OpenLLM-France/wikimedia huggingface dataset:
# Ways of making education more interesting for children
## Intro

Lots of things can make the lesson more fun.Things like games, songs, quizzes, puzzles, projects where students make something fun ... although a lot of it can also depend on the teacher's personality.This is an extremely powerful tool. When children are having fun or if they find something amusing, they will do whatever it is again and again and again. It's amazing.
Not only will they want you to do it again then, but the next time you see them, they'll ask you, "Do that thing again." (Problem is you have to remember what it was.) Children do this and love it. It's one way to learn about morphemes. Tell them you want an elephant-pencil. "An elephant-pencil? No, no a monkey-pencil! No, no. A ROCKET-pencil." "A pocket-pencil? What's that?" Children will jump in and start talking! As a teacher or at any profession, you can get very bored with the same thing every day.
Games and new activities will bring some new life to your classes but you might think about some new things for yourself. Further education as a teacher may bring some new horizons. In designing lesson plans this can be a key point for game/activity selection and/or creation, as well as presentation. If the students find something amusing they will want to do it over and over again.

## Useful Tools

* Funny words: Don't be afraid to make up words or combine words to make non-sense. Children might bring you a lot of new ideas.
* Build up! Be Positive! Teach hard! The first thing to make class more interesting for students is to be interested & enthusiastic about what you want to do during the lesson.
Switch around with a range of activities, like watching a video one week, & then listening to a song next week, followed by newspapers or magazines, & then conduct a role play, etc... . I think its best to use tasks that the students will find relavant as well, so that they want to learn, rather than something irrelavant.
* Also build on teacher-student relations. Get to know your students, & let them get to know about you too, this way not only will they feel more comfortable around you, but you'll feel alot more comfortable teaching them as well.
Lastly, when assigning them tasks, make sure that they are easy enough to successfully complete, but not too easy that they will think it is a waste of time.
* Comic strips
A useful way to grab children's attention is by comics. Children like colourful cartoons, and if a message of learning is concealed inside the cartoon the child will take it in better than they would in a boring black and white book.
# Wayback Machine
## Introduction

The Wayback Machine is a digital archive of the World Wide Web founded by the Internet Archive, an American nonprofit organization based in San Francisco, California. Created in 1996 and launched to the public in 2001, it allows the user to go "back in time" to see how websites looked in the past. Its founders, Brewster Kahle and Bruce Gilliat, developed the Wayback Machine to provide "universal access to all knowledge" by preserving archived copies of defunct web pages.

## Learning Activities

* Explain the role of Wayback Machine or other digital archives, that preserve copies of defunct web pages or web portals that exist for a specific period of time and currently the information is not accessible.
* Do you see any similarities and differences between an traditional archive (e.g. of a city) and a digital archive?
# Ways of learning

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.

## Some learning mechanisms

| 中文 (Chinese) | English | French | German | 日本語 (Japanese) | 한국어 (Korean) | Turkish |
| 中国 | habituation | habituation | Gewöhnung / Habituation | 馴化 | 습관 | alışkanlık |
| 古典制約 | classical conditioning | conditionnement classique | klassische Konditionierung | 古典的条件付け | 고전 컨디셔닝 | klasik koşullanma |
| 操作制約 | operant conditioning | conditionnement opérant | operante Konditionierung | オペラント条件づけ | 자발적 컨디셔닝 | edimsel koşullanma |
| 游戏 | exploring / game / play | explorer / jeu | Spielverhalten | ゲームの振る舞い | 게임 동작 | araştırmak / oynamak |
| 仿制 | imitation -> learning by observing | imitation -> apprendre par observations | Nachahmung -> Lernen d. Beobachtungen | 模倣 | 모방 | imitasyon |
| 重组行为 -> 認知 学习 | recombinant behavior -> cognitive learning | comportement nouveau combiné -> cognitif apprentissage | Neukombiniertes Verhalten -> Lernen durch Einsicht | 認知的学習 | 인지적 학습 | kavramsal öğrenme |
| 铭印 | imprinting | empreinte | Prägung | 刷り込み | 정도를 | imprinting |
| 传统 | tradition | tradition | Tradition | 伝統 | 전통 | gelenek |

## Quotes

View some quotes about:
* Learning
* Education
# TESOL Materials/Speaking

Welcome to the Speaking page for TESOL Materials
# TOEFL ITP
### Overview of the TOEFL ITP

The TOEFL ITP (Institutional Testing Programme) is a paper-based test that is a cost-effective method of evaluating academic English language skills of non-native English speakers. Because it is reliable evaluation and cost effective, there are more than 1500 academic institutions administering more than 400,000 TOEFL ITP tests each year.

### Purpose of TOEFL ITP

TOEFL ITP is used by more than 1500 academic institutions for a few purposes. This test can be used for: 1. Placement in intensive English programs that require academic English proficiency at a college level. 2. Progress monitoring in English-language programs stressing academic English proficiency. 3. Exiting English-language programs by demonstrating proficiency in English listening and reading. 4. Admissions to short-term, non-degree programs in English-speaking countries where the sending and receiving institutions agree to use TOEFL ITP scores. 5. Admissions to undergraduate and graduate degree programs in non-English speaking countries where English is not the dominant form of instruction. 6. Admissions and placement in collaborative international degree programs where English-language training will be a feature of the program. 7. Motivating students who hope to improve their language level or take the TOEFL iBt test.

### Test Content and Format
##### Test Content

The TOEFL ITP test is a paper-based test that is used to evaluate the English-language proficiency for non-native English speakers. All questions are multiple choice and students answer questions by filling in an answer sheet. The test evaluates skills of students in three areas:
* Listening Comprehension measures the ability of students to understand spoken English as it is used in colleges and universities.
* Structure and Written Expression measures recognition of selected structural and grammatical points in standard written English.
* Reading Comprehension measures the ability of students to read and understand academic reading material.

##### Test Format

The test takes 1 hour and 10 minutes and it consists of 140 multiple-choice questions that evaluate the skill of test-takers in listening comprehension, reading, and structure and written expression. Each section is scored separately: this allows the test taker to focus on his weakness points.
Timetable for the TOEFL ITP :
| Section | Number of Questions | Admin. Time | Score Scale |
| Listening Comprehension | 30 | 22 minutes | 20–50 |
| Structure and Written Expression | 25 | 17 minutes | 20–50 |
| Reading and Vocabulary | 40 | 31 minutes | 20–50 |
| TOTAL | 95 | 70 minutes | 200–500 |

### Why TOEFL ITP?

* Flexible administration
** Use your facilities and staff
** Test groups of any size
* Reliable scores from ETS:
** Recognized worldwide
** Reported to institutions for internal purposes
** Timely results for prompt decisions
* Affordable: reasonably priced
# TESOL Materials/Reading

Welcome to the Reading page for TESOL Materials
# T cell

The T cell (also called T lymphocyte) is one of the most import cells of the adaptive immune system. Because it is part of the adaptive immune system, it takes a while for the T cell to become fully activated and differentiated (mostly +/- 7 days after an antigen/pathogen enters the body). This is due to the fact that T cells aren't always exactly at the location where the pathogen enters the body. This is why a dendritic cell, which are positioned right beneath the skin surface, catches a (part of the) pathogen as soon as it enters, tears it into pieces, travels to the lymph nodes and presents the small pieces to the T cell. Even then, the T cell has to undergo a process of further differentiation and activation, but after that it can finally leave the lymph node. The T cell will travel through the bloodstream to the site of inflammation, where it leaves the bloodstream, invades into the inflamed tissue and tries to kill the pathogen.
This is of course a very brief summary of how the T cell works. There are different types of T cells, each with their own activation-process and function:
* CD4+ T helper cell
** Th1 cell
** Th2 cell
** Th17 cell
** TFH cell
* CD8+ cytotoxic T cell
* Regulatory T cell

### Th1 cell

Th1 cells help assist other lymphocytes (mostly macrophages) to become highly microbicidal. Some pathogens like Mycobacterium tuberculosis and Mycobacterium leprae tend to grow inside a macrophage and have a very specific mechanism to prevent being killed by the phagolysosome: they prevent the fusion between the phagosome (where the mycobacterium is located) and the lysosome (where the proteases are located). That way the phagosome doesn't acidify, the mycobacterium isn't broken down and the macrophage can't present little fragments of the mycobacterium to the T cells. There are however receptors present in the phagosome that sense the present of a pathogen (because of DNA/RNA). That way the Th1 cell can help to macrophage become more microbicidal and make sure that it fuses the phagosome and the lysosome, so the mycobacterium dies.
The phagosome needs 2 signals for this process to start: interferon gamma and CD40-ligand or lipopolysaccharide (LPS). The second signal (CD40-ligand or LPS) makes the phagosome more susceptible to interferon gamma. Th1 cells have a CD40-ligand on their cell membrane and they can produce interferon gamma, but this process can also happen by CD8+ T cells where they produce the interferon gamma, while the lipopolysaccharide comes from a gram negative bacterium.
Th1 cells are particularly formed in the presence of interleukin 12 (IL-12), which is mostly likely produced by the dendritic cells, and by interferon gamma, which is most likely formed by the natural killer (NK) cells. The effector function of the Th1 cells is to strengthen the NK cells, macrophages and CD8+ cytotoxic T cells and to make sure the B cells produce IgG antibodies.
# WikiJournal Preprints/Correlation and path analysis of rainfed lowland rice

WikiJournal Preprints Open access • Publication charge free • Public peer review
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
This article has been declined for publication by the WikiJournal of Science.
It is archived below as a record. Discussion can be viewed here.
First submitted: 10 Jun 2018 Declined: 21 Jul 2019 Reviewer comments
QID: Q81239321
Suggested (provisional) preprint citation format: Anon until publication. "WikiJournal Preprints/Correlation and path analysis of rainfed lowland rice". WikiJournal Preprints. Wikidata Q81239321.
License:
This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited.
Thomas Shafee contact
Watcharin Soonsuwon

## Article information

Author: Anon until publication
* ↑ by

## Additional information
### Acknowledgements

Any people, organisations, or funding sources that you would like to thank.

### Competing interests

Any conflicts of interest that you would like to declare. Otherwise, a statement that the authors have no competing interest.

### Ethics statement

An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section.
# WikiJournal Preprints/Cultural Computational Publishing: A Sprint

WikiJournal Preprints Open access • Publication charge free • Public peer review
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
This article is an unpublished pre-print not yet undergoing peer review.
To submit this article for peer review, please: Submit authorship declaration form
Create peer review location

## Article information

Author: Simon Worthington
* ↑ TIB
* ↑ simon.worthington@tib.eu

## First Heading

Manuscript text goes here

### Subheading
## Additional information
### Acknowledgements

Any people, organisations, or funding sources that you would like to thank.

### Competing interests

Any conflicts of interest that you would like to declare. Otherwise, a statement that the authors have no competing interest.

### Ethics statement

An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section.
# University of Florida/Egm4313/s12.team11.perez.gp/R4.1
#### Problem Statement

Obtain equations (2), (3), (n-2), (n-1), (n), and set up the matrix A as in (1) p.7-21 for the general case, with the matrix coefficients for rows 1, 2, 3, (n-2), (n-1), n, filled in, as obtained from equations (1), (2), (3), (n-2), (n-1), (n).

#### Given

As shown in p.7-21, the first equation is:
$2C_{2}+ac_{1}+bc_{0}=d_{0}\!$ (1) p.7-21
According to p.7-20, the general form of the series is:
$\sum _{j=0}^{n-2}[c_{j+2}(j+2)(j+1)+ac_{j+1}+bc_{j}]x^{j}+ac_{n}nx^{n-1}+b[c_{n-1}x^{n-1}+c_{n}x^{n}]=\sum _{j=0}^{n}d_{j}x^{j}\!$ (2) p. 7-20
From (2) p.7-20, we can obtain n+1 equations for n+1 unknown coefficients ${c_{0},...,c_{n}}\!$.
After referring to p.7-22, it can be determined that the matrix to be set up is of the following form:
$A={\begin{bmatrix}X&&X&&X&&0&&0&0\\0&&X&&X&&0&&0&0\\0&&0&&X&&0&&0&0\\0&&0&&0&&X&&X&X\\0&&0&&0&&0&&X&X\\0&&0&&0&&0&&0&X\end{bmatrix}}\!$
where the rows signify the coefficients $c_{0},c_{1},c_{2},c_{n-2},c_{n-1},c_{n}\!$, and the columns signify $d_{0},d_{1},d_{2},d_{n-2},d_{n-1},d_{n}\!$.

#### Solution

Building the coefficient matrix as shown in p.7-22 of the class notes, we can begin to solve for the coefficients as follows:
Equation associated with $d_{0}\!$:
j=0: $d_{0}=2C_{2}+ac_{1}+bc_{0}\!$ (1)
Equation associated with $d_{1}\!$:
j=1: $d_{1}=6c_{3}+2ac_{2}+bc_{1}\!$ (2)
Equation associated with $d_{2}\!$:
j=2: $d_{2}=12c_{4}+3ac_{3}+bc_{2}\!$ (3)
Equation associated with $d_{n-2}\!$:
j=n-2: $d_{n-2}=[c_{n}(n)(n-1)+ac_{n-1}(n-1)+bc_{n-2}]\!$ (n-2)
Equation associated with $d_{n-1}\!$:
j=n-1: $d_{n-1}=ac_{n}n+bc_{n-1}\!$ (n-1)
Equation associated with $d_{n}\!$:
j=n: $d_{n}=bc_{n}\!$ (n)
Using all of the above equations, (1), (2), (3), (n-2), (n-1), (n), we can then determine the A matrix to be:
# University of Florida/Egm4313/s12.team11.perez.gp/R1.4

Problem: Derive (3) and (4) from (2).
Given:
$V=LC{\frac {dV_{c}^{2}}{dt^{2}}}+RC{\frac {dV_{c}}{dt}}+V_{c}$ (2)
$V'=LI''+RI'+{\frac {1}{C}}I$ (3)
$V=LQ''+RQ'+{\frac {1}{C}}Q$ (4)
Solution:
First, let's solve for (3).
Recall that:
$Q=CV_{c}=\int Idt$,
and
$I=C{\frac {dV_{c}}{dt}}={\frac {dQ}{dt}}$.
We can use this information to replace the differentiating terms accordingly.
After doing so, we get:
$V=L{I}'+RI+V_{c}\!$
but knowing that $I={\frac {dQ}{dt}}$, we can rearrange the terms to get $V_{c}={\frac {1}{C}}\int Idt$.
Using this information in the previously derived equation, we find that:
$V=LI'+RI+{\frac {1}{C}}\int Idt$.
Finally, after differentiating $V$ with respect to $t$, we get:
$V'=LI''+RI'+{\frac {1}{C}}I$.
Now, let's solve for (4).
Once again considering that $Q=CV_{c}\!$, we can solve for (4) by differentiating
twice and then plugging it into (2).
Deriving twice, we find that:
$Q=CV_{c}\!$
$Q'=C{\frac {dV_{c}}{dt}}$
$Q''=C{\frac {dV_{c}^{2}}{dt^{2}}}$
After plugging this into (2), we see that:
$V=LQ''+RQ'+V_{c}\!$.
Once we rearrange $Q=CV_{c}\!$, we find that $V_{c}={\frac {Q}{C}}$.
We can plug this in to the above equation to get the solution:
$V=LQ''+RQ'+{\frac {1}{C}}Q$.
# University of Florida/Egm4313/s12.team11.vargas.aa

Report 2, Problem 2.6
# University of Florida/Egm4313/s12.team13.steinberg.r1
## R1.5A
### Problem Statement

4.) Find the general solution to the following ODE and check the result by substitution.
$y''+4y'+(\pi ^{2}+4)y=0\,\!$

### Solution

The homogeneous characteristic equation for linear 2nd order ODE's with constant coefficients is
$\lambda ^{2}+a\lambda +b=0\,\!$
(5.1)
For the ODE in this problem, the characteristic equation becomes
$\lambda ^{2}+4\lambda +(\pi ^{2}+4)=0\,\!$
To solve for the solutions, the discriminant to the quadratic equation must first be calculated.
$\Delta =a^{2}-4b\,\!$
(5.2)
$\Delta =16-4(\pi ^{2}+4)\,\!$ $=16-4\pi ^{2}-16\,\!$ $=-4\pi ^{2}\,\!$
Since the discriminant is negative, there will be two imaginary solutions to the ODE. The solutions can be obtained by solving the remainder of the quadratic formula.
$\lambda _{1,2}={\frac {-a\pm {\sqrt {a^{2}-4b}}}{2}}\,\!$
(5.3)
$\lambda _{1,2}={\frac {-4\pm {\sqrt {-4\pi ^{2}}}}{2}}\,\!$ $={\frac {-4\pm 2\pi i}{2}}\,\!$ $=-2\pm \pi i\,\!$
Therefore,
$\lambda _{1}=-2+\pi i\,\!$
(5.4)
$\lambda _{2}=-2-\pi i\,\!$
(5.5)
The two distinct, linearly independent, homogeneous solutions for the case with two imaginary roots are
$y_{h,1}(x)=e^{a_{1}x}\cos b_{1}x\,\!$
(5.6)
$y_{h,2}(x)=e^{a_{2}x}\sin b_{2}x\,\!$
(5.7)
The homogeneous solution is
$y_{h}=c_{1}y_{h,1}+c_{2}y_{h,2}\,\!$
(5.8)
$y_{h}(x)=c_{1}e^{a_{1}x}\cos b_{1}x+c_{2}e^{a_{2}x}\sin b_{2}x\,\!$
$y_{h}(x)=c_{1}e^{-2x}\cos \pi x+c_{2}e^{-2x}\sin \pi x\,\!$
The final general solution is therefore
$y_{h}(x)=e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)\,\!$
(5.9)
To check this result using substitution, we must take the first and second derivatives of the general solution to substitute back into the original ODE.
$y'(x)=-2e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)+e^{-2x}(-\pi c_{1}\sin \pi x+\pi c_{2}\cos \pi x)\,\!$
(5.10)
$y''(x)=4e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)-2e^{-2x}(-\pi c_{1}\sin \pi x+\pi c_{2}\cos \pi x)-2e^{-2x}(-\pi c_{1}\sin \pi x+\pi c_{2}\cos \pi x)+e^{-2x}(-\pi ^{2}c_{1}\cos \pi x-\pi ^{2}c_{2}\sin \pi x)\,\!$
(5.11)
$=4e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)-4e^{-2x}(-\pi c_{1}\sin \pi x+\pi c_{2}\cos \pi x)+e^{-2x}(-\pi ^{2}c_{1}\cos \pi x-\pi ^{2}c_{2}\sin \pi x)\,\!$
Substituting back into the original ODE gives
$y''+4y'+(\pi ^{2}+4)y=0\,\!$
(5.12)
$4e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)-{\cancelto {0}{4e^{-2x}(-\pi c_{1}\sin \pi x+\pi c_{2}\cos \pi x)}}+e^{-2x}(-\pi ^{2}c_{1}\cos \pi x-\pi ^{2}c_{2}\sin \pi x)-8e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)+{\cancelto {0}{4e^{-2x}(-\pi c_{1}\sin \pi x+\pi c_{2}\cos \pi x)}}+(\pi ^{2}+4)(e^{-2x})(c_{1}\cos \pi x+c_{2}\sin \pi x)=0\,\!$
${\cancelto {0}{-4e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)}}+{\cancelto {0}{e^{-2x}(-\pi ^{2}c_{1}\cos \pi x-\pi ^{2}c_{2}\sin \pi x)}}+{\cancelto {0}{(\pi ^{2}+4)(e^{-2x})(c_{1}\cos \pi x+c_{2}\sin \pi x)}}=0\,\!$
Since all terms cancel to 0, $y_{x)=e^{-2x}(c_{1}\cos \pi x+c_{2}\sin \pi x)\,\!$ is a general solution to the original ODE.
Section 2 Lecture Notes
# Version Control/Git/Clone some public repositories

Clone to your computer some public git DevOps related repositories:
And keep them updated with:
    macOS: gfind $1 -name ".git" | gsed -r 's|/[^/]+$||' | parallel "echo; git -C pull"
# Vertical farming

This is a learning resource about vertical farming. Research, learning, and teaching related to vertical farming can be organized here. Perhaps in the future, open source designs for vertical farms can be developed. Vertical farming can potentially help to eliminate poverty on Earth.

## Discussion questions

* To what degree could vertical farming help to eliminate hunger on Earth?
** Explore the Sustainable Development Goals. Identify other goals (SDGs) that are linked to vertical farming beside beside Zero Hunger?
** How are these goals interdependent?
** What are the callenges and constraints for a sustainable implementation and what are the benefits?
* Could designs for vertical farms that are open source help to accelerate adoption of the technology? (see also Open Innovation Ecosystem)
* Can vertical farming be profitable with current technologies?

## Learning readings and learning videos
### Wikipedia

* Vertical farming
* Controlled-environment agriculture
* Building-integrated agriculture
* Controlled Environment Agriculture Center
* Urban agriculture
* Roof garden
* Seascraper
* Organic engineering systems
* Organic hydroponics
* Hydroponics
* Digeponics
* Grow light
* PI curve
* Hydroponic dosers
* Ultrasonic hydroponic fogger
* Passive hydroponics
* Greenhouse
* Dickson Despommier
* Aeroponics
* Aerial root
* Arcology
* Foodscaping
* Association for Vertical Farming

### Learning videos

* How Can We Improve Vertical Farming? - this video includes discussion of phase 3 vertical farming which includes staples like rice and wheat.

## Open source vertical farming

* Grow Stack
* MIT Open Agriculture Initiative
* Hectar
   * Hectar Vertical Farm Plans
# Version Control

Version control, also known as revision control or source control, is the management of changes to documents, computer programs, large web sites, and other collections of information.

## Resources

* Git
* Mercurial
* Migration from MKS to SVN
* Public-Private-Versioning

## Learning Activities

* (Version and Release) Explain the difference between a "version" and a "release". What are the requirements and constraints to decide that a specific version is mature enough to be a release? How does a Version Control System support this mechanism.
* (Forking) Explore the concept "forking" in software development and identify different application scenarios in which you would branch the development into different forks (e.g. forks for specific use cases). Explain how version control systems support you in doing this.
* (Merging) Explore the concept merging different "forks" into the main branch of the software development and identify specific use cases in which you would integrate/merge a specialized fork back into the main development branch. Describe examples/use cases like:
** Open Source Speech Recognition - fork" that was meant to used for handicapped special needs students in a fork are assessed to be useful also for voice control and in general for Digital Learning Environments.
** adding 3D Modelling features in a fork to an Open Source Dynamic Geometry Software.

## See Also

* Internet Fundamentals/Collection
* Bitbucket
* GitHub
* GitLab
* Wikipedia: Version control
* Fork in Software Development
# Version Control/Mercurial

Mercurial is a distributed revision control software used by many open source projects. This learning resource is meant to help students learn to use it so that they can collaborate with other participants on software projects at Wikiversity.

## Learning materials

* Mercurial: The Definitive Guide - A book written by Bryan O'Sullivan