OpenLLM-France/wikimedia huggingface dataset:
# Evidence based practice in speech pathology/sign on
## Sign On

By **/**/2014 sign this page with your name to indicate acceptance of the assignment and your commitment to completing it by **/**/2014.
To sign on use this code: --~~~~
# Evolution/Quiz

Evolution is a lecture and an article as part of the gene project series.
You are free to take this quiz based on evolution 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 {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
A suggestion is to 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

* Hominins could have evolved before the dinosaurs.
# Evolution of political polarization in the US Congress/plots

The plots included in the Wikiversity article on "Voteview plots of party average DW-NOMINATE scores of over time" can be reproduced by downloading the data from the appropriate website as described in the R Markdown code in the vignette below and "knitting" it in Rstudio.

## Process

* Open an instance of RStudio. If you do not already have it installed, you can go to "RStudio Cloud" and click "get started for free" (at least as of 2020-10-24). Or you can download and install free and open-source versions of it and R on your local computer. R is available from The Comprehensive R Archive Network. For RStudio, go to its website > Products (top center) > RStudio > "RStudio Desktop" > "Open Source Edition" > "Download RStudio Desktop".
* Start RStudio. Then File > "New File" > "R Markdown..." > Title: "Measuring Worth" > HTML > OK.
* Replace the default code in this new RMarkdown vignette with the text from the section below entitled, 'Plotting average DW-NOMINATE Liberal-Conservative scores in the US Congress'.
* Save.
* Click the "Knit" icon; see the companion image. Or read the text and run the code chunks one at a time manually. The latter makes it relatively easy to look at intermediate computations carefully and experiment with changing things in different ways.
# Evolution of Women: From Frankenstein to Present-Day

In the early 1800s, English author Mary Shelly wrote the book Frankenstein. This novel details a young Victor Frankenstein, a curious scientist who creates a massive creature in a scientific experiment. This story has been sent down generation after generation, with the term, “Frankenstein”, clearly meaning a “monstrous creature” (in modern times). As typical for a book made during the 1800s, the roles of women and men differ severely from the roles we see those two characters play in today. Women, in Frankenstein, are perceived as “soft” and “inferior” towards men. They lie under the control of men, the reality of the time period this novel was developed in.
We can see this in Elizabeth’s interests: “Elizabeth loved Switzerland. She loved the mountains and the lakes. She was always interested in art and beauty.” (page 13). This implies that women are the “soft” type, with major interests lying in art, nature and beauty. This implication that women are tied heavily with nature is also confirmed in page 55, where nature takes a feminine role: “while, with unrelaxed and breathless eagerness, I pursued nature to her hiding-places.”. Elizabeth’s interests differed drastically from her brother, Victor: “Even as a child, I was becoming a man of science.” (page 14). Evidently from the quote, we can see that Victor’s interests lay in science and ground-breaking discoveries (a more “male-dominant” stance) while Elizabeth’s interests lay in art and nature (a “passive-female” stance).
We can also see the drastic gender roles in the occupation of Elizabeth and Victor. Elizabeth’s job while Victor was confined to his house in Ingolstadt was a nurse for Victor’s father in their house in Geneva: “I figure to myself that the task of attending on your sickbed has devolved to some mercenary old nurse,” (page 67). This differed greatly from Victor’s occupation as a scientist, as seen from him studying in a university abroad: “attained the age of seventeen my parents resolved that I should become a student at the university of Ingolstadt“ (page 39). Do we see any mentions of Elizabeth going abroad and studying in a university?
Present-day, we would see the role of Elizabeth be about equal to Victor’s. Her interests would not change, as she still might remain as an avid observer of art and nature (we do not have any concrete proof to show that Elizabeth’s interests will change). But, instead of tending to her father as a nurse (in a private atmosphere), we would see Elizabeth studying art-related (Art History) or nature-related (Earth Science) fields in a university - or she might even match Victor’s dedication and go abroad herself, defying the “private atmosphere” role that females play in Frankenstein. We would not witness Elizabeth taking the role of a nurse (something that she has not indicated any interest in whatsoever in the novel), but rather an archeologist. We wouldn’t see any changes in Victor’s behaviour, except for maybe using a gender-neutral noun when referring to nature (“I pursued nature to their hiding-places.”” instead of “I pursued nature to her hiding-places.” (page 55)).
# Intelligence Quotient

