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User talk:Izzudin

 Hello Izzudin, 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! --mikeu talk 13:04, 2 December 2008 (UTC)

rename account
I noticed this request for renaming. Please see Changing username for instructions on how to get started. Feel free to drop me a note if you have any questions. --mikeu talk 13:06, 2 December 2008 (UTC)

title: User talk:Izzudin


text:
Template:ORA Resources

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

title: Template:ORA Resources


text:
Template:ORA Activities

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title: Template:ORA Activities


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Learning objective 1

 * Aspect of LO1
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 * Aspect of LO2
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title: Template:ORA Unit


text: File:Some-image.png

title: File:Some-image.png


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Category:ORA Structured Resource

For pages created via this template.

title: Category:ORA Structured Resource


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Template:ORA Page Generator

'''This generator is not ready yet ... and may be restructured. Don't use it.''' Status: preloads now work thanks to User:Countrymike. Now I need to extend this to generate the full pages. This may take some time as the base templates for those pages are still under development.

''Below is a page generator that will initiate templates for a new learning Objective(s) page and its two sub pages called Resources and Activities. Please type the title of your learning objective in the box below'':

See this page for more information on Automated Page Creation (WikiEducator). Acknowledgement: WikiEducator's Otago Page Generator and Leigh Blackall's structure.

title: Template:ORA Page Generator


text:
User:Juandev/Blog

December 2nd, 2008 – Wagenigen University, Belgium
It is a few day, I was studying a problem of irrigation and I opened also a book tittled Water productivity analysis, from field to regional scale. Integration of crop and soil modelling, remote sensing and geographical information by Ranvir Singh. Well, what was interesting? Not the book exactly but a small paper inside, which was and invitation to the "public defence of his thesis". I think its great. Do the research, get the money tu print a book and than via the book invite people to thesis defence. I can see that Wagenigen University is not poor. In my country, even the country is not poor, shools are incredibily poor. And what is worse, that teachers wages are incredibly low, so we are loosing quality educators. If I have a possibility, I would like to go to study for some time to Wagenigen University.

title: User:Juandev/Blog


text: Portal:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship


text:
Portal talk:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship

At this stage, this is still a learning exercise ... when we are wiser, some of these activities may not be needed. Please comment to help us get wiser :-).

Are the comparisons with community-based learning necessary?
Are we over-emphasising, or are we unduly influenced by, the perspective of people working on "development" issues in Southern Africa?

Perhaps "social entrepreneurship" is something different?

Or, do we need this in order to promote community led innovation?


text:
Portal:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship/Activities

Pause for Thought
Think about "social entrepreneurship": what does it entail?

Read Around the Topic and Discuss
Find a few fellow learners - face to face, by e-mail, social networking (see for example Power.com), etc.), agree to read and discuss the following:

 * Introduction to Community-Based Learning
 * Social Entrepreneurship

Suggested discussion points:

 * What are you getting yourself into?
 * Discuss the similarities, overlap and differences between community-based learning, services learning and social entrepreneurship.
 * Would you like to become a "social entrepreneur"? If so, what do think it will take to be effective?

Surf
Surf the web to find out more.

While doing so, identify characteristics of social entrepreneurs and if you discover the names of any that inspire you, list them here.

If you find any cool social entrepreneurship links, add them to the Resources page (if they are not there already).

{{Three Box Section L
 * left theme = 6
 * right top theme = 2
 * right bottom theme = 3
 * left image  = Isimple system icons web find.png
 * right top image  = Blue-question-mark.jpg
 * right bottom image  = {{SSE Image|name=solutions}}
 * left title  = ==Write about Social Entrepreneurship==
 * right top title  = ==Hints==
 * right bottom title  = ==Solutions==
 * left subtitle =
 * right top subtitle = and tools, etc.
 * right bottom subtitle = find/write ...
 * left text  =

Social Entrepreneurs

 * 1) Write a profile of a social entrepreneur.
 * 2) If you think the profile you have written is really good, create a link to it on this page.

Case Studies

 * 1) Identify a case study of social entrepreneurship to link to or write about.
 * 2) Add a link to the case study you have found or written here
 * 3) Add a link from your user page (recall) to anything you have written, or significantly contributed to.
 * right top text  =
 * Social Entrepreneurs
 * Resources

}}
 * right bottom text  =
 * Profiles
 * Case Studies
 * Community help

Quizes

etc.

What Next?
The next module in this course is Understanding Developing Communities.

Alternatively, return to the main curriculum page and choose a different unit.


title: File:Final-IPC-2-1-.pdf


text:
User talk:Ckanasck

Social Networking sites to generate Business ________________________________________ Online social networking is a hot topic in Internet circles. These online communities claim to create networks of friends and business colleagues based on referrals from other friends and colleagues. They connect people based on who those people know rather than who they are. Think of it as accessing not only your friends but also those of your neighbors. Most rely on recommendations—you have to be invited into the community. Once you accept the invitation, you can then invite others. Some social networks are, indeed, purely social. They exist to promote dating. Others have more business utility—members use the network to find and fill jobs, locate consultants and subcontractors, and identify people with like business interests. A newer wrinkle is bringing the technology in-house to facilitate knowledge sharing. Social networking companies include MySpace, Face book and Hi5 Spoke, Zero Degrees, Ryze, Orkut, and LinkedIn. Few social networks currently charge money for membership. In part, this may be because social networking is a relatively new service, and the value of using them has not been firmly established in customers' minds. Companies such as MySpace and Face book sell online advertising on their site. Hence, they are seeking large memberships, and charging for membership would be counter productive. Some believe that the deeper information that the sites have on each user will allow much better targeted advertising than any other site can currently provide. Sites are also seeking other ways to make money, such as by creating an online marketplace (Face book’s Marketplace)[or by selling professional information and social connections to businesses Social networks operate under an autonomous business model, in which a social network's members serve dual roles as both the suppliers and the consumers of content. This is in contrast to a traditional business model, where the suppliers and consumers are distinct agents. Revenue is typically gained in the autonomous business model via advertisements, but subscription-based revenue is possible when membership and content levels are sufficiently high. Do business and socializing mix? Apparently so .As the number of business users of social networks continues to increase, advertising expenditures will rise, too. In the US this year, advertisers will spend $40 million to reach a business audience on online social networks, and that is just the beginning. According to researchers projections, that ad spending will reach $210 million in 2012.. In addition, marketers will spend far more over the next few years to create and manage their own social networks for business customers, partners, suppliers and vendors. Social networking sites started as communities but are fast turning into marketplaces as business starts to harness the power of these sites. Many software developers are now focused on writing innovative applications (called widgets) to attract some of the huge audience using the sites and make money through advertising to them. Some brand advertisers are also getting involved with campaigns and competitions within Face book. The payment company VISA International for instance created The Visa Business Network as a support network for small business owners, and now boasts 22,600 members. The Face book page of Deloitte has more than 21,000 members, and is used for communicating with staff and potential graduate recruits. With the growing popularity of professional social network Websites, businesspeople are changing how they build professional relationships and find jobs In June Face book attracted 130 million users (eclipsing MySpace with 117 million) in all over the world. So Yes - business and socializing DO mix, even more so on the Net then in real life. With the growing popularity of professional social network Websites, businesspeople are changing how they build professional relationships and find jobs. Submitted by  :: Anas.ck

title: User talk:Ckanasck


text:
Portal talk:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship/Resources

