OpenLLM-France/wikimedia huggingface dataset:
# Survey design/Workshop

* Survey Design Workshop
| How to design a survey for a research project. | Educational level: this is a tertiary (university) resource. Completion status: this resource is ~75% complete. |

## Outline

This introduction to survey design workshop involves three one-hour modules:
* Survey research, theory, types, and pros and cons of this research method
* Survey design - Principles and nuts and bolts of survey development, including types of questions and response formats
* Survey examples - guided peer discussion about draft surveys

## Participants

The target audience for the face-to-face workshop is post-graduate research students and academic staff in the Australian Capital Territory who are in the early stages of developing survey-based research proposals and/or surveys for research projects. The workshop materials are publicly and freely available online.
See participants for more info. There is also more info for online participants.

## Objectives
### Survey research

    How to design and develop survey-based research
* Survey research as a research method
* Common types (e.g., face-to-face interview, mail survey, internet survey) and the pros and cons of each
* Steps in survey development

### Survey design

    Nuts & bolts of questionnaire design, including:
* Question types
* Response formats
* Layout
* Pilot testing
* Sampling

### Survey examples

    Critically examine example and draft surveys
* Review example surveys
* Review participant draft surveys

## Materials

* Resources
** Survey design workshop (Slides)
** Example surveys for critical discussion
** Readings (particularly Fowler and Nardi)
** Ask questions as we go - or add them here
* Topics
** Level of measurement
** Online surveys
** Research purposes
** Sampling
*** Response rates
*** Margin of error
** Survey research
** Survey design
* Workshop
** Instructor notes
** Evaluation
# Survey design/Images

This page is for collecting possible images for use in Survey design.
* Russian personal survey, 1920.
# Student Projects/Poverty with majority population

The poverty is described as a state of being poor, that is the state of not having enough money to take care of basic needs such as food,clothing,and housing
The poverty in India is measured by a poverty line that is probably one of the most disputed and incessantly attacked measure in the world.
Poverty in India - Statistics
· 50% of Indians don’t have proper shelter;
· 70% don’t have access to decent toilets (which inspires a multitude of bacteria to host their own disease party);
· 35% of households don’t have a nearby water source;
· 85% of villages don’t have a secondary school (how can this be the same government claiming 9% annual growth?);
· Over 40% of these same villages don’t have proper roads connecting them.
The forgotten poor
There’s also the problem of huge segments of the population that are not included in the official poverty count, namely the Dalits (the untouchables), women and minority ethnic tribes.
They’re groups that are marginalized in the society and These groups are marginalized in society and it’s more convenient for politicians to announce massive reductions in poverty by simply not including them in a census. It is easier to pretend they do
Current estimations of the number of people below the poverty line vary from 20 to 50% of the population - from conservatives' to liberals' estimations – precisely because of the debate around the Indian poverty line.
The idea is that recognizing either 240 million or 600 million poor means radically different policies for a government, so clearly the stakes
# Student Projects/Parts of flower

Parts of flower
The flower is the reproductive part of plant though the flowers are of different shapes,size and colour they have same basic structure. The main parts of flower are Sepal, Petal,Androecium and Gynoecium. Let us study these little more clearly
Calyx or petals : This is modified leaf
It forms outermost whorl,that encloses petals and forms outer protective layer around flower in bud stage
Corolla or petals: These are brightly coloured and can attract insects for pollination. This surrounds reproductive organs of flower
Androecium: stamen is pollen producing reproductive organ,stamens are collectively called as Androecium.
Gynoecium : it forms innermost whorl,this acts as female reproductive organ,this further consists of stigma,style and ovary.
These 4 structures are called as essential parts or whorls,the flower that posses all the whorls are called as complete flowers,those which do not posses any of these are incomplete i.e it may not posses either of these whorls.
# Social entrepreneurship/SSE Section Boxes

* One Box with a Width parameter and editable section
* Two Boxes with a Width parameter for the left box and editable sections in both
* Three Boxes with a Width parameter for the left box and editable sections in the other two

