OpenLLM-France/wikimedia huggingface dataset:
# BCP/Spiraea japonica/Logs

This page contains recent bloom logs for Spiraea japonica (Japanese Spiraea). 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 09:37, 9 June 2007 (UTC)
* --SB_Johnny | 15:33, 9 June 2007 (UTC)
* SBJ 09:01, 14 July 2007 (UTC)
* SBJ 20:52, 17 October 2007 (UTC)

#### 2008 Logs

* --SB_Johnny | 12:36, 7 June 2008 (UTC)
* --Jomegat 00:19, 22 June 2008 (UTC)
* --Jomegat 17:19, 24 June 2008 (UTC)
* Ngravagna 19:34, 24 June 2008 (UTC)
* Ngravagna 18:24, 28 June 2008 (UTC)
* --Jomegat 22:43, 1 July 2008 (UTC)
* Jomegat 17:44, 19 July 2008 (UTC)
* --SB_Johnny | 10:07, 20 July 2008 (UTC)
* Jomegat 01:02, 31 August 2008 (UTC)

#### 2009 Logs

* (no archived logs yet)

##### Recent Logs

* Jomegat 03:59, 2 August 2009 (UTC)
# BCP/Spiraea thunbergii

Spiraea thunbergii
| Flowers and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Spiraea thunbergii (Spiraea) Identifying Characteristics Habit:Arching, multistemmed shrubFlowers:Small white flowers in axillary cluseters.Foliage:Narrow, threadlike Recent Logs SB Johnny-LM 11:32, 4 April 2008 (UTC) SB Johnny-LM 00:00, 9 April 2008 (UTC) SB Johnny-LM 00:23, 17 April 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Winter, Mid Winter, Early Spring, Mid Spring, Mid Fall, Late Fall
Regional data: Southeastern Pennsylvania: (cultivated) January, February, March, April, November, December
Additional images:
# BCP/Spiraea alba

Spiraea alba
| Spiraea alba, inflorescence & foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Spiraea alba (Meadowsweet) Identifying Characteristics Recent Logs Jomegat 27 July 2009 (from photos) Jomegat 03:58, 2 August 2009 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: August
Additional images:
# BCP/Spiraea japonica

Spiraea japonica
| Inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Spiraea japonica (Japanese Spiraea) Identifying Characteristics Habit:Dense shrubFoliage:simple, alternate, often yellow in cultivated varietiesLife Cycle: perennial shrub Recent Logs Jomegat 03:59, 2 August 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall
Regional data: Southeastern Pennsylvania: (cultivated) June, July, October New Hampshire: June, July, August
Additional images:
# BCP/Spilanthes oleracea

Spilanthes oleracea
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Spilanthes oleracea (Toothache plant) Identifying Characteristics Recent Logs --SB_Johnny 10:49, 23 August 2008 (UTC) --SB_Johnny 10:49, 1 September 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) August, September
Additional images:
# BCP/Spilanthes oleracea/Logs

This page contains recent bloom logs for Spilanthes oleracea (Toothache plant). 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 10:49, 23 August 2008 (UTC)
* --SB_Johnny 10:49, 1 September 2008 (UTC)
# BCP/Spiraea/Logs

This page contains recent bloom logs for Spiraea (Spiraea). 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

* SB Johnny-LM 16:15, 9 May 2008 (UTC) (a few unknown varieties)
* --SB_Johnny | 11:00, 27 May 2008 (UTC) (unknown sp.)
* --SB_Johnny | 11:26, 4 June 2008 (UTC)
* Jomegat 00:57, 16 July 2008 (UTC)

##### Recent Logs

* Jomegat 01:35, 1 June 2009 (UTC)
# BristleBot Model 4: Version 1
## Starting Point

* Get a feel for visual conception by looking at the Previously Improved BristleBot Model 4 Previously Improved BristleBot Model 4
* Derive its features but improve upon them Improved Model: Version 1

## Replication Goal

* Instead of copying the Previously Improved Model, improve its features for the New BristleBot Model 4
* Use household or cheap materials

## Previous Problems

* After a short duration of its activation, the Model moves in a off-course, diagonal direction
** Doesn't maintain its 'forward' motion the whole time
** Its Demonstration
* No creativity in the design still
** Although it wasn't the intention, Model still lacks its creativity in the design.

