OpenLLM-France/wikimedia huggingface dataset:
# Virtues/Good/what matters topics

These topics are explored in the course on what matters. Focusing on these topics can increase your well being.
* Physiological Needs — Begin by meeting these minimum conditions for our bodies to endure.
* Human Rights — Preserve and protect these inalienable rights of every human, including yourself.
* Psychological Needs — Attain these minimum requirements for a healthy mind.
* Maslow’s Hierarchy of Needs — Study this influential theory of human needs.
* Dignity — You are worthy simply because you exist.
* Health, Fitness, and Wellness — Achieving a state of complete physical, mental, and social well-being.
* Flourishing — Increasing our well-being.
* Emotional Competency — Increasing our well-being.
* Family — Harmonizing the center of your life.
* Progeny and Legacy — Children can bring great joy along with great responsibility.
* Peace of mind, Inner Peace — Understanding what you can change and what you cannot change is the simple but often difficult path to inner peace.
* Beauty, awe — We find beauty in something done well.
* Exploration, discovery, learning — There is much more out there than in here so venture out, discover new things, and continue to learn.
* Dreaming — Create and maintain your vision for a better tomorrow.
* Authenticity — We become authentic when the path we choose through life is congruent with who we are.
* Virtues Development — Become excellent at being human.
* Courage — Act according to your well-chosen values, especially when it is most difficult.
* Love — Enjoy your unselfish loyal and benevolent concern for the good of others.
* Spiritual Development — Connect with a larger reality.
* Play — Go ahead and have some fun.
* Pleasure — Go ahead and pamper yourself.
* Skills Mastery — Perfect the skills required to become excellent at your chosen vocation.
* Esteem and Recognition — Earn authentic recognition and respect from the people who know you best.
* Creativity — Generate new and useful ideas.
* Stewardship and Sustainability — Protect the ability of future generations to enjoy our earth.
* Compassion — Relieve their suffering.
* Integrity — Act congruently with your well-chosen values.
* Values Development — Carefully choose, assess, and reassess your values.
* Community — Engage with communities where you belong and can thrive and contribute.
* Adopt a Global Perspective — Work to understand our world from a global perspective.
* Find your good work — Do the work you are meant to do.
* Altruism — Act on your concern for the welfare of others
* Peace on earth, good will toward all — Treat others as they wish to be treated.
* Wisdom — Realize what is most valuable in life.
# Virtues/Gratitude
## Introduction

Gratitude is the virtue of rejoicing in what is. It is expressing the feeling of joy we get from all that brings us joy. It is the opposite of regret, which is a feeling of sadness for what is, and of nostalgia, which aches for a past which is now gone.
Gratitude is an effective antidote to many destructive emotions. You can't be hateful when you're grateful!
Only you can decide to be grateful, it is an expression of your autonomy.

## The Virtue of Gratitude

When you are grateful, it is impossible to also be hateful, angry, or fearful. Gratitude cannot be requested, demanded, or coerced, it can only be given. It is a gift, not an exchange.
Gratitude is a virtue because we chose to celebrate, rather than to resent, what is.
The Roman philosopher Cicero declared: "Gratitude is not only the greatest of the virtues but the parent of all others."

## Everyday Gratitude

Begin by saying “thank you” to those who show you kindness. In addition, welcome awe into your life, savor it, and enjoy acknowledging it. Practice the virtue of gratitude everyday as you count your blessings:
* Breathing in and breathing out.
* The sunrise, the sunset, the moonrise, and the stars in the sky.
* Blue skies, puffy clouds, gentle rains, snow, and other fascinating weather.
* Music, art, humor, and all that is beautiful.
* Running, jumping, singing, dancing, and all that is fun.
* Forests, meadows, mountains, beaches, and all the beauty of nature.
* Family, friends and others who love you, and who you love.
* Laughter and a sense of humor.
* The hammock, indoor plumbing, lights, air conditioning, and a roof over my head.
* Good health, fitness, mental acuity, literacy, memory, curiosity.
* Fresh water, food to eat, and a warm quiet place to sleep.
* Rainbows and song birds.
* Chocolate, apples, oranges, and cherries.
* Literacy and the local library.
For more inspiration, visit the everyday gratitude site.
Because many 12-step programs recognize the virtues of "an attitude of gratitude" many resources are available. A search for: 12-step program gratitude will identify many gratitude-related resources.

## Assignment

Part 1: Gratitude Visit – Recall someone who was kind to you but who you never properly thanked. Write out a one-page note thanking them in depth. Visit that person and read the entire note to them.
Part 2: What Went Well (Three Blessings) – Every night for the next week, set aside ten minutes before going to sleep. Write down three things that went well today and why they went well.
# Virtues/Humility/Authentic Humility

Humility is recognizing and accepting our own limitations based on an accurate and modest estimate of our importance and significance. The humble person recognizes he is one among the eight billion interdependent people on this earth, earth is one planet circling the sun, and our sun is one of a billion stars in the presently known universe. Our brilliant wisdom is recognized, acknowledged, and accepted along with our profound ignorance. Because of this broad and sound perspective on her significance, the truly humble person cannot be humiliated.
Humility reduces our need for self-justification and allows us to admit to and learn from our mistakes. Our ego stands down. We are better able to balance inquiry with advocacy.
But humble people are easily trampled, oppressed, ignored, or overrun by the arrogant, aggressive, greedy, power-hungry people who are so prominent. No one needs another resentful and helpless wimp, doormat, or milquetoast. There is also no need for false modesty or condescension.
Authentic humility preserves dignity and stands up for the needs of each person. It does not submit to indignity, tolerate violence, or let human needs go unmet, submit to tyranny, or tolerate arrogance. It is authentic because dignity and human needs are authentic, intrinsic to each of us, including ourselves and all others. It is a humility that takes a firm stand for human rights.
Authentically humble people choose to act consistently with their own values rather than submit once again to an impulse. They choose humility over arrogance, calm over aggression and destruction, cooperation and achievement over rivalry, inclusion over exclusion, needs over wants, peer over power, candor over deceit, stature over status, dignity over disrespect, and authentic over bogus.
Authentic humility is willful, not passive; it understands the significance and potential of a transformation toward humility by all and pursues it relentlessly. It is the simple and symmetrical agreement that I will not trample on you, and I will not be trampled upon. It acts (or remains still) to ensure humility.
We do not tolerate tantrums from two-year olds. Don't tolerate tantrums from your ego, or anyone else's. Quell ego rants. Ensure respect and dignity for all. Become authentically humble.
Embrace authentic humility as if your life depends on it, which of course it does.
# Virtues/Humor
## Introduction:

Humor brings us joy as it exposes a simple truth in some new or unexpected way. We laugh spontaneously when our brains recognize “I never thought of it that way.” And thinking of it “that way” expands our understanding of the world.
We are rewarded with a good laugh when we discover we have prematurely made some mistaken assumption. This bribes our brains into examining and correcting the assumptions we make as we continue to interpret reality. As a result we increase our skill at interpreting what we experience.
Goethe observed: “Nothing shows a man’s character more than what he laughs at.” Humor is a pleasant medium, using jokes as a meme, for displaying intelligence, mutual knowledge, and opinion. Humor reveals our knowledgebase, beliefs, values, and wit—an important form of intelligence—to ourselves and others.
While humor is benign, irony is not. Irony laughs at others, while humor laughs only at the self, or proxies for the self. Laughter from humor brings joy; laughter from irony exposes scorn or contempt. Where irony wounds, humor heals. Irony is merciless, humor is merciful. Irony is humiliating, humor is humble.

## The Virtue of Humor

Humor is a virtue because stodginess is not. Humor requires mental adroitness in imagining and understanding a variety of perspectives. This is an important problem solving skill. In addition, humor brings us that particular pleasure known as mirth. Humor pokes fun without malice; it is a harmless joy.
Aristotle considered wittiness the virtue at the mean between buffoonery and boorishness.
Humor acts as a social corrective because it points out mistakes, often publicly. This influences people to become aware of, and avoid, such mistakes.
A person who lacks humor also lacks humility, lucidity, and lightheartedness. Humor challenges those uptight people—the snob, the self-righteous, the pedantic, the bully—who take themselves too seriously.

## Everyday Humor

Practice the virtue of humor every day in these various ways:
* Before saying something you intend to be funny, decide if it is benign humor, or biting irony.
* If you find yourself amused by childish, sexist, racist, or other exploitive jokes, it may be important for you to reexamine your beliefs and values in those areas. Respect the dignity of all people as you develop your virtuous sense of humor.
* Be neither the buffoon nor the boor.

## Assignment

* Select a sample of 10 jokes chosen from any source. Select the jokes from anywhere you like, including TV or radio programs, on-line sources, friends, comedy acts, books, or compilations (available on line) such as these 1001 jokes collected for the book Quirkology.
* Classify each as being either (virtuous) humor or (mean spirited) irony.
# Time management/Dimensionality
## Dimensionality

Time management can be conceptualised as a multidimensional construct (e.g., Macan, Shahani, Dipboye, & Phillips, 1990). Psychological research literature has identified several possible factor structures for time management.

### 3-factors (Britton & Tesser, 1991)

A study of 90 USA college students found that time management could be represented by three factors, based on 35 items (Britton & Tesser, 1991.):
* Short-range planning - daily or weekly planning, such as making a daily to-do list
* Long-range planning - setting goals for the entire quarter and being well organised
* Time attitudes - feeling in control of how time was spent and using time effectively
This three factor structure was replicated in a study of 350 Spanish students (Garcia-Ros, Pérez-González, & Hinojosa, 2004).

### 4-factors (Macan et al., 1990)

A more widely cited model identifies four underlying factors (Macan et al., 1990):
* Setting goals and priorities
* Mechanics of scheduling and planning
* Preference for disorganisation
* Perceived control of time
The Time Management Behaviour Scale (TMBS), for which there is some validity evidence (TMBS, Macan et al., 1990), is designed to measure these four factors. Macan's (et al. 1990, 1994) models of time management have received the most support in the literature (Claessens et al., 2007). However, there are some consistency issues and disagreement as to whether perceived control of time should be included (Claessens et al., 2007). Macan (1994) has indicated that the perceived control of time factor is actually an outcome of time management and not a component.
The factor structure of the TMBS has been confirmed by Adams and Jex (1997) via confirmatory factor analysis.

### 5-factors (Bond & Feather, 1988)

Bond and Feather (1988) conducted a survey study of three samples of university students, extracting a five factor model of time management:
* Sense of Purpose
* Structured Routine
* Present Orientation
* Effective Organisation
* Persistence

### 5-factors (Francis-Smythe & Robertson, 1999)

Francis-Smythe and Robertson (1999) studied individual differences in time personality and identified five factors:
* Leisure Time Awareness
* Punctuality
* Planning
* Polychronicity
* Impatience

### 4-factors (Neill, 2017)

An alternative four-factor structure is shown in Figure 2.
These four factors are operationalised in the TSQFUS1 (which is derived from an earlier version, the TUSSTMQ9):
* Efficiency and effectiveness - General efficiency and effectiveness in use of one's time to get tasks done
* Meeting deadlines - The extent to which important deadlines are met. König and Kleinman (2005) also argue that Meeting Deadlines is also an important factor of time management.
* Scheduling or Goal setting and Planning - Setting goals, making plans, and self-organising allocations of time to tasks
* Procrastination or Distractability - Engagement in distraction and goal-irrelevant behaviour
# Tight closure/Text exponent/Introduction/Section

The problem with an algorithmic computation of tight closure is that we have to check infinitely many conditions. For a test element $z$ (a well established theory) a test exponent is a number $e_{0}$ such that $zf^{q}\in I^{[q]}$ for all $q=p^{e}$ and $e\leq e_{0}$ implies $f\in I^{*}$. This makes also sense for a restricted class of ideals. But even for parameter ideals nothing substantial is known.
The following variant is more promising and has the same computational effect: Let $\tau$ denote the test ideal of $R$. We call $e_{0}$ a test ideal exponent (for a class of ideals) if
    $zf^{q}\in I^{[q]}{\text{ for all }}z\in \tau$
and for all $q=p^{e}$ and $e\leq e_{0}$ implies $f\in I^{*}$. For this one has to know the test ideal, but this is known in many cases. For the class of parameter ideals in the Gorenstein case this works, because then $I^{*}=(I:\tau )$ and so we can take even $0$ as test ideal exponent.
The methods from above allow us to extend this to homogeneous primary ideals in a standard-graded two-dimensional domain over a finite field. The test ideal exponent is however huge and not suitable for computations. It depends on the genus, the number of ideal generators and most importantly on the number of elements in the field (via the finite number of semistable bundles in the moduli space).

## Theorem

Let $R$ be a standard-graded, two-dimensional (geometrically) normal Gorenstein domain over a finite field. Fix $n$ and suppose that $p=4(g-1)(n-1)^{3}$,
$g$
$n$
The finite field assumption in the last two statements is necessary. Both proofs rely on the fact that for fixed rank and degree there exists only finitely many semistable sheaves defined over the field with these numerical data.
# Tight closure/Two-dimensional/Standard-graded/Interpretation with syzygzy bundle/Remark

Let $R$ be a two-dimensional standard-graded normal domain over an algebraically closed field $K$. Let $C=\operatorname {Proj} {\left(R\right)}$ be the corresponding smooth projective curve and let
    $I={\left(f_{1},\ldots ,f_{n}\right)}\,$
be an $R_{+}$-primary homogeneous ideal with generators of degrees $d_{1},\ldots ,d_{n}$. Then we get on $C$ the short exact sequence
    $0\longrightarrow \operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)}(m)\longrightarrow \bigoplus _{i=1}^{n}{\mathcal {O}}_{C}(m-d_{i}){\stackrel {f_{1},\ldots ,f_{n}}{\longrightarrow }}{\mathcal {O}}_{C}(m)\longrightarrow 0.$
Here $\operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)}(m)$ is a vector bundle, called the syzygy bundle, of rank $n-1$ and of degree
    $((n-1)m-\sum _{i=1}^{n}d_{i})\operatorname {deg} \,(C).$
# Wiktionary
## What is Wiktionary?

Wiktionary is a multilingual, Web-based project to create a free content dictionary, available in over 150 languages. Unlike standard dictionaries, it is written collaboratively by volunteers using wiki software, allowing articles to be changed by almost anyone with access to the Web site. The project's name is a portmanteau of the words wiki and dictionary. Like its sister project Wikipedia, Wiktionary is run by the Wikimedia Foundation. Because Wiktionary is not limited by print space considerations, most of Wiktionary's language editions provide definitions and translations of words from many languages, and some editions offer additional information typically found in thesauruses and lexicons.

## Projects for collaboration between Wikiversity and Wiktionary

This Wikiversity page is under construction. If you see a Red link, turn it into a Blue link. If you see something that needs Translation, translate it. If you don't agree with something or have a question, simply go to Talk:Wiktionary with your concerns. This is a wiki!
* Lexicon
* Translation
# Wild Kratts Pangolin Rescue Lesson

This lesson on pangolins is designed to go along with the Wild Kratts: Pangolin Rescue episode. Ages 4-8.

## Watch or Read

Watch Wild Kratts: Pangolin Rescue episode. It is available on YouTube here.
Or, read the simple English Wikipedia article about Pangolins.

## Activity

Print out and color this picture of a pangolin. Or, draw your own from scratch!
# Wikimedian Demographics/Austria

This subpage is for developing surveys and other discussions about Austria

## Available Surveys

* (none currently)

## Related surveys

* Do you want to restore the Habsburg Monarchy?
Yes No

## Requested additional questions:

Surveys have been requested for the topics listed below:
* (none currently)

## Surveys under construction

These surveys are under development:
* (none currently)

## Related topics in Wikimedian Demographics

* (none suggested yet)

## Related topics on Wikiversity

* (none suggested yet)

## Survey Announcement Forums

New surveys will be announced < regular date >:

### Wiki-based forums

* (none suggested yet)

### Mailinglist and IRC forums

* (none suggested yet)

### Talkpage mailer bots

* (none suggested yet)

### Other forums

* (none suggested yet)
# Wikimedian Demographics/2008 US Presidential elections

This subpage is for developing surveys and other discussions about 2008 US Presidential elections

## Available Surveys
### Wmdgs-politics-US-2008 presidential election-survey1

This is the initial survey regarding the 2008 Presidential elections. To participate, add the following to your survey page (if that's a redlink, you're either not logged in or you should take the basic survey first):

## Related surveys

* (none suggested yet)

## Requested additional questions:

Surveys have been requested for the topics listed below:
* (none currently)

## Surveys under construction

These surveys are under development:
* (none currently)

## Related topics in Wikimedian Demographics

* (none suggested yet)

## Related topics on Wikiversity

* (none suggested yet)

## Survey Announcement Forums

New surveys will be announced < regular date >:

### Wiki-based forums

* (none suggested yet)

### Mailinglist and IRC forums

* (none suggested yet)

### Talkpage mailer bots

* (none suggested yet)

### Other forums

* (none suggested yet)
# Wikimedian Demographics/Belgium

This subpage is for developing surveys and other discussions about Belgium

## Available Surveys

* (none currently)

## Related surveys

* (none suggested yet)

## Requested additional questions:

Surveys have been requested for the topics listed below:
* (none currently)

## Surveys under construction

These surveys are under development:
* (none currently)

## Related topics in Wikimedian Demographics

* (none suggested yet)

## Related topics on Wikiversity

* (none suggested yet)

## Survey Announcement Forums

New surveys will be announced < regular date >:

### Wiki-based forums

* (none suggested yet)

### Mailinglist and IRC forums

* (none suggested yet)

### Talkpage mailer bots

* (none suggested yet)

### Other forums

* (none suggested yet)
# Wikimedia for girls

There are a number of issues which would help both women and men, but would help women more. Single payer health care, which the Canadians know saves 40% -- a huge amount -- enjoys widespread popular support but isn't even included in modern budget simulators like the NY Times' and the much worse LA Times', which is an abject push-poll because of its inaccuracies about tax rates and only one very limited way to raise taxes on the rich. Clearly universal health care would help women with the bias against longer pregnancy leaves. Also shortening the work week would help relieve stress on everyone while decreasing unemployment. But there is little the Foundation can do directly about those things. The female head of the Foundation, however, has a more powerful pulpit than the Foundation as a whole on those topics.
There are also at least three things that the Wikimedia Foundation could do directly, today. Hans Rosling, the epidemiologist at Doctors without Borders, has pointed out that the fastest economic growth occurs about 15-20 years after the education of girls. To take advantage of this, the Foundation could:
* help both girls and boys by instituting simple wikipedias in languages other than English for beginning readers of all ages;
* implement audio upload using Flash, even before Gnash has audio upload (which the Foundation could fund) to help editors add pronunciations to the wiktionaries (the non-English wiktionaries have very sparse recorded pronunciations) and support reading tutoring applications to help language learners of all ages; and
* implement GIFT with accuracy review instead of staying without low stakes self study assessments. That would also help beginners of all ages.
I have been asking for these things for months, and the reasons against them are the weakest kind of nonsense that men use to keep the clubhouse doors slammed in the face of women: supporting beginners is somehow beneath us (it is certainly beneath the patriarchal guild mentality); Flash isn't free enough because Gnash doesn't have microphone upload on all platforms yet (meanwhile the Gnash programmers are starving on shoestring budgets trying to clear that exclusionary hurdle); and the worst one I've heard is that nobody has proven a simple parser can parse GIFT both forward and backward yet (even though Moodle's GIFT parser is barely two pages of PHP!)
Sue, please lash those clubhouse doors wide open!
# Wikimedia in higher education/Australia

This page is for profiling and documenting about the use of Wikimedia sister projects in higher education in Australia.
It was started following the Wikimedia in Higher Education Symposium at the University of Sydney, 2013.

## List of projects

* La Trobe University
* University of Canberra
* University of Wollongong
# Wikimedia in higher education

This page is for resources, notes, information, ideas, issues, possibilities etc. about Wikimedia in higher education.

## Events

Events about Wikimedia in higher education:
* University of Sydney, 2013, Australia

## By country

* Australia
# Wikiphilosophers/Happiness/S. Perquin

I think one can only be truly happy when accepting things as they are. If you accept things as they are and are content with what you have, you don't lack anything. If you feel that nothing is missing in your life, then I think you can experience true happiness. Anything that you have no control over, I think it's best to accept because you can't do anything about it anyway. That doesn't mean you should never be sad or never grieve, but more that you don't deal with it systematically.
Many things not caused by humans are beyond our control, such as the death of someone or the breakdown of a computer. Everything will decay at some point, and we have no control over it. If you are aware of this, you will also stop taking life so seriously. All material things will perish, so why attach so much value to them? If you acknowledge this, I think you will more quickly accept things for what they are.