OpenLLM-France/wikimedia huggingface dataset:
# Motivation and emotion/Book/2020/Subjective well-being

* [Replace this text with the URL Multimedia presentation (3 min)]

## Overview

Important points about this section:
* What is subjective wellbeing?
* What is emotion
* How can specific emotion theories and research help?
* Consider providing an example or case study.
* Focus questions:
* what is emotion and subjective wellbeing?
* what are the theorieical frameworks surrounding subjective wellbeing?
* how does subjective wellbeing influences emotions?

## Subjective Wellbeing and Emotion

Subjective wellbeing can be [grammar?] referred to how people experience and evaluate not only their lives but also for situations, activities and events that occur in their lives. it also commonly referred to as self-reported wellbeing as well.
Emotion refers to a human experience that involves cognitive and physiological processes{{source}} - where was this info found?. Cultural and past experience etc can also affect how a individual can experience emotions.

## The Theoretical Frameworks and Research
### Three Components of Subjective Wellbeing

Ed Deiner talked about the three different components of SWB - Frequent positive affect; Infrequent negative affect; and Cognitive evaluations of one’s life satisfaction (Deiner, 2009).
will flesh out how it connect to subjective wellbeing and emotion

### Marslows[spelling?] Hierarchy of Needs Model

Marslows Hierarchy of Needs Model refers to reaching self actualisation by satisfying each of the levels starting at the lowest one. this being physiological needs, then safety, love/belonging, esteem and then finally reaching the topper of self actualising.
will flesh out how it connect to subjective wellbeing and emotion

### 3P Model

This model talks about the categorisation of subject wellbeing of temporal states of past, present, prospect (Durayappah, 2010).
will flesh out how it connect to subjective wellbeing and emotion{{expand}} - Expand on this & explain each level of Maslow's Hierarchy of needs
* Who Introduced the Concept of Subjective Wellbeing?
* talk about Ed Diener
* history etc

### Quiz about the Theories
## Conclusion

Important points about this section:
* This is arguably the most important section.
* What is the answer to the question in the sub-title (based on psychological theory and research)?
* What are the practical, take-home messages?
# Motivation and emotion/Book/2020/Synthetic cannaboids and emotion

* [Replace this text with the URL Multimedia presentation (3 min)]

## Synthetic Cannabinoids
### What are Synthetic Cannabinoids?
### Effect of Synthetic Cannabinoids on the Brain

Content goes here, written in paragraphs typically consisting of three to five sentences. Avoid one sentence paragraphs and overly long paragraphs.

## Emotional Effects
### Short-Term Emotional Effects

Important points about using figures:
* Figures can be used to illustrate concepts, add interest, and provide examples.
* Figures should be captioned (using APA style) in order to explain its relevance to the text.
* Possible images for use as figures can be found at Wikimedia Commons.
* Images can also be uploaded if they have appropriate licenses for re-use or if you created the image.
* Each figure should be referred to at least once in the main text (e.g., see Figure 1).

### Long-Term Emotional Effects

Important points about using tables:
* Tables can be an effective way to organise content.
* Tables should be captioned (using APA style) in order to explain its relevance to the text.
* Each table should be referred to at least once in the main text (e.g., see Table 1 and Table 2).

### Mental Ill-Health Susceptibility
## Understanding Synthetic Cannabinoids
### Quiz Questions

Questions included will summarise and test based on the content discussed above.
Choose the correct answers and click "Submit":
* Feature box example
* Shaded background
* Coloured border

## Theoretical Underpinning
### James Lange Theory of Emotion

* Briefly outline this theory and how it is relative to the emotional effects of synthetic cannabinoids.
More theories to be included

## Conclusion

Important points about this section:
* This is arguably the most important section.
* What is the answer to the question in the sub-title (based on psychological theory and research)?
* What are the practical, take-home messages?
# Nuclear power greener/A Critique of "Liquid Fluoride Thorium Reactors An old idea in nuclear power gets reexamined".

(Review Paper) Cited in Nuclear power greener/A Critique of "Liquid Fluoride Thorium Reactors An old idea in nuclear power gets reexamined".

### Points Made

Liquid Fluoride Thorium Reactors address the environmental, social, and safety concerns created by solid fuel Uranium reactors.
Thorium reactors are:
* More cost effective: Approx $2.30 vs $4.00/watt;
* Are cheaper to manufacturer: $200million;
* Able to be constructed in as little as 36 months;
* 45% efficient vs 33% effective in electrical conversion;
* 90% vs 4% efficient in fuel consumption;
* Less environmentally dangerous, waste has a half-life of 300 years vs 10,000;
* Thermally self regulating, they prevent run-away reactions and cannot meltdown;
* Able to consume existing stored waste from solid fuel Uranium reactors;
* Unable to produce weaponize materials for use in thermonuclear ordinance;
* Able to cooled in hours vs months or years;
* More stable, the fluoride salts don't degrade like Uranium rods do (which require replacement every 18 months);
* Thorium is more abundant, a waste by-product of mining for rare earths, a fact that has stalled domestic mining;
* Able to run with little per-processing and doesn't require any enrichment;
* Not pressurized, and therefore are at no risk of explosion like solid fuel Uranium reactors;

### Methods

Dr. Hargraves completed a meta-analysis of the existing literature on the topic. He is an expert on the topic.

### Results

Dr. Hargraves feels the government is missing out on the use of thorium technology. Thorium reactors could address our energy problems and the consequenes that come with them, and they should be considered as an equal or better option as solid fuel designs.
# Nuclear power greener/A Critique of CANDU reactors and greenhouse gas emissions

(Review Paper) Cited in Nuclear power greener/A Critique of CANDU reactors and greenhouse gas emissions

### Points Made

Nuclear power plants release less carbon dioxide.

### Methods

They measured the greenhouse gases produced during the construction and maintenance of the nuclear plants. The values that were found: building, function and decommission of CANDU reactors is only 3.2 kt/TWh compared to carbon fossil fuels 15.41 kt/Twh. This supports that there is less carbon dioxide released by nuclear power used.

### Results

During preparation and construction of power plants, energy from fossil fuels is usually required. This energy could be used for things such as transport trucks, heat, earth moving, etc. These fossil fuels do release some greenhouse gases. However, the amount of greenhouse gas produced by nuclear power plants is smaller than the amount released by other types of power plants. When the construction phase is over, nuclear power plants can use some of the energy that they produced to power their plant. On the other hand, steam power plants, for example, require fossil fuels to keep powering the plant, which therefore releases greenhouse gases like carbon dioxide. In the end, nuclear power plants produce 100 times less carbon dioxide than other power plants do.
# Nuclear power greener/A Critique of Going Nuclear A Green Makes the Case
### Nuclear power is the only viable substitute for coal

Wind and solar power are other green energy solutions but because they are unpredictable and unreliable nuclear power is the only viable substitie for coal. Nuclear power can satisfy high energy demand based on the facilities built rather than depending on unpredictable natural factors.
# Nuclear power greener/A Critique of A Comparison between Fossil and Nuclear Power Plants Pollutions and Their Environmental Effects.

(Review Paper) Cited in Nuclear power greener/A Critique of A Comparison between Fossil and Nuclear Power Plants Pollutions and Their Environmental Effects.

### Points Made

The world is heavily dependent on fossil fuels that have been proven to be detrimental to the environment and have started to decline. Nuclear power plants produce energy from nuclear fission and are the most clean and environment friendly source of energy among other forms of power sources including coal, oil, gas and hydro power.They lower deathly emission and save lives, also they provide more energy to a large city then other sources of fuel ever would. They are a better form of energy to increased populations because it is cheaper and less toxins will be released into the environment.

### Methods

Fossil fuels and nuclear power plants are compared by power sources, pollutants, their environmental effects and their effects on humans. Nuclear power was compared to coal, gas, oil, wood, and hydro power in regards to how much sulfur dioxide (SO2), nitrogen oxide (NOx), particulates, carbon monoxide (CO), carbon dioxide (CO2), and solid waste was produced. But in fact nuclear power is safer and cleaner for the environment. Making it a better way to power the world especially in over populated countries.

