OpenLLM-France/wikimedia huggingface dataset:
# U. S. Government/Judicial Branch/Organization of the Judicial Branch

* The US has a dual court system because there are state courts and federal courts.
* The US has a separate court system whose organization and jurisdiction are derived from the US Constitution
* VA has a separate court system derived from the Virginia Constitution.
* Courts can have original jurisdiction (hearing a case for the first time) or appellate jurisdiction (ability to hear a case from a lower court... second time hearing a case), OR BOTH.
* A criminal case is when someone commits a crime that is against the laws of the state or nation, and a civil case involves a non-criminal matter... such as a dispute over a contract or rent.
* A felony crime is when someone commits a serious crime such as robbery or murder, and a misdemeanor crime is when a relatively minor crime is committed.
# U. S. Government/Elections

The election of public officals involves two steps. Candidates are first nominated by party members in primary elections. These elections are usually held in the spring. In the fall, a general election is held that pits candidates of the various parties against one another. The president of the United States is elected in a general election every four years.
For many years, candidates were selected by party leaders. Due to the efforts of reformers, however, this practice was replaced by the direct primary in the early 1900s. Nominees who sihed to become their party's candidate for a particular offfice get their name on the ballot by either filling a statement or by obtaining the required number of signatures on a petition. Voters within a party then select the nominee they think will make the best candidate.
There are two kinds of primaries: The open Primary and the closed Primary. In the open primary, voters can decide on election day which party's primary they want to participate in. They can even vote in both primaries. For example, a person can vote for a governor on the Democratic Party's ballot and vote for a candidate for a different office on the Republican Party's ballot.
The most common type of primary is the closed primary. In the closed primary, a person registered as a member of particular party can vote only in that party's primary. Most states use the closed primary today.
Some states hold presidential primaries. In these elections, voters choose delegates who are then instructed to vote for the candidate of the voters' choice at the party's national convention. However, some presidential primaries are no more than preferential primaries. In a preferential primary, voters simply express their preference for President.
See also U. S. Government/Elections/Role of Media in Elections and Governments
# U. S. Government/Civil War Amendments

Three amendments passed between 1865 and 1870, as a result of the US Civil War (1861 - 1865), were aimed at granting ex-slaves and other groups the same rights enjoyed by "normal" Americans. After the Civil War, Abraham Lincoln's Emancipation Proclamation abolished slavery in Confederate states that were still fighting against the Union. The 13th Amendment, however, abolished slavery in ALL of the US and in any place subject to its jurisdiction. The 14th Amendment granted citizenship to all people born in the US and to those who were naturalized. This made ex-slaves who were born in the US, citizens.
The 15th Amendment, ratified in 1870, extended the right to vote to all adult male citizens regardless of race or color. For many years after its ratification, however, some states used poll taxes and literacy tests as a way to prevent black Americans from voting. (A poll tax is a certain amount of money every adult citizen has to pay). This practice continued until Congress passed the Voting Rights Act of 1965.

### Question --> Answer

Question: How could a poll tax or a literacy test have been used to prevent someone from voting? Answer: Since African Americans weren't allowed to be taught how to read or write, they couldn't do the literacy test. And since African Americans didn't have a job (had no money), they couldn't pay off the poll tax
Question: Why are these three amendments sometimes called the Civil War Amendments? Answer: Because they were Amendments regarding issues with the Civil War
* What is a citizen? A citizen, naturalized or native, to a state/country
* What amendment defines citizenship? 14th Amendment
* What is the definition of citizenship? The status of being a citizen of a state/country.
* What are the ways a person can become a citizen? By being naturalized, or born to American citizens.
* Define "naturalization"? A non citizen who goes through a legal process to become a citizen.
* How have immigration and naturalization changed society? Different backgrounds/Acceptance of different cultures
* What must a citizen know in order to become a naturalized citizen? American History, and English (write and speak)
* What does the world "allegiance" mean? The loyalty to his/her government
# U. S. Government/Elections/Role of Media in Elections and Governments

Political parties play a key role in government and provide opportunities for citizens to participate in the political process. Voters evaluate information presented in political campaigns to make reasoned choices among candidates

## Candidates use several different methods to try to get votes

* Posters, bumper sickers, leaflets
* Personal appearances
* Direct mail
* Advertising in the media

## Strategies for evaluating campaign speeches, literature, and advertisements for accuracy

* Seperating fact from opinion
* Identifying propaganda
* Detecting bias
* Evaluating sources

## Mass media rooles in elections

* Identifying candidates
* Writing editorials, creating political cartoons, publishing op-ed pieces
* Emphasizing selected issues
* Boradcasting different points of view
Media plays an important role in the political process.
Government officials use the media to communicate with the public.
# U. S. Government/Immigrants

Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements.

