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Wikiversity:Notices for custodians/Archive/1

Mass blocking of open proxies
I'm just posting here to inform you all that in the next few weeks there is a (very large number) of open proxies that will be blocked in order to enforce the prohibition of editing from open proxies on all wikimedia projects. I have gathered a list from the log data dump of the English Wikibooks just now. There are in total 1072 IP addresses on the list, and after I do a similar thing on a few other wikis (and remove duplicates) it will likely grow. Once complete, this effort will significantly reduce vandalism. Thanks. --Michael Billington (talk • contribs) 15:03, 10 December 2006 (UTC)

Unblocking
Blocked users who try to edit will see this message. As mentioned at Blocking policy, blocked users can edit their own user discussion page. They can use Template:Unblock on their user discussion page in order to request unblocking. Example: see the deleted edits here. Please watch Category:Requests for unblock. --JWSchmidt 16:06, 12 December 2006 (UTC)

History of Quebec
It appears that all of the material in Category:History of Quebec and Canada is copied from a website that indicates the material is copyright protected. These Wikiversity pages will soon be deleted unless evidence is provided that the copyright holder is willing to release this material under the GFDL copyleft license. An attempt has been made to contact the copyright holder(s). Since this material has been at Wikiversity for from one to several months, I'm not sure there is a great rush to delete these pages. I'm willing to wait about a day below deleting the pages.

I have seen no evidence that User:Wherebot is doing anything at Wikiversity. This situation with "History of Quebec and Canada" is exactly why I wanted Wherebot to be active at Wikiversity. Back in December some of us had doubts about Wherebot and a question about its functionality was asked at w:User talk:Where, but nothing seemed to change. If there is anyone who has ideas about how to use bots to scan Wikiversity for possible copyright violations, I'm interested in trying something new.--JWSchmidt 02:08, 23 February 2007 (UTC)
 * I would give seven days to send a permission via OTRS before deleting those pages. About Wherebot: it would indeed be useful, if this bot worked. sebmol ? 11:49, 23 February 2007 (UTC)
 * There is a reply from Mikec here. --JWSchmidt 23:20, 27 February 2007 (UTC)
 * See also the response at Talk:History of Quebec and Canada/Study Guide.

Time zone info
Well, seeing as daylight saving time has ended or will soon for most of us, I'd like to remind custodians to update their time zone info on the Support staff page. Cheers. --Michael Billington (talk • contribs) 01:15, 25 March 2007 (UTC)

Vandalism
About an hour ago, Wikiversity was hit with an onslaught of vandalism. Unforatuntely, no custodians were active to contain it. I think I've gotten everything cleaned up but I would appreciate it if you could all keep an eye out on suspicious edits. sebmol ? 20:57, 27 March 2007 (UTC)

Passwords
Recently two sysop accounts have been used at Wikipedia to block other sysops and delete the main page of Wikipedia. In the most recent case, the account may have been using "password" as the password. Please use a strong password. --JWSchmidt 03:44, 7 May 2007 (UTC)
 * As a followup: More sysop accounts have been compromised on Wikipedia. Custodians here are strongly encouraged to choose strong passwords for their accounts on Wikiversity. --HappyCamper 23:36, 7 May 2007 (UTC)
 * Don't leave your fly open --JWSchmidt 00:20, 16 May 2007 (UTC)

Chronology of Mahatma Gandhi's life
Chronology of Mahatma Gandhi's life seems like its content was from from this website. --JWSchmidt 14:10, 6 September 2007 (UTC) --JWSchmidt 14:10, 6 September 2007 (UTC)
 * Hello,
 * The claim from Gandhiserve is bullshit. This organisation doesn't hold the copyright of most content of its web site. See commons:Talk:Mohandas_K._Gandhi for more input about this. This text is extracted from The Collected Works of Mahatma Gandhi, and is now available at Chronology of Mahatma Gandhi's life. Regards, Yann 13:57, 27 January 2008 (UTC)
 * I'm confused. Yann, are you suggesting that we restore the page, or delete it, as a duplication of the Wikisource version? Was it you who removed the content from the page, and is this the reason why? Cormaggio talk 14:23, 27 January 2008 (UTC)
 * At this point, it would be a duplication of Wikisource. So yes, it can be deleted, unless some other people here want to expand / annote this text. I didn't remove the content of the page (see history). I also started a French translation on the French Wikisource. Sorry for answering so late. Yann 15:45, 12 February 2008 (UTC)
 * Thanks - I'll delete it now. I only asked about the blanking as it was done by an anonymous editor, so it could have been anyone. :-) Cormaggio talk 17:16, 12 February 2008 (UTC)

possible copyvio
Please see my note at Talk:Remixing Çatalhöyük Project. The material in this project was copied from another website which uses "Creative Commons NonCommercial Attribution 3.0 Licensing"  It is a very interesting project page, and follows the intent (if not the letter) of the original license. I believe that this licensed material is incompatible with WV. But is there a way we can salvage this interesting lesson? Note, it looks like most of the text in the pages in Category:Remixing Çatalhöyük Project and most of the images in those pages are from this site. --mikeu 04:29, 18 January 2008 (UTC)

Also, please read User:Okapi. It seems to imply that the account is affiliated with the website, but we should probably check that it is and that they did agree to release under our license. --mikeu 04:34, 18 January 2008 (UTC)
 * I will first try to contact someone from that project: have written the above user and also the person mentioned here, since I could not find a email on the above links. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 21:40, 18 January 2008 (UTC)

hi, sorry for the delayed email, but i am pretty sure we can put our content up here. creative commons is non-exclusive and the website states we are free to distribute our material elsewhere with a different license:

 * link 1: http://www.digicamhelp.com/learn/common-questions/cc.php
 * link 2: http://cnx.org/help/ipfaq

best! lizzy and the rest of okapi

 * (I'm sending the response below to the email address attached to the User:Okapi account. Cormaggio talk 14:24, 12 February 2008 (UTC))
 * Thanks Lizzy (and all at okapi). There isn't any problem with the content you've added to Wikiversity being a "copyvio". However, the problem here is that the licence you're using on your site is a "non-commercial" Creative Commons licence (there are quite a few Creative Commons licences, each with different specifications - see here). Wikimedia (and therefore Wikiversity) requires that our content does not have this "non-commercial" restriction - our content is meant to be as free as possible (which is sadly not the case with the licence you're using). Believe me, we would love to be able to use your content (it's great!), but unless you can change your work to a more permissive licence (eg. CC-BY-SA, or, in English: "Creative Commons, attribution, share-alike") - which has to be done with the express consent of the creator and anyone else who might have a claim on the content's copyright - we sadly cannot use it. However, we will do as much as we can to help, and to facilitate you adding your content here - if you need any further guidance on licences, just let us know. Cormaggio talk 14:24, 12 February 2008 (UTC)

 * This is now dealt with - the material has been dual-licensed under GFDL and CC-BY-SA for the purposes of Wikiversity - this has been sent to the OTRS permissions-en queue - and I've added the otrs tag to the article. Cormaggio talk 09:37, 20 February 2008 (UTC)

Sister Projects Interview - tell your view
I am not sure if you saw this already: User:OhanaUnited/Sister Projects Interview (background info) ? If you have some time, please share your inputs, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:09, 28 March 2008 (UTC)

Requesting removal of custodial access for User:Terra
It's been 3 months, and I am not confident in this candidate. I will not object to him taking on another mentor, but since no-one took me up on that 2 months ago, I think it's better for now to just request removal and let him either start fresh. As far as I'm concerned he should be able to either make his own request for full status, find another mentor and go through training with someone again (admittedly I haven't had as much time for him as I would have liked), or just wait a while.

I'm posting a request for removal of access on meta now. Should he either pass an RFC or aquire a new mentor I or another b'crat can re-instate him as appropriate. --SB_Johnny | talk 13:44, 20 June 2008 (UTC)
 * This is the user right removal policy:
 * "To request the removal of another user's status, you must gain consensus on the local wiki first. All discussion must be kept on your local wiki. When there is community consensus that the user's access should be removed, a trusted person from that wiki should provide a link here to the discussion, a very brief explanation of the reason for the request, and summarize the results of discussion."
 * Please justify that this is a community decision or please show if there is a special policy. Thanks, --Özgür 14:21, 20 June 2008 (UTC)

 * Yes, though Wikiversity custodianship is different in that we have an explicit mentoring stage followed by an evaluation stage. The current wording is: "If you are unable to find a new mentor, you will lose your custodianship status without further notice or discussion, but you may reapply at a later date. Probationary custodians may have their custodianship removed by a steward at the end of the 48 period when requested by their mentor." It seems that McCormack's suggestion below is to create a discussion period after a mentor's assessment. We currently have a discussion period after a positive assessment, so it seems fair to have one for a negative assessment. This would be a change to the policy as currently worded. Cormaggio talk 09:56, 24 June 2008 (UTC)

Suggestion
I'd like to put forward Terra for a vote (over a 5 to 10 day period), in the normal fashion. 5 days if consensus is clear; longer if more time is needed for a clear consensus to emerge. If SB_Johnny wishes to preface the vote with a negative/neutral report, that's fine. Currently I'm in favour of the candidate, but I shall examine his edits carefully and read SB_Johnny's report carefully before deciding on my vote. --McCormack 14:27, 20 June 2008 (UTC)

 * So long as I am freed from any responsibility for his actions, that's fine (which means his access should be removed until he gets another mentor or passes an RFC). However, I will be strongly opposing permanent status. --SB_Johnny | talk 14:32, 20 June 2008 (UTC)

 * Although I'm nearly to the end of my probationary period - and after careful thinking I'm not sure about going through the vote of full custodianship - however though after looking through the Special:ListGroupRights from this site - apparently a user can be granted use of the Import tool if need be - would it be possible if I could be granted use of this tool - I have used it previously to import a number of pages requested on the Colloquium - but wondered whether or not it is possible to be the Local Importer rather than being a Custodian, if it is possible to be the local importer instead of being a custodian - in a few months time once I Know a lot more about the site I could then nominate myself for custodianship or by the request of the Wikiversity community. Terra  20:13, 20 June 2008 (UTC)

