OpenLLM-France/wikimedia huggingface dataset:
# ATP mentor training/Utopia projects
## Utopia projects
### Discussing utopia

A mentor can discuss aspects of a utopian society with his protégé. Discussion can also begin with fictional scenarios if mentor and protégé can agree on a fictional scenario as the background. As a mentor you can use Socratic debate to challenge the proposals of your protégé. The goal is of course not to refute the proposals in general but to provide motivation for further thought. Utopia may be more interesting than discussing politics of the day because it allows more freedom of thought.
Interesting questions are if the utopian society would work and if and how the protégé would meet the needs of the utopian society he envisions. Meeting the needs of an utopian society may usually require discussion of the categorical imperative.
* In a society without schools, which education would the protégé willingly pursue without external motivation?
* In a society without money, which professions would the protégé be willing to work in without further motivation?

### Projects for the protégé

Are there things that can be learned from the discussion? What aspects of what has been deduced can be applied today? As a mentor you can agree with the protégé on projects or behavior patterns that work towards goals that have been identified as desirable.
* This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials").
* Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.
# ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/areas

In which areas should the language be analyzed? (psychology, intercultural competence, practical philosophy, linguistics, astrosociobiology)
# ATP mentor training/The social role of the mentor

ToDo:
* Time spent with the mentor should be seen as quality time by the protégé.
* Protégé and mentor must agree on mutual respect.
* The mentoring relationship is not a friendship; the formal character of the relationship should be respected.
* The mentor should not be a know-it-all but should be able to motivate a certain respect for education and possibly derive respect from the protégé for the mentor from this.
* This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials").
* Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.
# ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/extensibility

Can authors extend this language and how? What can be learned from extending the language?
# ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/general use

Discuss the effects of the general use of the language on an alien society.
# ATP mentor training/The mentoring relationship
## The mentoring relationship

The relationship between mentor and protégé may require explanation. Especially if the mentor is another adolescent the protégé may expect the relationship with the mentor to have the same characteristics as a friendship. A mentor might want to explain that the mentoring relationship is independent of the type of personal relation and is guided by moral obligations and responsibilities of the mentor instead. What a protégé should understand is that the mentor may be offering a kind of friendship, possibly depending on future behavior of the protégé, but that the mentoring relationship itself neither rejects nor affirms a friendship between mentor and protégé.
A mentor who belongs to the social environment of a protégé is referred to as natural mentor. A natural mentor who has formally accepted mentoring responsibilities is referred to as a formal mentor or program mentor instead. A program mentor who enters into a relationship with the protégé beyond mentoring duties can become a natural mentor when the formal assignment ends.
The Handbook of Youth Mentoring defines natural mentors as "nonparental adults, such as extended family members, teachers, or neighbors, from whom a young person receives support and guidance as a result of a relationship developed without the help of a program specifically designed to connect youth and adults to form such a relationship (i.e., program mentors)." In the context of the ATP mentor training the term natural mentor will be used to include everybody (including parents and teenagers) who engage in activities that provide long-term support and guidance in a way that respects a teenager's interests (while putting them in relation to the view of an unbiased observer) but do so outside a formal mentoring program.

### Psychology of the relationship

It appears to be a desirable attitude to accept others as authorities in personal matters, because the effect on the personality of an adolescent can be to learn to be open for well-intentioned advice; the alternative are people who may be difficult to reach. Consequently the mentor should aim for a relationship where the mentor becomes an authority in personal matters, but that authority can only be granted by the protégé; it can not be demanded, at least not reliably.

### Beginning a new mentoring relationship

Recommended reading for new mentors is the Learn to Mentor Toolkit:
Here’s a tip on how to test if your objectives are solid — ask yourself, are they SMART? Smart stands for:
    Specific — do I know precisely what has to happen?
    Measurable — how will I know if I’ve achieved this objective?
    Attainable — is it realistic or do-able?
    Result-oriented — will it really move me toward my goal?
    Time-limited — does it have a due date?
If your goals are SMART, they’re solid — now go start doing them!
The toolkit contains useful worksheets and advice, especially for new mentoring relationships but also for existing mentoring relationships.
# ATP mentor training/Training to be an autodidact
## Training to be an autodidact

