OpenLLM-France/wikimedia huggingface dataset:
# Ejump/Wikis and Blogs

Assessing Learners through Wikis and Blogs
Blogs
There is a general consensus that interaction, dialogue, self-reflection and collaboration are essential for productive learning.
Blogging offers opportunities to extend discussions beyond the classroom, or can add value to the online community in blended and distance learning courses.
See more examples and information about blogs
Wikis
The significant feature of wikis is their open editing function that allows users to jointly create the resource. The information on a wiki can be edited by any and all users but can be controlled by allowing/denying password access.
See more examples and information about wikis
Back
# Ejump/e-Portfolios

Assessing Learning through e-Portfolios
This course has an introductory character to the issue of digital portfolios, as the subject of learning, and can also become a tool for evaluating the process of learning by students. It is not intended to provide the participants with skills and expertise in the construction of eportfolios. It is intended rather to launch this issue and seek, in brief, to reflect, to illustrate and to develop strategies for using eportfolios in face to face and in e-Learning teaching environments.
Objectives
Pre-course materials - Choosing Tools/Weblinks
Reading Materials
Assessment Activity
Back
# Ejump/e-Portfolios/Assessment Activity

The proposed activity in the scope of this course module is the ellaboration of an ePortfolio. You can choose the ePortfolio tool as you like to make your own reflection about the assessment methods applied to digital portfolios.
# Ejump/e-Portfolios/Objectives

After completing this part of the course the participants should be able to:
* Know various concepts of digital portfolios;
* Identify, validate and implement new methods and approaches to teaching and learning using digital portfolios;
* Acquire skills in the use of digital portfolios in the context of teaching and learning;
* Identifying the constituent parts of the eportfolio (internal structure);
* Building a digital portfolio;
* Provide a eportfolio of digital hypermedia structure in the organization of information, using hyperlinks to internal or external, to resources available on the web;
* Know free and commercial software for creating digital portfolios.
Back
# Ejump/e-Portfolios/Pre-course materials - Choosing Tools/Weblinks

Here you can find the pre-course links and documents condensed in a single document.
Choosing tools
Available tools Tools for portfolios
WebLinks
9 Principles of Assessment
E-portfolios in Health System Case studies
Site of resources
Definitions Comparison of e-portfolios Article 21st century University Case Study Peer assessment and eportfolio Reflection and eportfolio
Back
# Ejump/Orientation/Recommended Literature

Boud, D. (ed) (2007). Rethinking Assessment in Higher Education. Routledge. 978-0-415-39779-7.
Bryan, C. & Clegg, K. (2006). Innovative Assessment in Higher Education. Routledge. 978-0-415-35642-8.
Falchikov, N. (2001). Learning Together. Peer tutoring in higher education. Routledge. 0-415-18261.
Mason, R. & Rennie, F. (2008). E-Learning and Social Networking Handbook. Routledge. 978-0-415-42607-7.
# Ejump/e-Portfolios/Reading Materials

Concepts
Learn and teach: pedagogical principles
Implementation in classroom
Proposals for digital portfolio construction
Evaluation methods
Tools for construction of digital portfolio (free software and commercial)
Eportfolio for all Europeans in 2010 - European Consortium Europortfolio
Back
# BCP/Melica nutans

Melica nutans
| Flowering stand Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Melica nutans (Mountain Melic, Nodding Melic) Identifying Characteristics Flowers:spikelet Recent Logs --Juan 09:00, 10 May 2008 (UTC) (Charles University Botanical Garden) (view all logs) |
Global data:
Regional data: Prague, Czech Republic: (strdivka nicí) May
Additional images:
| Green ripe inflorescense | Flowering | Illustration |
# BCP/Melilotus alba

Melilotus alba
| Flowering plant Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Melilotus alba (White Sweet Clover) Identifying Characteristics Habit:Erect, herbaceousFlowers:White, pea-likeFoliage:TrifoliateStem:ErectScent:Crushed leaves have a vanilla scent Recent Logs Jomegat 19:44, 26 June 2010 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall
Regional data: Southeastern Pennsylvania: July, August, September New Hampshire: June, July, August , October Southwest Oregon: August
Additional images:
# BCP/Medicago lupulina

Medicago lupulina
| Flowers and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Medicago lupulina (Black Medick) Identifying Characteristics Habit:spreading herbaceous plant Recent Logs --Turnvater Jahn 20:49, 21 May 2008 (UTC) --SB_Johnny | 10:15, 27 May 2008 (UTC) --SB_Johnny | 14:38, 5 June 2008 (UTC) --SB_Johnny 09:06, 16 August 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring, Early Summer, Mid Summer, Mid Fall, Late Fall
Regional data: Southeastern Pennsylvania: April, May, June, July, August, October, November Leipzig Lowlands, Saxony, Germany: May
Additional images:
# BCP/Melampyrum lineare/Logs

This page contains recent bloom logs for Melampyrum lineare (Cow-wheat). 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

* Jomegat 24 June, 2008 (from photos)
* Jomegat 03:45, 13 July 2008 (UTC)
* Jomegat 01:02, 20 July 2008 (UTC)
* Jomegat 19:47, 26 July 2008 (UTC)
* Jomegat 01:25, 2 August 2008 (UTC)
* Jomegat 20:35, 9 August 2008 (UTC)
* Jomegat 01:19, 17 August 2008 (UTC)
* Jomegat 23:55, 23 August 2008 (UTC)
* Jomegat 01:05, 31 August 2008 (UTC)

#### 2009 Logs

* (no archive entries yet)

##### Recent Logs

* Jomegat 21:59, 23 June 2009 (UTC)
* Jomegat 00:52, 15 July 2009 (UTC)
* Jomegat 23:43, 18 July 2009 (UTC)
* Jomegat 03:48, 2 August 2009 (UTC)
# BCP/Medeola virginiana/Logs

This page contains recent bloom logs for Medeola virginiana (Indian Cucumber-root). 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

* --Jomegat 22:31, 3 June 2008 (UTC)
* --Jomegat 21:18, 21 June 2008 (UTC)
* --Jomegat 23:16, 1 July 2008 (UTC)

#### 2009 Logs

* Jomegat 00:21, 25 May 2009 (UTC)
* Jomegat 00:19, 29 May 2009 (UTC)
* Jomegat 00:31, 2 June 2009 (UTC)
* Jomegat 00:27, 9 June 2009 (UTC)
* Jomegat 00:19, 30 June 2009 (UTC)

##### Recent Logs

* Jomegat 00:27, 30 May 2010 (UTC)
# BCP/Medicago sativa

Medicago sativa
| Inflorescences Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Medicago sativa (Alfalfa) Identifying Characteristics Recent Logs --Juan 14:36, 8 October 2007 (UTC) (view all logs) |
Global data:
Regional data: Prague, Czech Republic: (cultivated) October
Additional images:
# BCP/Melampyrum lineare

Melampyrum lineare
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Melampyrum lineare (Cow-wheat) Identifying Characteristics Habit:Herbaceous forbFlowers:Tubular, creamy white with two lips. Resembles a snake's head.Foliage:Leaves have two forms. Lower on the plant leaves are linear. Below the flowers, leaves have two pointed lobes behind the usual linear structure.Stem:Erect, 15-40 cmLife Cycle: Annual Recent Logs Jomegat 21:59, 23 June 2009 (UTC) Jomegat 00:52, 15 July 2009 (UTC) Jomegat 23:43, 18 July 2009 (UTC) Jomegat 03:48, 2 August 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer
Regional data: New Hampshire: (native) June, July, August
Additional images:
# BCP/Medicago lupulina/Logs

This page contains recent bloom logs for Medicago lupulina (Black Medick). 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 | 14:34, 9 June 2007 (UTC)
* --SB_Johnny | 09:52, 18 June 2007 (UTC)
* --SB_Johnny | 14:08, 23 June 2007 (UTC)
* --SB_Johnny | 17:10, 1 July 2007 (UTC)
* --SB_Johnny | 11:28, 25 July 2007 (UTC)
* --SB_Johnny | 14:24, 27 October 2007 (UTC)
* --SB_Johnny | 14:37, 1 November 2007 (UTC)

#### 2008 Logs

* --SB_Johnny | 16:51, 30 April 2008 (UTC)
* --SB_Johnny | 11:58, 11 May 2008 (UTC)
* --SB_Johnny | 10:39, 17 May 2008 (UTC)

##### Recent Logs

* --Turnvater Jahn 20:49, 21 May 2008 (UTC)
* --SB_Johnny | 10:15, 27 May 2008 (UTC)
* --SB_Johnny | 14:38, 5 June 2008 (UTC)
* --SB_Johnny 09:06, 16 August 2008 (UTC)
# BCP/Medicago sativa/Logs

This page contains recent bloom logs for the plant Medicago sativa (Alfalfa). 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.

##### Recent Logs

* --Juan 14:36, 8 October 2007 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Melica nutans/Logs
##### Recent Logs

* --Juan 09:00, 10 May 2008 (UTC) (Charles University Botanical Garden)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# Complex numbers/Pairs/Definition

The set $\mathbb {R} ^{2}$ with $0:=(0,0)$ and $1:=(1,0)$, with componentwise addition and the multiplication defined by
    $(a,b)\cdot (c,d):=(ac-bd,ad+bc)\,,$
is called the field of complex numbers. We denote it by
    $\mathbb {C} .$
# Complex numbers/Real and imaginary part/Definition

For a complex number
    $z=a+b{\mathrm {i} }\,,$
we call
    $\operatorname {Re} \,{\left(z\right)}=a\,$
the real part of $z$ and
    $\operatorname {Im} \,{\left(z\right)}=b\,$
the imaginary part of $z$.
# Complex numbers/Real and imaginary part/Properties/Fact/Proof/Exercise

Prove the following statements concerning the real and imaginary parts of a complex number.
* $z=\operatorname {Re} \,{\left(z\right)}+\operatorname {Im} \,{\left(z\right)}{\mathrm {i} }$.
* $\operatorname {Re} \,{\left(z+w\right)}=\operatorname {Re} \,{\left(z\right)}+\operatorname {Re} \,{\left(w\right)}$.
* $\operatorname {Im} \,{\left(z+w\right)}=\operatorname {Im} \,{\left(z\right)}+\operatorname {Im} \,{\left(w\right)}$.
* For $r\in \mathbb {R}$ we have
    $\operatorname {Re} \,{\left(rz\right)}=r\operatorname {Re} \,{\left(z\right)}{\text{ und }}\operatorname {Im} \,{\left(rz\right)}=r\operatorname {Im} \,{\left(z\right)}.$
* The equation $z=\operatorname {Re} \,{\left(z\right)}$ holds if and only if $z\in \mathbb {R}$ and this holds if and only if $\operatorname {Im} \,{\left(z\right)}=0$.
# Complex numbers/Polar coordinates/Angle naive/Example

Every complex number $z\in \mathbb {C}$, $z\neq 0$, can be written uniquely as
    $z=r(\cos \alpha ,\sin \alpha )=(r\cos \alpha ,r\sin \alpha )=r\cos \alpha +(r\sin \alpha ){\mathrm {i} }\,$
with a positive real number $r$, which is the distance between $z$ and the zero point (thus, $r=\vert {z}\vert$) and an angle $\alpha$ between $0$ and below $360$ degree, measured counterclockwise starting with the positive real axis. The pair $(r,\alpha )$ constitutes the polar coordinates of the complex number.
Polar coordinates in the real plane and for complex numbers are the same. However, the polar coordinates allow a new interpretation of the multiplication of complex numbers: Because of
    ${\begin{aligned}(r\cos \alpha +{\mathrm {i} }r\sin \alpha )\cdot (s\cos \beta +{\mathrm {i} }s\sin \beta )&=rs(\cos \alpha \cos \beta -\sin \alpha \sin \beta )+{\mathrm {i} }rs(\cos \alpha \sin \beta +\sin \alpha \cos \beta )\\&=rs(\cos(\alpha +\beta )+{\mathrm {i} }\sin(\alpha +\beta ))\end{aligned}}$
(where we have used the addition theorems for sine and cosine), one can multiply two complex numbers by multiplying their modulus and adding their angles.
# Complex numbers/Multiplication/Real matrix/Exercise

Let $z\in \mathbb {C}$ be a complex number and let
    $\mathbb {C} \longrightarrow \mathbb {C} ,w\longmapsto zw,$
be the multiplication map, which is a $\mathbb {C}$-linear map. How does the matrix related to this map with respect to the real basis $1$ and ${\mathrm {i} }$ look like? Let $z_{1}$ and $z_{2}$ be complex numbers with corresponding real matrices $M_{1}$ and $M_{2}$. Prove that the matrix product $M_{2}\circ M_{1}$ is the real matrix corresponding to $z_{1}z_{2}$.
# Complex numbers/Quadratic equation has solution/Exercise

Let $a,b,c\in \mathbb {C}$ with $a\neq 0$. Show that the equation
    $az^{2}+bz+c=0\,$
has at least one complex solution $z$.
# Complex numbers/Real and imaginary part/Properties/Fact

The real part and the imaginary part of complex numbers fulfill the following properties (for $z$ and $w$ in $\mathbb {C}$).
* $z=\operatorname {Re} \,{\left(z\right)}+\operatorname {Im} \,{\left(z\right)}{\mathrm {i} }$.
* $\operatorname {Re} \,{\left(z+w\right)}=\operatorname {Re} \,{\left(z\right)}+\operatorname {Re} \,{\left(w\right)}$.
* $\operatorname {Im} \,{\left(z+w\right)}=\operatorname {Im} \,{\left(z\right)}+\operatorname {Im} \,{\left(w\right)}$.
* For $r\in \mathbb {R}$ we have
    $\operatorname {Re} \,{\left(rz\right)}=r\operatorname {Re} \,{\left(z\right)}{\text{ and }}\operatorname {Im} \,{\left(rz\right)}=r\operatorname {Im} \,{\left(z\right)}.$
* $z=\operatorname {Re} \,{\left(z\right)}$ holds if and only if $z\in \mathbb {R}$ holds, and this holds if and only if $\operatorname {Im} \,{\left(z\right)}=0$ holds.
# Critical Pedagogy/Case Studies/What's Wrong With Wiki Ways/Romanization of Korean/Vowels

| ㅏ | ㅓ | ㅗ | ㅜ | ㅡ | ㅣ | ㅐ | ㅔ | ㅚ | ㅟ |
| a | eo | o | u | eu | i | ae | e | oe | wi |
| ㅑ | ㅕ | ㅛ | ㅠ | ㅒ | ㅖ | ㅘ | ㅙ | ㅝ | ㅞ | ㅢ |
| ya | yeo | yo | yu | yae | ye | wa | wae | wo | we | ui |
2.1 Note 1 The vowel 'ㅢ' is rendered as /ui/ even if pronounced as 'ㅣ'.
e.g., 광희문 Gwanghuimun
2.1 Note 2 The length of long vowels is ignored in romanizing. :
# Critical psychology

Critical psychology is a branch of psychology that is aimed at critiquing mainstream psychology and attempts to apply psychology in more progressive ways, often looking towards social change as a means of preventing and treating psychopathology. One of Critical Psychology's main criticisms of conventional psychology is how it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people.

## Discussion questions

* Is psychiatry pseudo science?
* How do psychological professionals engage in oppression mental patients?
* Is psychiatric coercion and force justified?
* Are psychiatric drugs worsening problems they are ostensibly trying to help solve or alleviate?

## Readings
### Diverse views

Psychology and psychiatry are related in certain ways. Masters and doctoral level professionals will interact with psychiatrists; they will sometimes make referrals to psychiatrists and more. Some psychiatrists practice talk therapy/counseling. For professionals of psychology, having an understanding of psychiatric drugs and their effect on individuals seeking their services can be fruitful. There are prevailing paradigms in psychology and psychiatry. In reality, in the history of psychology and psychiatry, there have been a myriad of diverse viewpoints. This include feminist psychology, Jungian psychology social psychiatry, community psychology antipsychiatry, various counseling theories, and more.
Certain views are less well known, sometimes because of systematic marginalization of minority viewpoints. For example, long term outcomes in the realms of psychiatric drugs are often not focused upon.
Antipsychotic outcomes - https://www.madinamerica.com/drug-info-antipsychotics-schizophrenia/
Greater Exposure to Antipsychotics Associated with Worse Long-Term Outcomes https://www.madinamerica.com/2020/10/greater-exposure-antipsychotics-associated-worse-long-term-outcomes/
Antidepressant Use Leads to Worse Long Term Outcomes, Study Finds https://www.madinamerica.com/2018/04/antidepressant-use-leads-worse-long-term-outcomes-study-finds/
Outcomes in the Era of Atypical Antipsychotics https://www.madinamerica.com/2011/11/%EF%BB%BFoutcomes-in-the-era-of-atypical-antipsychotics/
Claims That Long-term Antipsychotic Use Leads to Better Outcomes are Misleading, Researchers Argue https://www.madinamerica.com/2018/12/claims-long-term-antipsychotic-use-leads-better-outcomes-misleading-researchers-argue/

### Wikipedia

* Klaus Holzkamp
* Annual Review of Critical Psychology
* Rosenhan experiment
* Critical psychology
* Consciousness raising
* Critical consciousness
* Trauma model of mental disorders
# Critique of Elenanor Fox's working paper on local protectionism and the anti-monopoly law

This is a draft....
Critique of Elenanor Fox's paper on Anti-Monopoly Law
In thinking about the paper, I was struck at how complex the subject of local protectionism is and how it creates the interaction of various forms of law.
In particular discussions of local protectionism bring into focus two types of law that are not usually combined. In particular it sits at the intersection of commercial law and the law of governmental administration, which includes constitutional law in the case of national bodies, and public international law in the case of international organizations. Constitutional law becomes of extreme importance in discussions of local protectionism because the issue of local protectionism brings with it the question of how governmental bodies of different levels interact with each other as well as the question of how powers ought to be divided among different local organizations.
The issue of local protectionism also introduces with it questions of politics and economics which are not normally covered as part of law. Local protectionism introduces more complex interactions than most anti-trust laws. In most anti-trust situations, you have public actors acting on private actors. While private actors can attempt to influence the political and judicial process, the impact they have is indirect. By contrast with the issue of local protectionism one has different public actors influencing each other and this makes the political context much more complicated.
The issue of local protectionism also has more influence on economic structures than most other issues because of the interaction of public actors. In most pure anti-trust cases, the economic issues have been decided, and the political process has created a legal framework to implement economic issues that have been decided.
In essence you have in most anti-trust cases you have.
economic consensus -> political consensus -> implementation
However, because local protectionism involves the granting or withhold of powers to state actors, you have two way feedbacks, which make the actual situation look like this.
the economy <-> the political process <-> implementation of law
What this does is change the nature of the question a bit. In standard anti-trust law, one can get by with "thin conceptions" of the law because it is assumed that
# Critiquing Poetry

The purpose of critique, as opposed to mere criticism, is to engage productively with a work. So, quite simply, Critiquing Poetry is concerned, primarily, with reading and engaging poetry in a way that is productive to both the reader and the author of a work.

## Course objectives

Upon completing this course, students will be able to
* Analyze poetry. Students will learn scansion, form, and poetic devices; and be able to produce technical analyses of a given work.
* Interpret poetry. Students will learn a wide variety of critical methods for the analysis of poetry, utilizing various schools of criticism in order to develop a nuanced understanding of a piece.
* Write about poetry. Students will learn to effectively communicate their research in a clear and concise manner.

## Lectures

Sample lecture: Analyzing a haiku
# Critiquing Poetry/Analyzing a haiku
## Poem

   The old pond; A frog jumps in — The sound of the water.
Basho, translated by R. H. Blyth

## Form

Haiku prosody is syllabic, meaning that number of syllables in a poetic line give the piece structure. A haiku is separated into 3 phrases of 5 syllables, 7 syllables, and finally 5 syllables respectively, for an overall total of 17 syllables.

## Images

Haiku are characterized by the juxtaposition, and harmonization, of two contrasting images. These images are delineated by the use of a kireji, a "cutting word". Translations usually will mark the cutting word with a dash.

### Kigo (season-words)
## Analysis

In Basho's piece, the contrasting images are that of the old pond (which evokes stillness, quiet, and serenity) and that of the jumping frog (which evokes activity, energy, and wildness.) They are harmonized in the last line.
# Critical Pedagogy/Case Studies/What's Wrong With Wiki Ways/Romanization of Korean/Consonants

| ㄱ | ㄲ | ㅋ |
| g,k | kk | k |
| ㄷ | ㄸ | ㅌ |
| d,t | tt | t |
| ㅂ | ㅃ | ㅍ |
| b,p | pp | p |
| ㅈ | ㅉ | ㅊ |
| j | jj | ch |
| ㅅ | ㅆ | ㅎ |
| s | ss | h |
| ㄴ | ㅁ | ㅇ |
| n | m | ng |
ㄹ :
* r,l ||
| 구미 | Gumi | 영동 | Yeongdong | 백암 | Baegam |
| 옥천 | Okcheon | 합덕 | Hapdeok | 호법 | Hobeop |
| 월곶[월곧] | Wolgot | 벚꽃[벋꼳] | Beotkkot | 한밭[한받] | Hanbat |
| 구미 | Gumi | 설악 | Seorak | 칠곡 | Chilgok |
| 임실 | Imsil | 울릉 | Ulleung | 대관령[대괄령] | Daegwallyeong |
# ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/educators

Discuss the effects of the use of the language by educators.