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User:Jane D

Introduction to my E-portfolio
This user page is for my 3rd year social psychology course. I’m not much of an internet user so I hope it doesn’t end up set out too badly. The instructions for what I’m meant to be writing here seem pretty open ended, so I’m just going to do what I hope is right. I’m not going to use this as simply a regurgitation of knowledge because that is what is needed for the exam, instead I’m doing to use this assessment item to explore my thoughts, ideas, opinions and questions in relation to the content of this unit.

Introduction to Social Psychology
This week was a basic introduction to what exactly is social psychology. Social psychology can be defined as thoughts, feelings and behaviours which are influenced by the actual, imagined or implied presence of others. The course sounds quite interesting, though I am a little unsure of how I will go about organising a web page.

During the lecture James spoke about how social context has a dramatic influence on people’s behaviour. My thoughts immediately turned to World Youth Day and its interesting effects on people’s behaviour. I was in Sydney with my mum for the Thursday and Friday of that week. Walking through Hyde Park on the Friday I witnessed nuns and friars in traditional clothing playing hacky sack with children, people reading from the bible to groups of believers, people dancing around crosses singing hymns, all of which created and amazingly peaceful vibe. Though it got me thinking, would these young people who were all so happy to celebrate their faith be willing to do so without the amount of other young people who were doing the same thing? Would just one person on an ordinary weekday stand in the middle of the city preaching from the bible? I highly doubt it, mainly due to fear of rejection by others. For me, this was an obvious example of how the social context of an environment can cause a person to behave in a very different manner to how they would normally behave.

However, in spite of what I just wrote… I believe that it is the person not the situation that determines how a person will behave in the majority of situations. Sure there are some exceptions like the one mentioned above, but I believe that a good person will 99% of the time, in any situation, act in a good/right manner. However, the course has just started and maybe by the end of it I will have changed my mind.

The Social Self
One’s self consists of a collection of cognitively-held beliefs which a person possesses about themselves. The self comprises of 3 main parts.
 * Self knowledge
 * Interpersonal Self
 * Agent Self

The self is made up of many components including attitudes, emotions, social identity, memories, beliefs, possessions, images and social roles. A large amount of one’s self and behaviour is socially influenced.

What are you prepared to defend?
In this weeks lecture one of the slides displayed the question what are you prepared to defend? This started me thinking. What am I prepared to defend? My family and friends of course, along with an elderly lady being picked on by a group of children, but would I be prepared to defend my ‘self’? In all honesty I half came to the conclusion no. For example, I am comfortable with my appearance, yet if someone was to call me fat it would affect me. I believe that I am an open and friendly person yet if someone was to say that I was rude, I would not defend myself. On the other hand however, I am also quite religious and if someone were to insult my religious beliefs I would have no hesitation in defending them. I guess my self is like most, an average self esteem that relies heavily on the opinion of others, mixed with a strong set of beliefs. I would agree with the idea that the self is largely a function of the person’s environment. I would think that a persons impression of themselves come mostly from how they believe other people view them.

Social Thinking
Social thinking or social cognition, deals with the way people form judgements about other people and unusual situations. There are aspects of the mind which help cognition become a quick process, such as schemas, priming and framing. Evidence has shown that when a person’s capacity for thinking is already preoccupied they take even more shortcuts to reduce further need for thought. This is known as a cognitive miser. Humans have the tendency to attribute reasons as to why people behave the way they do. Until stated in the lecture that people generally assume that people choose to behave the way they do, I had never thought that there could be any other reason. In my mind I was thinking of course people decide how to act. I had never really thought that the situation or my own attributions were influencing the actions or perceived actions of others. I was horrified to see that people would, when a business man and a Mexican were together and the business man pulled a knife that people could report that it was the Mexican who had pulled the knife. Though the self serving bias talked about makes perfect sense. Understandably people want to feel as though they are a good person, and so when a positive thing happens they are more likely to feel that it was a result of something internal rather then something external.

Attitudes, Influence and Persuasion
I was surprised to find out that people start to like things simply because they are exposed to them. I had thought that people would maybe become more used to something, or accept the presence of something, but to actually come to like something for no other reason then the fact that it is around you seems quite far fetched to me.

Social learning is that people are more likely to imitate behaviours if they have seen other people rewarded for them. Social influence is when people make an effort to change the attitudes, behaviours or beliefs or others. People tend to go with the crowd in an attempt to be liked and fit in, people are scared to deviate from a group of people. There are many techniques for influencing someone including:
 * Foot-in-door
 * Low-ball
 * Bait-and-switch
 * Labelling
 * Door-in-face

Aggression
Aggression is a behaviour that is designed to hurt another person or people. There are several types of aggression including

Hostile

Instrumental

Passive

Active

Aggression is not always a bad thing, though the word does imply, to me at least, a negative connotation. Aggression can be useful however. Aggression has a protective function, it can be used to help to defend the young, it helps to space out resources for a species and it is used to create a pecking order within the animal world. Aggression can stem from internal causes or from environmental and external causes. This week during the lecture this week the documentary Ghosts of Rwanda was shown. I decided not to go because when I watch things which are disturbing I tend to think and dream about them for a long time and it really plays on my mind.

Prejudices
This entry will most probably come across as a bit of a rant, but I’m going to write my opinions and experiences of prejudice.

Growing up I attended a public primary school, though for high school I attended a catholic college. The only reason for my move was because my best friends from primary school were going there. Because of going to a catholic high school I experienced prejudices from many people I would meet outside of school, because they would instantly thinking I was a rich, snobby catholic. An incorrect prejudice.

My best friend from high school was Lebanese and there were many times when teachers and other students would judge her because of that. In turn, many Lebanese people would then begin to judge Australians, especially because they were being judge themselves.

Prejudice in my experience produces only more prejudice. People do not like being judged and the more a person is unfairly judged, without any logical cause the more that person is prone to hate. An eye for an eye only leads to blindness, and I believe that prejudice ignites further prejudice and all that leads to is more hate in the world.

Groups
A group can be defined as two or more people doing something together. Groups come in a wide variety of types, sporting, work groups, etc. Groups, when working effectively are more efficient then what people working individually would be. Groups tend to share a common identity, similar values and tend to be working towards the same goal. A group will perform better, especially in the work force if members of the group feel that they are still retaining some of their individuality as well as feeling that they can be held responsible for their actions. Members of a group should bond to make the group feel more comfortable and to create a sense of unity among the team.

Organisational psychology is a field which concentrates on the human aspect of organisations. Organisational psychologists can provide consults who by using team learning and team building can improve the efficiency of a group.

Essay Thoughts
The topic I chose (admittedly it was not my 1st preference) for my essay was about teamwork. What teamwork is and how social psychology can be used to help make teams more effective. At first I thought it would be easy, there are teams everywhere right? But then I got to thinking about a few issues relating to teams that I did not have the chance to go into in my essay. A team can be defined as a group of two or more people who are doing something together, yet as the textbook states, on page 480, teams can be defined in many different ways. The text book looks at the idea of a country being a group but continues on to say that it is very big, diverse and how many people don’t know each other. It then states that people waiting in a line for a football match, to but tickets, may be more like a team given their common goal.

However it got me thinking that those people in a line could actually be less like a team then classifying a whole country as a team. Because, yes the people in the line all want to buy tickets to the game, however some my be buying it for a friend, others may have a real interest in the games, others may have been dragged there unenthusiastically by their partners and others still may just be coming for the cheerlearders. On the other hand, people living in a country, Australia for example, have many things which unite them. For example, all use the same money, speak the same language, live with the same anthem, flag and under the queen. They are subject to the exact same laws as everybody else and whilst they may not know each other, they can still, especially outside of Australia, quite easily identify each other as belonging to the same group. The same could not be said for the people in the football line. Teams in my opinion should offer a sense of belonging to the members of the team. People waiting in a line would (in my opinion) feel no sense of belonging to one another where as people living in the same country share a sense of patriotism with each other.

