OpenLLM-France/wikimedia huggingface dataset:
# BCP/Lindera benzoin/Logs

This page contains recent bloom logs for the plant Lindera benzoin (Spicebush). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* --SB_Johnny | 10:58, 12 April 2007 (UTC)
* SBJ 14:30, 4 April 2008 (UTC)
* SB Johnny-LM 10:06, 9 April 2008 (UTC)
* --SB_Johnny | 11:14, 12 April 2008 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Lilium lancifolium/Logs

This page contains recent bloom logs for the plant Lilium lancifolium (Tiger Lily). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* --Helikophis 21:28, 16 July 2007 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Linum usitatissimum

Linum usitatissimum
| A field of flax Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Linum usitatissimum (Common Flax) Identifying Characteristics Habit:clump forming, arching stalksFlowers:5 petaledFoliage:small, 1/2 inch long strap-shaped leaves off of a central stalkStem:greenGrowing Conditions:highly xeric, cold tolerantFruit:flax seed is edible and prized for omega 3 fatty acid contentLife Cycle: perennial Recent Logs Ngravagna 18:32, 28 April 2009 (UTC) (view all logs) |
Global data:
Regional data: Aurora, Colorado area: April
Additional images:
# BCP/Linum usitatissimum/Logs

This page contains recent bloom logs for Linum usitatissimum (Common Flax). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* Ngravagna 18:32, 28 April 2009 (UTC)
# BCP/Liriodendron tulipifera

Liriodendron tulipifera
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Liriodendron tulipifera (Tuliptree) Identifying Characteristics Recent Logs --SB_Johnny | 10:14, 20 May 2008 (UTC) --SB_Johnny | 10:04, 27 May 2008 (UTC) --SB_Johnny | 10:55, 4 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Regional data: Southeastern Pennsylvania: (native) May, June
Additional images:
# BCP/Lilium orientale

Lilium orientale
| Flower Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Lilium orientale (Oriental Lily) Identifying Characteristics Habit:Erect herbaceous plantFlowers:3 petals, 3 sepals, 6 anthers, one style.Foliage:Simple, waxyScent:Strong, floral scent from open flowersLife Cycle: Perennial Recent Logs --SB_Johnny | 11:39, 5 July 2007 (UTC) --SB_Johnny | 10:15, 10 July 2007 (UTC) --SB_Johnny | 10:04, 20 July 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) July
Additional images:
# BCP/Lindera benzoin

Lindera benzoin
| Illustration Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Lindera benzoin (Spicebush) Identifying Characteristics Habit:large shrub Recent Logs --SB_Johnny | 10:58, 12 April 2007 (UTC) SBJ 14:30, 4 April 2008 (UTC) SB Johnny-LM 10:06, 9 April 2008 (UTC) --SB_Johnny | 11:14, 12 April 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring
Regional data: Southeastern Pennsylvania: (native) April
Additional images:
# BCP/Lilium orientale/Logs

This page contains recent bloom logs for Lilium orientale (Oriental Lily). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 11:39, 5 July 2007 (UTC)
* --SB_Johnny | 10:15, 10 July 2007 (UTC)
* --SB_Johnny | 10:04, 20 July 2008 (UTC)
# BCP/Linaria vulgaris

Linaria vulgaris
| Inflorescences Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Linaria vulgaris (Butter and Eggs) Identifying Characteristics Habit:spreading herbaceous plantFlowers:Snapdragon-like, yellowFoliage:Simple, covered in a white, waxy bloomStem:WeakScent:NoneFruit:Dry capsulesLife Cycle: Perennial Recent Logs Jomegat 21:38, 22 June 2010 (UTC) Anna reg 12:48, 20 October 2011 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer, Mid Summer, Late Summer, Mid Fall, Late Fall
Regional data: Southeastern Pennsylvania: (invasive or naturalized) May, June, July, August, October, November New Hampshire: (invasive or naturalized) , June, July, August , September, October, November Central Pennsylvania: (invasive or naturalized) August , September , October Prague, Czech Republic: (native) October
Additional images:
# Composing educational resources/Develop and publish a library of educational resources