## Samples

This is an example of how this template does not work in the default name space. The edit links point to <edit page name> while the content comes from "Template:<edit page name>".
    Possible solutions:
   * Only use this in the Portal: name space
   ** try redirecting the Template page to <edit page name>
   *** Help:Redirect
* Cool Section on SSE
* Learning Activities ....
* optional left text
* Social entrepreneurship/SSE Section Boxes/Activities
* Next
* Global Thinking
* to shed some light on the subject
* Think Global, Act local
* Recall the Rio conference and Agenda 21.
* Social entrepreneurship/SSE Section Boxes/Tips
* Next
* Quest
* You must find your way to the deep dark forest where dwells the community Sangoma ...
* there you will learn the deepest secrets of the community's cultural heritage ...
* text ...
* Next
# Social entrepreneurship/SSE Section Boxes/Quest

text ...
# Social entrepreneurship/SSE Test Module 1

NB This template is a work in process - do not use it yet. Might be better redesigned as a page generator for Template:Module Nav.
* Social entrepreneurship/SSE Test Module 1
* Learn all about it ....
* Back/Home · Activities · Resources · Community · Links
* Type classification: this is a lesson resource.
* Completion status: this resource is a stub, so not much has been done yet.
* Educational level: this is a tertiary (university) resource.
* Educational level: this is a non-formal education resource.
Template:Social entrepreneurship/tbwes
* Preparation
* Recommended preparation
* Social entrepreneurship/SSE Test Module 1/Preparation
* more
* Getting Started
* Reminders:
* Social entrepreneurship/SSE Test Module 1/Tips
* more
| Template:Social entrepreneurship/tbwes | Template:Social entrepreneurship/tbwesTemplate:Social entrepreneurship/tbwes |
# Social entrepreneurship/SSE Test Module 5

* Social entrepreneurship/SSE Test Module 5
* Learn all about it ... ...
* Home  ·
* Activities  · Resources  · Community  · Links
* Type classification: this is a lesson resource.
* Completion status: this resource is a stub, so not much has been done yet.
Template:Social entrepreneurship/tbwes
* Preparation
* Recommended preparation
* Social entrepreneurship/SSE Test Module 5/Preparation
* more
* Getting Started
* Reminders:
* Social entrepreneurship/SSE Test Module 5/Tips
* more
| Template:Social entrepreneurship/tbwes | Template:Social entrepreneurship/tbwesTemplate:Social entrepreneurship/tbwes |
# Social entrepreneurship/Social entrepreneur

A social entrepreneur is someone who engages in social entrepreneurship.

## Suggested Definitions

Feel free to add definitions of your own.
       A Social Entrepreneur is an individual who uses socio-cultural means in an unique, innovative and sustained manner to attain socio-cultural valued goals, as a result of which significant socio-cultural (and systemic) change is brought about which is considered to be an improvement on a previous socio-cultural condition (Senekal)

## See Also

* Wikipedia

## Examples of Social Entrepreneurs

* See Profiles of Social Entrepreneurs

## Characteristics of Social Entrepreneurs

Social entrepreneurs are unique individuals from a variety of professions, in a variety of countries, with powerful ideas around improving quality of life in the short, medium and long term. There are some qualities which many social entrepreneurs seem to share:
* visionary
* mission-orientated
* relentlessly driven (towards implementation and realising the vision)

## Inspiration

Can I be a social entrepreneur?
* Celebrate what's right with the world - Dewitt Jones (video) - be the best you can be for the world (consistent with the appreciative approach suggested for the Social Entrepreneurship curriculum.
# Social entrepreneurship/SSE Test Module 3

* Social entrepreneurship/SSE Test Module 3
* Learn all about it ... ...
* Home  ·
* Activities  · Resources  · Community  · Links
* Type classification: this is a lesson resource.
* Completion status: this resource is a stub, so not much has been done yet.
* Educational level: this is a tertiary (university) resource.
* Educational level: this is a non-formal education resource.
Template:Social entrepreneurship/tbwes
* Preparation
* Recommended preparation
* Social entrepreneurship/SSE Test Module 3/Preparation
* more
* Getting Started
* Reminders:
* Social entrepreneurship/SSE Test Module 3/Tips
* more
| Template:Social entrepreneurship/tbwes | Template:Social entrepreneurship/tbwesTemplate:Social entrepreneurship/tbwes |
# Social entrepreneurship/SSE Themes

Individual properties can be obtained:
* sandy border colour = orange
* gaia background colour = green
* unknown theme output =
* unknown property output = colourless
* See Box theme attributes for the options for the surrounding rounded box.

