OpenLLM-France/wikimedia huggingface dataset:
# Mere Christianity (CBL)/Week 5
## Assignments

* Read pg. 55-80
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Study for the Book III Quiz in two weeks
* Check scores from last unit quiz (optional but highly recommended!)

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Essay

Over the past four weeks, you have worked on discerning a topic for your final essay. You should start writing your rough draft now. Even though it's a rough draft, you should make the best effort possible. When you are finished, have someone review your essay and incorporate their suggestions into a working copy.

## Questions

After reading pages 55-80 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* What is the purpose of moral rules?
* What are the three parts of morality?
* Why can't humanity realize a moral state?
* What are the cardinal virtues?
* What does the New Testament show in terms of how a Christian society should act?
* What problem do we face when implementing social morality?
* What two things are involved in a moral choice?
* What is the only thing morality is concerned with?
* Why is chastity so unpopular?
* What is the core problem in relation to sexual morality?

## Quiz

The quiz on this unit will open in two weeks. It will consist of 25 free response questions similar to the weekly questions. Any material from Book III is fair game and you should begin studying now to maximize your score. Each question is worth 1 point and will be graded based upon completeness and comprehension.
# Mere Christianity (CBL)/Week 1/Essay

The final for this course is a Literary Response Essay of between three to five pages. You will select a theme from one of the four books of Mere Christianity and write a well developed composition analyzing that theme. There is no specific mandated formatting style, but formatting should be consistent throughout your essay and it must be typed in a legible font.
You do not need to bring in outside sources, but if you should decide to do so, you must cite the sources and add a properly formatted references/works cited/bibliography page to the end of your essay. For quotes from the book, the page number in parentheses is an acceptable form of citation.
Use the first several weeks to come up with a solid theme, then start writing your paper. Your classmates and instructor are resources when seeking assistance, and there are also links to writing guides on the main course page. Submissions will be accepted starting in Week 7 and continuing through the last day of Week 10. No paper will be accepted for credit before or after this time frame. Papers submitted during Week 7 and 8 will be returned with feedback during Week 9. Students will then be able to
On Moodle, an assignment for this paper will open in Week 7, and you will then be able to upload your essay. Once it is uploaded in a .doc, .rtf, or .odt format; it is considered submitted.
This assignment is worth one third of the grade in this class. No credit can be given for essays turned in after the last day of class, making it imperative that the assignment be turned in prior to that cutoff. If Moodle is not working, email the essay as an attachment to the instructor prior to the cutoff.
# Mere Christianity (CBL)/Week 3
## Assignments

* Read pg. 29-36
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Study for the Book II Quiz next week
* Check scores from last unit quiz (optional but highly recommended!)

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Essay

For the first half of this course, you should concentrate on deciding the topic you will write about. If you have an idea already, go ahead and start writing your initial rough draft. Make certain that the topic you select is sufficiently broad to write about and worthy of analysis.

## Questions

After reading pages 29-36 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* What do Christians not need to believe?
* What is the first big division of Christianity?
* What is the second big division of Christianity?
* What is Pantheism? How does it differ from Christianity?
* What's wrong with asking for a simple religion?
* Why is reality odd?
* What's Dualism? What errors does it face?
* What must you have before something can be considered bad?
* What problem does the Bad Power face?
* What does the author refer to the world and as Christianity as on page 36?

## Quiz

The quiz on this unit will open next week. It will consist of 25 free response questions similar to the weekly questions. Any material from Book II is fair game and you should begin studying now to maximize your score. Each question is worth 1 point and will be graded based upon completeness and comprehension.
# Computer-aided design/Basics

Part of Engineering and Technology; Mechanical Engineering; Production and Design Engineering

## Course Aim

Understand the basic principles and techniques used in computer aided design and manufacture process.
Learn how to use available CAD/CAE tools.
Finishing the course students should have hands-on experience with 3D modeling and design using available CAD/CAE tools.

## Course Description

Course develops students' competence and self-confidence as design engineers. Emphasis is on the creative design process.
Course covers design stages:
* Design
* Analysis
* Rapid prototyping
* Visualization and presentation
* Planning and Manufacturing

## Lessons

* CAD Basics and Principles
* CAD - History, Present and Future.
* Principles of CAD and Terminology
* CAD Objects
* CAD Software - simplified 2D CAD
* CAD Software - advanced
* CAD Practical Lessons
* Drawing in 2D
* 3D Modeling
* Engineering drawings
* CAE, CAM and PLM Practical Lessons
* Design Analysis
These pages are under construction. Please comment on course structure and other general topics in discussion.

