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Human Legacy Course/The Hebrews & Judaism

Human Legacy Course I The Hebrews & Judaism LECTURER: Mr. Blair

Previous Lecture / Course Page / Take The Quiz / Next Lecture

Hello and welcome to Lecture 3 of Week 2. In today's lecture, we will be looking at the Hebrews & Judaism. Now, let's first answer our question. Today's question is:

Why might a man leave his home and move to a strange land? Ancient accounts say that a shepherd named Abram lived near Ur during the time of the Babylonians. One day, God spoke to Abram: “Get thee out of thy country, and from thy kindred, and from thy father’s house,” God said, ''“unto the land that I will show thee. And I will make of thee a great nation, and I will bless thee, and make thy name great…and in thee shall all the families of the earth be blessed.”'' (Genesis 12:1–4)

So Abram took his family, herds, and belongings and began a long journey west. God led Abram to a land called Canaan, on the Mediterranean Sea. There, God gave Abram a new name—Abraham, meaning the “father of many.” Abraham made a new home in Canaan, and his descendants multiplied. They became known as the Hebrews.

The Early Hebrews
The Hebrews were the ancestors of the people called Jews. Originally nomadic pastoralists, they moved into the desert grasslands around the Fertile Crescent between 2000 and 1500 BC.

Much of what we know about the Hebrews comes from their own later writings, which contained not only the laws and requirements of their religion, Judaism, but also much of their early history. These writings later formed the foundation of both the Hebrew and Christian Bibles. The findings of Near Eastern archaeologists have also shed some light on early Hebrew history.

The Hebrew Fathers
The accounts of the Hebrews’ early history appear in five books. Together, these books form the Torah, the most sacred text of Judaism. The Torah, along with other writings, is part of the Hebrew Bible. The Hebrew Bible is called the Old Testament in the Christian Bible.

The Torah traces the Hebrews back to a man named Abraham. A shepherd, he lived near Ur in Mesopotamia. The Torah says that God told Abraham to leave Mesopotamia and to abandon the polytheism he had grown up with. In return for Abraham’s obedience, God made a covenant, or solemn promise, to him. God promised to lead Abraham and his descendants to a new home, a Promised Land, and to make those descendants a mighty people.

The land to which the Torah says God led Abraham was called Canaan, a region along the eastern Mediterranean Sea. There, Abraham and his descendants lived for many years. In time, his grandson Jacob had 12 sons who were the ancestors of 12 tribes. Because Jacob was also called Israel, the tribes were called the Twelve Tribes of Israel, and the Hebrews became known as the Children of Israel or Israelites. Later Israelites all traced their roots to these twelve tribes. As a result, the Israelites—and modern Jews—considered Abraham, his son Isaac, and Isaac’s son Jacob patriarchs, or ancestral “fathers.”

In time, some Israelites left Canaan and went to Egypt, driven there by famine. The Israelites lived well there, and their population grew. Egypt’s ruler, the pharaoh, began to fear that the Israelites might rise up against the Egyptians. To prevent an uprising, he made the Israelites slaves.

Moses & The Exodus
The Torah tells of the Israelites’ years of bitter toil as slaves in Egypt. Then a leader named Moses arose among them. According to the Torah, Moses had been born an Israelite but raised in the pharaoh’s palace. One day God spoke to him and told him to lead the Israelites out of Egypt.

Moses went to the pharaoh and demanded the Israelites’ freedom. But the pharaoh refused. God responded, the Torah says, by raining down a series of terrible plagues, or disasters, on Egypt. These plagues so terrified the pharaoh that he agreed to free the Israelites. In a journey called the Exodus, Moses led the Israelites out of Egypt. The Israelites believed that these events proved that God loved them and was watching over them.

The Exodus is a major event in Jewish history. Today Jews remember the Exodus by celebrating Passover in the spring of each year. During Passover, Jews eat a special meal called a seder that includes foods symbolizing their hardships in Egypt and the escape from slavery to freedom.

After the Exodus the Israelites wandered through the desert for years. During this time, they came to a mountain called Sinai. The Torah says that, on that mountain, God gave Moses two stone tablets on which were 10 moral laws. These laws are the Ten Commandments.

The Ten Commandments state that only one God exists and stress the importance of life, self-control, and justice. The Israelites made a new covenant with God to follow the Commandments, which shaped their society. Over time, these laws had a major influence on the laws and values of Western civilization.

 * “I am the Lord thy God, who brought thee out of the land of Egypt, out of the house of bondage. Thou shalt have no other gods before Me. Thou shalt not make unto thee a graven image, nor any manner of likeness, of any thing…
 * Thou shalt not take the name of the Lord thy God in vain…
 * Remember the sabbath day, to keep it holy. Six days shalt thou labour, and do all thy work; but the seventh day is a sabbath unto the Lord thy God, in it thou shalt not do any manner of work…
 * Honour thy father and thy mother…
 * Thou shalt not murder.
 * Thou shalt not commit adultery.
 * Thou shalt not steal.
 * Thou shalt not bear false witness against thy neighbor.
 * Thou shalt not covet they neighbour’s house; thou shalt not covet thy neighbour’s wife…nor any thing that is thy neighbour’s.”

The Promised Land
The Torah says the Israelites wandered in the desert for 40 years before entering Canaan. The Israelites believed that God had promised them this land, which was said to be “flowing with milk and honey.”

Because other people now lived in Canaan, the Israelites battled for land for many decades. When they had once again gained control of Canaan, that land became known as Israel.

The Kingdom of Israel
In Canaan, the Israelites settled in scattered communities where they farmed and raised livestock. The communities were organized loosely by the Twelve Tribes and did not have a central government. Instead, each community chose judges to enforce laws and settle disputes. The Hebrew Bible says that one of the most effective judges was a woman, Deborah.

From time to time during the period of the judges, prophets—holy men who were believed to carry messages from God—appeared among the Israelites. The goal of the prophets was to keep the Israelites focused on their faith.

Saul, David, and Solomon
In the mid-1000s BC the Philistines, a powerful people who lived along the Mediterranean coast attacked Israel. The effort to drive out the Philistines led the Israelites to unite under one king.

Israel’s first king was a man named Saul. Chosen for his military leadership, Saul had some success fighting against the Philistines. Described in the Hebrew Bible as a jealous and troubled ruler, Saul was never able to win the full support of the people.

David, who became Israel’s second king in about 1000 BC, was well loved, and the people united behind him. A strong king and military leader, David was also a gifted poet and musician. Under David, Israel grew into a strong kingdom centered on the capital, Jerusalem.

Under David’s son Solomon, the Kingdom of Israel reached the height of its wealth and influence. Solomon, praised in the Hebrew Bible for his great wisdom, traded with other powers of the Near East. Through this trade, Solomon became very rich. With his wealth, he built a magnificent temple in Jerusalem.

Division & Conquest
Within a year of the death of Solomon about 931 BC, conflict over who should be king ripped Israel in two. The ten tribes in the north formed a new kingdom, also called Israel. The two tribes in the south formed the Kingdom of Judah and became known as Jews.

The two kingdoms lasted a few centuries. About 722 BC Israel fell to the Assyrians. The Assyrians then scattered the people of Israel across their empire. The second kingdom, Judah, fell to the Chaldeans in 586 BC. The Chaldeans destroyed Solomon’s Temple and brought thousands of Jews to Babylon as slaves. The Jews called this enslavement the Babylonian Captivity. It lasted about 50 years. This event marked the start of the Diaspora, the scattering of the Jews outside Judah.

At that time a powerful new empire called Persia conquered the Chaldeans. The Persians let the Jews return to Jerusalem, where they rebuilt Solomon’s Temple, which became known as the Second Temple. However, many Jews did not return to Jerusalem but stayed in Babylon or moved into Persia.

The Teachings of Judaism
Religion was the foundation upon which the ancient Hebrews, and later the Jews, based their whole society. Today Judaism’s central beliefs continue to influence Jewish society.

Belief in One God
The most important belief of Judaism is that only one God exists. The belief in one God is called monotheism. Most of the ancient world worshipped many gods, so the Jews’ worship of one God set them apart. Many scholars believe that Judaism was the world’s first monotheistic religion.

Justice & Righteousness
Also central to Judaism are the beliefs of justice and righteousness. To Jews, being just means treating other people with kindness and fairness. Being righteous refers to doing what is right and proper, even when others do not.

The Jewish emphasis on righteousness has led to their creation of a strong code of ethics, or standards of behavior. For example, Jews are expected to respect their families, to tell the truth, not to cheat, and to treat all people equally. The Jewish ethical tradition was later carried forward into Christianity and became known as Judeo-Christian ethics.

