OpenLLM-France/wikimedia huggingface dataset:
# Learning to learn a wiki way/Reflective blog
## Welcome

This page is intended to be the collective blog for this project. Rather than write to this page directly it is a composite page of individual's learning blog pages from the project participants.
One method of organising your comments or blog postings for easy repositioning is to create comments or blogs/entries as subpages off your User page like User:Mystictim/llww. You can now include these pages at multiple locations by using an include:
[[User:Mystictim/llww]]
    If you want to use an include for a page in the main name space (learning materials and projects) you must start it with a colon :
    [[Learning path]]
To see how this is done click on the edit tab of this page and look at the list of includes at the bottom of the page. You can add your blog for this project by adding:
    [[User:Myname/my learning to learn a wiki way blog]]
Note that the include doesn't have the page title so this has to be added separately.
The advantage of creating multiple subpages for comments and blogs on different subjects is that you can then post entries and comments at various locations on Wikiversity (using appropriate include for your subpages) and keep track of them by creating a master page using a list of includes in the form:
[[User:Mystictim/llww]]
[[User:Mystictim/blog]]
[[User:Mystictim/School of education comments]]
This will create a master list with all your comments or blog entries in one place. For more on this topic see the Wikipedia help file Help:Template specifically the section on Composite pages.

## Talk:Learning to learn a wiki way

Talk:Learning to learn a wiki way
User:Mystictim/llww

## Mu301's Learning blog

User:Mu301/Learning blog
# Least squares/Calculation using Excel

We can calculate the function f(x) = ax + b that is obtained by applying the Least squares method to a given set of points.
We will first make Excel help us calculate parameters a and b, and later make Excel calculate them by itself, showing that the function it finds is the same we calculated (or, in other words, that Excel used the Least squares method). We will also see how the function obtained matches the set of points fairly well.

## "Manual" calculation of the parameters

First, as said, we will make Excel help us in the calculation of a and b. We introduce our data in columns, and add columns for $x_{i}^{2}$ and $x_{i}y_{i}$. This is the way to make Excel calculate those two columns:
We must copy the formula to the other cells of the column. Excel is smart enough to adjust the formula so that each value is calculated correctly in each row.
We then instruct Excel to sum these columns:
    (Note Cell B6 should say -7 not -6, if you look at the chart below it plots -7.)
When we have the sums, we calculate a and b using these values:
    (Note that the formula should have "5*D7" and "5*C7" instead of "D7" and "C7" respectively.)

## "Automatic" calculation of the parameters
### Make a graph

To make Excel calculate directly the parameters of the least squares fit, we must first make a graph of the points. To do this, select all the x and y values (care not to select the sums) and click on:
We select the graph type "XY (Dispersion)":
We can preview the graph to be sure that no incorrect values were selected:
On finishing, our graph should look like this:

### Calculate parameters

Now we are ready to tell Excel to calculate a Least Squares fit. First we select the points on our graph (by clicking on one of them) and select "Add tendency line" in their context menu:
Make sure the selected type of fit is linear:
To instruct Excel to show us the a and b parameters that will be used for the fit, go to the "Options" tab and select "Show equation in the graph":
On clicking "Accept", Excel will calculate a Least Squares fit, show the formula of the line obtained, and plot the line. We can check that the formula of the line plotted by Excel is the same whose parameters a and b we found previously:
# Leave no one behind

The resilience of member states of the UN and local/regional communities differs spatially and it could get worse or improve over time. We start in this learning resource with an UN statistics that explain the objective of "Leaving no one behind" in the health sector. After finishing the learning resource you should be able to apply your knowledge to other Sustainable Development Goals.

## Skilled Health Personell

The following topic addresses the health service delivery and analyzes households and the possibility to attend skilled health personnel if women give birth to baby. This learning resource look as introduction on the spatial diversity of access to resources.

### Southern Asia / Sub-saharan Africa

Looking at Southern Asia or sub-Saharan Africa this is visible e.g. in area of health service delivery.
* Fewer than 30% of births among women in the poorest 20% of households are attended by skilled health personnel or have access to a sufficient health care service,
* compared to over 80% of births in the richest 20% of households.

### Global Access linked to Poverty

If we consider the attendance to skilled health personnel globally in 2015,
* 43% of births in the richest 20% of households attended globally skilled health personnel and
* among the poorest 20% of poorest households 89 attended globally skilled health personnel.

## Learning Tasks

* (Sustainable Development Goals) Severe income inequality affects other aspects of sustainable development. Look at Sustainable Development Goals and identify the impact of poverty on the options to contribute to Sustainability. Look for scientific analysis and results or survey data from developing countries that show the correlation of income and the attendance to the schooling. Explain how this educational aspect affects the economic possibilities, health and protection of their environment.
* (Resilience) How does education in general add to resilience of societies and to access to resources?
* (Digital Devide) How is the digital devide connected to the objective not to leave anyone behind?
* (United Nations Development Programme - UNDP) Analyse the documents of the United Nations Development Programme "What does it mean to leave no one behind?". What are the main 5 risk factors in the discussion paper and explain the relevance to not leaving anyone behind.
* (Wikiversity) Explain how Wikiversity itself can be used to leave no one behind for Capacity Building, Learning and the application of Open Educational Resources or the Open Community Approach in general.
# Learning to read

How do children learn to read words?
As adults, we assume there are two routes to reading skill - decoding and sight words, however, children who can decode and recognise sight words are already successful readers. There are many necessary factors contributing to the acquisition of these skills that must already be in place for children to succesfully decode text.
The first step towards reading success is helping students tune into the sounds in words. This is not a instinctual act for children and requires explicit teaching of various concepts, including: rhyme, alliteration and body/coda or onset/rhyme blending. This can be done through singing songs, nursery rhymes, guessing games and silly sentences. The possibilities are endless.
Children also need to develop a sense of phoneme (phonemic/phonological)awareness. Phonemes are the individual sounds in words, and the awareness of this is an auditory skill, not visual. Phonics and phoneme awareness are different concepts. Conversations and shared reading are early ways to encourage this skill. Research shows that 3 elements are present in effective phonemic instruction: 1. explicitly teaching one phoneme at a time; 2. tasks that are designed to make each phoneme memorable; and 3. practice at identifying phonemes in spoken words.
http://www.auburn.edu/~murraba/
This site has an excellent list of lesson plans for teaching phonemic awareness, as well as more information on teaching the 3 elements in more detail.
Once children have an knowledge of a handful of phonemes, and can identify sounds in isolation, they are ready to start blending these sounds orally, and in written form. In Australia, we use a program called "letter pack" to teach blending. This is called a "letterbox lesson" in the USA. The aim of blending is to produce an oral approximation of a word close enough for the child to access a word. Rhyming is a good precursor for blending skills. As with other concepts in reading instruction, children should not be asked to produce answers immediately. The first step is for children to identify an "odd man out" in a series of text. For example: "which word does not belong: cat, mat, sat, flip, hat?" then children can be prompted to produce answers by providing an initial sound. For example: "which would could come next: cat, mat, sat, h-a-a-a?". Once this is mastered, children might be asked to produce a rhyme.
# Learning tools

This page was created, but so far, little content has been added. Everyone is invited to help expand and create educational content for Wikiversity. If you need help learning how to add content, see the editing tutorial and the MediaWiki syntax reference.
To help you get started with content, we have automatically added references below to other Wikimedia Foundation projects. This will help you find materials such as information, media and quotations on which to base the development of "Reference Materials" as an educational resource. However, please do not simply copy-and-paste large chunks from other projects. You can also use the links in the blue box to help you classify this page by subject, educational level and resource type.
Wikinews Wikiquote
Wikibooks Wikispecies
subject educational level resource type
Some essential reading materials and references:
Art of Digital Video, Third Edition by John Watkinson Art of Digital Audio, Third Edition by John Watkinson Television Fundamentals by John Watkinson Convergence in Broadcast and Communications Media by John Watkinson The MPEG Handbook, Second Edition by John Watkinson
# Maritime Clinical Colloquial Network/Colloquia history/Aug 13: 8:00-9:30

Program
* Present: Drs. Raphael, Gabriel, Olaf, Marietta, Thania
* Revision del caso artículo del estudio de Obesidad en Marinos.(Dra. Thania Aguilar, Dr. Rimsky Sucre / )
* Presentacion power point de caso medico TBC. Con enfoque maritimo (Dr. Gabriel Sucre).
* A case of serious exanthema (irritant?) in a seafarer cleaning a dieseltank (Dra. Thania) (ppt and/or clinical case publish)
* Ongoing research Thania continue presented the new revised ppt study on 100 seafarers (60 patients and 40 health examinations)
* Discussion La Prensa article today ¿Qué es la medicina marítima?:(Rimsky Sucre. Opinion La Prensa 13-08-16)
Postponed:
* Thania and Gabriel: Zotero reference program
* The program is installed and ready to be used by all staff, Thania, Gabriel and Rafael will assist anyone who needs help
* Planning for the rest of the year to be discussed
* Ishiharas test, needs for repeat the test every 2nd year? (Dra. Thania)…
# Maritime Clinical Colloquial Network/Colloquia history/Aug 20: 8:00-9:30

Program
Present: Drs. Gabriel, Raphael, Olaf, Marieta, Thania, Rimsky Sucre
* Un caso clinico TBC con enfoque maritimo (Dr. Gabriel Sucre)
* Ishiharas test, presentation and discussion (Dra. Thania)
# Maritime Clinical Colloquial Network/Colloquia history/April 16: 8:00-9:30

Colloquium Agenda Sat 16-4-2016 8:00-9:30
Present:
* Welcome Dr. Sucre, Dr. Olaf, Lic. Sol, Dr. Gabriel, Dra. Thania, Dr. Pretto
* Vision and mission Rimsky and Thania continue discussion how to supplement
* Ongoing research Thania presentará caso de Síndrome Metabólico e Hipertensión Arterial (obesity study)
* Clinical case 1: El Dr. Gabriel presentará un caso reciente de TBC multiresistente.
* Clinical case 2: Thania nos brindará el resumen de un caso clínico para la próxima sesión.
* History and theory 10 minutes, proposal for the next colloquium
* Discussion of a selected scientific article (New Article TMAS-Sweden)
* New issue: Photo documentation for learning
* Agenda and tasks for the next colloquium
* Continuaremos trabajando en la revision de la Misión y Visión
# Maritime Clinical Colloquial Network/Colloquia history/April 30: 8:00-9:30

Colloquium Agenda Sat 30-4-2016 8:00-9:30
Present:
* Welcome and participants: Rimsky, Thania, Olaf and Raphael
* Clinical case 2: Thania is writing an clinical-case on obesity etc. will be submitted for publication in Medicina Maritima
* Thanias PPT was uploade to Slideshare http://www.slideshare.net/thaniamelissa/caso-clinico-obesidad
* Agenda and tasks for the next colloquium
Olaf will add the authors guidelines for Medicina Maritima on the pages
# Maritime Clinical Colloquial Network/Colloquia history/Dec 03: 8:00-9:30

* Guidelines for pre-diabetes: diagnosis and follow up (Dr. Raphael Pretto)
* Presentacion power point de caso medico TBC. Con enfoque maritimo internacional (Dr. Gabriel Sucre) - Publicar articulo /ppt
* Thania and Gabriel: Zotero reference program - status?
* Ishiharas test, needs for repeat the test every 2nd year? (Dra. Thania)…
* Vaccination guide (Dra. Thania)
* GlobalSeaHealth_GSH Olaf
# Maritime Clinical Colloquial Network/Colloquia history/Jul 09: 8:00-9:30

[File:Colloquium CE 9 July 2016.jpg|thumb|300px|Colloquium Clinica Einstein 9 July 2016]]
Colloquium Sat 9 July 2016 8:00-9:30
1. Revision del caso artículo del estudio de Obesidad en Marinos.(Dra. Thania Aguilar, Dr. Rimsky Sucre / )
2. Presentar power point de caso medico TBC. Con enfoque maritimo (Dr. Gabriel Sucre/Dr. Pretto).
# Physics equations/21-Circuits, Bioelectricity, and DC Instruments/Q:circuits

equations for this quiz Solutions(pdf) Testbank
# Physics equations/22-Magnetism/Q:AmpereLawCALC

Equations for this quiz Solutions(pdf) Testbank

## pe22AmpereLawCalc A

More practice
# Physics equations/22-Magnetism/Q:forces

Equations for this quiz Solutions (pdf) Testbank
Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Physics equations/22-Magnetism

* Q:forces
* Q:AmpereLaw
* Q:AmpereLawCALC
* Q:AmpereLawTorusCylinder
# Physics equations/22-Magnetism/Q:AmpereLaw

Equations for this quiz Solutions(pdf)
Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Physics equations/22-Magnetism/Q:AmpereLawTorusCylinder

Equations for this quiz Solutions(pdf) Testbank
# Physics equations/21-Circuits, Bioelectricity, and DC Instruments/Q:circuits/Testbank

Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Literature/1987/Trigg

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
### Randall H. Trigg

    Intelligent Systems Laboratory, Xerox Palo Alto Research Center, Palo Alto, CA

### Peggy M. Irish

    Intelligent Systems Laboratory, Xerox Palo Alto Research Center, Palo Alto, CA

## Abstract

This paper reports on an investigation into the use of the NoteCards hypertext system for writing. We describe a wide variety of personal styles adopted by 20 researchers at Xerox as they "inhabit" NoteCards. This variety is displayed in each of their writing activities: notetaking, organizing and reorganizing their work, maintaining references and bibliographies, and preparing documents. In addition, we discuss the distinctive personal decisions made as to which activities are appropriate for NoteCards in the first place. Finally, we conclude with a list of recommendations for system designers arising from this work.