Use search and management techniques learned in this course to compose a collection of reusable educational resources to do with your own subject area. All resources should have non restrictive copyrights and can include things as simple as images, through to video and audio as well as other collections. Your collection should be publicly available and online with usefully short descriptions for each item. For example: Here is my own collection of resources I used to compose this course.
# Complex socioecological systems/Adaptive Management and Resilience

Complex socio-ecological systems
Facilitators: Bob and Wendy
Required readings:
Donald R. N.; W. N. Adger; and K. Brown. 2007. Adaptation to Environmental Change: Contributions of a Resilience Framework. Annu. Rev. Environ. Resour. 32:395–419. Nelson et al. define and expand the notion of adaptation to environmental change. They argue that adaptation is deliberate change in response or anticipation of stressors and shocks. These usually come in the form of the agency of social actors that have the ability to respond to specific environmental stimuli while reducing vulnerabilities. Resilience perceives adaptive capacity as a prominent feature of socio-ecological systems. The authors contend that resilience provides a framework to analyze adaptation processes and to identify responses in policy. Their contention is that there are differences in incremental adjustments and transformative action, and that the sources of resilience for taking adaptive action are evident across many scales. The inherent system characteristics include: perturbations that do not lose function, networks and social capital, and resources that promote social learning.
Walters, C. J. 2007. Is Adaptive Management Helping to Solve Fisheries Problems? Ambio 36:(4):304-307. In this opinion piece, Walters writes about why adaptive management has failed, attributing the fact to a lack of management resources for the type of monitoring necessary to carry out large-scale experiments, an unwillingness on the part of decision makers to admit and embrace uncertainty in making policy choices, and a lack of leadership in the form of individuals willing to do the work necessary to plan and implement new and complex management programs. The final conclusion that Walters draws is that scientists must begin to convince managers of the importance of AM in news ways, somehow overcoming the vexing problems of diminished leadership and the high costs that accompany monitoring.
Supplementary readings:
Olsson, P; C. Folke; and F. Berkes. Adaptive Co-management for Building Resilience in Social–ecological Systems. Environmental Management 34 (1): 75–90.
Folke,C.; T. Hahn; P. Olsson; and J. Norberg. 2005. Adaptive Governance of Social-Ecological Systems. Annu. Rev. Environ. Resour. 30:441–73.
Schultz, L., A. Duit, and C. Folke. Participation, Adaptive Co-management, and Management Performance in the World Network of Biosphere Reserves. In press, World Development Vol. 39, No. 4, pp. 662–671.
# Composing educational resources

    For some of us, the process of composing educational resources has come a long way from a blackboard, or borrowing books from a library, or photocopying handouts, or even creating slide presentations - for others, these methods remain useful and necessary. Anyone who has had more than superficial exposure to the Internet knows that there is more information and resources available to us now than at any other point in the history of education. For most people however, accessing and knowing how to manage the Internet effectively prevents them from making full use of this opportunity. This course will guide you to accessing online resources, and assist you in deciding what educational resources you should produce, and in a way that is useful online and offline.
    The questions in this course are:
   * How can we find educational information and resources?
   * How can we efficiently manage all the resources that we find?
   * How can we produce educational resources?

## Projects

Aim to complete the following 3 projects for this course. These projects are used to assess learning and to award certification for the course.
* Topical reading and blogging
* Develop and publish a library of educational resources
* Develop and publish an educational resource

## Topics

* Orientation
* Copyright and our right to copy
* Managing collections of resources
* Search techniques
* Finding, creating and publishing texts
* Finding, creating and publishing pictures
* Finding, creating and publishing audio
* Finding, creating and publishing video
* Start planning
* Course mini conference

## Help

Contact the following people if you need help with anything in this course:
* Leighblackall (talk) 07:36, 11 March 2012 (UTC) Darwin, Australia
# Complexity