## Materials

* $1 material's base
* $1 material's motor
* Three brushes
* Double-sided foam tapes
* AA Battery
* Two sets of Velcro
* Two Sharpies (Any color)
* Athletic tape

## Procedure: Version 1 (Pics)

* 1. Gather the listed Materials (Collect the finished product of the previous BristleBot Model 4)
* 2. Ripped out the considerable length from the athletic tape
* 3. Wrap the tapes around the markers
* 4. Wrap the tapes around the base (the end of the markers should touch the ground)

## Procedure: Improved BristleBot Model 4 (Vids)

* Step 1: Rip out the tapes in a considerable length
* Step 2: Wrap the tapes with markers around the base

## New BristleBot Testing

* The demonstration of the Version 1

## Improvements

* There were no significant improvements under Version 1

## More Problems

* The model still doesn't go in a straight line
** It spins off into a circular pattern
* The model's speed degraded
** Due to the added weights from the markers, the Bristle speed dramatically decreased
* Doesn't look too creative
** No improvements on the Model's external features or creative outlook
# BristleBot Model 4: Version 2
## Starting Point

* Get a feel for visual conception by looking at the Previously Improved BristleBot Model 4 Previously Improved BristleBot Model 4
* Derive its features but improve upon them Improved Model: Version 2

## Replication Goal

* Instead of copying the Previously Improved Model, improve its features for the New BristleBot Model 4
* Use household or cheap materials

## Previous Problems

* After a short duration of its activation, the Model moves in a off-course, diagonal direction
** Doesn't maintain its 'forward' motion the whole time
** Its Demonstration
* No creativity in the design still
** Although it wasn't the intention, Model still lacks its creativity in the design.

## Materials

* $1 material's base
* $1 material's motor
* Three brushes
* Double-sided foam tapes
* AA Battery
* Two sets of Velcro

## Procedure: Version 1 (Pics)

* 1. Gather the listed materials
* 2. Rip out the tape in a considerable length
* 3. Wrap the tape around the pencils and along the base
* 4. Finish wrapping around the base

## Procedure: Improved BristleBot Model 4 (Vids)

* Step 1: Rip out the tapes in a considerable length
* Step 2: Wrap the base and pencils with the tape

## New BristleBot Testing

* The demonstration of the Version 2

## Improvements

* Compared to that of Version 1, there is a slight increase in its speed
** Not a huge increase in its speed
* No significant improvements still

## More Problems

* The model still doesn't go in a straight line
** It spins off into a circular pattern
* The model's speed degraded
** Although its speed is faster than that of Version 1, compared to the original model, its speed decreased
* Doesn't look too creative
** No improvements on the Model's external features or creative outlook
# British Empire/Consolidation at Home and Abroad/Timeline

se the links to explore the events on the timeline. Then try the quizzes
Tudor Origins of the British Empire Timeline Quizzes
Colonialism
· Culture
· Dynasty
· Governance
· Religion
· Science
· Trade
· War :