## Wikimedia
### w: NoteCards

| w: HyperCard w: Guide (hypertext) | w: The Interactive Encyclopedia System w: World Wide Web |

## Chronology

* Literature/1990/Berners-Lee $^{[^]}$
* Literature/1989/Berners-Lee $^{[^]}$
* Literature/1989/Marchionini $^{[^]}$
* Trigg, Randall H. & Peggy M. Irish (1987). "Hypertext Habitats: Experiences of Writers in NoteCards." HYPERTEXT '87 Proceedings of the ACM Conference on Hypertext. New York, NY: ACM. $^{[^]}$
* Trigg, Randall Hagner & Mark Weiser (1986). "TEXTNET: A Network-based Approach to Text Handling," ACM Transactions on Information Systems (TOIS) Vol. 4, No.1 (Jan. 1986) pp. 1-23. $^{[^]}$
* Shneiderman, Ben (1983). "Direct Manipulation: A Step Beyond Programming Languages," Computer, Vol. 16, No. 8 (August 1983) pp. 57-69. $^{[^]}$
* Trigg, Randall Hagner (1983). A Network-based Approach to Text Handling for the On-line Scientific Community. Doctoral Dissertation, University of Maryland, College Park, MD. $^{[^]}$
* Literature/1982/Brown $^{[^]}$
* Judge, Anthony (1977). "Knowledge-representation in a Computer-supported Ennvironment," International Classification, 4(2): 76-81. $^{[^]}$
* Soergel, Dagobert (1977). "An Automated Encyclopedia: A Solution of the Information Problem?" International Classification, 4(1): 4-10; 4(2): 81-89. $^{[^]}$
* Kochen, Manfred, ed. (1975). Information for Action: from Knowledge to Wisdom. New York: Academic Press. $^{[^]}$
* Bohnert, Herbert G. & Manfred Kochen (1963). "The automated multilevel encyclopedia as a new mode of scientific communication." In: Proceedings of the American Documentation Institute, Oct. 1963, pp. 269-270. $^{[^]}$
# Literature/1988/Adler

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
### Geraldine van Doren

    cf. w: Charles van Doren

## Wikimedia

| w: Paideia Proposal w: Education reform w: World Brain | w: Great Books w: Great Books of the Western World w: Western canon |

## Chronology

* Literature/1990/Adler $^{[^]}$
* Adler, Mortimer J. & Geraldine van Doren (1988). Reforming Education: The Opening of the American Mind. New York: Macmillan. $^{[^]}$
* Bloom, Allan (1987). The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students. New York: Simon & Schuster. $^{[^]}$
* Adler, Mortimer J. & Paideia Group (1982). The Paideia Proposal: An Educational Manifesto. New York: Simon & Schuster. $^{[^]}$
* Literature/1977/Adler $^{[^]}$
* Literature/1972/Adler $^{[^]}$
* Hutchins, Robert, ed. (1952). Great Books of the Western World. Encyclopaedia Britannica. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$

## Reviews

* http://books.google.com/books?id=zfoJAQAAMAAJ
# Literature/1989/Eco

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 &
[[Category:Authors {{{2}}}|Eco]]
# Literature/1990

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 &

## Subpages

* Ashley, Kathleen M. ed. (1990). Victor Turner and the Construction of Cultural Criticism: Between Literature and Anthropology. Indiana University Press. $^{[^]}$
* Bruner, Jerome (1990). Acts of Meaning (The Jerusalem-Harvard Lectures). Harvard University Press. $^{[^]}$
* Literature/1990/Crick $^{[^]}$
* Literature/1990/Crowley $^{[^]}$
* Literature/1990/Cziko $^{[^]}$
* Literature/1990/Deerwester $^{[^]}$
* Foerster, Heinz von (1990). "Ethics and Second-Order Cybernetics," SEHR, volume 4, issue 2 (1995) Constructions of the Mind $^{[^]}$
* Literature/1990/Gray $^{[^]}$
* Literature/1990/Hobbs $^{[^]}$
* Literature/1990/Koza $^{[^]}$
* Literature/1990/Newell $^{[^]}$
* Literature/1990/Rayward $^{[^]}$
* Literature/1990/Senge $^{[^]}$
* Literature/1990/Shaw $^{[^]}$
* Literature/1990/Thimbleby $^{[^]}$
# Literature/1987/Kochen

