OpenLLM-France/wikimedia huggingface dataset:
# The Teachings of Yajnavalkya

Yajnavalkya is a Hindu sage whose teachings are found in the Upanishads. He was the teacher of the Ancient Mithila University. He taught his teachings at the Yajnavalkya Ashram of the Ancient Mithila University.

## Table of Contents

* The Teachings of Yajnavalkya/Concept of Space
* The Teachings of Yajnavalkya/Concept of Time
* Comparison of the Yajnavalkya Space-time and the modern Minkowski Space
* The Teachings of Yajnavalkya/Yajnavalkya 95 Years Cycle

## See Also

* School:Religious Studies
# The Teachings of Yajnavalkya/Concept of Space

Yajnavalkya was a Vedic sage who lived in the 8th century BCE. He is known for his philosophical teachings, which are recorded in the Upanishads, a collection of ancient Indian texts. He was the teacher at Yajnavalkya Ashram of the Ancient Mithila University. He explained the concept of Space, when asked by the ancient Indian lady scholar Gargi at the court of the King Janaka in Mithila.
The concept of Space is mentioned in the Brihadaranyak Upnishad.
Yajnavalkya's concept of space is complex and multifaceted. He describes space as both physical and metaphysical. On the physical level, space is the void that surrounds all things. It is the emptiness that allows for movement and change. On the metaphysical level, space is the source of all creation. It is the infinite potentiality from which all things arise.
Yajnavalkya's concept of space is also related to his concept of time. He sees space and time as two aspects of the same reality. Space is the container of time, and time is the movement of space.
Yajnavalkya's concept of space is still relevant today. It can be seen as a precursor to modern scientific theories of space and time.
Here is a quote from the Brihadaranyaka Upanishad that describes Yajnavalkya's concept of space:
"Space is above, space is below, space is between. Space is the past, space is the present, space is the future. Space is all this."
This quote suggests that space is not just a physical entity, but also a metaphysical one. It is the all-encompassing reality that underlies all things.

## See Also

Yajnavalkya's Concept of Time
# The Spring Creek Project/The Blue River Gathering

Recently, an eclectic group of philosophers, scientists, and creative writers gathered near the Blue River in the H.J. Andrews Experimental Forest of Oregon to discuss ways to engage practically with our current ecological crisis.
This website will function to continue the powerful dialog among those who recently attended the Blue River gathering. This site will also empower and encourage others to do engaged environmental work. It is hoped that collaborations across disciplines will be facilitated, allowing professional philosophers, scientists, and those involved with policy to collaborate on approaches to this pressing issue. Philosophers and creative thinkers are called to be leaders in efforts to create healthy bio-cultural communities on a planet restored and whole.
Report from the first gathering
Return to the Spring Creek Project
# The Spring Creek Project/The Blue River Gathering/MediaWiki:Sidebar

* navigation
** Main Page|The_Blue_River_Gathering
** News|News
* community
** Portal|Wikiversity:Community_Portal
** Colloquium|Wikiversity:Colloquium
** News|Wikiversity:News
# The Task Analysis
### The Task Analysis

The Task Analysis is an important part of the ADDIE model of instructional systems design. The task analysis, also referred to as a job task analysis, is a systematic process used to identify and analyze specific tasks and subtasks that must be accomplished in the performance of a job or activity. Once the tasks are identified, an inventory is then done for the knowledge and skills the student already possess, This inventory is done to identify which tasks and subtasks the student should be expected to be able to accomplish. The difference is referred to as the "gap", and identifies the tasks that should be evaluated for inclusion in the training.
The task analysis information is used as the foundation for the following:
* Developing instructional objectives
* Identifying and selecting appropriate instructional strategies
* Sequencing instructional content
* Identifying and selecting appropriate instructional media
* Designing performance evaluation tools
The task analysis will include analysis of how a task is accomplished, including a detailed description of both cognitive and psycho-motor activities, task and element durations, task frequency, task allocation, task complexity, environmental conditions, necessary clothing and equipment, and any other unique factors involved in or required for one or more people to perform a given task.
The sample task analysis work sheets provided via these links are excerpted from larger analysis documents and are provided here as representative samples only:
Sample Task Analysis Work Sheet No. 1
Sample Task Analysis Work Sheet No. 2
Resources:
Here is a link to Task Analysis in Wikipedia, the free encyclopedia
Here is a link to Job Analysis in Wikipedia, the free encyclopedia
Here is a link to instructional terms from Northeastern Illinois University
This link is to a pdf article on how and when to conduct a Job Task Analysis.

## Navigation

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# The Teachings of Yajnavalkya/Concept of Time

Yajnavalkya was a Vedic sage who lived in the 8th century BCE. He is known for his philosophical teachings, which are recorded in the Upanishads, a collection of ancient Indian texts.
Yajnavalkya's concept of time is complex and multifaceted. He describes time as both physical and metaphysical. On the physical level, time is the sequence of events that unfolds in the universe. It is the measure of change and movement. On the metaphysical level, time is the underlying reality that gives order to the universe. It is the fabric of the cosmos.
Yajnavalkya's concept of time is also related to his concept of space. He sees space and time as two aspects of the same reality. Space is the container of time, and time is the movement of space.
Yajnavalkya's concept of time is still relevant today. It can be seen as a precursor to modern scientific theories of space and time.
Here is a quote from the Brihadaranyaka Upanishad that describes Yajnavalkya's concept of time:
"Time is the womb of all that is born. It is the father of all that is created. It is the sustainer of all that exists. It is the destroyer of all that ceases to be."
Here are some other key points about Yajnavalkya's concept of time:
Yajnavalkya's concept of time is a challenging one, but it is also a profound one. It offers a new way of thinking about time and our place in the universe.

## See Also

Yajnavalkya's Concept of Space
# Similarity Measures and their Applications
## Learning goals

* Know the properties of a similarity measure
* Be able to relate similarity and distance measures
* Know of two applications for modelling similarity

## Script

The slides can be found at File:Similarity-Measures-and-their-Applications.pdf
# Jaccard Similarity for Sets
## Learning goals

* Understand how text documents can be modeled as sets
* Know the Jaccard coefficient as a similarity measure on sets
* Know a trick how to remember the formula
* Be aware of the possible outcomes of the Jaccard index
* As always be able to criticize your model

## Script

The slides can be found at File:Jaccard-Similarity-for-Sets.pdf
# Probabilistic Similarity Measures Kullback Leibler Divergence
## Learning goals

* Be aware of a unigram Language Model
* Know Laplacian (aka +1) smoothing
* Know the query likelihood model
* The Kullback Leibler Divergence
* See how a similarity measure can be derived from Kullback Leibler Divergence

## Script

The slides can be found at File:Probabilistic-Similarity-Measures-Kullback-Leibler-Divergence.pdf
# Wise Affirmations/Civility

Politeness and civility are similar, but distinct. The purpose of politeness is to show respect for the people you are now interacting with by acting pleasantly. The purpose of civility is to create the conditions that allow civilization to advance and prosper
These affirmations encourage you to be polite and civil.
The affirmations are derived from materials in the courses on: • the virtue of politeness, and • the virtue of civility.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are polite.
You are pleasant.
You are civil.
You are respectful.
You are an informed citizen.
You are an engaged citizen.
You are civilized.
# Wise Affirmations/Apologizing

One of the most profound human interactions is the offering and accepting of apologies.
These affirmations are derived from materials in the course on apologizing.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You apologize.
You apologize to show remorse.
You apologize to strengthen relationships.
You apologize to forestall vengeance.
You apologize to reconcile broken relationships.
You understand when to apologize.
You understand why you apologize.
You make full, sincere, and effective apologies.
You apologize to heal.
You accept personal responsibility in every apology.
You show remorse in every apology.
You offer an explanation in every apology.
You make no excuses.
You offer reparations in every apology.
You accept sincere apologies.
You choose wise paths of apology and forgiveness.
You seek real good.
You live wisely.

## Recommended Reading

Students interested in learning more about apologizing may be interested in the following materials:
* Lazare, Aaron (November 3, 2005). On Apology. Oxford University Press. pp. 320. ISBN 978-0195189117.
# Wise Affirmations/Candor

You speak candidly to gain a common understanding.
These affirmations are derived from materials in the course on candor.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are candid.
You are impeccable with your word.
You communicate authentically.
You advance no falsehoods.
You earn trust.
You practice dialogue.
You seek insight.
You seek common understanding.
You communicate as peers.
You communicate respect.
You are thoughtful.
You think clearly before speaking.
You express feelings authentically and appropriately.
You speak clearly.
You tell the truth.
You tell the whole truth.
You speak in good faith.
You are intellectually honest.
Your communications are congruent.
You speak to be helpful.
You stay silent unless you can improve on silence.
You "seek first to understand, then to be understood".
You "say what you mean and mean what you say without being mean".
You stop talking before you have stopped thinking.
You don't sell past the close.
You seek real good.
You live wisely.
# Wise Affirmations/Compassion

Compassion is our concern and regret for the suffering of others.
These affirmations encourage you to become more compassionate.
The affirmations are derived from the materials in the course on the virtue of compassion.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are compassionate.
You are concerned when others suffer.
You are sensitive to the suffering of others.
You regret when others suffer.
You act to reduce suffering.
You act to benefit others.
Compassion brings you joy.
You are kind.
You are respectful.
You are forgiving.
You act to protect human rights.
You refuse to hate.
You treat others as they wish to be treated.
You joyously radiate calm and compassion.

## Further Reading

Students interested in learning more about the virtues of compassion may be interested in the following materials:
* Armstrong, Karen (2010). Twelve Steps to a Compassionate Life. Knopf. pp. 240. ISBN 978-0307595591.
* Brehony, Kathleen A. (1999). Ordinary Grace: An Examination of the Roots of Compassion, Altruism, and Empathy, and the Ordinary Individuals Who Help Others in Extraordinary Ways. Riverhead Hardcover. pp. 242. ISBN 978-1573221085.
* Ricard, Matthieu; Daniel Goleman (2007). Happiness: A Guide to Developing Life's Most Important Skill. Little, Brown and Company. pp. 304. ISBN 978-0316167253.
# Wise Affirmations/Coping with ego

The perception that our ego—our self—is somehow superior to others is only an illusion. We can learn to overcome this illusion and cope with our ego.
These affirmations are derived from materials in the course coping with ego.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
It’s not about you.
You are humble.
You are special.
You are nobody special.
The world changes you.
You change the world.
You challenge limiting beliefs.
You are responsible for the choices you make.
You eject introjected regulations.
You replace negative inner speech with positive inner speech.
You think useful thoughts.
Anxiety is only constructed in your head.
You change what you can change.
You accept what you cannot change.
You control your self.
You resist unhelpful impulses.
You observe your own ego.
You detach from your ego.
You stare back the thoughts before they lead to an ego rant.
You quell ego rants.
You extend compassion.
Your viewpoint is one among many.
You seek an accurate self-image.
You genuinely appreciate others’ achievements.
You quiet your self.
You see beyond the illusion of your superior self.
You seek real good.
You live wisely.
# Wise Affirmations/Assessing Human Rights

You work to protect human rights, worldwide.
These affirmations are derived from materials in the course on assessing human rights.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You protect human rights, worldwide.
You understand the Universal Declaration of Human Rights.
You assess human rights.
You understand the status of human rights in your country.
You understand the status of human rights in other countries.
You advocate for human rights protections, worldwide.
You seek real good.
You live wisely.
# Wise Affirmations/Attributing blame

Because we live in a vast and complex world full of interactions, careful investigation often determines that each event is the result of many contributing causes. It is helpful to determine a full range of contributing causes before attributing blame.
These affirmations are derived from materials in the course on attributing blame.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You consider many factors before attributing blame.
You identify many contributing causes.
You accurately analyze cause and effect.
You accurately apportion responsibility for a loss.
You perform detailed cause-effect analysis.
You consider internal and external factors.
You consider environmental factors.
You consider contributing system elements.
You consider system effects.
You consider the role of chance.
You favor observation over interpretation.
You suspend judgement.
You evaluate evidence.
You seek real good.
You live wisely.
# Wise Affirmations/Appraising emotional responses

Emotions interrupt and alert us to important events. They are accurate indicators of what we truly regard as important. The core relational theme of each emotion is constant; if we know the emotion, we know the theme that evoked it and the story it tells. We can learn to appraise emotional responses. These affirmations are derived from materials in the course on appraising emotional responses.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You appraise emotional responses.
You recognize emotional events.
You pause, analyze, and assess that event.
You determine what that event means to you.
You identify alternative responses to each event.
You choose an effective response.
You respond constructively to the event.
You attribute blame carefully.
You imagine new possibilities.
You determine what is at stake.
You assess potential threats.
You reappraise.
Your emotions reveal your appraisals.
You make sense of emotions.
You seek real good.
You live wisely.
# Wise Affirmations/Clear Thinking

Only by thinking clearly can you distinguish what is real from all that is an illusion. Seek consistency. Learn to recognize nonsense and dismiss it.
The affirmations are derived from the materials in the courses on:
* Living wisely, clear thinking, and
* the clear thinking curriculum.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You think clearly.
You think logically.
You face facts.
You evaluate evidence.
You seek true beliefs.
You examine your worldview.
You align your worldview with reality.
You understand logic.
You recognize fallacies.
You recognize nonsense.
You dismiss nonsense.
You know how you know.
You think scientifically.
You are intellectually honest.
You expect intellectual honesty.
You use Socratic methods.
You recognize social constructs.
You explore inconsistencies.
You seek consistency.
You embrace reality.
You seek real good.
# Are Western countries truly democracies?

According to Wikipedia, a democracy is a system of government in which state power is vested in the people or the general population of a state. Most countries in Western regions are referred to as democracies. Consider, for example, the Netherlands and the United States of America. But are these countries truly democratic, or is that not really the case? Are democratic countries becoming less democratic, remaining the same or is the level of democracy actually increasing?

## Western countries are pseudo-democracies
### Pro

* Pro Our choices are restricted and largely influenced by money, preventing us from truly being free to decide who governs us or how we govern ourselves.
** Objection "Truly being free to decide who governs us" is not a criteria for being a democracy.
* Pro In the Netherlands, we vote for politicians who belong to political parties. After the elections, these political parties must collaborate and often compromise many of their ideologies. These parties hold power together for four years. In the meantime, the people cannot influence the decision-making of these political parties. Therefore, it is more accurate to speak of a particracy, where political parties collectively hold power.
** Objection People have chosen these representatives themselves. If they thoroughly research politics, they will know what they are voting for.
*** Objection The advisory referendum was abolished because it confused voters and did not bring "what was expected of it". The Council of State warned that the careless use of referendums and other forms of "people's democracy" would sooner or later undermine the functioning of Dutch representative democracy and the rule of law. Now people can no longer vote on what they think about controversial legislative proposals.
* Pro A true democracy would allow people to directly vote on important legislative proposals through referendums or citizens' initiatives. It should be easy for the people to put issues on the political agenda and vote on them. People should not vote for political parties but for ideas, such as those about climate or immigration.
** Objection If people had to vote on individual issues, there would be several referendums every day. That is impossible. It is good that politicians—who represent the people—do this work for us.
*** Objection They do not do this for us if they only have a very different stance on immigration but a similar approach to climate change mitigation or vice versa when it comes to that example.

### Con

* Con We are allowed to choose our representatives—who are also ordinary people—and the election results determine who will represent the people. Therefore, we live in a democracy, where the people decide.
** Objection The representatives of the people are not "ordinary people". They are often individuals who have held numerous positions within politics and are driven by money and power.
*** Objection Politicians are not driven by money and power, but by solving the issues that exist in society.
# Arduino/wifi/setup/Customize and Test

Open up the Arduino IDE and find the LinkSprite folder in Examples. Choose SimpleServer.
There is one line that needs to be changed in this configuration which is highlighted in yellow in the graphic. This is the SSID which was typed into the wifi router configuration screen. In other routers the local_ip, the gateway_ip and the subnet_mask may need to be changed. Once this is working the security type and the security_passphrase will need to be changed.
The default linksprite ip address is 192.168.1.2 ... but this might be the ip address of the wired PC hooked up to the wifi router. Check by typing CMD in the windows search box.
At the command line, type ipconfig and press enter. Scroll back to the top so the screen displays the Ethernet adapter Local Area Connection:
The goal is to find the IPv4 address assigned to the wired PC by the wifi router. It can not conflict with the ip address configuration of the linksprite. In this case the PC is 192.168.1.100 and the linksprite sampleserver configuration is 192.168.1.2 .. so there will not be a conflict.
The next step is to finish configuring the SimpleServer example program. Then upload it to the linksprite wifi arduino. When uploaded successfully, the linksprite WIFI led will glow red. This means that the linksprite is happy. It does not mean that the PC can talk to it.
There are two tests to see if the PC can talk to the Linksprite: ping and http. Ping is done from the windows command prompt.
The next test is type 192.168.1.2 into the url of a browser. The linksprite should display "hello world."
The next step is to work on wep authentication and then modifying the simple server so that it sends back information it is collecting from a sensor such as an accelerometer.
# Arduino/wifi/setup/Wifi Router Setup/NewPcProblem

Some old wifi routers can not talk to modern ethernet cards. Modern ethernet cards want to negotiate with each other the best connection speeds. Old wifi router ethernet ports can not. The link light on the front of the router will blink, but the link light on the back of the PC will remain solid if this is the case. So newer PC's need to have their ethernet cards slowed down. This is done by typing "Device Manager" into the windows search box.