## Timeline

| Date | Event | Impact | Key individuals |
| 1603 | | | |
| 1603 | | | |
| 1603 | | | |
| 1603 | | | |
| 1603 | | | |
| 1660 | Foundation of the Royal Society | Major step forward in the organisation of science | Christopher Wren |
| 1603 | | | |
| 1603 | | | |
| 1685 | Monmouth Rebellion | Attempt protestant rebellion against perceived revival of Catholicism | James II, Duke of Monmouth |
# British Empire/Consolidation at Home and Abroad/metrics
### 2012-2013

| Metrics | Total | Daily Peak |
| April, 2012 | n/a | n/a |
| May, 2012 | n/a | n/a |
| June, 2012 | n/a | n/a |
| July, 2012 | n/a | n/a |
| August, 2012 | n/a | n/a |
| September, 2012 | n/a | n/a |
| October, 2012 | n/a | n/a |
| November, 2012 | n/a | n/a |
| December, 2012 | 89 | 33 |
| January, 2013 | | |
| February, 2013 | | |
| March, 2013 | | |
| Total | | 14 |
# British Empire/Age of Revolutions

British Empire
Course Overview
· Tudor Origins of the British Empire (1485-1603)
· Consolidation at Home and Abroad (1603 - 1707) :
# British Empire/Consolidation at Home and Abroad

British Empire
Back
Course Overview
· Tudor Origins of the British Empire (1485-1603)
· Consolidation at Home and Abroad (1603 - 1707)
Next :

## Introduction

This module covers the period 1603-1707. Student Feedback and discussion of content is encouraged on the discussion page accessed by the tab above.

### Resources

* Timeline

## The Union of the Crowns

With the death of Elizabeth I, James VI became the new Monarch of England, thereby uniting England and Scotland through the Union of the Crowns. James's accession to the throne was facilitated by the a series of secret correspondence conducted between James and courtiers in London. James' ambassadors, Earl of Mar and Edward Bruce, Commendator of Kinloss, first hoped to deal with Earl of Essex. However, as he was executed before their arrival, they were issued with new instructions They gained the confidence of Robert Cecil and an understanding on the succession was reached, but their success was kept secret. Following James' accession he became King James I of England. Never the less there were a number of plots which sought to overthrow him, the most notable being the Gunpowder Plot. James' attempts to have himself recognised as King of Great Britain were resisted both sides of the border.

## The Scientific Revolution

The Royal Society was founded in November 1660 following a lecture by Christopher Wren at Gresham College. There was a mixture of both Royalists and Parliamentarians present when it was set up.

## Key Individuals
### Isaac Newton

Isaac Newton (1642 – 1727)
Oliver Cromwell (1599-1658)
# Communication and Identities in Institutional Arenas - Part I/Thursday 14 April
### Week 15 Thursday 14 April Sal F 133 09.30-14.30
#### Theme - Theorizing communication, identities & learning

We will discuss the following:
KOIIA-I learning resource on wikiversity - individual & collaborative contributions
Theorizing learning of identities in & through communication
Literature for discussion:
* Background - literature from 25 January, 14 february & 28 february
* Wenger, Etienne (1998): Communities of Practice. Learning, Meaning and Identity. Learning in Doing Series – Social, cognitive and computational perspectives, Cambridge: Cambridge University Press (chapters 3, 10, 11 & 12)
* Linell, Per (2009): Rethinking Language, Mind and World Dialogically. Interactional and contextual theories of human sense-making, Charlotte, NC: IAP, INC (Series editors introduction, Preface, chapters1, 2, 5, 9, 16 & 20)
Participants are required to present their literature logs on the KOIIA-I learning resource page for each of the studied texts latest by Tuesday 12 April noon. Particpants are subsequently required to study the logs presented by their course colleagues before our final campus meeting on Thursday 14 April.
# Community

The term "community" is used extensively in the context of OER, free culture, libre knowledge, etc.. The need for this page arose while developing the Social Entrepreneurship curriculum in a section on Understanding Developing Communities.
The wikipedia entry is useful in that it shows the diversity of uses of this term. The approach taken in the Understanding Developing Communities section was to ask learners to consider their own community/communities before trying to understand others.
# Community Health/Sidney Myer Fund - Education Program

Application methods: Mail
Website: http://www.myerfoundation.org.au/programs/overview.cfm?loadref=19
Guidelines: http://www.myerfoundation.org.au/programs/content.cfm?loadref=37
FAQ: http://www.myerfoundation.org.au/faq/2col-layout.cfm?loadref=3

## Small Grants

Grants are capped at $10,000 and are generally made for a 12 month period only. The requested amount may be part of a budget of up to $50,000
The Education Small Grants Program aims to provide a quick response to community needs, and supports projects in educational settings that have educational goals and that address at least one of the following priority areas:
* Disadvantaged young people
* Culturally and linguistically diverse young people
* Young people in rural and regional communities
The Education Small Grants Program accepts applications on an ongoing basis.

