text:
User talk:Rhorton4549/enes100/Wind Tunnel

10/10/60 .. good start 1sfoerster 19:09, 24 October 2011 (UTC)

10/10/40 ... good writing on the arduino .. now need to start using it ... 1sfoerster 19:59, 31 October 2011 (UTC)

10/10/40 ... good work documenting what is going .. 1sfoerster 20:49, 7 November 2011 (UTC)

10/10/100 ... keep documenting ... ESC Easy came from where, where is it now ... where can it be linked to ? 1sfoerster 22:13, 14 November 2011 (UTC)


text:
User:Bicedu

BURNETT INTERNATIONAL COLLEGE
1903 Congress Avenue Boynton Beach, FL 33426 561-736-3998

Burnett International College is basically a rented floor of an office building that offers 6 or 7 non-accredited nursing courses. Our classes are equivalent to being back in pre-school. They are considered to be cheap, but potential students aren't able to get financial aid. The building is infested with large roaches and smells moldy. If this is exactly what you are looking for, please give us a call.

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

title: User:Bicedu


text: Category:Hawaii

title: Category:Hawaii


text:
User:JaeHaynes/enes100/Wind Tunnel

Link to project Wizard Jr team page.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

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Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
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Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

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Week4 Narrative
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Week4 Peer Review
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Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:JaeHaynes/enes100/Wind Tunnel


text:
1000 Songs/OLD 100TH (Louis Bourgeois)

OLD 100TH (Louis Bourgeois)

1000 Songs

Text
Original Lyrics

You faithful servants of the Lord, sing out his praise with one accord, while serving him with all your might and keeping vigil through the night.

Unto his house lift up your hand and to the Lord your praises send. May God who made the earth and sky bestow his blessings from on high. Genevan Psalter - Psalms 134

Author
Loys Bourgeois (c. 1510-1560)

Translations/Challenges
I was able to find an English Translation Here

Author biography
Loys Bourgeois

Author's circumstances

 * French Composer of the Renaissance

 * Main compiler of Calvinist hymn tunes

Historical setting

 * Sixteenth Century Renaissance Period

Cultural setting

 * Geneva (French part of Switzerland)

title: 1000 Songs/OLD 100TH (Louis Bourgeois)


text: File:Monotonicity vertical inverse.svg

title: File:Monotonicity vertical inverse.svg


text:
Tectonic hazards/Seismic fitness

Seismic fitness or seismic sustainability is the ability of buildings and civil engineering structures to perform their basic operational functions with seismic risk limited to acceptable level. Seismic fitness may be considered the paramount goal of earthquake engineering which is concerned with protecting society, the natural and the man-made environment from the earthquake hazards. For any particular object and earth shaking intensity, seismic fitness is not universal. It depends on a particular type of challenge: e.g., the soil conditions, 3-D directions of shaking, possibility of tsunami and its magnitude, etc. Technically, earthquake engineering is the study of behavior of buildings and structures subject to seismic loading. To provide their seismic fitness, a structural engineer should: A seismically fit structure does not necessarily has to be extremely strong or expensive. It just has to withstand the seismic effects while sustaining an acceptable level of damage.
 * Understand the interaction between buildings or civil infrastructure and the ground.
 * Foresee the potential consequences of strong earthquakes on urban areas and civil infrastructure.
 * Design, construct and maintain structures to perform at earthquake exposure up to the expectations and in compliance with building codes.

The most powerful and budgetary tools for upgrading seismic fitness of buildings and structures are vibration control technologies and, in particular, base isolation.

Seismic loading
Seismic load is one of the basic concepts of earthquake engineering which means application of an earthquake-generated agitation to a building or other structure. It happens at contact surfaces of a structure either with the ground, or with adjacent structures , or with gravity waves from tsunami. Seismic loading, which is the major challenge for seismic fitness, depends, primarily, on:
 * Anticipated earthquake's parameters at the site
 * Geotechnical parameters of the site
 * Structure's parameters
 * Characteristics of the anticipated gravity waves from tsunami (if applicable).

Ancient builders believed that earthquakes were a result of wrath of gods (e.g., in Greek mythology, the main "Earth-Shaker" was Poseidon) and, therefore, could not be resisted by humans. As knowledge of engineering has improved, however, architects and engineers have become better at building structures with proper seismic performance.

Earthquake simulation
Earthquake simulation is a vibrational input that possesses essential features of a real seismic event. The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, static approaches began to give way to dynamic ones.

Dynamic experiments on building and non-building structures may be physical, like shake-table testing, or virtual, or hybrid ones. In all cases, to verify a structure's expected seismic performance, researchers prefer to deal with so called “real time-histories” though the last cannot be “real” for a hypothetical earthquake specified by either a building or by some particular research requirements.

Therefore, there is a strong incentive to engage an earthquake simulation, like, e.g., the earthquake simulating displacement time-history Cone presented on the left.

Earthquake simulations have been widely used in the research supported by The George E. Brown Network for Earthquake Engineering Simulation (NEES).

Sometimes, earthquake simulation is understood as a re-creation of local effects of a strong ground shaking.

Seismic performance
Seismic performance is an execution of a structure's ability to sustain its due functions, such as safety and serviceability, at and after a particular earthquake exposure. A structure is, normally, considered safe if it does not endanger the lives and wellbeing of those in or around it by partially or completely collapsing. A structure may be considered serviceable if it is able to fulfill its operational functions for which it was designed.

Basic concepts of the earthquake engineering, implemented in the major building codes, assume that a building should survive The Big One (the most powerful anticipated earthquake) though with partial destruction. Drawing an analogy with a human body, it will have dislocated joints, fractured ribs, traumatized spine and knocked out teeth but be alive and, therefore, quite O.K. according to the prescriptive building codes. This situation is a major barrier to implementation of any structural innovations in the earthquake engineering technologies employing the seismic vibration control and, particularly, the most effective brands of base isolation.

However, alternative performance-based design approaches already exist and are implemented at earthquake engineering research. Some of them, for assessment or comparison of the anticipated seismic performance or for seismic performance analysis, use the Story Performance Rating R as a major criterion while the Seismic Performance Ratio (SPR) is used for a rather accurate prediction of seismic performance of a building up to the point of its state of severe damage.

Anyway, replacement of the present prescriptive design standards with the future codes of performance is not an easy task: most of the designers would be reluctant to accept any additional legal obligations.

Seismic performance evaluation
Seismic or earthquake performance evaluation is a formal procedure to quantify the level of actual or anticipated seismic performance associated with the direct damage to an individual building subject to a specified ground shaking.

The best way to do it is to put a model that simulates the building structure on a shake-table that simulates the earth shaking and to watch what may happen next (if you have no time to stand out in the field and wait for a real earthquake to strike, which is called a field testing). Such kinds of experiments were performed still more than a century ago. Another way is to evaluate the earthquake performance analytically.

The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, static approaches began to give way to dynamic ones.

Traditionally, numerical simulation and physical tests have been uncoupled and performed separately. So-called hybrid testing systems employ rapid, parallel analysis using both physical and computational tests.

Concurrent performance testing
Concurrent performance testing is an effective and persuasive way of validation of new earthquake-protective building technologies. It may include both physical and virtual testings of two or more structural objects under the same conditions that simulate earthquake-like excitations. For illustration, please see the images presented below:

Seismic performance simulation
Earthquake or seismic performance simulation is meant to study effect of earthquakes on building structures and is a practical way of seeing a thing to happen without it actually taking place in the same way. There are research institutions just devoted to earthquake performance simulations, like, e.g., The George E. Brown, Jr. Network for Earthquake Engineering Simulation or NEES.

Physical seismic performance simulation
The best way to do it is to put the structure on a shake-table that simulates the seismic loads and watch what may happen next (if you have no time to stand out in the field and wait for a real earthquake to strike, of course). The earliest experiments like this were performed more than a century ago

Computational seismic performance simulation
Another way is to evaluate the earthquake performance analytically. The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, statics approaches began to give way to dynamics ones.

Seismic performance analysis
Seismic performance analysis is an intellectual tool of earthquake engineering which breaks the complex topic into smaller parts to gain a better understanding of seismic performance of building and non-building structures. The technique as a formal concept is a relatively recent development. In general, seismic analysis is based on the methods of structural dynamics. For decades, the most prominent instrument of seismic analysis has been the earthquake response spectrum method which, also, contributed to the proposed building code's concept of today.

However, those response spectra are good, mostly, for single-degree-of-freedom structural systems. Numerical step-by-step integration, applied with the charts of seismic performance, proved to be a more effective method of performance analysis for the multi-degree-of-freedom structural systems with severe non-linearity and under a substantially transient process of earthquake type kinematic excitation or earthquake simulation.

Research for earthquake engineering
Earthquake engineering research means both field and analytical investigation or experimentation intended for discovery and scientific explanation of earthquake engineering related facts, revision of conventional concepts in the light of new findings, and practical application of the developed theories.

The National Science Foundation (NSF) is the main United States government agency that supports fundamental research and education in all fields of earthquake engineering. In particular, it focuses on experimental, analytical, and computational research on design and performance enhancement of structural systems.

The George E. Brown, Jr. Network for Earthquake Engineering Simulation or NEES is created by the National Science Foundation to give researchers the tools to learn how earthquakes and tsunamis impact buildings, bridges, utility systems and other critical components of civil infrastructure.

The Earthquake Engineering Research Institute (EERI) is a leader in dissemination of earthquake engineering research related information both in the U.S. and globally.

A definitive list of earthquake engineering research related shake-tables around the world may be found in Experimental Facilities for Earthquake Engineering Simulation Worldwide. The most prominent of them is now E-Defense Shake Table in Japan.

The major earthquake engineering research activities worldwide are mostly associated with the following centers:
 * Earthquake Engineering Research Institute (EERI)
 * Earthquake Engineering Research Center
 * Pacific Earthquake Engineering Research Center (PEER)
 * John A. Blume Earthquake Engineering Center
 * Consortium of Universities for Research in Earthquake Engineering (CUREE)
 * Multidisciplinary Center for Earthquake Engineering Research (MCEER)
 * Earthquake Engineering Research Projects of CSUN
 * George E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES)
 * USGS Earthquake Hazards Program
 * Office of Earthquake Engineering at Caltrans
 * Earthquake Engineering Research Centre of Iceland
 * Earthquake Engineering New Zealand
 * Earthquake Engineering Research - Earthquake engineering research|research program by U.S. Army
 * Canadian Research Centers and Research Groups on Earthquake Engineering
 * Hyogo Earthquake Engineering Research Center
 * Laboratory for Earthquake Engineering of NTUA
 * Earthquakes and Earthquake Engineering in The Library of Congress
 * International Institute of Earthquake Engineering and Seismology
 * National Center for Research on Earthquake Engineering

Seismic vibration control
Seismic vibration control is a set of technical means aimed to mitigate seismic impacts in building and non-building structures to achieve their targeted seismic fitness. All seismic vibration control devices may be classified as passive, active or hybrid where:

 * passive control devices have no feedback capability between them, structural elements and the ground;
 * Active control devices incorporate real-time recording instrumentation on the ground integrated with earthquake input processing equipment and actuators within the structure;
 * hybrid control devices have combined features of active and passive control systems. [[Image:Multi-Frequency_Quieting_Building_System.jpg|thumb|238x448px|right|High-rise with Multi-Frequency Quieting Building System. ]]

When ground seismic waves reach up and start to penetrate a base of a building, their energy flow density, due to reflections, reduces dramatically: usually, up to 90%. However, the remaining portions of the incident waves during a major earthquake still bear a huge devastating potential.

After the seismic waves enter a superstructure, there is a number of ways to control them in order to sooth their damaging effect and improve the building's seismic performance, for instance:

 * to dissipate the wave energy inside a superstructure with properly engineered seismic dampers ;

 * to disperse the wave energy between a wider range of frequencies, ;

 * to reflect, diffract, and dissipate seismic waves in a process of their vertical propagation with the help of elevated building foundation;

 * to absorb the resonant portions of the whole wave frequencies band with the help of so called tuned mass dampers.

Devices of the last kind, abbreviated correspondingly as TMD for the tuned (passive), as AMD for the active, and as HMD for the hybrid mass dampers, have been studied and installed in high-rise buildings, predominantly in Japan, for a quarter of a century.

To increase the shielded range of forcing frequencies, the concept of Multi-Frequency Quieting Building System (MFQBS) was developed.

However, there is quite another approach: partial suppression of the seismic energy flow into the superstructure known as seismic or base isolation.

For this, some pads are inserted into or under all major load-carrying elements in the base of the building which should substantially decouple a superstructure from its substructure resting on a shaking ground. The first evidence of earthquake protection by using the principle of base isolation was discovered in Pasargadae, a city in ancient Persia, now Iran: it goes back to VI century BC.

Base isolation
Base isolation or seismic isolation is a collection of special units in a building resting on its foundation to provide separation of the building from the shaking ground thus improving its seismic performance.

From the very beginning, the theory of base isolation rested on two pillars: heavy damping and frequency separation. Unfortunately, nobody paid any attention that the heavy damping was a sort of a strong connection between a substructure and superstructure, and that the idea of decoupling them with the help of such connections was of no good. Anyway, to virtually test-drive any design concept of base isolation, some online help is available now.

Base isolation system consists of isolation units with or without isolation components, where:

1. Isolation units are the basic elements of base isolation system which provide the mentioned separation effect to a building structure.

2. Isolation components are the connections between isolation units and other parts of the building having no separation effect of their own.

Some famous base-isolated buildings are presented below:

Antifriction and Multi-Step Base Isolation
Antifriction and Multi-Step Base Isolation (AF&MS BI), also called Shock Evader, is relatively recent type of seismic vibration control. In spite of the fact that the first attempts to isolate buildings from potentially shaky ground were made thousands years ago, the modern concept of seismic isolation (flexible mounting + damping) is foreign for earthquake engineering: it has not been inherited, it has been borrowed from the mechanical engineering.

Though the concept is working perfectly in all sorts of vehicles, in seismic isolation everything is not so smooth because the conditions in both cases are quite different. In a car, for instance, the working stresses in auto parts are far below their ultimate bearing capacity. Therefore, some overloads associated with heavy damping are of no practical importance here. Another matter is a building structure: during a strong earthquake, it is intended to perform at the near-to-collapse level and, therefore, any extras can become crucial for its safety.

However, there is an alternative to the contradictory damping mechanism of those base isolators. It can be found in the utmost lessening the damping and substituting its positive, mitigating quality with any sort of tuning-out mechanism which satisfies the following requirements:

 * Let the earth move its way.
 * Prevent resonant amplifications.
 * Restore the structure in its pre-earthquake position on the foundation.

It is not the building, it is the earth that should be vibrating if the building is supported on the ideal isolation system. Any attempt to reduce a relative displacement of the superstructure with respect to the base will inevitably result in additional transmission of earthquake energy into the building.

This new concept has been embodied in Shock Evader or, which is the same, in the Antifriction and Multi-Step Base Isolation (AF&MS BI) that incorporated the merits of the traditional flexible mounting but without its drawback - a compulsory damping mechanism.

Earthquake protector
Earthquake protector is a type of base isolation intended for protection of building and non-building structures against potentially damaging lateral impact of strong earthquakes.

Heavy damping mechanism sometimes incorporated in vibration control technologies and, particularly, in base isolation devices, may be considered a valuable source of suppressing vibrations thus enhancing a building's seismic performance. However, for the very pliant systems such as base isolated structures, with a relatively low bearing stiffness but with an high damping, the so-called "damping force" may turn out the main pushing force at a strong earthquake. This finding created a theoretical ground in earthquake engineering for a damping-disengaged base isolation technology called Earthquake protector.

A shake-table video of concurrent shake-table experiments with two identical and kinematically equivalent to their 12-story prototype building models is presented at. The right model there rests on Earthquake Protectors, while the left one, caught at the time of its crash, is fixed to the shake-table platen.

Analytical software called EPET or Earthquake Performance Evaluation Tool enables concurrent virtual experiments on the same building models with any sliding type of base isolation, including Earthquake protector, and without.

Elevated building foundation

Elevated building foundation (EBF) is a kind of seismic base isolation technology which is made a major part of a building superstructure. It is made to protect the building's superstructure against damage from the shaking caused by an earthquake.

This goal can be met with the right building materials, size, and setup of EBF for the building site and local soil conditions.

As a result of multiple wave reflections and diffractions, as well as energy dissipation of the seismic waves as they move up through the EBF, any movement of seismic wave energy into the building superstructure will be decreased, which will lower seismic loads and improve seismic performance of the structure.

In other words, the building does not shake as much because it is sitting on the elevated building foundation, and will probably take less damage from the earthquake.

Friction pendulum bearing
Friction pendulum bearing (FPB) is another name of Friction pendulum system (FPS). It is based on three conceptual pillars :
 * articulated friction slider;
 * spherical concave sliding surface;
 * enclosing cylinder for lateral displacement restraint.

Snapshot with the link to video clip of a shake-table testing of FPB system supporting a rigid building model is presented at the right.

Simple roller bearing
Simple roller bearing or Earthquake-protective building buffer is a simplified version of a base isolation device called earthquake protector which is intended for protection of various building and non-building structures against potentially damaging lateral impacts of strong earthquakes.

This metallic bearing support may be adapted, with certain precautions, as a seismic isolator to skyscrapers and buildings on soft ground. Recently, it has been employed under the name of Metallic Roller Bearing for a housing complex (17 stories) in Tokyo, Japan.

Seismic damping
When seismic waves start to penetrate a base of building structure, seismic dampers can decrease their damaging effect and improve the building's seismic performance. Some samples of seismic dampers design and implementation are presented in the images below:

Dry-stone walls control
People of Inca civilization were masters of the polished dry-stone walls, called ashlar, where blocks of stone were cut to fit together tightly without any mortar. The Incas were among the best stone masons the world has ever seen, and many junctions in their masonry were so perfect that even blades of grass could not fit between the stones.

