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User:Srootes/AFL expansion into Western Sydney; The Battle of the Codes

For years the suburbs of Western Sydney have been dominated by the code of Rugby League. However, after the establishment of the AFL team Greater Western Sydney Giants, the AFL has been doing its best to turn the tides. This past year the AFL has been most determined to enter the new market and gain the biggest market share of supporters in the area as possible. They have held clinics in schools to get kids interested, paid councils to rejuvenate fields and have advertised so that their exposure is wide and far spread. The National Rugby League (NRL) has been most affected by the entrance of this new club and has taken the move personally. From the beginning the NRL have fought the introduction of the AFL in the area. Not willing to give up one of their most populated talent pools areas, the NRL have been working just as hard as the AFL to maintain the number of supporters in Western Sydney.

For this essay I will look into what the AFL has done to ensure their growth in the area, using documents for proposals, newspaper articles and other sources of media. I will also be examining the response of the AFL's main competitor, Rugby League and how they have tried to maintain membership numbers in the area. As a comparison I will also look into the reactions of both codes when the NRL expanded into Melbourne by establishing the team Melbourne Storm.

Introduction
The plan for the Greater Western Sydney (GWS) Giants has been in motion for over three years,the expansion of the AFL into Western Sydney is part of the AFL’s strategic vision to have an AFL match played in New South Wales and Queensland every week by 2015. To achieve this dream, the concept of the GWS AFL team was born.The task of creating a sustainable AFL club in a region strongly dominated by the code of Rugby League, with soccer coming second only in participation rates was never going to be easy. But the AFL were determined to make it work and have shown over the past three years through financial and community investment that they are committed to the West and are here to stay. On the other hand there is the NRL who have not been in a turf war this tough since the super league wars of the 1990’s. The AFL’s decision to place the 18th club in the heartland of rugby league was always a risky move by the AFL and the NRL, as a result have had re-examine some of their procedures to find a way to maintain their stronghold on the Greater Western Sydney region.

AFL; Breaching Enemy Lines
With many challenges facing the club before its inception, the AFL and its Sydney game ambassadors knew that a creative approach would need to be taken to get the club noticed and to grow a support base. The first challenge facing the GWS club was that of gaining the 18th AFL licence. This meant the club meeting specific criteria set out by the AFL board. These criteria included;
 * coach
 * club staff
 * players
 * training facility
 * partners
 * playing stadium

The GWS Giants have been very smart in whom they have hired in their coaching and club staff as well as the players they have signed. The people that have chosen are either well known people within the game or have high profiles in other circles. By doing this, the club hopes that the GWS brand awareness will grow

Coach; the GWS Giants signed AFL coaching legend Kevin Sheedy on a three year deal. This appointment of head coach was a great step forward for the club as Kevin Sheedy is one of the most recognised faces and name in the games history. This fact alone meant that with Kevin Sheedy as head coach the club received some much needed credibility.

Players; to help with boosting the profile of AFL in Western Sydney, the Giants have worked hard to secure some high profile athletes to play at the club. This hard work paid off with Israel Folau switching codes to play with the Giants in their debut season. Folau was a good option from the team as he originally hails fro the Minto region. Having a player with background in the area will hopefully give the community a sense of pride in their team. Other high profile signings include Rhys Palmer, Phil Davis, Callan Ward, Sam Reid, and Tom Scully who will join the giants from various AFL sides around the country. Outside of these six high profile signings, the Giants have built the team with young athletes fresh out of academies. This action shows once again the commitment that Giants have to Western Sydney and the future of the game. The club is looking to build into the community not simply insert a ready made team to ‘represent’ the area.

