text:
Wikiversity:Colloquium/archives/August 2011

Wikiversity - Lernen und Lehren translation anyone?
I think it would be useful if we could translate this into English. Is anyone prepared to help?Leutha 10:39, 1 August 2011 (UTC)
 * see http://outreach.wikimedia.org/wiki/User:Mu301/Wikiversity/en + the talk page there, Erkan Yilmaz uses the Chat + Identi.ca 15:42, 1 August 2011 (UTC)

Excellent! Perhaps we can develop some discussion around this as an activity for Wikiversity Day 2011 coming up on 15 August?

Question in Arabic
مساء الخير ..........

هل يوجد لدئ جامعتكم المحترمه دراسات عليا (ماجستير ادارة الاعمال؟

ولكم جزيل الشكر والتقدير باعلامي علئ هذا الايميل

baghdad_tears20@yahoo.com

Google translation:

Good evening ..........

Does your university Ldi respectable Graduate (Master of Business Administration? Thank you very much let me know and appreciation categorize this email

Answer: Wikiversity does not offer degree courses. It is a place where free and open educational materials can be shared and developed. There are some business resources you may be interested to explore. Sincerely, James

ويكي الجامعة لا تقدم دورات درجة. وهو المكان الذي يمكن تقاسم المواد التعليمية الحرة والمفتوحة والمتقدمة. هناك بعض الأعمال الموارد قد تكون مهتما لاستكشاف. بصدق، جيمس

(Above emailed) -- Jtneill - Talk - c 13:08, 3 August 2011 (UTC)

Collapse boxes working?
Are collapse boxes still working on WV? (They aren't for me - but maybe that's because of browser upgrade). 02:50, 3 August 2011 (UTC)

If you can read this without opening the collapse, the collapse is not working. It is not working for me, either. Tested with Firefox 3.6.10 and IE 6.0.2800.1106, both under Windows 2000 Server. --Abd 11:38, 3 August 2011 (UTC)

 * Thanks, Abd. Yes, tested further and its broken for me too with Firefox Portable 5.0, IE 8.0, Chrome 12.0 on Windows XP. -- Jtneill - Talk - c 12:23, 3 August 2011 (UTC)
 * Something happened here to break it? Special:Contributions/Krinkle -- Jtneill - Talk - c 12:27, 3 August 2011 (UTC)
 * Could be. Now, how could Krinkle edit those pages? They are protected, and I don't see that he has the permissions. He's a developer on mediawikiwiki. But that wouldn't give him permissions here. I'll ask, in any case. The timing is about right. --Abd 00:48, 4 August 2011 (UTC)
 * Tx, Abd. I've emailed Krinkle and left a note on his commons talk page. Not sure about his access to edit. -- Jtneill - Talk - c 01:52, 4 August 2011 (UTC)
 * Affected templates: Collapse top, Collapse box. Collapsible table class is unaffected. -- Jtneill - Talk - c 12:36, 3 August 2011 (UTC)
 * It works fine for me on Google Chrome 13.0.782.107, on Iceweasel 3.5.16 and on Epiphany 2.30.6. Helder 22:06, 3 August 2011 (UTC)
 * For me, I see the box, but it is not collapsed. It's visible with no action. Is that what you see? Or is there a collapse box, i.e., one line of title and an arrow to click on to expand it? --Abd 00:48, 4 August 2011 (UTC)
 * For me it is/was collapsed, but at the time I wrote my previous comment Darklama had alread restored the missing code, so perhaps I didn't had the chance to see the bug. Helder 13:35, 4 August 2011 (UTC)

I restored part of some javascript code that Krinkle deleted when the content of a page was replaced. Browser cache might need to be cleared before it starts working again. -- dark lama  02:14, 4 August 2011 (UTC)
 * Thanks, darkcode. Why was Krinkle able to edit that page in the first place? --SB_Johnny talk 10:43, 4 August 2011 (UTC)
 * (editconflict)
 * Hi,
 * Last week someone reported a bug to me about nested collapsible elements not working correctly on Wikiversity( When the outer collapsible box was expanded the inner ones would toggle the wrong way also). Several years ago, this bug also occurred on English Wikipedia, and was fixed in the mean time there. However, this wasn't the only bug fixed over the last years, so I answered his bug report by updating the script on Wikiversity (that was copied from Wikipedia a few years ago) to the current version documented on MediaWiki.org all at once (instead of only small pieces that may or may not be compatible anymore). The upgrade went good and the bug was fixed.
 * I accidentally overwrote a different script in MediaWiki:Navigation.js that was stored on the same page, I didn't know that there was another script on that page, my apologies and Thanks! to Darklama for restoring that!
 * @Abd: Pages in the MediaWiki-namespace are not and cannot be protected. It is a special namespace that is restricted to users with the 'editinterface' right. By default this means wiki sysops (see Special:ListGroupRights). Aside from local groups there are a few global groups that have this right (Stewards, Global sysops and Global interface).
 * Earlier this year the Wikimedia cluster has upgraded from MediaWiki 1.16 to 1.17 and with that upgrade came may significant changes, refactors and improvements to the JavaScript library and the default stylesheets. From the past 2-3 years of experience on Wikipedia and it's sister projects I got the impression that most wikis don't have the luxury of one (or multiple) programmers in the community that are also a sysop and are familiar with MediaWiki's JavaScript. Therefor I have requested and was granted the ability to edit the MediaWiki-namespace on Wikimedia wikis to discover problems that users may not be aware of during the upgrade (eg. bugs that only happen to Linux-users or bugs that happen with certain gadget combinations) and assist them in upgrading their scripts sooner rather than later. Wikiversity clearly has sufficient contributors in the JavaScript, so I'll stick to only fixing breaking changes and for the rest only make suggestions on talk pages that you can then pick up on (instead of me doing it).
 * Thanks again, Krinkle 11:05, 4 August 2011 (UTC)

