OpenLLM-France/wikimedia huggingface dataset:
# The efficacy of Esperanto for interlinguistic communication

This is a research project to determine the efficacy of the international constructed auxiliary language Esperanto for interlinguistic communication. For this study, we need at least two willing monolingual volunteers, each of whom speaks a different language from the other. The languages must be among the languages supported by lernu.net, as lernu will be a central part of this project. Each volunteer must commit to at least forty total hours of Esperanto study as well as frequent practice speaking Esperanto to the other participants.
Please translate this page and post it to another language's Wikiversity if you are able to.
To sign up to be a participant, you must be monolingual and speak a language that no other student speaks. Add your name to the Students page if you meet those qualifications.
To sign up to be a research collaborator, add your name to Collaborators page. Research collaborators are expected to be somehow useful to the research; for example, managing another language's mirror of this group of pages and contributing your own skills.
If you translate this page to another Wikiversity (which is absolutely necessary for this project to work), please add a link on the Translations page. Thanks.
# The greenhouse effect

The Greenhouse Effect
A greenhouse effect is a glass house that people use for growing plants. The air inside a greenhouse remains warm because it traps heat. This means that people can grow plants in the greenhouse even if its cold outside
1.) What is the difference between greenhouse effects and greenhouse gassess? greenhouse effect - the natural heating of the atmosphere through absorption and reflection of terrestrial radiation.
greenhouse gasses - gasses that readily absorb heat from terrestrial radiation, water vapour and carbon dioxide are examples.
2.) What impact does the greenhouse effect have on peoplee? -peole are able to utilise the various boimes for fishing and farming, and so are able to live in nearly all parts of Earth.
3.) What effect does the greenhouse effects have on the environment? -the heating of the atmosphere allows for different climate zones to develop around the world.
# The dynamics and social organization of innovation in the field of oncology/Project databases

Gather data from archives of grant proposals, funded projects and results.

## Africa

(Are there good and easily accessible databases?)

## Australasia

(Are there good and easily accessible databases?)

## Europe
### EU funded

CORDIS funded projects and results
* EU Open Data Portal has most of the data as CSV, missiong in older years institution beyond country, in recent years publication list. Might have to scrape but they do offer assistance for data requests.
* Ale sent an email asking about missing data and meaning of organizational contacts.
* Institutional path: can we get non-approved projects? (enclave, non-consumptive analysis).

### United Kingdom
## Latin America
### Brazil

FAPESP's Virtual Library. Fapesp is the state of São Paulo's research funding agency and Brazil's most prestigious and second largest research funder. They have a well structured and comprehensive database going back to the early 1990's.
# WikiU Film School Overview
## Lessons starting in 2006 from Course #1

    The purpose of this course is to make two motion pictures (one animated and one live action) titled "Seduced by the Dark Side!" which teaches one of life's important lessons.
    The course will runs from 2007 through 2008. The animated version will be complete in 2007 and the live action will be completed in 2008.
    Here is what will be covered in the first few lessons of this course.

### Step 1 • Formatting the Script · (Click here to start this lesson.)

    $\;$Every motion picture starts with a story. Even though our story is very short, we still have to cut it down to the bare bones for our movie script. And as we do this, we must type the script into a standard format which all people in Hollywood will feel comfortable with.

### Step 2 • Thumbnail Storyboards · (Click here to start this lesson.)

    Once the script is ready, we immediately make the movie... on paper. The rough storyboard, which is done with stick-figures in tiny frames no bigger than your thumb, is all of the visual elements of the movie. But this still does not give us the timing for the movie. To do that, we need to make a movie of the storyboard (called an animatic). But that cannot be done until we have the rough music and the recorded dialog for our movie.

### Step 3 • The Rough Music / The Temp Score · unfinished

    Our movie will have background music and narrative music. The narrative music will be just like another actor in our movie. Therefore, we need to leave room for the narrative music when we create our animatic. That is why we begin our film scoring early. (In the meantime, (to learn the basics of creating music sound effects, click here.)===

### Step 4 • Recording the Dialog for the Animatic · (Click here to start this lesson.)

    When we create the animatic (movie of the storyboards), we need the storyboards, the narrative music, and the recorded dialog (voices of the actors). This can be rough since we will record the dialog for the animated movie using professional actors.

### Step 5 • Edit the Animatic · unfinished

    Once we have the storyboards, the recorded dialog, and the music, we will use an editing program (such as Final Cut Pro) to create the animatic (the movie of the storyboards.) Only then will we know if this movie will be a success.

### Step 6 • 3D Storyboards · FrameForge (Click here to start this lesson.)

    For our animatic, it would be nice to have high quality images from a 3D storyboard program. Therefore, we will offer this lesson for people who want to gain skill with this very interesting program.

### Step 7 • 3D Storyboards · DAZ Studio (optional)

    Another option for 3D storyboards is DAZ Studio.

### Step 8 • How do they do this in Hollywood? · (Lesson #002-unfinished)

    An optional tour of movie sets in Hollywood to see how scenes are broken down into a series of shots and then filmed. (Not free.)

### Step 9 • Decisions about the making of our movie

    As we progress through the making of our motion picture, we make decisions and record them in this chapter.
# WikiNews2Learning

WikiNews2Learning regards a news as a triggering event for learning and capacity building. Applied on an Open Community Approach Wikinews and Wikiversity are connected. The news page describes the event and the wikiversity learning resources support citizens in dealing with the outcomes of the event. This includes further application of Wiki products like Wikipedia, to explain used terminology in the news and the learning resources in Wikiversity.

## Use Cases

Imagine news about climate change, new technology, events include sometimes information, terminology or touch scientific topics that might not be clear for everyone. News can be linked to learning and capacitiy building material that allow a better comprehension or could even suggest local activities correponding to the news.
* Hurricane is coming (News), learn about self protection (Capacity Building in Wikiversity),
* Number of Diabetes Patients in Country X is increasing (News), learn about a diet that reduces health risk (Capacity Building)
* News about Great Pacific Garbage Patch (News), What is that? (Wikipedia) and how can I reduce my plastic garbarge? (Wikiversity).
The big benefit of such an approach is that a certain problem, risk or event in the wiki news can be linked directly to the following:
* Capacity building material in Wikiversity,
* Encyclopedic definitions in Wikipedia,
* Citizen activities to support community exposed to risk,
* Trigger humanitarian activities like collaborative mapping (e.g. HOT-OSM Generation of Local Transport Map for Managua
* Combine Emergency Mapping Services like Copernicus and Learning Resources about Disaster Management, Risk Management or Risk Literacy with the news feed.

## Learning Task

* (Earth Overshot Day) Analyse the web portal of Earth Overshot Day and explain how a event is linked to learning resource for children and teachers. Explain how WikiNews and Wikiversity can be used based on the concept mentioned above.
* (Open Proposal Management) Explore research proposal for Everyone's favorite news site and try to support proposal, add comments and research questions, ... for an collaborative open development of proposal. View history of proposal so it will be transparent, "who contributed, what, when!".
* (From News to Learning Resource) Explore the concept of Situated Learning and explain how learning resources can support comprehension of news. If news report a specific disaster a learning resource could elaborate on the technological methods support emergency response (e.g. how remote sensing can be used to create a delineation of the area, that was affected by earth quake, flood event, bush fire, ....)
# UTPA STEM/CBI Courses/Computer Science/Operating Systems

Course Title: Computer Science
Lecture Topic: Operating Systems
Instructor: Yang Liu
Institution: University of Texas - Pan American

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Explain security issues at different level
** Identify common attacks to computer systems.
* Sub Objectives- The objectives will require that students be able to:
** Describe threats/attacks at different level
** Summarize methods to prevent threats/attacks
* Difficulties- Students may have difficulty:
** Identifying software attacks if they are not familiar with program
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Detect virus in email attachment
** Identify a Trojan horse in downloaded software
** Recognize spyware
Model of Knowledge
* Concept Map
** Threats/attacks
** Preventive methods
* Content Priorities
** Enduring Understanding
*** Security issues at different level and of different format
** Important to Do and Know
*** Implementation details of software attacks
** Worth Being Familiar with
*** Other challenges that exist affecting security
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** Explain several threats/attacks
** Homework (individual)
*** Identify possible threats/attacks for a given scenario
* Summative Assessment
** Connect threats/attacks to their examples

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* analyze security issues for a system
The objectives will require that students be able to:
* identify different threats/attacks and preventive methods
THE CHALLENGE
What should we consider to protect the normal working state of amazon servers?
GENERATE IDEAS
What needs to be protected? What is the best way to protect it? Are the protections sufficient?
MULTIPLE PERSPECTIVES
System security
Threats/attacks
Preventive methods
RESEARCH & REVISE
Other topics for system issues such as policy.
TEST YOUR METTLE
Connect threats to their examples.
GO PUBLIC
Present threats/attacks for this challenge

## Pre-Lesson Quiz

* What is meant by system security?
* What can break system security?

## Test Your Mettle Quiz

* Give an example of spyware.
* Explain the difference between threats and attacks.
# UTPA STEM/CBI Courses/Contemporary Mathematics/Voting and Social Choice/Test Your Mettle Quiz

Test Your Mettle Quiz
* The Arrowville Math Society is voting to select its next president from among Allen, Betty, and Christy. The society members vote using preference ballots, ranking the candidates from first choice to third choice. A summary of the ballots cast is shown in the following preference schedule. Number of Voters10146 1st ChoiceAllenBettyCristy 2nd ChoiceCristyAllenAllen 3rd ChoiceBettyCristyBetty
    (a) Who will win the election if the society uses the plurality method?
    (b) Who will win the election if the society uses the plurality-with-elimination method?
    (c) Who will win the election if the society uses the Borda count method?
    (d) Who will win the election if the society uses the method of pairwise comparisons?
* Identify the voting method used in each of the following elections.
    (a) Which voting method is used in the selection of Major League Baseball's Cy Young Award?
    (b) Which voting method is used to elect the mayor of San Francisco, California?
    (c) Which voting method is used by the Academy of Motion Picture Arts and Sciences for determining the Academy Award for Best Picture?
* In the preference schedule below, candidate B would win using the Borda count method. If, however, candidate C drops out of the race and the Borda count method is used to find the winner of the election with C removed, candidate B would lose. This shows that the Borda count method violates which fairness criterion? Number of Voters742 1st ChoiceABD 2nd ChoiceBDA 3rd ChoiceCCC 4th choiceDAB
* (Multiple Choice) The UTRGV baseball team decides to use a new voting method for electing its team captain. Arrow's Impossibility Theorem implies which one of the following statements about this new voting method?
    A. It is impossible to have a vote end in a tie
    B. The voting method will be considered unfair by some voters.
    C. The voting method will fail at least one fairness criterion
    D. The voting method will fail every fairness criterion
# UTPA STEM/CBI Courses/Data Structures and Algorithms

Topics
NP-Completeness
# UTPA STEM/CBI Courses/Contemporary Mathematics

Topics
Voting and Social Choice
# UTPA STEM/CBI Courses/Contemporary Math

Compound Interest and Annuities
# T-test

“A t-test is used to determine whether a set or sets of scores are from the same population.” - Coakes & Steed (1999), p.61

## History

The t-test is 116 years old. The t statistic was introduced by William Sealy Gosset for cheaply monitoring the quality of beer brews. Gosset was a statistician for the Guinness brewery in Dublin, Ireland. He was hired due to Guiness' innovative policy of recruiting the best graduates from Oxford and Cambridge to apply biochemistry and statistics to Guinness' industrial processes. Gosset published the t test in Biometrika in 1908, but was forced to use a pen name by his employer who regarded the fact that they were using statistics as a trade secret. Hence, the name Student's t-test. Read more here: t-test history.

## Types

There are three types of t-test:

### One-sample t-test

* Used to compare a sample mean with a known population mean or some other meaningful, fixed value

### Independent samples t-test

* Used to compare two means from independent groups

### Paired samples t-test

* Used to compare two means that are repeated measures for the same participants - scores might be repeated across different measures or across time.
* Used also to compare paired samples, as in a two treatment randomized block design.

## Assumptions

Dependent variables must be:
* Measured at interval or ratio level level of measurement - i.e., needs to be continuous.
* Normally distributed in all groups of the independent variable.
** Robust to violations of this assumption if sample sizes are large and approximately equal (> 15 cases per group)
* Have approximately equal variance across all groups of the IV (homogeneity of variance e.g., tested by Levene's test).
** If not the p-values for significance tests are inaccurate.
** If the variances are different SPSS has post-hoc tests to adjust for this.
* Cases represent random samples from the populations and the scores of the test variable are independent of each other.
** Inaccurate p-values if the independence assumption is violated.

## Graphing

* Bar chart (1 IV) and clustered bar charts (> 1 IV)
* Box and whisker plot
* Error-bar chart
* Stem and leaf plot

## Write-up
### Checklist

* Purpose? (e.g., hypothesis?)
* Variables / design
* Descriptive statistics (4 moments)
* Assumptions
* Figure / graph? (optional)
* One-tailed or two-tailed?
* Test statistics, including effect size and direction of effects

### Example 1

An independent t-test was used to determine whether there was a difference in mean grip strength between males and females. This revealed a significant difference (t (88) = 2.04, p = .04), with males having significantly higher mean strength scores than females (males, M = 2.93, SD = 1.23; females, M = 2.71, SD = '1.41).
Note: Usually means, standard deviations and effect sizes are reported in a Table.
# Systems engineering/Workshop on Fundamentals of Systems Modelling/Wikiversity Student Grid Portal & Processing Environment

Preliminary Wishlist for Wikiversity Student Grid Portal Project
    Note Amazon Affiliate Agreement appears to require ownership or equivalent control of internet infrastructure generating income for the affiliate partner. Thus a student page on Wikimedia Foundations server space would appear ineligible as a business profit center to finance student participation.
Preliminary Architectural Issues
# Systems engineering/Workshop on Fundamentals of Systems Modelling

This workshop will analyze case studies or examples from the real world to assure the material is relevant and reality based. We will start with the analysis of a simple U.S. bookkeeping/payroll/billing system. This is easily applicable to any professional services firm organized in the U.S. By all means, if you have an example system you would like analyzed or constructively critiqued add it to the list below for the class to work with:
# Systems theory

This Philosophy resource is a "stub". Learn how you can help Wikiversity to develop it.
* wikipedia: Systems theory
* wikibooks: Systems Theory
# Wikidata with Andy Mabbett

A seminar and networking event centered around wikidata projects, such as the creation of an international database of public art on Wikipedia, or female designers from Melbourne, etc. Andy Mabbett is an expert in creating and managing wikidata projects and is in Melbourne for the Libraries, Technology and the Future conference. We have grabbed hold of him at the end of that conference, to present a seminar and join in networking with people interested in this line of work at RMIT.
Wednesday 10 February 2016, 5:30-7pm. on RMIT City Campus.
Followed by a group dinner for those who would like.
# Wikibooks/Research

This page is for collecting research papers about Wikibooks, and providing a common workspace for people interested in researching Wikibooks.
# University of Florida/Egm4313/s12.team7
## Useful Links

EGM4313: Intermedia Engineering Analysis - Course Information EGM4313: Wikiversity Homepage EGM4313: Course Lectures Online LaTex Editor
Advanced Wiki Editing Guide

## Reports

Report 1 Report 2 Report 3 Report 4 Report 5 Report 6 Report 7
# University of Florida/Egm4313/s12.team7/Report3
## Contributing Members

Team Contribution Table :
| Problem Number | Solved and Typed By | Proofread By |
| 2.1 | Maxwell Shuman | name |
| 2.2 | Dalwin Marrero | name |
| 2.3 | Jennifer Melroy | name |
| 2.4 | Dalwin Marrero | name |
| 2.5 | Jennifer Melroy | name |
| 2.6 | Yamil Herrera | name |
| 2.7 | Avery Cornell | name |
| 2.8 | Yamil Herrera | name |
| 2.9 | Ron D'Amico | name |
# University of Florida/Egm4313/s12.team8.dupre/R2.3
## R2.3
### Problem Statement

Find a general solution. Check your answer by substitution.
a) $\displaystyle y''+6y'+8.96y=0$ (3-1)
b)$\displaystyle y''+4y'+(\pi ^{2}+4)y=0$ (3-2)

### Solution

The quadratic formula is necessary for these solutions:
$\displaystyle {\frac {-b\pm {\sqrt {b^{2}-4ac}}}{2a}}$

#### Part a

Plugging into the quadratic formula:
$\displaystyle {\frac {-6\pm {\sqrt {6^{2}-(4)(1)(8.96)}}}{2(1)}}={\frac {-6\pm .4}{2}}$
This shows us that the roots of the equation are:
$\displaystyle \lambda _{1}=-2.8,\lambda _{2}=-3.2$
Therefore, the general equation is:

##### Substitution

We need to first find the first and second derivatives of equation (3-3):
$\displaystyle y'=-3.2c_{1}e^{-3.2x}-2.8c_{2}e^{-2.8x}$
$\displaystyle y''=10.24c_{1}e^{-3.2x}+7.84c_{2}e^{-2.8x}$
Plugging into equation (3-1), we find:
$\displaystyle (10.24c_{1}e^{-3.2x}+7.84c_{2}e^{-2.8x})+6(-3.2c_{1}e^{-3.2x}-2.8c_{2}e^{-2.8x})+8.96(c_{1}e^{-3.2x}+c_{2}e^{-2.8x})=0$ (3-4)
Continuing to solve:
$\displaystyle 19.2c_{1}e^{-3.2x}+16.8c_{2}e^{-2.8x}-19.2c_{1}e^{-3.2x}-16.8c_{2}e^{-2.8x}=0$ (3-5)
This shows that the general equation is correct, since everything cancels out to 0.

#### Part b

Plugging into the quadratic formula:
$\displaystyle {\frac {4\pm {\sqrt {4^{2}-4(1)(\pi ^{2}+4)}}}{2(1)}}={\frac {-4\pm (-4)(1))(pi^{2}+4)}{2(1)}}$
The roots are, therefore:
$\displaystyle \lambda _{1}=-2-\pi i,\lambda _{2}=-2+\pi i$
Therefore, the general solution to (3-2) is:
$\displaystyle y=c_{1}\cos(\pi x)e^{-2x}+c_{2}\sin(\pi x)e^{-2x}$ (3-6)

##### Substitution

We must first find the first and second derivatives of equation (3-6):
$\displaystyle y'=-2(c_{1}\cos(\pi x)+c_{2}\sin(\pi x))e^{-2x}+(-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}$
$\displaystyle y''=-2(-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}+(-c_{1}\pi ^{2}\cos(\pi x)-c_{2}\pi ^{2}\sin(\pi x))e^{-2x}$
Plugging into equation (3-2):
$\displaystyle -2(-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}+(-c_{1}\pi ^{2}\cos(\pi x)-c_{2}\pi ^{2}\sin(\pi x))e^{-2x}...$
$\displaystyle +4[-2(c_{1}\cos(\pi x)+c_{2}\sin(\pi x))e^{-2x}+(-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}]+(\pi ^{2}+4)(c_{1}\cos(\pi x)e^{-2x}+c_{2}\sin(\pi x)e^{-2x})=0$
Finally, plugging (3-6) and it's first and second derivatives into equation (3-2), we find:
$\displaystyle 4(c_{1}\cos(\pi x)+c_{2}\sin(\pi x))e^{-2x}-2(-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}-2(-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}...$
$\displaystyle +(-c_{1}\pi ^{2}\cos(\pi x)-c_{2}\pi ^{2}\sin(\pi x))e^{-2x}+4-2(c_{1}\cos(\pi x)+c_{2}\sin(\pi x))e^{-2x})+...$
$\displaystyle (-c_{1}\pi \sin(\pi x)+c_{2}\pi \cos(\pi x))e^{-2x}+(\pi ^{2}+4)((c_{1}\cos(\pi x)+c_{2}\sin(\pi x))e^{-2x})=0$
Since this equals 0, we know that the general equation (3-6) is correct.
# University of Florida/Egm4313/s12.team7/Report4
## Contributing Members

Team Contribution Table :
| Problem Number | Solved and Typed By | Proofread By |
| 2.1 | Maxwell Shuman | name |
| 2.2 | Dalwin Marrero | name |
| 2.3 | Jennifer Melroy | name |
| 2.4 | Dalwin Marrero | name |
| 2.5 | Jennifer Melroy | name |
| 2.6 | Yamil Herrera | name |
| 2.7 | Avery Cornell | name |
| 2.8 | Yamil Herrera | name |
| 2.9 | Ron D'Amico | name |
# University of Florida/Egm4313/s12.team7/Report5
## Contributing Members

Team Contribution Table :
| Problem Number | Solved and Typed By | Proofread By |
| 2.1 | Maxwell Shuman | name |
| 2.2 | Dalwin Marrero | name |
| 2.3 | Jennifer Melroy | name |
| 2.4 | Dalwin Marrero | name |
| 2.5 | Jennifer Melroy | name |
| 2.6 | Yamil Herrera | name |
| 2.7 | Avery Cornell | name |
| 2.8 | Yamil Herrera | name |
| 2.9 | Ron D'Amico | name |
# University of Florida/Egm4313/s12.team7/Report6
## Contributing Members

Team Contribution Table :
| Problem Number | Solved and Typed By | Proofread By |
| 2.1 | Maxwell Shuman | name |
| 2.2 | Dalwin Marrero | name |
| 2.3 | Jennifer Melroy | name |
| 2.4 | Dalwin Marrero | name |
| 2.5 | Jennifer Melroy | name |
| 2.6 | Yamil Herrera | name |
| 2.7 | Avery Cornell | name |
| 2.8 | Yamil Herrera | name |
| 2.9 | Ron D'Amico | name |
# University of Florida/Egm4313/s12.team8.dupre/R1.2
## R1.2
### Problem Statement

Derive the equation of the spring-mass-dashpot in Fig.53 (shown above) in K 2011 p.85, with an applied force $\displaystyle r(t)$ on the ball.

### Solution
#### Kinematics

$\displaystyle y=y_{c}=y_{k}$ (2-0)

#### Kinetics

$\displaystyle r(t)=my''+f_{c}+f_{k}$ (2-1)

#### Where

$\displaystyle f_{k}=ky_{k}$ (2-2) and $\displaystyle f_{c}=cy_{c}$ (2-3)
Plugging into (2-1) gives us: $\displaystyle r(t)=my''+cy_{c}+ky_{k}$ (2-4)
Using (2-0) and substituting into (2-4), we find that the final equation of motion for the spring-mash-dashpot is: