OpenLLM-France/wikimedia huggingface dataset:
# QB/c07energy lineIntegral

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863415 for a wikitext version of this quiz.
# QB/b industrialRevolution

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863383 for a wikitext version of this quiz.
# QB/b motionSimpleArithmetic

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863384 for a wikitext version of this quiz.
# QB/b nuclearPower 1

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863385 for a wikitext version of this quiz.
# QB/b photoelectricEffect

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863389 for a wikitext version of this quiz.
# QB/b saros quiz1

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863391 for a wikitext version of this quiz.
# QB/c16OscillationsWaves calculus

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863396 for a wikitext version of this quiz.
# QB/b nuclearPower 2

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863386 for a wikitext version of this quiz.
# School collaboration/Sierra Leone-Cambridge

Sierra Leone-Cambridge

## Name

This project needs a name !

### Please add suggested names below

* Sierra Leone- Cambridgeshire Global School Partnership
* Moyamba-Cambridgeshire Global School Partnership
* Moyamba-Cambridgeshire Partnership Cluster
* Moyamba-Cambridgeshire Connecting Classrooms
* Global Learning/Moyamba-Cambridgeshire
* Moyamba/Cambridgeshire ICT operation Classrooms

## Linked schools

| Moyamba | Cambridge |
| /June Hartranft Memorial Primary School | /Queen Edith Primary School |
| /United Methodist Church School | /Hinchingbrooke School |
| /Kulafai Rashideen Primary School | /Parkside Federation Academies |
| /Kulafai Rashideen Secondary School | /Sawtry Community College |
| /Sierra Leone Church Primary School (S.L.C) | /St. Paul's C of E Primary School |
| /St.Joseph Primary School | /Little Paxton Primary School |
| /ICS Primary School | /Wisbech Grammar School |
| Portloko | Cambridge |
| /Hope Pre-Primary School | |
| /Pure Life Academy | |
| /The Word Of Life Comprehensive Junior Secondary School | |
| /Calgary Pre-Primary School | |
| /St. Augustine Secondary School | |

## Other Groups
### England

* Global Thinking http://www.global-thinking.org.uk
* Momentum Arts http://momentumarts.org.uk
* Midsummer Energy http://midsummerenergy.co.uk

### Sierra Leone

* Mustard Seed
* Ministry of Education, Moyamba
* /Sierra Schools of Technology (SiSTec)
** /Moyamba School of Technology and Computer Studies - http://moyambacomputerschool.webs.com/
** /Kailahun School of Technology and Computer Studies

### International

* British Council

## Curriculum Projects planned

* Global perspectives – part of Geog ks3 and 4 (iGCSE)
* Psychology – conflict and war SoW
* Geography – SoW on Olympics – Britain and SL – Olympic values
* Y9 - Development disease poverty**
* ICT
** E-Safety
** Introduction to Computer
** Smartphones

## Resource pages

* UK to SL Travel
* Useful Links - includes teaching resources

## Participants

* User:Elongima Bundu
* User:Khairdean
# School collaboration/Sierra Leone-Cambridge/Queen Edith Primary School

A teacher has visited Moyamba from Queen Edith Primary
See http://queenedithschool.org.uk/curriculum/international-school-link
# School collaboration/Sierra Leone-Cambridge/Sawtry Community College

Sawtry Community College is a 11-19 school, in Sawtry, Cambridgeshire.
There are approximately 1400 students at the College, including a Sixth Form of over 200.
The College became a designated Academy Trust on August 1st 2011.

## Links

School website
# School

School can refer to:
* Wikiversity:Schools, a namespace and structure on Wikiversity for organizing content
* Wikiversity:School and university projects, guidelines and ideas on how educational institutions can use Wikiversity
# School collaboration/Sierra Leone-Cambridge/Hinchingbrooke School

Hinchingbrooke School on Wikipedia
# School collaboration/Sierra Leone-Cambridge/Kulafai Rashideen Secondary School

Kulafai Rashideen Islamic Secondary School, Sierra Leone
There is more than one secondary schools with this name

## Freetown

Established in 2001 http://allafrica.com/stories/200102280083.html RESPECT Refugee Education Support http://respectrefugees.org/sch_KulafaiRashideenIslamicSecondarySchool.shtml