### Results

Coal produced the most SO2, CO2, and solid waste at 100, 9000, and over 300 millions of tons respectively. Nuclear power did not produce any SO2, CO2, particulates, CO, or CO2. Although, nuclear power produced a slight amount of waste, 0.04 millions of tons. Oil and gas each produced 9000 and 4000 millions of tons of CO2 respectively.
# Nuclear power greener/A Critique of Environmental Radioactive Impact Associated to Uranium Production

(Review Paper) Cited in Nuclear power greener/A Critique of Environmental Radioactive Impact Associated to Uranium Production

### Points Made

Improper uranium mining can and has caused excessive radiation in the atmosphere. Milling tailings remain radioactive for extended periods of time, whether they are covered or not. This is harmful to the environment. Contamination has been reported in soil, dirt, surface streams & groundwater.

### Methods

The main three procedure types (underground mining, open pit extractions, and leaching procedures) all originate certain amounts of waste. These procedures have led to an overflow of soil and rock with uranium present, leading to an increased environmental hazard. This has led to an increased awareness for both the public and the workers present to protect their health. By using case studies, researchers were able to show the levels of contamination in geographical areas exposed to uranium mining. To obtain data, Environmental radioactivity monitoring and surveillance were used in areas that were around uranium mining and the milling industry.

### Results

Areas impacted by uranium mining and the milling industry generally showed that the dose limit of uranium for the public had been exceeded. With the expected demand of Uranium mining to increase over the next decade, it is critical to establish and enforce more stringent radiation exposure laws to ensure the health and safety of life and the environment. In order to keep workers, the public, as well as the overall environment safe, there must be open pit mining controls to minimize the amount of radiation released causing damage and raising health risks for the future.
    While the article in question did not completely negate the use of uranium mining, it has been shown to be an extremely costly process. In addition, the article states that if environmental cleanup and other precautions were taken into effect, this process could be less harmful for the environment..
# Norwegian Language/Lesson II

This lesson of Norwegian will be teaching about basic words. Simple, easy words, that can get you off to a good start to the Norwegian language.

## Basic words

| Engelsk | Norsk |
| Boy | Gutt |
| Girl | Jente |
| Woman | Kvinne |
| Man | Mann |
* The boy - Gutten; Boys - Gutter; The boys - Guttene
* The girl - Jenta; Girls - Jenter; The girls - Jentene
* The woman - Kvinnen; Women - Kvinner; The women - Kvinnene
* The man - Mannen; Men - Manner; The men - Mannene

## Vocabulary

Some basic vocabulary for you to review. Make sure to review them, not too much though!
* An apple - Et eple (more on "et eple" in the food course)
* A book - En bok; The book - Boken; Books - bøker; The books - Bøkene
* Drinking (present tense) - Drikker
* Water - Vann; The water - Vannet;
* A letter - Et brev; The letter - Brevet; The letters - Brevene
* Eating (present tense) - Spiser
* Seeing (present tense) - Ser
* And - Og
* Milk - Melk; The milk - Melken

## Sentence forming

Now that you know a good deal of Norwegian to make a sentence, translate these sentences!
* Jeg drikker vann
* Jeg ser et brev
* Jeg er en gutt
* Guttene drikker vann
* Kvinnene og jentene drikker melk

## Quizlet

* Norwegian - Lesson II (Boy/Girl/Man/Woman)
<---BACK to Norwegian Language/Lesson I
Now to Norwegian Language/Lesson III--->
# Norwegian Language/Lesson V
## Tallord [Numerals]

