OpenLLM-France/wikimedia huggingface dataset:
# Doing science

Welcome to the Wikiversity resource on Doing Science.

## Objectives

This learning project is devoted to the idea that a good way to learn about science is to do science. The Doing Science project will provide learners with an environment full of activities and learning projects. By participating in these learning projects, you can learn what science is and how science is done, While doing science, you can learn what the past discoveries of science have been and what current scientific investigations are underway. The ultimate goal is to provide participants with science literacy and the ability to use science as a tool for exploring the world.

## How to start

* ask questions - Make use of talk pages.
* explore - look for activities and learning projects that are related to your interests; if you do not find what you are looking for, create a new wiki page for that topic.
* describe what you learn - this wiki learning environment is all about collaborative learning. Doing science is also a social process.
* critique, correct and be open to correction. We learn from our errors.

## Where to start

* Your interests. Start with what you find most interesting
* Historical perspective. Explore how science has changed and grown through time
* Cutting edge. Start with the exciting science projects that are going on in the world today.
* Perception and knowing. How is it possible to know anything?

## Major Wikiversity Science Areas

* Life Sciences
* Physical Sciences
* Social Sciences
* Portal:Practical Arts and Sciences
* The "Queen of the Sciences": Mathematics
# Helping Give Away Psychological Science/External Links

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
List of external links and annotation goes here
# Helping Give Away Psychological Science/HGAPS Conferences

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
This is the landing page for HGAPS Conferences. We are currently working on updating this page, so comeback soon for updates.
# Helping Give Away Psychological Science/Evidence Based Assessment/Portfolios edited

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
Obsessive-compulsive disorder
Traumatic Brain Injury (TBI)
Schizophrenia
Post-traumatic stress disorder
Bipolar disorder in youth
Bipolar disorder in adults
Anorexia nervosa
Substance use disorder
Depression in youth
Self harm (suicidal ideation, behavior, and nonsuicidal self-injury)
Oppositional defiant disorder
Conduct disorder
Generalized anxiety disorder
Social anxiety disorder
Simple phobia
Autism spectrum disorder
# Helping Give Away Psychological Science/HGAPS Categories

This page contains a list of all categories specific to HGAPS.
* Category:HGAPS Technical Infrastructure
* Category:HGAPS Templates
* Category:HGAPS Banner Indexes
* Category:Evidence-based assessment
* Category:HGAPS Project Pages
# Helping Give Away Psychological Science/HGAPS-User Boxes

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
landing page for a list of HGAPS user boxes. under construction
Userboxes :
This User has an @HGAPS account.
This User is a part of the 999 SCAARED HGAPS Numbered Project.
This User is a part of the HGAPS OSF project.
This HGAPS user has a zotero account
This HGAPS user is a researcher. :
# Helping Give Away Psychological Science/Evidence Based Assessment/Assessment pages on Wikiversity

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~

## New Project: wikiversity assessment pages by group
### Here is the template for assessment pages

Tips for finding meta-analyses, related articles, or anchor publication:
* Look on the preexisting Wikiversity or Wikipedia page
* Look in studies that use or reference the assessment
* Look at meta-analyses references for the anchor pub
# Federal Writers' Project – Life Histories/2023/Fall/Section20/This life history is forthcoming

This life history is forthcoming
# Federal Writers' Project – Life Histories/2023/Fall/Section33
## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2023/Fall/Section33/
Use the following to create a new life history subpage:
# Connecting internal hardware components

From the official document:
    "This unit defines the competency required to modify and connect system hardware components according to client and user requirements."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAI3021A.
This unit is part of the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Determine new components required | Identify and clarify user component requirements according to organisation guidelines Organise and record user component requirements, pass onto appropriate person for evaluation and vendor selection |
| 2. Obtain components | Contact vendors to obtain technical specifications for the proposed components Assess the options and provide recommendations to the appropriate person for final analysis Obtain components in preparation for installation |
| 3. Install components | Develop plans, with prioritised tasks and contingency arrangements, for the installation of selected components with minimum disruption to clients Liaise with appropriate person to obtain approval for the plans Install and configure components according to plan, in accordance with installation procedures and organisational requirements Test components for error-free performance, utilising available technology Identify and resolve identified problems Test and enhance system performance, using knowledge of the system, to meet organisational benchmarks Document the installation and configuration process according to organisation guidelines |
| 4. Provide instruction on use of modified system | Undertake one-to-one instruction on use of modified system with client or user in a manner that is appropriate to the audience |
| 5. Evaluate modified system | Collect client or user feedback and analyse against client requirements Correct identified shortcomings in the system and record actions |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for learning the required skills

... Putting all the required hardware together in the bus system. It'll all work out for good.