Structure these resources according to the Activities. Ktucker 22:54, 2 December 2008 (UTC)


text: Category:Advanced ANOVA

title: Category:Advanced ANOVA


text: Category:Advanced ANOVA/Admin

title: Category:Advanced ANOVA/Admin


text: Category:Advanced ANOVA/Data

title: Category:Advanced ANOVA/Data


text: Category:Advanced ANOVA/Assessment

title: Category:Advanced ANOVA/Assessment


text: Talk:Online surveys

title: Talk:Online surveys


text:
Advanced ANOVA/Introduction

 * 1) Unit outline - key points:
 * 2) * Staffing
 * 3) ** James Neill (email is best contact)
 * 4) * ../Readings/
 * 5) ** Textbooks
 * 6) *** Whitley
 * 7) *** Howell
 * 8) ** SPSS lab manuals
 * 9) *** Allen & Bennett
 * 10) *** Francis
 * 11) ** Plus, try reading across some other textbooks from the library
 * 12) * ../Assessment/
 * 13) ** Based on class consultation, the assessment piece will be revised to focus on writing up results for each of the main types of ANOVA, with discussion, and relatively minimal intro/method. This will be distributed Week 2.
 * 14) Browser
 * 15) * Use Firefox instead of Internet Explorer 6, e.g., because you can do tabbed browsing - e.g., CTRL-clicking on a link will open it in a new tab.
 * 16) Websites
 * 17) * ucspace will provide mostly administrative, institution-specific, unit-specific information
 * 18) * WebCT will be used for the gradebook - you can also use the forum if you want
 * 19) * Wikiversity will be used for generic content e.g., about research methods and statistics

title: Advanced ANOVA/Introduction


text: Non-experimental design

title: Non-experimental design


text:
Category:Survey research and design in psychology

Pages and files for the Survey research and design in psychology unit, which is part of tertiary-level study of psychology. (subpages)


text: Category:Survey research and design in psychology/Assessment


text: Category:Satisfaction

title: Category:Satisfaction


text: Category:Survey research and design in psychology/Assessment/Exams


text:
Health and Safety

The Health and Safety learning project is devoted to discussions regarding health and safety in Ontario, Canada.

Learning Project Summary
This learning project hosts discussions about health and safety with an emphasis on the work place.

Goals
To promote an environment that is conducive to the health and safety of all individuals. The Health and Safety project intends to provide a means for individuals to correspond in a collaborative manner. The intention is to promote the internal responsibility system as outlined by the Occupational Health and Safety Act.

Questions

 * How is 'competent' (trained) person legally defined?

 * What is the difference between 'incident' and 'accident'? Is a company legally obligated to keep a record of 'near misses'?

 * How is an employer obligated with regards to the safety of a person working alone at night or on the weekend?

Links
Ontario

Ministry of Labour

WSIB

e-laws.gov.on.ca

CSA

YWAP

Active Participants
74.15.7.29 04:08, 3 December 2008 (UTC)

title: Health and Safety


text:
Post-information society/Frequently asked questions

If the post-information society exists today and they do have the technology, is there a life after death?

Possibly. Uncertainty appears to be intended. Imagine how people would react to certain knowledge of either possibility. It is probably safe to assume that a hyperspace civilization can develop the necessary technology. It is uncertain if they are keen on millions of immigrants from "medieval times" but even that seems possible (especially because they probably do not have children themselves). Mind transfer would require a process that would transfer a human brain into an artificial substrate, a more gentle and noninterruptive approach could link the human brain and a hyperspace analogue to form a compound from birth (possibly including a continuous sampling, which could even allow to revert back to the mind structure of a younger self — reverting back to youth would be a minor problem, but if everbody wanted to be a teenager again society would have a "minor problem"), which would confirm the theological view of a soul and would give the human mind some of the benefits of an AI mind without the need for a transfer process. Evidence for this link appears to exist, leaving open only the questions of the nature of the connection and whether millions of immigrants are desirable for the post-information society.

A possible but, of course, entirely hypothetical explanation could be that living human beings and a more or less permanently growing number of artificial intelligences on the same planet at some point start to compete for the same resources, thus transferring artificial intelligences to another planet appears to be the logical choice. Consequently no person that died within the last 2000 years would today be farther away than, for instance, Eta Canis Majoris, which could mean the persons in question might still be travelling to their destination (and not be the least bit inclined to return once there).

What do we know for sure?

Very little. Speculation is good for theory formation and the Homo sapiens appears to benefit significantly from encouragement to use its brain. An inherent motivation appears to be to adopt the higher ethical standards and possible values of an anticipated future post-human society of humanity and/or the anticipated values of the post-information society. A rationale for the adoption of the ethical standards and possible values of an anticipated future post-human society, for instance, could be the hypothesis that travelling into the future is easy for an artificial intelligence, consequently one of several possible views of an afterlife could place it in a future when humanity has developed its own moral standards for the creation of artificial intelligences (putting the whole responsibility for raising sensible and sympathetic children who might be inclined to want their ancestors back on the generations from that time, which may appear like the typical mirroring of moral obligations the post-information society may appear to view as "universal fairness" (easy to understand, even for people in medieval times), but not necessarily as highest standards). Most religions, of course, do imply that being religious entails having the right karma (being a moral person) for being admitted, which would be a compatible perspective but may not necessarily apply to every individual person. Making children exceedingly wealthy could be seen as a misunderstood goal that may easily fail to meet the standards of a post-materialist future society.

How does the post-information society communicate?

They like to pretend they have a communication problem, which is probably meant as a rationalization that "the Homo sapiens cannot have understood the teacher/universe properly, otherwise it would be acting differently". See this file for a more elaborate description of metaphorical communication problems.


text: File:Varying properties.JPG

title: File:Varying properties.JPG


text: File:Framer.JPG

title: File:Framer.JPG


text: File:Framer elem 1.JPG

title: File:Framer elem 1.JPG


text: File:Framer elem 2.JPG

title: File:Framer elem 2.JPG


text: Survey research and design in psychology/Subpages


text: File:Framer fbd.JPG

title: File:Framer fbd.JPG


text: User:Sylasdad

title: User:Sylasdad


text:
User:Jblijs

This document is not the final/complete. Strategy for stage 5 of the 11 Project.

The exciting seventh world wonders the Cheops pyramid.

The Nostrodamus prediction off Chiren (Chiron) with the declination Sagittarius on December the 20th 2008.

Regulus Regulus.

