OpenLLM-France/wikimedia huggingface dataset:
# Literature/1984

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
This year is famous for Orwell, George (1949). Nineteen Eighty-Four. London: Secker and Warburg, 1949. $^{[^]}$.

## Subpages

* Literature/1984/Anderson $^{[^]}$
* Literature/1984/Baker $^{[^]}$
* Literature/1984/Becker $^{[^]}$
* Literature/1984/Blackburn $^{[^]}$
* Literature/1984/Bourdieu $^{[^]}$
* Literature/1984/Cupitt $^{[^]}$
* Literature/1984/Davies $^{[^]}$
* Literature/1984/Feigenbaum $^{[^]}$
* Literature/1984/Flanagan $^{[^]}$
* Literature/1984/Geertz $^{[^]}$
* Literature/1984/Halasz $^{[^]}$
* Literature/1984/Knuth $^{[^]}$
* Literature/1984/Kolb $^{[^]}$
* Literature/1984/Lesk $^{[^]}$
* Levy, Steven (1984). Hackers: Heroes of the Computer Revolution. Press/Doubleday. $^{[^]}$
* Literature/1984/Lewis $^{[^]}$
* Literature/1984/Luhmann $^{[^]}$
* Literature/1984/Maxwell $^{[^]}$
* Literature/1984/Prigogine $^{[^]}$
* Literature/1984/Riedl $^{[^]}$
* Literature/1984/Salmon $^{[^]}$
* Literature/1984/Skyrms $^{[^]}$
* Literature/1984/Sprigge $^{[^]}$
* Literature/1984/Watzlawick $^{[^]}$
* Literature/1984/Wurman $^{[^]}$
# Literature/1984/Levy

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Principles

    See also w: Hacker ethic
* Access to computers -- and anything which might teach you something about the way the world works -- should be unlimited and total. Always yield to the Hands-on Imperative!
* All information should be free.
* Mistrust authority -- promote decentralization.
* Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race or position.
* You can create art and beauty on a computer.
* Computers can change your life for the better.

## Wikimedia

* w: Hacker (programmer subculture
* w: Richard Stallman
* w: GNUPedia (1999)
* w: Nupedia (2000)
* w: Wikipedia (2001)
* w: Counterculture
* w: Fred Turner (academic)
# Literature/1986/McClelland

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Reprinted

* McClelland, James & Jeffrey Elman (1986). "The TRACE model of speech perception." Cognitive Psychology, 18: 1-86.

## Wikimedia

| w: Parallel distributed processing w: Trace (psycholinguistics) | w: Mental model w: Neural network |

## Related works

* McClelland, James; David Rumelhart, and PDP Research Group (1986). Parallel Distributed Processing: Explorations in the Microstructure of Cognition. Volume 2: Psychological and Biological Models. Cambridge, MA: MIT Press. $^{[^]}$
* Gentner, Dedre & Albert L. Stevens, eds. (1983). Mental Models. Lawrence Erlbaum Associates. ISBN 0-89859-242-9. $^{[^]}$
* Philip N. Johnson-Laird (1983). Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. $^{[^]}$
* Literature/1977/Blackmore $^{[^]}$
* Literature/1977/Schank $^{[^]}$
* Literature/1977/Sternberg $^{[^]}$
* Literature/1976/Rumelhart $^{[^]}$
* Literature/1976/Anderson $^{[^]}$
* Bobrow, Daniel G. & Allan M. Collins eds. (1975). Representation and Understanding: Studies in Cognitive Science (Language, Thought, and Culture). New York, NY: Academic Press. $^{[^]}$
* Fodor, Jerry (1975). The Language of Thought. Harvard University Press. $^{[^]}$
* Literature/1975/Norman $^{[^]}$
# Literature/1985/Halliday

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Reviews

http://books.google.com/books?id=wuVwAAAAIAAJ
* This study deals with the linguistic study of texts as a way of understanding how language functions in its immensely varied range of social contexts. The authors adopt a functional approach to language, in which the different registers or functional varieties of a language are explained by reference to the different contexts in which they occur. Their analysis reveals how, on the one hand, each text is unique, while on the other, the way a text is organized and the kinds of coherence it displays are closely related to the place and the value that it has in its social and cultural environment.

## Wikimedia

* w: Context
* w: Sociolinguistics

## Related works

* Halliday, M.A.K. & Ruqaiya Hasan (1985). Language, Context and Text: Aspects of Language in a Social Semiotic Perspective. Deakin University Press & Oxford University Press. $^{[^]}$
* Halliday, M.A.K. & Ruqaiya Hasan (1976). Cohesion in English. London: Longman. $^{[^]}$
* Halliday, M.A.K. (1975). Learning How to Mean, London: Edward Arnold. $^{[^]}$
# Literature/1985/Quirk

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Authors
### w: Randolph Quirk

* Quirk, Randolph (1981). "International Communication and the Concept of Nuclear English," in: Larry E. Smith, ed., English for Cross-Cultural Communication, 151-165, London: Macmillan.
* Stein, Gabriele (1979). "Nuclear English: Reflections on the Structure of Its Vocabulary," Poetica (Tokyo) 10: 64-76.

### w: Sidney Greenbaum

* Greenbaum, Sidney (1996). Oxford English Grammar.

### w: Geoffrey Leech

* Leech, Geoffrey & Jan Svartvik (1975). A Communicative Grammar of English.

## Wikimedia

* w: Survey of English Usage
* w: Basic English
# Internet and Project Competence/schedule

Time Schedule :
| week | activity |
| 1 | Survey students using www. Surveyshare.com Introductions via the wiki – Instructors will include a description of their teaching program at their university as part of their personal introduction. Students will include where they are from, some information about themselves (hobbies, things they like to do, pets, etc.), any traveling they have done outside their own country, and any foreign languages they speak. They might also include information about what they want to teach. Introduce the topic – Teaching in Elementary/Primary Schools – Curriculum, Instruction, and Lesson Planning Possible sub-topics: curriculum in the schools, methods of teaching, training for teaching, lesson planning, role of assessment, guidance from school districts in planning for instruction, role of technology for teachers and for students Put students into groups. Instructors will make the groups and post list. Germany (11) + Bulgaria (5) USA (43) Groups should be made of one Bulgarian or one German plus 2-3 Americans Provide a common reading for discussion later. |
| 2 | Assist students as they begin KWL chart and decide on topic of study. Post charts to the web. |
| 3 | Groups will begin their research. Begin whole group discussions on common reading. |
| 4-7 | Continue group research and discussions. Work on project (PowerPoint) |
| 8 | Complete projects and KWL chart Share projects via the web and in classes. Complete online survey. |
# Internet and Project Competence/group6b

group wiki 6
Group Power Point project http://upload.wikimedia.org/wikiversity/en/f/f4/International_project_slide_show.pdf

## KWL CHART

Please click on "edit" (here above), copy the code, paste it on your personal user site and insert Your text in the columns.

## Project Outline/Questions to be Discussed

I. How does the teacher's work motivate the children? II. How does the teacher affect the development of the childrens interests/ of the childrens creativity? III. When does the friendship between teacher and students begin? - Mariana Igova
IV. What is the role that teachers play in the education and the influence on the children emotions? V. What triggers the emotional influence between the child and the teacher. VI. How long after the school year beings does the student realize their emotional attachement with their teacher( I am sure this varies of course)? VII. Does every first grade teacher have an emotional influence on all of their students?
VIII. what teachers,pupils and their parents think about the first teachers' influence on the first graders> IX. How a child is affected by positive vs. negative criticism?
# Internet and Project Competence/group5
## The group members

* Robbins, Lindsay M.
* Hendrix, Dennis C.
* Bolick, Megan L.
* Stacy, Ashley E
* Jones, Whitney S.
* ElliA Elisabeth Altmann
* Gergana Georgieva
* Raia
* Eva
* Desislava Maneva
* Michelle Hemraj

## final powerpoint

http://upload.wikimedia.org/wikiversity/en/8/89/Interaction_with_Nature.pdf

## Working area: the questionnaire

Everyone needs to ask these questions to 2 or 3 students from their country and then create a slide that shows your results...this slide doesnt have to be the exact answers from your survey just an overall view of how your kids interact with nature.. then we can put them all together and make a few final slids comparing the different countries.
1. Personal Questions
- How old are you?
-what grade are you in?
- Mark with a cross: Girl o Boy o
- Describe where you live:city/village/town
2. How would you describe nature?
3. What animals do you offen see in nature?
4. Have you ever planted any plant?
Describe how you have taken care of it?
5. how much time during the week do you spend outside at home? what activities do you participate in?
6. How much time do you spend outdoors during the school day? What types of activities do you do?
7.What natural phenomenons have you seen? Describe them? (Suggestions: mist, rainbow, hail, dew, frost, a solar eclipse, etc.)
8. How do you think pollution affects our enviornment?
9. How much time do you spend a week watching tv/playing video games or using a computer?
what types of thing to you watch or play while watching tv or using a computer?
* edited by HemrajM
* edited by Elisabeth A.
* i wrote what i thought about the questions so that we can get them finalized and deside what questions we are asking... we really need to know by sometime this weekend so we can do this with our students next week....it is our last week in our schools.....i think we need to keep it somewhat simple...Thanks Megan
* HemrajM- I think we should take off the question about the dreamhouse, making it 10 questions; add an age/school/country/male-female section, and finalize.
* i canged some of the questions to see more how children interact with nature. i think through these we can see how children really interact with nature....i think we should stick to 2 or 3 students per person so we really have time to analyze the results. i hope this is what we can finalize the questions as???? we just need to know what questions we will be asking our students....because it need to be done in the next week or so....so we have time to compare our results.......Thanks Megan

