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Global Perspective

Introduction
Knowledge and technology growth has been explosive, however well-being has stagnated. This presents grand opportunities for humanity. Albert Einstein advised: "We cannot solve our problems with the same thinking we used when we created them." As philosopher Arthur Schopenhauer observed: “Every person takes the limits of their vision for the limits of the world,” therefore it is important for us to expand our vision toward a global perspective. This course explores the prospects of adopting a global perspective to begin to meet the grand challenges. Only a global perspective brings us uncensored realty.

Objectives
lbeaumont

The Objectives of this course are to:
 * Quickly survey the Grand Challenges we now face,
 * Understand how narrow perspectives have contributed to creating problems,
 * Explore how broader perspectives can lead to solutions,
 * Introduce specific skills for solving problems by adopting a broader perspective,
 * Adopt higher integrating models that change your perspective,
 * Outline an approach to solving a particular problem,
 * Expand your worldview to encompass the entire world as it is.

This course is part of the Applied Wisdom Curriculum.

The Grand Challenges:
Many of the world’s Grand Challenges, the greatest, most pervasive and persistent problems facing humanity, have languished for a long time and may seem immune to analysis and solution. These are the subject of the companion course on the Grand Challenges. An important premise of this course is that adopting a global perspective can help us accurately establish priorities, and can suggest new solutions to these important problems.

If you have not already studied the Grand Challenges course, please take time to read over the Mountains of Problems described there. Give some thought to how a narrow perspective may contribute to those problems and how a Global Perspective can help to identify solutions.

Seeing Through Illusion
Each of us face convincing illusions every day that distract us from seeing the full extent of what is. Perhaps the most pervasive and persuasive illusion is that what I see is all there is. To attain a global perspective it is important to recognize these illusions and strive to see through them.

Assignment

 * 1) Read the essay /Toward a Global Perspective—seeing through illusion/.
 * 2) Identify the illusions that you have recognized and overcome as you have learned more about the world. These may include childhood beliefs as simple as the Santa Claus and Tooth Fairy stories, or more significant misunderstandings about the diversity and scope of the world, its people, and the universe. What caused you to see through these illusions? How did your worldview change as a result?
 * 3) What illusions do you not yet see through? What can you do to see beyond these and expand your perspective?

The Premise:
Problems persist because a narrow point of view has prevailed:
 * We often have a narrow focus on economic growth (and economics is a flawed and narrow metric)
 * Negative externalities are dismissed.
 * We often consider only a short term time frame.
 * We often adopt a narrow scope of concern. When we accept a narrow point of view, we are like the blind men examining the elephant. We are each correct within the limited scope of our reference frame, but we are incorrect when a global perspective is adopted.
 * Our instincts are tribal. We have evolved to promote in-group cooperation at the expense of competition between group.
 * Evidence is denied, delayed, distorted, and disputed.
 * We often settle for a narrow definition of success.
 * We often make assumptions of unlimited growth.

Externality
An externality is an economic impact resulting from your activity that is kept outside the scope of your organization’s financial accounting. Here are some examples. Owners of coal mines manage several externalities. Coal miners risk death or injury from a mining accident. They can get black lung disease from long exposure to coal dust. Extracting the coal diminishes the supply of a non-renewable resource, and burning coal is dirty. The environmental impact of the coal industry includes land use, waste management, and water and air pollution caused by the coal mining, processing and the use of its products. In addition to atmospheric pollution, coal burning produces hundreds of millions of tons of solid waste products annually, including fly ash, bottom ash, and flue-gas desulfurization sludge that contain mercury, uranium, thorium, arsenic, and other heavy metals.

Air pollution including anthropogenic climate change; water pollution, depletion of the commons, and systemic risk are all important examples of negative externality.

A key skill in attaining a global perspective is to become aware of the externalities of any activity, then take action to reduce impact on others from that externality.

Assignment

 * 1) Study the Tragedy of the commons.
 * 2) Identify your own activities, such as driving a car, eating meat, cooking dinner, heating your home, turning on the air conditioner, taking out the trash, flushing the toilet, using a string trimmer, protection from the rule of law, living in freedom, and enjoying civil liberties, that create or depend on externalties.
 * 3) For one activity identified above, identify the externalties it creates or depends on. Suggest a fair scheme to eliminate, manage, or assign the costs for those externalties.

Economics and Well-Being
How similar are economic prosperity and well-being? To answer that question we need to consider:
 * Who’s prosperity?
 * What level of prosperity?, and
 * What does well-being require?

Although Gross Domestic Product (GDP) per capita is not a measurement of the standard of living in an economy, it is often used as such an indicator, on the rationale that all citizens would benefit from their country's increased economic production. Similarly, GDP per capita is not a measure of personal income. GDP may increase while real incomes for the majority decline.

GDP does not measure externalities, including wealth distribution and ecological damage. It also makes no distinction between activities that negatively impact well-being and those that contribute to it. For example, a fatal car crash increases GDP because it requires economic activity to care for the dead and injured, replace the destroyed cars and other property damage, and litigate the various injuries and other damages.

Historically, economists have said that well-being is a simple function of income. However, it has been found that once wealth reaches a subsistence level, its effectiveness as a generator of well-being is greatly diminished. This paradox has been referred to as the Easterlin paradox and may result from a "hedonic treadmill." This means that aspirations increase with income; after basic needs are met, relative rather than absolute income levels influence well-being.

No comprehensive model for attaining well-being is widely accepted. Until such a model emerges, the definition of good from the Virtues course provides a suitable surrogate for well-being. It may be helpful to imagine prosperity in terms of flourishing rather than as opulence.

Assignment
Part 1: Part 2:
 * Read the essay "Simply Priceless"
 * Read the essay "Economic Faults".
 * Identify: 1) Ways in which economic prosperity is contributing to your well-being, and 2) Ways in which your well-being is independent of, or even harmed by, economic prosperity.
 * Study the good module from the Virtues course and complete the assignment in that module.

Tribal Perspective
It is helpful to contrast a global perspective with a tribal perspective, and to acknowledge our deeply routed tribal tendencies.

The book Moral Tribes by Joshua Greene can help us understand our inclinations to automatically react from a tribal perspective, and encourages us to overcome this tendency when controversy arises and we need to adopt a global perspective. The book is briefly summarized below (quotes are from the book.)

Following the organization of the book, it is helpful to draw on three metaphors:

The first of these metaphors is Me versus Us (issues of morality within a group) and Us versus Them (issues of morality between groups). Morality evolved to enable cooperation within groups, but at the cost of competition between groups. Our need for within-group morality is old enough that evolution has provided the “moral machinery in our brains” in the form of intuitive heart-felt feelings of: right and wrong, love and hate, fear and comfort, joy and sadness, loyalty and jealousy, threats and mercy, vengeance and compassion, fairness and anger, and guilt and shame. The morality of our hearts preserves tribal harmony at the expense of global conflict. It is now time when we must augment this moral machinery with new moral thinking that can solve the problems of intergroup cooperation.

The second metaphor is that “The moral brain is like a dual-mode camera with both automatic settings (such as ‘portrait’ and ‘landscape’) and manual mode.” This metaphor illustrates our System 1 (automatic, fast, intuitive) and System 2 (difficult, deliberate, slow) modes of thinking that are more fully described in the excellent book Thinking Fast and Slow by Daniel Kahneman. In the chapter titled “Efficiency, flexibility, and the dual process brain” Greene describes how our fast and efficient emotions help us solve everyday problems of cooperation, yet instinctively provide solutions to intergroup problems that are contrary to more rational and deliberation considerations. Sometimes the right thing to do just feels wrong. What is going on here?

The third metaphor introduces the “common currency” required to allow trade-offs among competing tribal values and resolve the conflict between what our hearts and our heads are telling us to do. He chooses “deep pragmatism” (his proposed renaming of utilitarian philosophy) as this common currency. Greene identifies and addresses the many misunderstandings and objections that have arisen to the utilitarian philosophies introduced long ago by Bentham and Mill. As he explains, deep pragmatism provides the answers to two essential questions: What really matters? Who really matters? After an in-depth exploration of these questions, he provides this shorthand answer: “Happiness is what matters, and everyone’s happiness counts the same.”

The automatic settings of our brains quickly solve the moral problems we face every day within our tribe, but we need to switch from automatic to manual mode to deliberately solve intergroup problems from a global perspective. These solutions may not feel right, because they contradict our automatic settings. “The natural world is full of cooperation, from tiny cells to packs of wolves. But all of this teamwork, however impressive, evolved for the amoral purpose of successful competition.” When controversy arises, it is time to switch from automatic mode to manual mode, appeal to the common currency, and reason our way to a solution. “Here we have a choice: We can use our big brains to rationalize our intuitive moral convictions or we can transcend the limitations of our tribal gut reactions.”

Assignment
Part 1

If you can obtain and read the book Moral Tribes, that will be ideal. If not, then please view this YouTube video of author Joshua Green sharing ideas from the book.
 * 1) Identify the various tribes you belong to. This may include your:
 * 2) Community,
 * 3) Demographic unit (gender, age, ethnicity),
 * 4) Socioeconomic class, Social groups,
 * 5) Schools attended,
 * 6) Religion, belief systems, life styles, cultural groups
 * 7) Political party affiliation,
 * 8) Favorite sports teams,
 * 9) Sports, hobbies, clubs, special interests, leisure activities,
 * 10) Workplace, organization memberships, and other groups and affiliations.
 * 11) Identify the global systems you participate in. These may include:
 * 12) Voting, and participation in regional, national, and international government,
 * 13) Advocating for public policy, especially including policies that establish or restrict the rights, duties, and behaviors of others,
 * 14) Attitudes and advocacy regarding human rights,
 * 15) Allocation and use of various commons, including: atmosphere, water, forests, wetlands, oceans, fisheries, land, wilderness, minerals, electromagnetic spectrum, and other natural resources.
 * 16) Creating externalites.
 * 17) Tolerating and valuing customs of other tribes
 * 18) Identify attempts to apply a tribal perspective to solving a global problem. (Many examples are listed in the section on Case Studies in the Grand Challenges course.) Describe the situation. What are the various tribal perspectives being advocated? How do these tribal perspectives conflict? Pose the following questions and attempt to answer them. (Notice if answers are proposed from a tribal perspective or from a global perspective.)
 * 19) What really matters? (Hint, see: What Matters.)
 * 20) Who really matters? (Hint, everyone does, see: Dignity and the Golden Rule)

 * Adopt a global perspective and propose a solution based on a global perspective.

Part 2
 * 1) Read these Six Rules for Modern Herders.
 * 2) Apply these rules to resolve moral controversies.

The Virtues
The virtues guide us toward a wise global perspective.

Assignment
Complete the Wikiversity course on the Virtues.

The General Solution:

 * Choose Humanity, Preserve Dignity, First do no harm. Advance no falsehoods.
 * Seek Real Good.
 * Compete the course on moral reasoning.
 * Expand the time horizon.
 * Expand to consider a global scope
 * Internalize the externalities.
 * Become aware of any moral instincts arising from a tribal perspective. Assess these deliberately and dismiss them if they are not helpful in this context. Determine how a global perspective can provide a more consistent solution.
 * Ask: What really matters? Who really matters? Answer from a global rather than from a tribal perspective.
 * Apply a robust theory of knowledge to evaluate the evidence and make well-informed choices.
 * Know how you know and insist that others do the same.
 * Acknowledge Limits to Growth and incorporate these as design constraints.
 * Advance human rights, worldwide.
 * Insist on intellectual honesty in yourself and others.
 * Employ Systems Thinking (Systems Analysis) to better understand the full extent and causes of the problem, examine interconnections, and design solutions.
 * Employ these System Analysis Tools
 * Use Quality Management to align efforts with needs.
 * Manage redundancy, resilience, and efficiency.
 * Integrate symptoms to identify and address common causes.
 * Use a prevention-based approach.
 * Understand variability
 * Reduce waste
 * Become Creative in seeking solutions
 * Use Wisdom to guide us.
 * Use the Twelve leverage points
 * Compete the course on problem finding.
 * Compete the course on solving problems.

Specific Solutions
Apply the general solution described above to selected problems listed below.

 * Could adopting a global perspective have prevented us from losing our way along the /tobacco road/?
 * Can the Global Zero campaign succeed in eliminating nuclear weapons?
 * Can adoption and pursuit of the Millennium Development Goals reduce poverty and hunger, increase education, improve health, and increase environmental sustainability?
 * Can we work to advance human rights, worldwide?

Resources

 * Knowledge to Wisdom — helping humanity acquire more wisdom by rational means.
 * The Power of Outrospection, an RSA Animate by Roman Krznaric
 * The World Values Survey is a global research project that explores people’s values and beliefs, how they change over time and what social and political impact they have.
 * The Long Now Foundation
 * Our World In Data is an online publication that presents empirical research and data that show how living conditions around the world are changing.
 * HumanProgress.org presents empirical data that focuses on long-term developments.
 * Gapminder seeks to promote a fact-based worldview everyone can understand.
 * Gapminder seeks to promote a fact-based worldview everyone can understand.

title: Global Perspective


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

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Grand challenges

Introduction Although technology has progressed rapidly, progress improving overall well-being has been slow. The grand challenges described here represent not only the greatest, most pervasive and persistent problems facing humanity but also the most promising opportunities. These grand challenges represent the greatest obstacles to attaining universal well-being. Let's go to work on them. lbeaumont The objectives of this course are to:
 * Identify the greatest problems now facing humanity,
 * Describe the extent and human costs of those problems,
 * Begin to identify causes and conditions contributing to these problems,
 * Begin to understand why these problems remain persistent,
 * Suggest approaches to solving these problems, especially by adopting a Global Perspective.
 * Describe the great opportunities we have for increasing well-being and creating the future.

This course is part of the Applied Wisdom Curriculum.

The list of wise affirmations on the topic of grand challenges may help you develop habits based on the ideas in this course.

Mountains of Problems:
A problem is a gap between a perceived state and the desired state. Huge gaps between what is and what could be are apparent throughout large populations in the areas described below. Graphics representing related UN Sustainable Development Goals are shown on the right.

Physical Health

 * Inadequate access to safe drinking water—Waterborne diseases and the absence of sanitary domestic water are one of the leading causes of death worldwide. For children under age five, waterborne diseases are the leading cause of death. At any given time, half of the world's hospital beds are occupied by patients suffering from waterborne diseases. According to the World Bank, 88 percent of all waterborne diseases are caused by unsafe drinking water, inadequate sanitation and poor hygiene. (see Wikiversity:Water)
 * Inadequate sanitation — The World Health Organization states that: "Sanitation generally refers to the provision of facilities and services for the safe disposal of human urine and feces. Inadequate sanitation is a major cause of disease world-wide and improving sanitation is known to have a significant beneficial impact on health both in households and across communities."
 * Malnutrition — Malnutrition is the condition that results from an unbalanced diet in which certain nutrients are lacking, in excess, or in the wrong proportions. The World Health Organization cites malnutrition as the gravest single threat to the world's public health. According to Jean Ziegler (the United Nations Special Rapporteur on the Right to Food from 2000–2008), mortality due to malnutrition accounted for 58% of the total mortality in 2006: "In the world, approximately 62 million people, all causes of death combined, die each year. One in twelve people worldwide is malnourished. In 2006, more than 36 million died of hunger or diseases due to deficiencies in micronutrients".
 * According to the World Health Organization, malnutrition is by far the biggest contributor to child mortality, present in half of all cases. Underweight births and inter-uterine growth restrictions cause 2.2 million child deaths a year. Poor or non-existent breastfeeding causes another 1.4 million. Other deficiencies, such as lack of vitamin A or zinc, for example, account for 1 million. Malnutrition in the first two years is irreversible. Malnourished children grow up with worse health and lower educational achievements. Their own children also tend to be smaller. Malnutrition was previously seen as something that exacerbates the problems of diseases such as measles, pneumonia and diarrhea. But malnutrition actually causes diseases as well, and can be fatal in its own right.

 * Obesity— Obesity is a medical condition in which excess body fat has accumulated to the extent that it may have an adverse effect on health, leading to reduced life expectancy and/or increased health problems. Obesity is a leading preventable cause of death worldwide, with increasing prevalence in adults and children, and authorities view it as one of the most serious public health problems of the 21st century. Obesity is stigmatized in much of the modern world (particularly in the Western world), though it was widely perceived as a symbol of wealth and fertility at other times in history, and still is in some parts of the world
 * Disease is an abnormal condition that affects the body of an organism. In 2004, the World Health Organization calculated that 932 million years of potential life were lost to premature death.
 * This list of causes of death by rate identifies the most deadly diseases, worldwide.
 * Emerging infectious diseases (EID) are infectious diseases whose incidence has increased in the past 20 years and threatens to increase in the near future. Emerging infections account for at least 12% of all human pathogen.
 * Zoonotic diseases are infectious disease caused by a pathogen (an infectious agent, such as a bacterium, virus, parasite or prion) that has jumped from a non-human animal (usually a vertebrate) to a human.
 * Substance abuse
 * Under age drinking
 * Alcoholism
 * Addictions
 * Suboptimal Physical Fitness. Physical fitness is considered a measure of the body’s ability to function efficiently and effectively in work and leisure activities, to be healthy, to resist hypokinetic diseases, and to meet emergency situations.
 * This list of preventable causes of death identifies many health and fitness related deficiencies.
 * Aging and senescence
 * Access to adequate health care services.

Mental Health
Mental health describes a level of psychological well-being, or an absence of a mental disorder. Mental disorders are psychological patterns or anomalies, potentially reflected in behavior, that is generally associated with distress or disability, and which is not considered part of normal development in a person's culture. Mental disorders are generally defined by a combination of how a person feels, acts, thinks or perceives.
 * Depression — Depression is a state of low mood and aversion to activity that can affect a person's thoughts, behavior, feelings and physical well-being. It may include feelings of sadness, anxiety, emptiness, hopelessness, worthlessness, guilt, irritability, or restlessness. Depressed people may lose interest in activities that once were pleasurable, experience difficulty concentrating, remembering details, or making decisions, and may contemplate or attempt suicide. Insomnia, excessive sleeping, fatigue, loss of energy, or aches, pains or digestive problems that are resistant to treatment may be present. A recent survey of depression in the United States found that 9.0% met the criteria for current depression, including 3.4% who met the criteria for major depression.
 * Chronic stress is the response to emotional pressure suffered for a prolonged period over which an individual perceives he or she has no control. It involves an endocrine system response in which occurs a release of corticosteroids. If this continues for a long time, it can cause damage to an individual's physical and mental health.
 * Suicide is the act of intentionally causing one's own death. Suicide is often committed out of despair or attributed to some underlying mental disorder, such as depression, bipolar disorder, schizophrenia, alcoholism, or drug abuse. Pressures or misfortunes such as financial difficulties or troubles with interpersonal relationships often play a significant role. Over one million people die by suicide every year. It is a leading cause of death among teenagers and adults under 35.
 * Addictions including addictions to drugs, alcohol and other substances, and destructive behaviors.
 * Access to adequate mental health services.

Economic and Social Opportunity

 * Poverty — Poverty is the lack of basic human needs, such as clean water, nutrition, health care, education, clothing and shelter, because of the inability to afford them. This is also referred to as absolute poverty or destitution. Relative poverty is the condition of having fewer resources or less income than others within a society or country, or compared to worldwide averages. About 1.7 billion people live in absolute poverty.
 * Economic inequality (or "wealth and income differences") comprises all disparities in the distribution of economic assets and income. The book The Spirit Level claims that negative social phenomena such as shorter life expectancy, higher disease rates, homicide, infant mortality, obesity, teenage pregnancies, emotional depression and prison population correlate with higher socioeconomic inequality.
 * Homelessness describes the condition of people without a regular dwelling. People who are homeless are most often unable to acquire and maintain regular, safe, secure, and adequate housing, or lack "fixed, regular, and adequate night-time residence."
 * Inadequate education can limit the well-being of a person if it makes them unsuitable for employment, limits their participation in a literate culture, or if misinformed beliefs cause them to make unwise choices or isolate them from beneficial experiences.
 * Illiteracy is the inability to read and write one's own name and for further knowledge and interest, write coherently, and think critically about the written word.
 * Innumeracy is the inability to reason and to apply simple numerical concepts.
 * Unemployment (or joblessness) occurs when people are without work and actively seeking work. Unemployed individuals are unable to earn money to meet financial obligations. Failure to pay mortgage payments or to pay rent may lead to homelessness through foreclosure or eviction. Unemployment increases susceptibility to malnutrition, illness, mental stress, and loss of self-esteem, leading to depression.
 * Underemployment refers to an employment situation that is insufficient in some important way for the worker, relative to a standard. Examples include holding a part-time job despite desiring full-time work, and over-qualification, where the employee has education, experience, or skills beyond the requirements of the job.
 * Oppression is the exercise of authority or power in a burdensome, cruel, or unjust manner. It can also be defined as an act or instance of oppressing, the state of being oppressed, and the feeling of being heavily burdened, mentally or physically, by troubles, adverse conditions, and anxiety.
 * Discrimination is the prejudicial and/or distinguishing treatment of an individual based on their actual or perceived membership in a certain group or category, "in a way that is worse than the way people are usually treated."

Safety and Security
Safety results from being protected against physical, social, spiritual, financial, political, emotional, occupational, psychological, educational or other types or consequences of failure, damage, error, accidents, harm or any other event which could be considered non-desirable. There are a wide variety of threats to safety.
 * Violence is the intentional use of physical force or power, threatened or actual, against a person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation.
 * Homicide is an act of a human killing another human.
 * Terrorism is the systematic use of terror, often violent, especially as a means of coercion. Common definitions of terrorism refer only to those violent acts which are intended to create fear (terror); are perpetrated for a religious, political or, ideological goal; and deliberately target or disregard the safety of non-combatants (civilians).
 * Child Abuse — Child abuse is the physical, sexual, emotional mistreatment, or neglect of children. In the United States, the Centers for Disease Control and Prevention (CDC) define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child. A child abuse fatality is when a child’s death is the result of abuse or neglect, or when abuse and/or neglect are contributing factors to a child’s death. In the United States, 1,730 children died in 2008 due to factors related to abuse; this is a rate of 2.33 per 100,000 U.S. children. Child abuse fatalities are widely recognized as being under-counted; it is estimated that between 60-85% of child fatalities due to maltreatment are not recorded as such on death certificates.
 * Domestic violence is a pattern of behavior which involves the abuse by one partner against another in an intimate relationship such as marriage, cohabitation, dating or within the family. Domestic violence can take many forms, including physical aggression or assault (hitting, kicking, biting, shoving, restraining, slapping, throwing objects, battery), or threats thereof; sexual abuse; emotional abuse; controlling or domineering; intimidation; stalking; passive/covert abuse (e.g., neglect); and economic deprivation.
 * Sexual abuse, also referred to as molestation, is the forcing of undesired sexual behavior by one person upon another.
 * Crime is the breaking of rules or laws for which some governing authority (via mechanisms such as legal systems) can ultimately prescribe a conviction.
 * Gang Violence -- Gangs are involved in all areas of street-crime activities including extortion, drug trafficking, both in and outside the prison system and theft. Gangs also victimize individuals by robbery and kidnapping. Preventive interventions are required  to reduce youth involvement in gangs and gang crime in low-and middle-income countries. Cocaine is the primary drug of distribution by gangs in America, which have used the cities Chicago, Cape Town, and Rio de Janeiro to transport drugs internationally. Brazilian urbanization has driven the drug trade to the favelas of Rio. Often, gangs hire "lookouts" to warn members of upcoming law enforcement. The dense environments of favelas in Rio and public housing projects in Chicago have helped gang members hide from police easily.
 * Gun violence is the use of a firearm to threaten or inflict violence or harm. Suicide, homicide, robbery, and assault are often carried out using guns.
 * Organized Crime refers to transnational, national, or local groupings of highly centralized enterprises run by criminals for the purpose of engaging in illegal activity, most commonly for monetary profit. Some criminal organizations, such as terrorist organizations, are politically motivated.
 * Human trafficking is the illegal trade of human beings for the purposes of reproductive slavery, commercial sexual exploitation, forced labor, or a modern-day form of slavery. In 2008, the United Nations estimated nearly 2.5 million people from 127 different countries are being trafficked into 137 countries around the world..
 * Hate crimes occur when a perpetrator targets a victim because of his or her perceived membership in a certain social group. Examples of such groups include but are not limited to: racial group, religion, sexual orientation, ethnicity or gender identity.
 * Bullying is the use of force or coercion to abuse or intimidate others. The behavior can be habitual and involve an imbalance of social or physical power. It can include verbal harassment or threat, physical assault or coercion and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability. If bullying is done by a group, it is called mobbing. The victim of bullying is sometimes referred to as a "target".
 * Urban decay is the process whereby a previously functioning city, or part of a city, falls into disrepair and decrepitude. It may feature deindustrialization, depopulation or changing population, economic restructuring, abandoned buildings, high local unemployment, fragmented families, political disenfranchisement, crime, and a desolate, inhospitable city landscape.
 * Nuclear Risk includes military nuclear accidents, nuclear and radiation accidents and incidents, nuclear close calls, and the risk of nuclear warfare.