## Samples

* [[[:Template:Fullurl:]] edit]  blacktie
* Subtitle ...
* text
* box footer text
* [[[:Template:Fullurl:]] edit]  blues
* Subtitle ...
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* [[[:Template:Fullurl:]] edit]  gaia
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* [[[:Template:Fullurl:]] edit]  goldy
* Subtitle ...
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* [[[:Template:Fullurl:]] edit]  greyday
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* [[[:Template:Fullurl:]] edit]  khaki
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* [[[:Template:Fullurl:]] edit]  lite
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* [[[:Template:Fullurl:]] edit]  sandy
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* [[[:Template:Fullurl:]] edit]  sandyblueslate
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* [[[:Template:Fullurl:]] edit]  smart
* Subtitle ...
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# Social entrepreneurship/To use the SSE Navigation Template

* Create a navigation template for your learning resource
** Commonly done by inserting something like this at the top of the page:
*** {{<name of your learning resource> Nav}}
**** For example: {{Sustainability Nav}} (this one exists already - don't edit it!)
***** If you are using Template:Module Intro Page on a page in the main/default name space, you might need to include a colon before the page name: {{:Sustainability Nav}}
* Edit this new template you have just created and paste the following into it:
The variables are explained on the Module Nav template's page and you can look at the examples on pages already using the template. Most of the pages on the SSE curriculum page under General have created navigation templates using this approach (i.e. embedding the "Module NAV" template as above).
N.B. The parameters are all set directly here currently - i.e. not sent from the named wrapper (for consistency).

## See Also

* Template:Module Intro Page - includes notes on making navigator templates.
* Template:Make Navigator
# Social entrepreneurship/What is Social Entrepreneurship

Entrepreneur is someone who start his or her own business.
Gain a common understanding of the term "social entrepreneurship".
Activities
* Contact anyone interested in social entrepreneurship who would be keen to exchange ideas on what exactly it is.
** Collaboratively list questions you would all pose for discussion.
* Convene the discussion - face-to-face, via e-mail, chat rooms, etc.
** What distinguishes "social entrepreneurship" from "entrepreneurship", "services based learning", "community-based learning", ....
*** Are there any other approaches or labels which seem similar? How are they different from social entrepreneurship?
* Summarise the conclusions of the group discussion - perhaps on a wiki with a page "Describing Social Entrepreneurship".
* Read the essay below and discuss whether your group discussion has something to enhance it.
* Select or volunteer a member of your group to blend elements of your discussion into the resources below.
* Extend the Acknowledgements below.
Outcome
Enhancements to the essay and other resources below.

## Describing Social Entrepreneurship

* Social Entrepreneurship
* Insert a link to your essay or notes here.

## magic

* Social Entrepreneurship definition (Wikipedia)

## Readings

* What is a Social Entrepreneur?

## See Also

* Introduction to Social Entrepreneurship
* The story of social entrepreneur Victoria Hale "Uncommon Heroes" (The Skoll Foundation, 2006)
* Dorothy Stoneman "Creating alternative futures for youth"(The Skoll Foundation, 2006)
* Social Entrepreneurship FAQ
* Social Entrepreneur

## Acknowledgements

* Kim 17:50, 2 June 2008 (UTC) - just started this page.
# Social environment

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
The social environment (context), also known as the milieu (a French word for environment), refers to the culture that a person lives in, and the people and institutions with whom the person interacts. A given social environment is likely to create a feeling of solidarity amongst its members, who are more likely to keep together, trust, and help one another. Members of the same social environment will often think in similar styles and patterns even when their conclusions differ.

