OpenLLM-France/wikimedia huggingface dataset:
# Space and Global Health/Community of Practice/EFG-SGH-CoP2018

Videoconferences at Local and Regional Meeting Points, will be organized between, July 30th, 2018 and August 2nd, 2018.
* Expected number of presentations and publication for this pilot (less than 10)
* Compare lessons learned with Easychair Conference Management to Wikiversity as an open and asynchronous conference management regarding a conference as a evolutionary step of development for creating releases.

## Proposed Regional Meeting Point
### Background

At the proposed Regional or Local Meeting Points (LMP/RMP) scientist with different background and expertise come together to allow a cross-diciplinary face to face communication. The video conferencing system connects the LMPs and RMPs with eachother. Even if possible try to avoid connecting to the EFG-SGH-CoP meeting as a single user. In the previous year we have used framing office hours for the meeting from different time zones. In 2018 the time zone of +8h will be optimal, for Western Australia, China, Indonesia. The concept of LMPs and RMPs is used have
* econmic benefits, for the reduction of travel benefits
* environmental benefits with the reduction of Greenhouse Gas and
* participatory benefits that participants cannot afford the international travel can join and share their ideas.
The LMP/RMP concept was tested/piloted at UN-Campus in Bonn in 2012

### List of Local and Regional Meeting Points

* University of Koblenz-Landau, Campus Landau, Germany

## List of Presentation/Publication
### Examples

* Information Systems: Digital Signature and its application on Spatial Decision Support Systems
* Learning Environments and Risk Literacy: Case Study of Open Educational Resources and Risk Literacy/Real World Labs.
* NGO Activities: Contributions of Humanitarian Open Street for Global Health Risk Mitigation
* Problem Solving: Contributions of Systems Thinking to support Sustainable Development Goals.
* Technology: Multiplatfom HTML5 Augmented Reality App for supporting the use of geolocated OER,
* Psychology: Beliefs and behavioural change in Risk Literacy and Global Health
* Mathematics: Spatial Decision Support System and non-Eucleading Topology for Epidemiological Distances
* Cross Disciplinary Links: Similarities and Difference of Application of Space Technology on Disaster Management and Global Health - Development of Standards
* Economics: Requirements and Constraints of cross-organisational, cross-institutional collaboration and resource management for the Health and Risk Management communities (e.g. Disaster Management) in general.
# Space and Global Health/Advisory Missions

In this context we learn about the structure of advisory missions. In a collaborative approach an advisory mission
* is driven by a pull request of the institution, organisation, educational unit, technical unit that specifies the local regional or national challenges,
* a requirements and constraints analysis is performed in collaborative way with involvement of local stakeholders and communities that want to address global health challenges in a specific region.
* aggregation of available open capacity building material, that can be tailored to local, regional and national needs (e.g. in terms translation into local languages or replacement of examples, images, ... that are more comprehensive the region in which the capacity building should be performed
* using e.g. tailored generation of digital books to create basic capacity building material as introduction
* reduce carbon footprint for capacity building if applicable for a sustainable ongoing support e.g. with video conferencing infrastructure and/or telemedicine

## Learning Tasks

* Analyze the structure of advisory missions performed by different institutions, e.g.
** Advisory Missions of UN-SPIDER
** Humanitarian Advisory Mission to setup a collaborative mapping activity to serve a humanitarian activity (see Ho
* What are the difference and what are aspects that those support activities have in common?
* What is the role of international collaboration to serve the humanitarian needs or risk management objective (see also Humanitarian Open Streetmap?
* What is the role of collaborative mapping to identify global health needs, risks, available resources, ... for an advisory mission?
# Space and Global Health/Community of Practice
## Design of Community of Practice

The community of practice is designed as an Open Innovation Ecosystem to support problem solving by using the Open Community Approach. The content development is located in Wikiversity, so that people can join problem solving activities without high institutional barriers (i.e. being part of a delegation of a member state joining United Nations). As a result of AT6FUI and application of the Open Community Approach also the Green Open Access aproach in integrated in the CoP.
The underlying theorical foundation of Wikiversity implementation and a network is Swarm Intelligence.

## Member State Activity

* Tanzania
* El Salvador
* India
* Switzerland - Telemedicine

## Organisation of CoP activities within Wikiversity

A meeting is planed with Local and Regional Meeting Points.

### CoP Meeting 2018

If you want to propose a presentation/publication to the event, please feel free to enter a title for your presentation/publication.
* EFG-SGH-CoP2018: List of proposed presentations CoP Expert Meeting 2017
* templates/Presentation
* templates/Publication
* Recommendations/Meeting
The CoP Meeting 2018 is the first time, that an open evolution of the CoP meeting organisation is placed in Wikiversity. For previous meetings see AT6FUI meeting 2012

## Learning Task

* Explore the term Community of Practice (CoP) and define a scope for the CoP in your area of expertise.
* If you are never expose to link of Space technology and Global Health, then these topic seem to nothing in common. Derive challenges for a community of practice from this starting point to support Capacity Building with Open Educational Resources!
* Explore the objective of a Real-World Lab a Living Lab to learn about and to implement risk mitigation strategies by application of space technology!
* Explain the opportunities and limitation of the access to satellite technology, commercial, open or free satellite images, application of satellite communication for telemedicine.
* Explore Green Open Access and the Post-AT6FUI/EFG-SGH conference pilot.

## Acknowledgements

* Dr. Pascal Michel (Public Health Agency, Canada) for support AT6, chairing AT6FUI and providing the opportunity pilot a Community of Practice within the AT6/AT6FUI evolution during the last years. Conclusion of this pilot is the integration into an open Wikiversity environment.
* Prof. Dr. Antoine Geissbuhler for support and co-chairing the Expert Focus Group for Space and Global Health
# Space and Global Health/Community of Practice/templates/Publication
## Type of Paper

* Theoretical Research
* Case Study
* New Methodology
* Meta analysis of data
Just one sentence

## Authors

* Anna Ant (University of A)
* Bert Bear (University of B)
* Peter Panther (University of P)
* Wikipedia History of Publication: http://en.wikiversity.org/... see all contributions from correction of typo and minor alterations of the publication

## Publication Info

* Wikiversity Source: https://en.wikiversity.org/wiki/Expert_Focus_Group_for_Space_and_Global_Health/Community_of_Practice/templates/Publication#Title_of_Third_Slide
* Online Version of Presentation: http://www.example.com/mypresentation.html
* Wikiversity Presentation: templates/Presentation
# Space and Global Health/Community of Practice/templates/Presentation
## Title of First Slide

Text on slide

## Title of Second Slide

text before enumeration:
* first item of enumeration
* second item of enumeration

## Title of Third Slide

A math expression in slide
    $F(a,b,x):=\int _{a}^{b}f(x)\,dx$

## Conclusionns

I conclude nothing in the template

## Authors

* Anna Ant (University of A)
* Bert Bear (University of B)
* Peter Panther (University of P)
* Wikipedia History of Publication: http://en.wikiversity.org/... see all contributions from correction of typo and minor alterations of the publication

## Presentation Info

* Wikiversity Source: https://en.wikiversity.org/wiki/Expert_Focus_Group_for_Space_and_Global_Health/Community_of_Practice/templates/Example_Presentation#Title_of_Third_Slide
* Online Version of Presentation: http://www.example.com/mypresentation.html
* Wikiversity Publication: templates/Publication
# Space and Global Health/Community of Practics/EFG-SGH-CoP2017/RMP-LMP/University of Koblenz-Landau, Campus Landau, Germany

Here you will find detailed information about room and registration.
# Space and Global Health/Contribute

This part of the learning resource guides you if you want to the Space and Global Health content in Wikiversity.

## Wiki Technical Skills

* Create an account in Wikiversity.
* Learn about the syntax how editing can be performed in Wiki.

## Citations and References

At the science policy interface there are two types of references:
* Citation of scientific evidence,
* Citation of United Nations resolutions,

## Collaborative Work

Every learning resource has a Resource page and a Discuss page:
* If you have any questions about the learning resource you can add a recommendation to the Discuss page of any article.
* You can correct typos if you identify them even without login or improve the wording.
* acknowledge the work of others in the history by pressing the "thank you" link behind her/his editing.
* roll back any vandalism on pages if you identify them in the history.
* create private quality assured versions of the page.
* if encyclopedic references in Wikipedia are involve help to fix issues in them or update current references in the Wikipedia article.

## Learning Task

* Explore the concept of Reader2Author and discuss your role in that process.
# Software applications

In this learning project you can find information about applications.

## To-do

* Brackets
Done
* Help: on 18.08.15 asked for help in colloquium: https://en.wikiversity.org/wiki/Wikiversity:Colloquium#Learning_project_applications

## Index

* Categories
* Overview
# Software applications/Categories/Capture tools

On this page you can find information about capture tools.

## Solutions

* Jing
* Snip
# Software Freedom/Free Software Case Studies

The purpose of this page is to help learners find relevant case studies. Please add, perhaps with a short note on why you think yours would make a good case study for students of free software.
Start with the list on WikiEducator and consider extending the community onto Wikiversity.