## Comments on course structure:

Students should first get acquainted with terminology and basic principles behind 3D modeling and analysis. They should also know major software tools, and industry leaders. Each lesson should have some deliverables (for example parametric equation, short recherches or HTML page). 2D and 3D modeling should cover some typical tasks from "draw 3 concentric circles", "draw 2D gear scheme", "model dice in 3D" to "create several parts and assembly". Here we should make "forks" for several CAD. For example AutoCAD trail should contain steps needed to finish all tasks. There should be another trails like ProEngineer, Solidworks ... That is "How to model dice in AutoCAD", "How to model dice in Solidworks" and so on.

## See Also

* Introduction to Computer Aided Drafting more oriented to architects.
* Introduction to CAD
# Computer-aided design/Practical lessons

Part of:
* Engineering and Technology
* Mechanical Engineering; Production and Design Engineering
* Computer Aided Design Course

## Practical Lessons Introduction

Practical lessons are based on commented examples.
In the end you should be able to create 3D models efficiently.
Idea is to provide instructions for the same tasks and examples for variety of available CAD programs, so that you can follow "AutoCAD trail", or PowerSHAPE, Inventor, Sketchup ... trails.
Each trail has:
* Introduction to CAD program principles (GUI, coordinate system ...)
* 2D drawing part
* 3D modeling part

## You will need

You will need CAD. You may have one, but more probably you need one. CAD software is expensive and open source CAD are not widely used, yet (hopefully it will change in the future). However there are free or educational versions that are usually limited either in functionality, or are available for limited time period.
As in 2007 there are available free or educational versions for:
* AutoDesk AutoCAD - students.autodesk.com
* Delcam PowerSHAPE - delcam.com
* Google Sketchup - sketchup.google.com
* Computer Aided Design Course
# Computer-aided design/BIM

Building information modeling (BIM) is a process supported by various tools, technologies and contracts involving the generation and management of digital representations of physical and functional characteristics of places.

## Course Aim

Learn the basics to understand the BIM concept.

## Lessons

* BIM definition.
* BIM VS CAD.
* BIM applications.
# Computer-aided design/Engineering drawings
## Engineering drawings

* w: Engineering_drawing
* w: Orthographic projection
* Dimensioning & tolerancing
* Introduction to engineering drawings
# Conservation Entrepreneurship/Course Policies

Grading
* Business plan summary (written and presentation): 50%
* Preparation and participation in discussions: 50%
University Policies
The University of Florida Honor Code, signed by all students upon registration, states: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. “In adopting this Honor Code, the students of the University of Florida recognize that academic honesty and integrity are fundamental values of the University community. Students who enroll at the University commit to holding themselves and their peers to the high standard of honor required by the Honor Code. Any individual who becomes aware of a violation of the Honor Code is bound by honor to take corrective action.” (Student Handbook). In this course, students are expected and encouraged to work together. Plagiarism of written sources without proper citation is of course forbidden.
Students with disabilities are entitled to classroom accommodation. Please register with the Dean of Students Office in Peabody hall, who will provide documentation that the student will then provide to the Instructor when requesting accommodation.
The University of Florida has excellent counseling services available on campus for students having personal problems or needing help in defining career and academic goals pursuant to good academic performance. These resources include:
* University Counseling Center, 301 Peabody Hall, 392-1575, personal and career counseling
* Student Mental Health, Student Health Care Center, 392-1171, personal counseling
* Sexual Assault Recovery Services (SARS), Student Health Care Center, 392-1161, sexual counseling
* Career Resources Center, Reitz Union, 392-1601, career development assistance and counseling
Software Use: All faculty, staff and students of the University are required to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate.
# Conservation Entrepreneurship/Branding

The Edelman Trust Survey assesses how much people trust a wide range of institutions.
# Conservation Entrepreneurship/Business Plans

Business Plans are key documents for any enterprise. In this course, the main project will be to work in groups to produce a Business Plan for a conservation-oriented enterprise.

### Business Plan Outline

* Value Proposition
** what is the product? need? opportunity?
** who is the customer?
** benefit to conservation
* Market and Competition
* Product
** Pricing
** Manufacture
** Distribution
** Marketing
* Organization and Management
* Partnerships and stakeholders
* Financials

### The rubric for evaluating the course project business plans

* Does this project have the potential for significant conservation impact?
* Does it have potential for scaling up or replication in order to leverage its conservation impact?
* Will this project be financially self-sustaining after the initial investment being requested?
* Is the project feasible? Have potential risks been adequately identified and addressed?
* Is the marketing strategy adequate?
* Is the management structure adequate?
* Conclusion: Have the proponents justified the financial investment that is being requested? Would you support this project by recommending it to others, partnering with your organization, etc?
In the 2005 and 2006 versions of this course, our group projects competed in and won the best business plan in the UF business school's social enterprise business plan competition. See article
As a course introduction, we will look at some business plans. Several examples will be made available in class, or you may find examples of business plans in the UF Library (Library West reference collection) or online, e.g.: .

### examples of business plans, executive summaries, etc. :

- http://sbinfocanada.about.com/od/businessplans/a/execsumexample.htm
- http://articles.bplans.com/writing-a-business-plan/writing-an-executive-summary
executive summary- defined: - http://oregonstate.edu/dept/eli/buswrite/Executive_Summary.html

## Assignment one

Assignment ONE is for each student to review 2-3 business plans and write a 2 paragraph article about 1 of them. Let's create a new page for this, called Examples. Your article should give a full citation of the business plan, 1 paragraph description and 1 paragraph of your reaction/observation to the business plan (what caught your attention). Be brief and to the point -- remember you are writing 1/8th of the article.

## Assignment three

Assignment THREE is to post an idea for a social enterprise that you are interested in. This is just a very preliminary brainstorm. It could be a new enterprise, or a new direction for an existing organization. Let's create a new page for this, called Ideas. Again it should be brief, but do explain why this idea is of interest to you. Be creative, this is just a brainstorm.
# Conservation Entrepreneurship/Case Studies

* Kayapo ~ Read by BP, with discussants M&M and E
* Vegetable leather ~ Read by E, with discussants M&M and R
* Xapuri ~ Read by M&M, with discussants BP and T
* Pronatus ~ Read by T, with discussants BP and R
* Precious woods ~ Read by R, with discussants T and E
# Conservation Entrepreneurship/Class Outlines and Readings

Class 1 January 7
* Introduce concept of shared vision
* Introductions
* How this course came about and where I'm coming from
* Introduce Senge's 5 Disciplines, Covey's 7 habits, Drucker's concept of the knowledge worker
* Course goals and expectations
Class 2 January 14
* Assignment: review business plans, summarize one on wikiversity, present a business venture idea of your own, identify and present on wikiversity one social entrepreneur
* Non-profits vs. for-profits
* Greening business (present and discuss various handouts)
Class 3 January 21
* Reed Dees et al Chapters 1 and 3
* Because of student turnover prior to this class, redo introductions and review classes 1 and 2
* Brand value
* Value proposition; product vs. commodity
* Corporate Social Responsibility
* Triple Bottom Line
Class 4 January 28
* Read Drucker Chapter 12, Entrepreneurial Strategy
* Deja Shoes and Perez Companc case studies
pp. 13-52.
* Read Dees, et al. Chapter 8
* Discuss competencies of the 3 Gainesville social entrepreneurs
* Discuss course project, how we want to work together, and topics / schedule for remainder of semester
* Read Dees, et al. Chapter 10
* Discuss Business Plans
Assignment for this week: Please go to http://en.wikiversity.org/wiki/Conservation_Entrepreneurship/Local_Initiatives and look under "comments and evaluation". There are 7 headings. Under each heading I would like 2 entries for each business. That is,
under value proposition, there would be 2 entries for Volta, 2 for Indigo, 2 for Alternatives. Same for customers, same for
competitors, etc.
This would be a total of 42 entries: 7 topics x 3 businesses x 2
different student perspectives. I suggest that each class member make
7 entries. That could be any combination of headings and businesses,
first come, first served -- just don't everybody answer the same
headings for the same businesses.
# JCL

Welcome to the learning project on JCL!
The following is a suggested list of headings for a learning project. For more information, please read the directions. Please organise the page as you see fit.

## Learning Project Summary

* Project code:
* Suggested Prerequisites:
* Time investment:
* Assessment suggestions:
* Portal:(List main portal/s here)
* School:(List main school/s here)
* Department:
* Stream
* Level:

## Content summary

Describe this learning project in a sentence or two.

## Goals

This learning project aims to...

## Contents
### Learning materials

Add learning materials here. See also the box below.

### Readings and other resources

Each project/lesson/activity may have a suggested reading selection. For example:
* Wikipedia article:
* Wikibooks textbook:
* Etc.

