OpenLLM-France/wikimedia huggingface dataset:
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Group E Inspiration

Siyavuma !
Facilitator: Martina Jordaan
* we are able to avoid working in silos
* we need to bring everyone onto the same side
* we are able to create networks with communities, funders, universities, NGOs, and governments
* we had the champions to bring everyone together
* we need more collaborations
* we need universities to work with communities
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Introduction

What is social entrepreneurship? There is no hard definition although “social entrepreneurship uses entrepreneurial and business skills to create innovative approaches to social problems. (Ashoka)” could be one. Similarly “Social entrepreneurship uses entrepreneurial and business skills to create innovative approaches to social problems.” (Ashoka) is another. However, what is clear is that social entrepreneurship is “movers and shakers” using innovative ideas, processes and systems to improve the socio-economic conditions of impoverished communities which have been neglected by both government and business.
What is a social entrepreneur? Entrepreneurs are those who take risks, often act on gut feel and venture into unknown territory whilst developing innovative products and services. They bring these same attributes to the solving of society’s problems. They are ambitious and persistent, don’t rely on governments or business to find answers and above all they use innovation and “out the box” thinking to encourage communities to find new, sustainable ways of solving their social problems and finding economic opportunities.
“For social entrepreneurs, the social mission is explicit and central. This obviously affects how social entrepreneurs perceive and assess opportunities. Mission-related impact becomes the central criterion, not wealth creation. Wealth is just a means to an end for social entrepreneurs.” (J Gregory Dees)
“They have the heart of Mother Theresa and the brains of Richard Branson”
The World Bank Institute, Pretoria, led by Bob Hawkins convened this workshop to which academia from across the university community of South Africa, as well as other interested parties, were invited to discuss, debate and decide on how to foster a culture of social entrepreneurship in South Africa to address the needs of rural and impoverished communities.
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/List of Observations

Interrelationships and sense of community
* Relationships forged with other institutions
* People so prepared to help other selflessly even with a lack of resources
* Willingness of ordinary people to volunteer their services
* Community ownership
* We are affirmed in our partnerships
* The visit exposed me to the community in an action program
* Community partnerships with the volunteers serving on the project
Learning experience – university /student/community triad
* Teacher student interaction
* Discussion around student-university engagement
* Exchange program of foreign students
* Experiential learning
* Community/school relationship with university
Leadership
* Principals’ energy and enthusiasm
* Commitment of the team leader and her team
* Demoralized principal – unimaginative projects
* The social entrepreneur is the common thread
* Committed principal
* Principal is charismatic, innovative leader
* Spirit and attitude of the headmaster
* Leader – an inspirational angel
* Headmistress’s humility in handling some interrogative questions and comments
Underlying values
* They do not abandon hope
* The holistic approach to the work they are doing
* Incentivised social entrepreneur
* Passion and commitment
* Perserverance of people involved
* Sympathy
* Positiveness and Faith
Pride and sense of purpose
* The progress and achievement in their work to date
* People doing great things regardless of circumstances
* Pride in own achievement
* We have to make this work
* The focus group for disabled people
* The way the program was described– very important in the community
* The work and activities - being second in the nutrition awards
Resources
* Specialised computers
* A dedicated and paid project facilitator/coordinator
* The number projects undertaken
* How communities can do so much with little or no facilities and funding
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Welcome Address

Ms Marjorie Pyoos, Group Executive – Socio-Economic partnerships, Department of Science and Technology:
Ms Pyoos put forward Government’s view on social entrepreneurship. Because Government is aware of the effects of social prejudice born as a result of poverty and lack of access to basic services, it is also acutely aware of the pressing need for social entrepreneurship within South African communities. Government has stated categorically that it is sincerely committed to achieving its millennium goals with positive results having been achieved in the areas of improved school nutrition schemes, basic infrastructure to poor communities, access to education and the lowering of child mortality rates.
However, Government is also aware that often the mechanisms it uses to devise and implement social programmes fail due to bureaucracy and a lack of funds.
The Complexity of Engaging with Society by Government:
Government is, by nature, a bureaucratic institution with high levels of accountability. It therefore requires that society itself be organised accordingly so that Government is able to interact with it. Society organises itself when its activities are geared toward a particular goal i.e. political change. However, communities only seem to mobilise their interaction with Government on social issues when a social entrepreneur takes up the baton of marshalling society into understanding its problems and then motivating Government for change or intervention.
The South African Government is willing to interact with communities and implement programmes to address social problems but it wants to be guided by successful examples. Recent Government initiatives, which have been used to address social change, have all but failed. Only one, the Expanded Public Works Programme (EPWP) has had an impact on communities by providing labour-intensive work opportunities to local communities but once the work is complete the questions remain: “What then….?” “What now…?”
Whilst government is willing to devise and implement programmes geared to addressing society’s problems, society must in turn examine how it uses available resources. Whilst government has committed itself to ensuring better access to clean water, sanitation and housing, society in return must ensure a more responsible attitude towards the use of these resources. Additionally, Government has realised the value of traditional knowledge, particularly in the area of rural health care where traditional medicine has, in the main, been the first choice of rural dwellers when treating basic illnesses. Government is actively engaged in harnessing traditional knowledge across a variety of community activities. This knowledge is being nurtured and harvested to empower communities to find solutions to their particular social problems.
“Rather than leaving societal needs to the government or business sectors, social entrepreneurs find what is not working and solve the problem by changing the system, spreading the solution, and persuading entire societies to take new leaps.” (Ashoka)
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Group D Inspiration

