text:
User:Marshallsumter

=African history=

- check resources in category for inclusion into template.

- check resources in category for inclusion into template.

Seems pretty well developed, maybe a hominid history would be helpful.

Using a search for "African" "history" yields 209 pages. Countries and territories:
 * Africa - about half a page.
 * Algeria
 * Angola
 * Astronomy - a sentence on the history of astronomy in Africa, needing development.
 * Benin
 * Botswana
 * Brava
 * Buganda - the Kingdom.
 * Burkina Faso
 * Burundi
 * Cameroon
 * Canary Islands
 * Cape Verde
 * Category:African History - eight pages.
 * Category:Ancient Egypt - 21 separate pages.
 * Central African Republic
 * Ceuta
 * Chad
 * Comoros
 * Côte d'Ivoire
 * Democratic Republic of the Congo
 * Djibouti
 * Egypt
 * Equatorial Guinea
 * Eritrea
 * Ethiopia
 * Gabon
 * Gambia
 * Ghana
 * Guinea
 * Guinea-Bissau
 * Kenya
 * Lesotho
 * Liberia
 * Libya
 * Libyan history
 * Madagascar
 * Madeira
 * Malawi
 * Mali
 * Mauritania
 * Mauritius
 * Mayotte
 * Melilla
 * Morocco
 * Mozambique
 * Namibia
 * Niger
 * Nigeria
 * Republic of the Congo
 * Réunion
 * Rwanda
 * Sahrawi Arab Democratic Republic
 * Saint Helena
 * São Tomé and Príncipe
 * Senegal
 * Seychelles
 * Sierra Leone
 * Somalia
 * South Africa
 * South Sudan
 * Sudan
 * Swaziland
 * Togo
 * Topic:African history - page of "to do's".
 * Tunisia
 * Uganda
 * Uniter republic of Tanzania
 * Zambia
 * Zimbabwe

=Astronomy=

Radiation astronomy

 * Radiation astronomy/Electromagnetics
 * Radiation astronomy/Gamma rays
 * Radiation astronomy/Gravitationals
 * Radiation astronomy/History
 * Radiation astronomy/Radios

=Courses=

=Developer=

 * 1) Monitor: Wikiversity:Request_custodian_action and Wikiversity:Notices_for_custodians. On my watchlist.
 * 2) Welcome new users with . Recent changes. ::User_talk:Detchie 19 November 2014.
 * 3) Respond to Colloquium questions and requests.
 * 4) Review the Template:Administering_Wikiversity resource list.
 * 5) Move a page without redirect. 6 November 2014 Consciousness studies/One-hand clapping  (Marshallsumter moved page One-hand clapping to Consciousness studies/One-hand clapping without leaving a redirect: Organizes resource to likely parent area.)
 * 6) Move a page with subpages.
 * 7) Move a page with delete.
 * 8) Delete a page.
 * 9) Undelete a page.
 * 10) Merge page history using https://en.wikipedia.org/wiki/Wikipedia:How_to_fix_cut-and-paste_moves.
 * 11) Hide revisions using https://en.wikipedia.org/wiki/Wikipedia:Revision_deletion.
 * 12) Monitor Wikiversity:Import and import content from a sister project.
 * 13) Monitor the AbuseLog (Special:AbuseLog) and create or update an abuse filter.
 * 14) Review one or more Maintenance reports (Special:SpecialPages) and make appropriate corrections.
 * 15) Edit one or more pages in the MediaWiki (https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=8) namespace.
 * 16) Block a user or IP address and monitor Category:Requests_for_unblock.
 * 17) Work with other custodians to effectively support Wikiversity.
 * 18) Occasionally check Special:Log/delete.
 * 19) Category:Candidates_for_speedy_deletion
 * 20) Category:NowCommons
 * 21) Category:Pending_deletions
 * 22) Category:Proposed_deletions
 * 23) Category:Queried_pages
 * 24) Category:Requests_for_Deletion
 * 25) Category:Requests_for_own_page_deletion
 * 26) Review Special:SpecialPages
 * 27) The NASA website hosts a large number of images from the Soviet/Russian space agency, and other non-American space agencies. These are not necessarily in the public domain.
 * 28) Materials based on Hubble Space Telescope data may be copyrighted if they are not explicitly produced by the STScI or Hubblesite. See also PD-Hubble and Cc-Hubble.
 * 29) The SOHO (ESA & NASA) joint project implies that all materials created by its probe are copyrighted and require permission for commercial non-educational use, SOHO.
 * 30) Images featured on the Astronomy Picture of the Day (APOD) web site may be copyrighted, About APOD.
 * 31) The National Space Science Data Center (NSSDC) site has been known to host copyrighted content even though its photo gallery FAQ states that all of the images in the photo gallery are in the public domain.

=Dominant groups=

=Draft namespace=

Wikiversity:Requests for Deletion#Main Page "Lectures"

Wikiversity talk:Requests for Deletion

Colloquium

Lecture - Principal contributors - Creator

Research efforts in draft space

 * 1) Draft:Original research/H box gene transcription laboratory (141 kB) (18 November 2019)