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
An intelligence quotient, or IQ, is a score derived from one of several different standardized tests designed to assess intelligence.
An intelligence quotient (IQ) is a total score derived from several standardized tests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term Intelligenz quotient, his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book. Historically, IQ is a score obtained by dividing a person's mental age score, obtained by administering an intelligence test, by the person's chronological age, both expressed in terms of years and months. The resulting fraction is multiplied by 100 to obtain the IQ score. When current IQ tests were developed, the median raw score of the norming sample is defined as IQ 100 and scores each standard deviation (SD) up or down are defined as 15 IQ points greater or less, although this was not always so historically. By this definition, approximately two-thirds of the population scores are between IQ 85 and IQ 115. About 2.5 percent of the population scores above 130, and 2.5 percent below 70.
Scores from intelligence tests are estimates of intelligence. Unlike, for example, distance and mass, a concrete measure of intelligence cannot be achieved given the abstract nature of the concept of "intelligence". IQ scores have been shown to be associated with such factors as morbidity and mortality, parental social status and, to a substantial degree, biological parental IQ. While the heritability of IQ has been investigated for nearly a century, there is still debate about the significance of heritability estimates and the mechanisms of inheritance.
IQ scores are used for educational placement, assessment of intellectual disability, and evaluating job applicants. Even when students improve their scores on standardized tests, they do not always improve their cognitive abilities, such as memory, attention and speed. In research contexts they have been studied as predictors of job performance, and income. They are also used to study distributions of psychometric intelligence in populations and the correlations between it and other variables. Raw scores on IQ tests for many populations have been rising at an average rate that scales to three IQ points per decade since the early 20th century, a phenomenon called the Flynn effect. Investigation of different patterns of increases in subtest scores can also inform current research on human intelligence.
# Intelligence
## What is intelligence?

Intelligence is a term used to describe many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn.
There are several ways to define intelligence. In some cases, intelligence may include traits such as creativity, personality, character, knowledge, or wisdom. However, most psychologists prefer not to include these traits in the definition of intelligence.
# Intensive Care Nursing/Airway Adjuncts

Airway Adjuncts
ICUnurses (discuss • contribs) 07:21, 6 September 2014 (UTC)
# Intelligent Agents

An intelligent agent is a machine (either virtual or physically realized) that is provided input from its environment and generates output based on the input. An agent differs from a mathematical function or computer subroutine in that an agent interacts with its environment for an extended amount of time. Human beings are examples of intelligent agents. Human beings receive stimuli to their nervous systems from the world around them and respond with appropriate actions. A simple example seen in real life, is the robotic vacuum cleaner that changes its movements in response to readings taken from the environment, with the result that the robot appears to navigate intelligently around obstacles.
An agent's inner workings may either keep a record of past input or determine its output only from its current input. If an agent's output only depends on its current input, a simple acyclic arrangement of logic gates may determine the output, and hence the appropriate action, from the the values present at the current time on its input sensors. In this context acyclic implies that the outputs of the logic gates can't feed back into previous inputs. Cyclic logic gate arrangements allow circuits to act as memory (e.g. with flip-flops) and so make decisions based not only on the current state of the world, but also by considering things that have happened in the past. If an agent can store past inputs and its actions depend on past inputs, it can be described formally as a finite state automaton (FSA). A finite state automaton can be in one of a (finite) number of internal states. Each time a FSA receives an input, it may produce an output and may change its internal state. Both the output and the new internal state depend on both the current input and the internal state. Because a FSA has a limited number of internal states, an agent can only store a maximum amount of information about its past experiences. Because an agent cannot keep a memory of every input it has received, an agent must be able to determine what information is worth remembering.
Although any agent can be described in principle with a FSA, in practice the FSA model may not be the easiest way to understand an intelligent agent. It may be easier to understand some agents as consisting of neural networks or other computational components.
# Intensive Care Nursing

Through a series of system based topics you will be introduced to current, topical and evidence based approaches in Intensive Care Nursing:

## Objectives

* Understand a systematic assessment of the intensive care patient.
* Understand systems and therapies in Intensive Care
* Interpret and integrate the results of an assessment to inform management strategies.
* Discuss current topics and issues in Intensive Care

## Your Tasksː Knowledge & Skills To Learn

* Learning objectives for the ICU nurse.

## Topics
### General

* Systematic Assessment
* Deteriorating Patient Assessment
* End of Life Care in ICU
* Cubicle Safety Checks

### Neurological

* Neurological Assessment

### Cardiovascular

* Intra-aortic Balloon Pump(IABP)checklist
* 12-Lead Electrocardiogram

### Pulmonary

* Airway Adjuncts
* Mechanical Ventilator Management
* Prone Position Procedure

### Gastrointestinal

* Liver Failure

### Genitourinary

* Continuous Renal Replacement Therapy

### Multisystem

* Sepsis Scenarios
* Trauma
* Essential Nursing Cares (eye)

### Diagnostic/Laboratory

* Arterial Blood Sampling
* Chest X-Ray Interpretation

## Terminology

Intensive Care terms from around the world include ICU, ITU, Critical Care.

## Acknowledgments

This resource was initiated by User:ICUnurses.
ICUnurses (discuss • contribs)
# Informal learning activities/EdcFrr/LTa

* [[w:{{{1}}}|{{{1}}}]] ({{{2}}})
This sets up a leading item (note the • above) in Living Things lists, linking to Wikipedia as well as displaying and {{{2}}} giving the hint.  It is the simpler leader and relies on Wikipedia's insensitivity to case in the first letter of its page name.  Use LTb for a similar trailing item, or LTc for a leading item when the displayed text is not the same as the Wikipedia name.
N.B. Use LTA when the item immediately follows a heading. This reduces the otherwise rather large preceding blank space.
# Informal learning activities/EdcFrr/LCq

[[w:{{{1}}}#{{{2}}}|{{{1}}}]]
This simply sets up a Wikipedia link to "{{1}}#{{2}}" but only {{1}} is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LTb

[[w:{{{1}}}|{{{1}}}]] ({{{2}}})
This sets up a trailing item (note that there is no • in the above) in Living Things lists, with {{{1}}} linking to Wikipedia as well as displaying and {{{2}}} giving the hint.  It is the simpler trailer and relies on Wikipedia's insensitivity to case in the first letter of its page name.  Use LTa for a similar leading item, or LTd for a trailing item when the displayed link is not the same as the Wikipedia name.
# Informal learning activities/EdcFrr/LTc

* [[w:{{{1}}}|{{{2}}}]] ({{{3}}})
This sets up a leading item in Living Things lists, linking to Wikipedia. It is like LTa but is used when the Wikipedia link {{{1}}} is not the the same as the text {{{2}}} to be displayed for the link. This sets up a leading item (note the • in the above) in Living Things lists, with {{{1}}} linking to Wikipedia, {{{2}}} displaying for the link, and {{{3}}} giving the hint.  It is like LTa but is used when the Wikipedia link {{{1}}} is not the the same as the text {{{2}}} to be displayed for the link.  Use LTd for a similar trailing item, or LTa for a leading item when the displayed link is the same as the Wikipedia name.
N.B. Use LTC instead when the item follows a heading so as to reduce the excessive blank space.
# Informal learning activities/EdcFrr/LTd

