OpenLLM-France/wikimedia huggingface dataset:
# Wise Affirmations/Understanding fairness

Fairness is equal treatment.
These affirmations are derived from materials in the course on understanding fairness..

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are fair.
You understand the complexities of fairness.
You understand the subtitles of fairness.
You understand various forms of fairness.
You consider many points of view.
You balance concern for all.
You understand the doctrine of sufficiency.
You understand the role luck plays in our lives.
You work toward a fair resolution.
You transcend conflict.
You seek real good.
You live wisely.
# Wise Affirmations/Unleashing Creativity

We can create several organizational climate factors that welcome new and useful ideas and unleash creativity.
These affirmations are derived from materials in the course on unleashing creativity.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You unleash creativity.
You create a creative climate.
You create a creative culture.
Your organization encourages creativity.
Your culture invites engaging challenge.
Your culture encourages freedom.
You culture encourages new ideas.
You earn trust.
Your culture is dynamic.
You are having fun.
You deliberate.
You resolve conflicts.
You take risks.
You allow time to develop ideas.
You use several techniques to unleash creativity.
You seek real good.
You live wisely.
# Wise Affirmations/What you can change and what you cannot

We spend too much time and waste too much energy in futile attempts to change what we cannot change. This is a major cause of frustration and other forms of anger. The rational evidence for determining what we can change and what we cannot is overwhelming, but our behavior often tries to defy this reason and logic
These affirmations are derived from materials in the course on what you can change and what you cannot.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You know what you can change.
You change what you can.
You have the courage to change.
You know what you cannot change.
You accept what you cannot change.
You act to make changes.
You let go of the past.
You do your best.
You have no regrets.
You enjoy inner peace.
You seek real good.
You live wisely.
   You have the serenity to accept the things you cannot change; the courage to change the things you can; and the wisdom to know the difference.
# Wise Affirmations/Wisdom

Wisdom is exercising good judgement to promote well-being for all.
These affirmations encourage you to act wisely.
The affirmations are derived from materials in the courses on:
* The virtue of wisdom, and
* wisdom.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are wise.
You act wisely.
You use good judgement.
You know what is most valuable in life.
You consider broad implications when making decisions.
You consider the broad impact of each decision.
You consider the long-term effects of your decisions.
You consider the world-wide impact of your decisions.
You draw on a broad base of expert knowledge when making decisions.
You make courageous decisions.
You consider interrelationships when making decisions.
You consider a wide range of possibilities before making decisions.
You create many alternatives before deciding.
You decide based on what is best for others.
You decide based on love rather than hate.
You decide based on deep thought and reflection.
You decide based on compassion and other moral virtues.
You decide based on a deep understanding.
You are not a fool.
You make wise decisions.
# Wittgenstein reading group

Wittgenstein reading group is a reading group dedicated to the Austrian philosopher Wittgenstein. We are planning to read his second well-known book, "Philosophical Investigations".

## Participants

* Cormac
* Daan
* JWSchmidt
* HadrianArvin
* You?

## Resources

* First 100 aphorisms of Philosophical Investigations - an interesting resource, with commentary. The "electronic version" it refers to appears not to work.
* Philosophische Untersuchungen in german.
# Quizbank/Electricity and Magnetism: Gauss' Law
## calcPhyEM_2GaussQuizzes

This unit has 3 exams (tests) that can viewed by clicking the links (e.g., T1). They are classroom-ready exams based on the collection of quizzes shown below each exam. The fraction indicates the ratio of the number of questions randomly selected to the number of questions on each quiz. Students can access these quizzes using either the (uneditable) permalink or directly via links to subpages of QB. Students and instructors can also view all the questions on this unit's /Questions list. Ideas for use by instructors can be found at Quizbank/Instructions.

