text:
Social entrepreneurship

Social entrepreneurship is an emerging field of inquiry and therefore there is no one preferred definition. Definitions of this type of entrepreneurship generally include that it is a type of business where not only is profit valued, but also creating a positive social impact.

Characteristics of social entrepreneurship

 * Social entrepreneurship is innovative, social value-creating activity
 * Unique solution to a social problem
 * Huge social impact crossing regions and national borders
 * Replicable and sustainable
 * It occurs within or across the non-profit, business and public sectors
 * Dynamic process created and managed by an individual
 * Strives to exploit social innovation with an entrepreneurial mindset
 * Create new social value in the market and community.
 * Helps in fostering sustainable Development Goals(SDG)

Ideas to learn about
Here are some local learning ideas on this wiki related to entrepreneurship and social entrepreneurship.

 * Portal:Social entrepreneurship
 * What is Social Entrepreneurship?
 * Social Entrepreneur
 * Online social entrepreneurship
 * Careers and Employment
 * Business ethics
 * Edupreneurs
 * Entrepreneurship
 * Business/Earning money
 * Business
 * Benefit corporations

Suggested generic definitions
Social entrepreneurship is ...

Discussion questions and essay ideas

 * What are some potential businesses that attempt to achieve a triple bottom line?
 * How can decentralized finance help to facilitate social entrepreneurship?
 * How can social entrepreneurship help to alleviate poverty?
 * What business ethics lessons can social entrepreneurship help us to understand or analyze?

Wikipedia

 * Social entrepreneurship
 * The Power of Unreasonable People
 * B Corporation (certification)
 * Benefit corporation
 * Social accountability (Template)
 * Social purpose corporation
 * Flexible purpose corporation
 * Sustainable business
 * Business ethics
 * List of social entrepreneurs
 * Social venture capital
 * Social innovation
 * Corporate social entrepreneurship
 * Schwab Foundation for Social Entrepreneurship

title: Social entrepreneurship


text: Power Generation/Comparison/Part5

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

title: Power Generation/Comparison/Part5


text: Featured content/17

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text: Power Generation/Comparison/Part3

title: Power Generation/Comparison/Part3


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Topic talk:Electronic commerce

Department/Class/Lesson Plan
The e-commerce department will take you from the process of building a site from the ground up. There will need to be information about basic html, customer and order management. Shipping information, etc. Any suggestions? Feel free to post.

title: Topic talk:Electronic commerce


text: Power Generation/Comparison/Part10

title: Power Generation/Comparison/Part10


text: Power Generation/Comparison/Part4

title: Power Generation/Comparison/Part4


text: Power Generation/Comparison/Part6

title: Power Generation/Comparison/Part6


text: Power Generation/Comparison/Part8

title: Power Generation/Comparison/Part8


text: Power Generation/Comparison/Part7

title: Power Generation/Comparison/Part7


text: Power Generation/Comparison/Part9

title: Power Generation/Comparison/Part9


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Wikiversity talk:Wikiversity Day

Happy birthday! --Hillgentleman|Talk 10:03, 15 August 2008 (UTC)

Wasn't the 15th four days ago? 99.50.201.235 20:22, 19 August 2009 (UTC)

title: Wikiversity talk:Wikiversity Day


text:
BCP/Asteromoea mongolica

Asteromoea mongolica

title: BCP/Asteromoea mongolica


text:
BCP/Asteromoea mongolica/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny talk 10:37, 15 August 2008 (UTC)
 * --SB_Johnny talk 13:07, 2 September 2008 (UTC)

title: BCP/Asteromoea mongolica/Logs


text:
Talk:Putting it all Together (Social Entrepreneurship)

=Begin with the end in mind=

Some of these resources could be made available or referred to earlier. Perhaps categorise them in a way which makes that easier ? Kim 10:57, 15 August 2008 (UTC)

Instead of "Business Plan" as Final Output
One or more of the following which will result in the learners continuously developing this curriculum:

Profile of a Social Entrepreneur
The student could write a profile of a social entrepreneur whom the student found particularly inspiring. Ideally this should be a new profile, but it could also be a new perspective on someone who has been profiled previously.

Personal Learning Journal
The student's blog, wiki page(s), and/or other resources capturing the student's on-going learning process and key insights.

Case Study
This could be student's own case study, possibly building on previous work and/or extending an existing case study. Remember that case studies refer to mature initiatives which have either completed their life cycle or are already making an impact.


text:
BCP/Physalis heterophylla

Physalis heterophylla

title: BCP/Physalis heterophylla


text:
BCP/Physalis heterophylla/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 11:07, 15 August 2008 (UTC)

title: BCP/Physalis heterophylla/Logs


text:
IBM

This page has been set up as part of the FLOSS4Science portal for people looking for corporations with a view to collaboration on FLOSS for Science development.

So far there are just a few links to pages which seem relevant with some association with IBM.

Discussion questions

 * What can you learn from IBM?
 * How can studying IBM improve your knowledge and skills related to business?

IBM and FLOSS for Science

 * Open source in the biosciences
 * OpenDX
 * Open source in the lab.

title: IBM


text:
User:CambridgeBayWeather

 * Cambridge Bay Weather - English Wikipedia, please use this to contact me.

title: User:CambridgeBayWeather


text:
User talk:CambridgeBayWeather

 * Cambridge Bay Weather - English Wikipedia, please use this to contact me.

title: User talk:CambridgeBayWeather


text:
Talk:Applied historical English linguistics

cleanup recommendations

 * Add some images.
 * Divide into subpages (1 for each lesson).

--McCormack 17:56, 15 August 2008 (UTC)

 * OK, thanks for the recommendations. I've added a few images. But do you really think it makes sense to establish subpages? The single sections are not very long. --JoachimGrzega 10:35, 5 September 2008 (UTC)

Credit?
What is the function of discussing "credit" for the course? The Jade Knight 11:17, 3 September 2008 (UTC)

 * You're right. I've deleted this section. -- JoachimGrzega 10:35, 5 September 2008 (UTC)


text:
User:Miguel.lima

User page in galician Wikipedia.

title: User:Miguel.lima


text:
Follicular Dendritic Cells

Follicular Dendritic Cells (FDCs) have an intricate morphology (structure) (See Figure 1). These cells, which are located in lymphoid nodules (also referred to as "follicles"), have numerous dendrites or thin filiform processes at one point in their life cycles. In culture these dendrites intertwine with one another and form networks very similar to those in the lymph node or in the spleen in vivo. The dendrites in the network bind immune complexes in a periodicity that is pivotal in the binding of immune complexes to B cells in the germinal centers. This binding initiates a specific antibody response to antigens.

title: Follicular Dendritic Cells


text:
User talk:Aszakal

 Hello Aszakal, 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! -- DarkMage 18:19, 15 August 2008 (UTC)

Well done
Well done figuring out your image, Andras! It appears to have been deleted automatically because there was no "source info". It looks to be ok now though. :-) Cormaggio talk 20:51, 18 September 2008 (UTC)

title: User talk:Aszakal


text:
Talk:President of the United States/Abraham Lincoln

I'm fairly certain most materials from USA Federal .gov sources are public domain, unless in this case there is some caveat. Emesee 20:04, 15 August 2008 (UTC)
 * I believe you're right. The Jade Knight (d'viser) 11:29, 25 November 2008 (UTC)


text:
Portal:Social entrepreneurship/networking/Community Activities/Curriculum Development

Please add comments or raise discussion on the discussion pages or via the mailing list.

The following sections are considered important for continuous development:

 * The Curriculum - discuss its Overall Structure
 * Introduction to Social Entrepreneurship - discuss
 * Social Innovation - discuss
 * Social Enterprise
 * Collaboration and Partnerships - discuss
 * "Developing an Idea" and "Sharing Ideas" (raising awareness).
 * "Resources and Processes" and "Fundraising"
 * "Valuation"
 * "Putting it all Together"

A summary of the discussion on the general curriculum structure so far is on the discussion page of the General section of the Curriculum page.

If you think of anything to say or to add to the other sections please [mailto:social-impact@lists.csir.co.za post] to the mailing list or edit the wiki directly.


text:
Talk:Social Innovation

How shall we approach this?

