OpenLLM-France/wikimedia huggingface dataset:
# Templates

In MediaWiki, templates are (mostly) pages which contain texts for multiple uses. It is a flexible and surprisingly versatile tool.
In this topic we explore the potential of mediawiki templates. For coordination of template coding and maintenance in Wikiversity, see the Template task force.

## Learning projects
### Recursive conversion

See category:Recursive conversion templates for a list of such templates
These templates are actually programs. They come in hand for demonstrations in such learning projects as Conway's game of life or Calculating the square root of a.

#### Existing programmes

* {{Euclidean algorithm}} is demonstrated in Euclidean algorithm
* {{factorise}} - so far a very primitive brute-force factoriser. It cannot handle even mildly large numbers, because there are limits on pre-expansion and post-expansion sizes. It can improve a lot.
* {{quadratic reciprocity}} - currently it does not work; to make it algorithmic, I think we should first master factorizations.

#### More ideas

* It would be good to have a usable list of prime numbers, with ,e.g, {{prime|3}}giving 5, the third prime number; or, {{nextprime|7}} giving 11. It would improve {{factorise}}. The task may be easier after m:StringFunctions is implemented.

### Threaded discussions

See THREADNAV

### Templates for css and javascripts

* {{click}} - to superimpose an invisible link on an image, but there are problems in its use

### Unicode

* It would be great, especially for the language departments, to have such a template {{unihan database}} that {{unihan database|∢}} would give the link to the information page on http://unicode.org/charts/unihan.html. It needs m:stringFunctions. (Please go to bugzilla:6455 and vote!)

## WikiProjects on Templates in other wikia

* Meta:m:Help:templates
* Wikipedia: w:Wikipedia:WikiProject templates,w:Wikipedia:WikiProject template sharing
# Ten stupid things beginners do to mess up their contradance experience/Leaving Too Early
## 10. Leaving too early,

There are two variants of this Stupid Thing: leaving an evening of dancing too early, and deciding that contra isn't for you and leaving the entire dance form too quickly.
Regarding the former, it's usually best to come to the first few dances planning to stay for the whole evening. Staying for the whole evening will provide you with more experience in dancing, and you'll remember more of what you learned at the next dance. If you have an unavoidable reason for leaving before the evening is over, then dance until you need to leave and have fun (it's better than not dancing at all).
Regarding the latter, avoiding the other Stupid Things will help you to avoid this one. Contradance does take some learning, including some trial and error. No dancers, whether beginning or experienced, are perfect... and every experienced dancer was once a beginner. As you continue dancing, you will learn more about which variations you can use to make the dancing work better for you, and how to recover when a figure (or a whole progression) gets messed up. You'll also get to know and become friends with more of the dancers. If you're really feeling clumsy and awkward and like you're messing things up for other dancers, talk to the dance organizers about this and get their perspective. You might just be having normal learning-curve experiences that everybody has, or you might just not be a good match for contra. Dance organizers can be useful in distinguishing which applies to you.
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# Ten stupid things beginners do to mess up their contradance experience/Getting Too Fancy Too Quickly
## 6. Getting Too Fancy Too Quickly.

There are many different ways to dance the basic figures of a contradance. Some folks like to do them with lots of extra spins, twirls, bounces and other fancy stuff; they feel these flourishes make the figures more fun and more challenging. Other folks like to do them in a more straightforward fashion. Either way works, so long as both parties to the fancier version want to do it the fancier way, and both of them are up to getting the fancier version done safely and correctly in the available time. Learning how to count (discussed further below) will help make clear what that available time is.
Contents | Next
# Ten stupid things beginners do to mess up their contradance experience/Not Counting
## 9. Not Counting.

