OpenLLM-France/wikimedia huggingface dataset:
# If only I had (past participle)

If only I had (past participle) is used to express regrets. It means "I wish I had (past participle)".
If only I had (past participle). :
| past participle | sentence |
| written it down | If only I had written it down. |
| been more careful | If only I had been more careful. |
| not spent so much money | If only I had not spent so much money. |
| not said that | If only I had not said that. |
# Illuminated lettering

Learn about illuminated lettering.

## Learning readings and media
### Wikipedia

* Illuminated manuscript
* Historiated initial
* Insular illumination
* Illuminated manuscripts (Category)
* Miniature (illuminated manuscript)
* List of illuminated manuscripts
* Byzantine illuminated manuscripts

### Videos

* How To Draw Illuminated Letters
* 15th century white vine illumination: painting, applying gold leaf and burnishing
* Illuminated Manuscript Letters - Step by step art lesson

### Commons

* Illuminated manuscripts (Category)
# Lua/Background
## History

Lua was created in 1993 by Roberto Ierusalimschy, Luiz Henrique de Figueiredo, and Waldemar Celes, members of the Computer Graphics Technology Group at PUC-Rio, the Pontifical University of Rio de Janeiro, in Brazil. Versions of Lua prior to version 5.0 were released under a license similar to the BSD license. From version 5.0 onwards, Lua has been licensed under the MIT License.
Some of its closest relatives include Icon for its design and Python for its ease of use by non-programmers. In an article published in Dr. Dobb's Journal, Lua's creators also state that Lisp and Scheme with their single, ubiquitous data structure mechanism (the list) were a major influence on their decision to develop the table as the primary data structure of Lua.
Lua has been used in many commercial applications, such as Far Cry, Garry's Mod, Supreme Commander, World of Warcraft, Sonic the Hedgehog and Adobe Photoshop Lightroom, as well as non-commercial applications, such as Multi Theft Auto and Angband and its variants.
Lua can be embedded in Mediawiki, the software behind Wikipedia and Wikiversity, and has been enabled on Wikiversity. Thus the course material can be used directly within the Wikiversity environment.

## Characteristics

Lua is designed to be extensible, i.e users are able to add new keywords, concepts, and structures to the source language.
Lua is:
* reflective
* imperative
* procedural
# Lua/Conditions

Lua modules based on the Scribunto/Lua extension are stored in resource pages using the Module: namespace. Each module uses a table to hold functions and variables, and that containing table is returned at the end of the module code. Conditions are code structures used to make choices and control the flow of scripts. This lesson will show you how to use conditions in your scripts.

## Prerequisites

This lesson assumes you have already completed the Expressions lesson.

## Create a Lua Script with Conditions

To create a Lua script with conditions:
* Navigate to Module:Sandbox.
* Clear all existing code.
    It's a sandbox. Everyone is free to play in the sandbox. But if you find another user is actively editing the sandbox at the same time, you may also use Module:Sandbox/Username, where Username is your Wikiversity username.
* Add the following code and save the page:

## Test Your Lua Script

To test your Lua script:
* Navigate to either the Module_talk:Sandbox page, the Wikiversity:Sandbox page, or your own user or sandbox page.
* Add the following code and save the page:
The result should be either:
   Good morning!
or
   Good afternoon!
or
   Good evening!
depending on the UTC time of day.

## Understand Your Lua Script

To understand your Lua script:
* local and the following code defines the variables hour and result. Both are nil.
* os.date('%H') returns the current server time formatted in hours (%H) from 0 to 23 as a string. Server time is typically set to UTC rather than local time.
* tonumber converts the string to a number.
* hour = stores the numeric value of the server time in the variable hour.
* if hour < 12 then begins a conditional code block and checks hour to see if it is less than 12. If it is, the following statement(s) are executed. If not, the following statements are skipped.
* result = 'Good morning!' sets the value of result.
* elseif hour < 18 then checks hour to see if it is less than 18. If it is, the following statements are executed. If not, the following statements are skipped.
** Conditions are mutually exclusive. If the first condition was true (if), the second condition (elseif) is not evaluated.
** elseif is optional in a conditional code block and may be repeated.
* else indicates that if none of the previous conditions were true, the following statements are executed. If one of the previous statements was true, the following statements are skipped.
    else is optional in a conditional code block.
* end ends the conditional code block.
* return result returns the current value of result as the result of the function.

## Conclusion

Congratulations! You've now created, tested, and understood a Lua script with conditions. Continue on to the Loops lesson.

