OpenLLM-France/wikimedia huggingface dataset:
# Motivation and emotion/Tutorials/Needs/Models which provide organisation of needs

Consider:
* What conceptualisations or organisations of needs have you heard of? (Mostly people can only name one...)
* Discuss the best known model, Maslow's hierarchy of needs:
** What are the need levels identified by Maslow? (Physiological, Safety, Love/Belonging, Esteem, Self-actualisation)
** What are the main assumptions or principles in Maslow's model? e.g.,
*** Higher needs emerge as lower needs are met (deprivation domination proposition)
** What are the weaknesses or criticisms of Maslow's model? e.g.,
*** Are needs strictly hierarchical?
*** Are needs entirely individualistic (the model doesn't focus on situational determinants of motivation)
*** Are needs universal across cultures?
*** Needs can be complex e.g., where does sex belong?
*** Maslow was “out ahead of the data,” as he himself put it
* Wahba and Bridwell's (1976) model:
** Critique of Maslow's hierarchy of needs: "For example, what behavior should or should not be included in each need category? How can a need be gratified out of existence? What does dominance of a given need mean? What are the conditions under which the theory is operative? How does the shift from one need to another take place? Do people also go down the hierarchy as they go up in it? Is there an independent hierarchy for each situation or do people develop a general hierarchy for all situations? What is the time span for the unfolding of the hierarchy? These and similar questions are not answered by Maslow and are open for many interpretations. The most problematic aspect of Maslow’s theory, however, is that. . . it is not clear what is meant by the concept of need"(Wahba & Bridwell, 1976, p. 234).
** Suggest a simpler, two-tier model needs model based on:
*** Deficiency needs
*** Growth needs
* Clayton Alderfer's model
** Further developed Maslow's hierarchy of needs by categorising the hierarchy into his ERG theory (Existence, Relatedness and Growth):
*** The existence group is concerned with providing the basic material existence requirements of humans. They include the items that Maslow considered to be physiological and safety needs.
*** The second group of needs is those of relatedness – the desire people have for maintaining important interpersonal relationships. These social and status desires require interaction with others if they are to be satisfied, and they align with Maslow's social need and the external component of Maslow's esteem classification.
*** Finally, Alderfer isolates growth needs: an intrinsic desire for personal development. These include the intrinsic component from Maslow's esteem category and the characteristics included under self-actualisation.
** Alderfer also proposed a regression theory; when needs in a higher category are not met then individuals redouble the efforts invested in a lower category need.
# Open Pathology Project/Adenocarcinoma colon

Adenocarcinoma of the colon is a malignancy arising from the lining of large intestine.

## More information

* Category: Histopathology of colorectal adenocarcinoma
* Structured data: depicts Colorectal carcinoma
* w:en:Colorectal cancer
* Libre Pathology: Colorectal tumor
# Open Pathology Project/Adenocarcinoma stomach

Adenocarcinoma of the stomach is a neoplasm of the lining of the stomach.

## More information

* Category: Histopathology of adenocarcinoma stomach
* Structured data: depicts Adenocarcinoma of stomach
* w:en:Stomach cancer
* Libre Pathology: Stomach carcinoma
# Open Linked Education

Open Linked Education is an effort "to collect, capture and adopt the practices that are going to be the foundation of the web of educational data."

## Readings

* Wikipedia: Linked data
* Wikipedia: Resource Description Framework

## Resources

* W3C: Open Linked Education Community Group
* W3C: Open Linked Education Data Community Group Wiki
# Open Knowledge, Open Society/Introduction

Open Knowledge, Open Society
Back
Introduction
· Part 2
· The Evaluation
· The Bigger Picture
Next :
During the upheavals in Egypt Wael Ghonim became prominent for something more than being head of marketing for Google in the Middle East. He became an iconic figure of Revolution 2.0 which he described in terms of being like wikipedia:
    "Our revolution is like Wikipedia, okay? Everyone is contributing content, [but] you don't know the names of the people contributing the content. This is exactly what happened. Revolution 2.0 in Egypt was exactly the same. Everyone contributing small pieces, bits and pieces. We drew this whole picture of a revolution. And no one is the hero in that picture. "
# Open Machine Learning/Motion Capturing
## Introduction

This page about Open Machine Learning/Motion Capturing can be displayed as Wiki2Reveal slides. Single sections are regarded as slides and modifications on the slides will immediately affect the content of the slides. The following aspects of Open Machine Learning/Motion Capturing are considered in detail:
* (1)
* (2)
* (3)

## Objective

This learning resource about Open Machine Learning/Motion Capturing in Wikiversity has the objective to ...