Action
I have written a report and opened up the vote now. Note: after extensive discussion with SBJ on IRC, my understanding is that he would prefer not to write a report and we agreed I would write one instead. --McCormack 07:45, 21 June 2008 (UTC)

Custodial flag
Since I believe all bureaucrats are at least custodians, I will post this here. Please flag my other username, User:Emesee, with the custodial flag. Unified logins is helping to shape my login usage behavior. --Remi 07:00, 21 June 2008 (UTC)

 * Hi, Remi. It would be great if you could explain to us why you need all these custodial accounts. Some of us (e.g. User:SB_Johnny) have other accounts as well, but the usual pattern is only one custodial account. Yeah - OK - I know you are pretty well our biggest administrative contributor of all time - but I'd just like to know why! --McCormack 07:44, 21 June 2008 (UTC)
 * Assuming that we assume good faith, does it matter? --Remi 08:01, 21 June 2008 (UTC)
 * Hi Remi. It would never occur to me to doubt your good faith! You are one of Wikiversity's Most Valuable Users. But I do wonder why you need so many custodial accounts. --McCormack 08:04, 21 June 2008 (UTC)
 * May be because of this ? Erkan Yilmaz uses the Chat (try) 08:06, 21 June 2008 (UTC)
 * That page seems to repeat the question rather than give the solution, Erkan. ;-) --McCormack 08:07, 21 June 2008 (UTC)

Nevermind then. I don't feel like thinking about it right now. But thank you both for considering the matter. --Remi 08:10, 21 June 2008 (UTC)
 * About SUL and logout: I have also days, when I - who uses only one account - is logged out of SUL (don't know the reason, it is disturbing). I just use then another browser to login with the account. Also another option might be possible see here. At begin I was against the idea of someone having 3 custodial flags :-) but the more I think about it: I trust you and if also some more people think like this and voice their opinion here, the flag change can be done easily, Erkan Yilmaz uses the Chat (try) 08:15, 21 June 2008 (UTC)
 * As a recent-changes patroller, I find it confusing when someone is using several accounts. In Remi's case, the problem is greater because he is such an important and prolific editor. As he isn't on IRC, it's very important to use his talk page sometimes - and then one wonders "which one"? Mind you, he does seem to find my messages wherever I put them...! --McCormack 06:50, 23 June 2008 (UTC)
 * Well, that could be done with redirects on the certain user talk pages, so all goes on one page only.
 * Regarding the edit by Remi yesterday here and also that nobody replied so far here besides us two: if nobody gives any feedback anymore (Remi asked the question first 8 days ago), I will give Remi the 3rd custodian flag. Let's say: in 7 days he can get it (to use it for the benefit of WV). WV "must" mark records by being different than other Wikimedia projects - let's just do this. Does somebody disagree ? Erkan Yilmaz uses the Chat (try) 16:48, 23 June 2008 (UTC)
 * I think creating a precedent is bad, and finding individual reasons for each case is what avoids creating precedent. Multiply this kind of thing across 10 custodians with 3 or 4 accounts each, and we won't know each other any more. Custodial accounts are important things and treated with respect. Plus I would want to know if 3 is going to be the maximum. So to summarise: 3 conditional objections - (a) provided that others don't follow suit without reason; (b) provided a good reason is given in every case of custodial account duplication, (c) provided a maximum number is set. --McCormack 17:24, 23 June 2008 (UTC)
 * a+b: - if someone wants she can always find a reason (and if it is just taking the same reason as someone used before), so we can't hinder these things.
 * c: agree, so what should be the maximum ? @Remi: is this account already deflagged ? Because this can't be seen (see e.g. Terra's case:, request)

 * "and we won't know each other any more": we actually don't know us even now - we just know what others let us believe with their edits :-)

 * "Custodial accounts are important things and treated with respect." here we come again to the question - is it a "big deal" or not ? Remi is a trusted user (who could e.g. be kidnapped and forced to tell his pwd so someone else could "harm" WV). I see WV as a place where people should feel comfortable (as long as they don't hinder others in this). And if someone needs more technical possibilities of Mediawiki to feel @home, so let's try it out. Erkan Yilmaz uses the Chat (try) 17:52, 23 June 2008 (UTC)

Erkan pinged me, so I'll comment briefly. I've been following it, and so far don't see why there would be a problem with a custodian having tools across multiple accounts. More later... busy today! --SB_Johnny | talk 19:28, 23 June 2008 (UTC)
 * Oh nevermind the "later"... too hot to be productive now anyway. Look, as far as I'm concerned we opted to give the tools to "the guy who's username is Remi", rather than "username Remi". If he wants to extend the tools over multiple accounts for reasons of convenience, that's fine with me. I wouldn't mind flagging "SBJ", come to think of it. Seriously, it's not like we're giving him "more tools", it's just the same tools on 2 accounts.
 * If folks are really worried about it, I'll run CU on both accounts here and elsewhere, and if you insist I'll even chatwith the WP CUs to see if we can find evidence that he did something unproductive a few years ago when e first found out about Wikipedia et.al. Sound silly? Sure does to me :-).
 * So what's the problem, and why was I pinged? Let's just flag him! --SB_Johnny | talk 19:44, 23 June 2008 (UTC)

I have no problem with Remi (person) having a custodian flag on three separate accounts. But I wonder if it's an idea to try sorting out the bug in SUL, which is causing the problems between User:Remi and User:Emesee? Cormaggio talk 10:05, 24 June 2008 (UTC)
 * If someone wanna look for an existing bug report:, , Erkan Yilmaz uses the Chat (try) 17:22, 25 June 2008 (UTC)

✅ (User rights log); 17:21. . Erkan Yilmaz (Talk | contribs | block) changed group membership for User:Emesee from (none) to Custodians (see Notices for custodians + announcement at: Colloquium/archives/June 2008), Erkan Yilmaz uses the Chat (try) 17:24, 19 July 2008 (UTC)

New Meta Logo - Image:Wikimedia_Community_Logo.svg
Hi, Can someone update the meta logo on the main page per m:Meta:Babel/Wiki_logo. The new logo is Image:Wikimedia_Community_Logo.svg. Thanks 203.122.240.118 15:37, 6 September 2008 (UTC)
 * ✅, Erkan Yilmaz uses the Chat (try) 15:53, 6 September 2008 (UTC)

Increase in Account Creation
I've noticed an Increase in the Account creation section, but most of the accounts begin with Eml4500 and there are a lot of them - are these accounts permitted to be on Wikiversity and are they taking part with some project, I'm just curious as to why a lot of them are being created as I'm noticing them in the Recent Changes. DarkMage

 * Also one of them created a subpage of User:Cacycle/wikEd this user though doesn't exist - could this have been created by common mistake. DarkMage  18:48, 7 September 2008 (UTC)
 * Yes, they are taking part in a project, see Wikiversity:Colloquium#Wikipedia discussion.
 * subpage: how about asking the user about that ? Erkan Yilmaz uses the Chat (try) 18:57, 7 September 2008 (UTC)
 * That's all I wanted to know, thanks for responding. DarkMage  19:03, 7 September 2008 (UTC)

oversight
Two edits containing only vandalism and personal information by Moulton 2DFS (block log) have been removed from the history of Two pages by a steward at my request. --mikeu talk 17:51, 4 October 2008 (UTC)
 * Thank you. Emesee 18:12, 4 October 2008 (UTC)

range block log
User:Sebmol closed an RFD with a decision to delete. The deleted pages were repeatedly recreated by anonymous ips. The recreated pages were then deleted by User:Emesee and User:Ottava_Rima per the decision at the WV:RFD. This edit waring continued for nearly one hour and culminated in the range blocks listed below. The range blocks are wider than what they needed to be to, and will need to be narrowed if we decide to continue the blocks after the 24 hours expires. This range blocking is a rather extreme response, but the anon edits were causing disruption and IMO needed to be stopped. Please comment below. --mikeu talk 16:19, 5 October 2008 (UTC)

 * 141.154.0.0/16 has been blocked. --mikeu talk 05:16, 5 October 2008 (UTC)
 * Thank you. Emesee 05:17, 5 October 2008 (UTC)
 * Can someone find out a way to prevent subpage creation off of a certain user name? Ottava Rima (talk) 05:23, 5 October 2008 (UTC)

 * 68.162.0.0/16 has been blocked. --mikeu talk 05:25, 5 October 2008 (UTC)

 * 68.163.0.0/16 has been blocked. --mikeu talk 05:27, 5 October 2008 (UTC)

 * 68.160.0.0/16 has been blocked.  --mikeu talk 05:32, 5 October 2008 (UTC)

These ip ranges have been blocked for excessive attempts by a user to evade an existing block. Any attempts to recreate the deleted pages may be blanked, rolled back or reverted by anyone, or deleted by a custodian. We should discuss a more permanent arrangement to prevent this abuse, disruption and harassment from continuing before these blocks expire. --mikeu talk 05:51, 5 October 2008 (UTC)

The above blocks have been extended for 2 weeks to allow time for discussion. --mikeu talk 01:03, 6 October 2008 (UTC)
 * I'm replacing these with (hopefully) more tightly-targeted but still effective rangeblocks. I'll leave them in place for 2 weeks. CheckUser is really needed here to be more precise. – Mike.lifeguard | @meta 17:20, 13 October 2008 (UTC)

Comments

 * In addition to activity from the above ips, there are also other incidents that we might want to consider in this discussion. First, there is Moulton 2DFS (now indef blocked) who has made edits that required oversight.  Additionally, there were other anon ips, outside the ranges listed above, that engaged in an edit war over Moulton's edits.  One anon has been removing the edits, and at least one other has been reinserting them.  By continuing to allow one blocked user to edit anonymously we are now getting edit wars that are spreading.  This has even disrupted our attempts to follow policy, as indicated by the need to protect pages.   --mikeu talk 17:39, 5 October 2008 (UTC)
 * Block the range for a year. Ottava Rima (talk) 17:56, 5 October 2008 (UTC)
 * I'm relatively certain that Moulton 2DFS is completely unrelated, though it's likely that the person has been reading "Wikipedia Review". We'll look into it with the CU tools when we have them. 71.202.65.147 is as far as I know a newcomer, but it's fairly clear that the user has had prior encounters with Moulton. I strongly advise against any further rangeblocks until the office has confirmed Emesee's identity, because the IP ranges involved are used in a densely populated region with a large number of colleges and universities. The most important advantage of having the CU tools is to ensure that we are accurate in our blocking, and hopefully we'll have them within the next day or two. --SB_Johnny talk 18:10, 5 October 2008 (UTC)
 * See also: contribs from 71.202.65.147 at beta. My main concern is that the edit wars are attracting more participants.  Should a narrower range block be put in place for one more day when the 24 hours expires to give some time to do a CU?  --mikeu talk 18:23, 5 October 2008 (UTC)