Summary of the unit
Overall I found this course to be a very interesting one. The topics that we studied were incredibly easy to apply to real life situations. I found myself noticing things in the actions of others that I would normally not. For example, I noticed the way that people try to manipulate me in to doing things that they want. I also noticed myself using these approaches on others, I work in the retail industry and the Door in face technique is particularly useful. I never ended up working out how to put pictures on a website, but aside from that I think the course went well. I still stick to my original belief that it is the person not the situation, in a majority of the cases, the influences the way a person behaves.

title: User:Jane D


text:
User talk:Jane D

Well done
Good job on setting up your account,. Let me know if I can do anything as you go along. 'Official' Wikiversity welcome below. -- Jtneill - Talk - c 12:09, 6 August 2008 (UTC)

 Hello Jane D, 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 12:09, 6 August 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?

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

title: User talk:Jane D


text: Category:Ethical Management of the English Language Wikipedia/Feedback/Templates


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Template:Emoew survey 2

Feedback from

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Wikimedia Ethics/Feedback 2

This feedback page is part of the Ethical Management of the English Language Wikipedia learning resource, where readers may give feedback in a similar way to how feedback is given in "brick and mortar" classrooms. Four questions are asked by the survey template, including three that are "show of hands" type questions, and one "short answer". Please do not use this page as a place for discussion and debate: if you have a question or comment about one or more of the responses, you can either ask them personally on their talk page, or bring it up for discussion on the main talk page for the project.

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title: Wikimedia Ethics/Feedback 2


title: File:Ma112fall08schedule.pdf


text: File:Fall2008schedule page 1.jpg

title: File:Fall2008schedule page 1.jpg


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Wikiversity:Tributes for Mirwin

Please click here to leave a new tribute.

Thuvack - - Remembers Mirwin
Did Not have the honour of meeting/chatting to Mike but, have encountered his work in most conners of this Project. Great respect from the southern Sun. You are much missed!

May the earth embrace your remains, as God embraces your soul and we… your Memory

 * Well, at the last chat I had with him he asked me a personal question, which I didn't answer him :-( I guess he can hear the answer now, Erkan Yilmaz uses the Chat (try) 16:38, 6 August 2008 (UTC)

Thoughts about User:Mirwin by User:McCormack
The odd thing about Mirwin from my perspective is that I got to "know" him as an editor much better after he passed away. Much of my most significant activity as an editor has been since he left us - and almost everywhere I turn at Wikiversity, I find that Mirwin was there first with his own contributions. Back in those days, too many of us were not sufficiently aware of each other's activities. I hope that Participants (started shortly after his death) will help us take better note of each other during our lifetimes. --McCormack 04:51, 7 August 2008 (UTC)

A game of life
0 Best, Hillgentleman|Talk 04:52, 7 August 2008 (UTC)
 * An interesting anology, What do the logic 1's and 0's stand for? --Thuvack | talk 06:29, 7 August 2008 (UTC)
 * Eyes right. --McCormack 10:27, 7 August 2008 (UTC)
 * Sorry McCormack, I liked the image and thought it should be bigger --Thuvack | talk 06:38, 8 August 2008 (UTC)

User:JWSchmidt/Blog/1 March 2008

 * I could not have put it better myself! --Thuvack | talk 06:20, 8 August 2008 (UTC)

This has made me very sad
I found the bad news today. I was revieweing old Talk page conversations, and clicking on the User pages. I was doing that because I wanted to know a bit more about the people with which I interacted in my times as an active contributor. One of those conversations was a question about quantum physics I answered to Mike, and upon reading it again now I had the impression that I had been rather obscure in my answer. Feeling uneasy about that I then clicked on Mike's User page and found that there's no way to revert that ever.

Mike :(

--Jorge 07:53, 5 May 2010 (UTC)

title: Wikiversity:Tributes for Mirwin


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Wikiversity talk:Tributes for Mirwin

Hoping it is not too Sombre
I was thinking we could Invite Mike's brother during wikiversity day to view the tributes gathered by then. What do you guys say? --Thuvack | talk 14:58, 6 August 2008 (UTC)
 * Yes, why not ? You can try the email in the WV mailing list or his email frm the user page. Erkan Yilmaz uses the Chat (try) 15:19, 6 August 2008 (UTC)

Alignment
Can't get the Top header to align properly, anyone wanna fix that? --Thuvack | talk 15:08, 6 August 2008 (UTC)

title: Wikiversity talk:Tributes for Mirwin


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User:Tirapowell

Tira Powell

title: User:Tirapowell


text: User:Dzonatas/Emoew survey 2

title: User:Dzonatas/Emoew survey 2


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User:Erkan Yilmaz/observations/2008 August

observations from Erkan Yilmaz for 2008 August

You are invited to add your comments (e.g. but my perception of this issue is different) - please sign anything you add (howto Signature).

August 24 - Wikiversity the Movie
Trying to revive Wikiversity the Movie. What is the story behind this ? It began with being unhappy because there is always first the cry for the delete button. Made one edit here. Still felt unhappy. Found now a better way to let things flow out by joining Wikiversity the Movie:.

August 6 - switched priorities
I was going to continue with the course on copyright Kurs:Urheberrecht, but I find it atm more fascinating to participate at: Social psychology (psychology).


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User:Ao010496

hello, it's me.

title: User:Ao010496


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User talk:Ao010496

 Hello Ao010496, 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! --JWSchmidt 17:03, 6 August 2008 (UTC)

title: User talk:Ao010496


text: User:JWSchmidt/Emoew survey 2

title: User:JWSchmidt/Emoew survey 2


text: User:Erkan Yilmaz/Emoew survey 2

title: User:Erkan Yilmaz/Emoew survey 2


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User:Dtobias

You'll probably find more of interest on my wp-en user page.

title: User:Dtobias


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Category:ANOVA

See also Category:Analysis of variance (Wikipedia)

title: Category:ANOVA


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User:Erkan Yilmaz/notes

short notes on Social psychology (psychology):

2008-08-06

 * The grouping exercise seems to have impressed many ? Or is it just something which can be used simple to illustrate points ?
 * Still less pictures (one user experimented today as I see, but didn't succeed :-( - what could have been the cause ? bad help file or help file not read ?)
 * multimedia

 * I only saw one person commenting to another participant - was the answer given in real life ?
 * Today I saw another participant answer another one . Who knows the people answering each other are also familiar before ? And therefore are more motivated to read the other persons posts ?
 * I saw the first time that someone asked a question to James (I mean here in wiki, I am sure they are pestering James all the time) - why don't others do this ? Glad that someone from wiki answered back :-)

 * I think I read all what was written at the wiki so far. But didn't comment everywhere. Reasons ?

2008-08-17

 * started today again to read some contributions. Lately didn't have the urge to read more in there, but also doing other stuff. Somehow the motivation increased again
 * seems videos activate me more :-)
 * I remember that when I first started to read the pages, I felt like I had to answer everywhere - well, better not - only the things where I want to answer
 * Wondering how much effort it must be for the staff to do all the things (reading contributions, transfering stuff to WV, ...).

 * persons using subpages: 1, 2

title: User:Erkan Yilmaz/notes


text: Category:Life effectiveness

title: Category:Life effectiveness


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Eta-squared

Eta-squared ($$\eta^2$$) is a measure of effect size for use in ANOVA (Analysis of variance).

$$\eta^2$$ is analogous to R2 from multiple linear regression.

$$\eta^2$$
 * = SSbetween / SStotal = SSB / SST
 * = proportion of variance in Y explained by X
 * = squared non-linear correlation coefficient

$$\eta^2$$ ranges between 0 and 1.

Interpret $$\eta^2$$ as for r2 or R2; a rule of thumb (Cohen):
 * .01 ~ small
 * .06 ~ medium
 * >.14 ~ large

In SAS, eta-squared statistics can be found in semi-partial eta-squared statistics in SAS 9.2.

The eta-squared column in SPSS F-table output is actually partial eta-squared ($$\eta^2_p$$) in versions of SPSS prior to V 11.0.

$$\eta^2$$ was not previously provided by SPSS, however, it is available in V 18.0. It can also be calculated manually: $$\eta^2$$ = Between-Groups Sum of Squares / Total Sum of Squares.

