OpenLLM-France/wikimedia huggingface dataset:
# Wikiversity and Wikipedia services

Wikipedia is a Wikimedia Project that is like a wiki. Wikipedia allows different people all around the world to edit Wikipedia, changing and correcting. Wikipedia is like an encyclopedia, it holds information about different things, like people, events, places, etc.
Wikiversity strives to provide useful services to WikiMedia sister projects. A continual problem facing Wikipedia is finding good sources to cite. Many Wikipedia editors have a specific agenda and are perfectly willing to cite poor and unverifiable sources to support claims that are made in Wikipedia articles. Wikiversity is a center for scholarship in finding and critically evaluating sources. Wikiversity participants are encouraged to create Wikiversity pages corresponding to any Wikipedia article. Three types of Wikiversity Learning Project can be take a Wikipedia article as a starting point:
* Projects designed to find high quality, verifiable sources. These projects seek to evaluate the quality of sources used in existing Wikipedia articles and support study groups that seek to find better sources. See: Citing Sources. Example: the Free education Wikipedia page needs help.
* Wikipedia articles are written with the assumption that the reader has a certain basic level of knowledge. Wikipedia readers who do not have the assumed level of knowledge can benefit from a guide that might be called "what you should know in order to understand this Wikipedia article". Wikiversity Learning Projects that develop such introductory guides to Wikiversity pages are welcome.
* Some Wikipedia users may want more detailed information than is provided by a Wikipedia article. Wikiversity Learning Projects can be developed that take Wikipedia articles as a starting place for more detailed investigations of a topic. Example: Cell biology improvement drive.

## Template for linking Wikipedia articles to Wikiversity projects

See: w:Template:Wikiversity.
# Wikiversity computer skills

Welcome to Wikiversity Computer Skills, a learning project that helps Wikiversity participants efficiently use their computer to get the most out of Wikiversity.

## Browser tune-up
### Spelling checkers

When editing Wikiversity webpages it is good practice to use a spelling checker. Browsers with built-in spell checkers:
* Macintosh OSX: Safari and Firefox
* Windows: Firefox
* Linux: Firefox

## IRC and other chat

See: Wikiversity:Chat.

## Creating media files

Tools for creating internet content :
Tools for image creation and manipulation
See Category:Graphics
GNU Image Manipulation Program (GIMP) - Review:Inkscape - Adobe Photoshop
Images for use in animation: 2D Animation process
Tools for video creation and editing.
content development project - Internet audio and video
Landscape rendering - computer-generated landscape scenes
Rendering models of living organisms - computer-generated characters
Lesson:3D Storyboard - at Narrative film production, Wikiversity Film School
Course:Digital Puppet Animation - 3D computer-generated animation
See also: Category:Video
Tools for digital audio file creation and editing.
Audacity - Free sound editor for recording and editing
Apple GarageBand - Macintosh software for manipulating digital audio
Wiki Campus Radio - Live internet chat and podcasts
Podcasting - how to make a podcast
See also: Category:Audio
Text files
ICAU1129A - Operate a word processing application
Word processing challenges - develop your word processing skills
HTML - content development at Topic:HTML.
blogs - create a web log at Wikiversity or at another website
Wiki and Introduction to Wikiversity - wiki websites and Wikiversity in particular
See also: Category:Writing :
See also: Digital media workshop - Related discussion: Free content :
# Wikiversity and Wikibooks services

Wikiversity strives to provide education-related services to Wikimedia sister projects.

## Service activities in support of Wikibooks

It is natural for some Wikiversity participants to look to Wikibooks for online textbooks. It is natural for some Wikiversity projects to contribute to the development and improvement of textbooks. This does not mean that the Wikibooks and Wikiversity projects are in competition or in a state of conflict. It simply means that some Wikiversity Learning Projects will lead to improvements in textbooks at Wikibooks and some Wikiversity participants will make use of textbooks at Wikibooks to facilitate the attainment of their educational goals. This synergy is a win-win situation for Wikiversity and Wikibooks. There should be links from Wikiversity to every textbook at Wikibooks and a standing invitation for Wikiversity participants to both use and help improve those textbooks.
An instructor assigned a class of students the task of working on the Human Physiology textbook at Wikibooks. This is an example of "learn by doing". All Wikiversity departments can promote similar improvement drives for Wikibooks.

## Linking a Wikibooks textbook module to a Wikiversity project

"Template:Wikiversity" is the name of the template for linking Wikibooks pages to related pages at Wikiversity. Page creation templates used for initializing School, Division, Department and Learning resource pages at Wikiversity include a section for linking directly to relevant resources at Wikibooks.