## Target Group

The target group for Open Machine Learning/Motion Capturing of the learning resource is
The target groups for Open Machine Learning/Motion Capturing of the learning resource are:
* Bachelor/Master students with the subsect

## Learning Tasks / Activities

Learning activies focus on
# Operating system/Security Principles

This is a lesson in in the course, Operating system, which is a part of The School of Computer Science
* Objective
* Assignments
Completion status: this resource is a stub, which means that pretty much nothing has been done yet.
Previous Lesson
Course Home Page :
# Operating system/Software Management

This is a lesson in in the course, Operating system, which is a part of The School of Computer Science
* Objective
* Software Package Management
* Assignments
Completion status: this resource is a stub, which means that pretty much nothing has been done yet.
Previous Lesson
Next Lesson
Course Home Page :
# Operating system/Traps and Interrupts

This is a lesson in in the course, Operating system, which is a part of The School of Computer Science
* Objective
* Interrupts
* Overview
* In OS development, interrupts are signals that suspends operation the computer is executing and jumps to an interrupt handler, or also known as an Interrupt Service Routine. The interrupt handler executes some code and finally does an interrupt return, which gives back control to whatever code was executing before the interrupt was triggered the interrupt.
* Interrupt Vector Table
* The interrupt vector table, or IVT for short, contains 256 possible interrupts in real mode. The position of the IVT is located at position 0000h:0000h. Each interrupt entry is the size of a dword (four bytes). The first word (two bytes) in the entry contains the address of the interrupt handler. The second word (two bytes) contains the segment of the interrupt handler. Since you can only have a maximum of a 20-bit address in real mode, interrupt handlers must remain within conventional memory (the first 640 kibibytes).
* An easy way to setup up your own IVT is to:
* Boot into real mode. This is the default boot mode on all x86 computers.
* Null out a segment register.
* Set the index register (BX) to the value of the interrupt multiplied by four. (For example, lets create a MS-DOS interrupt handler. We would set our register with 21$_h$ * 4 = 84$_h$).
* Now your segment register and index register points to your interrupt's entry, in this case int 21h. You can put your interrupt handler's address here.
* Next, simply increase the index register by 2.
* Now you can put the interrupt handler's segment of the into the interrupt's entry.
* congratulations, you now have a working int 21h.
* Interrupt Descriptor Table
* Assignments
Completion status: this resource is just getting off the ground. Please feel welcome to help!
Previous Lesson
Next Lesson
Course Home Page :
# Operating system/Reality vs. Abstraction

This is a lesson in in the course, Operating system, which is a part of The School of Computer Science
* Objective
* Reality vs. Abstraction
* physical memory vs. virtual memory
* no protection vs. protection
* limited size vs. unlimited
* data scattered vs. contiguous virtual address range
* easy sharing vs. controlled sharing
* Assignments
Completion status: this resource is a stub, which means that pretty much nothing has been done yet.
Previous Lesson
Next Lesson
Course Home Page :
# Operational aspects of sport and live entertainment

This examination of the operational considerations of sport and live entertainment management is under development by University of Florida, College of Health and Human Performance, Department of Sport Management, SPM 6905 Operational Aspects of Sport and Live Entertainment graduate students. This is a Fall 2020 coursework initiative that is being led by the students at the direction of Brian D. Avery, UF SPM Faculty member. This project will begin September 7, 2020 and will be ongoing throughout the Fall 2020 semester.
Students will analyze and define the operational considerations of sport and live entertainment management functions including typologies, ownership/management structures, financial responsibilities, project management, regulatory and compliance, globalization, patron experience, and legal and risk issues.
Learning Objectives
* Identify and define the theoretical underpinnings of sport and entertainment operations;
* Define and apply the principles of operational management practices;
* Evaluate and apply prevailing economic principles and practices;
* Identify corporate structures and stakeholder responsibilities;
* Analyze and apply applicable facility standards and practices;
* Evaluate industry trends and relevant implementation strategies; and,
* Evaluate and apply basic legal considerations, risk assessment, and loss control practices.
Topics
* Introduction to sport and entertainment operations management / Typologies;
* Sports, entertainment, and sports entertainment, what’s the difference?;
* Operations and facility management;
* Ownership structures, stakeholders / mgmt. roles and responsibilities;
* Financing facilities, municipal agreements;
* Project Management: Planning, Design, and Construction;
* Regulations, standards and industry practices;
* Globalization and Industry Segments;
* Organizational leadership, managing vs. coaching;
* Financial management, revenue generation;
* Patron experiences;
* Special topics: Esports, gambling; and,
* Legal and risk issues.
# Operationalization

