OpenLLM-France/wikimedia huggingface dataset:
# Social psychology (psychology)/Lectures/Prosocial

* Resource type: this resource contains a lecture or lecture notes.
* Completion status: this resource is considered to be complete for the purposes of the Social psychology (psychology) unit in 2008, but others are welcome to add to it. Click on one of the external links to see the lecture.

## Overview

The aim of this lecture is to introduce and discuss the social psychology of prosocial behaviour and altruism.
# Social psychology (psychology)/Lectures/Groups and leadership/Instructor notes
## To do

* Further reduce proprietary images
* Improve/plan timings
* Any activities – e.g., what makes a group, what makes a leader? Identify e.g., key questions for blog/e-portfolios

## 2008

* Get video - Taylor, R. (2003). The confidence zone (Programme 2: Leadership). Videorecording. 15 mins. BBC Worldwide: Sydney, NSW. UC Library Call No: BF575.S39.C66 2003 3 hour loan.
* Reduced by ~15 slides, with a few added
* Something got out of sequence, so all NOTES need checking and all SLIDE TITLES titles need rechecking
* Several images were replaced with OERs – several still to go

## 2007

* No notes
* Leadership video wasn't shown
* Audio trimmed and converted
# Social psychology (psychology)/Lectures/Instructor notes
## 2005

* Could bring some of the video out of week 1, bust it up, and present each part in conjunction with its respective lecture presentation
* Include more activities (~30 mins) - would be desirable still to have an interactive or take-away activity to accompany each of these important topics.
* Each topic needs a take-away message / summary to be emphasized and summarised at the end of the two lectures.
* Need to read the textbook chapters more thoroughly - only partially read / skimmed in 2005
# Social psychology (psychology)/Lectures/Introduction/Instructor notes

There were several issues in 2007 which were meant to be considered for 2008, but weren't (due to unavailability of files due to computer rebuild):
Thus, most issues from 2007 remain to be done:

## History
### 2007

* The slides were the first prepared in OOImpress, based on:
** 2005 Lecture 1
** The new Textbook - Baumeister, including the demo PPT text slides
* 2008 - Small/minimal improvements.
** added design template
** removed ~10-15 slides to make is shorter
** lightly edited/reviewed
* added/improved some text/images

## To do

* Remove animation
* Check layout - some overlapping text
* Add attributions for all images
* Shorten (it was far too long): Culture & Nature should be shifted into the next week with Social Self
* Add more examples of “social psychology” situations (e.g., as per p. 4-5 in Baumeister & Bushman, 2008.
* Take account of (and incorporate 2005 Lecture 2 History and Research) (major oversight)
* Incorporate textbook digital images (if available)
* Listen to 2005 audio & 2007 & 2008 audio/video & review/write-up accordingly
* Add age of universe
* Add quote from book about being on planet earth
* Add quote from Buckminster Fuller about spaceship earth
* Animations needs to be fixed/stripped
* Sometimes multiple clicks are needed to go to the next slide
* Add page numbers
# Social psychology (psychology)/Lectures/List

| # | Lecture topic |
| 01 Y | Introduction |
| 02 Y | Social self |
| 03 Y | Social thinking |
| 04 Y | Aggression |
| 05 Y | Prejudice |
| 06 Y | Relationships |
| 07 Y | Groups & leadership |
| 08 Y | Prosocial behaviour |
| 09 Y | Environmental |
| 10 Y | Review |
# Spanish/Bilingual Spanish-English Dictionary

This project is for people who see a need to develop a suitable environment for Wikiversity dictionary and make a database, for people who would like to offer to participants a "wiki" bilingual dictionary. (related links: *Spanish/Verbs *Spanish_nouns) This project has to develop bilingual Spanish-English and English-Spanish dictionary using the wikimedia software and/or software used by Sandbox Server.