Obedience To The Law
Closely tied to the idea of righteousness is the Jewish emphasis on obedience to the law. The most important laws of Judaism are the Ten Commandments, but they are only part of the many laws that Jews believe Moses recorded. A whole system of laws, called Mosaic law, guides many areas of Jewish life. For example, Mosaic law governs how Jews pray and when they worship. The laws also limit what foods Jews may eat and how foods are prepared. Today food prepared according to these laws is called kosher, or fit.

Jewish Sacred Texts
The beliefs and laws of Judaism are recorded in several sacred texts. As we have discussed, the most sacred of these texts is the Torah. The Torah is the first part of the Hebrew Bible. The other sections are the Prophets, which includes the teachings of early Israelite prophets, and the Writings, which contains lessons, history, poetry, songs, and proverbs, or sayings of wisdom.

Another sacred text of Judaism is the Talmud. Written by Jewish scholars over several centuries and finished in the AD 500s, the Talmud contains explanations and interpretations of the other sacred texts. The beliefs in these sacred texts have helped the Jews remain a united religious community.

Assignment
That is the end of this audio lecture and here is your assignment:

 * Question #1: Who were Abraham and Jacob, and what is their significance in early Hebrew history?
 * Question #2: Why is the Exodus a major event in early Jewish history?
 * Question #3: In what ways do the Ten Commandments stress the values of human life, self-control, and justice?
 * Question #4: What is the Diaspora?
 * Question #5: What happened to the Kingdom of Israel after Solomon’s rule?
 * Question #6: Who do you think was the greater king of Israel—David or Saul? Why?
 * Question #7: What are the three sections of the Hebrew Bible? Which one do the Jews consider to be the most sacred?
 * Question #8: How do the central beliefs of Judaism shape Jewish life?

Thank you for listening to this audio lecture and I hope to see you again. Goodbye.


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User talk:Jay5001

 Hello Jay5001, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:27, 9 July 2010 (UTC)

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

title: User talk:Jay5001


text:
Human Legacy Course/Quiz 6

{The Hebrew religion is known as _______. -Christianity -Hebrewism +Judaism -None of the Above.
 * type=""}

{Accounts of the Hebrews’ early history appear in five sacred books called the _______. -Psalms +Torah -Prophets -Writings
 * type=""}

{In a journey known as the _______ the Hebrews made their way out of Egypt, where they had been held as slaves. -Genesis -Mecca -Revelation +Exodus
 * type=""}

{According to Hebrew history, Moses was chosen by God to receive a collection of moral laws known as the _______. +Ten Commandments -Writings -Hammurabi Code -Psalms
 * type=""}

{The Hebrew people made a _______ or a solemn agreement, to follow God’s law. -Talmud -Saul +Covenant -None of the Above.
 * type=""}

{The Hebrews believed the land of _______ was promised to them by God. This land was described as “flowing with milk and honey.” -Eden +Canaan -Judah -Talmud
 * type=""}

{Israel’s first king was a man named _______, chosen for his military leadership. +Saul -Talmud -David -Solomon
 * type=""}

{Shortly after the death of King Solomon, Israel’s Twelve Tribes formed two kingdoms. One was called Israel and the other was called _______. -Talmud -Israel -Jerusalem +Judah
 * type=""}

{Unlike most other ancient peoples, the Hebrews practiced _______, the belief in only one god. -Polytheism +Monotheism -Judaism -Christianity
 * type=""}

{Written by early Jewish scholars, the _______ contains explanations and interpretations of the other sacred texts. -Prophets -Torah +Talmud -Bible
 * type=""}

title: Human Legacy Course/Quiz 6


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Talk:University of Canberra/OpenUC

Showing ontological and epistemological appreciation
In a discussion with Keith, he took the time to explain his position of "invitational empathy" more. He used the concepts ontology and epistemology, and noted Marx' use of the philosophies (need to find more), to frame his point that we need to seek out an understanding of the "other", empathise with their situation acknowledging the limitations of all knowledge, and propose our alternatives non-confrontationally. He suggested that to propose an alternative to which the "other's" world view is put into fundamental opposition, is to be confrontational (even violent?), and likely non productive.

This conversation has come from the sentence in the opening paragraph here on 22 September, "Universities will need to go beyond the preservation of problems only they can solve", where I seek to confront the idea of a University, and put it in opposition with its own understanding of itself. How might I seek to be more inclusive in the expression of this critique, and invite people (as opposed to 'Universities') to consider an alternative. Perhaps, "People working in Universities may need to reconsider the nature of the problems they work to solving" gets closer, but now I realise that "People working in Universities" still situates an "other" and even an exclusive right to considering the question. How about "we"? "We may need to reconsider the nature of the problems our Universities are set to solving" Leighblackall 02:22, 22 September 2010 (UTC)

UC Deputy VC Instructions
This is a document under development to serve as a submission to the DVC Education, for consideration as a vision document for UC generally. Leighblackall 06:06, 22 September 2010 (UTC)

KCA
The UC Office of Development has requested James and I to present Open Education and Research and the University of Canberra at the Annual Conference of Knowledge Commercialisation Australasia (KCA) on 10 November 2010. Leighblackall 06:12, 22 September 2010 (UTC)

Outline
Leigh Blackall and James Neill have been asked by the University of Canberra's Office of Development and Engagement to speak at the Knowledge Commercialisation Australasia Annual Conference 2010, 9-11 Nov 2010, on open academia. Leigh and James have been working together on awareness building and policy proposal around open education and research at UC during 2010 and want to try and make this talk serve multiple purposes, primarily a review and recommendations around why and how UC might go about implementing open education and research policy, procedures and practices. The content of this talk would therefore go something like this:

 * Open education and research
 * Principles as set out by James' presentation Open academia.
 * Evidence and cases for why
 * History in Australia and Internationally

 * Recommendations
 * Key policies and procedures
 * UC Business Unit Service Level Agreements
 * Reviewing rewards and incentives

 * Outcomes
 * How it fits with strategic directions
 * Where it will lead us beyond 2012
 * What UC will become

 * Next steps
 * 1) Take this structure into a dedicated page
 * 2) Write an abstract for discussion and submission before 15 July
 * 3) Draft the paper
 * 4) Find information for presenters
 * 5) How long (presentation)?
 * 6) How long (abstract)?
 * 7) Focus/scope?
 * 8) Style/format?

Alternative outline 2

 * Open academia==
 * Summary...
 * Open education
 * Open research
 * Open engagement...
 * Open govand admin

 * UC's policy on intellectual property
 * Summary...
 * Ownership...
 * Creative Commons default...
 * Opting out, not in...
 * Benefits and risks

 * Education, engagement and research==
 * Open education practices can link more exactly the achievements of students moving from the College (and other education levels) into University of Canberra study..
 * Library services are critical to the success of open education and research practices. Their support in sourcing free and open resources, monitoring use of free and open resources, training, advice, and assistance with the development of digital and network literacy should be the foundation to UC's development...
 * The Research Office needs to build critical awareness of open academic practices, and inform ethics, IP, and other procedures to ensure the best support possible is available to staff who go as early adopters of open research practices...
 * Information and Communications Technology Systems will need to critically evaluate their service provision and consider their role in research and development of systems that support and promote open education and research services. Formats, open data, sharing and publishing, access and transferability of skills are a number of areas up for reconsideration...
 * The Teaching and Learning Centre will need to devote research and development resources to open education and research practices, and reconsider some services that perhaps bias or discourage such practices. Training and support services widening in scope, initiation and leading discussion and debate, hosting events and engaging wider community and stakeholders
 * Engagement Office plays significant role in the engagement of wider community and stakeholders, researching and advising other service areas, liaising with senior leadership and policy makers.
 * Ngunnawal Centre and teh Reconciliation Action Plan maust be in close consultation so as to ensure development of open practices does not compromise that high priority area of work.
 * Domestic and International Marketing have a key role in the production of open educational resources...
 * Governance and Administration will need to engage in the debate and discussions around open governance and developments of Gov2.0
 * English Language Institute may be interested in the development of multi lingual resource development, teaching and assessment services made possible through the use of Wikimedia Foundation platforms and communities...