[[w:{{{1}}}|{{{2}}}]] ({{{3}}})
This sets up a trailing item (note that there is no • in the above) in Living Things lists, with {{{1}}} linking to Wikipedia, {{{2}}} displaying for the link, and {{{3}}} giving the hint.  It is like LTb but is used when the Wikipedia link {{{1}}} is not the the same as the text {{{2}}} to be displayed for the link.  Use LTc for a similar leading item, or LTb for a trailing item when the displayed link is the same as the Wikipedia name.
# Informal learning activities/EdcFrr/LTe

* [[w:{{{1}}} ({{{2}}})|{{{1}}}]] ({{{3}}})
This sets up a leading item in Living Things lists, linking to Wikipedia. It is like LTa but is used when the Wikipedia display {{{1}}} needs a ({{{2}}}) for the link. This sets up a leading item (note the • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{1}}} displaying for the link, and {{{3}}} giving the hint.  It is like LTa but is used when the Wikipedia link needs the suffix ({{{2}}}) added to the {{{1}}} to be displayed for the link.  Use LTf for a similar trailing item, or LTa for a leading item when the displayed link is the main part of the Wikipedia name.
# Informal learning activities/EdcFrr/LTf

[[w:{{{1}}} ({{{2}}})|{{{1}}}]] ({{{3}}})
This sets up a trailing item (note that there is no • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia but with only {{{1}}} displaying, and {{{3}}} giving the hint.  It is a simpler trailer and relies on Wikipedia's insensitivity to case in the first letter of its item name.  Use LTe for a similar leading item, or LTd for a trailing item when the displayed link is not the same as the Wikipedia name.
# Informal learning activities/EdcFrr/LCe1

[[{{{1}}}#{{{2}}}{{{4}}}|{{{3}}}{{{4}}}s]]
This simply sets up a local link to "{{1}}#{{2}}{{4}}", and displays "{{3}}{{4}}s" for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LCr

[[w:{{{1}}}#{{{2}}}|{{{1}}}]],
This simply sets up a Wikipedia link to "{{1}}#{{2}}" but only {{1}} is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LTg

* [[w:{{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a leading item (note the • above) in Living Things lists, linking to Wikipedia and hinting through {{{2}}} but displaying {{{2}}} (usually an alternative name) for the link.
# Earth's Crust
## Vocabulary

* Faults - Cracks in the Earth's crust.
* Seismographs - Delicate devices that can track vibrations during earthquakes all around the crust.
* Bench Marks - A plaque that tells the exact location and elevation of a place.
* Geologists - People who study the earth
* Paleontologists - People who study ancient life
* Geology - The way of studying earth
* Paleontology - The way of studying ancient life
* Plates - Pieces of Earth's crust
* Mantle - Below the Earth's crust, has solid gooey rocks
* Convection Center - Stage of sinking and rising (the mantle pushing the plates)
* The Earth's core - Two parts of the core, a liquid outer core and a solid inner core
* Tension - Stretches the Earth's crust
* Shear - Twisting or Turning the Earth's crust
* Compression - Squeezing or Pushing the Earth's core
* Fold Mountains - Mountains made of crumpled and folded layers of rock
* Magma - Holt molten rock deep below Earth's surface
* Lava - When Magma hits the surface of the Earth
* Surtsey - An Island near Iceland, is forming from an undersea volcano
* Fault-block Mountain - Blocks of crust moving along a fault
* Basin and Range Province - A range of fault-block mountains

## Earth's crust

Earth's crust is constantly moving, if not in one place then in another. Sometimes it moves quickly enough to felt or seen, or even both! Earthquakes are related to cracks in the Earth's crust called faults. The faults may have formed from earlier Earthquakes.
Delicate devices called Seismographs can record this motion at locations all around the crust. Most of the time, however, the crust moves very slowly. Rocks can move slowly on either side of a fault over centuries. To measure the crust movement, surveyors measure elevation---how high a place is above sea level. They leave plaques called bench marks that tell the exact location and elevation of a place.
People who study the earth are geologists.

### Plate Tectonics

The crust is the hard surface of Earth. The crust is also the top of the Lithosphere. Compared with the distance to Earth's center, it is very thin. It is only about one-thousandth of Earth's thickness.

#### Mantle

Under the crust is the mantle, Earth's thickest layer. The rock material here is solid. However it flows like liquid. The rock material in the mantle is in motion, something like heated water in a pot. It rises and pushes against the bottom of the crust. This movement causes Earth's crust to break into pieces called plates.
The Convection Center is where the Mantle pushes against the crust by sinking and rising.🌐

#### Earth's core

Below the mantle is Earth's core, there is an outer liquid core and an inner liquid core.
# Early bird/Late hedgehog/Exercise

The following facts are known.
* The early bird catches the worm.
* Doro is not caught by Lilly.
* Lilly is a bird or a hedgehog.
* For a hedgehog, 5 o'clock in the morning is late.
* Doro is a worm.
* For a bird, 5 o'clock in the morning is early.
* Lilly sleeps until 5 o'clock in the morning and after that she is on its way.
Answer the following questions.
* Is Lilly a bird or a hedgehog?
* Is she an early or a late animal?
* Catches the late hedgehog the worm?
# Early Childhood Mathematics Education/Shape and line

A first suggestion for this category is to the parent or caregiver: set up a simple rudimentary woodworking shop. This will create opportunities for a toddler to experience what it means to measure before cutting, how to understand the relationship between a product (such as a set of shelves) and a diagram, etc.
Even more preliminary would be how to make a cardboard box-- open top, for visible storage of toys or other resources on organizer shelving. The only tools where safety grounding is needed are a small razorknife ("boxcutter") or scissors. Take the youngster through the manufacturing process, starting with marking and/or "scoring" a flat sheet of cardboard ("scoring" means to lay a light cut along the line where the cardboard will be folded over, usually 90°, forming the flaps which will be taped). This gives the toddler plenty of obvious understandable demonstration of how to use a knife safely-- or the sharpest point on a scissors can be used instead). Then there's cutting the right size of tape pieces, four of this, four of that etc. Alternatively the flaps can be glued and pressed together by means of a familiar office device the name of which I have forgotten.
(Apologies that diagrams I have prepared will have to wait till I have made arrangments with someone who has a scanner.)
# Earth

Earth is the third planet from the Sun and the only astronomical object known to harbor life. According to radiometric dating and other sources of evidence, Earth formed over 4.5 billion years ago. Earth's gravity interacts with other objects in space, especially the Sun and the Moon, Earth's only natural satellite. Earth revolves around the Sun in 365.26 days, a period known as an Earth year. During this time, Earth rotates about its axis about 366.26 times.
Earth’s magnetic field is generated by rotation and the outer liquid core. It rotates once in about 24 hours with respect to the Sun, but every 23 hours, 56 minutes and 4 seconds with respect to other, distant stars, Earth’s rotation is slowing slightly with time, thus a day was shorter in the past. The planet rotates eastward, in prograde motion around its axis, and rotates counterclockwise, as viewed from the pole star Polaris.

## Resources

* Earth as a gaseous object
* Earth as a liquid object
* Earth as a rocky object
* Geognosy
* Earth as an astronomical object
# Early Childhood Mathematics Education/Space

* Shape and line
* Location, direction and movement
* Inch and centimeter
# Future media class/Virtual Experiences: Now More Like Our Real World

Video games might be the most commonly recognized virtual experience and they become more realistic with each new release. Second Life has become an on-line web phenomenon that attracts a million unique visitors every week. Avitars (a user's alter-ego digital stand-in on the web) populate and ever growing world of virtual environments. The military trains soldiers in a game-like device that turns people into track-balls in order to allow them to navigate an infinite landscape. http://www.virtusphere.com/
What are some potential applications for virtual experiences designed for entertainment, education, marketing, political messages, and other purposes?