OpenLLM-France/wikimedia huggingface dataset:
# Prosocial behavior/Keywords/Definitions

* Altruistic helping is when a helper seeks to increase another’s welfare and expects nothing in return.
* Audience inhibition is failure to help in front of others for fear of feeling like a fool if one’s offer of help is reject.
* Belief in a just world is the assumption that life is essentially fair, that people generally get what they deserve and deserve what they get.
* Bystander effect is the finding that people are less likely to offer help when they are in a group than when they are alone.
* Conformity is going along with the crowd.
* Cooperation is when each person does his or her part, and together they work toward a common goal.
* Diffusion of responsibility is the reduction in feeling responsible that occurs when others are present.
* Egoistic helping is when a helper seeks to increase his or her own welfare by helping another.
* Empathy is reacting to another person’s emotional state by experiencing the same emotional state.
* Empathy-altruism hypothesis is the proposition that empathy motivates people to reduce other people’s distress, as by helping or comforting.
* Forgiveness is ceasing to feel angry toward or seek retribution against someone who has wronged you.
* Informational social influence is the pressure to accept the actions or statements of others as evidence about reality.
* Kin selection is the evolutionary tendency to help people who have our genes.
* Negative state relief theory is the proposition that people help others in order to relieve their own distress.
* Non-zero-sum game is an interaction in which both participants can win (or lose).
* Normative social influence is pressure to conform to the positive expectations or action of other people.
* Norms are standards established by society to tell its members what types of behaviour are typical and expected.
* Obedience is following orders from an authority figure.
* Overbenefited is getting more than you deserve.
* Pluralistic ignorance is looking to others for cues about how to behave, while they are looking to you; collective misinterpretation.
* Private attitude change is altering one’s internal attitude.
* Prosocial behaviour is doing something that is good for other people or for society as a whole.
* Public conformity is going along with crowd outwardly, regardless of what one privately believes.
* Reciprocity is the obligation to return in kind what another has done for us.
* Sensitivity about being the target of a threatening upward comparison is an interpersonal concern about the consequences of outperforming others.
* Survivor guilt is feeling bad for having lived through a terrible experience in which many others died.
* Underbenefited is getting less than you deserve.
* Zero-sum game is a situation in which one person’s gain is another’s loss.
# PSI Lectures/Complex Analysis

* 2010 Maths and Mathematica (Introduction to Complex Analysis/Computer Skills) Pedro Vieira
* 2011 FRONT Complex Analysis - Tibra Ali
* 2013 FRONT Complex Analysis - Tibra Ali
* 2014 FRONT Complex Analysis - Tibra Ali
* 2015 FRONT Complex Analysis - Tibra Ali
* 2016 FRONT Complex Analysis - Tibra Ali
# PSI Lectures/Differential Equations

* 2011 FRONT Differential Equations - Sarah Croke
* ? 2012 FRONT Special Functions and Differential Equations - Dan Wohns
# PSI Lectures/Classical Mechanics

* 2014 FRONT Classical Mechanics - David Kubiznak
* 2015 FRONT Classical Mechanics - David Kubiznak
* 2016 FRONT Classical Mechanics - David Kubiznak
* 2017 FRONT Theoretical Mechanics - David Kubiznak
* 2018 FRONT Classical Physics - David Kubiznak
* 2019 FRONT Classical Physics - David Kubiznak
# PSI Lectures/Condensed Matter
## Front

* 2012 FRONT Condensed Matter 101 - Denis Dalidovich
* 2016 FRONT Condensed Matter - Denis Dalidovich

## Core

* 2011 CORE Condensed Matter - Nandini Trivedi
* 2012 CORE Condensed Matter - Assa Auerbach
* 2013 CORE Condensed Matter - Anushya Chandran, Roger Melko, Xiao-Gang Wen
* 2014 CORE Condensed Matter – Marcel Franz
* 2015 CORE Condensed Matter - Oleg Tchernyshyov
* 2016 CORE Condensed Matter - Frank Marsiglio, Denis Dalidovich
* 2017 CORE Condensed Matter - Rakesh Tiwari
* 2018 CORE Condensed Matter - Rakesh Tiwari
* 2019 CORE Condensed Matter - Chong Wang
# PSI Lectures/Lie Groups and Lie Algebras
### 2014 - Gang Xu - Lie Groups and Lie Algebras

