OpenLLM-France/wikimedia huggingface dataset:
# System development/Model driven development

< Software development
* Learning community: System development
* See also: modelling
* Wikipedia: model-driven engineering
Building information systems can be complex. First you need funding to start a project, then you specify your requirements. Then you may need more funding to hire expensive consultants and/ or programmers with knowledge of Java, dot.net or PHP. You build the system and test it. Then you implement it.
Because building systems can be complex and you don't always have funding, a lot of teams use Microsoft Excel to support their processes. In the last couple of years we have seen new technology that makes it easy to build cloud based systems. Instead of programming you make models. Creating and adjusting information systems becomes easy and extremely fast (= days). You don't need a consultant or programmer anymore because you can make 90% of the changes yourself.

## To-do

* Wikipedia: Declarative programming

## Index

* Tooling
# System development/Modelling/Concepts

* Learning community: System development
* Template: Template concepts
On this page you can find an overview of (business) concepts.
| Concept | Domain | Dutch | French | German | Spanish |
| Actor | | Actor | | | |
| Account (Finance) | Finance | Rekening | | | |
| Account (Sales) | Sales | Account | | | |
| Address | | Adres | Adresse | Adresse | Dirección |
| Ambition | Performance management | Ambitie | | | |
| Appointment | | Afspraak | | | |
| Applicant | | Kandidaat | | | |
| Assessor | | Beoordelaar | | | |
| Activity | CRM | Activiteit | | | |
| ActivityType | CRM | ActiviteitType | | | |
| Business unit | | Business unit | | | |
| Call | | Call | | | |
| Case | Case management | Casus | | | |
| Community | | Community | | | |
| Competence | HCM | Competentie | | | |
| Complaint | | Klacht | | | |
| Contract | | Contract | | | |
| Customer | Sales | Klant | | | |
| CustomerContact | Sales | Klantcontact | | | |
| Decision | | Beslissing | | | |
| Document | | Document | | | |
| Department | | Afdeling | | | |
| Dispute | | Geschil | | | |
| Economic sector | | Industrie | | | |
| Effect | | | | | |
| Employee | Organizational management | Werknemer/ Medewerker | | | |
| Employment | HCM | Arbeidsovereenkomst | | | |
| Expense | HCM | Declaratie | | | |
| ExpenseType | HCM | DeclaratieType | | | |
| Event | Event management | Gebeurtenis | | | |
| Function | Organizational management | Functie | | | |
| Goal | Performance management | Doel | | | |
| Group | Sociology | Groep | | | |
| Human | | Mens | | | |
| Idea | | Idee | | | |
| Incident | | Incident | | | |
| Invoice | Sales | Factuur | | | |
| Issue | Project management | Aandachtspunt | | | |
| Job | Organizational management | Formatieplaats | | Stelle | |
| LearningActivity | Learning | Leeractiviteit | | | |
| LearningContent | Learning | Leercontent | | | |
| Loan | Finance | Lening | | | |
| Meeting | | Vergadering | | | |
| Notification | Task management | Notificatie | | | |
| Objective | Performance management | Doel | | | |
| Order | Sales | Verkooporder | | | |
| Organization | Organizational management | Organisatie | | | |
| OrganizationType | Organizational management | Organisatie | | | |
| Organizational unit | Organizational management | Organisatorische eenheid | | | |
| Person | | Persoon | | | |
| Person type | | Persoonstype | | | |
| Process | Proces ontology | Proces | | | |
| Product | Sales | Product | | | |
| Project | Project management | Project | | | |
| ProjectDocument | Project management | ProjectDocument | | | |
| Request | | Verzoek | | | |
| Resource | | Productiemiddel | | | |
| Review | HCM, Education | Beoordeling | | | |
| Risk | Risk management | Risico | | | |
| Role | | Rol | | | |
| Rule | | Regel | | | |
| Skill | | Vaardigheid | | | |
| Status | | Status | | | |
| Task | Task management | Taak | | | |
| Team | Sociology | Team | | | |
| Tender offer | Sales | Offerte | | | |
| Transaction | | Transactie | | | |
| User | IT | Gebruiker | | | |
| Vision | | Visie | | | |
| Worklist | Case management | Werklijst | | | |
# System development/Domains/sales/ontology
## Issues

* SalesForce doesn't use the concept 'Customer', they only use 'Account'.

