OpenLLM-France/wikimedia huggingface dataset:
# Motivation and emotion/Textbook/Feedback

This page provides a summary of feedback about the Motivation and emotion student textbook chapters.

## Marks

The mean textbook chapter mark was 72/100.

## Example chapters

One good way to get further feedback about the chapter authoring exercise is look through chapters which attained a high grade. Also note that feedback about each chapter can be found on its respective talk page.
Here's a list of some very good chapters:
* Motivation and self-concept
* Empathy
* Emotion management
* Motivational toxicity
* Paraphilias
* Procrastination
* Motivation and violence
* Emotional development in children
* Neurobiology of aggression
* Dieting
* Sexual motivation
* Alcohol consumption and sexual motivation‎‎‎‎
* Student motivation theories
* Motivation and aggression in the workplace
* Happiness
* Emotion and sleep

## Marking criteria

Below are some general comments about this exercise.

### Overall

* Overall, the standard was high. Many students embraced the exercise and provided interesting, indepth chapters which clearly demonstrated an understanding of relevant theory and research.

### Theory

* The best chapters demonstrated a solid understanding of emotion and/or motivation theory in relation to the specific topic of interest.
* The best chapters provided critical analysis of theory, based on research and argument.
* The best chapters provided examples and/or case studies.

### Research

* This was possibly the weakest area. Not all chapters demonstrated evidence of a close reading of key research in the topic area.
* Some chapters cited research but did not describe key studies in any depth in terms of methodology, results and implications.
* The best chapters included description of effect sizes and some included summary tables and/or graphs.

### Written expression

* The quality of written expression varied widely - from highly professional, polished writing in full APA style through to weaker chapters which lacked proofreading, clarity and APA style.
* The best chapters combined effective content with additional learning features, such as captioned imaged, wiki-links, review/quiz questions, and links to further resources.
* Some images were uploaded without appropriate copyright details and so these images were deleted.

### More info

* Some more commonly repeated feedback is available here: {{Motivation and emotion/Chapter/Feedback/2010}}
# Motivation and emotion/Textbook/Emotion/Sport/Title

* Sport and Emotions
# Motivation and emotion/Textbook/Front cover

Motivation and emotion (2010)
# Motivation and emotion/Textbook/Introduction/Relationship between motivation and emotion
## Relationship between motivation and emotion

Motivation is the causal energy and direction underlying behaviour.
Emotion is the combined physiological and cognitive subjective feeling state.
Emotions can energise and direct motivations.
# University of Canberra/Things that could work

Things that could work (better) at University of Canberra:
* Short URLs: Customisable, short, meaningful URLs e.g., for CMS pages, Moodle pages, lecture recordings. A simple interface/method for generating memorable and meaningful URLs would aid the usability of UC's internet resources.
* Open academia: Strategic engagement with open academic practices such as, for example, revising the intellectual property policy to allow and encourage use of open licensing, open education (e.g., provide a portal to open education units), open research (e.g., releasing academic's research outputs).
* Vision for open education and research using popular internet A document that outlines a vision for UC that relates to the strategic plan and includes both a business case and educational case.
# University of Canberra/Things that do work

Feel free to contribute. We should attend and document the lunch time sessions called "things that work"..
# University of Canberra/Staff

These are (known) accounts of UC staff who have registered a Wikiversity account:
# University of Canberra/Submission to the 2011 review of professional development review processes

This page invites people to collaborate on a submission to the 2011 Review of the Universty of Canberra's Academic Professional Development Review process. The following email was sent to staff on 27 January 2011:

