OpenLLM-France/wikimedia huggingface dataset:
# Votian/Abessive
## Abessive

| | Singular | Plural |
| Abessive marker | -tta | -itta |

### Pronunciation

* Pronunciation of abessive suffixes varies according to vowel harmony e.g. iлmā leivä-ttä ('without bread' singular abessive ), iлmā minu-tta ('without me' singular abessive ), iлmā pillī-ttä ('musical instruments' plural abessive ), iлmā лahjoi-ttā ('musical instruments' plural abessive ).
* The final vowel of abessive suffixes may be omitted depending in it's position in a sentence (especially in Jõgõperä and Mati dialect) e.g. jaлkoi-t̄ (" without legs "), arvàme̮-t̄ (" without guessing " Jõgõperä dialect).

### Morphophonology

* Singular abessive is usually in a grade opposite to singular nominative, caused by consonant gradation in stems e.g. leipä ('bread' singular nominative) vs. iлmā leivä-ttä ( singular abessive ).
* A plural stem is usually in the strong grade, if there is such a grade available e.g. jaлkoi-t̄ (" leg " plural abessive) vs. jaлga-D (plural nominative) .

### Usage

* Abessive expresses being without something and is used generally with a preposition iлmā - e.g. iлmā minutta siä et ̮ tunne̮ mennä ('You cannot find your way without me .'), jäin iлmā pillīttä (' I lost my (musical) instruments .'), tanttsi iлmā rivatta (' She danced barelegs (with no gaiters).')

### Dialectal alternatives

* Votic of Ingria
** Eastern Votic dialect
*** The suffix has an additional k .
**** leivä-ttäG ('without bread' singular abessive ), minu-ttaG ('without me' singular abessive )
** Western
*** Valley dialect:
**** tt of the suffix may be degeminated e.g. Mati dialect iлmā leivä-tä ('without bread' singular abessive ), puhassama-ta ('without bread' singular abessive ).
*** Vaipooli
**** Jõgõperä dialect
***** The vowel of abessive suffix may be -e, -e̮ .
****** e.g. tšäe-tte ( "without a hand" singular abessive ), raha-tte̮ ( " without money" singular abessive )
# Volunteer motivation

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
This page is for exploring the motivations underlying volunteering.
# Votian

Votic language is a Finnic language spoken only by few people in Russian Kingissepp district. However there are significant collections of folklore kept mainly in Russia, Finland and Estonia. Moreover Votic songs are still sung by some Estonians and there are people trying to revitalize North-Eastern dialects of Estonia, which have been interpreted as Estonian dialects of strong Votic influence or even entirely independent Finnic dialects.
The current project will focus on grammatical analyse of all those dialects spoken both in Russia and Estonia.
Its main source is "Votic grammar" (Vadja keele grammatika) by Paul Ariste (Tartu, 1948.). Thus the orthography used for samples follows the one of that book, with few exceptions:
* Small capital letters like ʙ, ᴅ, ɢ etc. are replaced with their big counterparts B, D, G .
* ɑ, ɑ̈ are replaced with a, ä .
Samples found elsewhere (in "Dictionary of Votic language" (Словарь водского языка - Vadja keele sõnaraamat) by Elna Adler and Merle Leppik etc.) are reverted to the transcription of Ariste.
Orthography of Votian names and toponyms follows those of Ariste and "Dictionary of Votic language" (Словарь водского языка - Vadja keele sõnaraamat) .
Votian morphemes are represented by transdialectal morpho-phonemic writing .
If the source dialect is not refferred to, then the sample is most likely originated from Kattila dialect .

## Syllabus

* Introduction to Votian dialects
** Dialects
** Phonology
*** Orthography
*** Morphophonology
**** Vowel harmony
**** Consonant stem
**** Consonant gradation
* Morphology
** Verb moods, voices and tenses
*** Imperative
**** 2. person
***** Introduction to Votian morphophonology
*** 1. & 3. person
**** Prohibition
**** Indefinite voice
*** Indicative
**** Present tense
***** Negation
***** Indefinite voice
***** Medial voice
***** Answering commands
**** Imperfect tense
***** Negation
***** Indefinite voice
*** Conditional
*** Potential-future
** Answering questions
** Nouns and their derivation
*** Cases
**** Plural nominative
**** External locative cases
***** Plural
**** Main cases: subject, object and predicative; total and partial
***** Genitive, accusative, instructive
***** Partitive
**** Internal locative cases
**** Abessive
**** Comitatives
**** Essive
**** Exessive
**** Translative
**** Prolative
**** Lative
**** Terminative
** Postpositions and prepositions
** Pronouns: interrogative, demonstrative, indefinite
*** Personal and reflexive pronouns
*** Possessive suffixes
*** Reciprocal pronouns
**** Compound sentences
** Adverbs and their derivation
** Adjectives and their derivation
*** Comparison of adverbs and adjectives
** Numerals
** Verbs and their derivation
*** Compound verb expressions
**** Non-finite verb
***** Agent and participles
***** Verbal nouns: gerund and infinitives
**** Auxiliary verbs
***** Copula and compound tenses
* Syntax and agreement
* Vocabulary
# Volcanology