Being an autodidact is not a yes-or-no decision. Very few people decide to become airplane pilots or neurosurgeons and accomplish the goal solely as autodidacts. A protégé doesn't have to achieve perfect self motivation and independence but as a mentor you can try to understand the degree of self motivation your protégé possesses and help him to develop good learning habits in fields of knowledge where your protégé can be expected to benefit from your assistance but can at the same time accomplish learning goals as independent achievements.
Somebody who completes an assignment with very limited goals and because it is expected is not necessarily an autodidact. Your protégé can best train to be an autodidact if the motivation to learn is his very own motivation and not an assignment that must be completed, therefore one of the foremost goals for the mentor is to understand the interests and motivations of the protégé.
A mentor can try to direct the protégé to new spheres of knowledge but the decision whether something is sufficiently interesting or not must be made by the protégé, the mentor can only try to present a sphere of knowledge as exciting and interesting.
* This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials").
* Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.
# Does nuclear power lead to nuclear weapons?

Does nuclear power lead to nuclear weapons? That is, does development of nuclear power make it easier to acquire nuclear weapons? Does it contribute to nuclear proliferation? Is there some correlation between nuclear power acquisition and nuclear weapon acquisition?
The claim is not that nuclear power necessarily leads to nuclear weapons since that is obviously untrue.

## Nuclear power leads to nuclear weapons
### Pro

* Pro As a hint, "the UK’s first nuclear power stations were built primarily to provide fissile material for nuclear weapons during the Cold War. [...] In Britain, the civil nuclear power programme was deliberately used as a cover for military activities. [...] The first generation of British Magnox nuclear power stations were all secretly designed with the dual purpose of plutonium and electricity production in mind." This is not conclusive, but is suggestive.
* Pro "[N]uclear power plants, and the education of those who design and operate them, spread both the technological know-how and the raw materials needed to build atomic bombs."

### Con

* Con Britannica's expert analysis suggests there is not much connection between nuclear power acquisition and nuclear weapon proliferation.
** Objection Britannica's procon.org lists multiple pros and cons on the question, so the picture is perhaps not so simple as the particular referenced Britannica's article makes it seem.
*** Objection The procon.org has perhaps a slightly different methodology: choose some of the best or most professional or reliable sources for both sides and present them. Thus, in procon.org, Britannica perhaps becomes more relativist than it gets in the referenced article above, by applying a debate process that tends to be relativist.
# Does the Catholic Church do more harm than good?

Does the Catholic Church do more harm than good?
A more general question is Does religion do more harm than good?. It will perhaps be most interesting to focus on features specific to Catholic Church. Properly dealing with the question requires some aggregation of pros and cons, but to help itemization, arguments are allowed to state a single item of harm or a single item of good and leave it to the reader to do the aggregation.

## The Catholic Church does more harm than good
### Pro

* Pro It does the general harm of religion: see Does religion do more harm than good?
* Pro Its opposition to condoms and other forms of contraception prevent limiting of spread of AIDS and prevent limitation of population growth that threatens ecosystems. Population growth in industrial countries creates load on resources (e.g. fossil fuels) for intensive agriculture and population growth in less industrial countries create load on resources (e.g. deforestation) for extensive agriculture.
* Pro Its involvement with 20th-century far-right dictatorships is problematic.
* Pro The church executed people for heresy, that is, for teachings at odds with the official Catholic doctrine. An example is the execution of Giordano Bruno. See W:List of people burned as heretics.

### Con

* Con It does the general good of religion: see Does religion do more harm than good?
* Con The Catholic Church is one of the largest charitable organizations on the planet, running hospitals, orphanages, etc.
# Engineering Projects/ComboLockPick/Howard Community College/Fall2012

Special:Prefixindex/Engineering Projects/ComboLockPick/Howard Community College/Fall2012/
# Engineering Projects/Coanda/Howard Community College

Howard Community College is starting this project in the fall of 2011. The goal is to give those that program and/or game a very specific programming project.
       Spring2012
       Fall2011
# Engineering Projects/Coanda/Howard Community College/Fall2011

502_Coanda
# Engineering Projects/Coanda/Howard Community College/Fall2011/502 Coanda
### Problem Statement

Put the last negotiated problem statement with the instructor or client of the project here.

### Summary

Put an overall, one paragraph summary here with links to the team weekly reports.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

Figuring out what to purchase, what to build, what everything costs is a huge part of engineering. Typically there is a list of materials in stock, materials that are ordered, materials that should be ordered next time there is money, materials that have not been fully justified. These issues are part of healthy management of the engineering lab but are associated with a particular college. The detail needs to be published in this "Done" form. However in the project root, just a list of materials is necessary.

### Software List

Installing and learning different software packages is part of most engineering project just like the materials list.

### Time

Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

### Tutorials

Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

### Next Steps

If this is not filled out, the next team may have to repeat each of your steps just to figure out what the next step is. It is best to write this immediately at the end of the project while creating the summary, poster, presentation, and story.
# Engineering Projects/Coanda/Howard Community College/Spring2012/p501cm3.0
## Electronic Sections Expected
### Problem Statement

To learn how to manipulate the Coanda effect such that static objects are able to gain lift and momentum.

### Team Members

* Marcus Watson
* [[User:ChimaEzen/]
* Wesley Rodriguez

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Engineering Projects/ComboLockPick/Howard Community College

Special:Prefixindex/Engineering Projects/ComboLockPick/Howard Community College/
# Engineering Projects/ComboLockPick/Howard Community College/Fall2012/p1-502-cmsb

Special:Prefixindex/Engineering Projects/ComboLockPick/Howard Community College/Fall2012/p1-502-cmsb/
# Engineering Projects/Coanda/Howard Community College/Spring2012

p501acm
p501acm2.0
p501cm3.0
# Bloom Clock/Keys/Global/Temperate/Late Winter
## Late Winter

* All flowers (49)
# Bloom Clock/Keys/Global/Temperate/Late Winter/All/DPL

This page is used to help create a graphical list.
* BCP/Forsythia x intermedia
* BCP/Helleborus foetidus
* BCP/Pieris japonica
* BCP/Senecio vulgaris
* BCP/Taraxacum officinale
* BCP/Helleborus niger
* BCP/Stellaria media
* BCP/Galanthus nivalis
* BCP/Hamamelis x intermedia
* BCP/Symplocarpus foetidus
* BCP/Spiraea thunbergii
* BCP/Erica carnea
* BCP/Hamamelis 'Sunburst'
* BCP/Hamamelis 'Jelena'
* BCP/Hamamelis 'Arnold Promise'
* BCP/Hamamelis 'Diane'
* BCP/Forsythia x intermedia
* BCP/Helleborus foetidus
* BCP/Pieris japonica
* BCP/Senecio vulgaris
* BCP/Taraxacum officinale
* BCP/Helleborus niger
* BCP/Stellaria media
* BCP/Galanthus nivalis
* BCP/Hamamelis x intermedia
* BCP/Symplocarpus foetidus
* BCP/Spiraea thunbergii
* BCP/Erica carnea
* BCP/Hamamelis 'Sunburst'
* BCP/Hamamelis 'Jelena'
* BCP/Hamamelis 'Arnold Promise'
* BCP/Hamamelis 'Diane'
# Bloom Clock/Keys/Global/Temperate/Late Summer/Yellow Flowers/DPL

This page is used to help create a key.
* BCP/Cyperus esculentus
* BCP/Hibiscus trionum
* BCP/Amaranthus blitoides
* BCP/Digitalis grandiflora
* BCP/Rosa 'Peace'
* BCP/Spilanthes oleracea
* BCP/Cucurbita maxima
* BCP/Sicyos angulatus
* BCP/Rudbeckia triloba
* BCP/Helianthus annuus
* BCP/Lycopersicon
* BCP/Euphorbia lathyris
* BCP/Miscanthus sinensis
* BCP/Rudbeckia laciniata
* BCP/Euthamia graminifolia
* BCP/Medicago lupulina
* BCP/Helianthus tuberosus
* BCP/Lactuca serriola
* BCP/Helenium autumnale
* BCP/Oxalis corniculata
* BCP/Amaranthus retroflexus
* BCP/Sonchus asper
* BCP/Lactuca canadensis
* BCP/Potentilla recta
* BCP/Asclepias tuberosa
* BCP/Artemisia vulgaris
* BCP/Portulaca oleracea
* BCP/Rudbeckia hirta
* BCP/Torenia fournieri
* BCP/Alchemilla mollis
* BCP/Sedum kamtschaticum
* BCP/Solidago
* BCP/Corydalis lutea
* BCP/Erechtites hieracifolia
* BCP/Lonicera japonica
* BCP/Coreopsis verticillata
* BCP/Duchesnea indica
* BCP/Tagetes erecta
* BCP/Tagetes patula
* BCP/Rudbeckia fulgida
* BCP/Agrimonia
* BCP/Verbascum blattaria
* BCP/Ambrosia trifida
* BCP/Bidens frondosa
* BCP/Ambrosia artemisiifolia
* BCP/Helianthus x laetiflorus
* BCP/Rorippa sylvestris
* BCP/Kirengeshoma koreana
* BCP/Impatiens pallida
* BCP/Physalis heterophylla
* BCP/Patrinia gibbosa
* BCP/Oxalis stricta
* BCP/Linaria vulgaris
* BCP/Chelidonium majus
* BCP/Taraxacum officinale
* BCP/Hypericum perforatum
* BCP/Viola tricolor
* BCP/Impatiens capensis
* BCP/Hemerocallis
* BCP/Cucumis sativus
* BCP/Tanacetum vulgare
* BCP/Solidago canadensis
* BCP/Dahlia
* BCP/Acalypha rhomboidea
* BCP/Oenothera
* BCP/Pilea pumila
* BCP/Oenothera biennis
# Bloom Clock/Keys/Global/Temperate/Mid Spring/Black Flowers

This page is part of the global dichotomous key for plants recorded as blooming in Mid Spring.
These plants have the following traits:
   * Black flowers
Rosa
| Flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rosa (Rose) Identifying Characteristics Habit:Thorny shrubsFoliage:alternate, pinnately compoundStem:thornedFruit:small pomes (hips)Life Cycle: perennial shrubSubclass plants:Rosa canina Rosa multiflora Rosa palustris Rosa rugosa Rosa 'Peace' Rosa 'Pink Knockout' Recent Logs Anna reg 06:23, 14 May 2010 (UTC) Anna reg 19:18, 12 May 2011 (UTC) Anna reg 18:14, 19 October 2011 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer, Mid Summer, Late Summer, Early Fall Mid Fall, Late Fall
Aquilegia x hybrida
| Flowers of a pink variety Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Aquilegia x hybrida (Garden Columbine) Identifying Characteristics Recent Logs --Anna gdf 11:54, 11 May 2010 (UTC) Anna reg 19:15, 12 May 2011 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring, Early Summer
Iris
| Flower of Iris versicolor Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Iris (Iris) Identifying Characteristics Recent Logs Jomegat 22:24, 18 May 2010 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
# Bloom Clock/Keys/Global/Temperate/Mid Spring/Black Flowers/DPL

This page is used to help create a graphical list.
* BCP/Helleborus x hybridus
* BCP/Fraxinus pennsylvanica
* BCP/Aquilegia x hybrida
* BCP/Viola x wittrockiana
* BCP/Viola
# Bloom Clock/Keys/Global/Temperate/Mid Spring
## Mid Spring

All flowers (122) (category list)
* White flowers (63)
** Herbaceous plants with white flowers
** Trees with white flowers
** Shrubs with white flowers
** Vines with white flowers
* Pink flowers (34)
* Red flowers (11)
* Orange flowers (6)
* Yellow flowers (31)
* Green flowers (9)
* Blue flowers (10)
* Purple flowers (27)
* Brown flowers (2)
* Black flowers (3)
# Effects of Late or Non-payments/Activities

| Unit 3.3-Effects of Late or Non-payments | Introduction | Tenets of Risk Assessment | Risk and Reward | "Eight C's" | 5 "C's" | 3 "C's" | Applying the "C's" | Impact of Nonpayment | Identifying Costs | Bad Debt Value | Interest | Cost and Capital | Administrative | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Activity

Discuss the following issues:
* What are the characteristics of risk evaluation?
* What are differences in “in-country” (domestic) vs. international credit risk?
* How does risk differ country by country? Compare and contrast different countries assigned to groups or individuals.
* What global current events have changed (increased/decreased) the risk of doing business in a particular country?
# Effects of Late or Non-payments/"Eight C's" of Credit Risk Assessment for A Global Seller

| Unit 3.3-Effects of Late or Non-payments | Introduction | Tenets of Risk Assessment | Risk and Reward | "Eight C's" | 5 "C's" | 3 "C's" | Applying the "C's" | Impact of Nonpayment | Identifying Costs | Bad Debt Value | Interest | Cost and Capital | Administrative | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## “Eight C's" of Credit Risk Assessment for A Global Seller

Whether a sale is a domestic or international transaction, there are five “C’s” to consider during a credit risk assessment: character, capacity, capital, condition, and collateral. In addition, there are three more “C’s” to consider when the assessment is considered an international transaction: country, currency, and cultural risk.