OpenLLM-France/wikimedia huggingface dataset:
# Linguistics Variation
## Learning Contents Summary

A varitionistic approach to sociolinguistic study considers the distinctive features which give rise to linguistic variations that occur in individual’s speech utterances. Rather than being concerned with language in a more general or abstract way, sociolinguistic considers language as behaviour, specifically taking account of the regional and social situations in which language occurs, and the social as well as linguistic factors that affect how speakers relate to one another. In this regard, this course aims at exploring linguistics variations and factors that causes it's occurrence.

## Goal

At the end of this course, learners should be able to:
* Understand the term, 'Linguistics Variation'.
* Identify it's occurrence in speech utterances in English Language.
* Point out factors that causes variations among different individuals' speech utterances.
* Identify the standard/received linguistics variables.

## Concepts of Linguistics Variation

Linguistics Variation and it's concepts is central in sociolinguistics. Using English language as a case study, it is observed that the language varies on individual, regional, national and global levels. However, quite a good number of people seems/are not aware of various social and regional dialects, and different varieties of English in the world. This fact alone make the Understanding of these variations within a language a very important nuances for every member of the English community, and especially for those who receive a college education; hence, the role of sociolinguistics in the investigation all these language variations.
# Link

"Link" is short for "hyperlink". Hyperlinks allow you to move between webpages by clicking on them. At Wikiversity, hyperlinks look like this: Hyperlink and Hyperlink or sometimes this. Most links are blue and will take you to another page if you click on them. Red Link City has information about red links.

## Links to subpages

Wikiversity allows subpages. You can link to subpages using Link/Subpage test or just /Subpage test.
# Link-local address/Windows

A link-local address is an Internet Protocol address that is intended only for communications within the segment of a local network (a link) or a point-to-point connection that a host is connected to. These activities will show you how to view and test IPv4 link-local addresses in Windows.

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.

## Activity 1 - Confirm DHCP Address

* Open a command prompt.
* Use ipconfig /all to verify that you have a DHCP-assigned IP address. You should see DHCP Enabled Yes and a DHCP Server IP address. If not, just read along with the following activities rather than completing them.

## Activity 2 - Test Internet Connectivity

* Use ping 8.8.8.8 to ping an Internet host by IP address.
* Observe the results. The ping request should be successful, indicating Internet connectivity.

## Activity 3 - Obtain a Link-Local Address

To obtain a link-local address:
* Type ipconfig /release and press Enter to release any DHCP-assigned IP addresses.
* Observe that no IPv4 address is assigned.
* Wait ten seconds and then type ipconfig and press Enter again. Repeat if necessary. After ten seconds, your computer should obtain a link local IP address in the range 169.254.0.0 - 169.254.255.255 (169.254.0.0/16).
* If IPv6 is configured, you should also see a link local IPv6 address starting with fe80::/64.

## Activity 4 - Test the Link-Local Address

To test the link-local address:
* Use ping 8.8.8.8 to ping an Internet host by IP address.
* Observe the results. The ping request should fail, because link-local addresses do not have a default gateway assigned and are not routable to the Internet.

## Activity 5 - Restore a DHCP-Assigned Address

To restore a DHCP-assigned address:
* Type ipconfig /renew and press Enter.
* Observe the results. An IP address should be assigned from the DHCP server.

## Activity 6 - Test Internet Connectivity

* Use ping 8.8.8.8 to ping an Internet host by IP address.
* Observe the results. The ping request should be successful, indicating Internet connectivity.
* Close the command prompt to complete this activity.

## See Also

* Internet Protocol Analysis - Address Assignment
# Introduction to Media Studies/Ideologies and Values

Ideologies are ideas and values put across (in this context) by a particular media text.
However, ideologies do not just come from the media. They can be passed down by families and in social circles also.
Many different media texts give different ideologies and pass on values to the audience. Media producers analyse and montor the ideologies put forward to ensure that the target audience is attracted to the text.
Analysis of ideologies is used a lot in adverts to help the express particular messages to an audience.
# Introduction to Media Studies/Media Language

The production techniques used in the media context to communicate through the medium with the audience.