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
Operationalization is the process of defining a fuzzy concept so as to make the concept measurable in form of variables consisting of specific observations. In a wider sense it refers to the process of specifying the extension of a concept.
Survey design involves operationalizing fuzzy concepts - questionnaires and surveys are examples of operationalization.
# Motivation and emotion/Book/2019/Mindfulness and sporting performance

* [Replace this text with the URL Multimedia presentation (3 min)]

## Overview

* What is Mindfulness?
* How does Mindfulness relate to sport?
* Does Mindfulness have an effect on sporting performance?
* How should athletes include Mindfulness into their training program?

## What is Mindfulness

Mindfulness is an awareness of one's experience in the present moment (Davis & Hayes, 2011). Mindfulness involves and requires you to be intentionally paying attention and fully engaged to what is around you. When an individual is not mindful they can fall back into what is known as the default mode, which can create problems (Garrison, Zeffiro, Scheinost, Constable & Brewer, 2015).

### Benefits of Mindfulness

* Relieve stress
* Help manage depression
* Treat heart disease
* Lower blood pressure

### Exercise to develop Mindfulness

(*possibly include specific Exercises that achieve mindfulness eg yoga, running and how they can develop different aspects of mindfulness*)

## Mindfulness and Sport

Modern athletes are reaching peak sporting performance and are looking to gain every advantage they can get, no matter how small. Recently, there has been a greater focus on the mental strength of athletes, and a focus in improving it. It has been found that many athletes perform inconsistently due to anxiety, lack of self confidence as well as other barriers (Mamassis & Doganis, 2004). Mindfulness training may be able to address these issues, resulting in an enhancement of sporting performance.

### Dispositional Mindfulness

* Many athletes are critical of past performances, and focus on possible future results, resulting in a lose of focus of the current moment.

### Anxiety and Mindfulness

* Can reduce sport anxiety

### Mindfulness Interventions

(*avaliability of apps- could listen to will running or learning to listen to nature while running instead of music?*)
# Paideia High School/Gettysburg Address/score

Score: Twenty, 20 (number). Fourscore is then four x twenty years, which is equal to eighty years! Fourscore and seven years ago... then refers to a time period eighty-seven years prior to Lincoln's Gettysberg address, or the year 1776.
# Paideia High School/Gettysburg Address/full measure

full measure:
1. complete, total, entire. With everything included. 'It was a complete shock when he turned up on my doorstep.' 2.Finished; ended; concluded; completed; as, the edifice is complete.
# Paideia High School/Gettysburg Address/perish

perish:1.To pass away; to come to naught; to waste away; to decay and disappear. 2.(intransitive) To die; to cease to live.
# Paideia High School/Gettysburg Address/resolve

resolve:
1. (intransitive) To make a firm decision to do something.
# Paideia High School/Gettysburg Address/hallow

hallow: (transitive) To make holy, to sanctify.
# Paideia High School/Gettysburg Address/proposition

A proposition is a sentence expressing something true or false.

### Example

Gödel's Proposition: This sentence cannot be proven to be true.
# Music and Songwriting/The Infinite Grid - A Guide to Melody and Harmony/Transitions
## Shifting Around the Guitar Neck

Knowing where the notes are is foundational, but as you master scales you begin to expand the space you play over. Pushing yourself to study shifting technique and connection scale areas will deepen your knowledge of the scales you know already and give you a much greater ability to express yourself by giving you the freedom to move around the neck with ease.