## Concepts

* Account
* Customer
* Lead
* Opportunity
# System development/Modelling

This learning project is part of learning project system development.
* What is a model?
* Why should I learn about modeling?

## To-do

* Expand page Types/Process model

## Index

* Concepts
* Domains
* Languages: CMMN, VDML
* Tooling
* Types
# System development/Modelling/CMMN

* CMMN stands for Case Management Model And Notation.
* http://www.omg.org/spec/CMMN/
# Undergraduate education: A systems approach

What are the basic constraints in education:
Time: Technology changes but the human life cycle does not.
Money: Money captures the flows of wealth. Educational system needs to be sustainable.
Current model. Stay in school, then work.
Problem: It is becoming economically infeasible to stay out of the workforce until you are "done with your education"
Problem: You are no longer "done with your education." Life is school. School is life.
Problem: Structure of education *inherently* creates a pyramid structure as a large base of students and adjuncts is needed to support a tip consisting of a few faculty.
Scary thought: Is the hierarchical class structure of education manifesting itself in general society.
Educational structures today mimic mass production factory systems. Why are we using an industrial structure in a post-industrial economy.

### User Comments

Hi, I'm developing the software at http://infoeng.sf.net to create the system that will better-coordinate undergraduate education.
I'm looking forward to the paper!
# Unconscious motivation

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Understanding Business

Topic:Understanding Business
There are seven units to this class that make up twenty-two chapters that will focus on the main principles of business in a worldwide market.
* Business Trends in a Global Environment
* Business Ownership
* Business Management
* Human Resources
* Marketing
* Decision Making
* Management of Financial Resources

## Course Outline
### Compulsory Curriculum

Unit 1: Business Trends in a Global Environment
* Chapter 1 Finding Opportunities in a Constantly Changing Business Environment
* Chapter 2 Competing in a Global Market
* Chapter 3 Economics and the Creation of Wealth
* Chapter 4 Ethical Behavior and Social Responsibility
Unit 2: Business Ownership
* Chapter 5 Forms of Ownership
* Chapter 6 Entrepreneurship and Small Business
Unit 3: Business Management
* Chapter 7: Leadership, Management, and Empowerment
* Chapter 8: Customer Driven Business
* Chapter 9: Technology and It's Relation to World-Class Products and Services
Unit 4: Human Resource Management
* Chapter 10: Human Resource Management
* Chapter 11: Promoting Motivation and Building Self Managed Teams
* Chapter 12: Dealing With Issues and Relationships
Unit 5: Marketing
* Chapter 13: Customer & Stakeholder Relationships
* Chapter 14: Development & Pricing of Goods and Services
* Chapter 15: Competitive and Efficient Distribution
* Chapter 16: Integrated and Interactive Marketing
Unit 6: Decision Making
* Chapter 17: Technology Information
* Chapter 19: Financial Information and Accounting
Unit 7: Management of Financial Resources/]]
* Chapter 19: Financial Management
* Chapter 20: Understanding Money and Financial Institutions
* Chapter 21: Financing and Investing
* Chapter 22: The Road to Entrepreneurship

### Elective Curriculum
#### Bonus Activities:

* How to Write a Resume
* Finding a Great Career
* Interviewing
* Add Your Experience
* Advice From Experts
# UC Women's Group Mentoring Program/Participant 6's story
## Most Significant Change
### Contact details

Name of storyteller: Participant 6
Name of person recording story: Mark Spain
Location: UC Campus
Date of recording: 21 July 2010

### Questions
#### How did you become involved in UC WGMP?

It was recommended by my supervisor.

#### 1. What changes have you noticed since you have finished the program?

* Networking was important for me. I was just starting out in my career as a young person, new to higher ed and I came from a small community organization
* Undertaking complex tasks with help from the right people across the university.
* Very empowering environment for me. This was where I wanted to be. People helped me with my resume.

