OpenLLM-France/wikimedia huggingface dataset:
# WikiJournal of PPB/Editors

WikiJournal of Psychology, Psychiatry and Behavioral Sciences Open access • Publication charge free • Public peer review • Wikipedia-integrated
Volume 1(1)
Previous
Editorial guidelines Ethics statement Bylaws Financials Calendar
WikiJournal WikiJournal of Psychology, Psychiatry and Behavioral Sciences is an open-access, free-to-publish, Wikipedia-integrated academic journal for Psychologial health and wellbreing topics. <seo title=" WJP, WikiJPPB, Wiki.J.PPB., WikiJPPB, Wikiversity Journal PPB, WikiJournal of PPB, WikiJournal PPB, Wikipedia PPB, Wikipedia PPB journal, WikiPPB, Wikipsychology, Psychology, Psychiatry, Behavioral Sciences Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
* WikiJournal of Psychology, Psychiatry and Behavioral Sciences
* An open access journal with no publication costs – About
* www.WikiJPPB.org ISSN: XXXX-XXXX Frequency: Continuous Since: 2023 Funding: Wikimedia Foundation Publisher: WikiJournal User Group
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## Who is an editor?

The WikiJournal of PPB is set up such that anyone can contribute. Minor edits, such as formatting, copyediting and minor wording edits may be done by anyone. Edits that change the meaning of the article require peer review, and should instead be added at the article's Discussion page before triggering a new round of academic peer review.
In a practical sense, the editors of each journal are organised into two groups:
* The editorial board is responsible for journal strategy, has final responsibility for ensuring that robust academic peer review is performed in a timely manner, and handles any confidential article submissions. Information about editorial board responsibilities can be found in the Editorial board page. Upon acceptance into the editorial board, editors are expected to immediately begin assisting with the submission peer review process after onboarding. If you are interested in joining the editorial board, you can apply here.
* The associate editors help in contacting prospective peer reviewers, formatting accepted manuscripts, and integrating suitable material into Wikipedia. They can also vote in board elections. Information about associate editor responsibilities can be found in the Associate editors page. If you are interested in joining as an associate editor, you can apply here.
All previous editor applications can be viewed.

## Associate editors

No associate editors as of yet
# Wisdom/Wisdom assessment form
## Wisdom Assessment

This form is based on the specific character traits identified as important in the section on Personal Aspects of Wisdom. Use this form to assess the wisdom of each candidate, adjusted to the requirements of the position.
| Character Trait | Importance | Candidate 1 | Candidate 1 | Candidate 2 | Candidate 2 | Candidate 3 | Candidate 3 |
| | 1, 3, or 9 | Raw | Weighted | Raw | Weighted | Raw | Weighted |
| Good judgment | | | | | | | |
| Reflectiveness | | | | | | | |
| Insight into significance and meaning | | | | | | | |
| Ability to deal with complex problems | | | | | | | |
| Virtuous character | | | | | | | |
| Openness | | | | | | | |
| Relativistic thinking | | | | | | | |
| Dialectical thinking, critical thinking | | | | | | | |
| Self-knowledge | | | | | | | |
| Knowledge of limits, humility | | | | | | | |
| Comfort with uncertainty & ambiguity | | | | | | | |
| Self-control | | | | | | | |
| Broad & deep knowledge and experience | | | | | | | |
| Social skills | | | | | | | |
| Benevolence, empathy, compassion, generativity | | | | | | | |
| Decentering | | | | | | | |
| Autonomy | | | | | | | |
| Humor | | | | | | | |
| Creativity | | | | | | | |
| Intuition | | | | | | | |
| Serenity | | | | | | | |
| Intelligence | | | | | | | |
| Total: | | | | | | | |

### Instructions:

* Assign an importance to each characteristic for the role this person will fill. Use 1 for low, 3 for medium, or 9 for high. For example, if you are hiring a hospice nurse, you might rate Benevolence, empathy, compassion, generativity high. For a soldier, perhaps Self-control is rated high. For an engineer, Intelligence is important. It may be helpful to begin by identifying one or two characteristics that are especially important to this selection and assigning them a 9. Then identify one or two that are distinctly less important and assign them each a 1. Complete the form by assigning a weight of 3 to the remaining characteristics.
* Score each candidate (in the raw column) on the extent to which they demonstrate each characteristic. Use 1 for low, 3 for medium, or 9 for high. Add columns if more than 3 candidates are being considered
* Multiply the importance of each characteristic times the raw score to get the corresponding weighted score for each row and for each candidate.
* Total the columns. The higher score favors the candidate who is more wise. In some cases a particular characteristic is essential to the assignment. For example, virtuous character may be essential when choosing a business partner. In that case, the score on that particular virtue is paramount, and the total is less important.
* Print this out or create your own form for your use. The "Download as PDF" or "Printable version" feature under the "Print/Export" menu to the left can help create a useful form for your use.
Please do not fill out this on-line form for your assessment. Print out a copy for your use to preserve this on-line copy for others to copy and use.
# Wisdom for the ages