En - One To - Two Tre - Three Fire - Four Fem - Five Seks - Six Sju/Syv - Seven Åtte - Eight Ni - Nine Ti - Ten Elleve - Eleven Tolv - Twelve Tretten - Thirteen Fjorten - Fourteen Femten - Fifteen Seksten - Sixteen Sytten - Seventeen Atten - Eighteen Nitten - Nineteen Tjue/Tyve - Twenty Tjueen/En og tyve - Twentyone Tretti - Thirty Førti - Forty Femti - Fifty Seksti - Sixty Sytti - Seventy Åtti - Eighty Nitti - Ninety Hundre - One-hundred Hundre og en - One-hundred and one Tusen - Thousand Hundre tusen - One-hundred thousand En million - One million En milliard - One billion
<---BACK to Norwegian Language/Lesson IV
Now to Norwegian Language/Quiz I--->
# Norwegian Language/Lesson III

Congrats! You've passed lessons I and II, now off to the 3rd lesson: Food (Mat) and Drinks (Drikker)! Yummy yummy!

## Times of Meals

* A meal - Et måltid
* Breakfast - Frokost
* Lunch - Lunsj
* Dinner - Middag

## Foods

* Soup - Suppe
* Pasta - Pasta
* Fruit - Frukt
* Strawberry - Jordbær
* Orange - Appelsin
* Lemon - Sitron
* Tomato - Tomat
* Apple - Eple
* Sugar - Sukker
* Salt - Salt
* Ice Cream - Iskrem
* Egg - Egg
* Cheese - Ost (Brunost is famous in Norway)
* Chicken - Kylling
* Meat - Kjøtt
* Pork - Svin
* Fish - Fisk
* Steak - Biff (lit. beef)
* Pepper - Pepper

## Drikker

CAUTION: In this sentence, "Jeg drikker kaffe", is translated to "I drink coffee".
* Tea - Te
* Wine - Vin
* Beer - Øl
* Coffee - Kaffe
* Oil - Olje

### Words related to food/drinks, but not food

* A cook - En kokk
* A fork and spoon - En gaffel og skje
* A plate - En tallerken
* A knife - En kniv
* A cup - En kopp
* A glass - Et glass
# Norwegian Language/Introduction
## Alphabet

The alphabet is largely the same as the English alphabet, with the addition of three vowels. These three vowels are added to the end of the alphabet:
* Ø
* Æ
* Å

## Pronunciation

* J; The Norwegian J is given the pronunciation of the English y.
For example the Norwegian word, ja(yes) is pronounced yaw.
* RS; In standard bokmål the combination of an r and an s produces a 'sh' sound.
For example the norwegian word for the month March, Mars. Mars is pronounced similar to the English word marsh.
* KJ; The norwegian KJ sounds similar to a hissing sound followed by a y, the sound can also sound similar to the ch in the German language. this sound is also known as the voiceless velar fricative
For example the norwegian verb for driving, kjøre, is pronounced chyøre.
* Ø; Ø makes a sound similar to the i in the english bird or the o in work.
* Æ; Æ makes a sound similar to the a in the english dam or cat.
* Å; Å makes a sound similar to the o in the english corn.

## Word Order
### Statement

Word order in a basic Norwegian sentence follows the Subject Verb Object word order. This is also the same order typically used in English. A basic sentence would go as follows; " Jeg (I) spiser (eat) epler (apples)."

### Interrogative

Interrogative sentences follow Verb Subject Object word order. In norwegian, 'Spiser du epler?' Word for word, that would translate to 'Eat you apples?', but it is as grammatically correct as 'Do you eat apples?' A basic interrogative sentence might be; " Spiser (Eat) du (you) epler (apples)?"
# Norwegian Language/Lesson IV

This lesson will be about animals (dyr) in the Norwegian Language!

