OpenLLM-France/wikimedia huggingface dataset:
# Developmental psychology/Chapter 12/Adulthood Intelligence

* Charles Spearman (1927) proposed the concept of general intelligence [g]. A basic trait that cannot be measured, but can be estimated based on multiple aspects (vocabulary, memory). One's values, genes, and education play a role in IQ more than age (as one progressively ages, although one's memory and spatial ability decreased). This varies from one person to another and so do IQ scores. This proves that intelligence is the "developmental psychological" approach: "Intelligence is multi-directional, multi-cultural, multi-contextual, and plastic".
* In the 1960s, Cattell and Horn agreed that intelligence is categorized in two ways: fluid and crystallized. Fluid intelligence is akin to water, fast, and easy to fit in unfamiliar places. This more has to do with one's ability to absorb and learn new, unfamiliar information fast. People that are fast with numbers are an example of people who are prime in fluid intelligence. Puzzles, questions asking for "immediate recollection" and even in-real-life: some people are able to convert stressful experiences into positive ones. On the other hand, crystallized intelligence is a "reflection" of learned material - such as vocabulary and knowing US history. Some psychologists speculate that fluid intelligence decreases while crystallized intelligence increases as one age. IQ only falls down when fluid intelligence drops significantly, affecting crystallized intelligence.
* Sternberg came up with three parts of intelligence: analytic, creative, and practical. Analytical intelligence is all the parts of one's thinking, such as planning, strategy, focus, and verbal/logical skills, that lead to high academic performances. Multiple-choice tests test out analytical intelligence. Creative intelligence consists of one's ability to be flexible in the face of the unknown (coming up with projects to do for school). Practical intelligence is akin to street smarts, knowing how to apply one's skills in certain demanding situations.
* Textbook reading of politics and Sternberg's intelligence principles: "Think about the political implication of these three intelligences in various nations. Creative individuals are critical of tradition and therefore are tolerated only in some regimes. Analytic individuals might be seen as absentminded, head-in-the-clouds dreamers; people who focus only on immediate results might ignore the results that scientists, using their analytic thought, might find. As you see, practical intelligence is the most immediately useful. Of course, it could be used for evil as well as good. We all need to be suspicious of short-term benefits at the price of the long-term results from creative or analytic intelligence."
* Cognitive artifacts are tools passed down from generation to generation and are used to help one's cognitive ability and ability to grow within society. These consist of the number system, computers, textbooks, shopping lists, and universities. Nations with advanced economies and are wealthy tend to use cognitive artifacts beneficially. The Enlightenment comes from intelligent people (or creative-intelligent people).
# Developmental psychology/Chapter 10/Identity

* As we go on through puberty, the question of, "Who am I?", becomes more apparent.
* Identity vs. Role Confusion: Eriksen's 5th stage of psychosocial development. Kids aim to find who they are, albeit confused on which role they take up in society. Accounting for past experiences and the future ahead, one accomplishing the goal of finding their identity is known as identity achievement.
* Family discussions, social context and genes all determine one's variation of finding out who they are.
* James Marcia has created 4 stages in which people deal with identity crisis: (1) role confusion [no motive for any goal] (2) foreclosure [follow culture vs. negative identity, separating from cultural values] (3) moratorium [more mature exploration stage], and finally (4) achievement [identity decided].
* 4 aspects of identity: Religious [more/less following parent's religion], political [voting, social action, may be done; youngsters are more liberal but no major shift in political views until adulthood], ethnicity [less psychological risk if one is proud of their ethnicity] and vocational identity [fitting oneself into a job, such as girls with being housewives; nowadays, 20+ hrs a week for a teenager correlates to negative effects, such as fights with parents and dropping out of school].
* Gender identity: One's prescription to either gender. In this day and age, many people struggle with their gender and continue to break gender identities. Contrary to what Erikson and elders held, where if one struggles with gender identity - they usually prescribe to their sex eventually through culture.
* Gender identity disorder vs. gender dysphoria - one is to stay while the latter is solved through assurance and acceptance, either through social conditions, cognitive shifts or transitioning.
# Developmental psychology/Chapter 11/Body Development

* Isn't it odd that a young, high school couple successfully growing a young child up is considered appalling?
* Emerging adults, or late adolescents, are where our bodies are the strongest in terms of fertility and strength
* One's genes, neighborhood grow, and health habits all play a role in one's adulthood. Some grow faster than others and we're able to see this at age 26. To really understand this, we need to dive into three fields in relation to aging.
** Organ reserve - The ability of the organs to help the body deal with stress.
** Homeostasis - Body's ability to adjust and reach a balance that "keep physical function in sync with each other".
** Allostasis - Long-term homeostasis. Allostatic load [not good effects of something] supports this as the effects of lack of sleep, dental hygiene, and certain Vitamins can add up.
* For example, if one does not get enough sleep for a night: they're tired the next day (homeostasis). Years of poor sleep lead to a rise in allostatic load and other functions (such as cognitive speed) adjust. Sooner or later, the effects add up.

### Fertility

* Historically, adults would have children before their 20s. But now, adults usually have children in their late 20s (or get involved in marriages). This conflicts with one's cognition and sex drive. Many ages ago, premarital sex used to be taboo - but now young adults are as sexually active than ever before! Adjustments have been made to accommodate this rapid sex drive by implementing same sex colleges. But even then, that's not enough to counter the present issues. The rates of STDs are increasing. Due to organ reserve and homeostasis, young adults don't die early of HIV. Ignorance of STDs allow STDs to spread exponentially. Unwanted pregnancies are also an issue.

### Risk Taking?

* According to studies conducted, as one grows up, they weigh certain risks from a good risk to take, to a bad risk. Risky sports, like rugby, are dangerous in of it itself, but people like it! Risks, such as unprotected sex, drug abuse and carrying guns are common from ages 18-25, who are balanced out with more violent deaths vs. low disease rates. Illegal drug abuse increases during this period.
# Food Banks

The Food Bank of Northeast and Central Missouri started out as a class project at University of Missouri. In its first year 18,000 pounds of food were distributed. Now over 28 million pounds of food is distributed every year. This Food Bank is one of 14 in the nation. Many partnerships are used to contribute to this great amount of success. Large companies such as processors and manufacturers make generous donations along with local community groups such as places of worship and schools. Donations of food are used in food pantries, soup kitchens, homeless shelters, and much more. Money donations can provide 12.5 meals for every dollar donated.

## See Also

* Wikipedia: Food bank
# Food Service Sanitation/Microorganisms

Microorganisms, including virii and bacteria, can range from the relatively harmless to the deadly. In culinary preparation, everything must be sanitized to prevent illness.
Key points to keep in mind:
* Wash surfaces with hot and soapy water, then sanitizer, before and after each use
* Be cognizant of the temperature danger zone (41°–140° F, or 5°–60° C)
** Keep hot foods hot and cold foods cold; bacteria thrive in the mid-range temperatures
* Cook meats to their "well done" temperatures unless otherwise requested by the customer (be sure to put a notice on the menu that this will increase the likelihood of illness for them; though it may or may not convince the customer to stay away from dangerous circumstances, it will at least protect the establishment from plausible lawsuit for negligence—which is all too common)
** Steak should be cooked to a core temperature of 145 °F
** Fish should be cooked to a core temperature of 145 °F
** Ground beef should be cooked to a core temperature of 160–165 °F
** Pork should be cooked to a core temperature of 160 °F
** Eggs should be cooked to a core temperature of 160 °F
** Chicken should be cooked to a core temperature of 165 °F
# Folk Art

This project is intended to host links to other relevant projects, in hopes of fostering serious study of the subject, "Creativity". I will be using my explorations for "The School of Wikiversity Studies" to seek, find, and catalog such other relevant projects.
I intend to promote wider use and participation in the Wikiversity, and to make it easier for students and contributors to find materials already existing in the Wikis. Although new material which encourages Wikiversity users to participate in "Folk Art" at a "grass roots" level will be welcome here, it may be more appropriately placed in some more suitable department of one of the long-established schools, with only a link from this Department for reference purposes.

## A Project

I am currently sharing "Folk Art" -- artistic projects almost anyone can successfully complete -- at the Caroline County (Maryland) Senior Center. Here is a pattern for one such project, a personalized, custom-designed beaded belt for Agnes, one of the staff members of the Senior Center. I designed "Martin Luther King Jr.'s Dream" especially for her, because she likes people enough to work for us, but I am hopeful that this belt will also make a very appropriate, popular "fashion statement" among the people who frequent the Senior Center.
designed by Ray Calvin Baker (talk) 20:41, 5 October 2012 (UTC) Look for the "enlargement" button! You may download, copy, and edit the file for yourself, using the PAINT.EXE program.
This project requires: A hobbyist bead loom, A needle with eye large enough for the thread, Suitable thread or string (I use crochet thread; but carpet thread works too, and is very strong and durable), and A supply of plastic beads (3 by 4 millimeter "Pony" beads) in assorted colors, PATIENCE, and good hand-eye coordination.
Further instructions will follow in this space, after I get some feedback from the people with whom I am sharing these projects.

## Back to the School of Creativity

Click here to look for more Departments in the School of Creativity. School:Creativity
# Follicular Dendritic Cells

Follicular Dendritic Cells (FDCs) have an intricate morphology (structure) (See Figure 1). These cells, which are located in lymphoid nodules (also referred to as "follicles"), have numerous dendrites or thin filiform processes at one point in their life cycles. In culture these dendrites intertwine with one another and form networks very similar to those in the lymph node or in the spleen in vivo . The dendrites in the network bind immune complexes in a periodicity that is pivotal in the binding of immune complexes to B cells in the germinal centers. This binding initiates a specific antibody response to antigens.
# Following workplace safety procedures

BSBCMN106A
From the official document:
    "This unit covers general Occupational Health and Safety requirements in business organisations and is relevant for employees working under direct supervision with no responsibilities for other people. The unit is based on Generic Competency A in the National Guidelines for Integrating Occupational Health and Safety Competencies into National Industry Competency Standards - NOHSC:7025 (1998) 2nd edition."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for BSBCMN106A.
This unit is a pre-requisite for the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Follow workplace safety procedures | Hazards in the work area are recognised, while under direct supervision and reported to appropriate people according to workplace procedures Workplace procedures and work instructions for own area of responsibility, for assessing and controlling risks are followed accurately while under direct supervision Workplace procedures for dealing with incidents (accidents), fire and other emergencies are followed under direct supervision , whenever necessary within the scope of responsibilitiesand competencies |
| 2. Contribute to Occupational Health & Safety in the workplace | Occupational Health and Safety issues are raised with appropriate people in accordance with workplace procedures and relevant Occupational Health and Safety legislation Contributions to participative arrangements for Occupational Health and Safety management in the workplace are made within organisational procedures and the scope of responsibilities and competencies |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for learning the required skills

Read through Occupational health and safety for computer users and then complete their checklist

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...
You cant! HA

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
Sara Jessica
# Food Service Sanitation

Food safety is used as a scientific discipline describing handle, preparation, and storage of food in ways that prevent food-borne illness.

## Course Outline

* Food Processing Facilities
* Laws and Regulations Governing Sanitation
* Sanitation Inspections
* Food Contamination Sources
* Microorganisms
* Personal Hygiene
* Pests: Insects, Rodents and Birds
* Cleaning Food Processing Facilities
* Sanitizing Food Processing Facilities
* Sanitation Equipment
* Waste from Food Plants
* Role of HACCP in Sanitation

## See Also

* Food Safety
* Wikipedia: Food safety
# Economics and Personal Finance/Investments and Savings
## Section 1

Principal: How much you have originally invested or borrowed -You deposit $200 <-- the principle -You made a purchase using your credit card for $250 <-- the principle you borrowed
Simple interest: Amount charge for the use of invested or borrowed money. -When you invest money, you earn interest, so look for a higher interest rate. -When you borrow money, you pay interest (look for a lower interest rate).

### Calculation for INTEREST

Interest = Principle • Rate • Time in years (I=PRT)
If the time is given in months, you'll have to divide the months by 12 (5 months: 5/12 = 0.42 years).

## Section 2

Simple interest only earns interest on the principal while compound interest earns interest on the principal plus the interest. Basically, savings grow faster with compound interest.

## Section 3
### Rule of 72

This rule tells you how long it takes for your investment to double in value. It also tells you how long it takes for your debt to double in value.
Formula: 72/interest rate = Number of years it will take for the money to double.

### Savings Accounts

Savings accounts are not intended for daily use and are used for long-term purposes. It typically has a higher interest rate than checking, but still relatively has a weak earning potential. Your number of withdrawals are also limited.

#### CD

Certificates of deposit means that you agree to keep your money deposited for a certain amount of time. The cons are that there will be a hefty penalty for a withdrawal and the initial deposit is much more.

#### Money Market Funds

Interest rates are higher but require higher minimum balances.
3 types of savings accounts: Saving Accounts, CDs and Money Market Funds

## Section 4
### Investments

When you invest, you can earn OR lose money on your principal.

#### Types

* Stocks: If you invest in a company stock, you become part owner of a company; therefore, you could share the profits or loses of the company.
* Mutual Funds: Example of "indirect investing" because investors pool their money with other investors to reduce risk (you pay for the company's expertise).
* Government Savings Bonds: You loan money to the government and then the government promises to repay you with interest: you can get a U.S. bond or a municipal (local government) bond.
* Real Estate: Property such as land, houses, or office buildings (house flipping).
* Retirement Plans: Individual (traditional IRA, Roth IRA), employee-sponsored (401K, 4038, 4038-B).
# Economics and Personal Finance/Living + Leisure Expenses

When you lease a car, you use a car for a temporary amount of time.

## Pros

* No large downpayment to pay
* You drive a new, fresh car every few years
* Monthly payments are not as expensive as buying a car, so you can afford
* Stay up with the latest technology

## Cons

* You never own the car that you've leased
* You will always have monthly payments to pay
* You can not modify the car to your own tastes since it isn't your OWN car
* You have a mileage limit to adhere to

## Considerations

* Performance
* Safety
* Odometer mileage
* Average miles driven annually (per year)
* Fuel consumption
* Size
* Looks
* Price/payment limit
* Insurance, costs, taxes, maintenance
* Options/features
* Warranty
* Depreciation and resale

## Hidden Costs

* Tag and title
* Property tax
* Sales tax
* Car insurance
* Repairs/maintenance
* Oil change
* Inspections
* Gas
* License renewal fees
# Economics and Personal Finance/Higher Education
## Financial Aid

Federal Student Aid: A government granted financial aid that covers expenses in colleges such as tuition, room and boarding, books and transportation. The three main categories are grants and scholarships (gifts from the gov't), work-study (financial income acquired by the student at a job related to his/her schoolwork), and loans. Loans have to be re-payed with interest. How much federal student aid you get is based on your parents/student's income and assets, how many people are in your family, and how many people are enrolled in the college.

### Advantages

* You pay after graduation
* Interest rate is fixed
* Interest rate is most of the time lower than private loans
* You can apply for subsidized loans that can pay for your interest
* A credit check is not needed
* On-time payments accommodate your credit history.
* If you're behind, deferment options exist.
The reverse of these advantages apply to the disadvantages of private loans.

## Student Loans
### Subsidized Loans

* The government pays the interest while you are in school.
* A credit score is not needed
* Financial need must be evident

### Unsubsidized Loans

* You're responsible for the interest payments
* Is not based on financial need

### Repayment Process

* Loans cannot be canceled, but they can be consolidated into one loan with a single interest rate.
* Most loans have a grace period before you must begin the payment.
* If you cannot make your payment, you have options:
** Deferment/Forbearance - you temporarily stop making payments or you reduce your payments.

## Grants

* They don't need to be re-payed
* Pell grants are up to $5500 annual limit. TEACH: You must commit to teaching in a high-wanted field.
* Military service - awarded to students who have a parent that died during their service in the military.

## How do I make college more affordable?

* Create a budget
* Attend a 2-year institution, then transfer to a 4-year institution.
* Take high school courses that can exempt you from taking college-level courses, such as AP, dual enrollment.
* Don't take room and boarding, and simply live at home.
* Buy books that have already been used
# Economics and Personal Finance/Home Ownership
## Home Ownership

A mortgage is a home loan. You pay off this loan by making monthly payments. Loan approval also depends on your credit history. Equity is the portion of your home that you truly "own". You would take the home's value and subtract by how much you owe on the home. Any equity you own can be put towards the purchase of your next home.
Appraisal is the unbiased estimate of the true/fair market value of a home. This is based on the condition of your home, location, etc.

## Renting a Home
### Costs

* You don't build equity.
* No tax deduction for interest paid.
* Limited ability or incentive to upgrade.
* You don't build assets.

### Benefits

* No downpayment.
* Flexibility to move.
* Fewer maintenance expenses.
* No property taxes.
* Nicer amenities.

## Buying a Home
### Costs

* You pay a downpayment.
* The process is stressful.
* Pay property taxes.
* Pay for maintenance.
* Limited mobility.
* Property taxes and insurance costs can go up.
* Home's value could go down.

### Benefits

* You can deduct interest paid.
* Build equity.
* Personalization.
* You gain a sense of belonging in the community.
* Home value increases.
* Can hand down to future generations.
* Mortgage payments are sometimes less than rent.
* Many mortgages are fixed-rate.
* Your credit score improves.

## 5 C's

1. Character - The impression you make on the lender, such as your education, experience, credit score and manners. - The time you have lived at your address. - The time you have worked at your current occupation. - If you pay your bills on time. - If you pay your bills in full.
2. Capacity - Are you able to produce enough money to repay the loan you're due with? - How is your debt? - Your debt to income ratio will go under evaluation (the lower the ratio, the better).
3. Capital - Your net worth (value of your assets).
4. Collateral - Do you have the assets that a lender can take control of if you decide to not pay the payment you're due?
5. Conditions - Outside circumstances, such as how the economy is doing, is under consideration.
Foreclosure: A home that is the bank's property, which once belonged to a homeowner. The homeowner stopped making payments for some reason. These reasons could be because they got laid/fired, can't work due to medical conditions and/or excessive debt and mounting bill obligations. Downpayment is how much you give to the home's seller at the moment of the sale (the rest of the payment comes from your mortgage). Most mortgage lenders require a downpayment of at least 3%, though ideally 20%.
If credit history is bad, lenders might want for more money.
What is meant by a house is "underwater" is that you owe more on the house than your house is worth -- which is not good at all!

## Mortgage Loan Terms
### 30 year loan

* Lower monthly mortgage plan
* BUT you'll pay more interest

### 15 year loan

* Higher monthly mortgage payments
* BUT you'll pay less interest