OpenLLM-France/wikimedia huggingface dataset:
# Creative writing for teens
## Creative Writing Activity

Sometimes it's difficult to get students started with writing. Here's a fun activity that can reinforce the elements of fiction and give students a chance to brainstorm using each other as resources:
Story-Go-Round
* First, place students in circular groups. Groups of 4-6 work well.
* Explain to the students that they will each start a story and that they will have a specific amount of time to complete each step before passing their paper to the right or to the left (that part doesn't matter, as long as everyone passes the same way).
* Time each step carefully. For beginners, a minute to a minute and a half is sufficient for step 1. Add about ten seconds to each subsequent step to give them time to read. Don't tell the students you are adding the time, as they will never notice because they will be too busy working!
* Depending on your audience, you may want to set some ground rules about what topics are off-limits. Topics that are typically off limits are illegal activities, drugs and weapons, profanity, and sexual references.
* Write the steps on the board or project them using an overhead, LCD projector or Smartboard. The steps are as follows:
* Describe a setting (time and place)
* Introduce a protagonist (if your students are younger, you may want to use the term "main character")
* Introduce a second character/antagonist
* Describe a conflict
* Bring the conflict to its climax
* Resolve the conflict
* Make sure you explain that students may ONLY work on ONE step at a time. If they jump ahead and introduce the conflict while they are describing the antagonist, the next person who gets the paper won't know what to do.
* Once the activity is complete, have each group share the best story and explain which member came up with which element(s).
* As an extension activity, you can have each student revise their original paper and turn in the final copy.
This is a fun activity that takes little prep time and students usually really enjoy it, even at the college level. I did this in my teaching methods class when I was a senior in college, and we all had a lot of fun with our crazy stories!
--Lessouth 14:06, 3 March 2010 (UTC)
# Creating dynamic webpages

Web Design → Creating dynamic webpages
This page is part of the Web Design project. :
From the official document:
    "This unit defines the competency required to build active or dynamic web pages."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAB5165A.
This unit forms part of the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Prepare the technical environment | Check that development environment and server software is available and accessible |
| 2. Create dynamic pages | Create pages using appropriate language and save with the correct extension |
| 3. Add functions to dynamic pages | Declare and use variables and arrays according to requirements and if necessary variable types |
| 4. Test and sign off dynamic pages | Save pages to correct location on server with required extension |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
* Creating and using custom PHP functions
* Utilising PHP's built in session functionality
* Advanced functionality such as a shopping cart
* Integrating AJAX calls to your database for your website.

## Notes and discrepancies

Web Design → Creating dynamic webpages
This page is part of the Web Design project. :
# Creating meta information

This learning resource tries atm to find out what kind of meta information exists already at Wikiversity + how to create such information. It's a start and needs feedback + more development also by you...

## Why meta info can be useful?

* finding of info (easier) + connecting people
* generating new ideas (e.g. by analyzing data, seeing things more abstract)

## What could be not so good about meta info?

* reveals perhaps too much unwanted/personal info?

## Where do meta info exist already?

(please do not see this as WV specific yet, so we can gather more examples...)
* categories or templates
** which help other users find learning resources or people here at Wikiversity
** a category is a way to describe the content more abstract, but easy (easy can also be in negative terms, since it's less info)
** Wikiversity:Userboxes, Help:Resources by type, Category:Resources by type
* version history of a learning resource:
** while editing one can add a summary comment (which normally is a way to give a short info about what the comment is about)
** the times of editing could provide info about the editor
** edit amount: can show different opinions (reverting), interest for a topic, ...
** revision viewing
*** example: File:Conway's Game of Life screenshot of Wikiversity history.PNG in: Conway's Game of Life
* layout of a learning resource
** e.g. with or without images
** which elements are placed where?
* locations showing paths to a learning resource
** "What links here" button: can show how "important" a learning resource is considered
** search engines know who also clicks on what
** links (e.g. red links show, one could create it)
** Wikiversity:Search
* view stats
** the database of WV shows e.g. who reads what + how often a page was viewed
** Wikiversity:Statistics
* protect button
** shows that someone thinks a learning resource needs protection
* comments inside a learning resource which are visible only when clicking the edit button
** example
* in any comment/discussion actually
** problem is: people need to search it though to find it
** and unfortunately good ideas may never be discovered over time, they only get buried
* there exists Meta-Wiki which is a "... community site for the Wikimedia Foundation's projects and related projects; from coordination and documentation to planning and analysis."