R2 is provided at the bottom of SPSS F-tables is the linear effect as per MLR – however, if an IV has 3 or more non-interval levels, this won’t equate with $$\eta^2$$.

title: Eta-squared


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Spanish 1/Vacation

Chapter 16 (Vacation / de vacaciones)
Flash Cards

Places to go

 * ciudad - city
 * estadio - stadium
 * lago - lake
 * lugar - place
 * mar - sea
 * monumento - monument
 * museo - museum
 * país - country
 * parque de diversiones - amusement park
 * parque nacional - national park
 * teatro - theater
 * obra de teatro - play
 * zoológico - zoo

Note: Ciudad is a feminine noun. Mar is one of very few words in Spanish that can be feminine or masculine: el mar and la mar are both proper Spanish.

Zoo attractions

 * árbol - tree
 * atracción - the ride
 * mono - monkey
 * oso - bear
 * pájaro - bird

Vacation activities

 * aprender - to learn
 * bucear - to scuba dive, to snorkel
 * recuerdos - souvenirs / memories
 * descansar - to rest
 * montar a caballo - to ride horseback
 * pasear en bote - to go boating
 * tomar el sol - to sunbathe
 * visitar - to visit
 * nadar-to swim

Transportation

 * en - by
 * por - by
 * autobús - bus
 * avión - airplane
 * barco - boat
 * tren - train

Words to describe a vacation

 * boleto - ticket
 * como - like, such as
 * ¿Cómo lo pasaste? - How was it?
 * dime - tell me
 * fantástico(a) - fantastic
 * Fue un desastre. - It was a disaster.
 * hotel - hotel
 * impresionante - impressive
 * ir de vacaciones - to go on vacation
 * Me gustó. - I liked it.
 * ¿Qué hiciste? - What did you do?
 * ¿Qué te pasó? - What happened to you?
 * regresar - to return
 * salir - to leave
 * ¿Te gustó? - Did you like it?
 * tremendo(a) - tremendous
 * vi - I saw
 * ¿Viste...? - Did you see...?
 * viajar - to travel
 * viaje - trip

Time phrases

 * durante - during
 * tarde - late
 * temprano - early

Preterite of -er and -ir verbs
The preterites of -er and -ir verbs conjugate the same. Below are the endings of the conjugations:

-er & -ir

-yo: -í

-tú: -iste

-Ud./él/ella: -ió

-nosotros/nosotras: -imos

-vosotros/vosotras: -isteis

-Uds./ellos/ellas: -ieron

An example preterite conjugation of -er of aprender:

 * aprendí - I learned
 * aprendiste - you learned (singular)
 * aprendió - he/she learned
 * aprendimos - we learned
 * aprendisteis - you learned (plural)
 * aprendieron - they learned

Note: Remember yet? Usted and ustedes conjugate under the 3rd person form.

An example preterite conjugation of -ir of salir:

 * salí - I left
 * saliste - you left (singular)
 * salió - he/she left
 * salimos - we left
 * salisteis - you left (plural)
 * salieron - they left

Note: See above.

Preterite of ir
Ir is an irregular verb, so its preterite also conjugates irregularly. Below is the preterite conjugation of ir:

 * fui - I went
 * fuiste - you went (singular)
 * fue - he/she went
 * fuimos - we went
 * fuisteis - you went (plural)
 * fueron - they went

Note: See 2 rows above.

Vocabulario adicional

 * aeropuerto - airport
 * agencia de viajes - travel agency
 * cheques de viajero - travelers' checks
 * equipaje - luggage
 * hacer una reservación - to make a reservation
 * lugar de interés - place of interest
 * pasaporte - passport
 * volar - to fly

Note: Volar is a stem-changing verb, o changes to ue in the present tense but not in the preterite.

Cultural Insight (Traveling)
Spanish-speaking countries offer one of the most exciting places to travel in the world. From the Aztec pyramids of Mexico to the wide boulevards and plazas of cosmopolitan Buenos Aires in Argentina, the countries are packed with adventure and things to do. Spanish-speaking countries offer many sights in culture, history, and landmarks. In Mexico, major cities such as Mexico City, Guadalajara, and Veracruz offer vibrant choices in culture and history. The United States of course, is packed with countless sights and culture, while the Caribbean is famous for its beaches and nightlife. Culture and history dominate travel sights in Spain with Roman, medieval and imperial landmarks dotting the country.

Country Focus (Bolivia)
Bolivia (Spanish: Bolivia) named after Simón Bolívar, is a landlocked country in central South America. It is bordered by Brazil on the north and east, Paraguay and Argentina on the south, and Chile and Peru on the west. From 1839 Sucre was the seat of government until the administrative capital was moved to La Paz in 1898. Sucre remains the constitutional capital and seat of the Supreme Court (Corte Suprema de Justicia).

The Spanish conquest began in 1524 and was for all practical purposes completed by 1533. The territory now called Bolivia was then known as "Upper Peru" and was under the authority of the Viceroy of Lima. Local government came from the Audiencia de Charcas located in Chuquisaca (La Plata—modern Sucre). By the late 16th century Bolivian silver was an important source of revenue for the Spanish empire.

Bolivian culture has been heavily influenced by the Quechua, the Aymara, as well as by the popular cultures of Latin America as a whole.

The cultural development of what is present-day Bolivia is divided into three distinct periods: pre-Columbian, colonial, and republican. Important archaeological ruins, gold and silver ornaments, stone monuments, ceramics, and weavings remain from several important pre-Columbian cultures. Major ruins include Tiwanaku, Samaipata, Incallajta, and Iskanawaya. The country abounds in other sites that are difficult to reach and have seen little archaeological exploration.

Factbox:

-Official Languages: Spanish, Quechua, Aymara

-Other Languages: Guaraní, Native American languages

-Capital: Sucre, La Paz

-Government: Democracy

-Area: 1,098,581 sq km (424,163 sq mi) (28th)

-Population: 10,907,778 (84th)

-Religion: Christianity (Catholic 78%, Protestant 16%, other Christian 3%) 97%, Non-religious 2.5%, Buddhism 0.26%, other (Animism, Judaism) 0.24%

-Human Development: 0.729 (113th, MEDIUM)

-Independence: August 6, 1825

-Currency: Boliviano

title: Spanish 1/Vacation


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Wikimedia Ethics/Case Studies/Case 1

Case Studies

 * See also: Illustrative Examples

After each of the cases presented below, there follows some questions around the critical issues. You are free to write up answers to such questions, or ask questions of your own on |the discussion page of this section. We have, in some places, identified the primary author(s) of the various case studies, but please feel free to suggest improvements to the writing; don't be offended should an author revert you. All participants are free to create new sections within this page, or to work in a slightly different paradigm at this page.

Further reading
 * Wikipedia Review (Forum that attempts to document problems in Wikipedia. Has been described as perpetuating bad behaviors of banned users by many users of Wikipedia. )
 * w:Wikipedia:Administrators' noticeboard/Incidents (Wikipedia's adminstrative notification board)
 * w:Wikipedia:Administrators' noticeboard/Moulton (Unfinished discussion regarding Moulton's (a primary contributor to this project) block/unblock)
 * w:Wikipedia:Requests for comment/Arbitration Committee (A request for community input on the Arbitration Comittee, the judicial body of Wikipedia)
 * w:Wikipedia:Requests for arbitration/C68-FM-SV/Evidence (One particularly complex case involving numerous interlocking disputes)

Managing personal information
Issues of pseudo anonymity, 'outing', respect for fellow editors, and the need to maintain a collegial atmosphere free from bullying and harassment are relevant to the ethical management of Wikipedia. This section is for case studies related to these issues.

Principles Involved

 * Do no harm
 * Ability of anyone to edit articles without registering (a foundation issue)
 * "You can edit this page right now". "We must respect this principle as sacred".

Rules (Policies, Guidelines etc.)
There is a known conflict between the values of privacy and neutral point of view when there is a concealed conflict of interest or sock-puppetry.

 * Posting of personal information
 * Privacy policy (note also its evolution)
 * Conflict of interest
 * Neutral point of view
 * Sock puppetry

Case 1 — An example of problematic behaviour and response
This example is allegorical, and may represent common ground

User:Foo posted a message to User:Bar's talk page stating "Hello Bar, I know that your name is George Bigginsworth, and that you live at 12 Acacia Lane, stop editing Wikipedia or I'll take this further".

User:Foo is immediately indefinitely blocked, and the edit he made is removed permanently from the database, so as to be invisible to all editors and administrators except the very few with the 'oversight' privilege.
 * Question: Is that it? Is there anything else we should do?