Peru is a highly seismic land, and for centuries the mortar-free construction proved to be apparently more earthquake-resistant than using mortar. The stones of the dry-stone walls built by the Incas could move slightly and resettle without the walls collapsing which should be recognized as an ingenious passive vibration control technique employing both the principle of energy dissipation and that of suppressing resonant amplifications.

Building elevation control
Building elevation control is a valuable source of vibration control of seismic loading. Thus, pyramid-shaped skyscrapers, continue to attract attention of architects and engineers because such structures promise a better stability against earthquakes and winds.

Besides, the elevation configuration can prevent buildings' resonant amplifications due to the fact that a properly configured building disperses the shear wave energy between a wide range of frequencies.

Earthquake or wind quieting ability of the elevation configuration is provided by a specific pattern of multiple reflections and transmissions of vertically propagating shear waves, which are generated by breakdowns into homogeneity of story layers, and a taper. Any abrupt changes of the propagating waves velocity result in a considerable dispersion of the wave energy between a wide ranges of frequencies thus preventing the resonant displacement amplifications in the building.

Tapered profile of a building is not a compulsory feature of this method of structural control. A similar resonance preventing effect can be also obtained by a proper tapering of other characteristics of a building structure, namely, its mass and stiffness. As a result, the building elevation configuration techniques permit an architectural design that may be both attractive and functional.

Hysteretic damper
Hysteretic damper is intended to provide better and more reliable seismic performance than that of a conventional structure at the expense of the seismic load energy dissipation. There are four major groups of hysteretic dampers used for the purpose, namely:
 * Fluid viscous dampers (FVDs)
 * Metallic yielding dampers (MYDs)
 * Viscoelastic dampers (VEDs)
 * Friction dampers (FDs)

Each group of dampers has specific characteristics, advantages and disadvantages for structural applications.

Lead rubber bearing
Lead Rubber Bearing or LRB is a hybrid of base isolation employing a property of heavy seismic damper. It was invented by William Robinson, a New Zealander. Heavy damping mechanism incorporated in vibration control technologies and, particularly, in base isolation devices, is often considered a valuable source of suppressing vibrations thus enhancing a building's seismic performance. However, for the rather pliant systems such as base isolated structures, with a relatively low bearing stiffness but with a high damping, the so-called "damping force" may turn out the main pushing force at a strong earthquake. The video shows a Lead Rubber Bearing being tested at the UCSD Caltrans-SRMD facility. The bearing is made of rubber with a lead core. It was a uniaxial test in which the bearing was also under a full structure load. Many buildings and bridges, both in New Zealand and elsewhere, are protected with lead dampers and lead and rubber bearings.

Springs-with-damper base isolator
Springs-with-damper base isolator installed under a three-story town-house, Santa Monica, California is shown on the photo taken prior to the 1994 Northridge earthquake exposure. It is a base isolation device conceptually similar to Lead Rubber Bearing.

One of two three-story town-houses like this, which was well instrumented for recording of both vertical and horizontal accelerations on its floors and the ground, has hardly survived a severe shaking during the 1994 Northridge earthquake and left valuable recorded information for the further study. In sense of average peak accelerations, the building performed at that time 21% worse than its non-isolated hypothetical counterpart.

Tuned mass damper
Typically, the tuned mass dampers, a kind of seismic vibration control technology, are huge concrete blocks mounted in skyscrapers or other structures and moved in opposition to the resonance frequency oscillations of the structures by means of some sort of spring mechanism.

Taipei 101 skyscraper depicted on the left needs to withstand typhoon winds and earthquake tremors common in its area of the Asia-Pacific. For this purpose, a steel pendulum weighing 660 metric tons that serves as a tuned mass damper was designed and installed atop the structure. Suspended from the 92nd to the 88th floor, the pendulum sways to decrease resonant amplifications of lateral displacements in the building caused by earthquakes and strong gusts.

Seismic design
Seismic design is based on authorized engineering procedures, principles and criteria meant to provide seismic fitness of structures subject to earthquake exposure. Those criteria are only consistent with the contemporary state of the knowledge about seismic fitness of structures. Therefore, a building design which exactly follows seismic code regulations does not guarantee safety against collapse or serious damage.

The price of poor seismic design may be enormous. Nevertheless, seismic design has always been a trial and error process whether it was based on physical laws or on empirical knowledge of the structural performance of different shapes and materials.

To practice seismic design, seismic analysis or seismic evaluation of new and existing civil engineering projects, an engineer should, normally, pass examination on Seismic Principles which, in the State of California, include:
 * Seismic Data and Seismic Design Criteria
 * Seismic Characteristics of Engineered Systems
 * Seismic Forces
 * Seismic Analysis Procedures
 * Seismic Detailing and Construction Quality Control

To build up complex structural systems, seismic design largely uses the same relatively small number of basic structural elements (to say nothing of vibration control devices) as any non-seismic design project.

Normally, according to building codes, structures are designed to "withstand" the largest earthquake of a certain probability that is likely to occur at their location. This means the loss of life should be minimized by preventing collapse of the buildings.

Seismic design is carried out by understanding the possible failure modes of a structure and providing the structure with appropriate strength, stiffness, ductility, and configuration to ensure those modes cannot occur.

Seismic design requirements
Seismic design requirements depend on the type of the structure, locality of the project and its authorities which stipulate applicable seismic design codes and criteria. For instance, California Department of Transportation's requirements called The Seismic Design Criteria (SDC) and aimed at the design of new bridges in California incorporate an innovative seismic performance based approach.

The most significant feature in the SDC design philosophy is a shift from a force-based assessment of seismic demand to a displacement-based assessment of demand and capacity. Thus, the newly adopted displacement approach is based on comparing the elastic displacement demand to the inelastic displacement capacity of the primary structural components while ensuring a minimum level of inelastic capacity at all potential plastic hinge locations.

In addition to the designed structure itself, seismic design requirements may include a ground stabilization underneath the structure: sometimes, heavily shaken ground breaks up which leads to collapse of the structure sitting upon it. The following topics should be of primary concerns: liquefaction; dynamic lateral earth pressures on retaining walls; seismic slope stability; earthquake-induced settlement.

Nuclear facilities should not jeopardize their safety in case of earthquakes or other hostile external events. Therefore, their seismic design should be based on criteria far more stringent than those applied to the non-nuclear facilities

Earthquake-resistant construction
Earthquake construction means implementation of seismic design to enable building and non-building structures to live through the anticipated earthquake exposure up to the expectations and in compliance with the applicable building codes.

Design and construction are intimately related. To achieve a good workmanship, detailing of the members and their connections should be, possibly, simple. As any construction in general, earthquake construction is a process that consists of the building, retrofitting or assembling of infrastructure given the construction materials available.

The destabilizing action of an earthquake on constructions may be direct (seismic motion of the ground) or indirect (earthquake-induced landslides, soil liquefaction and waves of tsunami).

A structure might have all the appearances of stability, yet offer nothing but danger when an earthquake occurs. The crucial fact is that, for safety, earthquake-resistant construction techniques are as important as quality control and using correct materials. Earthquake contractor should be registered in the state of the project location, bonded and insured.

To minimize possible losses, construction process should be organized with keeping in mind that earthquake may strike any time prior to the end of construction.

Each construction project requires a qualified team of professionals who understand the basic features of seismic performance of different structures as well as construction management.

Seismic fitness quantification
Story Performance Rating R may be used as a fundamental criterion of seismic fitness: R = v/ve where v is an actual or calculated inter-story drift and ve is a drift at the assumed elastic limit of deformation. The ultimate allowable value of R will occur when  R = Rw = vu/ve   where Quality Factor  Rw is understood as the ratio of the ultimate allowable story drift vu that can be tolerated by the structure without a collapse to the maximum elastic story drift ve.

Ratio R/Rw called a Seismic Performance Ratio controls the anticipated losses due to a seismic exposure. It is not the sole possible measure of seismic performance. However, in a majority of cases it is the most important one which would determine the Damage Ratio D.R.

How to relate physical damage to economic losses may constitute a separate topic. Meantime, as the first degree of approximation, the following formula may apply: D.R. = 0.3 (R/Rw) 100 %. The formula demonstrates that when R/Rw  (the current building standards' moment of truth: Demand equals Ultimate Capacity),  D.R. = 30%. When R value reaches 1.5 Rw, the building's losses approach its replacement value.

There is, also, the Damage Ratio Charts Method which is based on a consistent quantitative analysis targeting a prediction of damage ratios and employs a limited number of well-understood structural and earthquake related parameters. It establishes a direct theoretical relationship between the standard structural design procedure and the expected damage characteristics required by insurers.

title: Tectonic hazards/Seismic fitness


text:
Sound powered phones

 * Indented line

Idea
Sound powered phones require no electricity. They are found on air craft carriers, submarines and other navy ships. They are also found on ski lifts, power plants.

SubSystems

 * Speakers
 * Microphones
 * Surplus equipment

College/Universities

 * /Howard Community College/

title: Sound powered phones


text:
Sound powered phones/Howard Community College

 * /Fall 2011/


text:
Talk:Motivation and emotion/Book/2011/Nature and psychological well-being

Comments
Hi Noodles&Wedges,

I added a contents section for you. Feel free to remove it if you like. - JayAr 00:40, 25 October 2011 (UTC) Scratch that. I meant a key points box. The box can be used for other stuff, but I wrote key points as an example. - JayAr 00:45, 25 October 2011 (UTC) I also found a book that might be worth checking out. It's called 'The Injured Islanders'. It's about the influence of art upon happiness and nature. It's a google book but it might give you some ideas. - JayAr 01:40, 25 October 2011 (UTC) It's just a boring formatting thing. Your references cross over into the picture at the bottom. Might need to bump the text over a little bit. - JayAr 11:50, 3 November 2011 (UTC)

Hey James, Thanks for that. I didn't end up looking at the book because I had so much other stuff to cover. Thanks for the suggestion though. Noodles&Wedges 04:53, 6 November 2011 (UTC)

great plan em!! its such an interesting topic and i cant wait to read more, your plan makes where you are heading very clear! Courtney.reis 09:48, 26 October 2011 (UTC)

Hey em, I just fixed up the reference list a bit for you by adding the relevant paragraph breaks. Feel free to discard this change if you were going for something else. Jackson997 22:46, 1 November 2011 (UTC)

No problems re: the stealing of the box - looks great! And your page in general also looks great! ShaunaB 00:47, 2 November 2011 (UTC)

As requested, I have read through the introduction section of your article. I can't suggest any improvements for that, as I think it opens the topic well, is thorough, and clearly written. I have noticed the font for the quote is much too thick, though this may just be my computer. The table of contents uses the "Use nature to improve your life" heading too much, so I'd suggest that in the body of your article, you make this just bold font instead of a heading. Finally, the title for the introduction section is a little too wordy. I'd suggest just calling it "Introduction", and making a subheading for the rest of the text. Thanks Jackson997 02:31, 2 November 2011 (UTC)

Hi, Your Book Chapter looks absolutely stunning!! The content is also good, and I agree with James' comment, there is so much you could cover - you are in danger of writing a book, not just a BC. I hope you do complete the section on Nature Deficit Disorder... The title sounds ludicrous but in our day and age I believe the majority of us don't take the time to "stop and smell the roses". Crazydaisy 03:48, 3 November 2011 (UTC) Thank you Crazydaisy for your comments. I ended up with almost 4500 words but there was so much more I wanted to cover. Will leave it for my honour thesis. Noodles&Wedges 04:57, 6 November 2011 (UTC)

Your chapter looks fantastic! I really like the picture and colour scheme you have through out, it flows really nicely. A-bryant 06:13, 3 November 2011 (UTC)

Hey Emily :-) I was showing your page to my dad on his big screen computer and thought of something you could do to improve it: maybe add some spaces before and after the headings to break up the text a bit to make it look easier to read. Webpages always benefit from having a lot of white (blank) space. KristaLeanne 07:04, 3 November 2011 (UTC) Maybe just condense the SAD a little but I think you should still keep it. KristaLeanne 12:28, 3 November 2011 (UTC) EEEEE yours looks so finished!! I'm jealous!! Also your new arrangement of the pictures looks a lot better. Please leave me some feedback tomorrow Emily :-) I'm going to work on my page until about midnight and then I have to finish the rest tomorrow after work ;-) KristaLeanne 09:54, 5 November 2011 (UTC)

Thanks Krista, I added a bit more space and condensed SAD a little. I commented on your page just a while ago. Just add some piccys and the other topics you still need to write about. Noodles&Wedges 04:53, 6 November 2011 (UTC) Thanks! How's your word count going now?? KristaLeanne 08:04, 6 November 2011 (UTC)

Hey, I like all the colours :). Only thing I don't particularly like is the lime green border round the quote and the quiz, not sure why, i think it just looks odd to me. Oh and just noticed you have a random little picture in your quiz that doesn't seem to belong to anything (above pair 3). Also in your Restorative Environment section, the picture doesn't have a caption, as all others did, wasn't sure if this one was suppose to as well. Overall, sounds and looks great. Good luck with it Mlac 12:04, 5 November 2011 (UTC) Hi, I have considered your opinion on the colour scheme and I have decided to leave it as YellowGreen because others have liked the colour scheme and it links with the pictures, thank you for your opinion however. I don't know which image is in the wrong place, I can't see it. Which is odd. I have fixed up all my captions now. Thank you Noodles&Wedges 04:53, 6 November 2011 (UTC)

Thanks for the comment, I might actually do that. You're page is looking great! Jackson997 00:19, 6 November 2011 (UTC) Oh btw, I believe your page is at roughly 4500 words, so you should probably consider cutting down somewhere. I'd probably suggest nature deficit disorder, but it's up to you of course. Jackson997 00:23, 6 November 2011 (UTC) It's 4503 words. I will chop it down by 10 or so Noodles&Wedges 02:17, 6 November 2011 (UTC)

Wikipedia links
That's great that you're adding links to relevant Wikipedia articles. I've tweaked the first couple so they are interwiki links. e.g., to link to the article about Australia use Australia. Sincerely, James -- Jtneill - Talk - c 06:52, 1 November 2011 (UTC) Thank you for that James, I thought it was a bit odd that they were coming up as external links. Noodles&Wedges 07:15, 1 November 2011 (UTC)

Wow your chapter has come along Em! Very visually pleasing. I love the theories you have included, they make quite a challenging topic very scientific and interesting. I would maybe include a few studies if there are many about? I would love to see some of the research on the topics you are discussing. Great job, you need to show me how to wikify with boxes and whatnot hehe :) Courtney.reis 05:03, 2 November 2011 (UTC)

Thanks for the giving me access to the colour box code and the code for linking to other pages ;-)

Great page!! And a lot of in-depth content. However, just a note on the layout - the 'which pair do you like' pictures down the right hand side, is there anyway to condence them, as they are leaving a large blank space on the page. I dont actually know how to fix it as i have not become very wiki smart...but just a thought :) LanaJ 02:18, 6 November 2011 (UTC) Thanks, that only appears when using internet explorer and not firefox (which is what I use). I have asked James which browser he will be using and I am hoping that he will understand that I did not mean for it to have a large white gap on the page. I don't know how to change it so that they are the same in all browsers, not sure that is possible. Noodles&Wedges 03:06, 6 November 2011 (UTC)

Draft comments
From a quick look - a couple of quick comments: Great pictures - interesting information - I used to live in North Queensland & the rainforests are magic - way to go! - well done & congratulations - Magnolia Sincerely, James -- Jtneill - Talk - c 08:51, 2 November 2011 (UTC)
 * 1) Overall - I like the scope/problem/structure and the quality of content. The challenge might well be having to leave out some interesting content - so be prepared to be a little bit ruthless in the final drafting in order to concentrate on what you consider to be the key themes/messages.
 * 2) Love the effort to find embedded practical implications/applications.
 * 3) Activity - Sensory Awareness Inventory could be of interest - http://wilderdom.com/games/descriptions/SensualAwarenessInventory.html


text:
Motivation and emotion/Book/2011/Risk-taking

Overview
"You have to risk going too far in order to discover just how far you can really go. - T.S. Eliott, 1888"

Do you binge drink, smoke cigarettes, take drugs, drink and drive or have unprotected sex? If you have ever engaged in any of these behaviours you may not be aware that you are a risk-taker. And in some cases it's not just a behaviour, it's a part of your personality.

Take Cindy for example:

Cindy lives for excitement. She dies of boredom when life becomes too predictable. She has a wide circle of friends but no tolerance for party poopers. She likes meeting exciting new people, even if she knows that they are unreliable. She smokes cigarettes and marijuana, drinks hard and parties heavily on weekends with any party drug she can get her hands on. She thinks nothing of going to bed with someone she just met, without knowing who they are and with no concern for protection. She has a fast car that she's drives recklessly. She also likes to gamble at the casino, often losing more than she can afford.

Cindy’s behaviour encompasses many kinds of risk. In the long-term, the most dangerous of her activities are smoking and drinking. There are nearly 80 times as many deaths per year from tobacco and alcohol as from cocaine and heroin (Kashdan, Collins, & Elhai, 2006). But Cindy thinks only of today's gratifications, not their associated dangers. While Cindy is a fictional character, she represents a kind of general risk-taker, one whose behavior encompasses many different activities.

Risk can be classified as the potential that a chosen action or activity (including the choice of inaction) will lead to a loss (an undesirable outcome; Richardson & Garavan, 2010). The notion implies that a choice having an influence on the outcome exists (or existed). Potential losses themselves may also be called "risks". Almost any human endeavour carries some risk, but some are much more risky than others (Richardson & Garavan, 2010).

Taking a risk is when you experiment with a new behaviour. It can be a healthy and a positive way to:
 * Test your limits
 * Test other peoples boundaries
 * Learn new skills and experience new things (including in work, study, relationships)
 * Experiment with new identities
 * Increase your self-esteem
 * Take on more independence and responsibility for your life.

Taking risks can be fun and give you an adrenaline rush but sometimes those risks may affect your well-being and cause you harm (Hamilton, 1974). '''So why do we take risks? What are some of the consequences of risky behaviour and how can we manage risk-taking healthily?'''

The problem
"To be alive at all requires some risk. - Harold Macmillan, 1894"

Engaging in risky behaviours can become a problem if it has a negative effect on your day-to-day life.

Examples of unhealthy risky behaviours might be:
 * Unprotected sex
 * Drink driving
 * Train surfing
 * Drug or alcohol abuse, including binge-drinking
 * Deliberate self-harm
 * Dropping out of school or getting suspended regularly
 * Breaking the law, e.g. shoplifting, and
 * Severe or excessive dieting.

One of the major problems and long term consequences of engaging in risky behaviour consistently is the negative effect it can have on an individuals ability to function as a fully functioning and successful member of society (Blair, 2010). As well as negatively affecting an individual's ability to form well rounded and healthy romantic relationships (Blair, 2010). Although the development of intimate and romantic relationships is affected by a variety of family, peer, and social context factors, it is necessary to realise that people's involvement with alcohol, drugs, and delinquency may influence their prospects for a romantic relationship (Blair, 2010).

Risk-taking behaviours such as substance use does not occur without a variety of consequences for individuals, including a variety of psychosocial and behavioral problems during adolescence and early adulthood (Sharoni et al., 2008). Binge drinking has been associated with lower rates of educational attainment, antisocial and violent behaviour, driving under the influence, and even health problems, such as obesity (Blair, 2010).

Marijuana use also has the potential to bring about many detrimental consequences. In a manner similar to alcohol use, high rates of marijuana usage have been associated with lower educational performance and lower expectations for success, problems relating to other family members, a greater likelihood to use more illicit drugs in the future, and a combination of physical and psychological health problems (Blair, 2010). The use of illicit substances by individuals, such as cocaine, has been linked to consequences similar to those shown among individuals who drink heavily and smoke marijuana (Soheil et al., 2010).

Why do we take risks?
"Yes, risk-taking is inherently failure-prone. Otherwise, it would be called sure-thing-taking. - Jim McMahon, 1959"

During the different stages of life, people can become vulnerable to the influences of peer pressure and popular culture (ABS, 2009). This can lead to individuals being inclined to experiment, push boundaries and take risks that could impact on their own and others immediate and longer term health and wellbeing (ABS 2009).

The reasons you might take in unhealthy risks, include:
 * Peer pressure and group polarization - It is not uncommon to want to have respect from your peer group or those whose opinion may be important to you. Engaging in a risky or dangerous activity or behaviour may be a way for you to feel accepted and part of the group.
 * Believing that it's a way of proving to yourself or others that you're an adult and that you are responsible for your own actions.
 * Dealing with problems or escaping from unhappy situations or feelings. It may not always be obvious that you are using the behaviour as a way of managing your problem or unhappy situation.
 * As a form of rebellion against something or someone.
 * To get attention or a response from someone.

There are also theories that attribute risk-taking behaviours to hormonal changes and genetic dispositions and sensation-seeking tendencies (Pat-Horenczyk et al., 2007). From a cognitive perspective, cognitive processes such as decision-making, perceptions of gains and losses are emphasised (Pat-Horenczyk et al., 2007), whereas from a social and environmental perspective the influence of parents, teachers, peers, community and culture are focused upon (Pat-Horenczyk et al., 2007).

Several studies have also highlighted a link between exposure to trauma and risk-taking behaviours in adolescents (Pat-Horenczyk et al., 2007). Young people exposed to traumatic disasters reported an increase in risk-taking behaviours, such as alcohol use, smoking, car racing, violence, and higher rates of delinquency and teen pregnancies (Pat-Horenczyk et al., 2007). Pat-Horenczyk et al., (2007) also reported that adolescents who are exposed to community violence encountered increased drug and alcohol use, substance abuse and delinquency rates. It has been reported that exposure to traumatic events is highly associated with increased risk-taking behaviours due to he tendency for behavioural reenactment (Pat-Horenczyk et al., 2007). Behavioural reenactment has been described as a repetition of actions, either seen or imagined, during moments of the traumatic event (Pat-Horenczyk et al., 2007).

Consequences of risk-taking behaviour
"Take calculated risks. That is quite different from being rash.  - General George S. Patton, 1885"

Risk-taking behaviour can be defined as a volitional behaviour where the outcome if not known or uncertain and will more than likely result in a negative consequence (Pat-Horenczyk et al., 2007). Dangerous driving, drug and alcohol use, unprotected sex, delinquency, eating disorders and self-harm are just some of the many behaviours and consequences that fall under the banner of risky behaviours. While these behaviours can be applied to any able age group, adolescents are more prone than any other age group to engage in these activities (McClelland & Watson 1973).

While it is true that risk-taking in certain aspects can be viewed as an functional and goal-directed behaviour that can bring about positive change and results (Pat-Horenczyk et al., 2007). It is also true that when taken too far and the consequences of certain actions are not taken into account or dismissed, risky behaviour can result in unhealthy and sometimes life threatening consequences.

Listed below are some unwanted consequences of risky behaviour:
 * Unprotected sex: Unwanted pregnancy, STD's.
 * Drink driving: Imprisonment, harming another human being, police record, loss of licence and possibly job.
 * Physical harm from adventurous activities such as sky diving or car surfing.
 * Drug or alcohol abuse, including binge-drinking: Imprisonment or physical harm from acts performed whilst intoxicated, permanent liver damage, addiction.
 * Deliberate self-harm: Hospitalisation.
 * Dropping out of school or getting suspended regularly: Limited future education and employment opportunities.
 * Breaking the law: Imprisonment, Police record.
 * Severe or excessive dieting: Anorexia, Bulimia resulting in life long struggle and/or hospitalisation.

While all of the possible consequences mentioned above would be terrible to suffer, drink driving along with binge drinking and the use of illicit drugs have proved to be some of the main causes of fatalities and hospitalisations of youth in Australia, with the number only increasing (ABS, 2009).

The reasons behind this could be due to the rapid psychological and physical transitions that youth go through during childhood and adulthood (ABS, 2009). Youth are inclined to experiment and take risks that could impact their own health and the health of others without properly thinking through the consequences (ABS, 2009).

Binge drinking is generally classified as short-term high risk drinking leading to immediate and quite severe intoxication (ABS, 2009). As well as seriously negatively affecting a person’s health, binge drinking can also lead to a person being more likely to engage in extremely risky behaviours that they normally would not engage in when sober. In 2007 survey taken by the National Drug Strategy Household, 19% of young men aged between 18-24 years admitted that they engaged in binge drinking behaviour at least once a week in the last year (ABS, 2009) (Refer to figure 1.1). Women were almost as likely to engage in binge drinking behaviour with 16% reporting that they engaged in such behaviour in the last year (ABS, 2009), which was three times higher than the 5% of women 25 years or older.

The Australian Bureau of Statistics (2009) also reported that people aged 20-24 years also had the highest rate of all age groups for dangerous or negligent driving (Refer to figure 1.2). Within this age bracket the rate for men was 712 adjunctions per 100,000 while women’s rate was seven times lower with only 97 adjunctions per 100,000.

Illicit drug use is another activity undertaken by young people engaging in risky behaviours, with the average age for first use of meth/amphetamines being 21 years and ecstasy being 23 years (ABS, 2009). The Australian Bureau of Statistics (2009) reports that in 2005-2006 there were 11,700 hospitalisations related to drug use for young people aged between 15-24 years, with 60% of these being for young women. Intentional self-harm by use of drugs or medications was also involved in three out of five hospitaliations for young women (ABS, 2009).

Risk assessment
Risk assessment is a step in a risk management procedure. Risk assessment is the determination of quantitative or qualitative value of risk related to a concrete situation and a recognized threat (also called hazard). Quantitative risk assessment requires calculations of two components of risk, the magnitude of the potential loss, and the probability, that the loss will occur (Sorrentino, Hewitt, & Raso-Knott, 1992).

Individuals obviously differ in all aspects of behaviour and personality and the same can be said for propensity of risk-taking behaviours (Rubio et al., 2010). While some individuals demonstrate sparse or spontaneous risk-taking behaviours, others continuously demonstrate consistent risk-taking behaviours (Rubio et al., 2010). There are a few different means in use in order to measure someone’s risk-taking tendencies, three of which are the Betting Dice Test, the Iowa Gambling Task and the Balloon Analog Risk Task; these will be outlined below (Rubio et al., 2010).

The Iowa Gambling Task is a computer-based task in which participants have to select cards from one out of four decks in order to get as much money as they can; when the card is selected, the amount won is indicated. The decks differ in the amount of immediate gain versus the possibility of penalty with larger rewards and losses in decks A and B than in decks C and D (Rubio et al., 2010). The optimum results are achieved by avoiding decks A, B and selecting cards from decks C and D. The IGT is not a pure risk propensity measure. Instead, it is a measure of decision-making impairment usually present in ventro-medial prefrontal cortex damaged patients. In fact, the expected values of the four decks are not the same. It is expected that unimpaired people choose cards from the more “advantageous” decks (Rubio et al., 2010).

A second behavioral measure is the Balloon Analog Risk Task in which participants pump up an on-screen balloon with the aim of making it as large as possible without causing it to explode (Wallsten, Pleskac, & Lejuez, 2005). The balloons have different explosion probabilities from the first to the 128th pump; as long as it doesn’t explode, the larger the balloon is pumped, the greater the gain. The Balloon Analog Risk Task can be considered a “pure” measure of risk propensity as long because it clearly presents a risky situation in which alternatives have different (uncertain) probabilities and rewards (Wallsten, Pleskac, & Lejuez, 2005).

A third behavioural measure of risk-propensity is the Betting Dice Test (BDT), which consists of betting on one out of four alternatives that can result when throwing two dice. The higher the probability of occurrence, the lower the reward associated (Rubio et al., 2010). Contrary to the Balloon Analog Risk Task, where the expected values of the alternatives change throughout the test, the expected values of the Betting Dice Test options are always the same. It is therefore assumed that participants who bet on the more probable but less rewarded alternative are making a more conservative selection than those who place the less probable though more rewarded bet (Rubio et al., 2010). Moreover, no feedback is given after each bet. Participants' selections are free from the previous results obtained. The test developed from a risk-return tradeoff framework: Potential return rises with increase in risk, so that low levels of risk are associated with low potential returns, and high levels of risk are associated with high potential returns.

Self-test
Click on this link to take a Psychtest on-line to help determine your own risk-taking behaviours!

http://testyourself.psychtests.com/testid/2122

Risk management
You may be thinking about taking a risk or are already engaging in risk-taking behaviours. Changing your behaviour can be tough, particularly if you have been engaging in risky behaviour for a while. If you are feeling pressure to change, the change will require changing your lifestyle, or moving away from some people that you associate with for a period of time.

The following steps may help you decide whether you want to continue or change your behaviour:
 * Identify: Sometimes you may not be aware that a behaviour is unhelpful or unhealthy. Identify the risks and benefits of your behaviour and how it effects others and yourself (e.g. health, work, family etc).
 * Contemplation: Think about the pros and cons of changing your behaviour. This might include thinking about how you can reduce the risks associated with the problem or risky behaviour.
 * Decision: If you do decide a change in behaviour is needed, start by making a plan to change. This might include action plans and setting small, gradual goals.
 * Action: As you start carrying out your action plan make sure you reward yourself for reaching each goal, in order to provide positive reinforcement. Identifying barriers to change, coping skills, and social supports is also important.
 * Maintenance: Develop strategies for sustaining the changes. This may be through your social supports and by reminding yourself why you decided to change your behaviour in the first place.
 * Relapse: You might find yourself reverting back to the unhelpful behaviour. It's important not to blame yourself or feel guilty. Changing behaviour can be hard and relapse is not uncommon, what is important is that you keep trying to lead a healthier and safer lifestyle (Richardson & Garavan, 2010).

Summary
Risk-taking is a part of everyday life. Accomplishing things that you aren't 100% sure are going to work out the way you want, requires you to take a chance that it is going to work. It is when risk-taking takes a turn for the dangerous and unhealthy that it can become a problem for individuals and the people they are close to. In order to manage risk-taking behaviours effectively it is necessary to observe your own behaviour closely and try to pinpoint what it is that makes you behave in risky ways. Once you have identified these events or behaviours, name the decision to change. Set goals and make an action plan with positive reinforcers along the way. If external help or motivation is needed get in contact with a help-line or ask friends and family for assistance.

There are a few psychological assessments of an individual's risk propensity, most of which are useful but none of which are agreed with complete consensus that it is correctly measuring risk-taking.

The consequences of risk-taking can be devastating and long-term and the time should be taken to learn how to manage your own or to help someone else realise and moderate risk-taking behaviours.

Key terms
Risk: The potential that a chosen action or activity (including the choice of inaction) will lead to a loss (an undesirable outcome).

Risk-Taking behaviour: A volitional behaviour where the outcome if not known or uncertain and will more than likely result in a negative consequence.

Risk-propensity: Degree to which an entity is willing to take chances with respect to risk of loss.

Binge-drinking: Drinking an excessive amount of alcohol in a short amount of time, leading to serious health and social consequences.

Substance Use: A pattern of harmful use of any substance for mood-altering purposes.

Peer Pressure: Social pressure by members of one's peer group to take a certain action, adopt certain values, or otherwise conform in order to be accepted.

Behavioural Reenactment: A repetition of actions, either seen or imagined, during moments of a traumatic event.

Illicit Drugs: Drugs which are under international control (and which may or may not have licit medical purposes) but which are produced, trafficked and/or consumed illicitly.

Finding help
"Nothing risked, nothing gained . - Alexander Woollcott"

Cocaine Anonymous Australia

Help Line - +61 (0)432 040 023

Alcoholics Anonymous Australia

Help Line - + (02) 6287 3020

Marijuana Anonymous Australia

Help Line - +61 (0)403 945 083

Narcotics Anonymous Australia

Help Line - + (02) 9565 1453

Beyond Blue Australia

Help Line - 1300 22 4636

Pregnancy, Birth & Baby Helpline Australia

Help Line - 1800 882 436

Gats counselling (Counselling services)

[http://www.beyondblue.org.au/index.aspx? Beyond blue: National Depression Initiative] (Online resources & counselling services)

Youth beyond blue (Youth online resources & counselling services)

My self help(Online support)


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Hey Ange!

Great stuff so far. Nice summary, your writing is clear, concise and engaging. I like your beginning reference to hot and cold, puts it in context right away for readers who are not psychology students. Looking forward to reading more! Courtney.reis 04:36, 25 October 2011 (UTC)


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Hey there! Great plan. I can see you are going to have lots of fantastic information once your chapter goes up. I have a good picture of what your chapter will be like already, good stuff! Courtney.reis 04:41, 25 October 2011 (UTC)

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Talk:Motivation and emotion/Book/2011/Peer influence in adolescence

Feedback from Louise
I really liked your chapter. The examples helped to make the topic real, interesting and personally relevant. I especially liked the sections on individual differences, high status and low status groups and the specific practical advice for avoiding the risks. I think your chapter could be further enhanced by including goal setting theory because having future goals might positively influence behaviour. For example, a student might think, I can't get in that stolen car because I want to be a lawyer one day and I won't be able to do that if we get caught. --Louise Wheeler (discuss • contribs) 02:00, 20 October 2018 (UTC)

Comments
Hey Shauna, thankyou for the feedback on my page! Your page is amazing! Great visuals in particular. The box examples are a great idea and really tie in with the 'self help' idea we are trying to achieve. Cannot wait to see the finished product! Imago 03:25, 28 October 2011 (UTC)

Hey Shauna! This is very impressive, great stuff so far! All your topics are well related and you explain the theory you have included very well. I would suggest a short explanation of what a macrotheory is for non psych people, and possibly some more studies as they are very interesting, but I assume you have not put everything in yet :)Fantastic chapter, you write very well and I look forward to reading more! Courtney.reis 04:57, 25 October 2011 (UTC)

Hi Shauna, ditto.