Range block notice
If you do rangeblock Virgin Media (formerly Telewest and NTL) IP addresses, please block as anon-only (whether you disable account creation or not is at the admin's discretion) since there is likely to be more than one editor on the same IP. I also edit from a Virgin Media IP as well. Thanks, AC --Sunstar NW XP 19:37, 13 October 2008 (UTC)
 * Thanks for the reminder. – Mike.lifeguard | @meta 20:09, 13 October 2008 (UTC)

 * I mentioned this because on my (now-closed) wiki I had some spam users. I checkusered them, and found they were operating off Virgin Media, so blocked the IPs as anon.only. Hope this helps. AC. --Sunstar NW XP 17:01, 14 October 2008 (UTC)

Moulton sockpuppet account on wikisource
Please see s:Wikisource:Administrator's_noticeboard --mikeu talk 13:35, 20 October 2008 (UTC)

Patrol
Should Wikiversity get involved with patrolled pages (more info)? --JWS 18:12, 6 January 2008 (UTC)
 * Perhaps useful for us to start getting practice, but the volume of edits doesn't make it critical yet, I think. --McCormack 18:16, 6 January 2008 (UTC)
 * The German + Italian WV have this feature activated. It is definitely more work, since you have to click "[Mark this page as patrolled]". But in theory it should help that other people do not have to read that edit again and could invest their time for other things in WV. Some feedback from the German WV about it before implementation here (in German). If a decision is made it should be considered if this should be enabled for all or only custodians at first. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:25, 6 January 2008 (UTC)
 * Any other comments ? btw: I support this feature. We have been using this now quite some time at de.WV and it makes patrolling easier, if you don't have to check a controlled edit, Erkan Yilmaz uses the Wikiversity:Chat (try) 00:52, 31 March 2008 (UTC)

 * On Meta, any edit by a sysop is automatically marked as patrolled. It would be useful to give the same right to some "trusted users", such as and in particular, course leaders. Hillgentleman|Talk 00:53, 31 March 2008 (UTC)

images and copyright
I cleaned up some duplicate images (they were already on commons) that were resized and uploaded here for use at Introduction to Computers/Introduction. I deleted the uploads and modified the page to use the commons versions. I left a note at Talk offering help, since this is something that I found confusing at first. Of more concern is sloppy copyright when uploading - compare Image:180px-IBM PC 5150 Image.jpg (uploaded here as GFDL) vs. (originally Non-free promotional) Other recent uploads have slight changes in license or loss of original author name. There are still a few problem images that I left in place since they are not linked to and it would probably cause confusion for the editors of the page if I made changes. I'll keep an eye on this. Long term it is probably best to move the images from wikipedia to commons using Move-to-commons assistant instead of uploading to insure thet attribution and license info stays intact. But that is a bit more complicated for new users so we might need to create a tutorial or something. --mikeu 04:53, 9 January 2008 (UTC)
 * We could make a direct link to Wikimedia Commons from Special:Upload and suggest that people look for media there and upload new files there. We could also have more information on Commons at Multiproject upload. Maybe we could develop a tutorial about Commons as part of Wikipedia service-learning courses. --JWSchmidt 05:49, 9 January 2008 (UTC)
 * These are all good ideas. The one remaining problem is when an editor here wants to use an image they found that is only on Wikipedia.  The best thing would be to move that image to commons and then both projects can link to the same copy, rather than download from wp and upload to wv which is what happened with a few of the files. Mu301, 06:00, 9 January 2008

For an update on these images see User:Mu301/todo --mikeu 04:29, 18 January 2008 (UTC)

Category:Images with unknown copyright status
I have categorized all your untagged images (as of ~15 days ago due to TS replag on s3) into this category. I have also notified uploaders using. There may have been some false positives on the notifications, but that's covered by the last line of the message. I will periodically categorize images like this to keep your backlog organized. If you change to a point where is suits Wikiversity I can easily replace the categorization with the template. – Mike.lifeguard | @en.wb 15:26, 12 February 2008 (UTC)
 * "There may have been some false positives on the notifications" <-- Why? How many? What is "TS replag on s3"? --JWSchmidt 01:54, 13 February 2008 (UTC)
 * You can see my talk page for a discussion regarding the false positives. The toolserver is currently having troubles, and some tools are non-functional. Moreover, those which are working are using old data (as always; see Toolserver). So the data on English Wikiversity is lagged about 15 days behind. If there have been edits/upload/whatever on the live site, those are not reflected on the toolserver's copy of the database. I doubt there actually were any false positives, but it's possible. – Mike.lifeguard | @en.wb 19:13, 13 February 2008 (UTC)
 * I have since manually informed each user (and some that were missed previously due to conservative sorting) of which images are currently affected, and linked to license tags, where soon there will be some more detailed plain-language instructions for what to do (ie don't re-upload). – Mike.lifeguard | @en.wb 00:01, 14 February 2008 (UTC)

blacklists
Update: the MediaWiki:Usernameblacklist has been in use for about 4 months. The MediaWiki:Spam-blacklist is now active. The MediaWiki:Titleblacklist was in use for a short time, but is no longer active because use of this feature was causing trouble for the servers. --JWSchmidt 20:43, 14 January 2008 (UTC)

Single User Login
FYI, I am now testing single user login. See w:Wikipedia:Wikipedia Signpost/2008-03-24/Single User Login We will likely start to get requests for username rename and usurption. A few have already been requested. --mikeu talk 18:00, 26 March 2008 (UTC)

 * I just saw that b:User:Whiteknight on wikibooks has recommended that all b'crats hold off on renaming for now, as there seem to be mixed messages emerging from meta on how things work right now. I'll talk to him sometime today and try to get the scoop. --SB_Johnny | talk 18:43, 26 March 2008 (UTC)

 * Any recent updates you can share with us, SB? --HappyCamper 01:38, 27 March 2008 (UTC)

 * SB, I started the two requests by having them post Template:Usurpation requested to the target username talkpage. It states the template should be there for two weeks.  So no hurry, we can work up a policy page in that time.  We have only had a trickle of requests related to this, but when this opens up to everyone we might get more.  Better to be prepared.  --mikeu talk 02:04, 27 March 2008 (UTC)

Privacy Policy link
I have edited MediaWiki:Privacypage so that it now links to Privacy_policy. (This is the link called Privacy policy at the bottom of every wv page.) This is done to conform with WMF policy. See Wikiversity talk:Privacy policy for discussion. --mikeu --mikeu talk 18:44, 27 March 2008 (UTC)

Landan
Over the past few months User:Jfrankc08 has created pages about what seems to be an invented language and nation (Landen), both here and at Wikibooks. Please take a look at this user's contributions. Should we just delete it all or does this count as some kind of learning project for invented languages? --JWSchmidt 04:04, 9 May 2008 (UTC)
 * I think if how it can be used for learning can be justified in fairly reasonable terms, then perhaps it is not harming things. I would rather see our learning materials on Klingon be removed before Landan. And as a note in general, I don't think Klingon has ever been given a rational for being here. Although based on what I know about Wikibooks, I'm not sure it is appropriate at all there. I woudl be quite for deleting Klingon anyway and moving to some appropriate place on Wikia, but I'm not sure that the consensus is there.--Remi 05:48, 9 May 2008 (UTC)

 * Maybe we can start by putting all of the pages for constructed languages into Category:Constructed language. I'm also puzzled by this page: History of Hayiti. --JWSchmidt 06:58, 9 May 2008 (UTC)

 * Hi, Remi, and thanks for your thoughts about Klingon. Fantasy languages are of educational value in a diverse variety of academic disciplines for diverse reasons. Some fantasy languages are more notable than others, and some invented languages have quite considerable historical and linguistic importance. A proposal for deletion would need to be very well reasoned. Having looked briefly at the Klingon pages, the general quality of the project seems to be considerably higher than the Wikiversity average. I do support clean-up and rationalisation drives very strongly, but I think this is not the place where it needs to be done - please do not try to tag the Klingon pages in any negative way. On the contrary, I think Jonathan Webley is a user who needs full community support. We should avoid a repetition of the Mike Carver fiasco where a valuable contributor was lost. --McCormack 07:29, 9 May 2008 (UTC)
 * "Fantasy languages are of educational value in a diverse variety of academic disciplines for diverse reasons." In what way are they are they any more useful in facilitating learning than real languages? Especially Klingon? This I am not sure. --Remi 07:40, 9 May 2008 (UTC)
 * Unfortunately I lost a long and very detailed response to this in an edit conflict. I do not have time to repeat my defence of the Klingon project, but please do not try to undermine Jonathan's confidence in what he is doing here. (I'm worried about a repetition of the Mike Carver case). --McCormack 08:00, 9 May 2008 (UTC)
 * I could see much more value in creating a language as a tool to learn about linguistics... --Remi 07:42, 9 May 2008 (UTC)
 * I'd also be happy to encourage a project on linguistic terms - but I'm a bit stumped by this one. One the one hand it looks like a joke: "Landan has over 8 million native speakers, and about 5 million non-native speakers"; but on the other hand, it could well be an interesting and fun experiment. I'm definitely supportive of Klingon (and Jonathan), as I see no problem with teaching and learning Klingon - the problem previously in the Wikimedia community has been a whole project in Klingon. I'm disappointed to see the User:Mikec case described as a "fiasco" - most of my dealings with him were through email, during which I bent over backwards to explain how copyright and GFDL works, towards which he repeatedly responded in unprovoked defence and anger. Cormaggio talk 10:22, 9 May 2008 (UTC)