Case 2 — Information Publicly released in some way
There are several clear examples - further advice is required about how to manage such details

Some wiki editors have released information publicly, sometimes accidentally, sometimes openly, though in different contexts, sometimes very recently, and sometimes many years ago. In due course we may examine here the specific details of some cases.

title: Wikimedia Ethics/Case Studies/Case 1


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Talk:Wikimedia Ethics/Case Studies/Case 1

Warning: this page has been archived
In this edit Salmon of Doubt removed current discussions from this page to an archive page. I can't imagine why. --JWSchmidt 20:38, 28 August 2008 (UTC)

 * It headed off a worthless edit war. Salmon of Doubt 20:40, 28 August 2008 (UTC)

 * If you are feeling tempted to edit war, why not first discuss what is bothering you? Isn't your archiving a case of "throwing out the baby with the bathwater"?--JWSchmidt 21:28, 28 August 2008 (UTC)

 * I have discussed numerous times that I have a problem with Moulton logging out and using his IP, and signing edits with false signatures to make it appear as if his positions are held by more individuals then they are. It is disruptive. Salmon of Doubt 22:11, 28 August 2008 (UTC)

 * You do realize he's not actually trying to sockpuppet (since he's made it clear that it's his IP address elsewhere) but just needle you? Some editors have consistently been major drama queens over every little things he does.  Instead of making an attempt at discussion, you just encourage him by attracting attention and making him feel more like a victim. Sχeptomaniacχαιρετε 23:39, 28 August 2008 (UTC)

 * Moulton doesn't feel like a victim. He feels like a Schmeggegy Scientist in a culture populated by clones of Pope Urban.  —Montana Mouse (Talk) 02:44, 29 August 2008 (UTC)

Applied Action Research
Cormaggio's Question #1. Are people in full control of their sections?

 * Salmon of Doubt's Answer: The answer to this is either "yes" or "no." If "yes," Moulton should not be editing my section. If "no," then we should go back to my neutralized version of this page (http://en.wikiversity.org/w/index.php?title=Wikimedia_Ethics/Case_Studies&oldid=309068).
 * Moulton's Response: It occurs to me that editors are often "out of control", where the locus of control could be either an external regulating umpire or personal self-control.

Cormaggio's Question #2. Does each section constitute a "case study"?
 * Salmon of Doubt's Answer: The answer to this should be "yes." It is however, currently "no." Each section is either a thought-experiment or a screed against a Wikipedia contributor.
 * Moulton's Response: How may an impartial observer adjudge whether a purported case is an objectively presented characterization of a cited historical event, a hypothetical thought experiment, or an ill-tempered polemic screed against another editor?

Cormaggio's Question #3. What is a case study meant to achieve?
 * Salmon of Doubt's Answer: A case study should be a specific incident meant to illuminate a problem and then show the attempted solution to that problem and the results of that attempted solution. It allows for the evaluation of problem-reactions.
 * Moulton's Response: Would it be possible to adopt the protocols of Action Research to jointly and creatively solve specific, well-identified, well-documented, and well-presented cases?

Cormaggio's Question #4. What are the relative advantages and disadvantages of having individual sections and depersonalised pages?
 * Salmon of Doubt's Answer: A depersonalized version allows individuals to focus on the actual problems and actions taken. A personalized version allows for the examination of actual interactions. In this case, a personalized version is actually being used a vector for vengeance against contributors to the English Wikipedia.
 * Moulton's Response: Could a depersonalized version be presented as an allegory? In a personalized version presented on-wiki with only keyboarded text, how do observers detect the non-verbal affective emotional states of the participants, as normally signaled in transient facial expressions, tone of voice, and gross body language?  What is Salmon of Doubt's evidence and reasoning to support his thesis that case studies "are being used as a vector for vengeance" against other editors of the English Wikipedia?

Cormaggio's Question #5. How can this overall process of describing and analysing case studies help us learn something about Wikipedia — and perhaps ourselves?
 * Salmon of Doubt's Answer: It cannot until such time as this project is no longer being used for vengeance by vested contributors.
 * Moulton's Response: Again, what is Salmon of Doubt's evidence and reasoning to support his thesis that the Ethics Project is "being used for vengeance by vested contributors", rather than as an appropriate vehicle for studying the problems arising on the English Wikipedia and devising best ethical practices for dealing with them? Also, who are the "vested contributors" whom Salmon of Doubt is accusing of being vengeful?

Moulton 14:44, 25 August 2008 (UTC)

 * I'd much rather if both of you really engaged with each other, instead of seemingly trying to impress an impartial observer (ie me). How about firstly representing the case, identifying key events/edits/statements, and discussing these comments, and acknowledging your own perspectives? It seems to me like discussing specifics would be much more productive in identifying various practices in Wikipedia - and only on that basis will claims like "vested contributors" and "remarkable conclusions" be mutually understandable. Cormaggio talk 15:23, 25 August 2008 (UTC)

 * My perspective is simple to state. Salmon of Doubt presents preposterous claims, unsupported by evidence or reasoning.  I am challenging him to produce the evidence and exhibit the reasoning to support his preposterous claims.  —Moulton 01:31, 26 August 2008 (UTC)

 * I just want to ask: how do you think action research could be of help in this conflict? My own suggestion (as I've said before) is that any approach should firstly attempt to represent the case (including different POVs), instead of trying to "solve" it. Cormaggio talk 14:00, 26 August 2008 (UTC)

 * I don't think action research will resolve this conflict. Moving this discussion to the pages dedicated to action research, will only replace the conflict. I don't think it is good to have one conflict exported to several parts of Wikiversity. The outside world who might be interested in Wikiversity in a positive way might back down, because of the lack of seriousness.

 * I suggest to keep this conflict out of the Colloquium. There have been a couple of topics on the Colloquium dedicated to this conflict and i think it will not be productive to continue giving attention to it. It is better to positively try to build up Wikiversity instead of to spend too much time to internal disputes.--Daanschr 08:57, 27 August 2008 (UTC)

 * Action Research is a joint problem-solving approach, where all parties cooperate to solve their joint problems. If one party is antagonistic to the concept of cooperation, then it is unlikely that Action Research can be employed.  But in any event, the venue would not be in the pages of the Action Research Learning Project itself (unless students engaged in learning the subject elected to undertake such a case as a practicum exercise).  As far as I know, Salmon of Doubt has not declared himself a student of the subject.  And while I am hardly an authority on the subject, my role so far has been to explain the subject to those who wish to learn something about it.

 * For this reason, I expect that Salmon of Doubt and I will be obliged to employ his preferred method of engagement, which is an atrocious dramatic encounter method. I've never been warm to the approach adopted by Encounter Groups, as I'm not fond of the dramatic arts or playing uncharacteristic thespian roles. I barely function as a player in traditional role playing games like Dungeons and Dragons, for the simple reason that I find it difficult to adopt a persona other than my own native temperament as a schmeggegy scientist who is hopelessly didactic and boring as sin. For me to play George to Salmon of Doubt's Martha in an obnoxious reprise of Virgina Woolf is about as far from my own comfortable skin as one can imagine. Nevertheless, if Geek Theater is the only method acceptable to my counterpart in this curious and asymmetrical learning exercise, I'll don the greasepaint and do my level best to play the role of my half of an atrociously gut-wrenching odd couple. —Gastrin Bombesin (Talk) 11:55, 27 August 2008 (UTC)

 * I was under the impression that Salmon of Doubt had recently taken a vow to discontinue reading Moulton's writings. I am chagrinned to see that he now appears to have broken his commendable vow.  What's even more curious to this reporter is that Salmon of Doubt appears to be tampering with Moulton's lessons here.  Perhaps he doesn't care for Moulton's peculiar methods of education.  —Montana Mouse (Talk) 15:27, 27 August 2008 (UTC)

Salmon, if the rules regarding signing are broken, than you could ask someone of the organization to interphere. Edit warring is not an appropriate way of solving such an issue. Moulton, why don't you want to sign your edits on this talk page?--Daanschr 14:22, 27 August 2008 (UTC)

