text:
Outcome mapping/Case Studies/SSE

NB This is a proposal, shared for educational purposes and to invite comment (and direct editing) during the process of its development. There is no guarantee that the actual programme will follow this approach.

For the moment, we share possible outcomes for consideration in the SSE initiative.

Introducing Outcomes
Outcomes reveal the extent and different kinds of impact of the initiative on the beneficiaries/participants. Simply put: what difference has been made in the lives of the people we have reached? This means that we measure impact via indicators of the amount of change in the behaviour, attitude, skills, knowledge or the situation of participants.

In order to develop the outcomes, the goals and activities of the project need to be considered. A commonly used outcomes-based process would define a project as follows: goals, objectives, activities, intended outcomes and corresponding indicators.

Goals and Objectives of the SSE Initiative
For example, the student social entrepreneurship initiative includes the following goals:

 * to establish a network of South African universities around the theme of community outreach and social entrepreneurship
 * the network should leverage the abilities of young people to partner with communities to create new initiatives for community development as well as support transparency and identification of bottlenecks for service delivery in these communities
 * the network hopes to generate youth unemployment opportunities by imparting the skills to start-up and manage organisations
 * As a whole, the initiative aspires to engender a “can do” attitude in communities to identify challenges and apply innovative solutions to addressing them.

These are indeed ambitious goals to be realised in a complex situation.

Objectives and activities that are designed to achieve these goals include:

 * creation or adaptation of free/libre and open source material in a wiki that can be utilized in a student community either regionally or nationally;
 * creation of a network of student social entrepreneurs locally and internationally that will communicate, and share learning and experiences online;
 * development of a database clearing house for all role players engaged in social entrepreneurship and community engagement projects;
 * development of a collaborative framework online game for students in higher education institutes to facilitate community engagement, and for students to present their projects using multimedia online, assess projects by peer review and evaluate them online; and
 * use innovative information technology for capturing data in communities that will give baseline data and indicate overall progress on service delivery.

Based upon the goals and activities a list of outcomes may be generated that is grouped according to the scope and focus areas described in the programme goals and objectives.

Impact
The types of behavioural changes we might like to observe include:

 * University lecturers, students, social entrepreneurs and community representatives collaborating on social entrepreneurship curriculum development.
 * Output: A relevant social entrepreneurship curriculum for the SA context that is used by tertiary institutions.
 * Personal (and productive) relationships being established as a result of people meeting via the network.
 * Long term relationships between tertiary institutions, community organisations and social entrepreneurs.
 * NGOs and CBOs with positive attitudes towards student social entrepreneurship programmes and active participants therein.
 * Social entrepreneurs who have identified financing opportunities via the network.
 * Students who practice social entrepreneurship.
 * Students using the network to learn from each other.
 * The network sustaining itself without outside intervention.
 * Disengagement by the organisations and partners seeding the initiative (i.e. a sustainable network no longer needing their support).
 * The network participants actively use the IT platform (wiki, mailing list, gaming system, etc.) effectively.
 * The network participants use these IT platforms in preference to their normal means of communication (e.g. sending email to each other).

Programme Development
Assessing the project core team and working groups:

 * The focus of the core team and working groups has shifted from intense active participation in facilitating formation of the network, to less intense catalysing collaboration among the participants and guiding them, towards self-sufficiency
 * NGOs and CBOs report that they have benefited by the student social entrepreneurship project and are prepared to use the systems and contribute
 * Students work together as teams with each other and with NGOs and CBOs
 * Students understand the needs of the communities with which they have engaged
 * Communities engage positively with the process and express empowerment through collaboration

 * Students have experienced meaningful community engagement and express positive outcomes.

Although the focus of Outcome Mapping is on outcomes described in terms of interactions among people and organisations, it is often useful to define some outputs.

List of Possible Outputs

 * A self-sustaining, self-organising network.
 * A South African curriculum for student social entrepreneurship that is comprehensive, of good quality and usable in different contexts by different users.
 * Research results on how to stimulate the birth and growth of a collaborative curriculum development network, and communities of user-producers.
 * Establishment of a prediction market for social entrepreneurship project proposals.
 * Research results on the effectiveness of a prediction market as a mechanism for giving people incentives to disclose information or knowledge they have.
 * New social entrepreneurs.
 * Funding mechanisms identified for social entrepreneurship projects.

