text:
Instructional Design/Constructivism/Project Description

Wikiversity Project | Designing a Constructivist Learning Experience Project Proposal Prepared by Peter C. Honebein, 2/10/08

ADDIE Level: Design

Need: Designers of instructor-led training courses rely on too heavily on topic-based instructional strategies that rely primarily on a “data dump” of content to ensure learners have been exposed to virtually everything known about a topic. The learner leaves these experiences with knowledge in their heads, but little ability to apply what they have learned. Experts such as Neil Rackham and Sivasailam Thiagarajan argue that content-dump training is a waste of time, since it is not possible for learners to remember a vast portion of what they are taught.

The movement toward performance-based instruction puts enhanced emphasis on enabling people to perform key tasks well, while sacrificing a wide breadth of knowledge. Medical schools such as McMaster’s University in Canada have experimented with problem-based learning. Corporations such as Learning Tree International have integrated a blend of problem-based learning and goal-based scenarios into their lines of training products. These kinds of learning experiences, while more resource-intensive to develop, have shown marked improvement in terms of learner performance and learner satisfaction.

Learning Goal: People who are designing an instructor-led training course will be able to align the learning experience with constructivist principles, practices, and strategies.

Project: Develop an hour-long instructional module that contributes to achieving the module goal. This module shall consist of at least three self-paced lessons. The key deliverables and deadlines are:

Deliverable	Description	Deadline

February 27 Design document	Document that describes the audience, context, learning goal, learning objectives, and learning experience. Also includes the roles and responsibilities of the team members and other parties, and a task-based development schedule.

March 25 Beta Version	Content complete module that includes all lessons, interfaces, and activities. Ready for formative evaluation.

April 16 Final Version	Content complete module that has undergone formative evaluation with at least three members of the target audience.

Team Budget: 125 hours


text:
Instructional Design/Constructivism/Design Document

Design Document Work Space DUE: Wednesday Feb 27, 2008

Document that describes the:

Audience

Context

/Learning goal/

/Learning objectives/

/Learning experience/

Also includes:

/The roles and responsibilities of the team members and other parties/

/Task-based development schedule/

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


text:
Talk:Design Document

Stephen, it may be beneficial to create your describing documents as sub-pages of the originating article. So you will get something like this: Design Document/Audience instead of creating the Article page just floating in the main Wikiversity namespace. To make subpages preface the links you want to be subpages with a /, ie. /Audience or even better /Audience/. Countrymike 20:31, 19 February 2008 (UTC)

title: Talk:Design Document


text:
Project Smokebusters: Tobacco Prevention Program

Project Smokebuster: Clearing the Air

Project Smokebusters is a three-year program modeled after the Centers for Disease Control (CDC) Best Practices for Comprehensive Tobacco Control for children and adolescents. The program is designed to develop a student’s critical thinking skills, to deter them from tobacco use, as well as, train them to be an advocate for tobacco related policy change.

The Kirksville RIII school district was the recipient of a $106,072 grant from the Missouri Foundation for Health (MFH) to implement Project Smokebusters. Project Mentors Barbra Rice and Brittany Schultehenrich will use the program to train high school students to be effective role models and teachers who will serve over 2,000 local students. They also seek community-wide tobacco control and/or environmental policy change that support the reduction of tobacco use and exposure to secondhand smoke. The project objectives are to establish Smokebusters teams committed to the project by teaching them appropriate advocacy and presentation techniques. The youth are trained to counter tobacco advertising and advocate for policy change in order to reduce youth initiation of tobacco use.

The Kirksville Smokebuster’s were actively involved in the push for a local smoking ordinance that went into effect July 1, 2007. These students actively campaigned for the smoke free initiative by reaching out to their parents and peers through speaking at city council meetings, as well as, their homes and schools. The current ordinance affects all area restaurants and bars virtually eliminating secondhand smoke exposure in the public domain. Other student activities include: presenting tobacco education lessons to peers, performing Edu-Dramas at the Kirksville Elementary School, organizing Red Ribbon and Smokebusters week, and attending annual trainings for tobacco education and advocacy.

Smokebusters: An Interactive Approach to Smoking Prevention and Policy Change Leslie A. Moss*, Chaeli A. Dougherty, Rebecca N. Verhaeghe, Liz Schulte, and Brittany Schultehenrich Smokebusters: Educating and Empowering Youth to be Advocates for Policy Change Mary Ann Reed, BSN RN, Project Smokebusters, reedmtully@yahoo.com, Joyce Lara, BS, joyce.lara@dhss.mo.gov, Lori Moots-Clair, BSN RN, mootsl@lpha.dhss.mo.gov.

Negative Health Consequences of Passive Smoking

Secondhand smoke, or environmental tobacco smoke, includes smoke from the burning cigarette, cigar, or pipe tip (side stream smoke) and the exhaled mainstream smoke. It contains at least 250 chemicals known to be toxic, including more than 50 that can cause cancer. Secondhand smoke is proven to cause detriment to adult and children’s health.

Effects of Secondhand smoke:
 * -increased risk of asthma
 * -lung cancer
 * -heart attack
 * -increased risk of pneumonia
 * -increased risk of bronchitis
 * -reduced lung function
 * -cold symptoms (cough, phlegm, wheeze, and breathlessness)
 * -ear infections
 * -SIDS (Sudden Infant Death Syndrome).

Recently associated with secondhand smoke are:
 * -cancer
 * -colic
 * -vitamin C deficiency
 * -learning/behavioral defects
 * -rhinitis
 * -tooth decay

The California Environmental Protection Agency estimates that secondhand smoke exposure causes about 3,400 lung cancer deaths and 22,700–69,600 heart disease deaths each year among adult nonsmokers in the United States (www.cdc.gov).

An estimate of the overall healthcare costs associated with secondhand smoke in Maine children is between 8 and 11.5 million per year (www.cdc.gov).

 * www.cdc.gov
 * www.phillipmorrisusa.com
 * www.surgeongeneral.gov

Reported by: Lauren Kenna

Discussion questions and essay ideas

 * What are some grassroots ways of helping to reduce rates of smoking cigarettes?


text:
User:Kellymichelle

Virtual Intern
Hi, my name is Kelly-Michelle and I am a university student studying bioinformatics. This summer I want to be a virtual wikiversity intern. There is no wikiversity internship as far as I can tell, hence the "virtual intern" title. I am hiring myself to work on wikiversity for 40 hours a week all summer, focusing on the biology and mathematics courses. This spring I will practice by helping to develop curriculum for two courses I'm currently taking: Cell Biology and Discrete Mathematics with Applications

About Me
It is my goal to graduate with a masters in bioinformatics in 2010. After that I would like to either Teach for America or be accepted into the Science Writing masters program at MIT.

I enjoy baking, running, competitive ultimate frisbee, opera, and writing.

title: User:Kellymichelle


text:
User talk:Kellymichelle

Welcome
Hello Kellymichelle, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 23:05, 19 February 2008 (UTC)

internship
Wow, our own intern :-) Can we help you somehow ? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:34, 20 February 2008 (UTC)

title: User talk:Kellymichelle


text:
Context

Context

Need
Designers of instructor-led training courses rely too heavily on topic-based instructional strategies. These rely primarily on a “data dump” of content to ensure learners have been exposed to virtually everything known about a topic. The learner leaves these experiences with knowledge in their heads, but little ability to apply what they have learned. Experts, such as Neil Rackham and Sivasailam Thiagarajan, argue that content-dump training is a waste of time since it is not possible for learners to remember a vast portion of what they are taught.

