text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Lifestyles

Introduction
Please note, this plan uses materials whose copyright is controlled by others. Please read the Materials Used Whose Copyright is Owned by Others section at the bottom of this document before re-using them.

Some parts of the lesson plan like the definitions for words of the day are local only to my classes. Also, this lesson plan is tweaked depending on the individual tendencies of any class and students.

Lesson Goals

 * Get as many students as possible speaking English.
 * Identify: opinion vs. fact & argument vs. conversation
 * Review context.
 * Cover natural English as it arises, like 'What's up?', correct Chinese English and so on.
 * Have long discussions about birds, wetlands and what the students brought for Show & Tell.

Focuses

 * Listening Set Skill = 6. Listen for gist in passages and conversations.
 * Listening Curriculum Statement = c) Follow discussion to identify fact/opinion.
 * Speaking Set Skill = A. Awareness of context.

Why?

 * Because knowing the difference between fact and opinion is important for making decisions.

Definition

 * Opinion = What a person thinks.
 * Fact = What a person knows.
 * Context = What a person or people is/are talking about.

Example

 * Hold up a book. Say this book is terrible. fact or opinion? this book is great! fact or opinion? this book is [color of the book]. fact or opinion?

Lesson Question

 * Is this fact or opinion?

Word(s) of the Day

 * lifestyle
 * the choices we make on how to live our lives

Contact Information
QQ ID 867996874 QQ Name Danoff e-mail danoff.charles@gmail.com

Teaching Materials

 * FUN WITH ENGLISH 7A Textbook
 * Lessons Notebook
 * Stopwatch

Chinese English

 * If the following things are said by a student, address the whole class.
 * No why.
 * Give me!
 * I know! I know!

English Tips

 * If a student uses the adjective interesting, try to push them to use other words, as well.

0

 * In classroom at least 30 minutes before my first class of the day.
 * Before class, make sure chairs are set up correctly
 * Write Lesson plan, Lesson, Definitions, my contact info, words of the day and that it's OK to say "I don't know" or "No reason" on the board.
 * Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
 * Stopwatch ready to go before class.

1 Coversation
0 - 8 Minutes
 * start class with what's up?
 * go over the different responses
 * If the kids don't respond, ask them the questions directly.
 * Are you tired?
 * Are you hungry?
 * Are you cold?
 * What is happening in the news these days?
 * What did you do in your clubs after school yesterday?
 * Have you watched any good [movies, cartoons, tv shows, ....] recently?
 * Have you read any good [books, comics, articles ....] recently?
 * Have you watched any good recently?
 * What class did you just have? What did you learn? Do you like it?
 * what club did you have yesterday? what will you do in your club today?
 * Is it anyone's birthday today in class?
 * Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.

2 Joke
2 Minutes
 * One about "Letters" and "B".

3 Introduction
2 Minutes
 * Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
 * Tell them my contact info, and say that I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better.
 * Mention that if ask a question and they don't know the answer, it's fine to say I don't know. Write No why and that it's usually OK to say No reason.
 * Usually OK for No reason. because some times students need to answer why? - like, if you know they are cheating and you want to ask why they chose a certain answer?
 * Go over the words of the day.

4 Page 42 Let's get ready A & B
5 - 10 Min
 * Walk around the class, help the students who are struggling.
 * Tell the students if they have any questions, to raise their hands.
 * Try to get a conversation going, ask some of the following questions,
 * what is a healthy lifestyle?
 * do you like healthy lifestyles?
 * Say what I think about different things. Try to keep this going as long as possible, but not so long we don't get any other textbook activities done.. Call on as many students as possible.
 * End w/What is the context of our conversation?
 * If they don't know context, go through the definition.

5 Page 44 Let's listen B
5 - 10 Min
 * I read.
 * Try to get a dialogue going, ask
 * Whose lifestyle do you like more, David's or Karen's?
 * Say what I think about different things. Try to keep this going as long as possible, but not so long we don't get any other textbook activities done.. Call on as many students as possible.
 * End w/What is the context of our conversation?

6 Show & Tell Activity
15 - 30 Minutes [Depending on how many kids share.]
 * Be sure to bring something of your own down to class for the kids to discuss.
 * Ask the students if they remembered the homework?
 * Tell them if they forgot, it is OK, because they really did not forget! They all brought their clothes, pens and books.
 * Tell the students they have to write three sentences about what they brought.
 * If you can feel they are not understanding, as an example say and write three sentences on the board about what you are wearing, e.g.
 * I brought my coat.
 * It is [COLOR] and [WARM].
 * I like to wear it everyday.
 * Walk around and help the kids, if a kid forgot to bring something, remind them to choose something they are wearing, or a pen or something like that.
 * After the writing time is finished, go first.
 * Then, ask for volunteers.
 * If no one does, start selecting students.
 * After the speaker has spoken, ask for questions. If there are none, chose two students.
 * Repeat every time.
 * Possibly have the speaker give their speech again, if they only speak quietly looking down into their book the entire time or if they mumble.

Extra Time

 * Competitive Hangman
 * Is 'Simon says' too easy for you?
 * What's the Question?

Time
Class Plan 1 2 3 4 5 6

Materials Used Whose Copyright is Owned by Others

 * I used these because it was allowed within the rights given by the people who made the materials.
 * The copyright of this lesson plan does not reflect the copyright of these materials.
 * Please contact the creators to see how it is OK to use their materials.
 * If I used something created by you and you would like me to not or change the attribution, please let me know.

 * Copyright Holder
 * East Meets West China
 * Website
 * http://emwchina.com/about/about.htm
 * Materials Used
 * Focuses, taken from the curriculum section of the 2009/2010 East Meets West China Information Booklet.

 * Copyright Holder
 * The Internet TESL Journal
 * Website
 * http://iteslj.org/
 * Copyright Notice
 * http://iteslj.org/copyright.html
 * Contact Information
 * http://iteslj.org/mail/
 * Materials Used
 * Joke was slightly modified from one I got from the ITESLJ.
 * http://iteslj.org/c/jokes.html
 * "What's the Question" from the ITESLJ.
 * http://iteslj.org/games/9868.html

 * Copyright Holder
 * Two of my students at AFLS who gave me the idea for Competitive Hangman.
 * Materials Used
 * Competitive Hangman

 * Copyright Holder
 * Dave Sperling of Dave's ESL Cafe
 * Website
 * http://daveseslcafe.com
 * Contact Information
 * http://www.eslcafe.com/contact.html
 * Material Used
 * Is 'Simon says' too easy for you? submitted by David Kendrick from New Zealand.
 * http://www.eslcafe.com/idea/index.cgi?display:1063330109-41948.txt

Materials Used Which I Made

 * I will likely only use materials I created which I entered into the Public Domain, but read carefully in case I licensed one thing different which may be what you want to re-use.
 * Show & Tell Activity, which I entered into the Public Domain
 * http://mr.danoff.org/show-and-tell-v0.1.txt

Acknowledgments

 * I would like to thank all the 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach.
 * The idea for 'do lists to start naming as many birds as possible?' in the instructions for Page 50 Let's get ready A & B came from Mr. Brown.

Version 0.1 November 15th, 2009

 * Created in an afternoon train ride from Hefei to Anqing with Mr. Brown.
 * Original questions chosen: 42A, 43A&B, 44B, and 45A.

Version 0.11 December 3rd, 2009
December 4, 2009
 * Shaped the questions around the 8a.lesson13ver0.11 skeleton and did some alterations along the way.
 * added a new joke from the ITESLJ.

Version 0.12 20 October 2010

 * Made the formatting Mediawki friendly.
 * Removed some extraneous materials.

0.13
17 Feb 2011
 * Wikgnoming for publication, incl. adding detail box.

Contact Information
I am actively seeking feedback on how to improve this lesson, please email me at, danoff.charles@gmail.com


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7A/The Seasons

Lesson

 * identify: opinion / fact and argument / conversation
 * Briefly review context.

Definition

 * Opinion = What a person thinks.
 * Fact = What a person knows.
 * Context = What a person or people is/are talking about.

Why?

 * Because knowing the difference between fact and opinion is important for making decisions.

Example
Questions:
 * Draw two stick figures on the board. Explain that the two of them are having a conversation. These are not questions for the students.
 * A: "Winter is cold. Do you like it?." B: "Yes! It's great!"
 * What is fact?
 * What is opinion?
 * What is the context?

Lesson Question

 * Is this fact or opinion?

Word(s] of the Day

 * extinct
 * Animals that are all dead.
 * endangered
 * Animals that are few in number and may all die, soon.

Question of the Day

 * What season do you like?

Contact Information
QQ ID 867996874 QQ Name Danoff e-mail danoff.charles@gmail.com

Teaching Materials

 * FUN WITH ENGLISH 7A Textbook
 * Lessons Notebook
 * Stopwatch

0 Before Class

 * In classroom at least 30 minutes before my first class of the day.
 * Before class, make sure chairs are set up correctly
 * Write Lesson plan, Lesson, Definitions, Example, my contact info, words of the day and that it's OK to say "I don't know" or "No reason" on the board.
 * Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
 * Have the students write down where they sit on my seating chart.
 * Depending on who is in the class, hand around my notebook and have them write down their names. Do not announce it, just give it to one student.
 * Stopwatch ready to go before class.

1 Coversation
6 Minutes
 * If the kids don't respond, ask them the questions directly.
 * Are you tired?
 * Are you hungry?
 * Is it anyone's birthday today in class?
 * What are you going to do this weekend?
 * Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.

2 Minutes

 * Red Sea joke.

3 Introduction
4 Minutes
 * Make sure they understand the word "introduction."
 * Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
 * Tell them my contact info, and say that "I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better."
 * Mention that if ask a question and they don't know the answer, it's fine to say "I don't know". Write "No why" and "No reason" ask which is correct if I ask "Why?" cross out "No reason" explain that it is Chinese, not English.
 * Words of the Day
 * Lesson - Ask if they remember what we did last week? Mention we will be talking a little about the same idea again.
 * Definitions
 * Example
 * What season do you like? ... "OK, well what do you do during the winter?"
 * Ask directly to 1 to 3 students?
 * Ask for any questions.