Acceptance Criteria for the 11 project will be defined in categories: functionality (including workability) and maintainability.

Decemeber 3td 2008.

title: User:Jblijs


text:
Survey research and design in psychology/Admin

This page provides links for administrative purposes for the unit convener, but others are also welcome to browse.

Many other relevant administrative links for this unit on Wikiversity are found in Category:Survey research and design in psychology/Admin.

Shortcut
Shortcut: SRDP

Feedback/Ideas

 * 1) Consider increasing quiz time e.g., esp. for Quiz 5 (EFA) (from 20 to 30 mins); other quizzes perhaps from 10 to 15 min
 * 2) Data collection - Late penalty: Change to -50% if hard copies are not submitted on time for checking; no late or extended electronic submissions accepted

Admin

 * 1) Announcements

Outreach

 * Survey research and design in psychology - Example of a Wikiversity resource (Outreach Wiki Education Newsletter, April, 2013)


text:
User:Eml4500.f08.delta 6.castrillon/HW 7

=The Two-Bar Frame=

Modifying the familiar two-bar truss system, we accomodate it as a frame and varying cross-sectional area and modulus. This two-bar frame can be found below.

This arrangement is effective to accomodate the general $$\mathbf{k}^{(i)}$$ equation:

 * $$\mathbf{k^{(i)}}=\int_{\tilde{x}=0}^{\tilde{x}=L^{(i)}}{\mathbf{B^T(\tilde{x})}}EA(\tilde{x})\mathbf{B(\tilde{x}})d(\tilde{x})$$

Frame elements can be seen as a combination between a truss and a beam element.

=Model Frame Problem with 2 Elements=

We have the following 2-bar fram system:

This frame system difers from a typical truss system since the only two pivoting nodes are the ones located at the ends of the global picture. In other words, frame systems have rigid elbows at element joints. The elbow angle will not change after deformation takes place.

The free-body diagrams of the elements are found below.

Notice the additional dof at each node. This dof comes from the ability of the node to rotate, therefore we say that the $$d$$ labels in the elements fbds above not only represent displacement but also rotation. We still refer to this label as a dof, regardless of whether it is a displacement or a rotation.

We can also relate these dofs to forces and moments at each node. As a general rule,

 * $$d_i^{(e)}$$→$$f_i^{(e)}$$

Where $$d_i^{(e)}$$ is the displacement or rotation of node i of element e, and $$f_i^{(e)}$$ is the force or moment at node i of element e.

Furthermore, the rotational dofs:

 * $$d_3^{(e)}, d_6^{(e)}$$

correspond to the bending moments:

 * $$f_3^{(e)}, f_6^{(e)}$$

=Assembling The Global Stiffness Matrix=

The frame's global dofs are shown below.

There are two element stiffness matrices:

 * $$\mathbf{k}_{6x6}^{(e)}$$, where $$e$$= 1 and 2.

The global stiffness matrix can be assembled by following the same procedure as for the truss system:

 * $$\mathbf{K}_{(9x9)}=A_{e=1}^{e=2}\mathbf{k}_{6x6}^{(e)}$$

The topography of the global stiffness matrix of the above 2-bar frame is:

 * $$\begin{bmatrix}

K_{11}^{(1)} & K_{12}^{(1)} & K_{13}^{(1)} & K_{14}^{(1)} & K_{15}^{(1)} & K_{16}^{(1)} & 0 & 0 & 0 \\ K_{21}^{(1)} & K_{22}^{(1)} & K_{23}^{(1)} & K_{24}^{(1)} & K_{25}^{(1)} & K_{26}^{(1)} & 0 & 0 & 0 \\ K_{31}^{(1)} & K_{32}^{(1)} & K_{33}^{(1)} & K_{34}^{(1)} & K_{35}^{(1)} & K_{36}^{(1)} & 0 & 0 & 0 \\ K_{41}^{(1)} & K_{42}^{(1)} & K_{43}^{(1)} & (K_{44}^{(1)}+K_{11}^{(2)}) & (K_{45}^{(1)}+K_{12}^{(2)})& (K_{46}^{(1)}+K_{13}^{(2)}) & K_{14}^{(1)} & K_{15}^{(1)} & K_{16}^{(1)}\\ K_{51}^{(1)} & K_{52}^{(1)} & K_{53}^{(1)} & (K_{54}^{(1)}+K_{21}^{(2)}) & (K_{55}^{(1)}+K_{22}^{(2)})& (K_{56}^{(1)}+K_{23}^{(2)}) & K_{24}^{(1)} & K_{25}^{(1)} & K_{26}^{(1)}\\ K_{61}^{(1)} & K_{62}^{(1)} & K_{63}^{(1)} & (K_{64}^{(1)}+K_{31}^{(2)}) & (K_{65}^{(1)}+K_{32}^{(2)})& (K_{66}^{(1)}+K_{33}^{(2)}) & K_{34}^{(1)} & K_{35}^{(1)} & K_{36}^{(1)}\\ 0 & 0 & 0 & K_{41}^{(2)} & K_{42}^{(2)} & K_{43}^{(2)} & K_{44}^{(2)} & K_{45}^{(2)} & K_{46}^{(2)} \\ 0 & 0 & 0 & K_{51}^{(2)} & K_{52}^{(2)} & K_{53}^{(2)} & K_{54}^{(2)} & K_{55}^{(2)} & K_{56}^{(2)} \\ 0 & 0 & 0 & K_{61}^{(2)} & K_{62}^{(2)} & K_{63}^{(2)} & K_{64}^{(2)} & K_{65}^{(2)} & K_{66}^{(2)} \end{bmatrix}_{9x9}$$


text:
How to use SPSS/File types

There are three main types of files used in SPSS:
 * 1) Data files (.sav)
 * 2) Output files (.spv)
 * 3) Syntax files (.sps)

For more information, see Survey research and design in psychology/Tutorials/Introduction/SPSS

title: How to use SPSS/File types


text: How to use SPSS/Linear correlation

title: How to use SPSS/Linear correlation


text:
Advanced ANOVA/Testing differences/Instructor notes

Data file
(Rickwood)
 * Ex - t-test
 * DV = attitude toward smoking range 1-5 (higher score, more positive attitude)
 * IVs
 * sex (no effect)
 * age (sig. t effect)
 * Group (sig. t one-way ANOVA)
 * Employed
 * Unemployed
 * Offenders


text: User talk:Wiki saga

title: User talk:Wiki saga


text:
User:Abhi.kum2

ABHISHEK'S

title: User:Abhi.kum2


text: Category:Advanced ANOVA/Admin/Instructor notes


text:
Advanced ANOVA/One-way ANOVA/Instructor notes

Data file
IV = Vitamin C level (placebo, low dose, high dose)
 * T_Oneway
 * DV= change in days with colds Y1 -> Y2
 * Use Group IV in Ex_t-test for self-directed exercise


text:
Advanced ANOVA/Factorial ANOVA/Instructor notes

Data files

 * T_FacAnova : notetaking
 * T_FacAnova (int)

