OpenLLM-France/wikimedia huggingface dataset:
# Bloom Clock/Keys/Global/Temperate/Early Fall/Pink Flowers/DPL

This page is used to help create a key.
* BCP/Angelonia angustifolia
* BCP/Oenothera speciosa
* BCP/Hibiscus moscheutos
* BCP/Hibiscus trionum
* BCP/Geranium sanguineum
* BCP/Rosa 'Pink Knockout'
* BCP/Salvia vanhouttei
* BCP/Clematis
* BCP/Cleome hassleriana
* BCP/Torenia fournieri
* BCP/Impatiens walleriana
* BCP/Zinnia violacea
* BCP/Hibiscus syriacus
* BCP/Rosa 'Knockout'
* BCP/Sedum spurium
* BCP/Salvia nemorosa
* BCP/Anagallis arvensis
* BCP/Echinacea purpurea
* BCP/Lathyrus odoratus
* BCP/Lonicera sempervirens
* BCP/Petunia x hybrida
* BCP/Salvia involucrata
* BCP/Polygonum sagittatum
* BCP/Lythrum salicaria
* BCP/Sedum spectabile
* BCP/Albizia julibrissin
* BCP/Phlox paniculata
* BCP/Anemone x hybrida
* BCP/Platycodon grandiflorus
* BCP/Clethra alnifolia
* BCP/Lonicera x heckrottii
* BCP/Buddleja davidii
* BCP/Persicaria maculosa
* BCP/Vinca minor
* BCP/Saponaria officinalis
* BCP/Hesperis matronalis
* BCP/Aster novae-angliae
* BCP/Trifolium pratense
* BCP/Trifolium repens
* BCP/Viola tricolor
* BCP/Viola x wittrockiana
* BCP/Securigera varia
* BCP/Lagerstroemia indica
* BCP/Achillea sibirica
* BCP/Hemerocallis
* BCP/Dianthus armeria
* BCP/Gaultheria procumbens
* BCP/Begonia grandis
* BCP/Dahlia
* BCP/Polygonum pensylvanicum
* BCP/Prunus
* BCP/Viola
* BCP/Dianthus
* BCP/Malva neglecta
# Bloom Clock/Keys/Global/Temperate/Early Fall/Brown Flowers/DPL

This page is used to help create a key.
* BCP/Helianthus annuus
* BCP/Viola tricolor
* BCP/Viola x wittrockiana
* BCP/Hemerocallis
* BCP/Viola
# Early Literacy and the Manscript Age
## Introduction

* Brief overview of the day's focus: Cognitive shifts, uses, and gratifications in the early literacy and manuscript age.
** Why It Matters Today: Understanding cognitive and technological shifts informs how designers create and innovate.
** Relevant Wikipedia Articles: Information Age, Cognitive revolution

## Transition from Orality to Literacy

* Recap of oral traditions.
* Introduction of alphabetic literacy as a disruptive technology.
** Why It Matters Today:
*** Narrative Structures: Insights into game narrative design. (Story structure)
*** Information Processing: Understanding different modes of information delivery. (Information processing)
** Relevant Wikipedia Articles: Orality, Literacy

## Birth of the Alphabet and Cognitive Shifts

* The move from pictographic to alphabetic systems.
* Cognitive implications: abstraction and symbolic thought.
** Why It Matters Today:
*** Symbolic Literacy: Importance in UI/UX design. (Semiotics)
*** Cognitive Load: Designing intuitive user experiences. (Cognitive Load)
** Relevant Wikipedia Articles: History of the Alphabet

## Material Transition: Clay to Papyrus; Tablets to Scrolls to Codex

* Technological advancements in manuscript materials, from clay to papyrus and manuscript formats, from tablets to scrolls to codex
* Changes in accessibility and durability of knowledge.
** Why It Matters Today:
*** Medium Impact: Different media offer varied user experiences. (Medium Theory)
*** Permanence and Ephemera: Considerations in digital asset creation and preservation. (Digital Preservation)
** Relevant Wikipedia Articles: Writing Materials, History of Writing

## Uses and Gratifications in the Manuscript Age

* Manuscripts for religious, legal, and educational purposes.
* Personal use: diaries, letters, etc.
** Why It Matters Today:
*** Content Types: Varied types of content fulfill different user needs. (Uses and Gratifications Theory)
*** User Engagement: Knowing the end-use can enhance design strategies. (User Engagement)
** Relevant Wikipedia Articles: Manuscript Culture

## Preservation of Cognitive Techniques

* Importance of manuscripts in preserving knowledge.
** Why It Matters Today:
*** Documentation: Importance in game and graphic design. (Software Documentation)
*** Knowledge Transfer: Relevance in collaborative projects. (Knowledge Transfer)
** Relevant Wikipedia Articles: Preservation (library and archival science)

## Conclusion

* Sum up the cognitive, material, and societal shifts caused by early forms of literacy and manuscript technology.
** Why It Matters Today: Provides a foundational understanding that informs modern design and innovation.
# Bloom Clock/Keys/Southern Ontario/January
## January

* All plants blooming in January (0)
# Bloom Clock/Keys/Southern Ontario/July
## July

* All plants blooming in July (0)
# Bloom Clock/Keys/Southern Ontario/August/All

The plants pictured below have been recorded as blooming during the month of August in Southern Ontario.
Cichorium intybus
| Heads Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Cichorium intybus (Chicory) Identifying Characteristics Habit:Erect perennial, foliage primarily basal but with some cauline leavesFlowers:Radiate heads, both disk and ray florets typically blue but sometimes whiteLife Cycle: perennialSimilar Plants:Basal foliage in spring is often mistaken for Taraxacum officinale Recent Logs --SB_Johnny | 09:47, 14 July 2008 (UTC) --SB_Johnny 13:40, 17 August 2008 (UTC) --SB_Johnny 09:44, 23 September 2008 (UTC) --Bridget barcode 13:23, 21 July 2009 *~~~~ (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall, Late Fall
# Bloom Clock/Keys/Southern Ontario/December
## December

* All plants blooming in December (0)
# Bloom Clock/Keys/Southern Ontario/February
## February

* All plants blooming in February (0)
# Bloom Clock/Keys/Southeastern Pennsylvania/September/Yellow Flowers/DPL

This page is used to help create a graphical list.
* BCP/Digitalis grandiflora
* BCP/Spilanthes oleracea
* BCP/Hibiscus trionum
* BCP/Amaranthus blitoides
* BCP/Ambrosia trifida
* BCP/Helianthus annuus
* BCP/Celosia argentea
* BCP/Artemisia vulgaris
* BCP/Rudbeckia triloba
* BCP/Erechtites hieracifolia
* BCP/Zinnia violacea
* BCP/Corydalis lutea
* BCP/Rudbeckia laciniata
* BCP/Bidens frondosa
* BCP/Artemisia annua
* BCP/Lonicera japonica
* BCP/Helianthus x laetiflorus
* BCP/Oxalis corniculata
* BCP/Amaranthus retroflexus
* BCP/Rorippa sylvestris
* BCP/Euthamia graminifolia
* BCP/Lycopersicon
* BCP/Rudbeckia hirta
* BCP/Tagetes patula
* BCP/Portulaca oleracea
* BCP/Agrimonia
* BCP/Tagetes erecta
* BCP/Coreopsis verticillata
* BCP/Solidago
* BCP/Duchesnea indica
* BCP/Helenium autumnale
* BCP/Torenia fournieri
* BCP/Alchemilla mollis
* BCP/Cucurbita pepo
* BCP/Rudbeckia fulgida
* BCP/Sedum kamtschaticum
* BCP/Lactuca canadensis
* BCP/Miscanthus sinensis
* BCP/Ambrosia artemisiifolia
* BCP/Helianthus tuberosus
* BCP/Sicyos angulatus
* BCP/Oxalis stricta
* BCP/Taraxacum officinale
* BCP/Chelidonium majus
* BCP/Hypericum perforatum
* BCP/Viola tricolor
* BCP/Impatiens capensis
* BCP/Viola x wittrockiana
* BCP/Hemerocallis
* BCP/Solidago canadensis
* BCP/Dahlia
* BCP/Acalypha rhomboidea
* BCP/Tanacetum vulgare
* BCP/Oenothera
* BCP/Pilea pumila
* BCP/Kirengeshoma palmata
* BCP/Viola
* BCP/Oenothera biennis
# Bloom Clock/Keys/Southern Ontario

The pages linked below are "keys" for flowers that have been logged as blooming Southern Ontario during a particular month.

## January

* All plants blooming in January (0)

## February

* All plants blooming in February (0)

## March

* All plants blooming in March (0)

## April

* All plants blooming in April (0)

## May

* All plants blooming in May (0)

## June

* All plants blooming in June (0)

## July

* All plants blooming in July (0)

## August

* All plants blooming in August (1)

## September

* All plants blooming in September (0)

## October

* All plants blooming in October (0)

## November

* All plants blooming in November (0)

## December

* All plants blooming in December (0)
# Bloom Clock/Keys/Southern Ontario/August
## August

* All plants blooming in August (1)
# Bloom Clock/Keys/Southern Ontario/April
## April

* All plants blooming in April (0)
# Education 2: Supervision of Students Thesis Projects/Student Thesis Supervision 3: Evaluation of educational programs for prevention of pre-diabetes and diabetes type 2
## Prevention with education of pre-diabetes and diabetes type 2 among seafarers, fishermen and other workers – a description and evaluation of the program MyDESMOND platform

The basic task for the student is to describe and evaluate the program MyDESMOND platform: “The NewlyFoundation programme is group-based education which aims to support people with a diagnosis of Type 2 diabetes and work with them to self-manage their condition, through a structured education programme to target lifestyle modification and behaviour change which can be culturally adapted to suit your local population. A digital-version of the programme is available on our MyDESMOND platform”, click here to found out more
# Education/To-do
## Prio 1

* Lego > Education
* CoderDojo
* Personal learning platform

## Prio 2

* Learn about the web
** Software applications/Overview/Timble
*** Timble: https://thimble.mozilla.org
*** What can children learn using Timble?
* See http://www.p21.org
* https://en.wikipedia.org/wiki/Deeper_Learning

## Q2 2016

* Virtual reality: http://education.mit.edu/portfolio_page/taleblazer/
# Education/Vision

On this page you can find information about trends in education.
* If you ask children about the future of education this is what they say: http://singularityhub.com/2015/11/17/6-tips-on-the-future-of-education-from-singularity-youth/
* Education 2032: In the Netherlands in 2015 a discussion is started about what we should learn children. One of the initiatives is 'Onderwijs2032' (Education2032). The question is what skills childeren should have when they enter the market in 2032.
# Education/knowledge
## What is knowledge?

Knowledge means to understand an idea or concept. When a person has the capacity and ability to use and act on an idea or concept understanding is achieved and knowledge is acquired. Knowledge may also be narrowly defined as an idea or concept that is understood and believed to be true. How knowledge is acquired is the subject of many theories and research efforts in the field of Epistemology.

## Types/kinds of knowledge

One way of generating knowledge is by experience. This knowledge is of two kinds:
* Priori knowledge: It is acquired independently of experience. For example, telling a child that the certain object is a pen.
* Posteriori/Empirical knowledge: Posteriori literally means afterward. So, this knowledge is acquired through experience.
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# Elementary Writing & Logic 4

Created: 2007 06 23 | Percent completed:
| Elementary Curriculum and Training » Elementary Writing & Logic 4 | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 |

## What is Elementary Writing & Logic 4

Elementary Writing & Logic 4 is the teacher's guide for teaching writing and logic at the fourth grade level.
Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher.

## Authors and contributors

This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):
* Harriska2 (Contributions)
# Elementary mappings/Linear/Diagonalizable/Trigonalizable/1/Exercise

Determine, which of the following elementary-geometric mappings are linear, which are diagonalizable and which are trigonalizable.
* The reflection in the plane, given by the line $4x-7y=0$ as axis.
* The translation with the vector $\left(5,\,-3\right)$.
* The rotation by $30$ degree counter-clockwise around the origin.
* The reflection with $(1,0)$ as center.
# Elementary Taxonomy

Print the following worksheets. For children aged 4-8.
# Elementary Writing & Logic 4/1

Created: 2007 06 23 | Percent completed:
| Elementary Curriculum and Training » Elementary Writing & Logic 4 | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 |

## Lesson 1 - Writing Stories
### Rules for writing a short story

Write on board, flip sheet, poster, or project on LCD Projector:
* Tell about characters at beginning of story
** Names of characters
** Describe characters
** Where story takes place
** Describe what the characters are doing in the beginning
* Tell the problem
* Solve the problem
* Ending to story

## Lesson 2
### Checklist

Write on board, flip sheet, poster, or project on LCD Projector:
* Name of the woman & dog
* Where was she
* What was she doing before the picture
* What happened in the picture, what did she & the dog feel
# Elementary logic

Logic does not let us know whether specific statements or claims are true or false.
Logic allows us to test whether propositions or arguments are valid or invalid and on a higher level if arguments are valid or fallacious. A fallacy is a provable error in a chain of reasoning due to the form of the argument itself. The conclusion does not follow or is not proven by the preceding argument or set of presented facts, assumptions, and statements.

## Single Statements

A proposition is a statement that can be either true or false. It is a claim.
Consider these statements:
These statements can be either true or false. Negations of these statements are:
which are also statements.

## Operators

As for the operators, the basic operators are as follows:
If p and q are both propositions,
* Negation: Not p (meaning p is not true)
* Conjunction: p and q are both true
* Inclusive Disjunction: p or q or both
* Exclusive Disjunction: p or q but not both
* Conditional: If p is true then q is true (but not necessarily the other way around)
* Biconditional: p is true if and only if q is true (meaning they are either both true or both false)
The NAND, NOR and XOR are all combinations of these (not-and, not-or and not-biconditional respectively)

## Multiple Statements

Two or more statements (which we will call "X" and "Y") can be joined together with logical operators to form larger statements (which we will call "Z"). These include but are not limited to:
* AND - Z is true if both X and Y are true. If either or both are false, Z is false.
* OR - Z is true if either of X or Y is true. Z is only false if both X and Y are false.
* NAND - Z is true if at least one of X or Y is false. Z is false when both X and Y are true.
* NOR - Z is true if both X and Y are false. Z is false when X or Y or both are true.
* XOR - Z is true if either X or Y is true. Z is false when both X and Y are true, or when both X and Y are false.
# Elementary mathematics

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Elementary mathematics. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:

## External Resources
### Online Math Resources for Elementary Students

* http://multiplication.com/interactive_games.htm
This page contains links to 27 fun, interactive online games for elementary students. All of the games focus on multiplication, but many focus on other basic operations as well.
* http://www.academicleagues.com/samples.asp
This page contains free, challenging sample math contests for students in 2nd grade and higher.
* http://illuminations.nctm.org/ActivitySearch.aspx
This page, from the National Council of Teachers of Mathematics, contains a searchable collection of 92 online math activities for students of all ages.
* http://www.rainforestmaths.com/
Interactive Mathematics activities from Kindergaten to grade 6. By Jenny Eather.
* http://math-drills.com/
this web site has wonderfull worksheets for various maths operations. The theme based worksheets makes it interesting for kids. The answer keys provided with each of the worksheets would make it easy for both parents\teachers to check up the answers
* http://www.k-12math.info/
This website looks at where and how 1,000 k-12th grade mathematics terms are used. What grade levels the terms are likely to appear in. Standards for each grade level. Some basic parameters for designing k-12 mathematics programs. The free and easy to use resource is in English, Spanish and French. By Jim Kelly.
# Christian mysticism

“Everyone is called to be a monk because a monk is supposed to be a perfect Christian!” (St. John Chrysostom)
“Every Christian is called to the heights of intimate mystical union with God.” (Pope John Paul II)
Pope John Paul II once spoke of the richness of Eastern Christian Spirituality, with its emphasis on “divinization,” the process whereby a Christian is transformed into a sharer in the Divinity of Christ by the power of the Holy Spirit. The Holy Father pointed out that this emphasis on divinization reflects a conviction that every Christian is called to the heights of intimate mystical union with God.
The Eastern Christian strives more to participate-in than to imitate the activity-of Christ. In the light of Eastern Christian Spirituality, true holiness lies in a heartfelt identification with Christ in the mysteries of His Life, Passion, Death, and Resurrection, and [identification] in the mysteries of His Life in souls, together-with a wholehearted abandonment to the working of the Holy Spirit, which [abandonment] allows Him to animate one’s every thought, word, and action from within.
It is remarkable that during the past 100 years, the Holy Spirit has seen fit to affirm and exalt the principles of the Eastern Christian Spiritual Tradition through the lives and writings of several Western Saints, Blesseds, Venerables and Servants of God. But, He has done more than that. He has also shed new light on the mysteries of the Interior Life of Jesus.
Indeed, through these mystical writings, the Holy Spirit has actually given Latin Christians the gift of an unprecedented understanding of the Interior Life of Jesus . This understanding of the Interior Life of Jesus can lead to a deeper and more complete participation in the Divine Life of God which, in turn, will lead to a new growth of Holiness in the Church and in the World.
To learn more about Mysticism as “The Spirituality for the 21st Century”, click here. To learn more about contemporary Christian Mysticism click here.
| Wikipedia w: Christian mysticism w: Mysticism w: Kabbalah w: A Course in Miracles | Wikisource A Course in Miracles |
# Christianity/Divine healing

Divine healing is the sort of healing that Jesus performed according to the gospels of matthew, mark, luke, and john. He healed all kinds of sicknesses, diseases, and plagues. This kind of healing is called divine, since it is not explainable in a scientific point of view.
According to the bible, Jesus laid his hands on people, and they was healed. Or He just spoke a word, and they was healed. One time, he took some mud, and smuthered it on a blind mans eyes, and said : "Go and wash it off in the lake". When the man had washed it of, he wasnt blind anymore.
This type of healing is often not recognized as valid or true, by most people in the world, since it is of a supernatural kind.
Even though some people dont believe in it, doesnt make it un-true. Infact, Jesus said that not only He would be able to heal sick people. But all his disciples, would be able to do the same thing.
Many christians has experienced that when they was going to try to heal someone, nothing happened.
The mistake that christians did before, was that they kind of asked God to heal the sick person, and they wasnt completely convinced that it would happen. So after they prayed once, they stopped, and wished the sick person well, and said that God might heal them eventually.
However, now a days, christians are starting to learn the right way to do it. And like driving a car, your have to do it the right way, to be successful.
Here I will explain one way to do it, that is proven to work:
1. When you pray, expect immediate results. eg.: If a person has pain in his knee, lay your hand on the knee, and just pray a short prayer. (Thank you God, that you will heal this knee. Amen). Or just anything that just comes naturally to you.
2. Immediately after the prayer, you tell the person to check his knee. Usually, the pain should be gone immediately.
3. But if the person still feels the pain, you pray one more time, and tell the person to check it again. If its still not gone, do the same thing again. Do it over and over again, until the person is completely healed.
4. If nothing happens, you appologize to the person, and explain to the person that you are still practizing, and that you doesnt allways get it too work. So you need to take the blame yourself for the healing not to happen, and dont blame the person. Tell the person that you would like to try again in a few days time, if the person wishes too. Give him your contact-info, or take his, or just schedule an appointment.
# Christianity/Gospel 101

The advent of digitalization of ancient manuscripts of the Bible makes an Internet collaboration on a Modernity Version of the New Testament possible for all levels of participation, called wikification, everybody edits. The rules are laid down through the first 3 and 1/2 chapters of John. If you leave your qualifications or desire below then start on the Verses for the week which for starters are various verses in the Christianity Appendix Prophecy Fulfillment column. Admittedly, this is an invitation for a select few to become masters of the language. Convert these significant verses from KJV to a modern translation preferably gender neutral. There are 101 ways (or mention) to believe in the Gospel of John, thus the course name, and we have only highlighted fifteen so far. Go for it.

## Students Enrolled

* - Athrash | {Talk) 07:10, 23 August 2005 (UTC)
Back to Wikiversity:School of Theology
# Christianity

Christianity is a form of religion believing in one God. Believing that Jesus died for our sins, getting saved and baptized while following and doing as the commandments of the Bible writes is understood to be Christian. Being a Christian is being and living more like Christ. Following the Bible’s principles and holding no judgment onto others as well as praying, and teaching others about christ.

## General

* Introduction to Christianity
* What is a Christian?
* Christian Denominations
* Gospel 101
* Divine healing
* Portal:Christianity
* New Testament (Introductory Course)

## Catholicism

* Introduction to Roman Catholicism
* Fundamental Beliefs in Roman Catholicism
* Council of Nicea (325 A.D.)
* Nicene Creed
* The Counter Reformation
* Vatican II

## Orthodoxy

* Wikiversity School of Orthodox Christian Studies
* Wikiversity School of Theology, Center for Eastern Orthodox Studies

## Protestantism

* Protestantism
* The Reformation
* Pietism and Methodist movement
* Evangelicalism
* Pentecostalism
* Modernism
* Fundamentalism
* Neo-orthodoxy
* Neo-evangelicalism
* Paleo-Orthodoxy
* Ecumenism
* Notable Protestant Figures of the Fifteenth century
* Notable Protestant Figures of the Sixteenth Century
* Notable Protestant Figures of the Seventeenth Century
* Notable Protestant Figures of the Eighteenth Century
* Notable Protestant Figures of the Nineteenth Century
* Notable Protestant Figures of the Twentieth Century
* Notable Protestant Figures of the Twenty-First Century

## Related studies

* Historical Introduction to Philosophy:
* Historical Introduction to Philosophy/Faith and Reason
* Historical Introduction to Philosophy/The Problem of Evil
* Historical Introduction to Philosophy/Arguments for God

### Other

* The Problem of Evil
* Urantia Book
* Christian mysticism
* Wikipedia: God in Christianity
* The Birthing Of God International Fellowship

## Departments

* Portal:Bible translation
* Portal:Biblical studies
* Portal:Christian Studies
* Portal:Orthodox Christian Studies

## Resources

* w:Christianity
* b:Christianity