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# Connectivism and Connective Knowledge

* Connectivism and Connective Knowledge
| Key links Connectivism and Connective Knowledge (Official site) Connectivism and Connective Knowledge '09 (Moodle) - Participants Connectivism (Wiki) The Daily Elluminate live sessions Submit CCK09 feeds here Distributed aggregations Twitter search for CCK09 - twubs Delicious tag CCK09 Flickr tag CCK09 Google blog search for CCK09 Wordpress blogs tagged CCK09 Diigo CCK0809 group Groups Facebook CCK09 group Ning CCK09 group PLEs/Mashups Netvibes (Marta Estella) Pageflakes (Luz Pearson) WordPress (emapey) Shortcut: http://en.wikiversity.org/wiki/CCK09 | What is connectivism? What is Wikiversity? |
Description
Type classification: this is a notes resource.
This page offers editable wiki notes about the Connectivism and Connective Knowledge 2009 course.
You are welcome to contribute: Be bold!
Register by signing up to The Daily or to formally enrol for credit contact George Siemens. :
* Session 1: Introduction
* Official wiki description
* Week 1 official blog post
* Introduction to course structure and philosophy (elluminate recording)
* Introductory video
* Cover It Live
* What is connectivism?
* Discussion forum: The most notable thread was about "What is connectivism?"
* Notes
* Connect everything via CCK09 tag - many paths
* What is a lurker? (good or bad?)
* Discourse/participation/content is distributed - what draws it together are the interconnections (a design philosophy)
* No strict borders
* We'd like to see you "create something somewhere" e.g., blog, bookmarks, images, etc.
* Grasshopper will be used to collate/harvest ""CCK09" RSS feeds in the daily newsletter: Submit feeds here
* Aggregation key 'way-finder', 'sense-maker' in this process
* Some connections will get a life of their own
* Participate in whatever discussion space you like - just share it with others :)
Week 2: Networks and Network Structure
Session 2: What is Connectivism?
Thursday, September 17, 4:00 pm CST : Focus: What is Connectivism
What is connectivism? (Elluminate recording)
Session 3: Networks
Resources
Discussion forum
(Elluminate recording) :
* Week 3: Connectives and collectives
* Week 3: Connectives and Collectives
* Introductory video
* (Elluminate recording)
* Provided a recap of the course to date
* Discussed differences between between groups and networks, and the pedagogical implications
* Participants' CCK09 stuff
* Blog posts
* Spring is in the air
* Connectivism and Connected Learning Online Course
* Connectivism wiki and the creation of knowledge
* Aggregations
* http://www.netvibes.com/saandreoli#Connectivism_CCK09
* http://www.pageflakes.com/dfee/
* See also
* Connectivism
* Introduction to Emerging Technology (ITE09) - fr:Introduction aux technologies émergentes
* Connectivism and Connective Knowledge 2008
* External links
* CCK09 Recordings
# Connectedness of cities/Exercise

The cities $S_{1},\ldots ,S_{n}$ are connected by roads, and there is exactly one road between each couple of cities. Due to construction works, at the moment all roads are drivable only in one direction. Show that nevertheless, there exists one city from which you can reach all the others.
# Connectedness to nature

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
This is a stub-page for projects about connectedness to nature.
A starting activity is to complete the Connectedness to nature scale and then discuss.
# Educational Media Awareness Campaign/Geography: Atlases/POTD 2

Gallery of featured media for geography
Back
Home
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Educational Picture of the Day
Topography of Africa
This map of Africa shows the main topographic features in a vivid if not realistic fashion. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
From The Wikimedia Commons Atlas of Africa See also: More maps of Africa This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Educational Media Awareness Campaign/Geography: Climate/POTD 1

Gallery of featured media for geography
Back
Home
· Picture 1
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· Picture 5
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Educational Picture of the Day
The Carbon Cycle
The Carbon Cycle: the diagram shows the storage and annual exchange of carbon between the atmosphere, hydrosphere (oceans) and geosphere (land) in gigatons of carbon. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
Weather images - climate images This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Educational Media Awareness Campaign/Geography

* Welcome
* Welcome to the Geography section of the Educational Media Awareness Campaign. From this page you can use the gallery box to access all the featured media for this subject. The gallery will guide you through the collection - just keep clicking "next" or "back". This page also shows the today's current feature from this section. A particular media item is dynamically selected each day to feature on pages related to this subject. At the side of this page there is also an administrative panel which helps maintain and extend this collection.
Geography Picture of the Day
Internal Structure of the Earth
A diagram showing the internal structure of the Earth. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
Earth images - Earth sciences images - Geography images This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
* Administration
* Page that controls the rotation.
* Geography Picture of the Day
* Template that controls the navigation.
* Navigation for geography pictures of the day
* Meta-templates for the picture of the day.
* Overall meta-template
* Box title
* Usage text
* "About" text
* Templates for this page.
* Welcome text
* Administration box
* To edit individual media pages within this section of the project, use the gallery to access the original page.
Explore this project by subject
Back
Project home
· Mathematics
· English
· Biology
· Chemistry
· Game design
· Physics
· Geography
· History
· Languages
· Information technology
· Art
· Sports
· Music
Next :
# Educational Media Awareness Campaign/Geography/POTD

Gallery of featured media for geography
Home
· Picture 1
· Picture 2
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· Picture 17 :
Geography Picture of the Day
Glaciated landscape features
This diagram shows and names typical features of a landscape left in the wake of a receding glacier. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
Earth sciences images - Images of landforms - Glaciology images - Geography images This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Educational Media Awareness Campaign/Geography: Atlases/POTD 4

Gallery of featured media for geography
Back
Home
· Picture 1
· Picture 2
· Picture 3
· Picture 4
· Picture 5
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· Picture 8
· Picture 9
· Picture 10
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Next :
Educational Picture of the Day
Biogeography of Europe
This map of Europe superimposes a colour-coded map of the biogeographical regions over a line map of political borders. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
From The Wikimedia Commons Atlas of Europe See also: Biogeographical maps This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Educational Media Awareness Campaign/Geography: Atlases/POTD 1

Gallery of featured media for geography
Back
Home
· Picture 1
· Picture 2
· Picture 3
· Picture 4
· Picture 5
· Picture 6
· Picture 7
· Picture 8
· Picture 9
· Picture 10
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· Picture 12
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Next :
Educational Picture of the Day
Atlantic Bathymetry
This map shows a relief of the bottom of the Atlantic Ocean, together with the surrounding continents. A prominent feature is the Mid-Atlantic Ridge. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
From The Wikimedia Commons Atlas of the Oceans This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Educational Media Awareness Campaign/Geography: Atlases/POTD 3

Gallery of featured media for geography
Back
Home
· Picture 1
· Picture 2
· Picture 3
· Picture 4
· Picture 5
· Picture 6
· Picture 7
· Picture 8
· Picture 9
· Picture 10
· Picture 11
· Picture 12
· Picture 13
· Picture 14
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Next :
Educational Picture of the Day
Languages of North America
This is a historical map of North America showing the original distribution of Native American language families, so far as can be reconstructed. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
From The Wikimedia Commons Atlas of North America See also: Native American languages This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Elasticity/Sample midterm3
## Sample Homework Problem 3

For an isotropic material with $E=100$ GPa and $\nu =0.25$, find the stress tensor and strain energy density at a point in a body if the components of the strain tensor are given by
    $\varepsilon _{ij}={\begin{bmatrix}200&100&0\\100&200&100\\0&100&0\end{bmatrix}}\times 10^{-6}~~.$

