OpenLLM-France/wikimedia huggingface dataset:
# Peace studies/Christian fundamentalism

This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.

## Introduction to the Topic

According to theologian Alister McGrath, ""Fundamentalism" arose as a religious reaction within American Protestant culture during the 1920s to the rise of a secular culture in society at large." It derived its name from a series of twelve books entitled "The Fundamentals", which set out a conservative Protestant perspective on cultural and theological developments at this time. The term originally and properly designates a movement within Protestant Christianity in the United States, especially from around 1920 to 1940, characterised by its determination to confront, at all times, the secular culture that surrounded it.

## Learning Materials

* Including links to learning materials in wikiversity, wikipedia, and on the internet.

## Reading List

Marsden, George. Fundamentalism and American Culture. 2nd edition. New York:Oxford University Press, 2006. This is perhaps the single most important book on American Christian Fundamentalism.
Marsden, George. Understanding Fundamentalism and Evangelicalism. Grand Rapids, Mich.: Eerdmans, 1991. These two movements have some things in common but are often wrongly lumped together in media accounts. This book helps to distinguish the two and surveys some issues related to science and politics.
Carpenter, Joel A. Revive Us Again: The Reawakening of American Fundamentalism. New edition. New York: Oxford University Press, 1999. This is an excellent book on fundamentalism, its organizations and personalities through 1950.
The Fundamentals: A Testimony to Truth. 12 volumes. Chicago: Testimony Publishing Company, 1910-1915. Reprinted : Grand Rapids, Mich.: Baker Book House, 1994 (4 vols.). These volumes are the basic documents of the Fundamentalist movement. They present the traditional orthodox Christian doctrinal positions and address various issues of apologetics and biblical studies. They were written by a variety of Christian authors.
Assignment: Browse through a set of The Fundamentals. Identify 10 issues of controversy that were being addressed. Why did the Fundamentalists believe these issues were important?

## Assignments

* Edit and improve this learning project.
# Peace studies/Modernity and fundamentalism

This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidelines and the Peace Studies learning project template.

## Aims and Objectives

Concepts of 'modernity' and 'fundamentalism' are often juxtaposed in a dichotomous relationship because of a supposed a catalyzation of the latter by the former.

## Learning Materials

* Including links to learning materials in wikiversity, wikipedia, and on the internet.

## Reading List

Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way:
* Author, A., Title of Book (Location: Publisher, Year of Publication).

## Assignments

* Edit and improve this learning project.
# Server-Side Scripting/Key-Value Databases/Python (FastAPI)
## Try It

See Server-Side Scripting/Routes and Templates/Python (FastAPI) to create a test environment.

## See Also

* FastAPI
* SQLite
# Server-Side Scripting/Requests/PHP
## Try It

Copy and paste the code above into the following free online development environment or use your own PHP compiler / interpreter / IDE.
* PHPFiddle
* Repl.it
# Server-Side Scripting/Key-Value Databases/Python (Flask)
## Try It

* Use Docker/Redis to run a Redis server.
* Use Docker/Flask and copy and paste the code above to run as the Flask application. Be sure to modify the Redis host address to match the address received by your Redis server.

## See Also

* Flask
* Redis
# Server-Side Scripting/REST API/Python (FastAPI)
## Try It

See Server-Side Scripting/Routes and Templates/Python (FastAPI) to create a test environment.

## See Also

* FastAPI
# Server-Side Scripting/Requests/Node.js (Express)
## Try It

See Server-Side Scripting/Routes and Templates/Node.js (Express) to create a test environment.
# Server-Side Scripting/REST API/Node.js (Express)
## Try It

See Server-Side Scripting/Routes and Templates/Node.js (Express) to create a test environment. See comments above and use cURL commands to test the REST API.
# Server-Side Scripting/Requests/Go
## Try It

See Server-Side Scripting/Routes and Templates/Go to create a test environment.
# Server-Side Scripting/Key-Value Databases/PHP
## Try It

* Use Docker/Redis to run a Redis server.
* Use Docker/PHP and copy and paste the code above to run as the PHP application. Be sure to modify the Redis host address to match the address received by your Redis server.
# Software applications/Overview/Triggre

* Category: Model driven development
* Company: Triggre
* Website: http://www.triggre.com
Triggre is a Dutch company which offers a platform to create business applications. Triggre claims to be so easy, you don't need IT expertise to build an application.

## Index

* Possible improvements
# Software applications/Overview/WEM

* Category: System development
* Website: http://www.wem.io
* If you want to know more about WEM you should go to: http://wem.io/landing/smb.
* You can start a 30 day trial.
* The prices of WEM starts from 125 euro/ month for 5 users.

## Questions

* Developers: How many developers are working for WEM?
* Courses: In 2015 WEM organized a course for new developers. In November 2015, one of the owners of WEM, Rob Schilperoort (https://www.linkedin.com/in/schilperoort) is positive about organizing a second course in 2016. TD: discuss with Rob the creation of a part-up to organize the course.

## Index

* To-do
* Price: the price is one of the main features of WEM; prices start at 300 euro/ per year
# Software applications/Overview/WebMaker/Future of WebMaker

* In Github 582 you can find information about new ideas for WebMaker. See https://github.com/mozilla/webmaker-core/issues/582. In September 2015 Timboliu shared a link to a vimeo of Paper: https://vimeo.com/138268307. The app is really beautiful.
* In August 2015 Timboliu asked some questions about the future of WebMaker: https://github.com/MozillaFoundation/research/issues/64. This item is closed.
* https://wiki.mozilla.org/Learning

## Possible features

* In the current situation WebMaker focuses on creating content like pages, images, etc. Does WebMaker consider the possibility to make applications? In learning project Fakye we want to make an application where you can offer used products. On 01.09.15 Timboliu made a suggestion in Github: https://github.com/mozilla/webmaker-core/issues/582.
# Software applications/Overview/WebMaker/What is WebMaker?

* WebMaker is a 'CMS' for first-time-users (users who don't have much experience with internet tools).
* WebMaker is open source.
* WebMaker is created by Mozilla.
* You can use WebMaker on your mobile phone. In the future support for the desktop is expected.
* Form more information read the blogpost on Mozilla.org.
# Software applications/Overview/WebMaker/Roadmap

See issue 579 on Github (https://github.com/mozilla/webmaker-core/issues/579). In August 2015 the plan is to look at social community.
# Software applications/Overview/Watermelon

Watermelon is a Dutch startup that provides a platform on which organizations can talk to their customers using WhatsApp.

## Index

* Pricing: Pricing starts from 25 dollar per month.
# Software applications/Overview/WebMaker

* Category: CMS
* Website: https://beta.webmaker.org

## Index

* Questions
* Roadmap
* Future of WebMaker
# Software applications/Overview/WebMaker/Questions

On august 2015 we send a mail to help-webmaker@mozilla.com with a link to this page.
* How does the roadmap look like? Information about the roadmap can be found on GitHub: https://github.com/mozilla/webmaker-core/issues.
* Is it possible to ask for features? Where? You can send feedback to: http://mzl.la/feedback.
* Is it possible to share information about user activity?
* Does Mozilla expect that first-time-users will quickly learn and try other CMS's or does Mozilla expects that these users will stick to WebMaker?
# Physical Sciences

Physical science is a branch of natural science that studies non-living systems, in contrast to life science. It in turn has many branches, each referred to as a "physical science", together called the "physical sciences".

## See Also

* Portal: Physical Sciences
* Wikipedia: Outline of physical science
# Physical exercising

Physical exercising means moving the human body regularly and repeatedly to make it stronger and better at some physical activity. People do physical exercises as a part of their healthy lifestyle to get stronger and healthier or stay strong and healthy or to improve their body image. There are three basic modes of physical exercises:
* Flexibility exercises help the human body in general or its part in particular to be able to reach farther and bend better.
* Aerobic exercises help the body work hard for a long time.
* Anaerobic exercises, like lifting weights, make the arms and legs stronger.
Exercises can be an important part of physical therapy, weight loss, physical fitness in general or sports performance.
Exercise can be fun, but it is important for the exercisor to do what he likes and eat enough calories, so when he exercises he is building up muscles, not just breaking them down for fuel. Carbohydrates are muscle-sparing; and if one does not get enough calories overall, there is the risk of burning muscles up with the fat to make up the deficit.
Benefits of exercise for all ages have been known since antiquity. Marcus Cicero, around 65 BC, stated: “It is exercise alone that supports the spirits, and keeps the mind in vigor.”
Regular exercise has been shown to help high blood pressure, obesity, heart disease, diabetes, and depression, among others.
# Physical fitness/Psychological effects of physical exercise/exercise
## What are the psychological effects of physical exercise - and why ?

What are the short and longer-term psychological effects of physical exercise and what causes these effects? Discuss with reference to psychological theories and research.
Psychology 102/Assessment/Essay/General feedback/Exercise
# Physical chemistry

Physical chemistry is a domain in physical science which overlaps with chemical science.
Many branches of thought and ideas that were developed by physicists over the centuries have been applied to chemistry and that created new branches of knowledge. Actually there was no difference that this something is chemistry or physics as the knowledge developed; it's just as somebody needing a type of a knowledge and investigating it and finding out something new for example when we tried to understand the way heat is transfered and how much work we can extract from it; it gave rise to the branch of knowledge called thermodynamics and some time later somebody realized that the thermodynamics is universal phenomenon and that it can be applied to chemical systems. So when physics students are taught merely thermodynamics chemistry students are taught chemical thermodynamics which comes under physical chemistry.
The study of rates of reactions also come under physical chemistry and is called chemical kinetics as opposed to kinetics in physics which is about the motion of objects.But the big boost to physical chemistry came in the 20th century when the scope of study went inside the atom and we needed to explain the things that are happening on that scale; now physicist would contest that this is not the realm of chemistry but that of physics. Well in reality this is a field which both the sciences share. As the atomic theory evolved with the introduction of quantum mechanics - which is the single most influential scientific branch of the 20th century.
# Physical Properties
## What are Physical Properties?

All matter has mass (it's made of stuff) and it has volume (takes up an amount of space).
Physical Properties: Descriptions of matter that can be observed without changing it into a new substance.

### What is Density?

Density describes how "packed in" the mass is within that volume. In other words, how compact is the stuff.
EX: A marshmallow and a golf ball have the same size, but different mass. The golf ball has higher density (has more mass) EX: A kilogram of steel and a kilogram of feathers have the same weight, but different density. The kilogram of steel has a higher density.
Gases and Liquids have densities too! That's why they sometimes form layers when put in the same container.

### Vocab

* Density - Describes how compact the matter is in a substance. A bowling ball is more dense than a beach ball.
* Color - Describes how light reflects off a substance.
* Luster - Describes how shiny a substance is. A diamond has higher luster (more shinier) than a tree bark.
* Texture - Describes the smoothness/roughness of a substance.
* Odor - Describes the smell of a substance.
* Hardness - Describes a substance's ability to resist shape change. Doesn't always mean "strength".
* Conductivity - Describes how well a substance allows heat or electricity to flow through it. How conductivity substances are called insulators.
* Malleability - Describes how easily a substance can be formed into new shapes.
* Ductility - Describes how well a substance can be pulled into thin wires.
* Magnetism - Describes if a substance attracts or repels magnets
* Solubillity - Describes how well a substance dissolves in another substance like sugar stirred in water.
* State of Matter - Describes whether a substance is solid, liquid, or a gas.
* Melting/Freezing Point - Describes the temperature at which a solid turns liquid or vice versa.
* Boiling/Condensation Point - Describes the temperature at which a liquid turns gas or vice versa.
# Materials Science and Engineering/Doctoral review questions/Electronic Materials
## Topics in Electronic Materials