I found this article on Identity with Social Groups interesting and useful. I noted you were still to add something on self identity so this might help

http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=53ea68f3-ee71-49a7-b48d-523c261880e3%40sessionmgr110&vid=6&hid=107

Good luck. AlexMC 07:43, 25 October 2011 (UTC)

Hi Shauna. Your welcome and thanks for your comments. I'll probably direct readers to the external links I included - I'm in that tricky spot where I'm going blow my word count! :)AlexMC 11:06, 25 October 2011 (UTC)

Love the set out of your page. The text boxes really organise things well and add to the flow of the chapter. Remember, if you are going to blow the word count, you can always create a sub-page with extra information on certain points you want to extend on. Great so far!!! Roald 01:17, 26 October 2011 (UTC)

Hi Shauna, this page is looking good. I like how you have set this up with a case study and some focus quetions making people think about what is being raised. (Benk 01:26, 26 October 2011 (UTC))

WOW, this is a very impressive page already. Its a good example of the standard the rest of us need to be at! great job with the scenario, pictures, and format. Also the quiz is cool. Atice 01 04:02, 30 October 2011 (UTC)

Hi. Thanks for stopping by Emotional Intelligence and whizzing around with your feather duster and Mr Sheen :-) I found a wee typo on yours too and fixed it up while I was here. You and I seem to have a similar objective: that is to create a page that balances rigour with readability. You have certainly succeeded with this page. Look luck Ray U112052 08:56, 30 October 2011 (UTC)

Hey Shauna, I borrowed your beautiful textbook at the top of your page because I loved it and it looks great. Hope you don't mind :) Thanks! Noodles&Wedges 07:13, 1 November 2011 (UTC)

Hey Shauna, I love your page! From the beginning with your title, I was drawn to read your whole chapter. Your layout is very impressive, easy to comprehend, good use of images and coloured boxes to make your page appealing! I also enjoyed your first "imagine this" scenario. In the past, I have dealt with a situation very similiar to the one mentioned, your chapter has given me an insight on the real issues surrounding peer influence! Good luck! SKM1501 03:18, 04 November 2011 (UTC)

Hi Shauna, thanks for your response to my feedback request. Your page layout is brilliant. I especially like the way you have set out your information under 'individual characteristics'. I might try and utilise that coding later tonight if I have time! I did as you suggested and shortened my quiz under each heading. Thanks, again. KristaLeanne 13:00, 6 November 2011 (UTC)

Comment by Magnolia - this would make a great presentation in schools - very well done - the graphic picture of the smashed car should be a stark reminder to many who think drink driving is "cool"

Draft comments
Well done on producing a draft and soliticing feedback! Here's my thoughts on quick review: -- Jtneill - Talk - c 03:11, 29 October 2011 (UTC)
 * 1) I like the style of the opening example and introduction - but maybe try to connected this example and the introduction more clearly to motivation theory and research. e.g., make the focus on motivation more prominent. It comes through at the end of the introduction e.g., "we can now look at the underlying motivational factors – why is peer influence so powerful in adolescence? And, most importantly, what can you do to resist the negatives and stay true to you?"
 * 2) A similar comment applies to the rest of the sections - the theory sections are promising, but I recommend further emphasis on how each theory helps to understand the underlying motivations of conformity in adolescence - and how each theory might be used to help resist peer influence towards behaviours with health risks such as getting into a car being driven by an alcohol-intoxicated driver. Identifying and discussing key research studies (like the drink driving example) for each theory in the context of adolescent peer influence would be ideal.
 * 3) Conclusion/Summary - Work on the key take-home messages - what could/should a parent, peer, or adolescent do in terms of dealing motivations to follow peer influence in health risky decision-making situations?
 * 4) You may be interested in recent PhD-work at UC here - http://www.canberra.edu.au/faculties/business/research/research-students-list/lucienne-kleisen

DAAMMMMMMMMMM! this is some good work,Social group stuff for sure ;)Lucas K1 11:12, 30 October 2011 (UTC)

Hi Shauna, you have put together a fantastic chapter! When you talk about suseptibility to peer influence maybe you could mention if there is a difference between individualistic and collectivist cultures, if you can find a study? Great work, your chapter reads really well!!AngeM 12:43, 30 October 2011 (UTC)

Kleisen (2011)
This thesis is now electronically available: http://www.canberra.edu.au/researchrepository/items/6fea884a-e120-ca62-f732-419e3ae802ca/1/ -- Jtneill - Talk - c 22:30, 31 October 2011 (UTC)

Hi Shauna
Just watched your media presentation. You've done a really great job, and should be very proud of your work. Your voice is positive and the whole presentation is really engaging. I think you've nailed it with creativity, content and interest. Yay for you - you've FINISHED!

I really like how positive your chapter is, and I think you have a good, realistic and useable point: that we are all motivated in some way, so need to channel that need to belong and be competent into something that is constructive. Thanks for being such a supportive class mate, and all the best for next year,

Jude. Jay-bird 04:10, 12 November 2011 (UTC)

Comment by Magnolia - this would make a great presentation in schools - very well done - the graphic picture of the smashed car should be a stark reminder to many who think drink driving is "cool"

Rfoster 04:02, 28 November 2011 (UTC)

-- Jtneill - Talk - c 02:46, 9 December 2011 (UTC)

Comments from 2nd reviewer
-- Jtneill - Talk - c 21:36, 11 December 2011 (UTC)
 * 1) These comments should be read and considered in addition to the first reviewer's comments.
 * 2) Congratulations on an excellent chapter. This chapter effectively demonstrates all the key elements and tackles an important motivational topic using both theory and research to draw out accessible and interesting self-help messages.
 * 3) Excellent scenario at the start
 * 4) Well illustrated by images
 * 5) All expected sections are provided, especially, for example, clear Introduction and Summary sections.
 * 6) The relatively informal style works well for the book's purpose and the topic.
 * 7) The introduction makes the important point that peer influence can be positive and this is well-cited.
 * 8) Interwiki links are used effectively
 * 9) A variety of theories are used to help explain and understand peer influence. Generally, use of these theories is supported by research and a critical perspective is evident. Perhaps expansion of the theory/research (currently ~4000 words overall) would be the main area for improvement, such as suggested by the first reviewer
 * 10) Well done on adding a quiz
 * 11) SDT is well explained and related to peer influence
 * 12) Text was well-written and largely devoid of spelling, grammar and typographical errors
 * 13) Examples are effectively used (e.g., girl joining soccer group instead of smoking group)


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

Comments
Hi everyone, some feedback on my chapter so far would be great! Any ideas which you have are appreciated. Please sign your name with 4x (~)

Thanks

I think this is a really interesting chapter, as an animal person I believe that animals a can be used to improve an emotional state. I have also read somewhere that scientifically a cats purr can reduce headaches. I also like that you are looking at animal therapy as I have seen cats and dogs used in aged care and hospitals, looking forward to reading more EamesA 00:19, 27 October 2011 (UTC) - Thanks for your comments! It is such an interesting topic! :)I really like your chapter on self-efficacy, some times I wish I had a bit more of it!! Jemmasanderson 21:45, 4 November 2011 (UTC)

Hey, I also think this is a really interesting chapter, looking forward to reading more! I would be interested to see if there are any studies about differences between families who have pets and those who don't, i.e. are they more happy, more emotionally balanced/closer due to bonding activities with pets? Good job the visual side of things too! Tashc 08:47, 31 October 2011 (UTC)- Thanks for your comments Tashc. I believe those families with dogs would be happier, I also believe that having a pet teachers your children empathy. Jemmasanderson 21:45, 4 November 2011 (UTC)

Your chapter is looking good and I intend to reference it in mine (nature and happiness). The colours are quite bright in large blocks like that and I would recommend making them a colour that makes it easier to read the writing. Just some constructive critism, you might not agree. Look forward to reading more Noodles&Wedges 08:00, 1 November 2011 (UTC)- Thanks for your comments, I've toned down my colours now :) It is easier to read too! I just looked at your chapter and it looks great! Jemmasanderson 21:45, 4 November 2011 (UTC)

As a horse lover, I'm particularly looking forward to reading this. Horses can definitely read our emotions. When I first started riding, I was really nervous around the horses and they could tell and tried to intimidate me with biting etc. THe minute you show you're confident, they are fine - so what I'm trying to say is, it can work both ways. Bonding is definitely a fundamental part to this topic. Anyways, I'm kinda rambling so I'll stop now. I also agree with Emily. I did find the colours are bit bright, but minor details! Michelle.n 12:33, 3 November 2011 (UTC)

Hi!, thanks for the feedback on my page, I never knew the gender difference about nightmares either it is quite interesting. And your page looks really good, the case studies are a really nice touch, and gives me another reason to get a dog ( I have always wanted one) now just to get my parents to agree :). Also in regards to your quiz number's, I had a look and a fiddle and it seemed like the second picture was somehow dragging them down into a clump, i have no idea how it did this, so i thought of putting them in coloumns, unfortunately the only way to get coloumns that i know of is using a code James suggested to someone on moodle and i also ended up using for my quiz, so i put it in and adjusted your case study box back to normal size, unfortunately the downside of the code is it apparently doesn't work with internet explorer or something along those lines. I use firefox so it looks fine to me, so have a look and see if it works, just let me know if you want me to put it back the way it was :) Momentai 02:12, 6 November 2011 (UTC)

Great topic - everyone should have a dog - don't know about cats though - very well done - congratulations - Magnolia

Rfoster 06:38, 28 November 2011 (UTC)

-- Jtneill - Talk - c 05:25, 9 December 2011 (UTC)


text:
Family fitness

 Family fitness  allows for all members of a family to participate in physical activity and lead healthy, active lives. An article written by the American Medical Association (2004) states, “If doctors could prescribe only one treatment to ensure a long, healthy life, it would be exercise” (p. 45). Physical activity holds numerous benefits both physically and mentally, and reduces risk factors that often lead to disease and premature death. Environment has much to do with an active lifestyle, and children learn these behaviors early from their parents, peers, and teachers. Promoting healthy habits within the whole family can not only be enjoyable, but also will decrease the risk of common chronic illnesses and prevent obesity.

Physical Activity Guidelines for Americans

The majority of people today are not meeting the Physical Activity Guidelines for Americans released by the United States Department of Health and Human Services. The American Heart Association has stated that forty-nine percent of adults who responded to the 2010 NHIS survey did not meet either aerobic or strengthening guidelines of the 2008 Federal Guidelines for physical activity. This large percentage of adults that do not meet the guidelines for physical activity only makes it more apparent that the health in the U.S. needs much improvement.

For adults, at least 150 minutes of moderate intensity aerobic activity every week and muscle-strengthening activities on two or more days a week is recommended (Centers for Disease Control, 2011). These guidelines note that the minimum amount of time is less (75 minutes per week) if one participates in vigorous activities such as running or swimming, or in a mix of both vigorous- and moderate- intensity activities that are equivalent to the suggested minutes (Centers for Disease Control, 2011). Muscle strengthening activities should be in addition to aerobic exercise, and should work all major muscle groups. Activities that fall under this category include lifting weights, working with resistance bands, doing exercises that use one’s body weight, heavy gardening and yoga (Centers for Disease Control, 2011). While these numbers may seem overwhelming at first, they are more manageable when one realizes that activities can be broken down into smaller amounts of time (at least ten minutes) to fit in with a person’s daily schedule.

It is recommended that children spend more time being active and participating in aerobic as well as muscle-strengthening activities. Guidelines for children require at least an hour of aerobic activity a day and participation in muscle strengthening activities at least three times a week (Centers for Disease Control, 2011). This time can be split throughout the day with several activities such as sports, running, climbing, and dancing. Some examples of muscle strengthening activities that would benefit children include push-ups, sit-ups, dance, and gymnastic. Both the guidelines written by United States Department of Health and Human Services for children and adults are the minimum recommendations for an active and healthy lifestyle.

Benefits of Exercise

The benefits for both children and adults who adhere to these guidelines are well documented and lead to longer, happier lives. Physical benefits include prevention of major common chronic diseases such as type II diabetes, osteoporosis, heart disease, and cancer. Exercise decreases harmful LDL cholesterol as well as increases the level of helpful HDL (American Medical Association, 2004). High LDL cholesterol is a major risk factor for cardiovascular disease, one of the leading causes of death in the United States. Burning calories helps control weight gain, preventing obesity and the debilitating diseases linked to that lifestyle (American Medical Association, 2004). Strengthening muscles and bones through physical activity can prevent falls, can slow the loss of bone density, and can reduce the pain of arthritis (Centers for Disease Control, 2011). Lastly, an active lifestyle leads to an increased level of efficiency of one’s heart and lungs that involves an increase in endurance (Centers for Disease Control, 2011). These physical benefits overall increase ones chance of living longer. People who are physically active for about seven hours a week have a forty percent lower risk of dying early than those who are active less than thirty minutes a week (Centers for Disease Control, 2011).

The mental benefits can lead to a happy, focused, and well-rested being. As reported by the Centers for Disease Control and Prevention, research shows that doing aerobic or a mix of aerobic and muscle-strengthening activities 3-5 times a week for 30 to 60 minutes can reduce one’s risk of depression, help one sleep, and lead to sharper thinking, learning and judgment skills (Centers for Disease Control, 2011). Physical activity releases hormones including endorphins, boosting one’s energy level and mood as well as reducing stress (American Medical Association, 2004). Furthermore, the physical benefits such as weight loss, and toning of muscles can lead to a more positive self-image and higher self esteem (American Medical Association, 2004). Often the mental benefits are serious motivators for those who choose to lead active lifestyles.

Physical activity is equally beneficial for children, and includes paybacks that extend into adulthood. Those who engage in regular exercise gain strong muscles, bones and joints; lower blood pressure and improved cholesterol levels; weight control; improved self-image; and improved ability to handle stress (American Medical Association, 2004). Active habits should be promoted from an early age, as this is more likely to lead to an active life in adulthood. If a person is active in childhood, then their risk of bone fracture and heart disease decreases as adults (Rhodes &Naylor, 2010). As parents are the “gate-keepers” of young children, and their experiences during time outside of school, they should promote and plan activities that are active. Encouraging physical activity can be a family affair, with activities that involve all age levels.

Planning Family Activities

When planning activities for children it is important to take into account their age and abilities, as well as their preference for the types of activities. Children acquire physical, mental, emotional and social maturity gradually. In general, ages 2-5 are able to run, jump, throw and catch, but games must be simple and lack serious competition (American Medical Association, 2004). For children between the ages of 6 and 9, games become more complex, but competition should still be minimized with all children participating (American Medical Association, 2004). Children between the ages of 10 and 12 now have more developed mental abilities and motor skills (American Medical Association, 2004). At this age they are able to learn strategy and play organized team sports. These guidelines should be taken into consideration when choosing sports and games for the family. There are an infinite number of ways to promote fitness within the family. A major factor is reducing the amount of time children and parents spend watching television, working or playing at the computer, and playing video games. The National Institutes of Health suggests discouraging sedentary time by limiting screen usage to two hours or less per day (2005). Setting an established and agreed upon limit in the family, leads to clear expectations and discourages using television and computer as easy ways to cure boredom. It will force everyone to be more creative and come up with other activities (Dreisbach, 2011). Their input should be considered when brainstorming physical activities and ideas (National Institutes of Health, 2005). It is important that the pursuits of the family are geared towards the passions and interests of the children as this keeps them excited and engaged in the activities. Lastly, encourage the family to try new activities (Dreisbach, 2011). Finding new hobbies and sports for the family to enjoy will keep physical activity entertaining and enjoyable!

Sources: American Heart Association. (2012). Physical Inactivity. Retrieved from http://www.heart.org/idc/groups/heart- public/@wcm/@sop/@smd/documents/downloadable/ucm_319589.pdf

American medical association (2004).Exercise, fitness, and health. American Medical Association Family Medical Guide (45-50). John Wiley & Sons, Inc.

Centers for Disease Control (2011). Barriers to exercise. Retrieved from http://www.cdc.gov/physicalactivity/everyone/getactive/barriers.html

Centers for Disease Control (2011). How much physical activity do adults need. Retrieved from http://www.cdc.gov/physicalactivity/everyone/guidelines/adults.html

Centers for Disease Control (2011). Making physical activity a part of a child’s life. Retrieved from http://www.cdc.gov/physicalactivity/everyone/getactive/children.html

Centers for Disease Control (2011). Physical activity and health. Retrieved from http://jwww.cdc.gov/physicalactivity/everyone/health/index.html

Dreisbach, S. (2011). Family fitness makeover. Parenting School Years. Retrieved from http://www.parenting.com

National Institutes of Health (2005). We can! Retrieved from http://wecan.nhlbi.nih.gov

Rhodes, R.E., Naylor, P.J., and McKay, H. A. Pilot study of a family physical activity planning intervention among parents and their children. Journal of Behavioral Medicine,33, 91-100.

title: Family fitness


text:
User talk:Fitfamily11

 Hello Fitfamily11, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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text: User:Cowboy Dan

title: User:Cowboy Dan


text:
User talk:Cowboy Dan

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

To get started, you may

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 07:25, 25 October 2011 (UTC)

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Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 07:25, 25 October 2011 (UTC)

title: User talk:Cowboy Dan


text:
Talk:Motivation and emotion/Book/Diet, weight loss, and emotion

Comments
Hi, seems like you have made a good start here and I look forward to reading more on your topic. Jessica.h 07:53, 25 October 2011 (UTC)

Hi, This is such a big topic these days. It's all over T.V and in the printed press. There seems to be such a broad amount of diets available, so much I find it all a bit confusing. I'm looking forward to your finished chapter! Goodluck :) Jemmasanderson 00:06, 3 November 2011 (UTC)

Heya! Your chapter is looking pretty pretty interesting so far. I think we will have alot of common themes, particularly relating to the fact that restricting food intake causes people to actually gain weight and that emotion has a lot to do with failing in a diet. Would you be happy to link our chapters together? http://en.wikiversity.org/wiki/Motivation_and_emotion/Book/Overeating Cheers Claremw 06:13, 3 November 2011 (UTC)

Subheadings

Great read flows well. Not sure if you want to keep your subheadings breif so its easier to follow? Miz.mira 06:13, 5 November 2011 (UTC)

Draft comments
I've had a quick look at your draft. Some comments:
 * 1) There is a lovely balance between theory/research and practical self-help focus - this is excellent. So, in further drafting I would simply continue to improve/refine what you have, plus address APA of references and check the edit history - I made some 'wikifications' and left some notes e.g., in the External links section

Sincerely, James -- Jtneill - Talk - c 00:15, 6 November 2011 (UTC)

I have indented your reference list. As per your request. Miz.mira 07:31, 6 November 2011 (UTC) Good quiz - really interesting information - well done - Magnolia

Rfoster 07:01, 28 November 2011 (UTC)

-- Jtneill - Talk - c 04:36, 10 December 2011 (UTC)


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User:PBergman/Business, Politics and Sport Presentation

The Conflict In Modern Day Combat Sport
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dobre testy Its me and mine favourite site!

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