 * Well I have no objections to an invented language, being used on this website or anyother sites. A lot of companies and corporations have developed an invented language, and used it in films like fantasy, sci-fi or other Genre's. The only thing which I don't want to see is a random number being used saying like this language has over 8 million speakers when officially it hasn't, which could cause some members of the General public getting confused and annoyed. Terra  18:56, 23 May 2008 (UTC)

 * Its a complete hoax. He did the same thing on Wikibooks. 5 million speakers? Thats a complete lie. It needs to be deleted. (76.15.56.93 23:45, 23 May 2008 (UTC))
 * Please note what it says, "In fiction, Landan has over 8 million native speakers, and about 5 million non-native speakers." (emphasis added) I believe I have misread before. :) --Remi 23:57, 23 May 2008 (UTC)
 * I apologize I did not see that. Still, it does not change my view on this. I still believe this should be deleted. 76.15.56.93 23:58, 23 May 2008 (UTC)

I am not sure about Landan, never heard about it (and I am from central Europe...), probably a hoax. BUT the Klingon should stay. Just check out this link ;) (more links).  Moreover I want to poit out the work of  Tolkien, known creator of artificial languages. Entry also on WV.--Gbaor 12:47, 30 May 2008 (UTC)

 * Could we make a definitive decision on what to do with this page? I am inclined to delete it. To me, the pages come across as having placeholder content used for getting a feel for how to set up a "school" on Wikiversity, and has already served its purpose. --HappyCamper 12:06, 30 July 2008 (UTC)
 * I also think we should delete it along with all related pages and categories - I made this decision according to google search results landan, landan language. There should be at least few hits for this topic... I haven't found any. --Gbaor 08:46, 31 July 2008 (UTC)
 * Although I'm not a custodian, but what about creating a portal for fictional languages from various films or books, they have fictional languages mentioned on Wikipedia, this is a site for learning and may prove helpful for people who are trying to study fictional languages for education work or even those in the filming industry who are trying to learn various languages like the Elven Language, like those on the Lord of the Rings film. DarkMage  21:36, 8 August 2008 (UTC)


text:
User:Brahmschubert

Visit my user page on Wikipedia.

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

title: User:Brahmschubert


title: File:Diagram1Hw4.jpg


title: File:Diagram2hw4.jpg


text:
Introduction to US History/America Before Columbus

INTRODUCTION TO UNITED STATES HISTORY I AMERICA BEFORE COLUMBUS AUTHORS:GEOFFREY D. PLOURDE, JASON OLIPHANT LECTURER:GEOFFREY D. PLOURDE

Course Page / Next Lecture

Introduction
Welcome to everyone reading this lecture. Before I get down to business, there are some preliminaries I would like to handle. I want to reiterate that you don't need prior historical knowledge to learn US History. Everyone had to start somewhere. In fact, due to the poor instruction of our primary schools (in the US), it is probably better that you don't know anything. The big key is that you need to approach this course with an open mind. Some of the information may shock you. Well folks, welcome to US History.

The first bit of shocking information is that Christopher Columbus is not the beginning of America. Regardless of what some texts say, there was a civilization in America. Before you think I am bashing Europeans, there is something you need to know about perspective. Humans have a funny way of seeing things. What one may see is not what may actually be the truth. To a European, the civilizations in America were heathen and not civilized. Imagine what the early Americans thought about the Europeans?

The real beginning of civilization in America occurred between 50 to 30 thousand years ago. At that time, Asia and America were still attached by a land bridge in the Bering Strait. The first humans to arrive were hunter-gatherers. These individuals followed animal herds for food. Therefore when animals started to explore America, hunter-gatherers followed the animals around America, eventually colonizing from the top to bottom. Over time the group dynamics of these tribal groups evolved based on the area they ended up in. Similarities can still be seen today in their customs, which is an indicator of a common origin.

These hunter-gatherers are not the only people who arrived. The Polynesians are believed by some scholars to have sailed to the mainland of America. If this is true, these people would have had an additional influence. A minority of historians believe that the cultures of the Ancient Mediterranean also may have visited America. There is no evidence to support this at this point in time, but that may change as new archaelogical discoveries are made.

As time went on, people settled down. Instead of hunting, they started to domesticate animals and farm. Three important crops to remember are corn, beans, and squash. Corn was the mainstay of American agriculture. While many tribes remained primitive in agricultural techniques, some rose above the pack. Irrigation systems were set up in South America. Customs were developed by observations that ensured a good harvest. Crop rotation was practiced to conserve the soil. All these techniques show that the natives were not as primitive as Europeans thought.

Not all cultures settled down. Some tribes continued to be hunter-gatherers. An example would be the Lakota of the United States. However, these tribes did not waste like Europeans. Moderation was evident in many societies. The first people were environmentalists before there was such a term. This allowed people to live in smaller areas with less of an impact.

Some revisionists like to claim that the first people were peaceful until Europeans brought conflict and slavery. This is not true. Some of the most advanced cultures had slaves and engaged in war frequently. The Aztecs butchered slaves as sacrifices to their gods. They were not kind people who spent their time smoking the peace pipe. This doesn't mean that America is as it was before Columbus. America was a different area. Large-scale mining only appeared with the Europeans. Also, horses came with Europeans. Before Columbus, warfare was fought on foot, and game was hunted from the ground.

This all shows that there was civilization before Columbus. These civilizations were very diverse and some civilizations were highly advanced. Despite their advances, they still suffered from warfare, inhumanity, and slavery because that is human nature.

This topic will not be highly important on the AP test. Most intro courses start with the colonies. The test focuses very little on this topic, if at all. It is still important to learn about because it is a fundamental basis of the America of today. So much of what we idolize comes from subjugating those who came before. This concludes the introduction.

The Americas Before Europe
As mentioned previously, the "Americas" (consisting of present-day Canada, US and Central America) were not full of "lawless, blood-thirsty" natives - but entailed sophisticated and regulated civilizations and revolved around hunting and gathering. An example of an Indian tribe was the Mackinaw Indians, who hunted a variety of prey according to the seasons. In the winter, they would hunt for cod, seals and fished actively once the spring season came along (hunting additionally for moose and bear). In the summer, they would plant crops, such as corn and beans and hunt geese and duck. During the fall, eels and caribou were the popular choices.

An example of the Indian's understanding of their surroundings is the Three-Sisters planting method, where squash held moisture to support the corn, which allowed the beans to climb up.

Indians
The North American Indians were divided into 3 groups:

 * 1) Eastern Woodlands
 * 2) Great Plains
 * 3) Western Tribes

The Iroquois (the Eastern Woodland Indians) created the Iroquois League (organized 5 tribes into 1 nation), consisting of the Mohawk, Oneida, Onondaga, Cayuga, Seneca and [soon] the Tuskarora - all located around present-day New York. The origins go back to a "peacemaker" who convinced an Onandaga chief to unite together under a common council of chiefs and village leaders. Each tribe represented one vote and agreement between all parties was required in order for a decision to take place. The significance of the Iroquois League is that it was more effectively run compared to its neighboring leagues, with the Iroquois implementing strategic governmental practices and making up for their poor administrative control with ruthless warfare. The league were against France as they not only allied with their enemies, the Algonquins, but also carried out several raids against them. In what turned out to be significant in the French and Indian War, the Iroquois partnered with the British and successfully maintained their small population of around 10,000 people.

Olmecs (1200 - 400 BCE)
These Mesoamerican civilizations originated in what is known as modern-day Mexico all the way to northern Panama. They were polythiestic and corn was a staple of their diet. They created the only written language in the Western Hemisphere at the time, created a math system and made a calendar that predicted eclipses and assisted them in planting crops. Trade was especially prevalent. The Olmec's were prominent from 1200-400 BCE, creating giant heads in La Venta, Mexico. Historians are not sure what led to the decline of the Olmecs after 400BCE, but their influence reigned on - giving the Mayans and the Aztecs something to "work with".

Mayans (2000 BCE - 900 CE)
At its height in 500 BCE, Teotihuacan, located near modern-day Mexico City, was home to booming agricultural and exenstive trading. The Pyramid of the Sun and the Pyramid of the Moon are major temples built in the city. Graveyards near the Temple of the Feathered Serpent suggested that humans were sacrificed religiously. Masters of architect and and a mathematical system (used for yielding crops and regulating the size), they met their demice through extensive droughts and poor farming soil.

Aztecs
In the 1300s, a couple of people moved down to Tenochtitlán and turned it into one of the biggest cities in the world. In 1519, Spanish conquistador Hernán Cortés' men couldn't believe what they were seeing — something that only looked realistic in a dream. Unlike European cities, Tenochtitlán was well-kept and groomed — regulated through aqueducts and a trash system. Natives bathed on the daily and used chinampas to irrigate crops. Human sacrifice was very common in order to "appease the Gods".

Incas
From modern-day Colombia to Chile, the Incas were a developing kingdom of their own in South America. Their clean, extensive roads, monitored by "chasquis", enabled effective transportation - especially for the Incan military when they were called upon. The Incas used quipus instead to keep records. The mita was a requirement where a peasant had to work with the Inca ruler for a couple of days on projects. The "lords" were usually the "feudal lords" or followed polytheistic beliefs.

Differently from their partners, the Incas didn't practice human sacrificing unless in dire emergencies.

Hiram Bingham III eventually rediscovered the lost city of Machu Picchu in 1911. The architect was insane, especially knowing that it was all man-made.

The European Rivalries (15th-18th century)
Leif Erikson was busy exploring the world about the time the Mayans were creating their pyramids in 1000 AD. Beforehand, no one in Europe didn't care too much about exploring the new world. This changed until the Crusades attacked - there, the Europeans saw many prized possessions of the Muslims: silk, spices, tea, and perfumes. Afterward, the Europeans, realizing they were able to make millions through these possessions, wanted to figure out a way to get these goods for themselves. The European Renaissance and the advancement of technology made exploring the world possible.

