OpenLLM-France/wikimedia huggingface dataset:
# Open Pathology Project/Infiltrative ductal carcinoma

Infiltrative ductal carcinoma of the breast are a group of breast cancers that do not have specific differentiating features.

## More information

* Category: Histopathology of invasive carcinoma of no special type
* Structured data: depicts invasive breast carcinoma
* w:en:Infiltrating ductal carcinoma
# Open Pathology Project/Langhans cells

Langhans giant cells are formed by epithelioid cells, and are found in granulomas.

## More information

* Category: Langhans giant cells
* Structured data: depicts Langhans cells
* en:w:Langhans giant cell
# Open Pathology Project/Malignant melanoma

Malignant melanoma is a cancer arising from the melanocytes of the skin.

## More information

* Category: Histopathology of melanoma
* Structured data: depicts Malignant melanoma
* w:en:Melanoma
* Libre Pathology: Malignant melanoma
# Open Pathology Project/Leiomyoma

Leiomyoma is a benign, smooth muscle tumor, which may rarely become cancerous.

## More information

* Category: Histopathology of uterine fibroids
* Structured data: depicts Leiomyoma
* Leiomyoma
* w:en:Leiomyoma
# Open Pathology Project/Lymphocyte

Lymphocytes are white blood cells. They are mainly present in lymph, and hence the name. High levels of lymphocytes in blood indicate infection or inflammation.

## More information

* Structured data : depics Lymphocyte
* Category: Lymphocytes
* w:en:Lymphocyte
# Informal learning activities/Fr

Frnc
This inserts a link to the country or area, in this case France, into a Places & Buildings item.
# Informal learning activities/Gh

Ghn
This inserts a link to the country or area, in this case Ghana, into a Places & Buildings or Buildings and Places item.
# Informal learning activities/Gl

Glc
This inserts a link to the country or area, in this case Galicia, into a Places & Buildings item.
# Informal learning activities/GrDm

Grmny/Dmrk
This inserts links to two countries, in this case Germany and Denmark, into a Places & Buildings item.
# Informal learning activities/Gc

Grc
This inserts a link to the country or area, in this case Greece, into a Places & Buildings item.
# Informal learning activities/Gld

Grnlnd
This inserts a link to the country or area, in this case Greenland, into a Places & Buildings item.
# Informal learning activities/Gr

Grmny
This inserts a link to the country or area, in this case Germany, into a Places & Buildings item.
# Informal learning activities/Gb

{{{2}}}
A short way of including Gutenberg Author links.
# Informal learning activities/Gbn

{{{2}}}
A short way of including Gutenberg ebook links.
# Informal learning activities/Gbs

{{{2}}}
A short way of including Gutenberg Subject links.
# Matrix/Eigenvalues/0510/R/Change of basis and diagonalization/Example