Draft updates
Special:RandomRootpage/Draft

Lecture/Resource - creator - major/most recent contributor - date moved to Draft - latest update, (October 25/168=14.9 %), (November 30/168=17.9 %), (December 26/168=15.5 %), (January 31/168=18.5 %), (February 35/168=20.8 %), (March 19/168=11.3 %).
 * 1) Draft:Original research/Adventureship consider Contracts/Adventureships
 * 2) Draft:Original research/Agriculture see e.g. Agronomy, Farming, Forestry, Horticulture
 * 3) Draft:Original research/Amino acids see e.g. Biochemistry/Amino Acids
 * 4) Draft:Original research/Animal physiology consider Genetics/Animal physiology
 * 5) Draft:Original research/Applications of power electronics (14 kB) 21 March 2018 - (23 February 2020) (last update)
 * 6) Draft:Original research/Archaeology see e.g. Geochronology/Archaeology
 * 7) Draft:Original research/Astrogeology consider Rocks/Rocky objects/Astrogeology
 * 8) Draft:Original research/Astrognosy consider Structures/Astrognosy
 * 9) Draft:Original research/Astrohistory consider Pole star project/Astrohistory
 * 10) Draft:Original research/Atmospheric sciences consider Gases/Gaseous objects/Atmospheres
 * 11) Draft:Original research/Attribution and copyright (33 kB) 21 March 2018 - (19 October 2019) (last update)
 * 12) Draft:Original research/Attribution and copyright/Liability (8 kB) 3 June 2018 - (2 January 2020) (last update)
 * 13) Draft:Original research/Attribution and copyright/National treatment (3 kB) 3 June 2018 - (3 January 2020) (last update)
 * 14) Draft:Original research/Attribution and copyright/Quiz (4 kB) 3 June 2018 - (19 October 2019) (last update)
 * 15) Draft:Original research/Balloons for astronomy see e.g. Radiation astronomy/Balloons
 * 16) Draft:Original research/Biology consider Genetics/Biology
 * 17) Draft:Original research/Callisto see e.g. Rocks/Rocky objects/Callisto
 * 18) Draft:Original research/Ceres see e.g. Rocks/Rocky objects/Ceres
 * 19) Draft:Original research/Charge ontology consider Charge ontology
 * 20) Draft:Original research/Charges (27 kB) 21 March 2018 - (5 November 2019) (last update)
 * 21) Draft:Original research/Chemicals consider Radiation astronomy/Chemicals or Chemicals
 * 22) Draft:Original research/Chemistry consider Chemicals/Chemistry
 * 23) Draft:Original research/Classical mechanics (16 kB) 21 March 2018 - (5 January 2020) (last update)
 * 24) Draft:Original research/Classics (68 kB) 21 March 2018 - (5 January 2020) (last update)
 * 25) Draft:Original research/Colonial India (13 kB) - User:59.95.28.189 - User:Marshallsumter 21 March 2018 - (22 October 2019) (last update)
 * 26) Draft:Original research/Comets see e.g. Radiation astronomy/Comets
 * 27) Draft:Original research/Compositions across disciplines (15 kB) 21 March 2018 - (7 November 2019) (last update)
 * 28) Draft:Original research/Conditions (10 kB) 21 March 2018 - (23 October 2019) (last update)
 * 29) Draft:Original research/Control groups (43 kB) 21 March 2018 - (24 November 2019) (last update)
 * 30) Draft:Original research/Creationism consider Anthropology/Creationism
 * 31) Draft:Original research/Culture (13 kB) - User:Jtneill - User:Marshallsumter 24 March 2018 - (28 October 2019) (last update)
 * 32) Draft:Original research/Cytokinesis consider Cells/Cytokinetics
 * 33) Draft:Original research/Deoxyribonucleic acids consider Chemicals/Deoxyribonucleic acids
 * 34) Draft:Original research/Dione see e.g. Rocks/Rocky objects/Dione
 * 35) Draft:Distances consider Charges/Distances or Radiation/Distances
 * 36) Draft:Original research/Early telescopes see e.g. Radiation astronomy/Telescopes
 * 37) Draft:Original research/Economics (4 kB) - User:Remi - User:Marshallsumter 21 March 2018 - (18 December 2019) (last update)
 * 38) Draft:Original research/Electrocardiogram consider Remedy/Electrocardiograms
 * 39) Draft:Original research/Electrochemical capacitors consider Capacitors/Electrochemicals
 * 40) Draft:Original research/Electron beam heating consider Charges/Electron beam heating
 * 41) Draft:Original research/Electrospheres consider Charges/Electrospheres
 * 42) Draft:Original research/Electrostatic suspension consider Charges/Electrostatic suspension
 * 43) Draft:Original research/Electroweak interaction consider Charges/Electroweak interactions
 * 44) Draft:Enceladus see e.g. Rocks/Ice sheets/Enceladus
 * 45) Draft:Original research/Epigenetics consider Genetics/Epigenetics or Genes/Epigenetics
 * 46) Draft:Original research/Epigenomes (27 kB) 24 March 2018 - (5 November 2019) (last update)
 * 47) Draft:Original research/Eukaryotes consider Genetics/Eukaryotes
 * 48) Draft:Original research/Evolution consider Genetics/Evolution
 * 49) Draft:Original research/Fringe sciences (123 kB) 25 February 2018 - (12 February 2020) (last update)
 * 50) Draft:Original research/Funding (9 kB) 21 March 2018 - (10 November 2019) (last update)
 * 51) Draft:Original research/Gases consider Chemicals/Gases
 * 52) Draft:Genealogy consider Genetics/Genealogy
 * 53) Draft:Original research/Genes consider Deoxyribonucleic acids/Genes or Nucleic acids/Genes
 * 54) Draft:Original research/Genetics consider Genes/Genetics
 * 55) Draft:Original research/Gene transcriptions consider Genes/Transcriptions
 * 56) Draft:Original research/Genomes consider Genes/Genomes
 * 57) Draft:Original research/Genomics consider Genes/Genomics
 * 58) Draft:Original research/Geochemistry consider Chemicals/Geochemistry, Geochemistry or Rocks/Rocky objects/Geochemistry
 * 59) Draft:Original research/Geochemistry to produce Widgiemoolthalite see Geochemistry to produce Widgiemoolthalite
 * 60) Draft:Original research/Geochronology consider Dates/Geochronology, see Geology/Geochronology
 * 61) Draft:Original research/Geographic coordinates consider Geographic coordinates
 * 62) Draft:Original research/Geomorphology consider Geomorphology
 * 63) Draft:Original research/Geophysics consider Geophysics
 * 64) Draft:Original research/Geoseismology consider Geoseismology
 * 65) Draft:Original research/Heredity consider Genetics/Heredity
 * 66) Draft:Original research/History consider Anthropology/History, Dates/History or Geochronology/History
 * 67) Draft:Original research/How-to's (3 kB) - User:1adamwithrow - User:Marshallsumter 24 March 2018 - (18 December 2019) (last update)
 * 68) Draft:Original research/Humanistic methods (16 kB) 21 March 2018 - (25 January 2020) (last update)
 * 69) Draft:Original research/Humanities (44 kB) 21 March 2018 - (11 January 2020) (last update)
 * 70) Draft:Original research/Human RNA (31 kB) 24 March 2018 - (5 November 2019) (last update)
 * 71) Draft:Original research/Human teeth consider Genetics/Human teeth
 * 72) Draft:Original research/Insider trading (13 kB) 21 March 2018 - (8 January 2020) (last update)
 * 73) Draft:Original research/Interstellar vehicles consider Radiation astronomy/Interstellar vehicles
 * 74) Draft:Original research/Io see e.g. Volcanoes/Io and consider Liquids/Liquid objects/Io
 * 75) Draft:Original research/Journalism consider Writing/Journalism
 * 76) Draft:Original research/Lamarckism consider Evolution/Lamarckism
 * 77) Draft:Original research/Language (12 kB) - User:193.144.127.231 - User:Marshallsumter 24 March 2018 - (29 February 2020) (last update)
 * 78) Draft:Original research/Language families (14 kB) 21 March 2018 - (9 January 2020) (last update)
 * 79) Draft:Languages (14 kB) 21 March 2018 - (26 February 2020) (last update)
 * 80) Draft:Languages and language families (26 kB)  24 March 2018 - (4 March 2020) (last update)
 * 81) Draft:Original research/Laws (18 kB) 21 March 2018 - (1 February 2020) (last update)
 * 82) Draft:Original research/Libyan history consider Anthropology/Libyan history
 * 83) Draft:Linguistics (22 kB) - User:Danfly~enwikiversity - User:Marshallsumter 21 March 2018 - (6 March 2020) (last update)
 * 84) Draft:Original research/Liquids consider Chemicals/Liquids
 * 85) Draft:Original research/Literature consider Writing/Literature
 * 86) Draft:Original research/Lofting technology (91 kB) 21 March 2018 - (22 December 2019) (last update)
 * 87) Draft:Original research/Logic consider Reasoning/Logic
 * 88) Draft:Original research/MacLaurin series consider Numbers/MacLaurin series
 * 89) Draft:Mammalogy consider Genetics/Mammalogy
 * 90) Draft:Mathematics consider Numbers/Mathematics
 * 91) Draft:Original research/Measurements (3 kB) - User:129.113.150.29 - User:Marshallsumter 21 March 2018 - (12 December 2019) (last update)
 * 92) Draft:Original research/Medicine see e.g. Remedy/Medicine
 * 93) Draft:Original research/Melanocytes consider Cells/Melanocytes
 * 94) Draft:Original research/Mems capacitors consider Charges/Mems capacitors
 * 95) Draft:Original research/Metadefinitions consider Words/Metadefinitions
 * 96) Draft:Original research/Metamathematics consider Mathematics/Metamathematics
 * 97) Draft:Original research/Mining geology consider Geology/Mining, Mining geology, Geominerals/Mining
 * 98) Draft:Original research/Molecular genetics consider Genetics/Molecular
 * 99) Draft:Monopolistic practices see e.g. Dominant group/Monopolistic practices
 * 100) Draft:Original research/Moon see e.g. Liquids/Liquid objects/Moon, Lunaminerals
 * 101) Draft:Original research/Natural electric field of the Earth consider Charges/Natural electric field of the Earth
 * 102) Draft:Near-surface solar fusion consider Charges/Near-surface solar fusion
 * 103) Draft:Original research/Neutrinos see e.g. Stars/Sun/Neutrinos
 * 104) Draft:Original research/Chemicals/Nickels see e.g. Chemicals/Nickels
 * 105) Draft:Original research/North Sea continental shelves see e.g. Continental shelves/North Sea
 * 106) Draft:Original research/Notations consider Writing/Notations
 * 107) Draft:Original research/Nuclear physics consider Charges/Nuclear physics
 * 108) Draft:Original research/Oceanography consider Liquids/Liquid objects/Oceanography
 * 109) Draft:Original research inquiry consider Original research/Inquiry
 * 110) Draft:Orthomolecular medicine (14 kB) - User:Abd - User:Marshallsumter 24 March 2018 - (16 March 2020) (last update)
 * 111) Draft:Osteoarthritis consider Remedy/Osteoarthritis
 * 112) Draft:Original research/Paleontology see e.g. Geochronology/Paleontology
 * 113) Draft:Original research/Particle fountain consider Charges/Particle fountain
 * 114) Draft:Original research/Petrophysics (43 kB) 21 March 2018 - (7 November 2019) (last update)
 * 115) Draft:Philosophy consider Humanities/Philosophy or Anthropology/Philosophy
 * 116) Draft:Original research/Phosphate biochemistry consider Chemicals/Phosphate biochemistry
 * 117) Draft:Original research/Phosphate budgets consider Chemicals/Phosphate budgets
 * 118) Draft:Phosphate reactions consider Chemicals/Phosphate reactions
 * 119) Draft:Original research/Physics consider Charges/Physics
 * 120) Draft:Original research/Planets see e.g. Radiation astronomy/Planets
 * 121) Draft:Original research/Plasmas consider Charges/Plasmas
 * 122) Draft:Original research/Pluto consider Rocks/Rocky objects/Pluto
 * 123) Draft:Post scarcity consider Artificial intelligence/Post scarcity
 * 124) Draft:Original research/Pragmatics (20 kB) 21 March 2018 - (24 October 2019) (last update)
 * 125) Draft:Professional practice in architecture (5 kB) - User:Rkulczak - User:Marshallsumter 24 March 2018 - (21 February 2020) (last update)
 * 126) Draft:Original research/Proof of concept see e.g. Proof of market
 * 127) Draft:Proof of technology see e.g. Proof of market
 * 128) Draft:Proteins consider Chemicals/Proteins
 * 129) Draft:Original research/Radiation consider Charges/Radiation, or Chargomagnetism/Radiation
 * 130) Draft:Original research/Radiation astronomy see e.g. Radiation/Astronomy
 * 131) Draft:Original research/Radiation physics (42 kB) 24 March 2018 - (27 October 2019) (last update)
 * 132) Draft:Reef geomorphology (28 kB) 21 March 2018 - (22 February 2020) (last update)
 * 133) Draft:Original research/Regions (22 kB) 21 March 2018 - (13 December 2019) (last update)
 * 134) Draft:Original research/Repellor vehicles (42 kB) 21 March 2018 - (31 January 2020) (last update)
 * 135) Draft:Original research/Safety (13 kB) 24 March 2018 - (13 December 2019) (last update)
 * 136) Draft:Sedimentary rocks consider Rocks/Sedimentary or Sediments/Sedimentary rocks
 * 137) Draft:Sediments see e.g. Rocks/Sediments
 * 138) Draft:Original research/Semantics (30 kB) 21 March 2018 - (25 October 2019) (last update)
 * 139) Draft:Semiotics (17 kB) 21 March 2018 - (6 March 2020) (last update)
 * 140) Draft:Original research/Serpens X-1 consider Sources/Serpens X-1
 * 141) Draft:Original research/Shielding consider Charges/Shielding see e.g. Repellor vehicles/Shielding
 * 142) Draft:Slavery consider Anthropology/Slavery
 * 143) Draft:Original research/Small solar vehicle (5 kB) 24 March 2018 - (7 November 2019) (last update)
 * 144) Draft:Solar mirrors in the stratosphere (17 kB) 24 March 2018 - (22 February 2020) (last update)
 * 145) Draft:Solids (19 kB) 24 March 2018 - (18 March 2020) (last update)
 * 146) Draft:South east African continental shelves consider Continental shelves/South east African
 * 147) Draft:Original research/Spaceflights consider Radiation astronomy/Spaceflights
 * 148) Draft:Original research/Sports (12 kB) - User:Cremisis13 - User:Marshallsumter 21 March 2018 - (9 November 2019) (last update)
 * 149) Draft:Original research/Stroke management consider Remedy/Stroke management
 * 150) Draft:Structural geology consider Geology/Structures or Rocks/Rocky objects/Structures
 * 151) Draft:Syntactics (19 kB) 21 March 2018 - (23 February 2020) (last update)
 * 152) Draft:Original research/Technological singularity consider Artificial intelligence/Technological singularity
 * 153) Draft:Original research/Technology consider Radiation astronomy/Technology
 * 154) Draft:Teeth consider Genetics/Teeth
 * 155) Draft:Original research/Terminology see e.g. Dominant group/Terminology
 * 156) Draft:Original research/Theology (29 kB) 21 March 2018 - (9 November 2019) (last update)
 * 157) Draft:Theory (34 kB) 24 March 2018 - (24 February 2020) (last update)
 * 158) Draft:Original research/Theory of original research (20 kB) 21 March 2018 - (15 December 2019) (last update)
 * 159) Draft:Original research/Titan consider Gases/Gaseous objects/Titan
 * 160) Draft:Original research/Trigonometric-parallax astronomy consider Radiation astronomy/Trigonometric parallax
 * 161) Draft:Two-word terms see e.g. Dominant group/Two-word terms
 * 162) Draft:Universal English pronunciation consider Speaking/Universal English pronunciation
 * 163) Draft:Universals consider Writing/Universals
 * 164) Draft:Vela X-1 consider Sources/Vela X-1
 * 165) Draft:Original research/Venus see e.g. Gases/Gaseous objects/Venus
 * 166) Draft:Original research/Vesta consider Rocks/Rocky objects/Vesta
 * 167) Draft:Original research/Volcanoes consider Charges/Volcanoes
 * 168) Draft:What is a human? consider Genetics/What is a human?