 * Daanschr, to the best of my knowledge, I did sign all my edits. Did someone suggest otherwise?  As to rules about signing edits, I am not aware of any applicable or enforceable rule that has been breached here, but if one exists and is mandated by local site policy (and there is a demonstration of a breach), I have no doubt the Wikiversity Custodians will raise it to everyone's attention in the most appropriate manner.    —Moulton 14:33, 27 August 2008 (UTC)

 * The above edit, which is signed by Gastrin Bombesin has been written by you, according to the history of this talk page. Is everything all right with you, Moulton? I can't imagine that someone actually likes to spend his time this way on the Internet. Is there something about Wikiversity, or certain users on Wikiversity that you don't like in such a way, to behave the way you do?--Daanschr 14:40, 27 August 2008 (UTC)

 * Oh, I'm just dealing with an obnoxiously vexatious litigant. No big deal.  Have you taken a minute to research the character of Gastrin Bombesin?  That's one of my alter egos whom I occasionally invoke to demonstrate the affective state of dyspepsia which arises from time to time when dealing with a particularly vexatious character.  —Moulton 14:51, 27 August 2008 (UTC)

 * I don't know how you expect to engage positively with such a disdainful attitude. An action research or any other type of positive action process would only work within some bounds of mutual respect (if even to disagree profoundly). I'd ask you to please stop making put-down comments — I don't understand why you do this in a purported project about ethics. Cormaggio talk 15:07, 27 August 2008 (UTC)

 * Don't mind Moulton. He's just engaging in his idiosyncratic methods of education, when dealing with resistant learners.  —Montana Mouse (Talk) 15:27, 27 August 2008 (UTC)

 * And how are you — Moulton — attempting to facilitate learning in this context? Cormaggio talk 19:11, 27 August 2008 (UTC)

 * Thank you for asking, Cormaggio. See the next subsection, below.  —Moulton 20:24, 27 August 2008 (UTC)

Facilitated Education Through Muppetry
Permit me to reproduce, verbatim, this thread from the discussion page for the Participants and Objectives of the Ethics Project...

Moulton 20:24, 27 August 2008 (UTC)

 * I didn't ask for a history of (sock)-puppetry — I was asking how your general behaviour (not limited to sock-puppetry) was facilitating learning. All I can see is an escalation of drama, which is entirely unproductive, and from which you seem to absolve yourself from all responsibility. Cormaggio talk 11:11, 28 August 2008 (UTC)

What we have committed to learn in the Ethics Project, Cormaggio, is ethics. We have committed to learn the theory and practice of ethics. Permit me to quote for you a passage from the theory portion of that study in ethics... John Rawls and the Veil of Ignorance

Perhaps there is none more esteemed among modern English-speaking Ethicists than the late John Rawls. He is especially known for his notion of the Veil of Ignorance in the Philosophy of Ethics.

The Veil of Ignorance corresponds to the notion that any Universal Principle of Ethics must be the same for all players. If one were to trade places with any other player, the same Ethical Principle must still apply. Note that Einstein used the same reasoning when he worked out the Theory of Relativity. Einstein reasoned that the Laws of Nature must be the same for all observers. If two observers trade places, they should not swap out their proposed Laws of Nature for a new set, keyed to a different vantage point. Hillel expressed the same idea in the Golden Rule. His version said, "That which is abhorrent to yourself, do not visit upon your fellow Wikipedian. That is the whole of the Ethical Law. All the rest is talk-page commentary." This precept is known as "Indifference to Role Reversal" and applies equally to Einstein's thinking, Hillel's thinking, and the Twentieth Century thinking of John Rawls. Another name for this precept is The Symmetry Principle. If there is an asymmetry present, there is something lopsided in the applicable ethics. In the presence of an asymmetry or imbalance, there will arise a restoring force that will manifest as drama (or karma) to those embedded within an unfair system. Look again at the last line of the above analytical review, Cormaggio: If there is an asymmetry present, there is something lopsided in the applicable ethics. In the presence of an asymmetry or imbalance, there will arise a restoring force that will manifest as drama (or karma) to those embedded within an unfair system. Now where, you ask, is the annoying, troublesome, and disturbing asymmetry that is generating the dramatic, karmatic restoring force?

Let me show you where the asymmetry arises...

There is your asymmetry, Cormaggio, in boldface.

Salmon of Doubt — the Ambassador to Wikiversity from the English Wikipedia's WikiClique on Intelligent Design — decloaks at the talk page of WAS 4.250 — the distinguished gentleman who initiated the Ethics Project here — and issues a terroristic kamikaze threat against Wikiversity. And WAS 4.250 thanks him for his "well-thought out comments"!

(Incidentally, I have asked WAS to resign from the Ethics Project.)

Look at the asymmetry. Salmon of Doubt comes swashbuckling into Wikiversity like some Klingon suicide bomber. And what does he care if he dies blowing the joint up with a terroristic robot? He is wearing the costume of a disposable avatar from nowhere in cyberspace. For all I know, he is connecting through an untraceable TOR node.

There's your drama, Cormaggio. There's your asymmetry and there's your drama, right out of Star Trek: The Klingons vs the Federation.

Did you flinch?

They are perplexed and struggling to find a solution.

And all Salmon of Doubt can think of is mindless violence.

But if you consult Barsoom Tork and Montana Mouse, they have a better idea...

Moulton 13:00, 28 August 2008 (UTC)

 * Once again, you have ignored my question — which was centred solely on your behaviour, and how your actions attempt to facilitate learning. Cormaggio talk 11:21, 29 August 2008 (UTC)

 * Please see the encyclopedia article on Cognition, Affect, and Learning (and especially the section on the role of the Bardic Arts in didactic education). —Moulton 11:39, 29 August 2008 (UTC)

 * Of course I understand the value of drama and stories in the educational process - but I find it very difficult to discern exactly what you mean in addressing my question. I also wonder: are you deliberately trying to create drama? (When I say "drama", I am referring to your conflict here - not to the use of sock-puppets.) Have you ever wondered about the potential negative emotional effects of creating drama - of calling someone "obnoxious", "ridiculous", etc.? Do you not feel any responsibility for any negative consequences of your behaviour? (Of course, these questions are also relevant to - and directed towards - Salmon of Doubt.) Cormaggio talk 16:23, 30 August 2008 (UTC)

Cases subpaged and categorized
If you look at Wikimedia Ethics/Case Studies you'll see that I went ahead and created subpages where it seemed obviously separate cases. i put the category tag on them so that the pages will come up in the dynamic list. That could allow people to start cases under there user pages and tag them before they get moved to a subpage under this project. Being that there are cases directed at the same situation, I hope we can further take the "Case Studies1" and "Case Studies2" content and update the subpages as seen fit. It wasn't constructive to have all the cases on one page given the activity we have seen. That can be easily solved by the subpages and categorization. It also isn't constructive to have alternate versions about the same situation. That will probably take more time to solve to find how to make common ground between the different versions. Dzonatas 17:03, 30 August 2008 (UTC)

 * Thank you for what you have done so far. But I disagree with "It also isn't constructive to have alternate versions about the same situation." In fact, it is necessary; otherwise we will have a never ending edit war. WAS 4.250 18:07, 30 August 2008 (UTC)

 * I don't think I was clear enough when I wrote that. I should have stressed more about the need to find common ground. Dzonatas 18:44, 30 August 2008 (UTC)

 * Content that is merely a copy of other content should be removed as redundant, and finding common ground is important. But multiple points of view are valid. Just as are multiple pictures of a person from different angles (literally different points from which to view). WAS 4.250 19:58, 30 August 2008 (UTC)

 * Right. Different viewpoints is fine (i.e. the elephant and blind men). I meant we had alternate versions of the same viewpoint (or so said the same). If it is the same viewpoint, then the facts can be collected together. Wikiversity supports forks; the facts may or may not be the found the same, and that reflects on being constructive or not on how its collected or spread about. I put a strikethru on it for now, so it doesn't get further mistaken. Dzonatas 20:20, 30 August 2008 (UTC)

 * Yes. WAS 4.250 20:42, 30 August 2008 (UTC)

On Picard
With all of the discussion about Picard's alledged unhappiness with her biography, why hasen't she sent a request from her MIT email account to OTRS? Everyone is aware that if Picard complained that she dosen't support ID, she just signed the petition because it was deceptively worded, the problematic section would just disapear from her biography, never to return? Instead, she send Moulton out to conduct an Ethics inquiry and makes edits from a series of IP addresses? Dosen't pass the smell test. Picard isn't that stupid. Salmon of Doubt 19:03, 4 September 2008 (UTC)


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Wikiversity:Wikiversity Day/choices

There has been a small amount of discussion about a global Wikiversity Day for all WVs.