 * Revisit as we cover Collaboration and Partnerships.

title: Talk:Social Innovation


text: User:Centaur of attention/Emoew survey 1


text:
User:Centaur of attention

=My views regarding User:Moulton and his Ethical Management of the English Language Wikipedia project:=

I've chosen to participate in this community in response to this user and his "project." I've been a regular contributor in good standing to Wikipedia for over a year, and it's there that I first run into Moulton. He was banned twice, once for disruption, next for intentionally outing one of those he opposed in the discussion leading up to his first ban when he was unblocked to "clean up his user page and get a SUL". He has outed me and other Wikipedians who participated in the discussions around his banning at his blog and urged others at WikipediaReview to reveal the real names and places of employment of 3 Wikipedia admins and 2 editors. One of those revealed then had his job threatened by an anonymous email to his employer. On his blog, "MoultonLava," Moulton has accused me of being FeloniousMonk at Wikipedia, which I'm not, and posted my employer's name and IP address. So if you've come here wondering why I'm deleting links to WikipediaReview or Moulton's blog, that's why.

Moulton aside, Wikiversity is not the place to try to change or influence another Wikimedia project. I do not think it's appropriate to use Wikiversity as a forum for creating changes in how Wikipedia is managed. The Wikipedia community manages its own community. Would it be appropriate to use Wikipedia as a forum for creating changes in how Wikiversity is managed?

The primary problem for this community is that one of the founders of this project is banned from Wikipedia and is misusing it to harass those at Wikipedia he opposed. He is supported by several from WikipediaReview, home to many banned Wikipedians with scores to settle, and an Wikipedian who has a long history of opposing one of Moulton's targets. I feel Wikiversity shouldn't be the next stop after getting 86'd from other Wikimedia projects for those who want spread drama and disruption. This project can only be improved by preventing the participation of those who are banned from Wikipedia from discussing Wikipedia and who have past personal conflicts with those they are writing about. If you are interested in who I am referring to, I'd be happy to discuss by email, you see, I'm giving them the respect they fail to give those they target. The founders of this project have serious behavioral issues at Wikipedia, one is banned, the other has a long history as a malcontent and enabler of troublemakers, and they skipped from project to project to found this project. Centaur of attention 00:44, 16 August 2008 (UTC)

title: User:Centaur of attention


text:
Template:Usage div

Version-at-a-glance... Source:Wikiversity, reconcile interwiki categories+timestamp // Fra nkB 01:47, 16 August 2008 (UTC)

 * This template provides uniform colorized background for template usage notes.

 * Usage
 * 1) Just apply the template inside a <noinclude> ...</noinclude> section, it takes no parameters. What you see is what you get.
 * 2) A matching "close-div" ("</div>") should be given by the end of the page.

 * Color appears as the background here.

title: Template:Usage div


text:
BCP/Lespedeza capitata

Lespedeza capitata

title: BCP/Lespedeza capitata


text:
BCP/Lespedeza capitata/Logs

2008 Logs

 * Jomegat 13:40, 13 August 2008 (UTC)
 * Jomegat 20 August, 2008

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 00:44, 28 July 2009 (UTC)

title: BCP/Lespedeza capitata/Logs


text:
BCP/Geranium sanguineum

Geranium sanguineum

title: BCP/Geranium sanguineum


text:
BCP/Geranium sanguineum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny talk 09:52, 16 August 2008 (UTC)
 * --SB_Johnny talk 09:52, 7 September 2008 (UTC)

title: BCP/Geranium sanguineum/Logs


text:
BCP/Oenothera biennis

Oenothera biennis

title: BCP/Oenothera biennis


text:
BCP/Oenothera biennis/Logs

2008 Logs

 * --SB_Johnny talk 10:41, 16 August 2008 (UTC)
 * --SB_Johnny talk 10:50, 1 September 2008 (UTC)
 * Jomegat 01:12, 18 October 2008 (UTC)
 * Jomegat 17:54, 4 November 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 00:20, 15 July 2009 (UTC)
 * Jomegat 13:10, 23 July 2009 (UTC)
 * Jomegat 03:50, 2 August 2009 (UTC)

title: BCP/Oenothera biennis/Logs


text:
Template talk:Ee211 Microcontrollers Atmel classnav

see Template_talk:Ee_Electronics_fundamentals_classnav


text: Category:EE 211 Microcontrollers Atmel

title: Category:EE 211 Microcontrollers Atmel


text: Category:ClassNav

title: Category:ClassNav


text:
MediaWiki:Gadget-section-admin-gadgets

Custodian gadgets upgrade

title: MediaWiki:Gadget-section-admin-gadgets


text:
Microcontrollers Atmel/Central processor theory and architecture

ALU
In simple terms the arithmic logic unit is the foundation of a CPU.

Program counter
The program counter is a register pointer that points to the next operand in the flash or program memory to execute. It is advanced after each clock cycle and can be reassigned new values to jump or branch.


text:
User talk:Ixfd64

 Hello and Welcome to Wikiversity Ixfd64! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse 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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd (discuss • contribs) 19:46, 14 September 2014 (UTC)

(You are a long-time user, to be sure, but welcome anyway!) --Abd (discuss • contribs) 19:48, 14 September 2014 (UTC)

I like your idea
ping

Donek (talk) - Go raibh mile maith agaibh 16:30, 16 August 2008 (UTC)

title: User talk:Ixfd64


text:
User:Cicero in utero~enwikiversity

J'existe à wikiversité!

title: User:Cicero in utero~enwikiversity


text:
User talk:Cicero in utero~enwikiversity

Tu existes à wikiversité!

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Cicero in utero. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cicero in utero~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Cicero in utero~enwikiversity


text:
User:Alison

Hi. I'm this editor, from the English Wikipedia.

title: User:Alison


text:
Wikiversity talk:Nominations for checkuser/Remi

Maybe it's time to start thinking about closing this. Emesee 20:03, 16 August 2008 (UTC)
 * Why ? There is no time limit on this. Also the mediawiki sitenotice was for a long time not reflecting the voting possibility. I'd say, let it continue. Erkan Yilmaz uses the Chat (try) 20:49, 16 August 2008 (UTC)
 * OK. I guess we can always come back to it later. Emesee 23:25, 16 August 2008 (UTC)

uhh
Maybe just close this. Emesee 14:20, 13 October 2008 (UTC)

 * Yeah, I think that's for the best. Thanks for you understanding. --SB_Johnny talk 14:21, 13 October 2008 (UTC)


text:
User:Stephan van der Merwe

About

 * Name: Stephan van der Merwe
 * Location: Somerset West, Western Cape, South Africa
 * Things I Care About: justice and the law
 * My Websites:
 * stephanvdmerwe.googlepages.com

Practising Attorney of the High Court

 * Member of the Cape Law Society (Membership no.1102)

 * Sole Proprietor of the firm : Stephan vd Merwe Attorneys(Firm no.VF311)
 * stephanvandermerwe.spaces.live.com
 * Founding Editor of The South African Lawkipeda
 * stephanvdmerwe.googlepages.com/indextothesouthafricalawkipedia

Biographical details:

 * Born: 2 July 1977-Somerset West, Western Cape, South Africa

Educational qualifications:
School: Parel Vallei High School

Prizes & Awards:
 * Unisa Roll of Honour: Grade II for cello & paino
 * Unisa Hennie Joubert Merit Prize violin
 * Atkv best supporting actor in SA

Leadership:
 * Somerset West Junior Town Council

Tertiary Education:
 * Stellenbosch University (1996-2000)
 * Obtained the degrees: BA (Law) & LL.B
 * Academic achievement:	Dean's Merit List (Class position: 6th – 1999)
 * Extramural activities:

Juridical Society (1999 – 2000)

Stellenbosch Legal Aid Clinic Student Committee (1999)

Consultant – Stellenbosch Legal Aid Clinic (1999) Tutorial lecturer:  Department of Public Law (1999)

Member of the Student Court (2000)

Tutorial lecturer: Department of Commercial Law (2000)

Chairperson of the Student Court (2001)

Employment history:

 * Part Time Junior Lecturer, Department of Public Law, Stellenbosch University (2001)
 * Research assistant for the Research Unit for Legal and Constitutional Interpre¬tation (joint project between UWC and Stellenbosch University) (2001)
 * Research assistant to Johan de Waal, author of the Bill of Rights Handbook (Juta) and The New Constitutional and Administrative Law (Juta) (2001)
 * Tutorial Lecturer UNISA, Department of Constitutional and Public International Law (2000 – 2001)
 * Candidate Attorney (Registration number : 10623 Cape Law Society) at Kulenkampff & Associates (1 September 2001 – 20 December 2002)
 * Candidate Attorney (Registration Number : 11370) at Abrahams and Gross (3 February 2003 – 31 January 2004)

title: User:Stephan van der Merwe


text:
User talk:Alison

 Hello Alison, 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! SB_Johnny talk 21:29, 16 August 2008 (UTC)

title: User talk:Alison


text:
Bloom Clock/Graphical Keys for San Francisco Bay

The pages linked below are "keys" for flowers that have been logged as blooming Southwest Oregon during a particular month.