 * Partners
 * UCSA - discussion with local student representatives on the more flexible education opportunities afforded by open education practices
 * NUS - discussion with national student representatives on the more flexible education opportunities afforded by open education practices
 * NTEU - discussion with national tertiary education union of the rights and freedoms of staff engaged in open education
 * QUT - consultation, advice and developmental partnerships with Australia's leadning open research institute
 * NLA - consultation, advice and developmental partnerships with Australian libraries, museums and archives
 * Internet Archive - storage and service of digital reosurces
 * Commercial and Non Commercial media sharing services - Youtube, iTunes, Wikimedia Foundation and other platforms that may have interest in servicing the development of our open education and research outputs

Un-re-learning other peoples' ideas
A friend has done lots of work over the years in planning and doing "online learning", at uni and more lately |Community college level. You folk perhaps should talk. Is that of interest?Peter Ellis 14:13, 17 January 2011 (UTC)
 * Hi Peter, sorry we have missed your comment for so long. Community College's would seem to align with this proposal quite a bit hey. I don't know the ins and outs of funding to universities vs colleges in Australia, so safer to say our proposal shares many of the principles and intentions. Your friend is more than welcome to engage, especially if Canberra based. Leighblackall 06:17, 18 June 2011 (UTC)

title: Talk:University of Canberra/OpenUC


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User:Charles Jeffrey Danoff/Collaborative Lesson Planning

The Pre-Speech Written Version

Written for Wikimania 2010 in Gdansk, Poland and delivered on talk on Friday July 9th, 2010. Note where you find are places I intend to put references

Jindobrei vitam peinstfa serdechnya. Good morning and welcome ladies and gentlemen.

Let me begin with a quick joke a Chinese friend taught me.

“How long does it take to finish university?”

Yes, “One second.”

My topic today is collaborative lesson planning, which teachers around the world have been doing for a long time. I suggest that we move from doing so unrecorded in teacher's offices and meetings (Fawan paper) to public knowledge recorded online for colleagues around the corner and the globe to learn from and improve together. I am a teacher of English as a Second or Other Language (TESOL) and as it is the field I know, it is where I will focus my talk. Of course, these same ideas are applicable to teaching any subject.

The overall goal I think all TESOL teachers is finding best way to teach students English. I see the how for that goal as making better lessons in less time, and the way being teachers stop re-inventing the wheel by collaborating together.

What do I mean by re-inventing the wheel?

In the summer of 2008 I started assistant teaching English in Hamatonbetsu, a lovely town near Japan's Northermost point. Early on a head teacher asked me to find an activity to do for an upcoming textbook chapter.

I began by trying to make something on my own. Problem was I did not quite understand what the textbook chapter was actually trying to teach. I abandoned this path quickly, turning to the internet for solutions. I do not remember exactly what I typed into Google, perhaps something like "activity" +"teaching English" +"the name of the textbook".

I have forgotten what came up, but I remember being dissatisfied, and having to continue searching for a long while. At one point in the year I was asked to teach a lesson about colors. A quick search online yielded no easily accessible color flashcards, thus I made some myself. This is what I mean by re-inveting the wheel. I had to make color flashcards from scratch. Millions of color flashcards have been made in the world. NO ONE should EVER have to do that again.

Over time I learned how to find useful resources online, but there were several recurring problems that I encountered on many websites. One to many nature of most sites. Usually sites were built and maintained by one volunteer investing countless thankless, payless hours. Their sacrifices are to be applauded, but this structure is stifiling for mass conversation. Commenting on individual resources is difficult, because of the structure. Teachers were not talking directly to eachother, just to the webmaster. This also made uploading individual variations on resources slow and difficult. Frequently materials were either copyright all rights reserved, or informally licensed for educational re-use. This makes it difficult for individuals to download, adapt and then re-share their re-mixes. Also, there was little accountability for resources that are uploaded. Where did teachers get those pictures on their worksheet from? Some sites were wonderfully organized by textbook and then chapter with resrouces pertaining to individual pages. Noting these significant exceptions, the organization of most sites and the TESOL internet world in general is poor and unfriendly to inexperienced teachers trying to find materials to use in their classes. Most resources that are available, are in Microsoft word format. I believe the reason being most teachers use computers in their schools that utilize windows software. This is a problem, because it denies some users the opportunity to access these files. If you are not already aware of the pitfalls of propreitary document formats you can read Richard Stallman's. The most stringent barrier to access was that some sites charged teachers to use their materials. This is an obvious impediment as usually if teachers want access to these resources they have to spend their own money, which they are naturally loathe to do. There was a wonderful New York Times article about this issue in the fall of 2009. Teachers have the right to sell their teaching resources, but doing so only helps one teacher. If the goal is finding the best way to teach English, I believe in working together to benefit everyone for free.

As a result of these obstacles I ended up taking some resources for class and/or creating resources from scratch, then never puttting what I learned back into the community. This worked for my individual context as a teacher in Hamatonbetsu, and I hoped for my successor, but my year of experience was lost on the teaching community as a whole.

How can it be done better?

By building a system of collaboration allowing teachers to make better lessons in less time and where a new teacher can fire up the internet and find an abundance of resources online, all of which have been tested, reviewed and tweaked by colleagues in a fashion that corresponds to class size, level and class eccentricities. All of these resources should be free and available to share with common, easily understood licenses.

The first step is moving from a one to many site to a many to many site, such as a Wiki. This will not only expedite the process of teachers uploading new resources and re-mixes of old ones, it will enable specific conversations and reviews of resources teachers have used in their classes.

To start we should steal the organizational structure from those sites that do it by textbook chapter. One teacher could create a resource listing all of a textbook's individual chapters and topics, then link the lessons or activities they use. Then another teacher could search for the same book and repeat the process, adding notes on what worked or did not for them in class.

Eventually a group of teachers might work together over an entire year contiually uploading, sharing, and commenting on eachother's lessons. By the end that textbook would have a place on Wikiversity a new teacher could access and have a wonderful guide they themselves could then use in their classes and continue to build upon.

Of course all of these lessons, notes, activities and more would need to be free for others to see and then re-mix with an apporpriate license. At the beginning this process would require a select group to invest more personal time in re-inveting the wheel. Once it was complete, new teachers would need less time to do an individual lesson and focus on making a wheelbarrow.

Along the way it is extremely important for teachers to give credit as Wikipedia ( ref page) does with its references to whatever materials they use from others around the web. At this point in history, almost no teacher is creating materials from scratch. To legitimize the collaboration it is extremely important to reference whomever gave the ideas for that lesson or activity.

Additionally all resources need to be either written in wiki code or uploaded in free formats so that teachers everywhere can freely access them. Proprietary software needs to be eliminated from the teaching world, it will only inhibit future collaboration.

So once the basic framework of the system is in place, how might an individual teacher use it?

Consider first my situation as a beginning teacher working in a vacuum. I had no one to talk with or whose lessons to base my own upon. It took me a lot of time of first making a format for my lesson plan, then I would have to incorporate what chapter we were teaching, the individual characteristics of each class and try to scaffold on the knowledge they had learned in previous weeks. Let's say I spent an hour and a half on each lesson plan.

In a different context, heading into the semester, I could look at the Wikiversity resource for my specific textbook. It would be organized by chapter, class size, level, and individual characteristics. I would likely not find something that specifically fit my class, but hopefully there'd be a lesson for chapter one that would be 33% appropriate. Thus, instead of an hour and a half, I would only have to work for an hour.

After teaching the lesson whether it was successful or not I would hopefully take some notes to review and learn from later. Instead of keeping these only to my own teaching journal, I could publish them in the discussion section of the resource, hopefully at the same time as three or four other teachers who had their first lesson. Individuals with whom I could then ask questions and bounce ideas off with for the duration of the semester. In addition to notes, I would upload whatever modifications on the public lesson I made, perhaps under my own name, as would the others. Along the way that half hour saved every week would have profound implications for my peace of mind.

The following summer another teacher would come to the same resource. She could peruse it and see perhaps ten different lesson plans for each chapter. With this much variety she could mix and match one to suit her needs so perhaps she finds something that is 50% ready. Thus, instead of the hour the I needed to spend, she only has to spend 45 minutes each week prepping.

And so on for subsequent years. Of course the lessons available will never be 100% appropriate and that's fine, teachers should still have to do some individual preparation for their own classes. But, even if it never gets beyond 50%, just imagine how much better all of those lessons will be. Instead of one teacher working in a vacuum each lesson plan they make wil have been prepared, taught and reviewed by multiple colleagues. Thus the lesson they teach in class will take less time to prepare. The wheel is no longer being re-invented, instead its become part of a wheelbarrow.

As I sad, the nice thing is, is that these sort of professional learning communities (Pawan article) already exist in most teacher's offices. The next step is taking the passing conversations teachers have in their free time or in structured meetings and putting them online so teachers in different cities in the same country and all across the world can talk and improve together.

Now, this all sound wonderful, but there are obviously some obstacles in the way. The first I see is that many teachers are not comfortable, or perhaps even aware of how to edit and use a wiki. The majority of resource sharing that is done online now is through uploaded Word documents that one can subsquently download and modify in a comfortable way.

Another problem might be that teachers would be turned off by giving their materials away for free and/or allowing others to re-mix them. Additionally, school districs and/or individuals may not like the idea of making lesson reviews public, especially in cases where said lessons may of gone poorly.