## Aligning Wikibooks and Wikiversity

This section needs some ideas and interlinks between v: and b: complimentary projects. Please add some:
* Wikiversity places for b:Subject:Class projects can be created
* Contrast and compare b:Wikibooks:Categories and Wikiversity:Categories
# Wikiversity as a Wikimedia sister project
## What is unique to Wikiversity?

How does Wikiversity differ from other Wikimedia Foundation wiki projects?

### New

Wikiversity is a relatively new wiki website. ".....we should run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work." (source)
Since Wikiversity is new, the emphasis is on content development. Existing content is still currently limited and mostly under construction. Wikiversity is building learning communities that can use the wiki editing process itself as a way of learning....learning the wiki way. See the Wikiversity e-learning model.

### Scope and Mission

"..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source)
Wikiversity existed for several years within the Wikibooks project (see History of Wikiversity). The approved Wikiversity project proposal defines the scope and mission of the project. Wikiversity hosts learning resources that take several forms. Other WikiMedia sister projects also host learning resources. Wikiversity is not a duplication of other Wikimedia projects. For example, textbooks are hosted at Wikibooks. Wikiversity does not host textbooks, but does host lessons that make use of Wikibooks textbooks.

### Namespaces and Content organization

The Wikipedia community invented WikiProjects, i.e. wiki content development projects. At Wikipedia, content development projects exist as pages in the "Wikipedia:" namespace.
Wikiversity has two special namespaces for content development projects: a "School:" and a "Topic:" namespace; so that the "School:" namespace can be for a relatively small number of "higher level" content development pages that function to organize a larger number of "lower level" content development projects ("Topic:") for narrow academic topic areas. Wikiversity content development projects are where Wikiversity participants collaborate to create, organize and develop learning resources for specific subjects.

### How to participate

* Wikiversity:Browse existing content. See the Wikiversity portal pages.
* Help with content development. Learn while you edit. Do not wait for an expert to do everything. Create and participate in learning projects where you can learn while Wikiversity content is created. See Portal:Learning Projects.
# Wikiversity community blog

There are several blogs of Wikiversity participants in Wikiversity itself (see Category:Blogs), as well as outside - but this page is to discuss whether it would be a reasonable idea to have a communal blog. Would it be desirable to have such a thing? How would it work? Ideas and comments are very welcome.

## Is it desirable?

Even if we don't have an aggregated or centralised page for blog posts, I think it is a good idea to list individual blogs from a centralised page. For example, my own blog can never be picked up via a category, as it is on a external host. Cormaggio 10:02, 30 July 2008 (UTC)
    The RSS reader extension is now enabled on the sandbox server, so a proof-of-concept could be created. Maybe we can use Google Reader for now to burn a single feed of all related WV blogs. But I suspect we're not going to be seeing such an extension enabled on WM projects for some time. Maybe we can try doing this with Knol? -- Jtneill - Talk - c 10:25, 30 July 2008 (UTC)

## What would we blog about?

We might make an analogy with The Signpost - here we announce news items that are important to a lot of people on Wikiversity. However, blogs can be updated as frequently as necessary, so there is no constraint on regular publishing. --HappyCamper 11:49, 30 July 2008 (UTC)

## How would it work?

Would it be best as an aggregation of all posts to all blogs? Would it simply be a free-form editable page that people can post to directly? Would it be an aggregator for shorter ' micro-blogging' updates, such as Twitter or Facebook 'status'? Just some ideas to get the ball rolling... Cormaggio 10:02, 30 July 2008 (UTC)
    For it to fly here, now, I'd vote for "a free-form editable page that people can post to directly". Why not - let's try! -- Jtneill - Talk - c 10:26, 30 July 2008 (UTC)

## Where would it reside?

One idea would be to have some form of such a blog on the front page itself - it would probably have to be limited to a line or two maximum (though could possibly truncate, and give the option to "read more" on an expanded page). This might give the front page some sense of there being a community of learners and practitioners here - which is not so obviously apparent from our front page... Cormaggio 10:02, 30 July 2008 (UTC)
    Maybe a summary of each blog post for inclusion; and the main blog post would be not included? Or just include the title. Or maybe each person blogs individually, and then posts a title (for inclusion; and which links to the individual blog post) and a summary (not included) to the community blog page. -- Jtneill - Talk - c 10:29, 30 July 2008 (UTC)
# Endomorphism/Generalized eigenspace/Algebraic multiplicity/Fact