The motives for European exploration are simply put as for God, Glory and Gold. Spreading Christianity, coming back home as a hero and exploring majestic places (as detailed in Marco Polo's Travels), and to bring riches back from the New World were all motivating aspects.

Christopher Columbus was inspired to embark on a groundbreaking mission. He brought a map, a ship, and food. This was made possible by advanced maps (his family was cartographers), advanced ships (squared sails, aerodynamics, transportable weapons), reliable compasses and use of astronomy/math, and increased financial investments. The Spaniard was supported by King Ferdinand I & Queen Isabella of Spain.

On Columbus' expedition, he found rattlesnakes, tomatoes, potatoes, maize/tobacco, and chocolate/vanilla. In 1492, Columbus sailed the ocean blue.

Portugal
The Portugese had massive control of the trade system by controlling posts on various islands and coastal cities through their control of Africa, western coast of India, and South America. Sugar fueled the African trade system that the Portugese kick-started with the Portugese supplying manual labor on various sugar plantations.

Spain
King Ferdinand I and Isabella kicked out the Muslims from Spain in 1492 and wanted to spread Catholicism and gain an advantage over their rivals, Portugal. Present-day Haiti and the Dominican Republic, collectively known as "Hispaniola", was Columbus' destination and he termed the Taino natives as "Indians". The Treaty of Tordesillas determined that Portugal kept their land below the "imaginary line" and Spain kept above. Hernan Cortes, inspired, travelled and initially was shooed away by the Aztec civilization in 1504. Soon afterwards, Cortes partnered up with local alliances that disliked the Aztecs and captured Tenochtitlan in 1521 - renaming the capital to "Mexico City". In 1509, Francisco Pizarro unsuccessfully attempted to take over the Incas - but he founded Peru. From 1539 to 1542, Hernando de Soto attempted to find mountains of gold but died in his pursuit of the Southern portion of the USA. Francisco Vásquez de Coronado waged a ruthless killing campaign against the Southwestern USA natives, but it left him bankrupt.

Collectively, these accomplishments led to the Spanish Golden Age.

Bartolomé de Las Casas denounced Spanish violence in 1515 by speaking out against "encomienda" (legal right to labor). Rivals used this as justification to wage violence against the Spanish. African slavery was a major product of exploring the New World as they were used for sugar and tobacco fields.

England
The constant change from Protestantism (King Henry VIII) to Catholicism (Queen Mary) and back to Protestantism (Queen Elizabeth) left England very little time to actively explore, but they monitored and did what they needed to do. In 1497, Henry VIII sent John Cabot to North America. Privateers, such as Francis Drake, were commonly used to loot and destroy Spanish ships, a smaller aspect of the bigger motive of Queen Elizabeth: Stop the Spanish. In 1584, Sir Walter Raleigh tried to employ John White's group to Roanoke - but they disappeared in 1590. The fate of the "lost colony" isn't 100% proven to this day. Joint-stock companies were used quite often, notably the Virginia Company.

Although England were late to the "colonize land" race, but they claimed as many lands as they could. Barbados was an island that the England loved to use as it produced a lot of sugar. Some Englishmen that traveled to the US were Separatists who escaped England's religious corruption in order to spread Protestantism. In 1620, William Brandofrd and his men created Plymouth.

France
The first French explorer was Jacques Cartier (1534-1541), but he couldn't establish a colony because of the natives and a lack of adequate planning.

Samuel de Champlain is credited with discovering Quebec in 1608 and creating "New France". He created positive relationships with the natives, formulating an alliance with the Algonquin to fight their enemies: the Iroquois. Their aims were more economic as they focused more on creating trade posts. They traded beaver pelts and other furs for French goods. After 1635, the Spanish control of the Caribbean weakened and France took Guadalope and Martinique.

The Netherlands
After their independence in 1581, the Dutch were fast to make their names known in the race for colonization. They created the "Dutch East India Company, chartered in 1602 to trade in Asia, and the Dutch West India Company, established in 1621 to colonize and trade in the Americas." Henry Hudson, working for the Dutch, found the Hudson River in 1609. The Dutch set up several trading posts in North America, specifically in "New Amsterdam" in New York. The Dutch also claimed some islands in the Caribbean, such as Aruba, and made themselves known in the 17th century.

Slavery
Slavery has always been a thing even before the colonization of America! Chattel slavery, where slaves were bought and sold like property, was prevalent in the Middle East. The slave trade of Europe began with Portugal's exploration of Western Africa in 1444. Slavery became popular in the New World as workers were needed to mandate tobacco, sugar, rice and cotton. The major difference in the New World was that slavery was based on skin colour as the Africans were easy to identify by their skin colour. The natives were not reliable "slaves" as they died off due to the European diseases. Since the Southern colonies needed permanent slaves to mandate the tobacco and rice fields as opposed to the North's lack of need for workers due to their climate, inherited slavery became a thing. Conclusively, skin colour and inheritance of slavery is what differed from slavery in the Old World and set the tone of American history for the years to come.


text:
User:Izamryan

See these pages for more info:

 * LinkedIn

 * FaceBook

 * Twitter

 * Blog

title: User:Izamryan


text:
User:MandaG/Prosocial Behviour tutorial

So in tutorials this week we started off talking about social capital and disengagement. When the words social capital were mentioned a lot of blank stares followed, including my own. James asked what we thought it meant and in response I could almost hear the crickets. I am somebody who hates silence so I gave it a bit of thought and came up with the most outrageously wrong answer ever (seemed plausible at the time). I thought it may be something like communism...its not. However, on the upside my fellow class mates were much more apt at coming up with ideas and thoughts on what it might mean, the end result being a sort of pooled culture/interactions, karma, knowledge and structure. A bank (thanks ms chicco!) if you will of individual social interactions making bigger contributions (karma,knowledge, structure) to society at large which brings me to this idea of social karma. Now I'm a little down on karma this week as the night of my tutorial my car got broken into and I had quite a lot stolen (the irony of just discussing prosocial behaviour did not escape me), however the idea of social karma as a whole is quite an appealing concept. This idea allows for incidents such as the cronulla riots (shocking as they were and I am certainly not condoning them at all!) to occur and not have those idiotic individuals condemn the rest of our society by having the good our society does balance out these shameful events through better actions such as the tsunami appeal- yes it would be better to have an entirely good society but that is probably not all that realistic. So back to this bank concept, good karma and bad karma deposited hopefully will balance out or optimally be tipped to a good profiting. To work analogy in with knowledge it is a little skewed but in my view still good. Every single person in the world has something to offer to someone somewhere, and no matter what anyone tells me i refuse to believe any different, therefore all the knowledge we "deposit" is of value and hopefully be distributed for the betterment of society. As for structure, I don't know if you guys have read or watched Lord of the Flies, but the premise is that culture determines how a society will function and I think that concept can be applied to our "social capital structure" we live in a culture that dictates how leaders are elected and gives us all a say (supposedly...) in how we work as a society.

We then spent some time listening to Hugh McKay and his ideas on social disengagement. On a personal level I did not enjoy his ramblings at all. All problems e discussed were things that have been discussed in the past, while a relevent discussion it did not propose anything fresh. Afterwards we got into groups and discussed the issues we picked up on the most and tried to suggest ways in which the problem could be tackled. I really enjoyed doing this and my partner and I had a number of animated debates on what could be done. My partner was adamant that to reduce some types of prejudices we should have a compulsory Australian history course in all the schools so that like the americans we could recite all major historical moments and understand where we come from. I was of the position that we already have history as an elective and that enforcing it could create more prejudices and feelings of resentment and that all the knowledge of historical moments and knowing where we come from in the world would not make a difference to the individual unless they cared about it which is something a compulsory education can't make happen. Of course thats not to say it wouldn't work I just enjoy a good debate. My point of focus was on the great divide between the higher earners and lower earners. The only problem was I could not think of a rational way to relieve the problem. I was going down the Robin Hood path of stealing from the rich and giving to the poor, of which my partner was not having a bar. She said, in hindsight rightly, that we should not punish people who have worked hard for what they have to give to people who have not worked as hard. However, I don't think all people are in unfortunate situations through a lack of trying or working. The problem would then lie in legislating "Those who are rich without effort, give to the poor who are poor through no fault of their own. Those who are rich because you've earnt it, good job and those who are poor because you are lazy too bad."

title: User:MandaG/Prosocial Behviour tutorial


text: Category:Introduction to US History/Lectures


text: Category:Introduction to US History

title: Category:Introduction to US History


text:
Cross-cultural psychology

Some of the major psychologists working in this area are John Berry, Michael Harris Bond, Pavel Boski, Fannie Cheung, Hawley, Geert Hofstede, Gustav Jahoda, Cigdem Kagitcibasi, Kwok Leung, Reddin, Segall, Peter B. Smith, Harry Triandis, Fons van de Vijver and Kuo-shu Yang. There are many others, and the founders have already trained an active group of graduate students to continue the tradition.

The principal journal has been the Journal of Cross-Cultural Psychology, created and until recently run by the International Association for Cross-Cultural Psychology (IACCP). However, cross-cultural psychology researchers also publish widely in other peer-reviewed psychology journals.

Journals

 * Journal of Cross-cultural Psychology

Organizations

 * International Association for Cross-Cultural Psychology (IACCP)

title: Cross-cultural psychology


text:
Main Page/Concept/2008/October

Welcome to Wikiversity

Wikiversity is a project hosted by the Wikimedia Foundation, the non-profit organization which hosts Wikipedia.

Wikiversity exists to help you in your learning.

Learning communities are to grow and evolve here at Wikiversity.

Research can be conducted here at Wikiversity under the research guidelines.

Wikiversity has other sister projects, like Wikibooks that develop textbooks, that are FREE!

Another sister project, Wikimedia Commons has millions of images with a free licenses. So you can use them in many ways you other wise couldn't.

Wikiversity runs on a wiki. That means that any one can edit pages on Wikiversity right now, as long as they play by the community rules.

Academic or educational institutions are invited to develop materials for their own students here; these resources can also be used by anyone who may stumble upon these materials.