 * Because Krinkle has global interface editing rights. -- dark lama  11:09, 4 August 2011 (UTC)

Thanks everyone for helping fix, maintain, and improve. All good now for me after clearing browser cache. -- Jtneill - Talk - c 11:37, 4 August 2011 (UTC)
 * Yes, as soon as I cleared my cache, it worked. I want to make it clear that I wasn't challenging Krinkle's right to edit, but only asking the question about rights. I'd looked and had apparently overlooked "interface editor." I thank Krinkle for helping us through this maintenance. That a minor error was made isn't a serious problem, particularly because it was quickly addressed. --Abd 17:23, 6 August 2011 (UTC)

How to contact other people?
--Yohomes 12:28, 6 August 2011 (UTC) How do I get in contact with other wikiversity people is there like a forum where everyone uses? I don't know what to do at all here to get in contact with other wikiversity people.

--Yohomes 12:30, 6 August 2011 (UTC) I can't find anyone else on this wiki and how do I get in contact with others so they can help me learn? Is there a forum please send me a private message or something to help :(.

 * I have welcomed the user.

 * The Colloquium is one place where you can post a message that many will see. If you want to contact a specific user, you would use their Talk page. You may also send them email if you and they have email enabled. If you want help with respect to a specific topic, you can ask on the Talk page for the resource involved, but be patient. There might not be anyone watching that immediately. You may also look at the history ("View history" of a page) and see who has edited the page and when, and there is a link to users' talk pages there. I suggest not contacting a lot of users at once, be patient. Depending on the kind of help you want, there are also other pages you can use. You are welcome to ask me for specific help on my Talk page, User talk:Abd. --Abd 14:09, 6 August 2011 (UTC)

Delegable proxy
A proposed mechanism for seeking and estimating broad consensus while still using ad-hoc participation, i.e., normal wiki process, has been documented, see Delegable proxy. I'm engaged in a project to set this up and to use it to create a deliberative body, a Assembly, to more efficiently advise decision-makers where broad participation is desirable, without necessarily assembling that participation (which, besides being difficult, can then can make discussions quite cumbersome). Please consider joining this project, see the Delegable Proxy page for instructions. Comments and suggestions and assistance are welcome, this is a community project. --Abd 22:44, 8 August 2011 (UTC)

Undoing redirects/title renames
Is there a way to undo other people going in and messing with titles via redirects? It is messing up subsequent pages and might be messing with templates?

If this isn't resolved, I'll be forced to develop somewhere else... --Harriska2 22:47, 9 August 2011 (UTC)
 * Well, Harriska2, this is a collaborative project, so please be patient with other users.

 * Yes, there is a way to undo a page move. You have given us no examples, no clue as to what has happened. Any edit may be undone, usually. However you should always consider the reason given for the edit. If there is no reason given, you can usually undo it without that being a problem. If there are disagreements, there are ways to resolve them and experienced users who will help you.

 * To undo a move, look at history for the moved page. I finally found a page you had edited that had been moved.
 * Science for kindergarten was moved from Kindergarten elementary science in 2008.
 * Kindergarten elementary science was moved from your title, Elementary Science K, two months earlier, by a different user.
 * Normally, a move could just be undone. In page history, after the move record, there is an "undo" field, you can click on it and undo the move. However, if this is the move you are upset about, I've now deleted the intermediate redirects, and that simple process won't work (and it would have been complicated, there were really three moves because of a spelling error). But if you do want to move the page back, and nobody objects, I'll assist. (Non admins can undo moves, supposedly, but cannot move a page over a redirect that exists.)
 * Something is broken. I used a non-admin account to test undoing page moves and it didn't work. Don't know why. So ask for what you want. I can see with this example that your naming scheme was callously disregarded. But it was in 2008, Harriska2! (Maybe there is something else?) --Abd 00:17, 10 August 2011 (UTC)
 * It looks like if a page is moved twice, the last move can be undone by an ordinary user. Undo did not work for me, but a Move back did. However, more than that doesn't seem to work. --Abd 00:26, 10 August 2011 (UTC)

From the Wikiversity content to its conflicts presentation at Wikimania
Hi, everybody is welcome to comment (and fix grammar) of my presentation of Wikiversity at Wikimania in Haifa, which will take place in two days. I will show people what was created in Wikiversity during the last 5 years. I will talk also about some brokespining conflicts and on the end show the possible way of sorting Wikiversity content by content type, which was started here by user:McCormack back to 2008. They I will advertise a project, which have to sort Wikiversity content and customize some namespaces for different type of content. While the issue of conflicts which flow Wikiversity, that is an open question for me. So its here: From the Wikiversity content to its conflicts.--Juan de Vojníkov 15:51, 4 August 2011 (UTC)
 * So, what's the experience? Any new clues/feedback/suggestions from Haifa or elsewhere? Erkan Yilmaz uses the Chat + Identi.ca 14:17, 12 August 2011 (UTC)

how to improve my earing on the musical notes?
--OrangeWxy 04:55, 12 August 2011 (UTC)
 * Could you please tell what you tried already? Erkan Yilmaz uses the Chat + Identi.ca 14:18, 12 August 2011 (UTC)

WMF outreach
Experts often (usually!) have some kind of conflict of interest in their fields, and frequently experts and COI editors are blocked on Wikipedia, for lots of reasons: they often don't understand how Wikipedia works, they imagine that their expertise should give them an advantage, or, perhaps an expert has a web site and promotes it and gets blocked as a spammer.

However, on Wikiversity, we truly welcome experts. If there is some special conflict of interest, it should be declared, and experts should be very careful not to revert war, not to be uncivil; however, experts may freely develop educational resources here, and these resources may even, sometimes, be linked from Wikipedia articles. (If there are WV users who'd like to help with this outreach, by placing interwiki links -- theoretically encouraged by WP guidelines -- please let me know.)