We continue with example. There exists the two eigenvectors ${\begin{pmatrix}{\sqrt {5}}\\1\end{pmatrix}}$ and ${\begin{pmatrix}-{\sqrt {5}}\\1\end{pmatrix}}$ for the different eigenvalues ${\sqrt {5}}$ and $-{\sqrt {5}}$, so that the mapping is diagonalizable, due to fact. With respect to the basis ${\mathfrak {u}}$, consisting of these eigenvectors, the linear mapping is described by the diagonal matrix
    ${\begin{pmatrix}{\sqrt {5}}&0\\0&-{\sqrt {5}}\end{pmatrix}}.$
The transformation matrix, from the basis ${\mathfrak {u}}$ to the standard basis ${\mathfrak {v}}$, consisting of $e_{1}$ and $e_{2}$, is simply
    $M_{\mathfrak {v}}^{\mathfrak {u}}={\begin{pmatrix}{\sqrt {5}}&-{\sqrt {5}}\\1&1\end{pmatrix}}\,.$
The inverse matrix is
    ${\frac {1}{2{\sqrt {5}}}}{\begin{pmatrix}1&{\sqrt {5}}\\-1&{\sqrt {5}}\end{pmatrix}}={\begin{pmatrix}{\frac {1}{2{\sqrt {5}}}}&{\frac {1}{2}}\\{\frac {-1}{2{\sqrt {5}}}}&{\frac {1}{2}}\end{pmatrix}}\,.$
Because of fact, we have the relation
    ${\begin{aligned}{\begin{pmatrix}{\sqrt {5}}&0\\0&-{\sqrt {5}}\end{pmatrix}}&={\begin{pmatrix}{\frac {1}{2}}&{\frac {\sqrt {5}}{2}}\\{\frac {1}{2}}&{\frac {-{\sqrt {5}}}{2}}\end{pmatrix}}{\begin{pmatrix}{\sqrt {5}}&-{\sqrt {5}}\\1&1\end{pmatrix}}\\&={\begin{pmatrix}{\frac {1}{2{\sqrt {5}}}}&{\frac {1}{2}}\\{\frac {-1}{2{\sqrt {5}}}}&{\frac {1}{2}}\end{pmatrix}}{\begin{pmatrix}0&5\\1&0\end{pmatrix}}{\begin{pmatrix}{\sqrt {5}}&-{\sqrt {5}}\\1&1\end{pmatrix}}.\end{aligned}}$
# Matrix/Field/Characteristic polynomial/Definition

For an $n\times n$-matrix $M$ with entries in a field $K$, the polynomial
    $\chi _{M}:=\det {\left(X\cdot E_{n}-M\right)}\,$
is called the characteristic polynomial of $M$.
# Matrix/Elementary row operations/Elementary matrix from left/Fact

Let $K$ be a field and $M$ a $n\times n$-matrix with entries in $K$.
$M$
* $V_{ij}\circ M=$ exchange of the $i$-th and the $j$-th row of $M$.
* $(S_{k}(s))\circ M=$ multiplication of the $k$-th row of $M$ by $s$.
* $(A_{ij}(a))\circ M=$ addition of $a$-times the $j$-th row of $M$ to the $i$-th row ($i\neq j$).
# Matrix/Elementary row operations/Elementary matrix from left/Fact/Proof/Exercise

Let $K$ be a field and $M$ a $n\times n$-matrix with entries in $K$. Prove that the multiplication by the elementary matrices from the left with M has the following effects.
* $V_{ij}\circ M=$ exchange of the $i$-th and the $j$-th row of $M$.
* $(S_{k}(s))\circ M=$ multiplication of the $k$-th row of $M$ by $s$.
* $(A_{ij}(a))\circ M=$ addition of $a$-times the $j$-th row of $M$ to the $i$-th row ($i\neq j$).
# Matrix/Equivalent/Eigenvalue/Fact

Let $M$ be an $n\times n$-matrix over a field $K$, and let $B$ denote an invertible $n\times n$-matrix. Let $a\in K$.
$n$
${\begin{pmatrix}x_{1}\\\vdots \\x_{n}\end{pmatrix}}$
eigenvector of $M$ for the eigenvalue $a$ if and only if
    ${\begin{pmatrix}x'_{1}\\\vdots \\x'_{n}\end{pmatrix}}=B{\begin{pmatrix}x_{1}\\\vdots \\x_{n}\end{pmatrix}}\,$
is an eigenvector of the matrix $BMB^{-1}$ for the eigenvalue $a$. In particular, $M$ and $BMB^{-1}$
# Matrix/Equivalent/Eigenvalue/Fact/Proof

This follows from fact.
# Matrix/Elementary matrices/Identity matrix/1/Exercise

Let
    $M={\begin{pmatrix}4&6\\7&-3\end{pmatrix}}\,.$
Find elementary matrices $E_{1},\ldots ,E_{k}$ such that $E_{k}\circ \cdots \circ E_{1}\circ M$ is the identity matrix.
# Matrix/Elementary matrices/Identity matrix/4/Exercise

Let
    $M={\begin{pmatrix}4&3\\5&1\end{pmatrix}}\,.$
Find elementary matrices $E_{1},\ldots ,E_{k}$ such that $E_{k}\circ \cdots \circ E_{1}\circ M$ is the identity matrix.
# Motivation and emotion/Textbook/Motivation/Sexual motivation/Want to know your sex IQ?

* Want to know your Sex IQ?
* Click here.
# Motivation and emotion/Assessment/Multimedia/Platforms
## Animation

* Animotica
* Animoto
* Moovly
* Muvizu
* Raw shorts
* Other options: https://alternativeto.net/software/powtoon/

## Public archives

* archive.org
* Wikimedia Commons (allows integration with Wikiversity and Wikipedia; requires .ogv open format video)

## Narrated slides

Slide-hosting with audio track
* Prezi

## Screencasting

* Canva
* Loom
* Microsoft PowerPoint - Export to video
* Microsoft Stream
* Screencastify
* Screencast-o-matic
* SnagIt
* Zoom

## Video recording and hosting

* Vimeo
* YouTube
** (pcmag.com, 2018)
** YouTube Creator Academy (YouTube)
* Other options
# Motivation and emotion/Assessment/Quizzes/Due

1 - Week 04 Mon 9am 19 Aug 2024
2 - Week 06 Mon 9am 02 Sep 2024
3 - Week 08 Mon 9am 16 Sep 2024
4 - Week 11 Mon 9am 07 Oct 2024
5 - Week 13 Mon 9am 21 Oct 2024
6 - Week 15 Mon 9am 04 Nov 2024
# Motivation and emotion/Assessment/Quizzes/Instructions

* There are 6 equally-weighted quizzes which contribute a total of 25% to the final mark
* Each quiz contains 10 multiple-choice questions from a larger test bank
* Time limit: 10 minutes (attempts will be automatically submitted if the time expires)
* No late submissions are accepted
* Each quiz can be attempted once
* Complete quizzes independently, with no assistance from others
* Use of study materials (textbook, lectures, study notes, and internet resources) is permitted
* After an attempt is submitted, the questions, your answers, and the correct answers will be viewable. Once this review screen is closed, the information will no longer be available.
* Bug bounty (bonus marks): If you find an error or can suggest improvements to a quiz, email james.neill@canberra.edu.au. A bonus quiz mark will be awarded for confirmed errors and accepted improvements.
# Motivation and emotion/Assessment/Multimedia/Reviewing

For each presentation, markers should:
* Watch the presentation. Ignore any presentation material over 3 minutes long.
* Allocate marks based on the:
** Multimedia guidelines and
** Marking criteria
* Note that full marks could be achieved with effective use of basic production tools.
* In the marking spreadsheet, allocate a mark out of 100 for each of the three marking criterion. A total will be created automatically.
* Note: Don't worry about the submission date - any late penalties will be applied later by the unit convener.
* Add feedback on the chapter's Wikiversity talk page, using {{MEMF/2021}}. Make sure you are logged in with a Wikiversity user account. See this screencast for a demonstration. In general, feedback should include:
** An overall comment and comments in relation to each of the three marking criteria (structure and content, communication, production quality). Try to comment on the main aspect(s) done well and the main area(s) for improvement.
** In general, try to follow these style principles in making comments:
*** Avoid personalisation (e.g., second person point of view reference to you/your, e.g., you spoke too fast) - comment instead about the multimedia presentation in third person e.g., "the presentation is well-paced" or "the presentation could be improved by using longer pauses between slides"
*** Emphasise future rather than past (e.g., "readability of the visual information could be improved by using a larger font size" rather than "the font was too small").
*** Emphasise solutions rather than problems (e.g., "readability of the visual information could be improved by using a larger font size" rather than "the font was too small").
*** Avoid indicating actual or even approximate grade in the comments, as this is private information. Feedback comments are provided publicly on Wikiversity, however the specific marks will be only be available to the student via Canvas.
*** Summarise commonly repeated feedback here: general feedback (or send to unit convener).
* If in doubt about anything or wanting a second opinion about a presentation, contact the unit convener.
# Motivation and emotion/Assessment/No longer used/E-portfolio/Feedback

This page provides a summary of feedback about the Motivation and emotion student e-portfolios.

## Marks

The mean mark was 68/100 without late submission penalties and 66/100 after late penalties.

## Example presentations

One good way to get further feedback about the e-portfolio exercise is to look through some which attained a high grade. Also note that feedback about each e-portfolio can be found on the respective talk pages.
Here's a list of some very good e-portfolios:
* Sallybradford
* U118827
* Megan O'Connell
* KmpH
* User:Jmcb
* Rachelle21
* U3006008
* Salbo
* Boubles
* Storm

## Marking criteria

Below are some general comments about this exercise.

### Overall

* Overall, the e-portfolio appeared to serve the purpose of facilitating independent student learning and providing evidence for marking purposes about the depth and breadth of learning engagement. Many students commented that they found this open e-portfolio to provide deeper learning than more common assessment tasks (such as exams). Many commented initially about technical fears (how to) and several noted that they needed to unlearn "wiki is bad" attitudes they had learnt through other units.

### Depth/insightfulness

* The best portfolios provided more reflection (e.g., personal examples, ideas, responses) about the unit's learning activities.
* Weaker portfolios tended to provide brief summary notes about content, with relatively little reflection.

### Regularity/continuity

* The strongest portfolios included responses to tutorial exercises. Where students didn't attend, there was response to the recorded lectures, readings and provided notes.
* Weaker portfolios tended to have a slow start to semester and/or to peter out, often around 2/3 of the way through semester.
# Internal consistency

Internal consistency (or internal reliability) is a way of measuring the inter-correlation amongst a set of measurement items which are used to measure a single construct.
Internal consistency can be measured using:
* Split-half reliability: Correlation between the total score for the first half of the items with the total score for the second half of the items
* Odd-even reliability: Correlation between the total score for items 1, 3, 5 etc. and the total score for the items 2, 4, 6 etc.
* Cronbach's alpha (α): Average of all the possible split-half correlations.
Cronbach's α can range between 0 and 1
* The more items, generally the higher the internal reliability will be
* General rule of thumb:
    .6 = OK
    .7 = Good
    .8 = Very Good
    .9 = Excellent
    >.95 = too high; items are too inter-related and therefore some are redundant

## Scenario

* Question: Cronbach's for a set of measurement items is .76. If one of the items is removed, the alpha will be .77. Should the item be removed?
* Answer: Maybe. Investigate the item more closely. How does it relate to the underlying factor? What are its correlations with other items in the factor? Then make a decision. Do you think the measure of the underlying factor is better with or without the item? Why or why not?
# Internal consistency/Data analysis tutorial
## Tutorials

* /SPSS
# Intermediate value theorem/Turn around table/Example

Suppose that a regular quadratic table with four table legs $A,B,C,D$ is standing on an uneven but stepfree underground. At the moment, it stands on the legs $A,B,C$, and the leg $D$ does not touch the ground (if we leave $B,C$ in their positions and put $D$ down to the ground, then $A$ would sink into the ground). We claim that we can bring the table, by turning it around its middle axis, into a position such that it stands on all four legs (we do not claim that the table is then horizontal). To see this, we consider the function which assigns to the angle of rotation, the height of $D$ above the ground, when the three other legs are (or would be) on the ground. This height might be negative (if we are on sand, this can be realized, else think of this "ideally“). In degree $0$, the height is positive. In degree $90$, we get a situation which is symmetric to the initial position, but still the legs $A,B,C$ are supposed to be on the ground. Hence, the height of $D$ is now negative. The function has, on the interval $[0,90]$, positive and also negative values. Since the function is continuous, by the Intermediate value theorem, it also has a zero.
# Intermediate value theorem/x^3-4x+2/Bisection method/Example

We want to determine approximately a zero for the polynomial
    $f(x)=x^{3}-4x+2\,$
with the help of the method given by the Intermediate value theorem. We have $f(1)=-1$ and $f(2)=2$, hence by fact, there must be a zero inside the interval $[1,2]$. We compute the value of the function at the arithmetic mean of the interval, which is ${\frac {3}{2}}$, and get
    $f{\left({\frac {3}{2}}\right)}={\frac {27}{8}}-4\cdot {\frac {3}{2}}+2={\frac {27-48+16}{8}}={\frac {-5}{8}}<0\,.$
Hence, we have to continue with the right half of the interval $[{\frac {3}{2}},2]$. The arithmetic mean thereof is ${\frac {7}{4}}$. The value of the function at this point is
    $f{\left({\frac {7}{4}}\right)}={\left({\frac {7}{4}}\right)}^{3}-4\cdot {\frac {7}{4}}+2={\frac {343}{64}}-5={\frac {343-320}{64}}={\frac {23}{64}}>0\,.$
So now we have to continue with the left part of the interval, namely $[{\frac {3}{2}},{\frac {7}{4}}]$. Its arithmetic mean is ${\frac {13}{8}}$. The value of the function at this point is
    $f{\left({\frac {13}{8}}\right)}={\left({\frac {13}{8}}\right)}^{3}-4\cdot {\frac {13}{8}}+2={\frac {2197}{512}}-{\frac {13}{2}}+2={\frac {2197-3328+1024}{512}}={\frac {-107}{512}}<0\,.$
Therefore, we know that there is a zero between ${\frac {13}{8}}$ and ${\frac {7}{4}}={\frac {14}{8}}$.
# Intermediate value theorem/Wrong confutation/Exercise

Fridolin says:
"Something is wrong about the Intermediate value theorem. For the continuous function
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto {\frac {1}{x}},$
we have $f(-1)=-1$ and $f(1)=1$. Due to the Intermediate value theorem, there must be a zero between $-1$ and $1$, hence a number $x\in [-1,1]$ with $f(x)=0$. However, we always have ${\frac {1}{x}}\neq 0$.“
Where is the mistake in this argument?
# Internal medicine

Internal Medicine (IM) is a very broad specialty that encompasses many subspecialties. These include, but are not limited to, Cardiovascular (Cards), Endocrinology/Diabetes/Metabolism (Endo), Gastroenterology (GI), Hematology/Oncology (Heme/Onc), Infectious Disease (ID), Nephrology (Nephro), Pulmonology (Pulm), and Rheumatology (Rheum) in adult and geriatric populations. Internal medicine does not typically treat pediatric or pregnant patients.
In the United States, credentialing and certification of these subspecialties is handled by the American Board of Internal Medicine (ABIM).
The Certification Exams typically take place in mid- to late-August, and require physicians to register between December 1st - April 15th.
# Internal flow vs external flow

In fluid mechanics, for ease of studying we classify flows in many categories.

## In brief

Internal flow is flow through a confined solid boundary (e.g. flow through pipe).
External flow is flow over the solid (e.g. flow over a ball).
| internal flow | external flow |
| flow through a confined solid boundary | flow over a solid |
| no free surface | there is free surface |
| viscosity affects all flow field | viscosity affect flow field near surfaces and boundary layer |

## Not all flow through a confined solid boundary is internal flow.

example:
Consider a situation where water flows through pipe.
When tank is full, water flow fully through the pipe boundaries. (It will attach to the pipe inner surface.)
But when the tank is very low, it will flow partially.
Not all water is attached to pipe inner surface.
Water flow with a free surface in pipe.
This kind of flow is called open channel flow.

## Not all flow over a surface is external flow.

example:
First, we give a brief definition. Then, we introduce the contradicting part of the brief definition.
Finally, students may develop the actual definition of those terms. (Answer Question 1)

## Activities

* Search for internal flow meaning in internet.
* Search for external flow meaning in internet.
* Do the below questions.

## Questions

* Define internal and external flows.
* what is the difference between internal flow and open channel flow?
* do water flow in pipe always internal flow?
* do air flow over a ball always external flow?
# Literature/2002

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Blair, David (2002). "Knowledge Management: Hype, Hope, or Help?" Journal of the American Society for Information Science and Technology, vol. 53, no. 12, pp. 1019-1028. $^{[^]}$
* Literature/2002/Burke $^{[^]}$
* Cleveland, Harlan (2002). Nobody in Charge: Essays on the Future of Leadership. Jossey-Bass. $^{[^]}$
* Literature/2002/Farstrup $^{[^]}$
* Literature/2002/Haggbloom $^{[^]}$
* Literature/2002/Hildreth $^{[^]}$
* Huddleston, Rodney & Geoffrey Pullum, et al. (2002). The Cambridge Grammar of the English Language. Cambridge University Press. ISBN 0-521-43146-8. $^{[^]}$
* Literature/2002/Inghilleri $^{[^]}$
* Literature/2002/Jackendoff $^{[^]}$
* Literature/2002/Kopp $^{[^]}$
* Literature/2002/McGinn $^{[^]}$
* Literature/2002/Millikan $^{[^]}$
* Literature/2002/Rossman $^{[^]}$
* Wilson, Thomas D. (2002). "The nonsense of 'knowledge management'," Information Research 8(1), paper no. 144 (October, 2002). $^{[^]}$
# Literature/2001

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* All quotes (2001). $^{[^]}$
* Literature/2001/Beazley $^{[^]}$
* Literature/2001/Bloom $^{[^]}$
* Literature/2001/Goertzel $^{[^]}$
* Literature/2001/Gross $^{[^]}$
* Literature/2001/Hacking $^{[^]}$
* Literature/2001/Johnston $^{[^]}$
* Kopp, Wendy (2001). One Day, All Children: The Unlikely Triumph of Teach for America and What I Learned Along the Way. PublicAffairs. $^{[^]}$
* Literature/2001/Marcum $^{[^]}$
* Literature/2001/Naisbitt $^{[^]}$
* Literature/2001/Nunberg $^{[^]}$
* Literature/2001/Pickering $^{[^]}$
* Literature/2001/Rawls $^{[^]}$
* Literature/2001/Schoen $^{[^]}$
* Literature/2001/Wales $^{[^]}$
* Warner, Julian (2001). "W(h)ither Information Science?/!" Library Quarterly, vol. 71 no. 2 (April 2001) pp. 243-255. $^{[^]}$
# Literature/2001/Kopp

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Teach For America (1990)
* w: Michelle Rhee
* w: New Teacher Project (1997)
* w: Teach First (2002)
* w: Teach For Us (2006)
* w: Teach For All (2007)
* w: Peace Corps
* w: Educators of Change
* w: Alternative teacher certification
# Literature/2001/quotes

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## B
### Joseph A. Busch

* No matter whose numbers you choose, unstructured content makes up at least 80% of digital information, and it's growing fast. In the May 2001 issue of Scientific American Tim Berners-Lee, the recognized inventor of the World Wide Web, has an article co-authored with James Hendler (www.scientificamerican.com/2001/0501issue/0501berners-lee.html). In this article intended for the general public, they describe their vision for the Semantic Web. This vision is of a rich web of linked information, with markup allowing machines to route relevant information to the audiences that value it most. To accomplish this vision, a great amount of metadata will need to be added to content. # This metadata will need to be complete and consistent, the metadata will need to be kept up-to-date, and this will need to be done without adding an army of human indexers. Semantic information management systems will be needed to compile and maintain schemas and the controlled vocabularies for filling them and to automatically process content at any time during their life cycles – from creation through purging – to apply and update rich metadata. When content has been labeled with rich, accurate metadata we can call this content intelligent in the sense that it has been prepared to be used by all sorts of applications. -- http://www.asis.org/Bulletin/Aug-01/president.html