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-<h1>Attachments for posts</h1>
-
-<p>You can optionally attach ONE file from your own computer 
-   to any post in the forums.  This file is uploaded to the 
-   server and stored with your post.</p>
-
-<p>This is useful when you want to share a picture, for example,
-   or a Word document.</p>
-
-<p>This file can be of any type, however it is highly recommended
-   that the file is named using standard 3-letter internet 
-   suffixes such as .doc for a Word document, .jpg or .png 
-   for an image, and so on.  This will make it easier for others 
-   to download and view your attachment in their browsers.</p>
-
-<p>If you re-edit a posting and attach a new file, then any 
-   previous attached files for that post will be replaced.</p>
-   
-<p>If you re-edit a posting with an attachment and leave 
-   this space blank, then the original attachment will be 
-   retained.</p>
diff --git a/lang/en/help/forum/message_digests.html b/lang/en/help/forum/message_digests.html
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-<h1>Forum digests</h1>
-
-<p>Digests are daily collections of posts from forums you have subscribed to.</p>
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-<h1>Forum posts</h1>
-
-<p>These are ordinary single posts from forums you have subscribed to.</p>
diff --git a/lang/en/help/forum/ratings.html b/lang/en/help/forum/ratings.html
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-<h1> Ratings </h1>
-
-<p>Individual posts can be rated using a scale based on the theory of <strong>separate and connected knowing</strong>.
-
-This theory may help you to look at human interactions in a new way. It describes two different ways that we can evaluate and learn about the things we see and hear.
-
-Although each of us may use these two methods in different amounts at different times, it may be useful to imagine two people as examples, one who is a mostly separate knower (Jim) and the other a mostly connected knower (Mary).
-</p>
-
-<ul>
-
-  <li>Jim likes to remain as 'objective' as possible without including his feelings and emotions. When in a discussion with other people who may have different ideas, he likes to defend his own ideas, using logic to find holes in his opponent's ideas. He is critical of new ideas unless they are proven facts from reputable sources such as textbooks, respected teachers or his own direct experience. Jim is a very <strong>separate knower</strong>.
-
-  </li>
-
-  <li>Mary is more sensitive to other people. She is skilled at empathy and tends to listen and ask questions until she feels she can connect and &quot;understand things from their point of view&quot;. She learns by trying to share the experiences that led to the knowledge she finds in other people. When talking to others, she avoids confrontation and will often try to help the other person if she can see a way to do so, using logical suggestions. Mary is a very <strong>connected knower</strong>.</li>
-
-</ul>
-
-<p>Did you notice in these examples that the separate knower is male and the connected knower is female? Some studies have shown that statistically this tends to be the case, however individual people can be anywhere in the spectrum between these two extremes.
-
-For a collaborative and effective group of learners it may be best if everyone were able to use BOTH ways of knowing.
-
-In a particular situation like an online forum, a single post by a person may exhibit either of these characteristics, or even both. Someone who is generally very connected may post a very separate-sounding message, and vice versa. The purpose of rating each post using this scale is to:
-</p>
-
-<ol style="list-style:lower-alpha">
-
-  <li> help you think about these issues when reading other posts </li>
-
-  <li> provide feedback to each author on how they are being seen by others </li>
-
-</ol>
-
-The results are not used towards student assessment in any way, they are just to help improve communication and learning.
-
-<hr />
-<p>
-In case you're interested, here are some references to papers by the authors who originally developed these ideas:
-</p>
-
-<ul>
-  <li>Belenky, M.F., Clinchy, B.M., Goldberger, N.R., &amp; Tarule, J.M. (1986). 
-
-    Women's ways of knowing: the development of self, voice, and mind. New York, 
-
-    NY: Basic Books.</li>
-
-  <li>Clinchy, B.M. (1989a). The development of thoughtfulness in college women: 
-
-    Integrating reason and care. American Behavioural Scientist, 32(6), 647-657.</li>
-
-  <li>Clinchy, B.M. (1989b). On critical thinking &amp; connected knowing. Liberal 
-
-    education, 75(5), 14-19.</li>
-
-  <li>Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage 
-
-    of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. &amp;</li>
-
-  <li>Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired 
-
-    by &#8220;Women&#8217;s Ways of Knowing&#8221; (pp. 205-247). New York, NY: 
-
-    Basic Books.</li>
-
-  <li>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., &amp; Mansfield, 
-
-    A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards 
-
-    Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</li>
-
-  <li>Galotti, K. M., Reimer, R. L., &amp; Drebus, D. W. (2001). Ways of knowing 
-
-    as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436. 
-
-  </li>
-
-</ul>
-