OpenLLM-France/wikimedia huggingface dataset:
# Molecular Biology

Welcome to the Exploring Molecular Biology learning project.

## Content summary

Independent study with group collaboration projects for exploration of the molecular basis of life.

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
* Primary Structure - participants explore the relation between gene sequence and protein sequence.
* How to access the genome databases

### Lessons

* Lesson 1:
* Chemical structure of DNA
** Phosphodiester bonds are formed 5' to 3'
** A pairs with T
** G pairs with C
* Chemical structure of RNA
** Understand the difference between DNA and RNA
** Uracil pairs with Adenine
** Hydroxy group on the 2' carbon

### Assignments
#### Activities

-Draw Ribose label the 5' (5 prime) carbon and 3' carbon and 2' carbon. -Draw Deoxyribose. label the 5' carbon and 3' carbon -Draw adenine and guanine -Draw cytosine and thymine -Draw Uracil -Draw adenosine tri-phosphate (ATP) -Draw
* etc.

#### Readings

Each activity has a suggested associated background reading selection:
* Wikipedia: Molecular biology
* Wikipedia: DNA
* Wikipedia: Purine
* Wikipedia: Adenine
* Wikipedia: Guanine
* Wikipedia: Pyrimidine
* Wikipedia: Thymine
* Wikipedia: Cytosine
* Wikipedia: RNA
* Wikipedia: Uracil
# Molecular evolution

Welcome to the Wikiversity Molecular Evolution Project.

## Content summary

Participants in this project explore the molecular evolution of DNA, RNA and proteins.

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
* Molecular evolution/Intermediate filament proteins - explore the evolution of this family of cytoskeletal proteins
* The concept of irreducible complexity - are there some features of living organisms that cannot be accounted for by conventional evolutionary mechanisms?

### Texts

* Sequence - Evolution - Function; subtitle: "Computational Approaches in Comparative Genomics" by Eugene V. Koonin and Michael Y. Galperin (2002) ISBN 1-4020-7274-0
* How Genomes Evolve, Chapter 15 in Genomes, Third Edition by T. A. Brown, May 2006.
* "Rooting the tree of life by transition analyses" by Thomas Cavalier-Smith in Biology Direct (2006) 1: 19.
* Origins and Evolution of the Actin Cytoskeleton by Francisco Rivero and Fatima Cvrcková.

#### Activities

* Select a protein of interest and explore which living organisms have a gene for that type of protein.
* etc.

#### Readings

Each activity has a suggested associated background reading selection.
* w:Molecular evolution
* etc.
# Molecular Paleontology Reading Group

Welcome to the Molecular Paleontology Reading Group.

## Learning Project Summary

Participants in the Molecular Paleontology Reading Group read and discuss articles from the literature that present data and theories related to the recovery of DNA from ancient human, animal, and plant remains.

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

#### Discussions

* Neanderthal DNA discussion - Do data from Neanderthal DNA studies settle the question of the cladistic relationship between modern humans and Neanderthals?

#### Readings

Each activity has a suggested associated background reading selection.
* Neanderthal DNA
** Analysis of one million base pairs of Neanderthal DNA by R. E. Green, J. Krause, S. E. Ptak, A. W. Briggs, M. T. Ronan, J. F. Simons, L. Du, M. Egholm, J. M. Rothberg, M. Paunovic and S. Paabo in Nature (2006) Volume 444, pages 330-336.
** Sequencing and analysis of Neanderthal genomic DNA by James P. Noonan, Graham Coop, Sridhar Kudaravalli, Doug Smith, Johannes Krause, Joe Alessi, Feng Chen, Darren Platt, Svante Pääbo, Jonathan K. Pritchard, Edward M. Rubin in Science (2006) Volume 314, pages 1113-1118.
** Modern humans did not admix with Neanderthals during their range expansion into Europe by Mathias Currat and Laurent Excoffier in PLoS Biology (2004) Dec;2(12):e421.
* Technical issues
** Assessing the fidelity of ancient DNA sequences amplified from nuclear genes in Genetics by Jonas Binladen, Carsten Wiuf, M. Thomas, P. Gilbert, Michael Bunce, Ross Barnett, Greger Larson, Alex D. Greenwood, James Haile, Simon Y. W. Ho, Anders J. Hansen and Eske Willerslev (2006) Volume 172, pages 733-741.
** Relatively well preserved DNA is present in the crystal aggregates of fossil bones by Michal Salamon, Noreen Tuross, Baruch Arensburg and Steve Weiner in Proceedings of the National Academy of Sciences U.S.A. (2005) Volume 102, pages 13783-13788.
# Modulus/R/Generalized triangle inequality/Exercise

Let $x_{1},\ldots ,x_{n}$ be real numbers. Show by induction the following inequality
    $\vert {\sum _{i=1}^{n}x_{i}}\vert \leq \sum _{i=1}^{n}\vert {x_{i}}\vert \,.$
# Molecular Biology/External resources
### Freely Accessible Online Content

Frank Lee. "Molecular Biology Web Book" http://www.web-books.com/MoBio/
Saylor Foudation. "BIO101A: Introduction to Molecular and Cellular Biology" http://www.saylor.org/courses/bio101a/
# Modulus/R/Book/Exercise

A page has been ripped off from a book. The sum of the numbers of the remaining pages is $65000$. How many pages did the book have?
# Measure Theory/L2 Vector Space
## Closure Properties

One of the most fundamental properties one can ask for when investigating a set equipped with some operations, is: Is the set closed?
Here we have the set $L^{2}(E)$ which, recall, is the set of all functions with finite $L^{2}(E)$ norm, and $E\subseteq {\mathbb {R}}$.
We start by considering the operation of summing two functions. Then we would like to show that if $f,g\in L^{2}(E)$ then $f+g\in L^{2}(E)$.
By definition, this means that we want to prove, if $\|f\|_{2},\|g\|_{2}<\infty$, then
    $\|f+g\|_{2}<\infty$
This, in turn, means that by the finiteness of $\int _{E}f^{2},\int _{E}g^{2}$ we would like to prove that $\int _{E}(f+g)^{2}$ is finite.
A natural instinct is to take the max, $h=\max\{f,g\}$ which we know from earlier work is integrable -- but it is not clear that it is "square integrable". We'll need to try something else.
* Exercise 1. L$^2$ Sum Closure
* Inspired by the above, with $h=\max\{f,g\}$, show that $f,g\leq h\leq |f|+|g|$. Moreover, and by a similar logic, $h^{2}\leq f^{2}+g^{2}$.
* Then use this to show that $(f+g)^{2}\leq (2h)^{2}\leq 4(f^{2}+g^{2})$.
* Then use this result to infer the closure of $L^{2}(E)$ under addition.
* Exercise 2. L$^2$ Is a Vector Space
* Show that $L^{2}(E)$ is a vector space over ${\mathbb {R}}$. Recall the vector space properties:
* 1. Closure under sums and scalar multiples.
* 2. Associativity, commutativity, identity, and closure under inverses, for vector addition.
* 3. Associativity and identity for scalar multiplication.
* 4. Scalar and vector distribution.
# Measure Theory/Measurable Functions, Length-integral, and the Need for Approximations
## Integration is Hard

The main thing that I want to communicate in this lesson, is that integration in this system is hard.
Consider trying to compute something which should be simple, like $\int x^{2}\mathbf {1} _{[0,1]}$.
It is easy enough to prove that $\int x^{2}\mathbf {1} _{[0,1]}\geq 1/2$. One can do this by building a sequence of simple functions, which strongly resemble what one computes for Riemann integration.
    $\psi _{n}(x)=\sum _{i=1}^{n}c_{i}\mathbf {1} _{[(i-1)/n,i/n]}$

#### Exercise 1. Follow the Simple Integrals

Find $\int \psi _{n}$ and then prove that the limit $\lim _{n\to \infty }\int \psi _{n}=1/2$.
Then explain why this shows that $\int x^{2}\mathbf {1} _{[0,1]}\geq 1/2$.
Resuming
The hard part is the reverse inequality, trying to show that $\int x^{2}\mathbf {1} _{[0,1]}\leq 1/2$.
In order to do this we need to show that 1/2 is an upper bound on the set ${\mathfrak {s}}$ of simple integral approximations.
But this requires considering every possible collection of measurable sets, and that space of objects is just too intractable.
Therefore, approaching integration directly is just too hard. Instead, however, we may use the ubiquitous strategy of analysis: Approximate these objects and then let the approximations go to zero.
Therefore this chapter is devoted to finding approximation theorems for sets and functions. These approximations will allow us to more easily approximate, and then precisely calculate, integrals.

### Littlewood's Three Principles

J.E. Littlewood summarized the three core approximation results wonderfully when he said
    There are three principles, roughly expressible in the following terms: Every (measurable) set is nearly a finite union of intervals; every [measurable] function is nearly continuous; every convergent sequence of [measurable] functions is nearly uniformly convergent.
In each case, "nearly" means that the statement is true except on a small set. A "small set" is "as small as you like", in the same way that the limit of a sequence is a number "as close as you like" to the tail of the sequence.
To demonstrate: When we say that every measurable set is nearly a finite union of open intervals, we mean the following.
Let $E\in {\mathcal {M}}$ be any measurable set and let $\varepsilon \in {\mathbb {R}}^{+}$ be any positive real number.
Then there exists a collection of open intervals $I_{1},\dots ,I_{n}$ such that
    $\lambda \left(E\Delta \bigcup _{i=1}^{n}I_{i}\right)<\varepsilon$
So you can choose $\varepsilon$ "as small as you like" and then E and $\bigcup _{i=1}^{n}I_{i}$ are equal, except for $E\Delta \bigcup _{i=1}^{n}I_{i}$, which is small.
# Measure Theory/Lexicon
## Lexicon

Throughout this course I use standard symbols and words, as well as rarer symbols and words, as well as some symbols and words which I have invented because I hope they help the learning process. Here I will try to catalog everything that is either rare, or made up.

### Words

* interval
I define this in a slightly unusual way. I define an interval as any set of real numbers which is connected, using the standard topology. This means that both singleton sets, as well as the empty set, count as intervals. If we like to see this in interval notation, we could say that it is because $[a,a]$ is written in interval notation, and is the same thing as the singleton set $\{a\}$. Also $(a,a)$ is written in interval notation and it is the empty set.
* length-measure
Almost universally referred to as the Lebesgue measure, it is the infimum over all over-estimates.
* open interval over-approximation
For a set $A\subseteq {\mathbb {R}}$ I call any collection of open intervals ${\mathcal {O}}$ an open interval cover of A if $A\subseteq \bigcup _{I\in {\mathcal {O}}}I$.
* over-estimate
For a given open interval over-approximation, ${\mathfrak {O}}$, I define the corresponding over-estimate to be the sum over all lengths of intervals inside.
    $e=\sum _{I\in {\mathfrak {O}}}\ell (I)$
* step function
Any linear combination of indicator functions, where the indicator functions are for intervals of real numbers.

### Symbols

* $\smallsetminus$
My preferred symbol for set-minus. $A\smallsetminus B$ is equivalent to $A\cap B^{c}$.
* $\Delta$
The symmetric difference. $A\Delta B$ is equivalent to $(A\smallsetminus B)\sqcup (B\smallsetminus A)$.
* $\sqcup$
The "disjoint union" of two sets. It is the same thing as a union, but when the sets are disjoint we use this symbol to further express that the sets are disjoint.
* $\lambda$
The symbol for the length measure.
* $\lambda ^{*}$
The symbol for the length outer-measure.
# Measure Theory/Length-measure Integration is the One that We Want
## Length-measure Integration Is the One that We Want

In a sense, this section finalizes what we set out to do: Obtain a notion of integration which can easily justify the interchange of limit and integral.
In the previous section we finally laid down all of the definitions needed, and we now know what the integral is. All that remains is to prove that it does what we need.
Of course, we don't just want the interchange of limit and integral. We also need to know that ... you know ... this thing is an integral. It should measure the area between a curve and the x-axis. It should distribute over summation and scalar multiples. It should split regions in the sense that
    $\int _{[a,b]}f=\int _{[a,c]}f+\int _{[c,b]}f$
You know, all the stuff we have come to love and expect from an integral.

### Length-measure and Riemann Integrals

A major result that we will show is that the length-measure integral and the Riemann integral "agree" in a large class of cases, especially ones in which we understand what the area under the curve should be. This will assure us that length-measure is a reasonable formalization of area under a curve.
Along the way we will prove that many of the familiar properties of integration, mentioned above, also hold for length-measure integration.

### Convergence Theorems

The final payoff will be when we show the convergence theorems.
Bounded Integrals
* Bounded Convergence Theorem
Nonnegative Integrals
* Fatou's Lemma
* Monotone Convergence Theorem
General Integrals
* Lebesgue Convergence Theorem
* Generalized Lebesgue Convergence Theorem

### Convergence in Measure

Finally, we briefly introduce the concept of convergence in measure. This is of particular importance when measure theory is applied to probability theory.
The various convergence theorems all continue to hold, when "convergence" is replaced by "convergence in measure".
# Motivation and emotion/Unused/Favourite people

Favourite people and their motivational and emotional lives
Make a list of favourite people in your life.
Why are your favourite people?
How do they make you feel?
What is it about their lives that have touched you deeply?
Produse a freely available, openly editable essay which describes, explores and explains what can be learnt from the motivation and emotion of a favourite person in your life.
Marking criteria: To be co-developers: Some ideas:
* Creativity
* Scope (depth and breadth) of understanding and use of psychological theories and research in the area of motivation and emotion
* Contribution to onine editing resources and community - for example, could include any of:
** improvements to previous book chapters
** improvements to related pages on Wikipedia
** improvements to essays prodused by others
** Helpful discussion on related talk pages
# Motivation and emotion/Wikiversity/Basic skills
## Basic skills

* Be bold Assume good faith
* Editing
** Edit (visual editor)
** Edit source (wikitext editor)
** Edit summaries
* User page
* Text formatting:
** Bold
** Italics etc.
* Structure
** Headings
** Table of contents
* Lists
** Bullet-points
** Numbered lists
* Links
** Internal
*** Wikiversity
*** Wikipedia
** External
* Figures
# Motivation and emotion/Videos

This is a page to collect suggestions for interesting videos about motivation and/or emotion.
Alternatively, you may be looking for info about the multimedia assessment exercise.

## Motivation

* Dan Pink on the surprising science of motivation (2009; 19 min)

### Sport motivation

* Colleagues in sport studies are keen to know about suggested sport motivation videos.
# Motivation and emotion/Wikiversity

This page provides a rationale for use of Wikiversity by students and documents Wikiversity skills which are useful for completing the motivation and emotion major project.

## Relevance of Wikiversity

University graduates are, among other things, trained to be professional knowledge-workers. Within their discipline, they should be able to access, synthesise, collaborate, and publish knowledge informed by psychological science. A graduate should be able to openly solicit and respond to feedback about their professional ideas and understandings. Heading into a global, cross-cultural workplace, psychology graduates should be able to work with a wide variety of different people, face-to-face and online, through a range of different, changing, and unfamiliar environments and platforms. For more information, see graduate attributions for the motivation and emotion unit.
Wikiversity is a simple, open knowledge internet platform. It provides learners with an opportunity to collaboratively develop and improve ideas and to share and present information in rich ways, including through text, images, links, multimedia, and quizzes. Wikiversity provides a way for students to publish their work and use their work as a demonstration of their professional capability which is often particularly useful when applying for professional roles.
No-one is compelled to use Wikiversity, so feel free to suggest alternatives that better suit your needs.

## About Wikiversity

* Welcome
* Introduction
* Guided tours
* Orientation

## Getting started

* Create a Wikiversity account
* Practice editing in a sandbox
* Share about yourself and areas of interest on your Wikiversity user page
* More information about using Wikiversity is provided during lectures and tutorials (e.g., see Tutorial 01 and Tutorial 02), but you can also teach yourself by being bold and tinkering

## Basic skills

* Be bold Assume good faith
* Editing
** Edit (visual editor)
** Edit source (wikitext editor)
** Edit summaries
* User page
* Text formatting:
** Bold
** Italics etc.
* Structure
** Headings
** Table of contents
* Lists
** Bullet-points
** Numbered lists
* Links
** Internal
*** Wikiversity
*** Wikipedia
** External
* Figures

## Advanced skills

* Feature boxes
* Hiding content - Using edit source, wrap content to be hidden in code like this: <!-- stuff to be hidden -->
* History and undoing
* Notifications
* Social contributions and talk pages
* Tables
* Thanking
* Preferences
* Quizzes
* Watchlist
* Word count (Google Chrome add-on)
# Motivation and emotion/Wikiversity/Orientation
## Where am I?

Welcome to English-language Wikiversity (http://en.wikiversity.org). Much of the learning material and activities for motivation and emotion utilises Wikiversity.

## What is Wikiversity?

Wikiversity is a wiki for free and open educational resources. It is supported by the Wikimedia Foundation along with sister projects such as Wikipedia and Wikibooks. For examples of Wikiversity content, try visiting a random page.

## What is on UCLearn?

The UCLearn site provides announcements, discussion, assessment submission, and marks. It is for formally enrolled students who wish to receive institutional accreditation.

## How is the content organised?

The unit's Wikiversity home page links to content such as lectures, tutorials, and assessment guidelines. You can also explore the content via Category:Motivation and emotion.

## Create an account

By registering a Wikiversity account, you will get a user page which is a good place to write about yourself, keep notes, and add links of interest. As the unit unfolds, you will author material on Wikiversity. Editing using a registered account (rather than anonymously) helps to track and organise your contributions.

## How can I learn about using Wikiversity?

The tutorials will teach necessary skills. To learn more about Wikiversity yourself, try the guided tours and see Help. You can also ask questions at the Colloquium which is the Wikiversity community hub.

## Want to know more?

Post questions or comments to the UCLearn discussion forum.
# Motivation and emotion/Wikiversity/Advanced skills
## Advanced skills

Some more advanced wiki skills that may be useful:
* Feature boxes
* Hiding content - Using edit source, wrap content to be hidden in code like this: <!-- stuff to be hidden -->
* History and undoing
* Notifications
* Social contributions and talk pages
* Tables
* Thanking
* Preferences
* Quizzes
* Watchlist
* Word count (Google Chrome add-on)
# Motivation and emotion/Wikiversity/Creating an account

* Create a Wikiversity account - choose a user name appropriate to your privacy requirements (can be based on your real name or a pseudonym).
** If you are happy to have your real name attached to your editing, create a user account using something like your real name.
** If you do not want to use your real identity, create a user account using a pseudonym.
** If you want to have your account renamed, request via changing username and let the unit convener know.
** For more information, see privacy policy
* Why create an account?.
# Motivation and emotion/Wikiversity/Figures

The easiest/simplest way of embedding an image is to use what is already available in Wikimedia Commons.
You can upload an image to Wikimedia Commons if the copyright owner gives permission for such re-use.
Do not upload images to Wikiversity. Upload to Wikimedia Commons instead.

## Image search options

* Wikimedia Commons
** The search results can be varied and might include:
*** A page containing thumbnails of relevant images (e.g., Psychology
*** A category containing links to sub-categories and thumbnails (e.g., Category:Emotions)
*** A list of search results with thumbnails (e.g., worried)
** Wikimedia Commons can also be searched through the Visual Editor, Insert - Image - enter search text into the File name field.
* Google Images Advanced Search with license filtering (Creative Commons licenses) can be used to identify free to use images (Tools - Usage rights)
* Creative Commons

## Embedding an image

* Edit a Wikiversity page and add insert an image using the Visual Editor (Edit - Insert - Media - File name). Adjust the:
** Caption
** Position
** Size
* Repeat for a second image

## Uploading to Wikimedia Commons

* Who is the copyright owner?
* What is the copyright license?
* If appropriate (e.g., you own the copyright or it is a free to use image with a suitable license), upload images to Wiki Commons - how to video

## Examples

* Motivation and emotion gallery
# OLPC peripheral development/Schedule

(will make this look nicer later!)

### Plan of Study:

(10 weeks, 4 hrs/wk)
Week 0: Set up meeting
(everything you need to know before you get started and ideation)
Week 1: Intro to XO, hardware Documentation training, wiki setup
Week 2: brainstorming/ideating further timelining intro to whatever we're choosing to work with (plan to use pics, since knowledge base on campus is greatest)
week 3: work
week 4: design review + work
Week (even number > 2): Design review
(Guest lecturers as confirmed)