Instructional Context
This hour-long instructional module will contribute to achieving the learning goal in an online web environment. This module shall consist of three self-paced lessons.

Transfer Context
Job aids provided to the learner within the instruction as well as process learning can be applied to various contexts where creation of instructor-led training must be developed. The movement toward performance-based instruction puts enhanced emphasis on enabling people to perform key tasks well, while sacrificing a wide breadth of knowledge. Medical schools such as McMaster’s University in Canada have experimented with problem-based learning. Corporations such as Learning Tree International have integrated a blend of problem-based learning and goal-based scenarios into their lines of training products. These kinds of learning experiences, while more resource-intensive to develop, have shown marked improvement in terms of learner performance and learner satisfaction.

Internal links

 * Design Document
 * Topic:Instructional Design
 * Syllabus Description
 * Project Description

title: Context


text:
Eric Von Hippel:Democratizing Innovation

A Reading Group
A reading group for discussion of Eric Von Hippel's book Democratizing innovation. If you are interested in this text, please add your name to the list of participants and put this page on your watchlist.

Chapters

 * 1) Introduction and Overview  1 -  Discuss
 * 2) Development of Products by Lead Users  19 - Discuss
 * 3) Why Many Users Want Custom Products  33 - Discuss
 * 4) Users' Innovate-or-Buy Decisions 45 - Discuss
 * 5) Users' Low-Cost Innovation Niches 63 - Discuss
 * 6) Why Users Often Freely Reveal Their Innovations 77 - Discuss
 * 7) Innovation Communities   93 - Discuss
 * 8) Adapting Policy to User Innovation 107 - Discuss
 * 9) Democratizing Innovation   121 - Discuss
 * 10) Application: Searching for Lead User Innovations 133 - Discuss
 * 11) Application: Toolkits for User Innovation and Custom Design  147 - Discuss
 * 12) Linking User Innovation to Other Phenomena and Fields  165 - Discuss

Notes   179

Bibliography  183

Index 197

The Text
Online: http://web.mit.edu/evhippel/www/democ1.htm

Type:	Book

Language:	English

Publisher:	Cambridge, Mass. : MIT Press, ©2005.

Editions:	2 Editions

ISBN:	0262002744 9780262002745 0262220741 9780262220743

OCLC:	56880369

Related Subjects: Technological innovations -- Economic aspects. | Diffusion of innovations. | Democracy.

Participants
Steve Perkins University of Sydney

Recent Activity
category=Democratizing innovation order=descending ordermethod=lastedit mode=unordered shownamespace=false


text:
Talk:Eric Von Hippel:Democratizing Innovation

= Open Discussion =

= Discussions around specific chapters =

Introduction and Overview
I quite liked the introduction and it entices me to want to read more. Probably most of all because I am interested in peer developed initiatives like Wikiversity and other things. This intro will be a useful resource for me to use when I facilitate groups of people into thinking about Open Educational Resources - Thanks. I did think though, that the windsurfing story was a bit weak. It was enjoyable to read, and illustrated the point just enough, but at the same time it seemed fickle or not serious enough - I wish another story was chosen, but hey.. I'm tolerant enough to get to the next chapter... --Leighblackall 05:23, 23 March 2008 (UTC)


text:
Category:Democratizing innovation

Content related to the Democratization of innovation and Innovation.

title: Category:Democratizing innovation


text:
User:Mozzie~enwikiversity

Hi, I'm Mozzie

title: User:Mozzie~enwikiversity


text:
Portal:Hindi

हिन्दी

Welcome to the Hindi Department at Wikiversity part of the Center for Foreign Language Learning and the School of Language and Literature.

Hindi is a dialect of the Hindustani language group native to the region around Northern India. In accordance with the Constitution of India, Hindi is the official language of the Indian government along with English. Hindi is also the first language of 180 million people in India, with another 300 million Indians speaking various other dialects. Various dialects belonging to the same language group are also spoken in Pakistan, Nepal, Fiji, Mauritius, and many other countries where Indian people have migrated.

Hindi was formed by the injection of Persian into local Indian dialects, especially Sanskrit. It is written in the Devanagari Script, a derivative of Sanskrit, and uses both Sanskrit and Persian words to form its vocabulary. In modern times Hindi has also begun to borrow large numbers of words from English.

Instructions for viewing and writing in the Devanagari script.

Courses
Hindi for Travelers
 * Travel Hindi 1 - Basic Hindi for people traveling to India
 * Travel Hindi 2 - Advanced Hindi for people traveling to India
 * Janmaanas Ek Hindi Manch(Hindi Language Forum)
 * Hindi Verbs - Quick reference on verbs, conjugation, and grammar

Hindi
 * The Hindi Script - Learn to read and write in Hindi.
 * Hindi 1
 * Hindi 2
 * Hindi 3

Wikibooks

 * Hindi

Wikipedia

 * Hindi
 * Standard Hindi
 * Languages of India

Wikivoyage

 * Hindi phrasebook

title: Portal:Hindi


text:
User talk:Mozzie~enwikiversity

Welcome
Hello Mozzie, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 03:18, 20 February 2008 (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 Mozzie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mozzie~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 23:39, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Mozzie~enwikiversity


text:
Hindi Script

Hindi is written in the Devanagari Script, whose alphabet is as follows:

Vowels

अ a आ ā इ i ई ī उ u ऊ ū ऋ ṛ ए e ऐ ai ओ o औ au

Dependent Forms of the Vowels With the consonant त (t)

त ta ता tā ति ti ती tī तु tu तू tū ते te तै tai तो to तौ tau

Nasalised Vowels

अँ ã आँ ă इँ ĩ ईँ ĭ उँ ũ ऊँ ŭ एँ ẽ ऐँ aĩ ओँ õ औँ aũ

तँ tã ताँ tă तिँ tĩ तीँ tĭ तुँ tũ तूँ tŭ तेँ tẽ तैँ taĩ तोँ tõ तौँ taũ

Consonants

क k क़ q ख kh ख़ kh ग g ग़ g घ gha ङ n * च c छ ch ज j ज़ z ञ ñ ट ṭ ठ ṭh ड ḍ ड़ ṛ ढ ḍh ढ़ ṛh ण ṇ त t थ th द d ध dh न n प p फ ph फ़ f ब b भ bh म m य y र r ल l व v श śh ष ṣh स s ह h

Conjuncts

When two consonants are pronounced together they are often joined together in a form called a conjunct, for example स+त→स्त in the word दोस्त dost (friend).

Two consecutive consonants not forming a conjunct can indicate the presence of अ a, as in कम kam (little, a small amount of). However, two non-conjunctive consonants can also indicate that the consonants are pronounced separately. For example in बिलकुल bilkul (completely), the ल and क do not form a conjunct because बिल and कुल are separate syllables-बिलकुल is pronounced bil—kul.