Lists for August

 * ../Flowers seen in August in San Francisco Bay/


text:
Bloom Clock/Keys/San Francisco Bay/August/All

The plants pictured below have been recorded as blooming during the month of August in the San Francisco Bay.


text: Category:Bloom Clock Keys/San Francisco Bay


text:
Psychiatric Liberation/Shamanism and Psychosis

Shamanism
Shamanism is defined by Mircea Eliade as the study and practice of "techniques of ecstasy." Other modern authors and scholars have described Shamanism as cultivating and mastering "altered states of consciousness". The merits of Shamanism have yet to be fully appreciated in conservative academic circles.

Shamanism is not a religion and can not be practiced as such. It is a set of acquired techniques (much like like yoga, meditation, and prayer, but not any of these).

Practitioners generally describe it as traveling to different realities and dealing with "spirits" or "elementals", who are ubiquitous and act as causal forces in nature. Shamans are also magicians and thaumaturgists, and traditionally have valuable skills such as healing, clairvoyance, shape-shifting and levitation.

Learn to Shapeshift
To learn how to shape-shift, first you need a guide. If no human guides are available in your locality or social network, you must find an animal guide.

 * 1) Know for certain that you can communicate psychically with animals. You always have whether you knew it or not.
 * 2) Ask various animals if they can teach you how to shapeshift. Some animals are better shapeshifters than others, and some specialize in specific techniques such as invisibility.  Be respectful.
 * 3) Practice. You CAN do this.  Not only have you done it before, but you do it constantly.


text:
User:Barbara83

 Barbara83  I currently live in the Republic of Georgia, born and raised in South Carolina. Love learning new things, and expanding my personal spheres of life. I am not perfect and don't pretend to be. I like all types of music, usually any type of books, if they are any good that is...lol.

title: User:Barbara83


text:
User talk:Barbara83

Welcome to Wikiversity. I hope you are safe.

 Hello Barbara83, 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! --Emesee 05:29, 17 August 2008 (UTC)

title: User talk:Barbara83


text:
Advanced ANOVA/Tutorials

 * 1) Testing differences
 * 2) One-way ANOVA
 * 3) Factorial ANOVA
 * 4) Repeated measures ANOVA
 * 5) ANCOVA
 * 6) MANOVA
 * 7) Review

title: Advanced ANOVA/Tutorials


text:
User:Dark Mage/Community News

This Community News subpage is not official, for the official news page please go to Announcements - as this only connects to that page.

title: User:Dark Mage/Community News


text:
User talk:Dark Mage/Archive/August 2008

feedback
Please take the following as positive feedback. I like that you take the time to "surface" the pages again. So they get attention again. If we invest besides adding the templates a few mins, we can help WV better. That surely will also help increase your awareness by others here (who knows - might be you are interested in this :-)), Erkan Yilmaz uses the Chat (try) 18:01, 15 August 2008 (UTC)

About Antoine Lavoisier
thanks for your help - through you I saw this :-) What do you think about this ? What can we do ? Erkan Yilmaz uses the Chat (try) 17:38, 15 August 2008 (UTC)

 * I'm not sure, perhaps you could see if other's are interested in finding out what they could do with the article. DarkMage  17:40, 15 August 2008 (UTC)
 * If you follow the above link you arrive here. So, there could be done something already. And then we coudl ask the community what they think aboutthe page. What do you say ? Erkan Yilmaz uses the Chat (try) 17:47, 15 August 2008 (UTC)

 * It's possible that something could be done - though I had read the section, which you've suggested - but I don't see how I could help, I mainly prefer to do small edits not large ones - the last time I did create articles or expanded some over on Wikipedia, I slightly went into problems. with my former username.  DarkMage  18:02, 15 August 2008 (UTC)
 * It might be wise at the moment for me to perform minor edits, like recent Changes patrol, and minor corrections or edits - within time then maybe I'll start to join various projects and assist them - though if user's discuss issues of what to do about the article on the talkpage then I'll voice my opinion, but not straight away - it's best not to rush things through. DarkMage  18:02, 15 August 2008 (UTC)

Forget what I said, just do what you like here Dark Mage. That is always best. Any help of yours is welcome. I will handle the above. Just continue as you like, ok ? Erkan Yilmaz uses the Chat (try) 18:13, 15 August 2008 (UTC)
 * That's fine - I will go back to those pages, but not straight away. DarkMage  18:17, 15 August 2008 (UTC)

About Compromise of 1850
When you follow the link on that page you can arrive to here. What do you think we should do ? Erkan Yilmaz uses the Chat (try) 18:01, 15 August 2008 (UTC)

 * I followed the link and it states that the entire website is copyrighted - the law states (e.g British law) that any copyrighted material which are found released without the owners permission must be removed, I'm not sure if the American law states that - but without the actual approval of the owner of the material, it might be wise to remove that article - Wikipedia has had a number of issues of copyrighted material which they themselves had slightly received a bad reputation from a number of business and of the General public - I personally don't want this site to get into problems with those issues, but it might be wise to ask either on IRC or on the Colloquium which everyone including those who cannot use IRC could express their views and maybe even the person who placed that material will respond. DarkMage  18:14, 15 August 2008 (UTC)

 * here's the link to the British Copyright Law, I'm not sure about the American law though - it maybe different. DarkMage  18:39, 15 August 2008 (UTC)

✅ The page was deleted, Erkan Yilmaz uses the Chat (try) 19:10, 15 August 2008 (UTC)

Email
Hi Terra. Would you like a add an email address to your account so that you can be emailed? --McCormack 07:04, 28 August 2008 (UTC)

 * I've got an e-mail address already in the Preferences for Security reasons - as with the Enable E-Mail this user feature I'll keep it disabled, for my own Security - I prefer not to reveal my e-mail address, even if I'd had the feature enabled I'll not respond to the e-mail since it'll reveal my e-mail - if any user wants to send me a message then they could post it either on my Wikiversity talkpage or on my main meta account, why do you ask anyway. DarkMage  10:23, 28 August 2008 (UTC)
 * So far as I'm aware, if you enable email to be sent to you via mediawiki, your email address is not revealed to the sender at any time. You can reply by using the "e-mail this user" function on your correspondent's page - this would ensure that a reply does not reveal your address either. --McCormack 10:41, 28 August 2008 (UTC)
 * What's the reason for this anyway, why do you want me to enable the e-mail feature - which I'll still have disabled. DarkMage  10:46, 28 August 2008 (UTC)
 * I said "would you like to...". It was intended as a kind invitation. Perhaps I wished to be helpful. Anyway, you'd have had to activate it to find out ;-) I'll go back to sleep now. --McCormack 10:54, 28 August 2008 (UTC)
 * hmm, this wouldn't be because of the How to be a Wikimedia sysop article would it, which my old username is still on the participants list - if you want me to I could update my old username with my current username, if that's what your referring to since you've mentioned this right after you've edited that particular article. DarkMage  10:58, 28 August 2008 (UTC)
 * To discover the answer to the mystery, you will have to activate your email. --McCormack 12:31, 28 August 2008 (UTC)

title: User talk:Dark Mage/Archive/August 2008


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User:Immeëmosol

Immeëmosol 21:45, 17 August 2008 (UTC)

title: User:Immeëmosol


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Social psychology (psychology)/Guides/Week 04

Week 4

 * 1) Complete the Week 03 guide.
 * 2) Make sure you've signed up for an essay topic.
 * 3) Self-study the Lecture 04: Aggression slides and notes, and read the accompanying chapter in the textbook.
 * 4) Try the test quizzes for the chapter in the textbook's accompanying website resources via http://ilrn.com
 * 5) Participate in Tutorial 02: Communication
 * 6) Create some reflections about your participation this week in your e-portfolio.
 * 7) Watch and read about Ghosts of Rwanda by reading about prejudice and aggression - add reflections to your e-portfolio about connections between GOR and socio-psychological aspects of aggression, e.g., think about why and how the Rwandan Genocide occurred from socio-psychological point of view.
 * 8) Have you completed your research participation? It needs to be done by the end of Week 7.