Volcanology is the study of the Earth's volcanic activity, processes, products and causes. In this course, we will cover the basics of volcanoes. Our textbook is the Wikibook on volcanoes.

## Pretest

This pretest is meant to assess your skills in the topic of volcanology. You will have Multiple Choice, Written Questions, and Fill-In-The-Blanks. It is not a formal test, simply a light-hearted way to begin your course. Answers after each section.

### Multiple Choice

* What is a volcano?
* A plain that has lots of earthquakes
* A mountain that erupts periodically with lava and ash
* A mountain that has lots of earthquakes
* In which region can you find lots of volcanoes?
* The Eastern Seaboard (U.S.)
* Southern Germany
* The 'Ring of Fire'
* The Midwest (U.S.)
* What are Pyroclastic Flows mainly comprised of?
* Magma
* Gas and debris
* Volatiles

### Written Questions

* Name a volcano in Indonesia.
* Name two volcanoes in the Philippines.
* Name a volcano in New Zealand.

### Fill in the Blanks

* Hawaiian volcanoes are __________ volcanoes.

## Hotspots

A hotspot is a plume of magma that travels through a stable section of crust. They are different than magma that arises from plate boundaries, as they weaken the crust that might have been weak in the first place.
Hotspots are stationary, unlike other magma sources. This means that as the continents shift they move over these hotspots causing volcanoes. An example of a hotspot are the islands of Hawaii. The moving plate has formed a chain of islands which is also an indicator of which way the plate is shifting.
* Information on the Hawaiian hotspot from the USGS
# Volunteer Functions Inventory

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
This page is for teaching and research related to use of Clary and Snyder's Volunteer Functions Inventory which assesses motivations for, and rewards (functions) of, volunteering - or volunteer motivations.

## Assumptions

* People are purposeful, planful, goal-directed -- Volunteers engage in volunteer work in order to satisfy important personal goals
* Different people may do similar things for different reasons -- Volunteers performing the same volunteer activity for the same organization may have different reasons for volunteering
* Any one individual may be motivated by more than one need or goal -- An individual volunteer may be attempting to satisfy two or more motives through one activity at your organization
* Outcomes depend on the matching of needs and goals to the opportunities afforded by the environment – Successful volunteer recruitment, satisfaction, and retention is tied to the ability of the volunteer experience to fulfil the volunteer’s important motives

## Motivations for volunteering

| Function | Description |
| Values | expressing or acting on important values, such as humanitarianism and helping those less fortunate |
| Understanding | seeking to learn more about the world and/or exercise skills that are often unused |
| Enhancement | seeking to grow and develop psychologically through involvement in volunteering |
| Career | goal of gaining career-related experience through volunteering |
| Social | volunteering allows the person to strengthen one’s social relationships |
| Protective | volunteering to reduce negative feelings, such as guilt, or to address personal problems |
# Vortices
## Idea

A vortex always forms when something passes through a liquid or gas. There are three vortices concepts associated with flight:
* The "starting vortex" that leaves the wing.
* The "bound vortex" that sticks to the top of the wing.
* One that comes off the wingwikipedia:Wingtip_vortices tips.
The goal is to show these using a fog machine and small hand thrown airplanes and/or wind tunnel.

## Subsystems

    Fog Machine
    Wind Tunnel
# Workshop for Australian education policy

Main page  Current policy  Challenges and opportunities  Change existing policy  Draft new sections  Structure proposed policy
An experiment in pulling the materials together to work on open networked education policy.
A workshop / conversation addressing the thin line.
* Emerging teaching practice - Graham Wegner
* Hill, S B Education to change the world
* Narayanan, G. 2008 The Knowledge Tree Counter acceleration and speed with slowness and wholeness
* Hepburn, H 2008 Finnish education
* Hill, S B Review of Being Me and Also Us: Lessons from the Peckham Experiment
* Hill, S B Transformative learning for progressive change
# Work satisfaction

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

How can we work smarter?
In 2014 the idea came up to start a learning project about sharing best practices about how people's work practices. Inspiration came from a video of Spotify (http://vimeo.com/85490944). See Agile working for an abstract of this video.