## Requests for comment

Q15: The PDR process could be improved by (maximum 1000 characters allowed).
* In the 2009 PDR there was clear evidence of panels trying to coerce academic staff onto a teaching only track. This was not evident in 2010.
* There is a lack of specificity in the PDR guidelines about goal-setting (e.g., in 2010 I was told to be more specific; in 2011 I was told to choose fewer goals)
* The feedback structure for the PDR is top-down rather than 360 degrees
* There was a lack of consistency in feedback from the supervisory panel between 2010 and 2011 (in my case it was a different panel each time)
* HR continues to shift the goal posts on performance expectations - such changes should not be made during a 12 month review period when it is already underway
* HR have never responded to the feedback provided on the 2010 review in the Moodle site
* Until this review there has been no objective assessment of staff satisfaction with the PDR process
* The spreadsheet system in 2009 and online system in 2010 both had very significant limitations. Much could be done to improve this aspect.
Q16: Other ways that PDR could be improved in the future are ? (maximum 1000 characters allowed)
* The mapping of the university's 39 strategic steps directly onto PDR evaluation is somewhat primitive - e.g., how is performance in each of these areas to be weighted with regard to overall satisfactoriness? This is not made explicit anywhere, hence it is difficult to know what to prioritise as a staff member. It is also unclear how achievement of specific performance goals compared to performance on the performance expectations is in determining overall satisfactoriness. There remains much opaque, subjective judgement on behalf on the panel.
** As a result, performance and goals for each of the performance expectations were not discussed in the 30 min meeting with the panel and only the bold expectations were discussed.
# University of Canberra/Wikis for research

Here logs the workshops on using Wikiversity for research at the University of Canberra

## 7 September 2010

Time: 10am, 7 September 2010
Location: University of Canberra, Building 10, level A, Room 10A24
Sponsor: University of Canberra Research Office
This is a handout to support an introductory workshop on using wikis for research. The workshop runs for 1 hour, and has 3 parts:
* 20 minute show and tell. Looking at Wikispaces and MediaWiki as used by the Wikimedia Foundation projects. Focus will be on Wikipedia, Wikibooks and Wikiversity, including the governance and etiquette of those projects.
* 20 minute how to. Creating a user page on Wikiversity. Creating a sub page to a user page. Adding links. . Talk pages. Exporting
* 20 Minute discussion
# Physics and Astronomy Labs

See also:
* Astronomy_education_at_the_University_of_Nebraska-Lincoln
* Category:Physics and Astronomy/Labs
* PHET (U. Colorado Boulder)
* dev.physicslab.org
Optics: Human eye model (Pasco)

## Labs performed at WSU-Lake

* Sound speed and the relativity of rhythm
* ♠/Slide whistles and harmony
* Uniform acceleration tapping basketball with spitwads
* Air drag coefficient on a rolling ping-pong ball
* The most beautiful equation in mathematics (related to above)
* Static forces
* Force table
* Vernier force probe
* Vernier scale
* Angular size
* Beads on string drop
* Parallax Need Jill's photos showing error and 13s photo of reenactment. Nothing there except post placement for jill's photos.
* Heisenberg's uncertainty and Beethoven's fugue
* Video showing how a shop vac can demonstrate the Bernoulli force
* The Leyden jar and the Van de Graff generator
* Optics: Thin lens equation (ray diagram)
* https://almamiddleschoolscience.wikispaces.com/file/view/The+Big+Bang+Theory+Lab+2012+upload+color+version.doc
* Graphical integration of uniform acceleration
* Celestial sphere (under construction)
* MATLAB/Cookbook Many of our labs should be virtual.
* Bell's theorem/Introduction#Lab activity Uses concept of vectors to explain how a third polarizing filter can enhance the light that passes through a pair of filters that block the light.
* Gases and gas laws/Boyle's law lab
* w:Lénárt_sphere see images at w:Lénárt_sphere#Related_products and talk page

## Lab Quizzes

* Unless otherwise announced, the number of questions taken from these quizzes will never exceed 10% of the test.
* Students: Please do not edit these quizzes, use the student sandbox instead. Also, when you study, sure to check the history page to ensure that your instructor was the most recent editor. These are "live" links.
* March 18,2015: phy1060 (under construction)
* March 18,2015: phy1120 Covers the concept of current, voltage, energy, and force in the analog between electric and gravitational fields. This quiz is inspired by the Van der Graff generator demonstration.
* Upcoming Test (c)

