OpenLLM-France/wikimedia huggingface dataset:
# Literature/2009/Lih

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Wikipedia

| w: Information science w: World Brain w: New encyclopedism | w: Librarianship w: Encyclopaedia Britannica w: Copyright |

## Chronology

* Reagle Jr., Joseph Michael (2010). Good Faith Collaboration: The Culture of Wikipedia. MIT Press. $^{[^]}$
* Lih, Andrew (2009). The Wikipedia Revolution: How A Bunch of Nobodies Created The World's Greatest Encyclopedia. Hyperion. $^{[^]}$
* Rees, Martin (2003). Our Final Hour: A Scientist's Warning: How Terror, Error, and Environmental Disaster Threaten Humankind's Future in This Century -- On Earth and Beyond. Basic Books. $^{[^]}$
* Literature/2001/Wales $^{[^]}$
* Literature/1999/Stallman $^{[^]}$
* Cunningham, Ward (1995). WikiWikiWeb. Portland Pattern Repository, Cunningham & Cunningham, Inc. http://c2.com/cgi/wiki $^{[^]}$
* Literature/1993/Gates $^{[^]}$
* Literature/1990/Berners-Lee $^{[^]}$
* Shneiderman, Ben (1983). "Direct Manipulation: A Step Beyond Programming Languages," Computer, Vol. 16, No. 8 (August 1983) pp. 57-69. $^{[^]}$
* Literature/1982/Brown $^{[^]}$
* Literature/1980/Berners-Lee $^{[^]}$
* Soergel, Dagobert (1977). "An Automated Encyclopedia: A Solution of the Information Problem?" International Classification, 4(1): 4-10; 4(2): 81-89. $^{[^]}$
* Fillmore, Charles J. (1976). "Frame Semantics and the Nature of Language," in: Annals of the New York Academy of Sciences: Conference on the Origin and Development of Language and Speech. Volume 280: 20-32. $^{[^]}$
* Kochen, Manfred, ed. (1975). Information for Action: from Knowledge to Wisdom. New York: Academic Press. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$

## Reviews

* Jeffrey Barlow (2010). "The Wikipedia Revolution," The Journal of Education, Community and Values, vol. 10, iss. 4 (May 2010).
** The impact of Wikipedia is closely related to the impact of the Internet itself. It is very much part of the Web 2.0 stage of the Internet.
** It is an excellent place to begin understanding the history, the key controversies, and the major issues related to the development of Wikipedia. Lih also deals with the antecedents of Wikipedia, principally Nupedia, which was intended to be fully peer-reviewed.
# Literature/2010

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Harris, Sam (2010). The Moral Landscape: How Science Can Determine Human Values. Free Press. (Oct. 5, 2010) ISBN 978-1-4391-7121-9 $^{[^]}$
* Moore, Charles Hilary (2010). "Who will admit that the Right ways are not the wrong ways?" Telegraph, 02 July 2010. $^{[^]}$
* Reagle Jr., Joseph Michael (2010). Good Faith Collaboration: The Culture of Wikipedia. MIT Press. $^{[^]}$
# Literature/2009

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/2009/Bates $^{[^]}$
* Literature/2009/Bawden $^{[^]}$
* Buckland, Michael (2009). "As We May Recall: Four Forgotten Pioneers," Interactions, vol. 16, No. 6 (November + December 2009), pp. 76-79. $^{[^]}$
* Literature/2009/Cronin $^{[^]}$
* Literature/2009/Dawkins $^{[^]}$
* Literature/2009/Icon $^{[^]}$
* Lih, Andrew (2009). The Wikipedia Revolution: How A Bunch of Nobodies Created The World's Greatest Encyclopedia. Hyperion. $^{[^]}$
* Literature/2009/Pausch $^{[^]}$
* Literature/2009/Rayward $^{[^]}$
* Literature/2009/Robertson $^{[^]}$
# ICT in Education/Change Projects/2015C Tanzania Project Management systems at CoICT
### Title of the project

Title of the change project :Influencing the Use of the Developed Practical Training Management System (PTMS) and Introducing a Project Management System (PMS)
Change agent : Eva Shayo and Christine Mwase
Email :
Name of the organisation : University of Dar es Salaam
Country : Tanzania
Started date :
Status (finished/ongoing) : Ongoing

### About the project
#### 5. Expected result ;

It is expected that by the end of the project, the College of ICT (CoICT) at the University of Dar es Salaam will have in place a system for managing Practical Training courses as well as Project courses. Students and staff will make use of the system at all stages of the conduct of when conducting Practical Training and Project courses.

#### 7. The Project organisation :

The University of Dar es salaam (UDSM) is the oldest and biggest public university in Tanzania. The College of ICT (CoICT) is a college within UDSM. CoICT has un-matched wealth of competent academic human resource in ICT in the country and probably in the region.
# ICT in Education/Change Projects/2015C Kosovo How to Incorporate ICT in Teaching and Learning

Title of the change project :How to Incorporate ICT Tools in Teaching and Learning Process
Change agent : Valbona Fisheku
Email : albanafisheku@hotmail.com
Name of the organisation : ´`Jonuz Zejnullahu`` Upper Secondary School
Country :Kosovo
Started date :
Status (finished/ongoing) : ongoing
1. Background of the project (problem):
We live in the 21st century, and we know that the role of technology is crucial in every aspect of our lives. So it is very important in the teaching and learning process. As many others countries in the world we have a lot of computers, laptops, mobile phones etc, and The main problem is `´ how to incorporate them in the process.`´
2. Objectives : Motivate teachers and students to use different methods and techniques that have within them the usage of ICT tools.
3. Stakeholders :
1.School director
2. IT teachers
3. Other teachers
4. Students
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Uganda Integration of ICTs in Educaton

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Ethiopia ICT as a tool for teaching and learning

Title of the change project :
Multimedia platform with digital media for Ethiopian Secondary Schools.
Change agent :
Minilik Tesfaye
Email : minilik.tesfaye@aau.edu.et
Name of the organisation : Addis Ababa University
Country : Ethiopia
Started date : January 10, 2016
Status (finished/ongoing) : Ongoing
1. Background of the project (problem):
In Ethiopian secondary schools context, Textbooks are providing very limited compared to what it should be. Presenting the contents of the textbooks in multimedia (Videos, Pictures, Animations, Audios and others).
2. Objectives :
Digital present contents of Secondary school textbooks through a web based platform.
Scope
· This project is focused on Ethiopian Secondary School :
· All the subject matter structure should follow students text books.
· The content can be created by either the teacher or the student
3. Stakeholders : Secondary school teachers, students, project leader(s) and Funders.
4. List of Activities :
Step 2: Defining the textbook structure on the selected platform
Step 3: Selecting some group of motivated teachers and students and give short training on
· video editing and recording
· Audio editing
· Screen casting software
· Photography and picture editing tools eg. Photoshop
· etc
This step can be achieved in collaboration with Addis Ababa University ICT office Training and consultancy unit
Step 4: Organizing and Preparing Contents through multimedia
· Collecting pictures
· Making short videos
· Screen captures and screen cast videos
· All with exact structure of Secondary School Textbooks
Step 5 : Upload all materials generated on step 4 on the prepaid structure on step 2
· Follow the textbook structure
· Encourage student to prepare their own contents
· Teachers need to filter, supervise and improve the contents
5. Expected result :
Digital Textbooks for Ethiopian Secondary Schools.
6. Actual result :
· Better access to teaching and learning process
· Give additional skills to students and teachers
* Software skills
* Hardware skills
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Kosovo Systemic change in education management

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Rwanda Using ICT tools to enhance language proficiency

Title of the change project : Using ICT tools at UR -CE to enhance English proficiency
Change agent : Aloysie and Leon
Email : mugabol2000
Name of the organisation : UR - CE
Country : Rwanda
Started date : February 2016
Status (finished/ongoing) : Ongoing
1. Background of the project (problem): English was introduced in Rwanda curriculum in 1975 and since then up to 1994 it considered as a non official language used in informal situation and taught in schools as a subject. After 1994, it was raised to a higher status and later on declared as officail language along with with French and Kinyarwanda. In Octobre 2008, it was made an offical medium of instruction at all levels.
2. Objectives :
3. Stakeholders : UR- CE students teachers and Lecturers
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# English-Chinese/Sneezing is a reflex to expel unwanted particles from the nose that irritate the mucosal lining

Sneezing is a reflex to expel unwanted particles from the nose that irritate the mucosal lining.
打喷嚏是一种反射，可以从鼻子中排出不需要的颗粒，刺激粘膜内层。
# English-Chinese/Social Sciences includes

Social Sciences includes anthropology, archaeology, economics, geography, political science, psychology, and sociology.
社会科学包括人类学，考古学，经济学，地理学，政治学，心理学和社会学。
# English-Chinese/Social sciences are different

Social sciences are different from the arts and humanities as for them scientific method is important.
社会科学不同于艺术和人文科学，因为科学方法很重要。
# English-Chinese/Society

Society is a group of people living together. People living in a society can get more advantages than living individually. Besides humans, some animals also live in society, such as wolves and some insects. Sociology is the science for studying society.
社会 是 一群 生活 在一起的 人。生活 在 社会中的 人 比 单独 生活 更有优势。除了 人类，一些 动物 也 生活 在 社会中，如 狼 和 一些 昆虫。社会学 是 研究 社会的 科学。
# English-Chinese/Sociology

Sociology is the study of societies and how humans act in groups. Sociology is a social science. People who study sociology are called sociologists.
社会学 是 研究 社会 和 人类 如何 在 群体中 行动。社会学 是 一门 社会科学。研究 社会学的 人 被称为 社会学家。
# English-Chinese/Some cultivars of citrus fruits (especially grapefruit, mandarin oranges, navel oranges), satsumas, table grapes, and watermelons are valued for their seedlessness

Some cultivars of citrus fruits (especially grapefruit, mandarin oranges, navel oranges), satsumas, table grapes, and watermelons are valued for their seedlessness.
一些柑橘类水果品种（特别是葡萄柚，橘子，脐橙），温州蜜柑，鲜食葡萄和西瓜因其无籽而受到重视。
# English-Chinese/Social sciences

The social sciences are a group of academic disciplines that study human aspects of the world.
社会科学 是 一组 研究 世界 人类 方面 的 学科。
# English-Chinese/Solid

Solid is one of the four common states of matter. The molecules in solids are closely bound together, they can only vibrate. This means solids have a definite shape that only changes when a force is applied. This is different to liquids and gases which move randomly, a process called flow.
固体 是 物质的 四种 常见 状态 之一。固体中的 分子 紧密 结合 在一起，它们 只能 振动。这 意味着 固体 具有 确定的 形状，只有 在 施加 力 时 才会 改变。这 与 随机 移动的 液体 和 气体 不同，这个 过程 称为 流动。
# English-Chinese/Some causes of noncardiac chest pain include gastrointestinal, musculoskeletal, or lung issues

Some causes of noncardiac chest pain include gastrointestinal, musculoskeletal, or lung issues.
非心脏性胸痛的一些原因包括胃肠道，肌肉骨骼或肺部问题。
# English-Chinese/Some countries require addition of riboflavin to cereal foods

Some countries require addition of riboflavin to cereal foods.
有些国家要求在谷类食品中添加核黄素。
# Intersection point/Functions/x-1/2 over x/Exercise

* Sketch the graphs of the functions and
    $f\colon \mathbb {R} _{+}\longrightarrow \mathbb {R} ,x\longmapsto x-1,$
    $g\colon \mathbb {R} _{+}\longrightarrow \mathbb {R} ,x\longmapsto {\frac {1}{x}},$
* Determine the intersection points of these graphs.
# Intersection point from circle and line/Coordinates/Through points/1/Exercise

Determine the intersection points of the unit circle and the line which runs through the points $(-1,1)$ and $(4,-2)$.
# Intersection points of circle and line/Coordinates/(2,5) radius 7 and line 3y-4x+2 is 0/Exercise

Determine the coordinates of the two intersection points of the line $G$ and the circle $K$, where $G$ is given by the equation $3y-4x+2=0$ and $K$ is given by the center $(2,5)$ and the radius $7$.
# Interval/-4 to 5/6 subintervals/Staircase integral/Exercise

a) Subdivide the interval $[-4,5]$ in six subintervals of equal length.
b) Determine the Riemann sum of the staircase function on $[-4,5]$, which takes alternately the values $2$ and $-1$ on the subdivision constructed in a).
# Intersection of planes/3x+4y+5z is 2 and 2x-y+3z is -1/Line equation/Exercise

Consider in $\mathbb {R} ^{3}$ the two planes
    $E={\left\{(x,y,z)\in \mathbb {R} ^{3}\mid 3x+4y+5z=2\right\}}{\text{ and }}F={\left\{(x,y,z)\in \mathbb {R} ^{3}\mid 2x-y+3z=-1\right\}}.$
Determine the intersecting line $E\cap F$.
# Intersection point from circle and line/Coordinates/(3,4) radius 6 and (-8,1) radius 7/Exercise

Compute the intersection points of the two circles $K_{1}$ and $K_{2}$, where $K_{1}$ has center $(3,4)$ and radius $6$ and $K_{2}$ has center $(-8,1)$ and radius $7$.
# Intersection point from circle and line/Coordinates/(2,2) radius 5 and line 2y-3x+1 is 0/Exercise

Determine the coordinates of the two intersection points of the line $G$ and the circle $K$, where $G$ is given by the equation $2y-3x+1=0$ and $K$ is given by the center $(2,2)$ and the radius $5$.
# Interstellar medium/Quiz

Interstellar medium is a lecture about an entity that exists between and around stars. It is a mini-lecture for a quiz section as part of the radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on interstellar medium at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{principles of radiation astronomy}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!
# Informal learning activities/EdcFrr/LCc9

This sets up branches to four locations. The intention is, in sequence to go up one or two places, and down two or one places. Note: this is a copy of TpcFrr/GHc1.
# Informal learning activities/EdcFrr/LCcC

[[w:{{{1}}}|{{{1}}}s]]
This sets up a Wikipedia link to "{{1}}", which is displayed in plural form (-s) for the link.  Note that no following space is generated.
# Informal learning activities/EdcFrr/LCCe

[[w:{{{1}}} {{{2}}}|{{{1}}}]]:
This sets up a link to "{{1}} {{2}}" but only "{{1}}" is displayed for the link, and the display is used as a prefix in italics.  Note that a colon and following spaces are generated.
# Informal learning activities/EdcFrr/LCb

[[w:{{{1}}} ({{{2}}})|{{{1}}}]]
This simply sets up a Wikipedia link to "{{1}} ({{2}})" but only {{1}} is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCc2

[[{{{1}}}|here]]
This simply sets up a local link to "{{1}}", and displays here for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCC

[[w:{{{1}}}|here]]
This simply sets up a Wikipedia link to "{{1}}", and displays here for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCa

[[w:{{{1}}} ({{{2}}})|{{{1}}}]],
This simply sets up a Wikipedia link to "{{1}} ({{2}})" but only {{1}} is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LCc1

[[{{{1}}}#{{{2}}}|{{{2}}}]]
This simply sets up a local link to "{{1}}#{{2}}", and displays "{{2}}" for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCcE

[[w:{{{1}}} {{{2}}}|{{{1}}}]],
This sets up a link to "{{1}} {{2}}" but only "{{1}}" is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LCc

[[w:{{{1}}}|{{{1}}}]]
This simply sets up a Wikipedia link to "{{1}}", which is displayed for the link.  Note that a following space is generated.
# General Engineering Projects/Overview/Instructor/Example Roster table

In this example, the projects link to a root article .. they normally would link to a document in the instructor's user space.
| Student WikiID | Project 3 | Current Task |
| Carreras, Christopher M. | Tri-BotHack | changing speed of motor based upon resistance change of light sensor |
| kristy.chahil | Blood cooler | story board this |
| Chiostri, Dominic E. | Lab bench | Documenting/exploring DR Drone/Xbox controller connection through VI |
| agashi5859 | ComboLockPick | arduino test code split into motor (direction, position), motor initializing, switch query, solenoid firing |
| jjewell6655 | Lab bench | Labview microphone finger snapping input and leap motion input, LCD computer screen lights going off and on |
| sej8926 | ComboLockPick | outlining software modules needed |
| Pghsound | Lab bench | Connecting arduino to vernier photogate and Lego NXT mindstorm |
| sharonlnchrs | Tri-BotHack | get 5th robot working |
| Evanm1993 | Blood cooler | mount photogate into pvc of current blood cooler, test air mattress pump |
| Mauricio Martinez | Tri-BotHack | fix motor in number 4 so goes both directions |
| MuzicMan60 | Blood cooler | Story board weight room and track test of blood cooler and reference/clean up fat/biology references in this |
| Nelson, Vishal | Lab bench | Connect Labview to the Microsoft Kinect work on team page |
# General Engineering Projects/Overview/Student

Students's activities in the engineering and technology learning projects are:

## SetUp

* Create a Wikimedia user account.
* Build a user page or portfolio with links to the weekly summary
* Go to your instructors course user page, find your name and link your weekly report page to your name.

## Weekly

* Create electronic files (pictures, video, data, programs, electronic drawings, schematics, etc) describing what you did in a weekly report page, build links to the CDIO page working on that was negotiated with the instructor
* Add task information (date, time worked on) to your instructors course page
* Put positive comments on team mates in Canvas project discussion group
# General Engineering Projects/Documentation

Example project body documentation is here. This describes the outline.
At a minimum, there must be a Problem, a short presentation or video in Demo, and least three Next Steps in order to be placed into the General Engineering Category. Otherwise the project should remain in user space.
The exact content in Conceive, Design, Implement and Operate can vary widely. The initial content of Conceive, Design, Implement and Operate can be almost anything.
# General Engineering Projects/Overview

* Student overview
* Instructor overview
# General Electrical/Electronic System Diagnosis

* Check voltages and voltage drops in electrical/electronic circuits; interpret readings and determine needed repairs.
* Check current flow in electrical/electronic circuits and components; interpret readings and determine needed repairs.
* Check continuity and resistances in electrical/electronic circuits and components; interpret readings and determine needed repairs.
* Check electronic circuit waveforms; interpret readings and determine needed repairs.
* Use scan-tool data and/or diagnostic trouble codes (DTCs) to diagnose electronic systems; interpret readings and determine necessary action.
* Find shorts, grounds, opens, and resistance problems in electrical/ electronic circuits; determine needed repairs.
* Measure and diagnose the cause(s) of abnormal key-off battery drain (parasitic draw); determine needed repairs.
* Inspect, test, and replace fusible links, circuit breakers, fuses, diodes, and current limiting devices.
* Read and interpret electrical schematic diagrams and symbols.
* Research applicable vehicle and service information, such as vehicle service history, sevice precautions, technical service bulletins, and service campaigns/recalls.
* Diagnose failures in the data bus communications network; determine needed repairs.
* Remove and replace control modules; program as needed.
# General Engineering Projects/Overview/Instructor

Instructor's activities in Wikipedia's General Engineering Projects

## Setup

* Create a roster table with three columns: student, project and task. The student's name should be their wikiversity id and linked to their active weekly report. The project should link to the team's project page, so every student on the team links to the same page. The task should describe what the student is currently working on.
* Choose the 5 projects, and create a Version 3 project outline for each of them, or copy one from the General Engineering Category ... old projects need to be migrated to Version 3 format.
Initially put the students name in the table. Ask them to change it to their id and link to their current weekly report. Ask the students to put on the table their current task. Do this at the beginning of each project cycle.

## Weekly

* Check the roster table to see if students have updated it with their most current task.
* Visit student weekly report page and grade in the schools Learning Management System.
# Mapping/Composition/Associativity/Fact/Proof/Exercise

Let $L,M,N$ and $P$ be sets and let
    $F\colon L\longrightarrow M,x\longmapsto F(x),$
    $G\colon M\longrightarrow N,y\longmapsto G(y),$
and
    $H\colon N\longrightarrow P,z\longmapsto H(z),$
be functions. Show that
    $H\circ (G\circ F)=(H\circ G)\circ F\,.$
# Mapping/Composition/Injective surjective bijection/Fact/Proof/Exercise

Let $L,\,M$ and $N$ denote sets and let
    $F\colon L\longrightarrow M,x\longmapsto F(x),$
and
    $G\colon M\longrightarrow N,y\longmapsto G(y),$
be mappings with the composition
    $G\circ F\colon L\longrightarrow N.$
Show the following properties.
* If $F$ and $G$ are injective, then also $G\circ F$ is injective.
* If $F$ and $G$ are surjective, then also $G\circ F$ is surjective.
* If $F$ and $G$ are bijective, then also $G\circ F$ is bijective.
# Mapping/Composition/Associativity/Fact/Proof

Two mappings $\alpha ,\beta \colon L\rightarrow P$ are the same if and only if the equality $\alpha (x)=\beta (x)$ holds for every $x\in L$. So let $x\in L$. Then
    ${\begin{aligned}(H\circ (G\circ F))(x)&=H((G\circ F)(x))\\&=H(G(F(x)))\\&=(H\circ G)(F(x))\\&=((H\circ G)\circ F)(x).\end{aligned}}$
# Mapping/Composition/Definition

Let $L,\,M$ and $N$ denote sets, let
    $F\colon L\longrightarrow M,x\longmapsto F(x),$
and
    $G\colon M\longrightarrow N,y\longmapsto G(y),$
be mappings. Then the mapping
    $G\circ F\colon L\longrightarrow N,x\longmapsto G(F(x)),$
is called the composition of the mappings $F$ and $G$.
# Mapping/Composition/Associativity/Fact/Proof/Exercise/Solution

Two mappings $\alpha ,\beta \colon L\rightarrow P$ are the same if and only if the equality $\alpha (x)=\beta (x)$ holds for every $x\in L$. So let $x\in L$. Then
    ${\begin{aligned}(H\circ (G\circ F))(x)&=H((G\circ F)(x))\\&=H(G(F(x)))\\&=(H\circ G)(F(x))\\&=((H\circ G)\circ F)(x).\end{aligned}}$