OpenLLM-France/wikimedia huggingface dataset:
# Chinese American Diaspora

| Lfd. | Titel | Abstract | Bewertung |
| 1 | Relationship to China | Introductory video to my Chinese American Experiences course, answering the same questions I posed to students - What is your Relationship to China?(Recorded on January 26, 2010.) | |
| 2 | Lecture 1b - Syllabus | | |
| 3 | Chinese Diaspora in 8min | Overseas Chinese Diaspora | |
| | Lecture 4 - social spaces | social production of space | 239 views |
| | Lecture 4b - Angel Island and Me! | social production of space, angel island, immigrant space, memorial space | |
| | Week 7a - Angel Island Poetry | Remembering the immigrants Chinese poetry on the wall of Angel Island immigration station | |
| | Unit 3 - Family and Restaurant Homework | | |
| | 7b - Chinatowns (1/3) | Chinatowns as Ethnic Enclaves | |
| | 7b - Alameda Chinatown (Part 2 of 3) | 7b - Alameda Chinatown (Part 2 of 3) | 95 views |
| | Historic Phoenix Chinatown (part 1 of 2) | Walking tour of Downtown Phoenix with architect Vincent Murray (November 2011) For more info, please visit AznHistory | 35 views |
| | Historic Phoenix Chinatown (part 2 of 2) | Walking tour of Downtown Phoenix with architect Vincent Murray (November 2011) For more info, please visit Aznhistory | 31 views |
| | 7b (pt 3) Rotating credit | Chinese American Rotating credit system Credit Unions and Banking | |
| | 11b - Glenn & Chinese American Family | Cultural and Structural perspectives of the Chinese American Family | |
| | 11b - Glenn & Productive/Reproductive Labor (2 of 3) | Cultural and Structural perspectives of the Chinese American Family | |
| | 11b - Glenn & Dual Wage Earning Family (3 of 3) | | |
| | Qing Ming Steps 1 & 2 | Traditional (and contemporary) Chinese & Overseas Chinese cultural practices of Qing Ming/Ching Ming | 190 views |
| | Qing Ming - Step 3 | Paper offerings to the ancestors, Joss Paper | 339 views |
| | Lesson 13b - Ethnoburbs (Part 1 of 3) | How changes in Immigration policy brings immigrants of a higher socioeconomic status to the US. | 118 views |
| | Lesson 13b - ethnoburb 2 of 3 | Chandler AZ as a growing ethnoburb? | 92 views |
| | Lecture 13b (Part 3 of 3) chandler & parachute kids | | |
| 4 | Transnational media | | |
| 4 | Overseas Chinese | | |
| 5 | Chinese immigrants in AZ PART 1 | Early Chinese migration to AZ Prescott Tucson | |
| 6 | Chinese immigrants in AZ Part 2 of 2 | How and Why were Chinese immigrants treated DIFFERENTLY in Arizona vs California? | |
| | Lecture 9B - 20th Century Political History of China (1 of 2) | Qing Dynasty, Republic of China, World War II, Modernity & Westernization | |
| | Lecture 9b - 20th Century Political History of China (2 of 2) | | |
# Chinese Music Society of North America