### Shifting Lessons

Intro - How to Master the Neck
The Technique of Position Shifts (Weight Leading)
The Master Shifting Grid Exercise
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/'unfiled songs'/Be Honest - Jason Mraz

Hey guys,
Just a collection of Be Honest material that helped me get started on it. I feel like you'd be able to take more away from these than I did and consolidate them into a single, fantastic tutorial. After watching a lot of these videos I'm not really sure if the song would fit the Pluck and Chuck Guitar Series that well, however here are the links if you'd like to give it a shot:
https://www.youtube.com/watch?v=GqAPWryYuA4 - Intro
https://www.youtube.com/watch?v=Xuna6Rs51us - Full song, but hard to keep up and not much explanation
https://www.youtube.com/watch?v=fqyucIfcn70 - Part One of a series that taught chords
https://www.youtube.com/watch?v=AEM15F2KhI4- Part Two ^
https://www.youtube.com/watch?v=WVvwTthgDhc - Fantastic video of Jason himself
https://www.youtube.com/watch?v=5R2xGWFtz-0 - Another live performance, not as great
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/'unfiled songs'/Meet Virginia - Train

SWG Lesson Page Template

## Song Title - Artist Name - Arranger Name

Introductory Lesson Link
Explanatory notes paragraph

### Playing tips
## Lessons
### Basic

Video Link
Tab Link

#### Lesson Notes

This lesson will get you playing the song quickly and teach you the outlines of the chords and the strumming. There are only two chord progressions in the song; one for the verse and one for the chorus. This lesson shows how to play them in open position and strum a simple pattern so you can sing or play with a group ASAP.

##### Verse Chords:

G - C - Am - D

##### Chorus Chords:

Em - Em - C - D

##### Strumming Pattern:

||: D D D DUDUD D DU :||

### Intermediate

Video Link
Full Band Tab Link
Jon Michael Swift's Solo Groove Arrangement

#### Lesson Notes

This lesson teaches the actual guitar picking loop used on the record as well as another way to voice the chords on the chorus to get a more full sound. As a bonus, it teaches Jon Michael Swift's pick-and-slap solo groove which combines the bass and guitar parts into a synthesized groove that sounds more full when playing solo or with a small acoustic combo.

### Advanced

Video Link
Tab Link

#### Lesson Notes
## Song Stats

Notable techniques
Original Key
Tempo
Tuning
Key fingering
SWG Level/Sequences

## Practice logs

Player Name
Previous Experience
Current Playing Level of the Song
Minutes in Practice Room
Link to Song Performance
sequence links
# Music and Songwriting/Street Religion - A Guide to Lyric writing and improvisation
## How to Freestyle for Write Guys - and Intro to Freestyle Rap

This course is my sketch of how I taught myself to freestyle rap. I learned about street style Hip Hop when I lived in Philadelphia, encountering my first cipher on the Temple campus in North Philadelphia and discovering how spontaneous Hip Hop gatherings could occur anywhere in the city. I learned to beatbox by hanging around Temple's Freestyle Friday the Mic Stew and MC Karma among others. I eventually developed a method for getting my freestyle lyrics going, and this is it in its most elemental form. There is obviously a lot more you can do with rapping - learning to write punchlines, metaphors, using different styles, more complex rhyme and rhythm techniques, freestyle games. This is just to get a basic flow going. Once you have this much mastered, you should be able to start creating freestyle lyrics with others and getting into jams with other rappers and musicians. I also use these basic techniques to improvise new lyrics to songs I accompany on guitar, so the skills can transfer outside of the genre easily enough.
Intro to the Course - https://youtu.be/-Q-jYKa_kRk
Rhyming Lesson - https://youtu.be/beRi5-0AHLs
Timing Lesson - https://youtu.be/t2NZKOI-AKo
Defining Context Lesson - https://youtu.be/fukjiDzyU3s
Synthesizing Lesson/Freestyle Black Belt Test - https://youtu.be/L6ftpegdrng
# Music and Songwriting/The Infinite Grid - A Guide to Melody and Harmony/Improvise
## Lessons on Improvisation Techniques

A Simple Indian Improvisation Structure - Alap-Jor-Jhala
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/'unfiled songs'

The Unfiled Song List!!!
This is the place where lonely new songs go! Somebody wants to learn them but they can't find any lessons or tabs or other resources, so they mention that they are interested in the song here and some able soul will evaluate the song and get it onto the proper list. Sound awesome or what?
List starts here...
/Meet Virginia - Train
/Be Honest - Jason Mraz
# Multi Entity Bayesian Logic
## MULTI ENTITY BAYESIAN NETWORKS (MEBN)

MEBN is breakthrough Bayesian reasoning system in which complex probabilistics models are constructed from modular components that can be replicated and combined in an infinite variety of ways.MEBN allows models to capture important and subtle aspects of objects and their inter-relationships that would be impossible to model using existing technologies.

## MODELLING WITH MEBN

MEBN logic represent the world as comprised of entities that have attributes and are related to other entities.Random variables represent features of entities and relationships among entities.MEBN logic expresses knowledge about attributes and relationships as a collection of MEBN fragments (MFrags) organized into MEBN Theories (MTheories).
An MFrag represents a conditional probabilty distribution for instances of its resident random variables given their parents in the fragment graph and the context node.
An MTheory is a set of MFrags that collectively satisfies consistency constraints ensuring the existence of a unique joint probability distribution over instances of the random variables represented in each of the MFRAGS within the set.
# Nonlinear finite elements/Homework 6/Solutions/Problem 1/Part 14
## Problem 1: Part 14

Apply the plane stress condition and solve for $D_{yy}$.
The plane stress condition requires that $\sigma _{yy}=0$ in the laminar coordinate system. We assume that the rate of $\sigma _{yy}$ is also zero. In that case, we get
    $0={\cfrac {D}{Dt}}(\sigma _{yy})=C_{13}~D_{xx}+C_{11}~D{yy}$
or,
    $D_{yy}=-{\cfrac {C_{13}}{C_{11}}}~D_{xx}~.$
Plugging in the values we get
    $D_{yy}=-\left({\cfrac {60}{10}}\right)~(2.4837)=-14.902~.$
# Nonlinear finite elements/Homework 6/Solutions/Problem 1/Part 15
## Problem 1: Part 15

Express the stress rate and the modified rate of deformation in the global coordinate system.
The modified laminar rate of deformation is
    ${\begin{bmatrix}D_{xx}\\D_{yy}\\D_{xy}\end{bmatrix}}={\begin{bmatrix}2.4837\\-14.902\\-0.5\end{bmatrix}}$
Alternatively, we can write
    $\mathbf {D} _{\text{lam}}={\begin{bmatrix}2.4837&-0.5\\-0.5&-14.902\end{bmatrix}}~.$
The modified laminar stress rate is
    ${\cfrac {D}{Dt}}{\begin{bmatrix}\sigma _{xx}\\\sigma _{yy}\\\sigma _{xy}\end{bmatrix}}={\begin{bmatrix}100&60&0\\60&10&0\\0&0&30\end{bmatrix}}{\begin{bmatrix}2.4837\\-14.902\\-0.5\end{bmatrix}}={\begin{bmatrix}-645.76\\0\\-15\end{bmatrix}}~.$
Alternatively, we can write
    ${\cfrac {D}{Dt}}({\boldsymbol {\sigma }}_{\text{lam}})={\begin{bmatrix}-645.76&-15\\-15&0\end{bmatrix}}~.$
To get the global stress rate and rate of deformation, we have to rotate the components to the global basis using
    ${\cfrac {D}{Dt}}({\boldsymbol {\sigma }})=\mathbf {R} _{\text{lam}}{\cfrac {D}{Dt}}({\boldsymbol {\sigma }}_{\text{lam}})\mathbf {R} _{\text{lam}}^{T}~;\qquad \mathbf {D} =\mathbf {R} _{\text{lam}}\mathbf {D} _{\text{lam}}\mathbf {R} _{\text{lam}}^{T}~.$
Computing these quantities gives us
    ${\cfrac {D}{Dt}}({\boldsymbol {\sigma }})={\begin{bmatrix}-337.88&322.88\\322.88&-307.88\end{bmatrix}}~.$
and
    $\mathbf {D} ={\begin{bmatrix}-6.7092&-8.6929\\-8.6829&-5.7092\end{bmatrix}}~.$
The Maple code for the above computations is given below.