## see also

* Meta-analysis
* Wikiology
Wikipedia:
* Metadata
* Four-sides model
# Creative writing/Resource center
## Welcome!

Welcome to the Creative writing resource center! This center is not intended as a forum to create more resources; rather as a place to coordinate creative writing learning on Wikiversity and other Wiki projects. If you would like to visit another resource center, please see the resource center directory. For the creation of new resources, please see these centers for creative writing learning:
* Writing center
* Department of literary studies
* Fiction writing support group

### Now hiring

The creative writing resource center needs your help! Our center may look great, but some of our resources still don't. If you have any interest in or knowledge of creative writing, then please clean up and add content to our resources! It is especially important that you join the community--see the Writing center and the Fiction writing support group. Please help make this a great tool for writers everywhere!

### Bulletin board

Please keep posts current and relevant--posts more than six months old or unrelated to creative writing will be deleted
* 21 March 2009 - center founded!
# Creating imagemaps for use on wikis

Imagemaps are images which contain links to URLs or files that pop up when you move the mouse over various sections of the image. This project aims at learning how to create imagemaps for use on websites using the mediawiki software (such as this site and the other wikimedia wikis).

## Software

The Gimp is an open-source program that has an imagemap extension.

## Projects

* Make imagemaps for use on the Wikiversity help pages, to provide a graphical interface on how to edit on wikis in general, and on wikiversity in particular.
# Creative Writing and the Author/Reader Relationship
##### Part of the School of Language and Literature

Completion status must be 0%, 25%, 50%, 75%, or 100%!

## Creative Writing and the Author/Reader Relationship

I intend to explore the bond, expectations, and interactions between an author and their reader.
* What is an ethical writing process?
* What does a reader of a book or article expect?
* What moral obligations exist on either side?
* How does a author create a real bond with their reader?
* What have authors said about these questions in the past?

#### Found blog comments, papers, and references

* The Journey of Reading
* The Integrity Partnership Between Author and Reader
* Textual Discourse and Reader Interaction
    (Portions of this paper discuss how there is an interactive, not passive role for the reader)
* Conversation with a Text
* A plain horse and wagon
* Nature of Communication between Author and Reader - Tolstoy
* Dig up 'Raise High the Roof Beam, Carpenters' by Salinger and list what he said about 'the general reader' →'
→StaniStani 05:18, 20 September 2011 (UTC)
# Economics and Personal Finance

* Banking
* Investments and Savings
* Retirement and Stock Market
* Consumer Skills
** The Power of Advertising (Project)
* Income Earning and Reporting (Forms)
* Living + Leisure Expenses
* Home Ownership
* Higher Education
* Insurance
* Businesses

## Economics

* Intro to Economics
* Income and Economic Goals

## Discussion questions

* How can we best teach young adults to manage their finances responsibly?
* What is the best age to teach teens and young adults about investing and financial literacy?

## Readings
### Wikipedia

* Personal finance
* Asset allocation
* List of personal finance software
* Money management
* Wealth management
* Stock trader
* Value investing
* Exchange-traded fund
* Fundamental analysis
* Electronic trading platform
# Economics/Production econosystem

A production econosystem a system of economic incentives for continually optimizing the process of producing an economic good.
In the creation of the information necessary for the productive effort, a repository linked with an information currency marketplace serves to coordinate the activities of the individuals engaged in the productive effort.
In the course of the physical activities necessary for the production of the final good (such as a jet aircraft), information-based financial instruments enable the aggregation of information perceived as relevant to the success of meeting customer demands. The information currency-based econosystem allows for the utilization of diverse forms of relevant information to guide the overall productive process.
The customer-driven nature of markets means that the information currency market reflects customer needs and demands. As such, the continuous quantitative signals provided by the IC market will effectively align the productive process with market demands and increase the likelihood of a successful productive process.
# Economics/Quiz