.

title: Main Page/Concept/2008/October


text:
Talk:Etiquette

Maybe it would be better for this page to be moved to Wikimedia Etiquette, what do you think? ---- (profile|chit chat|email) 05:10, 9 October 2008 (UTC)

 * This is intended to be a learning project and perhaps also original research. Not really intended to be a policy, guideline or process. --dark[[Image:Yin yang.svg|12px]]lama 01:46, 10 October 2008 (UTC)

 * This page has drifted very far from what I intended it to be about when I started the page way back...I was thinking of things like etiquette at the dinner table, for example. --HappyCamper 12:47, 10 October 2008 (UTC)

 * Etiquette is a very broad subject. There wasn't much to go on to figure out what the original specific intention of the page was. Just "Here are some learning materials for modern etiquette and manners." I figured I'd try to provide a bit more information than that. --dark[[Image:Yin yang.svg|12px]]lama 21:45, 10 October 2008 (UTC)

title: Talk:Etiquette


text:
User:Stevenarntson/Freshman Seminar

This course is an introductory survey for incoming Freshmen, which focuses on information literacy, critical thinking, project management, and working in groups. These pages constitute the online component of what is otherwise an on the ground course. The class is divided into 10 units, which follow a scheme the logic of which is necessitated by the venue of my physical classroom in Seattle, Washington.

 * /assignments/

schedule

 * 1) introduction
 * 2) research
 * 3) research, continued.
 * 4) misology
 * 5) critical thinking and fallacies (Midterm part 1 due before class)
 * 6) mid-term (Midterm part 2 due in class)
 * 7) education (Midterm part 3 due before class)
 * 8) self assessment, conspiracy theories, Martin Gardener's Fads and Fallacies, and Beyond Beats and Rhymes.
 * 9) individual meetings
 * 10) final presentations
 * 11) final presentations. self assessment due on Friday.

title: User:Stevenarntson/Freshman Seminar


text:
User:Hexagon1

Hello! If you wish to leave me a message, it would probably reach me sooner if you left it at my enwiki talk.

title: User:Hexagon1


text: Johari window

title: Johari window


text:
Psychological activities

This page is about and for the development of psychological activities for use in teaching and learning.

Examples of activities

 * Johari window
 * Social psychology (psychology)/Tutorials

title: Psychological activities


text: Category:Psychological activities

title: Category:Psychological activities


text:
User:Nelliemuller

=Profile=

Doctor of Education in Educational Leadership
My name is [mailto:nellie.muller.deutsch@gmail.com Nellie Deutsch ]. I hold a Doctor of Education in educational leadership, specializing in curriculum and instruction from the University of Phoenix online. I researched instructor experiences with implementing technology in blended learning courses in higher education.

English Teacher
I am a Canadian (Toronto) residing outside of Canada. I have been teaching English as a foreign language to high school and adult learners for over 30 years. I am interested in collaborating with other teachers worldwide.

Integrating Technology
In my free time, I help educators become aware of the value of integrating web 2.0 tools for instruction and learning on a Moodle website called Integrating Technology for Active Life-long Learning (IT4ALL) and on [http:www.integrating-technology.com IT4ALL GE]. I do this on a voluntary basis because I am passionate about learning and would like to see e-learning available and free worldwide. I believe collaborative social constructivist learning is the key to improving education and ultimately world peace.

Social Networking
I am involved in social networking: Doctoral Students, and e-learning in developing and developed countries. I am passionate about learning and love to share my explorations and findings with others. One of my projects was published on Once Upon a School. You are invited to [mailto:nellie.muller.deutsch@gmail.com contact me] directly.

Online Facilitator
In addition, I have participated in iEARN Moving Voices - Digital Video Exchanges and other professional development programs at iEARN and SCoPE, and facilitated online courses on Knowplace, and SCoPE.

Healthy Living
I practice mindfulness meditation, Reiki, and Alexander technique.

Contact Me
Please feel free to [mailto:nelliemuller@email.phoenix.edu contact me] for further information and/or questions or comments about my fields of interest and other topics.

= Research Areas =

Action Research Projects

 * ESL/EFL Students Lack the Skills to Cope with Reading Comprehension Tests

 * PowerPoint Presentation

Blended Learning and Instruction
Doctoral Dissertation: Qualitative phenomenological study of instructor use of technology in blended learning courses in higher education

=Professional Development= CIDER Graduate Student Fellow Profile

Live Online Classrooms
Researching WiZiQ

= Education =

 * 2010 Doctor of Educational leadership specializing in curriculum and instruction; University of Phoenix

 * 2005 MA in Education, curriculum and technology; University of Phoenix

 * 1976 Teaching Certificate for English as a second and foreign language; Tel Aviv University

 * 1974 BA in English literature and English theoretical linguistics; Bar Ilan University

= Websites and Blogs =

Moodle Sites

 * Integrating Technology for Active Lifelong Learning (IT4ALL)

 * MoodleMoot

Personal Sites

 * Nellie's English Projects

 * IT4ALL Global Exchange

 * IT4ALL Moodle
 * Passionate about Learning

Blogs

 * Blended Learning and Instruction

 * Connecting Online

 * Nellie Deutsch

 * Eduspaces

 * Nellie's English Projects

= Interests =

Online Courses

 * FOC08

 * Connectivism (CCK08)

Web 2.0 tools
Learn how to create your own WebQuests by joining a professional development course on Moodle: Creating WebQuests

Moodle
You are invited to create your own courses for free on IT4ALL.

WiZiQ
WiZiQ is a free online teaching and e-learning web conferencing video and audio format with a whiteboard, content manager to upload and share files and a text chat box interactive engagement during the session. The tool can be added to Moodle and other course management systems (CMS).

Long distance running
Noa Deutsch is coaching me online via Training Peaks software.

=Projects on Wikieducator=

Ort Gutman High School
Ort Gutman High School

Improve Your Writing
Improve Your Writing

Connecting Online Conference

 * Join Connecting Online CO11

 * MoodleMoot 2011 in Cancun, Mexico

Storytelling
Storytelling Mini-Conference

Webheads in Action
My contribution to Webheads' 10th anniversary.

=Connecting Online for Peace=

Women Without Frontiers
September 27, 2008 Rhodes, Greece for the WWF Peace Conference

= Collaborative Online Projects =

Collaborative Projects

Share Your Country's Art and Literature
Sharing Your Country's Art and Literature

Professional Development
Join professional development courses or request to start your own course/s via the Moodle Course Management System (CMS) for free.

=WebQuests=

My Literature-based Webquests
The Last Spin The Perfect Society Apples from the Desert
 * Literature-based WebQuests

Run for your health
 * Health and Sports-based WebQuest

Choosing a National Flag
 * Social Studies WebQuest

Brainstorming
I would be interested in exchanging ideas on how Moodlers use the CMS. I wonder whether others wiki such as wikispacs, wetpaint, or pbwiki would be easier to manage than wikieducator.

My Projects

 * International Collaboration for senior high school and university students and their teachers

 * International Collaborative Literature Projects

 * Internationalising Online Programs

=Communication=

Online Live Conferences

 * Women Without Frontiers

 * Wayne Mackintosh presenting on Wikieducator

I had a great session today (October 4, 2008) with 45+ participants who were teachers and students of English as a foreign and second language. The topic of the live online session was Learning English Online for Free. The recording is available right here.

= Collaborative Online Projects =

Collaborative Projects

Share Your Country's Art and Literature
Projects my students and I participated in:

 * Holland

 * Italy

 * Montreal, Canada

I would like to invite learners of all ages to learn collaboratively by sharing each others' art and literature.

Please list your name and email:

Nellie Deutsch - [mailto:nelliemuller@email.phoenix.edu nelliemuller@email.phoenix.edu]

Professional Development
Join professional development courses or request to start your own course/s via the Moodle Course Management System (CMS) for free.

title: User:Nelliemuller


text:
Collaborative-projects

A collaborative project is a problem-based task that requires at least two people to research, resolve, and document. The team collaborates by using Microsoft applications such as Word, PowerPoint, Publisher or FrontPage or the traditional paper and pen method to write their findings.

Collaborative projects are a wonderful way of developing team spirit, critical thinking, and creativity that goes beyond the member's individual work. Teamwork develops as members get to know one another, learn how to solve problems, and reach decisions.

Collaborative projects that use technology in the classroom involve an ongoing learning process for both teacher and student. (taken from Deutsch)

title: Collaborative-projects


text:
User talk:Nelliemuller

Please add your comments or ask questions, here.

 Hello Nelliemuller, 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.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 12:23, 9 October 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?

Collaborative projects
Hi Nellie, good to see you here. (I'm aware of your work on Wikieducator, though you definitely wouldn't know me from there. ;-)) I left some comments on Talk:Collaborative-projects, which you might want to take a look at. Cormaggio talk 13:15, 9 October 2008 (UTC)

Copyright problem with Image:Nellie-Profile.png

 * Thank you, David. It's a good thing I happened to be in the neighbourhood because I didn't get email notification for this. I took care of the copyrights issue. --Nelliemuller 01:07, 26 October 2009 (UTC)
 * In preferences, is "E-mail me when my user talk page is changed" ticked (and check your email address)? In my experience, the WMF takes licensing a bit more seriously than WE. -- Jtneill - Talk - c 01:10, 26 October 2009 (UTC)
 * My email was wrong. I had gmai.lcom so I couldn't be notified. I am very impressed with Wikiversity. --Nellie Deutsch 01:29, 26 October 2009 (UTC)

title: User talk:Nelliemuller


text:
Talk:Introduction to US History

well as the first enrolled students...I'm beginning

Thank you for the lecture. I have already read through the first chapter of the wikibook. I will be posting a discussion regarding the material today or tommarrow. Some advice for whomever joins our course; Use wikipedia. it is quite complete and you can delve into even more detail by using the references. I would be happy to make an effort to give feedback and suggestions to the person whom authored the wikibook. I am very new to wiki and am a little unsure of titles. Should I refer to you as Professer Plourde?...I have read that wikiversity does not bestow titles on people, but it seems natural to follow educational precedent. --Jolie 12:54, 9 October 2008 (UTC)
 * Not advisable, as I don't hold that title. Just refer to me by my username. Geo.plrd 15:36, 9 October 2008 (UTC)

I have become intrigued by the clovis people and there place in the settlement of North and South American. My research is summarized below.