## See Also

* Wikipedia: Conditional (computer programming)
# Lua

Lua is a lightweight, reflective, imperative and procedural language, designed as a scripting language with extensible semantics as a primary goal. It is therefore an excellent language for extending existing applications, and is usually embedded in another application. It is coded in ANSI C, and can thus be compiled on a vast amount of different platforms. Lua scripts are usually compiled just before execution, but a compiler exists. Compiled scripts offer a small speed bonus as there is no need to compile the script at runtime.

## Course Description

This course begins with a brief background and introduction to Lua in other environments, and then provides an extensive set of lessons on the Scribunto/Lua Language as it is used in MediaWiki projects, including available Lua and Scribunto libraries. For Wikiversity Module developers, the Scribunto/Lua lessons should be completed first and in sequence before continuing on to the Lua and Scribunto libraries.

## Lessons
#### Lua

* Background
* Introduction

#### Scribunto/Lua Language

* Scribunto Lua
* Modules
* Variables
* Expressions
* Conditions
* Loops
* Functions
* Tables
* Errors

#### Lua Libraries

* Math Library
* OS Library
* String Library
* Table Library

#### Scribunto Libraries

* Frame Object
* Title Library

## See Also

* The Programming Language Lua (Official Homepage)
* Wikipedia: Lua (programming language)
* MediaWiki: Scribunto/Lua Reference Manual
# Motivation and emotion/Book/Chapters by year

| Year | Motivation n | Emotion n | M & E n | Total |
| 2024 | TBA | TBA | TBA | TBA |
| 2023 | 61 | 68 | 6 | 135 |
| 2022 | 63 | 70 | 6 | 140 |
| 2021 | 77 | 65 | 1 | 143 |
| 2020 | 58 | 79 | 6 | 138 |
| 2019 | 66 | 81 | 2 | 149 |
| 2018 | 42 | 52 | 1 | 95 |
| 2017 | 38 | 63 | 0 | 101 |
| 2016 | 62 | 54 | 0 | 116 |
| 2015 | 69 | 72 | 0 | 141 |
| 2014 | 70 | 63 | 0 | 133 |
| 2013 | 48 | 75 | 0 | 123 |
| 2011 | 44 | 46 | 0 | 90 |
| 2010 | 42 | 23 | 0 | 65 |
| Total | 738 | 811 | 22 | 1571 |
# Motivation and emotion/Brain structures

Brain structures related to motivation and emotion, with links to Wikipedia articles and videos.

## Cortical

* Cerebral cortex (Frontal lobes) (Wikipedia)
* Anterior cingulate cortex (Wikipedia)
* Dorsolateral cortex (Wikipedia)
* Orbitofrontal cortex (Wikipedia)
* Prefrontal cortex (Wikipedia)
* Ventromedial cortex (Wikipedia)

## Sub-cortical

* Amygdala (Wikipedia) | Video (19 secs) Video
* Basal ganglia (Wikipedia) | Basal ganglia (neuroscientificallychallenged.com) | Basal ganglia (physio-pedia.com)
* Hypothalamus (Wikipedia) | Video (23 secs)
* Insula (Wikipedia)
* Nucleus accumbens (Wikipedia)
* Reticular formation (Wikipedia) | Reticular formation (neuroscientificallychallenged.com) | Video (15 secs)
* Ventral striatum (Wikipedia)
* Ventral tegmental area (Wikipedia) | Video (2 mins)
# Motivation and emotion/Changes/2011
## Changes made

In 2011, the main change was that the mid-semester and final exam were dropped in favour of 16 online chapter quizzes (one per textbook chapter).

## Recommended changes for 2012/2013

Although student satisfaction with the unit was slightly higher than discipline, faculty, and university averages, there is room for improvement.
Based on reading the open text comments about should be improved, the following themes emerged:
# Motivation and emotion/Book/Cover

* Motivation and emotion:Understanding and improving our motivational and emotional lives using psychological science
# Motivation and emotion/Book/Unselected topics

Possible topic areas
This is an older list of some possible topic areas that may not have been sufficiently well covered in the book chapters.