=Keynote lectures=

 * 1) Airborne astronomy see e.g. Radiation/Airborne
 * 2) Ammonoids see e.g. Genetics/Ammonoids
 * 3) Astronomy see e.g. Radiation astronomy/Astronomy
 * 4) Astrophysics see e.g. Radiation astronomy/Astrophysics
 * 5) Background astronomy see e.g. Radiation astronomy/Backgrounds
 * 6) Botany see e.g. Genetics/Botany
 * 7) Cosmic radiation astronomy see e.g. Radiation/Cosmic rays
 * 8) Cosmogony see e.g. Theory/Cosmogony
 * 9) Craters by radiation see e.g. Radiation astronomy/Craters
 * 10) Dates consider Times/Dates, see e.g. Geochronology/Dates or Geochrons/Dates
 * 11) Detectors for radiation astronomy see e.g. Radiation astronomy/Detectors
 * 12) Earth see e.g. Gases/Gaseous objects/Earth, Liquids/Liquid objects/Earth, Rocks/Rocky objects/Earth, and consider Plasmas/Plasma objects/Earth
 * 13) First astronomical X-ray source see e.g. Sources/First astronomical X-ray source
 * 14) Geology consider Rocks/Rocky objects/Geology
 * 15) Human DNA consider Nucleic acids/Human DNA
 * 16) Hydromorphology consider Liquids/Liquid objects/Hydromorphology
 * 17) Intergalactic medium see e.g. Sources/Intergalactic medium
 * 18) Interplanetary medium
 * 19) Interstellar medium see e.g. Sources/Interstellar medium
 * 20) Jupiter
 * 21) Magnetic field reversals see e.g. Magnetic field reversals/Earth
 * 22) Mars see e.g. Liquids/Liquid objects/Mars, Gases/Gaseous objects/Mars and consider Rocks/Rocky objects/Mars, Plasmas/Plasma object/Mars, Mariminerals
 * 23) Mercury see e.g. Rocks/Rocky objects/Mercury, Liquids/Liquid objects/Mercury and Gases/Gaseous objects/Mercury, consider Plasmas/Plasma objects/Mercury or Ermiminerals
 * 24) Meteor radiation astronomy see e.g. Radiation/Meteors
 * 25) Middle Ages see e.g. Geochronology/Middle Ages
 * 26) Minerals consider Chemicals/Minerals, Geominerals referring to Earth minerals such as Geominerals/Oxidanes or Geominerals/Carbonates, or Astrominerals for those found within meteorites and on other astronomical bodies such as Mars, the Moon, or Mercury.
 * 27) Neutron radiation astronomy see e.g. Radiation/Neutrons
 * 28) Paleanthropology
 * 29) Rocks consider Chemicals/Rocks
 * 30) Satellites for radiation astronomy see e.g. Radiation astronomy/Satellites
 * 31) Saturn see e.g. Gases/Gaseous objects/Saturn
 * 32) Sex integration consider Anthropology/Sex integration
 * 33) Sounding rockets for astronomy see e.g. Radiation astronomy/Rocketry
 * 34) Supernova X-rays consider Stars/Supernova X-rays or Stars/Supernovas
 * 35) Telescopes for radiation astronomy see e.g. Radiation astronomy/Telescopes
 * 36) Theoretical radiation astronomy see e.g. Radiation astronomy/Theory
 * 37) Uranus see e.g. Gases/Gaseous objects/Uranus, Liquids/Liquid objects/Uranus, Rocks/Rocky objects/Uranus or Plasmas/Plasma objects/Uranus
 * 38) Wanderers consider Radiation astronomy/Wanderers
 * 39) Zoology see e.g. Genetics/Zoology

=Genealogy=

- check resources in category for inclusion into template.

=Information=

 * IRC channels
 * #wikimedia-gendergap

=Meteorology=

 * Airplane Flying Handbook
 * Atmospheric science
 * Aviation resources
 * Aviation Weather
 * Climate
 * Climatology
 * Current weather satellites
 * Electrosphere
 * Fair weather
 * Hurricane
 * Lightning
 * Meteorology, page is in bad shape!
 * Natural electric field of the Earth
 * Precipitation detection
 * Skygazing
 * Subject 8 Meteorology
 * Thunderstorm
 * Tornado
 * Weather
 * Weather station
 * Wind engineering

=Monopolistic practices=

- check resources in category for inclusion into template.

=Original research projects=

 * Dominant group
 * Early telescopes
 * Publicity: possible article for This Month in GLAM.

GLAM and Early Telescopes corresponded by Marshallsumter of Wikiversity. Everyone knows the earliest record of working telescopes is from 1608 in the Netherlands. Right?

Did you know that Galileo always insisted that the ancients had telescopes?

Ever spend time looking at the paintings in an art gallery, reading books from a library, searching through archives, or wandering through a museum in awe of the past?

Take a look at the painting on the right.

It is of the god Kronos castrating his father Uranus, and it's from the Palazzo Vecchio in Florence, Ceiling of the room of the Elements.

It was painted circa 1560 by artist Giorgio Vasari who died in 1574. Saturn (Kronos), center right, is about to castrate Uranus, lower center left. Behind them both are the remains of an armillary sphere for observing the heavens. Directly above Uranus' head and directly to the left of Saturn's head is part of the sphere that looks like, for want of a better term, a telescope, with the eye-piece at its right end.