The Chinese Music Society of North America (CMSNA) was organized in 1969 and was officially founded in 1976 as a federal non-profit international organization to increase and diffuse the knowledge of Chinese music and performing arts. Today it has grown to become the national association of musicians and scholars and National and International organization specializing in Research and Educational Material in English (Special Reports, Monographs, Pictures/Slides, Journal Publications, Archaeological Finds, Cultural Relics) concerning Music/Theater/Dance and Musical Instruments of China and Non-Western Cultures.
The Membership of the Society comprises Associate Members, Ordinary Members and Sustaining Members. Any person or institution interested in Chinese music is eligible for election to Associate Membership on written application to the Secretary on a prescribed form. A person with appropriate background experience and active in the field of Chinese Music may apply for transfer to Ordinary Membership in his or her second year of Associate Membership. Sustaining Membership is available for corporations and other organizations interested in materially supporting the publications and activities of the Society. The Society sends all members without charge its official international journal, Chinese Music.
Chinese Music is the international quarterly journal devoted to Chinese music, with articles covering all phases of research of Chinese music and performance activities in Chinese music. It is regarded as the most prestigious authority in sources of Chinese music research. Numerous discoveries relating to Chinese music were first reported in Chinese Music before they became publicly known. It also contains news items of general interest to the music community and the public, as well as book and recording reviews. Chinese Music is the only journal in the world devoted wholly to theoretical and applied Chinese music.
Chinese Music provides a forum for original papers concerned with musicology, musical life, composition, acoustics, analysis, orchestration, musicians, global interactions, intercultural studies, and musical instruments. It also publishes news items of importance to the music community and the general public, as well as book and recording reviews.
The Keywords of Chinese Music (ISSN 0192-3749): Performing Arts, Music, Theater, Dance, Cultural Relics, World, China, Acoustics, Aesthetics, Music Theory, Ensemble Music, Orchestration, Structure, Formal Design, Compositions, Analysis, Musicology, History, Criticism, Musicians, Musical Instruments, Instrumental Music.
Chinese Music (ISSN 0192-3749) is distributed to 169 Countries.
The Society coordinates field projects and conferences which bring about interaction among Chinese music enthusiasts from all over the world. Its membership now include music supporters and researchers from 169 countries. Members are therefore provided with many opportunities to interact with prominent experts in Chinese music on an international scale.
# Chinese finance

Welcome to the Wikiversity Center for Chinese Finance. This is a wiki center for Chinese finance and is intended to encourage discussion and research collaboration in this area. Please see User:Roadrunner (joequant@gmail.com) for comments and questions.

## Research

http://www.ssrn.com/ - Social Center Research Network

## Professional Societies

http://www.tcfaglobal.org/ - The Chinese Financial Association

## Basic readings

* - Report on Chinese Capital Markets Development
* - Public Finance in China - World Bank

## News

 - China Securities Journal

## E-Journals

* Hong Kong Securities Journal
* Paul Hastings China Matters
* - Shenzhen stock market research

## Websites

 - Quantitative finance in China

## Blogs

 - Victor Shih - Michael Pettis

## People

User:Roadrunner (Joseph Wang) - Interests: Quantitative finance and investment banking in China
# Chord substitutions

When playing a chord we have many different choices in how to outline that chord. An Am chord ( A C E ) could be Am6 ( A C E F#) or Am7 ( A C E G ) or Am9 ( A C E G B). When a chord in a progression is substituted for, or replaced by, a related but different chord it is called Chord Substitution. There are endless creative possibilities, one way of out lining the concept is looking at the basic II7 - V7 - I7 chord progression. In the key of G major that is Am7 - D7 - G7 / (A C E G) - (D F# A C) - ( G B D F). First we can see that in the Am7 chord there is a C major arpeggio, the relative major. In the D7 chord the F# diminished arpeggio F# A C made up of consecutive minor 3rd intervals. The G7 chord also has a diminished arpeggio within its notes. So long as there is a bass playing the root note of the chord other instruments may experiment with chord voicings and notes over those chords.
Substitution happens when the bass note in the root of the chord changes. Changing a chord at its most basic involves taking the notes of a know chord and changing it by one note in the bass. For example if we take the D7 chord D F# A C, and remove the A, D F# C, and then add an Ab in the bass we have the chord Ab D F# C, of Ab minor7#9. This could be thought of as a D7 chord with an Ab minor in the bass. Or better that in the Ab minor7#9 chord there is a D F# C arpeggio. So the V chord in the II - V - I progression could be substituted for a bII chord.
# Chinese History/Tasks

Welcome to the Chinese History Department's Task page! This one of a series of task pages linked to the School of History Task Page. This page is designed as a simple place where our Projects can list things that they need help on, so that you can dig in and get involved contributing to Wikiversity. If any of the following sound like things you'd be interested in doing, jump right in! Be bold !
# Chinese for children

Welcome to this learning project about Chinese for children!
This is a suggested list of headings to organise a learning project - please see Directions for use for more information. Please delete any headings (etc.) if you feel they are not relevant, and rearrange as you see fit.

## Learning Project Summary

* Project code:
* Suggested Prerequisites:
** as much curiosity as a child has
* Time investment:
* Assessment suggestions:
* Portal: (List main portal/s here)
* School: (List main school/s here)
* Department:
* Stream
* Level:

## Content summary

A fun way to inspire Chinese learning for kids is crucial. This page will give you an introduction of the Chinese language, Chinese characters etc.