## Immigrants
### Reasons for increased immigration

* Hope for better opportunities
* Religious freedom
* Escape from oppressive governments
* Adventure

### Challenges faced by cities due to immigration

* Tenements (poorly built/overcrowded housing where many immigrants lived), and Ghettos (places of high concentration of any minority).
* Political corruption (such as political machines which were organizations that used legal and illegal methods to ensure that their candidates won elections).

### Efforts to help Immigrants

* Settlement houses such as Hull House, founded by Jane Addams, were neighborhood centers that arose in the late 1800s to offer education, recreation, and social activities to immigrants and poor people. [NOTE: IMMIGRANTS DID NOT LIVE IN HULL HOUSES]
* Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing). Often used illegal methods to gain power... But still offered jobs or better living conditions to immigrants in exchange for votes.

## Efforts to Solve the Immigrant Problem
#### Immigrants faced political corruption

Political Machines were organizations that used legal and illegal methods to ensure that their candidates won elections. Once in power, they stole money from the city. Because of this, cities often did not have money for law enforcement (crime rose), sanitation (pollution spread), and medical care (disease spread). Leaders of the political machines became known as bosses. An example of a famous "boss", was William "Boss" Tweed.

#### Problem specific immigrant groups faced

Chinese - due to the differences in language and custom, Congress passed the Chinese Exclusion Act, which banned Chinese people from immigrating to the U.S. for 10 years.
Irish and other European Immigrants - Many immigrants were thought to be denser to society due to their lack of education and poverty (being poor).
# Motivation and emotion/Book/2017/Naturalistic Euphoria

* [Replace this text with the URL Multimedia presentation (3 min)]
__TOC__
This is a pre-approved topic, but I have slightly altered the title - this did not however change the focus in any meaningful way.

## Introduction

Context of being able to generate any emotion naturally...

## Overview

What makes euphoria so special?
How can specific emotion, physiology and biofeedback theories and research help?

## Main Headings + Figures + Media + Activities
### Euphoria

-E.g. cloud 9 / loss of self

### Effects

-E.g. flow and peak experience

### Explanations

-E.g. to generate deeper connection with activity

## Colloquial Euphoria
### Conditional

-E.g. bipolar

### Synthetic Induction

-E.g. stimulants
There is the perception, even in drug addicts themselves, that drug use leads to a feeling of euphoria - but recent reviews on acute emotional effects suggest that in fact, their sense of a high relates to only comparable levels of positive and negative affect to healthy controls, i.e. that they only come back to normal (Blum et al. 2013).

### Side Effects

-E.g. lowered basal arousal

## How to Do It Yourself
### Contextual

-E.g. making the most of a moment

### Manafactured

-E.g. controlling your perceptual constraints

## Conclusion

What are the take home messages / strategies?

## See Also

* Dealing with conflict (Book Chapter 2011)
# UTPA STEM/CBI
## Challenge Based Instruction

A challenge begins with an open-ended problem which is followed by an opportunity for students to generate ideas. Through discussion students will encounter various perspectives in regards to the issue and can then reform their ideas for a decision in which they feel is better suited for the problem. Through this approach, the facets of knowledge-, learner-, community-, and assessment-centeredness come into play.
# UTPA STEM/CBI Courses/Algebra

Courses
Exponential Growth Regression
Motion Problem
Right Triangle Problems
Slope and Linear Functions
Work Problems
# US States/Washington
## Contents

* Historical - Statehood historical sites
* 21st century - industry, education, innovation and economy
# US States/Washington/21st century
## Industry

Aviation industry
# UTPA STEM/CBI Courses/Algebra/Functions

Course Title: College Algebra
Lecture Topic: Functions
Instructor: Christy Babu
Institution: LCC

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** • Determine whether a given relation is a function or not.
** • Evaluate a given function at a given value.
** • Determine the domain and range of a function.
* Sub Objectives- The objectives will require that students be able to:
** Graph a function and identify the X and Y intercepts of a function.
** Determine whether a real number can be part of the domain.
** Identify the domain and range of a function given the graph of a function.
** Set up a linear function given a real life context.
* Difficulties- Students may have difficulty:
* Identifying what to include in the domain of a function. • Setting up real-world application problems involving a function. • Understanding how to set up a function given a word problem. • Knowing how to interpret a function at a given value.
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Applying and solving a real life application problems by using a function.
Model of Knowledge
* Concept Map
* Real number system. • Variables, constants, dependent, and independent variables
* Content Priorities
** Enduring Understanding
* Evaluate a function at a given value • Graph a function • Interpret and read the graph of a function. • Determine the X and Y intercepts of the graph of a function. • Read the graph of a function for a given x- value and a given y-value
** Important to Do and Know
1. Real number system 2. Substitute a value of a variable into a given function. 3. Understand and determine if the function is defined at a given value.
** Worth Being Familiar with
*** Different types of real numbers.
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
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** Homework (individual)
*** text
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* Summative Assessment
** text
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## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
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The objectives will require that students be able to:
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THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

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# UTPA STEM/CBI Courses/Algebra/Logarithmic Functions

Course Title: College Algebra
Lecture Topic: Basic properties of Logarithmic Functions
Instructor: Rosa E. Gutierrez
Institution: South Texas College

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Identify properties of logarithmic graphs
** Evaluate logarithmic functions
** Solve logarithmic equations and applications
* Sub Objectives- The objectives will require that students be able to:
** Work with exponential equations
** Know the Change of Base Theorem for Logarithms
** Know the properties of logarithms
*** Multiplication Property
*** Division Property
*** Power Property
* Difficulties- Students may have difficulty:
** text
** text
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** text
** text
Model of Knowledge
* Concept Map
** text
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* Content Priorities
** Enduring Understanding
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** Important to Do and Know
*** text
*** text
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** Worth Being Familiar with
*** text
*** text
*** text
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

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# UTPA STEM
## Challenge Based Instruction (CBI)

This web site is a compilation of course content developed for higher education in the Science, Technology, Engineering, and Mathematics (STEM) fields using the Challenge Based Instruction (CBI) approach. The program was created and sponsored by the Center of Excellence in STEM Education. Each of the presented lessons was created by faculty from one of several South Texas colleges or universities. The University of Texas-Pan American [UTPA], which is currently transitioning to The University Texas - Rio Grande Valley, spear-headed the project with support from its neighboring college, South Texas College [STC]. Since then, several South Texas colleges and universities have contributed to the growing archive. Other schools and organizations that have contributed include but may not be limited to the following: Laredo Community College [LCC], Texas A&M International University [TAMIU], The University of Texas - Brownsville [UTB], the Region One Education Service Center, and the Texas Early College High School [ECHS].
The curriculum so developed presents information to the student through the legacy cycle. These lessons can be located by the links below. The first section allows navigation by STEM category or by instructor name. The categories are organized in a very general format as some institutions use different names for similar courses and/or topics. The second section, "Tools", offers basic help when adding and editing the CBI Courses. These have been added to help keep some consistency in the format within these courses and subjects. Detailed procedures for adding content are currently under development. References are available through Wiki Help in the columns to the left.

## Courses Designed Around the CBI Format

* UTPA STEM/STEM Category -- Organized by STEM Category
* UTPA STEM/Instructors -- Organized by Contributing Instructor(s)
* UTPA STEM/CBI Courses -- Organized Alphabetically
* UTPA STEM/Tools -- Organization and Editing Tools
# UTPA STEM/CBI Courses

* A
* B
* C
* D
* E
* F
* G
* H
* I
* J
* K
* L
* M
* N
* O
* P
* Q
* R
* S
* T
* U
* V
* W
* X
* Y
* Z

## A

Algebra
Animal Parasitology
Applied Hydrology
Aquatic Entomology
Assembly Programming

## B

Beginning Machining
Biology
Biomedical
Botany
Business Math

## C

Calculus
CAM (Computer Aided Manufacturing)
Cancer Biology
Cell, The
Chemical Reactions
Circuits
Communication Theory
Comparative Embryology
Computer Science
Computer Numerical Controls
Computer Networks
Contemporary Mathematics
Critical Thinking Skills

## D

Databases
Data Structures and Algorithms
Design of Steel Structures
Digital Systems
Dynamics

## E

Electrochemistry
Engineering Analysis
Engineering Economics
Environmental Chemistry
Environmental Impact Assessment

## F

Fundamentals of Product Design

## G

Geometry
Graduate Seminar in Applied Mathematics
Graphics
Gravity and Atmospheric Pressure

## I

Introduction to Mechanical Engineering
Introduction to STEM
Introduction to VLSI

## L

Life Sciences, Survey of
Limiting Reagent: Theoretical Yield

## M

Magic Blue Bottle
Manufacturing Processes
Materials (Engineering)
Mathematics of Apportionments, The
Mathematics Teaching and Learning
Measurements and Instrumentation
Mechatronics
MEMS & NEMS
Microbiology
Microprocessor Systems
Molecular Structure

## N

Numerical Methods and Statistics
Nutrition

## O

Organic Chemistry

## P

Physics (Calculus Based)
Physics (General)
Probability and Statistics

## Q

Quantum Mechanics

## S

Soil Mechanics
Statics
Stoichiometry (Mensah)
Stoichiometry (Jorgensen)
Surface Area to Volume Ratio

## T

Thermal Systems Design and Optimization
Thermodynamics
# United Kingdom Law/Statutes

This page is a list of resources relating to Acts of the Parliament of the United Kingdom and its predecessors e.g. the Parliament of Great Britain (which existed from 1 May 1707 to the end of 1800).

## Statute law

* Short titles, an essay

## Acts of the Parliament of Great Britain

Wikiversity has resources relating to the following Acts:
    The Septennial Act 1715
    The Royal Marriages Act 1772
    The Offences at Sea Act 1799

## Acts of the Parliament of the United Kingdom

Wikiversity has resources relevant to the following Acts:
    The Piracy Act 1837
    The Administration of Justice Act 1970
    The Police and Criminal Evidence Act 1984
* Proposal to amend powers of arrest
* Proposal to repeal parts of this Act
    The Copyright, Designs and Patents Act 1988
* Proposal to amend copyright of legislation
* Proposals to repeal sections 12 to 15 and part of section 18
* Draft Crown Copyright Bill
    The Protection from Harassment Act 1997
    The Data Protection Act 1998 (c 29)
* Data Protection Act
* Proposal for repeal
    The Scotland Act 1998 (c 46)
* Discussion of devolution issues
* Proposal to repeal section 92(3)(a) and part of para 25 of Schedule 8
    The Northern Ireland Act 1998 (c 47)
    The Criminal Justice Act 2003
    The Traffic Management Act 2004
    The Commissioners for Revenue and Customs Act 2005 (c 11)
    The Serious Organised Crime and Police Act 2005 (c 15)
* Proposal to repeal parts of this Act
* Proposal to repeal parts of this Act
* Proposal to amend section 110
    The Racial and Religious Hatred Act 2006 (c 1)
* Proposal to repeal section 2
* Proposal to repeal the whole Act
    The Government of Wales Act 2006 (c 32)
    The Police and Justice Act 2006 (c 48)
    The UK Borders Act 2007
    The Borders, Citizenship and Immigration Act 2009
    The Anti-Slavery Day Act 2010
    The Protection of Freedoms Act 2012
# United Nations Simulation/metrics
### 2012-2013

| Metrics | Total | Daily Peak |
| April, 2012 | 39 | 11 |
| May, 2012 | 38 | 10 |
| June, 2012 | 37 | 5 |
| July, 2012 | 30 | 3 |
| August, 2012 | 30 | 3 |
| September, 2012 | | |
| October, 2012 | | |
| November, 2012 | | |
| December, 2012 | | |
| January, 2013 | | |
| February, 2013 | | |
| March, 2013 | | |
| Total | 39 | 11 |

### 2011-2012

| Metrics | Total | Daily Peak |
| April, 2011 | n/a | n/a |
| May, 2011 | n/a | n/a |
| June, 2011 | n/a | n/a |
| July, 2011 | 139 | 71 |
| August, 2011 | 45 | 4 |
| September, 2011 | 49 | 5 |
| October, 2011 | 54 | 8 |
| November, 2011 | 66 | 7 |
| December, 2011 | 26 | 6 |
| January, 2012 | 36 | 3 |
| February, 2012 | 37 | 6 |
| March, 2012 | 52 | 9 |
| Total | 504 | 71 |
# United Nations

This is learning resouce about United Nations. The main purpose is to support a participatory way of capacity building.

## Subtopics

* One United Nations: United Nations is designed to support inter-sectorial and inter-governmental decision-making.
* United Nations Simulation: Students learn about decision making as UN-embassadors or UN-delegates.

## Learning Task

* First explore the structure of United Nations, why it was designed the way it is and how UN supports and promotes international co-operation and creates and maintains international order.
* What are the difference and the joint concepts of diplomacy comparing a national perspective of diplomacy with an international perspective from a body, programme or agency in United Nations (e.g. the World Health Organization (WHO) as a specialized agency of the United Nations)?
* Learn about United Nations Simulation, that gives students an opportunity to step into the role of a UN ambassador.
* Explore the Community of Practice in the Expert Focus Group for Space and Global Health. How can Wikiversity be helpful to co-create a Capacity Building material for global challenges.
* Explore the United Nations University and describe the scope and educational/scientific objectives.