What do you think it is?

At left for comparison is a schematic of an idealized refracting telescope.

Maybe Galileo was right.

The images are from an ongoing original research project at Wikiversity about early telescopes. And, you can help! Now, when you're GLAMing it up, you can keep a keen eye out for something special.

Visit the early telescope research project and add your find to the discussion page.

Corresponded to the Newsroom for the Newsletter, next edition, at 19:10, 20 May 2013.

 * Gene project
 * Solar neutrinos
 * Repellor vehicles
 * Gene expressions in human exploration beyond low earth orbits

I'm Henry A. Hoff.

I submitted a proposal through NSPIRES in 2015: Gene expressions in human exploration beyond low earth orbits, that sought to subtly mitigate or modulate gene expressions by transcription factor nudging perhaps similar to the women's birth control pill. It passed phase I but was killed in phase II perhaps because I was thinking a double blind study might be best.

In reading about TRISH I noticed that passing proposed alternatives by those involved may be of help so how do I do that?

In attending this TRISH school I became aware of additional problems I may be able to help with.

Regarding space radiation, SCRs and GCRs play against each other in the solar cycle. It may be the case that choosing a travel window during the cycle between solar activity minimum (maximum GCRs) and solar maximum (minimum GCRs) may work or help.

A better understanding of the causes of the solar cycle I may be able to help with.

I'm Henry A. Hoff. Here's the rest of my questions/comments:

As a note: in nuclear reactors neutrons are moderated by zirconium. Something similar may work for Mars One.

Tweaking the radiation damage genetic repair system per my first proposal mentioned above both before and during spaceflight may help.

Regarding going faster, alternate fuel systems such as solid fuels that can be moderated or turned on and off may be better. And, technologies similar to my Repellor vehicles may help.

=Editorial board=

Talk:WikiJournal Preprints/Ice drilling

WikiJournal Preprints/Ice drilling

peer review form

label:meteoroids

WikiJournal Preprints/Earth-grazing meteoroid of 13 October 1990

Talk:WikiJournal Preprints/Earth-grazing meteoroid of 13 October 1990

WikiJournal Preprints/Can each number be specified by a finite text?

Talk:WikiJournal Preprints/Can each number be specified by a finite text?

Draft:Paleontology

=Particle fountain=

- check resources in category for inclusion into template.

Lectures

 * Clouds
 * Electrosphere
 * Ionosphere
 * Linear accelerator
 * Off-the-shelf components
 * Particle accelerator
 * Particle fountain
 * Rain
 * Relative humidity
 * Test location
 * Water

=Phosphate biochemistry=

Lectures

 * Adenosine monophosphate 225 14472
 * Adenosine diphosphate 164 14420
 * Adenosine triphosphate 164 8188
 * ATPase 164 14448
 * ATP hydrolysis ATP hydrolysis
 * ATP synthase ATP synthase
 * Biological membrane Biological membrane
 * Bone 244 7195
 * Cell nucleus Cell nucleus
 * Cellular compartment Cellular compartment
 * Cytoplasm 405 7693
 * Cytoskeleton 244 6018
 * Cytosol 390 14822
 * Degenerate nucleotide on 10 June 2012 at 01:26 (14,315 bytes).
 * Dental enamel Tooth enamel
 * Dentin 244 14152
 * DNA 225 7664
 * Extracellular fluid 6 14826
 * Human teeth 257 6797
 * Hydroxyapatite Hydroxyapatite
 * Hypophosphorous acid 374 14962
 * Inorganic pyrophosphatase Inorganic pyrophosphatase
 * List of biochemical phosphate reactions 283 15228
 * List of human ATPase genes
 * Nucleoside triphosphate Nucleoside triphosphate
 * Organophosphate 164 15007
 * Origin of life: polyphosphate
 * Oxidative phosphorylation Oxidative phosphorylation
 * Phosphatase 164 10103
 * Phosphates 164 12490
 * Phosphate biochemistry 1011 15394
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Motivation and emotion/Book/2011/Learned optimism

“A pessimistic attitude may seem so deeply rooted as to be permanent. However, pessimism is escapable.” (Seligman, 2006, p.5)

It is not always easy to know if you are a pessimist. Many people are living in this shadow and don't even realise it. This chapter will help you discover if you, yourself have pessimistic tendencies, or someone around you. It is possible to learn to be an optimist. Rather than employing cheap mindless devices, this chapter will teach you a new set of cognitive skills developed through research conducted by leading psychologists. These techniques have been rigorously validated and have helped thousands of people change lifelong habits of pessimism.

"Optimism can bouy us up when things go wrong: deluged by feelings of hoplessness and despair, optimism is the raft we cling to until the skies clear" (Paul, 2011)

Definition of optimism generally
"A generalized positive expectancy that facilitates the pursuit of goals in the face of adversity"- (Assade, Donnellan & Coner, 2007)

What does the research say?
Optimism has been related to better psychological and phyiscal well-being, particularly in times of stress (Brydon, Walker, Wawrzyniak, Chart, & Steptoe, 2009). More specifically those found to have an optimistic explanantory style have been found to;
 * Recover more quickly after a cardia-related event (such as a coronary artery bypass surgery or mycardial infarcation)with a better report of quality of life and a more rapid return to their normal lifestyle (Agarwal, Dalal, Agarwal, & Agarwal 1995; Scheier et al., 1989).Flag of the Red Cross.svg
 * Have a reduced risk of cardiovascular and, general morality (Chida & Steptoe, 2008). In fact, Maruta, Colligan, Malinchoc, and Oxford (2002) found that optimism was associated with a 50% decrease in the risk of early death among 447 participants over a 60-year period.
 * Experience lower levels of distress, slower disease progression and even improve survival rates in patients with HIV (Ironson & Hayward, 2008) and some cancers (Allison, Guichard, Fung, & Gilian, 2003; Carver et al. 2005).
 * Provided you maintain a stable level of optimism over time, when experiencing a chronic illness optimism appears to represent an important personal resource that will exert a strong influence over how you experience illness (Karadema, Kynigopoulou, Aghathangelou & Anestis, 2010).
 * Protect the physical and psychological well being of caregivers (Hulbert & Morrison, 2006), undergraduate students adapting to their first college semester (Sergstrom, Taylor, Kemeny & Fahey, 1998), pregnant women (Fontaine & Jones, 1997) and even the elderly (Giltray, Zitman, & Kromhout, 2006).
 * Enagage in more positive health practices including higher levels of physical activity (Steptoe, Wright, Kunz-Ebrecht, & Iliffe, 2006), reduced levels of smoking and alcohol consumption and a healthier diet (Scheier & Carver, 1992).

 Dysregulated immunity and an increased probability of experiencing cancer, autoimmune and inflammatory disease is associated with chronic stress (Brydon, Walker, Wawrzyniak, Chart, & Steptoe, 2009). However, there is emerging research that optimism may mdoerate the negative impacts associated with chronic stress. Interleukin-6 (IL-6), an inflammatory cytokine has been found to play a key role in infectious and inflammatory disease, such that circulating an increase in IL-6 is correlated to infection-related comantic and depressive symtpoms in both animals and humans exposed to bacteria or viral pathogens (Naugler & Karin, 2008). An increase in IL-6 are also seen in inflammatory type conditions that a relaibly exacerbated by stress such as asthma, cardiovascular disease, arthritis and multiple sclerosis (Kemeny & Schedlowski, 2007; Naugler & Karin, 2008). In a study conducted by Brydon, Walker, Wawrzyniak, Chart, and Steptoe (2009) found that high levels of optimism have a smaller IL-6 response in stressful conditions than their pessimistic counterparts. Further, Brydon et al. (2009) review how other studies have also related optimism to smaller stress indiced increases in inflammatory markers. In essence, research has shown that optimism may promote health by counteracting stress-induced increases in inflammation.

How does optimism benefit you in your everyday life?
So there are clearly many studies and findings pointing to the positive effects of optimism. But you don't have to be experiencing stress or illness to benefit from a healthy dose of optimism. Here a just a few examples of how you could employ optimism in your daily life to your benefit.

Dieting
An ordinary effort like going on a diet may benefit from employing a bit of optimism (Paul, 2011). In undertaking the task of sticking to a diet, the odds of succeeding are stacked against us from the beginning. Paul (2011) reports that a recent study conducted in 2007 revealed that within four to five years of completing a diet, two-thirds of these people will gain back more weight than originally lost. This is a pretty grim realisation and a powerful de-motivator. However, employing an optimistic explanatory style may be the needed boost to reach our weight and diet goals. Indeed, it may be what you need to convince yourself that your goal is achievable and will fortify your resolve in resisting temptation (Paul, 2011). Even if you do slip, optimism allows you to climb back on the horse and reaffirm your goals.

Taking on a new project
By engaging in an optimistic mind-set, you are telling yourself that things will work out, you just have to figure out how (Paul, 2011). In fact, you may find an innovative solution that may never have been realised if you were still stuck in a pessimistic funk. If you were to realise the reality of the risk you are taking on in a new endeavour and how much work would be demanded, you may never take that chance. Optimism energizes us long enough to turn our goals into reality with all the potential benefits. Every investor and entrepreneur must believe their project will succeed and defy the odds (Paul, 2011) or else they would never engage it to begin with.

Romantic relationships
Karney and Bradbury (1995) have suggested that there are certain personality dispositions that create "enduring vulnerabilities" (p. 23) that may affect how couples adapt to stressful situations. While some characteristics may prove to be a liability to the relationship, others are an enduring resource as they facilitate problem solving, strengthen committtment and fidelity and promote closeness (Assad, Donnellan, & Conger, 2007). According to Bryant and Conger (2002), optimism may be one of these enduring resources. Indeed, Srivastava, McGonigal, Richards, Butler, and Gross (2003) have reported optimism to be positively associated with relationship satisfaction. In the face of difficult obstacles, optimism maintains a sustained effort to attain goals (Assad, Donnellan, & COnger, 2007). Pessimism, on the other hand is associated with giving up and disengaging from the task (Assad, Donnellan, & Conger, 2007). Conflict, disenchantment and challenges are enevitable in marriages and committed relationships (Assad, Donnellan, & Conger, 2007). The tendency of optimists to persevere in there face of this is seen to promote a satisfying romantic relationship (Assad, Donnellan, & Conger, 2007). Assad, Donnellan, and Conger (2007) have found that optimists work to manage negative emtions that may arise in a relationship and strive to reduce any areas of disagreement. They seek to employ cooperative optimism. This is defined as a concerted effort to work with a partner to resolve disagreemtns or problems without employing negative actions such as attacking, belittling or blaming (Assad, Donnellan, & Conger, 2007). This kind of problem solving has been correlated with relationship satisfaction and stability (Christensen, 1988; Stanley, Marksmen, & Whitton, 2002). Assad, Donnellan, and Conger (2007) also found that optimists are more satisfied with their relationships and actually have more satisfied partners as well.

The history of optimism
 Many early theorists have posited optimism to be an inherent part of human nature, a part to be either praised or decried (Peterson, 2000). Indeed, early approaches to optimism were negative suggesting that "optimism prolongs human suffering; it is better to face the hard facts of reality" (Peterson, 2000, p. 45). According to Freud (1928), optimism is an illusion that makes civilisation possible. However, at the cost of our instinctual nature and ultimately the denial of reality. Freud posited that optimism exists as a part of our human nature only as a derivative of the conflict between instincts and socialization. Freud's conception of optimism had widespread impact that led most theorists at this time to consider the accurate perception of reality as the gold standard of good psychological functioning (Peterson, 2000). The statement "the perceptiuon of reality is called mentally healthy when what that individual sees corresponds to what is actually there" (Jahoda, 1958, p. 6), and similar statements, were offered by most of the influential psychologists from the 1930s to the 1960s including Allport, Erikson, Fromm, Maslow and Rogers (See Snyder, 1988 for review).

Psychologists interested in individual differences address optimism as a characteristic people possess to varying degrees. Compatible with early approaches to the idea of optimism being an inherent part of our human nature, it has been posited that our human nature provides a baseline optimism of which individuals show more versus less (Peterson, 2000). The have been many different conceptualisations of optimism as an individual difference, however, it is beyond the scope of this chapter to provide a definitive history of their antecedents. Acknowledgement will be made of some intellectual precursors to Seligman's theory (to be discussed shortly).

 * Kurt Lewin's (1935, 1951) field theory and George Kelly's (1955) personal construct theory provided influential frameworks that enable theorists to understand how beliefs, either pessimistic or optimistic, impact on a person's behaviour.
 * Julian Rotter's (1954, 1966) social learning theory and, more specifically, the generalised expectations of a locus of control, saw personality in terms of broad expectancies about the future find a legitimate ground in psychology.
 * The waning of traditional stimulus-response (S-R) approaches to learning lead to increased interest in optimism as they were replaced with cognitive accounts that emphasised expectancies (Peterson, Maier & Seligman, 1993). S-R approaches suggest that learning involves the acquisition of particular motor responses in certain situations (Peterson,2000). In the view of this approach, associations are forged between stimulis and responses with learning more likely to occur where these are linked together in experience, or contiguity. It was argued by some that the associations acquired during conditioning were strengthened by contingency rather than continuity. That is, by the degree whereby a stimuli provides a respondent with new information about their response. S-R theory concerns itself only with the temporal contiguity between the response and the reinforcer, seeing the individual as confined by the momentary occurrences of the event. Conversely, contingency theory posits that individuals are able to detect cause-effect relationships. That is, they are able to separate momentary non-causal relationships from the more enduring ones (See Waserman & Miller)
 * The beginning of the positive psychology movement. Seligman was one of the first to introduce this new way of viewing the purpose of psychology. He believed that it should be focused on strength as much as it is on weakness, and as interested in resilience as the understanding of vulnerability (Peterson, 2000). Further, the remediation of pathology should also be associated with a cultivation of wellness.

"It's the Dogs"
Seligman’s concept of explanatory style was born out of the theory of learned helplessness. In Solomon’s (1967) transfer experiments, laboratory dogs were exposed to two kinds of stimulation; a high pitched tone and brief shocks. These stimuli were given in pairs as a tone and then a shock (Seligman, 2006). The general idea behind these experiments was for the dogs to associate the tone with the shock, in so far as later on in the experiment they would react to the tone as though it were a shock, with fear (Seligman, 2006). Once this pairing was made, the dogs were taken to a two-compartment shuttlebox (a large box with two compartments in it, separated by a low wall) (Seligman, 2006). The dogs were expected to learn to jump over the barrier to escape the shock (Seligman, 2006). However, this is not what occurred. Instead of jumping the barrier, the dogs just laid down whimpering, not even attempting to avoid the shocks (Seligman, 2006). Seligman concluded that these dogs has accidently been taught to be helpless (Seligman, 2006). During the initial stage of Pavlovian conditioning, the dogs experienced the shocks regardless of what actions they took to avoid it (Seligman, 2006). Be it to struggle, jump, bark or simply do nothing at all (Seligman, 2006).

Seligman’s experiments
Maier and Seligman (1976)]replicated the original learned helplessness experiments, however they further developed the methodology. The ‘triadic experiment’ involved three groups of dogs each yoked together. Seligman (2006)records the details of the experiments. The first group of dogs were given an escapable, whereby if they pushed a panel in the box, the shock would turn off. Thus, this dog was in control of the aversive stimulus as their behaviour affected the outcome of receiving the shock. The dogs in the second group were yoked to the first group of dogs. They too would receive the same shocks as the first group, however no response they made would have an effect on the continuing shocks. The shocks for the second group would only cease when the dog in the first group pushed the panel. The third group of dogs received no shocks. After several trials, the dogs were moved to the shuttle-box where they would be able to jump the barrier to escape the shock. The dogs that learnt to control the shocks in the first group, within seconds learnt to jump the barrier to escape the shock. The same response was found in those dogs in the third group that were not previously exposed to shocks. Interestingly, the dog in the second group that had previously learnt that it could not escape the shocks no matter what it did, did not attempt to escape the shocks in the shuttle box. Despite being regularly shocked by the box, the dog just laid down and gave up, never finding out that the by merely jumping the barrier would escape the shocks. Indeed, six out of the eight dogs in the helpless condition made no attempt to escape remaining passive, while none of the dogs in the first group gave up. The helpless animals learnt that their actions were futile and no longer initiated action (Seligman, 2006).

Explaining unexpected observations
The work of Hiroto (1974) was the culmination of learned helplessness experiments in humans. He took one group of people into a room and subjected them to a loud noise (Hiroto, 1974;Seligman, 2006). In front of the participant was a large panel of various buttons (Hiroto, 1974;Seligman, 2006). Participants were tasked with trying to turn off the noise (Hiroto, 1974;Seligman, 2006). Despite pushing any number of button combinations on the panel, the noise was unstoppable(Hiroto, 1974;Seligman, 2006). A second group of people were subjected to the same conditions, however, the right combination of buttons on the panel would make the noise stop(Hiroto, 1974;Seligman, 2006). After these trials, participants were taken to a room and made to put their hand in the shuttle-box inciting an annoying whooshing sound. However, if the person moved their hand to the other side of the box, the noise would stop(Hiroto, 1974;Seligman, 2006). Those in the inescapable condition previously were found to just sit there with their hand in the shuttle-box, not attempting to turn off the noise(Hiroto, 1974;Seligman, 2006).

Hiroto found that one out of every three people in his experiments never succumb to being helpless (Hiroto, 1974). Indeed, one out of three animals in Maier and Seligman's experiments did not become helpless (Maier & Seligman, 1976). Further, one in ten people in Hiroto's experiment just sat passively with their hand in the shuttle-box, doing nothing to alleviate the noise (Hiroto, 1974). Similarly, one in ten animals in Maier and Seligman's experiments were helpless from the start (Maier & Seligman, 1976; Seligman, 2006). 'So who gives up easily and who never gives up? Why?'

