OpenLLM-France/wikimedia huggingface dataset:
# Helping Give Away Psychological Science/Orientation Training

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
This orientation training site is a great overview for those learning to edit Wikipedia and Wikiversity.

## New to Wikipedia? Check out these links first!

* The Wikipedia Adventure: Highly recommended for complete newbies to Wikipedia! An interactive adventure to creating a Wikipedia account and editing Wikipedia.
* Psychological Assessment Beginners Guide: This is ideal for the intermediate editor, best consumed after completing the Wikipedia Adventure. It goes through more nuanced points about Wikipedia, such as guidelines for notability and neutrality.
* General Tutorial: This is great after you have completed the first two tutorials. It teaches more advanced stuff!

## Tutorial videos

* Tutorial videos: For the visual learners, this set of videos provides some advanced tips. Worth a watch!

## Advanced resources

* Five Pillars of Wikipedia (philosophical guidelines and best practices for Wikipedia editing)
* How to Edit a Page
* Wiki Markup Quick Reference (PDF version of printed handout)
* Article Development
* Your First Article (using the Article Wizard if you wish)
* Manual of Style
* Citation templates
* Infobox templates
* Bookshelf (additional "getting started" resources)
# Helping Give Away Psychological Science/Outreach

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
This is the landing page for all outreach projects for HGAPS.

## Subpages

Special:Prefixindex/Helping Give Away Psychological Science/Outreach/
# Helping Give Away Psychological Science/Outreach/Edit-a-thons

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
Here's a list of all the edit-a-thons we have ever done.

## Subpages

Special:Prefixindex/Helping Give Away Psychological Science/Outreach/Edit-a-thons/
# Helping Give Away Psychological Science/Outreach/1 in 5 Project

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
The 1 in 5 Project was founded by Rebecca Burton, a senior at the University of North Carolina at Chapel Hill, in an effort to reduce mental illness stigma and increase mental health awareness in high schools across North Carolina.

## Why 1 in 5?

The 1 in 5 Project is an advocacy project dedicated to raising mental health awareness, reducing the stigma surrounding mental health issues, and providing local resources to high school students. The name "1 in 5 Project" comes from the fact that approximately 1 in 5 youth in the United States suffer from a mental health disorder in a given year (Merikangas et al., 2010)
The project is designed to be a presentation given to high school students by college students. The 1 in 5 Project presentation first educates high school students on the two most prevalent types of mental health disorders in youth: anxiety and depression. Within these topics, the presenters break down anxiety into Generalized Anxiety Disorder, Social Anxiety, and Panic Disorder.
The second part of the presentation is designed to analyze the effect of social media and popular culture on mental health issues. Within this, the presenters discuss with students how popular social media platforms, such as Facebook, Twitter, Instagram, and Snapchat, lead to an increase in mental health issues in youth (Twenge et al., 2017).
The third part of the presentation focuses on what someone should do if they are facing mental health issues. Then, the presentation focuses on what someone should do if someone they know is dealing with mental health issues. The steps included in the section were created with the latest recommendations from scholars, therapists, and research.
The fourth part of the presentation focuses on different types of resources available to high school students. This section is broken down into two parts: National Resources and Local Resources. The 1 in 5 Project believes it is extremely important to work with guidance counselors to find local mental health resources for each school so that students have a range of options.
# Health Education Development/Health education session

Might this be an implementation of something in their plan, recorded for use online - embedded in their plans on Wikiversity or Books? Perhaps cite Melbourne Free University as a possible venue or example of implementation.
# Health Education Development/Identifying a health education need

Collect free content for this topic, in a range of media and formats for a range of comprehension, somewhat correlating with levels of Australian Qualification.
* Just a suggestion, to help people into their first assignment, and guide their decisions
* Reflective teaching and learning - SWOT analysis
* Writing a health education critical essay (or situation analysis)
# Health Education Development/Implementing a health education session

Collect free content for this topic, in a range of media and formats for a range of comprehension, somewhat correlating with levels of Australian Qualification.
* Looking at examples of previous sessions
* Notifying this unit of your intentions to run a session
* Documenting planning, implementation and reflections of the session
* Recording and publishing a session
# Health Education Development/Planning for health education and development

Collect free content for this topic, in a range of media and formats for a range of comprehension, somewhat correlating with levels of Australian Qualification.
* Just a suggestion, to help people into their first assignment, and guide their decisions
* Linking the plan to the needs
* Integrating planned practice with theory and evidence
* Writing a health education plan
# Health Education Development/Intended learning outcomes

The assignments are used to assess the following Intended Learning Outcomes in this subject.

### Plan and conduct a session which facilitates learning for a chosen community using relevant health education and cooperative learning theoretical frameworks and practices

Enabling Outcomes:
* Identify relevant health education philosophies and principles;
* Demonstrate familiarity with, and critically analyse, models of behaviour change applicable to health education and health promotion planning;
* Plan and document an educational session suitable for a specified group; and,
* Facilitate cooperative learning within a group in supportive environments and settings.

### Develop the knowledge and skills required to enable people within a variety of settings to identify and attain critical aspirations and facilitate cooperative learning within the group taking account of their specific learning needs and cultural characteristics

Enabling Outcomes:
* Account for participant diversity and differences in terms of learning and teaching preferences and styles;
* Examine and apply knowledge of societal values in planning and implementing health education and health literacy approaches; and
* Demonstrate health education and group facilitation skills and knowledge specifically tailored to consider cultural, gender, age, socio-economic status and other differences.

### Critically appraise various approaches to health education development through groups in terms of their ability to support a ‘salutogenic approach’

Enabling Outcomes:
* Consider and choose options for evaluating health education and health literacy activities;
* Analyse relevant literature and health education strategies to determine suitability for use to facilitate and evaluate your own practice; and,
* Reflect critically on your own health education and health literacy experiences, attitudes and practices so as to improve your own experience of continuous learning and to support that of others.

### Demonstrate an understanding of the theoretical and practical issues related to securing funding for ‘strengths-based’ health literacy and health education projects or programs and devise arguments incorporating this understanding into a ‘request for funding’ proposal

Enabling Outcomes:
* Articulate a 'strengths-based' argument supported by relevant World Health Organization documents;
* Develop relevant responses to funding submissions focusing on ethnicity-based issues and concerns;
* Develop relevant responses to funding submissions focusing on gender-based issues and concerns; and,
* Propose relevant responses to funding submissions focusing on class-based issues and concerns.
# Health Education Development/Reflective essay on team-work

Might this be a reflective journal on their progress in the course, documentation for the assignments, and notes about team work.. such as a blog? Such an assignment would create learning resources for future participants, promote participation in the unit, and increase search ranking of the unit website... etc. The submission for assessment could be a concise revision of their journal, identifying key entries and self identified learning outcomes...
# Informal learning activities/EdcFrr/LTy

[[w:{{{1}}} {{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a trailing item (note no • above) in Living Things lists, linking to Wikipedia as well as displaying {{{1}}} and giving {{{2}}} as the hint.  It is a simple trailer and relies on Wikipedia's insensitivity to case in the first letter of its page name. Example: {{../LTy|one|two}} gives one (two)
with one_two as its link.  Use LTz for a similar leading item.
# Informal learning activities/EdcFrr/LcA

[[w:{{{2}}} ({{{1}}})|{{{1}}}]],
This sets up a Wikipedia link to "{{2}} ({{1}})" but "{{1}}" is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LTx

* [[w:{{{1}}} {{{2}}}|{{{1}}}]] ({{{3}}})
This sets up a leading item (note the • above) in Living Things lists, linking to Wikipedia with {{{1}}} {{{2}}}, displaying {{{1}}} and {{{3}}} giving the hint.  It is a simple leader and relies on Wikipedia's insensitivity to case in the first letter of its page name. Example: {{../LTx|one|two|three}} gives • one (three)
with one_two as its link.  Use LTw for a similar trailing item.
# Informal learning activities/EdcFrr/LcB

[[w:{{{2}}} ({{{1}}})|{{{1}}}]]
This sets up a Wikipedia link to "{{2}} ({{1}})" but "{{1}}" is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LcC

[[w:{{{2}}}|{{{1}}}]]
This sets up a Wikipedia link to "{{2}}" but "{{1}}" is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LcD

[[w:{{{2}}}|{{{1}}}]]
This sets up a Wikipedia link to "{{2}}" but "{{1}}" is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LcE

[[w:{{{2}}}|{{{1}}}]],
This sets up a Wikipedia link to "{{2}}" but "{{1}}" is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LTz

* [[w:{{{1}}} {{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a leading item (note the • above) in Living Things lists, linking to Wikipedia as well as displaying {{{1}}} and giving {{{2}}} as the hint.  It is a simple leader and relies on Wikipedia's insensitivity to case in the first letter of its page name. Example: {{../LTz|one|two}} gives • one (two)
with one_two as its link.  Use LTy for a similar trailing item.
# Informal learning activities/EdcFrr/LcQ

[[w:{{{2}}}#{{{1}}}|{{{1}}}]]
This sets up a Wikipedia link to "{{2}}#{{1}}" but "{{1}}" is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LcR

[[w:{{{2}}}#{{{1}}}|{{{1}}}]],
This sets up a Wikipedia link to "{{2}}#{{1}}" but "{{1}}" is displayed for the link.  Note that a following space is generated.
# Ideas in Geometry/Instructive examples/Section 2.1

Prove that: X - (X - Y) = The intersection of X and Y
This is saying, prove that subtracting the elements in X that are also in Y, from X as a whole is equivalent to the intersection of X and Y. Review: The intersection means the elements of X and Y, the elements the two sets have in common. Also, subtracting a set from a set, means excluding the elements the sets have in common. We can prove this using both sets of numbers or letters, and venn diagrams.
Proof One: Using Sets of Numbers Let's say set X={1,2,3,4}, and set Y={2,3,4,5} Deal with the left side first, and begin, as always, with what is in the parenthesis. (X-Y) So, we exclude all of the elements of Y from X. The elements they have in common are 2,3,4. We are left with X={1}
Now, we take the original set of X and subtract what we found for (X-Y) X - (X-Y) the same as {1,2,3,4} - {1}
We are left with {2,3,4} for the left side of the equation.
Now, let's deal with the right side, the intersection of X and Y. We know, based on the definition of intersection, this means the elements that are in both sets X and Y.
The elements that the sets have in common are 2,3,4. So, the right side of the equation is equal to {2,3,4} Thus, {2,3,4} = {2,3,4}, which proves X - (X-Y) = The intersection of X and Y
Proof Two: Using Venn Diagrams
# Ideas in Geometry/Instructive examples/Section 2.4:

In the problem Section 2.4: #24, the goal is to determine how the picture shown below "proves" that: 1 + 3 + 5 + ... + (2n-1) = n^2.
The picture below is of my own creation and I uploaded it on my own:
In the problem, we see that each level of the dots on the picture increases by 2 at every level (each level is indicated by the lines dividing the respective sections). If the goal were to find the total number of dots, it could be done by adding up the respective sections, i.e. 1 + 3 + 5, which would reveal the total number of dots between the first 3 levels to be 9.
If it is found that the first three levels would be viewed as n, it is possible that this amount of dots could also be found by using n-squared. This is found to be true as the third level works for this respective formula: 3-squared = 9, which equals the number of dots at the 3rd level and those that have come before it. This also holds true for the other levels: take 6 for example, where n = 6 and therefore the total number of dots found in levels 1-6 would total up to 36, or 6^2. This formula continues to work for each respective level: 4th- 4-squared = 16 dots, 5th- 5-squared = 25 dots, 8th- 8-squared = 64 dots, which equals the total number of dots in the picture below.
Another way of going about this would be to find a formula to find the dots at each individual level, which leads to the formula 2n - 1. By using this formula, with n, the respective level, the number of dots for that respective level can be found, which is shown in the picture below.
There are numerous ways to go about finding out how this picture proves the respective equation and each of the above solutions will successfully do so. It becomes your choice of which one fits your fancy for this particular problem.
Created by TMcCormick31 06:37, 25 October 2010 (UTC)
# Ideas in Geometry/Instructive examples/Section 3.2 Number 28

Find the simple continued fraction expansion of 22/17. Explain your work.
(22/17)=1+(5/17)
1/(5/17)=(17/5)=3+(2/5)
1/(2/5)=(5/2)=2+(1/2)
1/(1/2)=2
1+(1/(3+1/(2+(1/2)))
This method is finding the whole number parts plus the reciprocal of what's left over. Then you repeat this method until only the whole number part is left.
# Ideas in Geometry/Instructive examples/Section 2.1 Basic Set Theory number 10

Ặ== Section 2.1 Basic Set Theory number 10 == Prove that XU(Y∩Z)=(XUY)∩(XUZ) Smoo1244 03:33, 22 October 2010 (UTC)
Definition: A set's any collection of elements for which we can always tell whether an element is in the set or not
Definition: Given two sets X and Y, X union Y is the set of all the elements in X and all the elements in Y. We denotes this by XUY.
Definition: Given two sets X and Y, X intersect Y is the set of all the elements that are simultaneously in X and in Y. we denote this by X∩Y.
Now to find the left side, we know that X is union to Y intersection Z. This means, that everything is in X and the elements intersecting at X and Y.
On the other right side of the equation, the elements are in the intersection of X union Y and X union to Z. If we were to make a diagram of X union Y and another diagram of X union Z, we would see that X Union Y is everything in X and Y, similarly, X union Z is everything in X and Z. If we were to combine these two diagrams together, we see that the diagram looks exactly like the left hand equation, XU(Y∩Z)
# Ideas in Geometry/Instructive examples/Section 2.4

Section 2.4 Problem 14
Note: Click on image for download options and its original size.
# Ideas in Geometry/Instructive examples/Section 2.4 number 23

For this problem you need to look at the picture in relation to n^2/2 + n/2 = n(n+1)/2. This picture shows a triangle with equal squares along the base and the height. I will label this number n. If we square n we get n^2. This would be the area of a square. But since we only wants n^2/2, and we have a half of a square, we can divide n^2/2. This gives us the first part of the equation we are looking for. The second part comes from the 6 half triangles. There are 6 dark grey figures, and 6 is our n value. But since we only have 6 halves we need to divide n/2. This gives us our second part of the equation. When we put the two parts we found together we get n^2/2 +n/2. Because these fractions have common denominators we can add them to get n^2+ n/2. We can factor the top part (n^2+n) to get n(n+1) and find that it equals n(n+1)/2. This is what we are trying to prove.
# Ideas in Geometry/Instructive examples/Section 2.3 Problem 4

Meast88 22:16, 24 October 2010 (UTC)
# Ideas in Geometry/Instructive examples/Section 3.1
## #23 The Euler Line

The Euler line is the line connecting three certain points within a triangle. These points are the circumcenter, the centroid and the orthocenter. The circumcenter is the point where the perpendicular bisectors of the sides of a triangle meet. The centroid is the point where the lines of a triangle that connect the vertexes to the midpoints of the opposite sides of a triangle meet. The orthocenter is the point where the altitudes of a triangle meet. The altitude is the line segment originating at a vertex of the triangle that meets the line containing the opposite side at a right angle. When all of these points are connected, they form a line which is the Euler line. The centroid lies a third of the distance from the circumcenter to the orthocenter. See figures below.
# Ideas in Geometry/Instructive examples/Section 3.2

3.2 #26 5/3 We have 2= 6/3 > 5/3 > 3/3 = 1 So 5/3 = 1+ (2/3) Here, 2 is the whole number part of 5/3 and 2/3 is the mixed number part. We cannot stop here because we do not have 1 in our numerator. To get 1 in the numerator we must work with its reciprocal so we get: 2+[1/(3/2)] Repeat the same steps We have 2= 4/2 > 3/2 > 2/2 = 1 So 3/2 = 1 + (1/2) 5/3 = 2 + [ 1/[1/(1/2)]] We can stop here because we have a 1 in the numerator after configuring 3/2
# Level of measurement

Level of measurement (LoM) is an important characteristic of data. The LoM determines what types of descriptive, graphical, and inferential statistical analyses can be used. There are four levels of measurement:
* Levels of measurement
* Categorical/nominal
* Ordinal
* Interval
* Ratio
It is possible to recode a variable into a lower level of measurement, but not the other way around. So, data can be simplified, but not complexified.
Non-parametric statistics are appropriate for categorical and ordinal data. Parametric statistics are appropriate for interval and ratio data.
However, social science researchers often treat composite scores based on multiple items measured using ordinal scales (e.g,. using verbal frequency scales) as continuous for the purposes of parametric analyses.

## Categorical/nominal

* The simplest type of variable is dichotomous (or binary, e.g., 0 = male/ 1 = female; 0 = black/ 1= white; 0 = yes/ 1 = no).
* Categorical or nominal variables simply provide numerical labels (or names) for two or more categories e.g., 0 = red/ 1 = blue/ 2 = green / 3 = yellow; 0 = car; 1 = bus; 2 = bicycle; 3 = aeroplane; 4 = train.

## Ordinal

* When categorical variables can be meaningfully ordered, they become ordinal variables
* The distance between the ordered categories may vary
* e.g., 1 = 1st, 2 = 2nd, 3 = 3rd in a race; verbal frequency scale (0 = never, 1 = sometimes, 2 = often, 3 = always)

## Interval

* Ordered categories (discrete values) which have equal distances (e.g., Strongly Disagree - Disagree - Neither Agree or Disagree - Agree - Strongly Agree)
* Allows use of parametrics statistics (which assume a normal distribution)

## Ratio

* Continuous (not discrete) - values can take on (in theory) infinite decimal points
* Has a meaningful 0 (e.g., the 0 point isn't arbitrary), which allows ratio comparisons (e.g,. according to the sample of participants, males are, on average, 20% taller than females).
# Libertarian socialism

Libertarian socialism, also referred to as anarcho-socialism, anarchist socialism, free socialism, stateless socialism, socialist anarchism and socialist libertarianism, is a anti-authoritarian, anti-statist and libertarian political philosophy within the socialist movement which rejects the state socialist conception of socialism as a statist form where the state retains centralized control of the economy.

### Reading list

| Type | Author | Title |
| Textbook | Prichard, A. et al. | Libertarian socialism: politics in black and red |
| Book | Kropotkin, P | The conquest of bread |
| Essay | Vandegrift, G | Socialism/Is it a thing of the left? |

#### Call for contributions

Set education free by contributing to Libertarian socialism. Create a space where you can work by entering a title that is not already on the list below.

#### List of contributions

* Libertarian socialism/Centralized Society
* Libertarian socialism/How to get help writing your contribution
# Levene's test

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
Levene's test is an inferential statistic used to assess the equality of variance in different samples. Some common statistical procedures, such as t-tests and ANOVAS, assume that variances of the populations from which different samples are drawn are equal. Levene's test assesses this assumption.