## Moyamba

ABC Secretariat visit - March 2012
* http://www.sierraleonenewshunters.com/content/abc-secretariat-engages-moyamba-students
* http://thenewrisingsun.net/ViewSingleArticle.php?ArticleID=2858
# School collaboration/Sierra Leone-Cambridge/Sierra Schools of Technology

SiSTec is registered as a National Nongovernmental Organisation with the Ministry of Finance and Economic Development, Ministry of Social Welfare Gender Children's Affairs, Ministry of Education and the relevant district councils.
The Headquarter of SiSTec is for now situated in Moyamba Town, Southern Republic of Sierra Leone and the Sub-offices is situated in Kailahun, Bombali and Portloko Districts. SiSTec motto is ‘‘Making A Difference’’ and the slogan as ICT 4 All .

## Schools

* Moyamba School of Technology and Computer Studies
* Kailahun School of Technology and Computer Studies

## Resources

* SiSTec Constitution
# SchoolForge

SchoolForge is a "foundry" for forging out educational solutions using free and open source software in classrooms and other learning environments. Historically the organization has remained a coalition of organizations that are committed to the overal goals:
    From SchoolForge.net: "SchoolForge's mission is to unify independent organizations that advocate, use, and develop open resources for education. SchoolForge is intended to empower member organizations to make open educational resources more effective, efficient, and ubiquitous by enhancing communication, sharing resources, and increasing the transparency of development. SchoolForge members advocate the use of open source and free software, open texts and lessons, and open curricula for the advancement of education and the betterment of humankind.

## SchoolForge, the foundry

Inspired by the name, SourceForge, SchoolForge was established to foster a new way of providing schools and other educational organizations with the tools they need. The paradigm of open source and free software with public licenses makes sense for public schools, even though many schools shell out enormous sums for proprietary software resources. Linux, FreeBSD, Apache, MySQL, Perl and a host of other software products are available usually at no cost whatsoever. The phenomenal success of open content such as Wikipedia and the Creative Commons has also created money-saving resources for education and the trend is escalating. This page is to explore the prospect of adding Wikiversity to the SchoolForge coalition, and is open to SchoolForge and its member groups for the purpose of providing a wiki-enabled central resource at Wikiversity. See Wikiversity:Wikiversity outreach

## SchoolForge history

SchoolForge is a foundry which has developed a number of resources through the projects history, with its roots coming from a Simple End User Linux (SEUL) controlled project called SEUL/edu. The SEUL/edu was the beginning effort towards "creating and fostering a viable, vibrant Open Source/Free software in the education community," which developed tools which are still in use today including a case studies system and an educational applications index. The SEUL/edu project was ended and the tools were then passed on to SchoolForge, which took on the role 'to unify independent organizations that advocate, use, and develop open resources for primary and secondary education.' The success of these efforts has led to what we are finding today, a constant stream of reports and articles in which schools are moving to FLOSS solutions.

## SchoolForge today

Coalition members:
* visioninit.com
* liblime.com
* lp.noe-kaleidoscope.org
* www.didasca.it
* www.debian.org/devel/debian-jr
* www.asymptopia.org
Chapters:
* SchoolForge-UK
# School collaboration

This is a project to facilitate or document collaborations between schools.

## Projects

* /Sierra Leone-Cambridge connects schools in Cambridge, England, with schools in Sierra Leone.
# Survey research and design in psychology/Tutorials/Drop-in
## Drop-in tutorials

* Drop-in tutorials provide individualised and small-group academic support from the unit convener.
* They are optional.
* They are not repeat or replacement tutorials.
* You can work independently during this time and/or consult about any aspect of the unit (e.g., bring questions, problems, examples etc. and receive additional tutoring and support).
* Participants generally get a lot more done during a drop-in tutorial than during an equivalent period of time working alone.