Economics is a key-note lecture from the economics school.
You are free to take this quiz based on economics 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 {{economics resources}} and {{income}} 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

* Economics of a functioning economy may include those endeavors which are profit-making adequately balanced by the other endeavors which are not.
# Economics/Workspace
### readings@Wikipedia

lists of occupations
# Economics Classroom Experiments/Introductory Strategy
## Experiments for an Introductory Course in Strategy

This is a sequence of nine classroom experiments suitable for a semester-long (14 weeks) introductory course in "strategy," defined here as "principles of game theory." This sequence was developed for a course "Economics of Decision-Making and Strategy" in the Department of Economics at Texas A&M University. The focus of the course is on applications of principles of game theory to real-world examples; the experiments are each designed to illustrate one of the key principles.
The course is a "writing-intensive" course. Most of the experiments have an associated list of questions for students to ask themselves as they participate in the experiment. In the course, students write brief essays of 350-400 words around one of these questions, or a related topic of their own choosing. Alternately, these questions can be used to initiate class discussion at the conclusion of the experiment, or at the next class meeting.
* Sequential search Cost-benefit tradeoffs; expected value calculations.
* Information cascades Bayes Rule and probabilistic reasoning; thinking about other players' actions
* Prisoner's dilemma Dominant strategies; the prisoner's dilemma; one-shot versus repeated interaction
* Equilibrium and focal points Equilibrium in pure coordination games; focal points
* Coordination Tensions between cooperation and conflict; the stag hunt (assurance) game and lock-in; the battle of the sexes
* Commitment Sequential-move versus simultaneous-move games; the value of commitment
* Stripped-down poker A minimalistic poker game; randomization as optimal strategy; rational justification for bluffing; Bayes' Rule
* Signaling Asymmetric information; separating and pooling equilibria
* Agendas Strategic voting; Condorcet's paradox
# English-Chinese/Seasoning

Seasoning is when salt, herbs, or spices is added to food to make it taste better. There are many ways of adding seasoning in different cultures. For example, in some cultures, meat may be seasoned by pouring sauce over the dish when it is on the table.
调味 是 在 食物中 添加 盐，草药 或 香料 以 使 其 味道 更好。在 不同的 文化中 添加 调味品 有 很多种 方法。例如，在 一些 文化中，当 肉 在 桌子上时，可以 通过 将 调味汁 倒 在 盘子上 来 调味。
# English-Chinese/Scientists think that people originally came from Africa

Scientists think that people originally came from Africa. Now, 70% of all people do not live in Africa but in Europe and Asia.
科学家认为人们最初来自非洲。 现在，70％的人不是生活在非洲，而是生活在欧洲和亚洲。
# English-Chinese/Screen time is a modern term for the amount of time a person spends looking at a screen such as a television, computer monitor, or mobile device

Screen time is a modern term for the amount of time a person spends looking at a screen such as a television, computer monitor, or mobile device.
屏幕时间是人们花在观看屏幕（如电视，计算机显示器或移动设备）上的时间量的现代术语。
# English-Chinese/Sedentary lifestyle

A sedentary lifestyle is a type of lifestyle involving little or no physical activity.
久坐不动的生活方式是一种涉及很少或没有身体活动的生活方式。
# English-Chinese/Sedentary lifestyle causes ill health

A sedentary lifestyle can potentially contribute to ill health and many preventable causes of death.
久坐不动的生活方式可能会导致健康不良和许多可预防的死亡原因。
# English-Chinese/Scientific knowledge

Scientific knowledge is the knowledge gained through research. It can be proved by practice, observation, or mathematics.
科学知识是通过研究获得的知识。它可以通过实践，观察或数学来证明。
# English-Chinese/Scientific method

Scientific method refers to ways to investigate phenomena, get new knowledge, correct errors and mistakes, and test theories.
科学方法 是 指 调查 现象，获取 新知识，纠正 误差 和 错误，以及 测试 理论的 方法。
# English-Chinese/Screening ECGs (either at rest or with exercise) are not recommended in those without symptoms who are at low risk

