text:
User talk:JustinNichol

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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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! --Gbaor 11:40, 7 August 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Vector drawing
ping--Gbaor 11:40, 7 August 2008 (UTC)

title: User talk:JustinNichol


text:
Spanish for Wikimania

Wikimania 2009 is being held in Buenos Aires, Argentina (mid-late August). Wikimedians planning to attend might like to take some short Spanish courses before going. Or anyone else too, of course.

Idea: run a 6-week course three times before Wikimania: one in late 2008, one ~ Feb 2009, and the final one June-July 2009.

Resources:
 * Spanish (a Featured textbook)
 * Spanish 1 (a learning resource proposed for featuring on Wikiversity's main page)
 * Category:Spanish

What to do
 * Assess/develop resources
 * Make recordings of the dialogues in Spanish?
 * Develop a special Wikimedia-related vocab collection?

How to hold classes?
 * Wiki / Email / Blog / IRC ?
 * Skype chat (seems like this feedback is important)

...learning

 * pfctdayelise 11:53, 7 August 2008 (UTC)

...teaching

 * Cormaggio talk 11:05, 18 August 2008 (UTC) (I would only be able to help with learning the basics - my Spanish is "middling"..)

...helping out in some other way

 * --Gbaor 11:58, 7 August 2008 (UTC) - just let me know how

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

title: Spanish for Wikimania


text:
User:ThomasH

G'day! I'm Thomas and the following will be summarised personal notes and thoughts regarding the Social Psychology tutes and lectures.

Week 1 - Introduction to Social Psychology
What is social psychology? These are just come definitions about what social psychology is: •	Social Psychology is a branch of psychology that seeks a broad understanding of how human beings think, act and feel. Thoughts, actions, and feelings and a joint function of personal and situational influences (Baumeister & Bushman).

Social psychology is the study of how people and groups interact – Wikipedia •	Social psychology examines interactions of individual psychology and group phenomena; examines the influence of real or imagined others on the way people behave (Westen, Burton & Kowalski). Social Psychology is the science that studies individual beliefs, attitudes, and behaviors in settings where other people are present (or merely implied or imagined--which makes the definition pretty broad). Notice the focus is quite different from sociology, where groups of people are studied, but closer to psychology, where individuals are studied. The focus of social psychology is the individual within the group. As such, it is an ideal venue for studying those forces that change humans-- their beliefs, their attitudes, and their behaviors (http://www.workingpsychology.com/definit.html).

I believe that social psychology is the process whereby the individual is studied within a society. How humans act and why they behave a certain way as well as how groups, communities and societies influence people.

Some terms that were raised in the lecture: •	Social Perception: How we interpret social objects •	Social Influence: Attitudes and behaviours brought about by others •	Social Interaction: How we interact with others in a social world •	Person vs. Situation debate: is a person influenced primarily by their biology or the situation they are in?

The Person vs. Situation debate is about what influences behaviour (this debate is similar to the nature vs. nurture debate). I believe both personality traits and environmental/situational influences influence our behaviour. Recent research done by scientists, research which involves mapping of the genome, has uncovered that specific genes can be linked to individual behavioural qualities. Although this is early days for this exciting new research maybe in the future this will lead to more information about what motivates behaviour. I believe that this debate can not be resolved but it propagates new and interesting research about human behaviour which is more rewarding than a resolution. Another topic examined in the lecture was culture and how does culture and nature influence how people think, feel and act. Nature: •	Brain structures, hormones, genes (human physiology) •	This approach uses the Darwin’s theory of evolution to explain human behaviour. •	A key element in Darwin’s theory is ‘natural selection’ which states that traits that increase an animals chance of survival or reproduction will survive while others with lesser traits will not. ‘ Culture is an information based system, involving both shared understandings and praxis (practical way of doing things), that allows groups of people to live together in an organised fashion and to satisfy their biological and other needs.’ (Baumeister & Bushman) Culture is not derived from human physiology but from socialisation. Culture can be defined as: •	Learning from parents, society, and from past experience. •	What people share i.e. language, values, food, style of government. •	Shared ideas and meanings.

Week 2 - Social Self
What is the ‘self’? •	A collection of cognitively-held beliefs that a person possesses about themselves •	The self usually includes social roles such as: gender, ethnicity, social identity, group membership etc. •	The self is an important tool with which the human organism makes its way through human society and thereby manages to satisfy its needs. •	Traditionally the self was seen as representing stable, genetically determined “character” – or later, “personality”. •	More recently the self was understood to evolve during a lifetime, so although it is relatively stable it is also plastic. •	More recently the “self” is been seen as: dynamic & changeable, multiple/plural, hierarchical, situationally & cognitively influenced and culturally constructed. In the lecture it states that the psychological self includes: ● Attitudes ● Cognitions ● Emotions ● Group Memberships (Social Identity) ● Ideal / Imagined Selves ● Memories ● Possessions ● Self-Beliefs ● Self-Concepts ● Self-Images ● Social Roles

Therefore the self is and ever growing stream of information collated from experience, belief systems/values and innate tendencies. This got me thinking about what can cause unrest to the harmony of the self. For example, do people have tendency towards violent behaviour and is that something that social influences restrain within the individual. Is this person’s self in a state of conflict between external and internal influences and can this lead to problematic behavior?

“Self” conflict has long been the topic of investigation of psychodynamic theorists. Sigmund Freud devised a theory of the self regarding ego, superego and the id which battle internally for influence over a person. I quite like Carl Jung’s theory of self whereby a personal believes in an ideal self and the more congruent the actual self is with the ideal self the less inner conflict in people. Internal incongruence between the ideal self and true self can result in mental anguish. I believe this is quite apt for young people coming to terms with who they really are and the delusions that they may believe in. In a sense the happier you are with yourself the less chance of mental unrest. Although sounding simple it can be hard for some people to come to terms with who they really are.

The self has been broken down into different parts such as the self-concept: this is information we have about our self. The Interpersonal-self helps us interact socially with others. The Agent-self refers to the decision making self and is responsible for self-control. The way humans think about the self is referred to as the self-construal. This can either lean towards an independent vs. interdependent self-construal, which is either seeing the self as separate and distinct from others, or a self that seeks and emphasizes socially connecting with others. Other factors that can influence behaviour are self-esteem and self-awareness. Self-esteem can be influence by social groups, family members, social feedback, social comparison and society. Self-efficacy can also influence self-esteem; if an individual believes that one can succeed at a given task it heightens the person’s self-esteem.

I believe that self-esteem is a key element of the self that can regulate behaviour and if unbalanced lead to mental disorder. Low self-esteem has been strongly linked to eating disorders and depressive/mood disorders. Having a strong sense of self is integral to an overall sense of wellbeing.

Week 3 - Social Thinking
Naturally human beings think about other people and social interactions/relationships, this is referred to as social cognition. Reasons people think and evaluate others and social interactions is because of our need as humans to be accepted. To be involved in society at some level is greatly important to people feeling like they belong.

This is an interesting video I found on youtube about social perception: http://au.youtube.com/watch?v=EExkZW_fI68

Social perception refers to how people form impression of, and make inference about other people.

Social Thinking, Perception, Attributions, Heuristics, Errors and Biases all play toles in determining how we evaluate situations and interact. Attributions as stated by Cicaro “The causes of events always interest us more than the events themselves”. Errors can be ideas we have accumulated about certain things that can motivate behaviour but are not neccesarily correct. Biases are predispositions to a particular belief either subconsciously (e.g.say you were brought up getting only chocolate ice cream, now you only ever eat chocolate ice cream) or conscious biases. Heuristics refer to problme solving techniques we may have experienced and used with success, which can only lead to continous use of these problem solving systems.

Week 4 - Aggression & Ghosts of Rwanda
•	Aggression is any behavior intended to harm another person who is motivated to avoid the harm. There are numerous types of aggression:

•	Hostile aggression which is impulsive, angry behavior that is motivated by a desire to harm someone. •	Instrumental aggression is premeditated, calculated harmful behavior that is a means to some practical or material end •	Passive aggression is harming by withholding a behavior (e.g. purposely failing to convey an important message) •	Active aggression is harming other by performing a behavior such as spreading vicious rumors. •	Violence is aggression that has as it goal extreme physical harm, such as injury or death. •	Anti-social behavior is that which damages interpersonal relationship or is culturally undesirable.

A question that has been the focus of many psychologists is how and why animals behave aggressively. From an evolutionary standpoint aggression helps provide a hierarchy among a group, acts as a protective function, defense of the young, within a species, aggression space out animals so that they don’t compete for the same resources, structuring animal society (ritualized fighting) and establishing bonds. Lorenz found that animals are more aggressive towards animals of the same species; this could be to exert dominance and attract resources and a mate. Freud proposed that human motivational forces are based on instinct. Sex (life giving instinct) referred to as Eros and Aggression (death instinct) referred to as Thanatos. Albert Bandura proposed that Aggression is a learning behavior and that humans perform aggressive behavior by modelling actions based on what they have seen others do. I believe all of these arguments make valid points. Humans must have innate tendencies towards aggressive behavior so that they can survive. Although humans are not like other animals, with our developed brain we are able to find solutions to problems that do not involve aggressive behavior. Although people talk about “having a short fuse” and just “seeing red” when they experience gushes of rage, this could be due to genetic traits or an environmental cause. It has been proven that boxers, who are repeatedly hit in the head, experience cognitive and motor skills damage. The damage done is received in the frontal and occipital lobe, both sections can be bruised when the head is hit hard enough which in turn sends the brain sliding on the cerebral fluid. The brain hits the back of the skull then the front which is humans receive repeatedly can incur damage to motor and cognitive function. It has been seen that when people are unable to solve problems that are performed the frontal lobe the neural energy is re-routed to the amygdale which can provoke an aggressive response. Internal conflict can lead to aggressive outbursts. When people are unbalanced they can react aggressively when feeling threatened or exposed. I believe that aggression can also be learned. This is demonstrated in children who have grown up in a violent or abusive family. Children who grow up in this environment are far more likely to commit violent acts later in life. It has become ingrained in them, either subconsciously or consciously, that aggressive behavior is an acceptable response.

GHOSTS OF RWANDA

This video is pretty heart-wrenching. I’m not sure exactly what to write. Although the blame game is played (and the finger pointed at the USA), mostly because humans need to feel like someone is responsible, it does not account for what happened. Why do humans commit such atrocities? Over the years numerous warlords and dictators have devised ways to annihilate hundreds of thousands of lives, sometimes millions, this is beyond me. Although is this something that is innately human. Genghis Khan, Vlad the Impaler, Hitler just to name a few who have orchestrated such genocidal actions. Time after time this happens, whenever people are put in such extreme positions of power. Is it human nature to abuse power and kill.

This is a video of Howard Zinn being interviewed about aggression: http://au.youtube.com/watch?v=subwDAZtEN0

Week 5 – Prejudice
Some key concepts: •	Prejudice is a negative feeling toward an individual based solely on his or her membership in a particular group. •	Racism is prejudiced attitudes toward a particular race. •	Aversive racism is simultaneously holding egalitarian values and negative feelings. •	Discrimination is unequal treatment based on group membership. •	Stereotypes are beliefs that associate groups with traits. •	Subtypes are categories for people who don’t fit a general stereotype. •	The ABC’s of intergroup relationships: Affective component (prejudice), Behavioural component (discrimination) and Cognitive component (stereotyping).

Everyone has to categorise others in order to properly evaluate social situations and function in society. We generally categorise people into groups on common characteristics, this is called social categorisation. When people assign negative connotations to a group and begin to stereotype every person they exhibits the same traits of individuals of that ostracised group it can lead to prejudice, discrimination and racism.

Prejudice and racism can be extremely damaging i.e. Hitler, Ku Klux Klan etc. Racism has directly influenced my life. It is hard to explain the feeling of being vilified and involved in violence for something completely out of your control.

Week 6 – Relationships
There are several different types of relationships: •	Exchange relationships are based on reciprocity and fairness. •	Communal relationships are abed on love and concern for each other, without expectation of direct, equal repayment. •	Communal relationships are more desirable in intimate relationships, but exchange relationships are more powerful for driving progress and increasing wealth in larger groups.

There are 4 specified attachment styles: •	Secure attachment, characterised by comfort with intimacy and no excessive fears of abandonment. •	Dismissing avoidant attachment which is characterised by avoidance of intimacy and discomfort with close relationships while viewing partners as unreliable, unavailable, and uncaring. •	Fearful avoidant attachment which is characterised by avoidant of intimacy and discomfort with close relationships while viewing the self as unlovable. •	Preoccupied (or anxious/ambivalent) attachment, characterised by excessive desire for closeness to the point of desiring to merge with the partner, and worry about abandonment.

Relationships provide people with the feeling of belonging. Belonging involves regular social contact with others. A sense of belonging comes with close, stable and mutually intimate contact. People generally form 4 to 6 close relationships, then no longer to seek and create strong bonds with others.

What is love??? •	Passionate love (a.k.a romantic love) refers to having strong feelings of longing, desire, and excitement toward a special person. •	Compassionate love (sometimes called affectionate love) refers to a high level of mutual understanding, caring and commitment to make the relationships succeed.

Week 7 – Groups and Leadership
A group is a collection of at least two people who are doing or being something together (Baumeister & Bushman).

A group is a collection of people who interact with one another, accept rights and obligations and share a common identity. The theory of ‘social facilitation’ states that arousal is heightened with the presence of other people. Zajonc posited that if the dominant response facilitated from arousal was incorrect or incongruent to group actions the individual would feel social inhibition. Although if the dominant response was correct this would transfer to social facilitation. When an individual displays that they can perform they are more likely to repeat the action and join the group.

Dilemma’s of power come with being given authority. This was illustrated in Philip Zimbardo’s Stanford prison experiment which gave some participants powerful roles and other participant’s submissive roles. Participants who were in the powerful positions soon conformed to their role as prison guards. They had no problems with punishing other submissive (inmate) participants. In the real world in order to stop power being abused leaders must maintain integrity. Trait theorists looked to explain leadership in terms of personality traits that can be attributed to great leadership skills. Specific traits leaders were thought to possess were ambition, drive, energy, desire to lead and motivate others to believe, honesty and integrity, self-confidence, intelligence and some level of relevant knowledge and technical expertise (Baumeister & Bushman, 2008). According to Baumeister & Bushman (2008) traits identified of successful leaders were extreme persistence, humbleness and modesty

Week 8 – Prosocial Behaviour
According to Eisenberg & Mussen (1989) prosocial behaviour is “voluntary actions that are intended to help or benefit another individual or group of individuals”. What is prosocial behaviour? •	Doing something good for someone in society •	Building relationships •	Helping society to function •	Adding to “social capital” •	Helping others •	Obeying rules •	Conforming to socially acceptable behaviour •	Cooperating with others

Prosocial behaviour builds relationships and antisocial behaviour destroys relationships. Some reasons stated in the lecture that were listed as why people engage in prosocial behaviour: self-interest, social status, reciprocity, conformity, rule of law, evolutionary and altruism. Now here is an interesting phenomenon, altruism. Helping behaviours focused only on the well-being of others (and often at personal cost). Is there true altruism or are people only helping because it makes themselves feel good, doesn’t this mean they are just being selfish? There is also the issue of reciprocity which is the obligation to return in kind what another has done for us. Although it would be interesting to know the motivations of someone like Mother Theresa, who devoted her life to helping others. The question of is altruism unique to humans. Just recently their was a case of a humpback whale stuck in an enclave near a beach. Marine biologists did not know what to do; they thought the whale would not be able to figure it’s way back out to sea. What they witnessed next left the scientists completely bewildered. Two dolphins came into the enclave and realised the whale was in distress. The then proceeded to make noises and attract the whale’s attention. The two dolphins then slowly swam towards the route between the rocks, which the whale could not have found, and guided it out to sea. This is truly an example of some empathy. Helping another animal in distress for no apparent gain….coincidence I think not!

