OpenLLM-France/wikimedia huggingface dataset:
# Learning by failing

Learning by failing is both a discipline and a philosophy of learning from ones own mistakes and failures. People who follow this system of learning believe that failure must be experienced personally to benefit fully from learning, and that influences, such as studying other people's failures, have a long lasting adverse effect on the ability to learn. One concern is that influences can lead to making uninformed assumptions and decisions. As such, learning by failing encourages doing things yourself.
The basic principals or philosophy of learning by failing are:
* Failing is not bad, it is an opportunity for personal growth and learning.
* Learning cannot begin until you fail.
* Learning cannot begin until you learn to fail.
* Failing first teaches you what you don't know and then helps you learn.
* Anything that has been done was once considered impossible because of failing.

## Quotes to learn by

* I have not failed. I've just found 10,000 ways that won't work. --Thomas Edison
* There is no failure except in no longer trying. --Elbert Hubbard
* Try again. Fail again. Fail better. --Samuel Beckett
* Failure is only the opportunity to begin again more intelligently. --Henry Ford
* A failure is a man who has blundered, but is not able to cash in the experience. --Elbert Hubbard
* Supposing you have tried and failed again and again. You may have a fresh start any moment you choose, for this thing we call "failure" is not the falling down, but the staying down. --Mary Pickford
* There is no failure. Only feedback. --Robert Allen
* Nothing fails like success because we don't learn from it. We learn only from failure. --Kenneth Boudling
* It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all. --Edward de Bono
* Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes. --John Dewey
* Anyone who has never made a mistake has never tried anything new. --Albert Einstein
* The person interested in success has to learn to view failure as a healthy, inevitable part of the process. -- Dr. Joyce Brothers

## Related topics

* Unschooling

## Suggested readings

* Failing Forward: Turning Mistakes into Stepping Stones for Success, a book by John C. Maxwell

## Related resources

* The Hindu: Learning from failure
* Think For A Change: Failure Is About Learning...And Learning Is About Failure
* Paula Scher on Failure | Psychology Today Blogs
* Servant of Chaos: The Fail First Strategy
* How to Fail At Practically Anything - Stepcase Lifehack
* Failing well
* Accident analysis
# Learning civility

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Feel free to read and discuss.

## Readings
### Civility in life

* Are you an asshole? - Take the ARSE, an asshole self-rating exam
* Bad is stronger than good: Why good bosses eliminate the negative first (Bob Sutton, Sep 12, 2010)
* Responding to hostile emails from high conflict personalities (Psychology Today, Dec 2, 2010)

### Civility on the internet

* Someone is wrong on the internet (xkcd, Duty Calls)
* Is Internet Civility an Oxymoron? (The Wall Street Journal)

### Civility in wiki

* Wikiversity:Civility
* Wikipedia:Civility
* Category:User essays on civility
* Wikiversity studies: Learning from conflict and incivility
* Etiquette - Wikiversity:Etiquette
* Wikiversity:Respect people
* Wikiversity Course on Virtues: Civility

### Quotes

* "Civility costs nothing and buys everything." Lady Mary Wortley Montagu, 1689–1766
* "Judge man’s civility not by his compassion for his friends, but by his compassion for his enemies." - The Da Vinci Code, 2003
* "Civility: freedom from barbarity, kindness, politeness" (Samuel Johnston)
# Living Wisely/Does Seeking Real Good Transcend Metamodernism?

—Escaping ideology
Do I have the audacity, naivety, and indiscretion to suggest that seeking real good transcends Metamodernism? he asks with sincere irony.
I enjoyed reading Brendan Graham Dempsey’s book Metamodernism: Or, The Cultural Logic of Cultural Logics. It is a satisfying meta-tation on the evolution of ideologies. I am thrilled to learn that postmodernism is negated by its own negation and metamodernism is emerging from the void.
But Metamodernism is still a methodology, ideology, and formula. What if I get it wrong or skip a step? Seeking real good is ongoing; we continue to explore, learn, and improve. We continue to investigate all that is real, increasing our knowledge and refining our techniques. For now, we seek true beliefs, question how we know, and often think scientifically as we work to solve problems.
We continue our search for the good. Well-being, flourishing, and human dignity are promising waypoints on our journey. The materials are freely shared worldwide in a wiki inviting participation and continuous improvements.
Transcend ideology; seek real good.
# PlanetPhysics/Elementary Function

