OpenLLM-France/wikimedia huggingface dataset:
# Astronomy education at the University of Nebraska-Lincoln

link to Astronomy Education at University of Nebraska-Lincoln
The University of Nebraska at Lincoln has one of the internet's best websites promoting active learning in the field of introductory astronomy. This resource is intended to be used in parallel with UNL's efforts. Contributions may include:
* Wikiquizzes (see below)
* Space for student essays relevant to these labs
* Classroom activities relevant to one or more UNL activities

## Labs
### Stellar astronomy
#### Blackbody

* Main page http://astro.unl.edu/naap/blackbody/blackbody.html
* Student pdf handout http://astro.unl.edu/naap/blackbody/naap_blackbody_sg.pdf

## Wikiquizzes

Compare:
* UNL's Class Action Question List (500 think-pair-share questions)
* Wikiversity's Category:Astronomy_college_course/Quizzes
The goal is to create wikiquizzes based on Nebraska's resources.

### Draft of first wikiquiz

* I place the first wikiquiz here to help sort out copyvio issues. I think this quiz differs sufficiently from the UNL page. And, this quiz will link to the UNL page.
* This quiz is based on Stellar Properties #2: HR Diagram #1 Only one questions would be selected for a classroom quiz.
* This is a stub that students will complete, perhaps under the username user:Guy vandegrift's student
At the next Astronomy class meeting, students will copy this "stub" to a subpage of user:Guy vandegrift's student and add questions. All will be variations of this question, all pertaining to UNL's Stellar Properties #2: HR Diagram #1'
# Astrophysics/Quiz

Astrophysics is a lecture and an article about the application of laboratory physics to astronomical phenomena. It is part of the astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on astrophysics at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{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

* More questions aimed at astrophysics theory and laboratory efforts may be better.
# COVID-19/All-cause deaths/Switzerland

Weekly all-cause deaths in Switzerland, based on mortality.org data, stmf.csv, 3-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay.
Weekly all-cause deaths in Switzerland for 0-14 year olds, based on mortality.org data, stmf.csv, 7-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded were excluded to prevent the worst effect of registration delay.
All-cause deaths in Switzerland in weeks 1-17, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause deaths in Switzerland in weeks 40+ the year before and weeks 1-17 of the year, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause death excess percentage in Switzerland, year by year, based on mortality.org data, stmf.csv:
Above, the minimum over previous last 5 years is taken as the baseline against which the excess is calculated, and the last year is dropped as incomplete.
Script oneliners to update the charts:
* plotHmd.py stmf.csv CHE DTotal 3 --svg
* plotHmd.py stmf.csv CHE D0_14 7 --svg
* plotHmdPerYear.py stmf.csv CHE DTotal
* plotHmdPerSeason.py stmf.csv CHE DTotal
* plotHmdExcessDeathPercPerYear.py stmf.csv CHE DTotal 5 --svg
See also:
External links:
* mpidr.shinyapps.io/stmortality
* Graphs and maps — EUROMOMO, euromomo.eu - mortality monitoring in Europe
* Comparisons of all-cause mortality between European countries and regions: January to June 2020, ons.gov.uk
* W:COVID-19 pandemic in Switzerland, wikipedia.org
# COVID-19/All-cause deaths/United States

Weekly all-cause deaths in United States, based on mortality.org data, stmf.csv, 3-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay.
Weekly all-cause deaths in United States for 0-14 year olds, based on mortality.org data, stmf.csv, 3-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded were excluded to prevent the worst effect of registration delay.
All-cause deaths in United States in weeks 1-13, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause deaths in United States in weeks 40+ year before and weeks 1-13 of the year, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause death excess percentage in the United States, year by year, based on mortality.org data, stmf.csv:
Above, the minimum over previous last 5 years is taken as the baseline against which the excess is calculated, and the last year is dropped as incomplete.
Script oneliners to update the charts:
* plotHmd.py stmf.csv USA DTotal 3 --svg
* plotHmd.py stmf.csv USA D0_14 3 --svg
* plotHmdPerYear.py stmf.csv USA DTotal
* plotHmdPerSeason.py stmf.csv USA DTotal
* plotHmdExcessDeathPercPerYear.py stmf.csv USA DTotal 5 --svg
See also:
External links:
* mpidr.shinyapps.io/stmortality
* Excess Deaths Associated with COVID-19, www.cdc.gov - has blue-bar all-cause death graphs for the whole U.S. and also for U.S. states via "Select a jurisdiction" and also specifically for New York City, assuming dashboard Weekly Excess Deaths was selected
* W:COVID-19 pandemic in the United States, wikipedia.org
# COVID-19/All-cause deaths/Texas