### T1

5/6 from Special:Permalink/1863398 to QB/c19ElectricPotentialField_GaussLaw

### T2

5/8 from Special:Permalink/xxx to QB/d cp2.gaussC

### Cum

5/6 from Special:Permalink/1863398 to QB/c19ElectricPotentialField_GaussLaw 5/8 from Special:Permalink/xxx to QB/d cp2.gaussC
See also:
* Questions list (useful for students as they prepare for the tests)
* Quizbank/Instructions (classroom use suggestions)
* Subpages
# Spanish ordinal numbers

In Spanish, ordinal numbers represents the rank of a number with respect to some order, in particular order or position (i.e. first, second, third, etc.)

## Números ordinales (Ordinal Numbers)

| Ordinal Number | English Translation | Czech Translation |
| 1st | first | primero |
| 2nd | second | segundo |
| 3rd | third | tercero |
| 4th | fourth | cuarto |
| 5th | fifth | quinto |
| 6th | sixth | sexto |
| 7th | seventh | septimo |
| 8th | eighth | octavo |
| 9th | ninth | noveno |
| 10th | tenth | décimo |
| 11th | eleventh | undécimo, decimoprimero, décimo primero |
| 12th | twelfth | duodécimo, decimosegundo, décimo segundo |
| 13th | thirteenth | decimotercero, décimo tercero |
| 14th | fourteenth | decimocuarto, décimo cuarto |
| 15th | fifteenth | decimoquinto, décimo quinto |
| 16th | sixteenth | decimosexto, décimo sexto |
| 17th | seventeenth | decimoséptimo, décimo séptimo |
| 18th | eighteenth | decimoctavo, décimo octavo |
| 19th | nineteenth | decimonoveno, décimo noveno |
| 20th | twentieth | vigésimo |
| 21st | twenty first | vigesimoprimero, vigésimo primero |
| 30th | thirtieth | trigésimo |
| 40th | fortieth | cuadragésimo |
| 50th | fiftieth | quincuagésimo |
| 60th | sixtieth | sexagésimo |
| 70th | seventieth | septuagésimo |
| 80th | eightieth | octogésimo |
| 90th | ninetieth | nonagésimo |
| 100th | one hundredth | centésimo |
| 200th | one hundredth | ducentésimo |
| 300th | one hundredth | tricentésimo |
| 400th | one hundredth | cuadringentésimo |
| 500th | one hundredth | quingentésimo |
| 600th | one hundredth | sexcentésimo |
| 700th | one hundredth | septingentésimo |
| 800th | one hundredth | octingentésimo |
| 900th | one hundredth | noningentésimo |
| 1000th | one hundredth | milésimo |

## See Also

* Spanish Language front page
# Spanish for Wikimania

Wikimania 2009 is being held in Buenos Aires, Argentina (mid-late August). Wikimedians planning to attend might like to take some short Spanish courses before going. Or anyone else too, of course.
Idea: run a 6-week course three times before Wikimania: one in late 2008, one ~ Feb 2009, and the final one June-July 2009.
Resources:
* b:Spanish (a Featured textbook)
* Spanish 1 (a learning resource proposed for featuring on Wikiversity's main page)
* Category:Spanish
What to do
How to hold classes?
* Wiki / Email / Blog / IRC ?
* Skype chat (seems like this feedback is important)

## I'm interested in...
### ...learning

* pfctdayelise 11:53, 7 August 2008 (UTC)

### ...teaching

* Cormaggio 11:05, 18 August 2008 (UTC) (I would only be able to help with learning the basics - my Spanish is "middling"..)

### ...helping out in some other way

* --Gbaor 11:58, 7 August 2008 (UTC) - just let me know how
# Spanish–American War

In the mid 1890s, there were serious social, economic, and political problems on the neighboring island of Cuba. Cuban rebels were attempting to free Cuba from Spanish control, which dated back to the late 1400s. As Cuba lies only ninety miles from the tip of Florida, the United States has always taken a strong interest in the events happening there. At that time, many Americans sympathized with the efforts of the Cubans. Also, many had invested heavily in the Cuban sugar industry.
In 1896, the Spanish government attempted to put an end to the rebel cause. General Valeriano Weyler was sent to crush the rebellion. Weyler destroyed sugar plantations and built prison camps for Cubans in rebel-held areas/ News of mistreatment of the Cubans came to America. Stories were told of 100,000 captured Cubans starving to death in the Spanish camps. The atrocities were given much coverage in the American press, and in some cases... reports were exaggerated grossly!
Although many Americans were prepared to support the Cubans in their move for independence, President William McKinley took a cautious stance. He had hoped the situation would be resolved in the near future, but a series of events made a simple answer impossible. One highly publicized event was then publishing of a letter that was intercepted en route to a post office in Havana, Cuba.
Written by a Spanish diplomat stationed in Washington, the letter insulted McKinley and referred to him as a weakling and a crowd pleaser. The derogatory tone of the letter angered many Americans.
More serious in nature, a second event involved the Deaths of American Salors. On the night of February 15, 1898, an explosion ripped through the hull of the USS Maine. The ship had been sent to protect Americans on the island. No one was ever to know for sure what caused the explosion. The tragedy stirred American hearts, and all blamed the Spaniards. Public pressure forced McKinley to take action.
One April 11, the President went before Congress to request a declaration of war against Spain. Two weeks later, on April 25, the US declared war against the old colonial power. With the rallying cry, Remember the Maine, many Americans eagerly joined the fight.

#### What were the reasons for the Spanish American War?

* Protection of American bussuiness interests (sugar) in Cuba
* American support of Cuban rebels to gain independence from Spain
* Rising tensions as a result of sinking the USS Maine in Havana Harbor
* Yellow Journalism - Exaggerated news reports of events

#### What were the results of the Spanish American War?

* Cuba gained independence from Spain
* The US gained possession of Guam, Phillippines, and Puerto Rico.
* The US emerged as a world power

##### Call for contributions

Set education free by contributing to Spanish–American War. Create a space where you can work by entering a title that is not already on the list below.

##### List of contributions

* How to get help writing your contribution
# Spanish History
## Welcome / Bienvenido (under construction)

Welcome to the Spanish History topic page, where slowly but surely a whole suite of courses will be developed which will take you through the history of this Southern European country. The first course to debut will be "Spanish History - a rough guide", which will be followed by more developed courses on "20th Century Spain" and "The Spanish Second Republic".

### Spanish History - A Rough Guide

"Spain is different". In just three words one can start to unpack the multifaceted history of a country that encompasses huge deserts, snowcapped mountains, bustling towns and a persevering linguistic diversity. You may know a lot about Spain, you may know nothing, but below you will find a short introduction to Spain and its history, in Spanish: España, from the pre-romanic period to the present day.
# System development/Domains/Overview/Webshop
## To-do

* See http://www.erdiagrams.com/datamodel-online-shop-idef1x.html for inspiration.

## Concepts

* Approver
* Asset (Dutch: bedrijfsmiddel)
* AssetCategory
* AssetRequest
* Cost
* Employee
* Order
* Orderline
* Product (when you deel with a internal shop you can talk about Asset instead of Product)
# System development/Domains/Plan

In learning project domains we share information about business domains.

## Versions

* Version 1.0: First we start with a basic version of a CRM application. In this version you have Customers and Organizations.
* Version 2.0: In the second version we add concepts like SalesActivity and Theme's.
In the picture below our plan is visualized.
# System development/Domains/Overview/Time registration

In the below screenshot you see an example of a time registration tool.

## Index

* Best practices
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Userstories
* Vision
# System development/Domains/Overview/Time registration/Ontology
## Concepts

* Project
* Time entry
# System development/Domains/Overview/Time registration/userstories/planned hours

In this userstory we want to visualize how many hours employees or project members are planned. On the horizontal axe you see week numbers on the vertical axe you see planned hours.
# System development/Domains/Overview/Task management/Ontology
## Concepts

* Notification
* Task
# System development/Domains/Overview/Task management

Tasks are created in many processes. Think about 'approval tasks' where an approver is asked to approve a declaration, a leave request, a change request, etc.
In an 'approval task' you could register the person who gives approval, about what?, when?, etc.

## Index

* Best practices
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/Sociology
## Index

* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# What Matters/link following guidelines
## Guidelines for following links

Text appearing in blue includes links (called hyperlinks) to further information. These links can be followed by clicking on the text. Some links are to material that forms the next lesson in the course. It is essential to follow these links to complete the course. Other links expand (often in considerable depth) on some of the concepts mentioned in the course, and need only be followed if you are interested in studying such supplementary information.
These guidelines will help you decide when to follow a link, and when not to.
* The Wikiversity logo is displayed in the upper left-hand corner of each page within Wikiversity. The title of each page in this course will begin with the title of the course. Use these markers to determine if you are currently exploring within the content of this course, within Wikiversity, or outside of those areas.
* Links within Wikiversity are a slightly darker blue than those that link to Wikipedia. It may be helpful to notice that slight difference.
* To complete the content of this course it is important to follow each link that leads to materials in this course (i.e. the pages listed in the navigation panel at the bottom of each page). Those pages include the Wikiversity logo and the course title at the top of each page. You might also find it helpful to notice the address of the link that appears along the bottom left-hand margin of the page as you hover over the link. You can look at that address to help you decide before you leap into each link.
* Some topics in this course assign the student to complete other Wikiversity courses. Follow the links within those courses to complete them.
* Many other links, often to Wikipedia articles and sometimes to other sites, are included to make it easy for you to explore any of these topics in more depth. None of these links need to be explored to complete the course, however they provide additional information you may be interested in. Explore these as you wish to balance your curiosity and available time. Skip these to stay more focused on the course materials.
* There is often a navigation box at the bottom of the pages of the course. These can help move to the next topic, or return to the course main page.
# What do the unions do?

The project aims to assess which are the labour unions' goals. What do they maximize? Only the wage rate as the Nickell's Right-to-Manage model states, both the wage rate and the level of empoloyment as in the McDonald and Solow's Efficient Bargaining, or both the wage rate and the hours of work as in Pencavel's? The literature on labour unions still have not found an answer and the empirical evidence does not seem to confirm the first two. Anyone who has opinions, empirical evidence or theoretical works can is welcomed to contribute to the project. In particular the literature of labour unions should still find evidence about the relation between hours of work and level of employment. Any contribution on the field is welcomed!

## Discussion questions and essay ideas

* How have labor unions helped workers throughout history?
* How have labor unions benefited and harmed companies throughout history?

## Educational readings
### Wikipedia

* Trade union
* Union prevalence worldwide
* International Labour Organization
* Labor unions in the United States
* Labor history of the United States
# What Matters/Values Development
## Values Development

Values are your enduring beliefs of what is most important to you. Your values establish what goals are more important and what goals are less important to you. Values transcend specific actions and situations and provide stability and guidance as you encounter obstacles, distractions, opportunities, ambiguity, ambivalence, conflict, and temptations throughout our lives. Carefully choose, assess, and reassess your values.

### Assignment:

* Study the Wikiversity course on Clarifying values.
* Clarify your values, and identify those that are most important to you.
* Strive to live according to those values.

### Suggestions for further reading:

* Haidt, Jonathan (2012). The Righteous Mind: Why Good People Are Divided by Politics and Religion. Pantheon. pp. 448. ISBN 978-0307377906.
* Kidder, Rushworth M. (1994). Shared Values for a Troubled World: Conversations with Men and Women of Conscience. Jossey-Bass. pp. 332. ISBN 978-1555426033.
# What Matters/Wisdom
## Wisdom

Philosopher Nicholas Maxwell defines wisdom as “the capacity, the desire, and the active endeavor to realize what is of value in life, for oneself and others.” It is one of the cardinal virtues.

### Assignment:

* Complete the wisdom module of the Wikiversity Virtues course.
* Complete the Wisdom course in the Applied Wisdom Curriculum.
* Apply your wisdom to your everyday life activities and decisions.
* Progress along the wise path.
* Spend your time wisely.
* Complete the Living Wisely course in the Applied Wisdom Curriculum.

### Suggestions for further reading:

* Hall, Stephen S. (2011). Wisdom: From Philosophy to Neuroscience. Vintage. pp. 352. ISBN 978-0307389688.
* (Evaluate the book: Wisdom: Its Nature, Origins, and Development )
# What Matters/fundamentals for living

Introduction:
In addition to the tools of learning, there are several facts and skills that enable us to live our lives, relate to others, and provide us with background and context for further learning.

## Basic Life Skills:

Food preparation and healthy eating, personal relationships, human reproduction and intimate relationships, treating people with dignity, respect and compassion, health and safety.
Discussion of the questions: “If I am not for myself, who will be for me? If I am for myself alone, what am I? If not now, when?”
Exploration of human virtue.
Characterization of well-being.

## The Natural World:

In addition, the graduating pupil ought to have a grasp of the essentials of the scientific vision of the world. An awareness of the overall history of the cosmos, as we understand it, birth of galaxies and stars, origin of the chemical elements, evolution of life, the theories of Charles Darwin, some understanding of basic biology. A feel for physics: atoms, molecules, the atomic nucleus, elementary particles, awareness of basic theories, such as those of Isaac Newton, James Clerk Maxwell, statistical mechanics, quantum mechanics, special and general relativity, and the standard model of particle physics.
The ability to solve, or even write down, the equations of these theories is unnecessary for the lay person, but some awareness of, roughly, what these theories say about the world is important.

## Our Political World:

An awareness of what our current global problems are and what we might do about them and are (or are not) doing about them, plus relevant background knowledge. Some history, local and global. Exposure to political ideas, philosophies and programs, and the arguments and counterarguments about them.

## Moral Virtue:

Understand moral virtue. Complete a course on moral virtue. Practice and apply moral virtue.

## Commerce:

Commerce is the environment that allows exchanging goods and services. Important topics include:
* Establishing fair value of goods and services,
* Fair exchange,
* Allocating scarce resources,
* Supply and demand,
* Positive and negative externalities,
* The essential distinction between economies—the exchange of goods and services—and economics—an approximate money-based model of an economy.
* Preservation and allocation of the commons.
* Negotiation skills.

## Finding Value in Life:

Discussion of the question: what is of value in life, and how is it to be realized?

## Flourishing:

Exploration of the fundamental problem: How can our human world, the world as we experience it, imbued with consciousness, free will, meaning and value, exist and best flourish embedded in the physical universe?
# What Matters/Virtues Development
## Virtues Development

Virtue is excellence. The virtue of a knife is apparent in the sharpness of the blade and the fineness of its cut. The virtue of a violin is apparent in the quality of its sound.
Human virtue is excellence at being human.
Virtues describe a way of being–they are enduring character traits. They are not just a way of doing—they require more than the occasional laudable behavior. Virtue is a matter of persistent intention, and not only action.
Author Robert Merrihew Adams captures these ideas in his succinct defining phrase: "Excellence in being for the good".

### Assignment:

* Complete the Virtues course. Increase your virtuous behavior and decrease your vices.
* Complete the Moral Reasoning course. Develop your moral reasoning. Act on your well-chosen values.

### Suggestions for further reading:

* Comte-Sponville, André (2002). A Small Treatise on the Great Virtues: The Uses of Philosophy in Everyday Life. Picador. pp. 368. ISBN 978-0805045567.

### References:

* ↑ Adams, Robert Merrihew (2009). A Theory of Virtue: Excellence in Being for the Good. USA: Oxford University Press. pp. 264. ISBN 978-0199552252.