Pre-historical migration to the Americas is a highly active area of research. A colonization of the America during the Pleistocene epoch during a period of glaciation known as the younger Dryas has been the prevailing theory for many years.

The basis of this theory has been remarkable similarities in many North American archaeological sites. Many South American sites of equal antiquity do not share the same consistency

The Clovis culture could be considered one of the earliest American civilizations. Their nomadic trek through North American appears to be a very significant historical event throughout North and South American. It is not clear whether the clovis people were one unified tribe or whether there were many tribes related by common technology and belief. It is also not clear if their culture permeated other pre-existing peoples or whether they are the original settlers of north and south america (The clovis first theory). One characteristic of these ancient peoples is a particular arrow shape first described in Clovis NM and found in diverse sites throughout the hemispheres. Other archaeological finds include similar stone tools, similar diet and common burial practices. . The Clovis culture disappears dramatically from the aracheaological record 12,900 years ago and there is widespread speculation about what caused their dissapearance. Theories range from the extinction of the mammoth to sudden environmental changes caused by a comet or the break of the massive freshwater lake, Lake Agassiz.

An ancient land mass referred to beringa connected North America and Asia during the Last glacial maximum. Some genetic research indicate that many native Americans shore distinct genetic similarities with Siberians that that lived in and/or crossed Beringa. (human habitation ). Beringa was flooded after 16000 BP(before present), and geological research suggest an ice free corridor through northwest Canada. how do I attach a map to this article?

There is considerable controversy about Pre-clovis settlement of America. Comparative linguistics and culture seem especially prone to connect North American peoples to other ancient human populations in Europe, Australia and Asia. Critics of these studies point to uncertainty in dating techniques, contamination of early cultures by later influence, and the lack of solid genetic proof of these theories.

It may have been that migrations of people predate the establishment of Clovis culture, and/or that some migration used coastal routes (now under water) to more efficiently travel throughout the continent (Thus predating the Clovis migration).

At any rate Clovis culture and migration could be discussed in more detail in the wikibooks as a firm example of the history of prehistoric beginnings in north America, and a people that we are much more familiar with than settlements in Monte Verde. I would also suggest that the statement

"Archaeological evidence supports the hypothesis that early man migrated to the Americas in gradual waves. These arrivals came primarily from Eurasia, Africa, etc."

Ignores the intense controversy surrounding Pre-clovis colonization. The author seems to suggest his opinion that colonization of North America came from multiple sources. This is in direct opposition to some highly touted research. Is the author suggesting that these new arrivals occurred post-clovis? I didn't see anything about that either.

That's more than my lunch hour. How am I doing?--Jolie 18:01, 9 October 2008 (UTC)

Another minor point about the wikibook...

To refer to the demise of the Inca civilization and some philosophical thoughts about it, seems premature. The demise of the Incan civilization is Post-columbian and I expect there is a good deal of interesting reading once we get to the actions of the Spanish upon the Native Americans. --Jolie 18:01, 9 October 2008 (UTC)
 * The wikibook is disappointing. I thought it was going to be good because it was supposed to be designed on the AP US History standards. Closer examination revealed that this is not the case. Feel free to add your research and suggested changes. You are hitting the nail on the head. Geo.plrd 00:42, 10 October 2008 (UTC)

Do I put it in or not?
Wow. There is alot of controversy regarding the "bering land bridge theory". While inside of wikipedia it seems the accepted theory. there is this.

and of course the wikibook talk page is filled to the point of bursting with Anti-bering land bridge rheteoric as well

its not so very clear in the talk page, who is who. but someone (at least one) was decrying sloppy gramar and someone else went into some detail against the theory (the author?)

ok here is an interesting article about why some native americans MIGHT object to the theory, and a rather objective, pleasant tone from a Native American.  well still one would expect more authority from a highly esteemed researchers of the smithsonians and they say "Likely to preclovis settlement " But this leaves me in a bind, some people saying one thing other people saying others. Back to wikipedia- did I misread?

one thing that confuses the whole argument is that this bickering doesn't always stick to the same question.

 * 1) Did People move over a natural ice bridge around 11000BP? I think so.
 * 2) Were these People the clovis? Probably, but the sultrean finds in france gets in the way
 * 3) Did People move south along the ocean OR through the ice field gap?? -no idea.
 * 4) Did People get to North or south american by a oceanic pacific route?
 * 5) Did People get to North or south american by a Northern atlantic route?
 * 6) Laslty, were the clovis First (Asian see Question 2) and the chief settlers of the continent?

the last is the boldest and the first claim of 'bering strait' proponents. Lets see if the wikipedia articles that gave me such a sense of 'the bering strait is the major scientific view' has anything hot to say in the discussian pages.

Sigh... Wikipedia is Very firm on that and on the discussion page is..
 * "While many claims to pre-Clovis American settlement abound, from both archaeological and genetic disciplines, none as yet have 'majority' support. The timeframe of c. 12000 yrs remains the earliest evidential date for which there is universal agreement. The evidence produced so far for earlier dates continues to be treated with caution, if not outright scepticism, by many researchers who are awaiting more concrete data before assenting. No reason not to mention a few of the more notable "early arrival" claims however, but they need to be flagged as speculative and unconfirmed.
 * I agree however that the article as it stands needs a good deal more of reliable cites, in any event.--cjllw | TALK 06:42, 1 March 2006 (UTC)"

is a 2006 summary still relevant? I'm not sure what current researchers think and if they have changed there mind about the bering strait theory. I'm not sure I want to change it. perhaps I'll invite him to this discussion. one thing is for sure, I'm not an archeaologist.

what do you think Geo.plrd? as soon as you 'dig' into this topic, the picture gets very controversial. How do you improve a wikibook, anyway? do you have big discussions with the author or do you just be bold (then later find out that he considers you a vandal).--Jolie 15:50, 10 October 2008 (UTC)

I've invited him over on the wikibooks talk page. In answering my own question, I am sure you would make efforts to establish dialogue on the discussion page, before you altered anything on the main page. --Jolie 16:15, 10 October 2008 (UTC)
 * We may just want to start a new textbook. That would eliminate any need to deal with the old one. Geo.plrd 17:10, 10 October 2008 (UTC)

Course Update:Assignments, Textbooks
After much thought, I am amending the assignments and textbooks. The US History Wikibook is unusable by this course. We will therefore be writing our own. Called United We Stand, this work will be the standard reference for this course when it is completed. It will be a survey textbook of the United States, but will cover relevant content, thoroughly. All assignments are now going to be on this textbook. This week, we should focus on America Before Columbus. Geo.plrd 17:20, 10 October 2008 (UTC)
 * Textbooks really belong over at Wikibooks. If amending US History is not acceptable for some reason, you should begin work on a parallel textbook there.  Be prepared to clearly state how your book will differ from the current book in your introduction.  The Jade Knight (d'viser) 21:11, 14 October 2008 (UTC)
 * This textbook is headed to Wikibooks immediately after it is completed. By working on it here, students don;t need two accounts. Geo.plrd 04:39, 15 October 2008 (UTC)
 * Just so you know, I do have a wikibooks account. Nevertheless I agree with George that it is most convenient to write and amend the textbook here and move it over when finished. I have also added a place to justify our decision to rewrite the book.  --Jolie 18:21, 15 October 2008 (UTC)
 * Jolie, I am going to move the justification to a subpage, so everything is together. Geo.plrd 03:52, 16 October 2008 (UTC)
 * Actually you do have an account there, and even if you didn't it's trivial to get one. I fail to understand why it is preferable to begin an entirely new textbook when there is already a text on the go at Wikibooks. You'll have to merge the texts when it's complete anyways, making a lot more work for you. Wikibooks is the preferable venue for writing textbooks (which is actually our entire purpose) and there are further practical considerations for doing so. – Mike.lifeguard | @en.wb 18:18, 21 October 2008 (UTC)

title: Talk:Introduction to US History


text:
Talk:Collaborative-projects

Microsoft applications
Does this article specify that the only software that can be used are "Microsoft applications"? It seems to be much more generalised in scope - why not say something like "software", and give a range of software, not limited to Microsoft? (Otherwise, I fear that it could be seen as advertising of sorts.) What do you think? Cormaggio talk 13:10, 9 October 2008 (UTC)
 * Oh, one other thing, should the pagename be changed to remove the dash? It could easily be moved to Collaborative projects. Cormaggio talk 13:12, 9 October 2008 (UTC)
 * It was a mistake. The page exists as an internal link on WE. I fixed the external link. Thank you. --Nellie Deutsch 01:40, 26 October 2009 (UTC)

title: Talk:Collaborative-projects


text:
User:Lausband

Greetings! I am Dr. Leigh Ausband, Assistant Professor of Elementary Education at the University of North Carolina at Charlotte. I have been teaching and conducting research at UNCC for three years. My areas of research are in internationalization in teacher education, instructional technology and curriculum, and school district organization. Prior to coming to UNCC, I spent 24 years working in public schools as a teacher, school technology coordinator, and district instructional technology specialist. At UNCC students enter our program usually in their 4th or 5th semester in college. They spend 4 semesters in the elementary education program. They spend 4 years total in college, graduating with a Bachelor of Arts degree in elementary education. During their 4 semesters in the elementary education program, they take courses for three semesters and spend the 4th semester student teaching in a classroom under the supervision of the classroom teacher and a university faculty member. During the courses they take, they spend time in elementary school classrooms completing assignments from their courses. This gives them many different experiences working with children and learning how to teach.

