OpenLLM-France/wikimedia huggingface dataset:
# Introduction to Italian/Lesson 2
## The Italian Alphabet

The Italian alphabet is very similar to the English alphabet:
| Letter | Name | IPA | Letter | Name | IPA |
| A, a | a | /a/ | N, n | enne | /n/ |
| B, b | bi | /b/ | O, o | o | /o/ or /ɔ/ |
| C, c | ci | /k/ or /tʃ/ | P, p | pi | /p/ |
| D, d | di | /d/ | Q, q | cu | /k/ |
| E, e | e | /e/ or /ɛ/ | R, r | erre | /r/ |
| F, f | effe | /f/ | S, s | esse | /s/ or /z/ |
| G, g | gi | /g/ or /dʒ/ | T, t | ti | /t/ |
| H, h | acca | (silent) | U, u | u | /u/ or /w/ |
| I, i | i | /i/ or /j/ | V, v | vi, vu | /v/ |
| L, l | elle | /l/ | Z, z | zeta | /dz/ or /ts/ |
| M, m | emme | /m/ |
Notice that it lacks the letters j, k, w, x, and y. These are "foreign letters" used only in loanwords.
| Letter | Name | IPA | Letter | Name | IPA |
| J, j | i lunga, gèi | /dʒ/ | X, x | ics | /ks/ |
| K, k | cappa | /k/ | Y, y | ipsilon, i greca | /y/ |
| W, w | doppia vi, doppia vu, vi doppia, vu doppia | /v/ |
It is important to notice that letters are all feminine nouns.

### Vowel pronunciations

Each vowel has basically one pronunciation. They are as follows: a - pronounced roughly like the a in father or class, like the sound a dentist might have you make when you open your mouth wide. It is usually pronounced in a relaxed way, but hardens when an accent mark is added (à). e - pronounced like the e in pest or Edward. When it has an accent (è) it is pronounced like the a in plate or the ei in eight. i - pronounced like the ee in feed or the ea in peak. o - pronounced like the oa in boat or the oe in toe. u - pronounced like the o in to or who.

#### Note on accented vowels

In some languages accented letters are counted as their own letters (for instance, in Swedish the letter ä is considered different from the letter a). In Italian, à and è are just variations on a and e. So in a dictionary, the words ‘‘e’’ and ‘‘ è’’ will appear immediately after one another.

### Consonant pronunciations

Most Italian consonants are pronounced the same as they are in English:
| Consonant or consonant combination | Pronunciation |
| b | Same as b in bat. |
| ca, co, cu | Same as c in cat, cot, cut |
| ce, ci | Same as ch in chair, cheese |
| che, chi | Same as k in kay, key |
| d | Same as d in dog |
| f | Same as f in fake |
| ga, go | Same as g in gab, gob |
| ge, gi | Same as g in gem |
| gh | Same as gh in Pittsburgh |
| gla, gle, glo, glu | Same as gl in ugly |
| gli | Same as ll in billion |
| gn | Same as ny in Bunyan |
| gu | Same as gu in anguish |
| h | Same as h in honest |
| l | Same as l in lake |
| m | Same as m in mom |
| n | Same as n in not |
| p | Same as p in post |
| qu | Same as qu in queen |
| r | Same as r in race, but rolled (your tongue should vibrate up and down when you pronounce it) |
| s | Same as s in sorry; sometimes as z as in zoo |
| t | Same as t in time |
| v | Same as v in violin |
| z | Same as z in zoo, but often as dz or tz (think pizza) |
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Linear mapping/Dimension formula/No proof/Section

The following statement is called dimension formula.

## Theorem

Let $K$ denote a field, let $V$ and $W$ denote $K$-vector spaces, and let
    $\varphi \colon V\longrightarrow W$
denote a $K$-linear mapping. Suppose that $V$ has finite dimension. Then
    $\dim _{\left(V\right)}=\dim _{\left(\operatorname {kern} \varphi \right)}+\dim _{\left(\operatorname {Im} \varphi \right)}\,$

### Proof

$\Box$

## Definition

Let $K$ denote a field, let $V$ and $W$ denote $K$-vector spaces, and let
    $\varphi \colon V\longrightarrow W$
denote a $K$-linear mapping. Suppose that $V$ has finite dimension. Then we call
    $\operatorname {rk} \,\varphi :=\dim _{\left(\operatorname {Im} \varphi \right)}\,$
$\varphi$
The dimension formula can also be expressed as
    $\dim _{\left(V\right)}=\dim _{\left(\operatorname {kern} \varphi \right)}+\operatorname {rk} \,\varphi \,.$

## Example

We consider the linear mapping
    $\varphi \colon \mathbb {R} ^{3}\longrightarrow \mathbb {R} ^{4},{\begin{pmatrix}x\\y\\z\end{pmatrix}}\longmapsto M{\begin{pmatrix}x\\y\\z\end{pmatrix}}={\begin{pmatrix}y+z\\2y+2z\\x+3y+4z\\2x+4y+6z\end{pmatrix}},$
given by the matrix
    $M={\begin{pmatrix}0&1&1\\0&2&2\\1&3&4\\2&4&6\end{pmatrix}}\,.$
To determine the kernel, we have to solve the homogeneous linear system
    ${\begin{pmatrix}y+z\\2y+2z\\x+3y+4z\\2x+4y+6z\end{pmatrix}}={\begin{pmatrix}0\\0\\0\\0\end{pmatrix}}\,.$
The solution space is
    $L={\left\{s{\begin{pmatrix}1\\1\\-1\end{pmatrix}}\mid s\in \mathbb {R} \right\}}\,,$
and this is the kernel of $\varphi$. The kernel has dimension one, therefore the dimension of the image is $2$, due to the dimension formula.

## Corollary

Let $K$ denote a field, let $V$ and $W$ denote $K$-vector spaces with the same dimension $n$. Let
    $\varphi \colon V\longrightarrow W$
denote a linear mapping. Then $\varphi$ is injective if and only if $\varphi$ is

### Proof

This follows from the dimension formula and fact.
$\Box$
# Linear mapping/Different eigenvalues/Diagonalizable/Fact

Let $K$ denote a field, and let $V$ denote a finite-dimensional vector space. Let
    $\varphi \colon V\longrightarrow V$
denote a linear mapping. Suppose that there exists $n$ different eigenvalues.
$\varphi$
# Linear mapping/Diagonalizable/Eigenvectors/Definition

Let $K$ denote a field, let $V$ denote a vector space, and let
    $\varphi \colon V\longrightarrow V$
denote a linear mapping. Then $\varphi$ is called diagonalizable, if $V$ has a basis consisting of eigenvectors for $\varphi$.
# Linear mapping/Diagonalizable/Characterizations/Fact

Let $K$ denote a field, and let $V$ denote a finite-dimensional vector space. Let
    $\varphi \colon V\longrightarrow V$
denote a linear mapping. Then the following statements are equivalent.
* $\varphi$ is diagonalizable.
* There exists a basis ${\mathfrak {v}}$ of $V$ such that the describing matrix $M_{\mathfrak {v}}^{\mathfrak {v}}(\varphi )$ is a diagonal matrix.
* For every describing matrix $M=M_{\mathfrak {w}}^{\mathfrak {w}}(\varphi )$ with respect to a basis ${\mathfrak {w}}$, there exists an invertible matrix $B$ such that is a diagonal matrix.
    $BMB^{-1}$
# Linear mapping/Diagonalizable/Characterizations/Fact/Proof

The equivalence between (1) and (2) follows from the definition, from example, and the correspondence between linear mappings and matrices. The equivalence between (2) and (3) follows from fact.
# Linear mapping/Different eigenvalues/Diagonalizable/Fact/Proof

Because of fact, there exist $n$ linearly independent eigenvectors. These form, due to fact, a basis.
# Linear mapping/Dimension formula/Fact

Let $K$ denote a field, let $V$ and $W$ denote $K$-vector spaces, and let
    $\varphi \colon V\longrightarrow W$
denote a $K$-linear mapping. Suppose that $V$ has finite dimension.
    $\dim _{\left(V\right)}=\dim _{\left(\operatorname {kern} \varphi \right)}+\dim _{\left(\operatorname {Im} \varphi \right)}\,$
# Marginalism

Marginalism is a concept aimed at increasing the marginal benefit while minimizing the marginal costs, by making small incremental changes to the course of action. Marginalism takes an 'ordinal' approach of Economics. The concept of Marginalism is extensively used by small business entrepreneurs and households while taking decisions.
E.g- Suppose a small scale industry employs 10 technicians for production of a given good, for 8 hours a day. If a technician doesn't show up on any given day, it would result in production loss for the industry. The firm can mitigate the loss by asking the other employee to work for few extra hours, in return for a sum paid out of the absent technician's wages. As long as the wage paid to the employee is less than the production loss reduced, the decision is beneficial.
The Marginal benefit derived out of an activity should always be greater than the Marginal cost of the decision made. In the above case, the Marginal cost is the wage paid and the Marginal benefit is the the loss which was mitigated. Marginalism helps policy makers in forming essential economic policies and enables people to think at the margin.
# MariaDB/Galera Cluster

MariaDB Galera Cluster is a synchronous multi-master cluster for MariaDB database. It is available on Linux only, and only supports the XtraDB/InnoDB storage engines.
# Marijuana

Cannabis, commonly known as marijuana, is a preparation of the cannabis plant intended for use as a psychoactive drug and as medicine. Cannabis is often consumed for its psychoactive and physiological effects, which can include heightened mood or euphoria, relaxation, and an increase in appetite. Unwanted side-effects can sometimes include a decrease in short-term memory, dry mouth, impaired motor skills, reddening of the eyes, and feelings of paranoia or anxiety.

## Resources

* Should cannabis be legal?
# Maritime Clinical Colloquial Network/All colloquia since March 2006

Maritime_Clinical_Colloquial_Network/March_05:_7:30-9
* March 05: 7:30-9
* March 19: 7:30-9
* March 23: 9:00-10:30
* April 16: 8:00-9:30
* April 30: 8:00-9:30
* May 14: 8:00-9:30
# MariaDB

MariaDB is one of the most popular community-developed relational database management systems published under the GNU GPL. MariaDB born as a MySQL fork from former developers after Oracle acquisition.

## Readings

* Wikibooks: MariaDB

## Activities

* Perform the following tasks:
** Install MariaDB. For example in MacOS: brew install mariadb
** Start and configure MariaDB.
** Backup and restore a database
** Create a simple database schema
** Perform simple SQL queries against a database
** Create a basic table

### Install and start MariaDB in MacOS

* brew install mariadb
* Start MariaDB:
    /usr/local/bin/mysql.server start (command is mysql but you are actually starting MariaDB)
* Check MariaDB is running: /usr/local/bin/mysql.server status

### Create a table: CREATE TABLE

* Connect to database test, will be created in default MariaDB installation:
    mysql test
* Create a basic table with two columns using the create table SQL statement:
    create table my_first_table (my_first_column char, my_second_column char);
* Show tables so we can check our new created table is available:
* Show details about your new table:
* Show privileges: MariaDB [(none)]> show grants;
* Allow remote root access: GRANT ALL PRIVILEGES on *.* to 'root'@'%' IDENTIFIED BY 'YOUR_PASSWORD';

## Advanced Features

* Understand MariaDB w:partitioning (w:https://en.wikipedia.org/wiki/Comparison_of_relational_database_management_systems#Partitioning) and uses cases. SHOW PLUGINS to see if your version support it.
* Create a MariaDB Cluster using MariaDB Galera Cluster.
# Literature/1998/Hahn

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Authors

* Trudi Bellardo Hahn
* w: Michael Buckland

## Contents

* "History of Information Science," by Michael Buckland & Ziming Liu.
* "What is a 'document'?" by Michael Buckland, pp. 215-220.

## Wikimedia

* w: Information science

## Chronology

* Bates, Marcia J. (2000). Bates' Bibliography of Works on Information Seeking, Indexing, and Information Retrieval System Design.
* Hahn, Trudi Bellardo & Michael Buckland (1998). Historical Studies in Information Science. Medford, NJ: Information Today, Inc. (Published for the American Society for Information Science) $^{[^]}$
* Literature/1998/Buckland $^{[^]}$
* Buckland, Michael K. (1997). "What is a 'document'?" Journal of the American Society of Information Science vol. 48, no. 9 (Sept 1997): 804-809. $^{[^]}$
# Literature/1998/Lawrence

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: CiteSeer
* w: CiteSeerX
* w: Citation indexing
# Literature/1999

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1999/Allen $^{[^]}$
* Literature/1999/Bates $^{[^]}$
* Literature/1999/Berners-Lee $^{[^]}$
* Literature/1999/Bevir $^{[^]}$
* Craig, Robert (1999). "Communication Theory as a Field," Communication Theory 9(2): 119–161. $^{[^]}$
* Literature/1999/DeRose $^{[^]}$
* Literature/1999/Gardner $^{[^]}$
* Literature/1999/Garfield $^{[^]}$
* Goldenfeld, Nigel & Kadanoff, Leo P. (1999). "Simple Lessons from Complexity," Science 284 (Apr 2, 1999): 87-89. $^{[^]}$
* Literature/1999/Harland $^{[^]}$
* Lawrence, Steve, Kurt D. Bollacker & C. Lee Giles & (1999). "Indexing and Retrieval of Scientific Literature." Proceedings of the Eighth International Conference on Information and Knowledge Management, p.139-146, November 02-06, 1999, Kansas City, Missouri, United States $^{[^]}$
* Literature/1999/Mayne $^{[^]}$
* Literature/1999/Michod $^{[^]}$
* Rayward, W. Boyd (1999). "H.G. Wells's Idea of a World Brain: A Critical Reassessment," Journal of the American Society for Information Science, 50(7): 557-573. $^{[^]}$
* Literature/1999/Stalnaker $^{[^]}$
* Literature/1999/Swann $^{[^]}$
* Literature/1999/Todd $^{[^]}$
# Literature/2000

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Atkins, Helen Barsky & Blaise Cronin (2000). The Web of Knowledge : A Festschrift in Honor of Eugene Garfield (Asis Monograph Series) $^{[^]}$
* Literature/2000/Brown $^{[^]}$
* Literature/2000/Buzan $^{[^]}$
* Fodor, Jerry (2000). The Mind Doesn't Work That Way: The Scope and Limits of Computational Psychology. MIT Press. $^{[^]}$
* Gillies, James & Robert Cailliau (2000). How the Web was Born: The Story of the World Wide Web. Oxford University Press. $^{[^]}$
* Literature/2000/Jacobson $^{[^]}$
* Literature/2000/Johnson $^{[^]}$
* LaFollette, Marcel C. (2000). "The Evolution of the 'Scientific Misconduct' Issue: An Historical Overview." Proceedings of the Society for Experimental Biology and Medicine 224: 211-215. $^{[^]}$
* Literature/2000/Lappin $^{[^]}$
* Literature/2000/Putnam $^{[^]}$
* Literature/2000/Robertson $^{[^]}$
* Literature/2000/Sandberg $^{[^]}$
* Silberman, Steve (2000). "The Quest for Meaning." Wired 8.02 (February 2000) pp. 1-5. $^{[^]}$
* Literature/2000/Stiglitz $^{[^]}$
* Literature/2000/Willinsky $^{[^]}$
# Literature/1999/Craig

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Communication Theory as a Field

| w: Communication theory w: Communication studies w: Communication sciences w: Outline of communication w: Media studies w: Journalism | w: Mathematical Theory of Communication w: Information theory w: Information science w: Cognitive science w: Psycholinguistics w: Semiotics |

## Chronology

* Craig, Robert (1999). "Communication Theory as a Field," Communication Theory 9(2): 119–161. $^{[^]}$

## Comments

* ↑ Perhaps there may be no communication theory proper yet at all.
# Literature/1999/Goldenfeld

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Abstract

The complexity of the world is contrasted with the simplicity of the basic laws of physics. In recent years, considerable study has been devoted to systems which exhibit complex outcomes. This experience has not given us any new laws of physics, but instead has given us a set of lessons about appropriate ways of approaching complex systems.

## Excerpts

* Nature can produce complex structures, even in simple situations, and some simple laws, even in complex situations.
* Use the right level of description to catch the phenomena of interest. Don't model bulldozers with quarks.
* So every good model starts from a question. The modeler should aways pick the right level of detail to answer the question.

## Wikimedia
### w: Complex systems

| w: Complex system | w: Chaos theory |

## Chronology

* Colander, D. (2000). The Complexity Vision and the Teaching of Economics. E. Elgar, Northampton, Massachusetts.
* Goldenfeld, Nigel & Kadanoff, Leo P. (1999). "Simple Lessons from Complexity," Science 284 (Apr 2, 1999): 87-89. $^{[^]}$
* Cilliers, P. (1998). Complexity and Postmodernism: Understanding Complex Systems. London: Routledge.
* Prigogine, I. (1997). The End of Certainty, New York: The Free Press.
* Bak, Per (1996). How Nature Works: The Science of Self-Organized Criticality. New York: Copernicus.
* Bale, L.S. (1995). Gregory Bateson, Cybernetics and the Social/Behavioral Sciences. http://www.narberthpa.com/Bale/lsbale_dop/cybernet.htm
* Kauffman, Stuart A. (1995). At Home in the Universe. Oxford University Press.
* Kauffman, Stuart A. (1993). The Origin of Order. Oxford University Press,
* Hayek, Friedrich (1978), "The Results of Human Action but Not of Human Design," in: New Studies in Philosophy, Politics, Economics, Chicago: University of Chicago Press. pp. 96-105.
* Nicolis, G. & I. Prigogine (1977). Self-Organization in Nonequilibrium Systems. New York: John Wiley.
* Lorenz, Edward Norton (1972). "Predictability: Does the Flap of a Butterfly's Wings in Brazil Set Off a Tornado in Texas?" Address at the 139th Annual Meeting of the American Association for the Advancement of Science, Sheraton Park Hotel, Boston, Mass., December 29, 1972. $^{[^]}$
* Lorenz, Edward Norton (1963). "Deterministic Nonperiodic Flow". Journal of Atmospheric Sciences 20(2): 130-141. $^{[^]}$
# Literature/2000/Atkins

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Authors
### Blaise Cronin

* Editor, JASIST

## Wikimedia
### w: Eugene Garfield

| w: Science Citation Index | w: World Brain |

## Chronology

* Literature/2005/Garfield $^{[^]}$
* Atkins, Helen Barsky & Blaise Cronin (2000). The Web of Knowledge : A Festschrift in Honor of Eugene Garfield (Asis Monograph Series) $^{[^]}$
* Literature/1976/Garfield $^{[^]}$
* Literature/1975/Garfield $^{[^]}$
* Garfield, Eugene (1964). "Science Citation Indexing -- A New Dimension in Indexing." Science 144 (3619): 649-654. $^{[^]}$
* Garfield, Eugene (1955). "Citation Indexes for Science: A New Dimension in Documentation through Association of Ideas." Science, 122(3159): 108-111. $^{[^]}$
* Bernal, J. D. (1939). The Social Function of Science. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$

## Comments

* ↑ This preview has nothing to do with "Wells". It is quite strange considering that Garfield has constantly placed the historicity of his lifetime venture on Wellian "World Brain".
# Literature/1998/Wilson

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* Literally a 'jumping together' of knowledge by the linking of facts and fact-based theory across disciplines to create a common groundwork of explanation. (page 7)

## Wikimedia

* w: Sociobiology
* w: Consilience
* w: Consilience: The Unity of Knowledge
** Wilson discusses methods that have been used to unite the sciences and might in the future unite them with the humanities. Wilson prefers and uses the term consilience to describe the synthesis of knowledge from different specialized fields of human endeavor.

## Chronology

* Wilson, Edward (1998). Consilience: The Unity of Knowledge. New York: Knopf. $^{[^]}$
* Wilson, Edward (1975). Sociobiology: The New Synthesis. Harvard University Press. $^{[^]}$
* Snow, Charles Percy (1959). The Two Cultures and the Scientific Revolution (Rede Lecture). Cambridge University Press, 1959. $^{[^]}$
* Bernal, J. D. (1939). The Social Function of Science. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$
# Literature/1999/Lawrence

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Abstract

    The web has greatly improved access to scientific literature. However, scientific articles on the web are largely disorganized, with research articles being spread across archive sites, institution sites, journal sites, and researcher homepages. No index covers all of the available literature, and the major web search engines typically do not index the content of Postscript/PDF documents at all. This paper discusses the creation of digital libraries of scientific literature on the web, including the efficient location of articles, full-text indexing of the articles, autonomous citation indexing, information extraction, display of query-sensitive summaries and citation context, hubs and authorities computation, similar document detection, user profiling, distributed error correction, graph analysis, and detection of overlapping documents. The software for the system is available at no cost for non-commercial use.

## Wikimedia

* w: CiteSeer
* w: CiteSeerX
* w: Citation indexing
# Motivation and emotion/Changes/2016

For 2016, the following changes were made, in part, because of 2015 student feedback, and in an effort to further improve student experiences:
* Lectures
** Updated lecture notes will be made available at least 3 days before each lecture.
** The amount of text on text-heavy slides will be reduced.
* Assessment
** It has been made more clear in the Unit Outline that all assessment submission is to be via Moodle.
** The due dates for the assessment items have been moved apart by an extra week.
** The Book Chapter and Multimedia marking criteria and marking rubrics have been revised, simplified, and better aligned.
** Wikiversity has implemented the VisualEditor which means that it is no longer necessary to learn how to use wiki markup for the Book Chapter assessment exercise.
** All Quizzes are available from the beginning of semester (rather than released progressively).
# Motivation and emotion/Changes/2017

The following changes have been made for 2017:
* An early assessment exercise (Topic Development) has been added. This exercise is due by the start of Week 05 and is worth 5% of the final mark. The Book Chapter mark has been reduced from 50% to 45% to accommodate this change.
* Content in Modules 02 and 03 has been re-organised so that it follows the same order as the textbook chapters.
# Motivation and emotion/Changes/2022
## Summary

Student feedback about this unit in 2021 was positive - 83% were satisfied. For more detail, see Motivation and emotion - Evaluation 2021.
As a result of student feedback, the following changes have been made for 2022:
* The number of quizzes has been reduced from 17 (one per chapter) to 6 (one per module).
* A similar navigation structure has been adopted across UCLearn and Wikiversity, with more content embedded in UCLearn.
In addition, the following changes have been made:
* Book chapter weight has increased from 40% to 45%; quiz weight has reduced from 35% to 30%.
* The number of attempts per quiz has been reduced from 2 to 1.
Students will have opportunities to provide anonymous feedback on the unit at the beginning, middle and end of the teaching period via InterFace which can be accessed through MyUC.
# Motivation and emotion/Changes/2018

The following changes have been made for 2018:
# Motivation and emotion/Changes/2020

The following changes have been made for 2020:
* The Syllabus has been updated to more accurately reflect the unit content.
* The Learning Outcomes have been expanded from 1 to 3 to to more accurately reflect the unit content.
* Due to COVID-19, the unit will be taught in remote (online) mode.
* 12 x 1 hour tutorials will be provided instead of 6 x 2 hour tutorials.
# Motivation and emotion/Changes/2019

The following changes have been made for 2019:
# Motivation and emotion/Changes/2023
## Summary

Student feedback about this unit in 2022 indicated that 96% of students were satisfied. For more detail, see Motivation and emotion - Evaluation 2022.
The following changes have been made to assessment for 2023:
* Weighting
** Topic development weight increased from 5% to 10%
** Quiz weight decreased from 30% to 25%
* Due dates for the topic selection, topic development, and book chapter have been shifted up to a week earlier in semester
* Marking criteria for the topic development and book chapter have been revised to be more closely aligned
Students will have opportunities to provide anonymous feedback on the unit at the beginning, middle and end of the teaching period via InterFace which can be accessed through MyUC.
# Motivation and emotion/Changes/2014

The following changes were made to this unit for 2014, based at least partly on previous feedback from students: