OpenLLM-France/wikimedia huggingface dataset:
# Seeking True Beliefs/Reasons to seek true beliefs

Several factors can motivate someone to seek true beliefs:
* Desire for Knowledge: An innate curiosity and thirst for knowledge can drive individuals to seek true beliefs. They may be motivated by a genuine interest in understanding the world around them and uncovering the truth about various phenomena.
* Intellectual Integrity: Some people are motivated by a commitment to intellectual honesty and integrity. They prioritize accuracy and truthfulness in their beliefs and are willing to revise their views in light of new evidence or reasoning.
* Practical Benefits: Seeking true beliefs can have practical benefits in various aspects of life. Individuals may recognize that accurate information and beliefs can lead to better decision-making, problem-solving, and overall well-being.
* Personal Growth: Pursuing true beliefs can be a path to personal growth and self-improvement. It can challenge individuals to expand their perspectives, confront biases and misconceptions, and develop critical thinking skills.
* Ethical Considerations: Some people are motivated by ethical considerations to seek true beliefs. They may believe that honesty and truthfulness are moral virtues and strive to align their beliefs with objective reality out of a sense of ethical responsibility.
* Social Influence: Social factors, such as peer pressure or cultural norms, can also motivate individuals to seek true beliefs. They may be influenced by the values of their social groups or aspire to meet certain standards of intellectual rigor and credibility within their communities.
* Existential Quest: For some individuals, seeking true beliefs is part of a broader existential quest for meaning and understanding. They may grapple with profound questions about the nature of reality, existence, and the human condition, seeking deeper insights and truths.
* Cognitive Dissonance: Cognitive dissonance, the discomfort that arises from holding conflicting beliefs or attitudes, can motivate individuals to seek resolution by striving for true beliefs that reconcile inconsistencies and reduce psychological tension.
Overall, the motivation to seek true beliefs is multifaceted and can stem from a combination of intellectual curiosity, ethical considerations, practical benefits, and personal growth aspirations. It reflects a fundamental human desire to understand the world and align one's beliefs with reality.
# Seeking True Beliefs/Quick Reference

This quick reference lists intellectual virtues.
The intellectual virtues are various motivations toward true beliefs.
* Love of Knowledge — is the motivation to gain important knowledge.
* Firmness — is the motivation to understand evidence and base beliefs on evidence. Galileo was firm but the Pope was Rigid. Firmness is based on a deep understanding of the evidence supporting your beliefs. Rigidity results from a motivation to preserve some dogma.
* Courage and Caution — are the resolve to overcome difficulties and avoid mistakes. It can take courage to ask difficult questions.
* Humility — is the motivation to learn.
* Autonomy — is the motivation to take personal responsibility for choosing what you believe.
* Perseverance — is the motivation to keep going, dig deeper, continue investigating and researching until the evidence is clear, anomalies are resolved, understanding continues to deepen and a belief can be formed with confidence.
* Generosity — is the motivation to share results and credit with others. Lives were saved because Jonas Salk shared the polio vaccine without patenting it.
* Insightfulness — is the motivation to imagine, discover, and understand new cause and effect relationships. Darwin gained insight when he visited the Galapagos Islands.
* Practical Wisdom — is the motivation to balance, integrate, and resolve conflicting goals as you pursue true beliefs.
# Seeking True Beliefs/Science is like a living tree

When Prof. Dr. Sylvia Wenmackers communicates what science is, she uses the following metaphor.
Science is like a living tree. In the trunk we find theories that have survived all previous seasons and each pruning: they have been corroborated by lots of evidence and independent tests; they receive a probability extremely close to 100%. The branches are younger, less well confirmed, but highly probable still. The twigs are relatively young and many of them will have to be pruned during the following seasons: they will be falsified by further evidence, or simply rendered much less probable than a competing branch. Most twigs will never turn into the wood that textbooks are made of. But it's impossible to predict which are the ones that will make it: we can only observe how the tree develops and prune redundancies when time comes. The multitudes of individual articles that appear, day in day out, form the leaves: all of them will fall off, fertilizing the soil and feeding the roots of the tree of science. Though short-lived and less probable than other structures, they are vital to provide energy for the rest of the tree.
The tree flourishes best when other organisms live among its roots: curiosity and a thirst for cures and practical solutions. But most of all, the tree needs water: money for science comes from the environment. There are many external influences on the tree. Society is like the weather: when it's sunny with soft rains of Spring, the tree will prosper, but when it becomes stormy, entire branches may break off and when there is no rain, the tree withers.
Never mistake the rustling of the leaves for science: it's ephemeral. Nor mistake the trunk for science: without roots and leaves, the wood is dead. More than anything else, science is an ongoing process, deeply entwined with its surroundings. Science is the living of the tree.
# Segment display

A segment display is an electronic display that uses some specific number of LEDs to display different characters. Its study helps understanding its advanced uses like LED TVs, etc. Following is a list of some of the segment displays categorised on the basis of the number of LEDs used:
* Three-segment display (3)
* Seven-segment display (7)
* Eight-segment display (8)
* Nine-segment display (9)
* Ten-segment display (10)
* Eleven-segment display (11)
* Twelve-segment display (12)
* Fourteen-segment display (14)
* Sixteen-segment display (16)
The most popular in them is a seven-segment display, which uses seven LEDs to display characters.

## Uses

Segment displays are used in various appliances, like in digital clocks, etc.
# Student Projects/Kinetic Energy and Potential Energy
## KINETIC ENERGY
### Definition

The energy of a moving object is called kinetic energy. The word kinetic means motion.

### Formula
## POTENTIAL ENERGY
### Definition

The energy stored is called potential energy. it depends upon height or position of the object .

### Formula
## MISCELLANEOUS

kinetic energy can be converted to potential energy and vice versa. Most of the systems possess both kinetic and potential energy , it depends on the situation or instance when we are looking at the system .
# Student Projects/Importance of water

We all need water to live.Plants need water.Animals need water.water is one of the basic needs.Water is an important our basic needs water is an important part of our food we also need water to keep us clean.
We need drinking water we need water for washing our vehicles .We need water for washing fruits and vegetables before cooking and eating them. We need water for washing our clothes and washing animals.We need water for planting and trees.we need water for shaving and bathing.We need water to wash our hands and feet before entering our house.
We need water for irrigation,we need water for travel-for example:streamer ships and coats sail in our industries and factories need water for various industrial process water.Water is needed to produce electricity,water plays a very important part in our religious ceremonies,such as weddings and ‘Havanas’.Several rivers are worshiped on religious such as the river Ganges,which is worshiped by Hindus.
# Student Projects/Indian Culture
### INDIAN CULTURE

Culture is a way of life .it includes our values ,beliefs ,customs , languages and traditions .over centuries in India there has been a significant fusion of cultures of Buddhists ,Hindus ,Muslims ,Jains , Sikhs and various tribal population in India .

#### Cultural heritage

India is the birthplace and the cradle of some of the world’s major cultures and religions. Numerous places in India speak lot about it .
# Votian/Indefinite Imperative
## Indefinite voice

The indefinite voice describes an action without giving any information about it's agent. Hence an indefinite imperative like jute̮лtagō could be translated approximately as: "Somebody should say!". The person or persons, whom we want to say something, is indefinite. We don't care too much, who exactly would do it. It is important for us, that it would be said and no more.
| Mood | Negation verb | Main verb ending |
| Imperative | elko'on | -ttako'on |
The -ttako'on suffix is composed of an indefinite voice marker -tta and a third person's singular imperative ending -ko'on.
* Dialectal alternatives of the morpheme -ko'on were described in the lesson of Votian imperative.
* Dialectal alternatives of the negation verb elko'on were described in the lesson about negative imperative e.g. elkō e̮лtagō vs. älkō e̮лtagō ('Let (anyone) be (like that)!').

### Morphophonology

The first t is geminated after a short vowel only, elsewhere the suffix is degeminated e.g. ve̮te̮ttagō ('Let (it) be taken!') vs. jute̮лtagō ('Let (it) be said!').
The vowel a alternates with ä according to vowel harmony rules e.g. levvettägō ('Let (it) be found!').
In front of any indefinite voice marker (except present tense indefinite voice) the stem-vowel
* a alternates with e̮
* and ä alternates with e
** E.g. levvettägō ( vs. levvä - the 2. person's singular imperative), ve̮te̮ttagō ( vs. ve̮ta - the 2. person's singular imperative).
Indefinite voice suffixes take a consonant stem if available.
* Therefore verbal stem is always in the weak grade in front of any indefinite voice marker (except present tense indefinite voice) e.g. ve̮te̮ttagō ('Let (it) be taken!') vs. ve̮ttagō ('Let him take!').

### Other Finnic dialects

* Standard Finnish : lue-ttakoon ('Let (it) be read!') / älköön lue-ttakoon ('Let (it) be not read!')
* Standard Estonian : loe-ttagu ('Let (it) be read!') / ärgu loe-ttagu ('Let (it) be not read!')
* Räpina South Estonian dialects : loe-ttaGo ('Let (it) be read!') / ärkko loe-ttaGo ('Let (it) be not read!')
# Votian/Lative
## Lative

| | Singular |
| Lative marker | -k |
| Lative marker | -n |
| Lative marker | -s |

### Pronunciation

* The final -k is pronounced as -G in Eastern Votic dialect. All the other dialects both in Ingria and Estonia have lost the phoneme *k in the end of words e.g. tšīniG ~ tšīni (" fixed "): ve̮tti tšīni ("He catched it"), pani tšīni ("He fixed it") .
* The final -n was pronounced as a prolongation of the preceding vowel e.g. tagā (" back(wards) ").
* The final -s may be pronounced -Z or -z caused by sandhi
** in the absolute end - aлaZ ("down(wards)")
** in front of a voiceless consonant - tšäütteleb ̮ etēZ ̮ tagāZ ("(Se) walks back and forth.")
** in front of a voiced consonant or a vowel - tāz ̮ isuB (" She sits again.")

### Usage

Lative has been preserved only in adverbs .
It may express
* moving towards something - e.g. aлaz ~ aлā ("down(wards)"), ülez ('up'), tagaz ('back'), tšäütteleb ̮ etēZ ̮ tagāZ ("(Se) walks back and forth.")
* time - e.g. tāz ("again"), sīz ("then")

### Dialectal alternatives

* Votic of Ingria
** Eastern Votic dialect
*** The illative suffix has an additional lative k.
**** -sēG, -sē̮G etc. e.g. mettsǟsēG ('into a forest'), pīmǟsēG (' into milk ')

### Other Finnic dialects

* Finnish dialects : ala-s (" down(wards)")
* Estonian dialects : üle-s (" upwards ")
* Finnish dialects : luo- ( < * luo-k " near ")
* Ingrian dialects : ala-G (" down(wards)")
* South Estonian dialects : ala-ʔ ((" down(wards)")
# World War I -- Life Histories

This project is associated with English 105 at the University of North Carolina.

## Project

Using the archives at the University of North Carolina's Wilson Library, students examined the life of one individual connected to World War I. These individuals ranged from soldiers to activists to medical personnel and well beyond. Using primary documents such as diaries, letters, and memorabilia, students not only documented the life of these individuals, but also examined the social, political, and cultural contexts surrounding each individual's life during the war. Below are the links to the student projects.

## Sections

* Section 001
* Section 018
* Section 019
# World War I -- Life Histories/Section 001

New Title: 100 Years: Perspectives from the Great War

## Overview

In honor of the centenary of World War I, the University of North Carolina at Chapel Hill is hosting a yearlong discussion, from 2014-2015, on the legacy of the War both in the U.S. and across the world. This venture, aptly called the World War I Centenary Project, aims to encourage an ongoing dialogue about the War between the UNC faculty and students, as well as the wider community.
English 105i classes for the humanities have geared their curriculum towards understanding the war's profound impact, particularly on North Carolinians. Partnering with the Documenting the American South Project, students have published individuals' life histories during wartime. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

As part of the World War I Centenary Project, students in English 105i classes documented the lives of North Carolinians during the Great War. These personal histories were built upon archival research at Wilson Library— which offered letters, newspaper clippings, official documents, journals, and other media. Students also referenced scholarly and popular sources to strengthen to their research.
Subjects include doctors, soldiers, journalists, teachers, and playwrights— among others. Students focused on the lives of their individuals but also sought to provide a broader social, political, and cultural context of their time. The below links are dedicated to each individual.

## Life Histories

Special:Prefixindex/World War I -- Life Histories/Section 001/
# Social psychology (psychology)/Assessment/Essay

| About As part of the assessment for this social psychology (psychology) unit, each student is to write an APA style essay on a unique, designated topic. See also FAQ Topics (and authors) The goal is to develop student-written "essay"-type material as: (a) learning exercises and (b) for contribution to the Social psychology wiki-book. | Guidelines Marking criteria Three key criteria will be weighted equally in the essay marking: Theory Research Written expression Submission Essays are to be submitted electronically by emailing the convener as follows: Subject: Social psychology essay submission If you use this subject line, you will get an automatic email as a receipt of confirmation; otherwise, you will get a manual email receipt within 24 hours. Keep a copy of this email and your original email. If you do not get an email receipt within 24 hours, you should contact the convener. Message: Your name and student ID and/or Wikiversity user name. Attachment: Provide a single file (.rtf, .doc, .docx format), or .odt) which consists of: An electronic cover sheet and Your essay File name: Use this structure: Surname Firstname Social Psychology Essay e.g., Smith John Social Psychology Essay.doc Late submissions will incur a penalty of 5% per day. Do not submit a hard copy. Your marks and feedback will be emailed back approximately three weeks later. Word count There is no minimum length; maximum is 3000 words. Essays above the word count limit (3000 words) will incur a penalty (5% per 100 words). There is no 10% over allowance - if you need this, aim for 2,700 words! Word count = body text (i.e., all essay body text and in-text citations, but not title, abstract, tables, figures, references (i.e., the reference list), or appendices). Marking disputes For anyone dissatisfied with the marking/grading and/or feedback received, please see these suggested steps: marking dispute process |
* One way to think about an essay is as a house, built upon a solid (theoretical) foundation, with arguments and evidence (pillars) supporting your answer (the roof) to a question.
# Social psychology (psychology)/Assessment/Essay/About

As part of the assessment for this social psychology (psychology) unit, each student is to write an APA style essay on a unique, designated topic.
# Social psychology (psychology)/Assessment/Essay/Guidelines
### Marking criteria

Three key criteria will be weighted equally in the essay marking:
* Theory
* Research
* Written expression

### Submission

* Essays are to be submitted electronically by emailing the convener as follows:
** Subject: Social psychology essay submission
    If you use this subject line, you will get an automatic email as a receipt of confirmation; otherwise, you will get a manual email receipt within 24 hours. Keep a copy of this email and your original email. If you do not get an email receipt within 24 hours, you should contact the convener.
** Message: Your name and student ID and/or Wikiversity user name.
** Attachment: Provide a single file (.rtf, .doc, .docx format), or .odt) which consists of:
*** An electronic cover sheet and
*** Your essay
*** File name: Use this structure:
**** Surname Firstname Social Psychology Essay
**** e.g., Smith John Social Psychology Essay.doc
* Late submissions will incur a penalty of 5% per day.
* Do not submit a hard copy.
* Your marks and feedback will be emailed back approximately three weeks later.

### Word count

* There is no minimum length; maximum is 3000 words.
* Essays above the word count limit (3000 words) will incur a penalty (5% per 100 words).
* There is no 10% over allowance - if you need this, aim for 2,700 words!
* Word count = body text (i.e., all essay body text and in-text citations, but not title, abstract, tables, figures, references (i.e., the reference list), or appendices).

### Marking disputes

For anyone dissatisfied with the marking/grading and/or feedback received, please see these suggested steps: marking dispute process
# Social psychology (psychology)/Assessment/Essay/Cover page

Download, insert, and complete this electronic cover sheet.
# Social psychology (psychology)/Assessment/Essay/Instructor notes

* Involved unique topic per person in order to reduce redundancy and to encourage individual, unique effort
* This required some instructor expertise and experience to "pull-off"
* Students had the option of putting the essay into the public domain, generating content which could be used to help build a social psychology wiki-book (b:Social psychology)
* To do
** Reduce penalty for over word count to 2.5% per 100 words
** Clarify how words are counted e.g., one student noted that the website said that “references were not counted. I thought that this included in-text references.”
# Social psychology (psychology)/Assessment/Essay/FAQ

* When is it due?
* Mon 27/10/08 09:00
* What sections should my essay have?
* Cover page - insert and complete
* Title page - include title, author, and question
* Abstract page
* Essay body - use of headings within the essay is optional
* References
* Do we need an abstract?
* Yes. This will be marked as part of "Written expression". It is important, at third-year level, to be able to write a clearly written abstract for your academic writing. An abstract should clearly summarise the essay. Essay abstracts generally should be no longer than 120 words. See APA style for further information.
* Can we use section headings?
* Yes; they are optional. For essays of this length, try to avoid more than about six top-level headings because this risks breaking the flow up into disjointed pieces. In general, headings can be useful for structuring and presenting your writing. However, the risk is that they can interfere with flow. Using intro and summary paragraphs to each section can help to link them together, as well providing a general introduction (no heading) and a final summary. Also note that sections with less than two paragraphs are not recommended - they are too short. It is possible to have lower-level headings (e.g., two major headings, each each with two sections), but there is no point in having a section with one sub-section.
* Single or double-spacing
* Single-spacing is best for electronic; double-spacing is best for hard-copy (to allow hand-written comments).
* Electronic references
* Use APA style for electronic referencing. This means no hyperlinks in the body text. Cite as per other articles, but the URL is included in the reference list. Usually this wouldn't be hyperlinked (APA style), but if its done consistently, hyperlinking would be fine and user-friendly.
* How do I reference Wikipedia?
* For Wikipedia or any other electronic references, follow APA style for electronic references. The author would be Wikipedia.
* Capitalisation
* When referring to a theory, how do you know whether to capitalise it or not? It's just that i have noticed that in some journal articles the name of a theory of model has been capitalized whereas in others they are in lower-case, so i was just wondering what the convention was?
* Basically, if you are talking a specific theory, then you can treat it as a proper name and capitalise it, e.g., Realistic Conflict Theory. When referring a broad theory it isn't a "name", so don't use capitals, e.g., psychoanalytic theory. If in doubt, don't use capitals.
# Social psychology (psychology)/Assessment/Essay/Submission

* Submission
* Essays are to be submitted electronically by emailing the convener as follows:
* Subject: Social psychology essay submission
* If you use this subject line, you will get an automatic email as a receipt of confirmation; otherwise, you will get a manual email receipt within 24 hours. Keep a copy of this email and your original email. If you do not get an email receipt within 24 hours, you should contact the convener.
* Message: Your name and student ID and/or Wikiversity user name.
* Attachment: Provide a single file (.rtf, .doc, .docx format), or .odt) which consists of:
* An electronic cover sheet and
* Your essay
* File name: Use this structure:
* Surname Firstname Social Psychology Essay
* e.g., Smith John Social Psychology Essay.doc
* Late submissions will incur a penalty of 5% per day.
* Do not submit a hard copy.
* Your marks and feedback will be emailed back approximately three weeks later.
# Number of words needed to understand most of Wikipedia
## Learning goals

* Understand what a log-log plot is
* Improve your skills in reading and interpreting diagrams
* Know about the word rank / frequency plot
* Should be able to transfer a histogram or curve into a cumulative distribution function

## Script

Find the slide deck at File:Number_of_words_needed_to_understand_most_of_Wikipedia.pdf
# Linguists way of checking simplicity of text
## Learning goals

* Get a feeling for interdisciplinary research
* Know the Automated Readability Index
* Have a strong sense of support for our research hypothesis
* Be able to critically discuss the limits of our models

## Script

Find the slide deck at File:Linguists_way_of_checking_simplicity_of_text.pdf
# How to formulate a research hypothesis
## Learning goals

* Understand the ongoing, cyclic process of research
* Know what falsifiable means and why every research hypothesis needs to be falsifiable
* Be able to formulate your own research hypothesis

## Script

Find the slide deck at File:How_to_formulate_a_research_hypothesis.pdf