I help maintain the meta global spam blacklist, and came across this request. It occurred to me that the people who run that site may be experts in geneaological research, and perhaps they would like to help build geneaological research resources here. So I invited them, and I'd assist them in placing an appropriate link to their site here by whitelising as needed (or any sysop can do this, of course).

It occurred to me that I've seen many unfortunate situations on Wikipedia where experts (and passionate amateurs) have been blocked and banned. What they really want to do, they could do here with positive results. Often, people want to discuss topics and that's actually prohibited on Wikipedia (background discussion is not considered relevant to article improvement), but it can be encouraged here, done properly.

In all of these situations, we have an opportunity to recruit users for Wikiversity, to build deep resources. I'm excited about the possibilities, and I hope others will be as well. Accordingly, I'm starting WMF outreach to coordinate and discuss interwiki outreach activities. --Abd 13:56, 17 August 2011 (UTC)

 * I have already seen some substantial results here from my own campaign to inform users who have run into trouble on other wikis to come here and contribute to resources. These users are often highly knowledgeable about the subject, and they ran into trouble because they did not understand the "encyclopedia" rules, which are very, very different from what obtains in academia (which can range all the way from very strict conformance to the requirements of peer review, to very informal presentations as conference papers or student essays or research reports with varying levels of requirements. If there have been new discoveries in a field, as an example, it would be "recentism" to incorporate them in an encyclopedia article, perhaps, but certainly these things can be covered and discussed in academia! And here!

 * I'm excited about the possibilities for the growth and function of Wikiversity, and this could also help the 'pedias, by shoving "discussion" of topics away from the 'pedias. People who have questions about the topic can find answers here, from people knowledgeable about it. As a Wikipedia editors, so many times I saw an editor slapped down for asking questions about the topic, or for explaining it to someone who had asked, instead of confining Talk page discussion to how to improve the article.

Language and Skills templates
A series of userboxes enabling users to indicate their skills in:
 * teaching
 * media production
 * press experience
 * project management

have been transcluded from Outreach Wikimedia. Leutha 17:10, 21 August 2011 (UTC)

Assembly
I have created the Assembly community project. This is a possible method for finding deep consensus, enhanced by the networks of trust that are documented through Delegable proxy. Please consider registering as a member of the Assembly on the Delegable proxy page, and please consider naming a proxy as being, ideally, the "most trustworthy" member of the community, the one you would most trust to "represent" you in a discussion where you are unable, for whatever reason, to participate yourself. It doesn't have to be perfect. Your proxy will not be "voting" for you, will not be binding you to anything.

Then consider requesting that proxy to accept the designation (mutual acceptance is mutual consent to personal communication), and consider requesting the proxy to, himself or herself, name a proxy. If everyone did this, we would have a possibility of very high representation with very few participating Assembly members.

Volunteers are needed to help develop and clerk processes. Please consider helping out. --Abd 16:44, 22 August 2011 (UTC)

Light and matter waves.
Can anyone please explain what exactly is light? Also, matter has dual nature and so, is matter to enery transformation possible? And can that Energy be in the form of light? --Configuregagan 04:47, 26 August 2011 (UTC)
 * 1) Simple answer: No. Middle answer: Light. "Exact" answer: No. Everything that is, is light (or fields), so, what discrimination, exactly, would any explanation convey? But you can study Physics. Light is as light does.
 * 2) Yes.
 * Yes, what else?
 * Okay, I'm using "light" to refer to the entire spectrum and configuration, all the way up to and including light trapped as matter. More normally, we consider things as light or matter, the former being free and moving at the "speed of light," the latter being confined.
 * At least that's my idea of it. --Abd 13:52, 26 August 2011 (UTC)

Special:UncategorizedPages
I've been working on the above pages for a while, but as I'm a relative newbie here, I thought I'd ask some advice. Where an obvious category for a page doesn't exist, I've been bold and created some, eg Category:boats, Category:tobacco, but I recently tried to create Category:artificial intelligence and was advised that it had been deleted as an "unnecessary cat" in 2009. Is there an existing hierarchical structure to categories I should be following? Given that User:Juan de Vojníkov/From the Wikiversity content to its conflicts at Wikimedia 2011 calls for "tidy up the mess = categorise pages by content type" I'd appreciate some guidance on this issue. Thanks Berek 10:12, 25 August 2011 (UTC)
 * I haven't checked thoroughly, but presumably then the category was not used. Categories that aren't used are often deleted, but if you have a use for it, you may go ahead and create it. --Abd 13:55, 26 August 2011 (UTC)
 * You may also be interested in Category:Uncategorized pages  . These don't show up in Special:UncategorizedPages because they're categorized by  . --Draicone (talk) 14:58, 26 August 2011 (UTC)
 * May I suggest, then, that the categories Category:Uncategorized and Category:Uncategorized pages are not needed? It's just confusing and, in fact, self-contradictory! And adding the template is adding work with no value (to add the template and later to remove it). (It's like "this page has no content," only without the redeeming value of that text on a page (it's usually there to indicate that a page is deliberately -- and otherwise -- blank). (Draicone, you might want to more simply disable a category or template with an initial colon, as with Template:Uncategorized, which still allows someone to actually look at the category or template.) I can see having a template for pages that might need further categorization. But not that have none. --Abd 15:59, 26 August 2011 (UTC)
 * My understanding as to the rationalization for their use is that once a wiki becomes big enough the special page may no longer be updated due to resource constraints, and the template can inform new people about a feature they might not be aware of. -- dark lama  16:59, 26 August 2011 (UTC)

 * Thanks for the response, guys :) Berek 14:09, 28 August 2011 (UTC)