## Active Participants

* Juan 19:45, 6 April 2007 (UTC)
* J.Steinbock 20:49, 4 July 2007 (UTC)

## To Do

* why not just use wiktionary
* which software will be used
* how we make a databasis
* record pronunciation: yes? no?
* provide synonyms and antonyms in spanish
* include commonly used slang terms and phrases
# Spanish/Home

* Spanish One
* Spanish Two
# Spanish/Curriculum

* Spanish Language Course
| [[File:|20x20px|link=Topic:Spanish|Topic:Spanish]] | [[File:|20x20px|link=Spanish/Home|Spanish/Home]] | [[File:|20x20px|link=Spanish/Students|Spanish/Students]] | [[File:|20x20px|link=Spanish/Spanish One|Spanish/Spanish One]] | [[File:|20x20px|link=Spanish/Spanish Two|Spanish/Spanish Two]] |
| Spanish Language Division | Course Page | Registration | Spanish One | Spanish Two |
* Curriculum
* Spanish One
Curriculum :
* Spanish One is a comprehensive course which introduces Spanish to its participants. This course stresses the building of basic vocabularly, grammar structures, reading, and writing. This class is presently seeking students.
* Spanish Two
Curriculum :
* Spanish Two continues to introduce the Spanish language to students with commitment to learn this language. After completing the course, students should be able to communicate without the need to think extensively. This is the precursor to more advanced classes for fluent speakers. This class is presently seeking students.
# Spanish/Nouns

This page is about Spanish Nouns, also known as "sustantivos".
casa = HOUSE
FAMILIA = FAMILY
LLAMOS = NAME
DIA = DAY
ANOS = YEARS

## SEE ALSO

* Spanish/Verbs
* Spanish/Pronouns
* Spanish/Adjectives
* Spanish/Colors
* Spanish/Grammar
# Spanish/Spanish One/Calendar

* Spanish One
| Curriculum | Students | Assignments | Resources | Vocabulary | Calendar |
* Spanish One Calendar
* The Month of February
# Spanish/Spanish One/Lessons

* Basic Vocabulary
* Basic grammar structures
* Reading Spanish
* Writing Spanish
# Spanish/Resources/Las Palmas de Gran Canaria (audio)

Breves reseñas históricas
Los orígenes fundacionales de la ciudad de Las Palmas se remontan al año 1478, concretamente al 24 de junio (día de San Juan) momento en el cual Don Juan Rejón, capitán castellano, inicia la conquista de la isla de Gran Canaria. Esta conquista se inicia en la desembocadura del barranco de Guiniguada, lugar que inicialmente se denominaría El Real de Las Palmas y que pertenece en la actualidad al barrio de Vegueta.
La lucha se prolongó por un periodo de cinco años, costando un gran número de vidas, sobre todo en el lado aborigen, que carecía de medios para defenderse frente a los ejércitos mandados por los Reyes Católicos. Aun así la resistencia fue feroz. El final de la conquista llegaría en 1483, con la incorporación de la isla a la Corona de Castilla por parte de Don Pedro de Vera que logró el sometimiento de los aborígenes de Gáldar en la zona noroeste de la isla.
La importancia de la ciudad fue creciendo paulatinamente, convirtiéndose en el centro administrativo y político del Archipiélago, constituyéndose el Obispado de Canarias (cuyo ámbito actual es el de la provincia de Las Palmas) Tribunal de la Santa Inquisición, la Real Audiencia de Canarias, etcétera.
Durante estos primeros siglos de vida, la ciudad se convirtió en un punto activo económico, principalmente debido al comercio de la caña de azúcar, llegando en el siglo XVII un receso debido al freno que sufrieron las exportaciones agrarias tanto a América como al resto de Europa. Durante la época de esplendor, se produjeron numerosos ataques piratas que se prolongaron en el tiempo hasta el siglo XVIII.
En octubre de 1595, la ciudad consiguió repeler el ataque inglés a mando de Francis Drake y John Hawkins, pero cuatro años más tarde, los holandeses, al mando de Van der Does saquearon e incendiaron la ciudad.
En el siglo XIX se produjo un hecho de importancia vital para la economía de la ciudad. La instauración de los puertos francos. Se trata de un régimen económico especial que favorece las relaciones comerciales del archipiélago. Este beneficio actúa como estimulante para que numerosos barcos y navieras recalen en la isla. Este ir y venir de barcos fue la primera semilla para que posteriormente se desarrollara en la isla la principal fuente de economía actual, el turismo. De este interés inicial por el turismo nace el primer hotel de la isla, el Hotel Santa Catalina, en el año 1890 y que en la actualidad sigue abierto y es considerado el de mayor prestigio de la ciudad.
Con posterioridad a la finalización de la Guerra Civil Española y de la Segunda Guerra Mundial, se notaron ciertos síntomas de recuperación turística, que culminan en la Navidad de 1957 cuando aterriza en el Aeropuerto de Gando un avión de la compañía sueca Transair AB, con 54 pasajeros en su interior. Acababa de iniciarse la era de los vuelos charter, principal motor económico de la isla, y en general del archipiélago canario en la actualidad.
Original text taken from es Wikipedia (Las Palmas de Gran Canaria) Full text available via: http://es.wikipedia.org/w/index.php?title=Las_Palmas_de_Gran_Canaria&oldid=1131117
# Spanish/Spanish One/Assignments

