OpenLLM-France/wikimedia huggingface dataset:
# Art practices/Hypergraphy/artists

https://books.google.co.uk/books?id=rQbiP0M5tCUC&pg=PA43&lpg=PA43&dq=symbols+letters+in+contemporary+art+africa&source=bl&ots=Qqa1VMMBcm&sig=Qf8Awd2yqN3yk_Yykm6e2BIA_aA&hl=en&sa=X&ved=0CEYQ6AEwBmoVChMI6LjViN3QyAIVSewUCh3HaACv#v=onepage&q=symbols%20letters%20in%20contemporary%20art%20africa&f=false
List of artists

## Hurufiyah

* Madiha Omar - precursor of Hurufiyah

### The Khartoum School and Hurufiyah

* Ibrahim El Salahi (Sudan) - http://www.tate.org.uk/whats-on/tate-modern/exhibition/ibrahim-el-salahi-visionary-modernist
* Ahmed Mohammad Shibrain (Sudan)
http://www.tate.org.uk/learn/online-resources/glossary/k/khartoum-school

### Al Bu’d al Wahad (the One-Dimension Group)

Shakir Hassan al-Said

## Various

* SHOBHA MENON http://iaf-animamundi.com/files/ShobhaMenon.pdf
* Saki Mafundikwa (Zimbabwe) – founder of the School of Vigital Arts - Author of “Afrikan Alphabets: the story of wiritng in Afrika”
* Abbas Hashemi http://abbasculpture.co.uk
* Ramon Esono http://www.jamonyqueso.info (friend of a friend)

## Painters using text/image/calligraphy from Inscribing meaning:

http://africa.si.edu/exhibits/inscribing/index1.html
Nja Mahdaoui born 1937, Tunisia Osman Waqialla born 1925, Sudan Kim Berman born 1960, South Africa Fathi Hassan, born 1957, Egypt (Nubia) Rachid Kora�chi, b. 1947, Algeria Kwesi Owusu-Ankomah born 1956, Ghana Wosene Worke Kosrof, b. 1950, Ethiopia Durant Sihlali, 1935-2004, South Africa Banza Nkulu (b. ca. 1952.) Tshibumba Kanda-Matulu (b. 1947-?)

## Painters working with deconstructing calligraphy

* Ahmad Shibrain (Sudan b 1931)
* Enoddin Sadeghzadeh (Iran 1965)
Zakaria Rahmani (Tangiers 1938) Jewad Selim (Iraq, 1919-1961) Narollah Afjei (Iran, b1933) Ali Shirazi (Iran b 1959) Naeem Mehmood (gallery 6, Pakistan) Martin Bulinya (Kenya)

## Names from book: Contemporatry African Art
### Nsukka Group : Nigerian painters deconstructing Uli designs of Igbo and Nsibidi of Yuruban culture

Uche Okeke Obiora Udechukwa Chike Aniakor
Victor Epkuk http://www.vmcaa.nl/vm/video/victorekpuk/

### Diaspora

Skunder Boghossian (Ethiopia/US)
* Wosene Kosrofi (Ethiopia/US) – very hypergraphic work
* Willie Bester (SA) – LIKE Ricky Terror’s work

### AFRI-COBRA (1969)

Achamyeleh Debela (computer hypergraphics) Gebre Kristos Desta

### AGIT-Art (Dakar, Senegal group)

Issa Samb El Hadji Sy (also see 90s revival called Set Setal )
# Art practices/Metagraphy

Metagraphy or Post-writing is one of the Art practices developed by the Art movements of Lettrism and Situationism
Like hypergraphy it is a combination of abstract, realistic and letterist forms - but unlike hypergraphy it incorporates whole texts also in order to form a cybernetic synthesis.

## Détournement and metagraphy

    Apart from the various direct uses of detourned phrases in posters, records and radio broadcasts, the two main applications of detourned prose are metagraphic writings and, to a lesser degree, the adroit perversion of the classical novel form. [...]
    Metagraphic writing, no matter how outdated its plastic framework may be, presents far richer opportunities for detourning prose, as well as other appropriate objects or images. One can get some idea of this from the project, conceived in 1951 but eventually abandoned for lack of sufficient financial means, which envisaged a pinball machine arranged in such a way that the play of the lights and the more or less predictable trajectories of the balls would form a metagraphic-spatial composition entitled Thermal Sensations and Desires of People Passing by the Gates of the Cluny Museum Around an Hour after Sunset in November. We have since come to realize that a situationist-analytic enterprise cannot scientifically advance by way of such works. The means nevertheless remain suitable for less ambitious goals.
from A User’s Guide to Détournement, GUY DEBORD, GIL J WOLMAN 1956

## Exercises

Magazine cut-ups and collage
1. Take an advert from a magazine.
2. Re-arrange the elements so that the meaning is reversed.

