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Fundamentals of Neuroscience

Introduction
Welcome to the Fundamentals of Neuroscience course at Wikiversity! This course provides a general introduction to the most essential principles of neuroscience, from neuron to perception, intended to give a strong foundational understanding of the human brain and nervous system so that this foundation can be expanded on by more advanced topics like those found elsewhere in Topic: Neuroscience.

Lessons
Conceptual Overviews:
 * Lesson 1: What is Neuroscience?
 * Lesson 2: Neural Cells
 * Lesson 3: Neural Signaling
 * Lesson 4: Classification of the Nervous System
 * Lesson 5: Divisions of the Brain

Focused Topics:
 * Lesson 6: Development
 * Lesson 7: Sleep
 * Lesson 8: Memory
 * Lesson 9: Language
 * Lesson 10: Emotion

Senses and Movement:
 * Lesson 11: Sight
 * Lesson 12: Hearing
 * Lesson 13: Taste and Smell
 * Lesson 14: Pain and Touch
 * Lesson 15: Movement

Disorders:
 * Lesson 16: Developmental Disorders
 * Lesson 17: Degenerative Disorders
 * Lesson 18: Psychiatric Disorders
 * Lesson 19: Injury Disorders
 * Lesson 20: Other Disorders

In addition, these supplemental lessons, which cover more technical topics, may be of interest:
 * Lesson A: Basic Cell Biology
 * Lesson B: Properties of Electrical Currents
 * Lesson C: Membrane Potential at Rest

Exams
Ready to test your knowledge? Go to the Exams section.

Instructor
If you have questions or suggestions, feel free to contact Kernsters.

References and Resources

 * Topic: Neuroscience includes a wide variety of wikipedia and wikiversity topics
 * The Human Brain Book, by Rita Carter, contains many great overviews that are similar in complexity level to these lessons
 * Brain Facts, published by the Society for Neuroscience, is a very good free resource, covering a broad array of neuroscience topics at a comfortable depth
 * Neuroscience Online is a useful free-access and highly detailed textbook offered through the UTH Medical Center website.
 * Biology, by Campbell and Reece, has well-written but fairly short chapters on many relevant topics, plus offers a firm grounding for those struggling with the biology aspects of the course
 * Robert Sapolsky's Human Behavioral Biology lecture series, which can be found free online, is highly informative and entertaining, although hovers in difficulty level at an intermediate or slightly greater range
 * Neuroscience: Exploring the Brain, by Bear, Connors, and Paradiso is an excellent source of information at an advanced college level

title: Fundamentals of Neuroscience


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Fundamentals of Neuroscience/Membrane potential at rest

Goals

 * 1) To learn how concentration gradients affect diffusion.
 * 2) To learn how membrane permeability is regulated by selective ion channels.
 * 3) To understand how the equilibrium potential of a single ion develops.
 * 4) To understand that the resting potential of a cell is determined by which ions can flow across its membrane, and their concentration gradients.
 * 5) To understand how electrical current flows across neural membranes and changes over time.

Diffusion and Concentration Gradients
When a hydrophilic chemical is concentrated and inserted into an aqueous solution, there is a tendency for it to diffuse throughout the solution until the solution has a uniform concentration at every point. Between the time it was first introduced and the time it has fully diffused through the solution different parts of the solution have different concentrations of chemical and so, it can be said that there is a Gradient that has the highest values at the location of entry, and the lowest points at the extremes of the container furthest away from the point of entry of the chemical. There are mathematical formulae for calculating the rate of diffusion and therefore the amount of a substance that can be expected to have arrived at a particular location at a particular time after introduction.

Membrane Permeability and Selective Ion Channels
Biologically speaking there is one primary purpose for a cellular membrane, and that is to concentrate nutrients inside the cell while encouraging the diffusion of Wastes outside the cell. It therefore acts as a barrier to diffusion of some elements and freely allows others to pass. We call this effect selective permeability. One way that the cell membrane allows permeability is a mechanism called an ion channel. There are two types of ion channels : passive ion channels, that act as pores in the surface of the membrane, and allow ions of a particular type to passively pass through the membrane, and active ion channels, that actively pump ions through the membrane either out of or into the cell.

Potential and Charge of Ions
One of the interesting aspects of Aqueous Solutions is that they tend to break down Hydrophilic chemicals into single element components called ions. Essentially an Ion in this case is the atom without its usual donation or attraction to other elements of its electrons. This structure has a residual charge that is either negative or positive depending on the number of valence electrons that are part of the ion. Thus for each ion we can predict the charge of the Ion by the structure of the electron shells, and how many electrons it would take to put the elemental atom back into a neutral state. Usually one or two electrons needs to be added or taken away to gain neutrality. Thus we can say that the Potential is the EMF generated by a single electron times the number of electrons that need to be donated, or absorbed in order to complete the valence shells. Each ion that flows into the cell, adds or subtracts it's particular potential to the state of the whole cell, and because the membrane of the cell is highly polarized, it tends to build up a charge in much the same way a capacitor does at the inner surface of the cell. This charge carries with it the emf of all the ions and creates a potential. The potential of a cell that is not actively involved in signaling is called its resting potential. Nerves adjust the flow of ions within them, in order to signal between themselves, and the signaling potential or voltage is called the Action Potential.

Ionic Currents over time
When an active ion channel actually pumps ions into or out of the cell, it creates a flow of charge past a point in space, which is the requirement for measuring current. This can radically change the voltage of the cell as a whole, as it pumps charge into or out of the cell by passing it across the cellular membrane. Thus the action potential of a cell is determined by the net effect of various ion currents on its charge.

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


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Fundamentals of Neuroscience/What is Neuroscience

What is Neuroscience?
Neuroscience is a field devoted to the scientific study of the Nervous system. It is one of the most interdisciplinary scientific fields, and also one of the most rapidly advancing. Neuroscientists may come from a variety of backgrounds, including psychology, computer science, biology, and medicine. It advances the potential understandings of the humanities by offering hypotheses and conceptualizations for the underlying mechanisms of thought, emotion, behavior, and everything in between. Neuroscientists use an ever increasing range of tools, including scanners capable of showing brain activation in real-time, computer models that are capable of acquiring language capabilities using the same basic methodology of developing children, molecular techniques which can explain how changes on an infinitesimally small scale can translate into effects of incalculable gravity, and ethological studies which decode the complex workings and interactions of living creatures in their natural environments into overarching laws of behavior. From these studies they learn how the nervous system arises, comes to shape who we are, and even how it sometimes fails.

Major Questions in Neuroscience

How do we learn and remember? What are emotions? How and why does the nervous system malfunction? What can be done to reverse, halt, and/or treat adverse physiological or psychological symptoms that result from these malfunctions? What are the implications of neuroscience on law and morality? What is consciousness?, Can intelligence be improved? Where did language come from? Where does a sense of self come from? Is there free will?

Subfields of Neuroscience
Molecular: Neurochemistry, Cellular Neuroscience, Molecular Neuroscience, Neurobiology

Cognitive: Computational Neuroscience, Cognitive Science, Neuropsychology, Affective Neuroscience

Behavioral Neuroscience: Biological Psychology, Behavioral Genetics/Epigenetics, Experimental Psychology, Learning and Behavior

Medical: Neuroimmunology, Neuropathology, Neuropharmacology, Neuroprosthetics, Neurotoxicology, Psychopharmacology, Neuroimaging

Other: Neurolinguistics, Cultural Neuroscience, Neuroanthropology, Evolutionary Neuroscience, Developmental Neuroscience, Neuroengineering, Neuroinformatics, Paleoneurology, Social Neuroscience, Systems Neuroscience, Brain Machine Interface (BMI), Neuroeconomics

Why Neuroscience?
As the father of Neuroscience Santiago Ramón y Cajal put it, "As long as our brain is a mystery, the universe-which is a reflection of the structure of the brain- will also be a mystery". No other field offers such a profound glimpse into the human experience, and more importantly how that experience can be improved.


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Fundamentals of Neuroscience/Basic Cell Biology

Goals

 * To review the basic components of the cell.

Introduction
The brain and the nervous system are primarily comprised of a few highly specialized types of cells. These cells are called neurons and glia. Neurons transmit electrical and chemical signals to one another and this is one way that different parts of the body can communicate. Glia form the majority of the cells in the nervous system, and they basically support the neurons so they can carry out their functions. If you'd like to learn more about the cells in the nervous system right now, you can read the Wikipedia pages about them or the next lesson, but I'm covering some basic information about cells. The next few lessons will describe, among other things, the specific properties of neurons. In order to understand these properties, you probably need to know the basics of how the different parts of a cell contribute to the cell's functioning.

Cells
Cells appear at an intermediate level in the structural hierarchy of living organisms. At a lower level in this hierarchy are molecules, including specific types of organic molecules (not covered in this course). Although some organisms are made up of only a single cell, all organisms with neurons are multicellular. (Neurons are unique to animals.) At a higher level in the structural hierarchy of living organisms exist multicellular organisms, viewed as single units rather than in terms of their building blocks. In a multicellular organism, the several to many types of cells cooperate to form tissues and organs.

Related Wikiversity Resources

 * The Department of Cell Biology has excellent resources as well:
 * Cell Biology course materials
 * Overview of Cell Biology course materials
 * The Department of Biochemistry

Cell biology

 * Cell Biology, on Wikibooks
 * Molecular Biology of the Cell, Fourth Edition by Alberts, Johnson, Lewis, Raff, Roberts and Walter
 * Molecular Cell Biology by Lodish, Berk, Zipursky, Matsudaira, Baltimore and Darnell

Biochemistry

 * Biochemistry: Fifth Edition by Berg, Tymoczko and Stryer


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

This page suggests activities to introduce community engagement and sensitize and prepare aspiring social entrepreneurs for community engagement.


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 * Introduction to Social Entrepreneurship and within that
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Social Innovation/Orientation

The aim of this module is to develop a better understanding of Social Innovation and its role in Social Entrepreneurship.

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Winter

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Spring

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User:KTucker/My Sandbox/table theme test

For some reason my themes are not working too well with tables and styles. Adding more than one element in a style tag fails.
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Portal:Social entrepreneurship/Curriculum/General/Sustainability/Activities

Select activities which best meet your needs and take a look at the Resources page for tools which might help.

Design activities which enhance understanding of the concept and lead learners to conclude that social, economic and environmental concerns must all be addressed to achieve sustainability.

Then add learning activities and resources which address the three aspects in more detail.

Stories of unsustainability
An oil spill caused environmental destruction along a coastline. Aid money came in and the GDP went up. One might conclude from this economic indicator that there should be more oil spills for economic development. That would not be sustainable.

etc.

=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 ....

By this stage, plans for long term collaboration should be being made.

In close collaboration with the community ... develop and agree on an evaluation framework.

Build evaluation into previous stages, most notably the planning stage but actually, from the very beginning covering anything you have done and produced individually or as a team of students, or in collaboration with CBOs, etc..

=Thought Experiment=

Does it ever make sense to consider any one of the three aspects of sustainability alone (i.e. economic, social, environmental)?

=What Next?=

 * Putting it all Together (Social Entrepreneurship) or some other part of the Curriculum (e.g. for revision or a wider perspective).


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

Resources specific to Social Entrepreneurship and Sustainability.

These resources are listed under headings sustainability (holistic) and the three main aspects (social, economic and environmental). Some resources are flagged as "bearable", "equitable" and "viable" if they seem to be focused on only two of the three aspects (see sustainable development).

So far, most of the resources are reference material with a loose connection to learning resources. Hopefully, over time this will change as learners and educators produce learning activities and more specific resources. =Sustainability=

Resources specifically about sustainability (holistic)

 * Global Challenges Index
 * Sustainability Index
 * FTSE4Good
 * SAM - sustainable assets management
 * overview of indices.
 * MDGs
 * Dow Jones STOXX Sustainability indices
 * Global Reporting Initiative
 * Sustainability Reporting Guidelines
 * Sustainability - resources on WikiEducator.

=Social=

 * Liberating Voices Patterns
 * JSE SRI
 * EIRIS (Ethical Investment Research)
 * press conference to launch socially responsible investment index for africa

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=Economic=

 * Time Banking
 * Economic Classroom Experiments

=Environmental=

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Links to

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Courses Using this Module/Unit

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 * Understand the meaning of "sustainability" and how it relates to social entrepreneurship.
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 * Think global, act local ...


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User:Mathsfolk

Numberacy : Section 1
1. A bag contains counters which are red or yellow or blue.

The table shows each of the probabilities that a counter taken at random from the bag will be red or green or blue

A counter is to be taken at random from the bag.

(a) Work out the probability that the counter will be yellow.

The bag contains 500 counters.

(b) Work out the number of red counters in the bag.

2. Bob buys 2 cups and 6 plates for £10.00

Peter buys 4 cups and 10 plates for £18.00

Work out the cost of one cup.

5. Work out the coordinates of the midpoint of the line joining the points (4,6) and (6,8).

'''Use ruler and compasses to construct the bisector of angle PQR. You must show all your construction lines.'''

6. (a) Write 145 as a product of its prime factors.

(b) Find the HCF of 65 and 56.

'''7. Work out the total surface area of the shape drawn below. State the units with your answer.'''

Section 2
1. In one month the number of magazines sold and the number of books sold were in the ratio of 11:7

The total number of magazines and books sold in the month was 414

Calculate the number of books sold in the month.

2. Below are the first 5 terms of an arithmetic sequence.

3, 8 , 13 , 18 , 23 , ...

In terms of n, find an expression for the nth term of the sequence.

'''3. Doris inherited £5000. She invested this sum for four years in a special saving account that paid 6% per annual compound interest.'''

Calculate the total interest Doris earned after four years.

4. Ron, Vishna and Hendry shared 44 marbles in the ratio 2:4:5

Calculate the amount of marbles each of them will get.

Ron gets   Vishna gets'''

Henry gets

5. A teacher says to his class, 'For any whole number, n, the value of 6n-1 always comes to a prime number'

The teacher is wrong

Find one example which shows that the teacher is wrong.

6. Here is part of an article that appeared ina newspaper.

Hip hop chick lays Heavier Eggs

A local farmer has a chicken which, he says lays eggs that are 2% heavier when it listen to Hip Hop music

This increase of 2% represents 0.92g of egg.

Work out the weight of an egg laid by the chicken when it listens to Hip Hop music.

'''7. A gold coin has a volume of 2cm³. The density of gold is 19.3 grams per cm³ '''

Calculate the mass of the gold coin.

Section 3
1. Three students shared out £48 in the ratio 8:3:1

Lucy received the smallest amount

(a) How much did Lucy receives?

On her birthday Lucy received £52.50

She spend 7½% of this

(b) Work out how much of Lucy's birthday money is left.

Give your answer to appropriate degree of accuracy.

2. In a sale, the normal prices were reduced by 30%

Linda bought a mountain bike

The sale price of the bike was £190.

Work out the normal cost of the bike.

3. Kishan invests £600 at the beginning of 2005 ata compound interest rate of r% per annum

The value of £T, of his investment after n years, can be found using the formula

$$T=600\times(1.055)^n$$

(a) What is the value of the compound interest rate r%?

'''(b) Find the value of Kishan's investment aftr 25 years. Use your calculator.'''

'''4. Mr Carl bought a new car for £14,000. Each year the car's value depreciated by 15%'''

(a) What will be the value of the car at the end of the three year?

5. Jason wins 3360 with a lottery sratchcard.

He decides to share this money between his friend Mary and himself in the ratio of 5:7

(a) How much Mary does each receive?

Mary £

Jason £

Jason spends 20% of his share

(b) What percentage of the money does Jason now have?

6. Jack has 30 marbles in a bag

18 of the marbles are blue, 8 are Green and 4 are Red.

If she choose two marbles at random from the bag, find the probability that both will be of the same colour.

7. A factory selling washing machines increase the price of a washing machine by 21% to £632.

'''(a) Find the price of a washing machine before the increase. Give your answer correct to the nearest penny.'''

A washing machine losses 9% of its value after each year of use

If at the start of the first year a washing machine costs £632, find its value at the end of the third year.

Section 4
1. Paul buys a pair of trainers in a sale

The sale is offering 20% off all trainers.

What is the usual price of the price trainers?

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User:Galoubet

Home Back Forward

Libertarianism is a political philosophy that focuses on the rights of individuals.

It is the core belief in libertarianism that individuals have the right to do whatever they want with their person or possessions, as long as they do not infringe upon the same rights of others. Because of this belief, libertarians feel that groups, simply made up of individuals, have no more power than an individual. Therefore, most libertarians would say that there should be as little government as is practically possible. The main goal of libertarianism is to help individuals assume control of their lives.

Many people feel that the first libertarians were the founding fathers of the United States of America, namely Thomas Jefferson and the Democratic-Republicans, although influences can be traced all the way back to the Epicureans, who believed that the basis of society was a social contract in which all individuals acted not according to justice, but rather in order to advance the happiness of society.

John Stuart Mill and Adam Smith are considered to be extremely influential in the development of libertarianism. The most notable modern libertarians include Ayn Rand, whose philosophy of objectivism contains core libertarian beliefs, and Robert Nozick, who in his book Anarchy, State, and Utopia claims that libertarianism is the “framework for utopia” and that it is “inspiring as well as right.” Libertarianism should not be confused with liberalism. They were considered the same in the early to mid nineteenth-century, both sharing the same beliefs such as limiting state power and the benefits of a free market. But around the 1870s liberals were gradually moving toward the belief that the government was necessary in guaranteeing social justice. Liberalism developed into a philosophy which wants an increase in government power, taxes, and regulation. Libertarians feel this philosophy is very close to socialism and therefore do not agree with it. Libertarians believe that collecting taxes is another form of robbery. These are the basics of libertarianism, now lets go in depth.

As stated above, libertarianism is often tied to liberalism. This is the true origin of libertarian thought, as then the beliefs of liberals were very much the same as today’s libertarians. The origins of libertarianism stretch back into the Renaissance with the humanist scholars of that time. Galileo and Erasmus were among the main humanists who began this type of thought about human rights. Galileo, who was tried on suspicion of heresy, was made to recant his scientific ideas which challenged Church doctrine. This whole event is seen as a crucial part in the development of human rights issues. Erasmus, in his De Libero Arbitrio Diatribe Sive Collatio -- challenges Martin Luther regarding his limited views of free will, also addressing human rights.

With the Reformation and Enlightenment came further expansion on these topics. Thomas Hobbes was one of the chief contributors to liberal thought with his book Leviathan. In the book, Hobbes illustrates that in a state of nature, man has access to everything in his world. But, because of the issue of scarcity, a man is in a state of perpetual war with other men. He believed, as the Epicureans did, that men do not wish there to be war, and therefore have created a social contract, in which they can do and have what they want as long as they do not harm others. Law to Hobbes was simply an enforcement of this contract. This sounds like what we often think of as libertarianism.

It is hard to read of Hobbes without also coming in contact with John Locke. Locke too believed in the social contract, but expanded on Hobbes’ ideas of governing such a society. He believed that in order for peoples’ rights to be assured, the government much be approved by the governed. He believed every man had a natural right to “life, liberty, and property,” and that a government should work to insure those rights. Replace property with pursuit of happiness and low and behold you have the preamble to the United States Constitution.

Locke played an integral part in the evolution of libertarianism. As shown above he greatly influenced Thomas Jefferson, Alexander Hamilton, James Madison, as well as other founding fathers of America. Jefferson, who was the main author of the Declaration of Independence, retells the philosophies of Hobbes and Locke almost verbatim, and when looking at his career one can see that he was a staunch advocate for libertarian thought. Hamilton too, although often seen as Jefferson’s nemesis, shared some of the same liberal beliefs. Madison, who is often referred to as the “father of the constitution,” along with Jefferson and Hamilton, is responsible for the inclusion of these thoughts on liberty into what are thought to be America’s guiding principles.

John Stuart Mill, who carried on the tradition of liberal (or libertarian) thought, wrote in his essay On Liberty about the struggle between authority and liberty. A crucial point he makes which may put libertarian beliefs into question is his idea of "the tyranny of the majority." If the social contract theory remains in tact, and it is the peoples' job to create the contract while it is the government's job to enforce it, what is to be said if the prevailing opinion is one which an individual feels is immoral or simply does not agree with? Mill, then, is forced to develop a list of the very basic liberties an individual has. Let us see if any of them sound familiar.

 * 1) The freedom to think as one wishes, and to feel as one does. This includes the freedom to opinion, and includes the freedom to publish opinions known as the freedom of speech.
 * 2) The freedom to pursue tastes and pursuits, even if they are deemed "immoral," as long as they do not cause harm.
 * 3) The "freedom to unite" or meet with others, often known as the freedom of assembly.

These were the basic human rights, and to explain how the only way these liberties could be questioned, he is quoted as saying, "That the only purpose for which power can be rightfully exercised over any member of a civilised community, against his will, is to prevent harm to others."

Around the time Mill published his essay, the divide between what we think of as liberals and libertarians began. Those now considered to lean more towards the liberal side began showing an interest in more government power, most notably in the realm of economics.

The twentieth-century saw the further development of libertarian thought. It was being taught in various schools in the United States during the 60's and was greatly elaborated upon by Robert Nozick, a Harvard philosopher who many consider to be the greatest contributor to libertarian philosophy in recent times. In his book Anarchy, State, and Utopia, Nozick describes in detail the core libertarian beliefs and the problems in attaining a libertarian society, and the framework for such a "utopia." This is perhaps the most eclectic handbook on the principles of libertarianism out there. In it, he outlines the beliefs of John Locke and in essence, those of John Stuart Mill. Among the issues Nozick delves into in depth is that of the unique individual. In a libertarian society, or a "utopia" as he puts it, everyone has different interests ranging from their spiritual or intellectual drives to where they wish to live. Therefore, there is no society which will be completely "ideal" for everyone living in it. In Part III or the "Utopia" section of his book, however, he gives a list of "filters" and other ways to get around this. Obviously, there will be problems which arise when looking over his explanation of this "Utopia." But, it is apparent that criticism of libertarian thought is not a new thing.

Libertarianism is still a recognized political philosophy which maintains a place in our current system. Research after the 2004 Presidential election showed that 2% of American voters actually claimed themselves libertarians, while 16% said they hold libertarian views. This implies then, that people with libertarian views are increasingly becoming the swing votes in elections.

title: User:Galoubet


text:
Talk:Inkscape

Any thoughts on moving the WP inkscape howto page here. I suggested it on WP, but since it is used there as an internal reference document it may be inappropriately written, or out of scope for WV I thought I should ask for comment. Dgandhi360 20:45, 20 December 2008 (UTC)
 * If it is a stable document there, it would probably not be best to import it here unless there is some danger of losing it there. However, it may certainly be appropriate to use it as a starting point for a more comprehensive course on Inkscape.  The Jade Knight (d'viser) 08:53, 24 December 2008 (UTC)
 * Would certainly be a good idea to link to it, at least. The Jade Knight (d'viser) 08:54, 24 December 2008 (UTC)

Why not import it and use that as a starting point? That's what import is for :-). --SB_Johnny talk 14:07, 28 December 2008 (UTC)

title: Talk:Inkscape


text: Category:Respiratory medicine

title: Category:Respiratory medicine


text:
User:PMP Study Group

The PMP Study Group is a collaborative group of students and professionals committed to significantly increasing Project Management Knowledge and the PMP Certification Exam's first-time success rate now and in the future.

title: User:PMP Study Group


text: Portal:Social entrepreneurship/Curriculum/General/Social Innovation


text: Portal:Social entrepreneurship/Curriculum/General/Social Innovation Nav


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Orientation

The aim of this module is to develop a better understanding of Social Innovation and its role in Social Entrepreneurship.


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Preparation

No prerequisites but recommended preparation:
 * Introduction to Social Entrepreneurship.


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Tips

 * Navigation
 * Educators
 * Learners


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Objectives

 * Explore case studies of social innovation
 * Learn about the various dimensions of social innovation: personal, organisational, institutional
 * Query how social innovation relates to sustainability
 * Reach a level of understanding of social innovation to inspire your thinking about social entrepreneurship.


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Go

Take a look at the relevant Activities.


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Orientation/more

more orientation on social innovation ...


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Preparation/more

more on preparing for the social innovation module ...


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Tips/more

more tips for the social innovation module ...


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Guidance

Where to start is contextual. Try:

 * Social Innovation Conversations

... (add to more) -- >


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Objectives/more

more on the learning objectives for Social Innovation ...


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Go/more

alternative pathways to understanding social innovation ...


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/Guidance/more

more guidance ...


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

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

=Orientation and Grounding=

 * 1) Engage in discussion with fellow students and others about this topic.
 * 2) * What does it mean to you?
 * 3) * Can you think of any examples of social innovation?

= Reading and Discussion=
 * Read the articles referred to on the Resources page and revisit the thoughts you had while discussing social entrepreneurship earlier.
 * Surf the web to find out more.
 * Do you have anything to add to the conversation?

=Explore Case Studies of Social Innovation=

 * 1) Identify a case study where real social innovation occurred.
 * 2) * Add a link to the case study you have found or written here

=Experiential Learning=

Experiential learning will typically involve ... field work ... come back and share ... add links to the Community pages.

For this lesson, participate in a field trip to past projects with your institution, or read about them ....

=Share Your Knowledge=

 * 1) Contribute to this article: What is Social Innovation?
 * 2) Add a link from your user page to anything you have written (e.g. on your blog), or significantly contributed to.

=What Next?=

 * Collaboration and Partnerships or something else from the Curriculum.


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/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.

=Readings on Social Innovation=

 * Social Innovation Wikipedia entry

=See Also=

 * Centre for Social Innovation
 * Peace Education


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Portal:Social entrepreneurship/Curriculum/General/Social Innovation/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/Social Innovation/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


text:
User:Da Punk '95~enwikiversity

Full statement at m:User:Punk Boi 8

title: User:Da Punk '95~enwikiversity


text:
Java Tutorial/Beginning GUIs

Creating Your First Application

Your first application, HelloWorldApp, will simply display the greeting "Hello world!". To create this program, you will:

 * Create a source file

A source file contains code, written in the Java programming language, that you and other programmers can understand. You can use any text editor to create and edit source files.

 * Compile the source file into a .class file

The Java programming language compiler (javac) takes your source file and translates its text into instructions that the Java virtual machine can understand. The instructions contained within this file are known as bytecodes.
 * Run the program

The Java application launcher tool (java) uses the Java virtual machine to run your application. Create a Source File

To create a source file, you have two options:

 * You can save the file HelloWorldApp.java on your computer and avoid a lot of typing. Then, you can go straight to Compile the Source File into a .class File.

 * Or, you can use the following (longer) instructions.

First, start your editor. You can launch the Notepad editor from the Start menu by selecting Programs > Accessories > Notepad. In a new document, type in the following code:

Be Careful When You Type

Type all code, commands, and file names exactly as shown. Both the compiler (javac) and launcher tool (java) are case-sensitive, so you must capitalize consistently.

HelloWorldApp helloworldapp

Save the code in a file with the name HelloWorldApp.java. To do this in Notepad, first choose the File > Save As menu item. Then, in the Save As dialog box:

 * 1) Using the Save in combo box, specify the folder (directory) where you'll save your file. In this example, the directory is java on the C drive.
 * 2) In the File name text field, type "HelloWorldApp.java", including the quotation marks.
 * 3) From the Save as type combo box, choose Text Documents (*.txt).
 * 4) In the Encoding combo box, leave the encoding as ANSI.

The Save As dialog just before you click Save.

Now click Save, and exit Notepad.

Bring up a shell, or "command," window. You can do this from the Start menu by choosing  Command Prompt (Windows XP), or by choosing  Run... and then entering cmd. The shell window should look similar to the following figure.

a window where you can enter DOS commands

A shell window.

The prompt shows your current directory. When you bring up the prompt, your current directory is usually your home directory for Windows XP (as shown in the preceding figure).

To compile your source file, change your current directory to the directory where your file is located. For example, if your source directory is java on the C drive, type the following command at the prompt and press Enter:

cd C:\java

Now the prompt should change to C:\java>.

Note: To change to a directory on a different drive, you must type an extra command: the name of the drive. For example, to change to the java directory on the D drive, you must enter D:, as shown in the following figure.

Changing directory on an alternate drive

Changing directory on an alternate drive.

If you enter dir at the prompt, you should see your source file, as the following figure shows.

Directory listing showing the .java source file.

Directory listing showing the .java source file.

Now you are ready to compile. At the prompt, type the following command and press Enter.

javac HelloWorldApp.java

The compiler has generated a bytecode file, HelloWorldApp.class. At the prompt, type dir to see the new file that was generated, as shown in the following figure.

Directory listing, showing the generated .class file

Directory listing, showing the generated .class file

Now that you have a .class file, you can run your program.

If you encounter problems with the instructions in this step, consult the Common Problems (and Their Solutions).

Run the Program

In the same directory, enter the following command at the prompt:

java HelloWorldApp

The next figure shows what you should now see:

The program prints

The program prints "Hello World!" to the screen.

Congratulations! Your program works!

If you encounter problems with the instructions in this step, consult the Common Problems (and Their Solutions).

title: Java Tutorial/Beginning GUIs


text: User:KTucker/My Sandbox/Animals

title: User:KTucker/My Sandbox/Animals


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User:Stevenarntson/The Commons/assignments

 * Your grade in this class is divided into thirds: midterm, final, and participation. Also required is an ungraded self-assessment, completed at the end of the term.

midterm
As we discuss the term “public” this quarter, we will get into a variety of kinds of territory, and a wide variety of kinds of research will be enabled by our discussions. I would like your research to present the results of your own investigations—an offshoot, rather than an amplification, of things we’ve talked about in class.

For instance, if we discuss a particular artist in class, such as Damali Ayo, don’t pick her as your research project. We’ve already talked about her. Rather, do more research on other artists who are doing similar things. Here are a few ideas to get you started:

 * the law—what are the laws that restrict or enable free expression? federally? in Seattle? are there any individual cases that interest you?
 * an artist—who is an artist who’s doing interesting work in the public sphere? how do they do their work?
 * an interview—do you know an artist who does work in the public? Interview them and give a presentation about their work (I’ve also had students interview street performers at the Pike Street market).
 * work—is there a particular work of public art you’re interested in? What is the story of that piece? (in class, for instance, we'll discuss a giant Monolith that was planted in Magnusen Park in 2001.)

Presentations
Your presentation will be short—5 or 6 minutes. Please use multimedia to the extent that you can (show a short film clip, or some images, or play a short recording to keep things interesting). Be prepared—know what you’re going to say, and how long it will take. If you start to run long, I’ll stop you.

final
Your final project in Humanities I will be a stepping out—you’ll move from the classroom into the public sphere and do something, which you’ll document and present.

We’ve talked about many aspects of public art this quarter, and looked at some artists who work legally, and some who go outside of the law. For this project, I am not requiring that you do anything illegal. There are a myriad of ways one can act in public without doing anything wrong according to the law. That said, some artists also protest the law because they see it as unjustly interfering with their freedom of expression and action as guaranteed in the Bill of Rights. Use your own compass, as you do in the rest of your life, to decide what to do. Following are a few (legal!) ideas:

 * Music
 * Perform music somewhere in public where you will be seen. Be aware of the law in terms of decibel levels, amplification, and solicitation.

 * Visual Art
 * Put up some posters or stickers on telephone poles. In Seattle, posting on telephone poles was illegal for about 5 years, but the law prohibiting it was overthrown—these days, putting up posters or stickers on telephone poles is legal in Seattle.

 * Performance Art
 * Stage a performance piece in public--we’ve seen several examples of performance art this quarter that take place in public. Performances don’t need to be long or complicated. It could be as simple as asking a stranger to paint your portrait, or deciding to wear a pink shirt.

Presentations
You must arrange to somehow document your project. This can be done with photos, recordings, or simply writing out the narrative of what happened. In one way or another, you will then present your project to the class—your ideas, why you decided to do what you did, how it worked out, unexpected things that happened, etc.

Presentations will be 5 to 10 minutes long, and should be entertaining as well as informative.

Participation

 * Attendance, including field trips
 * Participation, including discussion and in-class assignments

Self Assessment
This is due, posted at your user page, on the final week of the quarter.


text:
User talk:Dark Obsidian/Archive/December (2008)

welcome back
 Hello Dark Obsidian, 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 12:24, 11 December 2008 (UTC)

Naming conventions
Before you do too many, just a heads up that the title-casing policy has been marked as rejected :-). --SB_Johnny talk 12:39, 16 December 2008 (UTC)

 * Thanks for the notification, I'll cease what I was doing and will find other activities to do. DarkObsidian  12:41, 16 December 2008 (UTC)

 * Wow that was quick :-). If you've got time for reading and thinking, we could certainly use some input on Policy review and Think tank. I'm also thinking of trying to make a policy around User:SB Johnny/On stubs, since the "stub deletion" stuff is still causing tensions on WV:RFD. --SB_Johnny talk 12:44, 16 December 2008 (UTC)

 * I like the idea around the "stubs" which you've done and also the Think tank - but in my view the Stubs section which you've written should be altered and changed so that it sounds like a policy, at the moment it only sounds like a discussion.  DarkObsidian  13:05, 16 December 2008 (UTC)

 * Well, it's just a "blog page" at the moment... a policy should probably not be in my userspace :-). Stubs might be the lace for a policy along those lines maybe? --SB_Johnny talk 13:11, 16 December 2008 (UTC)

 * Probably, though its best to ask other contributors to see what they think. DarkObsidian  13:13, 16 December 2008 (UTC)

 * Hehe, that's what I'm doing ;-). I've been chatting with a bunch of the folks on IRC as well, still more or less fishing for ideas at this stage. --SB_Johnny talk 13:17, 16 December 2008 (UTC)

CU
You may not have noticed my question to you on Cormaggio's CU nomination. If you have a moment, would you respond there? Thanks – Mike.lifeguard | @en.wb 04:05, 31 December 2008 (UTC)

 * You've got a response, apologies for the late reply. DarkObsidian  17:08, 31 December 2008 (UTC)


text:
Talk:Jet engine performance

Jet Engine Performance
Keep.

The article Jet Engine Performance originally appeared in Wikipedia and was written entirely by me. Wikipedia editors wanted the article split up into more digestible sections, but suggested, as an alternative, that it be transferred to Wikiversity. This I have done, but the article will need more work e.g. to restore the figures.

I consider the article to be of value to students of Aeronautical Engineering, particularly as it shows the iterative process required to do off-design calculations.

Geoffhodges 18:12, 9 May 2009 (UTC)geoffhodges

transwiki import
I have used Import: to transwiki the entire revision history of this page from Jet engine performance. It now needs cleanup. --mikeu talk 13:23, 30 June 2009 (UTC)

title: Talk:Jet engine performance


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Category:User no-N

Dette er kategorien for brukere som har norsk som morsmål

no:Kategori:Bruker no-N

title: Category:User no-N


text: Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships


text: Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships Nav


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Orientation

Almost all student activities (and real life activities) associated with social entrepreneurship are potentially collaborative. This section is a guide to collaboration and partnering.


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Preparation

No pre-requisites ... but do be familiar with wiki editing ...


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Objectives

 * About a variety of forms of collaboration
 * How to develop a working partnership
 * The benefits of working in partnership with others
 * Success factors for effective collaboration
 * How to formalise partnerships when appropriate
 * How to write a Memorandum of Understanding
 * How to draft contracts and catalyse approval processes.

 * Develop a "can do it together" attitude backed up by a work ethic of reliability and habit of delivery and support.
 * From dependence to dependable independent contributor, to a full appreciation and living out of interdependence (sensu Covey, 2004).


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Guidance

This module is of wide applicability and will serve you well in all endeavours. The ultimate goal is to develop an appreciation of:
 * Interdependence and
 * The Wealth of Networks.


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Go

To learn more, take a look at the relevant Activities and do those which are best suited to your learning style and which meet your needs.


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Tips

 * Navigation
 * Educators
 * Learners


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Activities

Select activities which best meet your needs and take a look at the Resources page for tools which might help.

This part of the curriculum covers two broad aspects of collaboration and partnering:

 * Teamwork in you own project
 * Collaboration and partnership with stakeholders and interested and affected parties.

For both of these explore the general concepts and practical approaches which may be applied in student social entrepreneurship projects.

Design activities which enhance understanding of the benefits and provide practical advice etc.

= Reflect on your own experiences of collaboration=

 * Can you think of an experience of achieving more or making a more significant contribution with a team than you could have on your own?
 * How did the cooperation come about?
 * What made this cooperation successful?
 * What energised you and the other participants?
 * What can you say about the participants (individually and as a team)?
 * Did the collaboration lead to longer term relationships?
 * If so, have you developed those relationships in further activities?

= Teams and Networks =

 * What is a team?
 * What is a network?
 * Discuss the similarities and differences.
 * What are some of the critical elements in a team/network?
 * Read Teams and Networks and reflect on your own experience trying to identify other beneficial elements of a team/network.
 * How can you use teams and networks to reach common goals?

=Communities of ____=

Explore the following (and related) concepts:

 * Club
 * Community of Interest
 * Community of Practice
 * Network of Practice
 * Social network
 * Association
 * Organisation
 * etc.

= Social Networking =

Online Academic

 * Join a new (or revisit an) online social network
 * Search for and create links with other social entrepreneurs, students of entrepreneurship or groups
 * Join a social entrepreneurship group within this network
 * Discuss and share learning.

Reading group
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:

Suggested discussion points:

=Approaches to Collaboration and Partnering=

Informal
...

By contract
...

Client as Partner
Some highly successful companies have a policy of "client as partner" to get away from this contract-delivery paradigm (we pay you to deliver for us).

This attitude of client as partner (or community as equal partner) is particularly important for community-based and services-based learning ...

=Experiential Learning=

This is your next step towards community engagement. 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 ....

Form or Join a Fellowship
How this happens will depend on your institution or other circumstances. The course manager/instructor may have a process which you are required to follow. If so, start there.

The important thing is to assemble a balanced team with a range of skills and capabilities. Recognise your strengths and weaknesses, and find ways to enhance the effectiveness of the team via collaboration.

Some of the techniques described below may be useful in your team's deliberations.

Explore Community Structure
By now you may have met some community members and have an idea of the structures and dynamics.

Discover existing networks, engage with them ... in creative dialogue.

Seek to understand.

What questions could be asked at this stage?

 * Is the community actually asking for anything?
 * Do you feel welcome?
 * Regarding the existing initiatives in the community
 * Are there any you would like to support/join?
 * How much buy-in is there among community members for these initiatives?
 * Were they initiated from within the community or externally?
 * Who do we contact in connection with ... (with a view to joining or supporting the initiative in some way).
 * If we do anything, who needs to know?
 * When can we meet again?

Record your activities, learning and plans emerging from this quest.

Outputs
This may be the start of a cycle of successive meetings which will become the real essence of your project.

Depending on the nature of your project the meetings and actions may result in one or more of the following (or something else entirely):

 * Memorandum of Understanding
 * Contract
 * Document describing collaborative arrangements
 * etc.

You would do well to document everything thoroughly every step of the way to ensure you have all the material needed for these outputs and other reports.

= What Next? =

The next module in this course is Developing a Social Entrepreneurial Idea|Developing a Social Entrepreneurial Idea.

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


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/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.

=Collaboration Hubs=

 * /Student Collaborative Project Outline/

=Readings=

The introductory page referred to Benkler (2006) and Covey (2004).

In addition to these, see:

=See Also=

 * Resources under Putting it all Together

=References=

=External Links=

 * StartingBloc
 * Group
 * Entrepreneurs Foundation
 * Social Entrepreneurs and the Third Sector
 * STRIKK - Social entrepreneurship & innovation
 * Teams and Networks


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/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.


text:
Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/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


text:
Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Orientation/more

more orientation ...


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Preparation/more

more preparation ...


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Tips/more

More tips ...


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Objectives/more

more on the anticipated learning outcomes ...


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Guidance/more

more guidance ...


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Portal:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships/Go/more

Alternative pathways ...


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Portal talk:Social entrepreneurship/Curriculum/General/Collaboration and Partnerships

What are the implications of Social Innovation for this section on partnering and collaboration?

Perhaps the whole curriculum could be built around the learner's case study. For this section the output would be some form of collaboration agreement or description of collaborative arrangements and activities? Kim 13:21, 20 August 2008 (UTC)


text: User talk:ERK

title: User talk:ERK


text:
User:ERK

About Me
I am from the United States, and an experienced editor of the English Wikipedia. Though new to Wikiversity, I expect to make a visible impact and contribute to the purpose.

Contacting Me
Feel free to post on my WV talk page, or contact through my En. Wikipedia talk page (User:ERK)

title: User:ERK


text:
World War I/Lesson 12 - The importance of World War I in the History of the 20th Century

Canada
Canada was a British Dominion before 1982. The relatively small nation was pushed to war as its mother country promised support to Belgium. Over the course of this war, tensions would arise between French Canadians and English Canadians over the involvement of Canada and conscription. During the war, Prime Minister Robert Borden promised women the vote if he was re-elected to office in 1917. This election between Borden and Laurier primarily dealt with conscription. Women who had men fighting overseas were permitted the vote. This was a huge step for woman suffrage.


text:
User:Cbuckley

See my page at Wikipedia.

title: User:Cbuckley


text:
User talk:Cbuckley

 Hello Cbuckley, 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 15:12, 22 December 2008 (UTC)

title: User talk:Cbuckley


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Telepathy

Welcome to the Wikiversity learning project for telepathy. This project guides participants towards scientific research concerning the possible existence of telepathic communication between humans. Participants summarize and provide links to past research results that have been published in scientific journals. Other "learn by doing" projects concern the exploration of telepathy through fiction as part of the Science Fiction Challenge.

Scientific research
Rupert Sheldrake has published results from several experiments that tested for telepathic communication. For example, see Testing for telepathy in connection with e-mails.

Learn by doing. Read a published research report describing an experiment testing for telepathy. Summarize the results of the experiment in a page section, below.

Telepathy in fiction
Is telepathy possible by means of known physics such as electromagnetic signals or is some type of new physics needed to account for telepathic communication of the type studied by Rupert Sheldrake?

Learn by doing. Help research and write a science fiction story about telepathic communication. Examples:
 * Mnemtronium - set in an imagined future after dark matter is fully understood. It is discovered that dark matter provides a way to account for some forms of Extra-sensory perception.
 * The search for Kalid (external link): a futuristic story which explores the boundaries of mind and machines with respect to telepathy and matter hiding devices.

title: Telepathy


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User talk:Tempodivalse

Click here to leave a message.

 Hello Tempodivalse, 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 15:58, 22 December 2008 (UTC)

title: User talk:Tempodivalse


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Portal:Government/Intro

Welcome to the Government Portal! This page is a guide to Wikiversity learning resources that are about politics in general. Please help create and organize learning resources at the content development projects.

title: Portal:Government/Intro


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Category:SSE To Do

This category provides a mechanism to find To Do items skattered around the SSE portal. Preferably move the To Do text to the issue tracker.

title: Category:SSE To Do


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Template:Project Current Theme

This is a work in progress - not ready for use.

Given a project key and a box name, returns the current theme name for that box. Edit this page to change the theme of all pages that share the current theme of your project by referring to this template.

Variables
project - a project prefix or key such as "SSE" for the student social entrepreneurship project.

box
 * - name of box in the project.

Used for example in the SSE pages - mostly under Curriculum/General.
 * values for box include intro, preparation, objectives, tips, guide, go, udc-nav, sustainability-nav, ...).

To Do

 * 1) Test
 * 2) * sort out things like parameters not set.
 * 3) Replace SSE Current Theme ...

title: Template:Project Current Theme


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Portal:Haitian history/INTERESTED LEARNERS

=Welcome= Now that you have decided to join this class, there are somethings that you'll need to do before you get started. First of all, you must sign up with the name that you'd like to be refered to by the instructor(s) along with your electronic signature. Please go the the class page to sign up.

Please, e-mail your class instructor after you have completed the registration process, some instructores will require an e-interview (either via ICC, IM or the Networking or class discussion page) before you can begin, otherwise you may start on the materials.

You are encouraged to participate on the talk page, and enteract with other colleagues.


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User:Harold

cs:Wikipedista:Harold

title: User:Harold


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User talk:Harold

cs:Wikipedista diskuse:Harold (only in Czech, English or German)

title: User talk:Harold


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ATP mentor training/Mentoring and competence expectancies

Mentoring and competence expectancies
Modern curricula today often define competence expectancies. A mentor should be aware of the competence expectancies of his protégé's curricula. This may be challenging for some mentors but teachers should be willing to help and to prepare material for mentors. A subject teacher only has to prepare material once for any number of mentors. The obligation of the mentor, of course, extends only so far as the mentor is competent to form an opinion about the protégé's competencies concerning a given subject.


text: Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Orientation

Ideas come from many angles ... community-needs-driven, technology-inspired, business opportunities, .... There is no shortage of ideas. The real challenge is to translate ideas into social benefit in a sustainable manner.


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Preparation

It may be wise to check out some of the earlier modules and look ahead to what's coming. This module is pivotal.


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Objectives

 * Developing an awareness of options for finding or generating social entrepreneurial ideas
 * Generating questions
 * Learning about techniques for idea elicitation and development.
 * Coming up with an idea for your project.
 * Taking the idea to fruition.
 * Learning how to facilitate, catalyse and/or participate meaningfully in collaborative idea generation and refinement.


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ATP mentor training/Tell me what I need to know

Tell me what I need to know
A useful ritual between mentor and protégé that builds trust and furthers mutual understanding is a formal request to tell each other the things that are "most useful", "most interesing" or "most necessary" in a given context or in general. The ritual should go both ways and encourage the protégé to be an advisor to the mentor (in so far as the mentor is interested to reveal personal information about himself to the protégé this can include personal advice).

The ritual allows the mentor to understand what the protégé considers relevant and to invite the protégé to consider the perspective of an adult when he tries to give advice to the mentor. The formal request to offer advice may sometimes require a quick reply but sometimes it may be wise to consider an issue until the next meeting. A mentor should try to make that distinction the first point to be considered each time a request is made. A typical issue that requires a quick reply is one that may have lost its currentness or may have become irrelevant for the protégé by the time of the next meeting.

Nuggets of wisdom
A mentor who is prepared for a request may be able to answer quickly and to offer a nugget of wisdom as if it was readily available, even if it required prior research to find an appropriate quote or other statement that seemed sufficiently interesting and thought-provoking for the protégé. It is preferable to allow the protégé to request a statement because otherwise the protégé may begin to feel lectured, which spoils the effect. A mentor can remind the protégé to ask for advice by asking for advice himself. A mentor shouldn't try to conceal prior research either. If the protégé asks where information like a given piece of information can be found the explanation may be educational in itself and may encourage the protégé to research knowledge himself. On the other hand, if the protégé doesn't ask revealing prior research may spoil some of the "magic" of a statement and the protégé may feel lectured.

The following handouts contain secret languages a mentor can explain to a protégé. All languages should have educational effects; if you can't understand the educational effect of a language you probably shouldn't try to use it. The languages should be explained one at a time, not all at once.

Topic roster
A topic roster can be used to help mentor and protégé to make requests according to well-known categories. The mentor can invite the protégé to propose new categories and the mentor can add categories himself. The mentor can make notes for each category, which should allow him to give an answer to the protégé after a quick glance at his notes. The protégé can offer his own roster for the mentor, if he is interested to do so. The roster can be given markers for topics the mentor sees as important (but not important enough to raise a topic without request).

As has already been mentioned the mentor doesn't have to reveal how much work has gone into writing notes. A few handwritten notes for each category should suffice and more detailed material (or even handouts) may quickly become boring for some protégés and might spoil the positive effect of personal attention.


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Tips

 * Recall community lead innovation.
 * Consider how this module is affected by the others.


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Guidance

 * Draw up a checklist of what needs to happen for the seed of an idea to grow into towering tree.
 * Share it with others, and consider a joint checklist.
 * Revisit and modify your checklist frequently and notice how it changes.
 * What have you learned in the process?


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Go

Take a look at the relevant Activities and do those which are best suited to your learning style and which meet your needs.


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Orientation/more

more orientation ...


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Preparation/more

more preparation ...


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Objectives/more

more on learning objectives ...


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Go/more

alternative first steps and pathways ...


text: Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea Nav


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Activities

Select activities which best meet your needs and take a look at the Resources page for tools which might help.

=Preparation=

Revise the preceding modules in this social entrepreneurship curriculum. Have you learned anything that could inform idea generation (the process and the ideas themselves)?

Look ahead in the syllabus to see where we will be going with the ideas. For example, look ahead to the sections on resourcing projects (and the Resources section of this module) and see what types of initiatives are being funded already. Would any of those types of projects be ideal for implementation in any of the communities with which you are associated?

Check out the ideas list(s) and improve it if you can.

Do you already have an idea? Working with the community in eliciting and developing ideas is important, and here we point to some approaches which may help.

Learn about:

 * Facilitation
 * Dialogue mapping
 * Appreciative Inquiry
 * Positive Deviance
 * PIPPA
 * World Cafe

Self Assessment
Who in your team is best for which roles?

etc.
Practice:

 * Individually or in a small group, discuss what questions need to be asked in order to generate ideas？
 * What written, web or other media sources might point to ideas for social entrepreneurship?
 * Are there any methods or techniques of eliciting needs, ideas, etc.?
 * Try some of them out in small groups - simulating what might happen in a real workshop with community members (do some role playing).
 * Developing the idea(s) ... bouncing it/them off others (fellow students, potential stakeholders, ...), ... refining the idea ... share ... consolidate ....

=Experiential Learning=

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

Plan the Interactions
Draw up an agenda for the next meeting with a longer term plan in mind (this will evolve).

Meet with the Community
Meet repeatedly to develop the rapport.

Successive meetings should drive progress towards agreed goals.

Generate Ideas
Actively engage with the community, facilitating dialogue to co-generate a range of ideas ...

Document all the ideas for future reference (some may be taken up by other teams).

Goal Setting
Focus on one idea: prioritise the ideas and choose one that is of importance to the community on account of its potential social impact and which is feasible.

Outputs
By the end of these interactions you should have an idea which has been collaboratively generated, selected and agreed upon.

=What Next?=

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


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Resources

Ideally, structure the resources to match and thereby support the Activities, but include some designed to spark new ideas (perhaps by topic).

Background Reading and Links

 * Share Ideas (mostly using mobile communications).
 * Appropedia - many ideas for improving quality of life ...
 * and a Social Entrepreneurship portal
 * Entrepreneurship in Africa - a discussion from entrepreneurship to social entrepreneurship in Africa.

Processes

 * Participatory Impact Pathways Analysis
 * Appreciative inquiry
 * Positive Deviance

General

 * Open Content for Development and wiki

Water

 * H2O Africa Foundation
 * Working for Water

Food and Agriculture

 * Permaculture - see also: topic/department
 * Bio-intensive method

Technology for Development
Check out the work being done in the following and think about how some of the technologies may be used for social upliftment. Most of the software produced is FLOSS.

 * Information and communication technologies for development
 * Meraka Institute
 * Ghana-India Kofi Annan Centre of Excellence in ICT

Campaigns
The entire idea might be a campaign (e.g.) concerning one of the issues above, or a campaign might be part of a wider initiative. Social software mentioned under Resources in module Putting it all Together might be useful (e.g. CRM software).


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/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/Developing a Social Entrepreneurial Idea/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/Developing a Social Entrepreneurial Idea/Tips/more

more hints for the module "Developing a Social Entrepreneurial Idea": ...


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Portal:Social entrepreneurship/Curriculum/General/Developing a Social Entrepreneurial Idea/Guidance/more

... more guidance for "Developing a Social Entrepreneurial Idea" ...

Look ahead to the next module on Sharing Ideas.


text: Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas


text: Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas Nav


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Orientation

Raising Awareness of an idea and developing the idea further.

Ideas improve with sharing.

How to share ideas.


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Orientation/more

more orientation for sharing entrepreneurial ideas ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Preparation

Explore your prior knowledge and experience. What factors would you consider when sharing ideas?

Target audiences, channels of communication, aims, ...

Think broadly: reaching youth via soccer fields, community centres, community radio, the Internet (social networking sites, etc.), ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Objectives

 * Understanding the value and purpose of sharing ideas.
 * Practical ways of sharing ideas and raising awareness.
 * Radiate "abundance" and growth of ideas while inspiring others to enhance and refine them.


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Go

 * Learn more via the Activities


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Tips/more

More Tips for sharing social entrepreneurial ideas ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Tips

Read Lessig on the future of ideas and associated discussions on the Internet.

Recap: Developing a Social Entrepreneurial Idea.