## Search

Search for Social environment on Wikipedia.
Wikimedia Commons has media related to Social environment.
Search for Social environment on the following projects:
Wikisource
Wikinews
Wikiquote
Wiktionary
Wikibooks
Wikispecies
Lost on Wikiversity? Please help by choosing project boxes to classify this resource by:
subject
educational level
resource type :
# Maritime Health Research and Education-NET/EDUCATION/Education module links/MSc Occupational Medical Research Education/Extended occupational medical research education 3-4 years 4000 hours Ph.D. study

After having obtained the needed skills to study and to produce a scientific published article as the first author in MSc Module1-3, the students are prepared to enter a Ph.D. study. According to the international requirements for a Ph.D., the students are obliged to publish 3 peer-reviewed, international scientific articles as first authors and a written summary of the articles in a Doctoral Dissertation. The dissertation can be based on independent data collection or secondary data from another side. Now, like in the Thesis work, the students can benefit from the possibilities to get data from The Maritime Health Research and Education-NET (MAHRE-Net). This program includes the permanent monitoring of the four main topics of the EU-Occupational Health strategy: Mental health, Ergonomics, Safety climate, and chemical-related Skin diseases. In the cohort design strategy, we will follow and support the young people from the maritime schools in their careers. The method is that we ask the classes of maritime students to fill out a short questionnaire about their health and wellbeing at the beginning of their studies. When they start their practice times at sea, they answer the same questions to identify the influence on their well-being on board. We measure how many of them leave the sea profession and we ask them how they think the profession can continue to be attractive to young people. It is intended to suggest and assist in the implementation of preventive measures based on the results. Here, the students will be able to contribute to the overall new knowledge about working conditions in the maritime area or in the land sector, in the same way as is practiced in the Mahre-Net program. Data may be from school classes in vocational schools and using the themes used in Mahre-Net or your choice. Projects with pooling of data from many countries and trends analysis and combining of different questionnaires will require experienced researchers and fundings. The skills gained in this course will enable you to pursue a career in research through universities or a combination of clinical healthcare practice research. The course is flexible and can be delivered on a full or part-time basis, attracting people who might also be working alongside their studies. In the end, an examen 45 min oral exam. After the defense of the Dissertation with external evaluators, a Ph.D.MSc Modulein Health Science is handed out.
# Maritime Health Research and Education-NET/EDUCATION/Education module links/Modules in Research Methodology
## The EQUATOR -network CLINCAL CASE reporting-guidelines

The PRISMA statement is endorsed for the reporting of systematic reviews and meta-analyses, the STROBE statement for the reporting of epidemiological studies, and the RECORD statement for the reporting of studies conducted using observational routinely-collected health data. Authors should check the EQUATOR Network for reporting instructions and further information.
# Maritime Health Research and Education-NET/EDUCATION/Education module links/Theoretical research modules
## 2. Study work

* Research questions and protocol
* Questionnaire Google Form - Thai
* Questionnaire Google Form - UMIP Feb 2022 new data
* Literature search and review writing
* Data analysis and thesis writing
* Thesis ready and defence
* Scientific publication, conference presentations
# Maritime Health Research and Education-NET/EDUCATION/Education module links/Theoretical research modules/Electronic Research tools 1
## Use the technology at hand

iPhone and Android dictation, read articles and texts in the sofa on your tablet, take care not to get or sit too long at the writing desk, Google translate when needed, transfer PDF to word when you need to make copies of the text etc.
# Maritime Health Research and Education-NET/EDUCATION/Education module links/Theoretical research modules/Reading of scientific articles for learning epidemiology and biostatstics

* Search and download xx articles related to your own project
* Search phrases for example: "cross-sectional and occupational and your own interest" in Google Scholar or/and PubMed.
* Store the bibliography and the PDF articles (or only the Abstract) in the reference program: EndNote, Zotero, or Mendeley.
* Study the characteristics of the studies according to IMRAD and discuss any methodological problems and the possible usefulness in the prevention.
* Invite to "Journal Club" to short presentations and discussion of the methods, results, and conclusions, useful for prevention, possible method errors
# TAO/Concept

The content of this page is currently being developed. Please got to Talk:TAO/Concept to contribute. --Simon Lüke 11:59, 16 February 2012 (UTC)
This page is meant to give you an overview on the TAO project, especially on its relation to the part taking place in Wikiversity. In the TAO project as whole there are lots of activities going on that are not oder not very comprehensively represented by Wikiversity pages, but there could be - for example - a researcher that wants to document experiences and results of such activities in Wikiversity.