Template:JavaAPI and #replace function
The Template:JavaAPI would have use for the #replace: function contained in the StringFunction extension. --Bernhard Fastenrath 09:44, 29 August 2011 (UTC)

Wikiversity: 5 year birthday
After the enormous feedback from 2 months ago a short reminder: less than 3 days left for the party, Erkan Yilmaz uses the Chat + Identi.ca 14:13, 12 August 2011 (UTC)
 * Hmm. Does Wikiversity have site banners? Maybe it would be good to let readers know about and appreciate this milestone. :) --User:Moonriddengirl/Mdennis (WMF) 20:46, 12 August 2011 (UTC)
 * We could set up a sitenotice.... I'd be happy to help with that.  Philippe (WMF) 21:11, 12 August 2011 (UTC)

Business up front, party in the back.--Gaon Abhinava 02:16, 31 August 2011 (UTC)

Mass moves of pages
Custodians have a move option to move all subpages with a page. Howard Community College has been creating a lot of pages for a general engineering course, and I wanted to try moving courses under HCC, because many scattered mainspace pages were being created with highly specialized names. I moved a page that had 37 subpages, not noticing that this would create some redundant pagenames, i.e, Howard Community College/.../Howard Community College/... Then I could not find a way to undo a mass page renaming. The problem is the redirects. I'd have to delete all the redirects first. I'm discussing the naming scheme with HCC with a teacher from the school. Meanwhile, any ideas about undoing page moves, or is this basically a MediaWiki bug? (i.e., if making a mass move and leaving redirects, it can't be undone without acting on each individual page in some way.)

Lesson for me for the future: don't make mass moves without discussion first. I'd thought this would be simple to undo. Not. I wanted to leave redirects in case someone had added links, and checking many subpages for links... not fun. --Abd 19:24, 31 August 2011 (UTC)

 * I think support for mass page moves was added as a quick hack job. No support for undoing mass page moves exist yet. You could report it as a bug or suggest it as a feature improvement. -- dark  lama  20:04, 31 August 2011 (UTC)
 * The interface should warn about the undoability of mass moves. I'll check on that. --Abd 21:26, 3 September 2011 (UTC)
 * Ugh. Move-subpages is poorly documented on the mediawiki wiki. There doesn't appear to be a MediaWiki page that controls the message. Any clues? --Abd 16:27, 4 September 2011 (UTC)
 * I've made some changes in the MediaWiki space. I had to look in the code for where as they had changed the names. -- dark lama  17:55, 7 September 2011 (UTC)


text:
User:Mandygal1304

Goal setting and goal striving for success

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

title: User:Mandygal1304


title: File:DFT.5.B.Analysis.20110823.pdf


title: File:RAND.1.A.Spectra.20110823.pdf


text:
User:Kitisuru

hi my name is kitisuru i love god and hate devil.I am a genius child xoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxxxxxxxxxxxxxxxxxxxxxxxxxxxoooooooooooooooooooooooxxxxxxxxxxxxxxxxooooooooooxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxooooooooooooooooooooooooooooooooooooooooooooooooooxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxoooooooooooooooooooooooooooooooooooooooooooooxoxoxoxoxoxoxoxoxxoxoxoxoxxoxoxoxoxoxxooxoxoxoxoxoxoxoxoxoxoxxoxoxoxoxoxoxoxoxoxoxoxoxoxxooxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxoxooxoxoxoxoxooxoxoxoxoxxoxoxoxoxoxoxoxoxoxoxxoxoxoxoo

title: User:Kitisuru


text: User:Psych 125

title: User:Psych 125


text: User:Jaybay

title: User:Jaybay


text: User:NLR

title: User:NLR


text:
User talk:Psych 125

 Hello Psych 125, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 07:30, 23 August 2011 (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.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 07:30, 23 August 2011 (UTC)

title: User talk:Psych 125


text:
User talk:NLR

 Hello NLR, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 07:30, 23 August 2011 (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.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 07:30, 23 August 2011 (UTC)

title: User talk:NLR


text:
User talk:Jaybay

 Hello Jaybay, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 07:30, 23 August 2011 (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?

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 07:30, 23 August 2011 (UTC)

Feedback on shame page
Hey jaybay

Thanks for the feedback on shame page. & the suggestion re livejournal. Will check it out. --Jeanette 12:11, 20 October 2011 (UTC)

title: User talk:Jaybay


text: Motivation and emotion/Book/Cover

title: Motivation and emotion/Book/Cover


text:
Motivation and emotion/Book/2011/Growth through adversity

Overview
"" Success is not our greatest achievement, but, rather, it is facing a difficult life challenge with dignity and integrity " (Viktor Frankl, 1959)"

Life presents traumatic events such as loss, serious illness, divorce, and failure, which make costly demands on an individual's personal resources. Yet there are broad differences in the way individuals respond to adversity. Why do some individuals experience personal growth in response to hardship? Why do others experience negative outcomes and poorer well being? What factors make the difference between coming through adversity unbeaten, or being overwhelmed?

How painful events are perceived can influence their impact on us. We can do little to prevent adversity occurring, however we can choose how we respond. Trauma occurs when a difficult experience causes physical or emotional distress, threat to life of self or loved ones, or is a major negative life disruption (Triplett, Tedeschi, Cann, Calhoun, & Reeve, 2011). Trauma can challenge core beliefs, and as a result cause them to be re-examined. The greater the trauma, the more intensely the need to examine core beliefs is likely to be felt, and the higher the likelihood of post-traumatic growth (Triplett et al., 2011). While no-one would choose for themselves or their loved ones to experience suffering or adversity, post-traumatic growth offers the hopeful proposition that suffering does not need to be purposeless or without meaning. It is suggested that the degree of challenge that a traumatic event contains is associated with how much potential for growth and creating deeper meaning it also offers (Janoff-Bulman, 2004). It is by no means suggested that this is a simple, or easy process. Working through trauma and re-defining core beliefs are tasks that are immensely challenging to a person's sense of self, identity and place in the world. However, these same characteristics mean that difficult life events and suffering may be a means through which greater meaning and sense of satisfaction in life may be found in due course (Anagnostopoulos, Slater, & Fitzsimmons, 2010).