## Existing

* UOC: Implementation of Free Software Systems: Case Studies

### Lists of

* WikiEducator's links to Free Software Case Studies.

## Candidate Case Studies

A project of the Free Technology Academy on Free Software Case Studies produced a collection of candidate case studies for development, update or extension.
The list on there included the following categories of candidate case studies. If anyone thinks it would be useful, add and expand on that list below under the relevant sub-headings.

### Case Studies of Free Software Projects/Packages

* Convene --SaraBB 07:31, 29 June 2010 (UTC)

### Personal Experiences

* Please add yours ...

## See Also

* Free Software Case Studies on WikiEducator - cross-reference and share across communities.
# Software Freedom/Information Goods Activity

The goal of this activity is have students produce, on their own, one primarily material and one primarily non-material product and to compare the nature of the good produced and to gain a deeper understanding of the nature of information goods.

## Key Concepts

This activity aims to create an intriguing opening to the Software and Freedom Curriculum and to introduce and frame the concepts the section on information goods. It aims to help students find their own answers to a number of important questions that might include:
* What is an information good? How is different than a material good?
* What are the ways that information can be controlled? How is this control different or similar to ownership?

## Prerequisites

This activity is is designed to use and build upon work assigned to the students for other purposes and potentially in other classes.
In general terms, the required material includes:
* Two assignments from the students' normal schoolwork.
* Permission and collaboration from the teachers assigning the assignments above (if applicable).
The two assignments should be different and should be chosen so that one falls into each of the following rough categories:
* An assignment whose fulfillment involves or centers around primarily material or physical product. The project could be in any number of subjects. The essential criteria is the product fulfilling the assignment must not be easily or effectively copyable by students. Examples might include:
** An assignment to create a collage out of magazines around a theme or in response to readings in an history, English, or art class.
** An assignment to create a model or poster for a science class.
** A sculpture, drawing, painting, or other physical art project.
* An assignment whose fulfillment involves or centers around a primarily non-material or information product. As in the first example, the subject does not matter but the work must be easily copied and of the kind that students could easily collaborate together upon, divide work around. It should be the type of assignment that in an academic environment students could cheat on. Examples might include:
** A traditional style math assignment formed of a list of problems and solutions.
** A foreign language worksheet that ask for translations of words, sentences, etc.
** A science or humanities assignment of any type that asks for "answers" to questions where there are correct answer.
Teachers will need to have one assignment of each type coordinated in advance. Both assignments should be brief (i.e., not assigned for more than several days) and the assignments should be coordinated so that they are assigned on the same day, due on the same day, and assigned according to the instructions below.
# Software applications/Categories

* Capture tools
* CMS
* Conversational AI
* Learning
* Modelling
* Model driven development
* Presentation
* Password manager
* Storytelling
* Task managers
* Voting
# Software applications/Categories/CMS

CMS stands for Content Management System.

## Solutions

* Confluence (Atlassian)
* Google Sites
* WebMaker (Mozilla)
* SharePoint (Microsoft)
* WordPress
# Stars/Solar systems/Quiz

Picture dictionary :
Solar System
The sun
Mercury
Venus
Earth
Moon
Mars
Jupiter
Saturn
Uranus
Neptune
comet
asteroid belt
orbit :
Solar systems is a lecture about systems such as the one of Sol.
You are free to take this quiz based on solar systems 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 {{radiation astronomy resources}} 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!

## Hypotheses

* Most of the stars in the Milky Way have solar systems.
# Stars/Star-forming regions/Quiz

Star-forming region is a lecture on an aspect of stellar astronomy and regional astronomy. It is part of the radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on star-forming region 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!

## Hypotheses

* It is possible to differentiate star-forming from star-destroying regions.
# Stars/Sciences/Quiz

Stellar science is a lecture about the science of stars. It is also a mini-lecture for a quiz section as part of the course on the principles of radiation astronomy.
You are free to take this quiz based on stellar science 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 {{radiation astronomy resources}} and {{Principles of radiation astronomy}} templates. 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!

## Hypotheses

* SIMBAD records all the catalogs that contain a specific star.
# Stars/Sirius/Quiz

Sirius is a lecture about the star Sirius.
You are free to take this quiz based on Sirius 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 {{stars resources}} 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!

## Hypotheses

* The current metallicity of a star may depend on the presence of coronal clouds.
# The Varanasi Heritage Dossier/Other Heritage Property across the Ganga river

Detailed description of each heritage Site
Other Heritage Property across the Ganga river
* Ramanagar Fort
* Ramalila at Ramanagar
# The Varanasi Heritage Dossier/Prahalad Ghat

Detailed description of each heritage Site - Prahalad Ghat to Raj Ghat
Prahlada Ghat and Temple

### Location

25º 19.343’ North and 83º 01.701’ East (Prahladeshvara Temple). -- 25º 19.342’ North and 83º 01.709’ East (Prahlada Temple).

