OpenLLM-France/wikimedia huggingface dataset:
# Development Cooperation Handbook/Checklists/Checklist for Identifying Performance Problems

Checklist for Identifying Performance Problems
The following is a checklist of symptoms often associated with performance problems. More than one “yes” indicates a need to look more closely at the situation. Read each question. If you are thinking “yes” in response to a question, place a check mark next to that item. If not, leave it blank.
Do peers complain that
* They are not carrying his own weight?
* They are distracted or exhibiting sudden changes in behavior?
* They are argumentative or confrontational?
* They are “all talk” and “no action”?
Do beneficiaries
* Always ask for someone else to help them?
* Complain about their attitude?
* Complain that they had made promises to them that they have never fulfilled?
* Say they are bad-mouthing you, the organization or its products?
* Complain that they are too pushy?
Do you
* Find it difficult to complete your own work because you spend so much time with them on their mistakes?
* Worry about what they will say to beneficiaries and action sponsors/beneficiaries?
* Check their work often because you are afraid of mistakes?
* Do work yourself that you should have delegated to them?
* Assign work to others because they can do it faster or better than they can?
* Hear about their mistakes from your boss or others?
* Sometimes find out that they have lied to you or stretched the truth?
* Seldom think of them when deciding who should get an important assignment?
Do they
* Infrequently complete assignments on time?
* Often show up to work late or not at all?
* Always have an excuse for poor performance?
* Wait to be assigned additional work rather than asking for more when ready?
* Rarely complete assignments in the way you want?
* Ignore suggestions for improvement?

## Tools
###### Templates

Applicant employee evaluation form Staff Activity Forecast and Report Interpersonal skill assessment Employee Performance Review – Peer Review
Performance appraisal forms

###### Guidelines

Key Questions for Establishing the Team Organization
How to reach an agreement on the Employee Performance Objectives
How to manage motivated and effective teams
How to recognize if Team Building is successful
How to check the level of togetherness in a team
Measures to make teams more performing
The 5 steps of team creation
Why do organisations need to plan and manage their communication?
How team members can improve overall project communication
Measures to make teams more performing
Required characteristics of the project manager
The 10 Project Management Guiding Principles

## See also

In other sections of this handbook
The employee empowering organization Manage the Performance of Project Team Members
Team Conflict Management
Decision Making in Groups
Leading and Managing
Team Conflict Management
Decision Making in Groups
Project Managers and programme Managers
Determining the project manager
# Development Cooperation Handbook/Bad Practices
#### Feedback

Please leave a message on the Talk page if you'd like to provide feedback, criticism, correction, suggestions etc. regarding this wikibook or share any resource and tool that can be linked to it
# Development Cooperation Handbook/Checklists/List of things to do in order to illustrate a project

List of things to do in order to illustrate a project
⇒ Remember: To communicate is to share knowledge. First gain it, then pass it on.
⇒ The basic approach is : First learn (do research) then teach (communicate)

### Research

What to do in order to obtain information about a project
What to ask in order to obtain information about a project

### Communicate

What to say in order to provide information about a project How to build trust and provide a solid support for your reports

### Describe your reactions to the project

Make your public aware of your subjectivity ⇒ What did you learn from observing the project and meeting the stakeholders?
⇒ What do you want to say to your public of what you learned?
In order to build the suspense and explain the challenges remember that the project does not achieve its objective directly! The activities that the action team will carry out will produce the outputs that will empower beneficiaries to better interact with their communities and utilise project deliverables to achieve the project outcomes. These outcomes will enable the stakeholders to tackle the problems identified and produce changes in the factors generating these problems, thereby contributing to the achievement of the project objectives.
* When we think about development projects we think of objectives and achievements.
* So many hospitals built … so many teachers trained … so many villages electrified … and so on, so forth.
* Achieving objectives is, of course, important.
* But there is something else we need to say.
* It is the human story, the passion that drives cooperation workers, the joy - or frustration – they feel when they succeed - or fail - to bring more justice to the excluded.
* We need to reveal the challenges.
* How are local communities utilizing infrastructures created for them? Do they agree with the information they receive? Was, what donors gave away, really what receivers wanted?
* While collecting stories of the work in progress for the Millennium Goals, we learned that no-one can bring freedom to others.
* Empowerment cannot be "given".
* Like we cannot “deliver” education.
* Nor can we “buy” participation.
* Each one has to lead one's potential out of oneself.
* But, in order to recognize and express our potential, we need a society that does not marginalize and exclude.
* We need a healthy communication climate, where differences are respected and valued.
* We need freedom from mistrust and indifference.
* Only then, can we act in a reciprocally empowering process: because we acknowledge that, in order to fully realize ourselves, we need the self realization of the others.

## Other tools
###### Templates

Tasks implementation report form
Template - Project Status Snapshot
Template - Project status summary
Template - Project Status Report

###### Guidelines

How team members can improve overall project communication

## See also

Project Communication Management
Project information distribution
The video resources linked to this handbook
Syria 6 – Training Syrian journalists
# Developing Learning Objectives

When developing training materials, the critical element is the learning objective. The learning objective defines the outcome or the result of the training or lesson. If you were to think of a course as a bicycle wheel. You have components of it: the tire, the rim, the spokes, and the shaft. All must work together for the wheel to turn. However, everything is centered around the shaft of the wheel. In this analogy, the shaft is the learning objective. No matter how well the other parts work, if the shaft doesn't work then the wheel is ineffective. Much like the bicycle shaft, the learning objective is critical and imperative to the rest of the training. Understanding this, we look at how to develop a learning objective.

## Types of Learning Objectives

There are two primary types of learning objectives we will be working with:
* Terminal Objective: The outcome or the final product. What should the student "look like" when the training is complete? What should they be able to?
* Enabling Objective: Defines the steps to accomplishing the terminal objective. How is the terminal objective going to be accomplished?

## Components and Developing a Learning Objective

Working on the assumption that we are utilizing the Instructional Systems Design model for course development, creating learning objectives does not have to be a complex process. While there are many models to follow, and one should look for one that best suits their style, the simplest to work with is the C-B-S model. The C-B-S model follows the format:
* (C)Condition- Under what circumstances or conditions should the student perform the task.
* (B)Behavior- Specifically explains what task the student should be able to do.
* (S)Standard- To what level of proficiency should the student perform the task.
Utilizing an example from the Fire Officer IV course:
Terminal Objective: Given appropriate community demographic data, appraise the department's human resource demographics to determine if the recruitment, selection, and placement of human resources is effective and consistent with law and current best practices.
Our objective is sectioned as follows:
* Condition: Given appropriate community demographic data...
* Behavior: ...appraise the department's human resource demographics...
* Standard: ...to determine if the recruitment, selection, and placement of human resources is effective and consistent with law and current best practices.

## Conclusions

Developing learning objectives does not have to be complex nor a complicated process. However, consistency and comprehension is important.
# Development Cooperation Handbook/Checklists/Call for proposal - Evaluation criteria usually applied by EuropeAid

Checklists - Development Cooperation Handbook Steps and Tools
Related to any Call for proposal financed by EuropeAid it is recommended, for the optimization of Concept Notes to be sent to EC, to pay attention to the evaluation criteria usually applied by the European Commission to evaluate (and in case approve or reject) the quality of a New proposal asking for Funds.
In the following you can read a list of these criteria.

# Relevance of the action

- How relevant is the proposal to the objectives and priorities of the Call for Proposals?
- How relevant to the particular needs and constraints of the target country/countries or region(s) is the proposal? (including synergy with other EC initiatives and avoidance of duplication)
- How clearly defined and strategically chosen are those involved (final beneficiaries, target groups)? Have their needs been clearly defined and does the proposal address them appropriately?
- Does the proposal contain specific added-value elements such as environmental issues, promotion of gendere quality and equal opportunities, needs of disabled people, rights of minorities and rights of indigenous peoples...

# Design of the action

- How coherent is the overall design of the action? In particular, does it reflect the analysis of the problems involved, take into account external factors and relevant stakeholders?
- Is the action feasible and consistent in relation to the objectives and expected results?

# Financial and operational capacity

- Do the applicant and partners (if any) have sufficient experience of project management?
- Do the applicant and partners have sufficient technical expertise (notably knowledge of the issues to be addressed)?
- Do the applicant and partners have sufficient management capacity (including staff, equipment and ability to handle thebudget for the action)?
- Does the applicant have stable and sufficient sources of finance?