Weekly all-cause deaths in Texas from U.S. CDC data:
Script oneliner to update the chart:
See also:
Links:
* CDC excess deaths, cdc.gov
* Texas | The COVID Tracking Project, covidtracking.com
* COVID-19 pandemic in Texas, wikipedia.org
# English-Chinese/He has a pair of blue eyes

He has a pair of blue eyes.
他有一双蓝眼睛。
# English-Chinese/He held her head against his chest

He held her head against his chest.
他把她的头靠在他的胸前。
# English-Chinese/He joined the army when he was 19 years old

He joined the army when he was 19 years old.
他19岁时加入了军队。
# English-Chinese/He polished his shoes before the party

He polished his shoes before the party.
他在聚会前擦亮了鞋子。
# English-Chinese/He is sitting on the chair

He is sitting on the chair.
他 正坐在 椅子上。
# English-Chinese/He had an angry wound

He had an angry wound.
他的伤口发炎红肿。
# English-Chinese/He pinned his poster in the center of the bulletin board

He pinned his poster in the center of the bulletin board.
他将他的海报钉在公告板的中央。
# English-Chinese/He hopes to celebrate his 25th birthday by blowing out the candles

He hopes to celebrate his 25th birthday by blowing out the candles.
他希望通过吹灭蜡烛庆祝他的25岁生日。
# English-Chinese/He joined the army when he was 19

He joined the army when he was 19.
他19岁时加入了军队。
# English-Chinese/He learned addition quickly

He learned addition quickly.
他很快就学会了加法。
# Coffee house

Welcome to Wikiversity’s Coffee House portal. Coffee House is the root of contemporary cafes all over the world, and have rich history concerning about the modern social systems, such as postal service, board of stock trade, newspapering, insurance business, and so on. Additionally, Coffee House played the important role in generating the publicity while Britain monarchy flourished. You can learn and add information about historical Coffee House, and deepen the understanding Coffee House’s historical role in forming the civil society.

## Contributions to the time
### Political contribution

In the late 17th century, when there was after effect of English Civil War, one of the roles of Coffee House was a place for discussion about politics. Various kinds of people (but men only) gathered at Coffee House and argued about politics, criticized powers of king. In short, discussions at Coffee House improved
# Cognitive miser

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
"Users aren’t stupid, they’re unmotivated. In social cognition, the term is cognitive miser."
"To conserve mental resources, we generally tend to favor quick decisions based on learned rules and heuristics."
“... [the security system] must be easy to use and must neither require stress of mind nor the knowledge of a long series of rules...”
# Cognitive science

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

## What is cognitive science?

"The domain of cognitive science occupies the intersection of philosophy, neuroscience, linguistics, cognitive psychology, and computer science (artificial intelligence)."
# Coffee Farming/White Stem Borer

The insect coffee white stem borer (WSB; botanical name Xylotrechus quadripes) is a pest for coffee plants. In many Arabica coffee plantations, WSB is the pest doing the most damage. Without countermeasures, WSB can reduce the harvest by as much as 60%[citation needed] and leads to the death of the infected coffee plants.

## Symptoms on coffee

[Provide more detail]

## Description

[Provide more detail]

## Control

For completeness, this section also includes non-organic countermeasures. Of course, pesticides are not to be used in organic agriculture. [Provide more detail]

### Methods overview

* Choose cool locations / altitudes. Occurrence of WSB seems limited by temperature, which also means, by altitude because temperature drops with altitude. One reference to this comes from coffee growers in Nepal, reporting that WSB occurs up to 1300 m altitude in the 2015/16 season but not above and that in previous years where temperatures were lower, its altitude limitation was lower as well. It should be possible to recommend temperature profiles and safety margins that identify a "WSB safe" coffee growing location.[Provide more detail]

### Reading list

* K. Bhaskara Reddy: Management of Coffee White Stem Borer. A presentation slide deck that serves as a good introduction to mechanical and cultural management practices for WSB.

## Background information

While WSB does a lot of damage, it does not mean that it is invincible – we just have not found an effective and cheap, organic way to control it yet. That is in part because of the structural inequalities of international coffee trade: coffee-producing countries are mostly poor and / or small countries, not able to organize and fund a larger amount of research into organic coffee pest control. Coffee importing countries, on the other hand, are only interested in the final product; they can afford to pay for coffee even when half the harvest were regularly lost to WSB.
# Cognition
## Introduction

Participants in this learning project are encouraged to explore:
* Processes of knowing, understanding, and reasoning that involve being aware of one's thoughts and perceptions.
* What is the physical substrate of cognition?
* Can man-made machines ever become cognitively active?
* What human brain processes generate cognitive experiences?