##### Exact location on a map

Prahlada Ghat, Prahladeshvara

#### Area

0.02ha (the temple compound and nearby area)

### Historical/cultural/natural significance

This ghat is named after Prahlada, a great mythological devotee of Lord Vishnu. In 11th-12th century the Gahadavala inscriptions mention this ghat. This is spread over a longer distance. The historicity of this ghat can be traced through an 18th century sketch preserved in Savai Man Singh-II Museum at Jaipur, which glorifies this ghat. In 1937 with the construction of a new Nishada Ghat in the centre (where exists Satsanga Akhara), now the ghat is divided into two parts: the southern and northern. In the southern part exists the shrine of Prahladeshvara (A 10/ 82), Prahlada Keshava, Vidara Narsimha, and Varada and Picindala Vinayakas. Around the northern site exist Mahisasura Tirtha, Svaralingeshvara, Yajna Varaha and Shivaduti Devi. The northern part (Nishada Ghat) was made pucca in 1988 by the irrigation department of the government of Uttar Pradesh; the arena of ghat is dominated by washermen. Sherring (1868: 190) described it as “a picturesquely site commanding a fine view of the city and its suburbs”.
=== Description and History ===: The ghat was made pucca in early 20th century by the City Council. Among the other temples in the vicinity notables are Narsimha (A 10/ 82), Jagannatha (A 10/ 76) and Shitala (A 10/ 77). According to oral history the great medieval saint-poet Tulasi was also living here in late 16th century. In commemoration of this incidence Tulasidasa Temple (A 10/ 58) has been built here. During the last five days of light-half of Vaishakha (April-May), a grand festive theatrical celebration to honour the appearance of Narsimha (“Lion-Man” form of Vishnu) is performed on massive scale in the temple of Prahladeshvara. Its climax reaches on the full moon day (i.e. 14th of the light-half). This is a very active ghat, attracting a good mass of devout Hindus from the nearby countryside to celebrate a variety of festivals and rituals.

### Present state of conservation

Except by the two temple trusts and the local public organisations, those work on their own ways, there are no specific action plans, programmes and strategies for conservation and preservation of the ghats.

### Specific measures being taken for conserving the specific property

It is expected that by the support of active people participation, awareness to save the age-old rich heritage, and development under the Master Plan (and its judiciary control) the ghat heritage will be protected and conserved for the better befit to the society.

### Ownership

The temples are owned by their Temple Trusts; the ghat area by the Municipal Corporation.
# Survey research and design in psychology/Modules

* Modules
* Module 01: Survey research and design
* Lecture 01: Survey research
* Lecture 02: Survey design
* Tutorial 01: Introduction
* Quizzes 01 & 02
* Module 02: Univariate and bivariate statistics and graphs
* Lecture 03: Descriptives & graphing
* Lecture 04: Correlation
* Tutorial 02: Correlation
* Quizzes 03 & 04
* Data collection and entry
* Module 03: Psychometrics
* Lecture 05: Exploratory factor analysis
* Lecture 06: Psychometric instrument development
* Tutorial 03: Psychometrics
* Quizzes 05 & 06
* Module 04: Multiple linear regression
* Lecture 07 Multiple linear regression I
* Lecture 08 Multiple linear regression II
* Tutorial 04: Multiple linear regression
* Quizzes 07 & 08
* Module 5: Power and effect sizes
* Lecture 09: Power and effect sizes
* Lecture 10: Summary and conclusion
* Tutorial 05: Lab report workshop
* Quiz 09
# Survey research and design in psychology/Options

Currently, this unit is only offered for credit in Semester 1 each year at University of Canberra.
An alternative is to study an equivalent unit in an APAC-accredited course (e.g., via distance education) and then apply to UC for transfer of credit.
# Survey research and design in psychology/Overview/General
## General overview

Survey research and design in psychology is a 3rd year undergraduate university-level unit of study. The unit focuses on designing survey research and social science surveys and the use of correlational statistics including exploratory factor analysis and multiple linear regression.
There are 5 modules which consist in total of 10 lectures and 5 tutorials. Associated learning materials are available on English Wikiversity, along with guidelines for the assessment exercises. Additional unit materials are provided on UCLearn, Google Slides, Youtube, and Echo360.
These learning materials were primarily developed by James Neill, University of Canberra, Australia (2005 - 2018). There were approximately 120 formally enrolled students from University of Canberra in the unit each year (Feb-May).