It is generally not possible to tell whether two non conjoined consonants are separated by 'अ' or not. Sometimes the absence of 'अ' is marked by a stroke under the leading consonant, but this is rarely done outside of dictionaries. Hindi-English dictionaries also give the pronunciation in roman script, from which the pronunciation can be inferred. Also, there are some patterns:

 * Two consecutive unjoined consonants at the start of a verb are almost always separated by 'अ'.
 * Verbs in their regular infinitive form consist of a stem followed by ना nā. In this case the n is not conjoined with a preceding consonant, e.g. बोलना bolnā (to speak) देखना dekhnā (to see).  The same principle applies to the imperfective form of verbs, e.g. बोलता boltā (speaks).
 * When two words form a compound word, the consonants at their interface are not conjoined e.g. गपशाप=गप-शाप gapshap=gap-shap (gossip, an echo word) अजकल=अज-कल ajkal=aj-kal (these days). The latter is formed from aj (today) and kal (yesterday, tomorrow).

title: Hindi Script


text:
User:Romitkulkarni

Hi!!

I am Romit Kulkarni from India.

My email id is romitkulkarni@gmail.com

My specific areas of research are Mechanical Engineering and Computational Engineering.

title: User:Romitkulkarni


text:
User talk:Romitkulkarni

Welcome
Hello Romitkulkarni, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 04:04, 20 February 2008 (UTC)

title: User talk:Romitkulkarni


text:
Java Tutorial/String and Character Manipulation

Strings

 * String str = "abc"
 * String str = "abc"+"def"
 * String str = "abc".substring(2,3);

 * charAt
 * concat
 * String.format
 * indexOf
 * length
 * split
 * substring
 * String.valueOf

String builder
In Java, Strings are normally immutable objects - making a change necessitates creating a new String, which will be inefficient if you need to manipulate large amounts of text.

The StringBuilder class is designed for such instances.

The following methods are important for the string builder:

 * append(addition) : adds the value to the end of the string.
 * charAt(index)
 * delete(start, end)
 * insert(offset, addition)
 * length
 * replace(start, end, str)
 * toString


text: Portal:Naval architecture

title: Portal:Naval architecture


text:
User:Countrymike/Notes on Reading groups

This page is for me to take notes on the development of Reading groups in Wikiversity.

I have started two reading groups so far in Wikiversity:

 * Eric Von Hippel:Democratizing Innovation
 * Ivan Illich: Deschooling Society - a Reading Group on Wikiversity

as well as working on Portal:Reading_groups.

I think that Reading groups are a great model of a learning project that works well in the Wikiversity environment.

Case Study Eric Von Hippel:Democratizing Innovation
Topic:Democratizing_innovation was started in the main namespace by User:Remi on February 2008 who also placed the template onto the page.

February 19th - I became aware of the page through Recent Changes and made a suggestion on the Talk page that this might make a good Reading group. At the time I was unaware that User:Remi had started the page; I know Remi as he is a fellow Custodian on Wikiversity. Remi emailed me using the Wikiversity Email user function to welcome my suggestion of creating a Reading group but apologizing for not having a lot of time to do so himself or participate much in the group.

February 20th - I made an interwiki link to Eric Von Hippel in Wikipedia. I had also been reading this suggestion by User:SB_Johnny about how projects in Wikiversity might be better structured around Topics and decided to rename the original page which was in the main namespace into Topic:Democratizing innovation. As per User:SB_Johnnys suggestions I also created Category:Democratizing innovation. This itself, in terms of how Wikiversity has stuggled with its internal organisation, reflects the uptake of an "innovation" suggested by User:SB_Johnny about 2 weeks earlier; I have also implemented this idea in Ivan Illich: Deschooling Society.

I created the Reading group Eric_Von_Hippel:Democratizing_Innovation, linked it from the Topic:Democratizing_innovation topic page and based the structure of the group somewhat on the Deschooling Society structure. I have listed each chapter and linked straight to the PDF file for that chapter and created discussion links straight to sections in the Talk page that reproduce the chapter headings.

I have linked the new group to Portal:Reading groups as well as Wikiversity_learning_model/Reading_group as sections of the book may have relevance to the development of Wikiversity.

I have added the template to the Wikipedia listing for the text here: http://en.wikipedia.org/wiki/Democratizing_Innovation.

This book appealed to me for such treatment because I see that it may be of relevance in helping to understand the development of large scale collaborative wikis and the development of Wikiversity. I have read the book already and while I may not have a lot of time to contribute content to the group, I was driven by a desire to establish the group in the chance that others over time may find it useful to have structure already in place to discuss the text. This was greatly assisted by the text being freely available in PDF format under a Creative Commons license.

February 21st: Blogged about this here: http://digitalsynapse.co.nz/2008/02/21/democratizing-innovation/ as well as added link to the reading group on my Del.icio.us bookmarks using the tags: wikiversity, portfolio-brentsimpson, and read.

March 23rd: First user, User:Leighblackall makes comment on the Introduction to the text.

Wikiworld
Started Wikiworld in response to pointer by Teemu on wikiversiy-l. Countrymike 21:59, 20 March 2008 (UTC)


text:
Hindi 1/Travel Hindi

The aim of this course is to give people travelling to India a small number of basic words and phrases for general conversational use.

Many Indians understand at least some basic English, and a relatively large number, especially in big cities, are fluent English speakers. For this reason it is not essential to understand Hindi to get around, but a few Hindi phrases always help.

The course will be set into several lessons each covering approximately 5 phrases. Each phrase will be accompanied by discussion of the word's context, and some Indian culture.

title: Hindi 1/Travel Hindi


text: Category:Bloom Clock Keys/Global

title: Category:Bloom Clock Keys/Global


text:
Bloom Clock/Keys/Global/Temperate/Early Summer

Early Summer
All flowers (215, see category for list)
 * White flowers (110)
 * Forbs with white flowers (80)
 * Trees with white flowers (10)
 * Shrubs with white flowers (16)
 * Vines with white flowers (4)
 * Pink flowers (63)
 * Red flowers (30)
 * Orange flowers (25)
 * Yellow flowers (66)
 * Green flowers (7)
 * Blue flowers (23)
 * Purple flowers (61)
 * Brown flowers (5)
 * Black flowers (5)


text: Bloom Clock/Keys/Global/Temperate/Early Summer/White Flowers/Forbs


text: Bloom Clock/Keys/Global/Temperate/Early Summer/White Flowers/Trees


text: Bloom Clock/Keys/Global/Temperate/Early Summer/White Flowers/Shrubs


text: Bloom Clock/Keys/Global/Temperate/Early Summer/White Flowers/Vines


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Pink Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Red Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Orange Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Yellow Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Green Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Blue Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Purple Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Brown Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Black Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Summer/White Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Pink Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Red Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Orange Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Yellow Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Green Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Blue Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Purple Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Brown Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Summer/Black Flowers/DPL


text:
South Africa Workshop for Social Entrepreneurship - 2008/100 Day Challenge

 * General Challenges (all)

 * SpecificChallenges (participants)

 * Summary and actions.


text:
User talk:Jctorres72

Welcome
Hello Jctorres72, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gandalfxviv 17:03, 20 February 2008 (UTC)

title: User talk:Jctorres72


text:
User talk:Rosmareri

Welcome
Hello Rosmareri, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gandalfxviv 17:05, 20 February 2008 (UTC)

OER
Good to have you here Rosmareri - I must check your blog some time (it's difficult to even find time to keep my own updated, let alone read others' blogs!) I also have an interest and background in development work, btw... Cormaggio talk 21:57, 14 March 2008 (UTC)
 * I left a comment on your most recent blog post, but I'm not sure if it got through (my computer seemed to freeze). Anyway, just to say you're doing great. I'm also just about to read Illich's Deschooling society - so looking forward to comparing notes... :-) Cormaggio talk 22:11, 14 March 2008 (UTC)

title: User talk:Rosmareri


text:
User talk:Greym

Hi Greym, I saw your edit here. Were you interrupted while editing ? Below more info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:22, 20 February 2008 (UTC)

title: User talk:Greym


text:
User talk:Losvagos~enwikiversity

copy + paste
could you have a look here please ? Below also some more info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:27, 20 February 2008 (UTC)

Welcome
Hello Losvagos, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:27, 20 February 2008 (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 Losvagos. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Losvagos~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 23:42, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Losvagos~enwikiversity


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User talk:Manish.gupta47

Welcome
Hello Manish.gupta47, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:28, 20 February 2008 (UTC)

title: User talk:Manish.gupta47


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Topic talk:Data warehouse

copy + paste
Hello, this seems to be partly a copy from here. Why don't we make a learning experiment now with this and try to rephrase this in our own words or use Wikipedia's article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not

Also worthwile reading: What is Wikiversity? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:30, 20 February 2008 (UTC)

Wuala
Pronounced Voila Emesee 04:02, 22 August 2008 (UTC)

title: Topic talk:Data warehouse


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User talk:Rahulgharat

copy + paste
Hello, could you have a look here please ? Below also some more info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:31, 20 February 2008 (UTC)

Welcome
Hello Rahulgharat, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:31, 20 February 2008 (UTC)

title: User talk:Rahulgharat


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User talk:Countrymike/Notes on Reading groups

Thanks
I just wanted to say thanks for outlining so clearly the process of creating something in relation to other things you have seen in Wikiversity (problems of structure, suggestions for improvement..). Also, the page itself is a good one in enabling you to keep tabs on what could indeed become an exciting model for Wikiversity projects (or even may already be such). Thanks for all your good work in this area, Brent. :-) Actually, it strikes me to ask: would you care to outline what kinds of reading groups you would like to start? I know I've been talking for ages about contributing to the Illich reading group - but I suppose the way I now see it is that the collaborative momentum behind it is somewhat over, and that I'd like to feel part of something that others were simultaneously trying to get to grips with. The Wittgenstein one could develop, but it might be a bit much for me at the moment - or, at least, I'd rather get into something that's more immediately aligned with the search for what makes a good learning community, or the wider context in which Wikiversity exists. Any ideas there? Cormaggio talk 18:14, 20 February 2008 (UTC)

 * Cormac, I think that for a long time I participated in Wikiversity with the notion that I was helping "others" to learn by performing maintenance, participating in discussions of structure and policy, and guiding newbies, etc .. I am starting to view it from a different angle now; perhaps somewhat ironically after all the hype has died down on the idea of the Personal Learning Environment (PLE) I'm starting to view the space from just such a personal perspective as the perfect environment to facilitate and record my own learning. I'm sure that you must feel similarly, as it is the space where your PhD is emerging -- you will be a pioneer in this respect I'm sure.

 * In re: the the Reading groups; for me one of the great pleasures about the traditional seminar type university course is the opportunity to participate in the collective readings and subsequent discussions that go on. I often still read quite complex books and pine for the opportunity to discuss them in such groups. One of the features of wiki based Reading groups that I really like is the fact that the group can exist over long periods of time and experience fluctuations in activity, but because of the written nature of the discourse it doesn’t suffer from the temporality of the face-to-face Reading group which is dependent on synchronous interactions around a specific text. So even by starting groups now, even though we may not actually take them much further than just starting them at this point, the fact that they are extant means that someone - perhaps with less wiki skills or confidence than we do - may be likely to take them up in some fashion, at which point we may then rejoin the group. I think this has some merit in the long term for our own learning process and for Wikiversity.

 * Personally, I would love to start a group on Yochai Benkler's, The Wealth of Networks. There is already a Reading group for this text apparently over on Beta but it's in Finnish (I think.) It is a great book that has a lot to say about massive peer collaborative projects including Wikipedia. Countrymike 06:57, 21 February 2008 (UTC)

 * That's a great response - thanks. I think you're 'bang on' (not sure if that's just an Irish phrase - it's identical to 'dead right') about the PLE potential of Wikiversity. I sense that it's this 'use' that is implied in the 'just go ahead and edit - we'll learn through doing' attitude that is often mooted as the Wikiversity learning model (most notably by JWS). My main problem so far is that we aren't really making it so explicit for people as to how they can "learn through doing", or construct useful (for them) resources that scaffold their own learning. Maybe this might be a key reading group in itself - how to provide for (ie scaffold) people to create their own personal learning environments, which in turn scaffold their own learning needs. How about working out something on Personal learning environments - linking to specific or general reading groups? Regarding simultaneity versus asynchronousness (pardon my verbosity) - I agree with you fully, though I think my point about motivation still stands (ie being motivated by others doing something at the same time). I think this is just an inherent tension of asynchronous work - it can be productive in the way that you describe, and/or it can be demotivating or even offputting. Perhaps something to keep in mind as we continue to reflect on what we're doing... And on Yochai Benkler - ridiculously, I didn't even know that there was a freely available text - let's do it! :-) Cormaggio talk 12:43, 21 February 2008 (UTC)


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User talk:Bds750

Welcome
Hello Bds750, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gandalfxviv 18:24, 20 February 2008 (UTC)

title: User talk:Bds750


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User talk:Sbeckett2

Welcome
Hello Sbeckett2, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gandalfxviv 18:27, 20 February 2008 (UTC)

blanking of page
Hello, unfortunately you did not give in the summary what wa sthe reason for the blanking here. That makes it harder to understand this. If you wanna propose a page to be deleted you can add on the page the following and provide a reason please. Thx, Erkan Yilmaz uses the Wikiversity:Chat (try) 18:04, 29 March 2008 (UTC)

title: User talk:Sbeckett2


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Software Process Improvement Models

Over view of current Software Process Improvement Models
To help software process improvement, there are several models, such as CMM and ISO. These models evaluate the software product, project, quality, and drawback. All purpose is to control and optimize the software process. 12:16, 28 November 2010 (UTC)12:16, 28 November 2010 (UTC)

The systematic of software process improvement
It includes ISO 9001, CMM, Trillium, and Bootstrasp. ISO 9001 is international organisation for standardization, general standard for service industry. After ISO 900-3, there are 20 items which specify for the software process organisation.

What is CMM?
CMM means Capability Maturity Model. It is a series standard to assess the software capability and maturity. It also provides the methodologies for software assessment.

History/background
1985, the Software Engineering Institute(SEI) of Carnegie Mellon University, they work on a Process Maturity Framework for judging a company’s capability to produce software. And the process maturity framework evolves into the Capability Maturity Model. In August 1991, they released CMM version 1. Next year in 1992, CMM version 1.1 released.

CMM Structure
CMM has 5 maturity levels to assess software process. They are Initial level, Repeatable level, Defined level, Managed level and Optimizing level.

Initial Level
At the beginning of initial level, software processes are chaotic and the company could not assure the success when repeating the same kind of project.

Repeatable Level
At the repeatable level, the basic project management processes are established, which include software configuration management, software quality assurance, software subcontract management, software project tracking and supervision, software project planning and requirement management.

Defined Level
At the defined level, it focuses on engineering process. The management and engineering of software processes are integrated, which include peer review, inter-group coordination, software product engineering, integrated software management, training program, organisation process definition, and organisation process focus.

