OpenLLM-France/wikimedia huggingface dataset:
# Comparative Neuroscience/Overview of Mammalian Neuroanatomy

The mammalian brain can be viewed as three brains in one--the reptilian brain, the limbic system, and the neocortex. This controversial division of the brain in such a fashion was originally proposed by Paul MacLean in the 1950s.
The reptilian brain includes the brain stem and cerebellum. This term came from the fact that a reptile's brain is dominated by these areas, which control instinctive behavior and thinking. In humans, this part of the brain controls the muscles, balance and autonomic functions such as breathing and heartbeat.
The limbic system, also called the mammalian brain, is the source of our emotions and instincts. When this part of the brain is accessed, emotions are produced. MacLean observed that everything in the limbic system is either agreeable or disagreeable. This means that survival is based on the avoidance of pain (disagreeable) and the recurrence of pleasure (agreeable).
The neocortex, forms part of the cerebral cortex, and is known to be the center for cognition controling higher-order thinking, reasoning and speech.
While there is much evidence against this model in fact, it is still considered a useful way of conceptualising the brain.
The corpus callosum controls the transfer of signals between the left and right hemispheres of the brain. In the 1950s, Roger Sperry discovered the function of the left and right hemispheres by studying brain function in people whose corpus callosa had been severed.
# Comparative Teaching of Old Greek and Latin

Comparative Teaching of Old Greek and Latin
Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

## Lessons

* Introduction
* Lesson 01 Part 1
* Lesson 01 Part 2
* Lesson 01 Part 3
* Lesson 02 Part 1
* Lesson 02 Part 2
* Lesson 02 Part 3
* Lesson 03 Part 1
* Lesson 03 Part 2
* Lesson 03 Part 3
* Lesson 04 Part 1
* Lesson 04 Part 2
* Lesson 04 Part 3
* Lesson 05 Part 1
* Lesson 05 Part 2
# Comparative Mythology/Creation Myths
## Resources

* Wikipedia Category about Creation Stories
* Wikipedia article about origin beliefs

### African Creation Myths

* Wikipedia article on the creation myth of Kabezya-Mpungu from Baluba (Kongo)
       See also the Wikipedia article on the Baluba.
** The Creation deity Kabezya-Mpungu decides that humans should see him no longer. After ordering the forces of the world, he disappears. As a "replacement" he sends Mutima, the heart (the life-giving principle). So in this myth, an interesting connection is made between the invisibility or unavailability of God and the endowment of humans with a divine component.

### Middle Eastern Creation Myths

* The initial part of the Book of Genesis (Hebrew:Bereschit}}), the first book of the Torah as well as the Bible, contains the creation mythology of both the Jewish and the Christian religions. See Wikipedia article on the Book of Genesis and Wikipedia article on creation according to the Book of Genesis.
# Comparative Mythology/Founding Myths

This is a resource about ancient founding myths from around the world. Please add your name below.

## Instructors
### Myths of Asia
#### Central Asian myths
#### East Asian myths

* World historia (talk) 07:11, 12 June 2012 (UTC)
# Comparative Mythology/Introduction
## Summary

Participants in "Introduction to Comparative Mythology" create and participate in course for a brief introduction to the field of comparative mythology. Various learning projects will be made and used to help others understand comparative mythology.

## Prerequisites

* This is an introductory course and there are no prerequisites except a willingness to learn.

## Goals

The goals of this course are as follows:
* Be able to clearly define comparative mythology.
* Learn about the different approaches to comparative mythology.
* Learn about some of the standard parallels between the myths of different cultures.
* Learn about some of the widespread recurring themes and plot elements of myths.
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.
# Australia-Asia debating/Speech delivery

Alongside what you say during your speech, the delivery of your speech is equally as important. This refers to the techniques you use to engage your audience when giving your speech.
# Australia-Asia debating/Teaching debating/Introduction to Persuasion (8-16 years)