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Preparation/more

more preparation ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Objectives/more

more on anticipated learning outcomes ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Guidance

Try sharing some of your own ideas and see how they grow ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Guidance/more

more guidance on sharing ideas ...


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/Activities

Select activities which best meet your needs and take a look at the Resources page for tools which might help.

How to raise awareness and share ideas in a particular context ...

How you go about this depends on the nature of the idea, the community with which you are working, and other factors.

Identify the most popular means of communication in the target communities.

=Learn About Communication and Media=

Where appropriate, consider the following communication channels:

 * House to house,
 * Newspapers, bulletin boards, billboards, bumper stickers, brochures, ...
 * Community radio, TV,
 * SMS, MXit, IMS, ...
 * Wikispaces, Wordpress, Facebook, ...

=Brainstorm with your Team=

Practice run: call your team together and brainstorm ... target audience (NGOs, community itself, faith organisations, ...), production of the promotional material, ....

=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 ....

Brainstorm a communication strategy with the relevant community members.

Before actually implementing any part of this strategy, ensure you have full support by the community and preferably have them do it themselves in their own way.

= Scale up=

Share the idea wider ... alternative channels, scale up if required (e.g. from community to national radio), ...

Share the idea with (e.g.) NGOs doing something similar or who have experience of promoting ideas.

=What Next?=

 * Resources and Processes for Social Entrepreneurship or some other part of the Curriculum (e.g. for revision or a wider perspective).


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Portal:Social entrepreneurship/Curriculum/General/Sharing Ideas/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.

 * For wiki sharing see:
 * Composing free and open online educational resources
 * Learning4Content

Promotional Tools
If working in a context with connectivity, use:

 * Twitter
 * Facebook.


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Portal:Social entrepreneurship/Curriculum/General/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.


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Portal:Social entrepreneurship/Curriculum/General/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


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BCP/Corylus avellana 'contorta'

Corylus avellana 'contorta'

title: BCP/Corylus avellana 'contorta'


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BCP/Corylus avellana 'contorta'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SBJ 13:17, 26 March 2008

title: BCP/Corylus avellana 'contorta'/Logs


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User:Nikkis

{| style="background:#FFFFFF;"
 * width=75% valign="top" |

Dieser Benutzer spricht Deutsch

This user speaks English

Cet utilisateur parle français

Hic usuarius simplici Latinitate contribuere potest

{| style="background:#E8E8E8;" Home wiki: German-language edition of Wikipedia
 * width=75% valign="top" |

International projects
Meta-Wiki – Wikimedia project coordination Commons – Media repository Wikispecies – Directory of species

Sister projects
Wikipedia – Encyclopedia Wiktionary – Dictionary  Wikibooks – Textbooks and manuals  Wikinews – News  Wikiquote – Collection of quotations  Wikisource – Free-content library

Wikiversity in other languages
Česky Deutsch Ελληνικά English Español Français Italiano 日本語 Português

‣ Overview

title: User:Nikkis


text: Portal:Social entrepreneurship/Curriculum/Social Enterprise


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/more

More ...


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User:Mitchfry

Mitchel G. Fry Instructor, Computer Science transfer program Chemeketa Community College Salem, Oregon Work Email: mfry5@chemeketa.edu Personal Email: mitchfry@msn.com

title: User:Mitchfry


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Orientation

towards an understanding of social enterprise ...


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Orientation/more

further orientation on social enterprise ...


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Preparation

Most people know something about business management and development, and about entrepreneurship.

What principles can we build upon for social enterprise development?

In addition to those principles, what else is needed for social enterprise development?


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Preparation/more

more preparatory notes for the Social Enterprise module ...


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Tips

 * Navigation
 * Educators
 * Learners


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Tips/more

more hints for getting started with the Social Enterprise module ...


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Objectives

 * Understand the term "social enterprise"
 * Gain some knowledge and experience of real world social enterprises
 * Understand the principles necessary for social enterprise development
 * Become an ethical entrepreneur working professionally for social good.


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Objectives/more

... more on the anticipated and possible learning outcomes ...


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Guidance

 * Read up on the terminology
 * Look at case studies
 * Explore approaches and principles
 * Foresight and scenario plan your own ideas


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Guidance/more

more guidance for the Social Enterprise module ...

Check out the Resources section in the Sustainability module - specifically those relating to sustainability reporting.


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Go

Try the suggested Activities and suggest some of your own.


text: Portal:Social entrepreneurship/Curriculum/Social Enterprise/Activities


text: Portal:Social entrepreneurship/Curriculum/Social Enterprise/Community


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Links

Courses Using this Module

 * Social Entrepreneurship


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Portal:Social entrepreneurship/Curriculum/Social Enterprise/Go/more

more on the next step in the Social Enterprise module, and alternative pathways ...


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Portal:Social entrepreneurship/Curriculum/Social Enterprise Teaser

 * Social Enterprise Development
 * Sustainable Enterprise


text: Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship


text: Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship Nav


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Orientation

A range of approaches can be used for managing a project (/programme/ initiative/ etc.) depending on the nature of the project, its size, the number of people involved (project team, interested and affected parties, and stakeholders), time pressures, extent of impact, etc., ....

These factors also determine the types of resources needed.

This module provides a broad overview methodologies - enough to help you decide what approaches to use and how to modify them for your particular situation - and approaches to raising funds, finding resources to implement an idea, organisational processes and resource management.


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Preparation

Revisit the case studies and find out how they were resourced.

How do the other social entrepreneurs go about it?


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Tips

 * Case Studies
 * Profiles


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Orientation/more

more orientation for Resources and Processes for Social Entrepreneurship ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Preparation/more

more preparation for the Resources and Processes for Social Entrepreneurship module ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Tips/more

more hints for the Resources and Processes for Social Entrepreneurship module ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Objectives

Awareness and some experience of

 * organisational management approaches
 * project management methodologies
 * problem structuring
 * planning
 * fund raising
 * proposal development
 * relationship management
 * etc.

Broadening your knowledge of these things and actually using/practicing some of them will grow your confidence and willingness to help and inspire others.


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Guidance

Make a checklist of types of resources one might need in a social entrepreneurship project. State how you would acquire these resources. During the module, update your list with new resource types and strategies.


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Objectives/more

elaborate the anticipated learning outcomes ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Guidance/more

more guidance ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Go

Try the Activities ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Go/more

more next steps and alternative pathways ...


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/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.

Processes
A range of approaches can be used for managing a project (/programme/ initiative/ etc.) depending on the nature of the project, its size, the number of people involved (project team, interested and affected parties, and stakeholders), time pressures, extent of impact, etc., ....

This module provides a broad overview methodologies - enough to help you decide what approaches to use and how to modify them for your particular situation.

Complete Methodologies/Approaches

 * Outcome Mapping
 * Strengths, Weaknesses, Opportunities, Threats (SWOT) Analysis
 * Appreciative Inquiry
 * Asset-Based Community Development and Wikipedia article.

Problem Structuring

 * Soft Systems Methodologies
 * Multi-methodologies
 * Analytical Hierarchy Process

Planning and Project Management

 * Adapt approaches of Agile software development
 * Theory of Constraints
 * Total Quality Management
 * Program Evaluation and Review Technique

Proposal Development

 * Logical Analysis
 * Log Frame Analysis

Micro-finance

 * KIVA initiative.


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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Activities

Activities
Select activities which best meet your needs and take a look at the Resources page for tools which might help.

Design activities which enhance understanding of the benefits and provide practical advice etc.

=Preparation=

Learn about:

 * Strategic Planning ...
 * Project management ...

Role playing project planning, scenario planning, conceptual modelling, ...

Recall previous notes on TQM, ToC, AI, ....

=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 ...

Develop a Strategy for Achieving the Goal
... analysis ... design ...

Project plan.

=What Next?=

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