4 Page 30 Let's get ready A & B
7 Min
 * Walk around the class, help the students who are struggling.
 * Ask the students if the statements are facts or opinions.

5 Page page 31 Let's listen 1 A
2 Min
 * I read it through. Stop at the end of each section and ask the students the answers.
 * Ask the students if the statements are facts or opinions.

6 Page 34 Let's get ready A & B
6 Min
 * I read it through.
 * Ask the students if the statements are facts or opinions.

7 Page 35 Let's listen 1A
6 Min
 * I read it through.
 * Ask the students if the statements are facts or opinions.

8 Page 36 Let's listen 2A
6 Min
 * I read it through.
 * Ask the students if the statements are facts or opinions.

9 Page 37 Let's listen 3A
6 Min
 * I read it through.
 * Ask the students if the statements are facts or opinions.

10 Competitive Hangman
8 Min
 * Divide the class in half.
 * Draw two hang man diagrams.
 * Explain the two halves will be playing against one another with the goal of finishing Hangman first.
 * Give each team one word with the same number of letters and a similar level of difficulty.
 * Start with one side, then alternate back and forth with the questions.
 * First team to finish or the last team to be hung wins.

Extra Time

 * Rows & Columns
 * 20 Questions
 * Soccer Dialogue Illustrating Argument vs. Conversation
 * Ball Self-Introduction Game
 * "How high can you clap?" Game
 * Simon Says
 * Telephone

g8c4 AFLS TJ3 Page 35

 * Getting more kids involved with the conversation.

Next Week

 * identify: argument / conversation
 * Review:
 * identify: opinion / fact
 * Context
 * formal v. informal discussion

Thoughts

 * with these types of classes I really think it might be better to do some sort of activity that gets everybody talking

Acknowledgments

 * Two Grade 8 students at Anqing Foreign Language School who gave me the idea to play competitive hangman.
 * The comics I used in class were from the Chicago Sun-Times and the Chicago Tribune, kindly sent to China by my father.
 * 20 Questions from the ITESLJ
 * http://iteslj.org/games/9996.html

0.1 11 Nov 2009

 * Chose the textbook questions to use in a meeting with Mr. Brown.

0.11 17 Nov 2009

 * Crafted the lesson plan around the questions.
 * Changed the question of the day to reflect the lesson

0.12 20 Oct 2010

 * Adjusted the formatting to make it Mediawiki friendly.
 * Removed some copyright material.

0.13 17 Feb 2011

 * Added lesson detail box, removed some blank material and did some wikignoming for publication.

Page 38 Let's get ready B
4 Min
 * Walk around the class, help the students who are struggling.
 * Select two or three students to talk about what they selected, and ask some follow up questions.

Contact Information
I am actively seeking feedback on how to improve this lesson, please email me at, danoff.charles@gmail.com

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


text:
User:Egm6321.f10.team4/HW 5

= Problem 1 - Fifth Derivative of $$\displaystyle y(x(t)) $$=

Given
$$\displaystyle x = e^t $$

$$\displaystyle y _t =  \frac {dy}{dt}  =  \frac {\partial y}{\partial x}  \frac {\partial x}{\partial t} $$

Find
$$\displaystyle y_{xxxxx} $$

Solution
The process is fairly straightforward, as we must first come up with an expression for $$\displaystyle y_x $$, and then take successive derivatives until $$\displaystyle y_{xxxxx} $$ is reached.

$$\displaystyle \frac {dy}{dt} =  y_t $$

$$\displaystyle \frac {\partial y}{\partial x} =  y_x $$

$$\displaystyle \frac {\partial x}{\partial t} =  e^t $$

Therefore the equation

$$\displaystyle y_t =  y_x e^t $$

can be solved for $$\displaystyle y_x $$

$$\displaystyle y_x =  e^{-t} y_t $$

From this point, we simply take each derivative until $$\displaystyle y_{xxxxx} $$ is found.

$$\displaystyle y_{xx} =  \frac {\partial}{\partial x}  \frac {dy}{dx}  =  e^{-t} (-e^{-t} y_t + e^{-t} y_{tt}) $$

$$\displaystyle y_{xx} =  e^{-2t} (y_{tt} - y_t) $$

$$\displaystyle y_{xxx} =  \frac {\partial}{\partial x} (y_{xx}) $$

$$\displaystyle y_{xxx} =  e^{-t} (e^{-2t} y_{ttt} - 2e^{-2t} y_{tt} - e^{-2t} y_{tt} + 2e^{-2t} y_t) $$

$$\displaystyle y_{xxx} =  e^{-3t} (y_{ttt} - 3y_{tt} + 2y_t) $$

$$\displaystyle y_{xxxx} =  \frac {\partial}{\partial x} (y_{xxx}) $$

$$\displaystyle y_{xxxx} =  e^{-t} (e^{-3t} y_{tttt} - 3e^{-3t} y_{ttt} - 3e^{-3t} y_{ttt} + 9e^{-3t} y_{tt} + 2e^{-3t} y_{tt} - 6e^{-3t} y_t) $$

$$\displaystyle y_{xxxx} =  e^{-4t} (y_{tttt} - 6 y_{ttt} + 11 y_{tt} - 6 y_t) $$

$$\displaystyle y_{xxxxx} =  \frac {\partial}{\partial x} (y_{xxxx}) $$

$$\displaystyle y_{xxxxx} =  e^{-t} (e^{-4t} y_{ttttt} - 4e^{-4t} t_{tttt} - 6e^{-4t} y_{tttt} + 24e^{-4t} y_{ttt} + 11e^{-4t} y_{ttt} - 44e^{-4t} y_{tt} - 6e^{-4t} y_{tt} + 24e^{-4t} y_t) $$

$$\displaystyle y_{xxxxx} =  e^{-5t} (y_{ttttt} - 10 y_{tttt} + 35 y_{ttt} - 50 y_{tt} + 24 y_t) $$

Egm6321.f10.team4.osentowski 18:08, 20 October 2010 (UTC) Egm6321.f10.team4.osentowski

= Problem 2 - Method of Trial Solution =

Given
$$\displaystyle x^2 y'' - 2x y' + 2y =  0 $$

$$\displaystyle y(1) =  -2 $$

$$\displaystyle y(2) =  5 $$

Find
$$\displaystyle y(x) $$, satisfying the boundary conditions.

Solution
Using the Method of Trial Solutions, our potential solution should be of the form

$$\displaystyle y =  x^r $$

Therefore

$$\displaystyle y' =  r x^{r - 1} $$

$$\displaystyle y'' =  r (r - 1) x^{r - 2} $$

Substituting these values into our given equation (2-1)

$$\displaystyle x^2 (r) (r-1) (x^{r - 2}) - 2x (r) (x^{r - 1}) + 2 x^r = 0 $$

$$\displaystyle (r^2 - r) x^r - 2r x^r + 2 x^r = 0 $$

This simplifies to the characteristic equation

$$\displaystyle r^2 - 3r + 2 = 0 $$

$$\displaystyle (r - 2) (r - 1) = 0 $$

Our possible values for $$\displaystyle r $$ are

$$\displaystyle r_2 = 2 $$

$$\displaystyle r_1 = 1 $$

Since this is a linear equation, the solution will be a linear combination of the possible values, taking the form

$$\displaystyle y(x) =  c_1 x^{r_1} + c_2 x^{r_2} $$

$$\displaystyle y(x) =  c_1 x + c_2 x^2 $$

Using our boundary conditions, a simple system of equations can be developed to determine the values of $$\displaystyle c_1 $$ and   $$\displaystyle c_2 $$

$$\displaystyle 5 =  c_1 (2) + c_2 (2^2) $$

$$\displaystyle -2 = c_1 (1) + c_2 (1^2) $$

Evaluating the system gives the values

$$\displaystyle c_1 = \frac {-13}{2} $$

$$\displaystyle c_2 = \frac {9}{2} $$

Our final solution for $$\displaystyle y(x) $$ is therefore

$$\displaystyle y(x) =  \frac {-13}{2} x + \frac {9}{2} x^2 $$

Egm6321.f10.team4.osentowski 18:08, 20 October 2010 (UTC) Egm6321.f10.team4.osentowski

title: User:Egm6321.f10.team4/HW 5


text:
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Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
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title: User talk:Nyarf~enwikiversity


text:
User:Egm6321.f2010.team5.riveros/hw4p1

= Problem 1 - Solve for L2-ODE-VC = From Meeting 22, p. 22-3

Given

 * {| style="width:100%" border="0"

 * style="width:95%" | $$\displaystyle  F = (cos \ x) y'' + (x^2 - sin \ x)y' + 2xy = 0$$
 * (1.1)
 * }
 * }

Find

 * 1) Show (1.1) is exact
 * 2) Find $$\Phi$$
 * 3) Solve for $$y(x)$$

1st Condition of Exactness
from Mtg 15 (2) p. 15-2
 * {| style="width:100%" border="0"

 * style="width:95%" |$$\displaystyle F = \underbrace{(cos \ x)}_{f(x,y,p)} y'' + \underbrace{(x^2 - sin \ x)y' + 2xy}_{g(x,y,p)} = 0$$
 * (1.2)
 * }
 * }

 * {| border="0" align="left"

 * style="padding:10px; border:2px solid #8888aa" | (1.1) satisfies the 1st Condition of Exactness
 * }
 * }
 * }

2nd Condition of Exactness

 * $$\displaystyle f \ = \ cos \ x $$
 * $$\displaystyle f_{xx} \ = \ -cos \ x $$
 * $$\displaystyle f_{xy} \ = \ f_{yy} \ = \ f_{xp} \ = \ f_{yp} \ = \ f_{y} \ = \ 0 $$
 * $$\displaystyle g \ = \ (x^2 - sin \ x) p + 2xy $$
 * $$\displaystyle g_{xp} \ = \ 2x - cos \ x $$
 * $$\displaystyle g_{y} \ = \ 2x $$
 * $$\displaystyle g_{yp} \ = \ g_{pp} \ = \ 0 $$

 * {| style="width:100%" border="0" align="left"

$$\displaystyle \underbrace{f_{xx} + 2pf_{xy} + p^2 f_{yy}}_{-cos \ x} \ = \ \underbrace{g_{xp} + p g_{yp} - g_{y}}_{-cos \ x} $$

$$\displaystyle \underbrace{f_{xp} + p f_{yp} + 2 f_{y}}_{0} \ = \ \underbrace{g_{pp}}_{0} $$

 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

(1.1) satisfies the 2nd Condition of Exactness
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

Therefore, (1.1) is Exact
 * }
 * }
 * }

2. Find $$\Phi$$
from Mtg 17 (1) p. 17-3

 * {| style="width:100%" border="0" align="left"

$$\displaystyle \phi \ = \ h(x,y) + \underbrace{\int f(x,y,p) \ dp}_{p \ cos \ x} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

$$\displaystyle \phi_{x} \ = \ h_{x} - p \ sin \ x $$

$$\displaystyle \phi_{y} \ = \ h_{y} $$

$$\displaystyle g \ = \ (h_{x} - p \ sin \ x) + h_{y} \ p \ = \ (h_{y} - sin \ x)p + h_{x} $$

 * }
 * }
 * }

Compare to (1-2), we can choose easily

 * $$\displaystyle h_{y} = x^2$$

 * $$\displaystyle h_{x} = 2xy$$

 * $$\displaystyle \therefore h = x^2 y$$

 * {| style="width:100%; border:2px solid #8888aa;"

 * style="width:95%" | $$\phi \ = \ x^2 y + p \ cos \ x  \ = \ \underbrace{k}_{constant}$$
 * (1.3)
 * }
 * }

3. Solve for $$y(x)$$
(1.3) -->

 * {| style="width:100%" border="0"

 * style="width:95%" | $$\displaystyle y' + \frac{x^2 y}{cos \ x} \ = \ \frac{k}{cos \ x}$$
 * (1.4)
 * }
 * }

from Mtg 10 (1) and (6) p.10-3

 * {| style="width:100%" border="0" align="left"

$$h \ = \ exp \int_{}^{x} \frac{s^2}{cos \ s} \ ds$$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

$$y(x) \ = \ \frac{1}{exp \int_{}^{x} \frac{s^2}{cos \ s} \ ds} \ \int_{}^{x} (exp  \int_{}^{s} \frac{t^2}{cos \ t} \ dt) \ \frac{1}{cos \ s} \ ds$$
 * }
 * }
 * }

Author and proof-reader
[Author]
 * Oh, Sang Min

[proof-reader]
 * Mike Faraone

title: User:Egm6321.f2010.team5.riveros/hw4p1


text: File:2010 10 19 14 56 03.djvu

title: File:2010 10 19 14 56 03.djvu


text:
Talk:Comparative law and justice/Afghanistan

Your page is currently skirting the line on copyright violations. You have direct quotes without quotation marks and you do not have citations. All claims must be referenced and all direct quotations must have quotation marks, no matter where the information came from. If you go back and fix those things, you will be in pretty good shape for this point in the semester. Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 20:23, 20 October 2010 (UTC)


text:
Talk:Comparative law and justice/Argentina

Much improved from before, though now you do still have some sections missing and you still do need to really increase the density of citations in your text & be sure nothing is copied without quotation marks. You will probably want to be sure your subheadings are actually set up as such: see http://en.wikipedia.org/wiki/Help:Section for help with that. Of course, please do remember to read over the general comments that I will be sending to everyone via email. Mlarthur 20:40, 20 October 2010 (UTC)


text:
Talk:Comparative law and justice/Armenia

Your page is not yet signed with your username!
You'll want to convert some of your lists into more fluid text. Remember that direct quotations MUST appear in quotation marks. Rather than providing large sections of text from the Constitution, try providing a brief summary, followed by a link to the relevant sections of the Constitution. There are some places where you might need more citations--even when the whole section comes from one page, if you have to scroll and scroll to find a citation you need more. Of course, please do remember to read over the general comments that I will be sending to everyone via email. Mlarthur 20:42, 20 October 2010 (UTC)

Armenia
Armenia is in Asia and Europe. West Asia/Eastern Europe. Craig6p (discuss • contribs) 02:14, 8 June 2021 (UTC)


text:
Talk:Comparative law and justice/The Bahamas

Your page is in pretty good shape so far. You seem to be getting a lot of info, which is great. To improve the readability of the page (this will help your grade also by making is more likely that I find all the points you make on the page) add subheadings in addition to those already part of the template: see http://en.wikipedia.org/wiki/Help:Section. You also need to fix your references so they all look more like the first one. And be sure that you eventually hit all of the things the assignments call for. Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 20:45, 20 October 2010 (UTC)


text:
Talk:Comparative law and justice/Barbados

Your page is looking really terrific so far! Keep up the good work. A couple of suggestions, really focused on improving the readability of your page:
 * add subheadings in addition to those already part of the template (see http://en.wikipedia.org/wiki/Help:Section)
 * convert some of the sections that are written more like lists into fluid text
 * be careful about extra blank spaces between paragraphs.

Of course, please do remember to read over the general comments that I will be sending to everyone via email. Mlarthur 20:47, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Belarus

You've got a lot of great info on your page, but need to work more on the presentation. You need to proofread and edit what you write--I suggest reading out loud to yourself. You don't need to list the source for the image (people can click on it to see where it came from). You probably want to use subheadings, and you are missing citations in some places. Your page is in fact not signed! And some of your sections really do need a bit more fleshing out to ensure that you've really covered everything the assignment is asking for in those sections. Of course, please do remember to read over the general comments that I will be sending to everyone via email. Mlarthur 20:50, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Cambodia

You started off doing a fantastic job--your basic info sections are really terrific, and just what I am looking for! However, you don't seem to have done much on the project since then, and that will affect your grade (you are already losing points for updates that have not happened). If you can get back on track and do what you did for the first sections, you'll be in great shape. But work on the updates for the next few weeks first, and go back later to do the sections you've missed, so you don't end up farther behind.

Mlarthur 20:52, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Costa Rica

You are doing a good job so far with your page. You will want to work a bit more on your citations--instead of having two next to each other (like you do in the first paragraph) try to put them with the content they refer to inside your paragraphs. In addition, all your references should look like the last two do, with the full URL showing. You might want to fix the alignment of your pictures so they don't break up the text so much--see the picture tutorial for help with this. You are missing some information in the section on the government, so go back over the assignment and be sure you are including everything you need to.

Mlarthur 20:57, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Dominica

You're missing a P at the very top of the page--it's easy to make typos, so always look over your work! Your pictures, which are great, really do need captions and some help with alignment so they don't break up the text so much--see the picture tutorial for more on that. The capital letters and numbers and such in the section on governance make it a bit hard to read. Be sure to go over what you write to make it clear and comprehensible. A table would probably be helpful for your discussion of crime rates. Most importantly, you are missing some of the information in the government section--be sure you cover everything in the assignment! Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 20:59, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Egypt

Your page is a bit skimpy at this point and does not look like a lot of time has gone into it so far. It's better not to use Wikipedia as a source--as you have learned from doing this project, anyone could have put that there, and in fact the page you are relying on has some cautions at the top! Instead, look at the sources the Wikipedia authors use and draw on them for your own work. I'm not sure I understand what is going on in the table in your section on crime. Many of the sections have not included all of the information that the assignment requires, and continuing to make such short updates each week will affect your grade. Your page would benefit from including some images, and you have not yet signed it. If you are having trouble using the Wiki technology, please don't hesitate to come see me in person so we can work on fixing it and getting you up to speed.

Mlarthur 21:03, 20 October 2010 (UTC)

title: Talk:Comparative law and justice/Egypt


text:
Talk:Comparative law and justice/Fiji

Your page is currently in violation of copyright. It contains no content except that which has been copied from the CIA World Factbook and that which has been copied from a single Interpol page; the discussion of crime additionally makes an unsupported assertion that rape is the most common crime in Fiji. You must correct the copyright violations immediately or your work will be subject to deletion by the wikiversity site. In addition, you should know that you do not get weekly credit for plagiarized sections and that any future plagiarism in this course will be subject to report to the Vice President for Academic Affairs; continuing to work in this way will cause you to fail the course. Please be sure from now on that all direct quotations are placed in quotation marks and that all material you obtain from websites is followed by a reference (as right now you have no references). For help with referencing, see http://en.wikipedia.org/wiki/Wikipedia:Citing_sources

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:11, 20 October 2010 (UTC)

title: Talk:Comparative law and justice/Fiji


text:
Talk:Comparative law and justice/Gabon

The information you have on your page so far is fantastic--keep up the good work! What you will need to fix (prior to the final submission, anyway) is the formatting and writing. You want the final version to be easy to read, with a good flow, a nice look, etc. So try to use fluid paragraphs when reasonable (bullet lists or tables when not); don't display long links (I can show you how to fix that if you want), use pictures and such that are well placed, etc.

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:20, 20 October 2010 (UTC)

title: Talk:Comparative law and justice/Gabon


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Talk:Comparative law and justice/Germany

You're doing ok so far, you just need to push yourself a little further with this project. Germany is one of the countries for which comparative law information is most widely and easily accessible, so you really won't have any excuse to not do your absolute best here. Make sure that you've got all the required information for every section, and fix up your writing and citations a bit. You've also not yet signed your page.

Mlarthur 21:22, 20 October 2010 (UTC)

Some must-read sentences from the article: Funny... 217.110.217.66 09:11, 29 December 2010 (UTC)
 * Germany has a population of 82,329,758 as of July 2010, making it slightly smaller than the state of Montana.
 * During the midst of World War II, Germany was under communist rule of Adolf Hitler and the Nazi party
 * The courts are trying to find your innocent because you are first presumed guilty.
 * Migrants are restricted to health care, judicial remedies, and education for their children.
 * :-)  You're highly welcome to correct this nonsense. Wutsje 09:13, 29 December 2010 (UTC)


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Talk:Comparative law and justice/Kenya

Your page is too far behind on the assignment for me to give you many helpful comments. You need to focus on getting on track with your updates, as you are losing points each week for not having your work done. Start with the updates due for next week, and then go back later to fill in what is missing. Be sure you cover everything required of you in the assignment--and be sure that you are properly documenting all your sources and including all the references that are necessary!

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:28, 20 October 2010 (UTC)

title: Talk:Comparative law and justice/Kenya


text:
Talk:Comparative law and justice/Lithuania

Since you have not yet incorporated any text onto your page, I cannot give you any midterm feedback about your work.

Mlarthur 21:28, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Luxembourg

You are a bit behind on this project at this point. You have not included all the information required in recent updates--start getting back on track by working on the next update, and the go back to fill in what is missing later in the semester. In addition, your page currently lacks references completely. Everything you include must be properly referenced!!! Failure to comply with this requirement will really harm your grade. You have not yet signed your page, and you do want to resize the flag as it is so big it makes the page hard to use.

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:30, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Madagascar

You started off in good shape but do seem to have fallen behind more recently. You have not included the information required in the more recent updates, and this is causing you to lose points each week. Start getting back on track by doing the next updates, and go back and fill in what is missing later when you have time. You will want to fix those sprawling lists so they are written in a more natural kind of text and do be sure everything you are saying is referenced properly. Your page has not been signed.

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:32, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Nigeria

Where your page is at right now, it will need a lot of work for you to do well in the final grading. I am glad to see that you are using quotation marks so that you are not violating copyright law or the RIC academic integrity policy, but this is not the last step. If everything on your page is in quotation marks, you've just made a kind of patchwork quilt of information. A good Wiki page involved rewriting and synthesizing this information until it is your own work, in your own words. Quotations are better than nothing, but they aren't the end goal. You are also missing some of the information necessary in some of the sections--the updates due next are the priority, but do go back and fill in what is missing when you have a chance. Finally, you really should try to use the recommended sources on the Wiki handout, as some of the sources you are using are not so reliable.

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:35, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Panama

You've gotten off to a good start here, but there are several things you could do to really improve your work. First of all, do try to rely more heavily on the recommended sources on the Wiki assignment. Many of the other sources you are using are really not as reliable of places to find data. Second of all, several of your sections are still missing some of the required elements from the assignment. The greatest priority is the next set of updates, but you will need to go back and fill in what is missing when you have time. Your page is not signed--and make sure footnotes appear after the text they are for rather than before it.

Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:38, 20 October 2010 (UTC)

title: Talk:Comparative law and justice/Panama


text:
Talk:Comparative law and justice/Paraguay

You are doing a great job so far. However, there are still some things you could do to improve you work. Do go back over it to be sure everything is easy to read--in some cases, you might need subheadings, and a lot of your sections would benefit from proofreading. More images might help snazz it up a little too. Using the terms we developed in class for your sections on elections, law enforcement, etc. will help. Instead of including long sections of text from the Constitution, try summarizing the key points and then provide a link to the Constitution itself. Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Keep up the good work! Mlarthur 21:41, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Romania

You've got a lot of great information on your page--but you need to do some serious work to get it into a form that will help you do your best on the final draft. Right now you do not have any references, and this is a serious limitation that needs to be corrected immediately. Without references, you are skirting the line of academic integrity. You do seem to be missing at least some of the required elements of some of the sections, but you should be able to fill that in as you go. In terms of formatting, you do need to fix your pictures so they don't interfere with the readability of your page, and your work would significantly benefit from the use of subheadings. In addition, many sections are written in a somewhat disjointed fashion and would benefit from revision to make them flow better. Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:45, 20 October 2010 (UTC)


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Talk:Comparative law and justice/St. Lucia

Your page is missing a number of the required elements for updates, a problem I suspect may be due in part to the fact that you are not relying at all on any of the recommended sources. Your page would benefit from use of additional subheadings and from some rewriting and reformatting to make the text flow better; you also have not signed your page. If you fix these problems you should be in good shape going forward. Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 21:57, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Switzerland

You have not yet done enough of this assignment for me to provide feedback on your work. Your lack of progress is already significantly affecting your final grade; please get started with the work for the next update, and come back and fill in what you are missing later when you have time.

Mlarthur 21:58, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Tanzania

As you undoubtedly know, you are behind in updates. Get back on track starting with the updates due for the next section, and go back and finish what you have missed later when you have the time. In addition, your page does not contain any references at all. You can get help with referencing at http://en.wikipedia.org/wiki/Wikipedia:Citing_sources -- it is essential that you include them. I would like to be able to provide you with more feedback at this point, but not enough is done for me to do so.

Mlarthur 21:59, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Uruguay

This page is currently in violation of copyright and of the RIC academic integrity policy. All sources must be properly cited (see http://en.wikipedia.org/wiki/Wikipedia:Citing_sources for help with this) and any and all direct quotations MUST appear in quotation marks. If this is not fixed promptly, you will be reported to the Vice President for Academic Affairs; if this continues, you will fail the course. Those updates which are created in violation of academic integrity policy do not earn credit. As long at the page so seriously violates these policies, I cannot provide more detailed help for you to improve your work, so fix it right away. You can look at the more general comments I have sent to everyone for some guidance about how to improve your work.

Mlarthur 22:03, 20 October 2010 (UTC)


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Talk:Comparative law and justice/Turkey

Your page is very behind in terms of updates, and because of that I really cannot provide you as much assistance in improving it as I would like to. You can look to what I've sent to everyone for some guidance, but really your focus needs to be in getting on track in doing your updates. Get started with the ones that are due next, and go back to fill in what you've missed when you have a chance.

Mlarthur 22:06, 20 October 2010 (UTC)

This page seems mostly encyclopedic
Why is this on Wikiversity where it seems more appropriate that this belongs on Wikipedia? Devourer09 ( t · c ) 19:24, 30 April 2011 (UTC)

Lacks Neutrality
This article has serious flaws because it lacks scholarly neutrality, contains over-broad generalizations and because the cited links do not connect to anything.

 * You are welcome to provide neutrality, improve generalizations, and add alternate links. Be bold. -- Dave Braunschweig (discuss • contribs) 02:18, 4 February 2016 (UTC)

title: Talk:Comparative law and justice/Turkey


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Talk:Comparative law and justice/Thailand

You're doing well so far. I'd encourage you to think about subheadings and to work some more on crime data--you'll find better information by drawing on the recommended sources from the Wiki assignment rather than just googling whatever. Of course, please do remember to read over the general comments that I will be sending to everyone via email.

Mlarthur 22:09, 20 October 2010 (UTC)


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Talk:Response testing/WMF Projects/MikeHandel

note to self - next step prolly to precis and link some of the on wiki discussion, and start an opinion / subjective section for thoughts / questions etc. :-) Privatemusings 22:41, 20 October 2010 (UTC)


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User:Arided/MathForGameDesigners

The intial outline (subject to change) is as follows. This is developing in a conversation with Stefan Kreitmayer. The idea is to take the basic concepts of "games" and explore them using mathematics.

 * 1) Space (including graphs and other combinatorial models of space)
 * 2) Time (focusing on movement)
 * 3) Logic (proofs, strategy... and narrative)
 * 4) Signals, learning, language, and chaos (detecting and creating patterns)
 * 5) Information theory and Game theory (mathematical models of social interaction)
 * 6) Cybernetics and ecology (building and interacting with systems)

Some links and thoughts

 * http://en.wikipedia.org/wiki/Space_%28mathematics%29
 * http://en.wikipedia.org/wiki/Simplex
 * http://en.wikipedia.org/wiki/Simplicial_complex
 * http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.61.9708&rep=rep1&type=pdf&guid=ON (this gives me a *really* good idea... so don't worry if the paper itself seems annoyingly incomprehensible)
 * http://en.wikipedia.org/wiki/Mathematical_proof (bla bla bla)
 * http://en.wikipedia.org/wiki/Proof_%28rapper%29 (actual #1 hit on google)
 * http://en.wikipedia.org/wiki/Proof_%28play%29 (hit on broadway)
 * http://en.wikipedia.org/wiki/Information_theory
 * http://en.wikipedia.org/wiki/Game_theory
 * http://en.wikipedia.org/wiki/Games_People_Play_%28book%29
 * http://ttic.uchicago.edu/~smale/papers/math_foundation_of_learning.pdf
 * http://en.wikipedia.org/wiki/Formal_language
 * http://linkinghub.elsevier.com/retrieve/pii/0031320372900180
 * http://en.wikipedia.org/wiki/Cybernetics

Potentially interesting books:

 * http://en.wikipedia.org/wiki/Winning_Ways_for_your_Mathematical_Plays

This will all need to be sorted out and chewed over further. The idea I alluded to above is to use the first couple of weeks to develop "discretized calculus on graphs" and use it to create some simulations. It would probably be good to have some worked examples so that this stuff doesn't have to be developed from scratch by participants.

Various ideas in the list of links get quite "advanced" and may not be super useful (e.g. Smale on learning!?!?). Whereever advanced mumbo-jumbo can be cut out and replaced with anything more directly related to the basic stuff that defines "games", that would be cool.

title: User:Arided/MathForGameDesigners


text:
User:EGM6321.F10.TEAM1.HW5

Find
Find $$ y_{xxxxx}\ $$ in terms of the derivative of y with respect to t

Solution
Author Egm6321.f10.team1.allison 17:08, 21 October 2010 (UTC), EGM6321.f10.team1.russo 16:31, 2 November 2010 (UTC)

Given
and boundary conditions defined as:

Find
A. Solve Eq2.1 using Method 2 (i.e. trial solution $$ y=x^r\ $$) with boundary conditions Eqs 2.2 and 2.3 B. Find coefficients $$ c_1\ $$ and $$ c_2\  $$ and compare with results from (Method 1) C. plot the solution

Solution
A. For two roots, use the form:

Then:

Sustitute eqs 2.4 thru 2.6 into eq2.1:

reduce reduce divide thru by $$ 2x^r\ $$ to get: separate and solve for r:

B) Solve for $$ C_1\ $$ and $$ C_2\  $$ Using andswer from eq2.13 and plugging into eq2.4: Using the given in eq2.2 gives: Using the given in eq2.3 gives: Solving for $$ C_1\  $$ and $$ C_2\  $$ reults in the following: Substituting eq2.17 into eq2.4 yields:

Comparing results to direct method yields the same solution.

C) graph solution from x = -10 to x = 10:

Author EGM6321.F10.TEAM1.HW5 02:43, 25 October 2010 (UTC)EGM6321,F10.TEAM1.WILKS

Given
Consider the characteristic equation: and given:

Find
For an Euler L2_ODE_VC 1.1) Find $$ a_2\ $$, $$ a_1\ $$ and $$ a_0\ $$ such that eq.(3.1) is a characteristic equation of eq.(3.2) 1.2) Find the first homogeneous solution: $$ y_1=x^2\ $$ 1.3) Find the second homogeneous solution: $$ y_2=c(x)\ $$ 1.4) Find the general homegenous solution

For an Euler L2_ODE_CC 2.1) Find $$ b_2\ $$, $$ b_1\ $$ and $$ b_0\ $$ such that eq.(3.1) is a characteristic equation of eq.(3.3) 2.2) Find the first homogeneous solution: $$ y_1=x^2\ $$ 2.3) Find the second homogeneous solution: $$ y_2=c(x)\ $$ 2.4) Find the general homegenous solution

Solution
1.1) Do trial solution method

Substitute eq(3.4),(3.5) and (3.6) into eq(3.2).

Compare eq(3.10) to eq(3.3). So,

Author team1. Taeho Kim

1.2) Substitute 1st homogeneous solution into eq(3.2)

The left side hand of eq(3.19) is zero.

So, eq(3.14) is a homogeneous solution of eq(3.2).

Author team1. Taeho Kim

1.3) Euler variation of parameter

Substitute eq(3.21), (3.22) and (3.23) into eq(3.2).

Since,

So, u(x) will be missing.

Substitute eq(3.13), (3.17) and (3.18) into (3.27).

Let,

Then, we get reduced order equation of L1-ODE-VC.

The eq(3.32) is exact.

So,

Author team1. Taeho Kim

1.4) General homogeneous equation

Author team1. Taeho Kim

2.1) Trial solution method  Let,

Substitue eq(3.44), (3.45) and (3.46) into eq(3.3).

Author team1. Taeho Kim

2.2) 1st homogeneous solution  Let,

Substitute eq(3.52) into eq(3.3).

The left side hand of eq(3.53) is zero.

So, eq(3.52) is a homogeneous solution of eq(3.3).

Author team1. Taeho Kim

2.3) 2nd homogeneous solution

Substitute eq(3.55), (3.56) and (3.57) into eq(3.3).

Since,

Substitute eq(3.51) and (3.52) into (3.61)

Author team1. Taeho Kim

2.4) General homogeneous solution

Author team1. Taeho Kim

Find
Use the idea of variation of parameters/constants to find the particular solution $$ y_P\ $$ after knowing the homogeneous solution $$ y_H\ $$

Solution
First let us motivate the problem by consider under what type circumstance would we find ourselves knowing only the homogeneous solution and needing to search for the particular solution. Consider the following general non-homogeneous first order differential equation with vary coefficients.

Now consider the homogeneous case of this equation. The homogeneous form of this equation may be directly integrated by separation of variables.

Now we see that we indeed have a homogeneous solution to the above general first order non-homogeneous differential equation. In considering the search for the particular solution, we make a guess that the total solution of y(x), which will contain the particular solution will be the product of our homogeneous solution and some function for x.

This type of relationship may seem like a reasonable guess when thinking about the relationship between a general first order non-homogeneous differential operator with constant coefficients and an associated particular solution to that operator. We know that the families of input functions are defined by the characteristic values of the particular solution and the polynomial factor of the general exponential function solution is determined by the nature of the differential operator. Therefore it's a natural guess to think that our total solution is a product of some function x and the homogeneous solution, and push ahead to explore the characteristics of such a solution under the differential operator. Now plug the assumed solution and it's derivative back into the differential operator. Because we are looking for some details on how the differential operator operates on our proposed solution, we want to rearrange the equation into proper form with respect to A(x), i.e. we already know the image of homogeneous solution under the differential operator is zero.

We can see if we look closely that the factor multiplying A(x) is the same form as our originally posed homogeneous problem. We already know the image of the homogeneous solution under the differential operator is zero. This can now be solved directly by integration. Now this is our A(x) that we originally guessed was a factor of the total solution of y(x) times the homogeneous solution of y(x). Let's plug it in and see what form y(x) will take. Therefore, we notice that our y(x) solution is a sum of 2 terms (i.e a linear combination). With comparison of the total solution to the general first order non-homogeneous differential operator with varying coefficients in the literature (such as King et al. p. 512) it's easily seen that the following is true and our guess at the form of the total y(x) solution was correct.

Author Team1. Paul Lang

Given
Equation of Motion

Find
1) Find the PDE's for the integrating factor $$ h(t,y)\ $$ 2) Find the trial solution for the integrating factor $$ h(t)=e^{ \alpha\ t}\ $$ 3) Find $$ \bar a \ _1\ $$ and $$ \bar a \ _0\ $$ in terms of $$ a_2\ $$, $$ a_1\ $$ and $$ a_0\ $$ 4) Find the quadratic equation for $$ \alpha\ \ $$ 5) Solve the reduced order equation equation: 6) Use the integrated factor mathed to find y, for general excitation $$ f(t)\ $$ 7) Show that and

8) Deduce the expression for a particular solution $$ y_P\ $$ for general excitation $$ f(t)\ $$ 9) Verify with table of particular solutions (consider $$ f(t)=t^2\ $$ ) 10) Solve L2_ODE_CC, using:

5.1 Find the PDE's for the integrating factor
First, put the equation into the standard form

From here, y' is defined as p to reduce the order. Next the terms are defined as:

Then the two pde's to test for exactness are used. These are:

and

Directly substituting into this will yield:

But since all of the a's are given to be constants there derivatives will be zero. Similarly,in this case, derivatives with respect to p and y all are constants hence the second derivative is zero. Therefore, equation 5.12 and 5.13 can be simplified to:

and the trivial

respectively.

5.2 Find the trial solution for the integrating factor
Using these, the original ODE can be reduced to:

Dividing to get in the right form then the equation:

is acquired as:

This can be solved with the given integrating factor as:

This can then be integrated again to yield the original variable, y

This is not solvable for a generic f(t), but given a specific case it could be. Solving only the homogenous solution will yield:

where b and c are additional constants dependent on initial conditions.

5.3 Find $$ \bar a \ _1\ $$ and $$ \bar a \ _0\ $$
assume $$\bar a\_2 $$ is zero and differentiate.

compare this to the given equation

will give the combined equation

From here, the coefficients can be solved easily.

5.4 Find the quadratic equation for $$ \alpha\ \ $$
using equation 5.27

rearrange this equation as:

5.6 Use the integrated factor mathed to find y
Dividing by the leading coefficient will put the equation in the form of 5.17 as:

for which the solution is:

5.7 prove $$ \alpha \beta $$ relations
combine 5.26, 5.27 and 5.33 then multiply by $$ \alpha $$

start with 5.27.

now combine 5.26, 5.27, and 5.33 seperate and add $$ \alpha $$

Author Egm6321.f10.team1.allison 17:52, 5 November 2010 (UTC)

Given
and

Find
Show that eq 6.1 agrees with with expression in King, page 8, eq 1.6:

Where:

Solution
Equation (6.2) may be rearranged as follows:

Taking the derivative of both sides of equation (6.5) yields:

Carrying out the derivative of the left side of equation (6.6) yields:

Upon inspection, one can notice a relationship between equations (6.7) and (6.4), which may be written as:

It is now possible to develop an expression for $$ h(x)\ $$ by setting equations (6.6) and (6.8) equal to one another and rearranging:

King's expression (equation (6.3)) may be rearranged, and its integration variables substituted, yielding: Where the two homogeneous solutions, namely $$ Au_1(x)\ $$ and $$ Bu_2(x)\ $$ have been omitted so that only the particular solution is considered.

The objective now is to use rearrangement and substitution to put the particular solution in a form equivalent to equation (6.10). The rule of Integration by Parts may be written as follows:

Rearranging this rule into an applicable form yields:

It can easily be seen that the left side of equation (6.12) is of nearly the same form as the particular solution, equation (6.1).

To apply the Integration by Parts rule to the particular solution, the following substitutions may be made: and

Substituting equations (6.13),(6.14) and (6.15) into equation (6.12) yields:

Multiplying both sides of equation (6.15) by $$ u_1(x)\ $$ and substituting equation (6.9) for $$ h(x)\ $$ in the right side of (6.16) yields:

By inspection, the left side of equation (6.17) is exactly the particular solution from equation (6.1). Thus, after rearranging the right side of equation (6.17) and canceling out like terms, the particular solution may be written as:

It is my belief that the given particular solution from lecture 30-1 equation 2 is a misprint. If the particular equation had been given as:

Then equation (6.18) would instead have become:

Which is equivalent to King's expression for y(x) as stated in equation (6.10).

Author EGM6321.f10.team1.russo 00:58, 3 November 2010 (UTC)

Given
Trial Solution:

Find
$$ u_1\ $$ and $$ u_2\ $$ of eq 7.1 using trial solution eq 7.2

Solution
First, solve r to satisfy this set of equations.

substitute 7.2-7.4 into 7.1 cancel out exponentials

factor in terms of x

for non-trivial solution satisfy two equations

Put 7.1 in the proper form

such that

Then use the trial solution method to find another solution.

Specifically,

The first integral is carried through to yield: which simplifies to:

The second integral is carried through to yield: which simplifies to:

Author Egm6321.f10.team1.allison 00:33, 1 November 2010 (UTC) 173.24.228.78 05:47, 1 November 2010 (UTC)EGM6321,F10.TEAM1.WILKS 01:57, 2 November 2010 (UTC) Egm6321.f10.team1.allen 02:03, 2 November 2010 (UTC)

Given
Trial Solution: and characteristic equation:

Find
An L2_ODE_VC such that the trial solution is eq 8.1 and the characteristic equation is eq 8.2.

Solution
First, differentiate the given solution.

Now to solve the characteristic equation, multiply 8.2 termwise by exponential function

Assume an exponential solution

Equation 8.6 can be differentiated to yield

Equations 8.6-8.8 are then substituted into 8.5 to get the DE

Substituting back in the given trial solution (equations 8.1 and 8.4) gives Multiplying the entire equation termwise by $$ x^2 $$ and combining in terms of r

Now again using the solution style in 8.6-8.8 will give the final equation

Author Egm6321.f10.team1.allison 15:17, 31 October 2010 (UTC)

Signatures
Solved problem 1 -- EGM6321.F10.TEAM1.WILKS 05:32, 30 October 2010 (UTC)Egm6321.f10.team1.allison, EGM6321.f10.team1.russo 01:17, 3 November 2010 (UTC)

Solved problem 2 -- EGM6321.F10.TEAM1.WILKS 05:17, 30 October 2010 (UTC)EGM6321,F10.TEAM1.WILKS

Solved problem 3 -- EGM6321.F10.TEAM1.Taeho Kim

Solved problem 4 -- 70.185.108.64 07:53, 1 November 2010 (UTC)EGM6321.F10.TEAM1.Lang

Solved problem 5 -- XXXXXXXXXX

Solved problem 6 -- EGM6321.f10.team1.russo 01:17, 3 November 2010 (UTC)

Solved problem 7 -- EGM6321.F10.TEAM1.ALLISON 11:17, 31 October 2010 (UTC)EGM6321,F10.TEAM1.allison

Solved problem 8 -- EGM6321.F10.TEAM1.ALLISON 20:40, 31 October 2010 (UTC)EGM6321,F10.TEAM1.allison

title: User:EGM6321.F10.TEAM1.HW5


text:
Reliability engineering

Reliability is a broad term that focuses on the ability of a product to perform its intended function. Reliability can be defined as the probability that an item will continue to perform its intended function without failure for a specified period of time under stated conditions. The product or a system defined here could be an electronic or mechanical hardware product, a software product, a manufacturing process or even a service.

Reliability engineering consists of the systematic application of time-honored engineering principles and techniques throughout lifecycle of an item,product,assembly or a system. Its goal is to evaluate the inherent reliability of a product or process and showcase potential areas for improvement in its reliability. As all failures cannot be eliminated from a design, hence another goal of reliability engineering is to identify the most likely failures and then identify appropriate actions to reduce the effects of those failures.

title: Reliability engineering


text:
Talk:C Programming/Structs

Does the variable in a structure are continous in memory?

title: Talk:C Programming/Structs


text:
Motivation and emotion/Book/2010/Depression and motivation

What is motivation?
Motivation is the initiation, direction, intensity and persistence of behaviour. Motivation is having a desire and willingness to do something and it is a state that is dynamic and temporal (Brown, 2007). The word motivation comes from the Latin word meaning ‘to move’. Therefore, motivation invigorates and energises behaviour (Wright & Wiediger, 2007).

Motivational psychology examines many different aspects of behaviour including choice, latency, intensity, persistence and reaction to the behaviour (Weiner, 1992).

Humans often ask ‘why?’ These are questions about motivation. The search for answers to these questions is part of the study of motivation (Weiner, 1992). The concept of motivation appears across a myriad of different areas in psychology. Motivation lies at the core of psychological concepts. For example, we need to be motivated in order to learn, the child needs to master innate motivation to assist in their development, we are motivated to select informative stimuli from the environment in order to perceive and cognitively comprehend incoming information and we need to be motivated to benefit optimally from psychological treatment and interventions (Weiner). This chapter examines the study of motivation and psychological disorders by specifically examining motivation and depression.

Depression
Every one of us has felt depressed at some point in our lives – we feel flat, small exertions of energy make us feel exhausted and we lose our desire to do anything. However, for most of us this is a short-lived and infrequent experience. For those with depression it is the opposite – recurrent, pervasive and deeply disturbing. As depression progresses to a more severe form, the erosion of motivation increases and a complete loss of interest in the surrounding world transpires (Seligman, 1991).

Depression is one of the most prevalent mental illness and is estimated to be a leading cause of dysfunction and disability worldwide (Interian, Martinez, Iglesias Rios, Krejci, & Guarnaccia, 2010). According to SANE Australia, one in five Australians will experience a mental illness at some stage in their life. About 6% of the adult population will experience depression (SANE Australia, 2010). Women are significantly more likely compared with men to develop depression and the average age of onset is in the mid 20s (APA, 2000). Consequently, depression is one of the most common mental health problems in young people. A 2007 Australian Bureau of Statistics report showed that the rate of mood disorders was considerably higher for those aged 16 to 44 years (7.6%) than it was for those aged 55-85 years (3.3%) (ABS, 2009). Depression is a very debilitating disorder in many ways – emotionally, motivationally, cognitively, physically and economically. Unlike most other mental disorders, depression can be lethal in the form of suicidal death (Seligman, 1991).

Depression is classified in the current DSM-IV-TR as a mood disorder. Mood disorders are mental disorders where mood disturbance is the prominent feature. The DSM distinguishes between a Major Depressive Episode and Major Depressive Disorder (APA, 2000). For the purposes of this chapter, the two conditions will subsequently be referred to as depression.

Having Depression Leads to Lowered Motivation Levels
Amotivation, or the lack of motivation, is a core feature of depression (Barch, Yodkovik, Sypher-Locke, & Hanewinkel, 2008). More specifically, people with depression lose intrinsic motivation. The DSM-IV-TR includes a range of criteria for a diagnosis of Major Depressive Disorder. Symptoms that relate to motivation include:
 * marked lowering of self-esteem
 * increased thoughts of hopelessness and helplessness
 * loss of interest and pleasure in activities that were previously considered pleasurable
 * negative thinking
 * depressed mood
 * decreased energy and fatigue with very little physical exertion
 * apathy
 * feelings of worthlessness
 * impaired judgment, concentration and decision-making (APA, 2000).

Other deficits in depression not listed in the DSM-IV-TR criteria include strong avoidance tendencies and heightened dependency (Becker, 1974).

The lack of motivation in individuals with depression influences different aspects of behaviour and cognition. For example people with depression struggle to work towards goals that they previously may have found rewarding, they are not able to engage in productive work, interpersonal relationships or hobbies, they are often unable to positively engage in therapy, and their cognition is severely negatively affected (Barch et al., 2008). Cognitive aspects of depression and how this relates to motivation in terms of the Cognitive Theory of Depression will be discussed in more detail later in the chapter.

Amotivation has been systematically positively related to maladaptive outcomes (Vallerand, Pelletier, & Koestner, 2008). Amotivation can come about because the individual feels incompetent performing any task and also because they are not motivated to want the outcome of the task to begin with. People with depression may further experience amotivation because they cannot see the reward value of stimuli which are not present in the current environment (Barch et al., 2008). Without the mental illness this would be possible.

Depression, Neurotransmitters, Hormones and Motivation
Particular neurotransmitters and hormones have important roles in motivation. Depression affects the levels of particular neurotransmitters and hormones which in turn influences the level of motivation. According to the current DSM, the pathophysiology of depression may involve the dysregulation of a variety of neurotransmitter systems such as the dopamine, norepinephrine, serotonin and acetylcholine systems. Further, in some people with depression altered levels of hormones such as elevated glucocorticoid secretion have been found (APA, 2000).

The table below lists key neurotransmitters and hormones and their motivational function.

Does Having a Particular Attributional Style Impact Upon the Likelihood of Depression?
Attributional or explanatory style refers to the way that people explain events in their lives and the forces that people view as being responsible for their success and failure. Attributional styles have an effect on people’s motivation levels (Brown & Siegel, 1988; Nolen-Hoeksema, Girgus, & Seligman, 1986). Perhaps it is intuitively obvious that people with depression are more likely to exhibit a maladaptive style of attribution than people without depression.

However, studies suggest that there is a causal link between particular attributional styles and the development of depression. Abramson, Seligman and Teasdale (1978) suggest that a maladaptive attributional style involving the tendency of an individual to attribute negative events to internal (rather than external), stable (rather than temporary) and global (rather than specific) causes is a predisposing factor for developing depression (as cited in Brown & Siegel, 1988). Attributions to internal causes are viewed as underlying self-esteem deficits while attributions to stable and global factors are respectively linked to the duration and generalisability of symptoms of depression (Brown & Siegel). A person’s style of attribution affects their expectancies, motivation and performance (Abramson, Seligman, & Teasdale, 1978; Anderson, Horowitz, & deSales French, 1983).

A longitudinal study conducted by Nolen-Hoeksema et al. (1986) investigated maladaptive attributional style in children and its link with depression. They found that children with a maladaptive attributional style had higher levels of depression and also higher levels of depression at subsequent testing periods. Specifically, children who tended to explain negative events by internal, stable, and global causes and positive events by external, unstable, and specific causes reported more depression and showed more achievement-related problems compared to children who explained events in the opposite way.

Cognitive Theory of Depression
Cognitive theories of depression propose that people’s thoughts, attitudes, inferences and the way in which they deal with these, determine their emotional responses (Joormann, 2009). Beck’s Cognitive Theory of Depression (1976) views depression as a consequence of cognitive distortions that produce a negative triad: negative evaluations of the self, the world and the future (Joormann, 2009; Tucker & Luu, 2007). The theory specifies the processes that bring the cognitive triad into effect and maintain its prominence in cognition distortion. Beck describes a number of factors in this process: “depressed persons are prone to structure their experiences in relatively primitive ways. They tend to make global judgments regarding events that impinge on their lives. The meanings that flood their consciousness are likely to be negative and extreme” (Gilbert, 1992, p. 400). The most significant systematic bias in depression cognition is the negative evaluation of the self. People with depression see themselves as worthless because they feel responsible for any deficiencies (Becker, 1974). Beck sees this distorted cognition as a causal variable in depression and describes the affective, physical and motivational accompanying deficits as secondary products (Becker).

Beck’s cognitive model suggests that a person with depression develops certain negative schema through which they view the world (Gilbert, 1992). The schemas of people with depression have themes including loss, separation, failure and worthlessness (Joormann, 2009). These negative schemas dominate the cognition of that person so they come to interpret all failures, even trivial ones, as reflections of their inadequacy (Gilbert; Joormann). The activated negative self-schema has a negative bias on information processing and motivation. A vicious cycle of negative thinking and negative affect develops – the negative thoughts are influenced by the schema and biases in processing initiate and sustain a depressed mood (Joormann; Wang, Brennan, & Holte, 2006). "The more dominant the negative cognition schema becomes, the more cognitive distortions occur and the greater the disturbance of effect and depth of depression" (Gilbert, p. 402).

Research into the cognitive style of depressed individuals supports the presence of a negative bias and the absence of a positive bias (Wang et al., 2006). For example, people with depression have been shown to have automatic bias for negative self-appraisal compared to people without depression (Tucker & Luu, 2007). Meyer and Garcia-Roberts (2007) found that people with severe depression were more likely than others to view their depression as being caused by achievement related reasons and character related reasons. Similarly, other findings suggest that depressed people believe that their depression is caused by a failure to attain personal standards, achieve goals and live up to their potential (Meyer & Garcia-Roberts). This has serious consequences for levels of motivation.

Learned Helplessness Theory
Learned helplessness is a state of impaired learning. Martin Seligman (1967) developed this concept after his experimental studies showed that dogs who were given an inescapable shock subsequently failed to escape the shock in a situation where escape was possible. Even if the dogs accidentally made an occasional response that allowed them to escape the shock, they failed to learn this behaviour (Becker, 1974; Klein, Fencil-Morse, & Seligman, 1976; Seligman, 1991). In other words, the dogs learnt to be helpless (Weiner, 1992). In comparison, other dogs in Seligman’s experiment which were given an escapable shock or no prior shock learnt to escape the shock well (Klein et al.).

Learned helplessness occurs in a variety of situations and across different subjects including cats, rats, mice and even humans (Abramson et al., 1978; Klein et al., 1976; Weiner, 1992). Studies of learned helplessness in humans have found that given an inescapable noise or unsolvable problem they fail to escape the noise or solve the problem when it is possible to do so (Abramson et al.). Learning that the response and receiving the shock are not dependent on one another has motivational consequences for the subject. Motivation for the animal or the human to respond is contingent on the incentive of achieving a desirable consequence. However, if this incentive is not there, the animal or human is unmotivated to seek relief (Becker, 1974; Seligman, 1991). This means that the organism believes that there is nothing it can do to alter events and so display helplessness (Weiner).

Learned helplessness has become an important model for depression in humans (Depue & Monroe, 1978; Tucker & Luu, 2007). Klein et al. (1976) argue that learned helplessness and depression are comparable in symptoms, etiology, cure and prevention. Seligman drew a parallel between depression and learned helplessness in terms of six key symptoms (Seligman, 1991).

(Seligman, 1991)

There are three key deficits of learned helplessness which apply to depression. Firstly, there are motivational deficits (a lowered response initiation or willingness to try because the organism has learnt to expect that their responses will not have an impact on the outcome) and secondly there are cognitive deficits (less of an ability to learn that responding leads to reinforcement). Thirdly, emotional deficits are present; once the person learns that their responses will not have any impact on the outcome, the resulting emotions are energy depleting (Abramson et al., 1978; Klein et al., 1976). Seligman wrote, “the lowered voluntary response initiation that defined learned helplessness is pervasive in depression. It produces passivity, psychomotor retardation, intellectual slowness, and social unresponsiveness; in extreme depression, it can produce stupor” (Depue & Monroe, 1978, p. 11).

A study by Klein et al. (1976) examined learned helplessness in people with depression. They found that when given unsolvable problems, depressed participants showed poorer performance compared with non-depressed participants. Similarly, Beck, Wenzel, Riskind, Brown, and Steer (2006) conducted a study to investigate the degree to which depressed participants endorsed hopelessness about life events. They found that depressed participants rated worse outcomes as being more likely and best outcomes as being less likely compared to participants with other mental illnesses. Both of these results add to the extensive body of literature supporting the hypothesis that learned helplessness is a crucial aspect of depression.

Interestingly, Klein and Seligman (1976) found that helplessness in depressed people can be prevented or reversed by the experience of success (as cited in Abramson et al., 1978). It is suggested that it is possible to persuade people with depression that they can use strategies to conquer previous failures and so overcome learned helplessness (Anderson et al., 1983). Motivation of the person with depression is a pivotal factor in making this type of approach work. More about motivation and treatment for depression will be examined later in the chapter.

Abraham Maslow’s Hierarchy of Needs
Maslow’s humanistic approach to psychology is relevant to depression and motivation, in particular his Hierarchy of Needs Model (Zalenski & Raspa, 2006). In his book Motivation and Personality (1970), Maslow states that the individual is an integrated whole and hence a theory of motivation needs to cover human needs and goals. The pivotal aspect of Maslow’s theory of motivation is that humans have a hierarchy of needs and that these needs have to be fulfilled in the correct hierarchical order; the lower needs are prerequisites to the higher needs such as self-actualisation. The most basic physiological needs (food, drink, excretion, shelter, sleep and sex) and safety needs (security, protection and stability) are considered basic because their absence is highly motivating (Zalenski & Raspa).

The Hierarchy of Needs Model is suitable for assessing the needs and reaching the human potential of people with depression (Zalenski & Raspa, 2006). Further, the hierarchical approach demonstrates that until basic fears and needs are addressed in someone with depression, no progress will be made towards the upper needs in the model (Zalenski & Rapsa). Achieving these higher needs could be viewed as the ultimate goal of treatment for depression. The hierarchical levels of esteem and love/belonging needs are relevant to someone with depression. Due to the nature of depression, the person will feel low levels of self-esteem, confidence and achievement and so will be unable to fulfill this need. Further, people with depression often become isolated and unsocial and feel as though no one understands them, loves them or cares about them. Therefore, they will have great difficulty fulfilling the need of love and belonging. A conscious implementation of Maslow’s hierarchy may increase the levels of motivation in someone with depression therefore enhancing outcomes (Wright & Wiediger, 2007; Zalenski & Raspa, 2006).

Self-Determination Theory
Self-Determination Theory is a theory of human motivation, development and wellness (Deci & Ryan, 2008; Markland, Ryan, Tobin, & Rollnick, 2005; Ryan & Deci, 2008). Self-Determination Theory provides principles in order to motivate people to explore life experiences and from this reflective process make changes in goals, behaviours and relationships. The theory investigates how rewards, feedback and positive regard among other factors, enhance self-motivation (Ryan & Deci).

Self-Determination Theory specifies three basic psychological needs from the social environment which are required for optimal growth, integrity, wellness and mental health. Research in various countries illustrates that the satisfaction of the three needs predicts psychological well-being (Deci & Ryan, 2008). The three needs are autonomy, competence and relatedness (Markland et al., 2005; Neighbors, Lewis, Fossos, & Grossband, 2007; Vallerand et al., 2008). The need for competence refers to the need to have confidence in one’s abilities and the ability to have an effect on outcomes. The psychological need for autonomy is a feeling of independence over one’s actions rather than feeling controlled. And finally, the need for relatedness describes the need to experience connectedness with other people and have supportive social relationships (Markland et al.; Neighbors et al.).

Self-Determination Theory can also be applied to the treatment of psychological disorders, such as depression, because the central aim of psychotherapy is to motivate and assist the clients to identify, initiate and maintain the process of positive change (Ryan & Deci, 2008). This theory would argue that the etiology of psychological disorders such as depression is based in need deprivation (Ryan & Deci).

Within the theory there is a strong emphasis on autonomy (Ryan & Deci, 2008). This is relevant when considering depression. Self-Determination Theory states that clients with depression who are more autonomously engaged in their therapy, that is, when they have a stronger perceived internal locus of causality regarding the treatment, will experience behavioural changes and therefore more positive therapeutic outcomes. As part of this, the client needs to internalise the responsibility for changing (Ryan & Deci). Michalak, Klappheck, and Kosfelder (2004) studied the autonomy of treatment goals in a group of psychiatric patients. Those who had higher levels of autonomous motivation were found to have more positive therapy outcomes. They argued that autonomy is related to goal progress and so therefore clients with more autonomous goals may be able to overcome barriers to change (as cited in Ryan & Deci).

What are the Motivators and Amotivators for People to Seek Help for Depression?
Self-Determination Theory provides descriptions of four motivators that lead people to seek therapeutic help for symptoms of psychological disorders including depression. According to the theory, people have different degrees of each motivation (Ryan & Deci, 2008). Firstly, someone may be motivated by external regulation or pressured by an external force for example family members or the legal system in the form of a court order. Secondly, people may seek treatment due to introjection because of guilt or the need for social approval. Thirdly, people may experience feelings of identifying with the therapeutic goals and therefore autonomously decide to pursue change. Lastly, people may feel a sense of intrinsic motivation and come to treatment with an open curiosity (Ryan & Deci). However, in terms of depression, these last two motivations are not often achieved until later in the course of treatment and generally they are not the initial motivator for the client to seek help. As well as motivators for people to seek help, Interian et al. (2010) also found factors which had the opposite effect. The biggest amotivator to seek help was based around fears about antidepressants. For example, being discouraged by family or friends to go on medication, fears about the medication being harmful or addictive, fears about having to be on the medication for life and fears about physical side effects were found. The second largest amotivating factor was stigma from the social environment. Stigmas related to people with depression include that it is a weakness, that the person is not resilient and that they have severe problems.

What are the Motivators for Treatment Compliance?
Problems with treatment compliance for depression, particularly regarding adherence to antidepressants, form a major barrier to treatment and recovery (Interian et al., 2010; Westra, 2004). It has been estimated that approximately three quarters of individuals on antidepressants discontinue the course of treatment prematurely (Interian et al). Patients who are prescribed antidepressants are faced with conflicting factors such as their motivation for treatment, the possible adverse side effects, the therapeutic alliance, stigma and possible poor response to treatment (Interian et al).

A study by Interian et al. (2010) discovered that the greatest motivator for antidepressant adherence was the role of treatment providers, in particular psychiatrists. The patients in the study referred to the providers as “partners” and trust was seen as a critical component in the relationship. The second strongest motivator for adherence was the wish to decrease depressive symptoms. The next two motivators were positive influences from their family and friends. As Interian et al. comment, family members are often the ones to initially encourage the patient to seek help and in many instances bring them to the clinic. Family members also often provide reminders to the patient to take medication and provide financial help to buy the medication. Friends have a positive influence as they provide moral support for the patient and are someone to talk to in times of need.

Meyer and Garcia-Roberts (2007) add that it is vital to understand how clients with depression see their symptoms. Their perception of the symptoms is associated with motivation (effort and persistence) to engage with interventions that match their view. For example, someone with depression who believes that their depression is caused by an imbalance of chemicals in the brain, would be expected to be motivated to take antidepressant medication and may be less motivated to undertake cognitive-behavioural therapy.

It is vital to understand the motivators and amotivators for people to seek help and adhere to treatment for depression. This can assist in the way that help and treatment for depression is portrayed and potentially lead to greater outcomes.

Motivational Techniques to Assist in the Treatment of Depression
As we have seen, lack of motivation is a central symptom of depression. Therefore, improving motivation is one aspect of treatment for depression. Motivational change is a key approach. Changing suboptimal forms of motivation into more self-determined and directed ones, can allow people having treatment for depression to experience more adaptive outcomes (Vallerand et al., 2008).

Motivational interviewing is a popular psychotherapeutic approach in the promotion of behavioural change and has been applied in a number of different areas, for example substance addiction and depression (Interian et al., 2010; Markland et al., 2005; Westra, 2004). Motivational interviewing has a client-centred philosophy and a purposely directive approach that attempts to explore the client’s ambivalence or resistance to treatment. It aims to allow the client to make the decision themselves to change, rather than the therapist coercing them to change ( Markland et al.; Ryan & Deci, 2008; Westra). Directly coercing clients to change will not be very effective because this involves the therapist taking a side of the conflict already being experienced by the client. In motivational interviewing, clients will ideally come to a resolution of the conflicting motivations and hence trigger behavioural change, for example seeking and adhering to treatment (Markland et al.). Motivational interviewing emphasises working within the person’s values, for example by aligning behavioural change within the boundaries of personal principles (Interian et al., 2010; Markland et al., 2005). Other core components of motivational interviewing are expressing empathy, helping develop discrepancy, rolling with resistance, supporting efficacy and encouraging the patient to talk about change. The presence of these elements is vital in treating someone with depression. It is important for motivational interviewing to also consider factors such as language, culture and social context in its delivery to ensure compatibility (Interian et al.; Markland et al.).

Specific motivational interviewing techniques for those with depression include reframing the continued use of antidepressants as a way to fight problems (Interian et al., 2010). Additionally, the motivational interviewing approach could address patients’ concerns about antidepressants, ask for permission before providing information, concentrate on asking open-ended questions and focus on using reflective and affirmatory techniques. One of the most important recommendations is to maintain an unstructured format in the interview as studies have found that highly structured motivational interviewing is associated with poor treatment outcomes (Interian et al.).

The role of the therapist in motivational interviewing for someone with depression is to help them clarify their motivation to change or seek help, provide support and alternative views on the problem and assist with ways to implement change. The therapist is also attempting to elicit ‘change talk’ in the client in an effort to transfer the responsibility for change onto the client. Evidence shows that an increase in ‘change talk’ throughout treatment predicts positive treatment outcomes (Markland et al., 2005).

It has been suggested that motivational interviewing could potentially be used in conjunction with other treatments for depression (Westra, 2004). Burke, Arkowitz, and Menchola (2003) conducted a meta-analysis investigating motivational interviewing in clients with a range of conditions including depression. They concluded that in cases where motivational interviewing was used as a prelude to another treatment such as medication, the positive effect was double that of motivational interviewing by itself (as cited in Westra).

Motivational interviewing can be seen to align with Self-Determination Theory (Ryan & Deci, 2008). Both are based on the assumption that humans have an innate tendency for personal growth (Markland et al., 2005). Motivational interviewing supports the three basic needs proposed by the theory as mentioned earlier in the chapter. It supports autonomy through investigating and reflecting, competence through providing relevant information, and relatedness which is demonstrated through a client-therapist relationship based on unconditional positive regard. Research examining the links between Self-Determination Theory and motivational interviewing has found that autonomy support was related to engagement with and attendance to therapy (Ryan & Deci; Markland et al.).

Autonomy support is associated with greater autonomous motivation (Zuroff et al., 2007). It has a crucial role in fostering motivation and internalisation, two key aspects of treatment for depression (Ryan & Deci, 2008). It is concerned with assisting people to see that they can exercise choice in their behaviour. Research has found that autonomy support is made up of a number of factors including understanding, acknowledgement of the client’s perspective, unconditional regard, supporting choices of the client, minimising control and giving rationales for suggestions (Markland et al., 2005; Ryan & Deci). A study by Zuroff et al. (2007) looked at the importance of autonomy support and autonomous motivation for treatment outcomes of depression. They found that people felt autonomously motivated when they experienced themselves freely choosing goals and they could see that this choice came from within themselves. Results showed that the depressed patients’ views of autonomy support positively predicted autonomous motivation for treatment. Autonomous motivation was found to predict treatment outcomes above a therapeutic alliance. This study adds to extensive research showing that environments which are autonomously supportive foster autonomously motivated behaviour. In turn this behaviour leads to more desirable outcomes in a variety of contexts such as treatment (Vallerand et al., 2008; Zuroff et al.).

Message framingcan also have an impact upon an individual’s decision to adopt a treatment behaviour. Research has looked at whether depressed individuals are differentially motivated to carry out mood repair strategies by approach versus avoidance framed messages (Detweiler-Bedell & Salovey, 2003).

Rothman and Salovey’s (1997) study with depressed individuals found that placing emphasis on the negative consequences of inaction (using a ‘loss frame’) is not a good strategy for creating motivation in these individuals. Rather, they argue that there needs to be a focus on gain-framed messages rather than loss-frame messages because these are more persuasive. An example of a gain-framed message could be “if you complete your homework from therapy, you will feel better.” This is more motivating for the person with depression because a particular action, completing the homework, is highlighted. Results showed that appealing to the desire of avoiding a negative and depressed mood is more persuasive in motivating positive changes in people with depression (as cited in Detweiler-Bedell & Salovey, 2003).

These techniques should be considered as components of the treatment process for someone with depression.

Chapter Summary
This chapter focused on the complex link between motivation and depression: {{Hide in print|
 * Motivation can be seen as asking why humans think and behave in the way that they do.
 * We have learnt that depression is among the most common mental disorders.
 * Amotivation is a central feature and symptom of depression.
 * The lack of motivation in people with depression has influences across behaviour, cognition and emotion.
 * This chapter also described the neurotransmitters and hormones that are thought to be affected by depression which in turn has an impact upon people’s level of motivation.
 * The Cognitive Theory of Depression (Beck, 1976) proposes that depression is a result of cognitive distortions that produce a negative triad.
 * Seligman’s Learned Helplessness model suggests that depression is caused by uncontrollable situations that lead the person to view their responses as ineffective in getting reinforcement, therefore causing motivational deficits.
 * Maslow proposes that people with depression struggle to fulfill the lower hierarchical needs of love/belonging and esteem. This consequently effects motivation. Hence, Maslow’s hierarchy should be considered in treatment for depression to increase motivation.
 * Self-Determination Theory puts forward three needs: autonomy, competence and relatedness which are necessary for an individual to reach optimal growth and avoid mental illness. The emphasis on autonomy is relevant to depression, as people with depression who are more autonomously engaged in treatment have been found to experience more positive outcomes.
 * Motivators/amotivators for people to seek help and motivators for treatment compliance were examined.
 * Three motivational techniques to assist in the treatment for depression were discussed:
 * 1) Motivational interviewing
 * 2) Autonomy support
 * 3) Message framing
 * It is important to understand the role that motivation plays in the treatment process for depression. This is expected to lead to the best possible treatment outcomes for the person affected by depression and their family.

Text Your Knowledge with Five Quick Quiz Questions
{What approximate percentage of the Australian adult population will experience depression? - 2% - 15% + 6% - 20%
 * type=""}

{Depression involves the dysregulation of which neurotransmitter systems? - Dopamine - Norepinephrine - Serotonin + All of the above
 * type=""}

{Seligman contended that: - People with depression struggle to reach self-actualisation + Organisms are helpless when their actions do not influence outcomes - Depression is the result of a negative triad - Electric shock therapy is the best way to treat depression
 * type=""}

{The three needs proposed by Self-Determination Theory are: + Autonomy, competence and relatedness - Autonomy, self-awareness and motivation - Esteem, competence and friendship - Autonomy, self-awareness and growth
 * type=""}

{The biggest amotivator for people with depression is __________ and the greatest motivator for antidepressant compliance is _____________. + Antidepressant fears, Relationship with treatment provider - Peer pressure, Family support - Stigma, Guilt - Therapeutic alliance, Support from friends }}{{Hide in print|
 * type=""}

Other Textbook Chapters about Motivation and Psychological Disorders
}}
 * Anxiety
 * Antisocial Personality Disorder
 * Dementia
 * Narcissism
 * OCD spectrum


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User:Samkupar

samkupar http://en.wikipedia.org/wiki/User:Samkupar

title: User:Samkupar


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User:KTucker/My Sandbox/Temp

testing area ...

title: User:KTucker/My Sandbox/Temp


text:
User:Norton~enwikiversity/Wikistution/Amendment XXIX

Amendment XXIX (2010)

The sixteenth article of amendment to the Constitution of the United States is hereby repealed.


text:
User:Saniya

Ipad: CPU : 1 GHz

Speed:- 1.	boot-up time: 23.1 seconds 2.	webpage rendering: 5.4 seconds 3.	SunSpider JavaScript benchmark: 12,591 ms

Bus Speed: 800 MHz Cache size: 5 MB Storage type: internal storage Storage amount: 16 GB

title: User:Saniya


text:
File:Rheological-fluids-1.png

Summary
Ketchup is a psuedoplastic, or shear thinning. Mayonnaise is a Bingham plastic.

title: File:Rheological-fluids-1.png


title: File:Rheological-fluids-2.png


text:
User talk:Cas5nq

 Hello Cas5nq, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:02, 21 October 2010 (UTC)

Project removal
Dear ,

The project Wikistution has been moved to User:Norton~enwikiversity/Wikistution

Yours truly, --Guy vandegrift (discuss • contribs) 19:22, 6 December 2022 (UTC)

This project had subpages:

title: User talk:Cas5nq


text:
User talk:Samkupar

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:02, 21 October 2010 (UTC)

title: User talk:Samkupar


text: Category:Wikistution

title: Category:Wikistution