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 &

## Excerpts

   A paper that conforms to the norms of scholarly perfection would explicitly cite every past publication to which it owes an intellectual debt. Not knowing what he should acknowledge his intellectual debt to is no excuse for omission, any more than ignorance of the law can excuse its violation. Acknowledgement of intellectual debt is not the only function of the paper's bibliography. It indicates the author's actual source of ideas, which may not be the true origin of the idea. It directs the reader to further information. It meets others' expectations about the content of a scholarly paper. There are many other reasons for citing.
   — From Introduction (p. 54)

## Author

He is perhaps the earliest pioneer in the small world phenomenon, and an enthusiastic world brainist, as dubbed by Eugene Garfield in memoriam (1989), who himself is another in effect as he founded the Science Citation Index only to prefer the World Brain (1938) in global perspective to the Memex (1939, 1945) in personal perspective of information management.
It is an irony and pity that the relevant academics neglect to acknowledge their intellectual debts and pay due homage to Kochen, the pioneer of the "small world" above all. They may fatally endanger the fair free market as well as academic morality. Take seriously why and how serious it is. Such unfairness or injustice may give way to the recent emergence of Pirate Party, WikiLeaks, and twitter in a year, 2006!

### Selected publications

* Kochen, Manfred (1965). Some Problems in Information Science. Scarecrow Press. (Jan 1, 1965) $^{[^]}$
* Kochen, Manfred, ed. (1967). The Growth of Knowledge: Readings on Organization and Retrieval of Information. New York: Wiley. $^{[^]}$
* Kochen, Manfred & R. Tagliacozzo (1968) "A Study of Cross-referencing." Journal of Documentation. 24: 173-191. $^{[^]}$
* Kochen, Manfred (1969). "Stability in the Growth of Knowledge." American Documentation, 20 (3): 186-197. $^{[^]}$
* Kochen, Manfred (1972). "WISE: A World Information Synthesis and Encyclopaedia." Journal of Documentation, 28: 322-341. $^{[^]}$
* Kochen, Manfred (1974). Principles of Information Retrieval. New York: Wiley. $^{[^]}$
* Kochen, Manfred, ed. (1975). Information for Action: from Knowledge to Wisdom. New York: Academic Press. $^{[^]}$
* Pool, Ithiel de Sola & Manfred Kochen (1978). "Contacts and Influence." Social Networks, 1, pp. 1-51. $^{[^]}$
* Kochen, Manfred (1987). "How Well Do We Acknowledge Intellectual Debts?" Journal of Documentation, 43 (1): 54-64. $^{[^]}$
* Kochen, Manfred, ed. (1989). The Small World: A Volume of Recent Research Advances Commemorating Ithiel de Sola Pool, Stanley Milgram, Theodore Newcomb. Norwood, NJ: Ablex Publishing Corp. (January 1, 1989). $^{[^]}$

## Wikimedia

| w: Plagiarism w: Lie#Fabrication w: Academic dishonesty w: Scientific misconduct | w: Intellectual w: Arete w: Paideia w: New encyclopedism w: World Brain |
# Literature/1987/Tomkins

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 &

## Wikimedia
### w: Script theory

| w: Frame (artificial intelligence) w: Frame semantics (linguistics) w: Natural language understanding w: Situation semantics w: Situated cognition | w: Affect theory w: Knowledge representation and reasoning w: Conceptual metaphor w: Metaphor w: Dramaturgy |

## Related works

* Tomkins, Silvan (1978). "Script Theory: Differential Magnification of Affects." In: Richard A. Deinstbier. ed. Nebraska Symposium On Motivation 1978. Lincoln, NE: University of Nebraska Press, 1979. pp. 201-236. $^{[^]}$
* Tomkins, Silvan (1987). "Script Theory." In: Joel Arnoff, A. I. Rabin & Robert A. Zucker. eds. The Emergence of Personality. New York: Springer Publishing Company, 1987. pp. 147-216. $^{[^]}$
# Literature/1988

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 &

## Subpages

* Adler, Mortimer J. & Geraldine van Doren (1988). Reforming Education: The Opening of the American Mind. New York: Macmillan. $^{[^]}$
* Literature/1988/Bell $^{[^]}$
* Literature/1988/Carston $^{[^]}$
* Literature/1988/Derrida $^{[^]}$
* Literature/1988/Drury $^{[^]}$
* Literature/1988/Eco $^{[^]}$
* Literature/1988/Harris $^{[^]}$
* Literature/1988/Lepenies $^{[^]}$
* Literature/1988/Marchionini $^{[^]}$
* Literature/1988/Minsky $^{[^]}$
* Literature/1988/Radecki $^{[^]}$
* Literature/1988/Robins $^{[^]}$
* Literature/1988/Tully $^{[^]}$