Let
    $\varphi \colon V\longrightarrow V$
be an endomorphism on the finite-dimensional $K$-vector space $V$, and let $\lambda \in K$.
dimension of the generalized eigenspace $\operatorname {GeEig} _{\lambda }(\varphi )$ equals the algebraic multiplicity
$\lambda$
# Analogies for Sustainable Development/Insect agriculture as human agriculture
## Analogy Map

adapted from Mueller et al. (2005):
| Insect agriculture | Human agriculture |
| Evolved 24 - 65 Mya in single origins per species | Evolved 6000 - 10 000 ya in multiple independent origins within the human species |
| Crops: a few fungus cultivars of a few genera | Crops: large variety of plant, animal, fungus genera/species/cultivars |
| Dependent on crop for food | Practically dependent on crops for food |
| Sustainable harvesting of crop for food | Sustainable harvesting of crop for food |
| Weeding of alien organisms invading gardens | Weeding of alien organisms invading gardens |
| Use of chemical herbicides against pests | Use of chemical herbicides against pests |
| Crop monoculture / high specialization on one single cultivar | Various cropping systems (monoculture, mixed cropping, rotations, etc.) / no strict specialization on one single crop |
| Exchange of crop cultivars within insect species very rare | Exchange of crop cultivars among humans very prominent |

## Quote Bank

Mueller et al. (2005):
“The cultivation of crops for nourishment has evolved only a few times in the animal kingdom. The most prominent and unambiguous examples include the fungus-growing ants, the fungus-growing termites, the ambrosia beetles and, of course, humans”
“Insect fungiculture and human farming share the defining features of agriculture: a) habitual planting of cultivars in particular habitats,... b)cultivation aimed at the improvement of growth conditions for the crop,...c) harvesting of the cultivar for food, d) nutritional dependency on the crop”
Mueller, Rehner, & Schultz (1998):
“Fungus farming by ants of the tribe Attini originated in the early Tertiary and thus predates human agriculture by about 50 million years. During its extensive evolutionary history, this symbiosis between “attine” ant farmers and their fungal cultivars has acquired an astonishing complexity, involving secretion of antibiotic “herbicides” to control weed molds and elaborate manuring regimes that maximize fungal harvests.”
“ants, like humans, succeeded at domesticating multiple cultivars during the history of their agricultural symbiosis”
“Domestication … may have persisted for 50 million years of ant evolution as a means to replace cultivars after accidental or pathogen-driven loss of gardens, to respond to environmental changes by acquiring cultivars with novel features, or to capitalize on strains that were improved while associated with other ant lineages.”
“the history of ant agriculture may have been characterized by the same rapid lateral spread of cultivars that has shaped the history of human agriculture.”
# Analogies for Sustainable Development/Global Village
## Quote Bank

Wilson (2007):
"A real human village is just the right size for our social instincts to work effectively ... If we can scale up village interactions, with the nations as the individuals and the planet as the village, worldwide cooperation will become so natural that it constitutes itself"
# Analogies for Sustainable Development/Human society as beehive
## Quote Bank

Haidt (2012):
“Since ancient times, people have likened human societies to beehives. But is this just a loose analogy? If you map the queen of the hive onto the queen or king of a city-state, then yes, it’s loose. A hive or colony has no ruler, no boss. The queen is just the ovary. But if we simply ask whether humans went through the same evolutionary process as bees—a major transition from selfish individualism to groupish hives that prosper when they find a way to suppress free riding—then the analogy gets much tighter. ….Like bees, our ancestors were (1) territorial creatures with a fondness for defensible nests (such as caves) who (2) gave birth to needy offspring that required enormous amounts of care, which had to be given while (3) the group was under threat from neighboring groups…. The human lineage may have started off acting very much like chimps, but by the time our ancestors started walking out of Africa, they had become at least a little bit like bees…. Like bees, humans began building ever more elaborate nests, and in just a few thousand years, a new kind of vehicle appeared on Earth—the city-state... As the colonial insects did to the other insects, we have pushed all other mammals to the margins, to extinction, or to servitude. The analogy to bees is not shallow or loose. Despite their many differences, human civilizations and beehives are both products of major transitions in evolutionary history.”
Wilson (2015):
“Just as eusocial insects constitute over half of the insect biomass on earth, we and our domesticated animals represent a large fraction of the vertebrate biomass on earth, for better or for worse.”
# Analogies for Sustainable Development/Homo economicus
## Overview

Homo economicus is the fictional species created by economists to describe a model of human behavior.