This is an inspiring interview with Mother Theresa about her work (this is just part 1): http://www.youtube.com/watch?v=u-3gDwk178E

Prosocial behaviour includes conformity, obedience, and cooperating with other, but may also includes disobedience. This is a reproduction of Solomon Asch’s Obedience and conformity experiment. http://www.youtube.com/watch?v=R6LH10-3H8k

Week 9 – Environmental Psychology
“Environmental psychology studies the interactions and relations between people and their environments” (Oskamp & Schlutz, 1998, p.206). "Traditionally...environmental psychology has emphasized how the physical environment affects human thoughts, feelings, and behaviours. However, much recent environmental research has stressed the other side of the coin - how human actions affect the environment." (Oskamp & Schultz, 1998, p. 206).

This is regarded as a relatively new discipline which has grown from social psychology. It is an interdisciplinary scope which is related to anthropology, architecture, urban planning, politics and sociology. Environmental stressors can be identified as crowding, daily hassles and life events, noise and temperature. Environmental risks, gained from a risk perception studies, are natural disaster, diseases, pollution, food contamination, accidents, nuclear power and terrorism.

The Biolphilia Hypothesis proposes that human beings have a genetic predisposition towards “life-like” or “nature” processes. This hypothesis posits that humans have evolved to have strong intricate bonds with nature and have an affinity with nature ingrained in our genotype. I have to say I am quite sceptical of this idea. It seems that this innate sense of preserving the earth can be dulled into nothingness with greed and lust for things of the material world. Nobody is a saint in western society in terms of consuming but there are steps we can take as individuals and communities to improve the waning health of the planet. With awareness, public opinion and protest maybe policies can change that favour the planet rather than the industrial world. New initiatives regarding energy use, pollution, solid waste, environmental justice, natural resource management and population can only be welcomed at the point in time.

Conclusion
This unit, Social Psychology, has been interesting and thought provoking. Central debates regarding what influences behaviours, social interaction, groups, relationships etc have each taught me new, innovative ideas that are visible in everyday life. Because Social Psychology relates to all facets human life,it can reinforce learning when you notice little nuances that characterise theories or experiments that appear in everyday life....although to over-analyse can be counter-productive it sometimes proves to be insightful. I am taking away new found knowledge about how people and societies function which will not only help me understand others but help further introspection of myself.

Thanks James

Yours Sincerly, Thomas Haley.

title: User:ThomasH


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User talk:ThomasH

Well done
Good job on setting up your account,. Let me know if I can do anything as you go along. 'Official' Wikiversity welcome below. -- Jtneill - Talk - c 13:46, 7 August 2008 (UTC)

 Hello ThomasH, 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! Jtneill - Talk - c 13:46, 7 August 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Copyright problem with Image:Conformity.jpg

 * Just letting you know that the images you uploaded were deleted due to a lack of information about their copyright status. -- Jtneill - Talk - c 11:10, 24 November 2008 (UTC)

title: User talk:ThomasH


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User:Josterhage/Sandbox

 What is Political Science? Political Science is the study of the processes, principles, and structure of government and of political institutions; politics.

title: User:Josterhage/Sandbox


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User talk:Borg~enwikiversity

 Hello Borg, 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! --Thuvack | talk 12:15, 8 August 2008 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Topic Set up
Hi Borg (Lol!)I thought you would like to know that I have just done the skeleton layouts of the following topic as promised: Please comment and hopefully help edit. --Thuvack | talk 11:38, 11 August 2008 (UTC)
 * Distribution III: Generation

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 Borg. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Borg~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 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

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User talk:Mrhickman

Hello, welcome around here. I hope we can help you succeed in your math learning goals. Perhaps this is also of interest to you: School and university projects ? Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 18:39, 7 August 2008 (UTC)

 Hello Mrhickman, 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! Erkan Yilmaz uses the Chat (try) 18:39, 7 August 2008 (UTC)

title: User talk:Mrhickman


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User:Dark Mage/signatures

DarkMage

title: User:Dark Mage/signatures


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OLPC peripheral development

Developing OLPC Peripherals is a Fall 2008 student designed course at Olin College in Boston, MA. The class focuses on development of hardware peripherals for the OLPC XO laptop. Students will work in teams to develop peripherals and meet regularly with the entire group for guest lectures and design reviews.

Current documentation lives at the OLPC wiki

Course background, description, and expectations
Developing OLPC Peripherals is a one credit student organized project class that will run in Fall 2008. Students will work in teams and pick their own projects, keeping the group updated on their progress. Guest lectures will cover topics like architecture of the laptop, circuit design, and good documentation practices.

 * /Schedule

Prerequisites

 * Basic electronics design and fabrication
 * Previous experience with microcontrollers

Expectations

 * Team will meet at least once a week
 * Project will be documented (and kept up to date) on the OLPC wiki
 * Participants will attend regular status update meetings (probably once every week or every 2 weeks)
 * Design reviews with advising professors in attendance will be held throughout the semester (four total design reviews, every other week)
 * In addition to a final design review, written reflections and documentation will be turned in at the end of the semester
 * Students will have access to XO laptops to test peripherals
 * Each student will also become competent in XO disassembly and repair (in case of testing accidents)

Project
We have decided that we are going to build a kinetic input device that encourages collaborative physical interaction with the XO.

Phase I - User Experience
We spent the first phase of the project planning out our desired user experience and interaction with the product. Our progress at the end of this phase will resemble the end of UOCD.

User Interaction Diagram
The User Interaction Diagram shows our vision for how someone would use our product.

Values
We defined our values, the values of laptop users, and the values of parents/gov't/etc.

Phase II - System Diagramming
In this phase, we will implement all of our individual components and plan the system integration. Our progress at the end of this phase will resemble the end of POE.

Phase III - System Integration
In this phase, we will put everything together and make it work. Our progress at the end of this phase will resemble the end of SCOPE.

Phase IV - Documentation
In this phase, we will clean up all of our documentation and make sure the project is reproducible by other parties. Our progress at the end of this phase will resemble something not done at Olin.

How to join
Contact Nikki Lee.