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

## Weaver's Complexity
### Disorganised complexity

* Many disconnected variables
* Uniform disorder
* Sum to noise

### Organised complexity

* Many interrelated variables
* Not totally ordered (uniform)
* Not disordered (random)
* Complex order
Warren Weaver, Science and Complexity, in American Scientist, 36, 536-544
Traditional search reduces complexity
# Introduction

* Complex number W = complex number w².
* Origin at point $(0,0)$.
* $w_{real},W_{real}$ parallel to $X$ axis.
* $w_{imag},W_{imag}$ parallel to $Y$ axis.
* $w_{real}=2.4;\ w_{imag}=0.7;\ w_{mod}={\sqrt {2.4^{2}+0.7^{2}}}=2.5.$
* $W_{real}=5.27;\ W_{imag}=3.36;\$
* $W_{mod}={\sqrt {5.27^{2}+3.36^{2}}}=6.25.$
* $W_{mod}=w_{mod}^{2}=2.5^{2}=6.25.$
* $W_{\phi }=2w_{\phi }.$
* By cosine double angle formula:
* $\cos W_{\phi }=\cos(2w_{\phi })=2\cos ^{2}w_{\phi }-1=2\cdot {\frac {2.4}{2.5}}\cdot {\frac {2.4}{2.5}}-1=0.8432={\frac {5.27}{6.25}}$
* Let complex numbers $W=a+b\cdot i$ and $w=p+q\cdot i.$
* Let $W=w^{2}.$
* When given $a,b,$ aim of this page is to calculate $p,q.$
* In the diagram complex number $w=p+qi=w_{real}+i\cdot w_{imag}=w_{mod}(\cos w_{\phi }+i\cdot \sin w_{\phi }),$ where
* $w_{real},w_{imag}$ are the real and imaginary components of $w,$ the rectangular components.
* $w_{mod},w_{\phi }$ are the modulus and phase of $w,$ the polar components.
* Similarly, $W_{real},W_{imag},W_{mod},W_{\phi }$ are the corresponding components of $W.$
* $W_{real},W_{imag}$ are given. $W_{real},W_{imag}=a,b.$
* $W=w^{2}=(w_{mod}(\cos w_{\phi }+i\cdot \sin w_{\phi }))^{2}$
* $=w_{mod}^{2}(\cos(2w_{\phi })+i\cdot \sin(2w_{\phi }))$
* $=W_{mod}(\cos(W_{\phi })+i\cdot \sin(W_{\phi }))$
* $=W$
* There are 3 significant calculations:
* $W_{mod}={\sqrt[{2}]{a^{2}+b^{2}}}$
* $w_{mod}={\sqrt[{2}]{W_{mod}}}$ and
* $\cos w_{\phi }=\cos {\frac {W_{\phi }}{2}}.$
* It is not necessary to calculate actual values of $w_{\phi },W_{\phi }.$
* As with real math, there are 2 complex square roots, $(p+qi),\ (-p-qi).$

# Implementation

In the python programming language a complex square root is available for floating point numbers with a precision of 15.
Function cmath.sqrt provides clean output:
If it is desired to calculate complex square root with precision greater than that available for python's floating point math, the following code using python's decimal module will do the job. The following code also shows how complex square root is calculated.

# Examples
# Method #2. Algebraic
## Introduction

Let $W=a+b\cdot i$ and $w=p+q\cdot i.$
Let $W=w^{2}=(p+qi)^{2}=p^{2}-q^{2}+2pqi.$
Then:
$a=P-Q\ \dots \ (1)$ where $P,Q=p^{2},q^{2}.$
$b=2pq\ \dots \ (2)$
Square $(2):\ B=4PQ\ \dots \ (3)$ where $B=b^{2}$
$(1)*4P:\ 4Pa=4PP-4PQ\ \dots \ (4)$
From $(3),(4):\ 4Pa=4PP-B\ \dots \ (5)$
From $(5):\ 4PP-4aP-B=0\ \dots \ (6)$
From $(6):$ $P={\frac {4a\pm {\sqrt {16a^{2}-4(4)(-B)}}}{2(4)}}$ $={\frac {a\pm {\sqrt {a^{2}+b^{2}}}}{2}}$ $={\frac {a\pm W_{mod}}{2}}$

## Implementation

* Because function ComplexSquareRoot_al contains only two calculations of .sqrt
* and function ComplexSquareRoot contains three,
* function ComplexSquareRoot_al is significantly faster than function ComplexSquareRoot.

# Links to related topics

The Python Standard Library: cmath.sqrt
# Complexity theory in biology

Complexity theory in Biology relates to complex systems biology. This indicates "an approach to biology which is well rooted in complex systems science."
"A very rich and promising area for complexity theory in biology is the study of the origin of biological form, known as morphology."
# Composing educational resources/Copyright and our right to copy

    Before we do anything with educational resources, we need to consider the issue of copyright. Copyrights - or the rights of you and others to copy, directly impacts on your ability to create, reuse, and distribute educational resources. You need to ask yourself: Can you afford to use restricted content, and how does it restrict the way you use it? Should you use free for reuse content, and how would you know if something was restricted or free for reuse? Will you permit others to copy, create or redistribute your resources?
To do:
1. You should write one blog post with the title as "Copyright and our right to copy" that refers to the following readings:
* Wikipedia's History of copyright law
* Free culture by Lawrence Lessig
* Licensing and Creative Commons - Towards a Global Learning Commons: ccLearn By Ahrash Bissell and Jamie Boyle.
* The case for and against Creative Commons By Marco Fioretti
2. Your blog post should discuss all these resources ellaborate on why copyright is as it is, why how Lessig is claiming that we need "Free Culture", and what problems Fioretti has highlighted. Try to also contextualize these ideas into your own work and country.
# Composing educational resources/Course mini conference

    Over this week you present your work at a course mini conference and attend the presentations of other participants
To do
* Confirm details for your 15 minute presentation listed in the course mini conference.
* Assist in promotion of the events and in getting people to attend.
* Present your work at the course mini conference and attend as many if not all other events in the conference.
* Help document the conference by posting commentary about other presentations to your blog.
# Components of the immune system

The immune system includes:
* Innate immunity or (nonspecific immunity) which consist of 4 type of barriers:
** Physical barriers
** Physiological barriers
** Cellular barriers
** Cytokine barriers
* Adaptive immunity or (specific immunity)
These are further divided into humoral and cellular components.
The humoral components of the innate system include the complement system, the coagulation system, and cytokines. The cellular components include neutrophils, macrophages, monocytes, NK (natural killer) cells, eosinophils. Besides these, there is the anatomical barrier that includes mechanical factors, chemical factors, biological factors.
# Concept mapping/Tasks

* Concept map of concept mapping
** Redraw this concept map (there is some licensing dispute so it got deleted transferred to commons - talk) - and
** Make it available in a variety of formats to allow it to be adapted and extended as a learning exercise.
* Transfer content from Concept mapping (University of Canberra) to here.
* Write brief reviews of the following concept mapping software:
** Exploratree
** MindMeister
*** IE vs. FF
** Open Office Draw
** Web of Web
* What are examples of specific applications of concept mapping in a thesis?
* If I am using a program such as Nvivo for qualitative analysis should I confine myself to it for conceptually mapping themes from the data etc?
# Concept mapping/Workshop

This page provides materials for a three-hour face-to-face Introduction to Concept Mapping workshop.
* Workshop Outline
* Also see the concept map outline for the workshop and the main concept mapping page.

## Goals

The goal of the workshop is for participants to learn how to create concept maps for communicating and modeling ideas via engaging with:
* Theoretical background
* Hands-on experience using concept mapping tools

## Subpages
### Minimal, ungrammatical, ungraphical concept maps

    In this wiki environment, you may make a tree of subjects, whether known or knowing, by use of:
   * a hierarchy of sections
   * a hierarchy of lists, whether OL(#) or UL(*) tags
   * a hybrid hierarchy of the above two.
    To link beyond the tree structure, you may make use of the NAME property of HTML tags and the <ref> and at last <references /> tags. And you may attempt to put a relational phrase ahead of the subject, as follows:
* Mother
* (gave birth to) Son
* Taoism
# Concept mapping/Gallery

This page provides the beginnings of a gallery and freely-usable examples of concepts maps.
# Concepts and the Nature of Knowledge

There are two major kinds of knowledge:
* Knowledge of things (descriptive knowledge) and
* Knowledge of changes in things (productive knowledge).
Each of these kinds of knowledge can occur in either of two forms (see Figure 1):
* Particulars are single, unique cases, often referred to as referents, examples or instances.
* Generalities are statements which apply to more than one particular.
Things. Particulars of things are instances of concepts, and include objects (e.g., one particular computer), actions (e.g., one particular debate), ideas (e.g., one particular thought), and symbols (e.g., one particular fraction). Generalities of things are what we usually call definitions of concepts.
Changes. Particulars of changes are instances of procedures and principles, and include specific events, like the evaporation of a puddle on my driveway last Sunday, the growing of a particular flower from a seed in front of my neighbor's house, and my son's writing of an essay last Tuesday night. Generalities of changes are what we usually call statements of principles and procedures.
It is helpful to distinguish between what content is learned and on what level it is learned:
* Content (what is learned) can be classified in accordance with the type of knowledge. Concepts and facts represent knowledge of things, and principles and procedures represent knowledge of changes.
* Level of learning can be classified as memorization, understanding, or application.
# Bloom Clock/Keys/Global/Temperate/Mid Winter/All/DPL

This page is used to help create a graphical list.
* BCP/Forsythia x intermedia
* BCP/Helleborus foetidus
* BCP/Helleborus x hybridus
* BCP/Lonicera x heckrottii
* BCP/Cardamine hirsuta
* BCP/Senecio vulgaris
* BCP/Helleborus niger
* BCP/Taraxacum officinale
* BCP/Symplocarpus foetidus
* BCP/Stellaria media
* BCP/Galanthus nivalis
* BCP/Hamamelis x intermedia
* BCP/Spiraea thunbergii
* BCP/Hamamelis 'Jelena'
# Bloom Clock/Keys/Manchester, England/November/All/DPL

This page is used to help create a key.
* BCP/Allium schoenoprasum
* BCP/Rudbeckia fulgida
* BCP/Hypericum perforatum
* BCP/Oenothera
* BCP/Tropaeolum majus
* BCP/Verbena bonariensis
* BCP/Ceratostigma plumbaginoides
* BCP/Borago officinalis
# Bloom Clock/Keys/Leipzig Lowlands, Saxony, Germany/Global Comparison Worksheet

This page is used to compare monthly data to the Global temperate seasons.

## Results

* January ~ (none)
* February ~ (none)
* March ~ (none)
* April ~
* May ~ (no definitive result)
* June ~ (none)
* July ~
* August ~
* September ~
* October ~
* November ~
* December ~ (none)
# Bloom Clock/Keys/Leipzig Lowlands, Saxony, Germany/May
## May

* All Flowers blooming in May (category list)
# Bloom Clock/Keys/Manchester, England

The pages below are keys for flowers that have been logged as blooming in the region of Manchester, England during a particular month.

## November

* All plants blooming in November (8)
# Bloom Clock/Keys/Manchester, England/November
## November

* All plants blooming in November (8)
# Bloom Clock/Keys/Leipzig Lowlands, Saxony, Germany

The pages linked below are "keys" for flowers that have been logged as blooming in the Leipzig Lowlands, Saxony, Germany during a particular month.

## May

* All Flowers blooming in May (category list)
# Bloom Clock/Keys/London/April
## April

* All plants recorded in April (category list)