## Détournement exercises

* Take a comic and blank out all text
* Replace with your own text (or detourned text)
* Take a video
* Remove soundtrack
* Add a different (detourned) soundtrack

## Discussion

* What is the difference between collage and metagraphy?
* What is the difference between hypergraphy and metagraphy?

## Examples

some examples:
https://s-media-cache-ak0.pinimg.com/736x/07/18/b2/0718b23e9067052550f817e8ce498792.jpg
isou http://www.corner-college.com/udb/cpro8JRmIHSchema_3_www.jpg
Fin de l’université (End the University), poster circulated by the Council for the Maintenance of the Occupations, set up by the Situationist International during the university occupations of 1968. Courtesy: BnF, Paris, Fonds Guy Debord http://www.frieze.com/uploads/images/middle/mb.jpg
# Art practices/Multiple-use name/Karen Karnak

"K47 is not an individual identity but a multiple-use name through which speaks through a multitude of voices."
Karen Karnak was initiated by a video artist AT The University of Waikato as an MA thesis: The construction of Karen Karnak: The multi-author-function BY Emit Snake-Beings
see also http://circuit47.com/mediawiki2/index.php?title=Main_Page
# Digital Age

The Digital Age course was designed primarily for students studying INFT 1018: Exploring the Digital Age at the University of South Australia, but the materials are being developed here under a free content license and thus are open to anyone. The course is an overview of a number of loosely related technology issues, ranging from subjects such as ePublishing through to Artificial Intelligence and definitions of knowledge. Thus it represents a diverse and ever-changing subject area.

## Instructor

The primary instructor here is Adam Jenkins, or Bilby as he is known here, from the University of South Australia's School of Computer and Information Science.

## Materials

Materials generally consist of provided text and recommended readings, with some research questions to be considered at the end of each part. It is hoped that the text will be developed over time by those involved in both teaching and learning the material.
Answering the research question, whether openly through the discussion pages, or privately, should help further your understanding of the material. Enrolled students will also have assessment questions based on the subject area.

## Course plan

* Moore's Law: Discusses Moore's Law and some of the issues such a rate of technological development may raise.
* Technology Acceptance Model: Introduces the Technology Acceptance Model (or TAM) as a possible framework to investigate the potential uptake and impact of new technologies.
* Web 2.0: is it nothing more than a marketing term, or is there something significant in the concept?
* Massively Multiplayer Game: We have to do games at some point, just for the fun if nothing else, and here we look at the history of the multiplayer variety.
* Knowledge Management and Wikis: What is Knowledge Management, and how do Wikis fit into our understanding of knowledge?
# Digestive system

Welcome to the Wikiversity Digestive System learning project.

## Learning Project Summary

This page links to Wikiversity learning resources that are related to the important biological function of digestion. The goal of this project is to provide a complete learning path from the most basic introduction to digestion through increasingly sophisticated treatments of the topic. The most basic learning resources concern what you may not tell a young child who first asks about what happens to eaten food. The most advanced learning resources concern on-going research into digestive system function.

## Short description of the digestive system

Young children often express curiosity about the human digestive system. Young children can be introduced to the major body parts of the digestive system and their functions. Very young children can learn about the role of muscles and bones that allow people to consume food. They can be introduced to the concept that the body has internal organs for absorbing nutrients from food and that this is vital for the body's health.
The digestive system starts at the mouth and the role of saliva in digestion of carbohydrates is one of the first laboratory demonstrations in many introductory biology classes. Even young children can demonstrate for themselves that saliva starts to break down the starch of a cracker into sugars. When introducing students to the digestive functions of the human stomach, the key chemical concept of acidity can be introduced. How does the stomach use a powerful acid to digest food without digesting itself?
Older students can learn about the digestive functions of the pancreas and the liver and the general concept of multiple digestive enzymes and other molecules produced by organs of the digestive system which help to break down food molecules. The nutrient absorbing function of the intestines can be related to the roles of vitamins and minerals in human health.

### Lessons

* Lesson 1: Nutrition
# English-Chinese/Organ (anatomy)

In biology, an organ is a group of tissues that work together in an organism. They specialise in particular vital functions.
These are examples of organs:
* Heart
* Lungs
* Brain
* Ear
* Eye
* Gallbladder
* Stomach
* Spleen
* Bones
* Pancreas
* Kidneys
* Liver
* Intestine
* Skin
* Uterus
* Bladder
在 生物学中，器官 是 一组 在 生物体中 一起 工作的 组织。它们 专注于 特定的 重要功能。
这些 是 器官的 例子：
* 心脏
* 肺部
* 脑部
* 耳朵
* 眼睛
* 胆囊
* 胃部
* 脾脏
* 骨头
* 胰脏
* 肾脏
* 肝脏
* 肠脏
* 皮肤
* 子宫
* 膀胱
# English-Chinese/Other less common causes include: pneumonia, lung cancer, and aortic aneurysms

Other less common causes include: pneumonia, lung cancer, and aortic aneurysms.
其他不太常见的原因包括：肺炎，肺癌和主动脉瘤。
# English-Chinese/Other food allergies, affecting less than 1 person per 10,000 population, may be considered "rare"

Other food allergies, affecting less than 1 person per 10,000 population, may be considered "rare".
其他食物过敏，每万人口不到1人，可能被认为是“罕见的”。
# English-Chinese/Organism

An organism is any individual living thing. It is easy to recognize a living thing, but not so easy to define it. Animals and plants are organisms, obviously. Organisms are a biotic, or living, part of the environment. Rocks and sunshine are parts of the non-living environment.
有机体 是 任何 个体的 生物。很容易 识别 生物，但 不容易 定义 它。显然，动物 和 植物 是 有机体。有机体 是 生物的，或 活的，环境 一部分。岩石 和 阳光 是 非活的 环境的 一部分。
# English-Chinese/Other allergens

Aside from ambient allergens, allergic reactions can result from foods, insect stings, and reactions to medications like aspirin and antibiotics such as penicillin.
除了环境过敏原外，食物，昆虫叮咬以及对阿司匹林和抗生素（如青霉素）等药物的反应也会导致过敏反应。
# English-Chinese/Other associated symptoms with chest pain can include nausea, vomiting, dizziness, shortness of breath, anxiety, and sweating

Other associated symptoms with chest pain can include nausea, vomiting, dizziness, shortness of breath, anxiety, and sweating.
胸痛的其他相关症状包括恶心，呕吐，头晕，呼吸短促，焦虑和出汗。
# English-Chinese/Other common symptoms of dementia include emotional problems, difficulties with language, and lack of motivation

Other common symptoms of dementia include emotional problems, difficulties with language, and lack of motivation.
痴呆症的其他常见症状包括情绪问题，语言困难和缺乏动力。
# English-Chinese/Orbit

An orbit is the path that an object moves around a star, a planet, or a moon. Many years ago, people thought that the Sun orbits in a circle around the Earth; the Sun came up in the east and went down in the west. It just seemed to make sense that the Sun was going around the Earth. But now we know that the Sun is the center of the Solar System, and the Earth orbits around the Sun.
轨道 是 物体 围绕 恒星，行星 或 月球 移动的 路径。许多 年 之前，人们 认为 太阳 绕着 地球 旋转；太阳 从 东方 升起，向 西方 降落。太阳 环绕 地球 运行 似乎 是 有道理的。但是 现在 我们 知道 太阳 是 太阳系的 中心，地球 围绕 太阳 运行。
# English-Chinese/Organic chemistry

Organic chemistry is the study of chemical compounds that contain carbon. Carbon has the ability to form a chemical bond with a wide variety of chemical elements and other carbon atoms. This allows a nearly unlimited number of combinations, called organic compounds. The subject of carbon compounds is called organic chemistry because all known organisms, or living things, are made up of water and carbon compounds.
有机化学 是 研究 含有 碳的 化合物。碳 具有 与 各种 化学元素 和 其他 碳原子 形成化学键的 能力。这 允许 几乎 无限数量的 组合，被称为 有机化合物。碳化合物的 主题 被称为 有机化学，因为 所有 已知的 生物 都是 由 水 和 碳的 化合物 组成。
# English-Chinese/Organic light-emitting diode

Organic light-emitting diode (OLED) is a type of light-emitting diode (LED). The part of the OLED that creates light is made of a very thin layer of organic compounds. The main use of OLED technology is for flat panel displays for smartphones and other mobile devices where they are in some ways better than LCDs. OLEDs can be used to make displays that can bend. These can be used in many different ways. For example, they can be used in clothing.
有机发光二极管（OLED）是 一种 发光二极管（LED）。产生光的 OLED的 一部分 由 非常薄的 有机化合物 制成。OLED技术的 主要用途 是 用于 智能手机 和 其他 移动设备的 平板显示器，它们 在 某方面 比 LCD 更好。OLED 可以 用于 制作 可以弯曲的 显示器。这些 可以 以 许多 不同的 方式 使用。例如，它们 可以 在 服装中 使用。
# EBP/Trinity507
## Trinity507's ethnobotany research project

My current work in progress; I'm trying to document all the plants that I can identify, memorize their Latin names and record their traditional uses. My primary emphasis is on traditional Native American uses, especially by the Anishinabe (Ojibwa or Chippewa) people. Please see the indexes to start browsing my work! I plan to start uploading my own images of these plants soon, but for now I'm just using Commons images.

### Indexes

* Every plant listed alphabetically
* Indexed by traditional use

### Bibliography and sources

A note: I have not copied text or information directly from these books or websites. I have used them to obtain free information such as Latin names, etc. and also for information on chemical constituents. I am listing them here as places that got me started on my own original research and good sources for any amateur or professional ethnobotanist. If you have any copyright concerns, please let me know right away!
* The Magic and Medicine of Plants by Reader's Digest, ISBN 0-89577-221-3
* Plants Used by the Great Lakes Ojibwa by Great Lakes Indian Fish & Wildlife Commission, ISBN 0-9665820-1-2
* Dr. Duke's Phytochemical and Ethnobotanical Databases
# EBP/Trinity507/Narcissus pseudonarcissus
## Narcissus pseudonarcissus

* Common names: Wild daffodil, Narcissus, Lent Lily
* Wikipedia: Narcissus pseudonarcissus
* Notes: The entire Narcissus family is extremely similar.

### Plant descriptions

* Range and habitat: Well-spaced woodlands and fields/clearings, originally from Europe, have naturalized into North America.
* Appearance and identification of plant: A bulbous perennial. The bulb is pale yellow or brown to white, covered with a papery reddish brown skin similar to an onion. The texture is similar to a water chestnut. The leaves above the ground are narrow and flat, though fleshy, up to a foot long but averaging 6-8 inches. The color is greenish-blue. The texture is smooth and almost glossy to the touch, though the edges are often hardened and sharp.
* Appearance and identification of flower: A single golden-yellow colored cup, often crimpy-edged. This cup is surrounded by large petals that are the same vivid yellow as the cup. The cup is commonly known as a trumpet.
** Bloom time: Early to late spring
# EBP/Trinity507/Index 1
## Alphabetical index
### A

* Allium stellatum
* Aloe vera

### N

* Narcissus pseudonarcissus
# EBP/Trinity507/Allium stellatum
## Allium stellatum

* Common names: Wild onion, Prairie onion, Autumn onion, Glade onion
* Wikipedia: Allium

### Plant descriptions

* Range and habitat: Hillsides and disturbed ground, across the eastern half of the United States (Minnesota is towards the western border of its range).
* Appearance and identification of plant: A bulbous perennial. Dark green tubular leaves/stems that taste similar to chives, 1 to 2 feet tall. The root is fairly small and white, growing not too deep beneath the ground, made up of layers like a garden onion, with a moist fleshy peel.
* Appearance and identification of flower: Small 6-pointed pale purple flowers make up a round globular cluster on top of the stem.
** Bloom time: Late spring to mid summer
# EBP/Trinity507/Aloe vera
## Aloe vera

* Common names: Aloe, Barbados Aloe, Curaçao Aloe, True Aloe, Medicine Plant, Burn Plant
* Wikipedia: Aloe vera
* Notes: Additional scientific name Aloe barbadensis.

### Plant descriptions

* Habitat and range: Believed to have originated in Cape Verde Islands, spread to the rest of the Mediterranean, Africa and Middle East. A common houseplant. Exact native habitat unknown (possible ancient hybrid?). Grows on well-drained soil.
* Appearance and identification of plant: Fat fleshy spiky leaves filled with watery gel and the bitter aloe juice growing straight out of the root system (stemless plant). The spikes are usually soft, with a whitish color against the light bluish green of the leaves. The leaves can grow to up to 2 feet in length. The root system is shallow and fibrous.
* Appearance and identification of flower: The flowers grow from a single stem about 18 inches in height. They are long and bell-shaped, yellow-orange or coral in color, with an appearance almost similar to honeysuckle flowers. Blooms fairly erratically, and only older plants bear flowers.
# ECDL libre

European Computer Driving Licence using software libre (ECDL libre) is a course fulfilling the European Computer Driving Licence Syllabus using software libre such as Ubuntu and OpenOffice.org.

## Syllabus

* Concepts of Information Technology
* Using the Computer and Managing Files
* Word Processing
* Spreadsheets
* Database
* Presentation
* Information and Communication

## See Also

* Computer Skills
* Internet and Computing Core Certification (IC3)
# EBP/Cooperative/Under construction
## Plant pages under construction

Please keep organized alphabetically
* EBP/Cooperative/Eryngium yuccifolium
# Astrophotography

The aims of this resource are (i) to create a collegial forum among astrophotographers for their on-going professional development and (ii) to enable experts in the field to support the development of beginners and novices.
There are many obvious areas that this resource can bring together including, but not limited to:
* The nature of light
* The science and practice of digital imaging.
* Instrumentation for astro imaging
* The capturing of Sky Objects
* Processing captured astro images
* Software resources
* Virtual Observation
Please feel free to enter into dialogue and upload links and new resources.
# Astrophysics

Welcome to an introduction to astrophysics!
Astrophysics (Astro = star, physics = nature) is the science that explores physics on a greater scale, aiming to explain the nature of space. These include the physical properties of stellar objects such as neutron stars, black holes, planets, dark matter, the motion of extraterrestrial objects, and the interstellar medium. An expansion of this is cosmology, which is theoretical astrophysics on a much larger scale.

## Course Summary

Portal:Physical Sciences
School:Physics and Astronomy
Department: Astrophysics
Level: Secondary and Undergraduate
Suggested Prerequisites: It is recommended that you have the following. If you have not brushed up on your skills in awhile or you are still in the learning process, you are encouraged to participate in the Wikiversity math and science resources before proceeding to more advanced study in radiation astronomy or physics.
* Basic understanding of Algebra
* Some exposure to basic Physics and Chemistry
Total Time Investment:
About 20 hours may be needed for all the resources.
Assessment Suggestions:
Try some of the quizzes!

## Student Learning Goals

Following the end of this course, students should be able to:
* know some of the differences between physics and radiation astronomy,
* name at least one physics theory that has had some success in astronomy,
* have an idea of what nucleosynthesis is,
* be aware of at least one puzzle that astrophysics has yet to solve, and
* name the most extensive medium in the Universe.

## Resources

* Introduction to astrophysics, an entry in Wikipedia.
* Search for Introduction to astrophysics at Wikiversity

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
* Study guide:

### Texts

General Astrophysics
Astrophysics
the Universe

### Lectures

* Astrognosy
* Radiation astronomy
* Astrophysics
* Coronal cloud
* Cosmic-ray astronomy
* Electron astronomy
* Heliophysics
* Magnetohydrodynamics
* Muon astronomy
* Neutrino astronomy
* Nucleosynthesis
* Radiation detectors
* Radiation physics
* Radiative dynamo
* Standard solar model
* Star fission
* Stellar surface fusion
* Superluminal astronomy

### Assignments

* First X-ray source in Apus

### Activities

* Astrognosy/Laboratory
* Cosmogony laboratory
* Electric orbits
* Locating the Sun
* Neutrinos from the Sun

### Articles

* Earth-impact events
* Highest temperature on Jupiter
* Microquasar
* Stellar evolution

### Quizzes

* Radiation astronomy/Quiz
* Astrophysics/Quiz
* Coronal cloud/Quiz
* Magnetohydrodynamics/Quiz
* Nucleosynthesis/Quiz
* Radiation detectors/Quiz
* Radiation physics/Quiz
* Radiative dynamo/Quiz
* Standard solar model/Quiz
* Star fission/Quiz
# Astronomy college course/Wikipedia Sidereus Nuncius/Quiz01/Original version of this quiz

Template:EduV/protected Astronomy_college_course#Sidereus_Nuncius
# Astronomy college course/Wikipedia Sidereus Nuncius/questions
## w: Sidereus Nuncius

Questions about Galileo in Sidereus_Nuncius (permalink)
These images will be present on the test:
* Sketches of the moon
* Pleiades star cluster
* Medicean Stars
* The Flight into Egypt
* Simon_Marius
* Although nobody knows for sure, a likely candidate for the invention of the telescope was (a) Galileo (b) A chinese inventer (c) a lensmaker (c) a glass blower.
* What odd name did Galileo call his telescoes?
* Who or what was the terminator (for Galileo)?
* What did the terminator do when it crossed the mountains?
* What surprising quantitative fact did Galileo estimate regarding the Moon's geological features?
* What did Galileo discover about the Pleiades?
* That were Galileo's Medicean Stars?
* What does the Flight into Egypt have to do with Galileo?
* Simon Marius believed that he deserved the right to name Jupiter’s love after his love conquests: Io, Europa, Ganymede, and Callisto because he (Marius) first observed them on December 29, 1609. Galileo first observed Jupiter's moons was January 7, 1610. How did Galileo prove that he saw them first?
* Prior to the publication of Sidereus Nuncius, the Church accepted the Copernican heliocentric system in what way?