Training Facilities; The GWS Giants and the AFL are winning over the west in with one very simple method, financial investment. An integral part of the expansion plan was to renovate and improve the playing and training fields through out western Sydney. The AFL has most recently invested $20 000 dollars into a flood light development in Wollondilly, among a handful of other suburbs receiving the same treatment. The AFL has also invested in ground improvements adding AFL posts where they can. These developments have often meant less travel time for juniors. In stark contrast, councils in Western Sydney feel as though the Rugby League has not invested in the same manner despite regularly using the facilities, making the AFL’s commitment a welcome change. The AFL has also set up academies in ACT and in the Western Sydney area, particularly Blacktown where a partnership has been formed between the council and the Giants. Money from the AFL has been poured into improving the Blacktown sporting facility

Partners; The GWS Giants have partnered with the automotive company Skoda as the major sponsor of the team. The company believe the Giants are a sound investment because of the similarity of visions and strategic planning the club and company have for their respective organisations. Skoda will have the home stadium named after them.

Playing Stadium; GWS have secured rights to have Sydney Showground as their home stadium. The NSW government has backed the club approving of the improvement plans for the stadium. GWS Giants are also partnering with the Royal Agricultural Society in the renovations. Once the renovations are complete the Giants will have their own home stadium that will seat 25 000 spectators, electronic scoreboard, public address system and will be a multi use venue, being shared between all the codes if need be. AFL in the ACT has also negotiated a deal with the Giants that will see the development of AFL in the ACT. Regular games will take place at Manuka oval in Canberra throughout the season as a result. In an attempt to engage the potential membership base and the wider community in the ACT, the GWS Giants collaborated with marketing agency Coordinate to create a competition where the public could design and choose the uniform strip that the team would wear when playing in Canberra. The campaign was fully interactive including a website where designs could be posted, the use of social media and other conventional methods of marketing such as news articles (Canberra Weekly) and radio announcements (FM104.7 and Mix 106.3).

The GWS Giants take community involvement as being an integral part of the club. Being based in an area where about 46 per cent of the residents are from non English speaking backgrounds means that there is an opportunity to make Aussie Rules their sport that they love to play and support. To foster this relationship, the club has formed partnerships and initiatives with different communities to promote health, harmony, education and employment. Partnerships involve local councils, and/or government departments such as the current “living in harmony” program.

The GWS Giants have worked hard as a club to get to the position they are in today, only a few months away from embarking in their debut season. In working to meet the criteria set out by the AFL, the Giants have ensured that through their work a strong foundation for the club has been set so the club can be sustainable and profitable in Western Sydney. The main strategy has been to show the community that the club shares the same values in sport, are community minded and are dedicated to keeping AFL in the area for many years to come.

National Rugby League; Defending the line
The code of rugby league is split down the middle in its reaction to the expansion of AFL into western Sydney. On one side there are the officials and board members who are confident in the code’s position in the West, firmly believing that the long and rich history has provided a strong enough foundation for the code. On the other hand, there are the board members and officials, such as Gus Gould, who have drawn the battle lines and are ready to fight the expansion till the end. These people believe that the code needs to be proactive in its response to the presence of the GWS Giants, in order to maintain its strong hold on being the preferred sport in western Sydney. Statistics from this year show that participation rates in the under sixes teams in Penrith are up 11% and Parramatta were up 10%. If statistics don’t lie then the NRL can breathe a sigh of relief, as these show that code is not in as much danger as first believed. These statistics are the results of a century of the code being present in the region and relationships that have been built over that time. With this school of thought the next course of action for the code is simply to keep building on these relationships. The money and programs that the AFL is throwing into the region cannot undo one hundred years of the sport being in the region and the pride that the community takes in that rich history. The proactive arm of the NRL has developed three main strategies in response to the increased presence and popularity of AFL in western Sydney. The first strategy has been the collaboration of the four CEO’s of the NRL premiership teams in the west. These men have been meeting since august of this year to discuss strategy in managing this problem. The second strategy is for the code to emphasise their commitment to the development of junior players in western Sydney. This has been done through the Western Sydney Academy, with focus being placed on the fact that the academy is new and shows the NRL’s commitment to the region. The third strategy is perhaps the most obvious, it involves the NRL manufacturing the draw so that the GWS Giants are up against a blockbuster NRL match every time they play at home in Bankstown.