## Camera Angle
### POV

Creating a sense of accompaniment and experience. eg. - over the shoulder -low angle -high angle -point of view -ariel -dutch angle

## Camera Movement

-zoom -pan(left/right/up/down)

## Sound

diagetic= the sounds from the text eg. dialogue non-diagetic= anything thats not from the text and has been added to it eg. music, sounds effects, voice over

## Music

The music in the film. How it creates effects for different scenes.
# Introduction to Media Studies/Genre

Genre is currently a contentious Key Concept. Traditionally Media Theorists have studied the way different Media texts fall into different categories (or Genres) such as Horror, Soap Opera or Broadsheet Newspaper.
However as media producers blur the boundaries between different genre the study of the concept itself becomes more problematic. At an introductory level it is still useful to look at the Generic Conventions of a text to see how it fits into the media world.
# Introduction to Media Studies/Institutions

Media Educators refer to the organizations that control or influence the Media as Institutions. Traditionally this includes Production Companies and Regulators. However as the democratization of the Media continues individuals may be thought of as extremely influential through internet sites such as YouTube and Wikipedia.
# Introduction to Media Studies/Audience
## Audience

Learners completing this instruction are designers of instructor-led training courses. These instructional designers may work in an academic or business setting or they may be completing advanced pre-professional training; and they may or may not deliver the instruction they create.
* ==General Characteristics==
    o Educational Level: The learners will have proven educational competency by earning undergraduate and some graduate work. It is likely that the learners will know about the constructivist terms but do not understand their practical usefulness or the relationships between them.
    o Attitudes/Motivation: The learners will possess a generally positive attitude about instructional theory and strategies because they expect it will be useful in their career and/or personal activities.
    o Learning Styles: Learners will possess varying strengths of learning styles, including: visual, aural, verbal, physical, logical, social, and solitary learning styles. Because they will have pursued this instruction in an online format, it is presumed that visual, verbal, logical, physical and solitary learning styles are present.
    o Diversity: Learner ages may range from 18 to 90 years old with a likely average of 35. Learner population will include male and female students. Racially, learners will be representative of the US population.
* ==Entry Competencies==
    o Learners will possess a limited knowledge of:
      * The specified constructivist principles, practices, and strategies
      * Uses of each constructivist principle, practice, and strategy
      * Distinguishing characteristics of each constructivist principle, practice, and strategy
      * Common examples of each constructivist principle, practice, and strategy
    o If students are to succeed at understanding the constructivist principles, practices, and strategies, the following competencies must be present.
      * Ability to read and understand English text and spoken language.
      * Basic understanding of cognitivist learning theory
      * Working knowledge of cognitivist instructional methods
      * Ability to access and navigate internet-based lesson and resources.
Design_Document
Topic:Instructional_Design
Syllabus Description
Project Description
--Shhammer 19:30, 2 March 2008 (UTC)
# Introduction to Metaphysics: Cosmology & Ontology

Comparative Religion CORE 140
textbooks: Pythagoreans corpus Plato's works neo-Platonic works (at least Enneads)
The Vedas (at least Upanishads) or Sefer Yetzira, some/all of Zohar
any other philosophical/sacred text(s)

## Definition of Metaphysics

Metaphysics ('Classical' Physics,) is the study of existence, truth, knowledge, etc., and metaphysics branches are cosmology ('classical/quantum' Physics) and ontology. Cosmology is the study of the creation & development (genesis,) of the universe, and ontology is the study of the nature of being, but actually 'be-ness.'
Read Plato's Theaetetus, the rest of The Republic or at least the part about the soul and axis mundi, Phaedo, Phaedrus, Meno, Parmenides, and if you like review Timaeus.
If you are Eastern, read either the a little of the Vedas (at least the Gayatri mantra and some parts about the Rishis) and at least the principal Upanishads or the abhidharma or both; if you are Western read either the Sefer Yetzira and at least a little of the Zohar (at least the glossary) or the Pythagorean texts, and the rest of Plato's as well as neo-Platonic texts (at least Plotinus' Enneads.)

### introduction to a cosmological idea for ontology

As you should know from Plato's theory of forms, and "The Divided Line," he was a metaphysical monist, dualist, respectively, and similar things, none of which he was restricted to--he was a mathematician. The categories of the divided line may be called the ideal (thoughts but also forms beyond the mind) and the material (thoughts with subtle form but also things below the mind.) When divided again, they may also be called, firstly, the spiritual, which according to neo-Platonic Theosophists, is also soulful and both abstract and abstract-concrete mental, and secondly, the concrete mental to emotional and the ethereal to material.
That is 4 to 7 categories:
high spiritual (3) human spiritual-soulful mental-emotional vital (2)
This does deal with cosmology of the emanation of planes, but feel free to add more cosmological topics or some other ontological ones.

## Essays or student work

Ontological Questions
# Introduction to Metaphysics and Cosmology

Metaphysics is the study of existence, truth, knowledge, etc.. Its branches include cosmology and ontology. Cosmology studies the origin and development of the universe; genesis, and ontology studies the nature of being; 'be-ness.'
Read Plato's Theaetetus, the rest of The Republic or at least the description of the soul and axis mundi, and Phaedo, Phaedrus, Meno, Parmenides
# Mapping/Composition/Leftinjective/Exercise/Solution

Let $x_{1},x_{2}\in L$ be given with $f(x_{1})=f(x_{2})$. We have to show $x_{1}=x_{2}$. We have
    $(g\circ f)(x_{1})=g(f(x_{1}))=g(f(x_{2}))=(g\circ f)(x_{2})\,.$
Since by assumption $g\circ f$ is injective, we get $x_{1}=x_{2}$.
# Mapping/Fixed point/Definition

Let $M$ be a set and let
    $f\colon M\longrightarrow M$
be a mapping. An element $x\in M$ such that $f(x)=x$ is called a fixed point of $f$.
# Mapping/Football game/Goal scorer/Example

We consider a football game as the mapping which assigns, to every goal of team $A$, the corresponding goal scorer. Suppose that there are no own goals and no changes. The goals of $A$ are numbered by $1,2,\ldots ,n$. Then we have a mapping
    $\psi \colon \{1,\ldots ,n\}\longrightarrow A=\{{\text{player }}1,\,{\text{player }}2,\ldots ,{\text{player }}11\},$
given by
    $\psi (i)={\text{ the player who has scored the }}i{\text{-th goal}}\,.$
The injectivity of $\psi$ means that every player has scored at most one goal, the surjectivity means that every player has scored at least one goal.
# Mapping/Image/Definition

Let $L$ and $M$ denote sets and let
    $F\colon L\longrightarrow M$
be a mapping. Then the set
    $B={\left\{y\in M\mid {\text{there exists some }}x\in L{\text{ such that }}F(x)=y\right\}}\,$
is called the image of the mapping.
# Linear algebra/Linear equations

Linear equations, also known as first-degree equations, are algebraic equations that contain a variable which always has the highest power of 1. There are multiple ways a linear equation can be presented in including the General form, the Slope-intercept form and Point-slope form. The different forms of presentation emphasizes different aspects of each equation. The graph of a linear equation on the xy-plane is always a line, thus the name "linear".

## General form

The General form is shown as $ax+by+c=0$ where $x$, $y$ are variables and a,b as constants (not both 0). This provides the possibility of easily converting to other forms of the equation for different purposes.

## Slope-intercept form

The Slope-intercept form take the form of $y=ax+b$ where $x$, $y$ are variables and a,b as constants. This form emphasizes the slope of the linear equation along with the y-intercept of the equation represented by constants a and b respectively. Intuitively, the y-intercept of an equation is the y-value for when the graph intersects the y-axis.

### Example

$y=3x+1$
The slope of the equation is 3 with the y-intercept being 1.

## Point-slope form

The Point-slope form take the form of $y-y_{1}=m(x-x_{1})$, where $x$, $y$ are variables, ($x_{1}$, $y_{1}$) is a point on the equation, and m is the slope of the equation. This form points out a point on the equation while also showing the slope.

### Example

$y-3=4(x-2)$
The slope of the equation is 4 with (2,3) being a point that the equation passes through.

## Solving linear equations / Graphing

The most direct way of graphing a linear equation is to use its Slope-intercept form, $y=ax+b$ and set $x=0$, $y=0$ respectively. The result of this is two functions of variables $x$ and $y$ set equal to constants. Solving for the variables will result in two points on the xy-axis where the equation intercepts, connecting the two points with a straight line will result in the graph of the linear equation.

## Problem Set
### Graph the following linear equations:

$y=-5x+2$
$y-3=4(x-2)$
$y=4x+2$
$y+1={1 \over 2}(x+1)$
$3y+4x-1=0$
# Linear algebra/Linear maps

A function $f:U\rightarrow V$ from a vector space $U$ to a vector space $V$ is called a linear map if
1) For all $\mathbf {v_{1}} ,\mathbf {v_{2}} \in U$, $f(\mathbf {v_{1}} +\mathbf {v_{2}} )=f(\mathbf {v_{1}} )+f(\mathbf {v_{2}} )$
2) For all $c\in F$ and all $\mathbf {v} \in U$, $f(c\mathbf {v} )=cf(\mathbf {v} )$.
These two algebraic properties have similar analogs in other branches of algebra as well. The recurring theme is "compatibility", in the sense that the function $A$ is "compatible" with the operations of vector addition and scalar multiplication. The significance of these properties may not be clear to novice readers, but will gradually become clearer to the persistent scholar. For now, it is important to simply keep them in mind.
Linear maps on real or complex vector spaces are among the most frequently studied. For example, linear functions from $\mathbb {R}$ to $\mathbb {R}$ with no constant term are all linear maps. These functions have the form $f(x):=mx$ for some $m\in \mathbb {R}$.
The first property follows easily from the distributivity of multiplication:
${\begin{aligned}f(p+q)&:=m(p+q)\\&:=mp+mq\\&:=f(p)+f(q)\end{aligned}}$
The second property is left to the reader.
Given a matrix $M\in \mathbb {R} ^{n\times m}$, the function $A:\mathbb {R} ^{m}\rightarrow \mathbb {R} ^{n}$ defined by the matrix product $A(v):=Mv$ is also a linear map. The proof is left to the reader.
# Motivation and emotion/Book/2018/Banner