# Sustainability

- Is the action likely to have a tangible impact on the stakeholders involved?
- Is the proposal likely to have multiplier effects (including scope for replication and extension of the outcome of the action and dissemination of information)?
- Are the expected results of the proposed action sustainable?
Templates:
* What we have to do in order to find our role in a project
* How to relate project objectives to programme objectives
* Pador - documents requested
# Development Cooperation Handbook/Checklists

* Development Cooperation Handbook/Checklists/Call for proposal - Evaluation criteria usually applied by EuropeAid
* Development Cooperation Handbook/Checklists/Checklist for Identifying Performance Problems
* Development Cooperation Handbook/Checklists/What to ask in order to obtain information about a project
* Development Cooperation Handbook/Checklists/What to do in order to obtain information about a project
* Development Cooperation Handbook/Checklists/What to say in order to provide information about a project
Category:Book:Development Cooperation Handbook/Checklist pages
# Cognitive Psychology and Cognitive Neuroscience/Index

This is an alphabetical index of the book.

## C

* Category
* Comprehension
* Concept

## D

* Decision making
* Drive

## E

* Emotion

## I

* Imagery
* Inferencing

## K

* Knowledge representation

## M

* Memory
* Motivation

## P

* Problem solving

## R

* Reasoning

## S

* Semantic network
* Social cognition
# Cognitive Psychology and Cognitive Neuroscience/Links for possible sources

* OCW MIT - The Opensource Teaching resource of MIT
* Cognet MIT - The Cognitive Science Resource of MIT, available only if you are a subscriber, e.g. UOS students for the time being.
* PubMed - Public life science studies
* Public Library of Science
* Tactile Perception and Learning Lab - (Trieste, Italy)
* UCL - Experimental Techniques
# Cognitive Psychology and Cognitive Neuroscience/Hints for good writing

First and most important: Always remember, that we are writing a scientific book, not a novel; an essay; or a wikipedia article. For a start you could read this article
Try to write a consistent block of text, using subheadings, paragraphs and footnotes. Do not make listings, keywords and in general articles, but chapters.
Your first assignment is the introduction to your chapter. Keep in mind that this is the basis for the rest of your chapter. You shouldn't later rewrite your Introduction completely, because you did not know what to write. This assignment already counts for your mark.
The mentioned APA Publishing Manual is not online. However, there is a good overview here
If you need help, check out the link section or write Iroewer and Aschoeke on their discussion site or via email.
# Cognitive Psychology and Cognitive Neuroscience/OverallStructure
## OverallStructure

Our workgroup OverallStructure tries to work out this project of Cognitive Psychology and Cognitive Neuroscience by helping people how to do things right and remind them on the laws that we are all restricted to when we publish. We try to give, the groups that work on this book, useful help, inspiration and to remind them on certain dead-lines. Especially at the end we are going to put the chapters together as one piece, to make this a book worth being published and being read.
Working voltage is necessary for a workflow of our project to succeed. A workflow needs to be split up in sub-units. These subunits fill up the work schedule which is necessary to keep track of the workload and to stay in the timeframe. Here it is important to delegate work to different groups and to have us that has an overlook about what needs to be done and when it is due.
OverallStructure works with the group CrossReferences closely together. This is required, because otherwise there is the possibility, that we work counterproductive or that we work parallelly on the same thing. Therefor our groups need to find out together what our priorities are and how to put this into practice.
Social skills is a highly recommended to work in this group. Remembering and criticizing people is risky field. Our comments need to be productive and not to be offensive. We need close interaction with everybody working on this project, just by that it is possible for us to do the required work. We depend on the different groups and they depend on us. Therefor we need some empathy for the nature of humans.
Hence we expect of people working on this project and especially of ourselves:
* We estimate people to have critical faculties, are able of some kind of self-reflection, self-discipline and tolerance.
* In terms of working in groups, we anticipate everyone to be team-oriented, to cooperate with us and insight of the group, to be discountable, open to use communication skills and we hope to have at least one person in each group with some kind of leader-qualities.
OverallStructure emphasizes very much group-work. Working in groups has a lot of advantages: It makes a project being more productive and more flexible. Groups always optimize themselves, because each member of the group enhances the work of the others resulting in improved work-results. Each member harvest their own individuality and their own creativity. A group contains a special selfcheck, each member not cooperating get in some ways punished by the rest of the group.
Paraphrasing this we hope to find people being committed to this project. Our group is a very challenging and implies responsibility from both sides for this project to work and to succeed.
# Debates in Digital Culture 2019/Preamble

As the title suggests, this is a book which seeks to record contributions to the understanding of a specific set of topics, loosely grouped under the subject area of "Digital Culture", of particular salience to 2019.
It is put together through the combined talents and efforts of a cohort of students taking the undergraduate module FMSU9A4 during the Spring Semester 2019 at the University of Stirling in Scotland, UK. It is an assessed educational project. We would like to thank the Wikibooks community for assistance given in the course of this project, and also encourage leniency in dealing with our work - we are all beginners in the world of wiki here, but are keen to learn!
The aim of this educational project is, firstly, for students to record the content of their learning and their contributions to this book will reflect their studies on one of the featured themes. This will appear in the form of a series of Collaborative Essays, and therefore this Wikibook is a sort of edited collection or anthology, much like examples found in academic publishing. However, secondly and most importantly, the hope is that students will learn the values associated with working at different levels as individual researchers, as research teams, and as part of a research community on Wikimedia and other open knowledge platforms. That is to say: producing knowledge; collaboration and sharing; and peer-reviewing the work of others for the good of the community throughout Wikimedia, but in particular on Wikibooks.
Students will thus gain hands-on experience of a wiki environment, and what it is like to be part of a knowledge-building community, within the auspices of one of Wikimedia's large projects (i.e. Wikibooks) and make something that adds to currents in the academic field of digital media and society.
Note that while this is a class project, anyone may contribute as Wikibooks does not permit "ownership" of material.
# Caro-Kann Exchange Variation

Nc6 is most common here, threatening the pawn.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5 cxd5 4. Bd3
* Nc6
* Nf6
* Ng6
* e6
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Caro-Kann Defence: Exchange Variation

White exchanges on d5, and black almost always responds with cxd5. This forms opposite-wing majorities. This usually will lead into a Panov-Botvinnik Attack, although independent lines can arise after 4.Bd3.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5
| 3 |
| ... cxd5 | = |
| ... Qxd5 | = |
| ... Bf5 | |
| ... c5 | |
| ... Qa5 | |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Caro-Kann Exchange Variation

Qc8 is most common, though Qd7 allows the option of queenside castling, as well as Rc8.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5 cxd5 4. Bd3 Nc6 5.c3 Nf6 6. Bf4 Bg4 7. Qb3
* Qc8
* Qd7
* Na5
* Qb6
* e6
* b6
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Caro-Kann - Botvinnik-Carls Defense - 4. c3 cxd4

Black's second most popular response to the move 4. c3 in the Botvinnik-Carls Defense. It is not the best move, as it is better for black to have added more pressure to the d4 pawn first before taking.
When contributing to this Wikibook, please follow the Conventions for organization.
# Caro-Kann Defence: Exchange Variation

This almost always leads to the Panov-Botvinnik Attack after c4, unless white plays 4.Bd3. Note that 4.Nc3?! would be a poor move due to the fact that the knight doesn't do much. e4 is poison, while e6 will turn d5 into a rock. Therefore, c4 followed by Nc3 is far better since then, there would be pressure on d5.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5 cxd5
| | 4 |
| Panov-Botvinnik Attack | c4 - |
| | Bd3 - |
| | Nf3 - |
| | c3 - |
| | Nc3 - |
| | Bf4 - |
| | Bb5+ - |
| | Be2 - |
| | h3 - |
| | Qf3 - |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Caro-Kann Exchange Variation

c3 is probably the only sound response. Nf3 has a terrible record, while Ne2, or tying up the dark bishop with Be3, both seem unsound.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5 cxd5 4. Bd3 Nc6
| | 5 |
| c3 |
| Nf3 | -+ |
| Ne2 | -+ |
| Be3 | -+ |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Caro-Kann Exchange Variation

In the only case of a6 being played in serious chess to date, Karpov, playing black, went on to beat Salov.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5 cxd5 4. Bd3 Nc6 5.c3
* Nf6
* Qc7
* g6
* e6
* e5
* a6
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Caro-Kann Exchange Variation
## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.exd5 cxd5 4. Bd3 Nc6 5.c3 Nf6 6. Bf4 Bg4
* Qb3
* Nf3
* Ne2
* f3
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunns Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.