## Graphic

At current stage this graphic shall be the main resource and reference to discuss the concept. It actually contains too much information to be easily comprehensible, probably not even by a second or third glance. The idea is to develop an overall reference to explain things and to use it by cutting out single aspects in regard of a specific purpose.
To Edit:
    (Goolge Docs Drawing, which contains the respectively latest version.)
Formats:
| PNG | PDF | SVG |
    (This files (in Wikiversity) will be updated from time to time from above Google Doc)
Click to get full resolution of PNG.

## Wording

Definition of terms for better understanding:
* TAO/Wikiversity for the part of the TAO project which is directly related to Wikiversity.
* More to come after discussion and agreement on the content of the graphic...
# TAO/Developing problem based approaches
## Goal of the module

Describe and document activities that lead to the development of problem based approaches to the TAO Handbook and the TAO Community of Practice, based on persona descriptions and use scenarios.

## Target group

Members of the TAO Community of Practice

## Step 1

Brainstorm (potential) use cases with regard to problems derived from existing persona descriptions or from your own experience and list them on the corresponding page:
* Brainstorming Use Cases for staff members in a managing or co-ordinating function (managers)

## Step 2

Describe (potential) use cases with regard to problems derived from existing persona descriptions or from your own experience and list them on the corresponding page:
* Use cases for staff members in a managing or co-ordinating function
* Use cases for instructors, moderators, or facilitators
* Use cases for consultants
# TAO/Contact us

Contact the TAO Community of Practice via email: community@thirdageonline.eu Contact the TAO Project Coordination via the project website: www.thirdageonline.eu/contact/
You can also access the member list of the TAO community.
# TAO/Creating Personas and Working with Them/unit 1

Personas are hypothetical archetypes, or “stand-ins” for actual users or customers that drive the decision making for product or service design projects:
You may draw your knowledge of the target group from various sources, including statistics. However, in order to be effective, you will usually need to gather a team of people who know these personas or to organize focus groups with members of the target group.
There are lots of ways to sketch out personas. You may want to adapt one of the example procedures to your purpose:
    Example Procedure 1 (e.g. for designing e-inclusion measures for a particular fringe of the population):
   * Step 1: Who are they? - Describe their personal characteristics to give them a human touch, turn them into personalities (provide a photo)
   * Step 2: What are their behaviour and goals?
   * Step 3: What are barriers and obstacles regarding these goals?
   * Step 4: What are possible solutions to overcome these barriers and obstacles?
   * Step 5: What difficulties would you expect? Any further comments?
    Example Procedure 2 (e.g. for designing support offers for professionals or volunteers in a particular function):
   * Step 1: What are their personal characteristics? - name, age, profession, further details from their life which could play a role regarding the situation under analysis
   * Step 2: What are their motivations and personal goals?
   * Step 3: What are their stakeholders? What are their stakeholders' expectations? (identify the expectations they are faced with in their function)
   * Step 4: What are critical events they could face? What challenges do they pose? (identify the challenges they would typically face in their function)
   * Step 5: What are possible support offers to help them living up to the expectations and mastering the challenges they face? (in terms of peer support, coaching, inter-vision, external support, etc.)
    Example Procedure 3 (e.g. for internet marketing):
   * Step 1: Who are they, every day?
   * Step 2: What do they want, all the time?
   * Step 3: How do they interact with you and your competitors?
   * Step 4: What might make this interaction happen/not happen?
   * Step 5: How may they affect your organization?
    Source: "Get In Your Customers' Heads: Creating Great Personas", Conversation Marketing, 2007. See also for more detailed instructions and an example.

### Do you want to give your persona a face?

You may want to try http://www.pimptheface.com/ to create a phantom picture and upload it to Wikimedia Commons to integrate it in Wikiversity (Example).