Finally, in order to know whether the outcomes have been achieved indicators need to be developed.

title: Outcome mapping/Case Studies/SSE


text:
Talk:Outcome mapping/Case Studies/SSE

Reference at the foot of the page to nnlm.gov
Check whether they actually applying Outcome Mapping and using the term "outcome" in the same way? How does the rest of their approach match Outcome Mapping? Ktucker 01:46, 6 January 2009 (UTC)

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

title: Talk:Outcome mapping/Case Studies/SSE


text:
User talk:Kevingan

 Hello Kevingan, 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! --Juandev 05:42, 6 January 2009 (UTC)

Language
Hi, if you would like to indicate that you are a student of French, you can just add: or  for Spanish language.--Juandev 05:46, 6 January 2009 (UTC)
 * I have just did it: .--Juandev 05:50, 6 January 2009 (UTC)

title: User talk:Kevingan


text:
User talk:Theosophical Initiate

 Hello Theosophical Initiate, 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! --Juandev 05:43, 6 January 2009 (UTC)

title: User talk:Theosophical Initiate


text: User:Kevingan

title: User:Kevingan


text:
User talk:Jenkelly89~enwikiversity

 Hello Jenkelly89, 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! --Juandev 05:58, 6 January 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jenkelly89. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jenkelly89~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jenkelly89~enwikiversity


text:
User talk:Obaid~enwikiversity

Welcome
Hello Obaid, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies; or
 * Chat with other Wikiversians on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Juandev 05:59, 6 January 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Obaid~enwikiversity


text:
User:Jiggyasa

hi!! i am jiggyasa agrawal. i have taken admission in information technology!! i want to master this field!! i have tis much potential!! plz if anyone is interested in me i want to have some tutorials!!!

title: User:Jiggyasa


text:
Introduction to Complexity Theory/Big O Algorithm Analysis/Quiz

{Which of the following is the most efficient? - $$O\left(2^{n}\right)$$ + $$ O\left(\log\left(n\right)\right)$$ - $$ O\left(n^{3}\right)$$ - $$ O\left(4n^{3}\right)$$
 * type=""}

{In how many steps would the binary search algorithm halt if it were to search for the value $$17$$, in the set $$S=\left\{2,3,5,7,11,13,17,19,23\right\}$$? { 2 | two | Two | TWO | tWo | twO | tWO | TwO | TWo }
 * type="{}"}

{What is the big O of the algorithm mentioned in the previous question? + $$O\left(\log\left(n\right)\right)$$ - $$ O\left(n\right)$$ - $$ O\left(c\right)$$ - $$O\left({n \log\left(n\right)}\right)$$
 * type=""}


text: User:Hannawang

title: User:Hannawang


text:
Swedish Language/Buying and Selling

Example sentences
 Hon tog upp en femhundralapp ur sin plånbok och betalade för varorna. She picked up a 500-crowns' bill out of her wallet and paid for the items. Kunden har alltid rätt. The customer is always right. Jag handlar alltid på ICA. I always do my shopping at ICA. Det där är inte något svenskt mynt! That is not a Swedish coin! Plastkassarna kostar tre kronor. The plastic bags cost three crowns. En krona är värd två femtioöringar. One crown is worth two 50 öre coins. I snabbkassan skannar du av dina varor själv. In the fast track you scan your products yourself. Böcker är billigare på nätet. Books are cheaper bought on the net. Jag såg att de hade svenska päron på fruktavdelningen. I saw that there were Swedish pears for sale at the fruit department. Kundvagnarna hämtar du ute på parkeringen. The customer wagons are found outside on the parking.

Example text
Anna-Karin ska köpa middag till familjen. I affären plockar hon upp sin inköpslista och läser: "Ett paket köttbullar, två ärtsoppa, tre filmjölk och två mjölk." Affären säljer också färskt bröd och det tycker Anna-Karin är gott. I kassan lägger hon alla varor på bandet med streckkoden åt rätt håll för att underlätta för kassörskan. Sist lägger hon kundpinnen på bandet så att nästa kund kan börja fylla på med sina varor. Anna-Karin betalar med kort, packar alla varorna i en papperskasse och går ut. Det har redan hunnit bli mörkt!

''Anna-Karin shall buy dinner for the family. In the shop she picks up her shopping list and reads: "A package of meat balls, two packages of pea soup, three sour milk and two milk." The shop also sells fresh bread which Anna-Karin thinks is tasty. At the cashier she puts all her items on the conveyor-belt with the bar code facing in the correct direction in order to make it easy for the cashier. Last, she places the checkout-divider on the conveyor-belt so that the next customer can begin to do the same. Anna-Karin pays with her card, packs all her goods in a paper bag and leaves the shop. It has already got dark!''

Exercises
Translate into Swedish, please 1. Do you have a one hundred crown bill? 2. Paper bags are bigger than plastic bags. 3. Don't use the magnetic strip in this card reader. Use the chip. 4. Press the "OK"-button! 5. You have to do the packing yourself.

Translate into English, please 6. Vi säljer en del dyra modekläder till rika kändisar. 7. De där byxorna passar dig perfekt! 8. Jag tror vi behöver åka en sväng till stormarknaden. 9. Ditt konto har inte täckning för detta. 10. Kan man betala med euro här?

Answers

title: Swedish Language/Buying and Selling


text:
Talk:Intermediate Swedish 1

Scope of the course
 Vocabulary: Increasing the vocabulary specifically regarding buying, medical, computers, animals, sports, maths, geography Grammar: The course shall extend the grammatical base for the student. focus on verbs, aspects and prepositions/particles, follow up on declensions. Spelling: Focus on connection between spelling and speaking. Translation: Each lesson shall have example sentences and example text. Exercises: The exercises should be in level with the lesson. Listening: Spoken examples shall be available for each lesson. Level: The work load of each lesson should be in level with the others. Diagnostic Test shall cover all lessons. There shall be correct answers to each exercise available. This course has focus on verbs and vocabulary.

Prerequisities
 University level course, following on the Introduction to Swedish course. The student has studied other languages before. No previous knowledge of Swedish is required.

Remaining work

Define lessons 6-12
Make navigation bar.
Finish lessons 1-5.

Continuation course
Intermediate Swedish 2

--Mats 08:39, 10 January 2009 (UTC)

title: Talk:Intermediate Swedish 1


text:
Swedish Language/Particles

med
- Kom med mig - Come with me '''1. preposition with.''' - Jag med! - Me too! '''2. too.''' - Jag håller med - I agree. '''3. post position for inclusion''' - Är du med på detta. - Will you join us in this? '''3. post position for inclusion''' - Jag är med er. - I am with you. '''3. post position for inclusion''' - Jag skickar med en SCART-kabel med TV. - I will include a SCART-cable with the TV. '''3. post position for inclusion'''

Example text
Pia har hällt upp ett glas mjölk åt varje barn. "Kom hit och fika nu!" ropar hon "Men vi har ju inte lekt klart än!", ropar Cilla tillbaka. "Ni får leka mer senare", anser Pia. Barnen sätter sig till bords och börjar äta. Kalle och Filip har tagit med sig sina leksaksbilar. De kör ikapp med bilarna mellan tallrikarna. "Låt bli och lek medan ni äter!", säger Pia. "Ni får lägga bort de där." Charlotte är klar först och vill gå ut och leka i trädgården. Pia tycker annorlunda: "Du får inte gå iväg från bordet förrän alla har druckit upp sin mjölk!"

''Pia has filled a glass of milk for each child. "Come and have som buns!", she calls. "We haven't finished yet!", Cilla calls back. "You may continue playing later", Pia thinks. The children sit at the table and start to eat. Kalle and Filip have brought their toy cars. They race the cars between the plates. "Don't play while eating!", Pia says. "You must put those away." Charlotte is done first, and she wants to go out and play in the garden. Pia is of another opinion: "You may not leave the table until everybody has finished their milk!"''

Exercises
Translate into English 1. Vad har du gjort med henne? Hon är mycket arg på dig. 2. Flickorna har gått in i lekstugan. 3. Jag har lagt i femton kronor i automaten. 4. Hon strök under det viktigaste medan hon läste i boken. 5. Kan du titta till mina saker medan jag badar?

Translate into Swedish 6. Can you come over to me? 7. She is making herself more beautiful. 8. We walked around a lake. 9. The house was burnt down. 10. You should untie the knots before removing the shoes.

Answers

title: Swedish Language/Particles


text:
Swedish Language/Declensions

More Irregular Declensions
Irregular nouns type 2.4a.2 (-on)

Irregular nouns type 1.3a.3 (-änger)

Irregular nouns type 1.5c (-öss)

Irregular nouns type 1.5c.2 (-äss)

Irregular nouns type 1.5c.3 (-än)

Irregular nouns type 1.3a.5 (-ätter)

Irregular nouns type 1.3a.5 and 1.3a.6 (-ötter)

Irregular nouns type 1.3a.8 (-äder)

Irregular nouns type 1.5b.2 (-öder)

Irregular nouns type 1.2d.2 (-ödrar)

Irregular (borrowed English declension) of nouns type 1.9c (-s) (slang declension)

Declension table
Use this table for reference when learning new Swedish nouns.

Exercises
Translate into English 1. Jag har inte sovit på två nätter. 2. Bröderna har köpt en segelbåt till sommaren. 3. Har ni sett några spår av möss här? 4. Ägarna till bolaget var inte överens. 5. Museet stänger klockan fem.

Translate into Swedish 6. Which countries have you been to in Europe? 7. The kid had opened her eyes and started to move. 8. This town isn't big enough for us. 9. The nuts left in the bowl are impossible to open. 10. Many persons have contributed to this wiki.

Answers

title: Swedish Language/Declensions


text:
Swedish Language/Aspects

Exercises
Translate into English 1. Hon tog bort skräpet från källaren. 2. Han samlade in uppsatserna. 3. De lade till med båten vid bryggan. 4. Det är inte ok att hon äter upp min mat. 5. Du får äta av min mat.

Translate into Swedish 6. I don't have any money now. Can you pay the expense for me? 7. Norvegians have bought all houses in the area. 8. Finish your chewing before trying to talk! 9. The company have opened a new market. 10. I don't like that she is interfering when I try to do my homework.

Answers

title: Swedish Language/Aspects


text:
User:Clemensraphael

I would like to welcome every visitor to my page. My name is Clemens Kaindlstorfer, I am 18 years old and I am from Austria!

Here is one of the best websites concerning science: www.edge.org  -scientists from all over the world browse their articles which bring themselves to the edge of their "special subject" -just take a look ;)

title: User:Clemensraphael


text:
Assistant teacher program in adult education

Assistant teacher program in adult education
This page is not a single course but a collection of optional modules and ideas to make the Wikiversity assistant teacher program useful in adult education, for instance in adult high schools or folk high schools. The Wikiversity assistant teacher program is primarily useful for long-running education programs where the participants can feel as part of a learning community.

Wikibooks

 * Parent Education Course Writer's Guide

Forum

 * Topic:Assistant teacher program/Forum

Specific goals

 * Assistant teacher program for asylum seekers


text:
User:Jan Schomaker

In other Projects: de:Benutzer:Jan Schomaker
 * Wikipedia
 * Wikibooks
 * Commons
 * Wiktionary
 * Wikisource
 * Wikiquote
 * Incubator
 * Wikinews

title: User:Jan Schomaker


text:
User:MNite75

Education IS freedom

I am new to editing Wiki pages of any kind. So bear with me as I learn.

I am a student, residing in Alaska. I am a Mechanical Engineering Major. I believe that information should be free, and that this is the purpose of the internet. I am here to contribute to the Wikiversity project because I believe that education empowers people.

title: User:MNite75


text:
Draft:Archive/2024/OpenOffice.org/Calc

A similiar program to Microsoft Office Excel.

Calc User Guide

title: Draft:Archive/2024/OpenOffice.org/Calc


text:
Green IT

Green IT (Green ICT or Green Computing) is the study and practice of using computers and telecommunications in a way which maximises positive environmental benefit and minimise the negative impact. Energy efficiency of equipment is a major concern of Green ICT, but also the energy embodied in the equipment and the use of materials and how they are recycled. Green ICT seeks to guide technological implementation using accepted management practises, in support of business.

Origin
The topic was originally created by User:Tom Worthington based on the Green ICT Strategies e-Learning Course. A certified version of the course is available from the Australian Computer Society. The Australian National University's College of Engineering and Computer Science will offer the course from July 2009 as Green ICT Strategies (COMP7310).

Course components

 * 1) /Introduction/
 * 2) /Global ICT Footprint/

Learning Tasks

 * (Carbon Footprint) The carbon footprint is amount of greenhouse that is emitted to perform a specific task, job or process. Embed the Green IT approach in a broader concept of the carbon footprint. E.g. if flights of 10 people that want to join a meeting a specific location is replaced by one video conference.
 * (Total Cost of Ownership) Transfer the concept of Total Cost of Ownership (TCO) to Total Carbon Footprint (TCF). What are the challenges, benefits and drawbacks of such an approach.

Links
School:Information technology

Harnessing green IT:principles and practices

Green-IT

title: Green IT


text:
Green IT/Introduction

Introduction to agriculture IT
'''Agricultural IT is the study and practice of using computers and telecommunications in a way which maximises positive environmental benefit and minimises negative impact. Energy efficiency of equipment is a major concern of Green ICT, but also the energy embodied in the equipment and the use of materials and how they are recycled. Green ICT seeks to guide technological implementation using accepted management practises, in support of business interaction. '''

GREEN ICT- Green ICT is an emerging discipline philosophically centred on a concern for sustainable development and seeks ways to implement that through ICT systems. Beyond the direct environmental impact of the equipment, the way it can be used to reduce the adverse impact of other systems is of concern. Typically ways to use ICT to reduce materials and energy, such as by replacing travel with electronic communications, is a consideration.

Effects, both negative and positive of ICT--

Keep in mind that ICT is only a business enabler in most organisations. How much do ICT professionals need to know about the business aims of the organisation to help with green ICT? Does anyone in the organisation know what the many components of the ICT system of the organisation (servers, application, network maintenance, email) are and how these contribute to the organisation's carbon footprint and waste material contribution? The organisation might currently measure its ICT operation in terms of dollars spent, person hours of effort, lines of code generated, Gflops or GBytes of storage.

Understanding climate science
Sustainability includes social, economic and environmental concerns. A good example of this are the issues around Climate Change, and Global Warming, specifically with an expected long-term significant increase in the average temperature around the world. The Intergovernmental Panel on Climate Change (IPCC) has reported that during the 20th Century, the temperature has been increasing due to rising greenhouse gas concentrations. This is most likely due to human activity ("anthropogenic"). The major anthropogenic greenhouse gas is carbon dioxide (CO2), with concentrations increasing due to burning fossil fuels and deforestation.Global_warming Global_warming Most relevant to ICT is the burning of fossil fuels such as coal, oil and natural gas in electricity power stations to generate electricity, which is then used to power computers and telecommunications.

Effects
An increase in average global temperatures is expected to cause the retreat of glaciers, reduction in Arctic ice, and a rise in sea level, resulting in flooding. It is also expected to result in a change in regional weather patterns, with rain (precipitation) increased in some areas and reduced in others and an increase in storms (extreme weather events). This is likely to result in changes in agriculture, water supply and extinctions.

Responses

The two major responses to global warming are to reduce greenhouse gas emissions and to adjust human activities to accommodate it. The primary international agreement on combating global warming is the Kyoto Protocol, which aims to stabilise greenhouse gas concentrations. The primary method envisaged for implementation of the treaty is emissions trading, with companies purchasing credits to emit in a market, within a limit set by government.Global_warming

Read now

ACS Policy Statement on Green ICT (August 2007). Wikipedia entry for Green computing Chapter 2 "Understanding climate science", of the Garnaut Climate Change Review Final Report, Commonwealth of Australia 2008.

From your reading, be sure you can answer the questions;

 * 1) What are the strengths and weakness of Green ICT?
 * 2) What are the differences between the ACS Policy statement and the Wikipedia entry's approach to Green ICT? Did the ACS address everything to do with Green ICT? What did they emphasise? Why do you think they did this?
 * 3) What are the main areas for Green ICT? Are they mutually supportive, or are there trade-offs? For example installing new efficient computers may increase the amount of hazardous waste generated from the scrapped computers.

Origin
The course was originally designed by User:Tom Worthington for the the Australian Computer Society. The course notes are available in the book Green Technology Strategies: Using computers and telecommunications to reduce carbon emissions (2009 ISBN 978-0-9806201-3-9).

The course is run as Green Technology Strategies in the Computer Professional Education Program, Australian Computer Society (first run as "Green ICT Strategies" in February 2009) and Green Information Technology Strategies (COMP7310), in the Graduate Studies Select program, Australian National University (first run as "Green ICT Strategies", July 2009).

Links
Topic:Green IT

title: Green IT/Introduction


text:
User:Clareturton

Clare Diana Turton - Born 25th February 1976 in Newcastle Upon Tyne, United Kingdom

title: User:Clareturton


text:
User:Ryunakut

new here.

title: User:Ryunakut


text:
User talk:Gtrejo0922

 Hello Gtrejo0922, 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! --Juandev 08:02, 7 January 2009 (UTC)

title: User talk:Gtrejo0922


text:
User talk:Adrian H

 Hello Adrian H, 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! --Juandev 08:02, 7 January 2009 (UTC)

title: User talk:Adrian H


text:
User talk:Anselm~enwikiversity

 Hello Anselm, 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! --Juandev 08:03, 7 January 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Anselm~enwikiversity


text:
User talk:Unknownstreetboy

 Hello Unknownstreetboy, 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! --Juandev 08:03, 7 January 2009 (UTC)

title: User talk:Unknownstreetboy


text:
User talk:Deathgleaner

 Hello Deathgleaner, 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! --Juandev 08:06, 7 January 2009 (UTC)

Soapbox?
What the hell is a soapbox? Deathgleaner 03:53, 1 September 2009 (UTC)

title: User talk:Deathgleaner


text:
User talk:Ryunakut

 Hello Ryunakut, 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! --Juandev 08:06, 7 January 2009 (UTC)

title: User talk:Ryunakut


text:
Markets, Games, and Strategic Behavior/2008

This page is an experiment in student generated answers to homework questions. In Markets, Games, and Strategic Behavior, we covered a diverse number of topics. The lecturer will pose a question and the students will provide the answer(s). Feel free to improve on other students' answers, put alternate answers and pose new questions. Feel free to clarify the questions as well.

Question 1
Take from class, the Diamond Dybvig model with $$L=.5 $$ and $$R=2 $$, two impatient depositors and two patient depositors. Each depositor has $1000 to deposit in the bank. Let us say that deposits are insured up to fraction $$f $$. For what values of $$ f $$ is there only one equilibrium and what values are there two equilibria? (For each dollar put in the bank yesterday, early withdrawers are guaranteed to get $$1*f$$ and late get $$2*f$$.)

Answer 1
The bank expects the two impatient depositors to withdraw today and the two patient depositors to withdraw tomorrow. Hence, yesterday, the bank sets aside $2000 for today and invests $2000 for tomorrow. Now today, the depositors must decide whether to withdraw today or tomorrow. We assume that the impatient depositors withdraw today. Now We can examine this as a game between the two patient depositors. Each has to decide whether or not to withdraw today. When $$ f=0 $$ the payoffs as discussed in class.

For a general $$f $$, we must calculate again each of the payoffs. If both withdraw today, the bank can pay the first 3 depositors the $1000. The last depositor will receive $$f $$. Thus, the expected payoff is $$ 750+(f/4)*1000 $$. If one withdraws today and the other withdraws tomorrow, the bank will be able to pay all three today, and the depositor withdrawing tomorrow receives $$ 2000*f$$. Rewriting the game yields.

We see that if one patient depositor withdraws today, the second patient depositor only has incentive to withdraw today if $$ 750+1000*(f/4)>=2000*f $$. Hence, if and only if $$f<=3/7 $$, there is a possibility of two equilibria.

Question 2
Part A.

Examine the second treatment of the Beer-Quiche game where there is a 2/3 chance of the proposer being strong.

Payoffs: Proposer, Responder

Can there be a pooling equilibrium where both proposers choose Quiche and the responder flees? Does this seem reasonable to you? Part B.

Assume the odds of a strong hand is 80%. Find any equilibrium. Is it signalling or pooling? Extra hard: what happens if it is 60%?

Question 4
There is a Beersheva to Haifa train line. Travellers either go between Haifa and Tel Aviv with demand $$12-p $$,	Tel Aviv and Beersheva 12-p,	Haifa and Beersheva. $$18-p$$, Say it is all owned by one profit maximizing monopolist with marginal cost of zero. For simplicity assume that the monopolist must set the price of the Haifa-Beersheva route equal to the sum of the other two. What would he charge for all three routes? Now say the government thinks it needs to add competition to the rail industry. It divides things into two companies. One takes care of the Haifa-Tel Aviv route and the other the Tel Aviv-Beersheva route. The price of the combined trip is the sum of the other two. What are the new prices? Who wins and who loses?

Question 5
Students like to go to the Haifa Ball depending upon how many other students go there. Tickets cost 32 NIS each. There are 1000 students indexed by i from 1 to 1000. Student i has value vi=i. Student i has utility (in shekels) for going to the Ball of $$v_i{n \over 5000}$$, where n is the total number of students going to the Ball. (i) If everyone believes $$n=500 $$, which students will be willing to go to the ball? (ii) What is the threshold number of tickets sold above which it will be a success and below which it will be a failure? (iii) What is the equilibrium of tickets sold if the ball is a success? (iv) What is the equilibrium of tickets sold if the ball is a failure?

(i)n=680

(ii) 200

(iii) 800

(iv) 0

Question 6
In the takeover game, assume that the value for the seller is uniformly distributed between 50 and 100. Assume that it is still worth to the buyer 3/2 times the seller’s value. What should the buyer offer to the seller?

p=100

Question 7
A monopoly has marginal cost of 5 and faces a demand of q=20-p. What price should he charge to maximize profits? Let us say it is a vertical market of two firms: supplier and retailer. What would the price would the supplier charge the retailer? What would be the price charged to the end consumer? If the supplier charged a franchise fee in addition to wholesale price, what would they be? Extra: Solve the above problem for the general case of marginal cost of c facing demand of q=A-p where (A>c).

Max П=(20-p)p-5(20-p)=(20-p)(p-5) ,П'/p'=-2p+25=0  ,,Pm=12.5, Пm=12.5*7.5-5*7.5=56.25

П retailer=Pc*q-Ps*q=(20-q)q-Ps*q ,Пr'/p'=20-2q-Ps=0  2q=20-Ps          q=10-0.5Ps

,П supplier=Ps*q-5*q= Ps*(10-0.5Ps)-5*(10-0.5Ps)

Пs'/p'=10-Ps+2.5=0      Ps=12.5 q=3.75    Pc=20-3.75=16.25

П retailer=14.0625,     П supplier=28.125     summ П=42.188

Question 8
El Al and British Air are competing for passengers on the Tel Aviv- Heathrow route. Assume marginal cost is 4 and demand is Q = 18 − P. If they choose prices simultaneously, what will be the Bertrand equilibrium? If they can collude together and fix prices, what would they charge. In practice with such competition under what conditions would you expect collusion to be strong and under what conditions would you expect it to be weak. Under what conditions should the introduction of BMI affect prices?

Question 9
Solve a three stage ultimatum game where in the first stage player A offers player B an offer for a $10 pie. If this offer is rejected, then the pie shrinks to $8 and player B makes the offer. If this offer is rejected, then the pie shrinks to $6 and player A makes the offer. If this final offer is rejected, then the payoffs are 0 to both players. (Assume the possibility of continuous offers.)

Question 10
You get in a taxi. Should you bargain over the price at the beginning or end of the trip? Why?

÷===Question 11===

Home Box Office is a pay-TV service that is based in the US. After showing only movies they decided to increase subscribers by introducing shows such as Sex and the City and the Sopranos. A person enjoys a show for its quality and whether they can talk about it next to the water cooler the next day at work. Given that someone has seen the show, the probability that one can talk about it f is just the number of people who have seen the show divided by the total number of people. We index the possible viewers by i (from 1 to 1000). Viewer i has parameter vi where vi = i. Viewer i values subscribing to HBO 9+ (vi/10)· f. Note that 9 is the value of HBO from the sheer quality. The price charged for HBO is 30. (i) If everyone believes f = .4, which people will subscribe to HBO? (ii) What is the threshold number of subscribers above which HBO will be a success and below which HBO will be a failure? (iii) What is the equilibrium number of subscribers if HBO is a success? (iv) What is the equilibrium number of subscribers if HBO is a failure? i.475 ii.300 iii.700 iv.0

Lab report 2 questions
Which price should be higher: monopoly or Bertrand price competition? Which to consumers should be higher: monopoly or Bertrand Complements? When demand is 15-p and mc=6, what should a monopolist charge?

When demand is 15-(p1+p2) and mc=3 for both firms, what is the equilibrium price (it is Bertrand Complements)?

Lab report 3 questions
If they value R tomorrow less than 1 today, Impatient depositors will always want to withdraw today: True or False?

For no matter what values of L and R (L<1, R>1) and any number of depositors, there will always be two equilibria in the Diamond Dybvig model: True or False

For 4 depositors (2 impatient and 2 patient), L=.6 and R=1.5 what are the payoffs for (today, today)?

For 4 depositors (2 impatient and 2 patient), L=.6 and R=1.5 what are the payoffs for (today, tomorrow)?

Lab report 4 questions
If in the Network Experiment values were drawn from 0,10 and p=2.1, then what is the expected proportion of consumers buying in the success equilibrium. .2 .3 .4 .5 .6 .7yes .8

If in the Network Experiment values were drawn from 0,10 and p=2.1, then what is the threshold/tipping point? .2 .3yes .4 .5 .6 .7 .8

If in the Network Experiment values were drawn from 0,10, then for what prices is failure the only equilibrium? p=25

Give an example of Network Externalities that wasn't mentioned in class.

Lab report 5 questions
Assume the seller has a value distributed uniformly from 50 to 100 and receives an offer of p. What is the expected value of a seller accepting an offer? (50-p)/2 p/2 (100+p)/2 (50+p)/2  yes

Assume the seller has a value distributed uniformly from 50 to 100 and receives an offer of p. What is the probability of the seller accepting an offer? p/50 (p+50)/100 (p-50)/50  yes (p-50)/100

Assume the seller has a value distributed uniformly from 50 to 100. It is worth 3/2 times the value to the buyer. The buyer does not know the value. What is the optimal offer p to make to the seller?

p=100

What is the expected profits of the buyer making the optimal offer in the previous question?

profit=12.5

Lab report 6 questions
The profit of a monopolist is higher than the upstream firm in a vertical monopoly. True False

If the upstream firm can charge a franchise fee, how much would it charge per item in addition to this fee if its marginal cost is 3 0 between 0 and 3. 3 twice the marginal cost (i.e., 6). = this

other

Say demand is D=16-p and mc=0. How much would a monopolist charge? p=8

Say demand is D=16-p and mc=0. How much would the consumer pay if there is a vertical market (upstream and downstream)?

Lab report 7 questions
A buyer's investment cost is C. The gains in profits is G. The supplier can raise price by R. If the buyer switches the loss is B. By what amount R (in a one shot game) will it be rational for the buyer to stay with that firm? any R no R. R>G G>R G-C-R>B (tomer)

When will the buyer choose not to invest? G-C-R<0 G-C>0 G-B<0 G-C-B<0

Assume C=2000. Give a case of R, B, G where the subgame equilibrium is inefficient?

Assume C=2000. Give a case of R, B, G where the subgame equilibrium is efficient?

Lab report 8 questions
If a team goes up in order of the draft (can select earlier), then the team will always get better players the team will never get better players the team will sometimes get worse players the team will always get the same players

Teams selecting players by a draft will Always be Pareto Efficient Only sometimes be Pareto Effiicent Never be Pareto Efficient Can always be improved by allowing trading afterwards

If Team 1 prefers A to B to C to D (A>B>C>D) and Team 2 prefers B to C to D to A, then what are the sincere choices.

If Team 1 prefers A to B to C to D (A>B>C>D) and Team 2 prefers B to C to D to A, then what are the sophisticated choices.

Lab report 9 questions
1st degree price discrimination always gives (weakly) higher profits than 2nd or 3rd degree price discrimination. true false

2nd degree price discrimination always gives (weakly) lower profits than 3rd degree price discrimination. True False

There are two students. One values one calculator at $20 and two at $20. The other values one at $30 and the other at $40. It costs $7 to produce each calculator. If a seller can charge different prices for different quantities, what would he charge?