### Schedule

* Face-to-face in 12B16 (the Psychology Computer Lab)
** Wed 09:00 to 09:30 (Weeks 1 to 6 and 9 to 10)
** Wed 11:30 to 12:00 (Weeks 1 to 6 and 9 to 10)
** Wed 14:30 to 15:00 (Weeks 1 to 6 and 9 to 10)
** Wed 16:30 to 17:00 (Weeks 1, 3, 5, 9)
** Wed 09:00 to 17:00 (Week 12)
* Virtual:
** Wed 17:30 to 18:00 (Weeks 2, 4, 6, 10)
** Wed 20:00 to 20:30 (Weeks 2, 4, 6, 10)
** Wed 17:30 to 20:30 (Week 12)
* By appointment: Email the unit convener.
# Survey research and design in psychology/Tutorials/Multiple linear regression/Advanced
## Design your own MLR

* Follow the general steps to conduct a meaningful MLR analysis of your own design (e.g., from qfsall.sav, School.sav, or any other data set).
* Interpret the analysis - explain it to someone next to you or your tutor.
* Conduct a meaningful MLR analysis which requires you to recode one or more of the variables as dummy variables.
* Re-do any of your previous MLRs using each of Direct, Forward, Backward, Stepwise, and Hierarchical methods. Why or why there aren't differences between the results for each method?
# Survey research and design in psychology/Tutorials/Introduction/Instructor notes
## General advice to instructors

* The key goal of this tutorial is to build participants' familiarisation and confidence with using and manipulating SPSS data, output, and syntax files
* Explain that:
** If you "fall off the back of the truck", be assertive and stick up your hand ASAP - it's much easier to help to catch up straightaway than leave it 10 or 15 minutes when you will be many steps behind. It is important that do all the steps involved on your computer and not to just watch the instructor.
** "There is no such thing as a silly question" - if you are thinking of asking a question chances are someone else is also wondering, so be assertive and ask.
* Recommend that participants dedicate at least 2 additional hours per tutorial using SPSS by:
** Preparing beforehand e.g., by working through the accompanying sections in an SPSS guide or attempting the tutorial exercises, or
** Reviewing the tutorial e.g., by re-doing the tutorials exercises
** Working on the survey research project (data entry and lab report)
# Survey research and design in psychology/Tutorials/Correlation/Types of correlations - Exercises
## Nominal by nominal

What is the relationship between two nominal variables?

### What is the relationship between Gender and Belief in God?

* View the accompanying screencasts:
Data file: qfsall_3.sav

### What is the relationship between Smoking and Snoring?

* View the accompanying screencast:
Data file: qfsall_3.sav

## Dichotomous by interval/ratio

What is the relationship between a dichotomous variable and an interval/ratio variable?

### What is the relationship between Gender and Australianness?

* View the accompanying screencast:
Data file: qfsall_3.sav

## Interval/ratio by Interval/ratio

What is the relationship between two interval/ratio variables?

### What is the relationship between Gender Role and Australianness?

* View the accompanying screencast:
Data file: qfsall_3.sav
# Survey research and design in psychology/Tutorials/Lab report workshop

* This is an open tutorial. Attend at any time to work on the lab report and/or to ask questions and get hands-on assistance. This final tutorial will be conducted as an extended drop-in tutorial dedicated to working on your lab report.
This lab report workshop - aka big statistics p a r t y - will be:
* Week 12 Wed 09:00 - 17:00 (12B16)
* Week 12 Wed 17:30 - 20:30 (Online)
* Week 12 Fri 11:30 to 13:30 "final fling" (12B16)
Feel free to come along for as much time as you like to get hands-on help with the lab report.
There will be a waitlist on the whiteboard - just add your name and a tutor will come around to see folks in order.
# Survey research and design in psychology/Tutorials/Multiple linear regression

* This tutorial is about using multiple linear regression (MLR) in SPSS, and is based on practical data analysis exercises. MLR involves the use of multiple independent variables to explain a single dependent variable, based on linear relationships.

## Contents

* General steps
* Assumptions
* Exercises:
** Deterrence theory
** English achievement
* MLR sample write-ups

## Recordings

* Virtual tutorial recording, 2018
* Screencasts
# Survey research and design in psychology/Tutorials/Correlation/Types of correlations - Exercises/Extra exercises
## Nominal by nominal
### Is there an association between favourite season and favourite sense?