Managed Level
At the managed level, it concentrates on product and process quality, detail measures are used to control the process, which include the quality management and process measurement and analysis.

Optimizing Level
At the optimizing level, that is a continuous process improvement. It make the continual process improvement is enabled. It includes process change management, technology innovation and defect prevention.

What is ISO
ISO stands for International Organisation for Standardisation. The ISO name is not an acronym but comes from the Greek word ἴσος (isos) meaning “equal”. This is because different countries would have different acronyms because of the name of the body.

They are a non-governmental body that are in charge of developing and maintaining standards in many different areas such as computing, quality, documentation, construction, agriculture, etc.

The ISO has 157 countries involved, each with one national standard institute. The coordination body for the ISO, the “Central Secretariat” is in Geneva, Switzerland. The ISO work with both private and public sectors so that when international standards need to be produced, a better overall standard can be developed to suit the community more effectively.

ISO history/ ISO Standard
The ISO was started in 1947 and has become the world’s largest standardisation body. They have published more than 16,500 international standards since then. Initially the documents written by the body were recommendations.

The body came into existence by the merging of the International Federation of the National Standardizing Associations (ISA) and the United Nations Standards Coordinating Committee (UNSCC). As time went on, more and more countries started to join which gave the standard a greater international binding.

In the 60’s there was an increase in trade and the need for international standards was increased. This was pushed by multi-national companies who needed the standards so that their products would fit to a defined standard thereby reducing the need to produce items with different interfaces, etc. In 1971 the decision was taken to release International Standards rather than just recommendations.

In the 80’s the ISO moved into the standardisation of organisational practice and trade. These documents dealt with quality and safety issues which lead to better quality products and services, and also reduced accidents in the process of manufacturing certain dangerous items.

In the 90’s the issues of Environmental Management were looked at. The ISO can up with standards for dealing with factors that could effect the environment. An example of this would be the Framework Convention on Climate Change which led to the creation of the Kyoto Protocol.

During the past 15 years the growth in ISO membership has dramatically increased; there was nearly a 50% increase from 1994 to 2003.

The ISO have a strategic plan, the “Standards for a sustainable world” developed for 2005 to 2010 which describes their global vision and objectives.

ISO 9000
ISO 9000 consists of a number of standards related to quality management systems and related supporting standards. It was created by the ISO. The ISO 9000 family is there to represent “an international consensus on good quality management practices”. Issues that are covered in the standards include:
 * Procedures for key business processes
 * Processes monitoring
 * Keeping records
 * Defect control and preventive techniques
 * Review of specific processes and measuring effectiveness
 * Continual improvement

ISO 9000:2005 describes fundamentals of quality management systems, which form the subject of the ISO 9000 family, and defines related terms. It is applicable to the following:

a) organisations seeking advantage through the implementation of a quality management system;

b) organisations seeking confidence from their suppliers that their product requirements will be satisfied;

c) users of the products;

d) those concerned with a mutual understanding of the terminology used in quality management (e.g. suppliers, customers, regulators);

e) those internal or external to the organisation who assess the quality management system or audit it for conformity with the requirements of ISO 9001 (e.g. auditors, regulators, certification/registration bodies);

f) those internal or external to the organisation who give advice or training on the quality management system appropriate to that organisation;

g) developers of related standards.

Source: 9000:2005 Quality management systems -- Fundamentals and vocabulary

Similar systematic evaluation
Both of them provide a structured approach with different level to get software process improvement. They represent a continuous conception in software process improvement. Software organisation follows the first level at the beginning to achieve goals in each stage, to get the highest level at last. The purpose is to get the capability improvement continuously.

Similar coverage area
Compared the structure of CMMI & ISO/IEC 15504, it is not difficult to find most of coverage of their key processes are the same. That means we can find corresponding CMMI process in 15504 process, and also can find corresponding 15504 process in CMMI process.

Another aspect, the coverage of CMM is only focusing on internal software development process; the coverage of 15504 extends to external area, such as custom service process.

Different goal
CMMI and ISO/IEC 15504 have the different goals. CMMI’s goal is to improve the whole process capability in one’s organisation, but it depends on an assumption, process is the base of product’s quality. CMMI tells the company HOW TO improve the process and its capability. To achieve this goal, we can find tasks following CMMI models.

ISO/IEC 15504 focuses on each process; the goal is to improve the capability in each process. From the framework on 15504, we can find every process is an individual, associate with each other not tight. 15504 is a measure to assess the capability of the process, not the detail instruction.

Different method for evaluation
CMMI evaluates the capability of software process in according with data collection and analysis. The data collection and analysis of 15504 is based on each process, evaluate their properties.

Different structure
CMMI is a concept model on levels. For each level, they are associated with each other. And there is different concentration on each level. To reach one level, the organisation should achieve accomplish goals in all key process areas. This key process area is the base for next level.

Conclusion
CMMI seems like an instruction, more suitable for software process improvement.

ISO/IEC 15504 works on evaluating, comparing the capability of software process.

Capability Maturity Model Integration(CMMI)
Capability Maturity Model Integration (CMMI) evolved from Capability Maturity Model (CMM). CMM was proposed and research began by the Software Engineering Institute (SEI) in 1986. CMMI defines processes that should be implemented in an organisation, but it does not describe the way the processes should be implemented. CMM assists to improve product quality, organisation’s processes, productivity and project development life-cycle. CMMI is successfully applied in safety critical environments like healthcare. Also it is widely deployed in government and military projects. CMMI is widely used in large enterprises, also possible for small teams to incorporate with a little modification of the processes. Latest CMMI release version 1.2 identifies twenty-two process areas which are divided into four categories:

Process Management
•	OID - Organisational Innovation and Deployment •	OPD - Organisational Process Definition +IPPD •	OPF - Organisational Process Focus •	OPP - Organisational Process Performance •	OT - Organisational Training

Project Management
•	PP - Project Planning •	PMC - Project Monitoring and Control •	SAM - Supplier Agreement Management •	IPM - Integrated Project Management +IPPD •	RSKM - Risk Management •	QPM - Quantitative Project Management

Engineering
•	REQM - Requirements Management •	RD - Requirements Development •	TS - Technical Solution •	PI - Product Integration •	VER - Verification •	VAL - Validation

Support
•	CM - Configuration Management •	PPQA - Process and Product Quality Assurance •	MA - Measurement and Analysis •	DAR - Decision Analysis and Resolution •	CAR - Causal Analysis and Resolution

Process areas also may be grouped according to maturity levels. Organisation can be appraised by Software Engineering Institute (SEI) and rated by one of the Maturity Levels: 1.	Initial 2.	Managed 3.	Defined 4.	Quantitatively Managed 5.	Optimizing Results may be published if an organisation is willing to do so. Published results contain the name of the organisation, team leader/sponsor, and appraisal end date and maturity level representation.

Capability Maturity Model for software(SW-CMM)
Software Engineering Institute (SEI) has been supporting Capability Maturity Model for Software (SW-CMM) since 1987, but now SW-CMM has been replaced by CMMI. There is no more training provided by the SEI for SW-CMM and is no longer supported, but many organisations are still productively using SW-CMM model and assessment methods. In case of SW-CMM, organisation is assessed on the scale 1-5 similar to CMM maturity levels. SW-CMM model allows organisation to verify capability for software development and maintenance; it focuses on project management. SW-CMM was intended to make available assessment of the processes enhancement with currently existing processes in the organisation to recognize setbacks for organisational processes and software quality improvements.

People Capability Maturity Model(P-CMM)
In response to the claim that the CMM's focus is unevenly upon process rather than people the SEI has developed the P-CMM. The P-CMM adapts the concepts of the CMM and focuses them on developing the organisation's human resources. It is a framework for managing the people involved in the software development process.

Objectives

 * To improve the capability of software organisations by increasing workforce capability
 * To ensure that software development capability is not reliant on a small number of individuals but on the entire organisation
 * To align the motivation of the staff with that of the organisation
 * To retain people with critical skills and capabilities within the organisation.

Maturity Levels
As with other CMMs the P-CMM is a five stage model. At each stage a new set of practices is added to those which have been laid down in the preceding levels.

Initial Level
Characterised by ad hoc and inconsistent approach to workforce practices. Often beset with difficulty in retaining talented staff. Organisations at this level can usually be characterised as exhibiting:

 * Inconsistency in performing practices.
 * Displacement of responsibility
 * Ritualistic Practices
 * Emotionally detached workforce.

Managed Level
The Managed level focuses on activities at the unit level, such as staffing, providing resources and developing skills. The first step of the second maturity level is to make sure that managers take personal responsibility for the performance and development of those performing the unit's work.

Qualified people are selected or recruited and are transitioned into assignments in each unit. Managers pay attention to any potential problems that might hinder the performance of their units.

The Managed level has six processes. The establishment of a formal process whereby committed work is matched to unit resources and qualified people are recruited, selected, and placed within appropriate assignments. The establishment of timely organisation-wide communication. Ensuring that the workforce have the skills necessary for information sharing and coordinating Establishment and maintenance of physical working conditions. Provision of resources needed for efficient performance of tasks. The establishment of objectives related to committed work against which unit individual performance can be measured. Ensuring that the workforce is adequately skilled and that opportunities for development are provided when needed. The remuneration and reward of individuals for their contribution to the organisation.
 * Staffing
 * Communication and Coordination
 * Work Environment
 * Performance Management
 * Training and Development
 * Compensation

Defined Level
The focus at the Defined Level is on providing an organisational framework for the workforce. At this level, the workforce will be equipped with the knowledge and skills to carry out the core practices of the organisation.

There are seven process areas for this maturity level.

Identification of the key knowledge, skills and process abilities needed to perform the business activities of an organisation. The coordination, at both organisation and unit level, of workforce activities with current and future business needs. The continual development of the workforce to enhance their capability to carry out their responsibilities. Ensuring that the workforce are afforded the opportunities to achieve their career objectives Ensuring that practices support the development of the workforce competence. The organisation of work around competency based process abilities. Exploiting the full capabilities of the workforce in decision making
 * Competency Analysis
 * Workforce Planning
 * Competency Development
 * Career Development
 * Competency-Based Practices
 * Workgroup Development
 * Participatory Culture

The Predictable Level
The focus at this level is to exploit the knowledge and experience of the workforce developed at level 3. There are six processes:

To improve the efficiency of work which is interdependent. Ensuring that workgroups have the ability and authority to conduct business activities effectively. The purpose of Competency-Based Assets is to capture the knowledge, experience, and artefacts developed in performing competency-based processes for use in enhancing capability and performance. Predicts and manages the capability of competency-based processes for achieving measurable performance objectives. Quantify the capability of the workforce and the critical processes they perform. Improving the capability of individuals or workgroups through the transference of lessons of greater experience.
 * Competency Integration
 * Empowered Workgroups
 * Competency-Based Assets
 * Quantitative Performance
 * Organisational Capability Management
 * Mentoring

Optimising Level
At this level the entire organisation is focused on continual improvement. There are three processes.

The provision of a foundation for individuals and workgroups to continuously improve their capability for performing competency-based processes. to enhance the alignment of performance results across individuals, workgroups, and units with organisational performance and business objectives. to identify and evaluate improved or innovative workforce practices and technologies, and implement the most promising ones throughout the organisation.
 * Continuous Capability Improvement
 * Organisational Performance Alignment
 * Continuous Workforce Innovation

Systems Engineering Capability Maturity Model(SE-CMM)
The Systems Engineering Capability Maturity Model (SE-CMM) concerns the description of the essential elements in an organisation's systems engineering process that is required to ensure good systems engineering. SE-CMM provides a reference for comparing actual systems engineering practices against these essential elements. SE-CMM allows an organisation to select a specific process area and improve relative to it. By use of capability levels it is possible to characterize improvements that are relative to an individual process area. According to the SE-CMM model the quality of a product is mainly based on the process and technology used in the development of the product (Figure 1). Also the capability of the people involved in the work is significant to contribute to a high quality product.

''Figure 1. SE-CMM Quality Dependencies''

Flexible approach to Software Process Improvement(SPI) The SE-CMM model architecture, shown in Figure 1, separates systems engineering process areas (domain portion) from general characteristics (capability portion) related to increasing process capability. This architecture, which separates domain-specific characteristics from capability-related characteristics, was chosen to allow flexible use of process capability criteria in other domain areas such as software engineering. SE-CMM allows an organisation to focus on a single process-related trouble spot or several areas that are closely aligned to business objectives.

''Figure 2. SE-CMM Architecture''

Case studies from the software engineering community and elsewhere suggest that addressing issues of process management, measurement, and institutionalization improve the organisation's ability to meet its cost, quality, and schedule goals.

Process Capability Portion of the SE-CMM

Generic practices Generic practices are a series of activities that apply to all processes. They address the management, measurement, and institutionalization aspects of a process. In general, they are used during an appraisal to determine the capability of any process.

Common features Common features are groupings of generic practices appropriate within capability levels. For example, common features included in the Planned and Tracked level (Level 2) are Planning Performance, Disciplined Performance, Tracking Performance, and Verifying Performance.

Capability Levels

''Figure 3. SE-CMM Capability Levels''

(Level 0) displays no common features. It is characteristic of an organisation just entering the systems engineering field, or one that has not focused on the systematic application of systems engineering principles in their product development. They accomplish some of the tasks, but are not necessarily sure how. There is general failure to perform the base practices in the process area. Where there are work products that result from performing the process, they are not easily identifiable or accessible.
 * The Initial level

At this level, all base practices are performed somewhere in the project's or organisation's implemented process. However, consistent planning and tracking of that performance is missing. Good performance, therefore, depends on individual knowledge and effort. Work products are generally adequate, but quality and efficiency of production depend on how well individuals within the organisation perceive that tasks should be performed. Based on experience, there is general assurance that an action will be performed adequately when required. However, the capability to perform an activity is not generally repeatable or transferable.
 * The Performed level

At the Planned and Tracked level, planning and tracking have been introduced. There is general recognition that the organisation's performance is dependent on how efficiently the systems engineering base practices are implemented within the project's or organisation's process. The primary distinction between the Performed Informally and the Planned and Tracked levels is that at the Planned and Tracked level, the execution of the base practices in the project's implemented process is planned and managed. Therefore, it is repeatable within the implementing project, though not necessarily transferable across the organisation.
 * The Planned & Tracked level

At this level, base practices are performed throughout the organisation via the use of approved, tailored versions of standard, documented processes. This information is used in planning and managing the day-to-day execution of multiple projects within the organisation and is used for short- and long-term process improvement. The main difference between the Planned and Tacked and Well Defined levels is the use of organisation-wide, accepted standard processes that implement the characteristics exhibited by the base practices. The capability to perform an activity is, therefore, directly transferable to new projects within the organisation.
 * The Well Defined level