Almost everything in contradance is built around an eight-bar musical phrase (2 counts to the bar), and most figures take two, four, six or eight bars to carry out. Generally you will step once per count. If you are doing an eight-count figure, it's usually a good idea to transition from that figure to the next starting on count six. For example doing lines of four down the hall and back up could be mentally counted like “one-two-three-four-five-six-turn back, one-two-three-four-five-six-circle up”.
For some figures, especially those that either don't change your position or that leave at the point you started, it's good to apply the rule “better never than late.” That means that it's better to skip the figure entirely rather than doing it and finishing late, so you aren't able to start the following figure on time. Examples would include the balance in a balance-and-swing, or the gypsy in a gypsy-swing combination.
It can take a few progressions to figure out exactly what the count should be, but the music will usually help you remember when the eight-count phrases are done, and the caller can point out the places where the counting gets tricky.
Contents | Next
# The GNOME Desktop - First Impressions

In this lesson, we will explore the GNOME Desktop, discuss our first impressions and gain some practical skills for navigating our desktop, accomplishing common tasks and basic customisation/personalisation.
Read the chapter: Main Desktop of the Using GNOME wikibook.
When GNOME starts, the first thing to do is log in.
Now, we can explore the desktop.
Much like the Windows "Start" button, the Applications button in the top left of the menu bar is used to launch applications. They are organized by usage, such as "Network" or "Office" applications. You can install more applications through your distribution's package manager.
# The Flow of Water
## Watersheds

River systems are divided into regions called watersheds, which is the area of land that is drained by a water system. The largest watershed in the US is the Mississippi River watershed, which has hundreds of tributaries (a stream that flows into a lake/larger stream) that extend from the Rocky Mountains, in the West, to the Appalachian Mountains, and in the East.
There are several watersheds in the US, major and minor. Watersheds are separated from each other by an area of higher ground, known as the divide. In the US, the divide [in the US] is known as the Continental Divide.

## Stream Erosion

As a stream forms, it erodes soil/rock to make a channel, which is the path that a stream follows. When a stream forms, its channel is usually thin and steep. But over time, the stream carries rock and soil downstream, and makes the channel a lot wider and deeper. When streams become longer and wider, this is what we call a river. A stream's ability to erode is influenced by three factors: gradient, discharge, and load.

### Gradient

Gradient is the measure of the changes in elevation over a specific distance. A high gradient allows a stream to have more erosive energy to erode rock and soil, while the opposite has less erosive energy.

### Discharge

The amount of water that a stream/river contain in a given amount of time is called discharge. The discharge of a stream increases when a major storm occurs, or when hot weather quickly melts snow. As the stream's discharge increases, its erosive energy, speed, and the amount of materials that the stream can [be able to hold] increases as well.

### Load

Materials carried by a stream are called the stream's load. The size of load = [affected] = stream's speed. Fast moving streams can carry a bed load (large materials, such as pebbles and boulders), while slow-moving stream can carry a suspended load (small rocks and soil in suspension). The dissolved load is material carried in solution (material is dissolved in the water). Some of the materials in the dissolved load are sodium and calcium.

## Stages of a River
### Youthful River

* Erodes its channel deeper than wider
* Flows quickly due to the steep gradient
* Channel is narrow and straight
* Tumbles over rocks in rapids and waterfalls

### Mature River

* Erodes its channel wider than deeper
* Not a steep gradient
* Fewer falls and rapids
* Fed by many tributaries
* Has more discharge (amount of water that a stream/river carries in a specific amount of time)

### Old River

* Low gradient
* Little erosive energy
* Deposits rock and soil in/along its channel than widen and deepen its banks
* Characterized by wide, flat "flood plains" (valleys), and many bends.
* Fewer tributaries than a mature river.

### Rejuvenated Rivers

* These rivers are found where the land is raised by tectonic activity.
* Land rises: Gradient becomes steeper
* Land rises: River flows more quickly
* Land rises: Due to the gradient, river cuts more deeply into the valley floor
* Terraces form, which are step-like formations that often form on both sides of a stream valley as a result of rejuvenation.
# The Great War and Versailles
## Course Opening

The course has begun, and the first assignment has been posted. Please see below.

## Course Outline

Classes will take place once a week to once every two weeks. Since the Great War has such a rich history, the focus will be placed on military history, though students are encouraged to branch out based upon their own interest. The following syllabus is open to modification:
* Europe in 1914 / The Outbreak of War Assignment One, Lecture One
* 1914: The Opening Campaigns / 1915: The War Continues
* 1916: The War of Attrition / The United States Enters the War
* 1917: The Year of Crisis / 1918: The Final Campaigns
* Reflecting on the Experience of the War / 1919: The Peace Settlement

## Currently proposed course study tasks or essay topics

(Perceived as synergistic learning while improving Wikiversity's free resources) Ideas or proposed study tasks or essay topics.

## Recommended Text

* The First World War by Michael Howard (Oxford University Press, 2003) ISBN 0192804456: A short introduction to the topic. I will be drawing my lectures from it heavily.

### Additional Books

See the Further Readings List for books relating to topics you may wish to study in more detail.

### More on Wikibooks

Wikibooks already has some brief information on the Great War.
* World War I and the Treaty of Versailles (1914 - 1920)
* Causes and course of the First World War
* Effects of the First World War

## Class List

* Professor:
** Christopher Polizano
* Students:
** Alex beta 16:14, 27 Jun 2005 (UTC)
** Abc123 06:55, Jun 29, 2005 (UTC)
** BarnacleKB 20:25, 1 Jul 2005 (UTC)
** Muhgcee 4 July 2005 02:12 (UTC)
** Master Thief Garrett 5 July 2005 04:20 (UTC)
** Sarken 15:26, 28 July 2005 (UTC)
** JBishop 1 Aug 2005 14:43 (UTC)
** Lazyquasar 19:52, 25 November 2005 (UTC)
** MateoP 05:41, 10 December 2005 (UTC)
** Pravin L Singh 21 February 2006
** PaddyC 22:52, 03 August 2006 (UTC)
** ObubbledO 19:35, 25 February 2009
# The Varanasi Heritage Dossier/Jnanavapi Mosque

Detailed description of each heritage Site - Adi Vishvanatha, Vishvanatha, Vishalakshi Kshetra
Jnanavapi Mosque

### Location

25º 18.657’N and 83º 00.598’E

##### Exact location on a map

Jnanavapi

#### Area

0.07ha

### Historical/cultural/natural significance

The Jnanavapi (Gyanavapi), or as called Aurangzeb Masjid is 30m north of the present Vishvanatha (Golden) temple. This can be approached either from the Dashashvamedha area following the Vishvanatha Lane or from Bansphatak on the Godaulia-Chauk Road. After demolishing the third site of Vishvanatha temple in 1669, Mughal Emperor Aurangzeb ordered its conversion into a mosque, while leaving the portion of the rear as a warning and memory. The mosque is on a high raised platform with two tall octagonal minarets on the both sides. On every Friday a considerable number of Muslims assemble here to offer prayer (namaz).
6.Authenticity (as according to article 24 to 34 of operational guidelines): The rear portion of the mosque clearly reveals the ruined part of the ancient temple even today. Its most interesting feature is a row and series of Hindu columns with beautiful architectural carving in the front elevation. This reminds the visitor of the grandeur, large dimensions and of fantastic craftsmanship of the original Hindu temple. The high pillars, moreover, on its northern face, have been transferred from the same spacious temple. James Prinsep (1831) has reconstructed the plan of the Hindu temple and by superimposing the ground dimension of the present mosque, explained the 9-chambers octagonal structure of the temple. Some Muslim scholars opine that this was originally a ruined Buddhist monastery and declared it as the centre of the Din-e-Ilahi, a religious idea of universality inspired by the Mughal Emperor Akbar (1556-1605). It was used as a prayer ground by the later emperors.
=== Description === (as under columns 5 and 6) 8.History and development As No. 5 above.

### Present state of conservation

There is no such specific organisation to take care of preservation and conservation.

### Specific measures being taken for conserving the specific property

No specific measures are taken to conserve and preserve the area.

### Ownership

The area is administered and managed by the Sunni (Muslim) Wakhf (or Waquf) Board, a charitable trust, and represented by Mutawalli, a representative, who serves as Priest-cum-Administrator.
# The Varanasi Heritage Dossier/Mir Ghat

Detailed description of each heritage Site - Mir Ghat to Bajirao Ghat
Mir Ghat

### Location

25º 18.549’ North and 83º 00.653’ East (Mir Ghat, centre).

##### Exact location on a map

Mir Ghat

#### Area

0.21 ha

### Historical/cultural/natural significance

This ghat represents two old sites of Jarasandheshvara and Vriddhaditya, which were converted by Mir Rutam Ali in 1735. The 17th century text Giravana-padamanjari mentions Jarasandheshvara Ghat. Of course the images of Jarasandheshvara and Vridhhaditya are plastered in the old walls of the lanes, in the name of these two images most of the pilgrims of Pancakroshi or Antargriha Yatra throw flowers and raw-rice in the Ganga. In one of the letters written by Sadashiva Naik, the representative of the Peshvas, reference of Mir Rustam Alsi is mentioned who patronised to build the ghat. In other sources it is also mentioned that the founder of the king family of Banaras, Balwant Singh has destroyed the fort of Mir Rustam Ali at Mir Ghat and by its debris built his fort across the river, Ramanagar, in 1763. After passage of time the ghat is commonly called Mir Ghat; even James Prinsep (1822) as mentioned it by this name. The shrines and images in the vicinity are Vriddhaditya, Asha Vinayaka, Yajna Varaha, Ananda Bhairava, Bare Hanuman and Vishalakshi (“The Wide-Eyed”, one of the 52 Shaktipithas). Another important site is Dharmakupa, consisting of a sacred well surrounded by five temples and small shrines; in one of the temples there are images of Divodasheshvara, Vishvabahuka, and Vindhyavasini. The nearby temple of Dharmesh is associated to the myth of Yama’s (Lord of Death) power over the fate of the dead everywhere on the earth, except in Kashi (KKh, 78, 79, 81). The temple of Vishalakshi is one among the two temples built in pure Dravid Style marked with a large number of miniature statures, poses, spire, inner sanctum, circumambulatory path.

### Present state of conservation

Except by the temple trusts directly taking care of its properties, there are no specific action plans, programmes and strategies for conservation and preservation of the ghats. The trusts maintain their properties according to their own perspectives without specific plans.

### Specific measures being taken for conserving the specific property

It is expected that by the support of active people participation, awareness to save the age-old rich heritage, and development under the Master Plan (and its judiciary control) the ghat heritage will be protected and conserved for the better befit to the society.

### Ownership

The temple related properties along the ghat are owned by the respective trusts; the houses and other properties by the inhabitants; and the ghat area is owned by the Municipal Corporation.
# The Varanasi Heritage Dossier/Lalita Ghat and Temples

Detailed description of each heritage Site - Mir Ghat to Bajirao Ghat
Lalita Ghat and Temples

### Location

25º 18.547’ North and 83º 00.815’ East (Lalita Devi, in the niche).

##### Exact location on a map

Lalita Ghat, Lalita Devi Temple (House no. D 1/ 67).

#### Area

0.02ha (the ghats and nearby area)

### Historical/cultural/natural significance

-- The ghat is named after the famous goddess Lalita in Kashi (Lalita Ghat, D 1/ 67), and also in Prayaga. Until the early 20th century this ghat was divided into three independent ghats, i.e. Nepali Ghat, Lalita Ghat and Rajarajeshvari Ghat. During the course of construction of the Samarajeshvara temple in 1843 the first two ghats were integrated and stone staired steps are built by the king of Nepal. The upper part, called Rajarajeshvari Ghat was built by a Babu Keshava Das in early 19th century. The southern part of the ghat was re-built by the government of Uttar Pradesh in 1965.
The important buildings include Rajarajeshvari Math and Siddhagiri Math (D 1/ 58), and Umaraogiri Math (CK 10/ 35). The last two monasteries (math) were built by householder Sadhus. The Moksha Bhavan, a hospice, was built in 1922 by Jowaharalal Khemka, of Ratangarh (Rajasthan), in memory of his father. The Siddhagiri Math belongs to Shaiva Paramahamsa Sampradaya

### Description

8.History and development (as under Col. 5 ): In the lower chamber, close to the path along the bank, are images of Lalita Devi, Varanasi Devi and Bhairava. On the upper portion in a temple complex there are shrines of Rajarajeshvari, Ganga Aditya and Ganga Keshava, dated 18th-19th century, though of course the images are mostly of the 12th century. The image of Ganga Aditya is the replica of the older one, which was broken in the past and that’s why thrown into the Ganga river. Recessed in the stone embankment, and completely covered by the river in the rainy season, is a pretty little shrine of the Ganga, represented as a female figure seated on crocodile. This is a typical and unique place where the river goddess image every year submerges into flood water.

### Present state of conservation

Except by the temple organisation that taking care of its properties, there are no specific action plans, programmes and strategies for conservation and preservation of the ghats. The temple trust maintains its properties according to their own perspectives.

### Specific measures being taken for conserving the specific property

It is expected that by the support of active people participation, awareness to save the age-old rich heritage, and development under the Master Plan (and its judiciary control) the ghat heritage will be protected and conserved for the better befit to the society.

### Ownership

The temple compound is owned by thei Trust; and the ghat area by the Municipal Corporation.
# University student motivation

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
# University student retention

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

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
# University student satisfaction/References

This page lists references to peer-reviewed literature about university student satisfaction.
# Theology as Seen in Prophets and Psalms/The Eighth century historical situation and how the prophets addressed it

The Eighth century historical situation and how the prophets addressed it. use this page to
Good Theology and Good Politics
In the late eighth century B.C.E., God's people in the promised land had become divided into a northern kingdom, Israel, and a southern kingdom, Judah. Assyria was the dominant power in the region. Israel and another liege state, Syria, were planning to rebel against Assyria. Their kings pressured Judah's king Ahaz to join them. When he refused, they began to plot to overthrow him. Ahaz decided to appeal to Assyria for help against Israel and Syria. Enter the prophet Isaiah. He is confident that God will protect Judah and King Ahaz, because he is a descendant of David. Isaiah also knows that only mischief can come from getting cozy with the Assyrians. He tells Ahaz to be have faith and not ally himself with Assyria. But Ahaz won't hear of it; he's going ahead with his alliance. Isaiah tells him the Lord wants him to ask Isaiah for a sign of the truth of what he's saying. Ahaz doesn't want to be dissuaded from his plan, so he piously demurs, "I will not ask." In frustration, Isaiah announces a sign anyway, the birth of a son, whose very name reminds everyone that God is with these people.
source http://www.lectorprep.org/advent_04_yrA.html
It is more than just knowing the political danger of allances.
# Theoretical astronomy/Quiz

Theoretical astronomy is a lecture and an article. It is part of the astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on theoretical astronomy 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

* Binary stars are as equally likely to be formed by fission as by fusion.
# Theology as Seen in Prophets and Psalms/The theological message of the book of Hosea

The theological message of the book of Hosea or The nature and importance of Isreal's unfaithfulness and how that is described/depicted.
use this page to discuss unfaithfulness in Hosea's eyes
Hosea as a Love Story
God’s love as seen in marriage. A man's love for his bride no matter how far away, how deeply cut, how unfaithful she may become or how "irreconcilable" the marriage there is an orphic need that is inscribed on his being. That to lose that love would cause such pain and anguish to God that we as fallen people can take some hope. That we can know that pain by reading about Hosea's gives us a glimpse. That so many in our society undergo this trial is a shame. The love between two people joined in marriage oughtn't be ground under the wheels of sin. In this way we see the depths of God's Love for his wife of whoredom.
Orpheus http://www.yourdictionary.com/orpheus
Orpheus Definition Or•pheus Name GR. MYTH. a poet-musician with magic musical powers who descends to the underworld and tries to lead his wife, Eurydice, back from the dead but fails because he breaks the injunction not to look back at her until they reach the upper world.
Please reply/comment... wray