## Quote Bank

"The only people who still take the model seriously are economists themselves. There is an element of projection in this; studies have shown that economists tend to resemble homo economicus more than the rest of us do. Nevertheless the model remains the ghost in the machinery of economic analysis, and defines in large measure our sense of the possible. When ideologues argue that our only choice is between a corporate market and a bureaucratic state, it is the assumption of homo economicus that makes this so."
"Homo economicus was from the beginning a polemical construct, devised to serve political ends. At first this was to help undermine the secular authority of the Roman Church, and then the divine right of kings. More recently it has served to justify a fundamentalism of what is called “the market.” Along the way, it has provided economists with the semblance of a predictable atom of economic activity. This has enabled them to declaim under the banner of “science,” and has given them a hook on which to hang their arcane math."
" Where the cancer researcher fixates on the individual cell or gene, the economist does so on a hypothetical molecule of economic action called homo economicus. This is the character that inhabits the economics texts, and the computer models that are the silent dictators of analysis and policy. Econ, as I will call him, is a myopic integer of self-seeking, who goes through life with a relentless and unfailing calculus of personal loss and gain. He has no social affinities, is oblivious of social context, and has no capacity or inclination to think of anyone besides him or her self."
"Basically he represents the psycho-emotional development of a three year old, only with better math skills. And this notion of human nature frames both the desired ends of policy and the means deemed possible for attaining them. Success is when he gratifies his supposed desires by spending more money. Failure is when he spends less."
"Either we can try to bribe this slug to be more responsible, through tax breaks and the like. (This is called “market-based” policy.”) Or else we impose rules and regulations to whip him into shape. Both are necessary of course. But necessary is not sufficient. It is not possible to create a tax bribe for every good thing that needs to happen, nor a regulatory cudgel to stop everything that is bad. "
# BCP/Photinia melanocarpa/Logs

This page contains recent bloom logs for Photinia melanocarpa (Black Choke Cherry). 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 03:38, 30 May 2008 (UTC)
* --Jomegat 23:06, 31 May 2008 (UTC)
* --Jomegat 22:37, 3 June 2008 (UTC)

#### 2009 Logs

* Jomegat 23:56, 21 May 2009 (UTC)
* Jomegat 00:27, 25 May 2009 (UTC)
* Jomegat 00:30, 2 June 2009 (UTC)

##### Recent Logs

* Jomegat 19:50, 8 May 2010 (UTC)
# BCP/Physocarpus opulifolius 'Diablo'

Physocarpus opulifolius 'Diablo'
| Search for Physocarpus opulifolius 'Diablo' on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Physocarpus opulifolius 'Diablo' (Diablo Ninebark) Identifying Characteristics Recent Logs --SB_Johnny | 14:06, 7 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: (cultivated) June
Additional images:
# BCP/Photinia melanocarpa

Photinia melanocarpa
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Photinia melanocarpa (Black Choke Cherry) Identifying Characteristics Habit:ShrubFlowers:Five white petals with red anthers. The flower is 1 cm wide.Foliage:Oblong leaves come to a point. Serrated edges. Recent Logs Jomegat 19:50, 8 May 2010 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: (native) May, June
Additional images:
# BCP/Physocarpus opulifolius

Physocarpus opulifolius
| Inflorescences on cv. 'Luteus' Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Physocarpus opulifolius (Ninebark) Identifying Characteristics Recent Logs --SB_Johnny | 17:31, 27 May 2007 (UTC) --SB_Johnny | 23:49, 31 May 2007 (UTC) --SB_Johnny | 08:47, 28 May 2008 (UTC) --SB_Johnny | 11:12, 4 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Regional data: Southeastern Pennsylvania: (native) (cultivated) May, June
Additional images:
# BCP/Physocarpus opulifolius/Logs

This page contains recent bloom logs for Physocarpus opulifolius (Ninebark). 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

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 17:31, 27 May 2007 (UTC)
* --SB_Johnny | 23:49, 31 May 2007 (UTC)
* --SB_Johnny | 08:47, 28 May 2008 (UTC)
* --SB_Johnny | 11:12, 4 June 2008 (UTC)
# BCP/Phlox subulata/Logs

This page contains recent bloom logs for Phlox subulata (Moss phlox). 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-LM May 13 2007 (from photographs)

#### 2008 Logs

* SB Johnny-LM 17:20, 16 April 2008 (UTC)
* SBJ 10:21, 26 April 2008 (UTC)
* --SB_Johnny | 13:41, 2 May 2008 (UTC)

##### Recent Logs

Ngravagna 18:46, 28 April 2009 (UTC)
* Jomegat 30 April 2009 (backdating)
* Jomegat 22:04, 4 May 2009 (UTC)
* Jomegat 12:32, 10 May 2009 (UTC)
* Jomegat 00:22, 19 May 2009 (UTC)
* Jomegat 00:30, 2 June 2009 (UTC)
* Jomegat 00:21, 9 June 2009 (UTC)
# BCP/Physalis heterophylla

Physalis heterophylla
| Search for Physalis heterophylla on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Physalis heterophylla (Common Ground Cherry, Clammy Ground Cherry) Identifying Characteristics Recent Logs SB Johnny-LM 11:07, 15 August 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Summer
Regional data: Southeastern Pennsylvania: (cultivated) August
Additional images: