OpenLLM-France/wikimedia huggingface dataset:
# TESOL/Gratitude
## Key sentences

| Asking about gratitude | Expressing gratitude |
| What are you grateful for? | I'm grateful for (noun). |
| Asking about gratitude | Expressing gratitude |
| What are you grateful about? | I'm grateful to (verb). |
| Asking about gratitude | Expressing gratitude |
| Who do you owe it to? | I owe it all to (noun). |
| Asking about gratitude | Expressing gratitude |
| What did you do with their help? | I couldn't have (past participle) without them. |

### Drills

Say these sentences without looking.
I'm grateful for (noun). :
| noun | sentence |
| my parents' hard work | I'm grateful for my parents' hard work. |
| my teacher's help | I'm grateful for my teacher's help. |
| this opportunity | I'm grateful for this opportunity. |
| your help | I'm grateful for your help. |
I'm grateful to (verb). :
| verb | sentence |
| have this opportunity | I'm grateful to have this opportunity. |
| know you | I'm grateful to know you. |
| have my parents | I'm grateful to have my parents. |
| have met you | I'm grateful to have met you. |
I owe it all to (noun). :
| noun | sentence |
| my family | I owe it all to my family. |
| my teachers | I owe it all to my teachers. |
| your help | I owe it all to your help. |
| my team | I owe it all to my team. |
I couldn't have (past participle) without them. :
| past participle | sentence |
| done it | I couldn't have done it without them. |
| graduated | I couldn't have graduated without them. |
| won | I couldn't have won without them. |
| come this far | I couldn't have come this far without them. |

## Example

Practice this conversation.
| Asking about gratitude | Expressing gratitude |
| What are you grateful for? | I'm grateful for (my parents' hard work). |
| Asking about gratitude | Expressing gratitude |
| What are you grateful about? | I'm grateful to (have this opportunity). |
| Asking about gratitude | Expressing gratitude |
| Who do you owe it to? | I owe it all to (my family). |
| Asking about gratitude | Expressing gratitude |
| What did you do with their help? | I couldn't have (done it) without them. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about gratitude | Expressing gratitude |
| What are you grateful for? | I'm grateful for ... . |
| Asking about gratitude | Expressing gratitude |
| What are you grateful about? | I'm grateful to .... |
| Asking about gratitude | Expressing gratitude |
| Who do you owe it to? | I owe it all to .... |
| Asking about gratitude | Expressing gratitude |
| What did you do with their help? | I couldn't have ... without them. |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about gratitude | Expressing gratitude |
| Find five things your partner is grateful for. | Tell your partner what you are grateful for. |

## Further study

* English lesson topics
# TESOL/Go and go to

Using go / go to can be a confusing grammatical problem.

## Activities

Using "go" as an auxiliary verb with activities usually requires "go", not "go to". For example:
* go shopping
* go fishing
* go scuba diving
* go hiking
* go travelling
* go sightseeing

## Locations
### Nouns

Specific locations usually require "go to." For example:
* go to Tokyo
* go to Africa
* go to the store
* go to school
* to to work
Exceptions:
* go home

### Adverbs and Prepositions

Locations relative to the position or the speaker or audience usually require "go" without "to." For example:
* go left
* go there
* go away
* go down
* go past
# TESOL/Gradable words

   You can say "very good" and "absolutely fantastic." Why can't you say "very fantastic" or "absolutely good?"
Some words in English are essentially very strong in meaning or indicate a category in which membership is absolute. For example, "perfect" is the extreme of "good," "freezing" is the extreme of "cold," and "hilarious" is the extreme of "funny." These extreme words are known as non-gradable, and words that can be modified in degree are known as gradable.

## Mechanics
### Absolutely and completely

Non-gradable words describing extremes or absolutely take "absolutely" or "completely." You cannot use "absolutely" or "completely" with words that are not extreme in meaning.
| Gradable | Non-gradable |
| very cold | very freezing |
| absolutely cold | absolutely freezing |
* They're completely dead. They're very dead
* That's completely impossible. That's very impossible.

### Quite

The word quite is unusual in that it can be used for both gradable and non-gradable words.
* Today is quite cold/freezing.
* Your cooking is quite good/delicious.
* I was quite surprised/amazed.

## Examples

Below is a table of pairs of gradable and non-gradable words:
| Gradable | Non-gradable |
| good | delicious |
| good | fantastic awesome great perfect |
| funny | hilarious |
| cold | freezing |
| strange | bizarre |
| special | unique |
| bad | horrible awful terrible |
| surprising | unbelievable amazing |
| surprised | amazed astonished |
| hungry | starving |
| hard | impossible |
| hot | scorching boiling |

## Quiz

Turn these plain sentences into stronger ones by changing the word in italics.
# TESOL/Giving directions
## Key sentences

| Asking for directions | Giving directions |
| How do I get to (place) ? | Go down the street until you get to (place). Go (number) blocks down the street. |

### Drills

Say these sentences without looking.
How do I get to (place) ? :
| place | sentence |
| the bank | How do I get to the bank ? |
| a convenience store | How do I get to a convenience store ? |
| an internet cafe | How do I get to an internet cafe ? |
| the police station | How do I get to the police station ? |
Go down the street until you get to (place). :
| place | sentence |
| the first traffic light | Go down the street until you get to the first traffic light. |
| the shoe store | Go down the street until you get to the shoe store. |
| the intersection | Go down the street until you get to the intersection. |
| the corner | Go down the street until you get to the corner. |

## Example

Practice this conversation.
| Asking for directions | Giving directions |
| How do I get to (the bank) ? | Go down the street until you get to (the first traffic light). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking for directions | Giving directions |
| How do I get to ... ? | Go down the street until you get to ... . |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking for directions | Giving directions |
| Choose a place. Ask for directions to it. | Give directions. |

## Further study

* English lesson topics

### Town map

| convenience store | police station | dump |
| movie theater | | pet store |
| cafe | wedding hall | hardware store |
| | gas station | pharmacy |
| gym | city hall | hospital |
| car dealership | electronics store | high school |
# TESOL/Giving opinions
## Key sentences

| Asking about an opinion | Giving an opinion |
| Do you think cats are (adjective) ? | Well, (opinion phrase) cats are friendly. |
| Asking about an opinion | Giving an opinion |
| So, (question phrase) dogs are friendly? In your (noun) are dogs friendly? | Yes, (agreeing phrase) so. |
| Giving an opinion | Asking about an opinion |
| How about you? What do you think? | I think so, too. I'm not so sure. |

### Drills

Say these sentences without looking.
Do you think cats are (adjective) ? :
| adjective | sentence |
| friendly | Do you think cats are friendly ? |
| cute | Do you think cats are cute ? |
| interesting | Do you think cats are interesting ? |
| quiet | Do you think cats are quiet ? |
Well, (opinion phrase) cats are friendly. :
| opinion phrase | sentence |
| in my opinion, | Well, in my opinion, cats are friendly. |
| if you ask me, | Well, if you ask me, cats are friendly. |
| I would say | Well, I would say cats are friendly. |
| I think (that) | Well, I think (that) cats are friendly. |
So, (question phrase) dogs are friendly? :
| question phrase | sentence |
| would you say (that) | So, would you say (that) dogs are friendly? |
| do you believe (that) | So, do you believe (that) dogs are friendly? |
| do you think (that) | So, do you think (that) dogs are friendly? |
| would you agree (that) | So, would you agree (that) dogs are friendly? |
Yes, (agreeing phrase) so. :
| agreeing phrase | sentence |
| I would say | Yes, I would say so. |
| I think | Yes, I think so. |
| I believe | Yes, I believe so. |
| probably | Yes, probably so. |

## Example

Practice this conversation.
| Asking about an opinion | Giving an opinion |
| Do you think cats are (friendly) ? | Well, (in my opinion,) cats are friendly. |
| Asking about an opinion | Giving an opinion |
| So, (would you say (that)) dogs are friendly? | Yes, (I would say) so. |
| Giving an opinion | Asking about an opinion |
| How about you? | I think so, too. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about an opinion | Giving an opinion |
| Do you think cats are ... ? | Well, ... cats are friendly. |
| Asking about an opinion | Giving an opinion |
| So, ... dogs are friendly? | Yes, ... so. |
| Giving an opinion | Asking about an opinion |
| How about you? | I think so, too. |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about an opinion | Giving an opinion |
| Choose a topic. Ask your partner about their opinions on that topic. | Give your opinions. |

## Further study

* English lesson topics
# Segment display/Three-segment display

Three segments can be a arrow.
# Seismic damper

When seismic waves start to penetrate a base of building structure, seismic dampers can decrease their damaging effect and improve the building's seismic performance. Some samples of seismic dampers design and implementation are presented in the images below:
* Light damping Lead-Rubber Bearing being tested at the UCSD facility.
* Tuned mass damper in Taipei 101, the world's second tallest skyscraper.
* Pyramid-shaped skyscraper to prevent buildings' resonant amplifications.
# UTPA STEM/CBI Courses/Beginning Machining

Topics
Hand Tools
# UTPA STEM/CBI Courses/Biology/Animal Parasitology

Topics
Parasite distribution
# UTPA STEM/CBI Courses/Assembly Programming

Topics
Exception Handling
# UTPA STEM/CBI Courses/Biology

Topics
Blood Circulation
# UTPA STEM/CBI Courses/Biomedical

Emergency Response Robot
# UTPA STEM/CBI Courses/Aquatic Entomology

Topic
Understanding Populations
# Schoute matrix

* Schoute matrix
* rows: Schoute permutations
* columns: Schoute partitions
The Schoute matrices are two infinite matrices, whose rows are periodic permutations of the non-negative integers. These Schoute permutations are the result of applying finite permutations to the binary digits of the non-negative integers. The order of the rows follows from the reverse colexicographic order of finite permutations.
The columns can be seen as partitions of the set of finite permutations, which shall be called Schoute partitions.
There appear to be no common names for these concepts. So here they have been named after Pieter Schoute, who probably first described the permutohedron.
The two versions shall be called passive and active. The passive one shows the results of applying the respective bit-permutation. It is described by  A195665. The active one shows the permutations that produce these results. (A permutation is a bijective map. The result of applying it looks like its inverse.)
| passive | active |

## factions of Boolean functions

These are three related factions of 4-ary Boolean functions. (See also Smallest Zhegalkin index#Factions.) These binary matrices can be seen as passive Schoute matrices, where each integer is assigned a Boolean value.
| two twin factions ... | ... and the corresponding noble faction |
# Schoute partition

* Schoute matrix
* rows: Schoute permutations
* columns: Schoute partitions
As with the matrix there are passive and active versions.
* passive: commons:Category:Permutohedron 4 with crossed cosets (image set)
* active: commons:Category:Permutohedron 4 with stacked cosets (image set)
# Science, Sexuality and Colonialism: A History

This is a wikipage for a class on the History of Science, Sexuality and Colonialism at Free School Denver (Denver, CO, US). We will be using this as an educational resource for our class that meets in real life, but anyone is welcome to contribute. We are still in the beginning stages now but there should be more on here soon. For more about Free School Denver check out freeschooldenver.org.
The First class met on 7/15/2010
Below are the names of the reading assignments from the first class. Please enter your responses:
Kuhn Structure of Scientific Revolutions-- Ch 1
Keen Black Legend Revisited
Somerville Scientific Racism and the Homosexual Body
Stepan Race and Gender, the Role of Analogy in Science
Cañizares-Esguerra Iberian Science
Stoler Making Empire Respectable
The Second Class will meet on 7/29/2010:
# Schools of Photojournalism

Description of the Department: The Department of Theory is concern in gather the most important concepts about photojournalism throughout the history of this are of the journalism and photography. It is especially important to know the most noticeable theorists and their schools. Any proposal to enrich our investigation and data is welcome as a professor, student or researcher to share free knowledge worldwide.
Objectives: Underlining the main concepts of definition for the photojournalism area as a basic concept for any further study.
Credits: This Department applies either for the Faculty of Journalism or Fine Arts.

## Introduction

Photojournalism is a form of journalism that has to see directly with photography and video. As journalism, it is also a collection, edition and presentation of information in the form of news, reports, documentaries and others that have to see with journalism.

## Characteristics

Photojournalism is characterized by the following factors:

### Timeliness

The image must be of something that is on the news or a current event.

### Objectivity

The situation implied by the image is a fair and accurate presentation of the events depict in both content and tone.

### Narrative

The image must combine with other news elements (written article, for example), to make facts relatable to the viewer or reader on a cultural level.

### Aesthetic

The image must keep the basics principles to make photography at the professional level.

## Definition from the Code of Ethics

Photojournalism is defined from Ethics as well. Here some of the most important codes of ethic on photojournalism from around the world.

### NPPA Code of Ethics

NPPA Code of Ethics: This USA based organization of Press Photographers sees photojournalism as a right of the people to be informed within the freedom of press. You can find more information about it in the Photojournalism and Law.
For NPPA, photojournalism “operates as trustees of the public” and its main role is the faithful and comprehensive depiction of the subject at hand.”
At the other hand, NPPA points out the responsibility of photojournalism in preserving history through the images.
In this case, photojournalism has a great ethical meaning as information spot that could benefit or harm the people according with the role it assumes in communication.
    See NPPA Code of Ethics: "Preamble", National Press Photographers Association, link retrieved on July 7, 2008.
# Social psychology (psychology)/Timetable

The official timetable for the Semester 2, 2008 Social Psychology unit at the University of Canberra can be found here: Timetable (ucspace).
# Social psychology (psychology)/Tips

* Tips
* Have you been on the newcomer's tour of Wikiversity?
* Have you tried editing your user page?
* Try the guides for a 'checklist' of what to do.
* See also
* Wikiversity:Tips
# Social psychology (psychology)/Topic

| # | Topic |
| 00 | TBA |
| 01 | TBA |
| 02 | TBA |
| 03 | TBA |
| 04 | TBA |
| 05 | TBA |
| 06 | TBA |
| 07 | TBA |
| 08 | TBA |
| 09 | TBA |
| 10 | TBA |
# Social psychology (psychology)/Tutorials/Australian zeitgeist
## Purpose

* To introduce three related socio-psychological terms: social capital, social disengagement, and zeitgeist, and to discuss these in relation to current Australian society(ies).
* To consider social researcher Hugh Mackay's "Social disengagement: A breeding ground for fundamentalism" speech.
* Brainstorm ways to address current social capital issues in Australia.

## Key concepts

This tutorial explores three societal-level, socio-psychological constructs in an Australian context:

### Social capital

* What is it? (some ideas)
** "Quality" connections within and between social networks
** Potential "social good" which can be drawn upon
** A key ingredient for healthy, civil society
** Community involvement/engagement
** "Positive" interpersonal connections -> healthy, civil society
** Commodification of people value
** Akin to / related to human capital, environmental capital, economic capital
* Is it necessarily "good"?
** e.g., consider - Nazi society in the 1930's-1940's had high social capital?
* How might it be developed and enhanced?

### Social disengagement

* What is it?
** (Collective/normative) social isolation, social disconnection, social exclusion, alienation
** Relatively low levels of social interactivity
** Individuals (or small groups) operating relatively individually, with minimal interaction with the social fabric/networks
* What are its risks/consequences?
** Mackay suggests "fundamentalism" is a risk/consequence

### Zeitgeist

* What is it?
** "Spirit" or "flavour" of the times or an "era" (for a particular society at a particular time)
** Collective consciousness
** Cultural climate
* What is the current Australian zeitgeist?
** This question is tackled by Hugh Mackay in his speech

## Social disengagement: A breeding ground for fundamentalism

Arguably Australia's best known social researcher, Hugh Mackay traces the cultural, political, and social changes since the 1970's to explain the less tolerant and more materialistic Australia that he sees today.

## Activity

* In small groups, identify one specific issue raised by Mackay in current Australian society / zeitgeist and brainstorm/create a practical strategy (using socio-psychological principles) for addressing it.
* Share and discuss with group.
# Social psychology (psychology)/Textbook

| This unit uses a popular textbook by Baumeister and Bushman (2008) which has some useful accompanying electronic resources. The book offers a "self" perspective on "social psychology". Reference Baumeister, R. F., & Bushman, B. J. (2008). Social psychology and human nature (1st ed.) Belmont, CA: Thomson Wadsworth. More info about how to access (ucspace) Future Wikibooks has a book on the topic of Social Psychology. Ideally, a free and open textbook would be used. There is a good start on Wikibooks, but it still needs considerable development. | Table of contents The Mission and the Method Culture and Nature The Self Behavior Control: The Self In Action Social Cognition Emotion and Affect Attitudes, Beliefs, and Consistency Prosocial Behavior: Doing What's Best for Others Aggression and Antisocial Behavior Attraction and Exclusion Close Relationships: Passion, Intimacy, and Sexuality Prejudice and Intergroup Relations Social Influence and Persuasion Groups Module A: Applying Social Psychology to Consumer Behavior Module B: Applying Social Psychology to Health Module C: Applying Social Psychology to Law Module D: Applying Social Psychology to the Environment Module E: Applying Social Psychology to the Workplace |
# Social psychology (psychology)/Tutorials

| Tutorials #Tutorial topic 01 Y Introduction 02 Y Communication 03 Y Prejudice, aggression, & prosocial behaviour 04 Y Cross-cultural training 05 Y Australian zeitgeist 06 Y Assessment workshop | About This unit offers 6 x 2-hour tutorials on several commonly-taught and applied topics within social psychology. The tutorials also aim to provide assistance to students for completing the assessment tasks. See also Lectures External links Social Psychology tutorials (ucspace) Tutorial Philosophy & Method (wilderdom) |
* Tutorial outline/overview
* Introduction: In the first tutorial, we will discuss the tutorial process and content, start learning names and get to know one another via some icebreakers. Students define social psychology and concept map what they know and don't know about social psychology, then work in small groups to build a collective understanding.
* Communication & Relationships: This tutorial looks at our social self and dyadic relationships. We will share information about the groups to which we belong and consider how these group memberships may affect who we consider ourselves to be. Several activities which focus on interpersonal communication will also be conducted.
* Prejudice, Aggression, & Genocide: Following the lecture viewing of "Ghosts of Rwanda", we will watch Jane Elliot's "The Australian Eye" in this tutorial, and then work to map and discuss examples of social psychological principles in action in these two movies.
* Cross-cultural Training: This tutorial will examine the concept of culture shock, its stages, and ways in which people can be trained to better handle cross-cultural situations using experiential methods. Cultural Mapping, a technique used in the EXCEL cross-training program will be introduced and practiced.
* Australian Zeitgeist: Will examine Hugh Mackay's analysis of the mind and mood of Australia via listening to and discussing his recent Manning Clark Lecture, "Social Disengagement: A Breeding Ground for Fundamentalism". In small groups, students will work to come up with action plans for combatting the social ills which Mackay diagnoses as problems for Australia.
* Assessment Workshop: This tutorial will be dedicated to working on student essay, e-porfolio, and exam preparation.
# Social psychology (psychology)/Tutorials/Assessment workshop
## Purpose

This optional tutorial provides some tips, discussion, and advice about the main assessment tasks in this unit. Half the focus will be on the essay, with about a quarter of the emphasis on each of the e-portfolio and exam (total ~70 minutes).

## Essay tips

* Discuss the essay guidelines

## E-portfolio tips

* Discuss the e-portfolio guidelines

## Exam tips

* Discuss the exam guidelines