OpenLLM-France/wikimedia huggingface dataset:
# Survey research and design in psychology/Tutorials/Psychometrics/Internal consistency/Extra exercises

Exercise 2: Maths teaching quality
Francis 6.1, pp. 167-169: .sav | .sps | .spo
Rating scale
1
Strongly disagree
2
Disagree
3
Agree
4
Strongly agree
Items
1
My maths teacher is friendly and cares about me.
2
The work we do in our maths classes in well organised.
3
My maths teacher expects high standards of work from everyone.
4
My maths teacher helps me to learn.
5
I enjoy the work we do in maths classes.
6
My maths teacher explains things clearly to me.
7
My maths teacher is enthusiastic about the work we do in class.
8
I get excited about the work we do in maths classes.
9
My maths teacher treats me fairly.
10
The work we do in maths classes is interesting.
Solution
Remove Maths3
9 items; ; α = .90, N = 1355 :
Exercise 3: English teaching quality
Francis 6.1, pp. 169, 260: * .sav | .sps | .spo
Rating scale
1
Strongly disagree
2
Disagree
3
Agree
4
Strongly agree
Items
1
My english teacher is friendly and cares about me.
2
The work we do in our english classes in well organised.
3
My english teacher expects high standards of work from everyone.
4
My english teacher helps me to learn.
5
I enjoy the work we do in english classes.
6
My english teacher explains things clearly to me.
7
My english teacher is enthusiastic about the work we do in class.
8
I get excited about the work we do in english classes.
9
My english teacher treats me fairly.
10
The work we do in english classes is interesting.
Solution
Remove two items (English 13 and English 14)
8 items; ; α = .88, N = 1350 :
* ↑ Francis, G. (2007). Introduction to SPSS for Windows: v. 15.0 and 14.0 with Notes for Studentware (5th ed.). Sydney: Pearson Education. | Support site
* ↑ Francis, G. (2007). Introduction to SPSS for Windows: v. 15.0 and 14.0 with Notes for Studentware (5th ed.). Sydney: Pearson Education. | Support site
# Survey research and design in psychology/Tutorials/Recordings

There are two types of tutorial recordings for this unit:
* Virtual tutorials
* Screencasts
# Zebra Programming Language/ZBI Introduction

This lesson introduces the Zebra BASIC Interpreter.

## Readings

* Wikipedia: Zebra Programming Language
* Zebra: ZPL II, ZBI 2, SetGet-Do, Mirror, WML Programming Guide

## Multimedia

* YouTube: Zebra DevTalk – Introduction to Zebra Basic Interpreter (ZBI)

## Activities

* Review Zebra: Zebra BASIC Interpreter (ZBI)
* Download and install the ZBI Developer Utility.
* Run the ZBI Developer Utility.
* Create a new project (File / New / New Project). Name the project whatever you wish.
* Select or open Printer View (Window / Show View / Printer View). Under Virtual Printers, right click on the default Virtual Printer and Create Debug Connection.
* Select or open Navigation View (Window / Show View / Navigation View). Create a new ZBI program (File / New / New ZBI Program). Save the file as hello.zbi.
* Enter and save the following program: AUTONUM 1,1 CLOSE ALL OPEN #1: NAME "ZPL" PRINT #1: "Hello world!" SLEEP 5
* Run the program (Run / Run\Debug ZBI Application). Observe the results. You should see "Hello world!" in the ZPL window for five seconds. Note, for this to generate an actual ZPL label requires generating additional ZPL codes (~XA, ~XZ, etc.). See the Zebra programming guide for details.
* Download the Zebra: ZBI 2.0 Examples. Review the example code files for ideas.
# Zebra Programming Language

Zebra Programming Language (ZPL) is a page description language from Zebra Technologies, used primarily for labeling applications. The original language was superseded by ZPL II, but it is not fully compatible with the older version. ZPL II is supported by some non-Zebra label printers.
The Zebra BASIC Interpreter (ZBI) was integrated into printer software, which is seen as an advancement to ZPL II by the producer and is ANSI BASIC oriented. Primarily, it is intended to avoid a refactoring of code when changing the printer, if the old printer software was written by a label printer of a competitor. A possible use of ZBI could be for when the Zebra printer receives a foreign label format, which it would then convert to ZPL II on the fly so it can be printed.

## Lessons

* ZBI Introduction
* ZBI License Key

## See Also

* Wikipedia: Zebra Programming Language
* Zebra: ZPL II, ZBI 2, SetGet-Do, Mirror, WML Programming Guide
* Zebra: Zebra Basic Interpreter 2.0
# Zagatala State National Park

* Year of foundation: 1929
* Area (hectare): 47349 ha
* Location: Within the territory of Zagatala and Balakan administrative districts, on the southern micro slope in the middle part of the Major Caucasus Ridge.
Description: Established in administrative areas of Zagatala and Balakan regions in 1929. Its area totals to 47349 ha. In During the period of its existence, the reserve has belonged to different organization and its area and borders have been changed. The reserve is situated at a height of 650 – 3,646 m above sea level. The reserve territory has a complicated relief due to spurs of the major ridge extending to the south and south-east: Agkemal, Katslar, Rochigel, Pichgel, Khalagel, Ruchug, Mrovdag and others, which are separated from each other by deep river valleys (canyons). Slopes with a steepness of 40-80 m and more occupy an area of more than 450 hectares; slopes with a steepness of 25-40 m prevail. The relief reflects the activity of glacier and other forms of erosion.
The asymmetry of the river basin is typical: the mountain slopes, deep canyons and valleys are sharply shaped. The Zaqatala reserve was organized with the purpose of protecting and studying the fauna and flora of the southern slopes of the Major Caucasus. The reserve territory is referred to by botanists as the Iberian area of the Caucasus flora province. At the end of the Tertiary period, the forests of this area had a different composition, with a considerable touch of elements of the Hirkan forests, and were much richer than the present ones. Contemporary flora of the reserve has more than a thousand species.
Such representatives of ancient plants as rhododendron yellow, Laurocerasus officinalis, Caucasian bilberry-bush, Taxus baccata, maple, Polypodiophyta and others are preserved on this territory. The main forest – forming species of the reserve – Fagus orientalis, as well as Quercus iberica and Corylus colurna are also referred to as ancient plants. The representatives of rare plants: Taxus baccata, apple-tree, ash-tree, birch-tree, cherry-tree, pear-tree and others are observed as well. The fauna of the reserve is rich in species composition. They are: Dagestan aurochs, chamois, red deer, roe, brown bear, fox, badger, Mustela nivalis, pine marten and stone marten, lynx, squirrel and others.
There are 104 species of birds, including some birds of prey: long-eared owl, golden eagle (Aquilla chrysaetos), Cerchneis tinnunculus, Neophron percnopterus, griffon (Gyps fulvus), bearded vulture (Cypaetus barbatus), black vulture and others. There are some rare, specially protected species of birds: bearded vulture (Gypaetus barbatus), golden eagle (Aquilla chrysaetus), peregrine (Falco peregrinus), Tetraogallus, Accipiter badius, which are registered in the Red Book.
# Zagatala State Nature Reserve

Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.
Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. Everyone is invited to help add useful content to Wikiversity. If you need help learning how to add content, see the editing tutorial and Welcome, newcomers. Visit the Colloquium if you have any questions.
# Zebra Programming Language/ZBI License Key

This lesson introduces ZBI license keys. A ZBI license key must be installed on a Zebra printer to enable ZBI support. ZBI license keys are currently free.

## Readings

* Zebra: ZBI Key Downloader and User Guide

## Activities

* Check the firmware version installed on your Zebra printer. Firmware numbers ending in "Z" *do not* have a ZBI key installed.
* Review FastSpring: ZBI 2.0 Enablement Kits. Order license keys for each of your Zebra printers.
* Download and install ZBI Key Manager (ZDownloader). The ZDownloader must be installed on a Windows computer without virtualization enabled.
* Check the current firmware version for your printer(s). Download and install firmware updates if desired.
* Activate one or more ZBI license key(s) and install them on your printer(s).
* Check the firmware version to verify that the ZBI key was installed (no "Z" at the end of the firmware number).

## See Also

* Zebra: ZDownloader Support
# Z3 (computer)

The Z3 was an electromechanical computer designed by Konrad Zuse. It was the world's first working programmable, fully automatic digital computerThe Z3 was built with 2000 relays, implementing a 22-bit word length that operated at a clock frequency of about 5–10 HzProgram code and data were stored on punched film. The Z3 was completed in Berlin in 1941. The German Aircraft Research Institute used it to perform statistical analyses of wing flutter. Zuse asked the German government for funding to replace the relays with fully electronic switches, but funding was denied during World War II since such development was deemed "not war-important". The original Z3 was destroyed in 1943 during an Allied bombardment of Berlin. A fully functioning replica was built in the 1960s by Zuse's company, Zuse KG, and is on permanent display in the Deutsches Museum. The Z3 was demonstrated in 1998 to be, in principle, Turing-complete.
# South Africa Community Projects/University of Pretoria
## MODULES

Joint Community Projects
# South Africa Community Projects/University of Pretoria/Joint Community Projects
## JOINT COMMUNITY BASED PROJECT

Project information
The module is offered on an open-ended and project-orientated basis and students will be required to choose from existing projects or to submit topics in the form of a proposal, for evaluation and approval. Students will have the option to attempt the module in any one of their undergraduate years of study and must register for the module in the year of their choice, but preferably not during the final year of their undergraduate studies. Depending on the specific nature of the project, it may be attempted during the course of a semester, during vacations, or both. Projects may be carried out by individual students or in teams. The team projects are subject to the condition that a distinct task is allocated to each of the team members and that each of the team members be assessed individually. Multidisciplinary project teams, i.e. project teams consisting of team members from across the various schools and departments within the Faculty, are encouraged.

## Documentation

Media:Guidelines_for_ensureing_the_safety_of_students_during_CBL.pdf
Media:Information_About_Community_Based_Learning.pdf

## CURRENT PROJECTS

Biopelo
# South Africa Workshop for Social Entrepreneurship - 2008

See what was done (reflections) and consider how you could facilitate similar activities among colleagues and fellow learners.

## 6 - 7 March 2008

The workshop brought together professors, students and entrepreneurs from across South Africa to discuss/share ideas and experiences on community engagement projects and social entrepreneurship.
* Reflections
Contact: Thiru
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …
## Imagine if...

* Group A Creative Sharing (Steve, Tambotie)
* Group B Creative Sharing (David, Willow)
* Group C Creative Sharing (Bob, Mahogany)
* Group D Creative Sharing (South Paul, Baobab)
* Group E Creative Sharing (Martina, Baobab)
# South Africa Community Projects/University of Pretoria/Joint Community Projects/Biopelo
## Project Information

(The information regarding the project will be entered here)

## Project Documentation

Media:Supervisor_assessment.pdf
(Any documentation that was used can be uploaded here)
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections
## Day 1
### SESSION 1: PROJECT VISION AND FRAMEWORK

* Introduction (RH)
* Welcome Address (MP)
* Overview of Student Social Entrepreneurship (RH)
* Setting the Tone (KT)
* Community Site Visits Intro (MJ)

### SESSION 2: SITE VISITS

(Site visits facilitated by University of Pretoria)
The University of Pretoria has developed a module for use by students, the main objectives of which are to gain an understanding of social issues, develop communication and interpersonal skills between and within communities and foster leadership. Since 2005 when the project was started the number of projects in place has increased from 37 to 386 with student participation increasing from 238 undertaking the module in 2005 to 1 708 in 2008.
* Community Site Visits - Bus 1
* Community Site Visits - Bus 2

### BREAKAWAY SESSION: FOSTERING SOCIAL ENTREPRENEURSHIP
#### Observations, Insights and Inspirational factors

* List of Observations and Inspirational Factors
* Group A Inspiration (Steve, Tambotie)
* Group B Inspiration (David, Willow)
* Group C Inspiration (Bob, Mahogany)
* Group D Inspiration (North Paul, Baobab)
* Group E Inspiration (Mario, Baobab)
* Prioritisation

#### Closing Day 1

* Reflections on Day 1 (RH)
* Zen Garden Activity (All)

## Day 2
### SESSION 1: OPPORTUNITIES AND CHALLENGES OF SOCIAL ENTREPRENEURSHIP

* Circle of Courage (South Paul)
* Summary of Day 1 and Overview of Day 2 (RH)
* Bringing Social Entrepreneurship to Life: Imagine if … (All - breakaways)

### SESSION 2: OPPORTUNTIES FOR COLLABORATION

* National Collaborative Project on Student Social Entrepreneurship
* Open discussion on Social Entrepreneurship, National Collaborative Project and Grassroots Innovation in South Africa
* 100 Day Challenge
* Closure (RH)
# South Africa Workshop for Social Entrepreneurship - 2008/100 Day Challenge/General Challenge(s) (for all)
## General challenges

* Join (create an account on) WikiVersity (click on the link in the top right of the page "Log in / create account" and follow the prompts)
* Update your user page - tell us about yourself (click on your user name in the top right of the page after logging in)
* Then see How to get Involved
* Add your name to the list of champions or the core team if applicable (under People).
* Browse the portal and see where you can contribute, or share, etc. For example:
** On the Main Page (in the relevant "more" link):
*** Add a Profile of a social entrepreneur or leading light in this field
*** Add a Case Study
*** Add a News Item
*** Add a link to a great Learning Resource
*** Link to one or more Community project(s) you know of (by Theme or by Region)
*** Link to any other portals you know of that are concerned with Social Entrepreneurship.
** On the Networking Page (in the relevant "more" link):
*** Add yourself under People (if you have not already done so)
*** Describe your organisation (NGO/CBO, University/Research Institute, Government Department, Private Sector, etc.
*** Link to your research projects' web sites or create one and link to it
*** etc.
** Under Curriculum:
*** Read the June workshop report (see Historical Notes - for background on the initial thinking around the curriculum
*** Do a course on Wiki Editing (see Guidelines for Editors)
*** Use/edit/improve existing learning resources you find, or add some
*** If you (and collaborators) create a learning resource you are particularly proud of, consider listing it on the Featured Learning Resources page (on the main page).
*** Add to the Readings.
* Express your collaboration needs.
If you get this far, you are probably really interested - in which case you might like to add this category to your user page: [[Category:People Interested (Social Entrepreneurship)]]
# South Africa Workshop for Social Entrepreneurship - 2008/100 Day Challenge/Specific Challenges

Specific challenges arising in the Event in SA in March 2008

## 100 Day Challenge - (Thriver, not survivor – we vote people in!)

Influential people have two outstanding characteristics:
* All have an absolute sense of purpose
* All have the quality of generosity
What is it that we want to do over the next 100 days to create value from this workshop?
* Create a hub so that social entrepreneurship can be promoted
* Secure partners to create work for rural women
* Eradicate poverty to create a better quality of life
In order to nurture our inspiration we will:
* Build network hubs to sustain our enthusiasm
How?
* Register our individual profiles on the Social Entrepreneurship portal on the Wikiversity website identifying our strengths
* Each individual participant at the workshop will communicate with other delegates, establishing common goals with a view to discussing concrete proposals and outputs.
* Create a core team of inspiration leaders representative of all stakeholders
Why do we want to do the 100 Day Challenge?
* We want to be generous
* It’s payback time!
* To transform society
* Empower people!
* Bring back hope
* It gives a tremendous sense of personal satisfaction
* Everyone wins!
How?
* Establish a centre of co-ordinated communication surrounded by sub-hubs.
* Use video conferencing
* Create a geographical structure based on the regional distribution of stakeholders and representatives
* Wikiversity will be the key point of all communication
Who?
* The World Bank will assist with establishing a central hub facilitating the evolution of regional groupings through its network of organisations and database of information.
* The Win Win Group will assist with facilitating dialogue between the sub-hubs, investigate branding options and look at implementing marketing strategies.
* A core team of movers and shakers (to be established and confirmed). This core team will contact all the other delegates through Wikiversity as well as using direct communication channels.
When?
* The core team will be identified immediately
* Personal profiles and details of projects will be put on the website portal within 50 days of the workshop
# Survey research and design in psychology/Feedback/Header

* Anonymous feedback can be provided by editing this page - click the blue arrow, type your feedback, and click save:
# Survey research and design in psychology/Generic skills

This unit addresses the following generic skills:
| Information Literacy and Numeracy | Locate, identify, collate, analyse, manipulate, evaluate, interpret and present information and numerical data | Lab report, quizzes, exam |
| Information and Communication Technology | Select and use appropriate information and communication technology to retrieve, manipulate and present information. | Lab report, quizzes, exam |
| Problem Solving | Identify and analyse problems, use problem solving processes, arguments, critical and creative thinking, implement and evaluate strategies for problem resolution, anticipate, define, identify and resolve new problems | Lab report, quizzes, exam |
# Survey research and design in psychology/In development

This page is for material that isn't yet ready for the main course page.

## Tag

surveyresearch: (you can use this as a tag for all course-related bookmarking and labelling).
* Ideally, this should link to RSS feed(s), perhaps on the WV sandbox server.
# Survey research and design in psychology/Lectures
## Resource pages

The lecture resource pages linked above provide the following for each lecture:
* Overview
* Slides:
** Google Slides
** Handouts: Black and white; 3 and 6 slides to a page (pdf)
* Readings: Howitt & Cramer (2014), eReserve and online.
* Recordings
* Related links
# Survey research and design in psychology/Lectures/ANOVA II

Lecture 10: ANOVA II
This is the tenth lecture for the Survey research and design in psychology unit of study.

## Outline

Explains use of ANOVA, including the design, assumptions, and interpretations for one-way ANOVA, one-way repeated measures ANOVA, factorial ANOVA, mixed-design ANOVA (SPANOVA), ANCOVA, and MANOVA.

## Recordings

These are the 2011 lecture recordings:
* echo360 (rich media)
* mpv (video)
* mp3 (audio)
These are the 2010 lecture recordings:
* echo360 (rich media)
* mpv (video)
* mp3 (audio)
# Survey research and design in psychology/Header

| Modules Module 01: Survey research and design Lecture 01: Survey research Lecture 02: Survey design Tutorial 01: Introduction Quizzes 01 & 02 Module 02: Univariate and bivariate statistics and graphs Lecture 03: Descriptives & graphing Lecture 04: Correlation Tutorial 02: Correlation Quizzes 03 & 04 Data collection and entry Module 03: Psychometrics Lecture 05: Exploratory factor analysis Lecture 06: Psychometric instrument development Tutorial 03: Psychometrics Quizzes 05 & 06 Module 04: Multiple linear regression Lecture 07 Multiple linear regression I Lecture 08 Multiple linear regression II Tutorial 04: Multiple linear regression Quizzes 07 & 08 Module 5: Power and effect sizes Lecture 09: Power and effect sizes Lecture 10: Summary and conclusion Tutorial 05: Lab report workshop Quiz 09 | This is the homepage for Survey research and design in psychology/Header. See also: Moodle: 2011, 2012 Subject classification: this is a psychology resource. Educational level: this is a tertiary (university) resource. Type classification: this resource is a course. |
# Survey research and design in psychology/Help

* Help
* This page lists some ways of getting help with the Survey research and design in psychology unit.
* Tips
* Seek assistance earlier rather than later.
* Be bold - there is no such thing as a silly question (although it is in your interest to learn how to ask questions).
* Steps
* Search for answers to your question or problem; consider searching these sources:
* Survey research and design in psychology (Wikiversity website for the unit)
* Lectures, Tutorials, Readings
* Navigation
* FAQ
* Topics
* Web resources
* UCLearn discussion forum
* Unit convener:
* Email: james.neill@canberra.edu.au; other contact details
* Face-to-face consultation - best opportunities:
* Lectures: Immediately before, during, or after the lectures.
* Drop-in tutorial: Help times throughout semester in a computer lab environment.
* Tutorials: Immediately before, during, or after the tutorials.
* Appointment: Make an appointment (via email)
* Student skills, UC
* UC Mathematics and Statistics Help Centre
* This page (and any subpages) are part of Wikiversity. If you have ideas about how to improve the content, be bold and edit!
# Survey research and design in psychology/Lectures/ANOVA

Lecture 9: ANOVA
This is the ninth lecture for the Survey research and design in psychology unit of study.

## Outline

Explains the principles of ANOVA, starting with explanation of t-tests and includes the design, assumptions, and interpretations for one-way ANOVA, one-way repeated measures ANOVA, factorial ANOVA, mixed-design ANOVA (SPANOVA), and ANCOVA.

## Assumed knowledge

* t-tests
* One-sample t-test
* Independent samples t-test
* Paired samples t-test
* Howell Ch3 The Normal Distribution
* Howell Ch4 Sampling Distributions and Hypothesis Testing
* Howell Ch7 Hypothesis Tests Applied to Means

## Readings

* Howell Ch11 Simple Analysis of Variance
* Howell Ch12 Multiple Comparisons Among Treatment Means
* Howell Ch13 Factorial Analysis of Variance
* Howell Ch14 Repeated-Measures Designs
* Howell Ch16 Analyses of Variance and Covariance as General Linear Models
* Inferential statistics decision-making tree

## Handout

* 2012 handouts:
** Download 6 slides to a page:
** Download 3 slides to a page:

## Recordings

These are the 2012 lecture recordings:
* echo360 (rich media)
* mpv (video)
* mp3 (audio)