Participants

 * Nikki Lee (Olin College)
 * Greg Marra (Olin College)
 * Andrea Lai (Olin College)
 * Jay (Olin College)
 * Kelcy Adamec (Olin College)
 * Carl Tappan
 * ???: Ian Daniher (Senior @ Cincinnati Hills Christian Academy - Olin Hopeful)

Mentors

 * Oscar Mur-Miranda
 * Lynn Stein
 * Brad Minch

Meeting notes

 * 8282008 - August 28, planning

title: OLPC peripheral development


text:
Talk:Social work

Departments
I am thinking about undertaking a couple of the departments here. they are as follows
 * Abuse Prevention / Survivor Services
 * Children & Families
 * Working with the LGBT
 * working with the AB/DL
 * Have fun. If you need help, just drop a msg. Erkan Yilmaz uses the Chat (try) 06:12, 8 August 2008 (UTC)

One section that would be good to have is history, the earliest emergence of professional social work. Question is, how do we go about it in order to avoid it to be western-centric? The first professour in social work was in chicago, but there has been other key persons in other regions aswell i bet KhaaL (talk)

Mental Health
It would be great to have courses on Social Work focused on mental health.

Yeah...I definitely think that it would be great and also it can help a lot when it comes to understanding or learning the social working experience Busiphelo (discuss • contribs) 21:03, 17 April 2022 (UTC)

title: Talk:Social work


text:
Spanish 1/Community

Recycling / Reciclaje

 * bolsa plástica - plastic bag
 * botella de vidrio - glass bottle
 * caja - box
 * cartón - cardboard
 * centro de reciclaje - recyling center
 * lata - can
 * llevar - to carry
 * periódico - newspaper
 * plástico - plastic
 * reciclar - to recycle
 * recoger - to collect
 * separar - to separate
 * usado(a) - used
 * vidrio - glass

Community sights

 * barrio / urbanización / vecindario - neighborhood
 * calle - street
 * comunidad - community
 * jardín - garden
 * río - river

Volunteer relations

 * ancianos - older people
 * anciano - older man
 * anciana - older woman
 * campamento - camp
 * demás - others
 * escuela primaria - primary school
 * gente - people
 * hospital - hospital
 * juguete - toy
 * niños - children
 * niño - young boy
 * niña - young girl
 * pobre - poor
 * problema - problem
 * proyecto de construcción - construction project
 * trabajo voluntario - volunteer work
 * voluntario, voluntaria - volunteer

Other words

 * a menudo - often
 * decidir - to decide
 * recibir - to receive
 * Es necesario. - It's necessary.
 * experiencia - experience
 * Hay que... - One must...
 * increíble - incredible
 * inolvidable - unforgettable
 * ¿Qué más? - What else?
 * vez - time
 * otra vez - again

Decir (to say, to tell)
Decir is a verb that has an irregular yo conjugation. While yo is irregular, all the other forms are conjugated using the -ir conjugation. Below is the conjugation for decir:

 * digo - I say, I tell
 * dices - you say, you tell (singular)
 * dice - he/she says, he/she tells
 * decimos - we say, we tell
 * decís - you say, you tell (plural)
 * dicen - they say, they tell

Note: Of course you should remember by now that usted (Ud.) and ustedes (Uds.) conjugate to the 3rd person form.

Indirect object pronouns
Indirect object pronouns indicate the person to, for, or from whom any action occurs.

 * me - me
 * te - you
 * le - he, she, you (formal)
 * nos - us
 * os - you
 * les - them, you (formal)

Preterite of dar
Dar, like decir has an irregular yo conjugation, so I give is doy and you give is das. However, its preterite form is completely irregular from the preterite forms of other -ar verbs, including its nosotros(as) and vosotros(as) forms.

 * di - I gave
 * diste - you gave (singular)
 * dio - he/she gave
 * dimos - we gave
 * disteis - you gave (plural)
 * dieron - they gave

Preterite of hacer
Hacer is also similar to decir and dar because it has anm irregular yo conjugation. However, like dar, its preterite is completely different from the regular -ar conjugation.

 * hice - I did
 * hiciste - you did (singular)
 * hizo - he/she did
 * hicimos - we did
 * hicisteis - you did (plural)
 * hicieron - they did

Vocabulario adicional

 * ave - bird
 * canguro - kangaroo
 * cebra - zebra
 * cocodrilo - crocodile
 * delfín - dolphin
 * elefante - elephant
 * foca - seal
 * gorila - gorilla
 * hipopótamo - hippopatamus
 * jirafa - giraffe
 * león - lion
 * oso polar - polar bear
 * pingüino - penguin
 * tigre - tiger

Note: Use ave when referring to a zoo bird and pájaro when referring to a pet bird or wild bird.

Cultural Insight (United Nations peacekeeping missions)
In the 1970s to early 1990s, many Latin American countries and Spain were ruled by dictators. They forced the people to follow their laws and those who refused were put to death. The most notable event was the Argentine crisis of 1976-1983, known as the "Dirty War", in which up to 30,000 people "disappeared" or were executed by the government. In Central America, a storm of civil wars occurred and in Spain, a revolution occurred. UN intervention soon replaced the govenrments with UN administration and in Panama, the U.S. fought a war with the Panamanian government and later established a democracy. The UN soon placed peacekeeping missions in Central America to regulate peace and rebuild schools, hospitals, businesses, and homes for civilians. This lasted until 1997, when the last of UN peacekeepers withdrew from Guatemala.

Country Focus (Paraguay)
Paraguay (Spanish: Paraguay) is one of the only two landlocked countries in South America (along with Bolivia). It lies on both banks of the Paraguay River, bordering Argentina to the south and southwest, Brazil to the east and northeast, and Bolivia to the northwest, and is located in the center of South America, the country is sometimes referred to as Corazón de América del Sur - Heart of South America along with Bolivia and Brazil.

Paraguay's history has been characterized by long periods of authoritarian governments, political instability and infighting, and devastating wars with its neighbors.

With one of the most homogeneous populations in Latin America, Paraguayans' cultural ancestry can be traced to the extensive intermarriage among the original male Spanish settlers and female indigenous, Guaraní, brides. Paraguayan culture therefore is a fusion of two cultures and traditions: one European, the other Guaraní. More than 80% of Paraguayans are mestizos, and this makes Paraguay one of the most homogeneous countries in Latin America. A characteristic of this cultural fusion is the extensive bilingualism present to this day: more than 80% of Paraguayans speak both Spanish and the indigenous language, Guaraní. Jopará, the mixture of Guaraní and Spanish, is also widely spoken, although it is prevalent in the urban areas and is considered somewhat a mixed pidgin code, not a language.

Factbox:

-Official Languages: Spanish, Guaraní

-Other Languages: Native American languages

-Capital: Asunción

-Government: Democracy

-Area: 406,752 sq km (157,048 sq mi)

-Population: 6,349,000 (101st)

-Religions: Christianity (Catholic 89.6%, Protestant 6.2%, other Christian, mainly Mormon 1.1%) 96.9%, Non-religious 1.1%, Buddhism 0.5%, others (Traditional beliefs, Judaism, Islam) 1.5%

-Human Development: 0.761 (101st)

-Independence: May 14, 1811

-Currency: Guaraní

title: Spanish 1/Community


text:
BCP/Amphicarpaea bracteata

Amphicarpaea bracteata

title: BCP/Amphicarpaea bracteata


text:
BCP/Amphicarpaea bracteata/Logs

2008 Logs

 * Jomegat 23:09, 7 August 2008 (UTC)
 * Jomegat 20:40, 9 August 2008 (UTC)
 * Jomegat 01:16, 17 August 2008 (UTC)
 * Jomegat 23:51, 23 August 2008 (UTC)
 * Jomegat 00:09, 30 August 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 19:22, 2 August 2009 (UTC)

title: BCP/Amphicarpaea bracteata/Logs


text:
User:Pprang

Tia Prang Page

Compensation Philosophy

title: User:Pprang


text:
User talk:Pprang

Hello! How are you?
 * Hello, welcome around here. I'm fine also. Thanks for asking. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 06:09, 8 August 2008 (UTC)

 Hello Pprang, 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.
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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! Erkan Yilmaz uses the Chat (try) 06:09, 8 August 2008 (UTC)

title: User talk:Pprang


text:
Microcontrollers Atmel

Back to: Topic:Electronic Engineering Welcome to the course EE 211.
 * Electronics Engineering/Microcontrollers Atmel

Assumed Understanding or Prerequisites

 * A basic course in computer hardware covering building and repair (A+ cert course).
 * OS 1 or more
 * Windows file system and general program use
 * Linux file system and general use, WINE
 * EE 111 Digital Electronics
 * EE 112 Electronics fundamentals
 * EE 90 Introduction to Electronics or the folowing
 * oscope DMM and power supply use
 * Breadboarding
 * Schmatics

Syllabus
Although this course covers the Atmel family of microcontroller, it is set up to apply to other brands/family's of microcontrollers and some CPU's.

This is an intro to Assembly language course for microcontrollers, other courses may deal with C programming for microcontrolers.

Before contributing please see the talk page for this class.Talk:EE_Microcontrollers_Atmel

Lecture plan

 * EE 111 Digital Electronics
 * Lecture 1, Central processor theory and architecture
 * Lecture 2, The Basic commands
 * Lecture 2, Loops
 * Mid-term Exam
 * Lecture #, $
 * Final Exam
 * Final Exam
 * Final Exam

Textbooks and required reading/refrence

 * |ATMEL AVR Instruciton Set151 pages
 * |ATMEL ATmega164P datasheet/manual439 pages

Lab Materials

 * A computer with
 * windows 98,2000,ME,XP or Linux distrobution with WINE
 * 1 Serial port, parrallel port and USB port
 * AVR Studio 3.5x
 * AVR Studio 4.X

Online resources
http://www.nongnu.org/avr-libc/user-manual/index.html

title: Microcontrollers Atmel


text:
Template:Ee211 Microcontrollers Atmel classnav

see discussion/talk for instructions


text:
Talk:Microcontrollers Atmel

This is the talk page for this course and all of its sub pages.

Why Only ATMEL and other questions on this course

 * Most wiki pepole will not like the direct tie to 1 company. this is understood.
 * This is not avoidable and anyone who has experience in more than 1 micro controller topology will understand this.
 * The differences in different topology's will complicate learning and muddy a micro controller class so it is best to focus on 1 type/topology/manufacture at once.
 * Other people who are good at other microcontrollers motorola(6800), xylink?, silicon labs will need to do a 211 for those micro controllers.

LOGIC, ALU, Micro processor, Microcontroller, DSP, CPU

 * Why not combine all of these in to one?
 * Logic is the base level of abstraction for digital witch is written with transistors and cmos
 * ALU arithmetic logic unit is a collection of logic gates that makes up the core of a processor
 * micro processor mostly just another name for CPU.
 * Microcontroller has a CPU but it also has on die storage for its program  as well as ram and eeprom of some form. also will likely include other common features timers, counters, comparators, ADC, DAC, PWM. Microcontrollers are not intended to be the primary data path in most systems they are more meant to control all the other devices that make up the actual high speed data path, but for smaller systems, with lower speed requirements on data, they are capable of operating directly on the data.
 * DSP is everything that a Microcontroller is but it is expanded with features to help it be the primary data path. As well as preforming many functions that would normally be static hardware in pure software.
 * CPU don't normally have as many fancy obscure features( timers, counters, comparators, ADC, DAC, PWM ) but they are meant to run complex and or multiple programs at once. Usually part of a expandable system where other hardware devices will take over for the missing features. also most CPU's do not hold any program on there dies and require the assistance of a micro controller or EEPROM to start functioning.

lesson plan
currently i have material partly done for I plan to do some or most of this, this weekend also this course will use avr studio 3.x by default as well as 4.x  3.x will work in wine on non windows systemsEadthem 03:10, 8 August 2008 (UTC)
 * central processor theory  potentially 2 lessons
 * ALU layout
 * register ALU interconnection
 * operand setups
 * stack theory
 * basic commands (ATMEL AVR ASSEMBLY)
 * precompiler commands .org .def...
 * ld ldi
 * out
 * push pop
 * call ret

PORTS PINS AND DDR
pin reads logic 1 or 0 based on what the true value of the pin is. dumping info Eadthem 17:54, 11 January 2009 (UTC)
 * TTL pin = port unless its shorted out
 * high Z pin is = to input it may float high or low
 * Pull up pin = 1  unless its shorted to ground by a switch or other device

title: Talk:Microcontrollers Atmel


text:
Bystander effect

This page will contain information as it comes to hand on the phenomenon of the .

We will post research articles, experiments, links and any relevant information regarding this interesting effect

Definition
Bystander Effect: When people are in the presence of others, they are less likely to offer help than when they are alone

Before a bystander is likely to take action, they must define the event as an emergency and decide that intervention is the proper course of action. While making these decisions the bystander may become influenced by the decisions they perceive other bystanders to be taking. If each one of the other bystanders seems to regard the event as non-serious, it changes and affects the perceptions of any single individual and inhibits potential helping behaviour!

The five steps to helping

 * 1) Notice that something is happening
 * 2) Interpret the meaning of the event
 * 3) Take responsibility for providing help
 * 4) Know how to help
 * 5) Provide help

Before an individual can decide to intervene in an emergency, they must take several steps. If the person is to intervene they must first notice the event, they must interpret the situation as an emergency, and they must decide that it is their personal responsibility to act. At each of these preliminary steps, the bystander to an emergency can remove themselves from the decision process and thus fail to help. They can fail to notice the event, fail to interpret the event as an emergency, or can fail to assume the responsibility to take action.

[citation needed]

Founding research into the "Bystander Effect"

 * Darley, J. M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 4, 377-383.
 * Latane, B., & Darley, J. M. (1968). Group inhibition of bystander intervention in emergencies. Journal of Personality and Social Psychology, 3, 215-221.

Exploring the Bystander Effect: Situations Where it is Likely to Occur
The Kitty Genovese incident represented a monumental milestone in the history of social psychology. Broadly, this stipulates that people are reluctant to intervene and assist a person in need, particularly when other people are present. The bystander effect has attracted much research attention. A primary aim of the current discussion was to identify situations in which the bystander effect would be most likely to occur. A secondary aim was to outline possible initiatives to reduce this and increase altruism. A review of the current literature revealed that the bystander effect seems most likely to occur in the following situations: when other people are present; when people are concerned that their altruistic behaviour will be negatively appraised; when the costs of intervening outweigh costs related to not intervening; and when people are unable to identify with a person in need of assistance. Implications for reducing the bystander effect are also discussed.

In 1964, a young woman named Kitty Genovese was violently stabbed to death. This act was witnessed by 38 onlookers. However, no one phoned emergency services, or came to her assistance (Darley & Latane, 1968). Despite the number of people witnessing this incident, why then did no one assist her? Researchers have attempted to uncover reasons why people seem reluctant to assist a person in need, particularly when other people are present. One possible explanation is the bystander effect, where people are less likely to assist a person in distress when other people are present (Garcia, Weaver, Darley, & Moskowitz, 2002). Other theoretical models have been proposed to explain peoples’ reluctance to intervene when a person requires assistance. These models are diffusion of responsibility, audience inhibition, and cost/benefit appraisal. They suggest that the bystander effect is most likely to occur when other people are present; when people are concerned about being negatively evaluated for engaging in altruistic behaviour; when potential costs of intervening outweigh those related to not intervening; and when people are unable to identify with a person in need. In addition, the bystander effect and its related theoretical models, offer implications for reducing its prevalence. Possible approaches could involve teaching people altruistic and community-oriented attitudes, through education programs and role modelling. Additional approaches could involve techniques to assist people manage concerns about negative appraisal after intervening.

The bystander effect was a theoretical model proposed to explain why people are reluctant to intervene and assist a person in need. According to this model, when others are present, people are less likely to intervene. Early research conducted by Latane and Darley (1968) demonstrated that when people witnessed an emergency, such as a room filling with smoke; they were less likely to report the emergency when other people were present. Diffusion of responsibility might explain why people are reluctant to intervene when others are present. Diffusion of responsibility occurs when people are less likely to feel responsible for their actions when surrounded by others. Responsibility becomes ‘diffused’ throughout the group (Latane & Darley, 1968). Early research by Darley and Latane (1968) demonstrated diffusion of responsibility among 72 bystanders in response to a person experiencing a severe epileptic seizure. Results indicated that those, who were alone when they witnessed the epileptic seizure, were more likely to report the incident than those, who witnessed the incident with other people. Another theoretical model, which might contribute to the bystander effect is audience inhibition.

Audience inhibition might explain why people are reluctant to intervene in response to a potential emergency. People become concerned about other people negatively appraising their altruistic behaviour. This then contributes to a reluctance to intervene, due to concerns about guilt, shame, and embarrassment (Cacioppo, Petty, & Losch, 1986). Cacioppa et al. investigated the effect of audience inhibition on attributions of responsibility in a vignette outlining a person in need of assistance. Participants were 220 undergraduates, who read the vignette and provided a rating about how responsible they thought the helper in the vignette would be for the person’s pain and suffering. The study manipulated the number of people witnessing the incident (0, 1, 5, or 10). Findings indicated that as the number of bystanders increased; those who adopted the perspective of the helper, assigned more responsibility. Furthermore, participants who adopted the perspective of a bystander; indicated that they rated the helper as responsible for harming the person, irrespective of the number of bystanders present. When more bystanders are present, people are likely to respond to a person intervening, in a more negative manner, compared to when less people are present. A cost/benefit appraisal model represents another approach to explaining the bystander effect.

Cognitive decision-making processes, such as cost/benefit appraisal have been linked to the bystander effect. Cognitive appraisal suggests that after a person notices someone in need, a decision-making process takes place about whether to intervene. This involves considering potential benefits (for example, social approval) and costs (for example, concerns about being harmed) of intervening. It also involves an assessment of the potential costs (for example, guilt and shame) and benefits (for example, avoiding harm and injury) of not intervening. According to the cost/benefit appraisal model, people are less likely to intervene when the potential costs of intervening outweigh those associated with not intervening (Kerber, 1984). Consistent with a cost/benefit approach, early research by Piliavin, Piliavin, and Rodin (1975) demonstrated that passengers in a subway carriage were less likely to assist another passenger with facial disfigurement (high cost of assisting), compared to a passenger without facial disfigurement (low cost of assisting). Theoretical models related to the bystander effect are important because they suggest situations in which the bystander effect is most likely to occur.

Fundamentally, the bystander effect is most likely to occur when a group of people witness a situation, where a person is in distress and requires assistance. According to the theoretical model of diffusion of responsibility, people are less likely to intervene and come to the assistance of someone because they feel less responsible, as responsibility for the welfare of the person is shared among the other people witnessing the incident (Garcia et al., 2002). Much of the research investigating the effect of diffusion of responsibility on peoples’ helping behaviour is dated. For example, early research by Latane and Darley (1968) suggested that people are less likely to intervene during an emergency when others are present. In this study, undergraduates completed questionnaires in a room that filled with smoke. Those in small groups were less likely to report the incident, compared to those who were alone.

Recent studies have demonstrated the effect of diffusion of responsibility on peoples’ helping behaviour in impersonal settings, such as electronic communication. In a study conducted by Blair, Thompson, and Wuensch (2005), 400 undergraduates were sent a bogus email from a new student, seeking assistance about how to access an on-line journal database. The number of other students, who participants were led to believe had also received the email was manipulated, resulting in four conditions (0, 1, 14, or 49 other recipients). Consistent with diffusion of responsibility, participants were less likely to respond to the email when they believed other people had also received the email. Similar findings were found by Barron and Yechiam (2002). In this study, an email generated more responses when it was sent to a single recipient, and responses were more detailed, compared to when it was sent to multiple recipients. Peoples’ reluctance to intervene for fear of negative evaluation is likely to contribute to the bystander effect. According to the theoretical model of audience inhibition, people are less likely to assist another person, when they are concerned that their altruistic behaviour will be negatively appraised (Cacioppo et al., 1986; Garcia et al., 2002; Thompson et al., 2005). People become reluctant to intervene because of concerns about experiencing guilt, shame, or embarrassment. Research exists to support the validity of audience inhibition as a theoretical model related to the bystander effect.

Karakashian, Walter, Christopher, and Lucas (2006) explains how the effect of negative evaluation works. Participants were 83 undergraduates, who were randomly assigned to two conditions: a social group (a small group comprising three people) and a nonsocial group (where participants were by themselves). In each condition, a confederate proceeded to drop a large pile of compact discs. The researchers measured participants’ willingness to assist the confederate. Findings indicated that when participants were by themselves, they were three times more likely to assist the confederate than when they were in a small group. This finding is consistent with diffusion of responsibility. Those in the small group were probably reluctant to intervene, due to feeling that responsibility for intervening may have been shared with the other participants (Latane & Darley, 1968). In addition, participants who did not assist the confederate, reported that they were reluctant to intervene, due to concerns of how other participants might perceive them. Furthermore, those who did not assist the confederate reported higher concerns about negative appraisal on self-report measures, compared to those who assisted the confederate.

Prior to intervening and assisting a person in need, people are likely to appraise the situation, by considering the respective costs and benefits of intervening and not intervening. This cognitive appraisal is consistent with a cost/benefit appraisal model. According to this theoretical model, people are less likely to assist another person when the perceived costs of intervening outweigh those associated with not intervening (Kerber, 1984). For example, a person may encounter a physical altercation and be reluctant to intervene, due to concerns about potential threats to their safety and physical integrity. Even though they may have some concern about the other person’s welfare, concerns about their own welfare might be a more compelling reason to not intervene. The potential costs of intervening would thus outweigh those related to not intervening. Research has demonstrated the effect of cost/benefit appraisal on altruistic behaviour. Early research conducted by Kerber (1984) demonstrated that when people perceive more benefits and lower costs, they are likely to engage in helping behaviour. This study relied on a sample of undergraduates, who read scenarios in which another student approached them, seeking directions to the admissions office. Scenarios varied, based on the potential costs (for example, amount of time and money lost) and rewards (for example, amount of gratitude displayed) associated with assisting the person. Participants indicated the amount of assistance that they would be prepared to provide. Overall, people reported that they were prepared to provide less assistance when potential rewards were low, compared to when they were high. Furthermore, participants were less likely to provide assistance when the potential costs were high. Self-categorisation theory might also outline situations, where the bystander effect is likely to occur. According to self-categorisation theory, people are less likely to assist outgroup members and more likely to assist ingroup members. This theoretical model suggests that people attempt to categorise themselves as belonging to either an ingroup or outgroup. This is based on the extent to which people identify with others, with whom they share similar attributes, and the extent to which they discriminate themselves from others, with whom they might not be able to identify (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987). In the context of the bystander effect, if people are unable to identify with a person in need of assistance, then they are likely to view that person as an outgroup member, and be reluctant to intervene. Conversely, when a person in need of assistance is identified with and viewed as a member of one’s ingroup, people would be more likely to intervene (Levine, Cassidy, Brazier, & Reicher, 2002).

This study demonstrated that people are less likely to assist a person in need, if they are unable to identify with them, due to viewing the person as an outgroup member. Participants and confederates watched a brief video clip, portraying a physical altercation. Confederates described themselves as students at the same university (ingroup members) or students from another university (outgroup members). Confederates then indicated whether they would have intervened in response to the physical altercation. Participants were then required to report their likelihood of intervening in response to a similar situation. Participants reported that they would be less likely to intervene in a similar situation when ingroup confederates reported that they would not intervene, compared to when ingroup confederates reported that they would intervene. In a follow-up study, other participants watched a similar video clip. One group of participants was instructed that the victim of the physical altercation was a student from the same university (ingroup); the remaining participants were advised that the victim was from another university (outgroup). Findings revealed that when the victim was described as an outgroup member, participants reported that they would be less likely to intervene, compared to when the victim was described as an ingroup member (Levine et al., 2002). Situations in which the bystander effect is likely to occur, pose implications for initiatives to reduce its incidence and increase altruistic behaviour.

Such interventions could be taught in religious education and social studies classes at schools. This would serve to educate children about altruism and community-oriented attitudes from a young age. Such values could be transferred to adulthood. Media advertisements, consisting of altruistic role modelling by celebrities might also be useful in encouraging people to adopt prosocial attitudes. Currently, there seems to be a paucity of published research investigating the effectiveness of education programs, designed to increase altruistic and community-oriented attitudes. Early research by Rosenhan and White (1967) demonstrated that when children observed an adult model donate money to charity, they were more likely to also donate money, both in the presence and absence of the model. In addition, a recent discussion paper by McLennan (2008) suggests that ‘sociodrama’ may have some promise in teaching children altruistic attitudes.

Audience inhibition may pose implications for reducing the bystander effect. Given that this theoretical model stipulates that people are reluctant to intervene and provide assistance, due to concerns about negative evaluation; there may be some scope for interventions, designed to reduce concerns about negative appraisal. For example, cognitive-behavioural techniques could be implemented to assist people with concerns about negative appraisal, after intervening to assist someone. Such techniques could involve exercises to identify and challenge negative ways of thinking, and exercises to replace these with more positive thought patterns (Andrews et al., 2003; Turk, Heimberg, & Hope, 2001). These modalities would enable people to better manage any shame and embarrassment related to concerns about negative appraisal. Although these techniques represent retrospective approaches, it is anticipated that they would reduce the bystander effect, as they would enable people to better manage concerns about negative appraisal. There seems to be limited published research about the effectiveness of cognitive-behavioural techniques in reducing concerns about negative evaluation, and consequently reducing the bystander effect. More research is required in this domain to reduce the incidence of the bystander effect, and increase altruism.

In conclusion, the bystander effect was proposed to explain why people are reluctant to intervene in situations, where a person may require some form of assistance; particularly when other people are present. This discussion has considered several situations where this phenomenon is likely to occur, such as when a person requires assistance in the community and a number of other people are present; when people are concerned that their altruistic behaviour would be negatively appraised; when the costs of intervening outweigh those associated with not intervening; and when people are not able to identify with a person in need of assistance. These situations are important to consider, as they are likely to pose implications for initiatives to reduce the bystander effect and subsequently increase the likelihood of altruistic behaviour. Possible initiatives may involve education programs and role modelling to teach people altruistic and community-oriented attitudes. Additional approaches could involve techniques to assist people manage concerns that their altruistic behaviour might be negatively appraised. The paucity of research considering possible interventions for reducing the bystander effect, and their effectiveness, suggests that more research in these areas is required.

Useful References for The Bystander Effect

 * Andrews, G., Creamer, M., Crino, R., Hunt, C., Lampe, L., & Page, A. (2003). The	treatment of anxiety disorders: Clinician guides and patient manuals (2nd ed.). Cambridge, UK: Cambridge University Press.
 * Barron, G., & Yechiam, E. (2002). Private e-mail requests and the diffusion of responsibility. Computers in Human Behavior, 18, 507-520.
 * Baumeister, R. F. & Bushman, B. J. (2008). Social psychology and human nature. Califronia: Thompson/Wadsworth.
 * Blair, C. A., Thompson, L. F., & Wuensch, K. L. (2005). Electronic helping behavior: The virtual presence of others makes a difference. Basic and Applied Social Psychology, 27, 171-178.
 * Cacioppo, J. T., Petty, R. E., & Losch, M. E. (1986). Attributions of responsibility for	helping and doing harm: Evidence for confusion of responsibility. Journal of	Personality and Social Psychology, 50, 100-105.
 * Chekroun, P., & Brauer, M. (2002). The bystander and social control behavior: The effect of the presence of others on people’s reactions to norm violations. European Journal of Social Psychology, 32, 853-867.
 * Darley, J. M., & Batson, C. D. (1973). “From Jerusalem to Jericho”: A study of situational and dispositional variables in helping behavior. Journal of Personality and Social Psychology, 27, 100-108.
 * Fischer, P., Greitemeyer, T., Pollozek, F., & Frey, D. (2006). The unresponsive bystander: Are bystander more responsive in dangerous emergencies. European Journal of Social Psychology, 36, 267-278.
 * Garcia, S. M., Weaver, K., Darley, J. M., & Moskowitz, G, B. (2002). Crowded minds: The implicit bystander effect. Journal of Personality and Social Psychology, 83, 843-853.
 * Hudson, J. M., & Bruckman, A. S. (2004). The bystander effect: A lens for understanding patterns of participation. The journal of the Learning Sciences, 13, 165-195.
 * Karakashian, L. M., Walter, M. I., Christopher, A. N., & Lucas, T. (2006). Fear of negative evaluation affects helping behaviour: The bystander effect revisited. North American Journal of Psychology, 8, 13-32.
 * Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential learning in teams. Simulation and Gaming, 36, 330-354.
 * Kerber, K. W. (1984). The perception of nonemergency helping situations: Costs,	rewards, and the altruistic personality. Journal of Personality, 52, 177-186.
 * Koenig, L. B., McGue, M., Krueger, R. F., Bouchard, T. J. (2007). Religiousness,	antisocial behaviour, and altruism: Genetic and environmental mediation.	Journal of Personality, 75, 265-290.
 * Latane, B. & Darley, J. M. (1970). The unresponsive bystander: Why doesn't he help?. New Jersey: Prentice- Hall.
 * Levine, M., Cassidy, C., Brazier, G., & Reicher, S. (2002). Self-categorization and	bystander non-intervention: Two experimental studies. Journal of Applied	Social Psychology, 32, 1452-1463.
 * McLennan, D. M. P. (2008). The benefits of using sociodrama in the elementary	classroom: Promoting caring relationships among educators and students.	Early Childhood Education Journal, 35, 451-456.
 * Pilianvin, I. M., & Pilianvin, J. A. (1975). Costs, diffusion, and the stigmatized victim. Journal of Personality and Social Psychology, 3, 429-438.
 * Rosenhan, D., & White, G. M. (1967). Observation and rehearsal as determinants of	prosocial behaviour. Journal of Personality and Social Psychology, 5, 424-431.
 * Sagarin, B. J., & Lawler-Sagarin, K. A. (2005). Critically evaluating competing theories: An exercise based on the kitty genovese murder. Teaching of Psychology, 3, 167-169.
 * Thornberg, R. (2007). A classmate in distress: Schoolchildren as bystanders and their reasons for how they act. Social Psychology of Education, 10, 5-28.
 * Turk, C. L., Heimberg, R. G., & Hope, D. A. (2001). Social anxiety disorder. In D.H. Barlow (Ed.), Clinical handbook of psychological disorders: A step-by-step	treatment manual (3rd ed.) (pp. 114-153). New York, NY: Guilford.
 * Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. C. (1987).	Rediscovering the social group: A self-categorization theory. New York, NY:	Blackwell.

title: Bystander effect


text: User:Josterhage/Sandbox/American Politics


text:
User:Beskidniski

Wszystko o Beskidzie Niskim

title: User:Beskidniski


text:
User:Truetech

Welcome to my User Page!