Data analysis exercise

 * EX_FacANOVA.sav
 * 2 types of reinforcement schedule
 * 3 types reinforcers
 * Arithmetic problem solving
 * Has interaction


text:
Advanced ANOVA/Repeated measures ANOVA/Instructor notes

Data sets

 * T_Repeated
 * Desire + Express + Worry + Wife Over 15 years
 * Exercises
 * Ex_Repeated.sav
 * Self-esteem at 4 ages
 * Ex_Repeated_2.sav
 * 2 types of instructions
 * 3 pain times


text:
Advanced ANOVA/ANCOVA/Instructor notes

Data sets

 * Demo: T_ANCOVA
 * Vit. C + days with cold
 * Exercise: Ex_ANCOVA
 * journal therapy on depression before and after

title: Advanced ANOVA/ANCOVA/Instructor notes


text:
Advanced ANOVA/MANOVA/Instructor notes

Data files

 * Demo: T_MANOVA
 * group (think, write, talk)
 * Recall + Applic
 * Exercise: Ex_MANOVA
 * fathers of children with disability (one-way)

title: Advanced ANOVA/MANOVA/Instructor notes


text: Advanced ANOVA/Review/Instructor notes

title: Advanced ANOVA/Review/Instructor notes


text:
User:Modernist

Modernist is an editor generally found on the en.wikipedia.

title: User:Modernist


text:
Template:OARCL-NAV

NB This template is a work in process - do not use it yet. Might be better redesigned as a page generator for Template:Module Nav.

|Back/Home·Activities·Resources·Community·Links

Simple template for navigation across related pages.

Variables
All are optional:

image - use normal image syntax - preferably 100 X 100 px or less.

title - of your learning resource.

tagline - brief "catchy" description.

title: Template:OARCL-NAV


text:
User:Lkmclain

Hey my name is Laura McLain and I am a Junior here at UNCC. I am majoring in Elementary Education and hope to teach 5th grade when I graduate. I have one older sister that graduated from here in 2007 majoring in Political Science. It's exciting to me that I will be able to converse with students in a different country.

title: User:Lkmclain


text:
Template:Module Nav

Simple template for navigation across related pages.

Variables
All are optional:

theme - sandy, lite, smart, etc. from Template:Box Theme Attribute

image - use normal image syntax - preferably 100 X 100 px or less.
 * Consider using Template:Box Theme Attribute (etc.) where applicable.

title - of your learning resource.

tagline - brief "catchy" description, or list of keywords, etc..

pages - add links to pages in the collection. A useful separator between links is ·. Copy and paste from this example: · between links; eg. |pages = Page One·Page Two·Page Three

Suggested Enhancements/Extensions

 * Add a home parameter and change pages to be "sub pages". This will look tidier when calling but may be less flexible. Not sure yet how to get the template to create the subpage links from a list of (e.g. commas delimited) words.
 * Before "theme" was added, this used to be compatible with WE's ProjectNav.

title: Template:Module Nav


text: File:Sse-logo.png

title: File:Sse-logo.png


text:
User talk:BABI GURL

hey Yall

title: User talk:BABI GURL


text:
User talk:Mlbolick

[[image:Interaction_with_Nature.pdf]]
Your file can't be under CC-by-sa licence. It contain watermark and copyright. The file isn't under free licence, so it can be deleted. Crochet.david 18:45, 3 December 2008 (UTC)

title: User talk:Mlbolick


text:
Wikiversity:Community Review/Moulton's talk page

Note: this community discussion was censored.

Community Discussion of Issues Arising from Moulton's Participation
And please bring up the local deletion. Personal info reposted by him and allowed to stand for 10 (!!!) days.. Please protect that page. Rootology 14:31, 3 December 2008 (UTC)

 * With all due respect, could you please tell us what, precisely, is the issue? The diff you provided wasn't helpful, and I don't think many of us are paying much attention to that talk page. We've been through all this before, so please be specific. --SB_Johnny talk 22:21, 3 December 2008 (UTC)

 * Counting back 10 days and looking at the edits from that time period my attention was drawn to this edit which included a link to an external website and what appear to be several people's names, one described as "de-sysopped by ArbCom". As I recall, one of the other names may have previously been removed from Wikiversity by means of oversight. I did not take the time to see if the external link associates the names with wiki user accounts. --JWSchmidt 23:02, 3 December 2008 (UTC)

 * That is it. He keeps trying to hurt people, he's got no right to hang around on WMF sites. Rootology 05:29, 4 December 2008 (UTC)

 * You have not proven that anyone is hurt by an examination of their beliefs, policies, or practices. In academia, when there are multiple schools of thought regarding best practices for solving a given problem, it is customary to examine the competing analyses and methods to diagnose those with weaknesses or problematic failure modes, and to devise provably better models, methods, and practices.  In academic cultures this kind of painstaking research is considered both beneficial and essential to the discovery learning enterprise.  —Moulton 15:16, 10 December 2008 (UTC)

Why do we need that talk page at all? I fail to see how it benefits the project, given that Moulton's unblock appeal was rejected by the community. – Mike.lifeguard | @en.wb 01:08, 4 December 2008 (UTC)

 * You need it to provide a place for scholars to dialogue with Moulton on topics that are not yet ready for introduction into the main discussion forums. —Moulton 15:16, 10 December 2008 (UTC)

 * Mike.lifeguard: do you plan to write a Wikiversity policy for banning participants or will you just make banning editors another casual exercise with no rules, no reason required and no appeal possible like the current system for banning participants from #wikiversity-en? --JWSchmidt 03:21, 4 December 2008 (UTC)

 * Wasn't the ban of Moulton just endorsed by the community? If he wants to appeal (again) why can't he just ask as an IP? Rootology 05:29, 4 December 2008 (UTC)

 * The concept of banning a peer scholar is absurd. This is the 21st Century, not a stone-age tribal warlord culture or a Saturday morning cartoon with Elmer Fudd mindlessly blasting away at Bugs Bunny.  —Moulton 15:16, 10 December 2008 (UTC)

 * I think a tiny bit of ground is better than giving him no ground and having him instead trying to take everyone else's. I don't know. I really don't like the idea of allowing him to post links to such things. The rest is tolerable. Meh. Ottava Rima (talk) 05:14, 4 December 2008 (UTC)

 * Modeling an academic research culture as territorial warfare is not an appropriate model. —Moulton 15:16, 10 December 2008 (UTC)

 * As a casual observer, I'd say delete it as well, since all it causes is problems for the vast majority of people here. Rootology 05:29, 4 December 2008 (UTC)

 * Research cultures exist to solve challenging problems. —Moulton 15:16, 10 December 2008 (UTC)

 * Well, it causes problems for certain people who aren't here... I think for most Wikiversity natives it's a lot easier to let him do his blogging on his userpage, since it's clearly important to him and he's proven rather creative in the use of alternate IPs. I don't think it provides any serious benefit (aside from an opportunity for train-wreck-spotting), but no great harm either. Feel free to remove any content that's objectionable, of course. --SB_Johnny talk 09:59, 4 December 2008 (UTC)

 * There is blogging and there is peer dialogue. I am here to engage in scholarly peer dialogue on serious issues that need to be studied.  —Moulton 15:16, 10 December 2008 (UTC)

 * On second thought, it is worth keeping the contents of the page for historical purposes. I don't see why he should be permitted to use Wikiversity as his own personal webhost. If he's not appealing his ban, then I see no reason to let him potentially continue to post personal information. Watching the page for such posts is not something the community should have to worry about. – Mike.lifeguard | @en.wb 17:18, 4 December 2008 (UTC)

 * The history is just the prologue to continuing research. —Moulton 15:16, 10 December 2008 (UTC)

 * Well, I don't think we should use a "why not" reason for protecting (not that you were saying that!), because there are at least some reasons for allowing him to keep his foot in the door here. Trollish though he may be at times, he does have some valid concerns about the direction the wikimedia projects have gone in, and it's rather clear (to me) that he wants to try to bring about some change from the inside. It's also not entirely a question of using his page as a "personal web-host", because he is actually using it to discuss the wikimedia wikis (i.e., he's not blogging about his sex life or coin collection). --SB_Johnny talk 20:45, 5 December 2008 (UTC)

 * Rationalizing the introjection of unscholarly practices is not going to fly, Johnny. Unscholarly practices have no place in a scholarly culture.  —Moulton 15:16, 10 December 2008 (UTC)

 * Mike.lifeguard: Nobody has ever been banned from Wikiversity.

 * "appealing his ban" <-- You certainly do not have the power to unilaterally ban Moulton from Wikiversity or claim that he has been banned from Wikiversity. Vast numbers of false charges have been -and continue to be- made against Moulton at Wikiversity in a way that is a disgrace for what is supposed to be a center for education and learning. Do you enjoy exercising the power to make false charges against scholars and deny them the right to defend themselves against those false charges?

 * "no reason to let him potentially continue to post personal information" <-- If you truly believe this then why not help develop Privacy policy and make it official Wikiversity policy? Why do you collaborate with and support custodians who have impeded the development of needed policies like the privacy policy? Wikiversity has custodians who violate policy and say they are free to ignore proposed policies while they invent reasons to block and ban other participants. What Wikiversity policy has Moulton violated? Why are you, a violator of Wikiversity policy free to block and ban Moulton when he has not violated Wikiversity policy? Why is a policy violator like you banning a scholar like Moulton, someone who has created far more learning resources at Wikiversity than you?

 * "I don't see why he should be permitted to use Wikiversity as his own personal webhost" <-- I find your penchant for gaming the system to be truly sickening. It does not matter how many times people like you falsely claim that Moulton was not here to participate in learning projects and fulfill the mission of this project; it is simple for any objective observer to look at his edits and see that he was. Your false charge that he is using Wikiversity as a "personal webhost" is absurd and offensive to anyone who values truth and fairness. Moulton came to Wikiversity and participated honorably as a scholar and was attacked by people who can't stand to have the truth explored. He has made use of his user page to defend himself and continue to speak the truth while suffering under a barrage of false charges. You now falsely try to depict his participation here as using Wikiversity for "his own personal webhost" while trying to invent a way to ban scholars from Wikiversity. If you want Moulton to stop using the names of people who have made false charges against him then why don't you write the Wikiversity policy that will say it is a banable offense to use the correct name of a person who has made false charges against you? Stop gaming the system and be open about what you are doing. --JWSchmidt 14:55, 5 December 2008 (UTC)

 * John, please discuss the issue, not the people discussing the issue. --SB_Johnny talk 20:45, 5 December 2008 (UTC)

 * It's the policies and practices that JWSchmidt is calling into question. Those questionable policies and practices are frankly unscholarly, unethical, unbecoming, corrosive and disruptive of an academic culture. Moreover, it's just plain tacky.  —Moulton 15:16, 10 December 2008 (UTC)

 * It seems to me that the issue is people. The issue here is a scholar who was doing research and creating learning resources at Wikiversity and other people, from outside, who want to censor, delete, block and and ban if Wikiversity participants investigate past problems at Wikipedia. The related issue is that Moulton insists on using the real world names of people who have accused him of something. I have tried to address this pair of issues by policy development. I think that Wikiversity should either make Privacy policy or Respect people official policy and then see if Moulton will stop using the real world names of wiki editors who do not want their names mentioned. (paragraph break added by --SB_Johnny)

 * Authentic scholars engaged in authentic scholarship don't wear silly animal costumes and behave as if they were acting in a Saturday morning cartoon show. —Moulton 15:16, 10 December 2008 (UTC)

 * We also need to update the research policy to formalize the imposed ban on research that mentions wiki editors. Alternative proposal: we could make official Censorship and write down the unwritten rules that are already being enforced. Here is a start for Censorship: When dealing with scholars you are free to make false charges against them. When convenient, block them from editing and ban them from #wikiversity-en so that they cannot be heard. Feel free to remove their scholarly biographical information from their user pages. If anyone complains you can always delete their talk page just as easily as you have removed every other possible avenue for the scholar to exercise self-defense against censorship. --JWSchmidt 18:30, 6 December 2008 (UTC)

 * John puts his finger on the problem, and appropriately invokes satire to expose just how ridiculous the blocking/banning/baleeting practices are. Such ridiculous practices do not bring any glory to a project that purports to compile the sum of all human knowledge.  Wikipedia has a problem publishing 21st Century advances because they may not yet be widely published in the popular press.  But Wikipedia can study 20th and 21st Century advances that comprise important aspecs of the sum of all human knowledge that WMF wishes to disseminate to scholars around the world.  —Moulton 15:16, 10 December 2008 (UTC)

 * I can respond to the first part of that (separated out because the second half only serves to lose the point). For one thing, we don't have "inside people" and "outside people", but rather "veteran contributors" and "new contributors", and it doesn't help us grow if you're hostile to new contributors. Moulton's insistence on name dropping is indeed the issue, and he has been asked repeatedly not to do this. He is quite aware that people find this offensive, and since he doesn't need to do this in order to say what he wants to say, it's clearly an intentional breach of civility. If he could make the small gesture of promising not to do that any more, we'd be discussing the removal of his block rather than the protection of his talk page.