* Spanish One
| Curriculum | Students | Assignments | Resources | Vocabulary | Calendar |
* Spanish One Assignments
* Assignment One
Assignment :
* Practice Lesson 1 vocabulary. Make flashcards and drill until you've memorized all of the words.
# Underwater Diving

Underwater diving is the practice of descending below the water's surface to conduct underwater activities. In ambient pressure diving, the diver is exposed to the pressure of the surrounding water, and uses breathing apparatus such as that used for scuba diving or surface supplied diving, or when freediving, will breath-hold for the duration of the dive.

## Readings

* Wikipedia: Underwater diving
* Wikipedia: Freediving
* Wikipedia: Scuba diving

## See Also

* Commercial diving
* Filling Scuba Cylinders
# Unit Testing

Unit testing is a software testing method by which individual units of source code—sets of one or more computer program modules together with associated control data, usage procedures, and operating procedures—are tested to determine whether they are fit for use.
Unit tests are typically automated tests written and run by software developers to ensure that a section of an application (known as the "unit") meets its design and behaves as intended.

## Resources

* Jest - JavaScript
* JUnit - Java
* Pytest - Python
* xUnit.net - C#

## See Also

* Software testing
* Wikipedia: Unit testing
# Union/Subtraction rule/Exercise

Does the "subtraction rule“ hold for the union of sets, i.e., can we infer from $A\cup C=B\cup C$ that $A=B$ holds?
# Unit Testing/JUnit

JUnit is a unit testing framework for the Java programming language.

## Readings

* Wikipedia: Test automation
* Wikipedia: JUnit

## Activities

* Install JUnit
* Create a Simple Test
* Test Exceptions
* View Test Coverage

## See Also

* Wikipedia: JUnit
# Union of intervals/Continuous function to R/Exercise

Let $a<b<c$ be real numbers and let
    $f\colon [a,b]\longrightarrow \mathbb {R}$
and
    $g\colon [b,c]\longrightarrow \mathbb {R}$
be continuous functions such that $f(b)=g(b)$. Prove that the function
    $h\colon [a,c]\longrightarrow \mathbb {R}$
such that
    $h(t)=f(t){\text{ for }}t\leq b{\text{ and }}h(t)=g(t){\text{ for }}t>b$
is also continuous.
# Wright State University Lake Campus/2019-1/Phy1060

User:Guy vandegrift/T/Sub
Syllabus -- Notes -- Pilot-- textbook -- Astronomy college course -- Phy1060/Old studyguide -- slides - wright.miraheze.org
Click here to learn about the final exam take-home and option in-class test
Phy1060 (Astronomy) Click here to learn about the final exam take-home and option in-class test
Presentations: 01-- 02-- 03-- 04-- 05-- 06-- 07-- 08-- 09-- 10-- 11-- 12-- 13-- 14-- 15-- 16-- 17-- 18-- 19-- 20-- 21-- 22-- 23-- 24-- 25-- 26-- 27-- 28-- 29-- 30
Chapter Titles: 1 Science and the Universe: A Brief Tour  2 Observing the Sky: The Birth of Astronomy  3 Orbits and Gravity  4 Earth, Moon, and Sky  5 Radiation and Spectra  6 Astronomical Instruments  7 Other Worlds: An Introduction to the Solar System  8 Earth as a Planet  9 Cratered Worlds  10 Earthlike Planets: Venus and Mars  11 The Giant Planets  12 Rings, Moons, and Pluto  13 Comets and Asteroids: Debris of the Solar System  14 Cosmic Samples and the Origin of the Solar System  15 The Sun: A Garden-Variety Star  16 The Sun: A Nuclear Powerhouse  17 Analyzing Starlight  18 The Stars: A Celestial Census  19 Celestial Distances  20 Between the Stars: Gas and Dust in Space  21 The Birth of Stars and the Discovery of Planets outside  22. Stars from Adolescence to Old Age  23 The Death of Stars  24 Black Holes and Curved Spacetime  25 The Milky Way Galaxy  26 Galaxies  27 Active Galaxies, Quasars, and Supermassive Black Holes  28 The Evolution and Distribution of Galaxies  29 The Big Bang  30 Life in the Universe
Special:Prefixindex/Wright State University Lake Campus/2019-1/Phy1060/
# Analogies for Sustainable Development/All learning as transfer of learning
## Quote Bank