Growth as a response to adversity can promote a greater sense of meaning and purpose in life, and in this way has been shown to have an indirect relationship with life satisfaction (Triplett et al, 2011). However, it is important to recognise that greater meaning in life due to post-traumatic growth and distress over the event can co-exist. The emphasis on the emergence of greater meaning does not imply that the situation becomes easy, or welcome. In the case of serious disease, a person may find meaning by becoming aware that they are stronger than they realised as they face the disease, or have better relationships than they realised, yet at the same time, can still feel extreme sadness and distress over having to deal with disease and its implications (Triplett et al, 2011).

The search for meaning
Born in Vienna in 1905, Viktor Frankl was interned in 1945 to three different concentration camps during World War 2. He was freed in 1945, but his parents, wife and brother died while in the camps. Frankl was a psychiatrist and existentialist philosopher before being sent to the death camps, and continued to carry out therapy within the camps. Frankl's Logotherapy is based on his experiences as a prisoner of war, where his beliefs were severely tested under extreme conditions (Frankl, 1959; Lantz, 1993). Frankl believed that each person's unique disposition (their natural talents and limitations), situation (the external circumstances and environmental context around them) and their position (their chosen attitudes and responses to those influences) combine to create a perspective on life and meaning that is unique to that person (Esping, 2010). While in the camps, Frankl applied this theory by fusing his dual identity as a social scientist and a sufferer, which allowed him to capture the experience in a unique way.

Frankl's autobiographical book Man's Search for Meaning (1959) was the foundation of post-traumatic growth theory. This influential book examines the human capacity to transcend suffering, trauma and adversity by finding meaning in even the most difficult of circumstances (Frankl, 1959). Frankl realised that his unique circumstances presented him an opportunity to explore the human response to suffering, based on actual experience rather than theory (Esping, 2010). Frankl observed that those prisoners who found meaning in their experience were those who were more likely to find the will to survive. Based on this understanding, Frankl's theory of Logotherapy is essentially meaning therapy, including fostering the will to find meaning, especially when circumstances include suffering and hardship. In this way, adversity may be perceived as not only deeply challenging and painful, but also as an opportunity to find meaning and growth (Frankl, 1959).

Frankl believed that potential for meaning exists in all circumstances and there is a fundamental human need, desire and motivation to search for and find it (Frankl, 1959). When we fail to find meaning, it creates a void within, which is felt as anxiety, depression, despair, confusion and the deeper experience of anomie (meaningless-ness) (Esping, 2010). Anomic depression occurs in response to an inability to experience or create meaning in life. Although it has different underlying origins to clinical depression, the symptoms are similar. It can arise due to inner psychological processes, but is often linked to socio cultural and interpersonal factors such as those experienced by refugees, the bereaved and the unemployed (Esping, 2011). Paradoxically, Frankl believed that this very sense of anomie - that one's life is meaningless - is evidence of how fundamental our need to find meaning is. The awareness of anomie becomes a felt need, which motivates the desire to find and create meaning in life (Frankl, 1959).

Meaning and the 'defiant power of the human spirit'
According to Frankl, life has inherent meaning which can be discovered in many different ways, unique to each individual. This contrasts with Freud's deterministic view, which proposes that we are motivated by instincts and drives. Frankl believed that the deeper, spiritual (in the broadest sense) part of the self contains a defiant power, that enables the self to rise above the influence of instincts, drives, environment and circumstances (Frankl, 1959). Frankl proposed three categories of meaning which originate in creative, experiential and attitudinal values:
 * 1) Creative values promote finding meaning through work, hobbies, commitment to a cause and other similar pursuits.
 * 2) Experiential values facilitate meaning making through nature, art and relationships.
 * 3) Attitudinal values are adaptive beliefs which develop in response to adversity. Frankl refers to these as defiant meanings, and proposes they emerge through the expression of courage in the face of tragedy (Frankl, 1959; Lantz, 1993).

An important feature of Frankl's theory is the balance between tension and happiness as a by-product of tension. Tension and suffering are part of human existence, however finding a balance between tension and happiness is not what brings about psychological well being - as if this were the case, only those with ideal lives would be mentally healthy. Rather, it is the ability to adjust to life as it is that eventually leads to happiness (Frankl, 1959; Gilbert, 2004) In the aftermath of trauma, a temporary loss of the sense of meaning in life often occurs (Janoff-Bulman, 2004). Yet this imbalance between life as it is and as it is desired to be causes the need for meaning to be felt more strongly, which in turn motivates the creation of new sources of meaning in life (Lantz, 1993).

Furthermore, Frankl proposes that happiness is a by-product of a meaningful life, so that happiness is not found when it is searched for directly. By replacing the search for happiness, with the search for meaning in life, happiness follows. Frankl suggests that self-transcendence and meaningful values are the ways that human happiness is found (Lantz, 1993). To a person who is suffering, and is acutely aware of the shortfall between their ideal and actual life experience, this offers the hope that happiness in life is eventually a possibility. As new meaning is found in life as it is, happiness gradually emerges, albeit in an altered form (Gilbert, 2004).