## Animals

* Katt - Cat
* Hund - Dog
* Fisk - Fish
* Edderkopp - Spider
* Fugl - Bird
* Bjørn - Bear
* Krabbe - Crab
* Skilpadde - Turtle
* Elefant - Elephant
* And - Duck
* Mus - Mouse
* Maur - Ant
* Ulv - Wolf
<---BACK to Norwegian Language/Lesson III
Now to Norwegian Language/Lesson V--->
# Primitive function/Definite integral/Notation

Let $I$ denote a real interval, and
    $F\colon I\longrightarrow \mathbb {R}$
a primitive function for a function $f\colon I\rightarrow \mathbb {R}$. Suppose that $a,b\in I$. Then one sets
    $F|_{a}^{b}:=F(b)-F(a)=\int _{a}^{b}f(t)\,dt\,.$
# Primitive function/Derivative of integral from 0 to g(x) of f/Exercise

Let $g\colon \mathbb {R} \rightarrow \mathbb {R}$ be a differentiable function and let $f\colon \mathbb {R} \rightarrow \mathbb {R}$ be a continuous function. Prove that the function
    $h(x)=\int _{0}^{g(x)}f(t)dt\,$
is differentiable and determine its derivative.
# Primitive function/Arcsin/Exercise

Determine an antiderivative (primitive function) of the function
    $\arcsin x.$
# Primitive function/Inverse function/Fact

Let $f\colon [a,b]\rightarrow [c,d]$ denote a
bijective differentiable function, and let $F$ denote a primitive function for $f$.
    $G(y):=yf^{-1}(y)-F{\left(f^{-1}(y)\right)}\,$
is a primitive function for the inverse function
$f^{-1}$
# Primitive function/Inverse function/Fact/Proof

Differentiating, using fact and fact, yields
    ${\begin{aligned}{\left(yf^{-1}(y)-F{\left(f^{-1}(y)\right)}\right)}'&=f^{-1}(y)+y{\frac {1}{f'(f^{-1}(y))}}-f{\left(f^{-1}(y)\right)}{\frac {1}{f'{\left(f^{-1}(y)\right)}}}\\&=f^{-1}(y).\end{aligned}}$
# Primitive function/Derivative of integral from 0 of sqrt(t^5-t^3+2t)/Exercise

Determine the second derivative of the function
    $F(x)=\int _{0}^{x}{\sqrt {t^{5}-t^{3}+2t}}dt\,.$
# Primitive function/Exercise form

Determine an antiderivative (primitive function) of the function
    $f$
# Primitive function/Integration by parts/Section
## Theorem

Let
    $f,g\colon [a,b]\longrightarrow \mathbb {R}$
denote continuously differentiable functions. Then
    $\int _{a}^{b}f(t)g'(t)\,dt=fg|_{a}^{b}-\int _{a}^{b}f'(t)g(t)\,dt\,.$

### Proof

Due to the product rule, the function $fg$ is a primitive function for $fg'+f'g$. Therefore,
    $\int _{a}^{b}f(t)g'(t)\,dt+\int _{a}^{b}f'(t)g(t)\,dt=\int _{a}^{b}{\left(fg'+f'g\right)}(t)\,dt=fg|_{a}^{b}\,.$
$\Box$
In using integration by parts, two things are to be considered. Firstly, the function to be integrated is usually not in the form $fg'$, but just as a product $uv$ (if there is no product, then this rule will probably not help, however, sometimes the trivial product $1u$ might help). Then for one factor, we have to find a primitive function, and we have to differentiate the other factor. If $V$ is a primitive function of $v$, then the formula reads
    $\int uv=uV-\int u'V\,.$
Secondly, integration by parts only helps when the integral on the right, i.e. $\int _{a}^{b}f'(t)g(t)\,dt$, can be integrated.

## Example

We determine a primitive function for the natural logarithm $\ln x$, with integration by parts. We write $\ln x=1\cdot \ln x$, and we integrate the constant function $1$, and we differentiate the logarithm. Then
    $\int _{a}^{b}\ln x\,dx=(x\cdot \ln x)|_{a}^{b}-\int _{a}^{b}x\cdot {\frac {1}{x}}\,dx=(x\cdot \ln x)|_{a}^{b}-\int _{a}^{b}1\,dx=(x\cdot \ln x)|_{a}^{b}-x|_{a}^{b}\,.$
So a primitive function is $x\cdot \ln x-x$.