Is there an association between favourite season (a8) and favourite sense (a13)?
* Data file: qfsall_2.sav
* Univariate frequencies and bar charts.
* Recode favourite sense (a8) into a8r, changing the mis-entered data (0) and other (6) to system missing - add labels - check frequencies and bar chart.
* Try out a "stacked area graph". (Graph - Area - Stacked)
* Crosstabs (using as suggested in Q2-3)
* χ$^2$ (1, 188) = 8.07, p = .005; Cramer's V = .23 (small-moderate effect and significant)
* Interpretation: There is a different profile of favourite senses, depending on favourite season (e.g., most 50% of Summer and Spring people are Visual people. Winter people, in contrast, tend to prefer Taste and Smell).

### Is there an association between type of household and whether or not the household has chickens?

* The datafile (chickens.sav) contains (hypothetical) data for two categorical variables: resid (urban/rural) and chickens (yes/no).
* Univariate frequencies and bar charts.
* χ$^2$ (1, 90) = 18.34, p < .001; Φ = -.45 (moderate effect and significant)
* Interpretation: Rural households are twice as likely to own chickens compared to urban households.

## Dichotomous by interval/ratio
### What is the relationship between Belief in God and number of Countries visited?

What is the relationship between Belief in God (recoded to dichotomous - i.e., b4r) and number of Countries (b8) visited?
* Data file: qfsall_2.sav
* Scatterplot - chart options - change to point bins and add line of best fit ("add fit line to total")
* There may be some outliers who believe in God and who have visited a lot of countries (e.g., over 20) who are "creating" the small, non-significant correlation.
* Correlation - bivariate
* r$_{pb}$ = -.10, p = .29, N = 127 (small, negative and non-significant, i.e., people who believe in God (coded 0) have travelled to more countries than people who don't believe in God (coded 1). Note, however, this could be due to some outliers and/or a third variable, such as age.
# Survey research and design in psychology/Tutorials/Introduction

* This introductory tutorial explains the 4 x 2 hour tutorial series topics, provides an interactive tour of SPSS, focusing on opening, saving, and manipulating Data, Output, and Syntax file types. Important basic data file manipulations include inserting and deleting cases and variables, changing variable properties, sorting cases, recoding, and editing charts and tables for APA style reports. The tutorial also explains the data collection and entry exercise, including how to enter data from the surveys into the SPSS template.

## Contents

* Getting started
* Introduction to SPSS
* Data entry

## Recordings

* Virtual tutorial recording, 2018
* Screencasts
# Sylheti Language/Measurements and Quantities

Measurements and Quantities :
| To say | Say |
| Whole | Asta |
| Half | Adha |
| one third | Tin bagor ekh baag |
| Two third | Tin bagor dui baag |
| One quarter | sair bagor ekh baag |
| ___ quarter | sair bagor ___ baag |
| less | khom |
| more | beshi |
Weight :
| To say | Say |
| Kilogram/s | Khezi |
# Sylheti Language/Nouns
## Gender

There is no grammatical gender for Sylheti nouns. Easy!

## Number

Sylheti nouns can be singular and plural.
The singular noun is the default form.
The noun is made plural by adding one of the following two suffixes (endings).

### 1. Plural suffix (ending) -okhol

Observe the following examples.
| Singular | Plural |
| kholom pen | kholom okhol pens |
| boi book | boi okhol books |
| goru cow | goru okhol cows |
As you can see, the plural ending -okhol can be applied to inanimate objects (pen, book, etc.), animals (cow) but rarely human beings (boy). When applied to nouns depicting human beings, it conveys a sense of inanimate thing-ness or even disrespect for them.
# Sylheti language/Animals

Animal: heman
Tiger : baag
Elephant: atti
Dog: kutta (male)/ kutti (female)
Cat: Bilai
Squirrel: khota(sylheti)
Ant: fifra
Snail: hamook
Mouse/rat/guinea pig/hamster: Undur
Bird: faki/forinda
Duck: aash
Goat: sagol/sag (male) / sagi/sagli (female)
Castrated goat: khoshi
Sheep: bera (male) / beri (female)
Cow: goru
Frog: beng
Bear: balluk
Monkey: bandor
Lion: hingho
Crab: khakhra
Wolf: hial
Turtle: khasim
Chicken: murug (male) / murgi (female)

## Fish

Fish: maas
Hilsa: ilish maas
Rohu: rou maas
Climbing perch: khoi maas
Wallago attu: gual maas