## Student input

The following pages are available for tinkering by students. It is not possible for a page to be edited on two computers at the same time, so if you want your instructor to edit your page close it.
group 1 .. group 2 .. group 3 .. group 4 .. group 5 .. .. group 6 .. group 7 .. group 8 .. Instructor .. MarsLoveslions ..Who

## Other optics projects

See also:
* http://phet.colorado.edu/en/simulation/bending-light
* http://phet.colorado.edu/en/simulation/geometric-optics

## Subpages

Special:Prefixindex/Physics and Astronomy Labs/
# Physics and Astronomy Labs/Angular size/Preliminary Investigation
### Initial investigation

Students at Wright State University are have been estimating the angular size using the hand, as shown in the figure. These estimates can be compared with the measured value, which is obtained by measuring the length of an object, s, and the distance to that object, r. Measured in radians, θ ≈ s/r. The results shown below are based on this approximate relationship between angular size and distance. The "nominal" angle refers to the estimate shown in the figure.
| Date | course | nominal (degrees) | mean (degrees) | stdev (degrees) | Error (degrees) | Number students |
| 1/20/15 | phy1060 | 1 | 1.24 | 0.07 | 0.24 | 7 |
| 1/21/15 | phy1060 | 10 | 8.54 | 0.12 | -1.46 | 3 |
| 1/21/15 | phy2400 | 20 | 19.8 | 1.1 | -0.2 | 7 |
* Nominal refers to the angular size (in degrees) as deduced using one's hand, as shown in the figure.
* Mean and stdev refer to the average value and standard deviation, respectively, obtained by N students.
* Error is the difference between the mean amd the nominal values.
The 20 degree measurement used the hand outstretched with all fingers held upward, not down as shown in the figure. This choice of hand position was chosen after a preliminary investigation by the Phy1120 class that suggested that the fingers-down position position was unreliable. These preliminary were not reported because we were just messing around. Moreover, subsequent investigation has suggested that both the "fingers-up" and "fingers-down" hand positions are nearly equivalent in both consistency as well as accuracy.
# Physics and Astronomy Labs/Archimedes' principle

Archimede's Principle Lab
Archimedes' principle indicates that the upward buoyant force that is exerted on a body immersed in a fluid, whether fully or partially submerged, is equal to the weight of the fluid that the body displaces and it acts in the upward direction at the center of mass of the displaced fluid.
Explanation
The downward force on the object is simply its weight. The upward, or buoyant force on the object is that stated by Archimedes' principle, above. Thus the net upward force on the object is the difference between the buoyant force and its weight. If this net force is positive, the object rises; if negative, the object sinks; and if zero, the object is neutrally buoyant - that is, it remains in place without either rising or sinking.
For a fully submerged object, Archimedes' principle can be reformulated as follows:
apparent immersed weight = weight of object - weight of displaced
The density of the immersed object relative to the density of the fluid can easily be calculated without measuring any volumes:
density of object / density of fluid = weight / (weight- apparent immersed weight)
The Experiment
# Physics and Astronomy Labs/Celestial sphere

Sandbox 1 Sandbox 2 Sandbox 3

## Wikimedia links

* Wikipedia:Celestial coordinate system
* Wikipedia:Horizontal_coordinate_system
* Wikipedia:Ecliptic coordinate system
* Wikipedia:Cartesian coordinate system
* Wikipedia:Polar coordinate system
* Wikipedia:Curvilinear_coordinates (confusing!)

## Top external links on Google

* Wikipedia:Celestial sphere is #1 on Google today
* http://csep10.phys.utk.edu/astr161/lect/celestial/celestial.html
* http://www.astro.cornell.edu/academics/courses/astro201/cel_sphere.htm
* http://stars.astro.illinois.edu/celsph.html Great pictures
* http://pvs.kcc.hawaii.edu/ike/hookele/celestial_sphere.html
* http://astro.wsu.edu/worthey/astro/html/lec-celestial-sph.html
* https://www.youtube.com/watch?v=1Toya19H12w 2'46'' time duration
* https://en.wikibooks.org/wiki/General_Astronomy/The_Celestial_Sphere Wikibooks is a sister to Wikipedia and Wikiversity
* http://astro.unl.edu/naap/motion2/animations/ce_hc.html UNL hosts the best astronomy lab materials I know about.