## Goals

This learning project aims to..

## Contents
### Learning materials

Add learning materials here - see also the box below
* s:zh:Category:唐詩

### Readings and other resources

Each project/lesson/activity may have a suggested reading selection, eg:
* Wikipedia article:
* Wikibooks textbook:
* etc.

### Lessons

* Lesson 1: "Quiet night thoughts":s:zh:靜夜思(s:zh:作者:李白)

### Activities

* Activity 1.
* etc.

### Tests and Quizzes

* Quiz 1
* Quiz 2
* Test 1
* etc.

## Subpages

Subpages can be created - like /concepts (for concepts involved in this learning project)

## Active participants

Active participants in this Learning Group
* Learning materials
* Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
* You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.
# Chimpanzee

Chimpanzees are medium-sized, African apes of the genus Pan. There are 2 living species of Chimpanzee, the Common Chimpanzee, Pan troglodytes (also called the robust chimpanzee), and the bonobo, Pan paniscus. The bonobo was formerly considered a dwarf form of chimpanzee and called the pygmy chimpanzee.
The genus Pan is considered to be the evolutionary sister-group to humans.
Chimpanzees show evidence of intelligence.
* Zoo chimp 'planned' stone attacks. A chimpanzee collected stones planning to use them in attacks hours later. Behavioural scientists did not expect that level of plannng and foresight in an animal. Other people do not consider chimpanzees animals. The chimp was calm when he collected the stones but anticipated that he would become agitated later.
* Chimps craft ultimate fishing rod Wild chimps improve a tool so it becomes more effective for catching termites.
* Chimps outperform humans in some short term memory tests.
* Chimps calm each other down after an attack. This shows social sensitivity rather than intelligence.
# Chinese Finance/Current Topics

Chinese Finance
http://www.hoover.org/publications/clm/issues/44613157.html - Understanding the Chinese Stimulus Package by Barry Naughton
# Chiropractic medicine

Chiropractic is a form of alternative medicine that focuses on diagnosis and treatment of mechanical disorders of the musculoskeletal system, especially the spine, under the belief that these disorders affect general health via the nervous system.

## Readings

* Wikipedia: Chiropractic
* Wikipedia:History of chiropractic
* Wikipedia: Vertebral column
* Wikipedia: Chiropractic education
* Wikipedia: Chiropractic treatment techniques
* Wikipedia: Spinal adjustment
* Wikipedia: Vertebral subluxation
* Wikipedia: Chiropractic history
* Wikipedia: Joint manipulation
* Wikipedia: Osteopathic manipulative medicine
# Commercial diving/Diver umbilical management and tendering

Relevance: Scuba diving, Surface supplied diving, Surface oriented wet bell diving.
Required outcomes:
* Discuss the principles of safe umbilical and lifeline management including active tendering and effects of current and sea states
* Identify risks to the umbilical
* Define the maximum diver umbilical lengths including excursion
* Describe umbilical marking
* Discuss water entry and descent of the diver in relation to umbilical management
* Discuss diver movement on the bottom in relation to umbilical management
* Describe diver ascent and exit in relation to umbilical management
* Describe the correct storage and care of umbilicals, including coiling
* Discuss the differences in application and handling of buoyant, neutral and negative buoyancy umbilicals
# Commercial diving/Execute the Dive Plan

Relevance: Scuba diving (full-specific), Surface supplied diving (full-specific), Surface oriented wet bell diving (full-specific).
Required outcomes:
* Demonstrate the ability to safely enter the water
* Demonstrate the ability to correctly complete in-water checks
* Demonstrate the ability to descend to the dive work site
* Demonstrate the ability to manage diver’s umbilical or lifeline
* Demonstrate the ability to communicate with the dive supervisor as to progress made
* Demonstrate the ability to correctly receive relevant tooling from the surface
* Demonstrate the ability to execute the work as per the dive plan and instructions from the supervisor
* Demonstrate the ability to safely ascend with the appropriate decompression steps
* Demonstrate the ability to safely surface
* Demonstrate the ability to safely exit the water
* Demonstrate the ability to complete surface decompression when required
* Demonstrate the ability to dive safely on scuba with a buddy diver (in good and poor visibility}
* Demonstrate the ability to navigate underwater around a dive site on scuba, including laying and retrieving a guideline, following a guideline and finding a guideline, swimming a compass course and pilotage by underwater landmarks )
* Demonstrate the ability to manage a scuba bailout set
* Demonstrate ability to manage surface supplied diving contingencies. (Bailout to scuba, helmet flooding, pneumo breathing, loss of buoyancy, loss of ballast, dry suit flood, thermal imbalances, faceplate fogging, voice communications failures, umbilical snags, minor entrapment, etc)
# Commercial diving/Handle gas supplies