## Conclusion Questionnaire

okay, we have to work on it :)
# Internet and Project Competence/groups

* group 1
* open education
* group 1: open education
* Earnhart, Lee W.
* Nowlan, Mary K.
* St.Charles, Angela R.
* Marlowe, Ashley N.
* Gilmore, Ashley L.
* Stewart, Michelle R.
* Maultsby, Sarah A.
* Trotter, Allison L
* Daniela Schweigl
* Veronica Belcheva
* group wiki
* discussion board
* group 2
* elementary education program requirements
* group 2: elementary education program requirements
* Christiane Rohr
* Martin, Amanda R.
* Mclain, Laura K.
* Reese, Ashley D.
* Novak, Ashley B.
* Boris Aleksiev
* Ledford, Jessica L.
* Sos, Ashley L.
* group wiki
* discussion board
* group 3
* types of instruction and learning theories
* group 3: types of instruction and learning theories
* Ott, Sherry L.
* Capps, Taylor K.
* Hinson, Jennifer S.
* Ryan, Ashton B.
* Travis, Amie J.
* Reynolds, Danielle R
* Reyes, Valerie
* Verena Kroeger
* Veronika Pfaller => Wikipage
* group wiki
* discussion board
* group 4
* areas of specialization for elementary teachers
* group 4: areas of specialization
* Truesdale, Sidney L.
* Rhoden, Mark A.
* Williams, Marissa J.
* Watson, Chelsea M.
* Coberly, Ashley F.
* Barnhardt, Regina L.
* McGuirt, Meredith N.
* Kathrin Bogenrieder -> Kathrin B.
* Katharina Band -> Katharina B
* group wiki
* discussion board
* group 5
* Interaction between children and nature
* group 5:Interaction between children and nature
* Robbins, Lindsay M.
* Hendrix, Dennis C.
* Bolick, Megan L.
* Stacy, Ashley E
* Jones, Whitney S.
* ElliA Elisabeth Altmann
* Gergana Georgieva
* Raia
* Eva
* Desislava Maneva
* Michelle Hemraj
* group wiki
* discussion board
* group 6a
* The teacher's (emotional) influence on first graders
* group 6a: The teacher's (emotional) influence on first graders
* Graham, Ashley M.
* Valentine, Casey D.
* Murrell, Genevieve N.
* Sain, Jennifer L.
* Goodson, Jordan C.
* Daniela Widdmann => Wikipage
* Lilia Popova
* group wiki
* discussion board
* group 6b
* The teacher's (emotional) influence on first graders
* group 6b: The teacher's (emotional) influence on first graders
* Endaya, Verna F.
* Register, Cayton P.
* Grimm, Erica R. => http://en.wikiversity.org/wiki/User:Egrimm
* Surette, Megan E. => http://en.wikiversity.org/wiki/User:MeganSurette
* Mariana Igova
* Kathrin Lehnert => Wikipage
* group wiki
* discussion board
# Progress and Prospects in Parkinson's Research/Causes/Inheritance/HLA

The HLA region has been implicated in the onset of some types of familial Parkinson’s Disease.

## General Data

The human leukocyte antigen (HLA) system is the name of a super locus contains a large number of genes related to immune system functions. Different classes have different functions: Its purpose came to light when the reasons for the rejections of organ transplants were evaluated.
It is found on chromosome 6.