Comparison with the Melbourne Storm
The Melbourne Storm is a NRL team that came into existence during the Super League wars. There had been talk for many years about the league expanding into Victoria, and the Victorian Rugby League was eager to see a partnership formed. However, finances, poor attendances at trial matches and the league wars kept postponing the expansion plans. The inception of the club finally occurred in 1998, alongside the beginnings of the National Rugby League, the end result of nearly twenty years of work and the club has never looked back building the a team and culture that has won three premierships.

The example team should encourage the GWS Giants as it shows how well a rival code can do despite being in a region known for its support of another. If the Giants along with the AFL continue their hard work in the west of Sydney, the results will eventually show and the club will reap what they have sown.

Conclusion
To conclude this argument, it would be safe to say that the line between the business, politics and sport of this issue is hard to define. The AFL has embraced the business side by creating a fully integrated marketing plan to launch the GWS Giants into western Sydney. This marketing plan has helped the AFL in understanding its target market, knowing what they wanted and needed and have been able to provide this because of the organisations deep pockets. The NRL has had to take a different approach to the issue as a result of the league not having the same financial backing as the AFL. Therefore the NRL has taken the political side, with claims that the AFL are ‘playing dirty’ and treating the expansion team as invaders to their homeland. The strategies have revolved around board members and clubs taking action to stop the spread of AFL in the region. Then there is the sport component of the issue, a component that can be quickly forgotten about when the media focuses on the business and political aspects. With sport seen as a business and a form of entertainment now days, we can often lose sight of what the games should be about, that is the promotion and development of sport in Australia.

Presentation
A link to the presentation that supports this paper http://www.youtube.com/watch?v=0yy25OOykJY&feature=player_detailpage


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User:Reece.V/The Business and Politics of Doping in Sport – an investigation into the implementation of a separate ‘legal doping’ sporting competition

Criticism has arisen pertinent to anti-doping policies implemented by the World Anti-Doping Agency (WADA) which have been adopted and supported by ASADA and a plethora of governments and national sporting bodies. It is purported that current anti-doping policy contains inconsistencies and ambiguities. Commentators maintain that, as outright prevention of doping is an impossibility, doping should be legalised. In turn, it is supposed athletes would be compelled to use drugs, and the net effect would be a level playing field. Resultantly, this article endeavoured to critically examine the principles underpinning WADA policy whilst forming the basis to explore the business and politics enveloping the concept of a separate legal doping competition (SLDC). Several sports, for example athletics, were used as a platform in order to investigate whether or not the implementation of a SLDC could be of success. Considered, was whether the advent of these competitions could be sustainable and profitable. Local and international opinions from athletes, professionals, fans and the public were gained concerning the concept.

Findings were slightly varied; signalling an introduction of a SLDC could harm the integrity of sport and pose unnecessary health risks towards athletes and the importance of public and fan opinion would deter business involvement within sport, ultimately revealing the implausibility of a SLDC. Nevertheless, ambiguities and inconsistencies found within anti-doping policies lengthened the argument to alter policies to minimise athlete harm whilst strengthening the potential for a SLDC. An introduction or 'trial' of new policies aimed at controlled use and harm reduction appeared the most viable alternative to current practice.

Critical Examination of the Current Anti-Doping Policy – Creating Potential for a Legal Doping Format
Currently, WADA’s policy model is based upon four assumptions about the role of sport in modern society and its responsibilities to its key constituents (WADA, 2009). These include the need to set a good example, ensure a level playing field, protect the health of athletes and preserve the integrity of sport. All four assumptions are used to justify the inclusion of both performance-enhancing and illicit drugs on the WADA list of prohibited substances. (Smith and Stewart (2008)), however, assert WADA’s policy drivers are riddled with ambiguities and contradictions which prove a futile means of curbing performance enhancing substance use in sport and strengthen arguments to legalise doping in a controlled manner and subsequently implement SLDC’s.

