OpenLLM-France/wikimedia huggingface dataset:
# Praxeology

Praxeology is the science of human action, encompassing in principle the full range of actions in which individuals may engage. Catallactics is the application of praxeology to understand price formation and exchange among market participants.

## Categories of praxeology

* The Theory of the Isolated Individual (Crusoe Economics)
* The Theory of Voluntary Interpersonal Exchange (Catallactics, or the Economics of the Market)
** Barter
** With Medium of Exchange
*** On the Unhampered Market
*** Effects of Violent Intervention with the Market
*** Effects of Violent Abolition of the Market (Socialism)
* The Theory of War--Hostile Action
* The Theory of Games (e.g., Von Neumann and Morgenstern)
* Unknown

## Resources

* w: Praxeology
# Motivation and emotion/Book/2010/Procrastination/Answers to procrastination crossword
### Answers to Procrastination Crossword

Accross 3. Procrastination associated with sensation seeking and self-control: AROUSAL 4. Common strategy used to set good goals SMART 9. Necessary to help us overcome procrastination by helping to override dominant destructive, irrational or undesirable behaviours SELF CONTROL 10. The irrational belief that one will finish a task on time WISHFUL THINKING 11. Procrastination associated with self-worth and self-esteem AVOIDANT 12. The main reason neurotic individuals procrastinate – they are IMPULSIVE 13. The process of delaying a task or decision until a later time, often resulting in negative affect PROCRASTINATION 14. Morningness and Eveningness traits are associated with what rhythm CIRCADIAN 15. Principle used to change procrastination tendencies, based in the operant school of thought STIMULUS CONTROL
Down 1. Arousal procrastination may occur in order to experience 'FLOW' 2. How desirable a choice is (within the Temporal Motivation Theory) UTILITY 5. Tasks are likely to be procrastinated on if they are boring and are going to be EVALUATED 6. A strategy used to protect self-esteem in the face of failure SELF HANDICAPPING 7. The Greek poet who wrote about procrastination in 800BC HESIOD 8. Students are more likely to procrastinate on tasks provided by what age lecturers YOUNG
# Motivation and emotion/Book/2010/Sex offender motivation/Jeffrey Dahmer videos

The following YouTube videos are a sequence of interviews with Jeffrey Dahmer conducted by Stone Phillips a Dateline NBC reporter. The first 3 parts (out of 6) are linked below.
Jeffrey Dahmer Interview Part I
Jeffrey Dahmer Interview Part II
Jeffrey Dahmer Interview Part III
# Motivation and emotion/Book/2010/Procrastination/Are you a procrastinator

* Test Yourself: Are you a Procrastinator?
* Do you think you procrastinate? This is probably a question you are able to answer reasonably well yourself, however if you are interested in finding out where you rate as a procrastinator compared to others, you can take a survey at Procrastination Central.
# Motivation and emotion/Book/2010/Procrastination/Feel like procrastinating

* Feel Like Procrastinating?
* Click here.
* You Should Keep Reading Though!
# Instructional design/Procedural analysis/Page 8: Answers for the lesson assessment

< Return to the assessment
Answers:
Q1. a) Activities to be done:
* Review the past training material.
* Prepare relevant questions about the training and obtain responses from trainers and stakeholders in the training. For example, questions could be on the following:
* Roles involved in the development of IVR solutions
* Tasks that are outsourced and that are performed at the IVR provider’s office, for each role
* Inputs and outputs of each task
* Any variations in the tasks, based on the nature of an IVR solution
* The frequency, level of difficulty, and priority for each task
* Challenges faced internally and with subcontractors
b) Output to be generated:
* Tasks and subtasks for different roles
* Inputs and outputs of the tasks
* Knowledge and skills required for the tasks
* Sequence, frequency, priority, and level of difficulty of the tasks for the target audience
* Decision points and actions for each task
* Focus of the training
* Implications for instructional design, in terms of the instructional and assessment strategies required
Q2. a) Activities to be done:
* Review the faculty and student profiles, textbooks used, and current training sessions and materials (if any).
* Prepare relevant questions about the exit profile that students should have at the end of training to be employable in computer hardware jobs.
* Take inputs from (job) placement personnel at the institute, if any, about the skills and knowledge that employers expect in the students.
* Prepare relevant questions about the skills for subject matter experts and trainers (as applicable). For example, questions could be on the following:
* Activities involved in hardware management
* Steps, substeps, decision points, and challenges involved in each activity
* Skills, knowledge, and resources required for each activity
* The level of difficulty of each task
b) Output to be generated:
* Steps, substeps, and decision points of each activity
* Inputs, outputs, skills, and knowledge required for the activities
* Sequence, level of difficulty, and priority of the activities for training
* Focus of the training
* Implications for instructional design
< Return to the assessment
# Instructional design/Psychomotor behaviors

<< Instructional Design

## Welcome!

We envision this Wiki learning module as a paradigm designed by a team of educated and experienced instructional designers for other education professionals. Our mission is to provide teachers and instructional designer with the theories, information, and tools to improve the quality of learning.
We hope this web page will be helpful. Please let us know how this web site works for you. We look forward to hearing your comments!

## Module Goal

Training developers will be able to create and/or select instructional strategies for teaching specific psychomotor topics. Additionally, they will be able to effectively and correctly evaluate different methods and strategies within the psychomotor domain, and will be able to decide which training or instructional options would be the best option to meet very specific training goals within the domain. The result shall be an instructional unit that is efficient, effective, and appealing.

## Psychomotor Instructional Strategies Lessons

Click a lesson title to begin that lesson.
* Introduction to the Psychomotor Behaviors
* Psychomotor Behaviors in Practice
* Self Talk in Psychomotor Skills
* Strategies in Psychomotor Assessment
# Instructional design/Psychomotor behaviors/Psychomotor Objectives WorkSheet

Place a check mark next to those objectives that fall into the Psychomotor Domain.
_______The student will be able to climb the 10 foot vertically hanging rope without assistance and without pause as demonstrated in gym class
______The student will be able to walk the entire length of a balance beam within six seconds without falling off.
______The student will be able to identify examples and non-examples of marsupials from images.
______The student will be able to change the oil in the diesel engine.
______The student will be able to design a home to meet current American with Disabilities Act building codes.
______The student will be able to rewrite a sentence in present tense when given a sentence in either past or present tense with no errors.
______The student will demonstrate how to filet a swordfish imitating the procedure learned in class.
______The student will demonstrate a positive increase in attitude towards non-discrimination of physical ability when given an opportunity to work in a team with persons of varying physical disabilities.
| Instructional Design | Strategies in Psychomotor Assessment |
# Instructional design/Psychomotor behaviors/Psychomotor Objectives Answer Sheet

The student will be able to climb the 10 foot vertically hanging rope without assistance and without pause as demonstrated in gym class
The student will be able to walk the entire length of a balance beam without falling off within six seconds.
Cognitive domain The student will be able to identify examples and non-examples of marsupials from images.
The student will be able to change the oil in the diesel engine.
The student will be able to design a home to meet current American with Disabilities Act building codes.
Cognitive domain The student will be able to rewrite a sentence in present tense when given a sentence in either past or present tense with no errors.
The student will demonstrate how to filet a swordfish imitating the procedure learned in class.
Affective domain The student will demonstrate a positive increase in attitude towards non-discrimination of physical ability when given an opportunity to work in a team with persons of varying physical disabilities
| Instructional Design | Strategies in Psychomotor Assessment |
# Instructional design/Psychomotor behaviors/Bicycle Crunches

This article decribes a Assessment Checklist for assessing the performance of a psychomotor domain skill.
Description of proper Bicycle Crunch technique: Each individual must lie on their back and put their hands behind their head. Next they raise their legs so their thighs are perpendicular to the floor and their lower legs are parallel to the floor. The individual will curl up and bring their left elbow toward their right side while drawing their right knee in to meet it. It is like the individual is riding a bike; alternate sides, continuing the motion back and forth. The individual should not flap their elbow across their body; they actually rotate their shoulder across and squeeze their abs.

### Assessment Checklist

Student will demonstrate effective technique when performing 50 bicycle crunches within 2 minutes.
Directions: Each individual must perform 50 bicycle crunches demonstrating effective technique. Each individual must complete the bicycle crunches within 2 minutes without pausing.
For each individual, use the following scale to assign a value to the individual's performance.