* Lecture 1 - Introduction: motivation, definition, examples, properties.
* Lecture 2 - Structure of a group: Representation of a group, structure constant, Poincare group
* Lecture 3 - Adjoint Representation, Highest weight method to construct representations of su(2)
* Lecture 4 - finding a su(2) subalgebra in a general simple Lie algebra, the root diagram of rank-2 Lie algebra, Dynkin diagram
# PSI Lectures/Green's Functions

* 2011 FRONT Integral Transforms and Green's Functions - David Kubiznak
* 2012 FRONT Integral transforms Green's Functions - David Kubiznak
* 2013 FRONT Integral Transforms Green's Function - David Kubiznak
* 2014 FRONT Green’s Functions – Denis Dalidovich
* 2015 FRONT Greens Function - Denis Dalidovich
# University of Canberra/SAFFIRE/Projects/Flexible learning mentors
## Project idea

Flexible learning mentors are academic staff who are supported to work with fellow teaching staff to enhance the flexibility of courses and units.

## What is required

Release, train, and support selected academic staff to become flexible learning mentors of fellow discipline, faculty, and university teaching staff - e.g., these staff could conduct flexible learning audits and help co-develop flexible learning improvement plans
# University of Canberra/SAFFIRE/Projects/Wikimedia education
## Project

This project will support higher education teachers in using Wikimedia Foundation projects such as Wikipedia and Wikiversity, such as by having students improve the quality of Wikipedia articles as a learning and assessment exercise.

## Tasks

* Train educational designers/TLC staff, flexible learning faculty mentors, and other library and academic support staff via workshops and mentoring
* Train academic teaching staff workshops
* Train students
# University of Canberra/SAFFIRE/Projects/Mobile hole in the wall
## Goal

Enable every UC community member with "personal mobile holes in the wall" - i.e., mobile devices (smartphone/tablet) with wifi internet access and access to UC resources and learning opportunities.

## Rationale

Flexibility, innovation, and engagement could be significantly enhanced at UC by improving accessibility of access to key UC functions (e.g., enrolling, timetabling, events, unit and course info and content). As Sugata Mitra has found (see Hole in the Wall, ) simply providing people with better access to computers and the internet increases learning without a formal teacher even being appointed.

## What is needed?

The project needs are:
* Mobile device access - a project which aims to facilitate access by all staff and students to engagement with UC teaching and learning via mobile devices (e.g., University of Western Sydney begin issuing new students with an IPAD in 2013)
* Mobile-enabled content - all UC and amdin learning content needs to be mobile-friendly and device-agnostic.
# University of Canberra/SAFFIRE/Projects/Cultural competence
## Project

Internationalisation is a key strategic University of Canberra goal as is flexible learning. This project will develop online cultural competence learning modules which can be readily deployed within a range of courses and units.

## Related projects

* Internationalisation at home: Enhancing intercultural competencies of Business and Health teachers, students and curricula, OLT/UC, 2011-2012
# University of Canberra/SAFFIRE/Projects/Open education
## Project

Open educational practices offers many strategic opportunities, including enhancing the flexibility of education.
This project will audit courses and units in terms of their degree of openness, recommend strategies for becoming more open, and assist in the transition to open educational practices.
# University of Canberra/SAFFIRE/Projects/Life-integrated learning
## Project idea

The model allows people to study when, where and at the pace they like. There is a flexible cost structure - Pay As You Learn.
This idea was rapid prototyped by a group including Jonathan Powells at the SAFFIRE Festival, 2013.
# University of Canberra/SAFFIRE/Projects/Paperless
## Project

There has been a trend from paper-based to digital-based educational practices within developed societies and higher education, particularly since the turn of the twenty-first century.
The goal of this project is to ensure that student learning and staff teaching processes are paperless-enabled. Paperless-enablement enhances the flexibility and scalability of learning and teaching practices.

## Project

* Audit paper incidence in the design, delivery, and courses and units
** Exams
** Forms
* Recommend alternatives
# University of Canberra/SAFFIRE/Projects/Virtual classrooms
## Project

This project will enable virtual, interactive classroom capability to support online synchronous and asychronous learning.
# University of Canberra/SAFFIRE/Projects/Wiki town
## Project

This project will provide QRpedia and QRcodes in significant and interesting locations around the University of Canberra (UC) campus which will link to multi-language, openly editable knowledge commons wiki content. This project will engage the UC community to collaborate through learning projects to build the Wiki Town.