At the Quantitatively Controlled level, measurable process goals are established for each defined process and associated work products, and detailed measures of performance are collected and analysed. These data enable quantitative understanding of the process and an improved ability to predict performance. Performance, then, is objectively managed and defects are selectively identified and corrected.
 * The Quantitatively Controlled level

This is the highest achievement level from the viewpoint of process capability. The organisation has established quantitative, as well as qualitative, goals for process effectiveness and efficiency, based on long-range business strategies and goals. Continuous process improvement toward achievement of these goals using timely, quantitative performance feedback has been established. Further enhancements are achieved by pilot testing of innovative ideas and planned insertion of new technology.
 * The Continuously Improving level

Domain Portion of the SE-CMM The SE-CMM characterizes the systems engineering domain by using process areas. Each process area is further detailed by several base practices and explanatory notes. There are 18 process areas, which are grouped into 3 process categories:
 * Engineering
 * Project
 * Organisation

''Table 1. Components of the Domain Aspect of the SE-CMM''

The point of the SE-CMM is not to indicate "who" does the kinds of things described in a particular process area, but to indicate that the work needs to be performed by someone regardless of their role.

Integrated Product Development(IPD-CMM)
Similar to Software Engineering Capability Maturity Model (SE-CMM), PD-CMM provides a description of best practice organisational and project management processes, but focuses on ensuring the timely collaboration of all appropriate disciplines in the development and maintenance of products or services.

Because of IPD-CMM’s focus on organisations practicing with project teams, several interviews where conducted by the Cusick organisation in the industry to investigate good and bad implementations of integrated product development. The goal of this research was to acquire an understanding of the benefits gained and problems confronted with in relation to IPD-CMM implementations. The result of these findings were collected in a database and published by Cusick.

The Cusick study showed that the components of IPD-CMM (Table 1) that comprise the model are relevant to the success factors of implementing the integrated product development model.

''Table 1. IPD-CMM Components''

Personal Software Process(PSP)
This is already discussed; see the Personal Software Process section of the Plan-driven Software Development category of Software Process Management

Team Software Process (TSP)
For a discussion of what TSP is and how it is implemented see the Team Software Process section of the Plan-driven Software Development category of Software Process Management

The relationship between CMMI and TSP is initially confusing. Both CMM (and subsequently CMM) and TSP stem from the original work of the SEI in studying software processes. Sometimes TSP and PSP are presented as extensions of CMMI; other times PSP/TSP are presented as tools that support the implementation of CMMI. The truth is somewhere in between.

History
TSP was initially a CMMI Level 5 activity, meaning that it was intended for organisations that had reached CMM Level 5. Over time this aspect has been de-emphasised however. Currently, TSP is recommended for CMMI level 2 and above, and is increasingly been seen as a driver for process improvement and a tool for achieving CMMI levels.

The Relationship between CMMI and TSP
Significant work was done by the SEI to highlight two specific things:
 * TSP an be used for process improvement for any organisation, but especially those at CMM Level 2
 * TSP maps well to and supports the goals of CMM

Humphreys et al. write that "it has become clear that to establish such processes, many engineering organisations need more precise how-to guidance than that provided by CMMI" and that the combination of TSP and CMMI are the way to do this.

The synergies between CMMI and TSP are explored in depth in Mapping TSP to CMMI All aspects of the software process are explored and the report finds that most CMMI practices are partially or fully supported by TSP. The authors suggest that TSP can in fact be a catalyst for process improvement. This idea is also discussed in a more digestible fashion in TSP Can Be the Building Blocks for CMMI A real world example of the benefits of using TSP for process improvement are explored in The AV-8B Team Learns Synergy of EVM and TSP Accelerates Software Process Improvement

Caveats
When introducing TSP as a means of driving process improvement and achieving CMMI levels, it is still necessary to adhere to best practice in how the organisation is introduced to and trained in PSP/TSP

When introducing TSP to an organisation, it is still necessary to complete PSP and TSP training and gain complete management buy in. Motivations for introducing TSP must be understood and buy-in from all parties must still be achieved.

Criticisms
The repositioning of TSP suggests that to some extent there were difficulties with how it was presented initially.

The relationship between TSP and CMM/CMMI had to be explored and quantified in depth by the SEI themselves. The gaps in the mapping of TSP to CMMI are troublesome.

While TSP is a significant tool for teams in the software process, the fact that is use and application weren't better understood suggests a lack of real world study of how the process could be applied.

The future of CMM and ISO
Software standards have multiple issues to deal with going forward. Some are specific to the individual standards, others are shared concerns.

Common Concerns for the Future
It does not follow that a company that has, for example, reached CMMI Level 4, has actually got good products. Standards, in a sense, guarantee only that the standard has been followed.

All standards have a reputation for being process and document heavy, and for getting "in the way" of the development process. IS0 9000/9001 in particular is seen as a paper exercise and a good example of the "certification doesn't guarantee good product" issue mentioned previously.

For any of the standards, figuring out how they can be mapped to Agile methods is a significant challenge. Some work has been done on this already, but it is yet to achieve widespread adoption. In fact, it may never be widely adopted as it is not necessary.

Standards need to remain relevant. Too often, discussion of CMMI and ISO standards are confined to the areas of military, government or safety critical software efforts. The fact that these standards reflect what should be best practice for software engineering is frequently overlooked because the negative aspects of standards overshadow the positive. Reaching out beyond the often captive audience for standards that currently exist and addressing the ways that they can be realized using Agile methods is important for the future of standards.

CMMI
There is a clear commitment from the SEI to continue to develop and enhance CMMI. CMMI and associated standards are constantly under revision and there are continuing efforts to measure and improve the effectiveness of CMMI as well as exploring ways of introducing and achieving CMMI certification.

However, there is a question over the relevance of CMMI. Much of the work of the SEI in developing CMMI is rooted in the experience of Humphrey and others in the software industry of the pre-internet age. The process is difficult to

Also, the rise of other apparently more effective, less expensive software processes and methodologies from the Agile world have to some degree left CMMI behind. In spite of the insistence of the SEI that CMMI is perfectly suitable for Agile projects, and ways of applying CMMI to Agile are explored, there is little appetite amongst Agile practitioners for the comparatively process heavy world of CMMI. Poppendieck and others are positively dismissive of CMMI. Others are indifferent.

And certainly CMMI will always have an audience in the military and safety critical industries where standards are a requirement for doing business, and rightly so. However it's broader appeal is limited.