Stability

 * Failed marriages, which often end in divorce, is the final termination of a marital union, cancelling the legal duties and responsibilities of marriage and dissolving the bonds of matrimony between the parties (unlike annulment, which declares the marriage null and void). Some of the effects associated with divorce include academic, behavioral, and psychological problems.
 * Unintended pregnancies are pregnancies that were unwanted at the time of conception, these are sometimes divided into unwanted pregnancies and those that are mistimed. Worldwide, 38% of pregnancies were unintended in 1999 (some 80 million unintended pregnancies in 1999). Unintended pregnancies are the primary cause of induced abortion, resulting in about 42 million induced abortions. Unintended pregnancy is linked to numerous maternal and child health problems.
 * Teenage pregnancy
 * Incarceration is the detention of a person in prison, typically as punishment for a crime.
 * Vandalism is the ruthless destruction or spoiling of anything beautiful or venerable. The term also includes criminal damage such as graffiti and defacement directed towards any property without permission of the owner.
 * Impacts of natural disasters including floods, volcanic eruptions, earthquakes, tsunamis, hurricanes, tornadoes, and other geologic and meteorological processes.
 * Low Job Satisfaction

Environmental Stewardship

 * Environmental degradation and unsustainable practices (see also Land Degradation Neutrality)
 * Limits to Growth
 * Ecocide is the extensive destruction of the natural environment and disruption or loss of ecosystem(s) of a given territory to such an extent that the survival of the inhabitants of that territory is endangered.
 * Pollution disposal and accumulation.
 * Toxic Waste disposal and accumulation.
 * Global warming — is the rise in the average temperature of Earth's atmosphere and oceans since the late 19th century and its projected continuation. The effects of an increase in global temperature include a rise in sea levels and a change in the amount and pattern of precipitation, as well a probable expansion of subtropical deserts.
 * Destruction of natural habitats — is the process in which natural habitat is rendered functionally unable to support the species present. In this process, the organisms that previously used the site are displaced or destroyed, reducing biodiversity.
 * Depletion of natural resources — refers to harvesting a renewable resource to the point of diminishing returns. Sustained overexploitation can lead to the destruction of the resource. The term applies to natural resources such as: wild medicinal plants, grazing pastures, game animals, fish stocks, forests, and water aquifers.
 * Natural disasters are major adverse events resulting from natural processes of the Earth; examples include floods, severe weather, volcanic eruptions, earthquakes, and other geologic processes.
 * Extinction of species and declining biodiversity.
 * Poaching has traditionally been defined as the illegal hunting, killing or capturing of wild animals, usually associated with land use rights. Since the 1980s, the term poaching has also been used for the illegal harvest of wild plant species.
 * Deforestation is the removal of a forest or stand of trees where the land is thereafter converted to a non-forest use.
 * Access to Clean Water

Government Policy

 * Protection of human rights.
 * War — is an organized and often prolonged armed conflict that is carried out by states or non-state actors. It is characterized by extreme violence, social disruption, and economic destruction. War should be understood as an actual, intentional and widespread armed conflict between political communities, and therefore is defined as a form of political violence or intervention.
 * Population growth — is the change in a population over time, and can be quantified as the change in the number of individuals of any species in a population using "per unit time" for measurement. The world population grew from 1 billion to 7 billion from 1800 to 2011. During the year 2011, according to estimates, 135 million people were born and 57 million died, for an increase in population of 78 million.
 * Armaments
 * Lack of Global democracy
 * Sustainability
 * Ineffective Global justice
 * Genocide
 * Malnutrition

Assignment

 * Choose one of the problems listed above (or from some other source) to study in detail. Describe the costs of the problem in human, social, cultural, and economic terms. If possible, suggest systemic factors that contribute to prolonging the problem or delaying solutions. Describe your insights.
 * Do you see any causal or temporal relationship among these challenges that suggests a starting point for a solution?
 * Complete the Wikiversity course on Solving Problems.
 * Suggest some approach to solving a grand challenge, or all least suggest how to get started.
 * Climate Change contributes to land degradation, migration, sea level rise, has implication on disease vectors, fresh water supply and over-exploitation of ground water by companies due to global warming and access to fresh water by local communities, .... Refer to the grand challenges mentioned above and explain the indirect contribution of climate change.
 * Sustainable Development Goals can be linked to the grand challenges mentioned above. Explain the linkage and try to refer to the indicators and/or activities that can be applied in your city or region.

The Range of Opportunities:
Well-being is more than the absence of problems. Here are some opportunities to live more fulfilling lives, enjoy more of our potential, and focus on what matters.

From Problems to Opportunities

 * Achieving the Millennium Development Goals
 * Increasing healthfulness, physical fitness, and flourishing.
 * Spending more time at play.
 * Strengthening our communities.
 * Attaining sustainable energy.
 * Migrating to the Genuine progress indicator
 * Attaining World Peace
 * Preserving and protecting human rights, worldwide.
 * Becoming more creative.
 * Developing virtues.
 * Attaining wisdom.
 * Living wisely.

Intellectual and Artistic Opportunities
When we reach a level of affluence and abundance where deficiencies are no longer a problem, we can turn our attention from solving problems to enjoying opportunities.
 * Establishing priorities of research and development to benefit humanity.
 * Exploration and Discovery
 * Participation in the arts
 * Savor nature's awe.
 * Mindfulness
 * Pursuit of happiness
 * Gratification
 * Contentment
 * Peace of mind
 * Compassion
 * Fun
 * Flow

Assignment

 * Describe the distinction between pleasure and gratification. Give an example from your own experience. If you were unencumbered by problems, how would you choose to spend your time? Why?
 * Complete the Wikiversity course on What Matters.

Case Studies
There are several examples where well-meaning people worked hard to solve a problem, yet later it became obvious that the entire endeavor was foolish. Often the problems arose because the planners adopted a narrow point of view, rather than adopt a global perspective. Several examples are described and analyzed here:

From the 1600s through the mid to late 1800s, the majority of childbed fever cases were caused by the doctors themselves.

Tobacco use is the leading preventable cause of death worldwide currently causing an estimated 5.4 million deaths per year. Could adopting a global perspective have taken us down a different tobacco road?

The Péligre Dam is a hydroelectric dam located off the Centre Department on the Artibonite River of Haiti. It has caused several problems, described by Tracy Kidder in his book Mountains beyond Mountains. See this relevant excerpt. The dam is also a topic of the film: "Once There was a Country: Revisiting Haiti".

René Jean-Jumeau summarizes, in an article A dam for the people, and a people damned: “Everyone continues to finance the same things: more production generation, more networks, more grid. But nobody’s financing the development of a new framework to be able to essentially modernize the Haitian energy sector.. . . To put the sector into a more sustainable situation, a more sustainable state.”

Toxic waste dumped at Love Canal, Times Beach, Missouri,Wolburn Massachusetts, and other locations lead to high levels of disease in those areas.

Project Greek Island was a United States Government continuity program located at The Greenbrier hotel in West Virginia. The facility was decommissioned in 1992 after the program was exposed in a U.S. newspaper article. The overall plan was folly because there was no practical way for members of congress to arrive at the shelter in time to avoid radiation exposure.

The Crusades were a series of religiously sanctioned military campaigns, called by the pope and waged by kings and nobles who volunteered to take up the cross with the main goal of restoring Christian control of the Holy Land.

The Balbina Dam on the Uatumã River in the Amazon Rainforest, Brazil was established to provide a renewable electricity supply to the city of Manaus but was considered by locals a controversial project from the start, due to the loss of forest and displacement of tribal homes grounds. It was also criticized for its expensive construction and maintenance costs.

The Requerimiento

Tulip mania

A series of devastating events killed almost the entire population of Easter Island in the 1860s.

Prohibition in the United States was a national ban on the sale, manufacture, and transportation of alcohol, in place from 1920 to 1933. Organized crime received a major boost from Prohibition. A profitable, often violent, black market for alcohol flourished.

"War on Drugs" is a term commonly applied to a campaign of prohibition and foreign military aid and military intervention undertaken by the United States government, with the assistance of participating countries, and the stated aim to define and reduce the illegal drug trade. In June 2011, the Global Commission on Drug Policy released a critical report on the War on Drugs, declaring "The global war on drugs has failed, with devastating consequences for individuals and societies around the world. Fifty years after the initiation of the UN Single Convention on Narcotic Drugs, and years after President Nixon launched the US government's war on drugs, fundamental reforms in national and global drug control policies are urgently needed."

McCarthyism

The Dust Bowl

The lobotomy was one of a series of radical and invasive physical therapies developed in Europe in the first half of the 20th century

Radical mastectomy is a surgical procedure in which the breast, underlying chest muscle (including pectoralis major and pectoralis minor), and lymph nodes of the axilla are removed as a treatment for breast cancer. This is a very morbid disfiguring surgery and is no longer performed except in extreme cases.

Widespread use of asbestos as a construction material.

China's Great Leap Forward ended in catastrophe, resulting in tens of millions of excess deaths. Estimates of the death toll range from 16.5 to 46 million.

The Khmer Rouge government arrested, tortured and eventually executed anyone suspected of belonging to several categories of supposed "enemies". This resulted in millions of deaths from executions, starvation, and disease.

Status thymicolymphaticus (also status lymphaticus, status thymicus) is an old term for a syndrome of supposed enlargement of the thymus and lymph nodes in infants and young children, formerly believed to be associated with SIDS; it was also erroneously believed that pressure of the thymus on the trachea might cause death during anaesthesia. Unfortunately infants were routinely irradiated to shrink their thymus and this has lead to many thousands of cancer cases.

Thalidomide is a sedative drug introduced in the late 1950s that was used to treat morning sickness and aid sleep. It was sold from 1957 until 1961, when it was withdrawn after being found to be a cause of birth defects. In the late 1950s and early 1960s, more than 10,000 children in 46 countries were born with deformities, such as phocomelia, as a consequence of thalidomide use.

The United States Presidential $1 Coin Program has stockpiled 1.4 billion uncirculated $1 coins since the program began on January 1, 2007.