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Conflict resolution

This resource deals with understanding how conflicts take root, and discusses ways to prevent this, as well as how to deal with already created conflicts. This information could be useful for education centres, and schools in conflict zones.

Personification of evil
In difficult times (ie poverty, famine, ...), radicalist ideas that identify one population group as "the enemy" and personify this population group as the source of all of their current problems gain in popularity. This can be explained in the fact that, by putting the blame in one source, people actually also provide themselves a (non-existant) solution; ie by getting rid of this single population group, they can also make their problems disappear.

The selfish gene theory
The selfish gene theory says that people are genetically programmed to discriminate people more closely related to them in favor to those that are more distantly related to them (in short, it says that racism is genetically part of all races). Ie this, especially in regards to the choosing of a partner, but also more in general. This, to some extent, explains that in some areas specific population groups can be more easily seen/made to "an enemy". It doesn't fully explain things however, since the mind/spirit itself still controls the body and not the other way around. Hence, the selfish gene theory is just another facilitator of conflict, but not a root cause.

Eliminating the presence of difficulty
Although they are not the direct cause, the initial problems that allow radicalisation to occur in an area (ie poverty, famine, ...) need to be eradicated. To some extent, AT technology can be helpful in achieving this.

The relationships we engage in
As a rule of thumb, relationships we engage in are often too radical. The image on the right shows that there are many types of relationships we can engage in; i.e., not only by either being very friendly or violent towards each other, but also to simply refrain from any interaction with the other group at all. This last type of relationship seems the best option in times/locations where/when tension is high.

It seems also useful to not be too radical in any form of relationship at all. Even within peaceful interaction with one another, too radical partnership love (1st love type) can be source of conflict. The other two types of love (sexual urge, being enloved) are then again not an emotion but a fundamental motivation or urge (such as hunger, ...) The three types of love are respectively triggered by the compounds vasopressine, dopamine, and oxytocine in the brains. We must recognise this, and hence force ourselves to not become too radical in partnership love either, as we can not allow the body to lead the mind.

title: Conflict resolution


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Advanced ANOVA/Subpages

 * Overview

 * Assessment - General feedback to students
 * Assumptions
 * Data
 * Readings

title: Advanced ANOVA/Subpages


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Advanced ANOVA/Assumptions

This page outlines the assumptions for various ANOVA models, including t-tests.

All models

 * 1) Dependent variables must be:
 * 2) * Measured at interval or ratio level of measurement.
 * 3) * Normally distributed in all groups (of the independent variables).
 * 4) ** ANOVA is quite robust to violations of this assumption if sample sizes are large and approximately equal (> 15 cases per group)

t-tests, one-way ANOVA and factorial ANOVA
In addition, for between-group designs, it is assumed that:
 * 1) The data in each cell is normally distributed.
 * 2) * e.g., for a 2 by 2 factorial ANOVA with age and gender as the IVs, check the distributions of the DV for, say, younger females, older females, younger males, and older males.
 * 3) The data in each cell has homogenous variance:
 * 4) * The variance for each cell should be similar - a rule of thumb is that the ratio of the greatest to the smallest SD should be no greater than 2.
 * 5) * If violated,
 * 6) ** the p-values for significance tests are inaccurate.
 * 7) ** SPSS has tests to adjust for hetereogeneity of variance.
 * 8) Cells are independent - Cases represent random samples from the target populations and the scores of the test variable should be independent of each other (i.e., the scores in one cell are not dependent on the scores in another cell).
 * 9) * Inaccurate p-values are produced if the independence assumption is violated.

title: Advanced ANOVA/Assumptions


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How to use SPSS/Tips

File types
There are three types of files:
 * .sav (data files)
 * .spo (output files)
 * .sps (syntaxt files.

Syntax

 * 1) Syntax is recommended because of its efficiency, particularly for large, complex studies because it provides a record of commands so that they can be easily re-run.
 * 2) * For an introduction to syntax, see SPSS - Help - Tutorials - Using Syntax
 * 3) * SPSS commands all finish with a full-stop.
 * 4) * Comments can be added using * comment . (each command must finish with a full-stop)
 * 5) * Blank lines are ignored
 * 6) * Casing is ignored
 * 7) * Click cursor anywhere within a command and click run (the black triangle) - this executes one command; to execut multiple commands highlight at least some part of all commands of interest, then click run.
 * 8) * Save your syntax file regularly - because SPSS will crash (sooner or later).
 * 9) To show the syntax in the output:
 * 10) * Edit - Options - Viewer - Display commands in log
 * 11) To show variables names (not labels) in dialog boxes:
 * 12) * Edit - Options - General
 * 13) ** Display names (often easier than labels)
 * 14) ** File order or alphabetical order?

title: How to use SPSS/Tips


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Thesis/Tips

 * 1) Use automatic captioning of tables and figures - this will allow the automatic generation of a table of tables and a table of figures. Also use styles for headings, which will allow automatic generation of a table of contents.
 * 2) Use word processor tables and graph tools, in general, rather than dumped SPSS output. SPSS output will require considerable customization to be rendered in APA style.
 * 3) Useful resources for the development of a bachelor or master thesis

Resources
Book: How to write a better thesis David Evans, Paul Gruba, Justin-Zobel, Springer International Publishing (2014)

Websites: How to do a good thesis

title: Thesis/Tips


text: Category:Thesis

title: Category:Thesis


text: Category:Tips

title: Category:Tips


text: Category:Learning models

title: Category:Learning models


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User talk:PoizonMyst

PoizonMyst is a very busy mum in real life - please excuse the delay in reply to messages posted on her talk page. If your matter is urgent, it may be best to email her.

School
Goodevening since its bearly term 4 we must help our children to pass I know maybe they do online classes because of this pandemic of Corona virus Retsepile (discuss • contribs) 17:13, 27 October 2021 (UTC)

title: User talk:PoizonMyst


text: Template:Social psychology (psychology)/Assessment/Essay topic


text: Category:Social psychology (psychology)/Assessment/Essay/Topics


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title: File:Action research.svg


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Talk:Follicular Dendritic Cells

Duplication page
''Copying the entire contents of Folliular Dendritic Cell image (now deleted). Cormaggio talk 14:12, 18 August 2008 (UTC)''

Follicular Dendritic Cells (FDCs) located in lymphoid nodules (also named "follicles") have numerous filiform (or string-like) cell processes called dendrites. These dendrites intertwine with neighboring dendrites and form a network. The dendrites in the network bind immune complexes in a periodicity that is pivotal in the binding of immune complexes to B cells in the germinal centers. This binding initiates a specific antibody response to antigens. To learn more about the importance of structures and functions of FDCs, go to the illustrated website based on scientific publications at: http://www.home.comcast.net/~aszakal/ .--Aszakal 21:11, 17 August 2008 (UTC)]]

title: Talk:Follicular Dendritic Cells


text: File:Action potential video (MediaCoder).ogg


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User:Jan Luca

de:Benutzer:Jan Luca

title: User:Jan Luca


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User:Andreatl

I'm Andrea Lai, Olin '11.

title: User:Andreatl


text: File:Action potential video (8 fps).ogg

title: File:Action potential video (8 fps).ogg


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User talk:Sxeptomaniac

 Hello Sxeptomaniac, 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.
 * 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! -- WAS 4.250 16:40, 18 August 2008 (UTC)

Welcome
Welcome to the ethics project. Things are different here from Wikipedia. Original research is allowed, there is no three revert rule (this add/delete links thing on the ethics project appears to be their first revert war), and it is inclusive meaning people are supposed to add their learning resources (with evidence) and not delete other people's contributions. Feel free to create whatever new learning resources you think would be useful for someone trying to manage a media or encyclopedia project ethically or improve existing learning resources. Collaborative edits are fine; completely changing the meaning should not be done to another's contributions - instead, create an alternative learning resource rather than do that. Others can read either or both and make up their own mind. WAS 4.250 16:40, 18 August 2008 (UTC)

 * I am thrilled and heartened to see you here, Sχeptomaniac. —Moulton 05:41, 21 August 2008 (UTC)
 * Thanks for the welcomes. I've been trying to get the feel for the project at the moment, and life is keeping me busy, but I have some things I might work on pretty soon. Sχeptomaniacχαιρετε 23:10, 21 August 2008 (UTC)

Audio introduction
Please participate at Ethical Management of the English Language Wikipedia/Audio or Ethical Management of the English Language Wikipedia/Audio/Transcripts. --JWSchmidt 04:42, 26 August 2008 (UTC)

Welcome
Hi Sxeptomaniac, welcome to the Learning from conflict and incivility project, and adding your thoughts. I appreciate your honesty and disclosure. Looking forward to working with you on this... Cormaggio talk 08:44, 12 September 2008 (UTC)

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

-- Jtneill - Talk - c 07:28, 13 September 2008 (UTC)

Thank you.
Thank you for your contribution, and in addition, your consideration. Thank you! : ) Emesee mobi 06:31, 27 September 2008 (UTC)

Dialogue moved to Ottava Rima's talk page
Sxeptomaniac, I have moved the dialogue which Salmon of Doubt had been disrupting to Ottava Rima's talk page. We can resume it there, if you like. —Moulton 17:00, 30 September 2008 (UTC)

Formatting
"Will you permit me to bullet your argument? It's too difficult to read as a block of text." <-- Thanks, feel free. I have a problem with formatting. --JWSchmidt 22:44, 28 January 2009 (UTC)

title: User talk:Sxeptomaniac


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Portal:FLOSS4Science/boilerplate

This is a new learning resource. Please feel welcome to edit any of this boilerplate to suit your needs.

Statement of learning goals for this resource
Write a paragraph here about your learning goals.

Another section
Enter your text here. Add more sections as you need.

title: Portal:FLOSS4Science/boilerplate


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Coaching sports

Success is relative
Success in sports is very relative to the level at which one is competing. For some people, like Michael Phelps, 8 Olympic golds defines success. For mere mortals, it may be winning a junior title, improving a league standing or even beating a previous best effort. Success also depends on the sport in which one is competing. Olympic gold is the Holy Grail for all 100m sprinters, but it doesn't compare to a World Cup win in association football (soccer). However, the desire for success in sport remains constant.

The CAGE criteria
Wikiversity has designed the CAGE criteria for sporting success. All of the following elements must be in place for maximal sporting success:

 * Commitment
 * Ability
 * Guidance
 * Enjoyment

Aim of this learning project
This learning project will provide teaching on guiding sportspeople in the areas of commitment, ability and enjoyment. Coaches and athletes should be involved in this project together as the CAGE criteria applies to both sides of the coaching relationship. Below is a list of the different sports that currently have learning projects under construction. If you wish to contribute to this project please read the manual of style

title: Coaching sports


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Sports coaching manual of style

This page is a recommended guide for writing and editing pages in the coaching sports project. There are certain elements required to fulfill the Wikiversity CAGE criteria for success. The importance of each element should be described along with a guide to the coaching of these elements where applicable. Also, there should be a description of the varying levels of ability that would be expected at different levels of the sport. Here is a comprehensive list of the elements that may be included:

1. Physical training in (name of sport)

 * Aerobic fitness
 * Strength
 * Balance
 * Jumping
 * Speed
 * Acceleration
 * Preventing injuries
 * Nutrition
 * Recovery from injury

2. Mental training in (name of sport)

 * Commitment
 * Aggression
 * Discipline
 * Morale
 * Enjoyment
 * A winning attitude
 * Recovery from loss
 * Concentration
 * Recovery from injury

3. Skills training in (name of sport)

 * Playing safe
 * Drill 1
 * Drill 2 etc. (very sport-specific)

4. Communication in (name of sport)

 * Training field
 * Pre-match
 * During the match
 * Post-match

5. Tactical training in (name of sport)
Please try to avoid teaching the coaching of techniques that may breach a sport's fair play rules e.g. feigning fouls or doping.

title: Sports coaching manual of style


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User talk:Emesee/Archives/University news

 * October 2008 ''Boeing to Rank Colleges by Measuring Graduates' Job Success Emesee 05:37, 5 October 2008 (UTC)

Does this seem appropriate here? Somewhere else? ''Carnegie-Mellon freshman gets first Fedora scholarship Emesee 22:01, 18 August 2008 (UTC)


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Glass/Glass blowing

GLASS BLOWING: FLAME WORKING: Flameworking is one of those rare media that truely captures 'the middle way': embodying art, science and religion. Unlike furnace work, control of the art is literally in the hands of the artisan at all times as heating and melting are done in the flame rather than in batch form in large furnaces. While there are many variations of flame working using glass with different COE values (i.e. moretti or bullseye), the 'highest form' employs the use of borosillicate glass due to the ability to obtain unparalleled depth and range of photonic manipulation. While beautiful forms may be created with pastel-pallete glass types, their effect on the human brain is only very superficial and rarely have the capacity to effect any lasting changes in the human psyche. Boro glass colors on the other hand are much more likely to deeply impact the human brain on a number of levels. Properly worked and layered, borosillate glass acts a medium to tramsmit far more powerful messages than simply color. In particular due to their magnetic alignment properties, gold and silver-based colors that are properly 'struck' within boro glass can act as records of the exact conditions under which they were made. Data such as temperature, humidity, light intensity and the emotional state of the artisan can all be recorded within boro glass. As such it is the ultimate medium to transmit artistic vision.

title: Glass/Glass blowing


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File talk:Flexible learning.jpg

Are you sure that's the breaststroke? Breaststroke is done face-down in the water. 99.182.67.201 22:49, 18 August 2008 (UTC)

title: File talk:Flexible learning.jpg


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Assuming good faith

"Assume good faith" is one of the most fundamental principles we use on the Wikimedia wikis when we come across a contributor with whom we disagree. While it might seem an easy maxim to follow, it can and does become difficult when communications get fuzzy.

 * Questions

General:

 * 1) When does assuming good faith come into play? What triggers us to make a conscious effort to do so?
 * 2) Does AGF only come into play when we first encounter another editor? Is the assumption of good faith eventually replaced by earned trust (or earned distrust)?
 * 3) Do we base the assumption of good faith soley on our own interactions with someone, or do we always take into account the user's history with others?

Difficulties:

 * 1) How do we respond to a new user exhibiting "similar behavior patterns" as an old threat we've dealt with and learned that an assumption of good faith was incorrect?
 * 2) How do we respond to users who claim to have redeemed themselves, after proving against assumptions of good faith?
 * 3) How do we respond to people who, in good faith, don't assume good faith of us?

title: Assuming good faith


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Prejudice/Keywords/Categories

Definition

 * ABC = Affect (predjudice), Behaviour (discrimination), Cognition (stereotype)

In-groups and out-groups

 * Contact hypothesis
 * Discrimination
 * In-group favouritism
 * Minimal group effect
 * Out-group homogeneity bias
 * Super-ordinate goals

Inter-group conflict

 * Overcoming prejudice and stereotypes
 * Conscious override
 * Contact
 * Equal status
 * Positive
 * Outgroup members must be perceived as typical
 * Discrimination in reverse
 * Motives for overcoming prejudice
 * Internal
 * External
 * Superordinate goals

Stereotypes

 * Rationalisation for oppression
 * Heuristics

Theories / Causes

 * Confirmation bias
 * Competition (Realistic conflict theory (Frustration-aggression))
 * Discontinuity effect (groups are more hostile than individuals)
 * Heuristics (Cognitive shortcuts / Cognitive miser)
 * Ignorance (Contact theory)
 * Salience
 * Scapegoat theory
 * Self-categorisation theory
 * Social categorisation
 * Social identity theory
 * Self-esteem
 * Self-fulfilling prophecy
 * Self-defeating prophecy / Stereotype threat
 * Self-serving bias
 * Stress

