text:
Social psychology (psychology)/Tutorials/Cross-cultural training

Purpose
The purpose of this tutorial is to:
 * 1) Develop academic knowledge and experiential skills for developing effective behaviour in cross-cultural contexts (building on the communication tutorial and the relationships lecture);
 * 2) Explore culture shock and the stages of cultural adaptation
 * 3) Understand the process of cultural mapping

Equipment

 * 1) Name tags & markers

The story of my name

 * Purpose
 * 1) This is an introductory cross-cultural communication exercise intended for exploration of one's cultural heritage and the cultural heritage of others, as represented by our names.
 * 2) A second purpose of this exercise is to develop communication and presentation skills.

 * Steps
 * 1) Ask participants to partner up with someone in the room whom they do not know very well (however, most students seem to prefer and be more comfortable doing this exercise with someone they know a bit).
 * 2) Ask students to interview one other about the "story of their name", e.g.,
 * 3) * Find out about first, middle, and last names - also ask about nicknames and self-chosen names such as "screen names"; consider e.g.,
 * 4) ** What does each mean?
 * 5) ** Why was each chosen?
 * 6) ** What is the personal/family/cultural history behind each name?
 * 7) ** How do these names "work" in the "real world" - are there problems?
 * 8) Allow ~15-20 minutes for the interviews (~5-10 mins each partner)
 * 9) Each person presents "the story behind their partner's name" to the whole group (helps to reinforce the [[/Tutorials/Communication|communication skills tutorial] - e.g., participants should clarify their understanding of the story behind their partner's name with their partner before presenting).
 * 10) Allow approx. 20 minutes for each person to share the story behind their partner's name (depends on size of group; ~1-2 mins per person introduced)
 * 11) Tutor writes names on a whiteboard (as they are introduced) because often difficult or unusual names are not clearly pronounced and hence not clearly understood.
 * 12) See also: The story of my name (Wilderdom)

How Australian are you?

 * 1) In 2008, we tried asking people about their cultural identity and whilst somewhat revealing at times, most struggled to understand or describe what this might consist of for themselves.
 * 2) Thus, for future tutorials, an idea is to instead explore the question "How Australian are you?". Invite students to self-rate themelves on a 1-10 scale (1 = not very Australia; 10 = very Australia) and to plot their score on the whiteboard..
 * 3) Discuss why or why not different people consider themselves as having an "Australian identity". This would also help lead into the next tutorial on the "Australian Zeitgeist".

What is culture?
Purpose: This is an introductory exercise to explore the abstract concept of "culture" by "making it strange" or "defamiliarising" (ostranenie) and then trying to (re)build a shared understanding of what it is, at least from a social psychological perspective.

 * Ask the class to define "culture"
 * Note: Culture contains the word cult - ask what the difference is between cult and culture
 * Concept map answers on the whiteboard
 * Encourage the class to develop a tight, dictionary-like definition.

Additional activity: Cultural identity

Culture shock

 * What is it? (define)
 * Why does it occur?
 * Who has experienced culture shock (or knows someone who has?) (ask for examples)
 * What were the lead up circumstances?
 * What were the symptoms? (consider Affect, Behaviour, and Cognition)
 * What happened afterwards? How was it dealt with?
 * How can it be dealt with, minimised or prevented? (this is dealt with in the next section)

"The term culture shock is used to describe the emotional and physical discomfort a person suffers when moving to a completely new environment. Individuals often experience a lack of direction, a feeling of not knowing what to do or how to handle things, how to react and of not knowing what is (in-) appropriate. Culture shock is a natural and human response to new cultural experiences."

- 20px

"I feel different from everyone else. . . . I can't really be with anybody because people can't understand me, and I can't understand them. I feel it is hard for me to tell them all what I feel or express myself. So, I just keep my feelings inside."

- 20px

Cultural adaptation

 * Ask students what phases might be involved in cultural adaptation:
 * Culture shock doesn't come out of nowhere, and that it doesn't necessarily last. So, what is the process - what sorts of experiences does someone have in a new culture?
 * Encourage students along these lines to see how much of the thinking behind the following stages of cultural adaptation they can generate (usually much of it).
 * Present and discuss Winkelman's stages of cultural adaptation.
 * Ask participants whether they can think of (and share) instances in their own lives (or the lives of others) when they've experienced at least some of the suggested stages of cultural adaptation.
 * e.g., Fabrizio and Neill (2005) used Winkelman's stages of cultural adaptation to discuss the experience of going on a camp or outdoor education program.

Strategies for adaptation

 * How can we help a person to culturally adapt?
 * Consider what could be help someone adapt, as a warmup for the cultural mapping exercises
 * Ask students to propose ideas about how to help someone adapt culturally?
 * Scenario: Sarah has been to assigned to coordinate a 12 month social development program being operated by an international aid agency in a refugee camp in Africa.
 * How could Sarah prepare to cope with the challenges of cultural adaptation that she might face?

Overview
The cultural mapping technique draws on experiential, learning, social-cognitive, group-based development theories, such as used in the EXCELL (Excellence in Experiential Learning and Leadership) cross-cultural competency training program (for more information, see the Sociocultural competencies lecture) which utilise these ABCD training steps:
 * 1) Alliance building and assessment: Participants are encouraged to explain how they would approach the specific task in their original culture and the underlying values for such behaviours.
 * 2) Cultural mapping: Generate a cultural map (with specific, micro-steps for how to perform the given task in the new culture) (with help from experts) . The cultural map is laid out in four stages of interactions, the ABCD model :
 * 3) Approach: Making initial contact
 * 4) Bridging: Building a relationship
 * 5) Commenting: Communicating the key message
 * 6) Developing/Closure: Closing and setting up next contact
 * 7) Demonstration and coaching: The trainers model the cultural competency by role-playing a practice scenario, and demonstrating the sequence of micro skills represented in the cultural map. Subsequent simulations are then encouraged from the participants, with the trainers providing corrective feedback and conducting re teaching where appropriate.
 * 8) Homework and review: Participants then find real life scenarios in which to practice their newly-learnt cultural skills, reporting back to the group about their experiences in the next session.

What is cultural mapping?

 * A sociocultural training technique.
 * A clear, simple, step-by-step description of one effective and appropriate way of behaving in a specific social situation, with explanation for why these behaviours are preferred.
 * Involves making explicit the script for achieving tasks in socio-cultural settings with which one is unfamiliar, i.e., this explicit script can function as a 'map' for navigating new social territory.
 * In particular, a cultural map makes explicit the usually unwritten, specific ways of competent behaving in a particular context.
 * It is first necessary to define a skill or competency one wishes to perform in the unfamiliar culture, e.g., disagreeing with someone.

How to construct a cultural map

 * It can be helpful to initially map how the competency is performed in a familiar culture setting. Then move on to map how it is performed in the new culture (according to what has been observed about the new culture and with the aid of cultural experts), e.g., "What do people who effectively disagree in culture x do?"? Include verbal and non-verbal responses, with examples.
 * Break-down the behaviours into precise, observable, sequential steps which can be reproduced by an observer.
 * It can be helpful to structure cultural maps using the ABCD model (Ishiyama, 1998)
 * Attending
 * Bridging
 * Commenting
 * Developing/Closing
 * Other suggestions for constructing cultural maps
 * Provide cultural explanations behind the behaviours, and compared with the cultural explanations of the learners.
 * Provide alternative strategies and behaviours.
 * Offered as one socially appropriate, context-specific way to navigate in the new culture, but not prescriptions to follow without question.

Demonstrating development of a cultural map
Demonstrate the process of cultural mapping using an example chosen by the class: helpful for getting around in an unfamiliar place.
 * Choose a cultural context and select a skill e.g.,
 * an Australian university and asking a lecturer for help might be a familiar one
 * how to approach and enter someone's house in Rwandan culture might be unfamiliar
 * In in a novel culture, a cultural map can be helpful guide; just as a geographical map might be

 * Cultural mapping example: A university student seeking help from a lecturer in a twenty-first century Western culture
 * 1) Approach: The first stage is to approach the lecturer. The tasks involved in this stage include:
 * 2) * choosing an appropriate time to see the lecturer (e.g., during the lecturer's consultation time)
 * 3) * knocking on the office door and waiting for a "come in" response before moving into the office
 * 4) * making eye contact
 * 5) * facing the lecturer, and
 * 6) * maintaining an open body gesture.
 * 7) Bridging: The bridging stage comes next. It links the initial approach stage to the next stage of making the request to the lecturer. Appropriate bridging word phrases and short questions include, saying in a normal clear voice, e.g.,
 * 8) * "Excuse me...", "Do you have a minute?"
 * 9) * "Is this a good time for me to ask you and I would like some help with ... ".
 * 10) Commenting: The third stage is the commenting stage where the request is clearly explained. The task here is to state the request or issue clearly, directly, and succinctly, and supporting the request with relevant documents if appropriate. The student may check if the meaning is clear.
 * 11) Developing/Closure: The fourth stage is the developing/closure stage where the dialogue may continue around the responses to the request and eventually lead to a closure of the social encounter. At closure, the student can briefly thank the lecturer for his/her time and advice before leaving the room. For example, the student could say
 * 12) * "I really appreciate your help with this", or
 * 13) * "Thank you, I will see you at the next class".

Additional exercises: /Cultural map development/ and /Cultural map role-plays/

Discussion

 * Ask class for suggestions about the strengths and weaknesses of cultural mapping and thoughts about how it could be applied.

ucspace

 * 1) Tutorial Cross-cultural training I (2007)
 * 2) Tutorial Cross-cultural training II (2007)
 * 3) Cross-cultural training tutorial (ucspace)
 * 4) Cross-cultural psychology (2007 overview)

jtneill (del.icio.us)

 * 1) Culture
 * 2) Culture shock
 * 3) Cultural adaptation
 * 4) EXCELL


text:
Social psychology (psychology)/Tutorials/Australian zeitgeist

 * Social capital, social disengagement, and the Australian Zeitgeist

Purpose

 * 1) To introduce three related socio-psychological terms: social capital, social disengagement, and zeitgeist, and to discuss these in relation to current Australian society(ies).
 * 2) To consider social researcher Hugh Mackay's "Social disengagement: A breeding ground for fundamentalism" speech.
 * 3) Brainstorm ways to address current social capital issues in Australia.

Key concepts
This tutorial explores three societal-level, socio-psychological constructs in an Australian context:

Social capital

 * What is it? (some ideas)
 * "Quality" connections within and between social networks
 * Potential "social good" which can be drawn upon
 * A key ingredient for healthy, civil society
 * Community involvement/engagement
 * "Positive" interpersonal connections -> healthy, civil society
 * Commodification of people value
 * Akin to / related to human capital, environmental capital, economic capital
 * Is it necessarily "good"?
 * e.g., consider - Nazi society in the 1930's-1940's had high social capital?
 * How might it be developed and enhanced?

Social disengagement

 * What is it?
 * (Collective/normative) social isolation, social disconnection, social exclusion, alienation
 * Relatively low levels of social interactivity
 * Individuals (or small groups) operating relatively individually, with minimal interaction with the social fabric/networks
 * What are its risks/consequences?
 * Mackay suggests "fundamentalism" is a risk/consequence

Zeitgeist

 * What is it?
 * "Spirit" or "flavour" of the times or an "era" (for a particular society at a particular time)
 * Collective consciousness
 * Cultural climate
 * What is the current Australian zeitgeist?
 * This question is tackled by Hugh Mackay in his speech

Social disengagement: A breeding ground for fundamentalism
"It seems to be a law of nature that when any society goes through a period of upheaval and transformation, simplistic world-views increase their appeal..." Arguably Australia's best known social researcher, Hugh Mackay traces the cultural, political, and social changes since the 1970's to explain the less tolerant and more materialistic Australia that he sees today.

Activity

 * In small groups, identify one specific issue raised by Mackay in current Australian society / zeitgeist and brainstorm/create a practical strategy (using socio-psychological principles) for addressing it.
 * Share and discuss with group.

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


text:
Social psychology (psychology)/Tutorials/Assessment workshop

Purpose
This optional tutorial provides some tips, discussion, and advice about the main assessment tasks in this unit. Half the focus will be on the essay, with about a quarter of the emphasis on each of the e-portfolio and exam (total ~70 minutes).

Essay tips

 * Discuss the essay guidelines

E-portfolio tips

 * Discuss the e-portfolio guidelines

Exam tips

 * Discuss the exam guidelines


text: Category:Social psychology (psychology)/Tutorials


text:
Social psychology (psychology)/Tutorials/Stub

==See also==
 * ../../Lectures/Stub


text: Category:Social psychology (psychology)/Assessment


text: Category:Social psychology (psychology)/Assessment/Essay


text: Category:Social psychology (psychology)/Lectures


text: Social psychology (psychology)/Lectures/Introduction


text: Social psychology (psychology)/Lectures/Social self


text: Social psychology (psychology)/Lectures/Social thinking


text:
Social psychology (psychology)/Lectures/Aggression

Overview
This "lecture" involves self-study of the social psychology of aggression via:
 * Textbook
 * Lecture slides (forthcoming)

During the lecture, we will screen Ghosts of Rwanda, a documentary about the 1994 Rwandan Genocide.

The tutorial on prejudice and aggression will further explore the Rwandan Genocide as an example of prejudice and aggression.


text: Social psychology (psychology)/Lectures/Prejudice


text:
Social psychology (psychology)/Lectures/Relationships

Purpose
The aim of this lecture is to introduce and discuss social-psychological aspects of interpersonal relationships and, in particular, attraction, exclusion, and close relationships.

Wikiversity

 * Interpersonal relationships

Wiki Commons

 * Category:Relationships

Lecture pages

 * 1) Lecture: Relationships (Slideshare; 2008)

Other educational wiki pages

 * 1) Category:Relationships (WikiEducator)


text: Social psychology (psychology)/Lectures/Groups and leadership


text:
Social psychology (psychology)/Lectures/Prosocial

Overview
The aim of this lecture is to introduce and discuss the social psychology of prosocial behaviour and altruism.


text:
Social psychology (psychology)/Lectures/Environmental

Purpose
The purpose of this lecture is to explore the main themes and foci of environmental psychology and to consider inter-relations between environmental and social psychology.

Readings
There are three readings for this lecture:
 * 1) Oskamp, S., & Schultz, P. W. (1998). Environmental issues: Energy and resource conservation. In S. Oskamp & P. W. Schultz (1998). Applied social psychology (2nd ed.) (Ch11, pp. 205 - 228). Prentice Hall: Upper Saddle River, NJ.
 * 2) Sundstrom, E., Bell, P. A., Busby, P. L., & Asmus, C. (1996). Environmental psychology 1989–1994. Annual Review of Psychology, 47, 485-512.


text:
Social psychology (psychology)/Lectures/Review

Purpose
The purpose of this lecture is to review the previous series of nine undergraduate lectures on social psychology.

Readings
None.


text:
Social psychology (psychology)/Lectures/Stub

==See also==
 * ../../Tutorials/Stub


text:
User:Moreschi~enwikiversity

Good afternoon, gentlemen. I'm a sysop on en and have accounts on commons and meta.

title: User:Moreschi~enwikiversity


text:
User:Alex2008~enwikiversity

I am new to Wiki and I am currently studying Java from Wikiversity

title: User:Alex2008~enwikiversity


text:
User:Anonymous101

About Anonymous101

User:E

title: User:Anonymous101


text:
User talk:Alex2008~enwikiversity

Hello Alex, welcome around here. I hope we can help you succeed in your learning goals with Java. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 16:27, 13 July 2008 (UTC)

 Hello Alex2008, 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 random project.
 * Browse everything on 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.
 * 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! Erkan Yilmaz uses the Chat (try) 16:27, 13 July 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Alex2008. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alex2008~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Alex2008~enwikiversity


text:
User talk:Minimean

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 16:29, 13 July 2008 (UTC)

 Hello Minimean, 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 random project.
 * Browse everything on 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.
 * 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! Erkan Yilmaz uses the Chat (try) 16:29, 13 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Minimean


text:
User:Dzonatas

My professional business involves development of virtual worlds, websites, databases, and the systems that make them run.

Please participate in these resources:

 * /Ethics and MediaWiki
 * Albert Einstein

"As I would not be a slave, so I would not be a master. This expresses my idea of democracy." -- Abraham Lincoln

title: User:Dzonatas


text:
Wikiversity:Library

Ought/could Wikiversity have a library?

Standard libraries have a great deal of copyrighted material for people to view and utilize. How could Wikiversity create a library? Would this be desirable?

Libraries that have traditionally have had just printed materials are moving somewhat to digital materials.

At some locations what seems to happen is that digital copies of books (Ebooks) are available for checkout. Only one person can checkout an eBook at a time, view it for a certain amount of time, and then have their access revoked when their time is up. This seems to be a sort of DRM. Could DRM technology ever have a place within the scope of Wikiversity or the Wikimedia Foundation? Could something like this be done legally?

Could there be open source-like DRM? Could we come up with a less stigmatized term other than DRM?

How does this fall within the scope of the Wikimedia Foundation?

 * Please refer to the missions and visions of the Wikimedia Foundation and Wikiversity and then put an answer here (it does or it doesn't) or create a consensual answer.

How might this be implemented?

 * Users could donate books to the Wikimedia Foundation or Wikiversity, and then these books could be digitized and DRM (or some like functionality to ensure the integrity of the works' copyrights) applied. Additionally functionality may need to be built into Wikimedia software.

But really, would Wikimedians ever allow this to happen?

 * Time will tell.

Are there other ways to achieve what this would aim to accomplish?

 * What do you think?
 * Why not go the other way around ? Let's bring Wikiversity to the libraries who already offer such services. We would save us the costs + time to create a collection - we would also be no "threat" to them since we use their services. Libraries could offer WV or other sister projects access by login + pwd. e.g. find for Wikibooks + Wikisource specific partners, try to partner with Google books, ... Erkan Yilmaz uses the Chat (try) 22:10, 13 July 2008 (UTC)

title: Wikiversity:Library


text:
Talk:Wikiworld

This reading group + WikiProject organized debate should merge/work together. Erkan Yilmaz uses the Chat (try) 21:58, 13 July 2008 (UTC)

title: Talk:Wikiworld


text: Category:Northern Arizona University/Philosophy of Law


text:
Wikiversity:Prospectus

Please visit us

 * Browse all major departments.
 * Guided tours
 * Wikiversity orientation
 * Main page

title: Wikiversity:Prospectus


text:
Template:Wikiversity-stub

This adds a page to Category:Wikiversity stubs.

title: Template:Wikiversity-stub


text:
Category:Wikiversity stubs

ar:تصنيف:بذور ويكي الجامعة

title: Category:Wikiversity stubs


text:
User talk:Dereckson/Survey responses

Sorry
Accidently added a welcome to this talk page. -- Jtneill - Talk - c 00:31, 14 July 2008 (UTC)

title: User talk:Dereckson/Survey responses


text:
Prejudice

 is a valenced (i.e., can be positive or negative) attitude that is unwarranted (Allport, 1954 ). Although prejudice is often regarded as morally wrong, sorting members of a social group into a negative category may simply be part of a natural tendency towards social categorisation. (Augoustinos, 1994 ).