## Gallery (commons)

These images on Wikimedia Commons are subject to minimal copyright restrictions.
* Ecliptic_equator_galactic_anim.gif
* Hipparcos_Catalogue_equirectangular_plot
* Azimuth-Altitude_schematic.svg (horizontal coordinate system)
* Ecliptic_grid_globe.png (ecliptic coordinate system)
* Cartesian-coordinate-system.svg
* Curvilinear coordinates are required for non-flag geometries
* Spacetime_curvature.png
Gallery notes:
* ↑ http://www.solitaryroad.com/c325/ole4.gif Curvilinear coordinates can be used in situations where Euclidean geomotry is not valid, as is the case with our universe due to gravity and general relativity
* ↑ An artists attempt to show how gravity violates space-time

## Footnotes

* ↑ To open a sandbox, click and edit. Don't delete other people's work. See your instructor if you want to register as an editor (Wikipedia will never bother you unless you sign up for the email alert. And the alerts are never promotional items of any sort.
# Physics and Astronomy Labs/Celestial sphere/Sandbox 1

oral report
defined
orient (towards north, at altitude near 45)
location of sun on ecliptic
# Physics and Astronomy Labs/Angular size

This lab focuses on estimates and simple measurements of angular size. Angular size, or angular diameter is described in Wikipedia:Angular diameter.
Most labs consist of comparing two different measurements of a given angular size:
* Some sort of protractor is used to measure the angle directly. One such protractor consists of the outstretched hand.
* A ruler is used to measure two lengths, and the angular size is measured by calculation.
The analysis consists of comparing these two measurements of the angle.

### Preliminary Investigation

A Preliminary Investigation established that the outstretched hand method is approximately correct. There is evidence that the use of the little finger to measure 1° overestimates the actual angle by about 1/3 of a degree. It was also noted that the hand position used to measure 20° was uncomfortable and might perhaps be replaced by a measurement with the three fingers "up", as shown in figure to the right (except with the thumb and little finger held as far apart as is comfortably possible)
A benefit of this investigation was that the student sketch, File:Estimating angular size with hand.gif was posted on commons and used to improve the Wikipedia article Angular diameter.

#### Is the 5 degree value too large?

The picture in the upper right is incorrect. It said that we could measure 5 degrees using out pointer, middle and ring fingers together. We demonstrated that this was not correct using measurements on several students. According to the image, the ratio should be 5:1. We found the standard deviation using the digital caliper Instead of 5 we obtained 3.67 ±.21.
| | 3 fingers (mm) | pinky (mm) | ratio |
| | 45.18 | 13.06 | 3.46 |
| | 44.48 | 12.5 | 3.56 |
| | 48.22 | 13.3 | 3.63 |
| | 54.94 | 15.14 | 3.63 |
| | 55.1 | 13.55 | 4.07 |
| ave | 49.58 | 13.51 | 3.67 |
| stdev | 5.16 | 0.99 | 0.23 |
| stdev/mean | 10% | 7% | 6% |

### What To Do In This Lab

* In this lab you are standing in the back of the room and are holding your pinky up until the two dots on the board are exactly on each side of the pinky.
* After that you measure how far apart the two dots are on the board.
* Then you have to figure out the distance from wall to wall and this classroom’s distance was 328 inches.

### Comparison of two hand positions for 20 degrees

This Comparison of two hand positions for 20 degrees needs to be briefly described here.