Group D stressed how much there is to build on. Variations on this type of work have been going on for many years under different names (service-learning, engaged learning, community-based learning, etc.).
The diversity of the group highlighted differing views of "communities" (contrasting the conception of one participant who comes from a rural community with others in the group from more urban and/or academic environments).
A representation of the types of community engaged learning was presented on one of the flipcharts placing the forms on an axis from a focus on primary beneficiaries to primary goal of the service. For example:
| { Community | <--- | Beneficiary | ---> | Student } |
| {Service | <--- | Goal | ---> | Learning } |
| | | Service Learning | | |
| | Community Outreach | | Cooperative Education | |
| Volunteerism | | | | Internship |
Much of the discussion centred around "service-learning". A good reference for the topics discussed (for curriculum development) is
Service-Learning in the Curriculum. A Resource for Higher Education Institutions. CHE/HEQC-JET Education Services. June 2006. (PDF).
See:
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/List of Inspirational Factors

Reward and recognition
Attitudes
* Changing attitudes
* The cleanliness of the offices-this isn’t just another NGO/community project that takes funds and does nothing
* They are serious about what they are there to do
* My experience of other projects where there was only a volunteer managed project left me unenthusiastic
Making a difference
* There are still good people and that the world is not just a senseless wicked place
* There is opportunity for things to happen
* It opens doors for disadvantaged learners to also be global (exposure).
* Increase experiential learning
* Harnessing potential
* More female students
* People’s belief can drive them through the impossible
* Having to share others experience, problems and successes and how to approach them differently
* Doing something out of your heart to help other people in the community
* Communities /School involved in assessing students
* Against all odds we will make a difference
* Not limited by lack of resources
* Fragility of entity/person
* Any “little bit” helps – more than you think.
* A little good makes a big difference
Values and mission
* The passion, dedication and love that CBO’s can do their work
* The community centre knows what they want and need
* They have a vision and believe in what they are doing
* The passion with which the hosts explained their work
* The willingness to learn by the project owners
* Passion
Sharing experiences
* Stories of the challenges they face
* Stories teach lessons
Sense of purpose
* They are providing for the community
* They do whatever they promise to do
* They are assisting the community
* It’s inspiring to see the youth giving of their time and skills to such projects
* Humility-acknowledged comments and concerns
* The school is real and it most desired to solicit funds/research
* It accommodated number of people
* The disabled people are most of the time neglected
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/National Collaborative Project on Student Social Entrepreneurship

Bob Hawkins

## Introduction

The World Bank Institute has developed a collaborative framework containing a common set of objectives within which social entrepreneurial projects can be facilitated. The set of objectives will allow for peer reviews of projects, electronic capturing of data regarding communities and projects and allows for a means of identifying the most promising ideas with a view to potentially funding these.
The framework will be implemented in four phases: Phase I will be the inception phase, followed by Phase II (Project Proposal) Phase III (Prototype) and finally Phase IV (Final Business Plan Submission)

## Phase I: Inception

During this phase students will assess:
* Their understanding of the target community and who to approach when assessing the need of the community
Students will be expected to post a short memo on their blog outlining the challenges faced and which organisations they envisage can assist them on their chosen project as well as prioritise the identified needs of the community.

## Phase II: Project Proposal

During this Phase students begin to identify the challenges and problems within their chosen community. They would be expected to present a concept note detailing the stated problems, methodology, resource utilisation and proposed action plans to be implemented over the duration of the project. It is probable that at this point that peer reviews take place, inviting comment and input.

## Funding and Follow-up:

* The student teams with the highest points in each cohort would have their ideas reviewed by a panel of private, NGO and public representatives.
* The best 20 ideas would receive R30,000 to develop the idea further or for their partner institution to develop the idea.
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Setting the Tone

Kim outlined how we would be spending our time together during these two days.
The event is about:
* Community building.
** Taking the opportunity to get to know each other.
** Interaction and sharing by all, rather than presentation by a few.
* Collaborative creative thinking
** ... towards co-creation of a social entrepreneurship network of students, educators and community workers.
* Sowing the seeds of collaborative action
** defining the objectives of this community.
The structure of these interactions is indicated in the structure of the Reflections page.
The initiative as a whole is about:
Some words, phrases and concepts to add to your vocabulary and incorporate in our modus operandum:
* commons-based peer production
* free culture
* libre knowledge, the libre knowledge vision and manifesto.
* democratising innovation
* Strength in Diversity.
* Appreciative.
# Student engagement

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
Student engagement refers to student participation in learning activities inside and outside the classroom which leads to a range of measurable outcomes.
Engagement involves behavioural, emotional, and cognitive investment.

## Key questions

* What is the student doing to engage?
* What is the staff-student dynamic doing to engage?
* What is the institution/faculty/discipline/course/unit (instructors, structures, resources, timetables, usability etc.) doing to engage?

## Why engage?

* Research by Tinto (2000) showed that "engagement was the single significant predictor of persistence".
* Improve learning
* Improve throughput rates and retention
* For equality/social justice
* For curriculum relevance
* For institutional benefit
* As marketing - economics benefits of engagement

## Planning for engagement

From Kraus (2005, pp. 12-14):
* Create and maintain a stimulating intellectual environment
* Value academic work and high standards
* Monitor and respond to demographic subgroup differences and their impact on engagement
* Ensure expectations are explicit and responsive
* Foster social connections
* Acknowledge the challenges
* Provide targeted self-management strategies
* Use assessment to shape the student experience and encourage engagement
* Manage online learning experiences with care
* Recognise the complex nature of engagement in your policy and practice

## Teaching method for engagement

* Academic challenge
** Pre-reading
** Higher-order thinking - Academically challenging
* Active and collaborative learning
** Active learning - physical movement
** Peer interaction
** A focus on outcomes
** Research focused
* Enriching educational experiences
** WIL focused
** Research focused
* Student-faculty interaction
** Personal
** Staff interaction - rich communication
# Students as partners

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
"Students as partners" refers to the process of involving students as collaborators in learning, rather than as recipients. The concept has been developed through a community of practice championed and facilitated by Kelly Matthews at the University of Queensland.
# Studies by Martin Harrow on treatment of schizophrenia

This small article by Dan Polansky intends to catalogue studies by Martin Harrow on treatment of schizophrenia by antipsychotics/neuroleptics. It further intends to support evaluation of these studies.
Given the later studies state that long-term outcomes of patients who do no use antipsychotics are better than those who do use antipsychotics, these studies seem very important for schizophrenia patients. However, if the results of these studies are in fact misleading, the studies can cause harm by contributing to patients abandoning antipsychotic medication for wrong reasons. It is therefore vital to see what kinds of criticism apply to the studies and find out to what extent the criticism is valid. On the other hand, evaluating the criticism can be a challenging task, expecially for a non-expert.
One criticism is that these are not blinded studies and that it is not clear that it is the antipsychotics that lead to worse long-term outcomes. It could be--at least in principle--that those doing worse have worse initial prognosis or worse underlying condition.
For a start, we link to a 2023 article by Robert Whitaker that links to either all of the Harrow studies or to the most important ones. Links to the studies themselves are to be added later; we at least link to the latest study by Harrow, published electronically in 2021¨. Since Harrow died, no more studies from him are coming.
It is to be clarified what longitudinal study refers to exactly.
# Student satisfaction

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
Student satisfaction is "a dynamic process that requires clear and effective action as a result of an institution listening to its students" (Boulding (et al., 1993, cited in Kane, Williams, & Cappuccini-Ansfield, 2008).
# Studies about Senecan Tragedy

Tragedies written by the Ancient Roman dramatist Seneca$^?$ have a privileged place in the history of European literature, because they represent a kind of turning point between the classic Athenian theater and the modern theater. His plays, especially his philosophical writings, are widely spread during the middle Ages. However, Senecan drama recovered its value since the XIV century and also began to be transmitted with many copies and translations, which would later be literary sources from the Renaissance to the XVIII century. These days, in different genres, mainly in television serials, we can also find many of the resources used by Senecan dramaturgy, which were developed in European drama too. These resources are, for example, long melodramatic monologues, declamatory and rhetorical style, scenes with a hero who feels pity for himself, etc. That is why George Uscatescu, in his study about western drama, names his chapter about the Roman writer “Seneca, present dramatic author”. This expression refers to his influence in the formation of national English, French, Spanish and Italian theaters and shows his contemporary style.
The number of studies about Senecan drama have increased in the last decades and developed new and revisionist points of view. Until the middle of the XX century criticism was hard with the Roman author and with Latin literature in general, they thought that his tragedies were ‘unrepresentable’. In Gian Biagio Conte’s words, this criticism suffered from ‘comparisonitis’, that is, the comparison between Greek and Roman literature, in which the second is presented as a copy of the first, established as the model. The problem with these methodologies is that they employ categories which are not appropriate to their object of analysis. The supposed Senecan faults are, on the contrary, aspects which constitute and construct his aesthetics, and, to follow the Aesthetics of Reception, Senecan aesthetics responds to a new horizon of expectations.

## Call for contributions

Set education free by contributing to Studies about Senecan Tragedy. Create a space where you can work by entering a title that is not already on the list below. Among other things, you can help Wikiversity sort out whether this is about the works of Seneca the Elder or Seneca the Younger.

## List of contributions

* How to get help writing your contribution
* Is this about Seneca the Younger or the Elder?
# Wikiversity Introduction/Intro11
## Wikiversity Core Courses

One way to move Wikiversity forward is to create another core service course. Wikimedia projects are developed here at Wikiversity. Prior to formal establishment, projects were developed on other domains, but they are all now here at wikiversity.
# Wikiversity (the rest of the story)

Welcome to Wikiversity (the rest of the story), a learning project for advanced Wikiversity participants.
You can probably benefit from being familiar with the topics at Intermediate Wikiversity before worrying about the more advanced topics of this learning project. This learning project provides details about Wikiversity that probably only an obsessed Wikimedian would care about.

## How to start a portal

Wikiversity portal pages are directories of Wikiversity content.
A significant amount of Wikiversity content is organized hierarchically using content development projects. However, there can also be a hierarchy of portals. For example, Portal:Science links to other science-related portals such as Portal:Life Sciences. So if there are ever too many learning resources to fit into an existing portal page for some topic, you can always start making new portals that are devoted to subtopics.
When creating a new portal page, the portal format used at Portal:Science can be created by following the step-by-step instructions at Template talk:Box portal skeleton.
Another portal page format option is shown at Portal:Social entrepreneurship. See also:Make a portal - guide to making multi-page portals.

## Useful resources

Wikiversity:Contact - Project email discussion, Internet Relay Chat

### What's going on?

* 8:00 class - the Wikiversity 24 hour project-related news cycle

### Discussions as learning resources

At Wikiversity there are some learning projects with discussions by participants. These discussions are learning resources. How can such main namespace discussions be efficiently managed as learning resources?
Old discussion threads can be "archived" into collapsible "discussion boxes" as shown at Science and the nonphysical. This "trick" of "boxing up" old discussion threads provides an example of using a Wikiversity template that takes "arguments". In this case, the template is Template:Discussion subpage and it is used as follows:
For the subpage name, you can use a section title from the original discussion. An example is at Science and the nonphysical/Does science arise from evidence or belief. In order to include the subpage back into the original page, use {{/subpage name}}, in this case the subpage is included back into Science and the nonphysical. There are 5 arguments passed to the template called "Discussion subpage" (name, title, titlestyle, bodystyle and body). You can just leave titlestyle and bodystyle as they are unless you want fancy styles for your discussion box text. You need to provide the correct information for the name, title and body arguments. Also, to help organize the subpages you create, provide a category name in the "noinclude" part.
# Wikiversity Introduction/Intro1
## Learning objectives
### What you can learn

* What a wiki website is.
* What the Wikiversity project is all about.
* How you can participate.
* How to ask questions and get help.
* How to find existing learning resources at Wikiversity.

### Help with jargon

    Wikiversity participants use many technical terms that have special meaning within the Wikiversity project; see the glossary of terms.
# Wikiversity Genomics Database
## Overview

The Wikiversity Genomics Database (WGD) is a database where fundamental information about overall characteristics of genomes can be readily accessed. Its objective is to make specific types of genomic information available for a variety of species. It was created by Anne Friedman in 2008.
Volunteers are encouraged to participate in the following projects, and to start others. Be bold!
* Gene Number Project: compiles data on species' gene numbers
* Mutation Rate Project: compiles data on mutation rates