Postulates of QM
Huckel Method
Tight-binding
Adding ppm dopant
Lasers
Heterojunction
PN junction-bias
Bipolar Transistors
# Materials Science and Engineering/Doctoral review questions/Kinetics

Fick's First Law
Fick's Second Law
Amplification factor
Potential used to derive
Allen-Cahn equations - Derivation and Generalization
Correlation factor
Diffusivity
Self-Diffusivity
Zeldovich
# TAO/Working with Volunteer Instructors: Best Practices
## TAO & Volunteers: Practice oriented expertise

In the project TAO, we closely work together with voluntary instructors who teach older persons about online communities. Many of these instructors are of senior age themselves. Over time, we gathered a great experience in preparing these instructors for their courses, and facilitating them in the course creating process. Together with the broader academic support and feedback, this experience forms a strong expertise. Several of the activities presented in this chapter involved volunteers. We hope you will find the experiences of our partners useful for your own projects.
This module leads to practical experiences with volunteers. For a general overview on working with volunteers, see our module on Volunteers in Online Communities.

## Examples of projects involving volunteers

Following practical experiences described in this Handbook involved volunteers and may be interesting for people wishing to work with volunteers themselves:
* Free Cruise on the Internet (Switzerland)
* Silver Knowledge (Germany)
* E-Learning Activities of Seniorweb.ch (Switzerland)
* Intergenerational Reading Project "Cold Times" (Germany)
'Do you have experience with working with volunteers? You are very welcome to add tips, feedback and remarks from your own experience with courses for older people ("this worked for me, this did not …”).
Find out how to add new modules here.

## For whom?

The information in the project descriptions could be interesting for (senior) voluntary instructors who teach older people about new media in general, and about the use of online communities more specifically. Such instructors could for instance belong to:
* TAO community partners (Wikimedia CH, Wikimedia DE, Seniorweb NL, Seniorweb CH)
* Other senior communities (e.g. Pro Senectute, ...)
* Other (senior) communities (e.g. hobby clubs, ...)

## Material for working with volunteer instructors

Within the TAO project, many (older) persons work as an instructors to show their peers how to participate in online community sites. For these volunteer instructors, TAO has accumulated practice oriented information to help them with the preparation and organization of the courses.
Available theoretical documentation:
* Do's & Don't's (practical scenario for workshops)
* Methods for Seminars and Workshops
* Relevant background knowledge for working with volunteers
# TAO/Use Cases for Managers

This page contains (potential) use cases for the TAO Handbook and Community of Practice from the perspective of staff members in a managing or co-ordinating function (see the personas overview page for a detailed description and a list of corresponding personas).
It should be specified whether a use scenario primarily involves the TAO Handbook, the TAO Community of Practice or both. (N.B.: The TAO Handbook contains formalized knowledge and know-how that can easily be transmitted in written form whereas the TAO Community of Practice is about generating and sharing know-how by bringing the right people together and putting them in front of concrete practical problems, for example in exchange workshops, peer consulting, coaching, inter-vision settings or similar).
| Problem description | Use Scenario | Example Activities |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
# TAO/Templates

For the start simply keep the plain list updated:
* Template:TAO/Infobox Activity
* Template:TAO/LayoutMainpage
* Template:TAO/LayoutEntrypoint
* Template:TAO/LayoutCoP
* General Drafts
# TAO/Working with Volunteer Instructors/Do’s & Don’t’s

Results of a brainstorming session with Kai Grabenhorst (SeniorWeb NL), Alfons Bühlmann (Seniorweb CH) and Elvira Schmidt (Wikimedia DE):

## To find/recruit seniors
### Do's

* to pick them up where their current interests are (e.g. hobby clubs)
* to give seniors the impression to feel themselves at the centre of society (up to date & modern)
* catchy, informative and clear website

### Don't's

* not to emphasize membership too much (attachment has a negative image)
* not to raise false expectations

## To activate seniors
### Do's

* interesting newsletter
* training
* community management (planning and organization of concrete activities)
* animation and guidance
* to address them personally
* to propose combinations and links to related activities
* to help them overcome any inhibitions

### Don't's

* not to carry internal conflicts to the outside
* fights vs. factual differences
* illoyality among staff members
* no time to get oneself accustomed
* not to let somebody go without taking care of him/her
* charge for services that are too expensive or too cheap
# TAO/Use Cases for Consultants

This page contains (potential) use cases for the TAO Handbook and Community of Practice from the perspective of consultants (see the personas overview page for a detailed description and a list of corresponding personas).
It should be specified whether a use scenario primarily involves the TAO Handbook, the TAO Community of Practice or both. (N.B.: The TAO Handbook contains formalized knowledge and know-how that can easily be transmitted in written form whereas the TAO Community of Practice is about generating and sharing know-how by bringing the right people together and putting them in front of concrete practical problems, for example in exchange workshops, peer consulting, coaching, inter-vision settings or similar).
| Problem description | Use Scenario | Example Activities |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
# TAO/Use Cases for Instructors

This page contains (potential) use cases for the TAO Handbook and Community of Practice from the perspective of (volunteer) instructors, moderators, or facilitators (see the personas overview page for a detailed description and a list of corresponding personas).
It should be specified whether a use scenario primarily involves the TAO Handbook, the TAO Community of Practice or both. (N.B.: The TAO Handbook contains formalized knowledge and know-how that can easily be transmitted in written form whereas the TAO Community of Practice is about generating and sharing know-how by bringing the right people together and putting them in front of concrete practical problems, for example in exchange workshops, peer consulting, coaching, inter-vision settings or similar).
| Problem description | Use Scenario | Example Activities |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
# TAO/Virtual classrooms

Virtual classroom software extends the focus of web conferencing solutions described in the previous chapter by providing not only a meeting room but including features that facilitate teaching. In contrast to e-learning environments described in the next chapter virtual classrooms allow synchronous interaction and are able to bridge space between students and teachers. Such sessions or courses are sometimes called webinar.
The proceedings and software properties that were already presented also apply to the class of solutions described here. Additionally some of the features from the following list complete a classroom environment:
* A blackboard-like component to allow working on a “greenfield“.
* Ability to give presentations or use other media. Have a look at what file formats can be used and in what quality media will be transmitted and if it is possible to spontaneously interact with them, e.g. by highlightings or drawings.
* How is interaction from the students' side enabled?
** Audio, video, chat? Is it possible to moderate their channels?
** Will they be able to use the “blackboard”, presentations or other media?
** What else? For instance, votes may be of interest.
* Recording and publishing of recordings of previous sessions.
** Is there a way to edit the recordings?
** Who shall be able to access the recordings and how?
** Publishing may be done automatically, e.g. by providing podcasts or pushing it to a video service like YouTube. Publishing lessons is also referred to by the term webcast.
As the imaginable and available options become more and more it gets more important to specify your requirements or head for a more generic solution if the needed outline is unclear.
# Primary Science Experiments/MoocIndex

--MoocIndex for MOOC @ Primary Science Experiments
# Primary mathematics
## Course Contents

Note: a copy of some of the following pages initially was created from Wikibooks, but the content will start to diverge to take the two different audiences into account. See Wikiversity:Import.

### Numbers and Operations

* Numbers
* Adding numbers
* Subtracting numbers
* Multiplying numbers
* Dividing numbers

### Pre-Algebra

* Negative numbers
* Powers, roots, and exponents
* Fractions
* Working with fractions
* Percentages
* Factors and Primes
* Method for Factoring
* Proportions

### Measurement and Geometry

* Polygons and Area
* Angles, see also: Angles
* Solids

### Advanced topics

* Probability
* Measures of Central Tendency: Mean, Median, and Mode
* Boolean logic