### Links and image gallery

Wikipedia: Angular_diameter Angular_mil Arcs of circles
Wikiversity: Trigonometry/Angles Physics_equations/Equations#00-Mathematics_for_this_course
* See also Physics and Astronomy Labs/Distance and angular size
* ↑ pinky to three fingers
# Physics and Astronomy Labs/Angular size/Comparison of two hand positions for 20 degrees
## The engineers look at the two hand positions for the 20 degree measurement

Ten students measured the angular size to be 20 degrees by standing in front of an object that is 111 inches long and using one of two hand positions: "up" if the middle three fingers are up, or "down" if they are down. The rows indicate three steps in the calculation: the first two rows ("0") used the zero order approximation:
    $\theta _{0}={\frac {w}{r}}={\frac {111}{r}}$
where w=111 inches was the width of the object, and r is the distance from the object (in inches also). The 111 inch long object was the top of an exit to a building that was approximately 46 inches higher that a typical eye. If r denotes the horizontal distance as measured along the floor, the actual distance is a bit larger than r:
    $\theta _{1}={\frac {111}{\sqrt {r^{2}+46^{2}}}}$
A second correction to consider involves the fact that w is not an arclength, but a straight line segment. From the relationship between a cord and the angle swept by that cord, we finally reach our final (and best) form for angular diameter:
    $\theta _{2}=2\arctan {\left({\frac {111}{2{\sqrt {r^{2}+46^{2}}}}}\right)}$
The connection between the aforementioned two equations is made using the well-known Taylor series expansion of the arctan function:
    $\arctan u=u-{\tfrac {1}{3}}u^{3}+{\tfrac {1}{5}}u^{5}-{\tfrac {1}{7}}u^{7}$
At 20 degrees, the conversion to radians yields u≈.35 and u$^3$≈.04 so that the first non-zero correction term changes the result by only 4%.

#### results

| | $\theta _{0}$-up (degrees) | $\theta _{0}$-down (degrees) | $\theta _{1}$-up (degrees) | $\theta _{1}$-down (degrees) | $\theta _{2}$-up (degrees) | $\theta _{2}$-down (degrees) |
| | 22.63 | 18.82 | 22.35 | 18.65 | 22.06 | 18.48 |
| | 18.93 | 18.82 | 18.76 | 18.65 | 18.59 | 18.48 |
| | 17.47 | 16.96 | 17.34 | 16.84 | 17.20 | 16.71 |
| | 19.63 | 19.39 | 19.44 | 19.21 | 19.25 | 19.03 |
| | 21.49 | 18.33 | 21.24 | 18.17 | 20.99 | 18.02 |
| | 18.82 | 20.25 | 18.65 | 20.05 | 18.48 | 19.84 |
| | 22.16 | 22.63 | 21.89 | 22.35 | 21.62 | 22.06 |
| | 22.16 | 19.63 | 21.89 | 19.44 | 21.62 | 19.25 |
| | 20.52 | 20.78 | 20.30 | 20.56 | 20.09 | 20.34 |
| | 20.72 | 20.06 | 20.49 | 19.86 | 20.27 | 19.66 |
| mean | 20.32 | 19.46 | 20.11 | 19.28 | 19.90 | 19.09 |
| stdev | 1.71 | 1.53 | 1.66 | 1.49 | 1.61 | 1.44 |
* ↑ http://www.mathstat.concordia.ca/faculty/rhall/mc/arctan.pdf
# Physics and Astronomy Labs/Distance and angular size

Measured the width of hall to be 9 feet. The angular size was three fingers. (Perhaps 4 degrees?). Using 57 degrees for 1 radian, and adding the 9 ft hall width to our answer, we obtain:
57*9/4 + 9 =137 feet.
Compare this wih 30.36 meters using parallax.
# Neurosociety Media Centre/Centres/Italy