Explanatory style
In order to explain why some individuals tend to give up under adversity while other are seen to persist and overcome, it is prudent to introduce Seligman's concept of “’explanatory style”’ (Schulman, 1999). Explanatory style is the habitual explanations that a person gives themselves in the face of setbacks and failures (Abramson, Seligman, & Teasdale, 1978). When an individual encounters a bad event, they inevitably ask “why?”. The causal attribution that the person makes at this point determined how they will respond to the event (Peterson, 2000). Essentially, your explanatory style is that little voice in your head that explains your circumstances to you in either a positive or negative way. A pessimist is said to explain a bad event in terms of external, unstable and specific cause, while those who favour internal, stable and global causes are considered pessimists (Peterson, 2000).

There are three crucial dimensions of a persons’ explanatory style; permanence, pervasiveness and personalisation.

Permanence
Believing that causes of bad events are temporary allow people to resist helplessness (Seligman, 2006). When a person gives up easily, there is a consideration that the causes of the bad event are permanent. When thinking about a bad event in terms of ‘always’ or ‘never’, or attributing a setback to you traits or abilities, you are employing a permanent, pessimistic style (Seligman, 2006). Where causal attributions are expressed as ‘sometimes’ or ‘lately’, and when bad events are blamed on a transient condition, an optimistic style is being utilized (Seligman, 2006).

Those who believe that good events have permanent causes are considered more optimistic than those attributing a temporary cause (Seligman, 2006). This is the opposite to when faced with a bad event. Seligman (2006) reports that attributing permanent causes to a good event is associated with a person trying harder after they succeed. Believing success was based on luck or a fluke, attribution of a temporary cause results in a person giving up even when they succeed (Seligman, 2006).

Pervasiveness
When failure strikes in one area, a pessimist will make universal explanations about a setback or failure, the result being they give up on everything (Seligman, 2006). “When one thread of their lives snaps, the whole fabric unravels” (Seligman, 2006, p. 46). In contrast, a person who makes specific explanations for the bad event will become helpless only in that one area of their life while continuing to move on in all others (Seligman, 2006). Essentially, this person compartmentalizes their helplessness.

Personalization
When faced with a bad event such as a failure or setback, we can either externalize the blame to other people or circumstances, or we can internalize by blaming ourselves (Seligman, 2006). If a person blames themselves for a failure, the consequence is a lower sense of self-esteem (Seligman, 2006). This can be operationalized as feelings of being worthless, unlovable or talentless (Seligman, 2006). Where a person blames external events for their failure or setback, this loss of self-esteem doesn't occur (Seligman, 2006).

Summary
How long a person gives up for is expressed by the permanence dimension (Seligman, 2006). Where permanent explanations are utilized for bad events, the result is long-lasting helplessness occurs, while a temporary explanation produces resilience (Seligman, 2006). Pervasiveness determines how many situations the helplessness spreads across from the original area of failure. A universal explanation is found to produce helplessness across all aspects of their life, while a specific explanation sees helplessness occur only in the one troubled area of their life (Seligman, 2006). Personalization is based on how you feel about yourself after a bad event and where the blame is placed (Seligman, 2006).

 A self-report questionaire called the Atrributtional Style Questionaire (ASQ) is how explanatory style are typically measured (Peterson, 2000). This questionaire presents respondents with hypothetical situations and ask them to identify the major cause of the event as they would respond if it were to happen to them (Peterson et al., 1982). The provided causes are then rated by respondents along dimensions of internality, stability and globaility (Peterson, 2000). These ratings are combined, keeping good and bad event ratings separate. The Content Analysis of Verbatim Explanations (CAVE), is a second way of measuring explanatory style. Written or spoken material are able to be scored based on the causal explanations provided in a natural way (Peterson, Schulman, Catellon, & Seligman, 1992). Explantions for bad events are identified and extracted to be presented to qualified persons to rate them using the scales of the ASQ. An important strength of this measure is that the data can be used in longitudinal studies on individuals from whom long-term outcomes of interest are known (Peterson, 2000).

 Are You a Pessimist or an Optimist?

As Seligman says, "it is not always easy to know if you are a pessimist". This test, developed by Seligman, will help you discover whether you are a more inclined to be pessimistic or optimistic. There are no wrong answers and take as much time as you need. If this test indicates you are towards the pessimistic end of the scale, it is not the end of it. Unlike many of your personal qualities, the pessimism in you is not fixed. This chapter will grant you the necessary skills to release you from its tyrannical hold and allow you to freely use optimism in your life.

Seligman's Optimism Quiz

 ANALYSIS- What do the numbers mean?
 * A total of 0-1 is very optimistic
 * 2-3 is moderately optimistic
 * 4 is average
 * 5-6 is moderately pessimistic
 * 7-8 is very pessimistic

 * A total of 7-8 is very optimistic
 * 6 is moderately optimistic
 * 4-5 is average
 * 3 is moderately pessimistic
 * 0-2 is very pessimistic

 * 0-2 is extraordinarily hopeful
 * 3-6 is moderately hopeful
 * 7-8 is average
 * 9-11 is moderately hopeless
 * 12-16 is severely hopeless

 * A total of 7-8 is very optimistic
 * 6 is moderately optimistic
 * 4-5 is average
 * 3 is moderately pessimistic
 * 0-2 is very pessimistic

 * 0-2 is extraordinarily hopeful
 * 3-6 is moderately hopeful
 * 7-8 is average
 * 9-11 is moderately hopeless
 * 12-16 is severely hopeless

 * 0-1 is indicates high self-esteem
 * 2-3 moderate self-esteem
 * 4 is average
 * 5-6 moderately low self-esteem
 * 7-8 very low self-esteem

 * A total of 7-8 is very optimistic
 * 6 is moderately optimistic
 * 4-5 is average
 * 3 is moderately pessimistic
 * 0-2 is very pessimistic

 * 3-6 you are marvelously optimistic and you won't be needing to change
 * 6-9 you are moderately optimistic
 * 10-11 average
 * 12-14 moderately pessimistic
 * >14 cries out for change

 * 19> you think about good events very optimistically
 * 17-19 your thinking is moderately optimistic
 * 14-16 average
 * 11-13 indicates you think quite pessimistically
 * <10 indicates great pessimism

 * >8 you are very optimistic across the board
 * 6-8 moderately optimistic
 * 3-5 average
 * 1-2 moderately pessimistic
 * <0 is very pessimistic

How to make the change - ‘It’s as easy as ABC’
According to Seligman (2006), when we first encounter adversity our first response is to think about it, even momentarily. These thoughts then rapidly become beliefs. Unless we stop and focus on these thoughts, we may not even know that we have them as they have become so habitual. What we feel and how we act are directly attributable to these beliefs. On the one hand, these beliefs may result in well-being and constructive action. However, they may also cause dejection and giving up (Seligman, 2006).

The ABC
In order to being to change a pessimistic explanatory style, the first step is to see the connection between adversity, belief and consequence (Seligman, 2006).

Adversity
An objective description of what happened (Seligman, 2006). This is not you interpretation or evaluation of what happened.

E.g. the baby won't stop crying, someone parked in your spot, or you have a fight with your spouse.

Belief
The way you interpret the adversity is your beliefs (Seligman, 2006). However, be sure not to include your feelings at this point as feelings are related more to consequences than the belief (Seligman, 2006). E.g. “I am a failure”, “I’m in competent”, “Nobody likes me” or “I never do anything right”.

Consequence
This section relates to your feelings and what you did in the face of the adversity (Seligman, 2006). It is common to feel more than one thing so be sure to record them all. Once you have recorded your feelings, consider what did you do then?

E.g. “You feel sad and frustrated, and stay in bed for the day”, “You feel bad about it but go on with your day”, “You feel anxious and nervous, you avoid everyone for the rest of the day”.

Examples
A.	I have a large slice of chocolate cake after dinner. B.	I blew my diet. I am so weak. C.	Feel disappointed and dismayed. Continue to binge on junk food for the rest of the week. A.	My partner and I have a fight. B.	I can't do anything right. C.	I feel frustrated and angry. I shout at my partner.

 A.	___________________________ B.	___________________________ C.	___________________________

Dealing with Pessimism
Now that you are aware of your pessimistic beliefs, there are two general ways of dealing with them. These are distraction and disputation (Seligman, 2006). While you may choose to simply distract yourself by trying to think of something else, disputing the beliefs have been found to be more effective in the long run (Seligman, 2006).