## Research

In 2010 Hamza et al published the results of a new human Genome-Wide Wide Association Study (GWAS). The genes of a cohort of 2,000 PD patients of Caucasian ethnicity were compared with a matched cohort of 1,986 people without the disease and significant differences were recorded.
The study confirmed previous findings of a link between the incidence of PD and variations in the SNCA, MAPT and GAK genes. It also noted a previously unrecorded PD risk for variations in the HLA genetic region, which was significant, both because it involved the human immune system, and also pointed to genetic influences in the late onset of sporadic cases of the disease.
The weight to be attached to GWAS results depends upon a number of factors:-
•The size, degree of matching and composition of the cohorts;
•Whether the findings are corroborated by repeat studies;
•The significance of the related genes.
Significant genetic variations can form a target for future therapeutic intervention but to define ”significance” it is first necessary to disentangle the process of tagging, whereby one expressed gene tags another for subsequent expression. Tagging can be multi-level and have a cascade effect within a cell, whereby one risk gene may be the progenitor of several others. Variations are also often found in intergenic (so-called ‘junk’) DNA, which regulate or mediate the expression of coding genes.
A follow-up study by Hill-Burns et al has sought to evaluate the 107 variants located to date in the HLA region. The researchers employed a process called “step-wise conditional analysis”, which eliminated subordinate SNPs. This reduced the number of risk SNPs from 107 to 4 standalone examples, which could be the subject of further research. The implication that PD might be the result of an immunity deficiency has yet to be evaluated fully.
# Progress and Prospects in Parkinson's Research/Causes/Toxins/Cadmium
## Background

Cadmium is a chemical element (symbol Cd) with an atomic number of of 48. It is extracted for industrial purposes from lead ore. It was discovered in 1817.
Its uses include:-
* battery manufacture;
* as a pigment;
* solar panels;
* electroplating;
* nuclear fission.
Cadmium does not have a known role in human metabolism and is not therefore associated with any deficiency diseases.
Exposure to excessive cadmium can induce renal failure, initially in metal fume fever, chemical pneumonitis and pulmonary oedema. These conditions can be fatal. Post-menopausal women seem particularly susceptible to cadmium toxicity.

## Research

1997
Okuda et al describe the case of a 64 year old man, who experienced Parkinsonism following acute exposure to cadmium.
2011
Tvermoes et al evaluated the effects of cadmium on under non-cytotoxic and cytotoxic conditions. They observed that Cadmium affects the expression of hundreds of functionally unrelated genes, by activating multiple signal transduction pathways, but it may also influence the gene expression of second messengers, such as calcium.

## Further Reading

2011
Levin, Pamela R. Voice of the Environment .
Heavy Metal Toxicity:Testing.
http://voiceoftheenvironment.org/heavymetal/pamela_levin/Heavy%20Metal%20Toxicity%20-%20Testing.php

## Related Pages

Causes > Toxins
Sub Pages:
    Cadmium - Copper - Dieldrin - Manganese - Maneb - Mercury - MPTP - n-Hexane - Paraquat - Rotenone - Toluene - Trichloroethylene - Ziram
# Progress and Prospects in Parkinson's Research/Causes/Infection/Whooping cough
## General

Whooping cough (also known as pertussis) is a highly contagious bacterial infection. The bacterium responsible is Bordetella pertussis. It is transmitted by coughing and sneezing, It affects mainly young children, although adult cases are not unknown. In the past it occurred in periodic epidemics but these have greatly diminished since effective vaccination was introduced in the 1960s. In the United Kingdom the annual count of reported cases has dropped from 120,000 p.a. to 600 p.a. The estimated annual number of cases worldwide is 48 million.

## Research

De Pedro-Cuesta et al (1996) analysed statistics on medical prescriptions for levodopa in Denmark and found that the highest incidence in proportion to the population was in Iceland. Icelandic health records are well documented and a notable feature is the occurrence of several outbreaks of whooping cough. The graph of these outbreaks was plotted against the graph of onset of PD cases and it was demonstrated that the peaks were replicated. No hypothesis could be advanced to account for this phenomenon, which at present constitutes an isolated piece of research.

## Further Reading

NHS Choices - Whooping Cough
http://www.nhs.uk/conditions/Whooping-cough/Pages/Introduction.aspx
Net Doctor - Whooping Cough.
http://www.netdoctor.co.uk/diseases/facts/whoopingcough.htm
The sound of Whooping Cough.
http://www.whoopingcough.net/sound%20of%20whooping%20cough%20with%20much%20whooping.htm

## Related Pages

Causes > Infection
Sub Pages:
    Melanoma - Whooping cough - Helicobacter pylorii - Lipopolysaccharide
# Progress and Prospects in Parkinson's Research/Causes/Inheritance/MAPT

   The MAPT gene has been implicated in the onset of some types of familial Parkinson’s Disease.

## General data

Its full official name is Microtubule-Associated Protein Tau.
Like many other genes MAPT is known by more than one name. Alternative names are:-
* TAU
* MTBT2
* FTDP-17
* FLJ31424
* MSTD
* PPND
* DDPAC
* MAPTL
* MTBT1
* STU/MAPT
In the human genome MAPT is to be found on the long arm of chromosome 17.
The cytogenetic location is 17q21.31.
The molecular base pairs are from 43,971,747 to 44,105,699.
The PD Gene database (2011) lists 36 Polymorphisms for this gene, of which 29 are termed ‘Significant’. It also cites 87 Caucasian gene association studies, 1 African descent gene association study,9 Asian gene association studies, 3 Other/Mixed gene association studies and 6 Caucasian Family-based studies.

## What does MAPT do?

This gene encodes the microtubule-associated protein tau (MAPT) whose transcript undergoes complex, regulated alternative splicing, giving rise to several mRNA species. MAPT transcripts are differentially expressed in the nervous system, depending on stage of neuronal maturation and neuron type.

## The effect of Mutations

2005
Tobin et al evaluated the association of the MAPT region with PD in a large cohort of familial PD cases. They found that SNP rs1800547 was significantly associated with PD affection and the H1 haplotype was associated with a significantly increased risk for PD.
2010
Edwards et al carried out a genome-wide association study for PD with a cohort of 1752 cases and 1745 controls. SNPs in SNCA (rs2736990}, and the MAPT region (rs11012} were found to have an increased risk for PD.
Wray & Lewis have specified the role of this gene thus:-
   In the adult human CNS, tau exists as six protein isoforms which differ by the presence of either 0, 1, or 2 N-terminal inserts and either three (3R) or four (4R) microtubule binding repeats located at the C terminus of the protein. Tau binds to and stabilizes microtubules via its C-terminal repeats in a process regulated by phosphorylation, where the phosphorylation of tau at specific residues favors its detachment from the microtubules.
and later:-
   In PD, variation at the SNCA locus has been shown to act synergistically with variation at MAPT to increase disease risk, i.e., the increase in risk when carrying both risk variants is greater than the additive risk of carrying each variant in isolation. In vitro work has shown that α-synuclein and tau are able to influence each other's polymerization, and diffuse tau pathology is observed in transgenic mice expressing the α-synuclein A53T mutation.
MAPT gene mutations have been associated with several neurodegenerative disorders such as Alzheimer's disease, Pick's disease, frontotemporal dementia, cortico-basal degeneration and progressive supranuclear palsy
# Progress and Prospects in Parkinson's Research/Causes/Toxins/Copper
## Background

Copper is a metallic element (symbol Cu) with an atomic number of 29.
It is an essential trace element in humans and the recommended adult daily intake is 0.97 mg/day It is found in whole grain cereals, vegetables, oysters, offal (particularly liver), cherries, dark chocolate, fruits, leafy green vegetables, nuts, poultry, prunes, and soybeans products such as tofu.
Copper deficiency produces anaemia, bone marrow failure and ultimately a form of leukaemia.
If copper accumulates abnormally in the body it causes Wilson's Disease. This produces the familiar symptoms of Parkinson's Disease - cogwheel rigidity, bradykinesia, lack of balance, hand tremor, masked facial expressions, slurred speech, ataxia (lack of coordination) or dystonia (twisting and repetitive movements of part of the body). Other symptoms are seizures and migraine and cognitive deficits. Wilson's Disease is generally characterised by distinctive rings around the iris of the eyes.

## Research

1987
Pall et al and measured the copper concentrations in the cererbrospinal fluid of 24 PD patients and compared them with 39 controls. The PD patients had significantly higher levels of copper.
2007
Gibney describes a Polish study into the effects of raised copper levels on dopaminergic neurons.
   “To examine the precise role of copper in alpha-synuclein aggregation, the Polish team studied how copper(II) ions interact with fragments of a mutant form of alpha-synuclein that is particularly prone to aggregation. They found that the ions bind to the peptide fragments primarily through histidine, methionine and lysine residues. Copper binding makes these residues more susceptible to reaction
2012
Rasia et al demonstrated that copper accelerated the aggregation of alpha synuclein, which is one of the pathological hallmarks of PD.
   By using numerous spectroscopic techniques (absorption, CD, EPR, and NMR), we have located the primary binding for Cu(II) to a specific site in the N terminus, involving His-50 as the anchoring residue and other nitrogen/oxygen donor atoms in a square planar or distorted tetragonal geometry.

## Related Pages

Causes > Toxins
Sub Pages:
    Cadmium - Copper - Dieldrin - Manganese - Maneb - Mercury - MPTP - n-Hexane - Paraquat - Rotenone - Toluene - Trichloroethylene - Ziram