An elementary function is a real function (of one variable) that can be constructed by a finite number of elementary operations (addition, subtraction, multiplication and division) and compositions from constant functions, the identity function ($x\mapsto x$), algebraic functions, exponential functions, logarithm functions, trigonometric functions and cyclometric functions.
Examples
* Consequently, the polynomial functions, the absolute value\, $|x|={\sqrt {x^{2}}}$,\, the triangular-wave function\, $\arcsin(\sin {x})$, the power function\, $x^{\pi }=e^{\pi \ln {x}}$\, and the function\, $x^{x}=e^{x\ln {x}}$\, are elementary functions (N.B., the real power functions entail that\, $x>0$).
* $\zeta (x):=\sum _{n=1}^{\infty }{\frac {1}{n^{x}}}$\, and\, $\operatorname {Li} {x}:=\int _{2}^{x}{\frac {dt}{\ln {t}}}$\, are not elementary functions --- it may be shown that they can not be expressed is such a way which is required in the definition.
# PlanetPhysics/Electron Microscope

An electron microscope (EM) is a fairly large and expensive scientific instrument that employs high voltage to accelerate an electron beam, and also utilizes magnetic fields in order to form a tightly focused beam of accelerated electrons that are then illuminating an area of a specimen placed at the electron beam focus in order to create a million times magnified image of the selected specimen area. The resolution of the electron microscope is therefore determined by both the associated wavelength of the accelerated electrons and by the properties of the specimen, such as its thickness and electron density. The electron microscope uses electrostatic and electromagnetic ``lenses" to control the electron beam and focus it to form an image. The electron beam is first diffracted by the specimen, and then, the electron microscope ``lenses" re-focus the beam into a Fourier-transformed image of the diffraction pattern for the selected area of investigation. The real image thus formed is `magnified' image by a factor of several million, and can be then recorded on a special photographic plate, or viewed on a detecting screen. Its advantages over X-ray crystallography are that the specimen need not be a single crystal or even a polycrystalline powder, and also that the Fourier transform reconstruction of the object's magnified structure occurs physically and thus avoids the phase problem faced by the X-ray crystalographers after obatining the X-ray diffraction patterns of a single crystal or polycristalline powder. Its disadvantage is the need for extremely thin sections of the specimens, typically less than 10 nanometers. For biological specimens it also requires sample fixation treatments and special `staining' with heavy atom labels to achieve the required contrast.
# PlanetPhysics/Enriched Category Theory
## Enriched Category Theory

This is a new, contributed topic on enrichments of category theory, including a weak Yoneda lemma, functor categories, 2-categories and representable V-functors.

### Monoidal Categories

$2-category$ VCAT for a monoidal V category $2-functors$, such as $F:VCAT\to CAT$
Tensor products and duality Closed and bi-closed bimonoidal categories
Representable V functors Extraordinary V naturality and the V naturality of the canonical maps

### Universe enlargement $V\to enV$ : consider $[A,B]$ as an enV category

The isomorphism $[A\times [B,C]]\cong [A,[B,C]]$

### Indexed limits and colimits

Indexing types; limits and colimits; Yoneda isomorphisms
Preservation of limits and colimits

### Limits in functor categories: double limits and iterated limits

The connection with classical conical limits when $V=Set$

### Kan extensions

The definition of Kan extensions: their expressibility by limits and colimits

### Functor categories, small Projective Limits and Morita Equivalence

more to come
# PlanetPhysics/Entropy
### Introduction

Entropy has a long and rich histroy in physics and was developed by many scientists over the years including Clausius, Maxwell, Boltzmann, Planck, Gibbs, Pauling and more recently Shannon and Hawking.\, The applications of entropy are far and wide ranging from engines to black holes.\, The concept of entropy was introduced by the German R. J. E. Clausius in 1854.

### Definition

The classical definition of entropy relates the differential change of entropy to the differential change in heat at a given temperature during a {\mathbf reversible process}:
   $dS:={\frac {dQ_{rev}}{T}};\quad S=\int {\frac {dQ_{rev}}{T}}$
The belief that entropy is a measure of the disorder of the system is a misconception.

### Examples

Entropy, this entry is world editable, so feel free to contribute. Note please be courteous and document your changes with comments and discuss through posting.
# Obstetrics and Gynecology/Premature Ovarian Failure

Premature Ovarian Failure is the pathological cessation of ovarian function before the age of 40.

## Epidemiology

Incidence
* 1 in 10,000 women by age 20
* 1 in 1,000 women by age 30
* 1 in 100 women by age 40
Risk Factors
* Genetic Inheritance
* High Level of Education
* Low Parity
* Family history and/or past medical history of galactosemia and/or neurofibromatosis
Resulting Problems
* Infertility
* Osteoporosis
Associated Conditions
* Hashimoto's Thyroiditis
* Heart Disease
* Addison's Disease
* Hypoparathyroidism
* Diabetes Mellitus

## Etiology and Pathogenesis

In a lot of cases the etiology is unknown. Known causes of premature ovarian failure include:
* Inhibin α-subunit gene has been suggested to play a role due to its role in the negative feedback control of Follicular Stimulating Hormone (FSH)
* An autoimmune response (Schmidt's syndrome) has also been implicated, explaining the associated conditions
* Genetic disorders such as Turner's syndrome and Fragile X syndrome
* Resistance of gonadotrophin by ovarian gonadotrophin receptors
* RNA Paramyxovirus infection
* Galactosaemia
* Neurofibromatosis
* Chemotherapy and radiotherapy
* Bilateral ovarian surgery
The pathogenesis of premature ovarian failure is very easy to understand. It comes in two forms, no matter what the etiology:
* The ovaries have no remaining ova
* No response to FSH due to FSH antibodies

## Clinical Features
### History

Symptoms may include:
* Secondary Amenorrhoea or oligomenorrhoea
* Palpitations
* Heat intolerance
* Flushes
* Night sweats
* Irritability
* Anxiety
* Depression
* Sleep disturbance
* Decreased libido
* Hair coarseness
* Vaginal dryness
* Fatigue

### Examination

There is nothing of note in the Gynecological examination so a general examination should be performed and should be particularly geared towards discrepancies in other systems

### Investigations and Diagnosis

Diagnosis is confirmed with an FSH level of a value greater than 20IU/L and an E$_2$ level of a value less than 50pmol/L. Other tests that can be performed include:
* Karyotyping in those patients under 30
* Thyroid function - TSH and T$_4$
* Parathyroid function - Ca and phosphate
* Adrenal function - Cortisol

## Prognosis and Management

Because ovarian failure can be intermittent in nature, infertility is not always complete and permanent. However, the likelihood of conception without oocyte donation is very slim. Management must depend on whether the woman wants to conceive a child. Hormone replacement therapy is the desired treatment for those patients who wish to start or continue a family. In those patients who have completed a family or have no desire for children, the combined contraceptive pill is the most appropriate method of treatment.
# Obstetrics and Gynecology/Vulval Itch
## Differential Diagnosis

Local causes
* Dystrophy
* Allergy
* Carcinoma
* Infection
Systemic Causes
* Diabetes mellitus
* Psoriasis
* Eczema

## Diagnosis

The diagnosis of menorrhagia is made using the following clinical skills:
* Gynecological History Taking
* Gynecological Examination
* Gynecological Investigations
# Obstetrics and Gynecology/Postcoital Bleeding

Postcoital Bleeding is bleeding after intercourse. It almost always originates from the cervix or the vagina.

## Differential Diagnosis

Cervical Causes:
* Cervical Carcinoma
* Cervicitis
* Cervical Ectropion
* Cervical Polyps
Vaginal Causes
* Vaginal Carcinoma
* Vaginitis

## Diagnosis

The diagnosis of postcoital bleeding is made using the following clinical skills:
* Gynecological History Taking
* Gynecological Examination
* Gynecological Investigations
# Preventive Medicine and Public Health

Welcome to the Wikiversity Department of Epidemiology and Biostatistics, part of the Basic Sciences Division of the School of Medicine.
The Department of Epidemiology and Biostatistics is a content development project for Wikiversity. Participants collaborate to develop learning resources for physiology.

## Students

Take a look at the Epidemiology Wikibook. If you have questions or want to suggest additional areas of study, add your ideas below:
# Primary English 1

<<Back to English Language Welcome to the Primary English 1 course.

## Introduction

The Primary English 1 course is aimed at 5-12 year old children who can read and write English at a very basic level.

## Units

Here is a list of units you will look at:
* Tenses
* Should, Would and Could
* Question Words
* Writing Stories
* Pronouns
* Story Elements

## Teachers

* Atcovi (Talk - Contribs) 23:31, 28 October 2015 (UTC)

## To Do

If anyone can help create this course, it would be greatly appreciated. This course should be a basis for young English-speakers, as currently there is not an available course for the very young. Here is a list of objectives that need to be completed for Primary English 1, if you are willing to help:
* Completion of units
* Review, e.g. is the material suitable for its purpose?
* Completion of PDF/teacher's version
# Primary STEM resources

This page is a list of free (as in no payment required) resources for teaching STEM topics at the primary level (ages 5-11). Some may be under non-free licences.

## Science
### Science Net Links

Free lessons from the American Academic for the Advancement of Science. Also has secondary level resources. http://sciencenetlinks.com/lessons/

### NASA

Public domain educational resources from NASA. https://www.nasa.gov/education/resources

### CK-12 science (grades 1-5)

Textbooks with questions for grades 1-5: https://www.ck12.org/elementary-science/

## Technology
### CS Unplugged

Computer-free computer science activities designed for primary school students from Google and Microsoft. https://csunplugged.org/ CC-by-SA-4.0

## Engineering
### Hacking STEM Library

Upper primary (middle school) library of activities from Microsoft Education. https://www.microsoft.com/en-us/education/education-workshop/activity-library.aspx

## Mathematics
### CEMC

Free booklets to assist mathematics teachers of Grades 4, 5, 6 from the University of Waterloo. http://www.cemc.uwaterloo.ca/resources/invitations-to-math.html

### NRICH - enriching mathematics

Activities for enriching maths learning by the University of Cambridge. https://nrich.maths.org/
Also has resources for the pre-school and secondary school students.

### mep - Mathematics Enhancement Programme

Complete mathematics curriculum for primary aged children. http://www.cimt.org.uk/projects/mepres/primary/index.htm
# Primary English 1/Tenses

<<Back to Primary English 1

## 1 What are TENSES?

Tenses show when something happens. For example:
Yesterday, Maria lost her book.
At the moment, Maria likes her book a lot.
Maria will look for her book tomorrow.

## 2 The PAST Tense

The first sentence happened yesterday. When we talk about things that have already happened, we use the PAST tense. All of these sentences are also in the past tense:
I learned my spellings last week.
I did do my homework!
I was walking to school, when the bell rang.
There are lots of ways to make the past tense. These can be using "did" or "has".

## 3 The PRESENT Tense

The PRESENT tense shows things that are happening now, or things that you usually do. All of these sentences are in the present tense:
I am running to school.
I like eating chocolate.
I usually wake up at ten o'clock!
There are two easy ways of making the present tense. The first way is to say you do something, for example "I eat", "you jump" and "she has fun". The second way is to say you are doing something. You can do this by adding -ing to the end of an action. For example "I am eating", "you are jumping" and "she is having fun".
# Primary Science Experiments/Melting ice cube experiment

See how fast ice cubes melt in hot and cold water! This experiment is intended for pre-k students and is appropriate for ages of 3-5.

## Materials

* Two glass cups
* Hot and cold water
* Two ice cubes
* stopwatch (optional)

## Form a hypothesis

Will an ice cube melt faster in hot water or cold water?

## Experiment

Get two clear glasses of the same size. Fill one glass halfway up with cold water. Fill the second one half way up with hot or boiling water.
Drop an ice cube in each glass. Optional: Start a timer.
Watch the ice cubes melt. If you are using a timer, write down the time at which the ice cube in each glass melts.

## Replication

Optional: Repeat the experiment. Each time you run the experiment, this is called a "trial."

## Results

Which ice cube melted faster? Was your hypothesis correct?
If you did multiple trials, were your results exactly the same?
# Science Fiction Challenge/Singularity

They sat around the fire. It was a quite night. The wind was blowing. Rain drops were making a cacophony of sound falling on the roof. Everyone was comfortable and with smiles on their each and every face.
Come.
They went into the room next door. It felt a bit sterile, but yet oddly cozy.
The chamber was setup on the table. A glass looking bubble hooked to the white granite looking top.
The seed was pressed into the soil, doused with water in a sloppy fashion, and put under the glass-like bubble-like container.
It started to glow a bit and make an odd, but sort of nice sound. A series of sounds actually. They all flowed together in an odd harmony.
A little green speck started to come up out of the soil. It elongated, and stretched. Grew leaves, and flowered, and dropped a seed. Then it wilted and died. A moment later the new seed did it again...
It was rather novel, and the flower was rather pleasing to the senses.
He took a stick like device from his shirt and swiftly ran it along the floor to cut it open. They all hopped through.
# Science Grade 9/Characteristics of 21st Century Education

Characteristics of 21st Century Education
1. Authentic, Active and Engaging: overarching narratives for context; interdisciplinary, real-world issues, examples and applications that are meaningful to youth; creation/production opportunities; broadly cooperative and collaborative (class, school, community, world)
2. Differentiated and Increasingly Self-directed: combination of online, teacher-led and cooperative/collaborative learning (including networking with students and adults around the world); Project-Based Learning with flexible groupings; deep explorations (Informal Learning); Choice (topic, approach to learning, performance, assessment); Service Learning
3. Technologically Sophisticated: rich use of all forms of knowledge creation, acquisition, management, transformation, communication (oral, physical, text, images, audio, video, blogs, forums, RSS feeds, Nings, simulations, virtual reality)
4. Feeds the Spirit, Develops the Character and Expands the Mind and Heart: providing an attractive, diverse, rich, socially positive and inclusive environment; discovering, affirming and developing students’ personal gifts, talents and interests; inspiring to develop transcendent human qualities through artistry and other creative expression, symbolism, ceremony, and opportunities for leadership and for making a difference to others
5. Systematic and Collaborative: PLC curricular teams at school, district and provincial levels; Assessment for Learning at all levels; Pyramids of Intervention at department and school levels; Province-wide course wikis with differentiated lessons, assignments, assessments and interventions
6. Learner centered: Shift from teaching and instruction to learning and understanding. The "sage on the stage" that characterized 20th Century Education has been replaced by the "guide on the side". Such a guide or facilitator uses data-driven decision-making when determining instructional decisions to engage, empower and direct the learner for greater ownership and understanding.
* Focus on personalized learning vs. Focus on compliance in group settings
* Engagement vs. attendance/non-attendance
* Inspiration and increasing self-direction vs. passivity
* Cooperation/collaboration vs. competition
* Meaning and context vs. disconnected tasks/facts
* Diversity, differentiation, and inclusivity vs. uniformity and narrow scope
# Science Grade 9/Earth and Space/Big Bang and the production and organization of matter

(a) Lesson Plans
(b) Labs/Activities
(c) Assessments
# Science Grade 9/Earth and Space/Big Bang and the production and organization of matter/Lesson Plans

Big Bang video (10 min)
# Science Grade 9/Earth and Space/Changes in the properties of matter (mass spectrometer and spectral analysis of stars)

(a) Lessons
(b) Labs/Activities
(c) Assessments
# Science Grade 9/Earth and Space/Formation and organization of simple molecules (Ionic Compounds)

(a) Lessons
(b) Labs/Activities
(c) Assessments
# Social education
## Overview

Social Education is an alternative to Public Education, it raises higher and higher recent years.

## Courses

Following are the courses we have:
* Lifelong Learning
* Homeschooling
* Unschooling
* Adult Education

## Related Wikibooks

* Distance Education
* eLearning
* Hybrid Format Courses
# Social capital

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Social capital is a term used to refer to the extent of positive, collective, socially-stored potential which can be drawn upon within a society. It is analogous to notions of economic capital.
   Social capital is poorly understood, loosely measured, and chronically undervalued. Current economic activities do not properly account for social capital, resulting in its unnecessary diminishment. - Conservation Economy
Lin (2001) defines social capital as resources embedded in a social structure that are accessed and/or mobilised in purposive actions.

## Search

Search for Social capital on Wikipedia.
Wikimedia Commons has media related to Social capital.
Search for Social capital on the following projects:
Wikisource
Wikinews
Wikiquote
Wiktionary
Wikibooks
Wikispecies
Lost on Wikiversity? Please help by choosing project boxes to classify this resource by:
subject
educational level
resource type :