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Instructional design/Force field analysis/What is FFA?

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?

Harry Potter vs. Voldemort in the Goblet of Fire
The principles of force field analysis are all around us, even though the forms they show might vary. For example, forces can be seen in the following clip from "Harry Potter Vs. Voldemort in the Graveyard", when Harry and Voldemort are dueling. In this video, Harry’s goal is to escape Voldemort. You will observe people, places, and magic powers that help or hinder Harry to escape. Please pay more attention on the section of 1:44 - 2:55 and think about how he can use these different forces to accomplish his goal. At the beginning of the fighting, Voldemort got the upper hand because his power was stronger. In other words, if the magic power made by Harry was stronger than the one from Voldemort, Harry would be able to control and defeat the enemy.

Similar Examples
Some sports also apply the concepts related to force field analysis, such as tug of war and sumo. You can see the pictures and the descriptions provided below.

What is Force Field Analysis?
The most common thing in the video and pictures is that there are always two forces against each other within these events.

Now, come back to your workplace. Have you ever thought why your supervisor hinders your effort in launching a new reformation? Why your good suggestions are never implemented? While you may or may not be able to observe the reasons, you can feel that if the supporting forces are not with you, you cannot reach to a result as desired as you thought.

Force field analysis is a management tool to analyze the driving forces and restraining forces which affect change initiatives in organizations. Kurt Lewin introduced force field analysis in the 1950’s. Organizations widely use force field analysis as a technique for
 * assessing and identifying effects,
 * planning feasible implementations,
 * implementing organizational changes, and
 * evaluating strategies.

In this lesson, we place the focus on the use of FFA as a tool in the area of needs analysis to help you identify your client’s problems and then plan feasible recommendations.

Click the Next button to continue.


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Instructional design/Force field analysis/How FFA is presented in a figure?

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?

Driving Force VS. Restraining Force
As you have seen in the Harry Potter video, there were two different forces helping and hindering Harry at the same time. Here lists these “forces” shown in the video. Could you identify which ones helped Harry and which ones hindered Harry?

{Which forces helped Harry to escape Voldemort and which ones hindered him? +- Harry’s spell +- Harry’s willingness to defeat -+ Voldemort’s spell -+ Too weak magic power +- Support from family and friends -+ Voldemort’s followers -+ Unfamiliar environment in a graveyard
 * type=""}
 * Helped | Hindered

From the forces you have identified, we can say: Those forces helping Harry escape Voldemort can be viewed as driving forces which led him to achieve his goal. On the other hand, those forces hindering Harry can be viewed as restraining forces.

The same concept can be applied to force field analysis which has two parts - driving force and restraining force.
 * Driving force: the force favoring the proposed change or keeping it going
 * Restraining force: the force resisting change or keeping the status quo

How is FFA Presented?
This graphic is one of the representations of force field analysis. Let’s relate the graphic to the Harry Potter video. The other quality the diagram indicates is the strength of each force. If we see this figure from the viewpoint of organization change, according to Lewin’s point, organizations are systems in which the current situation is not static but dynamic with forces working in opposite directions. There are always both driving forces that push for change and restraining forces that act against change in any situation. When one does an analysis, these two forces are shown in balance, like Harry and Voldemort, in a visual depiction that looks above.
 * Harry is currently at ‘a’ - captured by Voldemort. He wants to move to the situation of ‘b’ - escaped from Voldemort
 * The arrows pointing right represent driving forces.
 * The arrows pointing left represent restraining forces.
 * Longer arrow = greater strength to drive or restrain change
 * Shorter arrow = lower strength to drive or restrain change

Questions
{What is the force that tends to initiate change or keep it going? + Driving force - Restraining force
 * type=""}
 * Yes, you got it!
 * Restraining forces act to restrain or decrease the driving forces.

{What does the length of the arrow represent in a force field analysis graphic? - The different forces + The strength of the force
 * type=""}
 * No, it is that the opposite directions tell us what driving forces and restraining forces are.
 * Yes, you got it!

{What is not an element in a force field analysis graphic? - Arrows with different directions + Recommendations for how to make change successfully - Current status - Desired status
 * type=""}
 * Arrows are necessary components which tell us different forces.
 * Recommendations are important in force field analysis, but they come after the driving forces and restraining forces are identified. As a result, they are not shown in a force field analysis graphic.
 * Current status is a necessary component which tells us where we are now.
 * Desired status is a necessary component representing the optimal situation we want to be.

Now you know what driving forces and restraining forces are and how they are presented in a graphic. Before moving forward, let’s review a case study for practice and see how force field analysis is applied in a bicycle manufacturer.

Click the Next button to practice and review the case.

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


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Other FFA figures

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?

Here is another example representative force field analysis. This is a case related to nursing management. It considers change management which reflects upon potential benefits not only for the patient but also for staff and the organization as a whole. While you are reading the case with its use of force field analysis, please think about these questions:
 * What is the main difference in the FFA figure than those we have seen in the previous pages?
 * What do you think about how this difference works in force field analysis?

Nursing management in NHS Trust
Background

In order to meet a recommendation of the Department of Health which signified that all chemotherapy should be administered in a designated area, in 2001, National Health Service (NHS) Trust was planning a proposal for a change of shift system within a hematology/oncology day unit to promote better utilization of nursing skills and management experience. The goals of the proposal had three aspects.
 * Staffing Allocation: Improve the service provision to day unit patients, maintain continuity for inpatient cover, and to remain within the current funded establishment.
 * Professional Development:
 * Provide a more autonomous management role for trained staff, through more appropriate and serviceable roster that allows a longer period of time within the unit.
 * Improve and develop the clinical skills of trained staff.
 * Organization Development: Provide a continuing improvement in local services for cancer patients.

Method

The process of formalizing the proposed change was quite open with staff meetings and discussions. Also, all the ward team was involved throughout the whole process with managers and consultants being continually updated. Force field analysis was used to explain the driving and restraining forces associated with change. Most of the meetings resulted in favor of the proposal with several forces for change:
 * Weekend off
 * Improvement in continuation of service provision
 * Wanted staff
 * Excited by different role
 * Extension of professional development
 * Opportunity for more autonomy
 * Great flexibility in the daily nursing management and work organization within the unit

On the other hand, the main objections stemmed predominately from:
 * Environment issues and how to deal with team
 * Self doubt about the ability to manage autonomous role
 * Increased accountability increased anxiety
 * Being used to work 12 hours 3 days per week and reluctant to change to 7.3 hours 5 days per week.

The Trust further confirmed and analyzed these factors by combining some similar ones into a category as well as adding weights to each force according to its importance and influence. A graphic of the final result of force field analysis is shown below:

As you might have noticed the special part of this graphic, in the red marks, there are different numbers assigned to each force. This method makes the figures much clearer because weights are added to these forces to indicate the relative importance of each force. Usually positive numbers are used in driving forces and negative numbers are used in restraining forces.

Click the Next button to continue.

title: Other FFA figures


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Instructional design/Making change successful

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?

When you are jogging and there comes a strong wind against you, you must exert more force to keep your pace. Also, to Harry, he should either strengthen himself or decrease Voldemort’s power so that it would be possible to defeat the opponent.

Based on this rule, you might have an idea of how to make your change successful. That is that the driving forces must exceed the restraining forces. The following is a needs analysis conducted for IU Recreational Sports. In this case and its FFA graphic, you will see how the consulting team used this principle to plan and achieve desired changes, as well as observe that the scores of both driving and restraining forces were summed up in order to define each status. While you are reviewing the case, your tasks are to

 * Identify the changing variations between the scores of driving force and restraining force during every state, and
 * Describe the methods that are able to make the sum of driving force exceed the restraining force.

Needs Analysis for IU Recreational Sports
Background

A needs analysis was conducted by an external consulting team for Indiana University Recreational Sports in 2009. The report, which was related to accident reporting, was requested by the organization’s risk management team. The existing policy regulated that every accident should be reported using standard procedures, therefore, all staff members were required to receiving training on accident reporting procedures. However, recent assessments revealed a relatively high error rate in the narrative portions of accident reports submitted by IU RS staff.

To uncover the particular factors of this problem and provide customized recommendations for the client, one of the methodologies the team used in the analysis was force field analysis. The results outlined the factors helping and hindering the change implementations. Also, critical success factors were provided to aid RS in transitioning from the current state to an intermediate state to the desired future state.

Current State (November, 2009)

As shown in the first column in the graphic below, all the factors that foster changes and hinder changes are listed and classified into driving forces and restraining forces accordingly.

After 5 months (April, 2010)

The first phase focuses on reducing the error rates occurring in completed Accident Reports. It is expected that the error will be 10% or less on all Accident Reports by April 2010.

Goal:
 * Increase driving forces: D5 and D6
 * Decrease restraining forces: R1, R2, R6, and R7

After 1 year (November, 2010)

Besides continuously working on maintaining the lower error rates, Phase 2 focuses on improving staff members’ ability to gain the participant’s cooperation in completing the Accident Report.

Goal:
 * Increase driving forces: D5 and D6
 * Decrease restraining forces: R1, R2, R3, and R4

Questions
Complete your tasks by answering the questions. {In what phase did the driving force start exceeding the restraining force? - Current State (November, 2009) + After 5 months (April, 2010) - After 1 year (November, 2010)
 * type="[]"}

{What strategies did the consulting team use to make the problem improved? + Increasing the driving forces - Increasing the restraining forces - Decreasing the driving forces + Decreasing the restraining forces
 * type="[]"}

As a result, the sum of driving force must exceed the restraining force so that successful change may happen, and this can be achieved by
 * Increasing the forces for the change, or
 * Reducing the forces against the change.

Also, in the graphic of the need analysis, you saw the sum of each driving force and restraining force as well as how the scores changed. It is important for you to set a time frame and give suggestions to help your organization or client move from current state to a state where change is favorable.

Click the Next button to continue.


text:
Instructional design/How FFA is used?

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?

Now you have basic concept of force field analysis and its representative figures, and you might start wondering about how force field analysis can be used in your organization. Generally, force field analysis provides functions of
 * Reducing insufficient specification of variables,
 * Identifying strengths and weaknesses, and
 * Recognizing relation to larger system.

An Example of Using FFA as Motivation Techniques
This fragment of the interview conducted by Paul Grantham will provide you an example of how force field analysis is used in the field of psychological intervention.

Context: Talia is a 30 years old asylum seeker presenting with employment problems and low mood. Her motivation for addressing her problems is affected by repeated failure to obtain work. Paul Grantham, a consultant and a clinical psychologist, demonstrates how to bypass issues of resistance to help the client. In the clip, after having talked about factors driving Talia to seek more works, Paul Grantham tried to find out those factors decreasing Talia’s motivation of working. Obviously, he was using force field analysis to help create personal change on motivation. Now, try to relate this case to your working situation and think about:
 * Have you ever used any strategy similar to force field analysis before? If you have, what was the situation or problem you were encountering?
 * Is there any change happening in your organization that you think force field analysis might be an effective tool?

Summary
Now you are almost done with the lesson. The last task for you is to watch a summary video below which will help you review what you have learned during the lesson. In next lesson, you will learn a set of procedures of conducting a force field analysis.
 * Force field analysis is a management tool to analyze the driving forces and restraining forces which affect change initiatives in organizations.
 * Driving force is the force favoring the proposed change or keeping it going. Restraining force is the force resisting change or keeping the status quo.
 * Force field analysis can be presented in a visual depitcion which has arrows with opposite directions (driving forces and restraining forces), different length of arrows (the strength of each force), current status, and desired status.
 * Weights are added to the forces to indicate the relative importance of each force.
 * To make change successful, the sum of driving force must exceed the restraining force by the means of
 * Increasing the forces for the change, or
 * Reducing the forces against the change.
 * The functions of force field analysis can be applied in several areas, such as analysis, planning, implementation, and evaluation.

title: Instructional design/How FFA is used?


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User:Sonaris

 Monday 29 July UTC

Greetings my Friends - Resistance is Futile - You will be assimilated!

title: User:Sonaris


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Instructional design/Introduction to Kirkpatrick’s four levels of evaluation/Level One Survey Example

Introduction
Your team of instructional designers, multimedia developers, and trainers has worked hard for the past nine months to roll out a training program on time management. And, you have just completed a pilot run of the course.

Well, what did your learners think about it? That’s where Kirkpatrick’s Level One comes in handy. Your results from Level One evaluations can help you:

 * find out what you can do to make your training program more effective and appealing
 * provide management quantitative information about the program for decision-making purposes

How exactly do you carry out a Level One evaluation?

For detailed feedback, you can conduct an interview with each participant. But, if you are looking for a quick and yet effective way to collect learners’ feedback, then Level One surveys, or reaction sheets as they are commonly called, are the way to go. You can create a level 1 survey by: By the end of this module, you will learn to create your own level 1 surveys. For now, let's take a look at an example, where the training team wants to know whether the Time Management training program was well received, and what changes, if any, can they make the program better.
 * 1) Determining the target areas
 * 2) Creating appropriate questions
 * 3) Structuring and sequencing your survey

Sample Level 1 Survey
Notice anything about the survey? If you take a close look, you'll notice that these survey questions are focused on specific areas of the training. And, determining what those target areas are is the first step in creating a level one survey. To find out more, click Next to go to Lesson 3.


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Intrinsic and extrinsic motivation

This theory of motivation conceptualises motivation as consisting of:
 * Intrinsic motivation: Internal desires and motives and
 * Extrinsic motivation: External sources (incentives and goals).

title: Intrinsic and extrinsic motivation


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User:Jitiwan518

Hi Jitiwan. Please write a little and introduce yourself.

--Icns141 06:15, 24 April 2010 (UTC)

May 7 Social Networking Question 1. What is the site you selected? ans: The site that I selected is MOG 2. What is the site's purpose and why is it considered a web 2.0 site? ans : MOG is a kind of a social networking website and a blog network. The purpose of the site is to make a way for music lovers to find, listen, and download music. The site will let people share music from anywhere, such as iPods and personal computers, on the site. People who enter this site cannot just only be a person who receive the information that are posted, but they can also be an editor who can post new information about music, such as daily music newspaper. The music lovers can be allowed to set up their personal pages which called blog with their music. After uploaded, there will be list of the user's music collection on their pages. Moreover, if any people like the music that are posted, they can dig as their favorite artist, albums, or songs.This site is considered as a web 2.0 because in addition to receieve information from other people's blogs, it lets computer users to share, download, update, post information, and it also allows us to have own blogs. 3. What is your favorite website and why? ans : Comparing among four websites which are Cellufun, Digg, Meetup.com, and MOG, my most favorite website is MOG. Not because I'm lazy to study other websites, but because I am a kind of music lover. I like to find and update information about music, such as new albums and new artists. Moreover, I like to download music. Therefore, it is good for me to know this website. In my daily life, I am not like to share content or share picture with other people, and I also don't like to play games online or computer games. Therefore, Cellufun, Meetup.com, and Digg websites are not that necessary to me, so these sites are not being my favorite one.

July 5 Find the specs on the best PC on the face of the earth. ANS In my opinion, I think the best PC is Compaq Presario CQ62Z series. This is because it has quite good specs. Firstly, there are many level of faster processors for the customers to choose from which each type has more than 2.0 GHz and you can choose it to be Athlon, Turion, or Phenom,such as AMD V-Series processor for notebook PCs V120 which have 2.2GHz, 512KB L2 Cache. Secondly, there are many choice for customers to choose how fast they want their computer to run and how much capacity they want. They can choose the system memory by themself. There are three main types of system memory which are 2GB, 3GB, and 4GB. Thirdly, This Compaq also allow us to choose how large a space in a hard disk drive we want to store data, music, picture, and applications. They provide us from 250GB to 500GB. I think the hard drive for this Compaq is quite large, and it is suitable for me and others who like to store large amount of data in the hard disk drive. Lastly, the primary optical drive which can be used to store data, play music or movie, and burn CDs has many types, such as SuperMulti 8x DVD+/-R/RW with double layer support. In addition to those specifications, this compaq also have many other better specs such as Genuine Windows 7 Home Premiun 64- bit for operating system, 6 Cell Lithium Ion battery for primary battery that help usrs to keep longer, and you can choose between Roxio BackOnTrack 3 or Roxio BackOnTrack 3Deluxe for backup and media management.Therefore, those are all of the specifications which make me decide that Compaq Presario CQ62Z is the best PC that has the best specs.

title: User:Jitiwan518


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User:Netac~enwikiversity

Hello everyone, my name is Teerakit Kasemchaipipat. I graduated from a high school in Melbourne, Australia. My favourite subject is economics. --Icns141 06:30, 24 April 2010 (UTC)Netac 12:01, 30 April 2010 (UTC)

--Netac 13:58, 30 April 2010 (UTC)

Social Networking

I've selected MOG site. MOG is a social networking website. Users can set up their personal pages about their favourite music and listening history. This site is a web 2.0 sit because it'll first upload a user's digital music to their MOG page, then it keeps track of what music is played on the user's computer. So that the user can listen to their music from any computer, like they're listening from their own music player or iPod. The convenience of this website make it become my favourite website.

What is the best smart phone operating system and why?

In my opinion, I reckon the best smart phone operating system on this planet is iOS, a mobile operating system developed and marketed by Apple Company. The reason why is that the system contains many cool features. Since the phone contains only one button, it is very hard for the creator to develop an operating system that fit to it. Nevertheless, iPhone and its operating system come out with a perfect match. At the home screen, there is a dock at the bottom where users can select their most frequently used applications. The concept that allows users to move to the next page by dragging the screen from one side to another is just incredible. I believe this is the best feature in mobile phone history. Moreover, its default applications including Messages, Calendar, Photos, and Camera are just classic. The way it stores messages gives the feeling like the user is chatting. The concept is quite simple but no one came up with it except Apple Inc. There are more great features coming in the new iPhone 4. I think this would create even more difficulty for competitors to compete with iOS.

The best computer

Here is the most powerful desktop computer that a user would be able to purchase from Dell website. The computer contains the following component parts:

Processors:Overclocked Intel® Core™ i7 980x Extreme Six Core Processor (4.0GHz, 12MB Cache)

Operating Systems:Genuine Windows® 7 Ultimate, 64bit, English

Cooling Option:Alienware™ High-Performance Liquid Cooling

Video Cards:Dual 2GB GDDR5 ATI Radeon™ HD 5970 CrossfireX™ Enabled

Memory:12GB DDR3 1600MHz (3x 4GB) Tri Channel Memory

Hard Drives:600GB RAID 1+0 (4x 300GB SATA-II, 10k RPM, 16MB Cache HDDs)

2nd Hard Drive:2TB RAID 1 (2x2TB SATA-II, 7,200 RPM, 32MB Cache HDDs)

Floppy Drive:19-in-1 Media Card Reader

Optical Drives:Dual Drives: Blu-ray Disc (BD) Burner (Writes to DVD/CD/BD) and DVD-ROM

Sound Card:Creative Sound Blaster X-Fi Titanium

Gaming Essentials:Killer Xeno™ Pro --Netac 08:48, 2 July 2010 (UTC)

title: User:Netac~enwikiversity


text:
User talk:Anuttra

 Hello Anuttra, 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. --Mu301Bot 07:17, 24 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 24 April 2010 (UTC)

title: User talk:Anuttra


text:
User talk:Phithiwat

 Hello Phithiwat, 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. --Mu301Bot 07:17, 24 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 24 April 2010 (UTC)

title: User talk:Phithiwat


text:
User talk:Escalad3

 Hello Escalad3, 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. --Mu301Bot 07:18, 24 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 April 2010 (UTC)

title: User talk:Escalad3


text:
Developing Discernment (CCL)

DEVELOPING DISCERNMENT Discernment is defined by Wiktionary as "The ability to make wise judgements". As a leader, the ability to make wise judgements and discern between good and bad actions is of utmost importance. The actions taken by leadership will affect all members of the body, which mandates extra caution and constant attention to that which is right.

This independent study course will focus on developing discernment through an in depth examination of the Book of Proverbs. Unlike most courses through the School, it can be started at any time. There is no single specified teacher for this course, as students are expected to work through this course in close contact with their Mentor.

Students will read one chapter of Proverbs every day for 31 days, then meditate on their daily reading and write notes in a journal (see Assignments below). It is considered to be especially important that students pay careful attention to the proverbs about money and relationship, because these are two areas where humans commonly err.

Grading is this course is done by the Mentor based upon conferences with the student (2 @ 25%) and submitted journals (50%). 75% or better is considered a passing grade, allowing this course to count towards program requirements. Students who don't submit either the journals or attend conferences with their assigned Mentor will be given a failing grade. It is imperative that you meet with your Mentor and provide them with the material they need to assess your understanding.

Day 1
The following things should be done today. ''Today you begin a 31 day voyage of discovery to gain insight into wisdom. What are your initial thoughts about this process? What do you want to learn and where do you want to improve?''
 * Set up your journal (title/name on first page) and write a preliminary journal on the following question.
 * 1) Read Chapter 1 of Proverbs
 * 2) Meditate on this chapter. Think about its meaning and how it can be applied to your life.
 * 3) Respond to the chapter in your journal. You should include your thoughts and anything else God tells you to write. Remember to use a header to separate this day from previous entries.

Days 2-30
Students must complete the following assignments each day.
 * 1) Read one chapter of Proverbs
 * 2) Meditate on this chapter. Think about its meaning and how it can be applied to your life.
 * 3) Respond to the chapter in your journal. You should include your thoughts and anything else God tells you to write.

Day 31
The following things must be done today. ''You have now completed a course focusing on developing discernment. What do you think you have learned and how will this knowledge shape your future actions? Finally, how have you improved on your weaknesses that you identified in your initial journal entry? ''
 * 1) Read Proverbs Chapter 31.
 * 2) Meditate on this chapter. Think about its meaning and how it can be applied to your life.
 * 3) Respond to the chapter in your journal. You should include your thoughts and anything else God tells you to write.
 * 4) Schedule an end-of-course conference with your Mentor.
 * 5) Respond to the following question as your final journal entry and submit your journal to your Mentor for grading.

Conferences
Students are expected to conference with their Mentor at least two times while taking this course. It is recommended that one conference occur at the halfway point and the other during the first part of the final week. The conference will allow the Mentor to see how you are understanding the course material, assist where necessary, and gauge needs for future preparation. Mentors and students are free to schedule more conferences as needed because the two conference requirement is only the absolute minimum.

Journal
Each student will keep a word processed journal with an entry for each day. The journal should also have an initial post and a final post. The first page needs to have the name and a title (i.e. Discernment Journal). Each post should be separated by a heading (i.e Day 4, Final Entry or Initial Entry). The journal is worth half of the grade in this class and must be submitted to the Mentor on Day 31, prior to the end-of-course conference.

Resources

 * Barnett, Brett. Developing Discernment. Relevant Bible Teaching, 03 February 2008.
 * Collins, Martin G. Sermon:Developing Discernment. Church of the Great God, 04 August 2001.
 * Geneva Study Bible. - Annotated version of the Bible
 * Henry, Matthew. Matthew Henry's Complete Commentary on the Whole Bible - The six volume edition
 * Henry, Matthew. Matthew Henry's Concise Commentary on the Whole Bible - The one volume edition
 * How to develop the gift of discernment. Church News, 18 November 1995.
 * Stanley, Charles Developing Discernment

title: Developing Discernment (CCL)


text:
Investigative Reporting

A synopsis for the course on Investigative Reporting

Resources
Journalism Investigation and Research By, S. Tanner ISBN 073399931X Research Methods in Media and Communication By, Weerakkdody ISBN 0195560442

Assignments

 * /Global warming/ - An assignment designed by Dr David Blackall, used in the Bachelor of Communications and Media Studies at the University of Wollongong, Australia

Accreditation
Self directed learners seeking recognition and accreditation can contact the following institutions who will consider your work towards their respective assessment schedules:

title: Investigative Reporting


text:
Investigative Reporting/Global warming

This assignment was designed by Dr David Blackall, Senior Lecturer, School of Journalism & Creative Writing, Faculty of Creative Arts. The University of Wollongong.

It is used for assessment in the Investigative Reporting unit of Bachelor of Communications and Media Studies at the University of Wollongong, Australia

Hypothetical
You are provided a leaked and unpublished scientific academic paper by a source in absolute confidence /Link TBA/. The source tells you that the information contained in the document, and associated URLs, is solid and that it will undo the whole theory on man induced, ‘Carbon Dioxide only culprit’ global warming and ‘Carbon Dioxide only culprit’ climate change. If it is reliable, this exclusive release to you will offer you great opportunities to specialise in investigative environment writing, as the paper thoroughly examines the climate science, exposing it as fraud. After doing a wise thing in telling your editor, you are instructed to research and write a report to validate or refute the paper. This must also summarise the possibility for a series of features on climate change and carbon cap and trade to be run in your paper each weekend in a month’s time. You are also to consider the ethics and law in respect to confidentiality that you have accepted by law in receiving the document and associated material; so a brief summary of the main legal danger points would be critical in your report. This is a rare opportunity and your editor warns you to be careful as journalists are often used by sources who have agendas, however from your initial read you can see that if the work stands up to your scrutiny, you may have a journalistic coup in being among the first to report on such an exposé. You should check the veracity of the paper determining whether the argument is based on authentic documents and many other sources. Most of the material can be sourced online. Try to apply the three source rule of say: one document, one Internet site and a reliable and independent expert; or two authentic documents as scientifically authenticated and a ‘passionate’ and subjective source. The science in the document is not overwhelmingly complex, but the area is huge, so you should take a particular angle and examine that for this report. This is a kind of case study research, in taking small chunks and testing them for reliability and trends, then concluding that there would be a tendency for the other ‘chunks’ to also be reliable in the information they convey. The paper and other materials will be provided on the eLearning site in week 2, electronically, by your tutor.

Format
On paper, research report of 1000 words, including point form diary of how you undertook the report; all references, URLs and sources that substantiate or refute each point in section of the paper you have chosen; proof of any primary research undertaken.

Assessment Criteria
Students must display solid research skills and initiative in being able to uncover information. They should be able to show they have been aware of the relevant laws and have started to develop skills in interpreting high level scientific discourse and data, while also being able to see a bigger picture in terms of motivation for corruption and potential for corruption from financiers and the big business end of town. The report must be well written.

title: Investigative Reporting/Global warming


text: User:Feiflyfly

title: User:Feiflyfly


text:
User talk:Feiflyfly

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

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title: User talk:Feiflyfly


text:
Motivation and emotion/Lectures

 * Drop-in
 * Schedule
 * Timetable
 * Tutorials
 * Videos

 * How to print the Google Slides in black and white or change the background colour (Google Doc)

title: Motivation and emotion/Lectures


text: Motivation and emotion/Tutorials

title: Motivation and emotion/Tutorials


text: Category:Motivation and emotion/Tutorials


text: Category:Motivation and emotion/Lectures


text:
User:Ainali

Please use one of the following links to discuss with me. Swedish Wikipedia | Commons | Meta

title: User:Ainali


text:
User talk:Ainali

 Hello Ainali, 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
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:21, 24 April 2010 (UTC)

title: User talk:Ainali


text:
User talk:Svgalbertian

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 15:21, 24 April 2010 (UTC)

title: User talk:Svgalbertian


text:
User:T.vanschaik

I am a teacher of chemistry in Rotterdam, The Netherlands. I was trained as a synthetic organic chemist, but my teaching career centered around analytical chemistry and electrochemistry.

title: User:T.vanschaik


text:
BCP/Amelanchier arborea

Amelanchier arborea

title: BCP/Amelanchier arborea


text: Portal:Electrochemistry

title: Portal:Electrochemistry


text:
BCP/Amelanchier arborea/Logs

Recent Logs

 * Trinity507 20:14, 24 April 2010 (UTC)

title: BCP/Amelanchier arborea/Logs


text:
Electrolysis

Electrolysis is the very first electrochemical technique ever used. The word is derived from the Greek words "electron" and "lysis" the first in its present day meaning refering to electricity, the second to decomposition, so: decomposition by the means of an electricity.

Example
a Daniell cell consists of a zinc anode (an electron collector), is oxidized as it dissolves into a zinc sulfate solution, the dissolving zinc leaving behind its electrons in the electrode according to the oxidation reaction (s = solid electrode; aq = aqueous solution):

 * $$\mathrm{Zn_{(s)} \rightarrow Zn^{2+}_{(aq)} + 2 e ^- \ } $$

The zinc sulfate is the electrolyte in that half cell. It is a solution which contains zinc cations $$\mathrm{Zn}_{} ^{2+}$$, and sulfate anions $$\mathrm{SO}_4^{2-}\ $$ with charges that balance to zero.

In the other half cell, the copper cations in a copper sulfate electrolyte are drawn to the copper cathode to which they attach themselves as they adopt electrons from the copper electrode by the reduction reaction:

 * $$ \mathrm{Cu^{2+}_{(aq)} + 2 e^- \rightarrow Cu_{(s)}\ } $$

Prerequisites
A basic understanding of the following topics is assumed:
 * Atom
 * Reduction and oxidation or redox reaction
 * Electrical potential

Short History
Electrolysis dates back to the turn of the 18th into the 19th century. At that time Sir Humphry Davy applied the then newly discovered voltaic pile to molten potassium hydroxide, releasing the metal out of its compound. Although the source of the electrical current has changed over time, principals have not.

Principals
At its base during electrolysis a redox reaction is performed. The difference between the plain redox reaction between two chemical compounds and electrolysis is found in the route an electron uses to move from one atom to another. In ordinairy redox reactions the electron is directly transferred between the atoms. In electrolysis the electrons travel along the electrical circuitry.

Techniques
The basic apparatus used in electrolysis is shown on the right. It conists of a voltage source, leads, two electrodes and a container with the substance to be electrolysed, in this case: a beaker glass with water. The beaker glass with its content is referred to as: electrochemical cel. The part of the leads immerged in the solution are called "electrodes". In the electrolysis of water these electrodes are made of platinum. The voltage source in general is adjusted to a few volts.