## Example

A primitive function for the sine function $\sin x$ is $-\cos x$. In order to find a primitive function for $\sin ^{n}x$, we use integration by parts to get a recursive relation to a power with a smaller exponent. To make this more precise, we work over an interval, the primitive function shall start at $0$ and have the value $0$ there. For $n\geq 2$, with integration by parts, we get
    ${\begin{aligned}\int _{0}^{x}\sin ^{n}t\,dt&=\int _{0}^{x}\sin ^{n-2}t\cdot \sin ^{2}t\,dt\\&=\int _{0}^{x}\sin ^{n-2}t\cdot {\left(1-\cos ^{2}t\right)}\,dt\\&=\int _{0}^{x}\sin ^{n-2}t\,dt-\int _{0}^{x}{\left(\sin ^{n-2}t\cos t\right)}\cos t\,dt\\&=\int _{0}^{x}\sin ^{n-2}t\,dt-{\frac {\sin ^{n-1}t}{n-1}}\cos t|_{0}^{x}-{\frac {1}{n-1}}{\left(\int _{0}^{x}\sin ^{n}t\,dt\right)}.\end{aligned}}$
Multiplication with $n-1$ and rearranging yields
    $n\int _{0}^{x}\sin ^{n}t\,dt=(n-1)\int _{0}^{x}\sin ^{n-2}t\,dt-\sin ^{n-1}x\cos x\,.$
In particular, for $n=2$, we have
    $\int _{0}^{x}\sin ^{2}t\,dt={\frac {1}{2}}{\left(x-\sin x\cos x\right)}\,.$
# Primitive function/Arctan/Via inverse function/Example

We compute a primitive function for $\arctan x$, using fact. A primitive function of tangent is
    $\int _^\tan t\,dt=-\ln(\cos x)\,.$
Hence,
    $x\cdot \arctan x+\ln(\cos(\arctan x))$
is a primitive function for $\arctan x$.
# Physics and Astronomy Labs/Motion down an incline

Abstract
Toy cars (e.g. matchbox scale) roll down a ramp and subsequently along a smooth horizontal surface until they come to rest. The most important variables are the initial height and the distance traveled, but the influence of other parameters can be investigated (e.g., the ramp's slope or shape and the car's mass and air-drag coefficient).

### Skills developed by this lab

* All levels: The ability to hand-draw a schematic sketch is a valuable laboratory skill. There is a dearth of physics diagrams posted on commons that can be freely used by teachers and/or Wikipedia (with no need for copyright permission). Two examples of an ongoing effort at WSU-L to alleviate this problem can be found here and here.
    For this lab, we need two sketches: one for a classroom depiction, and the other to describe Galileo's version of this experiment. An image of Galileo's device could be posted on Wikipedia, for example on this article, which is viewed by approximately 70 people each day.
* See if you can calculation the paperclip spacings required for interesting rhythmsGrades K-6: Plot horizontal distance traveled versus height traveled. See if it "fits" to a straight line. Also, design related experimental investigation of falling paperclips that have been strategically placed on a hanging string.
* High School and introductory college: See if distance traveled is not strongly dependent on shape of ramp or mass of car. This independence can be understood using conservation of energy.
* Advanced college: Friction can be modeled either analytically or numerically.

### What needs to be done

* Make a hand-drawn sketch of lab that could be posted on and placed here.
** A request to the engineers: I admired your cardboard sports car and propose that your next cardboard project be a replica of Galileo's experiment that can be photographed as well as used. This and this photo are both copyrighted and cannot be used on Wikiversity/Wikipedia. Photos of your replica would would serve as valuable contribution to one or more Wikipedia articles. The bells could be real or fake, but we would want to later add photogates for data acquisition by physics and engineering students.
* Create data sheets and instructions suitable for low-level users and/or teachers who wish to adopt this lab.
* Explain how energy conservation suggests that initial height is the only significant variable, if friction is ignored. Investigate this claim with one experiment that you design.
* Write code to simulate this process numerically. MATLAB, Python, and Excel are all suitable for this task, and the Wikiversity pages on these computer programs would be an excellent place to publish these codes.