Types

 * Ageism
 * Anti-gay / homophobia
 * Ethnocentrism
 * Weightism
 * Racism
 * Aversive racism
 * Religious
 * Sexism
 * Stigma
 * Stigma by association
 * Types
 * Overweight
 * Mental illness
 * Sickness
 * Poverty
 * Physical blemishes / disability

title: Prejudice/Keywords/Categories


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Prejudice/Keywords/Definitions

 * Aversive racism is simultaneously holding egalitarian values and negative feelings toward minorities.
 * Categorisation is the natural tendency of humans to sort objects into groups.
 * Confirmation bias is the tendency to focus more on evidence that supports one’s expectations than on evidence that contradicts them.
 * Contact hypothesis is regular interaction between members of different groups reduces prejudice, providing that is occurs under favourable conditions.
 * Discontinuity effect occurs when groups are more extreme, and often more hostile, than individuals.
 * Discrimination is unequal treatment of different people based on the groups or categories to which they belong.
 * Ingroup favouritism is preferential treatment of, or more favorable attitudes toward, people in one’s own group.
 * Ingroup members are people who belong to the same group or category as we do.
 * Minimal group effect occurs when people show favoritism toward ingroup members even when group membership is arbitrary or randomly determined.
 * Outgroup homogeneity bias is the assumption that outgroup members are more similar to one another than ingroup members are to one another.
 * Outgroup members are people who belong to a different group or category than we do.
 * Prejudice is a negative feeling toward an individual based solely on his or her membership in a particular group.
 * Racism is prejudiced attitudes toward a particular race.
 * Realistic conflict theory occurs when competition over scarce resources leads to intergroup hostility and conflict.
 * Salience is being obvious or standing out.
 * Scapegoat theory is blaming problems and misfortunes on outgroups contributes to negative attitudes toward these groups.
 * Self-defeating prophecy is a prediction that ensures, by the behaviour it generates, that it will not come true.
 * Self-fulfilling prophecy is a prediction that ensures, by the behaviour it generates, that it will come true.
 * Self-serving bias is the tendency for people to take credit for success but refuse to blame for problems and failures.
 * Social categorisation is the process of sorting people into groups on the basis of characteristics they have in common.
 * Stereotype threat is the fear that one might confirm the stereotypes that others hold.
 * Stereotypes are beliefs that associate groups of people with certain traits.
 * Stigma by association is the rejection of those who associate with stigmatised others.
 * Stigmas are characteristics of individuals that are considered socially unacceptable (e.g. being overweight, mentally ill, sick, poor, or physically scarred).
 * Subtypes are categories that people use for individuals who do not fit a general stereotype.
 * Superordinate goals are goals that can be achieved only by cooperating and working with others.

title: Prejudice/Keywords/Definitions


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Aggression/Keywords/Categories

Types of anti-social behaviour

 * Aggression
 * Cheating
 * Stealing
 * Littering

Types of aggression

 * Hostile - hot, impulsive
 * Instrumental - cold, premeditated
 * Passive - harming others by withholding a behavior
 * Active - harming others by performing a behavior
 * Physical vs. Psychological

Aggression theories / factors

 * Evolutionary
 * Instinct (thanatos)
 * Social learning
 * Drive theory & the frustration-aggression hypothesis
 * Aggression-catharsis hypothesis
 * Relative deprivation theory
 * Personality
 * Unpleasant moods
 * Anger
 * Excitation-transfer
 * Cognitive
 * Stereotypes
 * Prejudice
 * Schemas
 * Scripts
 * Attributions
 * Hostile attribution bias
 * Hostile perception bias
 * Hostile expectation bias
 * Age
 * Gender
 * Males - more hostile (esp. ~puberty)
 * Females - more relational
 * Stress
 * Selfishness
 * Domestic & relationship violence
 * Means to solve social dispute
 * As a form of social influence
 * Sexual motivation
 * Sexual excitation/arousal-transfer
 * Domestic
 * Displacement
 * Triggered displacement
 * Aggressive cues
 * Weapons effect
 * Mass media
 * Unpleasant environments
 * Chemical
 * Genetic makeup
 * Hormones - e.g., Testosterone (high)
 * Neurochemical - e.g., Serotonin (low)
 * Alcohol
 * Nutrition
 * Direct provocation & reciprocity norm
 * Self
 * Self-control (low)
 * Wounded pride (violent individuals)
 * Narcissism
 * Disinhibition
 * Learned disinhibition
 * Sexual arousal / pornography
 * Culture
 * Norms
 * Injunctive
 * Descriptive
 * Values
 * Honour
 * Humiliation
 * Crowd mind / behaviour
 * Deindividuation
 * Emergent norm theory
 * Social identity

title: Aggression/Keywords/Categories


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Aggression/Keywords/Definitions

 * Active aggression is harming others by performing a behaviour.
 * Aggression is any behaviour intended to harm another person who is motivated to avoid the harm.
 * Antisocial behaviour is behaviour that either damages interpersonal relationships or is culturally undesirable.
 * Cultural of honour is a society that places high value on individual respect, strength and virtue, and accepts and justifies violent action in repose to threats to one’s honor.
 * Deindividuation is a sense of anonymity and loss of individuality, as in a large group, making people especially likely to engage in antisocial behaviours.
 * Descriptive norms are norms that specify what most people do.
 * Displaced aggression (kicking the dog effect) is attacking a different or innocent target rather than the original source of anger.
 * Fight or flight syndrome is a response to stress that involves aggressing against others or running away.
 * Frustration-aggression hypothesis is the proposal that “the occurrence of aggressive behaviour always presupposes the existence of frustration,” and “the existence of frustration always leads to some form of aggression”.
 * Hostile aggression is “hot”, impulsive, angry behaviour that is motivated by a desire to harm someone.
 * Hostile attribution bias is the tendency to perceive ambiguous actions by others as aggressive.
 * Hostile perception bias is the tendency to perceive social interactions in general as being aggressive.
 * Hostile expectation bias is the tendency to assume that people will react to potential conflicts with aggression.
 * Humiliation is a state of disgrace or loss of self-respect (or of respect from others).
 * Injunction norms are norms that specify what most other approve or disapprove of.
 * Instrumental aggression is “cold” premeditated, calculated harmful behaviour that is a means to some practical or material end.
 * Magnitude gap is the difference in outcomes between the perpetrator and the victim – the victim loses more than the perpetrator gains.
 * Modeling is observing and copying or imitating the behaviour of others.
 * Norms are social standards that prescribe what people ought to do.
 * Passive aggression is harming others by withholding a behaviour.
 * Relational aggression is intentionally harming someone’s relationships with others.
 * Running amok is the behaviour of a young man who becomes “uncontrollably” violence after receiving a blow to his ego.
 * Tend and befriend syndrome is a response to stress that involves nurturing others and making friends.
 * Triggered displaced aggression is a form of displaced aggression in which the (second) target has committed a minor offence.
 * Weapons effect is the increase in aggression that occurs as a result of the mere presence of a weapon.

title: Aggression/Keywords/Definitions


text:
Prosocial behavior/Keywords

Keywords

 * Keywords alphabetically (with definitions)
 * Keywords by category (no definitions)

title: Prosocial behavior/Keywords


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Prosocial behavior/Keywords/Definitions