Screening ECGs (either at rest or with exercise) are not recommended in those without symptoms who are at low risk.
对于没有症状的低风险人士，不建议筛查心电图（静息或运动）。
# English-Chinese/Seasoning is the process of adding salt, herbs, or spices to food to enhance the flavor

Seasoning is the process of adding salt, herbs, or spices to food to enhance the flavor.
调味是在食物中加入盐，香草或香料以增强风味的过程。
# English-Chinese/Secretion

Secretion is the process of releasing chemicals from a cell, or from a gland. Eukaryotic cells have a highly evolved process of secretion.
分泌 是 从 细胞 或 腺体 释放 化学物质的 过程。真核细胞 具有 高度进化的 分泌过程。
# Geometry/Chapter 4/Lesson 2
## Introduction

We will learn how to classify triangles by their side and we will learn about the Triangle Angle-Sum Theorem.

### Classifying Triangles by their Sides

As mentioned before, triangles can also be classified by their sides. To indicate the sides that congruent in a triangle, hash marks are drawn.
* A scalene triangle is a triangle that has no sides that are congruent
* An isosceles triangle is a triangle that has at least 2 sides that are congruent
* An equilateral triangle is a triangle where all sides are congruent.

### The Triangle Angle-Sum Theorem

* Theorem 2-1 (Triangle Angle-Sum Theorem) - The sum of the measures of the angles of a triangle is 180.
When we are hit with a "find x" problem, it should be easy for you (if it is dealing with a triangle!). All you do is add the angles that have been given to you (which will bring you j), then minus j from 180, and you have your answer! Let us implicate this procedure on an actual triangle problem.
Here, we have angles 85, 55 and x. We simply:
* Add 85 and 55 = 140
* 180 - 140
* 40
x = 40 - If we want to double check this, we can always add all the angles up:
* 85 + 55 + 40 = 180
Per Theorem 2-1, all the angles should add up to 180 degrees.
# Geometry/Chapter 4/Lesson 3
## Introduction

This lesson will teach you the following: Exterior Angles, collaries and you will do more finding "x" in a triangle problems. Let's begin!

## Exterior Angles

An exterior angle of a polygon is formed by one side of a triangle and an extension of another side. The two non-adjacent angles, that every exterior angle has, are called its remote interior angles.

### Theorem 2-2

* Theorem 2-2
* m∠1 = m∠2 + m∠3
* The measure of each exterior angle of a triangle equals the sum of the measures of its two remote interior angles
Look at the picture to our left... We have several "x"s to solve. Here, we will, step-by-step, go through the problems and find the sums of numbers 1, 2, 3, 4 and 5.

#### 1

"1" is an exterior angle, and we are given the two remote interior angles, which are 50° and 78°. If we add up 50+78 (since according to Theorem 2-2, the measure of each exterior angle's sum = its two remote interior angles' sum), we will get 128°. So, by using the Theorem 2-2, we have now gotten our answer: 128°. 1 = 128°

#### 2

128° and "2" are a linear pair, so we simply do the following problem: 180 - 128... which is 52. 2 = 52°.

#### 3

Here, we have the Exterior Angle Theorem (Theorem 2-2) backward... now, instead of finding the sum of the exterior angle, we are trying to find one of the exterior angle's remote interior angles! Now that we have:
* Our exterior angle = 120°
* One of our remote interior angles = 52
So we simply do 120 - 52, which is 68. 3 = 68°.

#### 4

"4" and 120° form a linear pair, so we have to do: 180 - 120, which equals 60. 4 = 60°.

#### 5

Exterior Angle Theorem: 60 + 56 = 116. 5 = 116.

## Collaries

A collary is a statement can be proved easily by applying a theorem.

### Collary 1

* If two angles of one triangle are congruent to two angles of another triangle, then the third angles are congruent.

### Collary 2

* Each angle of an equiangular triangle has a measure of 60 degrees.

### Collary 3

* In a triangle, there can be, at most, 1 right angle or obtuse angle.

### Collary 4

* The acute angles of a right triangle are complementary (= 90).
# Geometry/Chapter 4/Lesson 8
## Introduction

This short page serves to teach the reader on how to find the altitude of a triangle.
# Geometry/Chapter 4/Lesson 9
## Introduction

This page will teach you about special right triangles.

## Special Right Triangles
### 30-60-90

A pattern is shown here:

#### Only if 30 is the vertex angle and 60 is the other angle apart from 90 and 30.

* a=4, other leg=4√3, hypotenuse= 8
* a=9, other leg=9√3, hypotenuse= 18
* other leg=8√3, a=8, hypotenuse 16
..and so on and so forth. EXCEPT!

#### Special Cases
### 45-45-90

Each of these digits separated by a dash is angle degrees. The two base angles are congruently 45 while the vertex angle is 90.
So, if a= 6, then other leg is 6 and the hypotenuse 6√2... simple and easy pattern you can see here. If:
* a= 10, other leg= 10, hypotenuse= 10√2
* a= 13, other leg= 13, hypotenuse = 13√2
* hypotenuse= 9√2, other leg and a= 9
* hypotenuse= 689√2, other leg and 1= 689
..and so on and so forth. EXCEPT!
# Geometry/Chapter 5

Oops! These lessons haven't been taught yet. Come back soon! AvidInsight

## Lessons

* Lesson 1 - Ratios
* Lesson 2 - Proportions
* Lesson 3
* Lesson 4
* Lesson 5
* Lesson 6
# Geometry/Chapter 5/Lesson 2
## Introduction

We will be reviewing proportions, the properties of proportions, and how to solve them.

## Proportions

A proportion is a statement that states that two ratios are equal.
       EXAMPLE: ${\tfrac {6}{8}}$ and ${\tfrac {3}{4}}$ are equal, and thus are a proportion: ${\tfrac {6}{8}}$ = ${\tfrac {3}{4}}$.
An extended proportion is similar to an extended ration from the last lesson: A statement that states that three or more rations are equal.
       EXAMPLE: ${\tfrac {12}{16}}$ = ${\tfrac {6}{8}}$ = ${\tfrac {3}{4}}$
All proportions have 4 parts known as the extremes and means. In ${\tfrac {6}{8}}$ = ${\tfrac {3}{4}}$, the extremes are $6$ and $4$, while the means are $8$ and $3$. The Cross-Product Property states that the products of the extremes and means are equal. So:
* $4$ • $6$ = $24$
* $8$ • $3$ = $24$
You can use the cross-product property to check if two ratios are a proportion.

## Solving with x

How do we solve porpotions with $x$ or any variable?

### Problem #1
#### Solve the proportion

${\tfrac {x}{6}}$ = ${\tfrac {7}{3}}$
Solving for $x$, you would multiply the extremes ($3$ and $x$) and the means ($6$ and $7$):
$3x=42$
And simply work out the problem from there:
$3x=42$
${\tfrac {3x}{3}}$ = ${\tfrac {42}{3}}$
$x=14$
So, alas, the $x$ in ${\tfrac {x}{6}}$ = ${\tfrac {7}{3}}$ is $14$... So: ${\tfrac {14}{6}}$ = ${\tfrac {7}{3}}$
# Geometry/Chapter 4/Lesson 4
## Introduction

This lesson will go through Isoscolese Triangles and its principles.

## Isocsolese Triangles

Isoscolese Triangles, as mentioned in Lesson 2, is a triangle that has at least 2 sides that are congruent. The congruent sides of an isoscolese triangle are the legs. The third side is the base. The two legs form the vertex angle. The other two angles are the base angles.
There are quite a few theroems that accommodate one's mind to understanding Isosceles Triangles, such as Theorems 4-1, 4-2, and 4-3:

### Theorem 4-1

* If two sides of a triangle are congruent, then the angles opposite those sides are also congruent.

### Theorem 4-2

* The bisector of the vertex angle of an isosceles triangle is the perpendicular bisector of the base.

### Theorem 4-3

* If two angles of a triangle are congruent, then the sides opposite the angles are congruent. (Basically, Theorem 4-1 reversed)