OpenLLM-France/wikimedia huggingface dataset:
# Imagine a world

This page is the summary of a PhD thesis on the Wikimedia movement written on French Wikiversity.
You can read its automatic translation in many languages from this page, and discuss or comment it on this talk page (Don't use the French talk page automatically translated, it doesn't work !)
PhD Student : Lionel Scheepmans
Discipline : Social and political Science
Promoter : Olivier Servais.
Accompanying board : Pierre-Joseph Laurent, Christophe Lazaro, Emmanuel Wathelet.
Institution : Laboratory of Prospective Anthropology / Institute of for the Analysis of Change in Contemporary and Historical Societies (LAAP/IACCHOS), Université catholique de Louvain.
Jury :
Pr. Jacinthe Mazzocchetti (UCLouvain LAAP).
Pr. Olivier Servais (UCLouvain ESPO).
Pr. Vincent Berry (Université Paris Sorbonne)
Pr. Alexandre Hoquet (Université de Lorraine)
Pr. Suzanne Kieffer (UCLouvain COMU)
Pr. Pierre-Joseph Laurent (UCLouvain LAAP)
Summary
In the shadow of the Wikipedia project, a virtually unknown social movement called Wikimedia has been developing for just over twenty-one years. Its vision of the future is "a world in which every human being can freely take part in the sharing of all knowledge". Responsible for the Wikipedia project, but also for nearly a thousand websites, this movement brings together several hundred groups and associations around the world. It is also the only non-profit actor in the top 50 most visited websites in the world. In this sense, it appears today as the most visible manifestation of a counter-culture inherited from the pioneers of the Net and the free software movement, which nowadays opposes the commodification of the world by a handful of political and economic actors.
In order to understand this movement, this research is part of a prospective anthropology that favours long-term participant observation, the laborious excavation of Web space and the production of detailed ethnographic analyses. On reading it, one discovers the complexity of an organisation that appeared within the digital ecumene and then developed offline. This organisation ensures a completely original economic, technical, political and epistemic management of life together, which was gradually put in place by millions of actors confronted with the tensions arising from the opposition between voluntary work and salaried employment, sharing and donations, freedom and control, consensus and elections, equality and hierarchy. An organisation so original, in fact, that it comes to question a set of well-established dogmas that prevent us from imagining the world freely.
Translated with www.DeepL.com/Translator (free version)
(Translated with the help of free Deepl.com and grammarly.com)
A report of an exploratory phase in Ghana from 1st to 20th September 2017 is also available on en.wikiversity
# Immune system/Role

The role of the immune system is to protect our body from any foreign matters that might cause any damage or homeostatis imbalance. The success of the immune system depends on its ability to discriminate between foreign(non self) and host(self) cells. When an organism is threatened by microorganisms, viruses, or cancer cells, the immune system acts to provide protection. Normally the immune system does not mount a response against self. This lack of an immune response is called tolerance.
When a foreign matter enters the human body, our defense system recognizes this as foreign through the immune system. How the human body recognize foreign against itself employs a complex "I.D." system. Each cell in the human body carries on it's surface a mixture of proteins and sugars that serve to identify the cell to the immune system. Foreign objects lack the identifiers that all of the body's cells have, but each one has unique features or antigens where the immune system attaches identifiers called antibodies. This is the basis for the specific defense mechanisms. Once you have built the antibodies for a specific antigen, the immune system will respond faster than if the had been no previous exposure to the antigen (i.e. you are immune to the pathogen, but only that specific pathogen, because your immune system responds faster.) The non-specific part of the immune system is mostly composed of phagocytes (eating-cells) which engulf and digest foreign substances like bacteria and viruses, which do not bear the body's specifc idenifers.
# Image restoration/Uploading
## Uploading
### Wikimedia Foundation and file formats

Files up to 100MB in size can be uploaded to Wikimedia Foundation sites.
Currently, Wikimedia Foundation sites do not accept TIFF format for uploading. They do accept PNG format, but will only thumbnail PNG images of 12.5MB or smaller.
So for most purposes, restorations will be uploaded in JPEG format. JPEGs thumbnail properly up to the full 100MB upload limit if they do not use progressive compression.

### Documentation

Always upload both 'before' and 'after' versions of the restoration, and link from each to the other. Include detailed notes about the types of edits performed.
# Introduction to approximate quantum chemistry

Approximate quantum chemistry is a range of approaches and methods that do not aim to solve the quantum mechanical equations in a rigorous manner, but rather to use simple ideas and quantities derived from experiment to obtain insight and rough predictions of chemical quantities. The earliest method, Hückel method, was developed long before digital computers were common and all computatonal methods use few computer resources. Since in computational chemistry the resources used rise, often steeply, with the size of the molecules being studied, these methods can now be applied to very large molecules.
The material will branch out from the links below. The first two sections of this module introduce you to some of the fundamental concepts of molecular orbital (MO) theory. Sections 3 and 4 explore some practical implementations of this theory.
* Qualitative MO theory
* Quantitative MO theory
* Empirical MO methods
** Hückel method
** Extended Hückel method
* Semi-empirical MO methods
| | Computational Chemistry - Navigation | |
| Introduction to molecular modeling | Fundamentals of Computational Chemistry | Basic qualitative structure activity relationships |
# Introduction to calculus - lesson 1

Welcome to Lesson 1: Introduction to Algebra

## Outline

This lesson aims to provide an introduction to basic algebra. After completing this lesson, you will be able to solve simple algebraic equations using addition and subtraction. Furthermore, you will have a basic understanding of the importance of algebra as the basis for all of mathematics.

## Lesson

The objective of algebra is to be able to apply basic properties of mathematics to an equation, in order to obtain a useful result. Believe it or not, you have already solved many algebraic equations:
$1+1=x$
Everybody knows that the value of $x$ is $2$. In order to find the value of $x$, all you did was use basic addition to combine the two $1$'s on the left-hand side of the equals sign. That's all there is to basic algebra. We want to develop methods for manipulating equations in order to solve for a variable, such as $x$.
The symbol $x$ simply represents something that is unknown. When we initially look at the equation $1+1=x$, we do not know what the value of $x$ is. Again, the point of algebra is to figure out what the value of this unknown symbol is. Since the value of $x$ can vary from equation to equation, $x$ is referred to as a variable.
Let's look at an example of an equation that you may be unfamiliar with:
$1+x=2$
It would appear that our basic mathematical methods (addition, subtraction, multiplication, or division) cannot be applied to solve this equation, and discover the value of $x$. However, one of the most important properties of an algebraic equation is that you can do anything to the equation, as long as you do the same thing to both sides of the equation. What this means for our current equation, is that we can start performing operations on both sides of the equation in hopes that we can put the equation in a form where $x$ is by itself on one side of the equation, and the value of $x$ is on the other side of the equals sign.
In order to solve the current equation, we need to figure out how to get $x$ by itself. If we subtract $1$ from the left-hand side, we can see that, $1+x-1$, will leave us with $x$ on the left of the equals sign. Remember, that if we subtract $1$ from the left-side, we must do the same on the right side. If we don't remember to do this, the equals sign doesn't have any meaning, because the two sides are no longer the same. So, subtracting $1$ from both sides leaves us with:
$1+x-1=2-1$
We are now able to perform our basic mathematical methods, namely subtraction, to simplify each side of the equation:
$x=1$
We now have a value for $x$, and thus have solved the algebraic equation for $x$.
You will notice that this is the only value for $x$ that will cause this equation to be true. This is a very powerful result, and is the basis for all mathematics. I hope you can see how algebraic equations can become very complicated, yet manageable. In the next lesson, I will show how multiplication and division can be involved in solving algebraic equations, in much the same way as addition and subtraction. Sample problems and solutions will follow on the course's website.
# Introduction to Wiki
## Summary

This project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors.