## Getting started

* Anybody can post QRcodes around campus, linking people to further information.
* Methods of code placement to be trialled
* Identify interesting locations/objects
* Create related knowledge commons wiki content, such as on Wikimedia Foundation sister project pages
* Collaborative develop the wiki content through structured learning activities which are integrated into course and unit curricula

## Locations

Potential locations of interest include:
* Foundation stone
* Futuro
* Sculptures
* Art work
* Library
* Sports Hall
* Specific trees/plants and publically displayed fauna e.g., green tree frog in Building 3
* Wearable QR codes - e.g., t-shirts
* Learning objects
* Add more

## Functionality

* Multi-language - QRpedia codes provide this - but don't link to non-WP sister project pages
* Open mapping

## Educational uses

The project can be incorporated as learning exercises into units in various disciplines e.g.,:
* Psychology students could survey the community about the locations of most interest
* Environmental science students could map/code flora of interest
* Architecture students could map/code buildings of interest
* Business students could help retailers to provide more information about products
* Create UC Wikipedian Student Organization
* etc.

## Issues

* Naming - there is some recent controversy about exactly how Wikimedia Foundation will allow wiki town projects to be branded from their point of view
* QRpedia currently only links to Wikipedia. For a learning institution, ideally, it would be possible to have QR codes linking to sister project pages as well. Regular QRcodes could be used instead, but these don't have multi-language functionality. Best to use codes QRpedia codes if linking to Wikipedia and QRcodes if linking to other sister projects for now.

## Future

* Wearable technologies such as smart glasses are just around the corner, which will allow overlay of augmented reality and information - this project is about building a smart, interactive, user-centric campus

## Funding

Funding would allow:
* Scoping
* Training
* Printing and mounting of codes
* Demonstration code and content development
* Integration with teaching activities
* Wiki-Artist-in-Residence

## People working on this project

Add yourself:
* -- Jtneill - Talk - c 09:37, 20 March 2013 (UTC)
* -- Postillion (Keith Lyons) 20:18, 20 March 2013 (UTC) - http://keithlyons.me/?s=QR+Codes
# University of Canberra/SAFFIRE/What is SAFFIRE?
## What is SAFFIRE?

This is a graphical illustration of Prof. Nicholas Klomp's opening talk at the UC SAFFIRE Festival.
# Rainwater harvesting/SamSam RWH Tool

Welcome to the SamSamWater Rainwater Harvesting Tool, a rainwater harvesting reservoir sizing calculator.
This tool will take you through 4 steps towards finding the right rainwater harvesting system for your unique situation.
* Choose a location on a map, where your project will be located.
* Input your roof size and select your roof materials.
* Input how much water will be used per day (litres).
* Results are shown! They reveal: summary, location, rainfall, water availability, water demand, required storage, dry and wet years, and data source.
Let's get started.
* SamSamWater Rainwater Harvesting Tool

### Requirements & limitations

* Internet connectivity is required to get rainfall data from a global database. Unfortunately this database is too big to include in the installation, so therefore internet connectivity remains necessary.
* Some users have issues that after they marked a location on the first step they cannot proceed to step 2. SamSam Water had that once too, but after that it didn’t happen again. We will try to find out why this is happening sometimes. Please try to click on another location (somewhere nearby) and click next, this might solve it. Let us know if this works! Sander Haas de: sanderdehaas [at] samsamwater.com
* On the sharing results: what would you like to share and in which ways? We (SamSam) will try to incorporate that.
* On saving the results: in the internet version of the tool you can use the URL to share/save the results. For example.
There is also an Android App of the Rainwater Harvesting Tool available.

### Acknowledgements

* SamSam Water
* Original Akvopedia article: akvopedia.org/wiki/SamSam_RWH_Tool
# Recorder
## Additional Software

In order to follow this course, you will find it helpful if you have software capable of reading Adobe PDF files for musical scores, and a media player capable of playing MIDI files.