August 15th
"August 15th" proponents argue that August 15th, 2006, is the appropriate date, as this is the day on which Wikiversity first became an independent website in its own right as a project alongside other Wikimedia projects.

As support for this view, the sentence "January 15 is known as Wikipedia Day to Wikipedians. On this date in the year 2001, the wiki-based Wikipedia project went public after spending five days on Nupedia" is used from Wikipedia, which uses the criterion of being an independent website under the name of Wikipedia. Previous states of (semi-)existence are discounted.

Further support for this view is offered by analogy with human birthdays. We do not date our own existence as human beings from the dates of our conception or from the dates on which our parents first glanced at each other with a twinkle in their eye. Our birthdays are those dates on which we achieve independent life after a considerable period of preparation and development.

Other dates
Proponents of other dates point out that Wikiversity existed in some form or other as a project within Wikibooks for two years or so prior to this. Suggested criteria include:
 * the date on which Wikiversity statistics first record a contributor (February 2002)
 * the date of the first edit on Wikibooks (22nd August 2003).
 * the date of the first use of the word "Wikiversity" (could be found by a web search ?).
 * the date on which the idea of an education-specific Wikimedia project first formed as the twinkle in the eye of an editor.
 * the date of the approval of the Wikiversity project by the foundation (30th July 2006).
 * the date of the first proposal to the Wikimedia foundation - which was rejected (13th November 2005).

 * For me, the above analogy of the birth process is spot on - we should mark Wikiversity day as our birth-ie launch-day, not from when it started as an idea (fyi, see m:Talk:Wikiversity/Old and m:Talk:Wikiversity/Archive_2). And it was never much more than a placeholder for future work, while being "incubated" on Wikibooks. Cormaggio talk 16:32, 7 August 2008 (UTC)

title: Wikiversity:Wikiversity Day/choices


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User:American Eagle

{| style="border:5px solid lightsteelblue; background-color: white; width: 100%;" Who am I?

I (American Eagle) am an Baptist Christian from Michigan. I am a Teenager. I am homeschooled. I have never really been out of the Midwestern United States. I like to play and watch American Sports. I enjoy going to church. I like being with my friends. -- American Eagle (talk)

title: User:American Eagle


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File talk:Terry Ananny - Winter Bliss, .jpg

I fear there needs to be done more, so the picture can stay here: More info at: Copyrights. If there are more questions, we are happy to answer them (also by mail), Erkan Yilmaz uses the Chat (try) 06:13, 7 August 2008 (UTC)
 * 1st the artist has to say it is allowed to release this picture under such a licence (the artist has to send this info to the OTRS-Team - see at "about image licensing or permissions", Copyright issues) - if the asssumption is correct that T.A. is the artist creating the picture. Anyone can register with the user's name and claim she is the artist (in this case it was not even so). Perhaps there exists already such a info/licence somewhere ?
 * there exists a picture with a PD licence already here: w:Image:Terry Ananny - Winter Bliss, .jpg (uploaded by someone else)


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Template:Citation needed

[ citation needed ]

title: Template:Citation needed


text: Category:Copy to Wikimedia Commons

title: Category:Copy to Wikimedia Commons


text: Category:Research institutes

title: Category:Research institutes


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User talk:Oghenedoro Agbigbe

 Hello Oghenedoro Agbigbe, 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.
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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! --Gbaor 09:09, 7 August 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Oghenedoro Agbigbe


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User talk:Oswald~enwikiversity

 Hello Oswald, 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.

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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! --Gbaor 09:11, 7 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...

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 Oswald. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Oswald~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 23:46, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Oswald~enwikiversity


text:
User talk:Arp242

 Hello Carpetsmoker, 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

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 * 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.
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 * 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! --Gbaor 09:11, 7 August 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Arp242


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User talk:港南台の住人

 Hello 港南台の住人, 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.
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 * 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! --Gbaor 09:11, 7 August 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:港南台の住人


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User talk:Outofthebullpen

 Hello Outofthebullpen, 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! --Gbaor 09:11, 7 August 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:Outofthebullpen


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User talk:Thededone

 Hello Thededone, 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! --Gbaor 09:11, 7 August 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:Thededone


text:
User talk:Caile13

 Hello Caile13, 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! --Gbaor 09:11, 7 August 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:Caile13


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User talk:Tirapowell

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User talk:Jessie L.

 Hello Jessie L., 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

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User talk:$tatic

 Hello $tatic, 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

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Re: help
Thank you very much for the offer. There is a reply here, Erkan Yilmaz uses the Chat (try) 16:11, 7 August 2008 (UTC)

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User talk:Jordan Timothy James Busson

 Hello Jordan Timothy James Busson, 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

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User talk:Umesh~enwikiversity

Television in Nepal

Abstract Along with the radio, television has become the primary means for broadcast communication and entertainment. As such it calls for ethical and political assessment. What follows will thus focus on such assessments, noting a spectrum of views running from positive to negative in relation to both content and practice.

Background The word television, a hybrid compound of the Greek tele (distance) and the English vision, names a technological invention from the 1920s in which electromagnetic waves are used to control a beam of electrons scanning a cathode-ray tube so as to create an image. The initially distinctive feature of this technology was that, unlike motion pictures but like radio, it could be personalized for home or individual use. Over the course of more than half a century the electronics underwent continuous modification: Vacuum tubes were replaced with transistors and then integrated circuits; the black-and-white cathode-ray tube became colored and was then replaced by a high-definition, flat, liquid crystal display; and analog transmission was transformed to digital. The information transmitted thus became increasingly rich in a technical sense. We accept television as a part of our every day lives, just like breathing and sleeping; many of us cannot quite see our future without one, much less recall the lack of television even though it was only two decades ago. What did we do before television? No one really remembers. The history and evolution of television in Nepal and the Nepali TV channels is not of so long period. During the early 1980's, Nepal had no television channels of its own, with only foreign channels like Doordarshan, India. But randomly the following was established. 1.	[Nepal Television] 2.	[Image Channel] 3.	[Channel Nepal] 4.	[Kantipur Television] 5.	[NTV 2 Metro] 6.	[Avenues Television] 7.	[Sagarmatha Television]

Introduction Among these television channels Nepal television was the only one and the first Nepali television for about a decade. But after the reestablishment of democracy Nepal became the country with freedom of communication and all of the doors of obstacles for the communication development was open. Brief Discussion Nepal Television:[Link title] Nepal Television (NTV) started as a project in January 1985, under the sixth development plan 1980-1985. NTV was established with the Slogan “Communication for Development” with a broad mission statement “Produce and telecast programs on educational, religious and cultural conservation to promote national unity, conserve heritage and promote national interest. Provision was made "to undertake feasibility study of the establishment of television in the country, to begin TV transmission service at selected places if found feasible from economic and technical standpoint". It began its experimental transmission when it launches its first programmed on Late King Birendra Bir Bikram Shah Dev's visit to Australia in 1985. The cost of television was very expensive and the director neither gets any help from the government sector. Also Television was expensive medium and required costly technical equipments. And for the first time the wave was sent the material through a satellite, and once it was received in Balambu, it was transmitted to community centers like Ratna Park, for Katmandu valley in a very modest manner with VHS equipment and in the UHF band. In those days, there were only about 400 TV sets, the majority of which were used basically for video purposes. Some of these receivers were also used for receiving Doordarshan signals (Indian TV program). In those days its audience was about 2000 people and a 100-watt transmitter was set to cover Katmandu Valley during its experimental transmission. Nepal television started broadcasting news and educational as well as entertainment programs regularly from 29th December 1985. At that time NTV lacked professional program production facilities and was using the VHS format producing and transmitting programs. It was Neer Shah, Durga Nath Sharma, Shyam Chitrakar and others who helped conceive and establish Nepal Television. It wasn't long before NTV worked on more plans and policies and merged with the government. The transmission period, originally half an hour, has increased to sixteen today. Nepal Television (NTV) is perhaps one of the youngest television stations in Asia. During the SAARC Summit in 1987, NTV acquired the professional U-matic high band for program production through its resources. A limited number of professionals editing system, studio equipment such as vision mixer, cameras were purchased from Japan. As the demand of program producers and news crew, NTV acquired some more editing system and cameras for electronic newsgatherings (ENG) as well as Electronic Field production (EFP) In Magh 2042, it became a full-fledged Corporation under the Communication Corporation Act 2028. Established as an electronic media, NTV is one of the most effective mass communication media of Nepal. Most of the people of the country live in remote areas and are illiterate, poor and away from modern communication. NTV is the only effective media to relay the message like Educational, Health, Agricultural, Sanitation, and Human rights etc. to those people. Information makes people conscious about development, health, human rights etc. It also helps to preserve and promote the country's culture. NTV has started its broadcasting via satellite from 20th Ashad 2058 (4th July 2001). After accessing to the satellite the signal of NTV is available outside Nepal in about fifty eight countries covering Europe and Middle East. The objective of satellite transmission is to upgrade the signal quality of existing terrestrial relay stations to have countrywide expansion and makes signal available outside the country as well. It is expensive and beyond capacity of average Nepalese citizen to receive the signal by setting the TVRO to each and every household. Hence, NTV have installed TV Transmitters with TVRO in Various parts of the country to access NTV signal by simple receiving system (Yagi antenna). Nepal Television started its regular transmission from 2042 Push 12. NTV is established as an electronic medium to enhance the country's socio-economic development; Nepal Television currently covers 42% of the country's population and-32% of the land area. At present NTV signal is up-linked from Sagarmatha Earth Station of Nepal Telecommunication Corporation (NTC). The signal is sent to the earth station through optical fiber link from the transmitting studio at Singh Durbar. NTV has operated its second channel (Metro), under Chinese grant. This project Consists of 5 KW transmitter with transmitting tower of 72 meters height and a studio complex inside Singh Durbar. Now NTV is a full member of the Asia Pacific Broadcasting Union whose headquarter is located in Kuala Lumpur, Malaysia. It obtained this membership in 1987. It is also an associate member of the Geneva based European Broadcasting Union. At last on 22 Jestha 2064 Minister of Communication and Information, Krishna Bahadur Mahara has done political appointments: Corporation and Rishi Raj Baral as chairman of the Nepal Television Corporation. This shows that although the government does not provide any help to the media for its establishment government always tries to use the media for their ease and on their favor. http://www.explorenepal.com/ntv/main.html http://www.asiamedia.ucla.edu/print.asp?parentid=20177 Image Metro[Link title] Born in 1995, as a program package on NTV, Image Metro grew to become the first private channel in Nepal. Since it is a private channel, people expected something different, and that was challenge. There was a lot of music, but it was restricted to news and current affairs at first. Later on it starts as Image Channel also gave way to Nepali music videos. It first started with its slogan Image informs, Image entertains, Image gives you television the way you want it, Image brings you the latest and the greatest - a comprehensive line-up of programs guaranteed to keep you watching and watching, Everything on Image Channel is selected, planned and produced with only one aim in mind - you, the viewer. From its starting it is now launching its programme 24 hrs a day. Also it forecasts news for 8 times in Nepali, 1 time in Newari and one time in English. Now a day it has become the multi language television. Also it forecast the creative cartoons and comedy shows, tasteful tale-serials, foot-tapping music videos, the latest fashion happenings and sports galore. At the present Image Channel used goes getting form watching the national network. . It had to keep on with trial operation for about five months as the people from the Ministry of Information and Communication refused to process its requests on the pretext that the file was sent to the Commission for the Investigation into the Abuse of Authority (CIAA), according to RK Manandhar, the president and MD of Image Channel (P) Ltd. which owns the Image Metro.

Channel Nepal[Link title] Channel Nepal is the first Nepali Satellite TV channel broadcasting from the Bangkok, which caters for viewers across Asia and the Pacific from 3rd July, 2001. Widely viewed all over Nepal, Channel Nepal is the most popular TV Channel in Nepali Diasporas across Asia, the Middle-East and Gulf countries, and the pacific region. Channel Nepal goes an air 18 hours a day with variety of programs. Channel Nepal is a Window on Nepal and Nepali Diasporas. In-depth reporting, incisive views, situational depiction and hard hitting analysis based on accuracy and fairness are the district features of news and current affairs on Channel Nepal, With 14 news bulletins (9 in Nepali and 5 in English). It is the latest offer of Space Time Network, which is committed to provide entertainment, information and knowledge programming (including current affairs and views from Nepal and the rest of the world) to the Nepalese living abroad. But now the Space Time Network has been closed. It is up linked from Nepal with digital, free to air signal transmitted via Thai COM satellite to extended regional 3E-band, Channel Nepal can be down linked to any destination within the satellite footprint in Asia and Pacific countries. Downlink can be worked oath with 10 feet dish antennae and digital satellite receiver. This television channel could be viewed from East Asia Zone – Japan, South East Asia Zone – Philippines, Indonesia, South Asian Zone – Maldives, Sri-Lanka, West Asian Zone - Saudi Arabia, Iran North Asian Zone – Russia, Mongolia. The satellite footprint covers 56 countries that fall within the perimeters of the countries mentioned above. Options are available to expand the coverage to Africa, Europe, Asia and Pacific Rim Countries. www.channelnepal.com.np Channel Nepal had to wait years before it could transmit its program from within the country. Though it had imported and installed all the equipment with proper government approval, the government refused to allow it to transmit its program from its station. Then the company had to move the court which finally decided in favor of the channel.

Kantipur TelevisionLink title

KTV was launched in 13th July 2003. It was at first only transmitted in Kathmandu but now it broadcast all over the nation. It transmit to the US, New Zealand and North Korea also. The toughest part in this sector is translating the visions and ideas into pictures according to the public's demand and desires. Each day is a struggle for it is a challenge in order to determine to win. Kantipur Television is the latest Corporate Diversification of Kantipur Media Group. It is planned as a largest private sector station in terms of investment among all the new stations being promoted in the country. Popularly known as KTV it is licensed to operate as a national level TV broadcaster in the terrestrial format. Equally interesting is the experience of Kantipur TV (KTV) in turning the license into actual operation of the business. Sources contacted in KTV blame the delay in the construction work and internal preparations for the delay in starting up the operation. They avoid mentioning the experience that the company had to undergo when CIAA was chased the company people for alleged manipulation in paying the license fee. Though the company people were eventually cleared of the charge, the cost of the ordeal in terms of time overrun and resultant cost overrun was significant. KTV is a non-exclusive channel with 40% news and current affairs and 60% general entertainment program mix. It is also an affiliate channel of CNN in Nepal. Currently KTV employs more than 300 TV professionals and is equipped with latest technology and updated production gadgetries. (www.ekantipur.com.np) It is a Television station with perfect blend of technology and trained, experienced Human Resources, Successful in achieving few milestones in a short span of time. Kantipur has deep seated belief in democracy and freedom of press for the positive change in society. It is committed to provide true picture of news and analytical reviews to the Nepalese society. Being the market leader the organization has the added responsibility to affirm professionalism in disseminating true information. Kantipur TV is a television network of Kantipur Publication of Nepal. This Publication House has a number of other notable publications such as The Katmandu Post, and City Post. Avenues Television ATV is a satellite television channel which has introduced itself as the first news channel of Nepal. It is an upcoming 24 hour Nepali news channel. It produces news program and current affairs programs. The Ad Avenues Nepal, a Nepali advertising agency holds the rights of this channel. It started test transmissions beginning the 3rd week of Ashbin 2064 although it has been to satellite on 2060. Moreover, its state-of-the-art audio-visual production facilities combined with competent professionals help in delivering cutting edge television advertisements for the clients. www.Nepalnews.com(Ref.)

[Sagarmatha Television] Sagarmatha Television, the first 'news channel' of the country was formally launched by 30th July 2007. Initially, Sagarmatha TV will run programmes for 18 hours a day and can be viewed from over 40 countries across the world. Sagarmatha television started its transmission with the slogan as "Sagarmatha television a television of the Nepalese in the true sense."

