OpenLLM-France/wikimedia huggingface dataset:
# Subjective Awareness/Bodily subjective experiences

Here's a list of bodily subjective experiences:
* Pleasure and Enjoyment:
** Sensations related to pleasure, such as the enjoyment of a delicious meal, a warm bath, or a soothing massage.
* Fatigue and Exhaustion:
** The subjective feeling of tiredness or depletion of energy after physical or mental exertion.
* Physical Comfort and Discomfort:
** The overall sense of ease or unease in the body, influenced by factors like posture, clothing, and environmental conditions.
* Itchiness and Irritation:
** Unpleasant sensations that trigger a desire to scratch or alleviate discomfort.
* Nausea and Motion Sickness:
** Feelings of queasiness and the urge to vomit, often associated with motion or certain stimuli.
* Muscle Tension and Relaxation:
** The subjective experience of muscles being tight, tense, or relaxed, reflecting physical and emotional states.
* Sexual Arousal and Satisfaction:
** Sensations related to sexual pleasure, arousal, and satisfaction.
* Balance and Dizziness:
** The feeling of equilibrium or the lack thereof, including sensations of dizziness or lightheadedness.
* Breathing Comfort and Shortness of Breath:
** The ease or difficulty experienced during breathing, including feelings of breathlessness.
* Physical Effort and Strain:
** The sensation of exertion and strain during physical activities, reflecting the intensity of effort.
* Fullness and Satiety:
** The subjective sense of being full and satisfied after eating, contrasting with hunger.
* Physical Vigor and Lethargy:
** Feelings of vitality and energy, or conversely, a lack of motivation and sluggishness.
* Heartbeat Awareness:
** Sensations related to awareness of one's heartbeat, such as rapid heartbeats in response to excitement or stress.
* Tingling and Numbness:
** Unusual sensations, like tingling or numbness, often associated with nerve activity or circulation.
* Respiratory Depth and Rate:
** The subjective experience of the depth and speed of breath, influenced by emotions, physical activity, and health.
* Headache and Migraine:
** Pain and discomfort specifically localized in the head, varying in intensity and duration.
* Digestive Comfort and Discomfort:
** Feelings associated with the well-being or discomfort of the digestive system, including bloating, cramps, and indigestion.
* Bladder Sensation and Urge:
** The subjective experience of the need to urinate, ranging from mild discomfort to urgent sensations.
* Joint Mobility and Stiffness:
** Feelings related to the flexibility and ease of movement in joints, contrasting with stiffness.
* Sensations of Lightness and Heaviness:
** Subjective perceptions of the body's weight or buoyancy, influenced by factors like posture and mood.
# Stars/Sun/X-ray sources/Quiz

Sun as an X-ray source is a lecture and an article about the X-ray astronomy of the Sun. It is part of the radiation astronomy department course on the X-ray astronomy.
You are free to take this quiz based on Sun as an X-ray source at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* The Sun (photosphere and below) is not the source of X-rays associated with and around the Sun.
# Stars/Surface fusion/Quiz

Stellar surface fusion is a lecture. Although a research project on its own, it is also part of the radiation astronomy department course on the principles of radiation astronomy.
You are free to take this quiz based on stellar surface fusion at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, and in the {{principles of radiation astronomy}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Surface fusion occurs because the interstellar electron influx has high enough energy to cause fusion of lighter nuclei.
# Stars/Supernovas/Quiz

Stars/Supernovas is a lecture about supernovas from a stellar perspective. This quiz is based on the lecture.
You are free to take this quiz at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Distances are only as relative as the time it takes to travel them.
# Stars/Sun/Standard models/Quiz

Standard solar models is a lecture about theoretical models in the field of astrophysics for the Sun.
You are free to take this quiz based on standard solar model at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* If the creation, sustaining and evolving of a star is produced by incoming electron currents from a galaxy, then any chosen star may be anywhere between creation and extinction.
# Swedish Language/Animals

Intermediate Swedish 1
Introduction
· Buying and selling
· Prepositions
· Particles
· Apects
· Declensions
· Computers
· Medical
· Pronouns
· Geography
· Participles
· Animals
· Mathematics :

## Glossary

| en apa, flera apor | an ape / a monkey |
| ett bi, flera bin | a bee |
| en björn, flera björnar | a bear |
| en delfin, flera delfiner | a dolphin |
| ett djur, flera djur | an animal |
| en elefant, flera elefanter | an elephant |
| en fisk, flera fiskar | a fish |
| en flodhäst, flera flodhästar | a hippo |
| en fågel, flera fåglar | a bird |
| ett får, flera får | a sheep |
| en giraff, flera giraffer | a giraffe |
| en gris, flera grisar | a pig |
| en hare, flera harar | a rabbit |
| en haj, flera hajar | a shark |
| en hund, flera hundar | a dog |
| en häst, flera hästar | a horse |
| en insekt, flera insekter | an insect |
| en isbjörn, flera isbjörnar | a polar bear |
| en katt, flera katter | a cat |
| en ko, flera kor | a cow |
| en kossa, flera kossor | a cow |
| ett lejon, flera lejon | a lion |
| ett lodjur, flera lodjur | a lynx |
| en manet, flera maneter | a jellyfish |
| en mask, flera maskar | a worm |
| en mus, flera möss | a mouse |
| en noshörning, flera noshörningar | a rhino |
| en orm, flera ormar | a snake |
| ett rådjur, flera rådjur | a roe deer |
| en råtta, flera råttor | a rat |
| en räv, flera rävar | a fox |
| en snok, flera snokar | an adder |
| en tiger, flera tigrar | a tiger |
| en uggla, flera ugglor | an owl |
| ett vildsvin, flera vildsvin | a wild pig |
| en val, flera valar | a whale |
| en varg, flera vargar | a wolf |
| en älg, flera älgar | an elk / a moose |
| en ödla, flera ödlor | a lizard |
# Swedish Language/Botany

Intermediate Swedish 2
Introduction
· Botany
· Grammar terminology
· Regular verbs
· Irregular verbs :

## Text

I Sverige växer många olika slags träd och alla har rätt att besöka skogarna. Tall och gran planteras av markägaren som också har rätt att avverka när det är dags. Då och då måste man gallra i skogen så att inte träden växer för tätt ihop. Svamp och bär som växer på marken är det fritt fram att plocka. Man får dock inte plocka vissa fridlysta växter.

## Examples

* Eken växer endast söder om Dalälven. Oaks only grow south of the Dalälven river.
* I skogen kan man plocka bär och svamp. You can pick berries and fungus in the woods.
* Det är mossa i gräsmattan. There are moss in the lawn.
* Vi ska göra lingonsylt. We will make lingonberry jam.

## Exercises

Please translate into Swedish.
* The coltsfoot bloom at spring time.
* In the woods I saw lots of windflowers.
* We will cut down a birch in our garden.
* I will give her a bouquet of roses.
* He shivers like a leaf of an aspen.
Please translate into English.
* Träden har rötter, stam och grenar.
* Tall och gran är barrträd. Björk och ek är lövträd.
* Tall - långa barr. Gran - korta barr.
* Man får inte plocka fridlysta blommor.
* På hösten kan man plocka svamp.

## Vocabulary

| en art, flera arter | a spieces |
| en al, flera alar | an alder |
| en asp, flera aspar | an aspen |
| en bark, flera barker | bark (biol.) |
| en björk, flera björkar | a birch |
| ett blad, flera blad | a leaf, page in a book |
| en blomma, flera blommor | a flower |
| ett bär, flera bär | a berry |
| en botanik, flera botaniker | botany |
| det är dags att.. | it's time to.. |
| en djungel, flera djungler | a jungle |
| en ek, flera ekar | an oak |
| ett frö, flera frön | a seed |
| ett frö, flera fröer | a seed (about different seeds) |
| en gran, flera granar | a fir, a spruce |
| en gren, flera grenar | a branch |
| att gro | to grow, sprout, germinate |
| (ett) gräs | grass |
| en gräsmatta, flera gräsmattor. | a lawn |
| en kotte, flera kottar | a cone (biol.) |
| en lav, flera lavar | a lichen |
| en lilja, flera liljor | a lily |
| en lönn, flera lönnar | a maple |
| en markägare, flera markägare | a land owner |
| en mossa, flera mossor | a moss |
| att odla | to grow something |
| en ros, flera rosor | a rose |
| en rot, flera rötter | a root |
| (en) sand | sand |
| en skog, flera skogar | a forrest, wood |
| en stam, flera stammar | a stem (trees) |
| en stjälk, flera stjälkar | a stem (flowers) |
| en stock, flera stockar | a log (from tree) |
| en svamp, flera svampar | a fungus |
| en tall, flera tallar | a pine |
| en tulpan, flera tulpaner | a tulip |
| en tussilago, flera tussilagor | a coltsfoot |
| en vitsippa, flera vitsippor | a windflower |
| att växa | to grow (to become bigger/taller) |
| en växt, flera växter | a plant (biol.) |
| en älv, flera älvar | a river |
# Swarm intelligence/Slime mold

Slime Mold create a swarm of Unicellular Organisms (BBC Video on Youtube). It is obvious that the individuals in a swarm do not have an "intelligence" as unicellular organisms. But the swarm is able to determine the shortest path for food supply of the community. This learning resource introduces the concept of swarm intelligence on the level of unicellular systems.

## Videos

* Slime molds solving the shortest path problem (without comments) 92h Time lapse
* BBC Video on Youtube about Slime Mold
* Lens of Time: Slime Lapse by bioGraphic (with Comments) for food supply of the community of unicellular organisms
* The Physarum Experiments, Study No.024: Interspecies Encounter - Competition between two species.

## Learning Task

* Watch the videos, explore literature and explain, how the slime mold transport food in network and how the other swarm organisms benefit from the swarm behaviour!
* What would happen, if only the unicellular organisms, that have direct access to the food source, would benefit? What is the evolutionary benefit of the swarm behaviour?
* Can you identify disadvantages of that strategy!
* Swarm molds create a food supply network for the swarm. Where do you find other networks in nature, technical environments or social systems, that create same network structures to support the members of the community?
# Swarm intelligence/Individual vs. Systems Performance
## Individual vs. Systemic Performance

Individuals of swarm can operate in a pure competetive mode in a system. The top priority is to maximize the individual benefit and performance. If the competetive individuals in the swarm begin to sacrifize a fraction of their individual performance for improvement of the swarm performance, then there is a individual loss that can be considered as negative assessment of that strategy. Why is it so difficult for human to sacrifice individual benefits for systemic benefit of the swarm? Where do we need swarm intelligence and where do we find individual preferences and where to find the systemic preferences for swarm intelligence and systemic optimization in social, scientific, ecosystems, economy, ...? Analyse the diagram on the right and write a short summary for yourself to your key insights you gained or the key features that are not expressed in the diagram?

### Compare Local and Global Performance

| Local perspective on system performance | Global perspective on system performance |
If we regard the Swarm Intelligence as a methodology to solve complex problems, then a scientific approach is to measure performance indicator of a system, even if it impossible to describe all the systemic aspect of a complex systems by performance indicators. In general there are more than one performance indicators (e.g. economic benefits, public health benefits, environmental benedits,...) that uses performance indicators. The swarm consists of individuals that are divers to some extend. If they look on their specialities and their own local performance indicators the decision makers as individuals in a swarm may reduce systems performance even if they improve their own performance indicators.
Analyse the following diagrams and write a small summary of ideas you can derive from the knowledge you aquired. Apply this knowledge to your individual expertise (e.g. manager of a company, environmental scientist, public health agency and even a NGO that support cutural heritage of land management of indigenous population)
# Swarm intelligence/Birds
## Sensor Network - Warning

In a bird swarm there is connection of sensors (see and hear) that can create a warning to others and communicate the warning in s swarm network.

## Experience - Learning

Swarms consist of young and old individuals that have different experience. Migratory birds can "read" the magnetic field of the earth for navigation but good places for rest and food can be communicated from old to young (sharing of information).

## Causes for Individual Properties

Swarm individuals have individual properties, different exposures to predators and thus different response behaviour to predators. So the diversity is a kind richness of reponses in a the swarm.

## Learning Task

* (Sensors of Individuals) What are sensors of migratory birds (include magnetic field of earth)
* (Swarm Interaction) How do birds communicate in a network?
* (Experimental Design) Explain how a study design should elaborated, to identify the impact on indivdual behaviour by
** Network Communication in the Swarm
** Individual perception of the environment
# Swedish Language

Swedish is a North Germanic language spoken natively by 10 million people, predominantly in Sweden (as the sole official language) and in parts of Finland, where it has equal legal standing with Finnish. It is largely mutually intelligible with Norwegian and Danish, although the degree of mutual intelligibility is largely dependent on the dialect and accent of the speaker.

## Courses

* Introduction to Swedish
* Intermediate Swedish 1
* Intermediate Swedish 2

## Resources

Special:Prefixindex/Swedish Language/

## See Also

* Wikipedia: Swedish language
* Wikibooks: Swedish
* valodas - free cross-platform language learning software
* Swedish-English Dictionary
# Swedish Language/Aspects

Intermediate Swedish 1
Introduction
· Buying and selling
· Prepositions
· Particles
· Apects
· Declensions
· Computers
· Medical
· Pronouns
· Geography
· Participles
· Animals
· Mathematics :
| ongoing aspect | translation | finished aspect (verb+particle) | translation |
| att hoppa på en stol | to jump on a chair | att hoppa sönder en stol | to jump up on a chair until it breaks. |
| att äta ett äpple | to be eating an apple | att äta upp ett äpple | to finish an apple |
| att sy en kjol | to be sewing a skirt. | att sy upp ett par byxor. | to finish/adjust a pair of trousers (at the tailor) |
| att hissa en flagga | to be raising a flag. | att hissa upp en flagga. | to raise a flag. |
| att skriva en uppsats | to write an essay. | att skriva färdigt en uppsats. | to finish an essay. |
| att diska | to do the dishes. | att diska klart. | to finish the dishes. |
| att slå ett barn | to beat a child. | att slå ihjäl ett barn. | to beat a child to death. |
| att köra en clown till cirkusen | to drive a clown to the circus. | att köra bort en clown. | to drive away a clown. |
| att tömma en låda | to be emptying a box. | att tömma ut en låda. | to empty a box. |
| att trycka någon | to squeeze someone. | att trycka till någon. | to squeeze someone until it hurts. |
| att gå och skräpa. | to be useless. | att gå och skräpa ned. | to go polluting. |
| att täcka ett område. | to cover an area. | att täcka för en lucka. | to cover a vacant area. |
| att täcka någon. | to cover (protect) someone. (military) | att täcka upp för någon. | to cover someone while he is absent. |

## Exercises

Translate into English 1. Hon tog bort skräpet från källaren. 2. Han samlade in uppsatserna. 3. De lade till med båten vid bryggan. 4. Det är inte ok att hon äter upp min mat. 5. Du får äta av min mat.
Translate into Swedish 6. I don't have any money now. Can you pay the expense for me? 7. Norvegians have bought all houses in the area. 8. Finish your chewing before trying to talk! 9. The company have opened a new market. 10. I don't like that she is interfering when I try to do my homework.
Answers
# UTPA STEM/CBI Courses/Calculus/Ordinary Differential Equations (ODE's)

Topics
Nonlinear Systems of Differential Equations
# UTPA STEM/CBI Courses/Calculus/Trigonometry

Topics
Angles of Elevation and Depression
# UTPA STEM/CBI Courses/Calculus/Taylor Series

Course Title: Calculus II
Lecture Topic: Taylor Series
Instructor: Barnabas Bede
Institution: UTPA

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Use Taylor series to calculate numerical values of a function
* Sub Objectives- The objectives will require that students be able to:
** Calculate the coefficients of the Taylor series
** Find an error estimate for the Taylor series
* Difficulties- Students may have difficulty:
** With finding the error bound
** To know when the Taylor series diverges
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Numerical calculations and implementation of numerical method.
Model of Knowledge
* Concept Map
** Power Series
** Taylor Series
** Error estimate
* Content Priorities
** Enduring Understanding
*** Taylor series
** Important to Do and Know
*** Using Taylor series for numerical calculations
** Worth Being Familiar with
*** Error estimates
Assessment of Learning
* Formative Assessment
** In Class
*** Short quiz to find the Taylor series of the cos x function and its error estimate.
** Homework (individual)
*** Short quiz to find the Taylor series of the exponential function
*** Write the Taylor series of cos x, ln(1+x) etc.
* Summative Assessment
** Test has Taylor series
** One student goes public by solving a problem at the board

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* Use Taylor series for numerical computation.
The objectives will require that students be able to:
* Calculate Taylor series
THE CHALLENGE
You are working for a Calculator Manufacturer. The hardware was recently improved and there is a new scrolling screen available. The CEO of the company offers a $2000 bonus to the mathematician who can design a method to calculate sin x with 100 decimals.
The calculator is already equipped with software to use the scrolling screen feature for elementary operations.
GENERATE IDEAS
Explain the challenge and ask for opinions.
MULTIPLE PERSPECTIVES
The students work in small groups for 10 min and come up with ideas.
RESEARCH & REVISE
* The professor introduces the Taylor series.
* The students calculate the Taylor series of sin X.
* The professor asks the students how we can insure that the solutions to 100 decimals are exact.
* The students revise their ideas. The error needs to be estimated.
* The professor teaches the error estimate.
TEST YOUR METTLE
Short formative assessment follows.
GO PUBLIC
One student (a volunteer) solves the challenge at the board and finds the number of terms needed to get the precision of 100 decimals.

## Test Your Mettle Quiz

1) Find the third term of the Taylor series associated to the function f(x)=cos x
2) Find the error estimate for the Taylor series of cos x.