Valiant (2013):
“Humans, and biological systems generally, do have an impressive capability to make predictions. The ability of living organisms to survive each day in this dangerous world is surely evidence of an ability to predict the consequences of their actions and those of others, and to be prepared for whatever happens, and be rarely taken totally by surprise. In human terms, the fact that we can go through a typical day, one that may include many events and interactions with others, and be seldom surprised is testament surely of our good predictive talents.”
“Past performance is not necessarily indicative of future results. Living organisms, however, need to make decisions all the time and take a view on what will happen next. The only course available is to learn as many of the world’s regularities as we can, and allow them to guide our decision making. There is simply no alternative”
# Analogies for Sustainable Development/Biomimicry as analogy
## Overview

Biomimicry is adapting the designs of nature to solve the design challenges facing humans. Usually we think of biomimicry as a field of study, but we can also think of this entire field as a processing for developing and refining analogies between nature and society.

### Naive vs. Non-Naive Biomimicry
## Analogy Map Examples

velcro, gene transfer?

## Quote Bank

Thompson & Good (2005):
"We have yet not uncovered the full potential available to us when we operate, like nature operates, as cooperative, highly motivated teams. The solution we propose [...] is the systematic study of nature’s most successful living teams and the extraction of principles about their operational logistics, behaviour patterns, command-structure, communication methods that can provide us with useful guidelines on how teams need to operate to be truly successful."
# Analogies for Sustainable Development/Brain as Computer, Brain as Internet

"The network framework provides a natural way to describe neural organization [24]. Indeed, cognition emerges from the activity of neural networks that carry information from one cell assembly or brain region to another (see Box II). The advent of Network Science suggests modifying the traditional “computer metaphor” for the brain [25] to an “Internet metaphor”, where the neocortex takes on the task of “packet switching’"
Networks in Cognitive Science https://arxiv.org/ftp/arxiv/papers/1304/1304.6736.pdf
Brain Power: From Neurons to Networks (https://www.youtube.com/watch?v=zLp-edwiGUU) compares the internet to a child's brain
# Analogies for Sustainable Development/Analogies by Sustainable Development Goal
## SDG 2 - Zero Hunger

    Insect agriculture as human agriculture

## SDG 3 - Good Health and Well-Being

    Health as homeostasis

## SDG 11 - Sustainable Cities and Communities

    Cities as organisms
    Cities as organs
# Analogies for Sustainable Development/Analogies from A-Z/Brain as Computer, Brain as Internet

"The network framework provides a natural way to describe neural organization [24]. Indeed, cognition emerges from the activity of neural networks that carry information from one cell assembly or brain region to another (see Box II). The advent of Network Science suggests modifying the traditional “computer metaphor” for the brain [25] to an “Internet metaphor”, where the neocortex takes on the task of “packet switching’"
Networks in Cognitive Science https://arxiv.org/ftp/arxiv/papers/1304/1304.6736.pdf
# Analogies for Sustainable Development/Brain as common pool resource
## Analogy Map

| Commons | Brain |
| Limited resource | Working memory, glucose, oxygen |

## Discussion

Cognitive load, attention span

## Quote Bank

Rosenbaum (2014):
“it’s good for neurons to team up with other neurons. Teaming up is important because the neural ecosystem has a limited supply of oxygen, glucose, and other needed materials. Individual neurons benefit from joining up with other “like-minded” neurons—that is, neurons tuned to similar functional events—just as we humans tend to do better if we join with others than if we go it alone.”
“Active neurons suck up more oxygen and glucose than do less active neurons. Active neurons are also more likely than less active neurons to form liaisons with other neurons.”
# Analogies for Sustainable Development/Adaptive flexibility as musical instrument

* Analogy Ranking and Review
* Analogy Characteristics
* Style:
* Directionality:
* Analogy Quality
* Rigor:
* Popularity:
* Value:
* Article Quality
* Peer review:
* Resource base:
* References:
* Analogy map:
“Our open-ended behavioral flexibility, as individuals and as cultures, requires a genetically evolved architecture ... A more poetic metaphor than a “Darwin machine” is a musical instrument. It can produce an infinite number of songs but also has a single 'nature.'" (Wilson, 2009)

## Overview

David Sloan Wilson uses the metaphor of a musical instrument to demonstrate the difference between evolved innateness or “genetic determinism” and evolved adaptive flexibility or capacity for change. An instrument like a guitar, violin or saxophone has a certain inflexible structure, designed for a certain purpose, but the number of sounds and melodies one can produce with it are infinite. They are up to the player, but whether a tune sounds nice and appropriate is also dependent on the environment. The human brain can certainly be thought of as one of those instruments. Although all instruments have a rigid structure, some instruments are built to be more flexible (in the types of sounds they can make) than others - consider the difference between a woodblock, a flute, and a synthesizer.

## Analogy Map

| Instrument | Biological | Human |
| Physical structure | Genome | Human genomee |
| Variability of notes | Gene expression | behavioral and psychological flexibility |
| Musician | | |
| Listeners | | |

## Discussion

This analogy helps clarify the difference and relationship between “genetic determinism” and adaptive flexibility. Flexibility is a result of genetically evolved structure. Other examples of genetically rigid structures with evolved flexibility are the immune system and the human brain.
# Analogies for Sustainable Development/Analogies from A-Z

Note that the inclusion of an analogy in this Wikiversity Learning Project does not mean it is "true" or "solid" in a scientific sense. Indeed, some of the entries listed below are offered as a for tool critiquing the nature of narrative and analogy in sustainability discourse precisely because they break down easily upon inspection and yet may be commonly employed to further a particular viewpoint. Analogies are tools for thinking, please use the entries and resources below to help you explore deeper into the complexities of the sustainability topics you care about.
    Adaptive flexibility as musical instrument
    Adaptive flexibility as grass in the wind
    All learning as transfer of learning
    Biomimicry as analogy
    Brain as collective action
    Brain as common pool resource
    Brain as Computer, Brain as Internet
    Brain as dual mode camera
    Brain as evolutionary ecosystem
    Brain as garden
    Brain as moral tongue
    Brain as onion
    Cancer
    Capitalism as a Dialectic of Dynamism and Decency
    Children as scientists
    Cities as organs
    Cities as (super)organisms
    Concepts as species
    Cooperation as sitting in the same boat
    Corruption as cancer
    Earth as organism (Gaia hypothesis)
    Ecosystem as organism
    Elephant and the Rider
    Evolutionary process as Immune system
    Evolutionary process as Innovation
    Evolutionary process as Learning
    Global Village
    Health as homeostasis
    Homeostasis as mental health
    Homeostasis as group design principles
    Homo economicus
    Homo evolutis
    Homo politicus
    Human society as organism
    Human society as beehive
    Humans as cancer
    Insect agriculture as human agriculture
    Innovation as emergent property
    Knowledge as bricks
    Knowledge transfer as transfer of learning in the collective brain
    Major transitions as a boat race
    Maps as analogies
    Multilevel selection as fans on a billiard table
    Networked Complexity
    Neural networks as telephone wires
    Neural networks as road networks
    Organism as multi-cellular society
    Parable of the Commons
    Parable of the New Pastures
    Sacred circling & moral magnetism
    Scientific disciplines and theories as islands in an Ivory Archipelago
    Scientific disciplines and theories as languages
    Schools as organs
    Schools as superorganisms
    Selection as winnowing
    Selfish Gene
    Social learning as collective brain
    Social Learning as a Jazz Band
    Social Learning as bees
    Social Genome
    Species of thought
    System 1- System 2
    Transfer of learning as evolutionary information processing
    Tribalism as politics, as football teams
    Universities as organs
    Universities as superorganisms
    Wikipedia as collective brain
    Working memory as holding things in your hand
    90% Chimp, 10% Bee, 100% Human