Level Playing Field Arguments
Smith and Stewart (2008) and (Wilson, Gilbert & Edwards (2004)) purport WADA, ASADA and the IOC to erroneously assume that the drug code is essential to the maintenance of a level playing field where no athletes are disadvantaged unfairly. The argument holds sufficient weight, as sport should embrace equal chance of success for all competitors. However, the level playing-field rationale is laden with inconsistencies, as there is a multitude of non-drug-related factors that can provide a competitive edge including, genetic advantage, gender bias and differing levels of socio-economic access to training technology (Smith and Stewart, 2008). For example, advances in sports sciences and medicines means that only certain privileged athletes have access to the latest training advantages that will give them a competitive edge (Waddington and Smith, 2006). While erythropoietin (EPO) (a drug which increases the oxygen-carrying capacity of blood) may be a banned substance, those who can afford to train at high altitude or sleep in an altitude chamber can obtain a lesser but similar benefit (Le Page, 2006).

Policy Driven Doping Industry
The highly competitive nature of sport and the rewards engulfing success has culminated in the emergence of an industry set on unearthing technology (e.g. drugs, training techniques, nutrition or equipment) that provides an athlete the capacity to win (Eber and Thepot 1999). Accordingly, (Mazanov and Connor (2010) claim the advent of anti-doping policy means that the sports technology industry “expanded to combine innovation in drug development with ways to circumvent anti-doping, specifically drug testing”. In turn, anti-doping policy promotes doping by unintentionally encouraging research and development of new drugs that substitute for banned drugs (Dilger, Frick & Tosldorf (2007), generating an entire industry devoted to keeping one step ahead of the anti-doping policy (Kayser, Mauron & Miah (2007). This is notable in the case involving the United States Bay Area Laboratory Co-Operative where the designer anabolic steroid, tetrahydrogestrinone (THG) was developed (Wiesing, 2011). However, it is relevant to note that the discovery of THG came as a result of an individual's good will rather than the success of anti-doping policies and laboratories.

Ensuring Athlete Health
The dangers of unregulated drug use in sport have been clearly established. Despite this, sports such as rugby league, boxing and motor racing continue to be played despite warnings and risks of serious injury. Consequently, disciplinary drug use policies that are defended on the grounds of athlete health protection appear contradictory when there is widespread acceptance for sports such as mixed martial arts, where the intent of the participants is to inflict serious harm. Therefore, if athletes are free to engage in sports with substantial risks, why are they not also free to utilise performance enhancements that often have less risk attached, than the sports in which they engage?

Waddington and Smith (2006) purport the policy of banning drugs has made it more difficult for athletes to obtain medical advice that might reduce the health damage of the drugs they are using. Athletes who self-medicate predominantly use substantially more than necessary, thereby amplifying their risk of illness and injury (Waddington and Smith, 2006). Thus legalising doping in tandem with the provision of education and medical support for the management of this ‘compromised choice’ amplifies potential once more for the implementation of a SLDC. This is bolstered following assertions made by (Kirkwood 2009) that the controlled administering of doping substances under medical supervision can safeguard an athlete’s health. However, this approach is complicated by evidence which suggests that a lack of vigilance in testing leads to more drug use (Vogel, 2004). Nevertheless, studies of cannabis use suggests that a reduction in sanctions, such as decriminalised personal use, does not lead to increased levels or patterns of use, but may actually assist in reducing harm associated with drug use (Macintosh, 2006). The politics surrounding the health argument is further compounded, given alcohol and tobacco, two of society’s most destructive drugs, are widely accepted by WADA and most NSO's. Therefore, if these drugs are allowed in sport, questions are raised as to why non hazardous, performance enhancing drugs and subsequently a SLDC, cannot exist. Moreover, it suggests the economic benefits derived from tobacco and alcohol sponsorship and consumption hold greater importance than the physical and social harm they often cause.

The potential to establish a SLDC remains impeded nevertheless as there is still a current lack of knowledge regarding the appropriate limits of the use of performance - enhancing drugs which means deciding which doping activities lead to which unwanted effects is often difficult to determine, particularly with regard to the long-term perspective. This lack of knowledge is particularly problematic in relation to new substances. Therefore if a legal doping competition was to form for any sport even with monitoring and supervision, the health risks still remain extremely high. The President of the Council on Bioethics sums concerns, stating no biological agent powerful enough to achieve major changes in the body or mind is likely to be entirely safe or without side effects.