Assignment
Choose one of the case studies listed above (or some similar example) to study in detail. What problem did the project intend to solve? What were the original goals of the project? What went wrong? What was the earliest opportunity to avoid the most serious loss or damage from the project? Why were these opportunities for success missed? How could a global perspective have helped? What can we learn?

Innovative Solution Models
Several organizations are developing innovative approaches to solving grand challenges. Here are some important examples:

 * The X Prize Foundation designs and manages public competitions intended to encourage technological development that could benefit mankind.
 * An inducement prize contest (IPC) is a competition that awards a cash prize for the accomplishment of a feat, usually of engineering. IPCs are typically designed to extend the limits of human ability.
 * The Bill & Melinda Gates Foundation is giving the International Bank for Reconstruction and Development US$1.2 million over three years to find new, sustainable ways to make water, sanitation and hygiene services safer and more affordable.

Research Opportunity
Interested students may choose to contribute to an on-going research project to identify the Causes of Suboptimal Life Experiences. In short, the research seeks to identify the many causes of the grand challenges, and to understand how those causes are interrelated. The purpose of this research is to identify the obstacles that need to be overcome, and problems we need to solve to attain flourishing lives for all of the world’s people, now and forever.

Researchers are asked to reflect wisely on the questions:
 * What kind of world do we want?
 * What obstacles need to be overcome, what problems do we need to solve to attain flourishing lives for all of the world’s people, now and forever?
 * What are the relationships among those problems?

This leads to a cause-effect diagram identifying causes of suboptimal life experiences—failure for everyone in the world to flourish and experience the greatest possible well-being, including all that is of value now along with ever increasing well-being and value forever.

The current diagram is presented in the outline /Causes of Suboptimal Life Experiences/.

Students are invited to study the existing diagram, offer their comments in the associated talk page, and if you are confident you can improve the diagram, please contribute your improvements by editing the diagram.

Resources:

 * The UCL Grand Challenges Initiatives.
 * Knowledge to Wisdom — helping humanity acquire more wisdom by rational means.
 * If the GDP is Up, Why is America Down?, October 1995, The Atlantic Monthly, by Clifford Cobb, Ted Halstead, and Jonathan Rowe
 * Union of International Associations, Encyclopedia of World Problems and Human Potential.
 * The Edge, Annual Question 2013: What Should We Be Worried About, responses.
 * Skoll global threats fund, confronting global threats imperiling humanity.
 * Solving Global Grand Challenges, One MOOC at a Time, A newly-launched online course aims to address the complex challenges facing conservation and development. August 12, 2016, Taylor Robb-McCord.
 * Our World In Data is an online publication that presents empirical research and data that show how living conditions around the world are changing.
 * The Encyclopedia of World Problems and Human Potential.
 * The Encyclopedia of World Problems and Human Potential.
 * The Encyclopedia of World Problems and Human Potential.

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Talk:Grand challenges

Hi Lee,

We have an astonishing degree of overlap in our background and interests.

With respect to the ten biggest problems facing humankind, here is my list:

 * Conflict
 * Violence
 * Oppression
 * Injustice
 * Corruption
 * Poverty
 * Ignorance
 * Alienation
 * Suffering
 * Terrorism

What these problems all have in common is that they are examples of recursion (or renewal processes) in which each instance seeds a subsequent instance.

Moulton 22:23, 16 February 2011 (UTC)

Urgent "big picture" issues
From my point of view, the most urgent "big picture" issues are 1) the continuing destabilization of planetary systems, which includes not only climate change but species extinction, or the "loss of biodiversity," the latter being the "planetary boundary" already most exceeded according to Rockstrom et al.'s diagram of "a safe operating space for humanity," Nature 461 (2009): 472-75; and 2) the increasing militarization and escalating conflicts between nation-states and other subgroupings of our human species, which threaten to destroy Life on Earth either instantaneously in one massive conflagration or slowly by worldwide radiation poisoning.

My approach to both of these problems is that they are entirely self-generated by our human species, and therefore amenable to our "solving" them in time to ward off disaster if we can only come to grips with what we're doing wrong. In addition to effects of our rapidly increasing population size, both of the above are in large part consequences of our fixation upon social constructions like "the economy" and "the nation-state" at the expense of paying attention to what we're doing to the natural world and considering all the possible ways humans can live sustainably within it. We seem to think that the present configuration of our social institutions must be maintained at any cost, as if we're unaware of the fact that these patterns of thought and organization have no independent existence other than in our shared belief systems--they are maintained by our "collective intentionality," in John Searle's terminology--and that our human minds which produce them can themselves have no independent existence in the absence of a well-functioning biosphere. An ontological category mistake!

Something for philosophers to aim at, therefore, IMHO, is pushing humanity to attain the necessary degree of reflexivity to realize that it CAN CHANGE its own social constructions--and then enabling it to do so, as quickly and intelligently as possible. ~ From an email sent by reader RH Copied here by --Lbeaumont (discuss • contribs) 02:05, 5 August 2013 (UTC)

Eurasia Group publishes Top Risks for 2014
See: http://eurasiagroup.net/media-center/view-press-release/Top+Risks+2014 for a list of "Top Risks for 2014"

Decomposition in subarticles
I think this article could be decomposed in subarticles because it increased in size and learners might want to address a specific submoduls - similar Open Community Approach or Open Educational Resources. For midsize articles auto-generated table of content is sufficient. Just a recommendation. --Bert Niehaus (discuss • contribs) 07:07, 6 May 2020 (UTC)

title: Talk:Grand challenges


text:
User talk:Illumination~enwikiversity

 Hello Illumination, 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.

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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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! --Ottava Rima (talk) 22:30, 16 February 2011 (UTC)

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MaintenanceBot (discuss • contribs) 03:47, 11 November 2013 (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 Illumination. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Illumination~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 23:33, 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) 06:11, 19 April 2015 (UTC)

title: User talk:Illumination~enwikiversity


text:
Complex socioecological systems/Adaptive Management and Resilience

Complex socio-ecological systems

Facilitators: Bob and Wendy

Required readings:

'''Donald R. N.; W. N. Adger; and K. Brown. 2007. Adaptation to Environmental Change: Contributions of a Resilience Framework. Annu. Rev. Environ. Resour. 32:395–419.''' Nelson et al. define and expand the notion of adaptation to environmental change. They argue that adaptation is deliberate change in response or anticipation of stressors and shocks. These usually come in the form of the agency of social actors that have the ability to respond to specific environmental stimuli while reducing vulnerabilities. Resilience perceives adaptive capacity as a prominent feature of socio-ecological systems. The authors contend that resilience provides a framework to analyze adaptation processes and to identify responses in policy. Their contention is that there are differences in incremental adjustments and transformative action, and that the sources of resilience for taking adaptive action are evident across many scales. The inherent system characteristics include: perturbations that do not lose function, networks and social capital, and resources that promote social learning.

'''Walters, C. J. 2007. Is Adaptive Management Helping to Solve Fisheries Problems? Ambio 36:(4):304-307.''' In this opinion piece, Walters writes about why adaptive management has failed, attributing the fact to a lack of management resources for the type of monitoring necessary to carry out large-scale experiments, an unwillingness on the part of decision makers to admit and embrace uncertainty in making policy choices, and a lack of leadership in the form of individuals willing to do the work necessary to plan and implement new and complex management programs. The final conclusion that Walters draws is that scientists must begin to convince managers of the importance of AM in news ways, somehow overcoming the vexing problems of diminished leadership and the high costs that accompany monitoring.

Supplementary readings:

Olsson, P; C. Folke; and F. Berkes. Adaptive Co-management for Building Resilience in Social–ecological Systems. Environmental Management 34 (1): 75–90.

Folke,C.; T. Hahn; P. Olsson; and J. Norberg. 2005. Adaptive Governance of Social-Ecological Systems. Annu. Rev. Environ. Resour. 30:441–73.

Schultz, L., A. Duit, and C. Folke. Participation, Adaptive Co-management, and Management Performance in the World Network of Biosphere Reserves. In press, World Development Vol. 39, No. 4, pp. 662–671.


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Fax over IP

Fax Over IP or FoIP (pronounced "Foyp") refers to the transport of faxes over IP networks, using the surrounding protocols (T.37, T.38, SIP, H.323), transmission methods (Real Time, Store & Forward), PSTN to IP Gateways and/or VoIP phone Systems, and other fundamental components that help in the delivery of faxes over the internet ("internet faxing") and within your corporate intranet.

“VoIP” (Voice over IP) only needs to be audibly reproduced. IP Faxing needs to be quite resilient to preserve data without information loss and at the same time smart enough to communicate with unsophisticated fax machines around the world. Fax machines do not understand IP, and are subject to the effects of network jitter and latency that have no effect on VoIP calls.

Interoperability

All fax devices support the TIFF (Tagged Image File Format) format. Issues arise over the compression methods used to reduce image size. Although every fax device uses “MH” (Modified Huffman) compression, other compression methods may not be supported by the sender and the receiver. The handshaking method defined in the T.30 standard determines the best mutually compatible compression method, fax resolution (e.g, 200 dpi x 200 dpi or 300 dpi x 300 dpi), and transmission speed (e.g., 14.4 kbs or 33.6 kbs). Some devices failed to comply with the full breadth of the T.30 protocol.