Dan Gilbert asks why are we happy? (TED talk, 20 mins)

How growth and benefits are measured
Three broad areas in which individuals report growth are self-perception, relationships with others, and philosophy of life. The Post-traumatic Growth Inventory (PTGI) is a widely used 21-item survey. It measures the degree to which growth has occurred in these domains after a difficult event (Cann et al., 2010). The five factors assessed by the PTGI items are: (Cann et al., 2010).
 * 1) Relating to others: deepening friendships, improved quality of relationships
 * 2) New possibilities: emotional growth and new opportunities arising from the adversity
 * 3) Personal strength: greater self reliance and competence
 * 4) Spiritual change: strengthened beliefs and increased sense of meaning
 * 5) Appreciation of life: changed priorities, enjoying life more, better perspective on life

Growth occurs as a combination of the relationships between the elements. For example, increased belief about ability to cope in one adverse situation can lead to greater belief in one's strength more generally (Tedeschi & Calhoun, 1996). Realisation of personal vulnerability can change priorities and result in greater use of social supports, which can have a flow on benefit of improving relationships with others (Janoff-Bulman, 2004).

A short version of the PTGI has been developed, which preserves the useful properties of the longer scale, but is less taxing for participants to use. Assessment of this instrument indicates that it has high internal reliability and correlations between the long and short forms (Cann et al., 2010). Possible responses range from
 * 1) not experiencing this change at all as a result of crisis
 * 2) experiencing change to a small degree as a result of crisis
 * 3) experiencing change to a moderate degree as a result of crisis
 * 4) experiencing change to a great degree as a result of crisis
 * 5) experiencing change to a very great degree as a result of crisis

The following table shows the questions in the short questionnaire, with the factors the item assesses in brackets.

Research on responses to traumatic events indicates that individuals tend to report both a sense of growth and depreciation, on the same dimensions (Harvey, Barnett, & Overstreet, 2004; Tomich & Helgeson, 2004). For example, a person may develop closer, more supportive relationships with some friends, while also finding that other friendships deteriorate. In this way, the individual experiences both growth and deficits on the dimension of friendship and social support. At first this seems contradictory, however this interplay of losses and gains is characteristic of the complex human response to difficulty (Tedeschi & Calhoun, 1996). Whilst the PTGI only allows for growth or loss to be reported for each domain, Baker et al., (2008) gave respondents the opportunity to report areas of both growth and depreciation in response to loss. Their findings confirmed that in response to the same difficulty, respondents were able to perceive both growth and loss, in the same domain. It is suggested this occurs as people keep separate 'scores' or judgements about outcomes, like an inner pros and cons list, and are able to hold simultaneously the two notions of growth and loss. This suggests that benefits and depreciation due to a crisis are independent measures (Baker et al., 2008).

How does growth occur?
Traumatic events fundamentally change assumptions about the world. Successful coping and adjusting to life after trauma does not mean that life returns to what it was previously. The event becomes a permanent part of the individual's psyche, through changes in personal basic schemas and fundamental assumptions about the world (Janof-Bulman, 2004). In the aftermath of crisis, a person faces immense expectancy disconfirmation, where what was believed to be true about the world has changed. Consequently, a new set of meaningful beliefs, or schemas, must gradually be created, that integrate a dual understanding of the experience that includes both disillusionment arising from the experience and an awareness of what has been gained through it (Janof-Bulman, 2004).

Strength through suffering
This growth area relates to the PTGI factors New Possibilities and Personal Strength. New Possibilities emerge in response to the development of new coping skills and personal resources as a result of overcoming adversity. These new possibilities may be obvious benefits such as greater belief in ability to cope or increased courage, or can also emerge due to limitations resulting from the trauma. For example, an athlete paralysed in an accident reported new enjoyment and deep satisfaction in academic pursuits that he had not previously known he was capable of (Janoff-Bulman, 2004).

Personal Strength is experienced in the aftermath of adversity, when an individual emerges with the realisation that they are stronger for the experience. As adjustment to the experience takes place, people often perceive themselves differently. As competencies and abilities are revealed, a new evaluation of the self is made. The self schema becomes one of a stronger, more capable person. A survivor of a debilitating accident reflected on his progress through the long-term adjustments he needed to make, with the commonly made response "I never knew I had it in me" (Janoff-Bulman, 2004).

From life without limbs, to life without limits
Nick Vujicic is an example of an individual who has found strength and meaning through suffering. Nick was born in 1982 in Brisbane, Australia, with no arms or legs. This presented extremely difficult circumstances for Nick and his parents. During adolescence, Nick experienced depression, bullying, self esteem issues and loneliness, as well as facing the day to day hardships of life without limbs. This was a time of questioning and searching for meaning in his suffering: Why was he different to the other kids? why did this happen, and happen to him? What was the purpose in his life? Did he even have a purpose?

Nick eventually found meaning in life and the answers to his questions through spirituality. He attributes his faith in God to helping him find the purpose for his existence and his difficult circumstances. This has helped him to rise above the challenges he faces and find a life that is rich with meaning and a sense of purpose. Nick has obtained a double degree from Griffith University, become a worldwide motivational speaker and is currently the President of an international organisation called Life Without Limits (Vujicic, 2011).

Youtube - Nick Vujicic

Rumination and resolution
One theory is that the growth process arises from the cognitive effort an individual makes as they seek to redefine core beliefs and rebuild the assumptive world after trauma (Calhoun & Tedeschi, 2006). It is further proposed that the greater the felt need to re-examine core beliefs, the higher likelihood that growth will occur (Cann et al., 2010). Core beliefs are ideas about how the world works based on experience, socialisation and learning. These beliefs are challenged by traumatic circumstances (Triplett, et. al, 2011). In response, individuals engage in cognitive effort to try and understand the event. One way this occurs is through rumination.

Rumination is ongoing thought that is focused on a particular topic. It is a common response to blocked goals, problems and failures (Ciarocco, et al., 2010). Rumination may be either intrusive or deliberate. Intrusive rumination involves automatic thoughts, memories and flash backs about the event, whereas deliberate rumination is intentionally thinking about the event with the goal of understanding it better. The two types of rumination have different qualities that differ in the ways they help to assimilate a traumatic experience into new core beliefs (Triplett et. al, 2011). Closer to the occurrence of the trauma, intrusive rumination helps facilitate the natural and necessary response of trying to comprehend what has happened. Once initial distress has diminished to some extent and some comprehension of the event has been gained, active processing of information through deliberate rumination may commence (Cann et al., 2011). Deliberate rumination is beneficial to coping at this stage, as it focuses on understanding the experience, finding meaning and generating a modified life narrative (Ciarocco et al., 2010; Tedeschi & Calhoun, 1996). This may eventually lead to integrating the event and its changed understanding of reality into a new set of core beliefs (Janoff-Bulmanm 2006). Rumination has been found to contribute significantly to the degree of resolution that individuals find in response to trauma (Anagnostopoulos, et al., 2010). However, resolution is a complex construct, with wide individual variance in what resolution means to individuals. There is a misconception that resolution means the event makes sense and is 'cleared away', however, personal changes that arise due to trauma are ongoing and enduring (Janoff-Bulman, 2006; Calhoun & Tedeschi, 2006).

Some individuals do not experience the need to find meaning or growth in response to loss. It is suggested this occurs because their perception of the situation does not cause the need for meaning to become a felt need, or they do not have the social, cognitive or emotional support to enable them to adapt to and make meaningful sense of their loss (Sandler, Wolchik, & Ayer, 2008).

For example, Davis, Wohl and Verberg (2007) studied individuals who had experienced unjust loss of a loved one due to a mine disaster. When interviewed 8 years later, 4 groupings of responses around meaning making and resolution emerged among the participants.
 * 1) One group consisted of those who had achieved some sense of resolution and meaning in the experience.
 * 2) A second group were still engaged in the search for meaning, but had not yet been able to reach a sense of resolution.
 * 3) A third group were those who were no longer dwelling on the loss, but had no sense of meaning.
 * 4) The final group were those who did not feel the need to assimilate the loss into their core beliefs or make sense of it.

This suggests individual differences in both the degree that loss threatens well-being and in the ability to adapt to loss (Sandler et al.,2008).

Benefit finding
Benefit finding is a widely occurring response to loss. It facilitates coping via a process of cognitive reappraisal, which finds the good in bad events (Sears, Stanton & Danoff-Burg, 2003). Survivors of heart attacks, cancer and spinal cord injury, women with fertility issues, stroke victims and parents of newborns in intensive care have reported benefits arising from their adverse experiences (Anagnostopoulos et al., 2010). Benefit finding is linked with improved psychological well-being, less negative mood, less depression, greater sense of meaning and better adjustment (Anagnostopoulos et al., 2010). It occurs partly through positive reappraisal, where events come to be perceived as meaningful, by being more orderly, predictable and controllable. This supports well-being by restoring damaged self-identity and reducing the sense of victimisation that occurs through traumatic events (Sears, et al., 2003) and integrating the experience into an individual's belief system (Newman, Riggs & Roth, 1997). Although benefit finding is associated with emotional well-being, variance in perceived positive outcomes of adversity may be influenced partly by personality differences. The five major dimensions of personality on the Five Factor Model indicate that individuals high on extroversion are more likely to use coping strategies such as positive thinking, rational action and substitution, whereas those high on openness tend to use humour. Passive and withdrawn behaviour is a more likely response from those higher on the dimension of neuroticism (Wilson & Boden, 2008). Furthermore, it is not recommended that individuals experiencing suffering be required to find benefits as a form of intervention, but rather that the process is supported if it occurs naturally (Sears et al., 2003).

Conclusion
Lance Armstrong articulates how adversity such as cancer can be the basis upon which new meaning in life is found. Armstrong is realistic in his description of meaning making as a gruelling process that does not occur without struggle, yet he is profoundly hopeful and illustrates why meaning matters if growth is to occur out of adversity:

""Put aside your ideas about heroes and miracles, because I'm not storybook material... I've read that I flew up the hills and mountains of France. But you don't fly up a hill. You struggle slowly and painfully up a hill, and maybe, if you work very hard, you get to the top ahead of everybody else.

Cancer is like that, too. Good, strong people get cancer, and they do all the right things to beat it, and they still die. That is the essential truth that you learn. People die. And after you learn it, all other matters seem irrelevant. They just seem small.

My illness was humbling and starkly revealing, and it forced me to survey my life with an unforgiving eye. There are some shameful episodes in it: instances of meanness, unfinished tasks, weakness, and regrets. I had to ask myself, "If I live, who is it that I intend to be?" I found that I had a lot of growing to do as a man." (Armstrong & Jenkins, 2000)"

The robust sense of personal meaning and the ability to find meaning in life exemplified by Armstrong are associated with greater well-being and lower psychological distress for individuals facing adversity. Meaning making is a significant factor in lessening the impact of negative thoughts and facilitating adjustment. This may be because those who have a strong belief that life has purpose may engage more actively in cognitive restructuring, benefit finding, identifying strengths and integrating the event into a new self-schema through rumination. Effective coping efforts are not directed towards the event, which cannot be changed, but towards rebuilding a threatened self-concept through revision of life goals and reordering of priorities (Anagnostopoulos et al., 2010).


text:
Wikiversity:Sandbox/my-subpage

Well, this is a sub-page of sandbox!

Can I create a sub-page of this called my-double-sub-page?

title: Wikiversity:Sandbox/my-subpage


text:
Wikiversity:Sandbox/my-subpage/my-double-sub-page

Yes I can!

And again? my-deeper-sub-page


text: User:Camo 13

title: User:Camo 13


text:
User talk:Camo 13

 Hello Camo 13, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 14:24, 23 August 2011 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 14:24, 23 August 2011 (UTC)

title: User talk:Camo 13


text: Template:Motivation and emotion/Book chapter


text:
Template:JavaAPI

[/.html ]

This template links to the following URL: http://download.oracle.com/javase/7/docs/api//.html

The visible name of the link is also (unless  is specified).

The parameters of the template are:
 * package (with '/' as the separator character, not dots; example: java/awt/event)
 * class

Optional parameters are:
 * method and signature (until a #replace: function becomes available all spaces in the signature have to be replaced with "%20" manually)
 * version (the version defaults to the most recent version of Java published by the maintainer of Java)
 * vendor (the default is Oracle; the only alternative is currently GNU)

Example:

title: Template:JavaAPI


text:
Template talk:JavaAPI

API site
Maybe we can generate a java doc tree from Apache Harmony or GNU Classpath and link back from these pages to the Java Tutorial on Wikiversity? --Bernhard Fastenrath 16:54, 23 August 2011 (UTC)

title: Template talk:JavaAPI


text:
Spanish/Verbs/andar/Definition

To walk, amble. From Latin "Ambulare"

title: Spanish/Verbs/andar/Definition


text:
Category:Cold War

This category contains pages related to the Cold War.

title: Category:Cold War


text:
Wikiversity:Delegable proxy/Invitation

You are invited to register for the Wikiversity Assembly

 * The Assembly has been established as a technique for developing reports on topics of import for Wikiversity administration. The Assembly is not a decision-making body, per se. Rather, it is designed to create or discover or estimate consensus, through focused, facilitated, thorough deliberation. Assembly reports may be referenced in regular Wikiversity discussions, but will not directly control outcomes. Where full consensus is not found, minority reports may be issued.
 * I invite you to register for the Assembly by adding your user name to the Delegable proxy/Table.

 * Registering for the Assembly creates no specific obligation, but does consent to direct communication as the Assembly may determine is appropriate. You may opt out of such direct communication by adding "no messages" to the Table when you register, in the user comment field, but it is unlikely that the default (communication allowed) will create burdensome traffic for you.

You are invited to name a proxy

 * When you register for the Assembly, you may optionally designate a "proxy."

 * I suggest that you nominate, as a proxy, the user whom you most trust to participate positively in a Wikiversity discussion if you are unable to participate yourself. The proxy will not be voting for you in any process. Rather, the proxy will be considered to loosely represent you, as a means of estimating probable large-scale consensus based on small-scale participation, in the event that you do not personally participate.

 * If you name a proxy, you will be consenting to direct communication with you by that proxy. If a named proxy accepts the proxy, you become, as long as you maintain the nomination (you may change it at any time), the "client" of the proxy, and by accepting, a proxy has consented to direct communication from the client.

 * See Delegable proxy for details.

title: Wikiversity:Delegable proxy/Invitation


text:
User talk:Acquirepaydayloansonline

Blocked
I've blocked you for 24 hours for adding linkspam. If you would like to help develop resources relating to your fields of interest or expertise, it's possible that could be arranged, but there is an additional problem with your user name, which is almost spamming, itself. I've left your talk page access open so you may respond here, and so that I may assist you to participate legitimately.

If, when this block expires, you add additional external links or otherwise behave as a linkspammer, your account will be permanently blocked, and it is possible that your web sites will be blacklisted here or globally blacklisted, from all WikiMedia Foundation web sites. (That might happen anyway, if you have added links like you did here to other WMF sites. --Abd 19:25, 23 August 2011 (UTC)

I have deleted the pages you created. If you decide to help build resources here on debt management, etc., let me know. I will need to make sure that content is not biased toward your particular service, and I will not allow links to that service except under very narrow and careful conditions. If you need the content of the pages you created, ask me. --Abd 19:34, 23 August 2011 (UTC)

 * Given, I'm changing the block to indef, and if any spam appears from the web site involved, it will go on the local blacklist, and maybe on meta. I have left Talk page access open here, for the time being. If this is abused to add links to the site without permission, we will block that as well. --Abd 17:20, 24 August 2011 (UTC)

title: User talk:Acquirepaydayloansonline


text:
User talk:Purushotham.palli

 Hello Purushotham.palli, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:41, 23 August 2011 (UTC)

title: User talk:Purushotham.palli


text:
User talk:Botio2

Blocked
I've indefinitely blocked you for creating your user page with pure linkspam and showing no evidence of desire to create educational resources. If you wish this reconsidered, respond here, and we can discuss it. --Abd 19:47, 23 August 2011 (UTC)

title: User talk:Botio2


text:
User talk:Owhite9878~enwikiversity

 Hello Owhite9878, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:51, 23 August 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Owhite9878. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Owhite9878~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:Owhite9878~enwikiversity


text:
User talk:Shanti

 Hello Shanti, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:53, 23 August 2011 (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.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 22:18, 23 August 2011 (UTC)

Thanks, *. Well done on signing up to Wikiversity. Let me know if I can do anything else along the way.

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

Instructions for adding copyright and/or license information are available at License tags. Files must be updated within seven days or they may be removed without further notice. See Requests For Deletion for more information.

The following files are missing copyright and/or license information:
 * File:Bloddface.jpg
 * File:Boy1.jpg
 * File:Boy4.jpg
 * File:Boy6.jpg
 * File:Girl3.gif
 * File:Girl5.jpg
 * File:Happy-face.jpg
 * File:Mask.gif
 * File:Post-12-44047-Boys Faster.gif

MaintenanceBot (discuss • contribs) 03:52, 11 November 2013 (UTC)

title: User talk:Shanti


text:
User talk:EFA

 Hello EFA, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:53, 23 August 2011 (UTC)

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

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 22:18, 23 August 2011 (UTC)

Thanks, *. Well done on signing up to Wikiversity. Let me know if I can do anything else along the way.

title: User talk:EFA


text:
User talk:Freefony

 Hello Freefony, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:55, 23 August 2011 (UTC)

title: User talk:Freefony