## Solution

The shear modulus ($\mu$) is given by
    $\mu ={\frac {E}{2(1+\nu )}}={\frac {100}{2.5}}=40~{\text{GPa}}=40\times 10^{6}~{\text{KPa}}$
The Lamé modulus ($\lambda$) is given by
    $\lambda ={\frac {E\nu }{(1+\nu )(1-2\nu )}}={\frac {25}{(1.25)(0.5)}}=40~{\text{GPa}}=40\times 10^{6}~{\text{KPa}}$
The stress-strain relation for isotropic materials is
    ${\begin{aligned}\sigma _{ij}&=2\mu \varepsilon _{ij}+\lambda \varepsilon _{kk}\delta _{ij}\\&=40(2\varepsilon _{ij}+\varepsilon _{kk}\delta _{ij})\end{aligned}}$
Therefore, (after converting $\mu$ and $\lambda$ into KPa so that the $10^{-6}$ term in the strain cancels out),
    ${\begin{aligned}\sigma _{11}&=40(2\varepsilon _{11}+\varepsilon _{11}+\varepsilon _{22}+\varepsilon _{33})\\&=40\left[(3)(200)+200+0\right]=(40)(800)=32000\\\sigma _{22}&=40(2\varepsilon _{22}+\varepsilon _{11}+\varepsilon _{22}+\varepsilon _{33})\\&=40\left[(3)(200)+200+0\right]=(40)(800)=32000\\\sigma _{33}&=40(2\varepsilon _{33}+\varepsilon _{11}+\varepsilon _{22}+\varepsilon _{33})\\&=40\left[(3)(0)+200+200\right]=(40)(400)=16000\\\sigma _{23}&=40(2\varepsilon _{23})=(40)(200)=8000\\\sigma _{31}&=40(2\varepsilon _{31})=(40)(0)=0\\\sigma _{12}&=40(2\varepsilon _{12})=(40)(200)=8000\end{aligned}}$
In 3$\times$3 matrix form (after converting into MPa from KPa)
    ${\sigma _{ij}={\begin{bmatrix}32&8&0\\8&32&8\\0&8&16\end{bmatrix}}~{\text{MPa}}}$
The strain energy density is given by
    $U({\boldsymbol {\varepsilon }})={\frac {1}{2}}\sigma _{ij}\varepsilon _{ij}$
Therefore,
    ${\begin{aligned}U({\boldsymbol {\varepsilon }})&={\frac {1}{2}}\left[\sigma _{11}\varepsilon _{11}+\sigma _{22}\varepsilon _{22}+\sigma _{33}\varepsilon _{33}+2\sigma _{23}\varepsilon _{23}+2\sigma _{31}\varepsilon _{31}+2\sigma _{12}\varepsilon _{12}\right]\\&={\frac {1}{2}}\left[(32)(200)+(32)(200)+(16)(0)+(2)(8)(100)+(2)(0)(0)+(2)(8)(100)\right]~{\text{Pa}}\\&={\frac {1}{2}}\left[6400+6400+1600+1600\right]~{\text{Pa}}\\&=8000~{\text{Pa}}=8~{\text{KPa}}\end{aligned}}$
The strain energy density is
    ${U=8~{\text{KPa}}}$
# Elasticity/Sample quiz1

* Show the directions of normal and shear stresses on a cube of material. Also label the arrows using the standard symbols and subscripts.
* Since you are using arrows, you are suggesting that the stresses you have shown are vectors. Are they ?
* Write down the strain-displacement relations.
* Write down the stress-strain relations for an isotropic, linear elastic material in matrix form.
# Elasticity/Sample quiz5

    $\sigma _{rr}=-p\left(1-{\frac {a^{3}}{r^{3}}}\right)~;~~\sigma _{\theta \theta }=\sigma _{\phi \phi }=-p\left(1+{\frac {a^{3}}{r^{3}}}\right)$
    What do you expect the values of $\sigma _{r\theta }\,$, $\sigma _{\theta \phi }\,$, and $\sigma _{\phi r}\,$ to be? What is the stress concentration factor at the void?
    $2\mu u_{1}=-\varphi _{,1}+\alpha \psi _{,2}~;~~2\mu u_{2}=-\varphi _{,2}+\alpha \psi _{,1}$
    What is $\psi \,$ and what are the restrictions on it?
# Elasticity/Sample quiz4

* What is the number of governing equations in the linear theory of elasticity ? What is the number of unknowns ?
* The Lame-Navier equations represent the equilibrium equations in terms of displacements. Why are these equations rarely used ?
* What are Michell's equations (use words) ? How are they different from Beltrami's equations?
* Why do we need boundary conditions ? Can I apply full traction and displacement boundary conditions at the same point ? Do boundary conditions have to be applied at all points on the surface of a body ?
* What is St. Venant's principle ?
* What is the superposition principle ?
* I have done a lot of algebra and come up with two different solutions for the same linear elasticity problem. How do I know which solution is correct ?
* Give an example of a problem where the Betti-Rayleigh reciprocity relations can be used.