## Learning materials

Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
* Introduction to Wikiversity <-- New to Wikiversity? Start here.
* Editing tutorial <-- New to editing? Start here.
* Editing learning activity <-- learning wiki-editing by doing
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

## Readings

Each activity has a suggested associated background reading selection.
* Reading 1.
* ect.
# Introduction to boolean logic

Welcome! This is a lesson in the Introductory Discrete Mathematics for Computer Science course here at Wikiversity.

## Basic Principles of Logic

For computer science, it is necessary to understand the basics of logic. Logic is the foundation on which a computer system is built internally. Bits are switched on and off using the binary 1's and 0's. In Boolean Logic, these translate into T (true) and F (false) statements.

## Propositions

* Definition: A statement that is either true or false.
* Which statement is a proposition?
| Which bird did the cat kill? WRONG! Try again. | William's wife's name is Irene. Correct! | Wherefore art thou, Romeo? WRONG! Try again. | Give me an A! WRONG! Try again. |
* Which statement is not a proposition?
| Roland's daughter is Rolanda. WRONG! Try again. | His tomb says "Trail Blazer." WRONG! Try again. | Roland won many awards. WRONG! Try again. | Tell me what Roland does. Correct! |
* Which statement is a proposition?
| 2 + 3 = 5 Read the question again! | 4 / 9 WRONG! Try again. | 1 + 1 = 3 Read the question again! | Both A and C Correct! |

## Next Lesson

The second lesson of the course is Using truth tables.
# Evidence-based assessment/Assessment Center/2006: Assessment Center into REDCap

The 2006 Project aims to move the questionnaires of the HGAPS' Online Free Assessment Center (currently hosted on Qualtrics) to REDCap.

## Pilot: REDCap College Students Battery

We found a smaller battery to be suitable for piloting the moving of the Assessment Center from Qualtrics to REDCap. Beyond building the AC itself, we aim to turn the documentation of this process into a guide that will support the ongoing updating of the AC, building on previous work and documentation of the AC Qualtrics version developed by Lizzie Wilson and others;
Current Piloting Strategy :
| Step | Information | Status |
| 1 | Reviewing previous documentation on he building and testing of the Qualtrics version of the AC | Done |
| 2 | Making an updated version of the building process guidelines/documentation | Ongoing |
| 3 | Gathering and training the team | |
| 4 | Implementing the guidelines | |
| 5 | Assessing this process | |

## Useful Links:

* HGAPS Assessment Center (general)
* OSF
* RedCap tutorial videos
# Flask/Install Flask

This lesson shows how to install Flask on your own system.

## Readings

* Wikipedia: Flask (web framework)
* PyPi.org: Flask

## Multimedia

* YouTube: How to Install and Use Flask on Windows for Beginners
* YouTube: Getting Started with Flask (using VS Code)

## Activities

* Install Python.
** If necessary, install or update Python from Python.org.
** Verify Python is installed by running the following command in a command prompt or terminal window: python --version Note: If you have both Python2 and Python3 installed, you may need to use the following command instead: python3 --version
* Install Flask.
** Review Pypi.org: Flask. Install Flask by running the following command: pip install flask Note: If you have both Python2 and Python3 installed, you may need to use pip3 to install Flask: pip3 install flask
* Verify Flask is installed.
** Verify Flask is installed using the following command: flask --version
# Flask/Static Pages

This lesson shows how to display static content pages using Flask.

## Readings

* Wikipedia: Flask (web framework)

## Activities

* Add a static folder to Flask.
** Create a folder named static in your Flask application folder.
* Add an index.html file to the static folder.
** Create a file named index.html in the static folder.
** Add any standard HTML you'd like to the index.html file, or just add Hello world!
* Create or modify the Flask application page.
** Modify main.py or app.py to include the following code: import flask app = flask.Flask(__name__) @app.route('/') def root: return app.send_static_file('./index.html') if __name__ == "__main__": app.run(host='0.0.0.0', port=5000)
** Run the program.
** Refresh the output window or open a browser window to http://localhost:5000.
** Stop the program.
# Flat function/Polynomial in 1 over x times exp -1 over x/Derivative/Exercise

Let $p\in \mathbb {R} [Y]$ be a polynomial and
    $g\colon \mathbb {R} _{+}\longrightarrow \mathbb {R} ,x\longmapsto g(x)=p{\left({\frac {1}{x}}\right)}e^{-{\frac {1}{x}}}.$
Prove that the derivative $g'(x)$ has also the shape
    $g'(x)=q{\left({\frac {1}{x}}\right)}e^{-{\frac {1}{x}}}\,,$
where $q$ is a polynomial.
# Flask/REST API
## Try It

Copy and paste the code above into one of the following free online development environments or use your own REST API compiler / interpreter / IDE.
* repl.it
Test the API using cURL commands:
# Flask/Templates
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Templates compiler / interpreter / IDE.
* repl.it
# Flask/Run Flask Online

This lesson shows how to run Flask online using Repl.it.

## Readings

* Wikipedia: Flask (web framework)
* Repl.it: Flask Tutorial Part 1

## Activities

* Run a Repl.it Python environment.
** Open Repl.it: Python3 in a new tab or new window.
* Add the Flask package.
** Select Packages on the left.
** Search for Flask.
** Add Flask.
* Display Hello world!
** Add the following code to main.py: import flask app = flask.Flask(__name__) @app.route('/') def home: return "Hello world!" if __name__ == "__main__": app.run(host='0.0.0.0', port=5000)
** Run the program.
** Refresh the output window.
** Stop the program.
* Modify Flask output.
** Customize the return line to display Hello name!, where name is your name.
** Run the program and refresh the output window to see your changes.
** Stop the program.
# Flask/User Input
## Try It

Copy and paste the code above into one of the following free online development environments or use your own User Input compiler / interpreter / IDE.
* repl.it
# Flat function/Polynomial in 1 over x times exp -1 over x/Limit for x to 0/Exercise

We consider the function
    $f\colon \mathbb {R} _{+}\longrightarrow \mathbb {R} ,x\longmapsto f(x)=e^{-{\frac {1}{x}}}.$
Prove that for all $n\in \mathbb {N}$ the $n$-th derivative $f^{(n)}$ satisfies the following property
    $\operatorname {lim} _{x\rightarrow 0}\,f^{(n)}(x)=0\,.$
# Literature/1975/Collins

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: Spreading activation

    Spreading activation is a method for searching associative networks, neural networks, or semantic networks. The search process is initiated by labeling a set of source nodes (e.g. concepts in a semantic network) with weights or "activation" and then iteratively propagating or "spreading" that activation out to other nodes linked to the source nodes. Most often these "weights" are real values that decay as activation propagates through the network. When the weights are discrete this process is often referred to as marker passing. Activation may originate from alternate paths, identified by distinct markers, and terminate when two alternate paths reach the same node.
    Spreading activation models are used in cognitive psychology to model the fan out effect.
    Spreading activation can also be applied in information retrieval, by means of a network of nodes representing documents and terms contained in those documents.
# Literature/1975/Bobrow

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 &

## Author

* Daniel Gureasko Bobrow (born 1935) is a Research Fellow in the Intelligent Systems Laboratory of the Palo Alto Research Center, and is amongst other things known for creating an oft-cited artificial intelligence program STUDENT, with which he earned his PhD. He earned his BS from RPI in 1957, SM from Harvard in 1958, and PhD in Mathematics from MIT under the supervision of Marvin Minsky in 1964. Bobrow was the President of the American Association for Artificial Intelligence (AAAI), chair of the Cognitive Science Society, Editor-in-chief of the journal Artificial Intelligence. He shared the 1992 ACM Software Systems Award for his work on Interlisp.

## Contents

* "Dimensions of Representation," pp. 1-34. By Daniel Bobrow.
* "What’s in a Link: Foundations for Semantic Networks," pp. 35-82. By W.A. Woods.
* "Some Principles of Memory Schemata," pp. 131-150. By Donald Norman & Daniel Bobrow.
* "A Frame for Frame: Representing Knowledge for Recognition," pp. 151-184. By B.J. Kuipers.
* "Frame Representations and the Declarative-Procedural Controversy," pp. 185-210. By Terry Winograd
* "The Structure of Episodes in Memory," pp. 237-272. By Roger Schank.
* "Notes on a Schema for Stories." By David Rumelhart.
* By John Seely Brown and Richard R. Burton. p. 311.

## Wikimedia

| w: Knowledge management w: Knowledge representation w: User-centered design w: Human reliability w: Human-computer interaction w: Human information processor model w: Parallel distributed processing w: Appropriate technology | w: Cognitive science w: Social network w: Semantic network w: Mental model w: Concept map w: Hypertext w: Connectionism w: Contextualism w: Constructivism |
# Literature/1975/Cole

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: Speech act

| w: Implicature w: Figure of speech w: Metaphor w: Polysemy w: Parsimony w: Ambiguity | w: Pragmatics |

## Related works

* Werner Abraham (1975). A Linguistic Approach to Metaphor. Lisse, Netherlands: Peter de Ridder Press. $^{[^]}$
* Cole, Peter & Jerry L. Morgan, eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$
* Douglas, Mary (1975). Implicit Meanings: Essays in Anthropology. Routledge. $^{[^]}$
* Grice, Paul (1975). "Logic and Conversation," pp. 41-58, in: Cole, Peter & Jerry L. Morgan eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$ -- cf. w: Implicature
* Hacking, Ian (1975). Why Does Language Matter to Philosophy? Cambridge University Press. $^{[^]}$
* Polanyi, Michael & Harry Prosch (1975). Meaning. University of Chicago Press. $^{[^]}$
* Putnam, Hilary (1975). Mind, Language and Reality, Philosophical Papers Vol. 2, Cambridge University Press. $^{[^]}$
* Ricoeur, Paul (1975). The Rule of Metaphor: Multi-Disciplinary Studies in the Creation of Meaning in Language. Robert Czerny, Kathleen McLaughlin & John Costello, trans., London: Routledge and Kegan Paul, 1978. $^{[^]}$
* Searle, John (1975). "Indirect Speech Acts," pp. 59-82, in: Cole, Peter & Jerry L. Morgan, eds. (1975). Syntax and Semantics, Vol. 3: Speech Act. New York: Academic Press. $^{[^]}$
* Sperber, Dan (1975). Rethinking Symbolism. Cambridge University Press. $^{[^]}$
# Literature/1975/Dijkstra

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 &

## Semantics

At the moment G is encountered in a calculation, it is evaluated.
* If G is true, execute S.
* If G is false, look at the context to decide what to do (in any case, do not execute S).

## Wikimedia

| w: Guarded Command Language w: Predicate transformer semantics w: Dijkstra's algorithm w: Parallel distributed computing w: Self-stabilization | w: Dijkstra Prize |

## Related works

* (1976). A Discipline of Programming. Prentice-Hall Series in Automatic Computation. A systematic introduction to a version of the guarded command language with many worked examples.
# Federal Writers' Project – Life Histories/2021/Fall/Section009/Leonardo Da Vinci

Leonardo da Vinci was one of the greatest artists with irrepressible curiosity and extremely active creative imagination, whose paintings were famous for realism. In addition, he was a scientist and an inventor. He pointed out that Renaissance Humanism has no mutually exclusive extremes between science and art. Before the Renaissance, people learned about scientific information from Aristotelian’s theories, and only believed in written records. Da Vinci encouraged people to learn from nature and seek knowledge and truth in nature. He believed that knowledge originated from practice and should start from practice to explore the mysteries of science through practice. Gradually deepening his understanding of combining science and art, Da Vinci created 13,000 pages of transcript. Da Vinci represented people at that time. Learning from Da Vinci, people gradually began to seek the pleasures of worldly life instead of the pessimistic and hopeless attitude toward the real world.
# General Biology

Here is an area for learning and research related to general biology.

## Discussion questions

* Why do you want to learn about biology?
* How can learning about biology be used to help others and to benefit society?
* What sort of research related to biology do you want to eventually engage in?

## Lessons

* Introduction
* Evolution
* Animal Development