYING IS FUN THOUGH


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Talk:Advanced Java/Encapsulation

Hai what are you doing, india is my country,..

title: Talk:Advanced Java/Encapsulation


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User talk:Melancholie

 Hello Melancholie, 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 random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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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 09:15, 22 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Melancholie


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User talk:Jokay

 Hello Jokay, 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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 * Visit a (kind of) random random project.
 * Browse everything on 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.
 * 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 10:59, 22 July 2008 (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.

Hi & SL
I'm guessing there's only one Jokay :). I met a guy at my uni who's researching SL; mental blank on his name just now, but I am keen to f/up with him and get onto SL again; I left myself in a state of undressed disarray as I recall and needed a shorter user name. How's Jokaydia? -- Jtneill - Talk - c 10:59, 22 July 2008 (UTC)

title: User talk:Jokay


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User talk:Teall McQueen

Hi Teall
Well done! I think you might be first to set up your account :). Some 'official' welcome below. Let me know if I can do anything to help as you try to find your way around. -- Jtneill - Talk - c 12:12, 22 July 2008 (UTC)

 Hello Teall McQueen, 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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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * 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 12:12, 22 July 2008 (UTC)

some comment
Hello Teall, welcome aboard. About the video: I didn't laugh much - but I am not sure if I would have behaved otherwise when you wouldn't have said any comment to the video like "why people react so differently". You can try an experiment perhaps without giving a comment and making an analysis of the reactions ?

about the Bystander effect: I assume this can also be overcome with training. Most people didn't experience perhaps that situation and are confused also. The more you train them the more they can change their actions in the future perhaps. Would be interesting to find what kind of "training" might help (perhaps there are some reports?). Erkan Yilmaz uses the Chat (try) 12:00, 2 August 2008 (U

TC) you are so great overall are you sure you are using your god giving talents to the best of potential you have been blessed in many things   i have traveled all over and i know talent when its there

Bystander effect

 * Hi Teall, you might find something about this via searching for "bystander effect" as a keyword. Why do we help/not help in different situations? And who is more likely to help? Have a search around for "bystander effect" and let us know what you find! We will cover this at least in an introductory way in the lecture on "Prosocial behaviour". We can also make a page here on Wikiversity called Bystander effect (red links haven't been created yet, but anyone can start the page) for more info about the phenomenon. -- Jtneill - Talk - c
 * Thank you James...i was keen to find out more about this interesting phenomenon that i chose it as my essay topic...so i have set up a page: 'bystander effect' which i will add to as i write my essay and find out more information --Teall McQueen 03:12, 8 August 2008 (UTC)
 * Congratulations on creating this page! You are the first student in the unit to create a new page on Wikiversity!! Just a tip - if you go to this page and click on "Watch" up the top you will then be able to keep track of any edits to it by visiting your "my watchlist" whenever you are logged in. And I also see you've worked how to sign your name ( ~ ) :) Wow. -- Jtneill - Talk - c 05:53, 8 August 2008 (UTC)

Re: Normative influence video
Thanks for the video - it always is interesting to see such things live - than just "overreading" it. Then they get remembered better. Erkan Yilmaz uses the Chat (try) 10:57, 17 August 2008 (UTC)

Sport and in/out groups
Hey Teall, thanks for the comment. I agree with your point about winning being a reason for group affiliation. I have a South African friend who claims he didn’t care at all about the Olympics (where South Africa won only 1 medal) but come every Rugby World Cup he is quick to point out to me how much better “his” country is then “mine”. This applies to your point about how in arenas where we do not succeed we place little emphasis on claiming the teams as our own. Bryony 23:49, 30 September 2008 (UTC)

Image captions
Nice work on the image captions! -- Jtneill - Talk - c 02:34, 18 October 2008 (UTC)

Violent video games
Hey Teall,

I was just reading your discussion on aggression and social learning theory. Certainly Bandura would say that violent video games would make a child more prone to violent acts however i found some research that was quite interesting. It was a followup study that looked at the effect that peer involvement would have on the bobo doll experiment. Kids went through the same procedure as Bandura's original experiment but they had a peer in the room who either encouraged or disapproved of violence. Aggression was greatly reduced when the confederate peer discouraged violence...poor old bo bo got a little break. So it seem to simplistic to say violent video games cause violence. There is obviously a complex interplay of social influences involved. Plus i think the amount of learning that occurs is dependent on the importance a child places on the model. Watching a parent bash up poor bo bo may have a much more lasting impact than watching a violent film. In terms of school shootings i think it has more to do with social isolation than learnt violence. --NikkiHiggins xoxooxxo

title: User talk:Teall McQueen


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Template:Social psychology (psychology)/Participants/2008

Usage

 * This template is for transcluding on the user page of participants in Social psychology (psychology) in 2008.
 * Use the shortcut SPPP2008
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Category:Social psychology (participants)

 * This category page provides a listing of participants in the Social psychology (psychology) unit in 2008.
 * To be added here, copy and paste this code: SPPP2008  (including the curly brackets) into your user page.
 * See also: Social psychology (psychology)/Participants.


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User:Teall McQueen

E-Portfolio - Teall McQueen

Introduction
I am really excited about taking this course this semester...and let me tell you I don't say that kind of thing often! I had my first tutorial on Tuesday and what interested me the most was just how diverse one little tutorial class can be! We played a game in which we got into groups based on our social world (things such as religion, relationship status, where in which Canberra we lived), which was an excellent way to get to know people better. I am now in my third year and have been with most of the people in our class throughout that time and never knew much more than their names.