 * Altruistic helping is when a helper seeks to increase another’s welfare and expects nothing in return.
 * Audience inhibition is failure to help in front of others for fear of feeling like a fool if one’s offer of help is reject.
 * Belief in a just world is the assumption that life is essentially fair, that people generally get what they deserve and deserve what they get.
 * Bystander effect is the finding that people are less likely to offer help when they are in a group than when they are alone.
 * Conformity is going along with the crowd.
 * Cooperation is when each person does his or her part, and together they work toward a common goal.
 * Diffusion of responsibility is the reduction in feeling responsible that occurs when others are present.
 * Egoistic helping is when a helper seeks to increase his or her own welfare by helping another.
 * Empathy is reacting to another person’s emotional state by experiencing the same emotional state.
 * Empathy-altruism hypothesis is the proposition that empathy motivates people to reduce other people’s distress, as by helping or comforting.
 * Forgiveness is ceasing to feel angry toward or seek retribution against someone who has wronged you.
 * Informational social influence is the pressure to accept the actions or statements of others as evidence about reality.
 * Kin selection is the evolutionary tendency to help people who have our genes.
 * Negative state relief theory is the proposition that people help others in order to relieve their own distress.
 * Non-zero-sum game is an interaction in which both participants can win (or lose).
 * Normative social influence is pressure to conform to the positive expectations or action of other people.
 * Norms are standards established by society to tell its members what types of behaviour are typical and expected.
 * Obedience is following orders from an authority figure.
 * Overbenefited is getting more than you deserve.
 * Pluralistic ignorance is looking to others for cues about how to behave, while they are looking to you; collective misinterpretation.
 * Private attitude change is altering one’s internal attitude.
 * Prosocial behaviour is doing something that is good for other people or for society as a whole.
 * Public conformity is going along with crowd outwardly, regardless of what one privately believes.
 * Reciprocity is the obligation to return in kind what another has done for us.
 * Sensitivity about being the target of a threatening upward comparison is an interpersonal concern about the consequences of outperforming others.
 * Survivor guilt is feeling bad for having lived through a terrible experience in which many others died.
 * Underbenefited is getting less than you deserve.
 * Zero-sum game is a situation in which one person’s gain is another’s loss.

title: Prosocial behavior/Keywords/Definitions


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User:Jillhater

This is Jillhater's page.

title: User:Jillhater


text:
User:Jgorasia

Olin Class of 2011

Mechanical Engineering

title: User:Jgorasia


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User:PoizonMyst

It's a miracle curiosity survives formal education.

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Learning projects

 * About Learning Projects and the Learning Projects Portal
 * Bloom Clock
 * Wikiversity the Movie
 * Astronomy Project
 * Human Genetic Uniqueness Project
 * IRColloquium
 * Learning to learn a wiki way
 * Wikiversity Concepts Project
 * style="width:50%; vertical-align:top; align:right; background-color: transparent;" |

Learning resources

 * Check out the Learning Materials Portal and Resource types
 * Developing content and Interactive learning resources for Wikiversity
 * 101 things to do with your class on Wikiversity
 * Research Portal

 * }

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Taskforces

 * Category maintenance
 * Template taskforce
 * Main page learning project

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Wikiversity editing guides and resources
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |
 * The Manual of Style guidelines and tutorial
 * Help Categories
 * Editing Help and Wiki markup examples
 * How to create links and interwiki links
 * A list of Template Categories
 * The list of images that have been uploaded to Wikiversity
 * The  Wikiversity Portal  and  Community Portal
 * How to contribute to Wikiversity
 * How to add content
 * How to write an educational resource
 * How to produce great material
 * }

title: User:PoizonMyst


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Prejudice/Keywords/Definitions/Words

 * Aversive racism
 * Categorisation
 * Confirmation bias
 * Contact hypothesis
 * Discontinuity effect
 * Discrimination
 * Ingroup favouritism
 * Ingroup members
 * Minimal group effect
 * Outgroup homogeneity bias
 * Outgroup members
 * Prejudice
 * Racism
 * Realistic conflict theory
 * Salience
 * Scapegoat theory
 * Self-defeating prophecy
 * Self-fulfilling prophecy
 * Self-serving bias
 * Social categorisation
 * Stereotype threat
 * Stereotypes
 * Stigma by association
 * Stigmas
 * Subtypes
 * Superordinate goals

title: Prejudice/Keywords/Definitions/Words


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Aggression/Keywords/Definitions/Words

 * Active aggression
 * Aggression
 * Antisocial behaviour
 * 'Cultural of honour
 * Deindividuation
 * Descriptive norms
 * Displaced aggression (kicking the dog effect)
 * Fight or flight syndrome
 * Frustration-aggression hypothesis
 * Hostile aggression
 * Hostile attribution bias
 * Hostile perception bias
 * Hostile expectation bias
 * Humiliation
 * 'Injunction norms
 * Instrumental aggression
 * Magnitude gap
 * Modeling
 * Norms
 * Passive aggression
 * Relational aggression
 * Running amok
 * Tend and befriend syndrome
 * Triggered displaced aggression
 * Weapons effect

title: Aggression/Keywords/Definitions/Words


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User talk:Jgorasia

Hello, welcome around here. I hope we can help you succeed in your learning goals in Engineering. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 05:59, 19 August 2008 (UTC)

 Hello Jgorasia, 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! Erkan Yilmaz uses the Chat (try) 05:59, 19 August 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Jgorasia


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Talk:Plantlore

August 2008 Researchers link cocoa flavanols to improved brain blood flow - Might there be a more appropriate spot for this? This is about a component (flavinoid) of a plant (cocoa) and seems like it could qualify as "lore". What falls within "plantlore"? Emesee 06:00, 19 August 2008 (UTC)

title: Talk:Plantlore


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User:Alphahec

Re: Participants of the composing free and open online educational resources course/next start
Hello, thanks that you want to take part in the next cycle. Could you please activate your email in the Preferences (tab: "User profile" > E-Mail: activate "Enable e-mail from other users") ? Then you can be reached so all can start at the same time soon. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 06:01, 19 August 2008 (UTC)

 Hello Alphahec, 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! Erkan Yilmaz uses the Chat (try) 06:01, 19 August 2008 (UTC)

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

title: User:Alphahec


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Wikiversity:Individualism versus collectivism in resource creation and usage

This page is about the nature and possiblity of communities (of learning, research, etc) at Wikiversity.

Introduction
In the early days of Wikiversity, in the years 2006 and preceding, two concepts dominated thinking about what Wikiversity should be. One of these concepts was the “university model”, which modeled Wikiversity as closely as possible on real-world universities. The other concept was an “communitarian-egalitarian” concept (“CE-Model”). It is possible that some participants had further ideas and did not necessarily subscribe to the one or other point of view.

Although it was never formally stated precisely what these two viewpoints were, we can state them, in extreme form, thus:

 * The university model favoured the individual, hierarchical creation of resources in a repository-like fashion. Qualified experts would create Wikiversity content as a collection of Open Courseware, which students could then sign up for, participate in and gain credit for.
 * The CE-Model favoured the community-based anti-hierarchical creation of resources. Wikiversity would be a series of permanent events rather than a repository. The events would be topic-based environments in which leaderless communities learnt from the act of collaborative resource creation rather from the passage of knowledge from knower to learner.

The models probably existed, as theories, in both “hard” and “soft” forms. In soft forms, adherents would subscribe to qualified or weakened versions of the model. For example, within the university model, some may have placed more emphasis on student contributions and less emphasis on qualified experts. Or another example, CE-Model adherents may nevertheless have gone ahead and created resources which reflected expertise and leadership.

The “crisis” of Wikiversity self-reflection in its first years was that neither of these models worked.

 * The university model, in its hard form, was rejected by the board, but would probably never have worked anyway as it was technically illegal (true universities require accreditation; qualified staff could never have been attracted in sufficient numbers).

 * The CE-Model failed, in its hard form, again for a number of reasons. One was an insufficient userbase to create the desired communities. But it is quite possible that even with a sufficient userbase, the leaderlessness of these communities would have produced dissatisfying or low quality educational experiences.

Steps towards revised models

 * 1) Separating individual from hierarchical and collective from egalitarian. The original models conflated individualism with hierarchicalism and collectivism with egalitarianism. In terms of how organisations work and are thought about, this conflation is wrong.
 * 2) Recognizing that the scales individual-collective and hierarchical-egalitarian are sliding scales, not either-or options.
 * 3) Working out what we mean by the word "community".
 * 4) Recognising that actual Wikiversity experience demonstrates the existence of different community types.