This is the introductory lesson, and is likely one of the first lessons you will hold where you will introduce debating to your group. Debating is about persuasion, and the art of persuasion is at the crux of what debating is about. It is therefore wise to spend this lesson introducing your students to persuasion and persuasive techniques.
Ask your students the following questions about persuasion and record their responses on a whiteboard/electronic document -
* What is persuasion? Students will most likely not give a definition up front but rather will list elements of persuasion. This is fine, just write their ideas on the whiteboard and you can help them with a cohesive definition once this is done.
* Who is persuasive? Responses to this question will probably include politicians, celebrities and maybe school staff. Ask students why they think the people they have named are persuasive.
* How does one be persuasive? Students should list techniques that one can use to be persuasive, usually techniques that have been taught to them in class.
Give prompts to steer students in the right direction if they appear to be stuck, but still leave them to complete the thinking for themselves.
After this activity is done, present a fourth question to students but answer it yourself - How does one be persuasive in debating? Go through the following points with your students -
* Debating is where two teams consisting of three speakers present arguments over a set topic.
* The topics are about social issues and are worded in a certain viewpoint.
* One team, the affirmative team, argues for the viewpoint the topic is worded in, and the other team, the negative team, argues against the viewpoint the topic is worded in.
* The goal of each debate is to convince the adjudicator (the person judging the debate) that your team's side is correct.
* You do this through using arguments and persuasive techniques.
Take care not to overload students with details about how debating works in the first session. In teaching, it is often tempting to present large chunks of theory content to students in the one lesson as a means of saving time, but it is very hard for students to retain content this way and they will likely become disengaged.
Next lesson's focus will be on teaching students basic debating structure, whilst continuing the link with being persuasive.
# Australia-Asia debating/Debate structure

Every debate consists of two teams with three speakers. The three speakers from each team are referred to respectively as the first speaker, the second speaker and the third speaker. Each team takes it in turns to speak, with the first affirmative speaker going before the first negative speaker, then the second affirmative speaker and so on.

## Speaker roles

The first speakers are tasked with setting up the debate, as well as presenting their own arguments. The first affirmative presents definitions for keywords in the topic, conducts a team split (where they state what their team's arguments will be) and proposes a model (how they propose what they are arguing for will be carried out). The first negative speaker usually does not present definitions and proposes a counter-model (where they argue against the affirmative team's model and give their own model aligning with their side of the debate). The first negative also rebuts the first affirmative's arguments, and presents their own arguments.
The second speakers have the most simple tasks in the debate. Their role is to present arguments as well as rebut those of the opposing team.
The third speakers are primarily tasked with rebutting the opposition's arguments. Most of their speaking time should be taken up with rebuttal, and they are not allowed to present any new material, including arguments. After they have completed their rebuttal, their role is to summarise their team's arguments.

## Speaking order

* First affirmative
* First negative
* Second affirmative
* Second negative
* Third affirmative
* Third negative
# Australia-Asia debating/Rebuttal

One of the main roles of debaters (except for the first affirmative) is to rebut the arguments of the opposing team (argue that their arguments are incorrect or flawed). The first negative speaker and the second speakers do this at the start of their speeches, and the third speakers do this as the primary component of their speeches.
It is what makes the debate an exchange of ideas between the two teams through building rapport, rather than a set of individuals presenting opposing ideas.
Rebutting an argument stated by the opposing team is easy. Simply say what the argument was and why it is incorrect.
In order to find potential rebuttals, think about the potential flaws in what the opposing team is saying. Is there a reason why what they are suggesting would be impractical? Is something they are claiming blatantly incorrect? You can also rebut a statistic presented by the opposing team if its source is not mentioned by questioning its reliability.
Much of the preparation of rebuttal occurs during the debate as you do not know what the other team's arguments will be before the debate. However, you can pre-prepare rebuttals for arguments you believe the other team is likely to use, and use those rebuttals if the other team does indeed make those arguments.

## Rules around rebuttal

When giving rebuttal, it is very important that you only attack the argument, and not the person. Never make personal attacks during a debate.
It is generally accepted that all rebuttals should follow the average reasonable person rule. This means that you should not rebut arguments using ideas or facts that a standard individual would not be aware of. This is particularly relevant if you have expert or specialised knowledge relating to what the debate is about.
Remember that third speakers are not allowed to present any new material during their speech, so everything they say in their rebuttals should respond directly to what the opposition has said and not contain new arguments or statistics.
# Australian Law/Freedom of Information

Each jurisdiction in Australia has its own Freedom of Information ('FOI') legislation. This page contains:
* links to pages which focus on specific jurisdictions' legislation
* general discussion of FOI in Australia
with the overall objective of assisting in the study of and use of those laws.
The intended content of this page and pages linked from it is to go into more technical detail than would be appropriate on Wikipedia.

## Specific jurisdictions' laws

* Commonwealth

## General discussion of FOI in Australia

See Wikipedia for more information: Freedom of information laws by country#Australia
# Australia-Asia debating

Australia-Asia debating is a particular style of debating, used across Australia and in many regions of Asia. This resource will take you through the basics of the Australia-Asia debating style, and is suitable for school, university and adult debaters.
Note that the primary creator of this resource is most familiar with the Debaters Association of Victoria (DAV) conventions, but this resource can be used for any form of Australia-Asia debating.

