OpenLLM-France/wikimedia huggingface dataset:
# Helping Give Away Psychological Science/Resources/Romantic Relationships

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
What do healthy and unhealthy relationships look like? https://www.joinonelove.org/signs-unhealthy-relationship/
https://www.helpguide.org/articles/abuse/domestic-violence-and-abuse.htm
http://kidshealth.org/en/teens/abuse.html
https://youth.gov/youth-topics/teen-dating-violence/characteristics
# Helping Give Away Psychological Science/Resources/Sexual Assault

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
Rape, Abuse, and Incest National Network (https://www.rainn.org/)
* Laws in your state: https://apps.rainn.org/policy/
* Statistics (https://www.rainn.org/statistics)
* National Sexual Assault Hotline (800-656-HOPE) https://www.rainn.org/about-national-sexual-assault-telephone-hotline
National Sexual Violence Resource Center https://www.nsvrc.org/
National Organization for Victim Assistance http://www.trynova.org/
Stop street harassment: http://www.stopstreetharassment.org/
* National Street Harassment Hotline (855-897-5910) and online hotline (https://hotline.rainn.org/ssh-en/terms-of-service.jsp)
* Safecity App (http://www.stopstreetharassment.org/2017/09/safecityapp/)
National Teen Dating Abuse Online Helpline (http://www.loveisrespect.org/)
* Call (1-866-331-9474) or Text loveis to 22522
* I live with my abusive partner (http://www.loveisrespect.org/for-yourself/i-live-with-abuser/)
* Get help for yourself--safety planning (http://www.loveisrespect.org/for-yourself/safety-planning/)
National Domestic Violence Hotline (http://www.thehotline.org/)
* Call (1-800-799-7233) or chat online
* Path to safety (http://www.thehotline.org/help/path-to-safety/)
Malesurvivor.org
* Information (http://www.malesurvivor.org/facts/)
* For survivors (http://www.malesurvivor.org/survivors/)
DOD Safe Helpline (https://safehelpline.org/)
Legal resources http://www.womenslaw.org/
* Take Back the Night (https://takebackthenight.org/)
* The Date Safe Project (https://www.datesafeproject.org/)
/Reporting <-- Follow this link to learn more about sexual assault reporting. /Reporting <-- Follow this link to learn more about sexual assault reporting.
# Helping Give Away Psychological Science/Resources/Bullying/Cyberbullying

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
Dealing with cyberbullying The resource below shares some ways to cope with and overcome cyberbullying.
https://www.helpguide.org/articles/abuse/cyberbullying.htm
http://www.cyberbullyhotline.com
https://cyberbullying.org/stories
Spreading compromising pictures is harmful. The resource below has ideas for how teens and parents can help individuals struggling with the effects of cyberbullying and how to prevent it.
http://www.connectsafely.org/tips-for-dealing-with-teen-sexting/
There is a strong link between bullying and poor sleep. The resource below cites studies showing how bullying affects sleep and also contains some potential solutions for victims.
https://www.sleepline.com/bullying-and-sleep/
# Educational Picture of the Day (Primary)

Educational Picture of the Day
The Bayeux Tapestry
A detailed from the Bayeux Tapestry, showing William of Normandy. In general, paintings prior to the 20th century are in the public domain due to expiration of copyright, which means you can use images of them freely in educational materials. For works of art created in the 20th century, normally you cannot reuse any copies. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
Bayeux Tapestry - Medieval tapestry - Romanesque art - Art in general This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Educational OpenSource Operating System

In this learning resource we address the approach of an Educational OpenSource Operating System. The learning objective of an Open Source Operating System is the tailored design of the operating system for a specific educational purpose. OpenSource idea allow the adaptation, improvement of source code for a specific need and learn about the basic components in an Operating System for specific educational objectives.

## Mobile Devices - Desktop Computers

The learning content will be elaborated with existing Open Source operating systems:
* for desktop computers it can be based on a Linux of your choice, that might be already used at the eduction already on Desktop PCs or
* for mobile devices it will be elaborated on the Mobile operating system LineageOS.

## Workflow

* The first step is to identify the requirements and constraints of the operating system for Digital Learning Environments.
* Open Source and Privacy - open source code and monitoring of privacy protection especially when data is used for learning analytics without sharing the local data to a remote server. What are the requirements and constraints to allow local adaptation to the demands of learner and how can the data be used locally for the benefit of the learner without sharing the data to remote server?