Discussion
''Please sign your comments with --~. Thank you. ''


text: Template:Contrib-op

title: Template:Contrib-op


text: Wikiversity:Featured/table

title: Wikiversity:Featured/table


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Talk:Introduction to Swedish/Spelling

I have been very inspired by this learning project as you can see on my profile. Would it, however, be more appropriate to rename this lesson "Phonetics" rather than spelling? Donek (talk) - Go raibh mile maith agaibh 16:37, 19 August 2008 (UTC)

Phonetics and spelling are connected. In its present state this page is focused on the spelling of some sounds which don't have own letters, and instead are formed by combinations of other letters. I realise that there is a need for a phonetics page as well.--Mats 17:19, 6 September 2008 (UTC)

 * I agree this looks more like phonetics. Perhaps "Swedish phonetic spelling rules"?  But above all, someone who can speak the language should splurge $7 for a microphone and read this section into one or more audio files! Wnt 19:47, 21 June 2011 (UTC)

The social marker can elicit mildly to violent reactions
This should be mild not mildly. 2A01:CB0C:CD:D800:2522:3EC4:393B:82CB (discuss) 20:36, 18 February 2023 (UTC)

title: Talk:Introduction to Swedish/Spelling


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User talk:What

ようこそ at Wikiversity, thanks for your valuable help here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 17:04, 19 August 2008 (UTC)

 Hello What, 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! Erkan Yilmaz uses the Chat (try) 17:04, 19 August 2008 (UTC)

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

title: User talk:What


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Wikiversity talk:The original learning model

Edit war?

 * Noting that User:JWSchmidt reverted a series of my edits, including casing corrections. If User:JWSchmidt is acting in good faith, perhaps he could explain below his reasons. --McCormack 17:20, 19 August 2008 (UTC)
 * I'm still editing the page. Why are you so quick to complain? --JWSchmidt 17:25, 19 August 2008 (UTC)
 * We use the Template:underconstruction to mark temporary states of a page. In any case, page revamps rarely start with a systematic removal of another user's recent edits. --McCormack 17:29, 19 August 2008 (UTC)

 * Your comment "return useful content from the 18 August version" seems to mean retaining merely my casing correction and removing everything else I added. Or are you still editing? --McCormack 17:39, 19 August 2008 (UTC)

 * McCormack: This is a "the cup is half empty" comment: "This page explores the original Wikiversity learning model, which was put forward as a general approach to learning in the earliest days of Wikiversity, before it was known how an educational wiki might work." In the context of the tag, it seemed intended to imply that the approved e-learning model for Wikiversity is some kind of historical fossil. I suggest that you limit you use of  . --JWSchmidt 17:58, 19 August 2008 (UTC)

Being constructive

 * Hi JWS. Perhaps you could reflect on Human Genetic Uniqueness Project (just an example) and whether or not you have changed any of your views about appropriate learning models in the light of experience? Just as what makes a novel interesting is "character development", likewise it could make Wikiversity interesting to see how your views on elearning have changed in the last couple of years. --McCormack 17:39, 19 August 2008 (UTC)
 * The main thing I've learned during the past two years is how hard it is for a new Wikimedia sister project to throw off the dead weight of Wikipedia. --JWSchmidt 18:05, 19 August 2008 (UTC)

Model singular?
Just wondering ... could Wikiversity support multiple models of learning including the lone student in "self-learning" mode, groups of people collaborating in peer-production/social construction, progressive inquiry, ...? Ktucker 20:14, 21 August 2008 (UTC)
 * Yes, why not ? We are limited only by our imagination ("No, we can not do that"; "it is impossible", ...) and the technics (see also: Technical needs) - one way to overcome this is using additional technology besides this wiki e.g. Sandbox Server (see a small, working experiment at Topic:Sandbox Server 0.5). It would also be interesting to review how individuals, real world institutions (School and university projects), ... used WV so far: Learning models. Erkan Yilmaz uses the Chat (try) 20:32, 21 August 2008 (UTC)

 * This is the problem. I have been trying to move in the direction of multiple learning models, but encounter resistance from a particular user. I've also been trying to examine how concepts of learning models have evolved at wikiversity, but one user does not wish this kind of examination to be undertaken. One of the reasons I have been slowly compiling pages such as Examples and Featured is to create an orderly set of data from which we can draw conclusions about the evolution of multiple learning models. Of Wikiversity's current 8500+ pages, I have examined and catalogued about 3000 in the last few months - probably the most important 3000. --McCormack 08:16, 22 August 2008 (UTC)
 * McCormack: I doubt if there is anyone at Wikiversity who fails to accept the idea that Wikiversity is open to many types of explorations of how to use wiki technology to support online learning. The original Wikiversity proposal was based on a conventional model for online courses and was rejected by the Wikimedia Foundation. This page is about the alternative learning model that was requested by the Board of Trustees and approved by the Board of trustees, allowing Wikiversity to be launched. How does having a page to describe this learning model cause a problem for Wikiversity? How does it cause a problem for Wikiversity participants who want to explore other models? Just link from this page to the other models. --JWSchmidt 14:04, 22 August 2008 (UTC)
 * It's not true that the board approved a particular "alternative learning model" - nor that they rejected an earlier learning model. Wikiversity's learning model(s) has/have always been one of the fundamental things that the Wikiversity community were tasked with exploring, experiencing, and researching. I regard this page as a significant step in proposing how learning works here, and I regard Learning models as a significant step in surveying what kinds of models have been proposed and/or used. So I can't see - or don't understand - the "problem" here - except with perhaps viewing this page as "historical". Cormaggio talk 14:25, 22 August 2008 (UTC)

Please see Wikiversity participants who choose to leave - we can collect here cases we know and analyze based on this further. What do you say ? Erkan Yilmaz uses the Chat (try) 11:49, 23 August 2008 (UTC)


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Japanese I

Lessons

 * Japanese I/Vocabulary
 * Japanese I/Do It Yourself

title: Japanese I


text: Template:Busy

title: Template:Busy


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User talk:5768altalena

hello! Shalom Eleichem. sorry for being a hebrew-speaker, and for being culturally insensitive. that is a hate crime where i come from, so i affirm that i am guilty, before the actual trial.

meta:Help:Unified_login

presuming good faith like a wikipedian:)

thank you for not deleting this account.5768altalena 18:45, 20 August 2008 (UTC)

title: User talk:5768altalena


text:
User:5768altalena

gershom.5768@gmail

contact list
ftp@yosef@gershom.5768@gmail

http://en.wikinews.org/wiki/Main_Page http://uncyclopedia.org/wiki/UnNews:Geographically_Confused_Russians_Invade_U.S._State_of_Georgia

http://en.wikisource.org/wiki/User:5768altalena http://en.wikipedia.org/wiki/User:5768altalena

http://www.conservapedia.com/User:Altalena5768 http://en.wikiversity.org/wiki/User:5768altalena

http://species.wikimedia.org/wiki/User:5768altalena http://commons.wikimedia.org/wiki/User:5768altalena

http://meta.wikimedia.org/wiki/User:5768altalena http://uncyclopedia.org/wiki/User_talk:Altalena.ze.ev 5768altalena (talk) 19:10, 20 August 2008 (UTC)

Your e-mail address has now been confirmed.

end contact list
www.conservapedia.com/User:Altalena5768

en.wikisource.org/wiki/ACLU_v._NSA_Opinion

drafts
thesis: truth exists

sources:

jewish sources:

torah

tehillim

isaiah

zohar

national sources:

history

language study

cantada/song

speech

writing

quantum computing

Textbook: Information Technology

numbers

1

0

geometry

a

b

history

past

future

physics

quantum computing

slide rules

words

truth

chaos_theory

concepts

infinity

zero

...

131.104.74.55 19:45, 19 August 2008 (UTC)

title: User:5768altalena


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User:Dreamgirl~enwikiversity

Bold text[Link title] knowledge is the key of succsses

title: User:Dreamgirl~enwikiversity


text:
User talk:Dreamgirl~enwikiversity

 Hello Dreamgirl, 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! --HappyCamper 18:45, 19 August 2008 (UTC)

Need help?
I read your profile page and I am wondering if you are having any trouble editing pages. Please feel free to contact me on my talk page if you need any help. Just click "edit" at the top and add a message at the bottom. Ignore this message if you require no help. Donek (talk) - Go raibh mile maith agaibh 18:35, 20 August 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Dreamgirl. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dreamgirl~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

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

title: User talk:Dreamgirl~enwikiversity


text: User:Salmon of Doubt/Emoew survey 1

title: User:Salmon of Doubt/Emoew survey 1