OpenLLM-France/wikimedia huggingface dataset:
# Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/DPL

This page is used to help create a graphical list.
* BCP/Digitalis grandiflora
* BCP/Oxalis corniculata
* BCP/Epimedium
* BCP/Waldsteinia fragarioides
* BCP/Ranunculus micranthus
* BCP/Salix nigra
* BCP/Picea pungens
* BCP/Rorippa sylvestris
* BCP/Liriodendron tulipifera
* BCP/Sedum kamtschaticum
* BCP/Euonymus alatus
* BCP/Cotinus coggygria
* BCP/Euphorbia lathyris
* BCP/Duchesnea indica
* BCP/Festuca glauca
* BCP/Corydalis lutea
* BCP/Lonicera maackii
* BCP/Asparagus officinalis
* BCP/Medicago lupulina
* BCP/Berberis x gladwinensis
* BCP/Elaeagnus angustifolia
* BCP/Potentilla simplex
* BCP/Rhododendron calendulaceum
* BCP/Hieracium
* BCP/Packera obovata
* BCP/Alchemilla mollis
* BCP/Rumex
* BCP/Sassafras albidum
* BCP/Kerria japonica
* BCP/Euphorbia
* BCP/Euphorbia cyparissias
* BCP/Achillea filipendulina
* BCP/Oxalis stricta
* BCP/Senecio vulgaris
* BCP/Iris
* BCP/Linaria vulgaris
* BCP/Chelidonium majus
* BCP/Berberis thunbergii
* BCP/Taraxacum officinale
* BCP/Barbarea vulgaris
* BCP/Narcissus
* BCP/Coreopsis lanceolata
* BCP/Matricaria discoidea
* BCP/Calycanthus floridus
* BCP/Stylophorum diphyllum
* BCP/Rhododendron
* BCP/Potentilla
* BCP/Rosa
* BCP/Ranunculus
* BCP/Tulipa
* BCP/Allium
* BCP/Pinus densiflora
* BCP/Uvularia sessilifolia
* BCP/Viola
* BCP/Ilex cornuta 'burfordii'
* BCP/Ilex cornuta
* BCP/Magnolia
* BCP/Salvia
* BCP/Hieracium pratense
* BCP/Euphorbia amygdaloides
* BCP/Rumex acetosella
# Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Trees/DPL

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No pages meet these criteria.
# Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Vines/DPL

This page is used to help create a graphical list.
No pages meet these criteria.
# Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Herbaceous/DPL

This page is used to help create a graphical list.
No pages meet these criteria.
# Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Shrubs/DPL

This page is used to help create a graphical list.
No pages meet these criteria.
# Computer architecture/Control Unit

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Assignments
Completion status: this resource is a stub, which means that pretty much nothing has been done yet.
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# Computer architecture/Input Output Organization

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Input Output Organization
* External Devices
* I/O operations are accomplished through external devices that provide a means of exchanging data between external environment and computer. An external device attaches to the computer by a link to an I/O module. An external device linked to an I/O module is called peripheral device or peripheral.
* External Devices can be categorized as:
* Human readable: suitable for communicating with computer user. For example - video display terminals and printers.
* Machine readable: suitable for communicating with equipment. For example - sensor, actuators used in robotics application.
* Communication: suitable for communicating with remote devices. They may be human readable device such as terminal and machine readable device such as another computer.
* The interface to I/O module: The interface to I/O module is in the form of
* a) Control Signal – determines the function that the device will perform. E.g. send data to I/O module (READ or INPUT), receive data from I/O module (WRITE or OUTPUT), report status or perform some control function such as position a disk head.
* b) Data Signal – send or receive the data from I/O module.
* c) Status Signal – it indicates the status of signal. E.g. READY/NOT READY
* Control Logic: associated with the device controls on specific operation as directed from I/O module.
* Transducer: converts the data from electrical to other form of energy during output and from other forms of electrical during input.
* Buffer register: is associated with transducer to temporarily hold data during data transmission from I/O module and external environment. Buffer size of 8 to 16 bits is common.
* It mainly depends on transducer.
* Assignments
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# Computer architecture/Instruction Set Architectures

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Instruction Set Architectures
* Now a days, There are many electrical and electronic circuits which can do many jobs like Adding two numbers,multiplying, copying, conditionals etc..
* In computers these all circuits are kept in an order and are given certain number such that they can be accessed from registers in processor. In processor they are executed. Data required for doing any job, in case of adding two numbers, is fetched either from input devices like keyboard, serial port or from memory itself. This set of circuits are called Instructon Set.
* The number associated with each circuit is called Opcode.
* To make use of these circuits. we have to instruct processor to call certain circuit using opcode . In real world problems, we dont use just adding and moving. We use all of them for accompaingn our work. In case of adding two numbers we move our input to registers in processor and call adding opcode and move the result to certain memory unit. This can be done by giving the opcodes in an order. This is called Assembly programming. Instuctions are kept in RAM and are executed one by one by processor.
* Assignments
* Assignment 1
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# Computer architecture/Memory Hierarchies

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Memory Hierarchies (Caches)
* why memory Hierarchy?
* To achieve the best performance, allow memory to keep up with the processor and have a reasonable memory cost compared to other components.
* Assignments
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# Computer architecture/Instruction Set Architectures/Assignment 1
## Assignment 1 (comparison of 3 different architectures and their instruction set)

There is a LaTeX design template we will use to get proper documents in PDF format.
A preliminary draft is also available here.
A summary of the S/360 architecture can be found here.
Please extend the template with your work.
# Computer architecture/Introduction

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Computer Architecture is the design methodology of how computer hardware components interact based on the challenges imposed by real world components and technology, and also depends on the current market demands. Just like building an architecture, we're dealing with the materials (components, subsystems) at hand. The pyramids for example aren't made of timber. The architectural decisions from past designs that wouldn't necessarily be made the same way today. In both instances (building and computer), many levels of detail are required to completely specify a given implementation, and some of these details are often implied as common practice.
* Modern computers are built on the idea of Stored Program Model from the Turing's Architecture.
* Discuss the notion of the modern computer as a Turing Machine in order to understand what an instruction is in the next section.
* Assignments
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# Computer architecture/Central Processing Unit

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Assignments
Completion status: this resource is a stub, which means that pretty much nothing has been done yet.
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# Computer architecture/Instruction Level Parallelism

This is a lesson in in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* Assignments
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# Computer architecture

* Introduction
* The CPU is one of the most important components in computer architecture.
* This course introduces students to the core concepts of Computer Architecture - including hardware components, assembly languages, and pipelining.
* Due to the open nature of Wikiversity you are free to browse through these courses at whatever pace you desire. However, before you begin this course you should consider reviewing the material covered in the perquisite courses (listed below) to ensure that you are prepared to learn this content.
* In each lesson there is an objective at the top of the page, review these points and keep them in mind as you go through the lesson. At the end there is an assignment to test your understanding and further explain the material. Once you have finished the entire course you may move on to another course in the unofficial degree.
* (Note: Many of these lessons are stubs, and they need a lot of help. Please excuse the mess - and help out if you can!).
* Prerequisites
* Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.
* Introduction to Programming
* Theory of Programming Languages
Lessons
Educational level: this is a secondary education resource.
Completion status: this resource is just getting off the ground. Please feel welcome to help!
Subject classification: this is a mathematics resource.
Subject classification: this is an information technology resource.
Introduction
Central Processing Unit
Control Unit
Memory Organization
Input Output Organization
Overview of Operating System
Instruction Set Architectures
Pipelining
Memory Hierarchies (Caches)
Instruction Level Parallelism :
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# Computer architecture/Memory Organization

This is a lesson in the course, Computer Architecture, which is a part of The School of Computer Science
* Objective
* The objective of learning Memory Organization is to get through basic concepts of Memory types and their working, here you will learn about various types of memory used in computer system, their uses and functionality.
* Introduction To memory
* Memory, in general means 'remembering '. The computers use various types of Memory devices, some provide permanent storage and others are volatile. There are 2 basic categories of memory. They are
* 1. Primary Memory /Main memory ( Ram , cache , registers )
* 2. Secondary Memory/Auxiliary memory (hard disk,CD,DVD,floppy disks )
* Assignments
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# Developmental psychology/Chapter 14 & 15/Theories of Late Adulthood

* Self Theories - A theory of late adulthood that puts emphasis on maintaining one's identity. One's self-image relies less on other people, appearances, and external segments and more on their own self as time goes on. Being independent, despite certain adversities (such as neurological diseases), is what elders strive for.
* Integrity vs. Despair - This is Erikson's 8th and final stage, where adults want to mix their views and perspectives into their surrounding community. Elders look back at their lives, even poor decisions, in a positive life to prevent excessive despairs or regrets. The life review and acceptance of death are all crucial in one's "integrity".
** Compulsive Hoarding - This is an elderly person's urge to retain all pieces of material that correlate with their past. This may become hazardous. This intention shows that they want to maintain their true selves.
* Socio-emotional Selectivity theory - The elderly seek familiar contacts that give them joy. This may be a form of selective optimization with compensation. An "outgrowth" of both selective optimization and socio-emotional selective theory is known as the positivity effect, where the elderly remember positive things vs. negative things. This results in an elder's pride and their view that they "overcame" their difficulties.
# Developmental psychology/Chapter 14 & 15/A New Understanding of Old Age
## Different types of "Old"

* Young-old - ages 65 to 75. Healthy, active, independent. People barely notice their age.
* Old-old - Obvious suffering, usually above 75 years of age.
* Oldest-old - Over age 85, depends on others.

## Different types of "Aging"

* Primary aging - Direct result of time
* Secondary aging - Pile of consequences derived from unhealthy habits

## Theories

* Wear-and-Tear theory, the body naturally wears out due to exposure to environmental stress and exhaustion. This explains why air pollution has a detrimental effect on our bodies but not why exercise improves the function of our hearts/lungs.
* Purely genetics, every species has a maximum life span (ours being about 122 years). For us, genes affect all aspects of aging (from staying in the womb to eventual hair loss). This explains syndromes like Hutchinson-Gilford syndrome, where aging is increased drastically, and explains people like Jeanne Calment, who had the DR1 allele that allowed her to live up to 122 years. Another gene that increases longevity is ApoE2, which is found in a minority of men who have lived 70+ years. GWAS (Genetic-wide research) has found multiple genes that increase the risk of diseases, explaining why certain ethnicities are more susceptible to certain diseases. Although seemingly convincing, focusing on genes ignores the nurture aspect of our development. The metabolic syndrome is a group of syndromes that take place that increases the chances of attaining various health conditions.
* Cellular aging - Focusing on the impact that stress/toxins have on cells. Senescence occurs when an organism can no longer repair cellular errors. This is first apparent on the skin and beneath the skin (leading to cancer). The Hayflick limit indicates that the maximum number of cell divisions that can occur is 50 - afterward, the life span ceases. A telomere, the tip of each chromosome, decreases in size as aging goes on. The telomere ends when the Hayflick limit is reached.

## The Prejudice

* Ageism - Acts of prejudice where one is secluded because of their age. The obvious harms that come out of this are underestimating the elderly's independence, acts of behavior are applied to older people, and old people may focus on the losses in their life due to this prejudice. When it comes to sleep, elders insist on unsatisfactory sleep levels when prescribing to an ageist view on sleep (that they must not be in bed all the time compared to younger adults). When it comes to exercise, elder adults may not exercise because of the ageist view that elders need to relax. When it comes to communications, talking and speaking with elders is good - but elder-speaking isn't (a condescending way of talking to the elderly).
# Developmental psychology/Chapter 14 & 15/Activities in Late Adulthood

Active elders live much healthier lives than elders that are inactive - they may participate in:
* Work, with elders eventually reaching retirement.
* Volunteer work
* Staying at home and taking care of the house: aging in place: remain in the same community while increasing in age.
** Naturally occurring retirement community (NORC) - A neighborhood area where elders move to as young adults and stay there.
* Many elders are religious and may involve themselves in religious activities. Elders who are religious have more hopes for the future - religion encourages good habits, promotes good relationships, and reduces stress about death.
* Elders could also turn to politics, spouses or children through the principle of filial responsibility - where the adult children are obligated to take care of their elderly parents. Things that affect intergenerational relationships are assistance originating by need and ability, proximity over affection when contacting and sons feeling obligation while daughters feel affection.
* Skipped-generations may exist, where the middle generation (parents) are abusive and therefore cut off.
* Friends are also a close part of an elder's life - they lose friends over the years to death and retiring.
# Developmental psychology/Chapter 14 & 15/New Cognitive Development

New cognitive developments are actually possible in the later stages of adulthood.
* What Erik Erikson and Abraham Maslow found out were different for each psychologist. Erikson found that older adults were interested in arts, children and the social aspects of the world. The "integrity vs despair" stage is the wrapping of all the strengths that one has developed over their lifetime. Maslow rejected age-based stages and backed up self-actualization, where, most likely older individuals, one realizes creative and philosophical understandings (this was the last stage of the hierarchy of needs pyramid).
* The elderly are actually capable of learning/re-learning information if it tailors to their motivations and ability.
* The elderly, as previously mentioned, may be more interested in the arts. They may be exceptional in the arts or they may find enjoyment. When other brain functions "turn off", the appreciation for music increases - thereby improving brain health and resilience to adversities. In one's life review, either written down or orally expressed, they are usually positive.
* Although contrary to popular thinking, wisdom does not increase with age. Parts of wisdom include integrity, one's life review, and self-actualization. Elders naturally attain wisdom as they've gone through life experiences, learned from them, and sought to understand more of the "what and how" of the "meaning of life".
# Developmental psychology/Chapter 14 & 15/Information Processing After Age 65

Some brains are different. Some brains mature while some brains don't provide much and are affected by illnesses. What causes this variability? In order to get a good insight into it, we need to process the information-processing approach: input (sensing), memory (storage), control processes (programming), and output.
* Input - For information to be perceived it has to cross the bridge of the sensory threshold (what is sensed/not sensed). Small sensory losses decrease cognition, but they may not notice it because it's so small (and the brain compensates for the loss in sense/hearing). A decrease in sensory losses usually leads to a decrease in cognition.
* Memory - After receiving information, that information must be stored and remembered. Explicit memory is harder to retain implicit memory (names vs. movements). Source amnesia is the forgetting about the origins of information. This is an issue because elders may believe whatever information they retained but they forgot about the bias source. Prospective memory, remembering what to do in the future, fades away with age and can possess detrimental effects (forgetting to turn off the stove after cooking dinner). Compensations exist in terms of alarms to remind them of appointments (an example). Vocabulary is still a relevant topic for adults as they can recall newly learned words, such as internet in today's world. But, they may not know what it means. This may be compensated with clues and allowing times. Experience also increases vocabulary as well.
* Control Processes - Involves the executive functions of the brain, including attention and judgement. The elderly don't usually analyze situations, but they derive their actions from experience. Poor control processes may explain "tip-of-the-tongue" forgetfullness and spelling is poor but pronounciation isn't.
* Output - This is usually tested by standardized tests testing mental ability. When adults know that they're being tested on memory, "stereotype threat" ensues, where "people are or feel themselves to be at risk of conforming to stereotypes about their social group" when being tested about a certain skill-level. On the other hand, a better test may be the ecological validity, a test of cognition in realistic, every-day tasks. Prospective memory paradox may occur when elders, who feel more motivated for something, may forget that certain thing/action. Unfortunately, even ecological validity is somewhat flawed as it is subjective and not totally objective.
"The fundamental ecological issue for developmentalists is what should be assessed—pure, abstract thinking or practical, contextual thought; depersonalized abilities or everyday actions? Traditional tests of cognition emphasize fluid abilities, but problem solving and emotional sensitivity may be more crucial. Those practical abilities are not measured by traditional cognitive tests."
Removing ageism, such as ignoring elders because they may be "confined to their own times", should be removed and all should be given the chance to be heard.