Relevance: Scuba diving (full), Surface supplied diving (full), Surface oriented wet bell diving (full).
Required outcomes:
* Handle and transport gas cylinders and bulk gas storage assets safely
* Store gas cylinders safely
* Complete external inspection of cylinders
* Fill cylinders safely
# Commercial diving/Handling of gases used in diving

Relevance: Scuba diving, Surface supplied diving, Surface oriented wet bell diving.
Required outcomes:
* Discuss the safe storage of gas
* Describe the inspection and testing of HP cylinders
* Describe the handling of HP cylinders as well as the storage of bulk gas assets
* Describe the hazards, safe handling and use of oxygen
* Discuss the hazards of inert gases
* Discuss gas analysis and describe the various gas analysis techniques
* Explain the need for appropriate gas supplies including primary, secondary and emergency gas systems
# Commercial diving/Handling Diving Trauma and Medical Emergencies

Relevance: Scuba diving, Surface supplied diving, Surface oriented wet bell diving.
Required outcomes:
* Describe signs and symptoms of and treat decompression illness and pulmonary barotrauma
* Discuss the signs and symptoms of and treatment for the various types of gas toxicity associated with diving
* Discuss the causes, signs and symptoms of and treatment of Anoxia and Hypoxia
* Discuss the causes, signs and symptoms of and treatment of Hypercapnia
* Discuss the causes, signs and symptoms of and treatment of environmental emergencies (drowning, hypothermia, hyperthermia, seasickness, dehydration etc.)
* Discuss the causes, signs and symptoms of and treatment of Shock
* Describe the methods to control bleeding
* Describe the signs and symptoms and the treatment of fractures and dislocations
* Discuss trauma and trauma management in the marine/underwater environment
# Commercial diving/Diver assessment database

Assessment tools for the Commercial Diver course.
# Analysis of variance/General steps
## General steps for ANOVAs

* View the accompanying screencast:
* Establish the design and type of ANOVA. Clearly identify:
** IV(s) (categorical)
** DV(s) (at least interval), and
** CV(s) (dichotomous or at least interval) - for ANCOVA
* Develop a hypothesis and/or research question for each main and interaction effect
* Examine assumptions
* Examine descriptive statistics and histograms for each cell and marginal totals for the descriptive statistics
* Create bar, error-bar, or line graph
* Interpret significance test (F) results and direction of main and interaction effects
* Conduct follow-up tests if warranted
* Report and interpret effect sizes
** eta-square (omnibus) and partial eta-square
** standardised mean effect size (difference b/w two means, e.g., Cohen's d)
# Analysis of variance/Assumptions
## Assumptions

ANOVA models are parametric, relying on assumptions about the distribution of the dependent variables (DVs) for each level of the independent variable(s) (IVs).
Initially the array of assumptions for various types of ANOVA may seem bewildering. In practice, the first two assumptions here are the main ones to check. Note that the larger the sample size, the more robust ANOVA is to violation of the first two assumptions: normality and homoscedasticity (homogeneity of variance).
* Normality of the DV distribution: The data in each cell should be approximately normally distributed. Check via histograms, skewness and kurtosis overall and for each cell (i.e. for each group for each DV)
* Homogeneity of variance: The variance in each cell should be similar. Check via Levene's test or other homogeneity of variance tests which are generally produced as part of the ANOVA statistical output.
* Sample size: per cell > 20 is preferred; aids robustness to violation of the first two assumptions, and a larger sample size increases power
* Independent observations: scores on one variable or for one group should not be dependent on another variable or group (usually guaranteed by the design of the study)
These assumptions apply to independent sample t-tests (see also t-test assumptions), one-way ANOVAs and factorial ANOVAs.
For ANOVA models involving repeated measures, there is also the assumptions of:
* Sphericity: the difference scores between each within-subject variable have similar variances
* Homogeneity of covariance matrices of the depending variables: tests the null hypothesis that the observed covariance matrices of the dependent variables are equal across groups (see Box's M)
# Analysis of variance/Calculators