Distraction
Seligman (2006) posits several simple, yet effective thought-stopping techniques that you can employ interrupt your habitual thought patterns. These techniques can be employed in conjunction with another technique known as attention shifting (Seligman, 2006). This has been found to have more long-lasting results (Seligman, 2006).After you have interrupted you though pattern by one of these physical techniques, direct your attention elsewhere (Seligman, 2006). Seligman (2006) provides the following example; “Pick up a small object and study it intently for a few seconds. Handle it, put it in your mouth and taste it, smell it, tap it to see how it sounds.” (p. 218) Another technique is to schedule time later to think over what you are experiencing in the face of adversity. When a bad event occurs and the thoughts associated with this are hard to stop, say to yourself, “Stop. I will come back to this thought later at ….am/pm” (Seligman, 2006). At the same time, write down the thoughts you are having associated with the adversity. This serves to ventilate the beliefs and essentially dispose of them until later.
 * Ring a loud bell
 * Carry a large card (approximately 3x5) with the word ‘STOP’ in big red letters. Hold the card out in front of you and focus on it, repeating it over in your mind.
 * Wear a rubber band around one wrist. When you begin to think a pessimistic belief, snap the rubber band. This is considered to stop your ruminating.

Disputation- Go on the attack!
It isn't as easy to distance ourselves from accusation we pose towards ourselves as opposed to unfounded ones of others (Seligman, 2006). Rather than avoiding the beliefs we have in the face of adversity, a more lasting technique is to dispute them (Seligman, 2006). According to Seligman (2006), there are four different ways of implementing this strategy. Once you have answered these questions to yourself, repeat your search for evidence (Seligman, 2006).
 * 1) Evidence: This strategy involves showing to ourselves that the negative belief is factually incorrect (Seligman, 2006). Ask yourself “What is the evidence for this belief?”. Search for the evidence that will reveal the distorting value of the explanation (Seligman, 2006).
 * 2) Alternatives: In most cases, there will be more than one cause for the events (Seligman, 2006). Pessimists look seek out the most permanent, pervasive and personal one that means the worst (Seligman, 2006). In order to dispute the negative beliefs, look for other contributing causes, even if you are not fully convinced they are true (Seligman, 2006). In particular, focus on the more changeable, specific and nonpersonal causes (Seligman, 2006).
 * 3) Implications: There may be occasions where you find that your negative belief is founded and true (Seligman, 2006). At this point, the technique of decatastrophizing should be utilized (Seligman, 2006). Ask yourself;
 * “What are the implications?”
 * ”Are these implications awful?”
 * 1) Usefulness: The truth of the belief may not matter as much as the consequences for holding a belief (Seligman, 2006). Where you determine the belief isn't useful to you, you may find that distraction is the better option (Seligman, 2006). Also, you may want to detail some ways in which you could change the situation in the future.

Cautionary note
“The idea that optimism is always good is a caricature. It misses realism, it misses appropriateness, it misses the importance of negative emotion” Seligman, as quoted in Paul (2011).

While optimism has been reliably shown to have great benefits, it is not an unlimited blessing. Many researchers have focused on demonstrating the dangers of blind optimism, or optimistic illusions (Schneider, 2001). Blind optimism is deeply embedded in research pertaining to risk perception and risk behaviour in the area of health psychology (See Harris & Hahn, 2011 for a review). Weinstein (1980, 1984; Weinstein & Klein, 1996) has reported optimistic biases to have harmful effects on risk perceptions related to a host of health hazards. In particular, he states that an interest in taking preventative action is less likely in individuals who underestimate their risk on a routine basis. Kunda and Klein (Klein & Kunda, 1992; Kunda, 1990) demonstrate several instances of how defensively motivated reasoning is likely to have harmful long-term effects, despite helping to maintain a positive self-view. For example, a cigarette smoker may adopt self-serving biases to discount their personal susceptibility to health risks associated with smoking or using personal affirmations to boost their self-view, in order to avoid thinking about or attempting to quit smoking (Gibbons, Eggleston & Benthin, 1997; Steele, 1988).

Robins and John (1997; John & Robins, 1994) have reported that optimistic illusions associated with performance may be more closely correlated with narcissism than mental health. Also, Shedler, Mayman, and Manis (1993) have reliably found that those displaying optimistic biases in reporting their mental health as shown to be less resistant to stress in terms of coronary reactivity than their healthy or distressed counterparts. Similarly, this has also been observed in participants who repress negative emotions (Brown et al., 1996; Gross & Levenson, 1997). Significantly stronger physiological reactions to stress are seen among those who deny their negative emotions in an optimistic assessment of their own emotional state than those who are considered to be realistic about their negative emotions (Scheiner, 2001; Derakshan & Eysenck, 1999). From another perspective, blind optimism can also be a factor in chronic blaming, which is considered to be one of the main characteristics of cognitive distortion and self-deception (Scheiner, 2001). Correlations have been found between blaming and maladaptive consequences ranging from health problems (Tennen & Affleck, 1990) and to relationship difficulties (Fincham & Beach, 1999).

A dose of reality
In order to address the issue of blind optimism, Seligman is quoted as having said that optimism must be “paired with reality testing- a conscientious checking on the results of our efforts to make sure that overly positive expectations are not leading us astray” (Paul, 2011). Realistic optimism can confer both motivational and emotional benefits (Schneider, 2001). Active engagement and continued efforts towards goals are promoted through making goal-striving processes agreeable (Schneider, 2001; Cantor & Sanderson, 1999; Covington, 2000). Those who set attainable goals and seek feedback to recalibrate their goals and fine-tune their performance are more likely to succeed and keep trying (Schneider, 2001; Neubert, 1998).

It’s not all roses - The need for pessimism
Research shows that optimism and pessimism might not operate as fixed points of view but rather as mind-sets we can adopt as needed depending on the situation (Paul, 2011). This target use of optimism is seen to be more effective than a ‘blanket policy’ of optimism, all the time (Paul, 2011). So when can pessimism be useful in the place of optimism? In the moments when feeling less pessimistic may seem useful, can be the moments when it is most useful (Paul, 2011). Individuals may be lulled into a sense of overconfidence and laziness where we have been previously successful and can employ a realistic expectation that we may be again (Paul,2011). This is the time when pessimism may give us the push we required to continue to strive for our best performance (Paul, 2011). By imagining all the things that might go wrong in the future, we are employing ‘defensive pessimism’ (Paul, 2011). Through this technique, we conjure all the possible catastrophes we may face and attempt to prevent them from happening (Paul, 2011). It is said that these individuals who employ pessimism in this way are dynamic and successful, motivating themselves to do the very best job they can (Paul, 2011). When faced with an overwhelming or amorphous fear, pessimism can be an effective motivator (Paul, 2011). We can be prompted into action to take necessary steps that we would otherwise avoid where we have a sense of foreboding (Paul, 2011). In this sense, pessimism can be seen as a productive strategy in order to deal with uncertainty rather than a “lamentable drain on our time” (Paul, 2011, p. 62).

Applications of the learned optimism approach

 * For details of the Comprehensive Soldier Fitness Program that operates on the founding principals of resiliene and optimism see (http://www.Army.mil/CSF). Also refer to Cornum, R., Matthews, M. D., & Seligman, M. E. P. (2011). Comprehensive soldier fitness: Building resilience in a challengin institutional context. American Psychologist, 66, 4–9. A free PDF version is available at http://www.apa.org/pubs/journals/releases/amp-66-1-4.pdf.
 * Also refer to the Metlife Case Study. A detailed but short summary is available at http://www.mindresources.net/marketing/website/profilingtools/MetLifeCaseStudyMRSSS.pdf. The academic write up and findings associated with this program can also be found in Seligman, M. E. P., & Schulman, P. (1986). Explanatory style as a predictor of productivity and quitting among life insurance sales agents. Journal of Personality and Social Psychology, 50, 832–838.


text:
User:U3036254

My topic is procrastination.

title: User:U3036254


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Welcome to Motivation and emotion
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User:Kgpoulin

My name is Kate. I am currently studying at the University of Canberra doing a bachelor of sports media.

Essay Title: /BPS 2011 Essay/

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Hi I am a university student in my second year of a Sports Management degree.

I am studying Business, Politics and Sport.

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Talk:Motivation and emotion/Book/2011/Online social networking

Nice experiments
Good to see you experimenting with Wikiversity already. -- Jtneill - Talk - c 03:03, 24 August 2011 (UTC)

Topic Concept
As per James' comments on Online Social Networking (OSNs) I thought it would be interesting to tackle this topic from both a motivation and emotion point of view. Although this brings into light two problematic factors: one, will there be enough word count to successfully give a comprehensive overview for both topics? And, secondly how can I successfully link the two topics together in accordance to the book's target audience and purpose?

As per this second factor, I am still contemplation if 'motivation' has purpose under "OSNs - how does it make people feel?" - with that said, I am not denying that knowing the motivation will in effect allow for one to better understand the emotion. For example, if we were to look at Grindr as a social media platform the motivation behind using this platform will highly effect the user's emotion - as an extreme example, but it makes the point.

 * Based on your structure (which I think is excellent) - I've modified the title to include motivation and emotion - it makes sense for them to together. Since it does mean greater breadth, I wouldn't expect as much depth. -- Jtneill - Talk - c 09:42, 8 September 2011 (UTC)

Structure Draft: Online Social Networking - How does it make people feel?
With only just having skimmed the literature surface, I have placed the following draft structure together. Any comments or recommendations will be highly appreciated. Total Word Count Approx: 4000
 * Hi, wasn't sure where to put a comment. Thought the structure looked really good and would answer a lot of what I'd be wondering about. One question did occur to me (and not sure where this would fit in/whether this would be something you're intending to cover already): How do people perceive online friendships from an emotional perspective? Hoping I haven't stuffed up your formatting on this. Jeanette 06:22, 8 September 2011 (UTC)
 * Thanks, blondlox, for getting the ball rolling with a great exemplar plan and tweeting about it (soliciting feedback). Main comment here from me in passing - It's a perfectly good structure for getting started - so I've cut and pasted it onto your main page and will "live edit" from there - change back anything you don't want, of course. Sincerely, James -- Jtneill - Talk - c 09:12, 8 September 2011 (UTC)
 * Well done, love the layout, the use of questions is excellent. The scope is impressive and clearly targeted towards the purpose of the book. For the OSNs section, you could focus on explaining the key functions/features of popular OSNs e.g., include a summary table of popular sites and their functions. Also provide internal links from this section to Wikipedia articles for more detailed info. Note that most of the published literature in this area is very recent. Let me know if you need a hand tracking anything down (e.g., if there are articles not available through the library). Sincerely, James 09:49, 8 September 2011 (UTC)
 * This is looking really good, Social Networking is such a large part of peoples busy lives these days. It's top on my procrastination list! :) Look forward to your completed chapter! Jemmasanderson 00:14, 3 November 2011 (UTC)

Looking forward to seeing where this goes! :) Michelle.n 12:25, 3 November 2011 (UTC)

Business and Work Topic
Unknown where to place such topics, I believe that the topic of "OSNs at work", "OSNs by employers" and "OSNs used to keep up to date with news, etc." needs to be overviewed and added to this chapter. There is no doubt that OSN policy and procedure in workplaces effect and is effected by people's emotions and motivation of OSNs use. Blondlox 03:53, 21 September 2011 (UTC)

Internet Addiction
This is a really interesting topic - it would also be an excellent topic to present in schools - keep going & up the good work - Magnoloia Internet Addiction is a new phenomenon that is a clinical condition that is often gone unrecognised. It impacts on people's social lives, their occupations and relationships. A lot of studies have looked into the effects of internet addiction, however little has been studied on the effects and success of treatment programs.

Hi, blondlox. I thought it might be a good idea to add a link to the Social Network movie or discuss soem ideas presented by it as the movie shows the concepts behind facebook and how it was developed.Diego418 01:32, 3 November 2011 (UTC)

feedback
Hi Blondlox

Really interested in your topic so have kept it on my watchlist. It's really moving along now!

I'm curious - a lot of the studies you use seem to mention OSNs in relation to the younger generation (e.g. students, teenagers). Is there anything about older people? Wondering because most of the people I know on twitter would have a tough time qualifying as the younger generation. Is this a gap in the research?

Regards

J Jeanette 08:32, 27 November 2011 (UTC) (sorry realised I forgot the tildes earlier)

Last minute alterations
The chapter has had to go through some cutting due to a)word count limit, b)time frame, and c) the repetition of many concepts and notions around motivation, emotion and practical use. SInce the majority of the 'motivation' section was done this has been kept - still requires some edition at this stage - however it has been decided that instead of providing a complete overview of emotion and then looking at some issues and suggestions on responsible use of OSNs, that merging these two sections would solve the above problems. Thoughts? Blondlox 11:03, 27 November 2011 (UTC)

 * Re: Last minute alterations
 * Had to do the same thing at the end - big plans, limited word count. You've still got a decent amount in emotion already - might be possible to keep them separate. Think you're right to drop tackling cyber-bullying - probably a chapter in itself. That's my two cents anyway. :) Jeanette 11:10, 27 November 2011 (UTC)

Still To Do
This chapter has been finalised to be marked for the Motivation and Emotion Course, however there are still areas which need improvement and more changes that i look to do in the future:
 * Look at the different personality traits as a motivation for OSNs (rather then a brief overview)
 * Extend Emotion to its separate section
 * Are there any emotional precursors towards using Online Social Network sites?

 * Add relevant Images
 * Address other relevant emotional/motivational issues
 * Cyber bullying
 * OSNs as procrastination tool
 * OSNs and behaviour
 * What influence does OSNs have on our behaviour?
 * How does using OSNs change our behaviours?
 * Are these changes positive or negative?

Blondlox 05:16, 28 November 2011 (UTC)

-- Jtneill - Talk - c 10:12, 8 December 2011 (UTC)

-- Jtneill - Talk - c 04:28, 11 December 2011 (UTC)


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Linux/Installation/CentOS

CentOS is an Enterprise-class Linux Distribution derived from sources freely provided to the public by a prominent North American Enterprise Linux vendor. CentOS conforms fully with the upstream vendors redistribution policy and aims to be 100% binary compatible. (CentOS mainly changes packages to remove upstream vendor branding and artwork.) CentOS is free.

CentOS is developed by a small but growing team of core developers. In turn the core developers are supported by an active user community including system administrators, network administrators, enterprise users, managers, core Linux contributors and Linux enthusiasts from around the world.

CentOS has numerous advantages over some of the other clone projects including: an active and growing user community, quickly rebuilt, tested, and QA'ed errata packages, an extensive mirror network, developers who are contactable and responsive, multiple free support avenues including IRC Chat, Mailing Lists, Forums, a dynamic FAQ.

http://www.centos.org/

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 * 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 04:20, 24 August 2011 (UTC)

title: User talk:Srootes


text:
User talk:Kgpoulin

 Hello Kgpoulin, 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 04:20, 24 August 2011 (UTC)

User pages for unregistered users
You created some pages, User:Marchbald and User:Marchbald/BPS 2001 Essay, for a non-existent user. These have been deleted. Please have the user create an account. Generally, only users should edit their own basic user page, but exceptions are made, but user pages for non-existent users are avoided. Thanks. --Abd 14:04, 7 September 2011 (UTC)

title: User talk:Kgpoulin


text:
User talk:Marshallsumter

 Hello Marshallsumter, 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 04:25, 24 August 2011 (UTC)

Most Active Wikiversity User for January 2013
Marshallsumter, I was reviewing the list of active users for this past month and noticed you had by far the most edits in January. Keep up the good work! -- Dave Braunschweig (discuss • contribs) 00:04, 1 February 2013 (UTC)

Recent contributions from WikiJournal of Science Editorial Board

 * Thanks for compiling this list. I just want to point out that this is solely based on contributions verifiable on-wiki. It does not take into the account of off-wiki activities (e.g. Kelee Pacion has been arranging for meetings well into May 2022 and Jack Nunn voiced his opinion of an article in the mailing list in August 2022, yet their contributions based from on-wiki history would not reveal this aspect).  OhanaUnited  Talk page  15:18, 19 October 2022 (UTC)
 * That's a good and valid point! I've only attended one or maybe two meetings away from Wikiversity but I do appreciate the efforts those attending these meetings have been making! I've kept Kelee and Jack as active participants even though there are few Wikiversity edits toward WikiJournals. If there are any I've listed as inactive that also are active such as at these meetings feel free to change them to active. --Marshallsumter (discuss • contribs) 01:55, 20 October 2022 (UTC)
 * Updated for recent editors and results. --Marshallsumter (discuss • contribs) 17:47, 12 June 2023 (UTC)
 * Updated for recent editors and results. --Marshallsumter (discuss • contribs) 18:46, 1 February 2024 (UTC)
 * Updated for recent editors and results. --Marshallsumter (discuss • contribs) 21:30, 12 May 2024 (UTC)
 * Updated for recent editors and results. --Marshallsumter (discuss • contribs) 23:19, 1 June 2024 (UTC)

Continental shelf inhabitants during the Last Glacial Maximum

 * I am starting to write my "Adventure of the Atlantis Hypothesis".
 * I am using a lot of information about the Atlantis Hyopothesis. I am cheating with current events and lots of things. I need YOUR advice.
 * Can you email me at jgarner812 at gmail dot com?
 * I lost your email
 * RAYLEIGH22 (discuss • contribs) 01:24, 4 November 2023 (UTC)
 * Emailed today. --Marshallsumter (discuss • contribs) 04:52, 16 December 2023 (UTC)

Reminder to vote now to select members of the first U4C

 * You can find this message translated into additional languages on Meta-wiki.

Dear Wikimedian,

You are receiving this message because you previously participated in the UCoC process.

This is a reminder that the voting period for the Universal Code of Conduct Coordinating Committee (U4C) ends on May 9, 2024. Read the information on the voting page on Meta-wiki to learn more about voting and voter eligibility.

The Universal Code of Conduct Coordinating Committee (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community members were invited to submit their applications for the U4C. For more information and the responsibilities of the U4C, please review the U4C Charter.

Please share this message with members of your community so they can participate as well.

On behalf of the UCoC project team,

RamzyM (WMF) 23:10, 2 May 2024 (UTC)

title: User talk:Marshallsumter