See also Società Italiana di Neuroscienze
* Neuroscienze, Università Politecnica delle Marche, Ancona
* Cognitive Neuroscience, Alma Mater Studiorum, University of Bologna
* Neurophysiology, Alma Mater Studiorum University of Bologna
* Institute of Biomedical Technologies - Italian National Research Council, Milano
* CNR Institute for Neuroscience, University of Milano
* School of Molecular Medicine, Neuroscience, San Raffaele Vita Salute University, Milano
* Molecular Medicine, University of Naples
* Cognitive Neuroplasticity and Rehabilitation, University Sapienza, Rome
* Psychobiology and Psychopharmacology University Sapienza Rome
* Cognitive Neuroscience, SISSA International School for Advanced Studies, Trieste
* Neurobiology, International School for Advanced Studies, Trieste
* Brain Centre for Neuroscience, University of Trieste
* Neuroscience, Università degli Studi di Torino
* Department of Morphological and Biomedical Sciences Università di Verona
# Neurosociety Media Centre/Centres/Luxembourg

* Ctr Rech Publ Sante, Lab Biol Mol Anal Gen & Modelisat
* Ctr Hosp Luxembourg, Dept Neurosci
* Educ Measurements & Appl Cognit Sci Unit, Universite du Luxembourg
* Ctr Hosp Emile Mayrisch, Serv Neurol, Esch Sur Alzette
# Neurosociety Media Centre/Centres/Greece

Hellenic Society for Neuroscience
* Faculty of Medicine, National and Kapodistrian University of Athens
* Department of Neuroscience and Sensory Organs, University of Crete, see also http://brain-mind.med.uoc.gr/
* Foundation of Research and Technology, Hellas
* Faculty of Medicine, University of Patras, Patras, Greece
* University of Patras
# Neurosociety Media Centre/Centres/Hungary

* Cognitive Science and Knowledge Technology, Budapest University of Technology and Economics
* Neuroscience and Human Biology, Eötvös Loránd University, Faculty of Sciences
* Physiology and Neurobiology, University of Debrecen
* Institute of Experimental Medicine, Hungarian Academy of Sciences
* Szentagothai Janos School of Neuroscience, Semmelweis University
# Neurosociety Media Centre/Centres/Malta

* Univ Malta, Dept Syst & Control Engn
* Univ Malta, Mol Genet Lab, Dept Physiol & Biochem
* Univ Malta, Dept Anat Genet & Cell Biol, Msida
* Univ Malta, Dept Clin Pharmacol & Therapeut, Msida
* Zammit Clapp Hospital, St. Julians
* St Lukes Hosp, Guardamangia
# Neurosociety Media Centre/Centres/Predictive Medicine

* Laboratory of Developmental Genetics Independent Research Group, VIB Laboratory of Developmental Genetics, Katholieke Universiteit Leuven
* Laboratory of Neurogenetics, Katholieke Universiteit Leuven
* Molecular Genetics Department, University of Antwerp
* Cyprus Institute of Neurology & Genetics
# Neurosociety Media Centre/Centres/Latvia

* Faculty of Medicine, University of Latvia
* Latvia State University
* Latvian Institute of Organic Synthesis
* Riga Stradins Univ
* Riga Stradins University Hospital
* State Public Health Agency
* Riga Technical University
# Neurosociety Media Centre/Centres/Lithuania

* Kaunas Medical Academy Kaunas University of Medicine
* Siauliai University
* Vilnius Univ and Vilnius University Hospital
# Neurosociety Media Centre/Centres/Poland

* The Nencki Institute of Experimental Biology
* Jagiellonian University, Medical College
* Medical University of Lodz, Poland
* Institute of Pharmacology, Polish Academy of Sciences
* Medical Research Centre, Polish Academy of Sciences
* Medical University Silesia, Katowice
* Warsaw Medical University
# Neurosociety Media Centre/Centres/Portugal

See also Sociedade Portuguesa de Neurosciências
* Centre for Neuroscience and Cell Biology, University of Coimbra
* Faculty of Medicine, University of Lisboa
* Autonomous University of Lisbon
* Neuroscience, Instituto Gulbenkian de Ciência
* Instituto de Tecnologia Quimica e Biologica
* Faculty of Medicine of the University of Porto