* Motivation and emotion:
* Understanding and improving our motivational and emotional lives using psychological science (2018)
# Interpersonal relationships

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.

## Videos

These advertisements offer humourous, yet insightful scenarios depicting the messy complexity of human relationships.
* Vodafone Aeroplane Ad
* Last Rolo
* Blind Date
* Toy Boy (Hyundai Car Ad)
What socio-psychological principles are evident in each?
# Interplanetary medium/Quiz

Interplanetary medium is a lecture about an entity that occurs around and between planetary objects. It is a mini-lecture for a quiz section as part of the radiation astronomy department course on the principles of radiation astronomy.
You are free to take this quiz based on interplanetary medium 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 {{principles of radiation astronomy}} 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

* This research learning resource could be re-titled to Astronomy/Mediums/Interplanetaries
# Interpersonal attraction

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
A study conducted by Epley and Whitchurch (2008) noted that people often see themselves as more attractive then what they may in fact be. In their experiment on self-recognition, the researchers had 27 Caucasian participants pose for a photograph which was then cropped and morphed into 5 less attractive faces and 5 more attractive faces then the actual photo. After a two to four week period, the participants were invited back to view their photo. They were told that they would be presented with a series of images that had been modified from their original photo. Whilst viewing the 11 photos in a random sequence the participants were asked to point to the one they believed to be their actual face. As predicted, the majority of participants selected one of the more attractive faces as their own, proving a self-serving bias exists when recognising one’s attractiveness.
An article in the Journal of Family Psychology showed that heterosexual relationships in which the man is slightly less attractive than the woman exhibit better interpersonal relationships. The interpretation - or at last one of them - is that one of the things that less attractive men offer to attract more attractive woman with a broader range of choices is greater attentiveness, willingness to listen, etc.
# Performance Tasks for English Language Learners

These performance tasks are for English language learners at a basic level (A1). The objective of the course is to use English in real situations, integrating listening, speaking, reading, and writing skills along with teaching and learning appropriate grammar, vocabulary, and pronunciation. This course is strongly based on TBLT/TBI.

## Resources

Special:Prefixindex/Performance Tasks for English Language Learners/
# Dietary Plan
## Instructions

This is one of four performance tasks designed for English language learners at a basic level (A1). The objective of the course is to use English in real situations, integrating listening, speaking, reading, and writing skills along with teaching and learning appropriate grammar, vocabulary, and pronunciation. This course is strongly based on TBLT/TBI. This performance task is designed for 20 hours of face-to-face instruction and learners are typically first-year university students (i.e., English language teacher trainers).

## Essential Question

How much of a healthy and sustainable dietary plan is dependent on well established research vs. one's own routine and dietary likes and dislikes?

## Goal

Learners will design a dietary plan based on an individual's routines, dietary preferences, and medical requirements.

## Role

Learners will assume the role of a nutritionist.

## Audience

Anyone who has health challenges and who would benefit from eating a healthy diet.

## Situation/Context

Someone comes to you, a nutritionist, and seeks your expertise in developing a dietary plan that is sustainable, healthy, and one that can be adhered to given the client's busy schedule.

## Purpose/Process/Product

The purpose is to tailor a dietary plan through learning both what experts say is a good diet and how practical the diet will be for one who holds a busy lifestyle. Learners may choose to work in pairs, small groups, and/or individually and products for this performance task may include brochures, videos, posters, among others. The learning process(es) and product(s) will depend on the learner and the degree to which differentiated instruction is employed.

## Standards/Criteria

A dietary plan must differentiate between what is healthy based on the literature, and what is considered a "cheat meal" - food that is not exactly healthy but something the client is likely not to give up. A successful performance task will include equal involvement among all learners and will include product(s) that are appropriate for the client.

## Learning Design Sequence

* Analyze pros and cons of different diets.
* Create and apply a dietary survey to apply to a specific group of individuals.
* Analyze survey results.
* Create a dietary plan based on an individual's routine, dietary preferences, and medical requirements.
# Performance Art/2014

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 &