OpenLLM-France/wikimedia huggingface dataset:
# Biblical Overview/Course Template (Topical)

=> School of Theology > Department of Biblical Studies > Center of Biblical Survey > Study of Scripture - (insert page name here)
Perspective: Literal-Normal Interpretation. Its authors are committed to maintaining a high level of scholarly ethics. :
* Bible Tour: Template (section)
* Tour Stop 1 (section)
* Tour Stop 2 (section)

## Introduction

Here you can provide a brief introduction to the topic being studied. The topic will be expounded upon in the tour of scripture; this space is simply for an introduction.

## Tour of Scripture

Scripture Passage (link to passage in BibleGateway) (link to corresponding lesson & section)
    This indented paragraph serves to describe the given passage, interpret it if necessary, and describe how it adds to/shapes the overall topic being discussed. Not every pertinent passage needs to be listed here; that feat is reserved for the chain reference section below. This tour of scripture simply lists the passages most helpful in illustrating and developing the overall topic. What follows is an example:
Genesis 3:7 (passage) (lesson)
    Immediately after he sins, man struggles to repair his mistake without the assistance of God. He tries to cover up his nakedness with fig leaves, while God's solution requires a covering of animal skin. This attempt to better himself apart from divine assistance foreshadows the humanistic attempts of Babel, whereas the faith in (dependence on) God's solution typifies redeemed Jerusalem.
A Note (passage) (lesson)
    (this note requires an understanding of templates) I would like to note here that there is a companion template that goes along with the tour provided here. It is a list of each of the tour stops, linked to its respective lesson & section. The template for this template ^_^ can be viewed above, or found here: Template:Study of Scripture - Template. This template is created to appear not only on this page, but also on every lesson referred to in the tour.
    To create a new tour template for a new topical study, do the following: Create a page that begins with the word "Template:", and ends with the name of the topical study (ex: "Template:Study of Scripture - A Tale of Two Cities"). Next, copy-paste the code for the template template into the new page, and edit it appropriately. Finally, place the template onto every lesson referred to in the tour.

## Topical Chain Reference

This section provides an extensive list of scripture pertaining to the topic at hand, It lists the passages by book, with the book in bold, and the passages bulleted && linked to BibleGateway:
Book of the Bible
* passage 1
* passage 2
* below is an example:
Genesis
* Genesis 2:8-17
* Genesis 2:22-24
* Genesis 10:8-12
* Genesis 11:1-9
Exodus

## Supplemental Resources

list here any supplemental resources
# Biblical Overview/Course Template (Book)

=> School of Theology > Department of Biblical Studies > Center of Biblical Survey > Study of (INSERT BOOK NAME)

## Syllabus
### Course Overview

* here is where you list
* all of the individual lessons for the course,
* and link to them. Example:
* Genesis 3 :: The Fall of Man

### Final Project

In order to receive credit (albeit imaginary credit ;-) for this course, you must write a short term paper on one of the following topics. (If you're auditing the course, of course you don't have to; however, you won't get that warm fuzzy feeling afterward.) The papers are to be about 1500 words in length, and will be posted on the course Project Page. See the Project page for details.
Project Topics:
* (course unfinished - no project topics yet listed)

## Supplemental Resources

* Sermons Through the Bible - Pastor Joe Focht

## Major Contributors to the Course

* (your name here)

## Feedback

here you can solicit feedback from the course users.
# Biblical Overview/Lesson Template

Here you can place an optional introduction.

## Pre-Lesson Activity

* Here you can record several pre-lesson activities for the student to engage in before continuing.
* A typical pre-lesson activity might include reading a wikipedia entry on a certain theological position, or more commonly, reading beforehand the passages of scripture that pertain to the lesson.
* If an activity involves reading scripture, place a link to BibleGateway.com's New King James translation of the passage. To obtain the link, go to BibleGateway.com and search for the passage. Then use the URL from your browser's address bar as the link URL.
Example:
* Browse Wikipedia for various views of the authorship of Genesis. You might try searching for "Genesis", or "Pentateuch", and see where that takes you.
* Read Genesis 1:1 - 2:4
** Take note of any structure or methodology apparent in the order that God created the universe.

## Lesson

Here you can place an optional introduction to or synopsis of the lesson to come.

### (scripture reference) :: (section title)

The above section title represents the general form of a lesson subsection. First the scripture reference is placed, followed by a double-colon, and terminated with the section's title. (see below for an example)

### (section title)

At times a scripture reference may not be applicable, such as in a book overview, or in the topical studies. If that is the case, simply providing the section title is adequate. (see below for an example)

### Author
## Study Questions

* In this section, you can ask a few study questions.
* Usually, one per section of the lesson is sufficient.
* Make sure to ask open-ended questions, instead of close-ended questions with simple yes/no/one word answers.
* Example: Why is the authorship of Genesis important to our understanding of the book? why is it important to the understanding of the Bible?

## Next Lesson

In this section, give a brief synopsis of the next lesson, as well as an indented link to it:
       Genesis 3 :: The Fall of Man

## Supplemental Resources

* Sermons Through the Bible - Pastor Joe Focht
** Pastor Joe Focht is the pastor of Calvary Chapel Philadelphia who has a sermon set through the bible.
** Add the specific study(ies) here that pertain to the passages dealt with in this lesson.
** example: Genesis 1:1-1:5
* feel free to add your own supplemental resources.
# Bible/Versions
## About the actual book

In the Catholic Church the version used is the Douay-Rheims Bible consisting of 73 books. In the Protestant church only the 66 books approved by the Archbishop of Canterbury in 1885, which today is known as the Authorized King James Bible, are used. No other books, neither the Apocrypha, which was included in the original King James Bible, nor the 22 books mentioned or quoted in the King James Bible, are considered inspired.
There was no specific list or accounting of all the books that made up the Bible until the commission of the first Bible by the Emperor Constantine in the 4th Century AD.
The number of books originally considered for inclusion in the Bible is uncertain. We do know Constantine ordered 50 copies of the Bible to be produced by Eusebius in 325 AD to end any dispute over this, which basically left this important decision to Eusebius alone. This collection set the standard. The first ecclesiastical councils to classify the canonical books were both held in North Africa-at Hippo Regius in 393 and at Carthage in 397.
Constantine began what was to become a centuries long effort to eliminate any book in the original Bible that was considered unacceptable to the new doctrine of the church. At that time, it is believed there were up to 600 books, which comprised the work we now know as the Bible. Through a series of decisions made by the early church leadership, all but 80 of those books, known as the King James Translation of 1611, were purged from the work, with a further reduction by the Protestant Reformation bringing the number to 66 in the "Authorized" King James Bible. What we now have in Bible-based religion, whether labeled as "Catholic", or Protesting Catholic, known as “Protestant", is unrecognizable from either the Hebrew religion, now known as the Jewish religion, or the church established at Jerusalem by the Apostles and disciples of Jesus.
# Charges/Circuits/Astronomy/Quiz

Circuit astronomy is a lecture as part of the radiation astronomy department series on charge in the universe.
You are free to take this quiz based on circuit astronomy 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}} and {{charge ontology}} 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.
This quiz may need up to an hour to take and is equivalent to an hourly.
Enjoy learning by doing!

## Hypotheses

* A sense-around system needs to incorporate detection of all forms of radiation.
# Characteristics of developing economies

Developing nations are those with low, lower middle, or middle incomes relative to other countries. Common characteristics of developing countries are low levels of living characterized by low income, inequality, poor health and inadequate education.Also they are countries with low Human Development Index
Low levels of living are not only in relation to their counterparts in rich nations, but also in relation to the small elite class within their own countries. These low levels of living are manifested quantitatively and qualitatively in the following
* a general sense of malaise and hopelessness.
* a low gdp (gross domestic product)
Many people in developing nations fight a constant battle against malnutrition, disease and ill health. In least developed countries life expectancy in 1998 averaged only 48 years, 68 years among developing countries and 75 in developed countries.
In the 1990's in Asia and Africa, over 60% of the population barely met minimum caloric requirements needed to maintain adequate health.
Malnutrition, waterborne disease, and aids also afflict these countries while low literacy levels require significant school development.

## Activities

* Consider: if you could create your own country, what would it be like? What would you call it? What are the rules?
# Charges/Interactions/Electromagnetics/Quiz

Electromagnetic interaction is a lecture and an article about the application of laboratory physics to the electromagnetic interaction. It is part of a physics initiative to increase and improve resources on Wikiversity. And, it is an offering from the radiation astronomy department to increase awareness of physics in astronomy.
You are free to take this quiz based on the electromagnetic interaction 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}}, {{charge ontology}} and {{physics resources}} templates. 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

* Electromagnetic interactions may be the best project hierarchy.
# Charges/Interactions/Quiz

Charge interaction is a lecture and an article about the application of laboratory and theoretical physics to astronomical phenomena that involve charge interactions.
You are free to take this quiz based on charge interaction 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 {{charge ontology}} 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.
A suggestion is to 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

* An interaction of charges is a function of tangles and exponents of distance.
# Emotion knowledge

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Emotion knowledge refers to the cognitive capacity to distinguish between a variety of different emotions.
Emotion knowledge develops over time.
The greater one's emotion knowledge, the more chance there is of responding adaptatively to different life circumstances.
Emotion knowledge is part of emotional intelligence which is related to emotional literacy.
# Emotion labour

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Emotion labour refers to the tiring nature of work that places demands on emotional coping and emotion self-regulation. This often involves supporting others who are having emotional experiences.
Examples of work that involves emotion labour:
* Airline steward/ess
* Customer service
* Emergency service personnel (e.g., paramedics, police)
* Mental health professional
* Teaching/training
# Emotional self-regulation

Regulating emotions can thought of as being a skill.
Think of the behavior-cognition-emotion model.
We have the least direct control over our emotions, we have more control over our thoughts. We have the most control over our behaviors.
Our thoughts and behaviors influence our emotions. We can strategically influence our emotions be changing our behaviors and thoughts.

## Discussion questions

* What are the benefits of disseminating information related to effective emotional regulation?
# Empathy

Empathy is one way an individual can react to another individual’s situation, and in particular is about the extent to which that person can understand other peoples' perspectives (Davis, 1983).
# Empathy Models

Empathy is the capacity to understand or feel what another person is experiencing from within their frame of reference, that is, the capacity to place oneself in another's position. Definitions of empathy encompass a broad range of emotional states. Types of empathy include cognitive empathy, emotional (or affective) empathy, somatic, and spiritual empathy.
A model is an informative representation of an object, person or system. Representational models can be broadly divided into the concrete (e.g. physical form) and the abstract (e.g. behavioural patterns, especially as expressed in mathematical form).
Empathy models provide an abstract representation of empathy as it is observed and understood. A range of empathy models are described in academic literature. Refer to the See Also section below for examples.

## Resources

* Empathy Model - A Wikiversity Action Research learning project

## See Also

* Wikipedia: Empathy
* Jefferson.edu: Concepts and Models of Empathy: Past, Present, and Future
* BMC: Empathy and big five personality model in medical students and its relationship to gender and specialty preference: a cross-sectional study
* Frontiers: A Dual Route Model of Empathy: A Neurobiological Prospective
# Emotion

Emotion refers to short-lasting affective states which occur in response to daily life events.
Emotions are complex—they involve physiological, cognitive, behavioural, and social aspects, as well as subjective feelings. Different emotions each serve distinct motivational function. There appear to be six to eight basic emotions (see Figure 1).

## What is emotion?

Emotion is not easily defined. It involves the complex psychophysiological experience of an individual's state of mind as interacting with biochemical and environmental influences. In humans, emotion fundamentally involves "physiological arousal, expressive behaviours, and conscious experience".
More simply, it's how we feel about things. Many of the chapters which follow will delve into conceptualising emotion and particular aspects of emotion - both what affects emotion and how emotion affects behaviour and thinking.
* "short-lived, feeling-purposive-expressive-bodily responses that help us adapt to the opportunities and challenges we face during important life events" (Reeve, 2018, p. 288)
* "synchronised brain-based systems that coordinate feeling, bodily response, purpose, and expression so to ready the individual to adapt successfully to life circumstances" (Reeve, 2018, p. 289)
* "short-lived psychological-physiological phenomena that represent efficient modes of adaptation to changing environmental demands" (Levenson, 1994, p. 123)

## Questions about emotion

* What is an emotion?
* What causes an emotion?
* What type of emotions are there?
* What functions do emotions serve?
* How can we regulate emotions?
* What is the difference between emotion and mood?
* How can emotion be measured?
* What are the consequences of emotion?
* How can emotion be changed?
* How and why did emotions evolve?
* How are the emotions of animals and humans similar and how do they vary?

## Types of emotion

Some of the main types of emotion are:
* Fear
* Anger
* Sadness
* Disgust
* Contempt
* Guilt
* Surprise
* Joy

## Emotion causes

The causes of emotion are debated; they could be caused primarily by:
* physiological responses first, followed by cognitive interpretation
* cognitive responses first, followed by physiological responses
* a combination of physiological and cognitive responses

## Emotion images

What emotions do you think are depicted in each of these images?
To find more emotion pictures, visit the Motivation and Emotion gallery or go to the emotions category on Wikimedia Commons.
# English-Chinese/In 2016, barley was ranked fourth among grains in quantity produced (141 million tonnes) behind maize, rice and wheat

In 2016, barley was ranked fourth among grains in quantity produced (141 million tonnes) behind maize, rice and wheat.
2016年，大麦在玉米，大米和小麦之后，产量（1.41亿吨），排名第四。
# English-Chinese/Immune system

The immune system is a group of mechanisms that work together to fight infection. The immune mechanisms help the body to recognize pathogens and eliminate the threat.
免疫系统是一组共同作用以抵抗感染的机制。 免疫机制有助于身体识别病原体并消除威胁。
# English-Chinese/In 2008, 31.3% of adults aged 15 or older (28.2% men and 34.4% women) were insufficiently physically active

In 2008, 31.3% of adults aged 15 or older (28.2% men and 34.4% women) were insufficiently physically active.
2008年，31.3％的15岁或以上成年人（男性占28.2％，女性占34.4％）身体活动不足。
# English-Chinese/In 2014, 70.9 million tonnes of oranges were grown worldwide, with Brazil producing 24% of the world total followed by China and India

In 2014, 70.9 million tonnes of oranges were grown worldwide, with Brazil producing 24% of the world total followed by China and India.
2014年，全球種植了7090萬噸橙子，巴西佔世界總產量的24％，其次是中國和印度。
# English-Chinese/In 2016, world production of wheat was 749 million tonnes, making it the second most-produced cereal after maize

In 2016, world production of wheat was 749 million tonnes, making it the second most-produced cereal after maize.
2016年，世界小麦产量为7.49亿吨，成为继玉米之后产量第二大的谷物。
# English-Chinese/In Kitakyushu City, it is called jinda and used for stewing fish, such as sardine

In Kitakyushu City, it is called jinda and used for stewing fish, such as sardine.
在北九州市，它被称为jinda，用于炖鱼，如沙丁鱼。
# English-Chinese/In North America, animal-derived foods contribute about 70 percent of protein sources

In North America, animal-derived foods contribute about 70 percent of protein sources.
在北美，动物源性食品占蛋白质来源的70％左右。
# English-Chinese/In 100 grams, wheat provides 327 kilocalories and is a rich source (20% or more of the Daily Value, DV) of multiple essential nutrients, such as protein, dietary fiber, manganese, phosphorus and niacin

In 100 grams, wheat provides 327 kilocalories and is a rich source (20% or more of the Daily Value, DV) of multiple essential nutrients, such as protein, dietary fiber, manganese, phosphorus and niacin. Several B vitamins and other dietary minerals are in significant content.
在100克中，小麦提供327千卡热量，是多种必需营养素的丰富来源（每日需要量，DV的20％或更多），如蛋白质，膳食纤维，锰，磷和烟酸。几种B族维生素和其他膳食矿物质含量很高。
# English-Chinese/In 2018 the World Health Organization estimated that trans fats were the cause of more than half a million deaths per year

In 2018 the World Health Organization estimated that trans fats were the cause of more than half a million deaths per year.
2018年，世界卫生组织估计反式脂肪每年导致超过50万人死亡。
# English-Chinese/In Paris, I boarded with a nice family in Le Alle

In Paris, I boarded with a nice family in Le Alle.
在巴黎，我在Le Alle的一个家庭寄宿。
# Demography/Overview
## Course Outline
### Nature of Demography

* What does a Demographer do?
Demography is a scientific study of the population. Demographers compute indicators that measure population size and structure, the levels of mortality, fertility and migration processes and certain aspects of demographic behavior such as marriages, divorces, cohabitation etc.
* Sources of Demographic Data
Census data, surveys, civil registration, church registers, hospital records, interviews
* An Overview of the Demographic Methodology

### Theories of Population Change

* Malthusian Theory
* Other theories
* Demographic Transition
** Western Experience
** Experience of the Developing Countries

### Population Composition

* Sex and Age Structure
* Marital Status
* Family Strucure and Life Cycle
* Household Structure
* Labor Force

### Mortality

Mortality is the exit process of the populations. Main measure of this process is the coefficient of mortality. It is a number, computed by dividing the number of the people between two exact ages who die in certain time period and the average number of all people between two exact ages in the same time period. From this definition we can conclude that the denominator is always bigger than the nominator, so the coefficient takes values between 0 and 1. It is 0 when nobody dies and 1 if everybody died in this time period. The coefficient is usually represented "per mille" ore "per thousand".

### Urbanization

In terms of demography, urbanization means increase of the relative percentage of the people who live in urban area. Hence, it also means a decrease of the share of the rural population.