There are two students. One values one calculator at $20 and two at $20. The other values one at $30 and the other at $40. It costs $7 to produce each calculator. If a seller can charge different prices to different students but not for different quantities, what would he charge?

Lab report 10 questions
The buyer (row player) knows the state. For which state would he buy insurance? Good Bad

The company (column player) knows the state. For which state would it agree to sell insurance? Good Bad

Lab report 11 questions
A peacock's tail is an example of signalling. True False

In treatment 2, what is the minimum fraction of strong types needed for a pooling equilibrium? 3/4 2/3 1/2 1/3

What was the reason that Cho Kreps gave for why pooling could not occur having both types each quiche?

Give an example of signalling in the real world.

Why is the payoff to a row player buying insurance 60?

What would the equilibrium (without information) be if this payoff were instead 40?


text:
Java Platform, Enterprise Edition

The Java 2 Platform, Enterprise Edition (J2EE) is a set of specifications and practices that together enable solutions for developing, deploying, and managing multi-tier server-centric applications.

Contents
This collection contains a tutorial for Java Enterprise Edition, links to related pages in Wikipedia, Wikibooks and over the internet.

Java EE Tutorial
Java EE Tutorial Starts Here.

Java EE Glossary
Java EE Glossary Contains the definitions for all Java EE related terms.

Official Links

 * Sun's Java EE Tutorials

title: Java Platform, Enterprise Edition


text:
Java Platform, Enterprise Edition/Java EE Glossary

A
Applet - Runs inside the Web browser

C
Common Gateway Interface or CGI

E
Enterprise Java Beans Entity Bean

J
JavaServer Page or JSP - A page of html that contain java codes, which runs on the Server and creates an html page, which is send to the Client browser

M
Message Bean - messages that are send between tiers of a multi tiered application Multi-tiered Architecture

S
Servlet - Java Class that runs in the Server and creates a web page in response to a request from a client browser

Servlet Container - A specialized web server that supports Servlet execution. More..]

Session Bean - A kind of Enterprise Bean that keep track of an internet session between the client and the server

T
Tier - A layer in the Multi-tiered Architecture


text:
User:Anselm~enwikiversity

Hello, I am Anselm, I studied Latin to University degree level many years ago and then taught Latin to High School students for a number of years. I am afraid my Latin is very rusty so I will be interested to see how Wikiversity can help.

title: User:Anselm~enwikiversity


text:
User:Graeme E. Smith

Graeme E. Smith is a amateur scientist working in Artificial Consciousness. He is currently self-publishing a series of 3 books called the modeling series that describes first, a model of memory, secondly a model of mind, and thirdly a self-help book on intuition based on the first two books. He can be contacted at grysmith@telus.net

Large Projects:

Artificial Consciousnes

GreySmith Institute of Advanced Studies,

Mentorship Portal

Courseware:

Artificial Consciousness..................................introduction to Artificial Consciousness Introduction to Non-Genetic Darwinism.............An Introduction to Darwinism unrelated to speciation Introduction to The Religion of Unit Field ..........an Introduction to my private religion

Un-reviewed Articles:

on Memory:

 * [[Media:Building_a_Demand_Based_Memory.pdf|Building a Demand Based Memory]]
 * Modularity Revisited: Three Phases of Modularity in the Cerebral Cortex
 * Phenomenally Implicit Memory:Scope and Limitations
 * Objections to the HTM model

Articles currently under review by Dr. LaBerge: NOTE these files may not yet be stable!

on Memory:

 * [[Media:The_Bottleneck_a_New_Perspective.pdf|The Bottleneck a New Perspective]]
 * Multi-Phase Attention
 * Dual Mode Cortex

on Neural-Anatomy:

 * Allocortical Areas: Implicit Memory with no Explicit Access?

 * Local Transport Pyramidal Layer, Laminae IIIc in core and belt: How signals from the rest of the brain mix with local transport between core and belt

Books:

Datamining Your Intuition

Datamining Your Intuition If it ever gets transwiki-ed.

Sand Boxen:

Article Sandbox Template Sandbox Math Sandbox Interwiki Sandbox

title: User:Graeme E. Smith


text:
User talk:JWSchmidt/Blog

Hi. I've proposed this page for deletion. According to the policies, I should try to "make an effort to first understand the purpose of this page". I guess these policies are rather intended for pages in the main namespace; the purpose of this page is clearly stated at its very beginning: "This is an "open blog"." And it's the reason why I nominated it for deletion. Please comment in the appropriate section: Requests for Deletion. Thanks. guillom 10:15, 7 January 2009 (UTC)
 * Aside: I am very glad for this blog - it provides a fascinating and valuable window into one aspect of the development of Wikiversity as a project and community, across its formative years. Thank you for keeping it, John. –SJ + > 12:46, 11 July 2011 (UTC)

title: User talk:JWSchmidt/Blog