Professional Opinion
Oxford ethicist and notable figure within the doping debate, Julian Savulescu provided candid views on doping (Hall, 2007). Savulescu supposed “one way of dealing with the problems is to change the rules so not all drugs are illegal”. Savulescu used caffeine as an example stating “it has been found to be safe and it's now no longer illegal and athletes who use it are not cheating. This doesn't seem to have corrupted the spirit of the Olympics or sport”. Savulescu also maintained that a level playing cannot be achieved as athletes are already a ‘race apart’ consequential to their connection with highly advanced and alternative techniques for development and success including overnight intravenous nutrition and hydration.

(Thomas Murray, president of The Hastings Center, explains why sensible drug control policies are important for sports)

Interview with Athlete
In order to gather international opinion towards the business and politics of doping in sport and the potential for a legal doping competition, the researcher conducted an interview with a college athlete from Oregon, USA. •	Do you think doping should be allowed in sport?

No, simply because it is cheating and it is clearly unfair. Like many athletes, you spend many, many hours training and making sacrifices. So why should I do all of that when one athlete decides to take a supplement that will provide an unfair advantage. Of course people who dope still have to train extremely hard, but that slight advantage in athletics is a huge difference. Plus you have all the health risks that come with certain substances, especially with newer, untested ones.

•	Do you think anti-doping policy ensures a level playing field?

I am not convinced it ensures a level playing field because athletes continue to break the rules undetected, but I do believe it is attempting to stop and catch athletes from using performance enhancers. I’ve had drug tests at track meets and at times without any prior warning so there is clearly an attempt being made. I still think our national sporting bodies can do more to limit the effects or at least alter policies to make things clearer for athletes.

•	Do you think there is potential for a separate, legal doping athletics competition and if so, could it be commercially viable?

I don’t think so. There are far too many reasons why it wouldn’t work and I just think athletics has suffered enough from doping. It would send athletics and sport in general in the wrong direction and simply encourage athletes of all ages that taking drugs is the right thing to do and will allow you to perform at an elite level. I also doubt any sponsors would want to partner with a pro-doping event. Unless the sport was going to offer something incredibly unique, I think it would end up like some terrible trend where it becomes popular for a short time because of controversy, not because of skill or talent and then there would be a massive drop and everyone would lose interest from watching juiced up humans.

Impact of Doping towards the Commercial Viability of Sport
It is supposed a prime justification for anti-doping is the assumption consumers would turn away from ‘drug-tainted’ sports (Carstairs, 2003), resulting in diminished revenues from broadcasting, advertising or gate receipts (Leeds and von Allmen, 2008). Despite evidence of widespread drug use across the latter half of the twentieth century, the Olympic Games broadcast revenues have increased from US$88 million in 1980 to US$1706 million in 2008 (IOC 2009). The IOC and host national sporting bodies could argue that anti-doping policy increased revenues by creating the ‘cleanest’ competition possible. However, correlating revenue with anti-doping makes it equally plausible to argue revenues have increased because of the presence of performance enhancing drugs; for example, revenues may increase as a function of drug enabled record-breaking. The US Major League Baseball has also demonstrated that despite ongoing drug use through the 1990s and 2000s, there was no evidence to support that commercial revenue diminished (Carstairs 2003). Ultimately, Mazanov and Connor (2010) suggest that sport generally and Olympic sport specifically would survive independently of the anti-doping policy. Thus if a SLDC in athletics were to be established, for example, sufficient potential exists for it to be a relative success and engage with sponsors and fans.

Nevertheless, strong evidence exists to suggest athlete drug use has diminished the commercial viability of sport. During the 2001 Nordic World Ski Championship in Finland, for example, six Finnish cross-country skiers were sanctioned for violating doping regulations (Laine, 2006). In turn, the commercial value of cross-country skiing in Finland was significantly reduced with financial losses to the Finnish Ski Association in excess of €3 million (Solberg, Hanstad and Thoring, 2010).

Likewise, the 2009 Tour of Germany’s cancellation was directly attributed to the decision of two German television broadcasters to discontinue coverage due to drug use in the Tour de France (USA Today 2008). Similarly, German tool company Würth withdrew its sponsorship of the Astana cycling team, directly consequential to doping incidents involving Alexander Vinokourov in the 2007 Tour de France (Tremlett, 2008). Following this episode, several sponsors including Quick Step, Gerolsteiner, T-Mobile and Credit Agricole did likewise, withdrawing from cycling pertinent to doping related issues (Waddington & Smith, 2009). These examples illustrate that doping can negatively affect the derived demand of sport given the commercial stakeholders willingness to spend resources on elite sports is greatly reduced. As positive promotion of the stakeholder and their products are the main objectives, the examples highlight the tentativeness of sponsors to engage in sport consequential to negative reactions from their current and potential customers, clients and the public. Ultimately, concern is raised over the commercial feasibility and viability of a separate legal doping competition.

Conclusion
Findings throughout revealed a varying approach and opinion towards the doping in sport debate. It appears doping entails exposing the athletes to avoidable risks that do not need to be taken to increase the appeal of a sport. Incidents which exhibit the commercial damage caused by doping underpin and further the claim that a SLDC would be clearly impractical. However, the benefits associated with altering inconsistencies and ambiguities cannot be discounted and shed light on the potential to trial changes pertinent to performances enhancing drugs that have no ill effects. Ultimately a trial program would be the most plausible option if a SLDC were to be established. It seems rather than striving for eradication of doping, which appears to be an unattainable goal, a more pragmatic approach aimed at controlled use and harm reduction may be a viable alternative for anti-doping policy makers, NSO's and governments in order to cope with doping and doping-like behaviour to ensure the integrity and fairness of sport is not lost.

Video Presentation
(Link to Video Presentation of BPS Assignment)

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


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title: User talk:WillSackett


text:
User talk:MBrown

 Hello MBrown, 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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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 01:02, 8 September 2011 (UTC)

title: User talk:MBrown


text:
User talk:Downie

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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! --Abd 01:02, 8 September 2011 (UTC)

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

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

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 * File:2011 fta breakdown.jpg
 * File:Inglis-greg-270410.jpg
 * File:Nrl-logo-rugby-online.jpg

MaintenanceBot (discuss • contribs) 03:41, 11 November 2013 (UTC)

title: User talk:Downie


text:
User talk:Emmy

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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! --Abd 01:02, 8 September 2011 (UTC)

title: User talk:Emmy


text:
User talk:Mplevey

 Hello Mplevey, 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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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 01:02, 8 September 2011 (UTC)

title: User talk:Mplevey


text:
User talk:RB2011

 Hello RB2011, 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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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 01:02, 8 September 2011 (UTC)

title: User talk:RB2011


text:
User talk:Leigh.Sherman

 Hello Leigh.Sherman, 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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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 01:03, 8 September 2011 (UTC)

title: User talk:Leigh.Sherman


text:
User talk:A Brown

 Hello A Brown, 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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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 01:03, 8 September 2011 (UTC)

title: User talk:A Brown


text:
User talk:Chris Todd

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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! --Abd 01:07, 8 September 2011 (UTC)

title: User talk:Chris Todd


text:
User talk:Jhasslinger

 Hello Jhasslinger, 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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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 01:07, 8 September 2011 (UTC)

File:HAM Poster finished.png
Thanks for uploading this file, and for your contributions in general to Wikiversity. However, all files uploaded need an appropriate copyright license. You have a week to add a license: otherwise, the file may be deleted. Please ask if you need any help in choosing a license. Thanks. -- Simone 07:20, 16 October 2011 (UTC)

Umm how do i add a copyright to this. In the process of up loading it i clicked this is my own work when it asked me and in thee past that put a copyright on it. not sure what to doJhasslinger 07:34, 16 October 2011 (UTC)

Here's an excerpt of the help template that Simone probably should of included:

-- dark lama  11:26, 16 October 2011 (UTC)
 * If you created the file yourself, you probably want to license it under the Gnu Free Documentation License (put on the page) or a creative commons license.  Simone  11:45, 16 October 2011 (UTC)
 * If you created the file yourself, dual license of  would make it compatible with the license required for all text contributions. -- dark  lama  12:27, 16 October 2011 (UTC)