This is a collection of essays offering advice for living wisely organized by various age groups and circumstances. There is no widely accepted reference for this type of advice. Use good judgement to choose suggestions from these lists to suit your circumstances.
* Guidelines for getting along
* Wise advice for 30-year-olds
* Wise advice for young engineers
* Wise advice for aspiring process engineers
# Wisdom for the ages/Wise advice for young engineers

Engineers early in their career may benefit from following these recommendations.
* Choose a mentor. Look around your organization and beyond and decide who is successful and who is not, based on criteria you choose yourself. Then identify one person, perhaps 5-10 years older than you, who is doing now what you want to be doing in 5-10 years. Meet that person and learn from them.
* Follow the Money. Learn the sources of money that pays your salary and funds your project. Is it directly from customers? If so, what is the value proposition that creates this revenue? How do you contribute to that value proposition? How is the money allocated to your department and to you? Is the revenue stream fragile? If so, what types of events could disrupt the flow of funds? Understand how your actions affect the flow of funds to your organization.
* Stay Current. Older engineers recognize that nothing sold today at Best Buy was invented when they were in college, yet we are still able to work in the field. Technology moves fast and is speeding up. Stay curious, follow the emerging technologies, take classes, read books, ask questions, and play around with various technologies.
* Maintain your own integrity. Jobs and even companies come and go. At the end of the day all you have are your reputation and your self-image. Do not compromise these. Uphold the 4 agreements and do your best to work well with others. Earn trust, advance no falsehoods, speak with candor, practice dialogue, and make wise choices.
* Be bold. No one other than you is responsible for your career or your life. Life is not a dress rehearsal, if you see something important, go after it. Exercise your agency. Focus on what matters. Learn to “Speak Strong” and say what you mean without being mean.
* Have fun. Stay hungry, stay foolish.
* Live Wisely. Seek real good.
# Wisdom/Wisdom, Intelligence, and Artificial Intelligence

What are the relationships among wisdom, biological intelligence, and artificial intelligence?
Human intelligence remains a useful, yet controversial topic. It can be helpful to distinguish among types of intelligences, levels of intelligence, and instruments often used for measuring intelligence.
Begin by thinking of two largely independent dimensions of intelligence, horizontal and vertical. The theory of multiple intelligences describes a horizontal dimension of intelligence. This theory recognizes that some people are good at math, and others are good at singing. Specifically, the theory identifies musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical, naturalistic, intrapersonal, and visual-spatial intelligences. Other abilities have been suggested.
Vertical dimensions of intelligence can be usefully compared by staying within one of the horizontal columns. For example, we can confidently state that Luciano Pavarotti was a better singer than Albert Einstein, and that Einstein was better at mathematics that Pavarotti.
We invite controversy, however, by claiming that because Einstein is better at math than Pavarotti, he is somehow a better person than Pavarotti. We boldly interject value judgements when we make comparisons across horizontal dimensions of intelligences. It is also important to recognize that a score on any assessment instrument is only an approximate surrogate for some limited dimensions of intelligence.
We can begin to compare the performance of various Artificial Intelligence systems to that of humans on various instruments used to assess intelligence. For example, GPT-4 demonstrated impressive aptitude on several standardized tests. Remarkable, it achieved a score of 1410 on the SAT, placing it in the 94th percentile of humans who took the same test. ChatGPT is particularly good with verbal-linguistic skills; I often use it to improve my writing, as in this essay on good writing. WolframAlpha is especially good at performing logical-mathematical tasks.
The distinguishing characteristic of Wisdom is a primary motivation toward the good. When a wise person becomes more intelligent, they can become wiser and accomplish more good. However, when a maliciously motivated person becomes more intelligent, they can become more devious and cause more mayhem and misery. Wisdom requires a moral orientation toward the good that can be lacking in both human intelligence and artificial intelligence. Humans who exhibit antisocial behavior are often described as psychopaths. The AI alignment problem describes the difficulty in aligning the goals of Artificial intelligence devices with pro-social values.
Intelligence and wisdom are components of a vector having both magnitude and direction. Intelligence contributes to the magnitude of the vector and wisdom establishes the direction. Wise vectors point toward the good, regardless of the magnitude.
In summary, it is wise to couple both human intelligence and Artificial intelligence with an orientation toward the good.
# Activities, assignments and assessment/Group lecture notes