### Lessons

* Lesson 1: ...
* Lesson 2: ...

### Activities

* Activity 1
* Etc.

### Tests and Quizzes

* Quiz 1
* Quiz 2
* Test 1
* Etc.

## Subpages

Subpages can be created - using the syntax '[[/concepts/]]' (for concepts involved in this learning project & without the quotes).

## Active participants

Active participants in this Learning Group
* Learning materials
* Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) and start writing!
* You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.
[[Category:]] <--please include subject name. By default, this page is included in the category with the same name as this page.
# J (programming language)/Annotations

These notes pertain to version j701 (both the installation and the J Primer retrieved for that version).

## Tacit Definition

On the page describing Tacit Definition (i.e., ~addons/docs/help/primer/tacit_definition.htm), the author shifts gears. Previously in the book, the terms "x" and "y" are used for the left and right arguments, respectively.
In the first paragraph on this page, however, "x." and "y." are used instead. In prior versions of the language, "x." and "y." are used. In j701, however, the "." has been dropped by default. When reading the book, then, one needs to remember to omit the ".".
Alternatively, one can tell the interpreter to permit the archaic usage of permitting the "." in the argument names. To do this, you need to use a foreign conjunction. Specifically, we will use the Global Parameters foreign conjunction:

## Explicit-to-tacit translator

In j701, there are 2 GUI environments: (1) JHS and (2) JGTK. The first one, JHS, is accessible from within a web browser. The second one, JGTK, is a "windowed terminal." Neither have an interface option for changing the display characteristics...
So, when the passage instructs you to "Use the Edit|Configure to select Linear Display," we must, again, rely on a foreign conjunction. This time it is the Representation set of foreign conjunctions. The same holds true for the instruction, "Use the Edit|Configure to select the Box Display:
# JISC OER Programme

Joint Information Systems Committee (JISC) supports United Kingdom post-16 and higher education and research by providing leadership in the use of ICT (Information and Communications Technology) in support of learning, teaching, research and administration. JISC is funded by all of the UK post-16 and higher education funding councils.

## Phase 1

From 30 April 2009 to 30 April 2010
* Phase 1

### Newspaper coverage

* Any student, any subject, anywhere, The Guardian, 10 November 2011
* Online education grows apace, The Telegraph, 25 November 2011

## Phase 2

From 31 August 2010 to 31 August 2011
* Phase 2
# J (programming language)

This is a placeholder for Portal:Engineering and Technology → School:Computer Science → Topic:Computer Programming → Topic:J
Welcome to the J programming language. This course is for those who are interested in learning the J computer programming language.

## Course Description

This course is intended as a supplement to the primary tools which are provided by Jsoftware. It begins as annotations to existing study materials...

## Prerequisites

Prerequisites for this course are (1) Enthusiasm, (2) Patience, and (3) Tools. For (1) and (2), you are on your own.
For tools, you may obtain them from the Jsoftware download.

## Lessons

* Annotations

## Resources
### Websites

* Jsoftware
# How far do you think personalization of AI assistants to align with a user's tastes and preferences should go?

Use these indicators to tag your arguments by copy and pasting them from here. Please use proper indentations for Objections
* Pro Argument in favor of the position
* ConArgument against the position
** Objection Objection to the argument.
*** Objection Objection to the objection.
** Con
And note that the Argument for one position, is usually an Argument against another position. You do not need to duplicate your arguments, just add it once in the relevant section.

## Position: AI assistants should be highly personalized to align with a user's tastes and preferences.

Relevant details, definitions and assumptions regarding the first possibility.
* Pro User gets information that is more relevant and useful
* Pro Helps individuals and organizations reach relevant audiences
* Pro Fosters more diverse content & perspectives
* Pro Keeps users engaged
** Objection Makes it harder to communicate those perspectives - Larry
* Con Creates echo chambers
* Con Can lead to predatory targeted advertising that is detrimental to a user or society
* Con Impedes our shared understanding reality - Larry
* Con Can lead to addiction

## Position: No, AI assistants should be not be highly personalized to align with a user's tastes and preferences

* Pro If a user's taste / preferences are toxic, AI should not further lead them down that path
** Objection Who determines what constitutes a "toxic" taste/preference?
* Con Argument against the second possibility.

## Position: AI assistants should only be highly personalized to align with a user's tastes and preferences if the PII is stored locally on the user's computer

* Pro: A centralized database of detailed psychological data on people is too much of a security risk.
** Objection That's basically what most people's phones are already.
* Con Argument against the second possibility.