ISO 15504
The biggest challenge facing ISO 15504 is to gain acceptance in a market dominated by CMMI.

title: Software Process Improvement Models


text:
User talk:L56744

stop reverting this page please--L56744 19:44, 20 February 2008 (UTC)

title: User talk:L56744


text:
User talk:Spbroom

Welcome
Hello Spbroom, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:34, 20 February 2008 (UTC)

title: User talk:Spbroom


text:
Precambrian/Life origins/The Ecopoesis model

The Ecopoesis model (Félix de Sousa, R.A., 2000, 2006) for the origin of life is based on the idea that an atmosphere containing a high percentage of molecular oxygen, generated by the atmospheric photolysis of water vapour, is an essential feature of the Earth's earliest ecosphere. Ecopoesis differs radically from other models of biopoesis. Traditionally, the origin of life is equalled to the fortunate appearance of very simple cellular organisms, whose metabolic evolution would thenceforth conduct the general evolution of the environment (the oxygen-rich atmosphere being a result of this process). In ecopoesis, in contrast, the physical environment plays the leading role, not organisms. The early presence of oxygen determines the onset of a flow of electrons, which leaving the reducing components of the lithosphere, crosses the archean seas, pumped by the photolytic production of oxygen in the Earth's atmosphere. This flow is mediated by, and predominantly channelled through the redox transitions of the redox-sensitive elements in the hydrosphere. These large-scale environmental interactions cause the development of a geochemically based metabolism in a planetary protoplasm (holoplasm) setting the stage for the gradual evolution of organismal life to take place. The wide difference of electrochemical potentials in the primordial environment would cause the appearance of the biogeochemical cycles. The primitive metabolic pathways are originated by the interaction of these cycles and their products. The buildup of order in the system arises from the energetically favourable transitions, particularly in the oxidation of organic matter, and from the physicochemical properties of the compounds involved. This planetary protometabolism is essentially congruent to today's biochemistry, including carbon and nitrogen fixation, and aerobic degradation of organic compounds (full oxidation to CO2). Biological evolution, as a rule, would proceed through the increasing functional control of such reactions, rather than through their creation. A naked geochemical metabolism would thus evolve congruently towards our modern enzymatic processes. The carboxylating and condensing properties imparted to the aqueous medium (dubbed "hypercarbonic") by the presence of a heavy CO2 atmosphere are particularly important, since they permit carbon fixation in the presence of reducing power, and chiral propagation. Since the direct reduction of carbon dioxide is outside the domains of aqueous chemistry, carbon fixation would depend on the carboxylation of pre-existing carbon compounds. Protobiological carbon cycles would run in the anabolic sense intercalating carboxylation reactions of organic compounds with reduction steps. Conversely, catabolic cycles would alternate decarboxylations and oxidation steps, as in modern metabolic cycles. The possibilities of non-enzymatic analogues of such reactions in the hypercarbonic medium are discussed to some detail in the book, as well as the mechanisms through which the reduction-oxidation equilibrium in the protobiological ecosphere would be tightly bound to the carboxylation-decarboxylation processes. Carbon fixation would also require at least a modest input (primary input) of lithospheric carbide-derived hydrocarbons. Acetylene, in particular, originated by the action of water on divalent ionic carbides, could be directly converted, through hydration and carboxylation, into pyruvic and oxaloacetic acids, which are a part of the very core of biochemical pathways. The likelihood of this reaction suggests the bi-directional Krebs cycle as the main feature of the circulation of carbon in the early ecosphere. The availability of reducing power for anabolic processes (deriving mainly from lithospheric divalent iron and sulfides), would, in most oceanic domains, outbalance the total amount of oxidising power brought in by the slightly soluble atmospheric oxygen, causing the accumulation of organic compounds in the hydrosphere. Inquiry into the nature of these compounds and their formation processes may be helped by the presumption of a congruent evolution. The organismal characteristics of life are only gradually acquired and cells are fairly late-comers in this model.

Some key references:

'Yamaguchi's review shows us that, contrary to what origin of life researchers insist, the reducing atmosphere has never been a consensus among geologists. And also that this debate is nowadays hotter than ever.'
 * Yamaguchi, K.E. (2005a) Evolution of the atmospheric oxygen in the early Precambrian: An updated review of geological 'evidence'. In Frontier Research on Earth Evolution (ed. Y. Fukao), 2, 04-23.

'Castresana and Saraste bring forth evidence of the antiquity of enzymes involved in respiration and demonstrate these should be present in the last common ancestor of all organisms. Much before some of them learned to split the water molecule and produce oxygen'
 * Castresana, J., Saraste, M., (1995). Evolution of energetic metabolism: the respiration-early hypothesis. Trends Biochem. Sci. 20:443–48.

[3] 'Towe, who has been dealing with the topic of Precambrian Oxygen since the 70s, discusses a great number geological and biological factors concerning early life and summarises his objections to the "reducing atmosphere models".'
 * Towe, K.M., (1996). Environmental oxygen conditions during the origin and early evolution of life . Advances in Space Research, Volume 18, Issue 12, 1996, Pages 7-15

 * More information about the Ecopoesis Model can be found in the official site from where the contents of this page were extracted by its author.


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Talk:Precambrian/Life origins/The Ecopoesis model

copy + paste
Hello, this seems to be a copy from here. On that page is written:

 * This document is protected by copyright. However, any parts of the work can be freely reproduced or translated for non-commercial purposes, provided the source is clearly referenced.

 * While quoting reference should be made in the following form:
 * Félix de Sousa, Raul A., (2006). Ecopoese - A criação da ecosfera, 2ª Ed., Rio de Janeiro.

Why don't we make a learning experiment now with this and try to rephrase this in our own words or use the article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not Also worthwile reading: What is Wikiversity? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:00, 20 February 2008 (UTC)


text:
User talk:RaulFelix

Hi, could you have a look here please ? Also below some info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:01, 20 February 2008 (UTC)

Welcome
Hello RaulFelix, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:01, 20 February 2008 (UTC)

title: User talk:RaulFelix


text: File:Dire en.gif

title: File:Dire en.gif


text: File:Cycb en.gif

title: File:Cycb en.gif


text: Category:Industrial design

title: Category:Industrial design


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Design

Design may refer to:
 * Computer-aided design
 * Costume design
 * Fashion design
 * Graphic design
 * Industrial design
 * Instructional design
 * Intelligent design
 * Interior design
 * Machine design
 * Structural design
 * Web design

Resources

 * Design

title: Design


text:
Web Design/AJAX Challenges

Please help out and update the following challenges if you think they can be improved!

Challenge 1: Postcodes and Suburbs
AJAX can seem really scary when you're starting out, but the Mozilla team have worked hard to create the AJAX: Getting Started tutorial to help us understand the building blocks of AJAX.

Work your way through the tutorial through to Step 4, making sure you test it out as you go. Once you have Step 4 working, your challenge is:
 * Modify the tutorial so that your html page contains three postcodes in your area.
 * When a postcode is clicked on, your AJAX will request the corresponding XML file from the server corresponding to that postcode to find and display the suburb using a window Alert.

An example XML file for the suburb Bullaburra might be:  Bullaburra

Note: this is not a practical way at all to look up postcodes, it's just an example to build upon. We'll see a much more realistic example of this problem in a later challenge.

 * Modify your code so that when a postcode is clicked, the population of that suburb is displayed as well as the suburb name (you'll need to update your XML files slightly to include the population)
 * Modifying your code so that the suburb information displays in your actual page (rather than in an alert box). Hint: add an input box with an ID and set it's value from your Javascript code.
 * Modify your code so that, instead of text that can be clicked on, your page provides a select drop-down box where the user can select their postcode. When a postcode is selected, your AJAX should then display the corresponding suburb and population info.
 * Advanced Challenge: (not for the feint hearted) Instead of separate XML files for each postcode, create a single XML file that contains information for all three postcodes and update your code to use this one file instead.

Challenge 2: Looking up suburbs
Note: this challenge requires that you are already familiar with PHP, MySQL and how to get info out of a database and into a page.

TODO Guide to Using AJAX and XMLHttpRequest from WebPasties

title: Web Design/AJAX Challenges