OpenLLM-France/wikimedia huggingface dataset:
# Motivation and emotion/Book/2015/Group sport motivation/Quiz
## Quiz

Attempt the group sport motivation book chapter quiz below. Good luck!
Scoring rubric: 0/4 - Read over chapter again and focus on answering the central questions; 2/4 - You have showed a moderate knowledge of book chapter content; 4/4 - Outstanding! You have showed a great understanding of the book chapter content!
Group sport motivation quiz
1
What are the three innate psychological needs according to SDT?
A: Autonomy, competence, and relatedness.
B: Autonomy, mastery goals, and Köhler effect
C: Mastery and performance goals.
D: Empathy, joy, and happiness.
2
What is motivation according to Reeve (2015)?
A: Motivation is the internal and external processes that give behaviour certain direction and energy.
B: Motivation is the drive to personally achieve and watch others fail.
C: Motivation is the drive to display positive social behaviour towards other team members.
3
What are the two major achievement orientations according to achievement goal theory?
A: Affiliation and competence goals.
B: Mastery and performance goals.
C: Mastery and competence goals.
D: Perceived parental praise and coach acceptance.
4
The Köhler effect is displayed when:
A: you freely decided to undertake the game for your own enjoyment and challenge, and that you receive inherent satisfaction for participating.
B: group members that are superior in ability compensate for the lack of effort or ability of less competent team members in a highly important task.
C: an individual works harder as a member of a group rather than when working alone. :
# SUNY Wikimedia Project

An emergent workspace for Wikimedia enthusiasts within the SUNY community

## Talk

Click on "discuss" or the link above and contribute to the Introductions topic, or add new topics for discussion.

## Possible Activities

* Panel / demo / workshop at SUNY Conference on Instructional Technologies 2024. Submission deadline is January 7, 2024. Conference at University at Buffalo, May 21-24, 2024
** Panel Proposal Draft Teaching with Wikipedia: Reports from the Field
* Funding proposal to Innovative Instruction Technology Grants (IITG) program, typically due in mid-February. Here is the 2023 RFP
* Proposal for a Conversations in the Disciplines event. The program is currently "on hold", and the most recent report is from 2019-2020
# STEM Biology

STEM Biology Florida, is a nationwide program in the United States , that stands for Science, Technology, Engineering, and Media. It has now been nationally recognized as a nation high school standard of science, to help supplement and advance the previous science programs in the United States. One of STEM's major contributors is American aerospace program NASA. STEM Biology also uses the standard scientific method.

## Scientific Method and the OADAC

Know these rules by heart to help you on tests, lab write-ups, social conflicts, etc. to anything that can float your boat... ( I know, I hate to abbreviate, too.)
1. Observe
2. Ask
3. Design an Experiment
4. Analyze the Data
5. Conclude from the Data

## BIOLOGY Chapters 1.1-2.2

As a definition, Biology, is better known as bio, meaning life, and "ology", meaning the study of. Currently, there are six known characteristics of life known as:
1. All living things contain cellular life.
2. All living things obtain energy from heterotrophs or autotrophs.
3. All living things adapt to changes in the environment.
4. All living things grow and develop.
5. All living things sexually reproduce or asexually reproduce.
6. All living things maintain stable conditions, known as homeostasis.
As had by most terminology, "homeo" means one direction or straight, (don't laugh), and stasis means the "stimulation", which means "homeostasis" is the natural "stimulation" that an organism has to its surrounding environment. Inside of these enzymes, we have activation sites that allow for the enzymes to help breakdown certain molecules in the digestive system. For example, a lactate is an example of enzyme that breaks down lactose molecules.
In "homeostasis", an organism can achieve this natural stimulation by having ready and active enzymes ready to start and excel the process of biochemical reactions by bonding the molecules in a specific syntax in the activation sites that are found for every molecule and enzyme.

## Introduction into Basic Chemistry

There are three different types of bonds. First is hydrogen, covalent, and ionic bonds, which all have electron attractions between the two different atoms.
# Safety/Quiz

Safety is an effort, in a lecture format, to describe the components of safety, often as applied in the performance of lofting technology.
You are free to take this quiz based on the lecture safety at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{repellor vehicle}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Safety is a matter of working systems and independent redundancy for reliability.
# SQL

SQL, or Structured Query Language, is a special-purpose programming language designed for managing data held in a relational database management system (RDBMS), or for stream processing in a relational data stream management system (RDSMS).

## SQL examples

* SELECT * FROM table_name;
* SQL/Join

## Learning Projects

* Databases
* Database Fundamentals
* Database Management
* AWS RDS
* MariaDB
* MySQL
* Oracle SQL Fundamentals

## See Also

* Wikipedia:SQL
* Wikibooks: Structured Query Language
* A Gentle Introduction to SQL By Andrew Cumming - School of Computing, Napier University, Edinburgh, UK. 1999-2005 (Available in Albanian, German, Spanish, Chinese, French, Italian and Portuguese)
* SQL Tutorial at 1Keydata.com
* SQL Tutorial at SQL-Easy.com
* SQL Quick Reference SQL for common statements across SQL-92, Postgres, Sybase, SQL Server, Oracle and MySQL
# SUNY Wikimedia Project/CIT2024/Teaching With Wikimedia

Teaching with Wikipedia: Reports from the Field

## Title

Teaching with Wikipedia: Reports from the Field (word limit: 20)

## Format

75 minutes in length, more than 2 presenters

## Track

** Creation and Authorship: This track explores the challenges of how students and faculty define authorship in an AI-enhanced world filled with unreliable information sources. Presentations in this track will address issues associated with copyright, open pedagogy, student research and scholarship, information literacy, etc.

## Abstract (400 word limit)

Wiki Education's Wikipedia Student Program engages students and faculty in authoring and editing Wikipedia articles, enhancing research techniques, information literacy, plagiarism awareness, and citation strategies. The program, which is free to faculty and students, provides well-designed introductory exercises, mechanisms to track progress on and completion of authoring and editing tasks, and interfaces to manage student assignments and monitor student contributions. The Wiki Education program has been implemented in courses offered in a wide variety of disciplines at all levels of higher education. Most recently, nearly a dozen faculty in the SUNY system participated in the program. Four faculty members will share their experiences and assessment of the program, summarizing outcomes from their teaching experiences and commenting specifically on ways in which student authorship is encouraged, information literacy is addressed, and quality of citations is improved.

## Panelists

(Please add your name, campus, and Wikiedu course subject and other details)
* Steve Schneider, SUNY Poly. Wikiedu course: Communications 216: Digital Media, Information and Society. Taught with Wikipedia: Fall 2023

## Keywords (choose one or more)

** Access
** Adaptive Learning
** Augmented Reality
** Blended/Hybrid
** Competency-based Learning
** COVID-19
** Diversity
** Equity
** Experiential Learning
** Faculty Development
** Gamification
** Inclusion
** Instructional Technology
** Learning Analytics
** Micro credentialing
** Mobile Learning
** MOOC
** OER
** Online
** Open Pedagogy
** Pedagogy
** Persistence
** PLA
** Retention
** Robotics/Coding
** Student Enrollment
** Student Retention
** Student-centered Learning
** Universal Design
** Virtual Reality
# SUNY Wikimedia Project/CIT2024/Teaching With Wikipedia

Teaching with Wikipedia: Reports from the Field

## Title

Teaching with Wikipedia: Reports from the Field (word limit: 20)

## Format

75 minutes in length, more than 2 presenters

## Track

** Creation and Authorship: This track explores the challenges of how students and faculty define authorship in an AI-enhanced world filled with unreliable information sources. Presentations in this track will address issues associated with copyright, open pedagogy, student research and scholarship, information literacy, etc.

## Abstract (400 word limit)

Wiki Education's Wikipedia Student Program engages students and faculty in authoring and editing Wikipedia articles, enhancing research techniques, information literacy, plagiarism awareness, and citation strategies. The program, which is free to faculty and students, provides well-designed introductory exercises, mechanisms to track progress on and completion of authoring and editing tasks, and interfaces to manage student assignments and monitor student contributions. The Wiki Education program has been implemented in courses offered in a wide variety of disciplines at all levels of higher education. Most recently, nearly a dozen faculty in the SUNY system participated in the program. Four faculty members will share their experiences and assessment of the program, summarizing outcomes from their teaching experiences and commenting specifically on ways in which student authorship is encouraged, information literacy is addressed, and quality of citations is improved.

## Panelists

(Please add your name, campus, and Wikiedu course subject and other details)
* Steve Schneider, SUNY Poly. Wikiedu course: Communications 216: Digital Media, Information and Society. Taught with Wikipedia: Fall 2023
* Kyra D. Gaunt, Ph.D., University at Albany SUNY. WikiEdu: Black American Music MUS/AFS 209: Fall 2023. I've been editing WP since 2007; actively since 2016. Member of the NYC Wikimedia Chapter. Led over 8 WikiEdu courses since Fall 2016.

## Keywords (choose one or more)

** Access
** Adaptive Learning
** Augmented Reality
** Blended/Hybrid
** Competency-based Learning
** COVID-19
** Diversity
** Equity
** Experiential Learning
** Faculty Development
** Gamification
** Inclusion
** Instructional Technology
** Learning Analytics
** Micro credentialing
** Mobile Learning
** MOOC
** OER
** Online
** Open Pedagogy
** Pedagogy
** Persistence
** PLA
** Retention
** Robotics/Coding
** Student Enrollment
** Student Retention
** Student-centered Learning
** Universal Design
** Virtual Reality
** Systemic bias and content gaps
# SQL/Join

An SQL join clause combines records from two or more tables in a database.

## Two tables

tblSuit :
| Suit | Color |
tblLight :
| Light | Color |
Cross join :
It's a Cartesian product: :
| Suit | tblSuit.Color | Light | tblLight.Color |
Left join :
| Suit | tblSuit.Color | Light | tblLight.Color |
Right join :
| Suit | tblSuit.Color | Light | tblLight.Color |
Left join without inner join :
| Suit | tblSuit.Color | Light | tblLight.Color |
Inner join :
| Suit | tblSuit.Color | Light | tblLight.Color |
Right join without inner join :
| Suit | tblSuit.Color | Light | tblLight.Color |
Full outer join :
| Suit | tblSuit.Color | Light | tblLight.Color |
Full outer join without inner join :
| Suit | tblSuit.Color | Light | tblLight.Color |

## Three tables

ta :
* ca
* va
* yooo
te :
* ce
* ve
* yooo
tu :
* cu
* vu
* yooo
Cross join :
| ca | ce | cu |
| va | ve | vu |
| yooo | ve | vu |
| va | yooo | vu |
| yooo | yooo | vu |
| va | ve | yooo |
| yooo | ve | yooo |
| va | yooo | yooo |
| yooo | yooo | yooo |
ta J te :
| ca | ce |
| yooo | yooo |
ta LJ te :
| ca | ce |
| va | |
| yooo | yooo |
ta LJ te LJ tu :
| ca | ce | cu |
| va | | |
| yooo | yooo | yooo |
ta LJ te RJ tu :
| ca | ce | cu |
| | | vu |
| yooo | yooo | yooo |
# PlanetPhysics/Category of H Algebras

The \htmladdnormallink{category {http://planetphysics.us/encyclopedia/Cod.html} of H $*$-algebras} is defined as the category whose objects are H $*$-algebras and whose morphisms are *-homomorphisms between H $*$-algebras that commute with the antilinear involution $*:\mathbb {A} _{H}\to \mathbb {A} _{H}$.
The construction of H $*$-algebras is sometimes called `groupoidification'
# PlanetPhysics/Category Theory Applications
### Category Theory Applications in Physics

A `categorification' of theoretical physics (including quantum field theories) began as early as 1968; this `categorification' process in physics continues today, especially after 1985 ( and references cited therein). Other recent applications are in computer programming theory, automata theory, ontology/categorical ontology and linguistics.

### Category Theory Applications in Mathematical Biophysics

categories of sets were first introduced in mathematical biophysics in 1958 , followed by the introduction of biotheoretical models in categories with structure in 1968-1971. For a review of the earlier work see ref..
# PlanetPhysics/Category of Borel Groupoids

The category of Borel groupoids ${\mathcal {G}}^{B}$ has, as its objects, all Borel groupoids Failed to parse (unknown function "\grp"): {\displaystyle \grp_B} and, as its morphisms the Borel groupoid homomorphisms $h_{B}$ between Borel groupoids.
# PlanetPhysics/Category of C Algebras

\newcommand{\sqdiagram}[9]{Failed to parse (unknown function "\diagram"): {\displaystyle \diagram #1 \rto^{#2} \dto_{#4}& \eqno{\mbox{#9}}} }
$\phi _{*}:{\mathcal {A}}\longrightarrow {\mathcal {B}}$ is defined as a C*-algebra homomorphism $\phi :{\mathcal {A}}\to {\mathcal {B}}$ which respects involutions, that is:
$\phi (a^{*_{\mathcal {A}}})=\phi (a)^{*_{\mathcal {B}}},\quad {\mbox{ for any }}a\in {\mathcal {A}}.$
Note: If `by abuse of notation' one uses $*$ to denote both $*_{\mathcal {A}}$ and $*_{\mathcal {B}}$, then any $*$-homomorphism $\phi$ commutes with $*$, i.e., $\phi *=*\phi$.
The category ${\mathcal {C}}$ whose objects are $C^{*}$-algebras and whose morphisms are $*$-homomorphisms is called the category of $C^{*}$-algebras or the $C^{*}$-algebra category.
{\mathbf Remark:} Note that homomorphisms between $C^{*}$-algebras are automatically continuous.
# PlanetPhysics/Category of Additive Fractions
## Category of Additive Fractions

Let us recall first the necessary concepts that enter in the definition of a category of additive fractions.

### Dense Subcategory

A full subcategory ${\mathcal {A}}$ of an abelian category ${\mathcal {C}}$ is called dense if for any exact sequence in ${\mathcal {C}}$: $0\to X'\to X\to X''\to 0,$ $X$ is in ${\mathcal {A}}$ if and only if both $X'$ and $X''$ are in ${\mathcal {A}}$.

### Remark 0.1

One can readily prove that if $X$ is an object of the dense subcategory ${\mathcal {A}}$ of ${\mathcal {C}}$ as defined above, then any subobject $X_{Q}$, or quotient object of $X$, is also in ${\mathcal {A}}$.

### System of morphisms Σ$_A$

Let ${\mathcal {A}}$ be a dense subcategory (as defined above) of a locally small Abelian category ${\mathcal {C}}$, and let us denote by $\Sigma _{A}$ (or simply only by $\Sigma$ -- when there is no possibility of confusion) the system of all morphisms $s$ of ${\mathcal {C}}$ such that both $kers$ and $cokers$ are in ${\mathcal {A}}$.
One can then prove that the category of additive fractions Failed to parse (syntax error): {\displaystyle \mathcal{C _{\Sigma}} of ${\mathcal {C}}$ relative to $\Sigma$} exists.

### Quotient Category

A quotient category of Failed to parse (syntax error): {\displaystyle \mathcal{C } relative to ${\mathcal {A}}$}, denoted as ${\mathcal {C}}/{\mathcal {A}}$, is defined as the category of additive fractions ${\mathcal {C}}_{\Sigma }$ relative to a class of morphisms $\Sigma :=\Sigma _{A}$ in ${\mathcal {C}}$.

#### Remark 0.2

In view of the restriction to additive fractions in the above definition, it may be more appropriate to call the above category ${\mathcal {C}}/{\mathcal {A}}$ an additive quotient category .
This would be important in order to avoid confusion with the more general notion of quotient category --which is defined as a category of fractions. Note however that the above remark is also applicable in the context of the more general definition of a quotient category.
# PlanetPhysics/Category of Borel Spaces

A category of Borel spaces $\mathbb {B}$ has, as its objects, all Borel spaces $(X_{b};{\mathcal {B}}(X_{b}))$, and as its morphisms the Borel morphisms $f_{b}$ between Borel spaces; the Borel morphism composition is defined so that it preserves the Borel structure determined by the $\sigma$-algebra of Borel sets.
The \htmladdnormallink{category {http://planetphysics.us/encyclopedia/Cod.html} of standard Borel G-spaces} $\mathbb {B} _{G}$ is defined in a similar manner to $\mathbb {B}$, with the additional condition that Borel G-space morphisms commute with the Borel actions $a:G\times X\to X$ defined as Borel functions (or Borel-measurable maps). Thus, $\mathbb {B} _{G}$ is a subcategory of $\mathbb {B}$; in its turn, $\mathbb {B}$ is a subcategory of $\mathbb {T} op$--the category of topological spaces and continuous functions.
The category of rigid Borel spaces can be defined as above with the additional condition that the only automorphism $f:X_{b}\to X_{b}$ (bijection) is the identity $1_{(X_{b};{\mathcal {B}}(X_{b}))}$.
# PlanetPhysics/Category of Groupoids 2
## Category of Groupoids
### Properties

The category of groupoids, $G_{pd}$, has several important properties not available for groups, although it does contain the category of groups as a full subcategory. One such important property is that $Gpd$ is cartesian closed . Thus, if $J$ and $K$ are two groupoids, one can form a groupoid $GPD(J,K)$ such that if $G$ also is a groupoid then there exists a natural equivalence $Gpd(G\times J,K)\rightarrow Gpd(G,GPD(J,K))$.
Other important properties of $G_{pd}$ are:
* The category $G_{pd}$ also has a unit interval object $I$, which is the groupoid with two objects $0,1$ and exactly one arrow $0\rightarrow 1$;
* The groupoid $I$ has allowed the development of a useful
Homotopy Theory for groupoids that leads to analogies between groupoids and spaces or manifolds; effectively, groupoids may be viewed as "adding the spatial notion of a `place' or location" to that of a group. In this context, the homotopy category plays an important role;
* Groupoids extend the notion of invertible operation by comparison with that available for groups; such invertible operations also occur in the theory of inverse semigroups. Moreover, there are interesting relations beteen inverse semigroups and ordered groupoids. Such concepts are thus applicable to sequential machines and automata whose state spaces are semigroups. Interestingly, the category of finite automata, just like $G_{pd}$ is also cartesian closed ;
* The category $G_{pd}$ has a variety of types of morphisms, such as: quotient morphisms, retractions, covering morphisms, fibrations, universal morphisms, (in contrast to only the epimorphisms and monomorphisms of group theory);
* A monoid object, $END(J)=GPD(J,J)$, also exists in the category of groupoids, that contains a maximal subgroup object denoted here as $AUT(J)$. Regarded as a group object in the category groupoids, $AUT(J)$ is equivalent to a crossed module $C_{M}$, which in the case when $J$ is a group is the traditional crossed module $J\rightarrow Aut(J)$, defined by the inner automorphisms.
\begin{thebibliography} {9}
</ref></references>
* ↑ May, J.P. 1999, A Concise Course in Algebraic Topology. , The University of Chicago Press: Chicago
* ↑ R. Brown and G. Janelidze.(2004). Galois theory and a new homotopy double groupoid of a map of spaces.(2004). Applied Categorical Structures ,12 : 63-80. Pdf file in arxiv: math.AT/0208211
* ↑ P. J. Higgins. 1971. Categories and Groupoids. , Originally published by: Van Nostrand Reinhold, 1971. Republished in: Reprints in Theory and Applications of Categories , No. 7 (2005) pp 1-195: http://www.tac.mta.ca/tac/reprints/articles/7/tr7.pdf
# Mathematical Modelling

A mathematical model is a description of a system using mathematical concepts and language. The process of developing a mathematical model is termed mathematical modeling. Mathematical models are used in the natural sciences (such as physics, biology, earth science, chemistry) and engineering disciplines (such as computer science, electrical engineering), as well as in non-physical systems such as the social sciences (such as economics, psychology, sociology, political science). Mathematical models are also used in music, linguistics and philosophy (for example, intensively in analytic philosophy).
A model may help to explain a system and to study the effects of different components, and to make predictions about behavior.

## Learning Tasks

* Explain how mathematical modelling can be used to extrapolate the development of system from current situation into the future. What are the challenges, the benefits and drawbacks of modelling?
* Currently mankind and womankind is creating the digital copy of the earth and decision support is created for the digital earth and the real processes on earth are synchronized with monitoring methods with the digital earth and decision making in the digital sphere has an impact on the future of the real world. Explain how feedback loops can have an impact on the real world development.
# Mathematical Methods for Engineers II

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Mathematical Methods for Engineers II. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:

## Main Topics of Mathematical Methods of Engineers I

* Applied Linear Algebra
** Discrete equations
** Matrices
* Ordinary and Partial Differential Equations and Boundary Values
* Fourier

## Main Topics of Mathematical Methods of Engineers II

* Differential equations with initial values
** Heat Equation
** Nonlinear Equations
* Large Linear Systems
** How to solve
*** Direct methods
*** Renumbering nodes
*** Elimination methods
*** Iterative methods
** Modern computing
* Optimization and Minimization
** Linear program

## Lectures

Lecture 1: Difference Methods for Ordinary Differential Equations