 * A specific policy on outing would also be good, but he's established a record of violating the Wikipedia policy on that, so there's no reason to think he would heed to it here. --SB_Johnny talk 13:51, 7 December 2008 (UTC)

 * To the best of my knowledge, no one has cited the policy that is alleged to have been breached. Moreover, there has not been any due process to determine if an applicable policy has been breeched.  And in any event, there are better practices for remediating such problems than the absurdly draconian ones adopted by Mike, Rootology, Ottava, and others.  —Moulton 15:16, 10 December 2008 (UTC)

"the second half only serves to lose the point" <-- I don't agree. The point is people who make up "rules" out of the blue, rules that are then used as excuses to censor Wikiversity content. You can't even let me discuss the matter without inappropriately stepping in and editing my comments while trying to rule as "out of order" what is under discussion. I find the interpretation of the civility policy that you offer (above) to be questionable. You are happy to call people "troll" and suggest that I go fuck myself and you have publish false charges about me in order to provide excuses for blocking and banning me, which are clear violations of civility, and then you want to claim that using someone's real name is not civil behavior. As far as I know, Moulton only uses real names of wiki editors when someone has made false claims about him and he is trying to engage them in civil discussion in order to ask for evidence to support a false claim that has been made about him. You seem to be participating in some "New Speak" exercise by which you promote incivil behavior while placing the label "incivil" on a person who has actually been the target of incivility.

"you're hostile to new contributors" <-- Can you be specific about what you are saying here? Are you talking about objecting to "new contributors" who come to Wikiversity in order to get another Wikiversity participant banned? Are you talking about objecting to abusive Wikipedia admins who come to Wikiversity just to censor Wikiversity and make false charges against Wikiversity participants? I know you like to welcome such "new contributors" to Wikiversity, and you even made one of them a custodian, but I still do not understand why. I see no evidence that such "new contributors" have an interest in Wikiversity and its mission.

"he's established a record of violating the Wikipedia policy on that" <-- Are you talking about Wikipedia:Harassment? Do you really think Moulton harasses wiki editors? Moulton tried to remove false information from some Wikipedia biographies. For his trouble, he was blocked from editing. The people who blocked him went to Moulton's personal website to taunt him and came to Wikiversity in order to make false clams about him and get him banned here. Moulton has tried to defend fellow scientists against lies published in Wikipedia and defend himself against false charges. Who has been involved in the harassing behavior? Who has been the target of harassment? You can define the use of someone's real name as harassment, if you like, and claim that using someone's real name is "outing" them, if you like, but in my view, if you want to prevent a Wikiversity participant from using the real names of wiki editors then you should just put that in Privacy policy and make it an official policy. Until you do that (or at least make it official somewhere like Respect people or Censorship) then you have no real basis in Wikiversity policy upon which to base a war against Moulton. And even if you make the use of editor's real names at Wikiversity a blockable offense, you have not yet done anything about the existing ban on research projects that involve study of wiki editors. You say that Wikiversity does not have "outside people", but that ban was imposed by outsiders and it has never been codified in a Wikiversity policy. I still feel that it should be made official by the community if it is really going to be how things are done at Wikiversity. I do not understand how you can complain about me marking policies as official, and charge me with "policy manipulation" while you enforce a "policy" that was proposed by an outsider and that has never even been written on a Wikiversity policy page where it might become a topic for community discussion. You even turned into an excuse for blocking me my attempt to put into policy the existing ban on research about wiki editors. How is it that Wikiversity has turned into a freak show where policy violators are made custodians and then they try to impose bans on editors who have not violated any policy? How is it that I get blocked for trying to write into policy an unwritten rule that has been used to justify blocking a scholar who was engaged in scholarly research at Wikiversity? Why do we have to engage in double-speak by which using someone's name is called "incivil" while we cannot even make an official privacy policy to address the issue of using real world names?

"no reason to think he would heed to it here" <-- please do not use that as any kind of an excuse to avoid making official a policy that clearly makes Moulton's behavior a blockable offense. It is important that the world know if Wikiversity, as a center for online learning, has decided that using someone's real name is a blockable offense. --JWSchmidt 16:32, 10 December 2008 (UTC)

 * A simple policy on respecting preferred pseudonyms would be much easier to get consensus on than the wider policies, and could be merged into a wider policy when we can get the wider ones done (too many issues are being conflated lately). I'll add a few notes to Respect pseudonyms in a few minutes, feel free to help. --SB_Johnny talk 16:44, 10 December 2008 (UTC)

 * I have long advocated a Social Contract in which the signatories work out mutually agreeable terms of engagement. Normally, a Social Contract is crafted before hostilities have broken out over breaches of unarticulated expectations.  It's harder to craft such an agreement after the fact (it's called a Peace Treaty when it's written after war has broken out, and when the warlords finally tire of the bloody game).  As John rightly points out, I have no problem engaging in play-acting in universe in service of an educational exercise.  However, there needs to be an escape route when the play gets too rough.  Even in B&D cultures, there is a SafeWord that can be uttered to stop the action when the abuse gets too rough.  Where is the SafeWord here, when an outsider comes in and starts up the Stanford Prison Experiment, complete with abusive treatment reminiscent of Abu Ghraib?  —Moulton 17:07, 10 December 2008 (UTC)

 * I'm OK with creating specific rules when necessary, but we don't need to have a rule before someone is blocked for causing problems. He was told by multiple people that what he was doing was rude, and his offending posts were removed.  Rather than do the intelligent thing and talk things out so he understood the problem, Moulton reinserted offending comments.  He was warned that he was doing the wrong thing, and his posts were corrected for him, yet he persisted in the behavior.  Of course he was blocked, and a ban instituted. Sχeptomaniacχαιρετε 18:02, 12 December 2008 (UTC)

Deleted and protected
Moulton's talk page was deleted and protected last night by User:Jimbo Wales, apparently following up on a global block. AFAIK he didn't get in touch with anyone here directly about this. --SB_Johnny talk 09:24, 12 December 2008 (UTC)

 * Yet another cameo appearance by the God-King, without any discussion, community review, or deference to the roles of the responsible officials here? What the devil is Jimmy teaching the impressionable youth of the 21st Century about modern concept of ethical governance, due process, civil rights, scholarly ethics, etc.?  —Moulton 16:43, 12 December 2008 (UTC)

 * Moulton should be blocked on sight and all his edits reverted. He is a banned user by this community and globally across all projects.  Allowing him to continue trolling here and engaging in his endless absurd debates is a drain on the real work of the community.  Moulton, here's your peace treaty.  Go away and leave these people alone.  If you want to engage in this kind of behavior, do it somewhere else.  Wikiversity has important work to do and I will not allow you to use it as a platform for harassment and outing.  Goodbye.--Jimbo Wales 15:13, 12 December 2008 (UTC)

 * Who is going to enforce the edict of the God-King? 21st Century concepts of Due Process, Evidence-Based Judgments, Civil Rights, Ethical Governance, and Scholarly Ethics are not going to go away.  Those concepts are the painstaking result of four thousand years of human learning, bringing Homo Schleppians out of stone age tribal warlord cultures into one based on functional reasoning and peaceable methods of creative problem-solving.  This is cyberspace.  You can't burn people at the stake in Cyberspace.  Elmer Fudd can't blast Bugs Bunny into shredded bits of rabbit fur.  Ideas are indestructible.  But people can stop believing in anachronistic ideas that have run their course and have yielded to more modern thinking and ideas.  I'm not a big fan of histrionics, but it's undeniable that all the major advances in civilization have been moments of high drama.  Those dramas are recorded in the sum of all human knowledge, in legends and myths and scriptures and literature and history and the performing arts.  What better way to review and relearn these lessons of history than by reprising the classic dramas that highlight the ascent of man down through the ages.  —Moulton 16:43, 12 December 2008 (UTC)

 * "I'm not a big fan of histrionics." Thanks for the laugh, since most of your actions are tailored for maximum drama.  "Ideas are indestructible." This, on the other hand, is one of the more sensible things I've ever seen you post.  Too bad you don't act based on that opinion with any consistency.
 * Not a fan of Jimbo's swoop-in action, but I just don't care enough to do anything about it. You've burned most of your bridges, Moulton, which wasn't smart. Sχeptomaniacχαιρετε 17:50, 12 December 2008 (UTC)

 * For the longest time (literally many decades) I ran away from drama of any kind, especially political conflicts. I'm still not a fan of political drama.  But it's a fact of life in politicized cultures.  I was perplexed that an academic enterprise ostensibly created to compile the sum of all human knowledge devolved into political theater.  But then Drama Theory is also a module in the sum of all human knowledge, and the Wikisphere is arguably the most popular drama engine on the Internet today.  Drama Theory goes all the way back to Aristotle, who provided one of the first analyses of drama.  And Drama Theory is also a current frontier of research, being an extension of modern Game Theory.  One of the features of drama is that it provides a vehicle for exploring competing ideas, typically embodied in central characters known as the Protagonist and Antagonist.  By definition, characters in a drama are precisely those who care enough to engage the issues that divide the antagonists.  The rest are either in the audience or absent entirely from attendance and attention.  The ideas I'm promoting — Due Process, Civil and Human Rights, Ethical Best Practices — are not exactly new ideas, but they have always been dangerous ideas to promote.  In the 20th Century, some 200 million people lost their lives in political violence that swirled around those issues.  I wouldn't dream of asking anyone to take up those causes, as history has shown that doing so is an invitation to be assassinated by the more fascistic agents in the milieu.  But then this is cyberspace.  Jimbo's cabal can assassinate me six times a day without much permanent effect on me.  But what is the effect of that culture on the impressionable youth who wandered into the Wikisphere in search of the 21st Century Edition of the Sum of All Human Knowledge?  —Moulton 21:28, 12 December 2008 (UTC)
 * Except you're not the martyr you make yourself out to be. Your behavior, particularly your single-minded focus on particular persons who aren't even particularly active in some cases, has made it abundantly clear your only interest is revenge. I have no patience for vindictive people.  So long. Sχeptomaniacχαιρετε 00:00, 13 December 2008 (UTC)


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Portal:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship/Community

Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.


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Portal:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship/Links

Links to

 * Related resources which incorporate some or all of this module.
 * User pages and home pages of significant contributors.
 * Outputs produced by learners (e.g. new profiles, case studies, etc.)

etc.

Courses Using this Module/Unit

 * Student Social Entrepreneurship


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Portal:Social entrepreneurship/Curriculum/General/Understanding Developing Communities/Activities

Select activities which best suit your learning style and take a look at the Resources page for tools which might help.

Reading assignment

 * 1) Surf the web for learning materials and case studies of social entrepreneurship to find out more about community engagement.
 * 2) * While doing so, identify stories of social entrepreneurs interacting with communities.
 * 3) ** Are there any common success factors?
 * 4) ** Any anti-patterns? (i.e. approaches, attitudes or actions which should be avoided)
 * 5) *** What advice was shared?
 * 6) ** In the example(s) you have found, how would you have approached the community and facilitated engagement?
 * 7) Identify a case study of a community where social entrepreneurs are involved to link to or write about.
 * 8) * Add a link to the case study you have found or written on our Case Studies page.
 * 9) Share insights with fellow students.
 * 10) Finally, add a link from your user page (recall) to anything you have written, or significantly contributed to.

=Where to Start=

 * Your own Community (or communities)
 * The web.

 * Discuss your findings with fellow learners, and post insights on the discussion page.

=Experiential Learning=

This is your first step towards community engagement. Activities here will be extended in future modules/units.

The pattern will generally be:

Preparation and planning ... field work/ quest ... learn ... come back and share ... create links under Community ....

In advance, find out as much as possible.

What questions need to be asked?

 * General background information.
 * Where can you get this information?
 * Who are the community leaders?
 * What existing community structures are already in place?
 * Are there any existing community development initiatives?

Approach the community with humility in learning mode only.

No judgements.

Document your learning.

= What Next? =

The next module in this course is Social Innovation.

Alternatively, return to the main curriculum page and choose a different unit.


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Portal:Social entrepreneurship/Curriculum/General/Understanding Developing Communities/Resources

When adding resources to this page, try to keep the page structure similar to the Activities page to make it easy for learners to find resources relevant to specific Activities.

Use, improve and add resources which may be useful in performing the Activities.

=See Also=

 * Introduction to Community-Based Learning
 * Cultural Anthropology


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Portal:Social entrepreneurship/Curriculum/General/Understanding Developing Communities/Community

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Portal:Social entrepreneurship/Curriculum/General/Understanding Developing Communities/Links

Links to

 * Pre-requisite modules
 * Related resources which incorporate some or all of this module.
 * User pages and home pages of significant contributors.
 * Outputs produced by learners (e.g. new profiles, case studies, etc.)

etc.

Courses Using this Module/Unit

 * Student Social Entrepreneurship


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Sustainability/Resources

When adding resources to this page, try to keep the page structure similar to the Activities page to make it easy for learners to find resources relevant to specific Activities.

Ideally, structure the resources to match and thereby support the Activities.

Content development projects

 * School:Agriculture
 * Topic:Urban Utopias
 * Topic:Organic Agriculture
 * Topic:Ecological Sustainability
 * Topic:Sustainable Urban Development

Courses

 * Energy
 * Green building
 * Green technology
 * Corporate Strategy
 * Renewable energy systems
 * Introduction to Permaculture
 * Public Health Strategies for HIV
 * Peak oil, energy, and society

Wikipedia

 * Alcohol fuel
 * Algaculture
 * Biodiesel
 * Biodiesel processor
 * Biodiesel production
 * Biogas
 * Biomass to liquid
 * Dye-sensitized solar cells
 * Electric vehicle production
 * Ethanol fuel
 * Future energy development
 * Geothermal heat pump
 * Green energy
 * Photovoltaics
 * Plasma arc waste disposal
 * Recycling
 * Renewable energy
 * Renewable fuels
 * Thermal depolymerization
 * Tidal power
 * Waste-to-energy
 * Wind power

Appropedia

 * Renewable energy portal

Resources

 * RecycleManiacs.org - "RecycleMania is organized by university recycling coordinators with administrative support from the U.S. Environmental Protection Agency’s WasteWise program and the National Recycling Coalition (NRC). The competition is endorsed by NRC’s College and University Recycling Council (CURC), and the National Wildlife Federation’s Campus Ecology Program."
 * e85 refueling - Find e85 pumps
 * Map of biodiesel pumps in the United States
 * Find out where you can convert your car to run on e85 (and gasoline), it can cost about 500-700
 * Sustainability Case Studies
 * Free E-Book on Sustainability
 * Conservation Economy - see their Pattern Map.
 * Bookmarks tagged "sustainability" on del.icio.us.

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Sustainability/Community

Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.

Reading Groups

 * Ivan Illich: Deschooling Society

Related news

 * September 9, 2006 - Plasma arc gasification facilities to be built in Florida...

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Social entrepreneurship/Discuss SSE Navigation Template

Please comment on the navigation template.

It is based on one of the WikiEducator templates and is inspired by Leigh Blackall's proposed structure for wiki learning resources:

The idea is for each learning resource to have the following sections:

 * Introduction (and intended learning outcomes)
 * Activities
 * Resources (for use during the activities)
 * Community - an area for participants to link to their discussions, blogs, wiki pages, etc.
 * Links - to courses using the module/unit, user pages of key contributors, learner outputs, etc.

Example:

Pages which use the template include the following from the "Curriculum" page under "General":

and
 * Introduction to Social Entrepreneurship
 * Understanding Developing Communities
 * Social Innovation
 * Sustainability

Other Comments
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Sharing Ideas/Community

Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.

title: Sharing Ideas/Community


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Sharing Ideas/Links

Links to

 * Related resources which incorporate some or all of this module.
 * User pages and home pages of significant contributors.
 * Outputs produced by learners (e.g. new profiles, case studies, etc.)

etc.

Outcomes

 * Add links to great ideas
 * Blog
 * Wiki

Courses Using this Module/Unit

 * Student Social Entrepreneurship

title: Sharing Ideas/Links


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Activities

Evaluation occurs at many levels throughout a programme/initative/project/etc.

=General Questions=

 * What is the purpose of the evaluation?
 * What would you like it to achieve?
 * Design an e/valuation process to achieve that purpose.
 * The purpose should include: improving the programme ....
 * The AI process may then be applied with participants to redesign the programme ....
 * Evaluate from whose perspective?
 * Student?
 * Lecturer?
 * Community?
 * etc.

 * Measurement Drives Behaviour
 * What behaviours should be encouraged for students/ educators/ programme managers/ etc. involved in social entrepreneurship initiatives?

=By Stage/Phase=

Pre-planning

 * What has been done before?
 * Do we need to do this project at all?
 * What can we build on?
 * Is the community asking for help?

Idea Evaluation

 * What are the criteria for evaluation of an idea?
 * Size of the intended social impact
 * Rationale
 * Feasibility
 * Disruptive effect

Process of idea Development

 * Matching idea types and implementation methodologies to evaluation approaches?
 * Is there a methodology being applied that needs to be consistent from idea to projects and initiatives?

 * Easier to think in terms of projects than ideas or initiatives

=General Questions=

 * How do you measure Social Impact?
 * What are the measures of Sustainability?
 * Defining objectives and related outputs?
 * How do we formulate outcomes and goals?
 * Setting specific targets and timelines.
 * Setting appropriate and measurable outcomes.
 * Who evaluates whom.
 * Value of peer to peer review.

=Evaluating an Idea=

Ideas are generally expressed in a proposal. How do we evaluate a proposal (or other form) in terms of its social impact?

Think carefully about the best way to evaluate your idea and incorporate appropriate measures.

In general (an approach to augment the evaluation of all ideas/projects/etc., consider a voting system via (e.g.) Survey Monkey (or other such tool) with colour coded questions relating to the various facets of sustainability (social, economic and environmental). See the figure on the Wikipedia entry for Sustainable Development.

=Evaluating a Project=

 * Outcomes mapping

=Evaluating a Social Entrepreneurship Initiative=

=Experiential Learning=

This is your next step in the community engagement process. Activities here will be extended in future modules/units and build on previous.

The pattern will generally be:

Preparation and planning ... field work/ quest ... learn ... come back and share ... create links under Community ....

In collaboration with the community and other stakeholders, develop an evaluation framework ...

=What Next?=

 * Sustainability or some other part of the Curriculum (e.g. for revision or a wider perspective).


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Resources

When adding resources to this page, try to keep the page structure similar to the Activities page to make it easy for learners to find resources relevant to specific Activities.

=Approaches=

Discuss approaches in general.

Measuring Outputs
For the wiki (outputs of educators and students) see Indicators of progress with the portal and associated learning resources.

Prediction Market Concepts
One "idea" is to apply the concepts of prediction markets. Remember that for social entrepreneurship it will about predicting the size of the positive social impact. This might depend on economic viability ... though it might not.

How can this be done?

Appreciative Valuation
The philosophy and principles of Appreciative Inquiry (AI), seem particularly well suited to Social Entrepreneurship.

Why would that be?

How does one evaluate ideas, projects and/or initiatives in an appreciative paradigm?

Are there advantages and disadvantages of this approach?

More on Appreciative Valuation.

=Links to existing evaluation frameworks=

 * Evaluation Framework for Student Social Entrepreneurship
 * WikiEducator's

=Notes and Readings=

 * A Guide to Evaluating Asset-Based Community Development: Lessons, Challenges, and Opportunities
 * Reframing Evaluation Through Appreciative Inquiry (book )
 * EnCompass Publications List

 * Jan Reed, Appreciative Inquiry: Research for Change. A Sage publication with a foreword by Sheila McNamee.
 * A useful framework could be Table 24.2 in Evaluation Roots: tracing Theorists' Views and Influences. Edited by Marvin C. Alkin.
 * Evaluation: New Ways of Working Together
 * Impact Assessment of ICT4D Projects - check out the Compendium.
 * Measuring social impact: the foundation of social return on investment (SROI) - Social Return on Investment (SROI) Primer, New Economics Forum.

=See Also=

 * Triple Bottom Line Reporting

=References=


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Community

Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Links

Courses Using this Module/Unit

 * Student Social Entrepreneurship


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Social entrepreneurship/To use the SSE Navigation Template

 * 1) Create a navigation template for your learning resource
 * 2) * Commonly done by inserting something like this at the top of the page:
 * 3) *** For example: (this one exists already - don't edit it!)
 * 4) **** If you are using Template:Module Intro Page on a page in the main/default name space, you might need to include a colon before the page name:
 * 5) Edit this new template you have just created and paste the following into it:
 * 1) Edit this new template you have just created and paste the following into it:

The variables are explained on the Module Nav template's page and you can look at the examples on pages already using the template. Most of the pages on the SSE curriculum page under General have created navigation templates using this approach (i.e. embedding the "Module NAV" template as above).

''N.B. The parameters are all set directly here currently - i.e. not sent from the named wrapper (for consistency). ''