I have two grown children, both married. My son and daughter-in-law live in Wilmington, NC, on the coast and they have a son and a daughter. My daughter and son-in-law live in Boulder, CO very close to the Rocky Mountains. I love to travel. In addition to having traveled through over 30 of the 50 United States, including Hawaii, I have also visited France, Switzerland, and China. A trip to Alaska is planned for this summer. Before I completed my college work in elementary education, I studied French. I can still speak, write, and read some French, although my skills suffer from not using it very much. In addition to my bachelor's degree in elementary education, I have a master's degree in instructional technology and a doctorate of education in curriculum and instruction.

title: User:Lausband


text:
User talk:Lausband

 Hello Lausband, 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.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 13:49, 9 October 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?

title: User talk:Lausband


text:
Wikiversity talk:Help desk/Archives

difine management? trade the growth and department of management global level and indian level

title: Wikiversity talk:Help desk/Archives


text:
User:Manecke

•••••••• [mailto:manecke@freemail.ru // E-mail] > (Subject: Wikimedia) ¤ // ICQ > (UIN: 368497744) ¤ // IRC > (Nick: Manecke) ••••  — Hallo, Ich wohne in der Region Stuttgart und bin auf verschiedenen Wikimedia-Projekten aktiv, hauptsächlich aber auf de:, en:, fr:, es: und ru:. Außerdem lade ich noch Bilder und Audiodateien auf commons hoch und übersetze.

— Hello, I live in the Region Stuttgart, Germany, and I am active on several Wikimedia Projects like de:, en:, fr:, es: and ru:. Besides I am uploading Image/ Audio files on Commons and I am translating.

— hola, yo vivo en la Región de Stuttgart, Alemania, y también estoy activo en versiones de diferentes idiomas de Wikipedia; Principalmente de., en., fr., es. y ru.. Además subo imágenes y audios en commons y yo traduzco textes.

— Salut, J'habite à la Région de Stuttgart, l'Allemagne, et je suis actif sur les versions de la langue différentes de Wikipédia aussi; principalement de., en., fr., es. and ru.. En outre, je importe des images et des audios sur Commnes et je traduis des textes.

— Привет, я живу в регионе Штутгарт, Германия, и Я также активен на различных языковых версиях Википедии; главным образом de., en., fr., es. и ru.. Кроме того, я загружаю изображения и аудиофайлы на Commons и я перевожу тексты. •• •

title: User:Manecke


text:
User:Gladyshev

The full biography and life curriculum of Georgi Gladyshev includes work ranging from polymer chemistry, to planetary interactions, to the thermodynamics of evolution. Gladyshev is a full professor of physical chemistry and is the President and founder of the International Academy of Creative Endeavors. http://knol.google.com/k/georgi-gladyshev/-/3hr52gyju6t3d/0#

title: User:Gladyshev


text:
Integrative Health Resources

Integrative Healthcare is the practice that emphasizes the importance of collabortive healing partnerships between practioner and patient, focuses on the whole person, and makes use of evidenced-based therapeutic approaches from many healthcare profesionals to achieve optimal health and healing. Access to quality primary care and preventative healthcare services remain the central health promotion and disease prevention components of the American health care system. Increasing awareness and access to preventative health care is the goal for lifelong growth and learning. Education is key, and much of it will be done outside the parameters of primary care medicine by wellness coaches, holistic healers, and other mind-body practitioners. Integrative Health Resources attemps to define, clarify and categorize these new sources of health information in an industry that has been largely driven by the consumer. What is the new medicine? We find descriptors such as Holistic, Humanistic, Altenative, Complementary, Integrative, and Mind-Body used to differentiate this new perspective from the old paradigm. The U.S. National Center for Complementary and Alternative Medicine (NCCAM),conducts and supports research, trains CAM researchers, and provides information about CAM. The role of the health educator at the community level becomes increasingly important to help distinguish facts from fiction, and to locate credible community health resources.

Health represents the overall condition of the body-mind complex and therefore a by-product of the sum of our thoughts, beliefs, emotions, actions, environment and genetic blueprints. As such, it is largely determined by individual choice. Health emerges from the attitudes and lifestyles of individuals and groups of people and includes many dimensions such as physical, intellectual, spritual, financial, emotional, social, sexual, environmental, and cultural health.

Disease can be conventionally catagorized and defined. CAM providers often use the term dis-ease to describe this orientation to the broader sphere of health, suggesting an imbalance in the body's abiliy to optimally function. Illness, or the way the individual lives with or perceives disease, varies for each person. The healing process also varies for each individual. The healing concept is far less understood than the pathophysiology of disease, and is open to many levels of interpretation. Healing differs from curing a disease, in that healing comes from within. Healing may arise from a an interaction or insight that promotes a change in acceptance of the current situation to a measurable improvement in one or more aspects of health. Insights such as increased awareness of self and others and adjustments to long held beliefs are often part of the healing process. The healing process can be an opportunity to grow in ways previously undefined by that individual or group. In various ways, healing will enhance the quality of life.

Illness and disease are phenomena, that when examined in depth, provoke questions that go beyond medicine to the essence of the human condition in this modern world. The healing process may encourage exploration of the larger questions concerning human suffering, compassion and tolerance for the other. Cultivating a trusting healing partnership to support this process of growth and transformation creates that space for integration of deeper knowing. Integrative Healthcare gives new meaning to the art of healing.

title: Integrative Health Resources


text:
User talk:Gladyshev

 Hello Gladyshev, 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.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 16:12, 9 October 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...

title: User talk:Gladyshev


text:
User:Stevenarntson/Freshman Seminar/Introduction

We'll spend the first week in this class going over the syllabus and discussing general classroom policies, the use of the wiki, and the quarter's major assignment.

 * Class overview and purpose
 * Wikiversity
 * Attendance policy/grading policy
 * Always Wanted To assignment
 * In-class work time


text:
User:Stevenarntson/English Composition/Introductions

My primary goal for this class is that we experiment with as many different kinds of writing as we possibly can, and I hope when the course is completed you'll have encountered some ideas that will positively impact your future practice.

Today

 * 1) In-class project: Stein.
 * 2) Writing types.
 * 3) Statement of Intent.
 * 4) Introduction to Wikiversity.

Gertrude Stein
Gertrude Stein, an early Modernist writer, adopted many painting techniques in her literary work. If a painter can do it, why not a writer?

 * Stein traded portraits with her friend, Pablo Picasso. He painted one of her, and she wrote one about him. Here is a recording of her reading it.
 * You can read a little bit about Stein on Wikipedia.
 * One of Stein's most famous works, Tender Buttons, is available at Wikisource, a sister project of Wikiversity.


text:
User:Georgi Gladyshev

The full biography and life curriculum of Georgi Gladyshev includes work ranging from polymer chemistry, to planetary interactions, to the thermodynamics of evolution. Gladyshev is a full professor of physical chemistry and is the President and founder of the International Academy of Creative Endeavors. See: http://www.eoht.info/page/Gladyshev%3A+Biography

title: User:Georgi Gladyshev


text:
User:Stevenarntson/Workshop

Writing workshops are open critique sessions, and are a standard facet of the writing life, used to improve pieces currently in draft form. Students studying writing at universities will experience the workshop atmosphere many times, as will writers who form writing groups. The workshop, although a bit stressful, can be an extremely informative and rewarding experience. In my courses, a workshop session typically lasts about 25 minutes.

pre-workshop

 * Sign up for a time slot.
 * Make copies--one for each class member.

workshop

 * The author will read the piece aloud.
 * Class members will write notes on their copies, praising and criticizing as appropriate.
 * The class will discuss the piece. Discussion should be honest and critical, but also polite and sensitive—-remember, this is a piece of writing on which someone worked intensely, but they also want to improve it.
 * If you have stated your opinion, wait for others to voice theirs. If you haven’t spoken, speak.
 * The writer may not join the conversation, but will take notes.

Workshops are a valuable way to learn how a number of people understood your piece—if 16 people misinterpreted your message, this will be good to know as you rewrite. Conversely, if everyone liked parts of what you accomplished, you'll also know what to leave alone.

title: User:Stevenarntson/Workshop


text:
User:Stevenarntson/Analytical Writing

This course uses writing as a mode of discovery and understanding. We'll discuss in class what exactly that means, and ways in which it might be leveraged toward interesting writing products. The class follows a scheme necessitated by the venue of my physical classroom in Seattle, Washington.

assignments and policies

schedule

 * 1) /introduction/.
 * 2) research and library field trip. statement of intent due
 * 3) workshops and film example
 * 4) workshops and film example.
 * 5) workshops & individual meetings.
 * 6) workshops & individual meetings. midterm project assessment due
 * 7) workshops. discuss "Men Explain Things to Me" (in Essays, below).
 * 8) workshops. Aim to have 300-600 words posted to "Project" on your wiki page. MLA.
 * 9) workshops for weeks 9 and 10.
 * 10) Individual meetings - troubleshoot.
 * 11) final reading. self assessment due

films
Films this quarter will serve as examples of documentarians trying to understand complex problems. Possible titles, depending on relevance, include
 * The Future of Food
 * Food, Inc.
 * The Story of Stuff
 * Blue Vinyl
 * Lessons of Darkness
 * The Power of Nightmares
 * This Film is Not Yet Rated
 * Manufactured Landscapes

essays

 * Peak Water
 * Most Likely to Succeed
 * Men Explain Things to Me

title: User:Stevenarntson/Analytical Writing


text:
User talk:Jtneill/Creative writing/What is more?

Wonderful little reflection. Enjoyed reading. The Jade Knight (d'viser) 20:42, 9 October 2008 (UTC)


text:
User:Execoot

I left Wikipedia and I forgot my password.

title: User:Execoot


text:
Talk:Solar System, technical/Earth

unverified text
I've copied the following text here, while I collect information to improve this resource. --mikeu talk 00:20, 10 October 2008 (UTC)

The Inner Core of the earth is made of nickel silicide (NixSiy) from centre out to a radius of 1200 km. The Fluid Core around the inner core is make of iron-sulfur alloy (Fe plus S) out to radius 3500 km. The Core Floaters (CaS and MgS) sit between the fluid core and the lower mantle at radius 5700 km. The Lower Mantle (MgSiO3 is below the unknown compostion Upper Mantle. The Crust sits over the top of the upper mantle at approximately 6400 km.

Feedback
Good job so far! Keep it up (the new source information looks especially promising). :-) --208.125.237.242 20:25, 25 June 2009 (UTC)

title: Talk:Solar System, technical/Earth


text:
User talk:Execoot

 Hello Execoot, 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.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 00:31, 10 October 2008 (UTC)

title: User talk:Execoot