## Introducing the recorder

As an introduction to the recorder, I recommend reading the Wikipedia article.
For a very short, but very well-written guide to playing the recorder this article in the H2G2 collection should prove helpful.
The name "recorder" may derive from an entry in the account books of Henry VIII of England, referring to a "fistula nomine ricordo", literally, "a pipe called a keepsake". In various parts of Europe it is known by other names:
* France: Flûte a bec
* Germany: Blockflöte
* Italy: Flauto dolce or Flauto diritto (as opposed to the Flauto traverso or transverse flute)
It is also sometimes referred to as a "fipple" flute, a reference to the wooden block which occupies the upper end of the instrument and forms part of the embouchure.
Recorders vary in size, and with their size, the pitch of the instrument also varies. The most common sizes are:
| Size | Lowest note |
| Sopranino | F |
| Soprano | C' |
| Alto | F |
| Tenor | C |
| Bass | 'F |
The plan for this course includes musical examples for you to play as well as listen to. You are advised to learn to read western musical notation (refer to the Fundamentals of Music course module). Opinions vary about the importance of being able to read music. Perhaps the best analogy is with another very important human activity: cookery. Any cook can prepare a meal using only their experience, and knowledge of cookery, but a cook who can read a recipe can prepare a meal they might never have imagined, or tasted before. Written music is only the recipe for a musical meal. It is up to the performer (as the musical cook) to prepare the meal in a way that will leave everybody in the audience wanting just a little more.
As an introduction to reading music, see: Fundamentals of Music
Recorder: 1st lesson (breathing, problems that may arise)
Recorder: 2nd Lesson (notes in the lower octave, practice advice)
# Recorder/Exercise 1
## Recorder Exercise 1

1.a For an instrument in C, your chart should follow the fingering pattern:
C Fingering chart
Red tone holes are closed, black tone holes are open.
| B (7th) | A (6th) | G (5th) | F (4th) | E (3rd) | D (2nd) |
For an instrument in F, your chart should follow the fingering pattern:
F Fingering chart
| E (7th) | D (6th) | B (5th) | A (4th) | G (3rd) | F (2nd) |
1b. Check your transposition against the FED song (alto transposition)
# Recorder/Lesson 1

It is to be hoped that you have a recorder to hand (the lesson requires you to make use of it for a practical demonstration), that your instrument is undamaged, and that you are in good health (at least able to breathe normally).
It is important to note that recorders are easily damaged ; the slightest roughening of the central bore of the instrument, and much more importantly, of the windway between the embouchure and the windcutter will adversely affect the sound of the instrument, and in extreme cases, prevent it from speaking altogether.
Most people say that the recorder is a blown instrument, this is an exaggeration however. Little more than a normal breath is quite sufficient to make it sing. Following the fingering chart below, to demonstrate the amount of breath required, take a deep breath, put the instrument to your lips, and let your breath out freely as if you were sighing.
Red fingerholes are closed. Black fingerholes are open.
The result will be a horrendous screeching as the instrument is overblown, followed by a more normal tone as the air pressure decreases, and finally warbling as the pressure falls completely beyond the point at which the instrument will sing.
With the instrument to your lips, using your left hand, close the thumbhole (bottom) and 1st, 2nd and 3rd holes at the top of the instrument. Support the instrument with your right thumb. Practice blowing gently until you achieve the most satisfying tone.
Once you can achieve a pleasant tone, practice the same exercise with the 4th, 5th, 6th and 7th holes (the 6th and 7th are usually pairs of small holes which should both be closed for this excercise). The 6th and 7th holes will probably be the most difficult to produce a pleasing tone. Don't become discouraged, keep experimenting until you are happy with the result.

## Problems when playing

It is not unusual to experience problems with the recorder gradually becoming more difficult to play during a session (particularly if the surrounding air is cold) owing to buildup of condensation within the windway. To determine if this is the case, sight along the windway from the embouchure to see whether there are any globules of moisture blocking the passage.
Opinions on the best way to clear moisture from the windway vary from player to player; my own recommendation is to suck air through the embouchure. The moisture is only condensed water from your warm breath and presents no health hazard.
The surface of the windcutter should always be treated with the utmost care! While it may be acceptable to place a finger lightly over the window of the head joint and blow to clear moisture in a plastic recorder, if the same method is applied to a wooden recorder it will gradually warp the windcutter.
If it is ever necessary to remove an obstacle from the windway, use nothing harder than a downy feather carefully inserted from the embouchure.
Recorder: 2nd Lesson
# Recorder/Lesson 3
## Answer to exercise: naming of notes

If you attempted the exercise presented at the end of the second lesson, please check your work against the answer in Over the hills and far away note names, alto recorder, lower register.
# Tamil Language/Consonants
## Introduction

Here you can learn to write the Tamil consonants. It should be noted that the pure consonants all have a 'pulli' (dot) placed above them. When written without this 'pulli' the consonants are read with the vowel 'அ' (a) added after them, that is, 'க்'(k) is pronounced as 'க' (ka) (க்+அ). You may find it easier to pronounce the consonants with the vowel 'அ' added to them (that is, ka, nga, cha, nga, ta, na, etc.) We shall learn the other combinations of consonants and vowels in our next lesson.

## Writing Consonants

| Consonant | Group | Pronounciation Help |
| க் | vallinam | k + a as in kaite |
| ங் | mellinam | ng as in ring |
| ச் | vallinam | ch as in catch |
| ஞ் | mellinam | ng as in syringe |
| ட் | vallinam | t as in tap |
| ண் | mellinam | n as in Cinderella |
| த் | vallinam | th as in both |
| ந் | mellinam | n as in panther |
| ப் | vallinam | p as in pack |
| ம் | mellinam | m as in plum |
| ய் | idaiyinam | y as in yak |
| ர் | idaiyinam | r as in stir |
| ல் | idaiyinam | l as in lamp |
| வ் | idaiyinam | v as in victory |
| ழ் | idaiyinam | (tongue retracted) |
| ள் | idaiyinam | l as in marble |
| ற் | vallinam | tr as in citric |
| ன் | mellinam | n as in sin |
Course: Tamil Letters Back to Tamil Department
# Tamil Language

Tamil /ˈtæmɪl/ (தமிழ், tamiḻ, [t̪ɐmɨɻ]) is the language of Tamil people of South India and North-east Sri Lanka. It has official status in the Indian states of Tamil Nadu, Puducherry and Andaman and Nicobar Islands. Tamil is also a national language of Sri Lanka and an official language of Singapore. It is legalized as one of the languages of medium of education in Malaysia along with English, Malay and Mandarin. It is also chiefly spoken in the states of Kerala, Karnataka, Andhra Pradesh and Andaman and Nicobar Islands as one of the secondary languages. It is one of the 22 scheduled languages of India and was the first Indian language to be declared a classical language by the Government of India in 2004. Tamil is also spoken by significant minorities in Malaysia, Mauritius, Canada, South Africa, Fiji, Germany, Philippines, United States, Netherlands, Mauritius, Indonesia, and Réunion as well as emigrant communities around the world.
Tamil is one of the longest surviving classical languages in the world. It has been described as "the only language of contemporary India which is recognizably continuous with a classical past" and having "one of the richest literature in the world". Tamil literature has existed for over 2000 years. The earliest epigraphic records found on rock edicts and hero stones date from around the 5th century BC. The earliest period of Tamil literature, Sangam literature, is dated from ca. 300 BC – AD 300. Tamil language inscriptions written c. 1st century BC and 2nd century AD have been discovered in Egypt, Sri Lanka and Thailand. The two earliest manuscripts from India, to be acknowledged and registered by UNESCO Memory of the World register in 1997 and 2005 were in Tamil. More than 55% of the epigraphical inscriptions (about 55,000) found by the Archaeological Survey of India are in the Tamil language. It has the oldest extant literature amongst other Dravidian languages. The variety and quality of classical Tamil literature has led to its being described as "one of the great classical traditions and literature of the world".

## Resources

Special:Prefixindex/Tamil Language/
# Talyvel

Talyvel is a brand name for an instrument for setting horizontal lines.This instrument consists of an induction transducer.A conductive pendulum is held between the two halves of the induction transducer.So whenever the instrument tilts the pendulum also tilts giving rise to an electric impulse.This impulse can be measured by a galvanometer and thus the amount of tilt can be known.
# Tamil Language/Conversation

* Let's Speak Tamil
* Level 1 - Extra Resource 1
* Ready to taste some Tamil? Let us put some to your tongue, literally!

## Introductions

Here are some simple sentences to begin a conversation with:
| Transliteration | Tamil Script | Meaning / Usage |
| "vaṇakkam" | வணக்கம் | "Hello" / "Greetings" |
| "eṉ peyar ___" | என் பெயர் ___ | "My name is ___" |
| "eppaṭi irukkīṅka?" | எப்படி இருக்கீங்க? | "How are you?" |
| "nallā irrukkīṅkaḷā?" | நல்லா இருக்கீங்களா? | "Are you fine/well?" |
| "naṉṟi" | நன்றி | "Thanks" / "Thank you" |

## Footnotes

* ↑ This word exactly means 'salutations'
| Level 1 - Lesson 1 Level 1 - Lesson 2 | Tried this Quiz yet? |