## Linux Operating System for Educational Environments

Linux operating system can be configure and adapted to specific purpose (add specific apps, create specific API that create less vulnerability for the IT infrastructure the mobile devices should be used in (e.g. educational setting, schools, universities, ...). Analyse the concept of Open Source Tool RemasterSys and explain how an infratructure must be designed to transfer that concept to Android! What are the requirements and constraints of such an approach.
# Educational Practice on School Education
## Welcome

Welcome to de Department of Educational Practice on School Education. It's most about how to be a teacher.

## Courses

Following are the courses we have:
* Becoming a teacher
* Teaching Students
* Educational Leadership
* Teacher as Learner
* Teacher as Researcher
* Teacher as Activist

## Related Wikibooks

* b:Instructional Technology
* Instructional Design
# Educational Technology

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.

## Technologies

* Learning Environments
* Asynchronous Learning
* Synchronous Learning
* Open Educational Resources
* Social Networking
* Learning Tools
* Emerging Technologies

## See Also

* Instructional design
* Instructional Technology
* Education in virtual worlds
* Technology in the classroom
# Educational Technology/Emerging Technologies

Emerging technologies broach new territory in some significant way, with new technological developments.

## Pros

* Keeping abreast of new developments can help institutions and faculty invest time and resources in promising directions.

## Cons

* Emerging technologies change so rapidly that it may be better to wait for wide adoption to avoid investing in a dead-end solution.

## Resources

* NMC Horizon Report 2014
# Educational Technology/Learning Environments

Learning environments are web-based education systems that may provide access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links. They may also contain social spaces where students and instructors can interact through threaded discussions or chat.

## Pros

* Learning environments provide a web-based solution for course content, discussion, and assessments.
* Course modules and assessments for different disciplines are available from a variety of publishers.

## Cons

* Faculty may resist using the learning environment, staying with more traditional delivery methods.
* For-profit learning environments can be very expensive to lease.
* Open source learning environments are more cost effective, but may require more effort to support.

## Examples

* Blackboard Learning System
* Desire2Learn
* Edmodo
* Moodle
* Schoology

## See Also

* Wikipedia: Virtual learning environment
* Wikipedia: Learning management system
* Wikipedia: List of learning management systems
# Educational Picture of the Day

Educational Picture of the Day
Ludwig van Beethoven
This is Stieler's famous 1820 portrait of Beethoven, and is an example of the vast range of composer portraits available on the web for legal re-use and redistribution. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
Images related to Ludwig van Beethoven Recordings of music by Ludwig van Beethoven Images of composers - Music images and resources This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# Literature/1983/Anderson

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 &

## Author

* He is the brother of Perry Anderson.

### Partial works

* Interpreting Indonesian Politics: Thirteen Contributions to the Debate (1982)
* Imagined Communities: Reflections on the Origin and Spread of Nationalism (1983)
* In the Mirror: Literature and Politics in Siam in the American Era (1985)
* Language and Power: Exploring Political Cultures in Indonesia (1990)

## Excerpts

* ... the concept was born in an age in which Enlightenment and Revolution were destroying the legitimacy of the divinely-ordained, hierarchical dynastic realm. Coming to maturity at a stage of human history when even the most devout adherents of any universal religion were inescapably confronted with the living pluralism of such religions, and the [direct relationship] between each faith's ontological claims and territorial stretch, nations dream of being free, and, if under God, directly so. The gage and emblem of this freedom is the sovereign state. (pp. 6-7)
* [A nation is an imagined community because] regardless of the actual inequality and exploitation that may prevail in each, the nation is always conceived as a deep, horizontal comradeship. [...] Ultimately it is this fraternity that makes it possible, over the past two centuries, for so many millions of people, not so much to kill, as willingly to die for such limited imaginings.

## Wikimedia
### w: Imagined Communities

* Anderson falls into the "historicist" or "modernist" school of nationalism along with Ernest Gellner and Eric Hobsbawm in that he posits that nations and nationalism are products of modernity and have been created as means to political and economic ends. This school stands in opposition to the primordialists, who believe that nations, if not nationalism, have existed since early human history. Imagined communities can be seen as a form of social constructionism on a par with Edward Said's concept of imagined geographies.
| w: Ernest Gellner w: Eric Hobsbawm | w: Edward Said |
# Literature/1983/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]]

## Wikipedia
### Meaning or interpreting in context

* By keeping an open mind, collecting facts and observations, following pure intuition, and the dialectic method, he makes decisions as to what he should investigate, exactly as a scholastic would do. However, the simple use of reason does not suffice. The various signs and happenings only have meaning in their given contexts, and William must constantly be wary of the contexts within which he interprets the mystery. Indeed, the entire story challenges the narrator, William's young apprentice Adso, and the reader to continually recognize the context he is using to interpret, bringing the whole text to various levels which can all have different hermeneutical meanings. The narrative ties in many varied plot lines, all of which consider various interpretations and sources of meanings. Many of the interpretations and sources were highly volatile controversies in the medieval religious setting, all while spiraling towards what seems to be the key to understanding and truly interpreting the case.
# Literature/1983/Fodor

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: Modularity of mind

* Modularity of mind is the notion that a mind may, at least in part, be composed of separate innate structures which have established evolutionarily developed functional purposes. Proponents believe this view is implied by Noam Chomsky's concept of a universal, generative grammar. Such universal features of language are taken by proponents of the modularity theory to imply the existence of an underlying "language acquisition device" structure in the brain. This device is postulated to be autonomous and specialized for learning language rapidly -- a module.
| w: Innatism w: Phrenology w: Jerry Fodor on mental states w: Jerry Fodor on mental architecture | w: Generative grammar w: Universal grammar w: semantic holism |

## Related works

* Fodor, Jerry (2000). The Mind Doesn't Work That Way: The Scope and Limits of Computational Psychology. MIT Press. $^{[^]}$
* Literature/1994/Fodor $^{[^]}$
* Fodor, Jerry (1983). The Modularity of Mind: An Essay on Faculty Psychology. MIT Press. $^{[^]}$
* Literature/1979/Fodor $^{[^]}$
* Fodor, Jerry (1975). The Language of Thought. Harvard University Press. $^{[^]}$
# Literature/1983

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

* Anderson, Benedict (1983). Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. $^{[^]}$
* Literature/1983/Barwise $^{[^]}$
* Literature/1983/Carbonell $^{[^]}$
* Literature/1983/Card $^{[^]}$
* Literature/1983/Cartwright $^{[^]}$
* Literature/1983/Dervin $^{[^]}$
* Literature/1983/Eagleton $^{[^]}$
* Literature/1983/Eagleton $^{[^]}$
* Eco, Umberto (1983). The Name of the Rose. Harcourt. $^{[^]}$
* Fodor, Jerry (1983). The Modularity of Mind: An Essay on Faculty Psychology. MIT Press. $^{[^]}$
** Literature/1984/Blackburn $^{[^]}$
** Literature/1996/Elman $^{[^]}$
* Literature/1983/Gardner $^{[^]}$
* Literature/1983/Geertz $^{[^]}$
* Gentner, Dedre & Albert L. Stevens, eds. (1983). Mental Models. Lawrence Erlbaum Associates. ISBN 0-89859-242-9. $^{[^]}$
** Philip N. Johnson-Laird (1983). Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. $^{[^]}$
* Literature/1983/Hall $^{[^]}$
* Literature/1983/Hampshire $^{[^]}$
* Literature/1983/Hobsbawm $^{[^]}$
* Philip N. Johnson-Laird (1983). Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. $^{[^]}$
** Gentner, Dedre & Albert L. Stevens, eds. (1983). Mental Models. Lawrence Erlbaum Associates. ISBN 0-89859-242-9. $^{[^]}$
* Literature/1983/Kristol $^{[^]}$
* Literature/1983/Laird $^{[^]}$
* Literature/1983/Magee $^{[^]}$
* Literature/1983/Rayward $^{[^]}$
* Literature/1983/Rosenbloom $^{[^]}$
* Literature/1983/Rumelhart $^{[^]}$
* Literature/1983/Scholnick $^{[^]}$
* Literature/1983/Schoen $^{[^]}$
* Literature/1983/Searle $^{[^]}$
* Shneiderman, Ben (1983). "Direct Manipulation: A Step Beyond Programming Languages," Computer, Vol. 16, No. 8 (August 1983) pp. 57-69. $^{[^]}$
* Sperry, Roger (1983). Science and Moral Priority: Merging Mind, Brain, and Human Values. New York: Columbia University Press, 1983. $^{[^]}$
* Literature/1983/Staddon $^{[^]}$
* Literature/1983/Stich $^{[^]}$
* Literature/1983/Swanson $^{[^]}$
* 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/1983/Unger $^{[^]}$
* Literature/1983/Winograd $^{[^]}$
* Literature/1983/Wright $^{[^]}$
* Literature/1983/Young $^{[^]}$
# Literature/1983/Anderson JR

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: Cognitive psychology | w: Cognitivism w: ACT-R |

## Chronology

* Anderson, John Robert (1990). The Adaptive Character of Thought. Lawrence Erlbaum.
* Anderson, John Robert (1983). The Architecture of Cognition. Harvard University Press. $^{[^]}$
* Anderson, John Robert (1980). Cognitive Psychology and its Implications. Freeman.
* Anderson, John Robert (1976). Language, Memory, and Thought. Lawrence Erlbaum.
# Literature/1983/Gentner

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: Mental Models (book) w: Mental model | w: Cognitive science w: Psycholinguistics |

## Chronology

* Gentner, Dedre & Albert L. Stevens, eds. (1983). Mental Models. Lawrence Erlbaum Associates. ISBN 0-89859-242-9. $^{[^]}$
* Philip N. Johnson-Laird (1983). Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. $^{[^]}$
* Johnson-Laird, Philip N. & Peter Cathcart Wason eds. (1977). Thinking: Readings in Cognitive Science. Cambridge University Press. $^{[^]}$
* Miller, George A. & Philip N. Johnson-Laird (1976). Language and Perception. Cambridge, MA: Belknap Press. $^{[^]}$
* Bobrow, Daniel G. & Allan M. Collins eds. (1975). Representation and Understanding: Studies in Cognitive Science (Language, Thought, and Culture). New York, NY: Academic Press. $^{[^]}$
* Schank, Roger (1975). "Using Knowledge to understand," in: Nash-Webber, Bonnie L. & Roger C. Schank eds. (1975). Proceedings of the 1975 Workshop on Theoretical Issues in Natural Language Processing (TINLAP '75), Stroudsburg, PA: Association for Computational Linguistics. pp. 117-121. $^{[^]}$
* Winston, Patrick, ed. (1975). The Psychology of Computer Vision. New York: McGraw-Hill. $^{[^]}$
# Literature/1983/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 &

## Wikimedia
### w: NoteCards

| w: HyperCard w: Guide (hypertext) w: Hypertext | w: The Interactive Encyclopedia System w: Contextualism w: Connectionism |

## Chronology

* Literature/1990/Berners-Lee $^{[^]}$
* Literature/1989/Berners-Lee $^{[^]}$
* Adler, Mortimer J. & Geraldine van Doren (1988). Reforming Education: The Opening of the American Mind. New York: Macmillan. $^{[^]}$
* Literature/1988/Marchionini $^{[^]}$
* Literature/1987/Conklin $^{[^]}$
* 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 $^{[^]}$
* Literature/1980/Berners-Lee $^{[^]}$
* 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. $^{[^]}$
* Kochen, Manfred (1974). Principles of Information Retrieval. New York: Wiley. $^{[^]}$
* Kochen, Manfred (1972). "WISE: A World Information Synthesis and Encyclopaedia." Journal of Documentation, 28: 322-341. $^{[^]}$
* Kochen, Manfred (1969). "Stability in the Growth of Knowledge." American Documentation, 20 (3): 186-197. $^{[^]}$
* Kochen, Manfred & R. Tagliacozzo (1968) "A Study of Cross-referencing." Journal of Documentation. 24: 173-191. $^{[^]}$
* Kochen, Manfred, ed. (1967). The Growth of Knowledge: Readings on Organization and Retrieval of Information. New York: Wiley. $^{[^]}$
* Kochen, Manfred (1965). Some Problems in Information Science. Scarecrow Press. (Jan 1, 1965) $^{[^]}$
* 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. $^{[^]}$
* Bush, Vannevar (1945). "As We May Think." The Atlantic Monthly (July 1945): 101-108. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$
# Literature/2008

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

* Literature/2008/Bates $^{[^]}$
* Literature/2008/Bawden $^{[^]}$
* Cronin, Blaise & Lokman I. Meho (2008). "The shifting balance of intellectual trade in information studies," Journal of the American Society for Information Science and Technology, vol. 59, no. 4 (15 February 2008): 551–564. $^{[^]}$
* Literature/2008/Dawkins $^{[^]}$
* Literature/2008/Icon $^{[^]}$
* Literature/2008/Pausch $^{[^]}$
* Rayward, W. Boyd, ed. (2008). European Modernism and the Information Society: Informing the Present, Understanding the Past. Ashgate Publishing. $^{[^]}$
* Literature/2008/Robertson $^{[^]}$
# Literature/2010/Harris

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: The Moral Landscape

    #Synopsis
The idea is that a person is simply describing material facts (many about their brain) when they describe possible "better" and "worse" lives for themselves. Granting this, Harris says we must conclude that there are facts about which courses of action will allow one to pursue a better life.
Harris attests to the importance of admitting that such facts exist, because he says this logic applies to groups of individuals as well. He suggests that there are better and worse ways for whole societies to pursue better lives. Just like at the scale of the individual, there may be multiple different paths and "peaks" to flourishing for societies - and many more ways to fail.
Harris then makes a pragmatic case that science could usefully define "morality" according to such facts (about people's wellbeing). Often his arguments point out the way that problems with this scientific definition of morality seem to be problems shared by all science, or reason and words in general.