## What is cognition?

* Cognition is a general term for all forms of knowing (e.g. attending, remembering, reasoning and understanding concepts, facts, propositions, and rules).
* Cognitive processes are how you manipulate your mental contents.
* Cognitive psychology is the study of cognition.
* Cognitive science is an interdisciplinary field that extends the principles of cognitive psychology to other systems that manipulate information.

## Cognition and the brain

Non-invasive brain scanning allows correlations to be made between human conscious experiences and patterns of brain activity. Studies of both visual and auditory perception allow distinctions to be made between brain regions that do and do not show activity patterns that correlate with conscious experiences. Results from study of brain lesions, application of drugs, and electromagnetic disruption of the function of specific brain regions can be interpreted in combination with results from brain scans.

## Cognitive therapy

"It is the mark of an educated mind to be able to entertain a thought without accepting it." Aristotle

## Reading

* Reflections of other minds: how primate social cognition can inform the function of mirror neurons by Derek E Lyons, Laurie R Santos, and Frank C Keil.
* Life, chemistry and cognition: Conceiving life as knowledge embodied in sentient chemical systems might provide new insights into the nature of cognition by Ladislav Kováč.
* 7 Functional neuroimaging: linking brain anatomy to cognition by K E Stephan.
# Cognitive dissonance

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Cognitive dissonance is an uncomfortable feeling caused by holding contradictory w:Ideas simultaneously. This could arise from a mis-match between a belief and reality. People are motivated to avoid or resolve cognitive dissonance e.g., by adjusting a belief or attitude - or changing the situation so that it conforms better with a belief.

## Class exercise

Can you predict the outcome of this research?
Osberg reports that almost all students will intuitively indicate the $20 payment.
Festinger and Carlsmith found that those receiving $1 rated the tasks as more enjoyable than those paid $20. Why? In terms of cognitive dissonance – those who received only $1 presumably had insufficient justification for their behaviour (doing the experiments) which led to dissonance, which in turn produced a change in attitude about the tasks (that they were enjoyable) to relieve the cognitive dissonance and justify participation. Those receiving $20 could more easily justify their participation as being for financial gain, hence there was less cognitive dissonance forcing them towards changing their view about the tasks' enjoyment.
How do you overcome cognitive dissonance?
# Cognitive psychology

Cognitive Psychology is a branch of psychology. Cognitive Psychology is the scientific study of the mind, specifically what the mind is and how it works.
Cognitive Psychology involves the study of the way the mind becomes aware of something, by learning, remembering or thinking about certain information.

## What is cognitive psychology?

Cognitive psychology focuses on study of higher mental functions with particular emphasis on the ways in which people acquire knowledge and use it to shape and understand their experience in the world. This figures indicates key foci of cognitive psychology:

## Organization

* Information-Processing Stages
** Chapter 1: Introduction
** Chapter 2: Pattern Recognition
** Chapter 3: Attention
** Chapter 4: Short-Term Working Memory
** Chapter 5: Long-Term Memory
* Representation and Organization of Knowledge
** Chapter 6: Memory Codes
** Chapter 7: Visual Images
** Chapter 8: Categorization
** Chapter 9: Semantic Organization
* Complex Cognitive Skills
** Chapter 10: Language
** Chapter 11: Comprehension and Memory for Text
** Chapter 12: Problem Solving
** Chapter 13: Expertise and Creativity
** Chapter 14: Decision Making

## Lessons

Experimental section that is largely subject to change in the future.

## In the News

This page is to be maintained by at least one person. Its purpose is to provide the student, professor, or class with access to important, past, and recent news related to cognitive psychology.

## Resources
### Textbooks

Cognitive Psychology, Sixth Edition By Robert J. Sternberg and Karin Sternberg 643 pg.
Foundations of Cognitive Psychology, Core Readings by Daniel J. Levitin 813 pg.
Cognitive science: an introduction to the study of mind by Jay Friedenberg, Gordon Silverman 561 pg.
Cognitive Psychology, Third Edition by E. Bruce Goldstein
Cognitive Psychology: A Student's Handbook by Michael W. Eysenck, and Mark T. Keane
# Cognitive psychology/Introduction

Cognitive psychology is the study of the mind.
# Cognitive philology

Cognitive philology is the science that studies written and oral texts as the product of human mental processes. Therefore, studies in cognitive philology compare documentary evidence emerging from textual investigations with results of experimental research, especially in the fields of cognitive and ecological psychology, neurosciences and artificial intelligence. Cognitive philology:
* investigates transmission of oral and written text, and categorization processes which lead to classification of knowledge, mostly relying on the information theory;
* studies how narratives emerge in so called natural conversation and selective process which lead to the rise of literary standards for storytelling, mostly relying on embodied semantics;
* explores the evolutive and evolutionary role played by rhythm and metre in human ontogenetic and phylogenetic development and the pertinence of the semantic association during processing of cognitive maps;
* Provides the scientific ground for multimedia critical editions of literary texts.
Among the founding fathers and noteworthy scholars devoted to such investigations: Gilles Fauconnier, Alan Richardson, David Herman and Mark Turner in the USA; Benoît de Cornulier and François Recanati in France; Manfred Jahn in Germany; Paolo Canettieri, Domenico Fiormonte, Anatole Pierre Fuksas and Luca Nobile in Italy; Julián Santano Moreno in Spain.
# BCP/Calendula officinalis

Calendula officinalis
| Yellow and orange plants Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Calendula officinalis (Pot-marigold) Identifying Characteristics Recent Logs --Juan Pisek 18:03, 11 October 2007 (UTC) (view all logs) |
Global data:
Regional data: South Bohemia, Czech Republic: October
Additional images:
# BCP/Callicarpa

Callicarpa
| Flowers on a branch of C. bodnieri Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Callicarpa (Beautyberry) Identifying Characteristics Recent Logs SBJ 08:26, 14 July 2007 (UTC) SBJ 11:32, 11 August 2007 (UTC) SBJ 08:08, 25 August 2007 (UTC) SBJ 18:24, 4 September 2007 (UTC) --SB_Johnny | 09:02, 28 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall
Regional data: Southeastern Pennsylvania: June, July, August, September
Additional images:
# BCP/Brunnera macrophylla 'Variegata'/Logs

This page contains recent bloom logs for Brunnera macrophylla 'Variegata' (Variegated Sibirian bugloss). 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

* SBJ April 24, 2008 (photo)
# BCP/Buddleja davidii

Buddleja davidii
| Inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Buddleja davidii (Butterfly Bush) Identifying Characteristics Habit:Arching shrubFoliage:Simple, rough, oppositeStem:Hollow pithScent:Flowers are sweetly scentedFruit:Dry capsulesLife Cycle: Perennial shrub Recent Logs SBJ 20:48, 17 October 2007 (UTC) --SB_Johnny | 22:29, 3 November 2007 (UTC) --SB_Johnny | 11:37, 12 July 2008 (UTC) SBJ 09:54, 20 July 2008 (UTC) Ngravagna 22:50, 2 September 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Summer, Late Summer, Early Fall, Mid Fall, Late Fall
Regional data: Southeastern Pennsylvania: (cultivated) July, August, September, October, November
Additional images:
# BCP/Brunnera macrophylla 'Variegata'

Brunnera macrophylla 'Variegata'
| cv. 'Jack Frost' Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Brunnera macrophylla 'Variegata' (Variegated Sibirian bugloss) Identifying Characteristics Recent Logs SBJ April 24, 2008 (photo) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) April
Additional images:
# BCP/Buddleja davidii/Logs

This page contains recent bloom logs for Buddleja davidii (Butterfly Bush). 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
#### 2007 Logs

* --SB_Johnny | 09:44, 12 July 2007 (UTC)
* --SB_Johnny | 09:34, 3 August 2007 (UTC)
* SBJ 08:07, 25 August 2007 (UTC)
* SBJ 18:24, 4 September 2007 (UTC)
* --SB_Johnny | 10:10, 15 September 2007 (UTC)
* SBJ 08:39, 3 October 2007 (UTC)

#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* SBJ 20:48, 17 October 2007 (UTC)
* --SB_Johnny | 22:29, 3 November 2007 (UTC)
* --SB_Johnny | 11:37, 12 July 2008 (UTC)
* SBJ 09:54, 20 July 2008 (UTC)
* Ngravagna 22:50, 2 September 2008 (UTC)
# BCP/Buxus/Logs

This page contains recent bloom logs for the plant Buxus (Boxwood). 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.

##### 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)

##### Recent Logs

* --SB_Johnny | 23:27, 10 April 2008 (UTC)
* --SB_Johnny | 10:21, 27 April 2008 (UTC)
* --SB_Johnny | 10:32, 2 May 2008 (UTC)