## Explanatory pages

* Debate structure
* Teams
* Preparation
* Structuring speeches
* The three Ms: matter, manner, method
* Speech delivery
* Topics
* Rebuttal
* Glossary

## For educators

* Teaching debating
# Australia-Asia debating/Teams

Every debate has two teams, which compete against each other to convince the adjudicator (the person judging the debate) that their side of the debate is correct.
# Australia-Asia debating/Teaching debating

As many schools who run debating programs do not have specialised staff members or students who can teach debating to new debaters, I have created several lesson plans which may be useful in steering you in the right direction for introducing debating to new students.
Each lesson plan is designed to last for approximately 45 minutes to one hour and used in groups of around 15-20 students.

## Younger students (8-16 years)

* Introduction to Persuasion
# Australian Law

Australia inherited the common law tradition from the UK.

## Legal Education in Australia

To be admitted to the legal profession in Australia applicants are usually required to hold a 4 year Bachelor of Laws (LLB) or equivalent (such as Postgraduate degrees in law, including JD), and meet the practical requirements required by the governing legal professional body.
The practical requirements for admission vary by state:
* Queensland Law Society
* New South Wales Law Society
* Law Institute of Victoria
Topics
Topics usually covered by Australian legal education include:
Institutions and Method
Tort
Contract
Criminal
Constitutional
Administrative
Property
Equity
Trusts
Commercial
Corporations
Civil Procedure
Professional Responsibility :
* Pages currently in Category:Australian Law
* Aboriginal will-making
* Australian Law/Bill of Rights
* Comparative law and justice/Australia
* Australian Law/Freedom of Information
* Australian Law/Freedom of Information/Commonwealth
* Australian Law/Freedom of Information/Commonwealth/Process
* Motivation and emotion/Book/2015/Illegal downloading motivation in Australia
* Australian Law/Surveillance Devices Acts
* Australian Law/Tax avoidance

## Legal Institutions and Method

The purpose of this topic is to give readers an overview of the legal system of Australia. This overview will provide the necessary framework for readers to understand how substantive law operates.
Topics covered:
* History of the Common Law system
* Reception of English Law to Australia
* Australian Federation
* Sources of Law
* Stautory Interpretation
* Jurisdiction & Doctrine of Precedent
* Legal Problem Solving (IRAC)

## Tort Law

Tort law is the body of law that governs injuries. The purpose of the following overview is to give readers an understanding of the fundamental areas and concepts of Tort Law and introduce readers to legal problem solving.

## Contract Law

Contract law is the body of law and principles that govern obligations. The following overview is designed to give readers an understanding of the fundamental mechanisms and concepts of Contract Law and further develop legal problem solving.

## Resources

* Tax avoidance
* Australian law
* List of Australian federal legislation
* Freedom of information in Australia
# Artificial Consciousness/Neural Correlates/Inter-Organ Connection Models/Corpus Collosum and other Commissures
## The Corpus Collosum and other Commissures

There are four separate bundles of connections between the two hemispheres of the brain, The one at the front of the brain is called the Corpus Collosum, and it has been the target of intervention in an attempt to treat schizophrenia. Because of its frontal location it is possible to reach it through the nose, Which is why it was severed in an attempt to limit the cross talk between the two sides of the brain that was thought to cause schizophrenia. Since then we have learned that schizophrenia is a breakdown in the function of Agency, not caused by cross talk between the two sides of the brain. People who had Lobotomies were not cured of schizophrenia, they just lost the ability to co-ordinate the two sides of their brain. The other three commissures are the Anterior Commissure, the Posterior Commisure and the Hippocampal Commissure.

### Anterior Commissure

The Anterior Commissure connects the Temporal Lobes, the Amygdalas, and the Straite Cortexes of the two halves of the brain. It was at one time implicated in Homosexuality, but that interpretation did not hold up to scrutiny.

### Posterior Commissure

The Posterior Commissure connects the Posterior Nucleus Commissure, possibly the Posterior part of the thalamus, and maybe even the superior collicus, it has been noted to have an effect on the normal pupillary response to light, that is often used to detect signs of concussion. Since damage to it, destroys the natural link between the pupils, noted in concussion.

### Hippocampal Commissure

The Hippocampal Commissure or Commissure of the Fornix connects the two hippocampus organs across the midline of the brain, just behind the Corpus Collosum. It is part of a fornix connection called the lyra, because it resembles a triangular harp.

### The Corpus Collosum

Connects the frontal lobes of the brain, right behind the prefrontal cortex. It is by far the largest of the commissures.
One impact that these links accross between the sides of the brain indicate is that the idea of a single central network, as suggested in the Global Workspace Model, is unlikely, and a probable oversimplification of the actual connectiveness of the brain.
# Artificial Consciousness/Neural Correlates/Inter-Organ Connection Models/Cerebral Hippocampus Connections
## Cerebral Hipposcampus Connections

While the area around the hippocampus is complex, and we are not sure of all the functions it performs, we are relatively sure that the hippocampus has something to do with long-term memory and that it also has to do with episodal memory. We aren't yet sure exactly what the functions are, but experiments with rats have determined that the hippocampus has place cells, which light up when the rat is entering or leaving a specific place in the maze, etc.
This ability to place the rat in a specific part of the maze, combines with the ability of the parietal lobe to locate the rat, in the pathway it is traveling to get to the end of the maze, and with the prefrontal lobes ability to link goals to rewards, and suppress the natural tendency to wander.
This suggests a close link between the hipposcampus and the prefrontal cortex, which we find in the DorsoLateral Prefrontal Cortex.
# Artificial Consciousness/Neural Correlates/Inter-Organ Connection Models/Frontal Parietal Networks
## Frontal Parietal Networks

A Frontal Parietal Network is a connection between the prefrontal lobes and the Parietal Lobes. There are two main networks on each Hemisphere of the brain. Each one is thought to answer a different question, the Ventral connection (on the top of the brain) is thought to be the Where connection, while the Medial Connection (on the side of the brain) is thought to be the What connection.
Recent work at NSI, has linked the hippocampus, the Parietal Lobe, and the Prefrontal cortex to deal with three different aspects of the question where?. Essentially the hippocampus deals with where in a global sense, the parietal lobe deals with where in the route between two points, and the prefrontal Lobe deals with how selective (decisive) we are going to be in following the path between the two points. This decisiveness is related to the perceived reward of getting to the end point of the route. If the reward is perceived to be small decisiveness goes down, and the route becomes a meander, if the reward is perceived to be large, decisiveness goes up, and the route straightens out, approaching a line between the two points if possible.
The second Frontal Parietal Network is thought to link Objects to Rewards. The parietal lobe defines what objects are available, and the prefrontal lobe Links those objects to the expected rewards associated with them. hold up a candy, and a baby (beyond a certain age) will immediately be very decisive about that candy.
This obviously has something to do with attention, and something to do with goal seeking behavior, in that the decisiveness seems related to the perceived importance/nearness/stability of the reward. Nobody can claim that the candy doesn't usually get the child's attention. And, it is quite obvious that the acquisition of the candy becomes a goal to the baby.
# Artificial Consciousness/Neural Correlates/Inter-Organ Connection Models/LateroVentral Prefrontal Cortex
## LateroVentral Prefrontal Cortex Connections

Although this is still speculative, it is thought that different parts of the LateroVentral Prefrontal Cortex, respond to different frequencies. Although scientists are sure that the mechanism does not work like a radio tuner, because the signals do not resonate in frequency bands like radio waves do, there is still some argument about the ability of the prefrontal cortex to select signals resonating with a specific GSO. However this might still be a useful model, in that the idea of frequency rejection would allow the LateroVentral Prefrontal cortex to select clusters of neural outputs based on bottom-up activation patterns, simply by rejecting anything that didn't share the target frequency.
It would do so by suppression of anything that isn't the particular GSO frequency of that cluster.
An alternate model, which might be even more controverial but would explain the GSO synchronization was if the LateroVentral PreFrontal Cortex selected on a baais of Synchronization with a reference frequency rather than on the frequency itself.
It is interesting to note that the LateroVentral Prefrontal cortex, is linked to the Supplementary Motor Area This area is involved in sequencing and recovery of learned sequences of activity. Since this area of the prefrontal cortex is not involved in the actual performance of the motor activities, it seems likely that it is a prepratory stage, or access stage that allows us to access sequences of activity, without actually performing them. One way of looking at this, is that it allows us to select from among multiple action sequences, one to perform.
# Artificial Consciousness/Neural Correlates/Inter-Organ Connection Models/OrbitoFrontal cortex Connections
## OrbitoFrontal Prefrontal Cortex Connections

If the LateroVentral PFC is linked with the SMA, the OrbitoFrontal PFC is linked with the limbic system and the Self-Image. It is thought that part of the role of the OrbitoFrontal PFC, is to suppress activities that do not link well with our self-image, or do not meet our emotional needs.
If the Right Hemisphere function is to model the self, and the results of the activities, the Left Hemisphere function would be to choose only those tasks that fit the self-image, and were likely to achieve the best results. This is likely tied up in the goal management role of the PFC.
Anything passed by the OrbitoFrontal PFC, would be tagged with the sense of self, involved in making the decision to do it, which is an important part of Agency. It is the breakdown of this sense of self, or the ability to model ourselves as having done something that breaks part of the Agency feedback and makes acknowlegement of responsibility difficult.
The other side of Agency, however is the log of having done the task, which when tested against the feeling that we couldn't possibly be responsible often reasserts agency we didn't remember.