#### Scale

* 4 (excellent) – Performs the bicycle crunches flawlessly. Does not need to check position, does not pause. Completes 50 bicycle crunches without pausing within the 2 minutes.
* 3 – Performs the bicycle crunches but is somewhat unsteady. Completes the bicycle crunches within 2 minutes.
* 2 - Performs the bicycle crunches but is somewhat unsteady. May pause one or more times. Takes more than 2 minutes to complete the bicycle crunches.
* 1 - Performs the bicycle crunches but is very unsteady, may pause one or more times, and/or takes more than 2 minutes.
* 0 – Cannot complete a bicycle crunch correctly

#### Conditions of Assessment

* Assessment occurs only during the bicycle crunch phase
* The individual indicates when the assessment should begin.
* The assessment ends as soon as the individual reaches 50 bicycle crunch count, 2 minutes has elapsed, or the individual tells the evaluator they want to stop.
| Instructional Design | Strategies in Psychomotor Assessment |
# Instructional design/Psychomotor behaviors/Introduction/Answer Key

Check your responses with the answers below.
Learning Activity 1
* Imitation
* Manipulation
* Precision
* Articulation
* Naturalization
Learning Activity 2
* Non-example
* Example
* Example
Learning Activity 3
* Practice
* Habit
* Imitation
How did you do? If you feel good about your knowledge of psychomotor behaviors, go to the next lesson; Psychomotor_Behaviors_in_Practice, or go back to the lesson and review.
< Back
# Lineare differential equation/y' is y over t^2-3/Exercise

Find the solutions to the ordinary differential equation
    $y'={\frac {y}{t^{2}-3}}\,.$
# Linear system/Superposition principle/Homogeneous and inhomogeneous/Fact/Proof

This follows immediately from fact.
# Linear system/n variables/Solution space is (a 1,...,a n)/Exercise

Let $K$ be a field, and let
    ${\begin{pmatrix}a_{1}\\\vdots \\a_{n}\end{pmatrix}}\in K^{n}\,$
be a nonzero vector. Find a linear system of equations in $n$ variables with $n-1$ equations, whose solution space is exactly
    ${\left\{\lambda {\begin{pmatrix}a_{1}\\\vdots \\a_{n}\end{pmatrix}}\mid \lambda \in K\right\}}.$
# Nursery rhymes and songs/Humpty Dumpty

This rhyme is one of the best known in the English language. The common text from 1954 is:
Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the king's horses and all the king's men Couldn't put Humpty together again.
# Nursery rhymes and songs/Five Little Speckled Frogs

Five green and speckled frogs
Sat on a hollow log
Eating some most delicious bugs (yum, yum!)
One jumped into the pool
Where it was nice and cool
Now there are four green speckled frogs
(Song repeats with decreasing number of frogs. Can act out.)
# Nursery rhymes and songs/I'm a Little Teapot
## Lyrics

I'm a little teapot, Short and stout, Here is my handle Here is my spout When I get all steamed up, Hear me shout, Tip me over and pour me out!
I'm a very special teapot, Yes, it's true, Here's an example of what I can do, I can turn my handle into a spout, Tip me over and pour me out!

## Dance

The song may be accompanied with actions: extending one arm in a curve like the spout, placing the other arm akimbo like the handle, and bending sideways to mimic pouring.
# Nursery rhymes and songs/If You're Happy and You Know it

If you're happy and you know it, clap your hands
If you're happy and you know it, clap your hands
If you're happy and you know it, and you really want to show it
If you're happy and you know it, clap your hands
If you're hungry and you know it, pat your belly
If you're hungry and you know it, pat your belly
If you're hungry and you know it, and you really want to show it
If you're hungry and you know it, pat your belly
If you're tired and you know it, stretch and yawn
If you're tired and you know it, stretch and yawn
If you're tired and you know it, and you really want to show it
If you're tired and you know it, stretch and yawn
If you're angry and you know it, take a breath
If you're angry and you know it, take a breath
If you're angry and you know it, and you really want to show it
If you're angry and you know it, take a breath
If you're surprised and you know it, jump right up
If you're surprised and you know it, jump right up
If you're surprised and you know it, and you really want to show it
If you're surprised and you know it, jump right up
If you're sad and you know it, rub your eyes
If you're sad and you know it, rub your eyes
If you're sad and you know it, and you really want to show it
If you're sad and you know it, rub your eyes
If you're silly and you know it, show it off
If you're silly and you know it, show it off
If you're silly and you know it, and you really want to show it
If you're silly and you know it, show it off
If you're happy and you know it, shout "Hurray!" (Hurray!)
If you're happy and you know it, shout "Hurray!" (Hurray!)
If you're happy and you know it, and you really want to show it
If you're happy and you know it, shout "Hurray!" (Hurray!)