To address the first problem, a quick, direct explanation of Wikiversity its purpose and how to use it should be given, as already exists. This may need to be simplified down to the purposes of whatever project a new teacher is interested in joining. For the second problem of free and shared resources, teachers need to be educated and shown examples of how this process can work. Two immediately available are Wikipedia and the Free Software movement. In the future it would be better to have specific teaching related examples. For the final problem again education about the benefits far outweighing the costs of a teacher publicly sharing a lesson that went poorly need to be extolled.

Assuming in one way or another this collaborative lesson planning were to be implemented and successful, what could this lead to? Ideally, in addition to sharing lesson plans for a given textbook teachers would catergorize/tag them according to what aspects of the English language were actually taught. Thus, even a teacher not using a textbook could go to Wikiversity, do a little searching and then find something helpful for what they are doing. As this process continued, perhaps a set of universal best practices for teaching English would emerge and anyone interested could figure out how to teach English well really quickly. Additionally univeristies training new teachers would include constructive online collabortation as part of the curriculum, institituionalizing this process. On the other side, students might also be able to look at these teacher created resources and learn by themselves, along the lines of what MIT has begun with their open course ware.

Naturally if these things came to pass, it would extend to all subjects and perhaps we would no longer need private textbook companies at all, and akin to Wikipedia's mission of the sum of all human knowledge freely available, the sum of all human teaching and learning could be the same.

In any event, I, myself, need to begin by finishing the process I have begun of putting all of my materials on Wikiversity for others to use and hopefully some folks will join me.

Jinkuyei zab shibiqe. Thank you for coming.


text:
User talk:Nilima

 Hello Nilima, 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. 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.

 * 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.

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 9 July 2010 (UTC)

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User talk:Danielle tricia

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Information theory
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title: User talk:Danielle tricia


text:
User:Kaihsu/EUlawC3

Constitutional and institutional law of the European Union.

Section C: Remedies and procedures in European Union law.

Chapter 3: Preliminary references.

Notes by Kaihsu Tai, 2010-07-23.

Treaty provision
"The Court of Justice of the European Union shall have jurisdiction to give preliminary rulings concerning:

(a) the interpretation of the Treaties;

(b) the validity and interpretation of acts of the institutions, bodies, offices or agencies of the Union;

Where such a question is raised before any court or tribunal of a Member State, that court or tribunal may, if it considers that a decision on the question is necessary to enable it to give judgment, request the Court to give a ruling thereon.

Where any such question is raised in a case pending before a court or tribunal of a Member State against whose decisions there is no judicial remedy under national law, that court or tribunal shall bring the matter before the Court.

If such a question is raised in a case pending before a court or tribunal of a Member State with regard to a person in custody, the Court of Justice of the European Union shall act with the minimum of delay."

This is qualified by Article 275 TFEU (excluding common foreign and security policy) and Article 276 TFEU (excluding member state acts in the area of freedom, security and justice).

Grounds
Such reference is possible for all EU acts regardless of direct effect: Case C-373/95 Maso and Others v INPS at 28.

ECJ claims jurisdiction to interpret international agreements concluded by the Council, since they are acts of an EU institution: Case 181/73 Haegeman v Belgium. This extends to the GATT, for which EU has substituted the member states: Case C-267/81 SPI. This applies to mixed agreements, even when the issue only partly falls within EU law: Case C-53/96 Hermès v FHT at 32. ECJ claims jurisdiction even over acts of institutions established by an association agreement: Case C-192/89 Sevince.

In contrast, this claim does not extend to international agreements concluded by a member state before EU accession that conflicts with EU law: Case C-158/91 Levy. ECJ jurisdiction is confined to EU law only, and ECJ cannot consider the extent of reference to EU law by national provisions, that being a matter of national law: Case C-297/88 Dzodzi at 42. ECJ does not interpret national law worded identically to EU provisions: Case C-346/93 Kleinwort Benson v City of Glasgow District Council.

ECJ will not hear preliminary references arising out of hypothetical disputes: Case 244/80 Foglia v Novello.

Which courts?
The highest court in a jurisdiction must refer; lower courts may refer: Article 267 TFEU. In the United Kingdom, see s 2(1) European Communities Act 1972, Part 68 Civil Procedure Rules.

Only a body that “is established by law ... is permenant ... [whose] jurisdiction is compulsory ... [whose] procedure is inter partes ... applies rules of law and ... is independent” can be a court or tribunal which may refer: Case C-53/03 Syfait v GlaxoSmithKlein at 29. Where a body has the right to refer under EU law, this cannot be deprived by national law: Cases 146/73 and 166/73 Rheinmühlen.

The function of the obligation to refer is “to prevent a body of national case law not in accord with the rules of [EU] law from coming into existence in any member state”: Case 107/76 Hoffmann-La Roche v Centrafarm at 5. Both the highest court in a member state and the Benelux court has the obligation to refer: Case C-337/95 Parfums Christian Dior v Evora.

Effects
The ECJ judgment in a reference is declaratory; remedies, costs, etc. are matters for the national court. The ECJ may choose to rule only on the validity and interpretation of EU law, leaving the application to the facts to the national court which made the reference: e.g. Case 36/74 Walrave and Koch v Union Cycliste Internationale. Alternatively, it may choose to rule very closely to the facts in the case: e.g. Case 32/75 Cristini v SNCF.

If ECJ has already rule on a point in a previous case, there is no obligation to refer: Case 28/62 Da Costa. It is then res judicata (at least in the weak sense) and binds the national court a quo which made the reference, and future similar cases on the same issue requires no further reference where the answer is “so obvious as to leave no scope for any reasonable doubt”: Case 283/81 CILFIT, ECJ Rules of Procedure Article 104(3). “Where national legislation has been the subject of different relevant judicial constructions, some leading to the application of that legislation in compliance with [EU] law, others leading to the opposite application, it must be held that, at the very least, such legislation is not sufficiently clear to ensure its application in compliance with [EU] law”: Case C-129/00 Commission v Italy at 33. At least in the United Kingdom, the res judicata is in the strong sense; that is, a previous ECJ ruling binds UK courts: s 3(1) European Communities Act 1972.

title: User:Kaihsu/EUlawC3


text:
User:Kaihsu/EUlawC4

Constitutional and institutional law of the European Union.

Section C: Remedies and procedures in European Union law.

Chapter 4: Actions for annulment.

Notes by Kaihsu Tai, 2011-11-17.

Legal basis
"The Court of Justice of the European Union shall review the legality of legislative acts, of acts of the Council, of the Commission and of the European Central Bank, other than recommendations and opinions, and of acts of the European Parliament and of the European Council intended to produce legal effects vis-à-vis third parties. It shall also review the legality of acts of bodies, offices or agencies of the Union intended to produce legal effects vis-à-vis third parties.

It shall for this purpose have jurisdiction in actions brought by a Member State, the European Parliament, the Council or the Commission on grounds of lack of competence, infringement of an essential procedural requirement, infringement of the Treaties or of any rule of law relating to their application, or misuse of powers.

The Court shall have jurisdiction under the same conditions in actions brought by the Court of Auditors, by the European Central Bank and by the Committee of the Regions for the purpose of protecting their prerogatives.

Any natural or legal person may, under the conditions laid down in the first and second paragraphs, institute proceedings against an act addressed to that person or which is of direct and individual concern to them, and against a regulatory act which is of direct concern to them and does not entail implementing measures.

Acts setting up bodies, offices and agencies of the Union may lay down specific conditions and arrangements concerning actions brought by natural or legal persons against acts of these bodies, offices or agencies intended to produce legal effects in relation to them.

The proceedings provided for in this Article shall be instituted within two months of the publication of the measure, or of its notification to the plaintiff, or, in the absence thereof, of the day on which it came to the knowledge of the latter, as the case may be."

Reviewable acts
The General Court hears proceedings brought by natural and legal persons, from which an appeal on points of law to the Court of Justice is possible: Article 256(1) TFEU.

A “communication” by the Commission, if held to have legal effects on account of its contents, can be the object of annulment action; if so held, it can be ultra vires and annulled: Case C-57/95 France v Commission. Such an act is one “capable of affecting the interests of the applicant by bringing about a distinct change in his legal position”; the form of the act is immaterial: Case 60/81 IBM v Commission. An act is not necessarily non-existent (void ab initio) even if the institution failed to comply with the procedure: Case C-137/92 P Commission v BASF.

Locus standi
See the fourth paragraph of Article 263 TFEU, amended by the Lisbon Treaty: Case T‑262/10 Microban v Commission (triclosan). “Persons other than those to whom a decision is addressed may only claim to be individually concerned if that decision affects them by reason of certain attributes which are peculiar to them or by reason of circumstances in which they are differentiated from all other persons and by virtue of these factors distinguishes them individually just as in the case of the person addressed”: Case 25/62 Plaumann v Commission.

“[It] is for the member states to establish a system of legal remedies and procedures which ensure respect for the right to effective judicial protection.” There is a division of labour between the Court of Justice of the EU and the national courts. Annulment actions can be brought by a natural or legal person only if the act concerns it “both directly and individually”: Case C-50/00 P Unión de Pequeños Agricultores v Council, confirmed in Case C-263/02 P Commission v Jégo-Quéré which quashed Court of First Instance Case T-177/01.

Grounds for review
See the second paragraph of Article 263 TFEU.

Effects
"If the action is well founded, the Court of Justice of the European Union shall declare the act concerned to be void [ex tunc and erga omnes].

However, the Court shall, if it considers this necessary, state which of the effects of the act which it has declared void shall be considered as definitive."

Article 266 TFEU (ex Article 233 TEC), first paragraph: “The institution whose act has been declared void or whose failure to act has been declared contrary to the Treaties shall be required to take the necessary measures to comply with the judgment of the Court of Justice of the European Union.”

Article 277 TFEU (ex Article 241 TEC): “Notwithstanding the expiry of the period laid down in Article 263, sixth paragraph, any party may, in proceedings in which an act of general application adopted by an institution, body, office or agency of the Union is at issue, plead the grounds specified in Article 263, second paragraph, in order to invoke before the Court of Justice of the European Union the inapplicability of that act.” However, for the sake of legal certainty, the possibility of such indirect challenge does expire for individual acts (e.g. Decisions in contradistinction to act of general application such as Regulations): Case C-188/92 TWD Textilwerke Deggendorf GmbH v Germany, but see Case C-309/89 Codorníu v Council.

title: User:Kaihsu/EUlawC4


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User talk:Crappyprogrammer

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User talk:Jamie page23

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User talk:Mxcatania

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Draft:StrategyHeuristics

Reading #1: In Praise of Middle Managers by Quy Nguyen Huy
SUMMARY: Contrary to popular belief, middle managers make valuable contributions to radical change at a company. They stand in a unique position between day-to-day operations and the big picture, which allows them to creatively address problems. (Woskov)

 * 1) Middle managers, as it turns out, make valuable contributions to the realization of radical change at a company.
 * 2) Because of their proximity to day-to-day operations and to the big picture viewpoint, middle managers can creatively address problems that upper management cannot because they understand what is feasible as well as what is important. (Skiple)
 * 3) Since middle managers often have the best social networks, they are uniquely qualified to positively effect change in the implementation phase. (Skiple)
 * 4) Change can result in high levels of fear in an organization, and middle managers know their subordinates and can tailor their approach to alleviating that fear. (Skiple)
 * 5) Too much change is chaos, too little kills momentum; middle managers are responsible for “making the whole messy thing work.” (Skiple)

Reference/Anecdote: At a telecom company with 117 funded projects, 80% of senior executive initiatives failed; 80% of middle managers ideas succeeded. (Pauli)

Reading #2: "Can You Say What Your Strategy Is?" by Collis and Rukstad
SUMMARY: A clear and simple strategy statement, consisting of an objective, scope, and advantage, can have a substantial impact on a company’s success. (Woskov)

MNEMONIC Device: Find the "sweet spot", or where the 3 c's converge: (Pauli)
 * 1) The strategic objective should be specific, measurable, and time bound. (p 86)
 * 2) The basic elements of a strategy statement are: the objective (ends), the scope (domain), and the advantage (means). FASS
 * Customer needs it
 * Capability exists to fill the need
 * Competition doesn't provide it adequately or at all

Reading #3: "What is Strategy" by Michael Porter
SUMMARY: This article lays the foundational concepts of strategy and specifically addresses how it is different from operational effectiveness. (Woskov)

 * 1) COUNTERINTUITIVE: Japanese companies rarely have strategies; most imitate and emulate one another.
 * 2) COUNTERINTUITIVE: Customer focus should NOT be interpreted to mean "serve all customer needs or respond to every customer request."
 * 3) Strategy is... the creation of a unique and valuable position involving a different set of activities. (Skiple)
 * 4) Strategy is... making tradeoffs. (Skiple)
 * 5) Strategy is... creating fit among a company's activities. (Skiple)
 * First-order fit: consistency (between activity and strategy)
 * Second-order fit: activites are reinforcing (neutragena - provided in classy hotels = ppl associate w/superior product when at drug store)
 * Third-order fit: optimization of effort (Gap offers new choices to customers more frequently than rivals)

 * 1) Strategy is...choosing to perform activities differently than rivals do (i.e. Southwest - all 747s, no meals, lots of times, targeted hubs) (Pauli)
 * 2) Strategy is...choosing what not to do (Pauli)
 * 3) Companies that try to be all things to all customers risk confusion in the trenches as employees attempt to make day-to-day operating decisions without a clear framework.
 * 4) A company can only outperform rivals only if it can establish a sustainable competitive advantage. (Pauli)

Reading #4: "The Five Competitive Forces that Shape Strategy" by Michael Porter
SUMMARY: Awareness of the five forces can help a company understand the structure of its industry and stake out a position that is more profitable and less vulnerable to attack. (Woskov)

COUNTERINTUITIVE: Fast-growing industries are always attractive. (Not so--liable to High threat of entrants, high power to suppliers, potentially high number of substitutes--i.e. these stronger forces lower profitability). (Pauli) 1.	It is the threat of entry, not whether the entry actually occurs, that holds down profitability. (Pauli) 2.	When it comes to analyzing your Industry, making lists is not a substitute for rigorous analysis. (Pauli) 3.     It is industry structure that drives competition and profitability. (Woskov) 4.     Eliminating rivals is a risky strategy because a a profit windfall from removing today's competitors often attracts new       competitors and backlash from customers and suppliers. (Woskov)

Reading #5: "The Making of an Expert" by Ericsson, Prietula and Cokely
SUMMARY: This article explodes the myth that experts are born. Instead, outstanding performance is the product of years of deliberate practice and coaching, not of any innate talent or skill. (Woskov)

Real expertise must pass 3 tests:
 * 1) Experts are made, not born. (Richey)
 * 2) Requirements for developing genuine expertise: struggle, sacrifice, self-assessment. (Richey)
 * 10,000 hours required or 10 years (Pauli)
 * 1) You need a coach with quality feedback who push you “just right” (Pauli)
 * 2) No shortcuts
 * 3) Requires deliberate practice that focuses on area’s you can’t do well
 * 4) First hours of the day are "best"
 * performance must be consistently superior to peers
 * repeatable/verifiable in a lab
 * measurable

Reading #6: "Reinventing Your Business Model" by Johnson, Christensen and Kagermann
SUMMARY: Business model innovation can reshape industry. This process can be accomplished by recognizing an important job that the customer wants done, constructing a blueprint for how the company will fulfill that need, and finally comparing it to the existing to model to see if change is needed. (Woskov)

 * 1) The Customer Value Proposition (CVP) is the most important part of the business model to get right. (Skiple)
 * 2) Key resources are those that create competitive differentiation; they are not "generic" resources that other players possess.(Skiple)
 * 3) The authors' definition: a business model consists of four interlocking elements – CVP, profit formula, key resources, and key processes – that, taken together, create and deliver value. (Skiple)
 * 4) Radically new products usually need new business models, but it is possible to transcend the problem if you can understand your existing business model at a granular level and come up with a better way of getting an important job done. (Skiple)
 * 5) The four most common barriers keeping people from getting a job done are insufficient wealth, access, skill, or time. (Skiple)
 * 6) Game changing products rarely emerge from established businesses (Ho).

Reading #7: "Cocreating Business's New Social Compact" by Brugmann and Prahalad
SUMMARY: The liberalization of world markets is forcing companies and nongovernmental organizations (NGOs) to work together and develop new business models that will transform organizations and reduce poverty. (Woskov)

 * 1) Carefully calibrated business models can unleash powerful forces for good (Woskov)
 * 2) Innovative business models will lead to novel frameworks (Woskov)
 * 3) Companies succeed in bottom-of-the-pyramid markets when they leverage the competencies, networks, and business models developed with NGOs (Woskov)

Reading #8: "Leading Clever People" by Gofee and Jones
SUMMARY: Clever people can have an important impact on a company, but they have unique set of characteristics which require attention from management. The most defining one is that they do not want to be led. (Woskov)

 * 1) Competitive advantage lies in the ability to create an economy driven not by cost efficiencies but by ideas and intellectual know-how (Ho).
 * 2) You need to be a benevolent guardian rather than a traditional boss when it comes to clever people (Ho)

Leaders must manage organizational rain for creative people (Dial). Leaders should promote diversity in ideas (Dial). Leaders must establish credibility when working with clever people (Dial). Clever people must be allowed to experiment and fail (Dial).

Reading #9: "Women and the Labyrinth of Leadership" by Eagly and Carli
SUMMARY: It’s not because of a glass ceiling that women don’t make it into the C-Suite, but the sum of many obstacles that more closely resembles a labyrinth. (Woskov)

 * 1) The journey for women to the higher level management positions is a complex route full of twists and turns, both unexpected and expected (Ho).
 * 2) Labyrinths become infinitely more tractable when seen from above. When the eye can take in the whole of the puzzle - the starting position, the goal, and then maze of walls - solutions begin to suggest themselves (Ho).

Reading #10: "What Makes an Effective Executive" by Peter F. Drucker
SUMMARY: Managers may have differing characteristics; however, every effective manager shares eight simple practices.

1. The first step to being an effective manager is to learn what needs to be done and what is right for the enterprise. The remaining steps flow from this knowledge. (Pauli) 2. Don't let action plans put you in a strait-jacket. They should be used to guide your use of time but are flexible as circumstances change. (Pauli)

Reading #11: "When Growth Stalls" by Olson, van Bever and Verry
SUMMARY: Successful companies can lose momentum for four main reasons (premium-position captivity, innovation management breakdown, core business abandonment, and talent shortfall), but the good thing is that they are all within management’s control if spotted in time. (Woskov)

 * 1) Safeguards against revenue growth stalls should occupy the forefront of an organization’s strategy agenda. (Richey)
 * 2) Stalls are typically sudden, and unforeseen by the organization’s leadership, as core performance metrics are often inept at identifying the onset. (Richey)
 * 3) COUNTERINTUITIVE: Logical management decisions/actions cause a revenue growth stall to occur. (Richey)
 * 4) Counter-intuitive: When it comes to identifying growth stalls, if it ain’t broke, fix it anyway. (profitable competencies can and will expire, so you can't rest on your laurels) (Pauli)

Reading #12: "Creativity and the Role of the Leader" by Amabile and Khaire

 * Forehead slap: One doesn't manage creativity; one manages for creativity. (Skiple)
 * Look for ideas from all levels of the organization, and open the organization to diverse perspectives. (Skiple)
 * In the initial stages of development you want people working at the ends of the Gaussian distribution. (Skiple)
 * Eventually innovation reaches a point where is will be best served by people who know how to take it to market; unfortunately, since the passion for an idea is highest among its originators, projects often lose steam at the handoff. (Skiple)
 * Managers need to provide “paths through the bureaucracy” – powerful constituencies within the company collectively beat things into a shape that more closely resembles the existing business model rather than the opportunity in the market. (Skiple)
 * Remember: gardens also have weeds: managers must not only water and fertilize, but also kill off the stuff that holds no potential. (Skiple)
 * Managers need to elimintate the stigma of failure; the goal should be to experiment constantly, fail early and often, and learn as much as possible in the process. (Skiple)

Reading #13: "Leading Change: Why Transformation Efforts Fail" by Kotter
SUMMARY: Making fundamental changes in an organization requires eight steps to completed successfully and in the right order. (Woskov)

 * 1) An urgency rate is high enough when about 75% of a company’s management is honestly convinced that business as usual is totally unacceptable. (Woskov)
 * 2) When communicating a vision, use every possible channel, especially those that are being wasted in nonessential information. (Woskov)
 * 3) While celebrating a win is fine, declaring the war won can be catastrophic. (Woskov)
 * 4) If you can't communicate the mission to someone in 5 minutes and get a response that signifies understanding and interest, then you are not done with the vision phase. (Ho)
 * 5) In order to lead change, the guiding coalition develops a picture of the future that is relatively easy to communicate and appeals to customers, stockholders, and employers. (Ho)
 * 6) Change requires creating a new system - which demands leadership. (Richey)

Reading #14: "Strategy as a Wicked Problem" by Camillus
SUMMARY: Wicked problems can't be solved but can be tamed by involving stakeholders, documenting opinions, communicating, defining the corporate identity, focusing on action, and adopting a "feed-forward" orientation (Dial).

 * Involving stakeholders in may complicate the planning process, but it will facilitate understanding, idea generation, and buy-in (Dial).

 * The corporate identity should incorporate values, competencies, and aspirations and act as the strategic intent of the organization (Dial).

 * Conventional decision analysis and its one final course of action is not effective when addressing "wicked" problems. Leaders should utilize prototypes, pilot programs, and experiments to test potential strategies (Dial).

 * Strategy assumptions must be identified and assessed when dealing with "wicked" problems (Dial).

 * 1) Not only do conventional processes fail to tackle wicked problems, but they may exacerbate situations by generating undesirable consequences. (Ho)

Reading #15: "The Core Competence of the Corporation" by Prahalad and Hamel
SUMMARY: A corporation gains its competitive advantage from core competencies, and must be conceived as a hierarchy of core competencies, core products and market-focused business units in order to compete in the changing global economy. (Ho)
 * 1) The modern corporation can be viewed as a "tree," and the roots are the core competencies. (Skiple)
 * 2) Core competencies are shared resources that must be allocated by the corporation. (Richey)
 * 3) Radical changes in management are often necessary to create an organization capable of infusing products with irresisteible functionality or creating products that customers need but have not yet imagined. (Ho)

Reading #16: "The Balance Scorecard: Measures That Drive Performance
Summary: The complexity of managing an organization today requires that managers be able to view performance in several areas simultaneously—an ability that is achieved through the balanced scorecard. (Pauli)

 * 1) The balanced scorecard is like the dials of an airplane cockpit: it gives managers comprehensive information at a glance. (Pauli)
 * 2) Senior managers must be involved in designing/editing the balanced scorecard since they have the most complete picture of the firm’s vision and priorities (not financial experts). (Pauli)
 * 3) It’s not good enough to just improve operational capacity.  Firms must translate the new gains into profits (i.e. put the freed up capacity to work or get rid of it) (Pauli)
 * 4) How does the balanced scorecard work? It provides answers to 4 basic questions from 4 key perspectives: (Pauli)
 * 1) How do customers see us (customer’s perspective)
 * 2) What must we excel at (internal perspective)
 * 3) Can we continue to improve and create value?  (innovation and learning perspective)
 * 4) How do we look to shareholders? (financial perspective)
 * 1) Leaders must make explicit links between operations and finance (Dial).
 * 2) A company's ability to innovate, improve and learn is tied directly to the company's value (Ho).
 * 3) Operational improvements don't automatically equate to financial improvements. (Richey)

Reading #17: "The Ambidextrous Organization" by O'Reilly and Tushman
SUMMARY: Ambidextrous organizations can exploit present technologies through incremental innovations as well as explore future endeavors through radical innovations by understanding the needs of newly structured businesses, maintaining executive commitment to ambidexterity, and communicating a clear/compelling vision at the executive level. (Ho)

 * 1) Established companies can develop radical innovations as well as protect traditional businesses by creating organizationally distinct units that are tightly integrated at the senior executive level. (Ho)
 * 2) The key to an ambidextrous organization is to have a tightly bound senior executive team who are united in purpose when making decisions regarding the "radical" vs. "incremental" sides of the organization. (Pauli)
 * 3) If need be, "elephants" (i.e. obstacles) should be removed that allow the senior exec team to be ambidextrous. (Pauli)
 * 4) The ambidextrous vision needs to be well communicated to ensure both the senior execs and the rest of the org understand the strategy and are on the same "sheet of music." (Pauli)
 * 5) Ambidextrous organizations need ambidextrous executives whom possess understanding and sensitivity regarding the needs of their newly structured businesses. (Richey)
 * 6) Executives must maintain their commitment to operating ambidextrously, even if their peers are not ambidextrous themselves. (Richey)
 * 7) A clear and compelling vision, relentlessly communicated by a firm's senior team, is crucial in building ambidextrous designs. (Richey)

Reading #18: "Of Strategies, Deliberate and Emergent" by Mintzberg and Waters

 * 1) Strategy can be defined as "a pattern in a stream of decisions," and strategic control is searching for thos patterns. (Skiple)
 * 2) In a view of strategy as a continuum, the theoretical extremes are deliberate strategies -- those that are realized as they were intended -- and emergent strategies -- those that are realized without any intentions at all. (Skiple)
 * 3) Strategies will tend to be more deliberate in tightly coupled, centrally controlled organizations and more emergent in decentralized, loosely coupled ones.
 * 4) Virtually all “real-world” strategies have characteristics of both the umbrella and the imposed models, since the central leadership will neither totally pre-empt the discretion of others, nor totally defer to others.
 * 5) Emergent strategy does not mean chaos but unintended order, and to manage a learning organization is to search for those patterns and consistencies.
 * 6) Much strategic adaptation may actually result from unconnected strategies (that may or may not exist clandestinely within an umbrella strategy) that have succeeded and pervaded the organization over time.
 * 7) Strategic choice requires self-awareness of the patterns in organizational actions and the consequences over time.

Reading #19: "Core Capabilities and Core Rigidities: A Paradox in Managing New Product Development" by Dorothy Leonard-Barton
SUMMARY: Core capabilities can transform into core rigidities, changing from a positive influence on product development to a negative influence. (Woskov/Ho)

 * 1) Capabilities are considered core if they differentiate a company strategically. (Woskov)
 * 2) For a capability to become core, all four dimensions must be addressed. (Woksov)
 * 3) A project does not have to be aligned with an organization's core capability for the dimensions of that capability to affect development. (Woskov)
 * 4) Project managers that constructively discredit skills, systems, and values that companies traditionally revere may cause a complete redefinition of core capabilities. (Ho)

Reading #20: "Fundamental Templates of Quality Ads" by Goldenberg, Mazursky, Solomon
SUMMARY:

 * 1) Creativity templates generate quality ads due to their ability to facilitate focused creativity, leading to more effective outcomes. (Ho)
 * 2) Templates are less transient than the ideas produced but can change in the long term.
 * 3) Templates are a trainable, resource-saving tool that will produce more effective ads. (Dial)

Reading #21: "Exploring Internal Stickiness: Impediments to the Transfer of Best Practice Within the Firm" by Gabriel Szulanski
SUMMARY: Knowledge barriers (lack of absorptive capacity, causal ambiguity, and an arduous relationship) contribute to the stickiness of internal knowledge transfer. (Ho)
 * 1) Internal transfer of best practices can be described by a four stage process: initiation, implementation, ramp-up, and integration. (Ho)
 * 2) The origins of internal stickiness are influenced by four factors: knowledge transferred, source of knowledge, recipient of knowledge, and context. (Ho)
 * 3) Counterintuitively, knowledge barriers contribute more to internal stickiness of ideas than motivational factors. (Skiple)

Reading #22: "Strategic Alliances Structuring: A Game Theory and Transaction Cost..."" by Parkhe

 * 1) In Strategic Alliances, a broken promise in the present decreases the likelihood of cooperation in the future (like in relationships). (Pauli)
 * 2) Behavioral transparancy (i.e. not being "shady"), long time horizons (i.e. marriage - until death do us part), and frequent interactions promote cooperation. (Pauli)
 * 3) Reduce fears of being perceived as opportunistic through a show of good faith (i.e. sharing non-recoverable assets like time, money, facility, etc.) (Pauli)
 * 4) Successful strategic alliances are composed of two building blocks: 1) a mutually beneficial relationship and 2) fading of the fear of opportunism. (Ho)

Reading #23: "Teaching Timeless Truths Through Classic Literature: Aesop's Fables and Strategic Management" by Short and Ketchen, Jr.
SUMMARY: Classic literature can be used to teach lessons and convey truths in contemporary strategic management. (Ho)
 * 1) Inexperienced students need help so that lessons in strategic management "stick." (Richey)
 * 2) Fables provide concise, effective lessons in strategic management. (Richey)
 * 3) Fables are simple and generalizable, but limited in terms of accuracy. Hence, they are best used in conjunction with theory and case studies. (Richey)

Reading #24: "Firm Resources and Sustained Competitive Advantage" by Jay Barney

 * 1) Firms cannot purchase sustained competitive advantages, but must find them in the rare, imperfectly imitable, and non-substitutable resources already controlled by the firm.  (Dial)
 * 2) Managers analyze the potential economic performance of a company that leads to a sustained competitive advantage.  (Dial)
 * 3) In order to have a first mover advantage, firms in an industry must be heterogeneous in terms of the resources they control. (Pauli)
 * 4) SWOT analysis decomposes the resource-based view (SW) and environmental models (OT) of competitive advantage. (Richey)

Reading #25: "Dynamic Capabilities: What Are They?" by Eisenhardt and Martin
SUMMARY: Investigates the characteristics of dynamic capabilities in different markets and how they ultimately contrast to some of the assumptions made in the resource based view (RBV) of the firm. (Woskov)

COUNTER-INTUITIVE: Dynamic capabilities are simple in high-velocity markets. (Woskov)

COUNTER-INTUITIVE: While dynamic capabilities are traditionally thought to be unique to each firm, they actually have commonalities (or "best practices").

 * 1) Sustained competitive advantage lies in resource configuration, not dynamic capabilities.  (Dial)
 * 2) Dynamic capabilities are complex and sustainable in moderately dynamic markets. (Woskov)
 * 3) Variations deepen capabilities in moderately dynamic markets, but selection is key in high-velocity markets. (Woskov)
 * 4) High-velocity markets are a boundary condition for RBV. (Woskov)
 * 5) In a dynamic market, competitive advantage is usually short term. (Woskov)

Reading #26: The Stakeholder Theory of the Corporation: Concepts, Evidence, and Implications
Pauli is my hero
 * 1) Who is harmed or benefited by the firms actions?  The answer identifies your stakeholders. (Pauli)
 * 2) Stakeholders have interests in a firm regardless if the firm  has interest in them. (Pauli)
 * 3) To be a legitimate function, managers should attempt to repond to stakeholder interests. (Pauli)
 * 4) Managers should select activities and allocate resources to obtain benefits for the stakeholders. (Dial)

Reading #27: The Cornerstones of Competitive Advantage: A Resource-Based View

 * 1) Firms that have heterogeneous resources produce more, satisfy customers more, or at least break even. (Pauli)
 * 2) The 2 key features of imperfect mobility (i.e. tradable resources but more valuable to owing firm) lead to a sustained competitive advantage: 1) imperfect mobile resources remain available to firm and 2) Rents will be shared by the firm
 * 3) Heterogeneity must be relatively durable over time in order to add value to a firm.
 * 4) A firm must have the foresight or good fortune to acquire a position with the absence of competition to see above average returns.
 * 5) What distinguishes monopoly profits from Ricardian rents is that monopoly profits result from a deliberate restriction of output rather than inherent scarcity of resource supply.
 * 6) Heterogeneity is necessary for sustainable advantage, but not sufficient. (Pauli)
 * 7) All strategy converges on the resource-based view of the firm. (Richey)

Reading #28/29: Exploration and Exploitation Within and Across Organizations by Dovev Lavie, Uriel Stettner, and Michael Tushman

 * 1) Managers should balance exploration/exploitation to benefit organizational performance. (Pauli)
 * 2) Senior Management needs to be proactive and involved in decision making for balancing with organization separation. (Pauli)
 * 3) Stable environments favor "exploiters," while turbulent environments favor "explorers." (Richey)
 * 4) Exploration and exploitation form the ends of a continuum of organizational activities.  (Richey)

Reading #30: Are You Sure You Have a Strategy? by Hambrick and Fredrickson
One Sentence: Success cannot happen without a “grand and well-considered aspiration,” and the five elements of the “strategy diamond” offer a way to craft and articulate that aspiration. (Skiple)

A truly effective strategy provides an integrated, overarching concept of how the business will achieve its objectives. The five elements of Hambrink and Fredrickson's stategy framework (Skiple):
 * 1) Areans: Answer to the question, "what business will we be in?"
 * 2) Vehicles: The means to attaining market presence; not an afterthought or "tactic."
 * 3) Differentiators: Weapons we will be using in the fight for market position; consistent and mutually-reinforcing.
 * 4) Staging: Speed and sequence of major moves; an art, not a science.
 * 5) Economic Logic: Clear idea of why people will pay more and why our costs will be less.

Heuristics:
 * When executives call everything "strategy," and end up with a collection of strategies, they create confusion and undermine their own credibility. (Skiple)
 * Staging decisions are driven by resources, urgency, credibility, and the need to pursue early wins. (Skiple)
 * Staging decisions are most important for initiatives where the gaps between the status quo and the strategic intent are the greatest. (Dial)

Reading #31: In Praise of the Incomplete Leader by Ancona, Malone, Orlikowski, and Senge
SUMMARY: A leader cannot be expected to do everything well, but must balance his or weaknesses with the help of others. (Woskov)

 * 1) Leadership is a set of four capabilities: sensemaking, relating, visioning, and inventing. (Woskov)
 * 2) Leaders are typically strong in only one or two capabilities. (Woskov)
 * 3) The sooner leaders stop trying to be all things to all people, the better off their organizations will be. (Woskov)
 * 4) Leaders must identify their strengths and then search for others who can provide the things they are missing. (Dial)

Chapter 1: Simple

 * 1) Simplicity does not mean dumbing down a message to be "monosyllabic," but rather finding the core of an idea. (Pauli)
 * 2) The Curse of Knowledge makes it difficult for us to express our ideas in simple terms to people that do not share our knowledge. (Fass + class)
 * 3) Do not bury the lead of your message. (Dial)
 * 4) Determine a simple, core statement to remain focused and to prevent muddling. (Dial)
 * 5) Do not allow uncertainty to paralyze others' decisions. Provide one core message.  (Dial)
 * 6) Share the core by using sticky principles and repeat often. (Dial)
 * 7) Simple = Core + Compact (Dial)
 * 8) Simple ideas are elegant and useful. (Dial)
 * 9) Use visual proverbs to repeat your core message. (Dial)

Chapter 2: Unexpected

 * 1) Surprise can be better achieved not by relaying knowledge, but by pointing out a gap in knowledge. (Woskov)
 * 2) Unexpected ideas are more likely to stick. (Richey)
 * 3) To make an idea "stickier," you must find the core, figure out what's counterintuitive, then use it to break the audience's schema. (Richey)
 * 4) Common sense is the enemy of sticky messages. (Richey)

Chapter 3: Concrete
SUMMARY: Concreteness makes ideas sticky by converting abstract ideas into more tangible ideas, making it easier to understand. (Ho)

 * 1) The only barrier to concreteness is forgetfulness, which may lead us from the tangible to the abstract. (Ho)
 * 2) Focus and mobilize the brain by making ideas concrete. (Dial)

Chapter 4: Credible
SUMMARY: This chapter explains how to make ideas believable.

 * 1) Antiauthorities (regular people) are just as effective at making ideas credible as authorities (experts and celebrities). (Woskov)
 * 2) Adding details can make an idea credible by giving the audience a mental picture. (Woskov)
 * 3) Statistics are helpful when they focus on the relationship (not the actual numbers) and use a the human-scale principle. (Woskov)
 * 4) Credibility can sometimes be gained by only using one example (the Sinatra Test). (Woskov)
 * 5) Hearing about someone who fooled someone else is not as strong as actually being fooled (testable credentials). (Woskov)

Chapter 5: Emotional
"Make people care"
 * 1) Create empathy by referring to specific individuals rather than the masses. (Pauli)
 * 2) Avoid overusing or abusing words (e.g. relativity, unique, sportsmanship). (Pauli)
 * 3) Appeal to self-interest and/or people's identity. (Pauli)
 * 4) Get the audience out of "Maslow's Basement." (Skiple)

Chapter 6: Stories
Summary: A credible idea makes people believe, an emotional story makes them care, but the right story makes them act. (Skiple)

 * 1) It is often enough to just be able to recognize a good story when you come upon one. (Skiple)
 * 2) Using stories rather than simply summarizing key points lets the audience remember the experiences that taught you the lessons in the first place. (Skiple)
 * 3) Good stories are much like mental simulations -- actually simulating the action as opposed to simply seeing a picture in your head. (Skiple)
 * 4) Mental practice alone produces two/thirds of the benefit of actual practice. (Skiple)

Predictably Irrational

 * Your decisions are predictably irrational. (Dial)
 * Break the cycle of "relativity" by comparing alternatives broadly versus against each other. (Dial)
 * Question repeated behaviors to counter the force of "imprinting." (Dial)
 * Use "zero cost" to entice people to do the right thing. (Dial)
 * "Social norms" are more effective than "market norms" for motivating behavior. (Dial)
 * People will make better decisions if they are aware of the effect of altered emotional states on their decision-making. (Dial)
 * "Self-control" measures and penalties help counter the force of procrastination. (Dial)
 * Awareness of the force of "ownership" can help mitigate its effect on decision-making. (Dial)
 * Make decisions and close doors versus working to keep options open. (Dial)
 * Attempt to remove previous knowledge and expectations from the decision-making process. (Dial)
 * Assess the relationship between price and quality rather than assuming price indicates quality. (Dial)
 * Avoid bad situations, review values, and deal with money to ensure character is a positive force in decision making. (Dial)
 * Don't let your sense of reputational utility affect your decision-making: Order first. (Dial)

The Innovator's Solution

 * 1) By pouring resources into their core businesses and listening to their best customers, firms leave themselves vulnerable to disruptive innovations. No company is ever immune (Ho).
 * 2) Disruptive innovation either target new markets or the low-end of current value networks (Ho).
 * 3) Resources, processes and values determine an organization's capabilities to successfully leverage innovations (Ho).
 * 4) Executives must serve three roles in the corporation:1) straddle the interface between disruptive growth businesses and mainstream businesses within the corporation, 2) shepherd the disruptive growth engine through a set of new processes, and 3) be aware of changing strategies (deliberate to emergent) (Ho).

Blue Ocean Strategy

 * 1) A firm must not only narrowly focus on competing in existing markets (i.e. red oceans), but rather must pursue uncontested marketspace (i.e. blue oceans) to ensure survivability and profitability. (Pauli)
 * 2) When it comes to executing a blue ocean strategy, it's important to transform the extremes--the people and activities that exercise a disproportionate influence on performance (Pareto rule) (Pauli)
 * 3) During the initial phase of creating a blue ocean strategy, focus on the big picture (not the numbers).
 * 4) When looking for blue oceans, don't forget to consider both your customers and your non-customers.

Strategic Speed

 * 1) Leaders must focus on clarity, unity, and agility in order to successfully implement strategic initiatives. (Richey)
 * 2) Speed in implementing strategy means nothing, unless the firm generates value. (Richey)
 * 3) Strategic speed is where urgency and execution converge. (Richey)

How the Mighty Fall by Jim Collins
Summary: Even truly "great" companies can fail epically, and there is a pattern to such failure.

 * Collins' five stages of decline:
 * Stage 1: Hubris born of success;
 * Stage 2: Undisciplined pursuit of more;
 * Stage 3: Denial of risk and peril;
 * Stage 4: Grasping for salvation;
 * Stage 5: Capitulation to irrelevance or death.
 * Once a company enters stage five (capitulation) it can not recover, but it can avoid entering the stage if it returns to the framework that made it a "great" company to begin with.

The Tipping Point
SUMMARY: The Tipping Point refers to the moment during an epidemic when there is dramatic change. Gladwell uses the word “epidemic” to describe how products and ideas spread like a virus. This book is about what factors make things "tip". (Woskov)

 * 1) There are three rules that cause epidemics to tip: The Law of the Few, The Stickiness Factor, and The Power of Context. (Woskov)
 * 2) The Law of the Few is comprised of three important people: Connectors, Mavens (info specialists), and Salesman. (Woskov)
 * 3) The Stickiness Factor states that the message itself has a role in whether an epidemic tips. (Woskov)
 * 4) The Power of Context states that epidemics are sensitive to the times and places they occur. (Woskov)

title: Draft:StrategyHeuristics


text:
User talk:Skiples

 Hello Skiples, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:07, 9 July 2010 (UTC)

Copyright problem with File:MintzbergWaters1.jpg

 * If it is your work, I recommend cc-by-sa-3.0 license. Do you know, how to add a license? Is that your work?--Juan de Vojníkov 16:38, 5 August 2010 (UTC)

(Skiple)I removed the image; it was recreated from an illustration in the article and I therefore cannot claim ownership. Good catch, thanks.Skiples 17:38, 5 August 2010 (UTC)

 * OK. So I will delete it. Yes you are right you cant copy images, text from someone else. That is a copyright violation. But you can draw your own or you may find something here: Wikimedia Commons. Those can be freely used here.Juan de Vojníkov 17:46, 5 August 2010 (UTC)

StrategyHeuristics
Hi, I add to that page a category. Categories are useful tools to set pages into thematical boxes. So check it out, if it is a good category. And can we rename it to Strategy heuristics? Or it should stay like this.--Juan de Vojníkov 16:37, 5 August 2010 (UTC)

title: User talk:Skiples


text:
User talk:Philjendo

 Hello Philjendo, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:08, 9 July 2010 (UTC)

title: User talk:Philjendo


text:
Wikimania/2010

Wikimania 2010 • Gdańsk, Poland • July 9-11, 2010

Links

 * Wikiversity session
 * Wikiversity: a project struggling with its own identity by User:Cormaggio

title: Wikimania/2010


text:
User:Driver~enwikiversity

As a professional driver in the UK (+ Europe & beyond) I want the information people need to pass the different driving tests to be available on-line. I shall (hopefully) be building self-training programmes to assist learner drivers at all stages including those going for instructor qualifications. As my knowledge is based on UK law, that is where I will target my pages but I respect ( & expect) others to develop similar for their own countries.

title: User:Driver~enwikiversity


text:
User talk:Driver~enwikiversity

 Hello Driver, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:15, 10 July 2010 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Driver. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Driver~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:06, 19 April 2015 (UTC)

title: User talk:Driver~enwikiversity