Hi, I am truetech!

I currently own and operate a wiki called vindemi.com

I am a long time user on lostpedia.com

I have extensive knowledge of Mediawiki for almost two years now. I know more about wiki than I do about computers (And I have been using computers a long time!)

Cheers!

title: User:Truetech


text:
User:Jenny O/Assessment reflections

Research Participation
Research participation forms a small (5%) component of our overall mark for this unit. The research is usually survey research conducted by postgraduate psychology students. I do not agree with the practice of awarding marks for research participation for the following reasons:.
 * Participating in research per se is not an item of assessment (However it could be assessed – within an exam, a reflective journal, e-portfolio, written work etc).
 * Although it may engage us in our learning, it is not consistent with the purposes of assessment, particularly for students at this University (i.e., to provide feedback, to provide evidence of reaching a standard, and to demonstrate learning achievement p.5. Available for download at: UC Assessment Policy 2008)

 * It contradicts the notion that research participation is voluntary
 * It can perpetuate and condone the fundamental problems of using student samples in psychological research (e.g., unrepresentative convenience samples, lack of external validity) [Having said that, I also appreciate that student research is more about the process than the outcome]

However, I also believe that our participation in this research is more than just contributing research data, and has benefits for both the researchers and the participants. Research participation can make a meaningful (albeit small) contribution to the work of others. It also offers the participant the opportunity to learn more about the research process and the topic under investigation. For example, this learning might be achieved by considering factors such as:

 * The topic being explored
 * The measurement tools used and the type of questions asked, and considering how these relate (or at times, don’t seem to relate) to the research topic
 * How the researcher would account for any questions (or answers) that were ambiguous, poorly worded, didn't make sense, or may not apply to me as the participant. (I often wonder if some of the surveys have be pre-tested e.g. via a pilot study or simply asking a few friends to do the survey to identify any irregularities)
 * The possible outcomes and implications of a study. (I usually ask for a copy of the report, hoping to learn something more - but I have never received one! I do know some of research takes a long time to complete!)

Actively participating in research in this way also enables you to develop a participant’s perspective, which can inform your own research (e.g., thinking more carefully about the wording in a question, its possible ambiguity or possible responses).

Overall, I agree that we should participate in other students’ research but I do not agree that this constitutes an assessment activity. However, from a social psychology perspective, I comply with this assessment task for pro-social reasons (obedience and public conformity due to normative social influence), but also in an effort to co-operate with fellow students, to learn and possibly contribute to psychological knowledge.

Essay
Question:

To what extent is social psychology theory and research dominated by Western perspectives?

Social Psychology Category: Culture / General

This essay was quite hard to get into perspective. I do not enjoy writing – it is such a grueling process. Initially I was swamped with content I could have included, and the many tangents I followed. The topic was very broad – referring to social psychology theory and research. There is always a possibility of being too general or too specific, or not striking a balance. I often sat back and wished I had just focused on a narrow topic with one or two clear-cut relevant theories and associated research, but that’s not much of a challenge, is it? There were a few concepts that I had to explain in the lead up to the discussion (e.g., What is Western and therefore what is non-Western). It was also necessary to include descriptive information (which is not really valuable in essays) as the "99% hole of humanity" (Rozin, 2001) not included in Western social psychology doesn’t really have a voice. If you’re arguing against a methodology, how can you use research to support it if the other side don't use research? It also seemed to me that the argument actually occurred on a number of levels, one being the strong methodological issues relating to Western science (or just Western science in itself) and how that is conducted, and the other about cultural differences. As a result, I attempted to incorporate them both – probably not quite as well as I had hoped. The topic may have been better managed had it been limited to the difference between East and West, or indigenous and non-indigenous social psychology. Indigenous psychology is an interesting topic that I didn’t know much about before I did this essay. That would be a good essay topic for next year!

The abstract and references are posted at the following essay link:

Link: Western domination of social psychology

E-portfolio
When we first set out in this subject, I was very ambivalent about the online component. I wasn’t sure I wanted to expose my work to the world, and I didn’t know if I would have the time to become proficient at it. (If you’ve had James as a lecturer before, you know he packs a lot into a semester). I really suffered from lack of feedback at the beginning, and was unsure of the path I'd taken, but soon realised all I had to do was ask! However, now that I’ve come to the end I think this e-portfolio is one of the best educational tools I have ever used, and probably the best exercise I’ve done during my degree (Well done, James!).

An extraordinary amount of work went into the production of these pages, but I think this process has enabled me to gain a deep understanding of social psychology (time will tell). Adapting to the technology wasn't as hard as I anticipated and after a while (and quite obviously) I became a little addicted to it.

I really enjoyed being part of the Wikiversity culture and was pleasantly surprised to see how people adhered to social norms and were outstandingly prosocial in their approaches. (I intially expected some ruthless editing and comments - but that certainly was not the case). It was always good to hear from others, especially the custodians who would step in from the ether to come to the rescue! If I’d had more time, I would have liked to engage more with others on Wikiversity. Nevertheless, it is always interesting to look at other people’s pages to see their perspective, and to consider their ideas, views, and comments. (You can tell a lot about people from these pages). I know James was interested in creating a student textbook at some stage. As a start we could merge the best of our portfolios to create one for Social Psychology 2008.

I am sure there is much more that can be done through Wikiversity – we have probably only touched the tip of the iceberg. Nevertheless, I really feel as though I’ve learnt a lot and enjoyed learning it too. Thanks James (and my fellow Wikiversity users).

title: User:Jenny O/Assessment reflections


text:
BCP/Lobelia inflata

Lobelia inflata

title: BCP/Lobelia inflata


text:
BCP/Lobelia inflata/Logs

2008 Logs

 * --SB_Johnny talk 09:20, 8 August 2008 (UTC)
 * Jomegat 22 July 2008 (from photos)
 * Jomegat 28 August 2008 (from photos)

2009 Logs

 * Jomegat 22 July 2009 (from photos)
 * Jomegat 01:46, 23 July 2009 (UTC)
 * Jomegat 04:01, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 00:54, 22 July 2010 (UTC)

title: BCP/Lobelia inflata/Logs


text:
BCP/Cyperus esculentus

Cyperus esculentus

title: BCP/Cyperus esculentus


text:
BCP/Cyperus esculentus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny talk 09:50, 8 August 2008 (UTC)

title: BCP/Cyperus esculentus/Logs


text:
User:JohnLloyd

 * Professor, University of Virginia Curry School of Education.
 * Developer of Web resources.
 * Consultant and expert witness.

Please see my Wikipedia page

JohnLloyd 11:11, 8 August 2008 (UTC)

title: User:JohnLloyd


text:
User:Sunstar NW XP/Sandbox

This is my sandbox.

title: User:Sunstar NW XP/Sandbox


text: Assistant teacher course/Individual curriculum/Biotechnology


text: Assistant teacher course/Individual curriculum/Technology