## Motivation

* Biological motives (needs)
** Pleasure
** Satiety
** Thermoregulation
** Thirst
* Brain (Neurophysiological structures and needs
* Freud's drive theory
* Instinct
* Historical development of motivation
* Incentive
* Learning theory
** Attention and learning
** Classical conditioning
** Economics of motivation
** Instrumental learning
** Social incentive theory
* Mini-theories
** Self-determination theory
** Theory of planned behaviour
** Theory of reasoned action
** More motivational theories
* Motivation and behaviour
* Motivation and cognition
** Cognitive consistency
** Distraction
** Feedback
* Motivational interviewing
* Motivation and culture
* Motivation and education
** History of motivation and education
** Influencers of educational motivation
*** Cultural
*** Educational setting
*** Familial
*** Peers
** University student motivation
* Motivation and psychological disorders
* Neurobiology of motivation
* Personality
** Sensation seeking
* Motivation and self
* Needs
* Psycho-analytic perspectives of motivation
** Psychological reactance
** Thematic Apperception Test
* Psychopathologies
** Obessive-compulsive disorder
* Types of motivation
** Amotivation / Demotivation
** Intimacy
** Power
** Social
* Will power

## Emotion

* Aspects of emotion
** Emotional regulation
** Emotional valence
*** Negative emotions
*** Positive emotions
** Children
** Emotional intelligence
* Assessment of emotion
** Self-report
*** PANAS
** Physiological measurements
** Behavioural observations
* Basic/Core emotions
** Plutchik
** For more models and an overview, see
* Emotion and behaviour
* Brain design and emotion
* Emotion and cognition
** Appraisal
** Attention
** Attributions and expectations
** Decision-making
** Learning
** Sadness
* Emotion and environment
* Emotion and personality
* Emotion and psychological disorders
** Dementia
* Emotion and specific groups
** Infants
** Adults
** Elderly
* Emotion and specific topics
** Apologising
** Health
** Learning
** Memory
** Personality
* Historical development of emotion
* Specific emotions
** Core emotions not yet covered:
*** Disgust
*** Sadness
** Detailed list of specific emotions
* Stress, arousal and coping
* Theories
*** James-Lange Theory
*** Cannon-Bard Theory
*** Schacter-Singer Theory
*** Somatic
*** Neurobiological
*** Cognitive theories
* Well-being
# Motivation and emotion/Book/Preface

The motivation and emotion collaboratively authored book is underway for 2017. In previous years, this “students as partners” capstone project has developed 672 freely available, online chapters about unique ways in which psychological science can be used to improve motivation and emotion in everyday life. Another 120 or so chapters are underway - see the 2017 table of contents. Feel free to join in.
# Motivation and emotion/Book/Ideas for topics

Related resources which provide ideas for possible book chapter topics:
* ABC Health & Wellbeing (abc.net.au)
* All in the mind (ABC Radio National)
* Emotion (category) (Wikipedia)
* Headspace - Watch & listen (Headspace)
* Motivation and Emotion (Journal)
* Motivation (category) (Wikipedia)
* Psychological self-help (Clayton E. Tucker-Ladd)
* Psychology Today (Magazine/Website)
* Motivation and emotion (psychwww links)
* The British Psychological Society - News
* Unselected topics (2010)
* verywellmind
# Motivation and emotion/Book/Overview

This project provides 1,500+ student-developed open educational resources about how the psychological science about motivation and emotion can be used to improve human lives. The work is developed and shared via Wikiversity, an open wiki platform supported by the Wikimedia Foundation. The students engaged in this learning and assessment exercise for the 3rd year undergraduate psychology unit, motivation and emotion, at the University of Canberra, Australia.
The book theme is:
The project is distinguished by:
* being dynamic and constantly evolving
* creating open educational resources
* using open academic principles
* engaging students in collaborative authorship
* making 1,500+ free, online chapters about specific motivation and emotion topics available
* accompanying multimedia overviews for each chapter
For more information about the ideas and practices underlying this project from an educational psychology perspective, see these articles:
* Collaborative authoring using wiki: An open education case study (Neill, 2024)
* Wikis provide a rich environment for collaborative open educational practices: Motivation and emotion case study (Neill, 2024)
# Motivation and emotion/Changes

These pages summarise the major changes to the motivation and emotion unit each year:
* Motivation and emotion/Changes
* Motivation and emotion/Changes/2011
* Motivation and emotion/Changes/2014
* Motivation and emotion/Changes/2015
* Motivation and emotion/Changes/2016
* Motivation and emotion/Changes/2017
* Motivation and emotion/Changes/2018
* Motivation and emotion/Changes/2019
* Motivation and emotion/Changes/2020
* Motivation and emotion/Changes/2021
* Motivation and emotion/Changes/2022
* Motivation and emotion/Changes/2023
* Motivation and emotion/Changes/2024
# 1 Timothy (CCL)/Week 1

Welcome to the first week of the first course in the Pastoral Epistles. Over the next ten weeks we will delve into the biblical foundations of 1st Timothy that are necessary to serve as a leader in the church.
This week, we focus on the portion of 1st Timothy referred to as the Salutation (1:1-2). We will also focus on the background and context of the Epistle, to enable us to understand the author's intent more fully and why it is still relevant to leaders today.

## Assignments

* Read 1 Timothy 1:1-2
* Write a well developed response to the Salutation, addressing the background, context, and intended audience for this Epistle. Also, what insights can you glean about the purpose of this letter?
* Answer the questions for this week

## Discussion

Check back here when this course launches for date, time, and location of weekly discussion of course material.

## Lesson

We are studying the section of 1st Timothy known as the Salutation. Before we go into the Salutation, let's take a few minutes to back track and consider the structure of New Testament. Some books, the Gospels, are records of the ministry of Jesus Christ. However, most of the New Testament consists of divinely inspired letters written by apostles to leaders of the early churches. Called Epistles, these letters were often written when a church had gone astray or was facing a situation requiring specialized guidance.
The author of most of these letters is believed to be a man known today as the Apostle Paul. 14 epistles in the New Testament are believed by most Biblical scholars to have authored by this man, and are collectively referred to as the Pauline Epistles. Three of these Epistles; 1 Timothy, 2 Timothy, and Titus, dealt specifically with church governance and leadership. This course and the next two courses of the Christian Leadership Program are specifically devoted to these Pastoral Epistles. In this course, the first in the series, we will study the 1st Epistle to Timothy.
Most epistles begin with a salutation, or greeting to the intended recipient of the epistle. In this case, we see from the Salutation that it is directed to Paul's associate Timothy, a leader in the early church.

## Questions

Please answer the following questions in complete sentences.
* Who wrote the Epistle?
* Who was it written to?
* Why was it written?
* What was happening around the time when it was written?
* What is the context of the Epistle?

## Resources/Source Documents

* Henry, Matthew. 1 Timothy 1
# 1 Timothy (CCL)/Week 10
## Assignments

* Read 1 Timothy 6:20-21
# 1 Timothy (CCL)/Week 7
## Assignments

* Read 1 Timothy 5:1-6:10
# 1 Timothy (CCL)

PASTORAL EPISTLES 1
The Pastoral Epistles are three Pauline Epistles that specifically relate to leadership in the Church. This course is the first of a series of three on the Pastoral Epistles, which were designed to be taken consecutively. After course approval is complete, students will be able to use this series to fulfill a foundational requirement for School programs.
The text for this book is the First Epistle of Timothy from the Holy Bible. The Epistle, or letter, has been divided into four sections or units that will be studied over the next ten weeks. The only text necessary for this course is a copy of the Holy Bible, in any English translation with the exclusion of the New International Version (NIV). Bibles can often be located freely or inexpensively, but if a physical copy is a barrier, there is a link to the Geneva Study Bible in the Resources section. In addition, students can also use Matthew Henry's Commentaries on the Bible to enhance their understanding of relevant Scripture.
Anyone is welcome to follow along and read all the course material. Students are expected to be independent and willing to learn and listen with an open mind. You will also need to be proficient in the English language to succeed in this class, as all of the work is primarily written.

## Course Outline
### Unit I: Salutation

* Week 1: An Introduction to the Epistle

### Unit II: Negative Instructions

* Week 2: False Teachers
* Week 3: Experience of Grace
* Week 4: Charge to Timothy

### Unit III: Positive Instructions

* Week 5: Conduct of the Church
* Week 6: Truth in the Church
* Week 7: Groups in the Church

### Unit IV: Personal Instructions

* Week 8: The Good Fight
* Week 9: Wealth
* Week 10: Stewardship

## Resources

* First Epistle to Timothy - Wikipedia article on 1 Timothy
* Geneva Study Bible. - Annotated version of the Bible
* Henry, Matthew. Matthew Henry's Complete Commentary on the Whole Bible - The six volume edition
* Henry, Matthew. Matthew Henry's Concise Commentary on the Whole Bible - The one volume edition
* United New Testament Church. Resolution: Women in Church Leadership
# 1 Timothy (CCL)/Week 8
## Assignments

* Read 1 Timothy 6:11-16
# 1 Timothy (CCL)/Week 3
## Assignments

* Read 1 Timothy 1:12-17
# 1 Timothy (CCL)/Week 2
## Assignments

* Read 1 Timothy 1:3-11
# 1 Timothy (CCL)/Week 4
## Assignments

* Read 1 Timothy 1:18-20
# 1 Timothy (CCL)/Week 5
## Assignments

* Read 1 Timothy 2:1-3:16
# 1 Timothy (CCL)/Week 6
## Assignments

* Read 1 Timothy 4:1-16
# A course in troll sockpuppets/Sgt. Troll

Every troll army needs an efficient noncommissioned officer. He's the fellow who sets up the mailing list and spots opportunities for mass trolling. Sgt. Troll noticed that a troll got fed over here and told everyone to come join the fun. Soon the site will get inundated with other trolls. But first, a close look at Sgt. Troll and his uniform.

## Instructions

Sgt. Troll's distinctive elements are really just two features: a helmet and rank insignia. Any country's gear would do. The U.S. Army M1 helmet, used from World War II through Vietnam, became the model for Sgt. Troll's helmet.
To make the helmet, begin with a square of household tinfoil. Fold several times into multiple thicknesses and shape gently into a rounded dome. Should fit snugly between the puppet ears and flatten at the edges to resemble the M1 helmet. Cut a section of dark green knit fabric and stretch across helmet. Glue into place.
For insignia, cut a section of yellow felt. Use fabric paint for outline and chevrons. Wait to dry. Stitch into place.
# A course in troll sockpuppets/Insecure troll

One of the easiest trolls to create is the insecure troll. He's desperate to compensate for something and doesn't have a girlfriend. So in between rounds of downloading pornography he tells everyone what a great big man he is. Nobody's fooled but that doesn't stop him from trying.

## Instructions

To build the insecure troll, mark off two inches from a regular ruler onto a piece of cardboard in quarter inch increments. Trim and attach to the troll hand with basting stitches. Or substitute a magnifying glass.
Poor little troll...
# A course in troll sockpuppets/Interview with a female troll

In response to criticisms that this course is male dominated, we located a female troll who agreed to be interviewed. Following is a transcript of the chat.
    Durova: Hi, thanks for coming.
    Krystal: Thank you so much for inviting me. It's wonderful to be here.
    Durova: So female trolls do exist?
    Krystal: Oh yes. I'll send you my picture.
    Durova: And you're typical?
    Krystal: Well, I'm female.
    Durova: You don't look like a troll in this picture.
    Krystal: That's because I'm wearing my new Wonderbra. Do you think it fits?
    Durova: Very...flattering...
    Krystal: I'm lonely. Are you lonely too?
    Durova: But I'm female.
    Krystal: Oh that's great! I prefer girls.
    Durova: This is just an interview. So how do you troll?
    Krystal: No, I'm not a troll at all.
    Durova: But you are a sockpuppet?
    Krystal: This is my main account. I posed for a nude photo shoot last week and can't figure out which are the best pictures. Would you help choose?
    Durova: So if you're not a troll and you're not a sockpuppet, why did you agree to this interview?
    Krystal: I need someone to talk to. Would you send me your picture?
    Durova: Let's keep this on a professional level.
    Troll: Hahahahahaha! You sick loser. Hey, those pics I sent you had a virus. My own creation. You'll never get rid of it.
Instructor's note: it remains to be seen whether any actual female trolls exist.

## Instructions

1. The basis for the female troll is a child's peach colored sock. Add a moderate amount of pillow filling to get a sense for the shape of the troll's head. Use that to size yarn for long blonde hair.
2. The female troll fits over the male troll's hand: one sockpuppet operates another. So fit the child's sock over the troll arm and adjust pillow stuffing to give the sock a basic puppet shape.
3. Cut ends of the hair and stitch into place with matching thread. To reinforce and prevent slippage, secure hair to scalp with a thin line of glue adjacent to the stitching.
4. Take a contrasting color sock the same size as the puppet sock and cut at the base of the ribbing. If desired, hem the cut end with elastic.
5. Fit the 'sweater' over the puppet, adding pillow stuffing for cleavage.
6. Create a pink female symbol and bend to puppet chest contours. Sew into place.
7. Sew buttons for eyes. Glue googly eyes over buttons.
8. Create a necklace of gold tone embroidery floss and size G glass beads. Three beads were used for this puppet, knotted to keep them at the front of the puppet. Attach a clasp if the puppet will be reused often.
9. Round off the head by folding down and stitching corners to head countour at back.
10. Cut pink felt to create lips. The lower lip on this puppet was glued into place. The upper lip was sewn.
# A course in troll sockpuppets/Pseudointellectual troll

The pseudointellectual troll thinks the ability to compose sentences in polysyllables is a substitute for reasoned discussion.
Some pseudointellectual trolls think that a degree makes them all important. We have a copy of one such degree.