Here is a list of some other images with this same issue: Thenub314 05:10, 28 October 2011 (UTC)
 * File:2011-10-23 13.43.19.jpg
 * File:2011-10-23 13.48.18.jpg

What is the copyright of File:IMG 0536.JPG?
Similarly with

 * File:IMG 0535.JPG
 * File:13operatingmodes.pdf
 * File:01intro.pdf
 * File:02radio.pdf
 * File:03circuits.pdf
 * File:04frequencies.pdf
 * File:05safety.pdf
 * File:06licensee.pdf
 * File:07electrical.pdf
 * File:08control.pdf
 * File:09basestations.pdf
 * File:10repeaters.pdf
 * File:11antennas.pdf
 * File:12propagation.pdf
 * File:2010 Tech Study Guide.pdf
 * File:Test Prep handout 2011.pdf
 * File:FHR Material.JPG
 * File:50% FHR.JPG
 * File:FHRMat.JPG
 * File:50FHR1.JPG

IF YOU FIND ANY OTHERS PLEASE START NEW FEED> I BELIEVE I HAVE CHANGED ALL THE ONES ABOVE. THANKS Jhasslinger 19:57, 29 October 2011 (UTC)

What is the copyright of File:PoppitmethodsJH.pdf?
PS. I am happy to let you know in any way that works best for you. Thank you very much for your attention. Thenub314 04:20, 1 November 2011 (UTC)

Also:
 * File:Poppit statsJH.pdf

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

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

The following files are missing copyright and/or license information:
 * File:2011-10-23 14.06.32.jpg
 * File:Poppit statsJH.pdf
 * File:PoppitmethodsJH.pdf

MaintenanceBot (discuss • contribs) 03:48, 11 November 2013 (UTC)

title: User talk:Jhasslinger


text:
User talk:Diego e

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title: User talk:Diego e


text:
User talk:Amy.e.cotton

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title: User talk:Amy.e.cotton


text:
User talk:Mvest

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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! --Abd 01:07, 8 September 2011 (UTC)

title: User talk:Mvest


text:
User talk:Trenthop

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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! --Abd 01:08, 8 September 2011 (UTC)

title: User talk:Trenthop


text:
User talk:Crampj01

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title: User talk:Crampj01


text:
User talk:James Bannon

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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! --Abd 01:08, 8 September 2011 (UTC)

title: User talk:James Bannon


text:
User talk:Atama J

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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! --Abd 01:08, 8 September 2011 (UTC)

title: User talk:Atama J


text:
User talk:Fab4187

 Hello Fab4187, 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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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 01:09, 8 September 2011 (UTC)

title: User talk:Fab4187


text:
User talk:Truongdat120891

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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! --Abd 01:10, 8 September 2011 (UTC)

title: User talk:Truongdat120891


text:
User talk:RyanPak

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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! --Abd 01:10, 8 September 2011 (UTC)

title: User talk:RyanPak


text:
User talk:Esmith1993

 Hello Esmith1993, 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 01:10, 8 September 2011 (UTC)

title: User talk:Esmith1993


text:
User talk:Rhorton4549

 Hello Rhorton4549, 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 01:10, 8 September 2011 (UTC)

title: User talk:Rhorton4549


text:
User talk:Mbaig7172

 Hello Mbaig7172, 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 01:11, 8 September 2011 (UTC)

title: User talk:Mbaig7172


text:
User talk:Ebe123

 Hello Ebe123, 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 01:12, 8 September 2011 (UTC)

title: User talk:Ebe123


text:
User talk:Felhariri3680

 Hello Felhariri3680, 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 01:12, 8 September 2011 (UTC)

title: User talk:Felhariri3680


text:
User talk:Palluri9407

 Hello Palluri9407, 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 01:12, 8 September 2011 (UTC)

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

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

The following files are missing copyright and/or license information:
 * File:Battery and Charger.jpg
 * File:Battery Image 1.jpg
 * File:Battery Image 3.jpg
 * File:Brakepedal.jpg
 * File:Go Kart Frame.png
 * File:Motor3.jpg