The T.38 protocol, while based on T.30 protocol, supports IP networks, which use packet-switching rather than the circuit-switching used in “PSTN” (public switched telephone network). T.38 also solves the problem created when packets arrive in the wrong sequence. T.38 will interoperate with T.30 only if a gateway between the two nodes converts the IP stream to the pulse-code modulation (PCM) used in circuit-switched networks.

FoIP Resources:

www.AllAboutFoIP.com

title: Fax over IP


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User talk:Rt.kinsman

 Hello Rt.kinsman, 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! --Ottava Rima (talk) 00:46, 17 February 2011 (UTC)

title: User talk:Rt.kinsman


text:
UCNISS/Sport Wiki Academy/Academies/Canberra

Canberra details
Date:  10 March 2011 Time:  9am to 12 noon Location: University of Canberra. Cost: $0.00

Facilitators

 * Primary: Laura Hale
 * Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)

Attendees
If you plan to attend, please feel free to list yourself as attending to give an idea as to who will attend.

 * LeighBlackall
 * UCNISS staff

Other Canberra Wiki Events
For people wishing to learn more about and attend other wiki related events in Canberra, the following events have been organized:

 * Canberra Women4Wikipedia: Saturday, March 12, 2011 at 5:00 PM, The Red Herring Cafe - 83 Petrie Plaza Civic Canberra, sign up at http://www.meetup.com/Women4Wikipedia/


text: Category:UCNISS/Sport Wiki Academy/Academies


text:
Talk:Social Media/Sport

=Initial interest survey= Sports Studies staff are considering introducing a first year unit call Sport and Social Media. This unit would explore forms of social media used informally and formally, place social media use in a range of sport contexts and explore wider ramifications of the use and future of social media in society generally. Could you please, voluntarily, help us plan to meet your needs by answering the following questions. we appreciate your input.

1. If you use social media regularly or frequently please indicate which form(s) of social media you use (tick as appropriate)
 * Twitter
 * Youtube
 * Blogger
 * Wordpress
 * Facebook
 * Wikipedia
 * Other __________

'''2. State how proficient you consider yourself with the social media you use? (tick one):'''
 * Expert
 * Reasonable
 * Beginner
 * Not at all

3. Would you find a unit on social media (tick one):
 * Very helpful
 * Helpful
 * Moderately helpful
 * Unhelpful
 * Of no help

4. Would you be able to bring a laptop this unit's lectures and tutorials?
 * Yes
 * No

5. What would you wish this unit to include? Responses:
 * 1) Fun interactive learning
 * 2) Relevance to sport management and link between sport and social management through technology
 * No
 * 1) Learn how to make sport video
 * 2) Case studies of inappropriate behavior by elite athletes
 * 3) Information useful in working environment
 * 4) Sport news rumors. How to deal with media in different situation. a professional athelete coach. Use of social media in help of learning sport
 * 5) Positive and negatives, ramifications, better use etc. How it affects ppl.
 * 6) Sports media
 * 7) Current sporting issues
 * 8) Issues affecting sport
 * 9) Active sport
 * 10) Dos and donts
 * 11) That is could connect to social media
 * 12) Outside sport time, how sport affects media. how media affects sport
 * 13) Troubles faced by athletes. Ways sporting organisations use social media
 * 14) The influence sport has on social media, vise versa
 * 15) How sport journalists use social media in their day to day work
 * 16) Not just Australian Sport but international examples as well.
 * 17) The effects of social media on sport
 * 18) Influence of social media forms on athletes, how influential they can be on individual's perception by peers and how social media can create a false understanding of ones personality and morals
 * 19) Affects on athletes, family, club, etc psychologiocally
 * 20) Psychological impact on sports performance
 * 21) Responsibilities and how to overcome as athlete/coach
 * 22) How social media is changing modern sport
 * 23) Positive impact of social media. promotion of sport on media. advertisement. controversies. dangers of social media on Australian sports culture.
 * 24) Effect of social media on sports industry. How it can be used to our advantage.
 * 25) Problems and punishments for athletes using social media
 * 26) Relevance to sports coaching?
 * 27) Relevant material
 * 28) Ways to contact other people. Promotion of events
 * 29) Looking at social media globally
 * 30) Studies on athletes
 * 31) More interactive learning, real life examples. eg people coming in and talking about their experiences.
 * 32) Sports people in the media being unfairly portrayed
 * 33) Real life examples. How to manage these issues.
 * 34) Case studies, application to real life scenarios
 * 35) Implications of posting opinions and thoughts about games, competitions, officials, oppositions, etc
 * 36) How sport uses these. How this helps sport management.
 * 37) Use social media in sport controversies
 * 38) Controversies. how organisations use to market products. Impacts on reporting of sports.
 * 39) Content relevant to present issues and breaking stories.
 * 40) Content that shows a direct link between sport and social media, ie the impact that social media has on sport Journalism
 * 41) Bit of journalism, or how to participate with sports area eg newspaper writings
 * 42) Interaction between students and sports people and media presenters/reporters.

6. Comments: Responses:
 * Yes
 * 1) Considering I'm doing Sport media, I think this unit would be great
 * 2) Would consider it as an elective
 * 3) Would consider as an elective
 * NA
 * 1) I personally don't see the point. I can't see that there would be much to discuss thats not already covered in sports system/sports science.
 * 2) Could be beneficial regarding the value it has to sport in marketing and sport media
 * 3) none
 * 4) I'd study it
 * 5) Don't use it
 * NA
 * No
 * 1) I believe it would be helpful to learn in more detail both the positive and negative impacts social media has on sport.
 * 2) It might be helpful but I'd prefer to do a different unit as an elective if given the choice.
 * 3) Could be fun if done properly, if not it could be quite boring
 * 4) Good idea as it seems to be one of the most pressing issues at the moment
 * 5) How they have helped and also shamed athletes. social on sporting performances. How media influences sport.
 * 6) Would be interesting :)
 * 7) none
 * 8) Sport scandals. Interesting and engaging topics and activities involving social media
 * 9) sounds like an interesting idea. I'd certainly consider taking this subject.
 * 10) Could be interesting
 * 11) Dealing with problems which arise from inappropriate dealings on social media sites. ie St Kilda Football Club scandal, etc.
 * 12) Would be interesting and good to see more sport related courses.

title: Talk:Social Media/Sport


text:
UCNISS/Sport Wiki Academy/Academies/Sydney

Sydney details
Date:  TBA. Time:  TBA. Location: TBA.. Cost: $0.00

Facilitators

 * Primary: Laura Hale
 * Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)

Attendees
If you plan to attend, please feel free to list yourself as attending to give an idea as to who will attend.

Other Sydney Wiki Events
For people wishing to learn more about and attend other wiki related events in Canberra, the following events have been organized:

 * Social Media Women March: Contributing to Wikipedia and celebrating International Women’s Day 100th anniversary : Tuesday 8 March 2011 at 6:00pm - 8:30pm at The Supper Club at the Oxford Hotel, 134 Oxford St, Darlinghurst : http://socialmediawomenmarch.eventbrite.com/


text:
UCNISS/Sport Wiki Academy/Academies/Melbourne

Melbourne details
Date:  TBA. Time:  TBA. Location: TBA.. Cost: $0.00

Facilitators

 * Primary: Laura Hale
 * Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)

Attendees
If you plan to attend, please feel free to list yourself as attending to give an idea as to who will attend.


text:
UCNISS/Sport Wiki Academy/Academies/Brisbane

Brisbane details
Date:  TBA. Time:  TBA. Location: TBA.. Cost: $0.00

Facilitators

 * Primary: Laura Hale
 * Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)

Attendees
If you plan to attend, please feel free to list yourself as attending to give an idea as to who will attend.


text:
UCNISS/Sport Wiki Academy/Academies/Perth

Perth details
Date:  TBA. Time:  TBA. Location: TBA.. Cost: $0.00

Facilitators

 * Primary: Laura Hale
 * Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)

Attendees
If you plan to attend, please feel free to list yourself as attending to give an idea as to who will attend.


text:
Talk:UCNISS/Sport Social Media Academy/Why use social media

This page is driving me nuts. I know why sport organizations should use social media. I just can't figure out how to organize it in a way that makes me happy. --LauraHale 03:19, 17 February 2011 (UTC)


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User:Vinaythota

i want to know how transformer is working.how the power equal at primary&secondary windings.

title: User:Vinaythota


text:
User:Vanished user adhmfdfmykrdyr/IRC log - 17/2/2011

__NOINDEX__ '''This log is posted because the topic clearly states the log is public. This log is posted as it goes towards proving my assertion that Ottava engages in harassment. If the admins believe that this is a violation of Wikiversity policy in regards to privacy, I will accept and not protest a block. You violate the rules, you suffer the consequences. I just believe that this is not a violation as the topic clearly states the room is logged. I also believe that there is an over riding need for these logs to be public as they support my claim that Ottava uses alternative channels in order to avoid the consequences of if he was to engage in these activities on Wikiversity chat pages.'''

External public record in case of blanking absent consensus

[11:23] * Now talking in #wikiversity-en [11:23] * Topic is 'Welcome to the English Wikiversity IRC channel: http://en.wikiversity.org | For assistance ask your question and WAIT for an answer or ask at http://en.wikiversity.org/wiki/Wikiversity:Colloquium | This channel is logged | Discuss http://beta.wikiversity.org/wiki/Sandbox_Server | CVN channel at #cvn-wv-en' [11:23] * Set by draicone!~draicone@wikimedia/Draicone on Sat Nov 27 03:39:12 [11:23] -jordan.freenode.net:#wikiversity-en- [freenode-info] if you're at a conference and other people are having trouble connecting, please mention it to staff: http://freenode.net/faq.shtml#gettinghelp [11:23] -ChanServ- [##australia] Welcome to ##australia! [11:36] * Quits: SB_Johnny (~SB_Johnny@c-68-84-74-50.hsd1.pa.comcast.net) (Quit: SB_Johnny) [11:49] * Joins: JWSchmidt (~JWSurf@ip68-2-97-159.ph.ph.cox.net) [11:49] * Quits: JWSchmidt (~JWSurf@ip68-2-97-159.ph.ph.cox.net) (Changing host) [11:49] * Joins: JWSchmidt (~JWSurf@wikia/JWSchmidt) [14:20] * Joins: Moulton1 (~Moulton@pool-68-160-132-4.bos.east.verizon.net) [14:23] * Quits: Moulton (~Moulton@pool-68-160-132-4.bos.east.verizon.net) (Ping timeout: 240 seconds) [14:23] * Moulton1 is now known as Moulton [14:30] * Joins: Ottava (~no@108.110.216.61) [14:30]  Laura, way to lie about me [14:31]  Id love to know the 3 people here who supposedly helped you [14:31]  Oh yeah, I've "never used my real name" and "never posted proof of credentials" when everyone here has seen them [14:33]  So, who is Dinsdale? [14:33]  Dinsdale is most likely KBlott [14:33]  After his attacks on Durova, CUs started investigating [14:33]  MuZemike hasn't been about to compare data [14:33]  so I havent had a confirmation yet [14:34]  KBlott is the only one familiar with the obscure pages on Wikiversity and matters that ended 3 years ago, such as !! [14:34]  hi Ottava [14:34]  JWSchmidt, were you one of the three people that supposedly helped Laura form something that basically lies about me? [14:34]  Hell, my real name account posted in the Deletion discussion about edits regarding the account [14:35]  everyone here participated in it [14:35]  I had nothing to do with this "Community Review" [14:35]  Well, she claims 3 people from IRC did [14:35]  Everyone here was involved in the deletion discussion of my edits [14:35] <JWSchmidt> I noticed that I made some comments in an IRC log that she posted [14:36] <Ottava> so they also saw my academic transcript verifying my multple masters and my dissertation for my phd [14:37] <Ottava> I do love how she claims I chased away people yet I rarely post, and how I am awful in chat yet I am rarely in chat [14:37] <Ottava> or how there is "new" material which is all from 9 months ago [14:38] <JWSchmidt> Ottava: you are on the "shit list"...you have a target painted on you [14:38] <Ottava> No, I am on Jtneill's revenge list [14:38] <Ottava> as Laura is one of his friends from school [14:38] <Ottava> I love this one [14:39] <Ottava> Ottava threatened Stanistani with loss of cooperation: " I also find it strange how you can defend a user who has proven to stalk multiple users at Wikiversity irl and do such over a 3 year period. If you honestly feel that such behavior is acceptable, then you can be certain that I could never work with you," [14:39] <Ottava> Oh no, heaven forbid me saying tha I can't work with someone who doesn't make me comfortable! [14:39] <Ottava> what a "threat" [14:39] <LauraHale> I've talked to JTNeil three times. [14:39] <Ottava> Stop with the lies, Laura [14:39] <Ottava> you threw a temper tantrum because of what I said about Jtneill [14:39] <LauraHale> I'd argue that you and I are better friends Ottava than JTNeil and I are. [14:39] <LauraHale> Nope. [14:40] <Ottava> all the bullshit started when you went crazy over me confronting him over abuse [14:40] <Ottava> stop the bullshit [14:40] <Ottava> I did -nothing- to you [14:40] <Ottava> and yet you lie about me [14:40] <Ottava> There is a warm spot in hell for those like you [14:41] <LauraHale> Ottava: I can tell you honestly, I've met JTneill three times. The first was when he helped print posted for RCC Canberra 2010. The second time was at RCC 2011. The third time was this week when I asked him to find a local Wikipedian to present with me at Wiki Sport Academy. [14:41] <Ottava> and Laura, you are violating our policies by posting logs, which is an actual rule violation unlike anything you claim of me [14:41] <LauraHale> Ottava: I'm going to post this log. [14:41] <Ottava> and yes, I have brought far more people to Wikiversity than you have [14:41] <Ottava> go ahead, it will be OS'd by Stewards [14:41] <LauraHale> To support my claim of harrassment and of making unfounded allegations against me. [14:41] <Ottava> and if you keep it up, they can emergency block you [14:41] <LauraHale> Ottava: This is not meant as a personal thing. [14:42] <Ottava> No, it is personal, you are a cry baby with a vendetta [14:42] <Ottava> you have nothing real [14:42] <LauraHale> Ottava: If they emergency block me, I will fully accept it and I won't protest it. [14:42] <Ottava> so you make up bullshit to smear people [14:42] <Ottava> you ae a disgrace [14:42] <Ottava> you are a whiney liar unable to cope with reality [14:42] <Ottava> Oh, I chase people away because I do nothing but keep to my own work and welcome people? [14:42] <Ottava> Where do you get such nonsense from? [14:43] <Ottava> Did you get dropped on your head? [14:43] <LauraHale> Ottava: And I realize that posting that, it could be seen as a personal attack on you. It wasn't intended to be that. Rather, it was intended to be a conversation about the value of your contributions versus expanding participation on Wikiversity. [14:43] <Ottava> Laura, every single sentence you wrote contains lies [14:43] <Ottava> things you -know- are lies [14:43] <LauraHale> Ottava: Can you tell me who will be blocking me? I'm not really familiar with how these things work. [14:43] <Ottava> If a steward has to repeatedly OS content then they block [14:44] <Moulton> People! You can't fight in here! This is the War Room. [14:44] <LauraHale> Ottava: I had my site blacklisted from Wikipedia. I didn't protest that. So when I say I would accept whatever the community consensus was in terms of consequences for my posting that, I have evidence of that in relation to my involvement with WMF. [14:44] <LauraHale> Ottava: What steward would do that? [14:44] <Ottava> It is standard protocol [14:44] <LauraHale> Ottava: Standard protocol for what? [14:44] <Ottava> OS deals with privacy related matters, which includes chat logs and emails [14:45] <Moulton> Eastern Standard Protocol. [14:45] <Ottava> How can you say you teach about wikis to people and don't know these things? [14:45] <Moulton> They adopted it in Maryland about 75 years ago. [14:45] <LauraHale> Ottava: Please file that emergency request. [14:45] <LauraHale> Ottava: WMF =/= Wikis. [14:45] <Ottava> I don't tneed to "file" anything [14:45] <Ottava> You proport to teach about Wikiversity, which is a wiki and WMF [14:45] <LauraHale> Ottava: So confused. [14:46] <LauraHale> Ottava: I'm not teaching much about Wikiversity. I don't know where you get the idea that I am teaching a lot about Wikiversity. [14:46] <Moulton> Confusion is the first step toward Enlightenment. [14:46] <Ottava> You said it the other day [14:46] <LauraHale> Ottava: Prove it as I didn't. [14:46] <LauraHale> The onus is on you to prove the affirmative. [14:47] <Ottava> Okay, Laura, so what was your meetup the other day where you said you gave a presentation on Wikiversity? [14:47] <Ottava> and linked to videos about it? [14:47] <Ottava> and went on and on about how you were promoting Wikiversity? [14:47] <Moulton> Welcome to Level 3 Skandalon. [14:48] <LauraHale> Ottava: I haven't given any presentation on Wikiversity. [14:48] <Ottava> Are you saying you don't promote wikiversity? That all of your claims about don't actually deal with us? Are you really going to claim that you don't really do anything for Wikiversity? [14:48] <LauraHale> Ottava: Please provide evidence that I have. [14:48] <Ottava> If so, then you undermine all of your claims [14:48] <Ottava> two options, neither make you look good [14:48] <LauraHale> Ottava: Wikiversity =/= All Wikis Everywhere. [14:48] <Ottava> You claim to want to work with Wikiversity yet you do nothing [14:48] <Ottava> odd [14:49] <Moulton> Welcome to the Wikiversity Post-Modern Theater of the Absurd. [14:49] <Ottava> you attack those who put in work, who actually recruit [14:49] <Ottava> and then make up claims about not being able to get people [14:49] <LauraHale> Ottava: You can support yourself by stopping with the harrassment of me. you can support yourself by proving that I am a liar. you can help yourself by proving I am BFFs with JTNeill. [14:49] <Ottava> when, as you revealed, you never have tried to get anyone [14:49] <Ottava> Harassment of you? You harassed me [14:49] <LauraHale> Moulton: That's pretty much it. [14:49] <Moulton> Tonight's sketch features Narcissistic Wounding. [14:49] <Ottava> I never respond to you on Wiki [14:49] <Ottava> I dont follow you [14:49] <LauraHale> Ottava: you're in here attacking me. [14:49] <Ottava> I ignore you [14:49] <Ottava> that is not the same with you [14:49] <Ottava> No, I am defending my reputation against your libel [14:49] <Ottava> Your lies [14:49] <LauraHale> Ottava: Yet you attack me here. [14:50] <LauraHale> Ottava: And yet you ie about me too. [14:50] <LauraHale> And libel is a legal term. [14:50] <Ottava> Attacking you for attacking me isn't an attack [14:50] <Ottava> It is a response [14:50] <Ottava> you can't beat someone up and if they punch you claim that you are defending yourself! [14:50] <Moulton> Folks, it's a knock-down, drag-out Ego-Bruiser here. [14:50] <LauraHale> Ottava: That is your view on it. [14:50] <Ottava> It is as if you are disconnected from all logic and sanity [14:50] <Moulton> The haphazard theories of mind are flyiing fast and thick. [14:51] <LauraHale> Ottava: As this is your defense of yourself to my accusations, will you agree again that these logs are public? [14:51] <Ottava> No, stop with the harassing of others [14:51] <Ottava> We have rules [14:51] <Ottava> try to follow them sometime [14:51] <Moulton> Ottava just pinned Laura with page 184 of DSV-IV! Will she rip that page out and stuff it in his mouth? [14:51] <Moulton> Ottava goes for the Rules == Chaos Gambit. [14:52] <Moulton> Poincare cheers. [14:52] <Moulton> Edward Lorenz yawns. [14:52] <Moulton> Benoit Mandelbrot turns over in his grave. [14:52] <LauraHale> Ottava: I shall post anyway. If I get banned, so be it. I am willing to suffer that consequence. [14:52] <Moulton> Suffering! [14:52] <Ottava> Laura, you know our rules yet do it any way to harass [14:52] <Ottava> That is a serious problem [14:53] <Moulton> There it is folks. We have Empathy. We have Mutual Suffering. [14:53] <Moulton> Will they feel each others pain? [14:53] <LauraHale> Ottava: I will suffer the consequences. As you called me a liar and made other statements about me that I've denied and that you refuse to prove affirmatives for, I'm going to ignore you. [14:53] <Moulton> Will the suffering escalate or subside? The crowd is on the edge of their seats here in Schadenfreude Theater. [14:53] <Ottava> Laura, you lied about me [14:54] <LauraHale> [11:23] * Topic is 'Welcome to the English Wikiversity IRC channel: http://en.wikiversity.org | For assistance ask your question and WAIT for an answer or ask at http://en.wikiversity.org/wiki/Wikiversity:Colloquium | This channel is logged [14:54] <Ottava> You lied about getting help from the chat because everyone here knows the facts about me which directly contradict 60% of your claims [14:54] <Ottava> and the topic isnt Wikiversity [14:54] <Ottava> IRC does not override Wikiversity policy [14:54] <Ottava> nor is IRC Wikiversity


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UCNISS/Sport Social Media Academy/Copyright

Copyright
Copyright is an important consideration when using social media. Who owns the content that you and your sport organization post online?


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UCNISS/Sport Social Media Academy/Why, who, where?

Why, how, what, who, where?
When thinking about using social media, sport organizations and athletes may want to answer the following questions:

 * 1) Why do you want to use social media?  How can social media help you reach your institutional objectives?  Who in your organization will help you meet these objectives when using social media?
 * 2) Who is your audience?  Who will you use social media to reach?
 * 3) Where is your audience located online?


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User talk:Vinaythota

 Hello Vinaythota, 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.
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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! --Ottava Rima (talk) 04:19, 17 February 2011 (UTC)

title: User talk:Vinaythota


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User:Brylie/Music Theory/to-do

Taken from instructor's comments in the Collaborative Lesson planning forums here and here.
 * I plan to include a diagram, which I am currently designing, that will encompass the foundations of tonal music composition and that can be used as a quick reference for improvisation, composition, and memorization. Additional lessons will include additional triads, sevenths, extended, and 'exotic chords', aleatoric composition, and the overtone series.
 * The realm of music theory also provides many opportunities for metaphoric and mnemonic realization. Mnemonics and patterns can help to reduce the amount of rote memorization a student must endure. Metaphors include the solar system (chord function and compositional probability), moon phases (chord leading/resolution), ocean surf (occlusion, chromaticism, musical movements, orchestral composition), Escher's stairs (the octave and compound intervals), lightwaves (synesthesia and visual recognition), and constellations (stringed instrument chord and scale forms at various resolutions, e.g. triad, seventh, pentatonic, heptatonic.)
 * I would like to augment the, currently eight, lessons with additional concepts and supplement each concept with generative and constructive practice challenges. I would also like to share the learning resource(s) with my near peers who are interested in exploring music theory.

Suggestions from Others

 * Brylie: I like your pragmatic approach to your lesson planning. But, I am confused as to the approach you will be using to teach each activity in your lesson plan. It would help other teachers to have that knowledge when evaluating your lesson plan. If my suggestion is confusing please let me know. Thanks, Dr. King
 * Perhaps quite idiosyncratic but I found it all very useful from the "mnemonic" point of view you mentioned. I'm not a sight reader, but I was able to learn a lot of chords by thinking about the associated color patterns. It would be interesting to expand this sometime to deal with the various more advanced topics in music theory your lesson plan talks about... from, Joe Cornelli, Wikiversity User: Arided
 * Thanks for posting your fascinating plan about Music Theory. I really look forward to seeing how you develop the resource. Can you include what you're writing here about "metaphoric and mnemonic realization" into the plan? from, Charles Jeffrey Danoff, Wikiversity User: Charles Jeffrey Danoff

title: User:Brylie/Music Theory/to-do


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User:TeleComNasSprVen/Community Review

Purpose: The purpose of initiating a Community Review is to seek greater community input and third-opinion feedback to resolve any particularly controversial topics when all other methods of discussion and/or dispute resolution have been exhausted.

Types of Community Reviews: There are three main types of Community Reviews that can be opened for any number of different purposes specific to its scope, but they all must adhere to a set of rules that define how they can be initiated.

 * Content Community Reviews: Content Community Reviews can be initiated between any users who have conflicting views on particular Wikiversity resources, topics, schools, or other content disputes and wish to share their opinions about them to the rest of the Wikiversity community. As a prerequisite to opening such a Community Review, users involved must post ‘’at least’’ two different links, preferably permanent revisions, to two past discussions, whether on the content talk page or the talk page(s) of the involved users, about the topic of the Community Review that have remained unresolved.

 * User Community Reviews: User Community Reviews, or those reviews initiated against a certain user, are more serious than content ones. These reviews are usually opened after long discussions about alleged user harassment, abuse of custodian powers, or other forms of user misconduct. In addition to the prerequisites requiring two unresolved discussions against the custodian above, the user who opens this type of review must also post ‘’at least’’ five diffs and explain how those diffs are examples of user misbehavior.

 * Policy Community Reviews: Policy Community Reviews, or those reviews initiated specifically for the purpose of making (a) significant change(s) to current Wikiversity policies or practices, such as the Community Review opened to change Community Reviews, may be opened at any time, without prior discussions or prerequisites, provided that the user has assumed in good faith that the change he or she proposes is significant to Wikiversity or is something affecting the wiki sitewide.

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Reopening the same Community Review is discouraged, unless it is about the same or similar incident. If it is about a separate dispute but about the same page, then please initiate a different Community Review with an incident number following it (that is, the incremented number of incidents that have occurred on the same page up to the present one placed after the subpage title). In the case of a User Community Review, however, a different review can be initiated if the user in question performs a different contentious action than is what is described in the previous review (e.g. a custodian makes a mistake deleting pages in one CR and does not understand the blocking policy in another CR).

title: User:TeleComNasSprVen/Community Review


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User:CQ/FSTE

From Stubs To Extentions

stub

The Village Pump
Finding the pump was easy in those days.. it was ablaze with excitement and convergence.

title: User:CQ/FSTE


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User talk:CharleyQuinton

 Hello CharleyQuinton, 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! --Ottava Rima (talk) 05:15, 17 February 2011 (UTC)

title: User talk:CharleyQuinton