The names of the electrodes are: The naming of the two electrodes does not depend on the use of the electrochemical cell.
 * Anode, the electrode at which the oxidation reaction takes place.
 * Cathode, the electrode at which the reduction reaction occurs.

Reactions
The reactions taking place are treated separately, as they are spatially separated too.

Anodic Or Oxidation Reaction
At the anode an oxidation reaction is taking place. The anode is made positive by its connection to the positive terminal of the voltage source. It has a great oxidizing power. Electrons do "want" to go there. As in this example water is the only component in the cell, it is to be oxidized according to: 2 H2O O2 + 4 H+ + 4 e− The formed oxygen ascends as bubbles and might be caught in a test tube and tested for, otherwise it escapes into the air. The ions of hydrogen simply dissolve in the remaining water. The electrons are taken in by the anode.

The anode, however, is connected to the positive terminal of the voltage source. The drop in potential due to the arrival of the electrons on the anode leads to the transfer of these electrons to the negative terminal: the potential of the anode does not change.

Cathodic Or Reduction Reaction
At the cathode a reduction reaction is taking place. The cathode is very rich in electrons, as it is connected to the negative terminal of the voltage source. It has a great reducing power. As in this example water is the only component in the cell, it is to be reduced according to: 2 H2O + 2 e− H2 + 2 OH− The formed hydrogen ascends as bubbles and might be caught in a test tube and tested for, otherwise it escapes into the air. The ions of hydroxide simply dissolve in the remaining water and of course will react with the hydrogen ions formed at the anode. The electrons are taken in by the anode.

The anode, however, is connected to the positive terminal of the voltage source. The drop in potential due to the arrival of the electrons on the anode leads to the transfer of these electrons to the negative terminal: the potential of the anode does not change.

Complete Reaction
As is seen in the reaction equations, hydrogen and oxygen are formed. Although the equations are balanced in themselves, the over all reaction needs some adjustment, as four electrons are taken in at the anode, and only two are released at the cathode. To balance the over all reaction, the cathodic one should be read twice, so: 2 H2O 2 H2 + O2

More Complex Electrolysis
The example of water being electrolysed is straight forward. A more complicated situation arises when a solute is added. Now at both electrodes several reactions might be possible, but only one will proceed. As an example a solution of zinc iodide is used. To predict the reactions at each electrode that will occur the following procedure will help:

Determine the components present at the anode. The components and their respective redox potentials for oxydation are:

Determine the components present at the cathode. The components and their respective redox potentials for reduction are:

Reference

 * Electrochemical cell

title: Electrolysis


text:
User talk:T.vanschaik

 Hello T.vanschaik, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:15, 24 April 2010 (UTC)

title: User talk:T.vanschaik


text:
Drive theory

The terms drive theory and drive reduction theory refer to a diverse set of motivational theories in psychology. Drive theory is based on the principle that organisms are born with certain physiological needs and that a negative state of tension is created when these needs are not satisfied. When a need is satisfied, drive is reduced and the organism returns to a state of homeostasis and relaxation. According to the theory, drive tends to increase over time and operates on a feedback control system, much like a thermostat.

title: Drive theory


text:
Instinct

Instinct is the inherent inclination of a living organism toward a particular behavior. The fixed action patterns are unlearned and inherited. The stimuli can be variable due to imprinting in a sensitive period or also genetically fixed. Examples of instinctual fixed action patterns can be observed in the behavior of animals, which perform various activities (sometimes complex) that are not based upon prior experience, such as reproduction, and feeding among insects. Sea turtles, hatched on a beach, automatically move toward the ocean, and honeybees communicate by dance the direction of a food source, all without formal instruction. Other examples include animal fighting, animal courtship behavior, internal escape functions, and building of nests. Another term for the same concept is innate behavior.

title: Instinct


text:
Self control

Self control is the ability to control one's emotions, behaviour and desires in order to efficiently manage one's future. In psychology it is sometimes called self-regulation.

title: Self control


text: Self-regulation

title: Self-regulation


text:
Emotional self-regulation

Regulating emotions can thought of as being a skill.

Think of the behavior-cognition-emotion model.

We have the least direct control over our emotions, we have more control over our thoughts. We have the most control over our behaviors.

Our thoughts and behaviors influence our emotions. We can strategically influence our emotions be changing our behaviors and thoughts.

Discussion questions

 * What are the benefits of disseminating information related to effective emotional regulation?

title: Emotional self-regulation


text:
Plant identification/Acer saccharum

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title: Plant identification/Acer saccharum