ObjectivesLink title

The overall objective of the study was to identify the development of televisions in Nepal. The following specific objectives were set for the study: 	To study the existing television channels in Nepal. 	To recognize the history of Nepali channels and the obstacles faced by it and for its existence in future.

In gistLink title Establishment of television in Nepal S. No. Channel	       Est. year	 Way of Transmission 1	NTV	       January 1985	 Terrestrial, Satellite 2	Image Channel	1995as metro	 Terrestrial, Satellite 6	Kantipur TV	13th July 2003	 Terrestrial, Satellite 4	Channel Nepal 	July 2001	 Satellite 5	NTV Metro 2	2001	        Terrestrial, Satellite 3	Sagarmatha TV 	2007	        Satellite 7	Avenues TV	Sept. 2007	 Satellite

Above data shows that there has been no significant industrial growth as the country is still reeling under unstable political conditions even after the end of the decade-long Maoist insurgency. The story of licensing TV channels in Nepal had taken bizarre turns till Kantipur and Image Metro went on air, the future of the channels was shrouded in uncertainty as may be recalled. However, the media industry, which in itself largely depends on other industries, is booming in Nepal. Newspapers and FM radio stations are already in their thousands and hundreds respectively in the country. Latest statistics show that now it is the television industry's turn and Nepali society is entering the television age with a vengeance. According to the Ministry of Information and Communications (MoIC), there are a dozen more satellite TV channels in the pipeline. Many of them are preparing to reach the within months. Six TV channels -- Nepal Television (NTV), NTV-2, Kantipur Television, Image, Channel Nepal, Avenues, and Sagarmatha -- are already in operation. Nepal 1, though not registered in Nepal, is one more channel run for Nepali audiences. Image Channel has bought the license of Shangri-La Satellite Television and has been using it for satellite transmissions. Almost all the TV channels in operation so far in the country are largely based on news and current affairs. A group of media and TV personalities including music director Shambhujit Baskota and film editor Narendra Khadka is preparing to launch NNTV (Namaste Nepali TV) within a couple of months. The channel will focus totally on entertainment, sports, idle-shows and talk-shows. "Main targets of this channel will be non-resident Nepalis (NRNs) and other Nepali communities spread over several countries," Khadka informed. It also has plans to establish collaboration with Indian or any other international channels. Similarly, a group of engineers has teamed up to launch Moonlight Television that will mainly focus its programs on development activities, according to Director of Model City and Technology Development, Krishna Prasad Sharma. Beginning with six hours at first, the channel will later run round the clock. Sanjay Adhikari of ABC TV, however, said, "Let us do something first before making publicity."

New Satellite Television Channels in Queue Newsline Pvt Ltd, Kathmandu, National TV Network, Kathmandu Uplink International, Kathmandu Everest TV Network, Kathmandu Bodhigram, Kathmandu SK TV, Lalitpur Nobel Broadcasting, Kathmandu Citizen TV, Kathmandu Moonlight TV, Kathmandu Tarai Media Network, Birgunj ABC TV, Kathmandu Namaste Nepali TV Network, Kathmandu

The Kathmandu Post,2008 February 28(ref.)

[Major Findings]

First phase after inaction of National Broadcasting Act, 2049 •	Cable Television services started, •	The forceful impact of foreign television channels •	Nepal television alone in competition with foreign channels •	No license is granted to private channels till 2001

Second phase after the establishment of other channels •	Kantipur and Image Channel got the license for television broadcasting (There were 7 applicants but only two got) •	Channel Nepal started its satellite broadcasting from the Bangkok when the application for license is turned down. •	Royal regime utilized Image channel, allowed transfer of license of 'Shangri-La' to satellite for popularizing so called achievements of royal regime •	Kantipur got the permission to go in satellite only after restoration of democracy by the verdict of the court •	Cases of Corruption in licensing of Kantipur and Channel Nepal •	Intention to control Television Channels •	The licensing procedure is never ever been open, transparent and free of political influence in Nepal. •	National Broadcasting Act has prohibited the transfer of license but the provision is overruled in practice •	Licensing with political interest •	The issue of foreign investment is not clear •	The issue of monopoly over means of media

[Conclusion] Since in Nepal for many years the political absurdity played the great role on the Nepalese economy which directly affects the media is now going to be restrained. So it is the golden opportunity for the development of any media of Nepal to make it recognizable in the whole world. Also there are the certain helps to be given by the government like as making ease on providing television channels and making strict rules and laws and timely observing the media house as the guardian of media house. Another risk is still there in the future of the Nepali television history as in the past the Shangri-La television was closed the other new channel may also close so the primary research should be done by every media house which should be observed by the government. Hence it is the responsibility of government to control the flood of television as of the radio from the early stage. There is also the need of understanding among the TV companies to not snatch away each other's existing human resource, especially the technical staff for running the companies fluently. Government should force all the cable operators to provide to their customers all the channels broadcast from Nepal. And last but not the least government should tie all the media houses by the constitution of Nepal so the media would realize its responsibilities for the Nation contribution. [Nepal Television] •      Should be developed as public media •	NTV to be brought under National Broadcasting Act •	NTV2 can be developed as a news channel •	Regional Transmission Center, Kohalpur should be developed as a independent regional channel [For other Channels] •	Authority should be independent, autonomous and governed by special Act •	The procedures for licensing should be different and transparent •	The provision regarding foreign investment should be clear •	Monopoly of investment in different media should be controlled •	Licenses should be revoked after 2 years if no broadcasting •	International Pay channels should be made taxable --Umesh 09:55, 7 August 2008 (UTC)--Umesh 09:55, 7 August 2008 (UTC)#REDIRECT good luck

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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.

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title: User talk:Umesh~enwikiversity


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Talk:Vector Drawing

I know this is not of much help, and perhaps I should just be bold and dig into this myself. But does it seem a bit absurd to anyone else that the instructions are specifically kept vague and completely non-instructional for the sake of not stifling creativity? Art Instruction, at least at technical level (which is all this site can really approach), should not be worried about limiting a persons creativity. It's ridiculous and I think it's lazy. Vector Drawing is a medium, you don't teach a person to paint in oils by making suggestions of things they might paint without giving any instruction. This is the same sort of stuff I've gotten a lot of in art school, and it's of no instructional use. If you're teaching a medium, you want to be step by step and teach the person how to use the tool, let them worry about their creativity after they're done learning the tool. Do we suggest to people who want to use belt sanders that they go try and sand different things with it without any instruction in it's use or utility?
 * Creativity is crucial at any kind of art, no doubt! But if you are a complete beginner it is good to have some guidelines to follow (what to paint, in this case). And there is also the last point, which says "Practice, practice, practice" :) The technical ("how to") part is missing from this page, that is true... If you know this stuff, then please share your knowledge in few sentences ;) --Gbaor 11:39, 7 August 2008 (UTC)
 * Hi Justin, thanks for your concern, besides what Gbaor said: if you are unhappy with the actual content, you can either optimize it or fork. Erkan Yilmaz uses the Chat (try) 21:10, 7 August 2008 (UTC)
 * I would like to suggest removing that phrase about being deliberately vague, it discourages people from adding helpful info. Also, telling people to go invent new things with the tools they have is not very helpful if they don't know what the tools are, even for "experts". Ex: I've programmed in Matlab for 6 years and am still finding helpful tools from the examples of others. Unfortunately, I have little to contribute here until I get good at Inkscape :P --Paul C. Foster 06:34, 21 November 2011 (UTC)

Tutorial
I have found a Tutorial for Inkscape on Commons. Any chance, that we can import it here? Or the interwiki link is enough? --Gbaor 07:36, 12 August 2008 (UTC)

title: Talk:Vector Drawing


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User talk:TimClicks

 Hello TimClicks, 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

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * 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! --Gbaor 11:22, 7 August 2008 (UTC)

 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.

title: User talk:TimClicks


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Help talk:Resources by educational level

Could a tech/desgin guru please create a vocational/further education project box? Would really appreciate for the Fire and Emergency Management area. Thanks! --TimClicks 11:32, 7 August 2008 (UTC)
 * Forms of education after the end of compulsory schooling generall fall either under "tertiary" or under "non-formal". --McCormack 12:16, 7 August 2008 (UTC)

table
The table on this page may create a horizontal scroll for some users. Emesee 17:05, 29 August 2008 (UTC)