#### 2. What has been the MOST significant change?

The most significant change for me was being empowered to take more initiative.
Beginning (situation before the change)
I had been a U3 admin officer for six months in 2003. I didn’t know anyone. I had aspirations of going further than UC3. I was looking for experiences in administration and large corporate organizations.
Middle (what happened)
I’d get asked to do complex tasks and I didn’t want to feel embarrassed asking my supervisor for assistance if I was unsure about the task or how to go about it. I wanted to take the initiative to solve the problem myself. It was great to ask my mentoring group. My group was very helpful. They would say you just do this or talk to this person.
End (situation after)
It made me feel capable of doing more than just my job as an admin officer. It helped me be confident about taking initiative and that other people would support me and that there were lots of resources around to help.

#### 3. Why was this change significant for you?

It confirmed that I had made the right life choices. I left a management position and came to an admin role. This had some risks but it confirmed for me that I had made a good decision and people supported me. I noticed that it was also valuable for others to hear my story and be involved in my experience. It was satisfying to make a positive choice for myself and to be with others creating more rewarding career experiences for themselves.
from Jess Dart http://www.clearhorizon.com.au
# UCusingwikis
## Introduction

Keith Lyons created this wiki page on 22 January in preparation for an afternoon workshop at the University of Canberra on 23 January 2012. The workshop explored a spectrum of wiki use. It was agreed to go away and try out a range of wikis, including Wikiversity.

## Participants

Eighteen research students expressed an interest in the workshop. Sixteen were able to attend.
Than Nguyen, Holly Northam, Susan Sutherland, Zhaoxi Meng, Carolyn Page, Nicamil Sanchez Lucienne Kleisen, Sabrina Caldwell, Nehad Makhadmeh, Diane Phillips, Ruoxi Zhang, Graham Smith, Bilquis Ara, Lavneet Singh, Thuy Pham, Kerrie Doyle, Emdad Hossain.

## Resources

These resources were used during the workshop (or in preparation for it).
* The Networked Student
* Commoncraft introduction to wikis
* A blog post about the workshop.
* Wiki Bookshelf of helpful resources.

## Questions

* What wiki use was explored?
* What was discussed at the workshop?
* What did people who intended learn from the workshop?
* What other wikis were tried?
* How did the various wikis compare?
# UC Women's Group Mentoring Program/Participant 7's story
## Most Significant Change
### Contact details

Name of storyteller: Participant 7
Name of person recording story: Mark Spain
Location: UC Campus
Date of recording: 21 July 2010

### Questions
#### How did you become involved in UC WGMP?

I was a participant in 2003 and wanted to give something back. I wanted to share my experience with other people.

#### 1. What changes have you noticed since you have finished the program?

* I am an example that there is a possibility to make a career out of being at UC by moving about and taking opportunities
* I wanted to use my experience as a facilitator as professional development for myself
* I learned a lot about myself and how to be a leader without forcing my opinions onto other people

#### 2. What has been the MOST significant change?

The most significant change for me was being a facilitator and a manager at the same time and the professional development I experienced to enhance my role as a manager.
Beginning (situation before the change)
I felt that being a manager I’d have more time and opportunity to facilitate the program. This turned out to be an incorrect assumption. I manage a complex environment. I found it extremely challenging to be a facilitator because I was in a support driven role. It was great to have a co-facilitator. There were days I just couldn’t come because of student driven crises.
Middle (what happened)
Group dynamics are always interesting. In my role as a manger I always need to challenge the way I think. Being a facilitator is a great role to get other experience of this. It is challenging to manage the expectations of a group. The personal stories every fortnight were most valuable. How do you form a bond with a group? I learned a lot about myself and how to be a leader without forcing my opinions onto other people. It was mentally challenging. I’d feel guilty that I couldn’t commit to the group. It is good to be self-reflective. You can’t always blame yourself. If I was to facilitate again I’ve learned that the group has to develop the capability to manage and lead themselves.
End (situation after)
I am much more assured as a strategic thinker. I can look back and see the WGMP as a useful tool for dealing with people and groups. It was a great reference point.

#### 3. Why was this change significant for you?

It makes me a better manager. It forced me to get out of my comfort zone. It confirmed for me that I can do things differently and that there are others ways to deal with people and challenges in groups.
from Jess Dart http://www.clearhorizon.com.au
# UC Women's Group Mentoring Program/Participant 5's story
## Most Significant Change
### Contact details

Name of storyteller: Participant 5
Name of person recording story: Mark Spain
Location: UC campus
Date of recording: 21 July 2010

### Questions
#### How did you become involved in UC WGMP?

I took up the offer because another staff member from our work area who had nominated to join the WGMP, resigned. I missed the residential. It took me a little time to make my way in the group but then I contributed quiet well.

#### 1. What changes have you noticed since you have finished the program?

* I have gained more confidence, especially to express myself in a written way and through our final presentation.
* I gained more knowledge and contacts around the uni
* I gained new personal friends

#### 2. What has been the MOST significant change?

The most significant change for me is gaining more confidence.
Beginning (situation before the change)
My self confidence was reasonable before I started the program.
Middle (what happened)
It gave me a different level of approach to the things that I am now benefiting from as a manager. Dealing with different people and their expectations. Boundaries are being pushed. Participating in a group with a particular focus. I don’t belong to any formal social group outside of work because of my commitment at home to my aged in-laws. It is a good experience to be part of a social group.
End (situation after)
I’m a lot more prepared to say what I think. This can be challenging.
You do have a right to express yourself, especially if you’ve got evidence to support your case. You’ve got to stand up for what you think is right. Your confidence comes to the fore.

#### 3. Why was this change significant for you?

It gave me confidence to accept this position when I was offered a management role. It allowed me to asses what I was good at, and to recognize what I needed to develop and need support with.
I also saw a less sure woman grow and develop over the year. This was most rewarding for me. The Womens Mentoring Program made me realize, as an individual, that my contribution to the university was a valuable one as were the many varied roles of others within the group.
from Jess Dart http://www.clearhorizon.com.au
# UC Women's Group Mentoring Program/Participant 8's story
## Most Significant Change
### Contact details

Name of storyteller: Participant 8
Name of person recording story: Mark Spain
Location: UC Campus
Date of recording: 21 July 2010

### Questions
#### 1. What changes have you noticed since you have finished the program?

* I felt it built bridges across the university. I see mainly academics. It was great to meet general staff. I got to appreciate a variety of positions.
* It made my job easier to get things out across the uni. I have used my contact people for a variety of reasons over the years.
* Bonded me more to the uni. I got a stronger feeling of belonging and loyalty.
* I saw the value of other people moving ahead. It was OK for them to move on even outside the uni because the fit wasn’t right for both parties. The group gave people confidence to make good choices in their career
* There is no other place in the uni I want to go. I am happy with my career.

#### 2. What has been the MOST significant change?

The most significant change for me is building bridges across the university.
Beginning (situation before the change)
I worked without the help of a network of contacts across the university.
Middle (what happened)
The group gave people confidence to make good choices in their career. Topics were chosen by the group and group members ran their own session. For example we had a section of the program on job applications and interviews. We had practice sessions of getting questions before going to an interview. It was a safe supportive environment for giving and receiving helpful feedback.
I also became more aware of the lack of skills and opportunity with some admin staff eg Microsoft Office skills. I was able to help here although it was outside my job responsibilities.
End (situation after)
It’s easier for me to get things done. My people contacts are still there. I know the positions where to go for answers even if people have moved on from their positions.
If I can’t get to a faculty via the ADE I now know I can get there through the admin person.
There are a few more walls up between faculties when resources are scarce and it is a competitive performance oriented environment. You need people and good relationships to break through these walls. The WGMP was very helpful for building and sustaining these productive relationships.

#### 3. Why was this change significant for you?

Makes it easier to get my job done and it is more important to me to enjoy my work.
It’s a huge lack with the staff club gone. At Mizzunas I can talk informally with people I know. The staff club environment was great for building relationships with people I didn’t know and exchange ideas.
from Jess Dart http://www.clearhorizon.com.au
# Web Science/Part1: Foundations of the web/Internet Architecture/Ethernet/Communication over a shared Medium/Script

Why Ethernet protocol was developed?
Let’s assume that we have one or more computers that want to communicate. The key is a shared medium. They want to exchange information. As we all know the smallest node of information is 1 bit. So what we can do is to put this 1 bit to the voltage cable in order to transfer.
But if you do this, some problems will arise:
- VOLTAGE TIME
How long do you have to put voltage on the cable?
If you just start putting the voltage on the cable, there will be electromagnetic waves starting to transfer proper data through the cable. The question is how long do you have to do this that others can measure this?
- SENDER
Who is actually a sender of the data?
Let’s imagine 3 computers: A, B and C. We assume that A sends a bit of data. At some point of time B and C receive the data. But the question is who send the data? You can’t figure this out.
- RECIPIENT
Who is the recipient of the data?
If A transfers data then B and C might not know if this data is actually for them.
- TRANSERING SIMULTANIOUSLY
Who is supposed to use medium?
A starts transferring some data then at some point of time B also starts transferring some data. What we have is that C receives corrupted data.
- IS DATA CORRUPT?
The data might get corrupted while being in the cable due to some external events. For example, if cell phone is close to the cable the electromagnetic waves might cause a change. Participants should figure this out.
In order to solve this problem the Ethernet protocol was developed.
So what Ethernet can do is:
* SYNCHRONIZE TIME INTERVALS
Let’s assume computer A sends data at 10 Mbits/s. And computer C has interface that allows 100 Mbits/s. Ethernet as the protocol will be able to synchronize the clocks between these 2 devices.
* SPECIFY RECIPIENT AND SENDER
If A wants to send data for C then B will know that this data is not for him (while C will know that it’s for him).
* DETECT CORRUPTED DATA
If data gets corrupted for some reason then computer C will first see that the data is corrupted.
* DETECT COLLISIONS If A and B starts to transfer data at the same point of time they know that something went wrong and C will receive corrupted data(because it’s overload by 2 packages).
(via a comment by) --Jane Kruch
# Advanced statistical descriptive models for the Web
## Learning goals

* fitting a curve
* work with logarithmic plots
* zipfs law
* power law

## Associated units

* Be able to name some fundamental properties about how frequencies of words in texts are distributed
* Be a little bit more cautious about visual impressions when looking at log-log plots
* Know both formulations of Zipf’s law
* Be able to do a coordinate transformation to change the scales of your plots
* Understand in which scenario power functions appear as straight lines
* Know in which scenarios exponential functions appear as straight lines
* Be even more cautious about your visual impressions
* Know the axioms for a distance measure and how they relate to norms.
* Know at least two distance measures on functions spaces.
* Understand why changing to the CDF makes sense when looking at distance between functions.
* Understand the principle of the Kolomogorov-Smirnov test for fitting curves
* Know how to transform a rank frequency diagram to a powerlaw plot.
* Understand how powerlaw and pareto plots relate to each other.
* Be able to explain why a pareto plot is just and inverted rank frequency diagram
* Be able to transform the zipf coefficient to the powerlaw and pareto coefficient and vice versa.
* Understand that building the CDF is basically like building the integral.
# Web Science/Part2: Emerging Web Properties/Advanced statistical descriptive Models for the Web

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# Fitting a curve on a log log plot
## Learning goals

* Know the axioms for a distance measure and how they relate to norms.
* Know at least two distance measures on functions spaces.
* Understand why changing to the CDF makes sense when looking at distance between functions.
* Understand the principle of the Kolomogorov-Smirnov test for fitting curves

## Script

Find the slide deck at File:Fitting_a_curve_on_a_log_log_plot.pdf
# The Zipf law for text
## Learning goals

* Be able to name some fundamental properties about how frequencies of words in texts are distributed
* Be a little bit more cautious about visual impressions when looking at log-log plots
* Know both formulations of Zipf’s law

## Script

Find the slide deck at File:Questioning_the_Zipf_law.pdf
# Visually straight lines on log log plots
## Learning goals

* Be able to do a coordinate transformation to change the scales of your plots
* Understand in which scenario power functions appear as straight lines
* Know in which scenarios exponential functions appear as straight lines
* Be even more cautious about your visual impressions

## Script

find the slide deck at File:Visually_straight_lines_on_log_log_plots.pdf