# VIDEO
### LINK:

https://youtu.be/9hfsBgavsmc
# Nursery rhymes and songs/Pat-a-Cake

Pat-a-cake, pat-a-cake, baker's man
Bake me a cake as fast as you can
Pat it and prick it and mark it with a "B"
And put it in the oven for baby and me
# Nursery rhymes and songs/Old McDonald Had a Farm

"Old MacDonald Had a Farm" is a children's song and nursery rhyme about a farmer named MacDonald (sometimes known as "McDonald" or "Macdonald") and the various animals he keeps on his farm. Each verse of the song changes the name of the animal and its respective noise. In many versions, the song is cumulative, with the animal sounds from all the earlier verses added to each subsequent verse. For example, the verse uses a cow as an animal and "moo" as the animal's sound. It has a Roud Folk Song Index number of 745.
Old MacDonald had a farm, E-I-E-I-O! And on his farm he had a cow, E-I-E-I-O! With a moo-moo here and a moo-moo there, Here a moo, there a moo, Everywhere a moo-moo, Old MacDonald had a farm, E-I-E-I-O!
# Nursery rhymes and songs/One, Two, Three, Four, Five, Once I Caught a Fish Alive

One,two,three,four,five once I caught a fish alive Six,seven,einght,nine,ten then I let it go again. Why did you let it go? Becouse it made my finger sore.Which finger did it bite? The little finger on my right.

## See Also

* Wikipedia: One, Two, Three, Four, Five
# Nursery rhymes and songs/Round and Round the Garden
## Palm variant

Round and round the garden, (Make circular pattern on child's palm) Like a teddy bear, (Continue circling) One step, two step, (Move finger as if taking two steps with your fingers) Tickle you under there! (Tickle child's armpit)

## Tummy variant

Round and round the garden, (Make circular pattern on child's tummy) Like a teddy bear, (Continue circling) One step, two step, (Move finger as if taking two steps with your fingers) Tickle you under there! (Tickle child's armpit)

## Elsewhere in the wikiverse

"Round and Round the Garden" on Wikipedia
# Nursery rhymes and songs/Sleeping Bunnies
## Lyrics and actions

See the little bunnies sleeping till it’s nearly noon Shall we go and wake them with a merry tune? They’re so still, are they ill?
Wake up little bunnies!
Hop little bunnies, hop, hop, hop. Hop little bunnies, hop, hop, hop. Hop little bunnies, hop, hop, hop. Hop, hop, hop, hop, hop.
See the little bunnies sleeping till it’s nearly noon Shall we go and wake them with a merry tune? They’re so still, are they ill?
Wake up little bunnies!
Skip little bunnies, skip, skip, skip. Skip little bunnies, skip, skip, skip. Skip little bunnies, skip, skip, skip. Skip, skip, skip, skip skip.
See the little bunnies sleeping till it’s nearly noon Shall we go and wake them with a merry tune? They’re so still, are they ill?
Wake up little bunnies!
Jump little bunnies, jump, jump, jump. jump little bunnies, jump, jump, jump. jump little bunnies, jump, jump, jump. jump, jump, jump, jump, jump.
# Nursery rhymes and songs/Hickory Dickory Dock

Hickory, dickory, dock, The mouse ran up the clock. The clock struck one, The mouse ran down, Hickory, dickory, dock
# Regular ring/Positive characteristic/Forcing algebra/Not inside/Local cohomology/Fact

Let $(R,{\mathfrak {m}})$ denote a regular local ring of dimension $d$ and of positive characteristic, let $I={\left(f_{1},\ldots ,f_{n}\right)}$ be an ${\mathfrak {m}}$-primary ideal and $f\in R$ be an element with $f\notin I$. Let $B=R[T_{1},\ldots ,T_{n}]/{\left(f_{1}T_{1}+\cdots +f_{n}T_{n}+f\right)}$ be the corresponding forcing algebra.
${\mathfrak {m}}B$
    $H_{{\mathfrak {m}}B}^{d}(B)=H^{d-1}(D({\mathfrak {m}}B),{\mathcal {O}}_{B})=0\,.$
# Regular ring/Characterication with Hilbert-Kunz multiplicity/Fact

Let $R$ be a local noetherian ring of positive characteristic. Then the following hold.
* The Hilbert-Kunz multiplicity of $R$ is $e_{HK}(R)\geq 1$.
* If $R$ is unmixed, then $e_{HK}(R)=1$ if and only if $R$ is regular.
# Regular ring/Hilbert-Kunz multiplicity/Colength/Fact