I hope I am not the only one who is scared off at the thought of such an assessment item...as I am about as computer illiterate as they come...so any feedback or comments are very welcome! --Teall McQueen 10:23, 31 July 2008 (UTC)

An interesting/funny social experiment
I found this clip on youtube...What i find so interesting is that some people react with shock and dismay..yet others don’t really seem that phased? Are they scared of making a scene? One thing i would like to learn this semester is why people react so differently in confronting situations? Take a look...it made me laugh --Teall McQueen 06:57, 1 August 2008 (UTC)

Introduction to Social Psychology:
 a branch of psychology that seeks a broad understanding of how human beings think, act, and feel!

Social psychology is the study of how individuals and groups interact. Social psychologists main aim is to gain an understanding of the thoughts, feelings, and actions of individuals. They use this knowledge to find the effect that the presence of other people (real or imagined) have on the thoughts feelings and behaviours of individuals. Social psychology is built around a concept known as the ABC triad. ABC triad: Stands for Affect - how people feel about themselves - how people feel about others - Individuals attitudes towards various issues : Stands for Behaviour - what people do - various actions individuals engage in such as falling in love, beating someone up, joining then netball team ect. : Stands for Cognition - what people think about - how people think of themselves and others - what individuals think about the problems and issues in their social environment.

Some topics in which social psychologists are interested in are: Attitudes, Social cognition, Social influence, Altruism, Aggression, Prejudice and Environmental psychology. You can gain an insight into each of these topics (and more) by reading on - Enjoy!

The Self
The Self: According to Baumeister & Bushman (2008) the self contains three parts: self-knowledge, interpersonal self and agent self.
 * 'The essential qualities distinguishing one person from another'
 * 'One's identity'
 * 'An essential part of being a person'
 * 'The understanding of one's own nature or basic qualities'

Self-knowledge: is the beliefs an individual holds about themselves - the book states that you could probably think up 15 - 20 specific answers without thinking that hard - however, i had trouble thinking of 5 let alone 15 - i then asked around at my workplace and they were even worse - is this because we lack self-knowledge? or is the idea of self- knowledge to broad? (like most concepts in social psychology)

Interpersonal self: the self we put on when we walk outside of the house or the image we like to upkeep in public - this idea of an interpersonal self got me thinking if one single person can have a number of public selves? and does our public self change as we get to know a certain person? In my own experience...i have different self’s for different situations...i have a work self where i am polite and overly nice to customers even though the majority are rude...i have a family self where i have an ever changing self (all the emotions encase this self)...i have a friend self who tries to listen and comfort in times of crisis and laugh in times of joy...but i find as i get to know someone well, my public self slips and they see less of my public self and more of my 'real self'

Agent self: Your decisive self - this is the self that gets things done and makes decisions - a very good self to have!

Another aspect of the self is self-awareness which consists of two parts: private self-awareness and public self-awareness. Private self-awareness consists of attending to inner states such as emotions, thoughts, desires and traits. This concept reminds me of emotional intelligence (the ability to perceive, assess, and manage the emotions of one's self). Public self-awareness refers to attending to how you are perceived by others. This concept also reminded me of another intelligence - social intelligence. Edward Thorndike defined social intelligence as "the ability to understand and manage men and women, boys and girls, to act wisely in human relations" - Are these the same concepts with different names?

Whilst reading the chapter on the self, i came across an idea that applies to university students - the idea of self-handicapping. Self-handicapping refers to the idea that some individuals place obstacles in the way of their own performance. An example of self-handicapping is a student going out drinking all night long before an important exam. Instead of attributing the low exam score to lack of intelligence - the student can blame the low score on the amount of alcohol they consumed the night before. But what if the student did really well on the exam? would they take extra credit for doing well, considering the circumstances? This idea reminded me of another social psychology concept known as self-serving bias - the tendency to take credit for success by deny blame for failure. Using this principle, the student may do well on the exam and attribute exam success to the fact that they are a genius! If the student does badly on the exam they would be more inclined to attribute the failure to an outside source (drinking the night before).

When thinking about the idea of self-handicapping i thought of a musician who may be utilising this strategy - Amy Winehouse. She had a sensational career ahead of her with # 1 hits all over the world - why then would she turn so drastically to drugs and alcohol? According to the the self-handicapping strategy, Winehouse may believe she is unable to repeat her previous success and instead turn to drugs and alcohol. This way she still receives attention for being a trashbag, which in turn reminds people about the successful music career that once was.

Social Thinking
Social Cognition: Attempts to explain the behaviour of how the thoughts, feelings, and behaviour of individuals are influenced by the actual, imagined, or implied presence of others (Allport, 1985).

Social Influence: When we change our beliefs, or how we behave, after observing the attitudes or actions of others. This change occurs due to social influence. This influence changes our attitudes, values and behaviours in response to the attitudes and behaviours of others.

One area of social influence that really interests me is normative influence. Normative influence involves conforming with a certain groups standards in order to be liked and accepted. Whilst at school a group was formed called the 'goths' (also known as gothics), this group started dressing in black clothing and wearing heavy eye make-up. This group claimed to dress this way to avoid conforming to society’s dress code. What i found interesting about these anti-conformists was that every new group member started to wear black clothing and heavy eye make-up. Why does this anti-conformist group end up to conforming to the gothic ideal? By reading the chapter i learned that humans have a fundamental need to belong to social groups. Humans learn to conform to their groups rules to avoid rejection. This concept was studied by Solomon Asch in his 'conformity study'. This experiment studied the extent to which pressure from others will affect ones perception and the effect a large group has over one individual. A video of this can be found through this link.  With this in mind, i wonder if the experiment would work on a bunch of social psychology students? We have all learnt the outcome of the experiment throughout our degree - something tells me however that even though we understand the aim of the experiment, the drive to gain social acceptance and avoid rejection would keep us from answering correctly.

One concept from social cognition that i sure most of our social psychology class can relate to is an Information overload. An information overload occurs when there is too much information to comprehend or integrate. It is defined as a state of having too much information to make a decision or remain informed about a topic - good luck with exams everyone! dont let the overload get you down! :)

Aggression
After watching the very confronting documentary 'Ghosts of Rwanda' i had many mixed emotions of the issues that were raised in the film. For the first time in my life i felt a sense of guilt to have white skin. This division between Rwandans and 'white people' was portrayed perfectly in the film where the UN and media went to save an American from a refuge... Rwandans were pleading with the media to help them, yet all they did was drag a hysterical American woman through the crowd of blank faced Rwandans. When i saw their faces i thought to myself are they blank because they know their fate?...have they accepted that they have no choice but to stay there and face whatever may come? This awful act of aggression was made into a Hollywood film called 'Hotel Rwanda'. The documentary made reference to a hotel that later became a refuge for Rwandans and a base for the UN. This hotel is known as 'Hotel Des MilleCollines' (see image) and is where the movie is set. It is a must see film and touches on most of the issues raised in the documentary (also slightly less graphic). More details about the genocide and the films plot can be found in Wikipedia.

Definition: Any behaviour intended to harm another person who is motivated to avoid the harm.
 * Aggression is any beahviour that you can see
 * Aggression is not an emotion such as anger
 * Aggression is intentional - and the intent is to harm!

The theoretical model of social learning stipulates that people learn aggressive behaviours through observing others - also known as modeling. This idea was studied by Albert Bandura in his classic 'Bobo doll experiment'. The experiment had a model bash and beat a blow up doll while children observed their behaviour. Children were then allowed into play with the doll - what Bandura found was that children who had witnessed the aggressive act also acted out aggressively on the poor bobo doll. A video of the experiment can be found here:. So to what extent does this apply to the real world? I found this clip on you tube - It portrays perfectly that what children see...they do!! Check it out

A few questions arose in my mind when reading about the social learning theory and modeling - Do children who play violent video games act violently towards others? & could these video games be to blame for the high school massacres in America? What do you guys think???

Prejudice
Prejudice is defined as a negative feeling toward an individual based solely on their membership in a particular group.

Prejudice = to 'Pre-Judge

Prejudice comes in many forms: Disability, Racial, Ageism, Sexism and Socio-economic class.

While researching this topic i came across a quote by Gordon Allport: “Why do human beings slip so easily into ethnic prejudice? They do so because of two essential ingredients…--Erroneous generalisation and hostility – are natural and common capacities of the human mind” According to Allport, prejudice attitudes are not necessarily the result of a hateful ideology, limited intellect, or a disordered personality. Group attitudes affect people's social perceptions and behaviours implicitly, without a person being aware of such influences, or having any control over them. Does Allport believe that prejudice is innate? According to the textbook (Baumeister & Bushman)he may be correct. Children are taught through socialisation to dislike and reject certain groups. Such stereotypes are learned through socialisation. Both the authors of the text and Allport believe that prejudice is innate and a natural occurrence. To read more: Reference: Allport G.W.(1954). The nature of predjudice.Cambridge, MA: Addison-Wesley.

Whilst reading the chapter i came across an interesting topic of prejudice against the obese. What intrigued me was that obese individuals are likely to earn up to 6% less income than others. According to the text, the cumulative effect of this over a 40 year period is that an obese worker will actually loose $100,000 of their income.

Keeping this in mind, i came across this blog entry by Perez Hilton (a hollywood gossip blogger): If you're overweight in Alabama, you better start getting in shape or the government is going to start charging you fees! That's the case for their over 37,500 state employees. The state government is giving all of their employees one year to start getting fit. If not, they're going to be charged $25 a month, basically to pay for insurance which is otherwise free. It's similar to the legislation they already have where they charge employees that smoke a fee of $24 a month. Though that resulted in some success in getting people to quit smoking. But it's going to suck if Alabama thinks you're too fat and smoke too much. Double the fees! This will be the first state ever to charge overweight state workers who don't try and slim down. Why can't Alabama be proactive like other states and just reward those employees that "adopt healthy behaviours"? Alabama is the currently the second most obese state in the country. And according to the Centers for Disease Control and Prevention, 30.3% are now obese. But is this the right way to go about things? Just this week, the State Employees' Insurance Board approved a plan to charge state workers if they don't have free health screenings starting in January 2010. And if those screenings show that there are any serious problems with obesity, cholesterol, blood pressure and the sort, employees will have one year to see a free doctor and enrol in a wellness program. If not they can take their own measures to improve their health. But if they don't show any progress in a follow-up screening, they'll have to start paying the fee starting the following year. Anyone found with a body mass index of 35% or hight, or who is not making progress, will be considered obese and be required to pay up. A BMI of 30% is what's considered "the threshold for obesity." Robert Wagstaff, a state employee that serves on the insurance board, says" We are trying to get individuals to become more aware of their health." Many employees are not too thrilled with the decision. Duh! College professor and founder of a body acceptance workshop, E-K. Daufin, says "I'm big and beautiful and doing my best to keep my stress levels down so I can stay healthy. That's big, not lazy, not a glutton and certainly not deserving of the pompous, poisonous disrespect served up daily to those of us with more bounce to the ounce." It seems it pays to lose weight! What do you guys think? is this an extreme strategy to help people become healthy? or prejudice against the overweight?

For more information check out this video of a knowledgeable man speaking about the prejudice and discrimination of obese individuals

Jane Elliot's Blue Eye/Brown Eye Experiment
Jane Elliot first conducted the Blue eye/Brown eye experiment with her third grade class to demonstrate prejudice. The basic idea was to separate the class into two halves - those with blue eyes and those with brown. She spoke and treated the blue eyes as inherently inferior to the children with brown eyes - they were denied access to play equipment, told they were stupid, and not allowed to socialise with members of the 'superior group'. The next day the roles were reversed, with the blue-eyed children treated as superior. What she found was that prejudice caused students in the inferior group to obtain lower test scores, have lower enthusiasm levels, and show more hostility towards activities in the classroom.

The experiment has since been repeated with both children and adults. We were lucky enough to watch a more recent experiment conducted by Jane in Australia in 2001. I watched in shock as Jane Elliott unrelentingly ridiculed and humiliated the blue-eyed people. When participants expressed sadness, shame, or tears, she drilled in the point that participants only have to live this reality during the workshop, while Indigenous Australians receive this treatment for their lifetime.

While i agree that this experiment achieves the aim of demonstrating prejudice in its purest form, i disagree with the way in which the experiment is carried out. Firstly, this experiment seems to conflict with ethical considerations. I find it appalling that she carried out such an exercise among third graders - who in my opinion would not have the capacity to understand the concepts behind the experiment. i also disagreed with the way she handled participants who wished to leave the experiment - what happened to the famous experiment saying "you are free to leave at any time"??? In her case it should have been adapted to "you are free to be ridiculed for leaving". Finally, It was clear that some were deeply affected by the experiment and i wonder to what extent, if anything, participants were debriefed??

Relationships

"The best thing you can do is find a person who loves you for exactly what you are...good mood, bad mood, ugly, pretty, handsome, what have you...The right person's still going to think the sun shines out of your arse...That’s the kind of person that’s worth sticken with!" The Supportive Dad from JUNO the movie

All humans have the need to belong - we need both positive social contact and ongoing relationships in which people share mutual respect, concern, and care for each other in order to belong.

Love: The 2 kinds:

Passionate Love: strong feelings, longing, desire and excitement for each other. This type of love is accompanied by physiological arousal (shortness of breath, rapid heart rate ect). This type of love reminds me of the type of love an individual experiences in the beginning of a relationship. As love changes it progresses into companionate love.

Companionate Love: strong affection remains however, may not be accompanied by physiological arousal. A companionate lover is also known as an individual’s soul mate and best friend in life. This type of love reminds me of say the love that my grandparents share...they bicker one minute then laugh the next.

Why do people stay with their long-term relationship partners? According to the investment model of maintaining relationships, there are three factors that hold it all together!

 * 1) Satisfaction: If you like your partner, you are more likely to stay together
 * 2) Quality of available alternatives: You may not be satisfied in your relationship, therefore you may look for alternatives. If a high-quality alternative partner (say Brad Pitt) came along your commitment to your current partner may weaken.
 * 3) How much you have invested in the relationship: Investments consist of time, effort, emotion, friendships made during the relationship, and other resources that you cannot replace. If you are married to a person for 40 years, the investments that you have made during that relationship such as children, joint savings, owning a home, mutual friends, ect. cannot be replaced by another person. These three factors significantly predict whether couples stay together or separate.

To sum up, the investment model stipulates that the more people have to lose by leaving the relationship, the more they should be committed to it. To read more about the investment model and how it contributes to commitment take a look at this study:

Attraction
If you are to pick up any fashion magazine today you will probably be mistaken into thinking that the ideal female body shape is that of an adolescent boy. However, this has not always been the case. Stars such as Marilyn Monroe's waist hip ratio helped her attractiveness. Slender women (see image)are only found alluring by certain cultures. According to Furnham (2008), individuals value slenderness more as they move up the social and economic ladder. In comparison, poorer cultures desire a plumper appearance as it represents wealth. What i found more interesting is that body size matters very little in attractiveness...what individuals find more appealing are faces and how attractive they are.

What makes an attractive face?:Symmetry!

Symmetry occurs when a face is exactly the same on both sides. It represents health and good genes (something we all look for in a potential partner). James touched on this topic during the lecture but for more information take a look at this

Is beauty blind? In the 'looking for love' section of the newspaper you will always find a man looking for physical attractiveness, whereas women will look for wealth and status. This difference in priorities may explain why Donald Trump is married to a stunning woman. Something i found interesting is that women find feminine features attractive on a man. This is because women look for a trade-off between good friends and good fathers. According to Furnham (2008), a man with feminine features has better parenting skills.

For more information on attraction find a copy of: Swami, V. & Furnham, A. (2008). The psychology of physical attraction.UK: Routledge.

Here is the book's website - listen to the interview with one of the authors for information about research in this field.  What are we really attracted to?: Do opposites attract or do birds of a feather flock together??? It seems that birds of a feather wins this round - social psychologists have found that similarity is a common and significant cause of attraction! I had to laugh whilst reading the example in the textbook of the poor young man who made contact with an internet lover only to find that it was his mother! - i would just like to add that she must have been concealing more than just her identity because i have no idea how either of them did not piece together the clues previously?? Building of the previous idea of Donald Trump and wife Melania - is this an example of opposites attract or birds of a feather? On the one hand it may be possible that ugly old men may be your thing and that she was attracted to the opposite of her - or - it is possible that he is a rich man that mingles with high-class women such as Melania and are therefore very similar and share many of the same interests?

One love story that i love is the fairy tale of our own Princess Mary and the Crown Prince of Denmark: Prince Frederick. What i wonder though about these two is what attracted him to her?? Is it the matching law that states that people tend to pair up with others who are equally attractive - well yes! they are in my eyes equally attractive, but is that it? i cant imagine that they would share many similarities seeing that she was a business woman from little old Tasmania and he was the Crown Prince!! Is this relationship an exception - maybe this is one circumstance in which we can use the old cliche that opposites really do attract!

Groups and Leadership
Case Study: The Experiment Film - A dark testament to the corruption born of absolute power This film was recommended to me by a friend who said that if i am studying the effects of leadership and groups it was a must see! And he was right! this film shocked me to the core...i was so disgusted to see the effect power and authoritarianism can have on an individual. Here is a brief summary of the film..

The movie is based on the infamous "Stanford Prison Experiment" conducted in 1971 by Phillip Zimbardo. A makeshift prison is set up in a research lab, complete with cells, bars and surveillance cameras. For two weeks 20 male participants are hired to play prisoners and guards. The 'prisoners' are locked up and have to follow seemingly mild rules, and the 'guards' are told simply to retain order without using physical violence. Everybody is free to quit at any time, thereby forfeiting the payment they would have received if finishing the experiment. In the beginning the mood between both groups is insecure and rather emphatic. After about 3 days in this simulated environment however, the participants begin to convincingly behave as their roles. What you notice so strongly when watching the film is how thick and fast power takes over the guards...they become very arrogant and cruel. Prisoners were made to clean toilets with their clothing and bare hands, the main character was urinated on, suffocated and his head shaved to stop him from speaking out of turn. Whilst the authoritarian tendencies began to escalate among the 'guards', the 'prisoners' became withdrawn and developed neurotic like symptoms. The climax of the film is where the 'guards' sense that the experiment will be aborted and abduct the actual experimenters to exert their dominance. I wont spoil the rest of the ending for those who wish to see it.

What shocked me the most was that these events really did occur (not to the same extent as it was dramatised for the film). One third of the guards developed real sadistic tendencies whilst the majority of the prisoners were psychologically traumatised. Zimbardo recognised that roles had been taken on too seriously... beyond what he had expected and terminated the experiment after six days. Thankfully ethical considerations have since been developed and an experiment like this will never be repeated.

Groups: A group: a collection of people that share common expectations, obligations & identity. I love this clip from you tube capturing the many different groups that make up one American high school! check it out here ->

Group Action: Social facilitation: Social facilitation proposes that individuals are aroused into performing whilst being watched by others. Social facilitation has three sub-categories: I went out to dinner last week with a group of friends (3 males and 3 females). Our group had ordered loads of food. What i noticed throughout the meal was two of sub-categories of social facilitation in action! Firstly, coactor effects were evident by the males in the group - they ate and ate and ate, not because they were hungry but because they were in competition with each other! The girls on the other hand were eating tiny portions, did they not want to get fat? My bet is that they wanted the males to evaluate them favorably (evaluation apprehension!).
 * 1) Audiance effects: Stipulates that tasks are performed better whilst being watched by others, rather than when they are alone.
 * 2) Coactor effects: Are caused when individuals are in competition with each other, they perform better! Was this why James chose this assessment item??
 * 3) Evaluation apprehension: Individuals increase their effort when others are present because they want others to evaluate them favorably - Maybe another reason James chose this assesment item???[[Image:College graduate students.jpg|thumb|right|300px|Social loafing occurs a lot in university settings.]]

Social loafing: We are all part of a group. We are all a group of university students. We all belong to a particular tutorial group and we have all participated in group presentations and assignments. What interested me the most in tuesdays lecutre was the idea of social loafing. The idea that peoples effort on a task decreases when working within a group, compared to working alone. If this is a known phenomenon, why is it that there is such a preference for them throughout an undergraduate degree?. Maybe it is to learn to work within a group and learn that there are people that will free ride off the work of others. When i think about it, this lesson is a valuable one! We all may whinge and moan that we have to work twice as hard to cover for the slack one in the group and that group assignments are the worst thing in the world, but having not learnt that this actually occurs and how to prepare for it makes us all better group contributors for when we face the big wide world of the work force!.

Social disengagement: Breeding ground for fundamentalism. By Hugh Mackay
Hugh Mackay's lecture brought up many issues that are relevant to todays society. What i loved most about the lecture was that he was not talking about vague issues, but rather issues in which we can all relate to in some way or another! His lecture was based around four main themes that encompass the 'revolution' that Australia has been living through. The four themes consist: One topic that caught most of my attention was marriage or lack of it! - Mackay stated that due to the high divorce rate in Australia (45% of marriages end in divorce) the marriage rate has decreased. This may be due to a numerous amount of reasons, however Mackay suggested that it may be due to the ever increasing amount of choice that we have all been given and we want to keep our options open, or that females are becoming more educated causing them to put off child bearing all together or until they are older. As a young female, this got me thinking! - how do i feel about marriage and childbearing? Firstly, i agree with him entirely that our generation (the Y2K generation that is) are given opportunity after opportunity and almost every option is available to us. When i left school i was able to travel and live in a different country for a year, then i was able to come to university and attain a degree, after i leave uni i have ample choices that i can make and let me tell you marriage nor babies comes even close to many choices that i may take. If my feelings are shared by other young females out there, what hope do we have for the future? Does this mean that females will push the boundaries of child birth and have them at a much older age? And marriage, will the divorce rate continue to dwindle? causing the marriage rate to follow suit? Let me know your opinions on this - are there any young females out there who hold differing views and cant wait to have a child and settle down??
 * Gender
 * Economy
 * Technology
 * Identity

Prosocial

Prosocial Behavior: Doing something that is good for other people or for society as a whole.

Forms of Prosocial Behavior:
 * 1) Obeying the rules to have 'effective rule of law'.
 * 2) Conforming to socially accepted standards of proper behavior.[[Image:Billgates.jpg|thumb|right|200px|Prosocial Player?]]
 * 3) Cooperating with others for the greater good of mankind.

Much of prosocial behaviour is stimulated by others. One concept of prosocial behaviour that interested me is the idea that prosocial actions are motivated by wanting to make a good impression. The textbook provides a good example of people donating large amount of money at church hand arounds because they are in the presence of others. This got me to thinking about the Bill & Melinda Gates foundation. This foundation has been set up to help the poor, grow infrastructure and agriculture in developing countries, and develop initiatives to reduce poverty. The foundation plans to spend a large amount of Mr Gates wealth on these initiatives. This is a good example of prosocial behaviour. However, is he spending this money because the whole world is watching? It is no secret that he is the wealthiest man in the world and clearly has money to burn. Is it his self-interest dictating this prosocial act? By spending this money, he will be admired for his behaviour. My point here is…because Mr Gates has so much to spare is this really a prosocial act?…or just an attempt to look good in front of others?

The Bystander Effect: The bystander effect intrigued me so much that I chose it as my essay topic. If you are interested in reading more I have made a sub page including useful references and my actual essay. To see click here: Bystander effect

Following on from the bystander effect, why do people help?? There are two motives for helping behaviours. The first is known as egoistic helping and the other is called altruistic helping!

Egoistic helping: occurs when a helper seeks to increase his or her own welfare by helping another person. This motive for helping reminded me of a situation i encounted last week at a shopping centre where a little old lady had dropped her shopping and out of no where a big handsome man (with an ego the size of America) run over to help...i thought to myself, did he help her because he really wanted to...or to show off to the young lady walking beside him which would in turn raise his ego even further? Im placing my bets on the fact that he was increasing his own welfare!

Altruistic helping: occurs when a helper seeks to increase another's welfare and expects nothing in return. I also encountered a situtaion recently in which this motive occured. I was driving along with my dad when we noticed a man on the side of the road with a flat tyre. My dad being mr fix-it pulled over to help him. He had no reason to help him other than to increase the welfare of the poor man stuck on the side of the road...because it did nothing for our welfare...it just made us late!!!

Environmental Psychology

What is it? Environmental psychology studies the interactions and relations between people and their environments.

This aspect of psychology really interested me as it is so different in comparison to what we normally learn about throughout our degree (for example, Freud, Skinner, Maslow, Bandura, ect.). This lecture brought to my attention just how important the environment is to each and every one of us! Just think about the photos, artworks and screensavers around our home involving nature, not to mention the dream of owning a house overlooking the ocean. Though we all love the environment, do we forget about it?

I actually should thank James for the lecture as i believe i was suffering nature-deficit disorder (spending too much time indoors and not enough time outdoors). In my day-to-day life i spend to much time indoors, i even exercise inside at a gym, however since the lecture i now try to get out into nature and exercise and you know what...i feel better for it! I definitely think that the 'green prescription is a great idea and i will be interested to see the effectiveness of such programs in the future years. While i am interested to see the effectiveness, i agree with Howard Frumkin and his idea that "yes we need research, but we know enough to act".

Our Beautiful Environment Another topic of interest is the idea of environmental feedback! Im sure by now we have all seen the big signs on the side of the road providing feedback about our water consumption. I am really interested in its effectivness! I know that when i see that we are using under the target amount i generally take a longer shower the next day! It works the other way aswell when i see that we are using beyond the target i generally cut down my water use...what i would like to know is if others share my mentallity?? Does this type of feedback help the situation? or hinder it? I would be really interested in what you guys think???

I have lived in Canberra for most of my life and am not afraid to say that i absolutely love this city! However, Canberra reciveves a lot of flack becuase it is too quiet and reminds many city slickers of a ghost town! According to the readings however living in this small city may be good for us! Unlike other cities (Sydney, Brisbane, Melbourne) Canberra has, in my view, the least amount of environmental stressors. We do not have an international airport which means less noise, we hardly have any traffic (which means again - less noise and pollution), our city is not a concrete jungle with vast open green spaces, and no one can say that Canberra's population is crowded!. The only stressor that Canberra may have is temperature - when its hot its hot and when its cold its cold! So for all of you out of towners - take a moment to think about the environmental benefits of living in such a wonderful place!

In Conclusion
This unit of psychology has definalty opened my eyes to many different concepts! It has made me question,adapt and change my views on many different situations. Another aspect that i enjoyed was the assesment items that James has set. Being able to choose the topic in which you write about was liberating but also created more interest in the topic that was chosen. The e-portfolio was also interesting and so different to any assesment item i have ever encountered!

One suggestion James would be to hold one tutorial in the computer labs to educate people about wikiversity and provide some sort of introduction into editing.

Will definalty be recommending this class to others! --Teall McQueen 03:18, 1 November 2008 (UTC)

title: User:Teall McQueen


text: User:Jerrod 7

title: User:Jerrod 7


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User talk:Jerrod 7

Hi Jerrod
Well done on getting set up here - especially working it out on your own! Let me know if I can do anything. "Official" wikiversity welcome below. -- Jtneill - Talk - c 12:51, 22 July 2008 (UTC)

 Hello Jerrod 7, 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 random project.
 * Browse everything on 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.
 * 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 12:51, 22 July 2008 (UTC)

title: User talk:Jerrod 7


text: Template:Atp/eric

title: Template:Atp/eric


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Introduction to Latin/Simple Grammatical Concepts

A Little Grammar
Some of you may already be perfectly familiar with the following grammar information. These concepts will be necessary in order to complete the first (and subsequent) units, so make sure you know this stuff before moving on.

The Sentence
A normal sentence can be divided into various parts of speech.

NOUN - person, place, or thing (or the NAME of a person, place, or thing)

VERB - describes the subject's activity/state of being

ADJECTIVE - modifies a noun

ADVERB - modifies a verb

Hopefully you all are familiar with these very basic concepts already, so I'm not going to go into any more detail. (If you aren't, please feel free to contact a teacher for help).

Direct/Indirect Object

The direct object in a sentence receives the direct action from the verb.

For example: The hoplite carries the shield.

The indirect object receives the action from the verb indirectly.

For example: The hoplite gives a shield to the man.

Indirect objects will often be attached to a 'to/for' in English.

Transitive/Intransitive Verbs

Verbs, among other things, can be transitive or intransitive. A transitive verb can take a direct object.

For example: The hoplite carries the shield.

An intransitive verb cannot take a direct object.

For example: The man smiles.

 * There will be further grammar provided as you progress through the lessons, but for now this will suffice.

Exercises
A. Point out the direct object and indirect object in each English sentence. (Note: There are not necessarily both a direct and indirect object in each sentence.)

1. I love you.

2. The farmer harvested his field today.

3. Scipio is baking a cake.

4. Scipio baked his grandma a cake.

5. The soldier gave flowers to the girl.

6. I wanted to tell you a story.

7. Lucius always buys cookies for his daughter Rosa.

8. The sailor sailed to the island and found some buried treasure.

9. Marcus likes to play the lyre for his girlfriend, who loves music of all kinds.

10. We need to go to the store and find her some clothes for her vacation.

B. State whether each verb is transitive or intransitive.

1. I love you.

2. Scipio is baking a cake.

3. Let's go to the city.

4. I was born in Ostia.

5. The criminal was borne across the county-line.

6. The book is read by you.

7. You are reading a book.

8. The earth orbits around the sun.

9. The crowd quickly gathers at the festival.

10. I moved all of my belongings to my new house when I moved to Germania.

 * If anyone wants an answer key, let me know and I will provide one.


text: Social psychology (psychology)/Definition


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Introduction to Latin/Verbs

The Latin Verb
Latin verbs (and verbs in general) all have the following five characteristics:

1. Person - This refers to the subject of the verb; in active verbs, it refers to who is performing the action; in passive verbs, it refers to who receives the action.

*1st person - I, we     *2nd person - you, you (plural) *3rd person - he/she/it,they

2. Number - Refers to how many subjects; singular or plural.

3. Tense - Refers to the time of the action of the verb; Latin has six tenses (present, future, imperfect, perfect, future perfect, and pluperfect).

4. Mood - Refers to the manner of indicating the action or state of the verb; Latin has three moods - the Indicative (which governs facts), the Imperative (which governs commands), and the Subjunctive (which deals with hypothesis/potentiality and subordination).

5. Voice - In transitive verbs, voice refers to whether the subject receives the action or performs the action; Latin has two voices, active and passive.

*active - The man eats a sandwich. *passive - The sandwich is eaten by the man.

Verb Conjugation
A verb conjugation lists all of its forms according to the five variations listed above (person, number, tense, voice, mood).

Let's conjugate an English verb (To Love) in the Present Indicative Active (Present = tense, Indicative = mood, Active = voice).

TO LOVE

Note 1: The form "To Love" is known as the infinitive. In this case, it is the present active infinitive. Infinitives come in the form "to " or "to be -", and they lack person and number.

Note 2: A verbal form such as "I love" is known as a finite form, because it shows all of the five characteristics of a verb. (cf. - finite vs. infinitive)

Personal Endings
Notice that in English, in order to ascertain the subject of a verb, either the subject itself or a personal pronoun (I, we, you, he, she, it, they) must be given. We cannot say "loves food" in proper English. We must say "he loves food."

Latin, however, indicates the subject of a verb by inflected endings, called personal endings.

The personal endings for the active voice are as follows:

Therefore, -o corresponds to I; -s to you (singular); -t to he/she/it; -mus to we; -tis to you (plural); -nt to they.

First Conjugation: Present Infinitive Active, Present Stem, and Conjugation
Let's look at our first Latin verb: amo, amare, amavi, amatum (to love).

Each normal verb entry (if you were to look it up in the dictionary) contains four principal parts. Right now, we will only concern ourselves with the first two principle parts (i.e. - amo, amare).

First, let's look at the second principle part, amare. This is the present active infinitive, which translates as "to love". All that we have to do to get the present stem of this verb is drop the -re ending. The present stem of amo, amare, amavi, amatum, therefore, is simply ama-.

Next, all that we have to do is add the various active personal endings to this stem to conjugate the verb in the present active indicative.

The first principle part, amo, gives us the 1st person singular present active indicative form.

 * Note: This is our first of many paradigms, which are various patterns that we must memorize in order to gain fluency in Latin.

Notice that the stem remains the same throughout, ama-. Just add the personal endings and, voilà, you have yourself a verb conjugated in the present active indicative.

IMPORTANT: This verb (amo, amare) is known as a 1st Conjugation verb because it contains an -are in its infinitive. It is also known as an -are verb. Many other verbs will follow this same paradigm.

Second Conjugation: Present Infinitive Active, Present Stem, and Conjugation
Unlike 1st Conjugation verbs, 2nd Conjugation verbs are characterized by the ending -ere in the second principle part.

QUIZ QUESTION: What form is the second principle part of a verb? (answer: present active infinitive)

Let's look at a second conjugation verb: moneo, monere, monui, monitum (to advise).

Just like 1st Conjugation verbs, you get the present stem of a 2nd Conjugation verb by going to the present active infinitve (second principle part) and dropping the -re ending.

So, we have mone- as our present stem.

Let's conjugate this verb in the present indicative active. (Once again, the first principle part gives us the 1st person singular present active indicative.)

Easy enough, right?

Present Active Imperative
The imperative, as already discussed, is the mood in which commands are issued. The present active imperative is very easily formed in Latin.

1. Simply drop the -re ending from the present active infinitive to form the singular imperative. (NOTE: this is also the present stem...)

e.g. - amare --> ama, love!

2. To form the plural present active imperative, simply add -te to the present stem.

e.g. - ama- --> amate, love!

This works exactly the same for second conjugation verbs.

For moneo, monere, monui, monitum, the imperatives are:

singular --> mone plural --> monete

Exercises
1. Write out the present active indicative conjugation for amo, amare, amavi, amatum two or three times.

2. Write out the present active indicative conjugation for moneo, monere, monui, monitum two or three times.

3. Conjugate the 1st conjugation verb, laudo, laudare, laudavi, laudatum (to praise). After writing out the conjugation, repeat it aloud a few times. You need to automatically think "I praise" whenever you hear or see "laudo", or "he praises" whenever you see or hear "laudat".

3. What is the first principle part?

4. What is the second principle part?

5. What is an infinitive? Give the three examples that you have seen so far of Latin infinitives.

6. Form the singular and plural imperatives for laudo, laudare, laudavi, laudatum. Say them aloud a few times and think about what they mean as you say them.

title: Introduction to Latin/Verbs


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Introduction to Latin/First Declension Nouns and Adjectives

Latin Nouns
Latin nouns have many characteristics and qualities, some of which differ greatly from English nouns.

1. Latin nouns exhibit gender - masculine, feminine, or neuter. Generally, females are feminine and males are masculine, but most of the time it is arbitrary. As you progress in Latin, you will begin to notice characteristic endings and forms that will indicate a noun's gender to you.

2. Latin nouns exhibit number - singular and plural. In this respect, Latin nouns are like English nouns and the nouns of other Romance languages.

3. Latin nouns exhibit six inflectional cases. This means that the endings of nouns are modified according to how the noun is being used in a sentence. To list all twelve (6 singular + 6 plural) endings for a given noun is to decline a noun. (Nouns are declined; verbs are conjugated).

There are five patterns of declension for Latin nouns. In this lesson, we will only be dealing with the 1st Declension.

Noun Cases
The seven noun cases are as follows:

Nominative - case of the subject

Genitive - case of possession

Dative - case of indirect object; object of to or for

Accusative - case of direct object; used with some prepositions

Ablative - many uses, the most basic of which is instrumental - shows by what means something happens or is performed; also used with prepositions

Vocative - case of address (as in "John, be quiet.")

Locative - indicates location exclusively for places and islands

First Declension Nouns and Adjectives
Now we need to look at the endings ascribed to 1st Declension nouns and adjectives that designate their function in a sentence.

Note 1: The -a of the ablative singular, the -is of the dative and ablative plural, the -as of the accusative plural, and the 'a' in -arum of the genitive plural are all long vowels.

Now let's decline our first noun, puella (girl).

Notice that to the stem puell- are added the inflectional endings for a 1st declension noun, and, voilá, we have a complete noun declension.

If you look up a 1st declension noun in the dictionary, you will find the following: puella, puellae f. - girl. A dictionary entry consists of "nominative singular, genitive singular, gender, and meaning." The genitive singular allows you to determine to what declension the noun belongs (which will become more difficult when you learn other declensions).

Syntax
Vocabulary:

nauta, nautae m. - sailor

puella, puellae f. - girl

pecunia, pecuniae f. - money

do, dare, dedi, datum - to give

Now let's practice using a noun in a sentence.

Read aloud the following sentence:

Nauta dat pecuniam puellae.

The meaning of the sentence is probably still not apparent, so let's analyze each word, listing the information that we can provide for each.

1. nauta - nominative singular; subject

2. dat - 3rd person singular present active indicative of do, dare, dedi, datum.

3. pecuniam - accusative singular; direct object of dat

4. puellae - dative singular; indirect object (translate with to/for)

Now how would we translate this sentence?

Nauta dat pecuniam puellae. The sailor gives money to the girl.

 * Notice that there is no definite or indefinite article in Latin (the, a, an), so it must be supplied in the translation.

We can also write the sentence in the following ways:

Nauta dat puellae pecuniam.

Nauta puellae pecuniam dat.

Puellae pecuniam dat nauta.

Puellae pecuniam nauta dat.

Dat pecuniam nauta puellae.

And so on...

The point is this: word order is not nearly as important in Latin as it is in other languages. Because the functions of words are given by their inflectional endings, word order is not required to tell the function of words in a sentence. (Compare the English: "The sailor gives the girl money" to "The girl gives the sailor money").

The "normal" word order in Latin is Subject-Indirect Object-Direct Object-Verb, but this format is only a loose guideline. You will find sentences constructed in a number of ways, so it is very important to learn the inflections.

First Declension Adjectives
1st declension adjectives are declined exactly like 1st declension nouns.

For example, let's look at magna (large, great).

Vocabulary
do, dare, dedi, datum - to give

amo, amare, amavi, amatum - to love

laudo, laudare, laudavi, laudatum - to praise

debeo, debere, debui, debitum - to owe; ought, must (e.g. - dare pecuniam debeo = "I must give money")

voco, vocare, vocavi, vocatum - to call, summon

habeo, habere, habui, habitum - to have

vivo, vivere, vixi, victum - to live

nauta, nautae m. - sailor (NOTE: nauta, ae is masculine, which is a rarity in the 1st declension, which is mostly feminine)

puella, puellae f. - girl

porta, portae f. - gate

vita, vitae f. - life

rosa, rosae f. - rose

sententia, sententiae f. - sentence; opinion, feeling, thought, vote

bona, bonae adjective - good

multa, multae adjective - much, many

mea, meae adjective - my

Exercises
1. Write out declensions for the following nouns: vita, sententia, nauta, porta.

2. Write out all of the information that you can about each word, including function, in each of the following sentences:

a) Nauta rosam puellae dat.

b) Puella nautae pecuniam dat.

c) Puella nautam amat.

d) Nauta puellam amat et puellae rosas dat. (et = and)

e) Puellae meae rosas multas do. Puellam meam amo.

f) Habemus portam magnam.

3. Read each sentence above aloud and let the words speak to you - don't just translate. Now do the same for the sentences below and figure out a good translation.

g) Habetis portas magnas et bonas.

h) Puellae vivunt in patria. (in + abl. = in; patria, patriae = country, motherland)

i) Debet nauta portam claudere. (claudo, claudere, clausi, clausum - to close)

4. Translate the following English sentences into good Latin.

a) The sailor gives the girl roses.

b) Sailors have many opinions.

c) I must summon the sailor.

d) You (pl.) call the girls.

e) The sailor praises the good girls.

f) We must give roses to the girl.