MaintenanceBot (discuss • contribs) 03:51, 11 November 2013 (UTC)

title: User talk:Palluri9407


text:
User talk:Criveros0248

 Hello Criveros0248, 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
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 * 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 01:13, 8 September 2011 (UTC)

title: User talk:Criveros0248


text:
User talk:Wfalak

 Hello Wfalak, 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 01:14, 8 September 2011 (UTC)

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. -- Ruy Pugliesi ◥ 12:23, 19 September 2011 (UTC)

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

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

The following files are missing copyright and/or license information:
 * File:IMG 0577.JPG
 * File:IMG 0715.jpg

MaintenanceBot (discuss • contribs) 03:59, 11 November 2013 (UTC)

title: User talk:Wfalak


text:
Literature/1975/Leavis

Wikimedia

 * Frank Leavis

title: Literature/1975/Leavis


text:
User talk:Dcaldero8983

 Hello Dcaldero8983, 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.
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 * Give feedback about your initial observations
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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! --Abd 01:15, 8 September 2011 (UTC)

title: User talk:Dcaldero8983


text:
User talk:Kjaved373

 Hello Kjaved373, 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 01:15, 8 September 2011 (UTC)

title: User talk:Kjaved373


text:
User talk:K.saunders

 Hello K.saunders, 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
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 * 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 01:16, 8 September 2011 (UTC)

title: User talk:K.saunders


text:
MediaWiki:Gadget-usurper-count.js

$(document).ready( function($) {	var $users, names;

if (	mw.config.get( 'wgPageName' ) !== 'Wikiversity:Changing_username' ||		$.inArray( 'sysop', mw.config.get( 'wgUserGroups', ['*'] ) ) === -1 ) { return; }

$users = $('.usurper').find('.user');

if ( !$users.length ) { return; }

names = $.map( $users, function( elm ) { return $.trim( $( elm ).text ); } ).join('|');

$.getJSON( mw.util.wikiScript( 'api' ), {		action: 'query',		list: 'users',		ususers: names,		usprop: 'editcount',		format: 'json'	}, function( obj ) {		var i, l, count, list, name;

if ( !obj.query || !obj.query.users ) { return; }

list = obj.query.users;

for ( i = 0, l = list.length; i < l; ++i ) { count = list[i].editcount || 0; name = list[i].name;

if ( count === 0 ) { continue; }

$users .filter( function { return $.trim( $( this ).text ) === name } ) .after( $(' ', { style:'color:#00CC00; font-weight:bold;', html: '+' + count } ) )				.after( ' ' ); }	}); });

title: MediaWiki:Gadget-usurper-count.js


text:
User talk:Anton1102

 Hello Anton1102, 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 01:16, 8 September 2011 (UTC)

title: User talk:Anton1102


text:
MediaWiki:Gadget-usurper-count

Usurper Count: Show how many edits a user requesting usurper has

title: MediaWiki:Gadget-usurper-count


text:
User talk:HolgerBlasum

 Hello HolgerBlasum, 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 01:19, 8 September 2011 (UTC)

title: User talk:HolgerBlasum


text:
User talk:U3033746

 Hello U3033746, 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 01:20, 8 September 2011 (UTC)

Hi U3033746, I have edited your heading. I think this is what you mean when you said you wanted it to be 'nice'? You can change the colours by typing the colour you want to where there words yellow and purple are at the moment. You can also change the pictures by copying a file from wikicommons and pasting where it currently has the smiley head happy file. I hope that makes sense and is what you were looking for. Reid Morris 05:38, 3 November 2011 (UTC)

title: User talk:U3033746


text:
User talk:Egm6321.f11.team4

 Hello Egm6321.f11.team4, 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 01:20, 8 September 2011 (UTC)

title: User talk:Egm6321.f11.team4


text:
User talk:Egm6321.f11.team4.ankushbhatia

 Hello Egm6321.f11.team4.ankushbhatia, 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 01:20, 8 September 2011 (UTC)


text:
User talk:Ankushbhatia

 Hello Ankushbhatia, 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 01:20, 8 September 2011 (UTC)

title: User talk:Ankushbhatia