Contact theory
Allport specified four conditions for optimal intergroup contact:
 * 1) equal group status within the situation,
 * 2) common goals,
 * 3) intergroup cooperation and
 * 4) authority support.

Intergroup contact theory suggests that quality contact (i.e., contact that facilitates effective interaction) can reduce negative attitudes by eliciting positive emotions (Pettigrew, 1998).

title: Prejudice


text: Category:Prejudice

title: Category:Prejudice


text:
User:Dzonatas/Ethics and MediaWiki

Scalability of ethical management & the MediaWiki software
Management of any wiki will involve aspects of software maintenance from the ideal viewpoint. Unfortunately, the software appears to be neglected more and more over time, as what were useful features become hurdles to an ever greater audience. In the case of Wikipedia, ethical management of the project relies on the functionality and implementation of MediaWiki software. Due to its very size and scope as an encyclopedia, Wikipedia gives pragmatic evidence of what kind of automation can be made to help in that purpose, and it helps here in the purpose to learn ethical management.

Humans make the software, and they must make ethical decisions on how to create and maintain the software. The software is the medium the community engages with each other, so the software is also involved to make ethical choices. Sometimes, it is more ethical to engage in that feedback instead of a more direct engagement with another member of the community, but that feedback needs to be created. Another way to say it is: it might be more wise to change the software than to make attempts to change one or more members of the community.

There are also other projects that dive deeper into the MediaWiki software itself, but if those projects don't receive any feedback from those that use the software, then that is where this resource can help bridge the gap between ethical management of the wiki and the MediaWiki software development cycles.

From an engineerial perspective, the issue is easily recognized as scalability factors. The audience and users of the software tend to grow faster than the number of developers and maintainers of the software. The developers are usually aware of these factors. There is, however, out of all the issues to address, the issue to discover which ones are priorities. There is, also, the question of how does a developer know how to correctly model and program a solution. Without any feedback, or without the proper feedback, the developer spends more time in their research on how to improve the software than actual time spent in active implementation. Further, the developer tends to default back on improvements or fixes to the current model due to too much time required in research instead of being able to properly go through all phases of the system development life cycle to address scalability.

In the five phases of the Systems Development Life Cycle (SDLC), you are a part of the audience that is addressed by the maintenance phase. You interact with the engineers (the scientists, or other liaison roles) that work together to improve the system. From your perspective in the maintenance phase, the rest of the SDLC cycle may appear opaque to you, yet it is considered the last phase of the cycle. Once feedback is gathered from you the cycle continues; the engineers restart in the analysis and planning phases. If there is no feedback gathered or the feedback is too improper, the cycle ends; the system development comes to a standstill.

If the cycle ends, those left to manage the wikis have to make do with the tools they have available. Further, if trouble arises when there is no mechanism for feedback, people are left to place blame on others where they don't work well together or with what is available, and that course of action, the blame game, may not be the best ethical solution. When it is the engineers themselves that get blamed in such course of action, and they do not get feedback because they are being ignored, it becomes much harder, if not impossible, for them to research how to improve the system. Remember that it is the software that is the medium for which the community engages each other. If that medium fails, communication fails. This is where we learn how to bridge the digital divide.

Pragmatics & automation
We can pragmatically look at several areas of Wikipedia and pinpoint areas of automation. The hard part is what is known as the guru mediation error. Users recognize that as a crash, a BSOD, or some other software failure, but these are particular cases of errors. On the engineerial side, the software development cycle include case history, and some of that case history may include personal or private information. It would be easy for the engineer to explain why something was coded in a certain way if there was no worry about privacy issues, but there are privacy issues (and proprietary issues in other software). The engineer and the scientist are left with the task to create ways to explain why the implementation exists the way it does and avoid any potential disclosure of these issues. Instead of actual disclosure, it is called a guru mediation. Consider the art to create a true explanation without disclosure, and you will understand why they are called gurus, and the whole act is a mediation. Pragmatically, these mediations became generalized and enumerated, and you get the error number you see on a crash -- if you get one. There aren't enumerated guru mediation errors in the social engagement of Wikipedia or the wikis even if the the factors can be seen by the developers.

There are events that have happened in such social engagement that can be automated, and the pointy finger issues, due to an ended-cycle, can be avoided with such automation. There are many techniques to accomplish this goal. One that has some popularity is to build a case history and convert those to use-cases. The case history is not mandatory as use-cases can be brainstormed. Consider the dispute resolution process of Wikipedia, and there is potential to even combine those processes as use-case events. The dispute resolution process probably won't be the same after the use-cases are considered and automation steps are taken. One thing can be done, however, and that is for those that manage the dispute resolution to recognize when use-cases can be made. This process is not without proven pitfalls, as we must be aware of wrongful social engineering attempts. Despite that, it is also easy to quickly toss out ideas to automate or change processes, but it may not be so easy to live with those that get implemented and have a flood of them get labeled as mistakes.

Feedback helps, so here are some issues to address and to automate management:
 * /Edit wars/
 * /Vandalism/
 * /Privacy/
 * /Use cases/

Resources

 * Strange Connections: The Ethics of Information Architecture -- Argus Center of Information Architecture
 * Who Should Solve This Internet Crisis? -- McDowell, 2008, washingtonpost.com

title: User:Dzonatas/Ethics and MediaWiki


text:
Social psychology (psychology)/How does Wikiversity work?

In this unit, Wikiversity (a sisterproject to Wikipedia) will be used to:
 * 1) host lecture and tutorial notes,
 * 2) provide links to related learning materials
 * 3) host student e-portfolios,
 * 4) publish student-written essays.


text:
User talk:Dzonatas/Ethics and MediaWiki

I discovered that the ACM has a Code of Ethics for Software Engineers.

It's mostly about professional standards that would apply to almost any profession, but one section of their code relates to the software product itself...

Section 3 (of 8) reads as follows:

Principle 3: PRODUCT

Software engineers shall ensure that their products and related modifications meet the highest professional standards possible. In particular, software engineers shall, as appropriate:

3.01. Strive for high quality, acceptable cost and a reasonable schedule, ensuring significant tradeoffs are clear to and accepted by the employer and the client, and are available for consideration by the user and the public.

3.02. Ensure proper and achievable goals and objectives for any project on which they work or propose.

3.03. Identify, define and address ethical, economic, cultural, legal and environmental issues related to work projects.

3.04. Ensure that they are qualified for any project on which they work or propose to work by an appropriate combination of education and training, and experience.

3.05. Ensure an appropriate method is used for any project on which they work or propose to work.

3.06. Work to follow professional standards, when available, that are most appropriate for the task at hand, departing from these only when ethically or technically justified.

3.07. Strive to fully understand the specifications for software on which they work.

3.08. Ensure that specifications for software on which they work have been well documented, satisfy the users’ requirements and have the appropriate approvals.

3.09. Ensure realistic quantitative estimates of cost, scheduling, personnel, quality and outcomes on any project on which they work or propose to work and provide an uncertainty assessment of these estimates.

3.10. Ensure adequate testing, debugging, and review of software and related documents on which they work.

3.11. Ensure adequate documentation, including significant problems discovered and solutions adopted, for any project on which they work.

3.12. Work to develop software and related documents that respect the privacy of those who will be affected by that software.

3.13. Be careful to use only accurate data derived by ethical and lawful means, and use it only in ways properly authorized.

3.14. Maintain the integrity of data, being sensitive to outdated or flawed occurrences.

3.15 Treat all forms of software maintenance with the same professionalism as new development.

Moulton 01:56, 14 July 2008 (UTC)

 * That is an excellent inclusion. I would also note this clause:
 * "The Code is not simply for adjudicating the nature of questionable acts; it also has an important educational function. As this Code expresses the consensus of the profession on ethical issues, it is a means to educate both the public and aspiring professionals about the ethical obligations of all software engineers."
 * Dzonatas 02:18, 14 July 2008 (UTC)

Confused paragraph
In the five phases of the System Development Life Cycle (SDLC), you are a part of the audience that is addressed by the maintenance phase. You interact with the engineers (the scientists, or other liaison roles) that work together to improve the system. From your perspective in the maintenance phase, the rest of the SDLC cycle may appear opaque to you, yet it is considered the last phase of the cycle. Once feedback is gathered from you the cycle continues; the engineer's restart in the analysis and planning phases. If there is no feedback gathered or the feedback is too improper, the cycle ends; the system development comes to a standstill.

If the cycle ends, those left to manage the wikis have to make do with the tools they have available. Further, if trouble arises when there is no mechanism for feedback, people are left to place blame on others where they don't work well together or with what is available, and that course of action, the blame game, may not be the best ethical solution. When it is the engineers themselves that get blamed in such course of action, and they are do not get feedback because they are being ignored, it becomes much harder, if not impossible, for them to research how to improve the system. Remember that it is the software that is the medium for which the community engages each other. If that medium fails, communication fails. This is where we learn how to bridge the digital divide.

This paragraph is in need of rewriting. WAS 4.250 04:25, 14 July 2008 (UTC)

 * I made changes to paragraph above before I edited the resource page. I'll move it in if no objection. Dzonatas 08:04, 14 July 2008 (UTC)

 * No objection from me. WAS 4.250 08:09, 14 July 2008 (UTC)

 * Should the pronoun "you" be replaced by a nominative such as "the software developer"? The phrase "the engineer's restart in the ..." doesn't sound right.  Should that be "engineers" (plural) rather than "engineer's" (possessive)?  —Moulton 20:35, 14 July 2008 (UTC)

 * I fixed it to "engineers" on the resource page. As for the usage of "you," it is the reader, the sysop, or the aspiring sysop (the one taking the course, see Ethical_Management_of_the_English_Language_Wikipedia/Project_Timetable). I thought about a section to describe roles, but that step may be too soon if it is really needed. Dzonatas 22:31, 14 July 2008 (UTC)

I still don't know what those two paragraphs are supposed to be saying but let me try to rewrite them so the sentences at least parse into something grammatical with meaningful semantics...

In the five phases of the System Development Life Cycle (SDLC), software developers are key participants in the maintenance phase. Software developers interact with the systems engineers (the scientists, project managers, or other liaison roles) who work together to improve the system. From the perspective of the software developer focusing on the the maintenance phase, the rest of the SDLC may appear remote or opaque, since maintenance is final phase of the cycle. But feedback from the maintenance phase can cycle back to the analysis and planning phases for the next generation of the system. Without good feedback from the maintenance phase, development of improved versions may be stymied.

In the absence of evolutionary software enhancements, operators of the system may be left with obsolete tools. When an insufficiently maintained system degrades over time and becomes progressively more dysfunctional, there is a tendency to place the blame on individuals rather than on systemic failure. Diagnosing and resolving systemic weakness is thus an important professional ethic, to avoid an overall loss of morale in the wake of a progressively failing system. Since the MediaWiki medium is also used for communication among the project teams, it's important to preserve that essential communication service at all times, to avoid a catastrophic cascading failure.

I dunno if that's what you want those two paragraphs to say, but at least the above demonstrates something that I would understand.

Moulton 02:43, 15 July 2008 (UTC)

 * If you swapped "software developer" out and replaced it with "operators" (or "system operators") in the first paragraph, then you will be closer to the intended perspective. Dzonatas 03:13, 15 July 2008 (UTC)

 * Well that's fine. Go ahead and plug in whichever project roles belong in each instance, so that the cast of characters is properly sorted out.  Then let's see if the semantics still make sense.  —Moulton 03:22, 15 July 2008 (UTC)

 * Based on your feedback there, I can see how the concepts of the semantic web confuse the perspective. The semantic web is only of historical concern, as it has not been practical in whole. Engineers now use concepts of highly distributed models. I'm sure, given time, more details can be added here that will help understand this resource more. Dzonatas 16:00, 15 July 2008 (UTC)

 * I agree. I think I see where you are going with this. It appears it just needs to be fleshed out more. And by the looks of the red linked subsub-pages, it appears you are going to do just that. So keep up the good work! WAS 4.250 16:24, 15 July 2008 (UTC)

title: User talk:Dzonatas/Ethics and MediaWiki


text:
Wikiversity:Mailing list

The Wikiversity mailing list is available via https://lists.wikimedia.org/mailman/listinfo/wikiversity-l.

de:Wikiversity:Mailingliste

title: Wikiversity:Mailing list


text: Category:Wikiversity communication

title: Category:Wikiversity communication


text: Category:Biochemical engineering

title: Category:Biochemical engineering


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Social psychology (psychology)/Wikiversity orientation

Wikiversity orientation
Participants are strongly encouraged to orient themselves to Wikiversity and to practice editing. Active exploration of these 'modules' is recommended because the e-portfolio assessment task involves using this site:
 * 1) Wikiversity Orientation (general)
 * 2) ../How does Wikiversity work?/
 * 3) The guided tour for newcomers
 * 4) Why create an account?


text: Category:Social psychology (psychology)/Help


text:
Social psychology (psychology)/Assessment/E-portfolio

"E-portfolios provide an ongoing, assessable learning activity which is meant to help students to record, explore, synthesise, and share their learning during the Social psychology unit."

Challenge #1: Create an account
The first challenge is to create an electronic e-portfolio! By the end of Week 2, you should have created an e-portolio, emailed the details to the unit convener, and recorded some reflections on the first two weeks of the unit.

 * Location
 * Really, all we are talking about here is that you are required to create a public-facing webspace (which could be anywhere) where you keep and demonstrate a record of your engagement with the learning activities in this unit.
 * E-portfolios could, in theory, be created anywhere (as long as the content is accessible to the public), but unless you've got a particularly good reason, it is strongly recommended that you create a Wikiversity account and build an e-portfolio within your registered user space - also see why create an account?.

 * Choose your user name carefully
 * 1) If you are happy to have your name attached to your work/reflections, then feel free to create a user account using something like your real name.
 * 2) If you do not want to have your real identity public, then feel free to create a user account using a pseudonym.

Once you have created your account, email the convener with your Wikiversity user name, your real name (if different), and your student ID.
 * What happens next

The convener will then "drop by" to check your page, help you to set it up, and post a welcome message to your talk page.

Then, you are 'underway' ...

Challenge #2: Start building content
How you organise and what you put into your e-porfolio is entirely up to you, however guidelines and suggestions will be given along the way, plus you will be able to get ideas from reading other students' e-portfolios → see list of participants.

Remember, we're just talking about text here (e.g., see content is king). Fancy stuff (e.g., layout and images) can come later, if you wish. What we're talking about is you and your learning in this unit -- your engagement, ideas, responses, questions, opinions, observations, comments, confusions, insights, conversations, and anything else that genuinely reflects your active participation in the unit and its learning activities. And the e-portfolio is simply about providing tangible evidence of your engagement. By sharing our experiences, we can also collaborate with others (e.g., read and comment about others' reactions and learning experiences).

It might be helpful to think of the e-porfolio as a professional development exercise in creating a "CV" for the unit. Why not add it your CV/resume and show potential employers? It might help you to get a job!

Style guidelines
The style requirements are very open, e.g.,
 * You do not need to use APA style, but linking and referencing of sources should be used where appropriate (e.g,. this can add to the depth).
 * You can write in the 1st person.
 * You do not necessarily need to write in full sentences and paragraphs (e.g., bullet-point lists can be effective). But only providing short-bullet point material may not indicate much in the way of depth/insightfulness.
 * You can post comments to other people's portfolios and to the discussion list. This can be a good way to build/expand your portfolio (e.g., invite others to visit your page and discuss with you).

How can I get technical help?

 * Technical know-how should NOT be a barrier. But note that it is up to you to ask for assistance - e.g., via HELP.

How long should my e-porfolio be?

 * There is no upper or lower limit. But to give some very rough idea, aiming for 200 to 300 words per major topic (10 lecture topics) or learning activity would suggest a 2,000 to 3,000 word e-porfolio, which might suggest a similar length/weighting ratio as for the essay. But quality and regularlity is more important than overall size. Note that particularly long e-portfolios can be structured into sub-pages. Also, consider that "flat text" (i.e., with no hyperlinks) is probably not as "rich" as one with well-selected links.

What wiki skills do I need?
The basic required skills are:
 * Creating an account, logging in, locating your page, and clicking the edit button
 * Editing, adding, and saving text, use of headings, and bullet-points.

How can I convert a word document?

 * If you've worked on your essay offline, in word processing document, and you have a lot of formatting you want to bring into Wikiversity (e.g., headings and links), we can convert it into wiki-text format. Email the convener who can help with this (the secret is to use the wiki-text export function in Open Office Writer.

Submission

 * Submission is not required as long as your e-portfolio is listed in participants. If your e-portfolio is not listed, contact the convener.
 * Your e-portfolio and Wikiversity contributions prior to the due date/time (Mon 03/11/08 09:00) will be deemed as your contribution.


text: Category:Social psychology (psychology)/Assessment/E-portfolio


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Social psychology (psychology)/Assessment/Exam

Overview
An end-of-unit exam is designed to assess knowledge of:

Format

 * 1) 150 randomly-ordered multiple-choice questions in 180 minutes, with about 10 to 15 questions per major lecture/reading topic (with a mixture of easy, medium, and high difficulty items).
 * 2) As a rough guide, expect the weighting to be approximately lectures (40%), tutorials (10%), and readings (50%), but note that topics which are covered in lectures and readings are most likely to be assessed.
 * 3) Open-book - you can take in any hard-copy printed or written notes, including the textbook.

Practice exam questions
Textbook practice questions are available via the free textbook online resources at CengageNOW (requires purchasable access code)

Tips

 * 1) Probably the single best way of preparing is to try the chapter quizzes from the CengageNOW website (because a significant portion of the exam questions are likely to be drawn from the textbook's question bank).
 * 2) Try to quickly answer as many questions as possible, without looking at your materials (saves time), then go back to the questions which you think you can answer with the help of your materials with the remaining time.
 * 3) As you go through the exam paper, try to guess at least which topic the question belongs to - or where you might find the answer - this will make it easier when you come back to it.
 * 4) Rule out answers you don't think can be right - and at least guess an answer from the remaining possibilities for all remaining items.
 * 5) It might be quicker to answer each question on the question booklet, and then come back to filling out the answer sheet at the end - but be careful not to leave yourself short of time!
 * 6) It is assumed that you have engaged with and digested relations between social psychology and the three key multimedia features - i.e., Ghosts of Rwanda, The Australian Eye, and Social disengagement.


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Social psychology (psychology)/Readings

Readings are listed on each of the lecture pages.

title: Social psychology (psychology)/Readings


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Gross regions of central nervous system

Cerebral Cortex
The cerebral cortex is a structure within the brain that plays a key role in memory, attention, perceptual awareness, thought, language, and consciousness. In dead, preserved brains, the outermost layer of the cerebrum has a grey color, hence the name grey matter. Grey matter is formed by neurons and their unmyelinated fibers, whereas the white matter below the grey matter of the cortex is formed predominantly by myelinated axons interconnecting different regions of the central nervous system.

Corpus Callosum
The corpus callosum is a structure of the mammalian brain in the longitudinal fissure that connects the left and right cerebral hemispheres. It is the largest white matter structure in the brain, consisting of 200-250 million contralateral axonal projections. It is a wide, flat bundle of axons beneath the cortex. Much of the inter-hemispheric communication in the brain is conducted across the corpus callosum.

Diencephalon
The diencephalon is the region of the brain that includes the thalamus, hypothalamus, epithalamus, prethalamus or subthalamus and pretectum. It has important autonomic and endocrine functions, and is involved in processing of information to and from the cerebral cortex.

Mesencephalon
The mesencephalon (or midbrain) is the middle of three vesicles that arise from the neural tube that forms the brain of developing animals. Caudally the mesencephalon adjoins the pons (metencephalon) and rostrally it adjoins the diencephalon. It is involved in coordination of sensory and motor function. Midbrain together with the pons and the oblongata medulla form the encephalon trunk, the midbrain is the more rostral portion of it. It contains the midbrain aqueduct and it is constituted by the cerebral peduncles and the tecto. The central cavity of the midbrain is the mesencephalic aqueduct. It is a narrow conduct originated from the neural tube cavity which communicates with the third ventricle rostrally and with the fourth ventricle caudally. The midbrain is connected with the cerebrum cranially through the cerebral peduncles, with the pons caudally, and with the cerebellum by the rostral cerebellar peduncles.

The ventral surface shows the cerebral peduncles, two thick tracts of fibers that descend from the cerebral cortex, and diverge rostrally to penetrate into each cerebral hemisphere. Each peduncle is composed of a ventral portion, the foot of the cerebral peduncle and a dorsal part the tegmentum, separated from each other by the substantia nigra. The foot of cerebral peduncle contains motor tracts and the tegmento that is the sector between the cerebral peduncles and the tecto, it contains also the mesencephalic aqueduct, tracts and nerve nuclei and it is covered with the midbrain tecto. There is a space between the feet of the cerebral peduncle, called interpeduncle trench containing the caudal perforated substance, with numerous vascular holes. Cerebral peduncles are related to the mammilar body rostrally. The fibres of the oculomotor nerve (III) are observed in the medial border of the cerebral peduncles and the lateral face of its related to the trochlear nerve (IV). The dorsal surface of the midbrain, the tecto is covered with the cerebral hemispheres and the rostral portion of the cerebellum; therefore these structures have to be removed to see this surface. The tecto is formed by two pairs of colliculi, the rostral and caudal ones. The rostral colliculus has a spherical shape; they are very close to each other forming a very marked grove and they are connected to the thalamus. The caudal colliculi are projected laterally; they are separated by a wide furrow and related to the trochlear nerve (IV).
 * External morphology

The coronal section demonstrates that the midbrain is divided into three parts, from the top to the base in relation with the mesencephalic aqueduct. The top part is the tecto, where the colliculi are situated and which belong to the visual and acoustic via. Each pair of colliculi has a commisure which allows the passage of fibers from one side to another in the median plane. Each colliculus are connected to the thalamus by the geniculate bodies. Visual information reaches the rostral colliculus by the lateral geniculate body and acoustic information reaches the caudal colliculus which is then transported to the medial geniculate body. The tecto contains fibres that are involved in the coordination of movements of accommodation of the head, eye and ear; the oculomotor and trochlear origin nuclei motor nerves and the parasympathetic nucleus of the oculomotor nerve. All three are located at different levels, forming the gray substance ventral to the aqueduct where also appear the red nucleus which receives fibres from the cerebral cortex, and from where fibres to the spinal cord are originated. Sensitive fibres pass through the midbrain tecto too. The middle part is the tegmentum, where the oculomotor and red nuclei are situated. The ventral tegmental area and the substantia nigra’s nucleus appear under these nuclei. The fibres of the substantia nigra and interpeduncle nuclei are directed to the cerebrum, striatum body, cerebral cortex and hippocampus respectively.
 * Internal morphology

'Bibliography' -Climent,S.et.al. Manual de Anatomía y embriología de los animales domésticos. Tomo 1. Acribia. 1998. -Gilbert. W Biología del desarrollo. 7ª ed. Ediorial Panamericana. 2005 -Noden, D.M. y de Lahunta, A. Embriología de los animales domésticos. Acribia. 1990 -Dyce, K.M.; Sack, W.O y Wensing C.J.G. Anatomía veterinaria. Editorial McGraw-Hill. Interamericana. 2ª edición. 1999 -Zuccolilli, G. Neurobiología Básica. Conceptos para medicina veterinaria. Segunda edición. Editorial de la Universidad Nacional de La Plata. Buenos Aires. Argentina. 2003 -Paxinos G y Watson C. The rat brain. Compact 3ª edición

Cerebellum
Cerebellum - "Little brain" - is a region of the brain that plays an important role in the integration of sensory perception, coordination and motor control.

Pons
What the cerebellum does is process input from other areas of the brain like the sensory receptors to provide precise timing to enable coordinated and smooth body movement.

title: Gross regions of central nervous system


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Attitude (psychology)

Attitudes are valenced feelings towards salient objects. Attitudes are said to be composed of expectations, beliefs, and emotional responses to a psychological entity which operate at or below the level of awareness to influence attitude-related behaviour (Bagozzi, 1982).

Prejudice is a much discussed example of attitudes.

title: Attitude (psychology)


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Aggression

''This page is intended to help people to learn about the psychology of aggression. Feel free to contribute.''

Aggression is a behavior aimed at harming others physically or psychologically.

Examples
This section provides some examples of different types of aggression. Feel free to discuss each one further and also to create new examples. discussed further.

Girard's mimetic/scapegoating model of community violence

 * Thinking About Violence In Our Schools (Kort & Williams; musenet.org)
 * Cogitating About Communication In Our Connectedness (Kort; musenet.org)
 * Worrying About Wheel-Warring In Our WikiWoe (Moulton; wikipediareview.com)

title: Aggression


text: Category:Aggression

title: Category:Aggression


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


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


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


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


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


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


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


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


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


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BCP/Setaria

Setaria

title: BCP/Setaria


text:
BCP/Setaria/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 09:27, 14 July 2008 (UTC)
 * --SB_Johnny | talk 11:17, 3 August 2008 (UTC)
 * --SB_Johnny talk 09:19, 5 September 2008 (UTC)

title: BCP/Setaria/Logs


text:
Interpersonal relationships

Acceptance and rejection
"You have to know how to accept rejection and reject acceptance."

- 20px

Videos
These advertisements offer humourous, yet insightful scenarios depicting the messy complexity of human relationships.
 * 1) [[Image:Parodyfilm.png|30px]] Vodafone Aeroplane Ad
 * 2) [[Image:Parodyfilm.png|30px]] Last Rolo
 * 3) [[Image:Parodyfilm.png|30px]] Blind Date
 * 4) [[Image:Parodyfilm.png|30px]] Toy Boy (Hyundai Car Ad)

What socio-psychological principles are evident in each?

Lectures

 * Social psychology (psychology)/Lectures/Relationships

Student reflections

 * User:Jenny O/Relationships

title: Interpersonal relationships


text: User:Frank

title: User:Frank


text: Category:Leadership

title: Category:Leadership


text: Social psychology (psychology)/Lectures/List


text: Social psychology (psychology)/Tutorials/List


text:
BCP/Nicotiana langsdorfii

Nicotiana langsdorffii

title: BCP/Nicotiana langsdorfii


text:
BCP/Nicotiana langsdorfii/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 11:48, 14 July 2008 (UTC)
 * --SB_Johnny | talk 10:46, 3 August 2008 (UTC)
 * --SB_Johnny talk 09:19, 5 September 2008 (UTC)
 * --SB_Johnny talk 08:19, 2 October 2008 (UTC)

title: BCP/Nicotiana langsdorfii/Logs


text:
Prosocial behavior

 consists of behaviors which are judged to be of social benefit to a particular community, communities, or value system. Behaviors judged to be destructive, on the other hand, are generally considered to be antisocial behaviors.

Definitions
"'voluntary actions that are intended to help or benefit another individual or group of individuals' (Eisenberg & Mussen 1989, p. 3)"

Wikiversity

 * Altruism
 * Keywords
 * Prosocial behaviour (Lecture notes)

Commons

 * Category:Helping
 * Category:Prosocial behavior

Wikipedia

 * Prosocial behavior (Wikipedia)

Topics

 * Bowling Alone
 * Bystander effect
 * Kohlberg's stages of moral development

title: Prosocial behavior


text: Category:Prosocial behavior

title: Category:Prosocial behavior


text: Category:Self

title: Category:Self


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Software engineering

Software engineering is a field of computer science, concerned with designing and writing programs for computers. Today it is mostly done in a team. Software engineering can broadly be split into the following:
 * Requirements say what the software should do. Note that the requirements can change over time.
 * Software design is usually done on paper. It says what the different components of the software are, and how they interact.
 * When the design phase is done, engineers program the software in a phase known as implementation.
 * At the end of implementation, engineers test their code to see if its components meet the requirements.

Programming is definitely the blood of almost all software. And just like calculus is to engineering, programming is to software engineering.

Overview
There are four generic phases in Software Engineering which are Analysis, Design, Coding and Testing.

What is API?
API are called Application Programming interface.

what are APIs?

if you look at any API like Graphics API (like opengl api ) or networking API (like sockets api) you will notice that all are made up of hexadecimal values.

13.7 Programming Microprocessors. ( this text is taken from book Digital electronics Principles, Devices, and Applications. by Anil K.Maini 2007 , page number 540)

Microprocessors execute programs stored in the memory in the form of a sequence of binary digits. Programmers do not write the program in binary form but write it either in the form of a text file containing an assembly-language source code or using a high-level language. Programs such as editor, assembler, linker and debugger enable the user to write the program in assembly language, convert it into binary code and debug the binary code. Editor is a program that allows the user to enter, modify and store a group of instructions or text under a file name. The assembly language source code is translated into an object code by a program called assembler. Linker converts the output of the assembler into a format that can be executed by the microprocessor. The debugger is a program that allows the user to test and debug the object file. Programming in assembly language produces a code that is fast and takes up little memory. However, it is difficult to write large programs using assembly language. Another disadvantage of assembly language programming is that it is specific to a particular microprocessor. High-level language programming overcomes these problems. Some of the popular high-level languages used include C, C++, Pascal and so on. Compiler programs are primarily used to translate the source code from a high-level language to a lower-level language (e.g. assembly language or machine language). Figures 13.10(a) and (b) show the various steps involved in executing assembly language programs and programs written in high-level languages respectively

you can see in figure 13.10(a) that assembly language program is converted by assembler to low level machine language then linker/locater uses library and produces a List file. then the file given by linker/locator at the end. is converted to hex file. now in simple terms

assembly language code is converted to hexadecimal file which is then converted to binary machine codes. So what is an API. API are hexadecimal values and here assembly language is converted to hexadecimal files then that is converted to binary codes. its means API are hexadecimal object files and these hexadecimal files are same as binary code files. so this means that API are hexadecimal values which perform a hardware (electronic functions) because hexadecimal object files are converted to binary and what is binary code it is a electronic hardware function. So API are electronic hardware hexadecimal values.

What is algorithm
What is algorithm?

Algorithm is what you want in the software.

for example.

1.in textbox one if A is typed

2. Color of letter A should be highlighted  blue.

Now this is an algorithm we have to convert these statements into compiler statements like (data types, pointers , arrays).

ok i am gonna write the above algorithm into C++ statements.

 * 1) if (textbox.1text='A')
 * 2) {   textbox.1textbackgroundcolor=blue
 * }

now the above is a very rough explanation of converting algorithm into compiler statements but things are like these.

the algorithm is the king of all software. it is the first thing that software engineers do. below i will give an Artificial intelligence algorithm.

 * 1) hello and hi are equal.

now i will convert this algorithm into compiler statements.

 * 1) string 1="hello";
 * 2) string 2="hi";
 * 3) string 1=string 2;

so software engineer convert any type of algorithm into compiler statements.

Compiler
what is compiler?

Compiler is programming languages like C++, Java, C#.

the compiler is all that we have.

Compiler has mechanism like (data types, pointers, array , classes , objects , methods ).

all software are built from compiler. at the moment we have only the compiler like (data types, pointers ,arrays) no new compiler mechanism or software has been developed.

It is only thing to software engineer.

we use basic compiler mechanism to built higher structures.

now for example i want to built a textbox that can contain 11 words

1.textbox has 11 words limit

2.textbox index number 5 word is N

C++ compiler program will be note that this is just an approximation this is not the correct code

1.char word array[]=new char[11];

2.word[5]='N'

now you can see we created a textbox of 11 words using basic compiler mechanism. we used basic mechanisms to create a higher mechanism like textbox.

every software structure is built using basic compiler mechanism.

Integrated development environment(IDE)
Integrated development environments are the greatest software's on this planet.

some well known IDE are:

 * 1) Visual studio from Microsoft.
 * 2) XCode from Apple.
 * 3) Swift from Apple.
 * 4) Android studio.

integrated development environments are built using compiler and API's (Application programming interface) and file libraries. libraries which contain many custom files each having its own function.

for example Opengl api (graphics api) can be used to built a white box screen then using compiler words can be written in this white box like text.

then using API and compiler components can be made like textbox, serial ports, cursor, windows forms, buttons , images etc which can be stored as files in libraries.

using First api then compiler then files any custom IDE can be made.

Understanding the code Understanding the program
To understand any code like (windows, mac OS, Linux ) source code or any other software source code like( adobe photoshop, unity game engine , ps3 emulator ).

you have to convert the compiler statements (data types, methods ) into english statements.

for example below is code of dot net for serial port from github,

following is the link https://github.com/Microsoft/referencesource/blob/master/System/sys/system/IO/ports/SerialPort.cs#L87C8-L90C33

i will now from source code use line code 87 to 90 to convert these compiler statements into english statements.

87.private SerialStream internalSerialStream = null;

// private this is private meaning no other class can inherit this // Serial stream internal serial stream // internal serial stream is a serial stream structure or class // = null

// null means 0 valued integar // so internal serial stream = 0 null // lets increase the number of 0 in null to six // so internal serial stream =000000 six 0 null valued integers //

so 000000 means there are all zeros // all zeros means there is no value it means its empty // so internal serial stream = empty.

88. private byte[] inBuffer = new byte[defaultBufferSize];

// private this is private meaning no other class can inherit this // byte array[]  inbuffer // inbuffer is an array of bytes(8 bits values) // = new byte[defaulteBuffersize] //

byte[] array is equal to byte array with [defaultbuffersize] // so if defaultbuffersize = 1024. // so byte array is array of bytes with [1024] elements.

89. private int readPos = 0;    // position of next byte to read in the read buffer. readPos <= readLen

// private this is private meaning no other class can inherit this // int readposition // read position is numbers(integers) // readposition =0

so readposition value is equal to 0 // so readpostion is 0 and starts from 0 and progresses on to 1, 2 ,3 // read position will start from 0.

90. private int readLen = 0;

// private this is private meaning no other class can inherit this // int readlen=0 // this is same meaning just the above // readlength will start from 0 then to 1 ,2 ,3.

Coding

 * implement system routines
 * construct / traverse data structures
 * distil large data sets to single values
 * transform one data set to another
 * language familiarity
 * core libraries
 * idioms
 * performance issues
 * readable, well-written, and efficient code

Algorithm design and analysis

 * complexity analysis
 * sorting and hashing, searching
 * large amounts of data

Data structures

 * tables
 * trees
 * graphs
 * lists

Systems design

 * feature sets
 * interfaces
 * class hierarchies
 * designing a system under certain constraints
 * simplicity and robustness
 * trade-offs

Problem-solving

 * collaboration
 * classes of NP-complete problems
 * listening and comprehension
 * asking the right questions
 * don't use brute force solutions
 * don't assume things
 * find multiple solutions and choose the best
 * be open to new ideas and ways of solving the problem
 * ask questions to move to a more complex answer

Mathematics

 * matrices
 * discrete math
 * probability
 * combinatorics

Becoming a software engineer

 * How to prepare for a software engineering technical interview

Other websites

 * The British Computer Society
 * The Institution of Electrical and Electronics Engineers
 * Computer Degrees and Careers

title: Software engineering


text: Self (psychology)

title: Self (psychology)


text:
User:Lindvaln~enwikiversity

I am a new Wikiversity user and I am going to help out as much as possible.

Please let me know if I am doing things in the wrong way, and I will try to improve.

Regards, lindvaln

title: User:Lindvaln~enwikiversity


text:
User talk:Lindvaln~enwikiversity

 Hello Lindvaln, 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 random project.
 * Browse everything on 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.
 * 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! Jtneill - Talk - c 14:11, 14 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

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 Lindvaln. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Lindvaln~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 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Lindvaln~enwikiversity


text:
Social psychology (psychology)/Guides

Guides
The weekly guides help orientate students' study and learning. The discussion list will be notified once each guide becomes available.

title: Social psychology (psychology)/Guides


text: Social psychology (psychology)/Guides/List


text: Category:Social psychology (psychology)/Guides


text:
Social psychology (psychology)/Guides/Getting started

Getting started
To get prepared and underway, the following steps are recommended:
 * 1) Read the unit overview.
 * 2) Get access to the textbook.
 * 3) Read the social psychology (psychology) article on Wikipedia.
 * 4) Review the Introduction to Social Psychology 1st year undergraduate lecture slides.
 * 5) Explore past materials.
 * 6) Meet the Staff.


text: User:Thuvack/Blog/Navigation

title: User:Thuvack/Blog/Navigation


text:
User:JeremyBanks

A Legend Is Born
Jeremy Banks can best be defined as God.

title: User:JeremyBanks


text:
Social psychology (psychology)/Overview

These links provide an overview of this tertiary-level, social psychology unit. The unit will be delivered via on-campus lectures and tutorials, with accompanying electronic materials on Wikiversity.

title: Social psychology (psychology)/Overview


text: Category:Social psychology (psychology)/Overview


text: Template:Tutorial

title: Template:Tutorial


text:
User talk:Meatpuppet

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 16:55, 14 July 2008 (UTC)

 Hello Meatpuppet, 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 random project.
 * Browse everything on 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.
 * 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! Erkan Yilmaz uses the Chat (try) 16:55, 14 July 2008 (UTC)

title: User talk:Meatpuppet


text:
School:Electronic engineering/DepTop ELEC

Electronic Engineering is geared toward the design and development of small signal circuitry. This department is concerned with the study of small signal electronics, circuit level computers, digital processing, and analog circuitry.

Because of the progressive nature of technology and engineering, there is a lot of overlapping of disciplines between Electrical Engineering and Electronic Engineering. If you are looking for Power distribution, transmission and generation see Electrical Engineering.

Department mission To provide an educational experience that can bring a student to such a level that they can competently design and engineer their own electronic circuits using best practices


text: File:Wikiversity-electronic.png

title: File:Wikiversity-electronic.png


text:
Wikimedia Ethics/Overview

Ethical Management of the English Language Wikipedia/Overview

Setting a good example
Part of teaching ethics is setting a good example. For this project to set an ethical example, it needs to uphold a high ethical standard itself. Examples of ethical management, both successful models and failures, are a necessary aspect of providing learning resources on the ethical management of English Wikipedia. A high ethical standard does not mean ignoring what has been said and done, or focusing only on problems with an ethical management system. A high ethical standard means that analyzing successes and failures in English Wikipedia's ethical management should focus on the model used and possible alternatives, not on praising or criticizing individuals who may or may not be involved in any ethical management systems.

Once someone has made a public statement, or has given his or her consent, then his or her name may be used in discussions and analyses of ethical management systems. However such information should not be necessary or relevant in learning how to improve ethical standards on English Wikipedia or in analyzing ethical problems on English Wikipedia. As such, no personal attacks are to be included in this project, and wherever possible, names of individuals should not be mentioned.

In some cases, it may be necessary to redact individual names from case studies drawn from the historical archives of Wikipedia.

In cases where GFDL or other free licenses are not clearly expressed, one should assume that the copyright is in the hands of the poster or of the site owner. Permission should be requested to copy such materials, other than short excerpts which may be considered "fair use", and credit should be given to the original authors.

What is the English language Wikipedia?
The English language Wikipedia is a free, open content encyclopedia project operated by the United States-based non-profit Wikimedia Foundation. Launched in 2001 by Jimmy Wales and Larry Sanger it is currently the largest, fastest-growing, and most popular general reference work on the Internet. Wikipedia is a project that attempts to summarize all human knowledge.

Critics of Wikipedia target its systemic bias and inconsistencies and its policy of favoring consensus over credentials in its editorial process. Wikipedia's reliability and accuracy are also an issue. Other criticisms are centered on its susceptibility to vandalism and the addition of spurious or unverified information. Scholarly work suggests that vandalism is generally short-lived.

Source for this section:

Further reading
 * Wikipedia: The Missing Manual (book) by John Broughton

What is management?
Management in business and human organization activity, in simple terms means the act of getting people together to accomplish desired goals. Management comprises planning, organizing, resourcing, leading or directing, and controlling an organization (a group of one or more people or entities) or effort for the purpose of accomplishing a goal. Resourcing encompasses the deployment and manipulation of human resources, financial resources, technological resources, and natural resources.

Source for this section:

Further reading
 * Management Courses at MIT Sloan, OpenCourseWare
 * (United States) Academy of Management: dedicated to the scholarship and practice of management
 * The Speed of Enlightenment of an Ethically Challenged Learning Organization, Media Ethics Blog, School of Journalism and Communication, Utah State University

What is corruption in management?
Corruption in management is "behaviour that may involve fraud, theft, misuse of position or authority or other acts that are unacceptable to an organisation and which may cause loss to the organisation, its clients or the general community. It may also include such elements as breaches of trust and confidentiality. The behaviour need not necessarily be criminal."

Further reading
 * Barriers to transparency: growth, and the growth of corruption
 * The added cost of corruption - Risk Management
 * The Dilbert comic strip is the quintessential sendup of inept and corrupt management.

Why is corruption in management a problem?
Corruption management is an integral part of good governance and management practice. Executive management needs to be committed to the pro-active prevention of corrupt conduct in a systematic way in order to enhance the operation and reputation of the organisation.

Corruption is a major drain on the effective use of resources for education and should be drastically curbed by improving transparency and accountability in education. Corruption "increases transaction costs, reduces the efficiency and quality of services, distorts the decision-making process, and undermines social values."

Further reading
 * Talk page discussion on this topic. See especially remarks about "Alignment Model".

What is ethics?
Ethics is a major branch of philosophy, encompassing right conduct and good life. It is significantly broader than the common conception of analyzing right and wrong. A central aspect of ethics is "the good life", the life worth living or life that is simply not satisfying, which is held by many philosophers to be more important than moral conduct.

Applied ethics is, in the words of Brenda Almond, co-founder of the Society for Applied Philosophy, "the philosophical examination, from a moral standpoint, of praticular issues in private and public life that are matters of moral judgement". It is thus a term used to describe attempts to use philosophical methods to identify the morally correct course of action in various fields of human life.

Media ethics is the subdivision of applied ethics dealing with the specific ethical principles and standards of media, including broadcast media, film, theatre, the arts, print media and the internet. The field covers many varied and highly controversial topics, ranging from war journalism to Benetton advertising.

Further reading
 * Foundations of Ethics, Google Knol article.
 * Media Ethics: Into the pot, already boiling..., Media Ethics Blog, School of Journalism and Communication, Utah State University

How can ethics be a solution to corruption in management?
Corruption has connections with the existence of monopoly and discretionary power, poor governance and supervision, and lack of transparency. "As Klitgaard, Maclean-Abaroa & Parris (2000) illustrate in their formula: Corruption (C) = M (Monopoly Power) + D (Discretion by officials) – A (Accountability)."

Media ethics is all about transparency, adequate supervision, lack of monopoly control of information (no "owning" a Wikipedia article), limiting unreviewable discretion (a system of checks and balances), and providing accountability (perhaps Wikipedia's biggest ethical problem).

Corruption arises when those exercising managerial, administrative, or custodial power operate at the less advanced levels of the Integrated Kohlberg-Gilligan Model. As those in power advance to more rigorous degrees of ethical reasoning and more compassionate insight into human nature, inept and corrupt practices tend to be supplanted by incrementally better ethical practices, yielding incrementally superior outcomes.

Further reading
 * Foundations of Ethics, Google Knol Article presenting the Integrated Kohlberg-Gilligan Model and Rawl's Theory of Justice and Veil of Ignorance.

Who is in charge at Wikipedia?
The English language Wikipedia is one project run by an international community on servers owned by the Wikimedia Foundation. The content is published by the community's contributors who own the copyright to their contribution; while the Foundation maintains a mostly hands off approach to the content, runs the servers, and maintains a policy that all contributions must be GNU CopyLeft copyrighted under the GFDL, which allows anyone (including the community) the ability to fork the encyclopedia.

Power in the community is two-fold — there are specific abilities granted to specific community members and there is the reputation power granted to individuals based on that reputation. Consensus processes are supposed to serve as a check and balance against the granted powers. Transparency is supposed to ground reputations in fact and substance. Wikipedia User Access Levels details the granted powers.

The most powerful official organ at the English language Wikipedia is known as Arbcom, as detailed at Wikipedia Arbitration Committee. Jimmy Wales serves as a check and balance on Arbcom, as well as do regular elections to Arbcom.

Further reading
 * See Wikimedia Foundation Home Page for foundation details

What are the problems with Wikipedia?
Wikipedia has attracted criticism that its open nature makes it unauthoritative and unreliable, that it exhibits systemic bias, and that its group dynamics hinder its goals. Specific criticisms include the encyclopedia's exposure to obvious or subtle vandalism, attempts by strongly opinionated editors to dominate articles, inaccurate or sometimes non-existent sourcing for controversial assertions in articles, and edit wars and other types of nonconstructive conflict among editors. Other concerns include:
 * Anti-elitism as a weakness
 * Exposure to political operatives
 * Privacy concerns
 * Threat to traditional publishers
 * Anonymous editing
 * Flame wars and harassment
 * Censorship
 * Administrator actions

Source for this section:

Further reading
 * David Solove : The future of Reputation : Gossip, Rumour and Privacy on the Internet, Yale University Press, Published online complete under a Creative Commons Attribution-Noncommercial 3.0 United States License.
 * Criticisms of Wikipedia
 * Wikipedia makes for a nightmare in online journalism ethics, op-ed article in the Hard News Cafe (online newspaper of the School of Journalism and Communication at Utah State University).

What are some illustrative examples?

 * See also: Case Studies and Neutralized Case Studies

Let's compare the ethical management of something the reader may not be familiar with, with something they are sure to have some knowledge of : slavery in the United States. While the two, in scale and importance, are as different as bumping a toe and dying in a car crash; such a comparison can illuminate the role of an illustrative example. Thomas Jefferson owned slaves. That tells you a lot about the institution's acceptance and pervasiveness. But it does not tell you who or what is to blame nor what process is useful in fixing the problem. The same is true with ethical practices at Wikipedia. Although there are certain individuals who have been accused of being especially unethical, it does not follow that they are the problem, nor that dealing with them as individuals will fix the problem. So, because of that, this project will not dwell on individuals so much as on systematic and systemic issues. No example is to be understood as fixing of blame for problems of the system as a whole on any specific people.

Further reading
 * Wikipedia Review (A messageboard dedicated to purported ethical problems at the English language Wikipedia; unfortunately mixed in with ethical violations of its own and many banned editors)
 * w:Wikipedia:Administrators' noticeboard/Incidents (Wikipedia's management problem notification board)
 * w:Wikipedia:Requests for comment/Arbitration Committee (illustrative example of problem with current management structure)
 * w:Wikipedia:Requests for arbitration (Wikipedia management's major problem tracking and control system)

Cyberstalking list
The cyberstalking mailing list (on Wikia servers) reached maximum publicity with the drama over Durova's indef block of User:!! ("Bang Bang") for causes she claimed were too confidential to reveal to anyone; but turned out to be, in fact, the crime of being too good an editor, therefore he must be up to something. Everyone was so utterly appalled at this lack of common sense that Durova resigned her adminship in disgrace. User:Giano II boldly revealed (on Wikipedia) Durova's email to the cyberstalking mailing list (later copied to WikiTruth.Info (as "Durova's Sekret Evidence") and then referenced on Wikipedia Review, where the referencing link was not censored) detailing all this, whereupon the "BADSITE" clique demanded that it be deleted from Wikipedia and Giano severely punished for revealing a private email. There is a huge amount of drama around Giano as he is one of Wikipedia's most prolific and best writers of articles but he refuses to put up with the hypocrisy in Wikipedia's management.

Further reading
 * Secret mailing list rocks Wikipedia, Cade Metz, UK Register, 4 Dec 2007.
 * The Durova Incident, Guy Chapman, ChapmanCentral (Wiki).
 * Wikipedia Controversies, Dan Tobias (personal commentary web site).

What are some key elements of ethical management of a website?
Further reading

What are some key elements of ethical management of an encyclopedia?
Further reading

title: Wikimedia Ethics/Overview


text:
User talk:Bloo789

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:26, 14 July 2008 (UTC)

 Hello Bloo789, 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 random project.
 * Browse everything on 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.
 * 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! Erkan Yilmaz uses the Chat (try) 20:26, 14 July 2008 (UTC)

title: User talk:Bloo789


text:
Wikimedia Ethics/Suggested essays

The following are suggested essay subjects. What makes for a good essay subject in this project is something that is revealing concerning ethical management of the English language Wikipedia, but yet has no clear cut "answer". If it did, then we should not tease you by not simply giving you the answer. So, the first clue to writing an essay on any of these suggested topics is that there is no right answer.

Note that all essays hosted within this project are subject to editing by others, as is usual with the Wiki ideal. However, we would like to suggest that those with different viewpoints from those expressed in essays already written contribute new essays to express this differing view point. After a certain number of viewpoints are expressed, then an additional subpage can be created with summaries of all essays' viewpoints and possibly a synthesise of them, which may or may not express consensus. The main project page then will have a link to this subpage with the summary containing links to each essay summarized, thus keeping the main project page manageable no matter how many essays are written.

Who founded Wikipedia?
Clues:
 * 1) Define "founded" and "wikipedia" and what counts as a "who".
 * 2) Ask what is more important: a general idea, a specific idea, implementing an idea, paying for the implementing of an idea, or something else?
 * 3) Is the "real" father the one who raised you or your biological father or both?
 * 4) What ethical issues do you encounter while researching this question?

Suggested google possibilities:
 * Jimbo Wales,
 * Larry Sanger,
 * Bomis,
 * Richard Stallman,
 * Clifford Adams,
 * Magnus Manske,
 * Lee Daniel Crocker,
 * Ward Cunningham,
 * volunteers around the world.

Further reading:

What can governance models teach us about the ethical management of Wikipedia?
Clues:
 * 1) How many distinct governance models do you know about?
 * 2) Can you recognize which governance model is in operation at any given juncture in an online community?
 * 3) What are the ethical issues associated with any given governance model?

Suggested google possibilities:
 * Monarchy
 * Autocracy
 * Oligarchy
 * Plutocracy
 * Bureaucracy
 * Hierarchy
 * Republic
 * Democracy
 * Ochlocracy
 * Anarchy

Further reading:

How can models of ethical (or non-ethical) behavior present on English Wikipedia be projected on a general understanding of the Internet and vice versa?
Clues:
 * 1) How are disputes handled on the Internet?  How are disputes handled on Wikipedia?
 * 2) What issues are involved with ethical issues on the internet?  What issues are involved with ethical issues on WP (for example, is anonymous or pseudonymous editing a negative or positive force on the internet? On  Wikipedia?)
 * 3) What processes can be identified as non-ethical or ethical on the Internet?   What processes can be identified as non-ethical or ethical on Wikipedia?
 * 4) How have such processes evolved over time on the Internet?    How have such processes evolved over time on Wikipedia?

Further reading:
 * David Solove : The future of Reputation : Gossip, Rumour and Privacy on the Internet, Yale University Press, Published online complete under a Creative Commons Attribution-Noncommercial 3.0 United States License.
 * Jon Awbrey's "Historical datapoints of the En:WP NOR policy", which is located here.
 * Wikipedia:Biographies of living persons
 * Anna Duval Smith : Problems of Conflict Management in Virtual Communities, 1997 (Chapter 6 in Communities in Cyberspace, edited by Marc A. Smith and Peter Kollock, Routledge Press, 1998.

Essays written:
 * Ethical Management of the English Language Wikipedia/Ethics on Wikipedia and the internet

How would you change this project?
Clues:
 * 1) What further reading material can you suggest? Where would you put it?
 * 2) What additional learning resources would be good? Why? What would you title it?
 * 3) What here would you recommend others read? Why?
 * 4) What here would you recommend be altered? How?

Suggested google possibilities:

Further reading:

What is a good way to balance ethics and pragmatism?
Clues:

Suggested google possibilities:

Further reading:

Under what conditions should a Wikipedia admin lose their adminship?
Clues:
 * 1) Do you believe in a limited term in office?
 * 2) Should consensus rule on this? How should that consensus be identified?
 * 3) What is the current practice?
 * 4) What proposed practices have been suggested?

Suggested google possibilities:

Further reading:

MediaWiki Software and Edit Wars

 * 1) Write a short essay to recommend a new feature for the revision history web page.
 * 2) Research the Internet for developments that would help automate detection of edit wars or other such events, and source it in your essay.
 * 3) Include in your essay how the new feature may affect ethical issues.
 * 4) Estimate the total amount of space required to store every revision of AN/I since it was created.

Resources

 * Technical writing
 * The Killer Robot Interface -- Online Ethics Center
 * Creating Moral Buffers in Weapon Control Interface Design -- M.L. Communigs, MIT.EDU

title: Wikimedia Ethics/Suggested essays


text:
Talk:Wikimedia Ethics/Overview

I keep coming back to process. I know that some of you find this irritating. I am personally more and more convinced that the solution lies within an analysis of the process underlying WP itself. So, please bear with me. The Fieryangel 22:16, 14 July 2008 (UTC)

 * I'm with you 110%. My diagnosis is that the processes employed by WP have evolved organically, without systematic planning, and are a tangled mess of competing and conflicting rules and practices.  Instead of an orderly process within a well-designed high-functioning system, the machinations on WP resemble nothing so much as a wild game of PaintBall.  —Moulton 16:12, 7 August 2008 (UTC)

 * "competing and conflicting rules and practices" <-- There is a whole set of these mantras. If you really want to improve things, it would be useful to have a list of specific examples and proposals for how to improve things. --JWSchmidt 17:49, 7 August 2008 (UTC)

List of specific examples and proposals for how to improve things
My proposal, which originally appears in RfC/Moulton from a year ago, is to abandon the erratic and dysfunctional rules and sanctions regulatory model and advance a notch up the Kohlberg Ladder to a Community Social Contract Model. Elsewhere in these pages, I have provided a lengthy presentation of that recommendation. —Moulton 21:24, 7 August 2008 (UTC)

Ideas for improvement: WAS 4.250 10:02, 8 August 2008 (UTC)
 * 1) increase ethics awareness
 * 2) three year term limits for admins
 * 3) elect a deliberative body with the specific task of investigating the English language Wikipedia in order to propose governance reform.

title: Talk:Wikimedia Ethics/Overview