## Other Priority areas

* Local community and school based projects that aim to achieve education outcomes for 0-25 year olds
* Small, discreet projects that meet the needs of a community rather than supplementary funding for large projects
* Projects that encourage integration and improve educational outcomes for Culturally and Linguistically
* Diverse Students
* Rural and regional communities
# Communication and Identities in Institutional Arenas - Part I/Tuesday 25 January
### Week 4 Tuesday 25 January Sal F133 09.30-14.30
#### Theme - Course introduction & intersectionality

We will discuss the following:
* Wikiversity as a learning resource
* KOIIA-I course and its different components
* Introduction to intersectionality
* Literature for discussion:
    De los Reyes, Paulina & Mulinari, Diana (2005): Intersektionalitet: kritiska reflektioner over (o)jämlikhetens landskap, 141 s. Malmö: Liber
    European Journal of Women’s Studies (2006) Volume 13 (3) s. 187-290, 103 s. Sage Journals, Online.
    McCall, Leslie (2005): The complexity of intersectionality. Signs: Journal of Women in Culture and Society. Volume 3 (3) s. 1771-1800, 29 s.
    Staunaes, Dorthe (2003): Where have all the subjects gone? Bringing the concepts of intersectionality and subjectification, s. 101-110, 9 s. NORA Volume 11 (2)
In preparation for our first campus meeting, participants are encouraged to write a literature log for each of the studied texts. The log can include a summary, central concepts and important points for discussion.
Links to participants' Wikiversity sites
Annaliina Gynne's Wiki site with reading logs.
Giulia Messina Dahlberg's wiki page with reading logs
Ingela Holmström´s Wikiversity page
Sören Högbergs position on Wikiversity
# Data Networking/Spring 2017

Spring 2017 NEU TELE 5330 Data Networking Projects Special:Prefixindex/Data Networking/Spring 2017/
Use the following to create a new project subpage:
# Data Structures and Algorithms

Welcome to this learning project about Data Structures and Algorithms!

## Learning Project Summary

* Project code:
* Suggested Prerequisites:
** Introduction to Programming
* Time investment:
* Assessment suggestions:
* Portal:
** Engineering and Technology
** Computer Science
* School: Computer Science
* Department: Computer Programming
* Stream
* Level: U1

## Content summary

This learning project introduces how to encapsulate and order data in a computer program along with efficient methods of accessing the data using appropriate algorithms. Examples and exercises are provided in Java, C and C++.

## Goals

This learning project aims to cover the basic data structures used in software development, along with algorithms for inserting, sorting and accessing data. At the end of the learning project the student will be familiar with how to create and use the data structures covered and will have learned which situations are best for each, depending on the type of data to be stored and the running time (computational complexity) of algorithms for insertion, sorting and retrieval.
A secondary aim is to improve programming skills in the student's primary language and to introduce the APIs for existing data structures available in the student's chosen computer language.

## Contents
### Learning materials

Add learning materials here - see also the box below

### Readings and other resources

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

### Lessons

* Lesson 1: Introduction
* Lesson 2: Arrays, Lists and Vectors
* Lesson 3: Stacks and Queues
* Lesson 4: Trees and Graphs
* Lesson 5: Hash Tables
* Lesson 6: Sorting Data
* Lesson 7: Practical Use

### Activities

* Caching data in arrays
* Creating linked lists
* Creating vectors

### Assignments

Data structures and algorithms are vital elements in many computing applications. When programmers design and build applications, they need to model the application data. What this data consists of depends on the purpose and context of the application. However, it is generally a requirement for any application to insert, edit and query a data store. Data structures offer different ways to store data items, while the algorithms provide techniques for managing this data.

### Tests and Quizzes

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

## See Also

* Topic: Data structures
# Developmental psychology/Chapter 12/Expert Status

All of these factors affect adult cognition:
* Aging neurons
* Cultural pressures
* Historical conditions
* Past education

## Selective Optimization with Compensation

* Developed by Paul and Margaret Bates in the 1900s, this concept explains people's desire to balance their lives by compensating physical/cognitive losses and to perfect their expertise in already successful activities. This explains that some people may be less motivated in certain fields (i.e. taking IQ tests), which may show a loss of an aspect of intelligence but is compensated by another aspect of intelligence. The brain's plasticity allows them to engage in whatever interests them throughout their lifespan (i.e. A historian may not be the best "math guy"). Multitasking isn't as effective as we perceive it to be.

## "Everyone's a Selective Expert"

* This is an example of "selective optimization". As people grow, they dwell more into whatever their field may be. An example is a psychologist would focus more on the topic of psychology vs. agriculture. They are focusing on one topic and ignoring the rest. An expert is someone who has specialized skills in a certain area. Experts are:
* Intuitive - Experts focus on past experiences/contexts vs. a novice, who focuses on formal rules.
* Automatic - Experts automatically attain information at a fast pace and commit actions almost fluidly (an example are football players or musicians in front of a street audience).
* Strategic - Experts strategize and are able to plan for if disaster comes about them (an expert pilot may learn how to do an emergency landing in a field if he must).
* Flexible - Experts are able to work a way around the standard textbook definition of solving problems (an example is a teacher, who may change their teaching strategy in order to appease a certain student).

## The Relation between Age and Experience

When it comes to experience, time is a necessity for this. This explains why the best employees may be older than the rest. An example is also seen with those who deal with perfumes. Although smell declines as one ages, the older ones were able to correctly identify perfumes due to their vast experience.
Recently, women have been entering the work force in massive numbers - and the inverse has been happening, many men are now taking care of their families. It is no longer a rare sight to see a man upholding the family while the mother works.
# Developmental psychology/Chapter 12/Habits

* Excersise - Reduces depression and cholesterol incidents/obvious health benefits (hearts and lungs promoted): "secret for youth"; strengthens the immune system. This is more important than just focusing on weight as it emphasizes healthy habits.
* Drugs - Many adults (25yrs-65yrs) take at least one prescription drug. Increased age comes with probable wisdom in regards to drug intake. Smoking was a glorified act, even being adopted by women at high rates for a certain period - but now we're able to see the negative effects of smoking, it has drastically reduced in comparison between the 1960s and 2010s.
* Alcohol - Excessive alcohol consumption is harmful and may lead to alcohol use disorder (causes liver damage, many cancers; destroys families). The risk of death is increased for young adults.
* Opioid Abuse - Although prescription drugs are beneficial, drug abuse decreases in adulthood, and alcohol abuse has decreased in educated adults, opioid abuse has been increasing over the years in 22-44yrs. This usually begins with prescribed medicine. Awareness of how to prevent opioid abuse rather than shame/blame on the abuser and other party members (doctors, pharmacies, community/culture) is a similar approach that has reduced smoking.
* Nutrition - Metabolism decreases, digestion is harder: nutrition is very important. Consequences of excess body fat are almost every chronic disease. Diabetes cause problems all over the body. Type 1 diabetes is genetic, while type 2 diabetes is partially genetic. Being obese has social effects (rejected as marital partners/friends), mental effects (depression), and obvious physical effects (increased risk of chronic diseases). People with higher SES tend to have better health, maybe because of more money --> more education --> improved health.