Let $(R,{\mathfrak {m}})$ be a regular local ring and let $I$ be an ${\mathfrak {m}}$-primary ideal.
$e_{HK}(I)=\operatorname {length} \,(R/I)$
# Regular n-polygon/Monotonicity of area/Exercise

For $n\geq 3$ let $A_{n}$ be the area of ​​a circle inscribed in the unit regular $n$-gon. Prove that $A_{n}\leq A_{n+1}$.
# Regions/Astronomy/Quiz

Regional astronomy is a lecture and an article about the concept of regions associated with or as a part of astronomy.
You are free to take this quiz based on regional astronomy 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 {{radiation astronomy resources}} 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!
# Regular expressions

A regular expression (or regex) is a string of characters, (some of which being reserved control characters,) which represent a pattern, i.e. a string designed to match a particular sequence of characters. Regular expressions provide the basic tool in searching, and are ubiquitous in the electronic world.

## Getting started

There are many editors with regex functionalities. Here are a few examples (Please feel free to add or remove if you find better ones.)
* Regex tester - try your hand at regex here
* Regex101 - compose and test your regex
* meta:User:Pathoschild/Scripts/Regex menu framework - a simple and useful wiki-editing javascript
* Codeproject
* - a useful editor with regex functionality
* Geany editor - a flexible, extensible free and open source editor that supports regex for search and replace operations
* Regexps manual - Emacs regular expression manual
* Regex tester - a firefox add-on

## A lightning introduction

There are several "dialects" (e.g. javascript, perl, php, python) of regular exprssions which differ slightly in grammar. Let us focus on python regex for the moment (because I happen to have a reference for it).

### Control characters

* Python regex has the control characters :

### First examples

[please verify]
* Any string (e.g. abcdefg)which does not contain any control characters is trivially a regular expression ("regex") pattern. It matches only itself
* The pattern [A-Z] matches a character between A and Z (in the ASCII table)
* A backslash (\) followed by any control character, such as \. or even the backslash itself \\, match the character itself (this pattern is called an "escape"). In our examples, \. matches the single dot . and \\ matches the backslash
* Combining the two examples above, the pattern [A-Za-z0-9\-] matches any single alphanumeric character or the dash "-".
* The pattern \n matches a newline
* The pattern abc.xyz matches a string that starts with abc, then contains any character except an end-of-line character, then ends with xyz
* The pattern a* matches a string with as many characters "a" as possible; it also matches the empty string "".
* Combining the previous two examples, we get a very common pattern: abc.*xyz matches a string which starts and ends with "abc" and "xyz" respectively, and between which is the longest available string (which could be empty) of any character except the newline.

## Exercises

* Question: What is [A-Za-z0-9\-]?
* Write a regular expression to match (a) the URL of any wikiversity page; (b) the URL for any page on any wikimedia site, and (c) the email address of all your friends. Check with a regex editor that your regex actually works.

### Write your proposed solutions below
## Further lessons

[proposals]
* /Basics - the bare minimum to get one start working
* /Groups
* /How a regex engine works
* /Lookahead and lookbehind
* /Regex objects in python
* /The good and the bad
* /Cookbook

## Wikimedia links

* b:regular expressions
* w:regular expressions
* mediawiki:titleblacklist - an application on wikiversity
# Regular ring/Dimension 2/Forcing algebra/Not inside/Affine/Fact

Let $(R,{\mathfrak {m}})$ denote a two-dimensional regular local ring, let $I={\left(f_{1},\ldots ,f_{n}\right)}$ be an ${\mathfrak {m}}$-primary ideal and $f\in R$ an element with $f\notin I$. Let
    $B=R[T_{1},\ldots ,T_{n}]/{\left(f_{1}T_{1}+\cdots +f_{n}T_{n}+f\right)}\,$
be the corresponding forcing algebra.
${\mathfrak {m}}B$
    $H_{{\mathfrak {m}}B}^{2}(B)=H^{1}(D({\mathfrak {m}}B),{\mathcal {O}}_{B})=0\,.$
In particular, the open subset $D({\mathfrak {m}}B)$ is an affine scheme if and only if $f\notin I$.
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Function/R/Limit/Epsilon/Rules/Fact/Factreferencenumber

Lemma 10.11
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Functions/R/Strongly increasing/Injective/Exercise/Exercisereferencenumber

Exercise 5.38