* Power.xls
* Cohensd.xls
* Z table / calculator
# Analysis of variance/Types

The main types of ANOVA are listed below. They are all part of the general linear model.
| ANOVA models | Definitions |
| t-tests | Comparison of means between two groups; if independent groups, then independent samples t-test. If not independent, then paired samples t-test. If comparing one group against a fixed value, then a one-sample t-test. |
| One-way ANOVA | Comparison of means of three or more independent groups. |
| One-way repeated measures ANOVA | Comparison of means of three or more within-subject variables. |
| Factorial ANOVA | Comparison of cell means for two or more between-subject IVs. |
| Mixed ANOVA (SPANOVA) | Comparison of cells means for one or more between-subjects IV and one or more within-subjects IV. |
| ANCOVA | Any ANOVA model with a covariate. |
| MANOVA | Any ANOVA model with multiple DVs. Provides omnibus F and separate Fs. |
# Colours
## Meaning of basic colours

The choice of palette determines the preliminary impression the painting has on its viewers. We tend to associate colours with certain emotions or states of mind, and apart from that, certain colours have symbolic meaning. And let us begin with that.
* White - traditionally stands for innocence,
* Black - death, evil, elegance, mystery
* Red - power, anger, passion. In Western world - warning, stop (traffic lights)
* Yellow - joy, happiness, optimism, but also betrayal, cowardice and jealousy
* Blue - peace, tranquility, sadness
* Green - nature, health, envy
* Orange - energy, balance
* Grey - intelligence, stability
* Pink - romance, love.

## Pigments versus time

While analyzing a work of art you should remember that depending on the times, the artist might have had a limited access to certain pigments. And much as some colours were used symbolically, sometimes the choice of palette was dictated by nothing more than the availability of paints. You can check the history of particular colours on | Webexhibits.

## Colours' role
### Building the structure

When you study a painting closely, you can see that colours build the entire structure. It may sound obvious, but just think about it! For instance, we tend to perceive shadows as grey, transparent shapes with more or less blurry outlines, whereas they are in fact made of darker tones. And it is not enough to add a hint of black paint to the colour one was already using. Incredible sensitivity to light and tones is required to find a hue that builds the shade. Had the painters presented shadows with grey or blackened hues only, the pictures would be flattened right away. To be frank, rarely is pure black used in paintings - this particular colour always stands out, spoiling the realistic effect. In real world all colours interact, reflecting the hues of the nearest objects, which means ideal black has no right of existence. Cezanne's still life illustrates the mutual impact of colours. While the apples are yellow and orange, at their sides you can see other colours: light blue and brown. You would not suspect such colours on fruit, would you? And yet that is exactly what happens and what a painter has to render if he wants to retain the realistic nature of what he paints. The plate is white, but there are hints of orange (influence of our apples) and of blue (the background). The plate's shadow is not a flat smudge: it is uneven and built of various colours.

### Building the mood

Apart from this brief technical analysis, it is worth noticing that colours are responsible for our reception of the atmosphere. Lively, energetic colours suggest dynamism and strong emotions while toned, colder hues - pondering, sometimes melancholy, tranquility.
Consider "Bajka zimowa (the Winter Tale) by the Polish artist Ferdynand Ruszczyc. Because it presents a winter scene, the dominance of white comes as no surprise. But the pale palette of light and delicate blue and lavender suggests a nostalgic, pensive mood, which is consistent with the image of a lone pond surrounded by dormant trees.
# Dominant group/Quiz

Dominant group is an extensive original research effort that contributes to the course on the elements of terminology and to its own.
This quiz covers many of the subpages as well as the project proposal.
You are free to take it at any time.
Once you’ve read and studied this project itself, the links contained within the {{dominant group}} template and listed under See also, External links, you should have adequate background to take the quiz.
Enjoy learning by doing!

## Hypotheses

* As dominant group has 22 hypotheses regarding what it is, questions can be composed to refine this number to a smaller number.