Collaborative group lecture notes. Some of the most valuable knowledge a teacher has is the keywords to use in search. If a teacher prepares a slide presentation with only the keywords on each slide then speaks to those concepts in a lecture format, then small groups in the class can be asked to produce notes from the presentation. If a collaborate authoring platform like Wikiversity is used, these notes can be made useful for others, and evaluated by other groups. One or two members of the note-taking group make initial text notes, others follow up with links to useful resources and extended information, and others add diagrams, images, videos and other illustrative media. If a new group takes on the task each week, the others in the class can rate their work, as a form of peer assessment. Over time, valuable lecture notes can be created that may even replace a textbook, or produce a text that is contextually more relevant to the course.
# Activities, assignments and assessment/Engage public forums

Yahoo Answers. Many people seek answers to questions from online forums like Yahoo Answers. Ask your participants to answer questions relating to the subject, or to conduct scenario-based role play in Yahoo Answers. There is community status awards in the Yahoo Answers space, and this can be used to drive motivation, conduct assessment, or govern rewards in your subject.

## Examples

Mark Gussy - Evidence in Oral Health Practice Mark Gussy teaches Evidence in Oral Health Practice to students of the Oral Health Therapy course at La Trobe University. In this interview, Mark talks to Leigh Blackall about the groupwork assignment, where students were asked to investigate the evidence surrounding a scenario, and to use what they found to compile a website using Wikispaces. Mark highlights how no help was given in the use of Wikispaces, and that the platform's ability to record edit history and individual contributions helped to address some of the problem of groupwork, where some students do far less than others. Mark then goes on to outline his plans for the subject next year, were the investigation compares the credible scientific information against the popular and readily available information on channels like Wikipedia, Yahoo Answers and Youtube. He's considering asking the students to prepare resources and information to make an intervention on those channels (if/where needed), using the credible evidence they've collected.
# Activities, assignments and assessment/Inquiry-based learning

Inquiry based learning in the open IBL puts into action approaches to learning that are driven by inquiry or research, in which students engage actively and collaboratively with their discipline, developing their inquiries by producing and sharing knowledge in both formal and informal settings. Students are supported to formulate and manage their own inquiries, draw on their peers and a range of resources and expertise, with the goal of becoming graduates with the capabilities of professional practice in their discipline. For IBL to accomplish this goal, these IBL settings need to support collaboration and self-organisation over both physical and virtual spaces of learning. In this session I draw on international IBL practice to consider how universities can encompass interaction over Web 2.0 platforms to extend learning outside the boundaries of the institution, and embed real-world learning into their curriculum
# Activities, assignments and assessment/Inquiry-based learning in the Open

John Hannon's presentation for AAAOpenConf2013.
Inquiry based learning activities are prolonged activities that require participants to individually or in groups, devise questions, conduct research, and form conclusions around a topic or subject. IBL activities can range from structured to unstructured, teacher directed to learner directed, depending on the objectives of the activity.
IBL puts into action approaches to learning that are driven by inquiry or research, in which students engage actively and collaboratively with their discipline, developing their inquiries by producing and sharing knowledge in both formal and informal settings. Hence IBL has a “real-world” aspect that extends learning outside the boundaries of the institution. Students are supported to formulate and manage their own inquiries, draw on their peers and a range of resources and expertise, with the goal of becoming graduates with the capabilities of professional practice in their discipline. To accomplish this goal, IBL curriculum needs to support collaboration and self-organisation over both physical and virtual spaces of learning. In this session I draw on international IBL practices to consider how universities can support IBL across physical and Web 2.0 spaces, and the potential for embedding real-world experiences into the curriculum.
# Activities, assignments and assessment/Mixed-media assessment

Ruth Ford's presentation for AAAOpenConf2013
# Activities, assignments and assessment/In-class team assessment

Sherrie Wentworth and Di Hughes' presentation for AAAOpenConf2013
Sherrie Wentworth and Di Hughes have been developing in-class team assessment in the Common First Year subject Human Biosciences (Anatony). They're building on an inquiry theme. The teams prepare two team reports through the subject, both of which are completed in a workshop. Each report is worth 13% of their final mark, and requires each team to work together during the workshops in the weeks leading up to the final workshop and then contribute their ideas to the final report. This helps to eliminate the “parceling out” of parts of the report when reports were done outside of class hours. They found that while students did very well on the team report – a question based on exactly the same material in the exam was poorly done as each team member hadn't worked on all parts of the report.
# Applied Programming/Internet Data/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Applied Programming/Internet Data/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
* JavaScript
# Applied Programming/GUI/Python3-TKinter

== gui3.py
# Applied Programming/Conditions/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C# compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Applied Programming/Conditions/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: Java Programming
# Applied Programming/Conditions/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
* JavaScript
# Applied Programming

Computer programming (often shortened to programming) is a process that leads from an original formulation of a computing problem to executable computer programs. Programming involves activities such as analysis, developing understanding, generating algorithms, verification of requirements of algorithms including their correctness and resources consumption, and implementation (commonly referred to as coding) of algorithms in a target programming language.
This course comprises 15 lessons on applied programming. Each lesson includes a combination of Wikipedia and Internet-based readings, YouTube videos, and hands-on, interactive learning activities. It is an extension of the Python Programming course, intended to apply the same programming concepts using a variety of programming languages.

## Preparation

This is a third-semester, college-level course. Learners should already be familiar with computer programming.

## Lessons

* Variables
* Functions
* Conditions
* Loops
* Testing
* Strings
* Files
* Lists and Tuples
* Dictionaries and Sets
* RegEx
* Internet Data
* Databases
* Modules and Classes
* GUI
* Web Design

## See Also

* Computer Programming
* Python Programming
# Applied Programming/Conditions/PHP
## Try It

Copy and paste the code above into one of the following free online development environments or use your own PHP compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* Online PHP
* paiza.IO
* repl.it
* W3Schools

## See Also

* Computer Programming
* PHP
* Wikibooks: PHP Programming
# Applied Programming/Conditions/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# BCP/Chenopodium album/Logs

This page contains recent bloom logs for Chenopodium album (Lambsquarter). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* --SB_Johnny | 11:28, 23 August 2007 (UTC)
* --SB_Johnny | 09:58, 1 September 2007 (UTC)
* --Jomegat 16:04, 12 September 2007 (UTC)
* --SB_Johnny | 09:25, 27 September 2007 (UTC)
* --SB_Johnny | 08:18, 1 October 2007 (UTC)
* SB Johnny-NHAMP 09:21, 9 October 2007 (UTC)
* --SB_Johnny | 12:21, 24 October 2007 (UTC)
* --SB_Johnny | 17:27, 1 November 2007 (UTC)
* --SB_Johnny | 10:34, 17 November 2007 (UTC)

#### 2008 Logs

* --Jomegat 00:09, 11 June 2008 (UTC)
* --Jomegat 17:42, 17 June 2008 (UTC)
* --Jomegat 02:30, 2 July 2008 (UTC)
* --Jomegat 03:00, 8 July 2008 (UTC)
* Jomegat 02:43, 15 July 2008 (UTC)
* --SB_Johnny | 10:13, 20 July 2008 (UTC)
* Jomegat 00:51, 2 August 2008 (UTC)
* Jomegat 02:32, 13 August 2008 (UTC)
* --SB_Johnny 13:40, 17 August 2008 (UTC)
* --SB_Johnny 09:50, 23 September 2008 (UTC)
* Jomegat 17:55, 7 October 2008 (UTC)

#### 2009 Logs
##### Recent Logs

* Jomegat 04:08, 10 June 2009 (UTC)
* Jomegat 00:23, 15 July 2009 (UTC)
* Jomegat 00:47, 22 July 2009 (UTC)
# BCP/Chimaphila umbellata/Logs

This page contains recent bloom logs for Chimaphila umbellata (Pipsissewa). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* --Jomegat 22:12, 3 July 2008 (UTC)
* --Jomegat 18:41, 12 July 2008 (UTC)

##### Recent Logs

* Jomegat 23:33, 2 July 2010 (UTC)