## Possible subjects

* Agile working
* Collaborative workspaces
* Innovation
* Leadership
* Generative artificial intelligence

## To-do

* Who wants to join?
* What best practices should we describe?
# Work smarter/Agile working

In 2014 Spotify launched a video in which they explain how they changed Agile working. They found out that some of the scrum best practices (sprint planning meeting, estimation, burndown chart, velocity) were getting in the way. They decided that Agile working was more important than scrum. They decided:
* make all practices optional
* change 'scrum master' to 'Agile coach'
* to make autonymous squads
TD: make an abstract of the whole video
# Working effectively in an IT environment

if you're stuck for a photo, search on flickrCC
From the official document:
    "This unit defines the competency required to work effectively within the IT environment of an organisation by researching and assembling information about the organisation's IT systems, equipment, software, policies and governance arrangements."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAW2001A.
This unit is a pre-requisite for the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Identify IT in an organisation and related relevant policies and procedures | Identify IT roles in an organisation and briefly describe what services they perform Identify and describe key players from the IT service areas previously identified Identify IT policies and procedures and research whether they are used in practice |
| 2. Identify IT equipment, software and operating systems used by the organisation | Identify IT equipment, operating systems and software used in the organisation and understand the importance and role within the organisation Establish that all of the equipment locations and service requirements are maintained according to organisational requirements and prevailing policies and procedures |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for learning the required skills

It is critical that you have some hands on experience. A great start would be a virtual machine. Watching videos pertaining to a specific device or course. Reading on the subject can only help understand it.

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# Workings of ELF files in plain view
### Executable and Linkable Format
#### Object Files

* Introduction
* ELF Header (pdf)
* Group section (pdf)
* String table section (pdf)
* Common symbols (pdf)
* Weak symbols (pdf)
* Symbol table section (pdf)
* Special Sections (B.pdf)
* Relocation (A.pdf)

#### Program Loading and Dynamic Linking

* Introduction
* Program Header (pdf)
* Program Loading
* Dynamic Linking (pdf)

#### C Library

* C Library

### ELF Study
#### ELF Relocations

* Linking (A.pdf)
* Loading (B.pdf)
* Executing (C.pdf)
* Virtual Memory (D.pdf)
* PIC Method (C.pdf)
* Design Cycles (D.pdf)
* Relocs in i386 (E.pdf)

#### Relocation Examples

* Relocs example introduction (E1.pdf)
* Relocs in an object for a library (E2.pdf)
* Relocs in an object for an executable (E3.pdf)
* Relocs in a library (E4.pdf)
* Relocs in an executable (E5.pdf)
* Result Summary (E6.pdf)
* Symbol Table Listing (E7.pdf)
* Relocs Listing (E8.pdf)
* Assembly Listing (E9.pdf)
* Reloc Experiments (F.pdf)
go to [ C programming in plain view ]
# Workplace learning
## Types of workplace learning

Informal learning Informal learning takes place in a number of ways:
* asking for help from peers
* observing others
* trial and error
* corridor conversations
* mentoring relationships
Formal learning in the workplace Most of the formal learning in the workplace normally occurs in the first few weeks of employemt. Sadly many companies neglect formal training of employees.
* Site Induction
* Safety training
Learning Management Systems Companies that do invest time and resources into training employees may elect to use a Learning Management System to provide, track and record training taken by their employees.

## Barriers to informal information flow

* Lack of respect - the new employee does not respect the older more experienced employee
* Distrust - employees will withold information from peers for fear of being made redundant - "I am not teaching him to have him replace me!"
* Misinformation - the deliberate passing on of wrong information to new employees with the aim of sabotaging them.
# Studies of Euler diagrams/farofe

dummy
This Boolean function has 12 of 16 true spots. It is similar to medusa, but without spot 3. (See here.)
| 2D Euler diagram with separated cell 0 | 3D Euler diagram with one intersection point of three planes |

## symmetry

The Euler diagrams shown above are not good, because they hide the symmetry of this Boolean function.

## filtrates

Each of the 6 pairs is a 2-split (with all 4 quadrants). Only one of the 4 triples is a 3-split (with all 8 octants).
Euler diagram :
graph :
# Studies of Euler diagrams/find segments

dummy
* This page uses the Python library discrete helpers.
The function find_segments is an attempt to automate most of the thinking that goes into the drawing of an Euler diagram. It lists all found segments by dimension:
* 0-dimensional: cells
* 1-dimensional: borders between cells
* n-dimensional: crossings of n borders surrounded by 2$^n$ cells
Multicrossings are crossings of n borders surrounded by less than 2$^n$ cells. Finding them as well is a problem to be solved.
This does not help to find gapspots. E.g. for functions like selera only the cells are found.
# Studies of Euler diagrams/examples

dummy

## miniri

This is a filtrate of barita. See here.

## medusa

A good Euler diagram of this Boolean function needs 3 dimensions.

## barogi

This representation is inflated. The Boolean function is sufficiently represented by the red-yellow Euler diagram (A, D). The green-blue Venn diagram (B, C) does not add information.
But the corresponding circles e.g. in barita are relevant. So are those in the gap variants vidita and vanatu.

## bareto

This is like barogi shown above, but with the additional information, that B and C are complements: $(A\cap D=\varnothing )\land (B^{c}=C)$. This is a 4-ary Boolean function, whose bloatless part is the 2-ary barogi.  (It is a special case, that the arguments of the bloatless and bloat part are disjoint.)

## basori

This representation is also inflated. Only the red-yellow-brown Euler diagram (A, D, E) matters. The green-blue Venn diagram (B, C) does not add information. But the corresponding circles in basiga are relevant.

## barita

The green-blue (B, C) and brown-magenta (E, F) Venn diagrams would be separate bundles, if they were not trisected by the red-yellow Euler diagram (A, D). In the graph this is a multiplication, and in the formula it is a conjunction. Compare the filtrates.

## basiga

Without the small bundle (F, G, H) the surrounding one would be just the red-yellow-brown Euler diagram (A, D, E), as in basori. But as the small bundle is only in B, and not in C, the green and blue circles are also needed.
If the inner bundle were on its own, it would fall apart into the circles F and H. The circle G would just bisect that Boolean function, adding no information. But in the nested bundle, the circle G is relevant. Removing it would mean, that G implicitly bisects the whole Boolean function (including A...E). But actually it bisects only one cell of the surrounding bundle, namely the one where only B and D intersect.
Compare the gap variants and filtrates.

## dukeli

This is like putuki without spot 9.  For the NP equivalence class see dukeli NP.  For a conversion example see dukeli and netuno.
# Studies of Euler diagrams/gap variants

dummy
In all these examples some spots of a gapless function are changed from true to false. This often requires a redrawing of the Euler diagram.
# Studies of Euler diagrams/gap variants/5x4

compare 5×5

## unchanged shape
### nafega
### takeli

The relative complement temapi is blighted, because four splits are onesided.

### luvati
## changed shape
### linaki (cells with even digit sum)

compare gunumi (5×5)

### karifu (cells with odd digit sum)

compare pomote (5×5)

### temapi (blotted)

relative complement of takeli
# Studies of Euler diagrams/filtrates

dummy To filtrate a Boolean function means to reduce its information about many sets to those of interest. Graphically it means removing circles from the Euler diagram and treating all merged cells as true, if any of the component cells are true.

## doguva

This is a gap variant of bazinga. The 8 sets create 18 true cells and 3 gaps. Both B and C border all the three gapspots. Removing them merges the gapspots with their full neighbors.
The following filtrates leave a single gapspot.

## tomute

Also a gap variant of bazinga. The 8 sets create 10 true cells and 8 gaps.

## barita

The 6 sets create 21 cells.
# Studies of Euler diagrams/foravo

dummy
| This is the complement of the Boolean function that states the three arguments to be equal. This function can be represented in one dimension closed to a circle. The corresponding graph is a hexagon. In a 2 dimensions it can reasonably be be shown with two or no gapspots. The latter means, that the three borders intersect in a single point. This point could be enlarged into gapspot 0 or 7. (But that would be a random choice, which should be avoided.) (Compare logota, the equivalent with 4 sets.) | This is the complement of the Boolean function that states the three arguments to be equal. This function can be represented in one dimension closed to a circle. The corresponding graph is a hexagon. In a 2 dimensions it can reasonably be be shown with two or no gapspots. The latter means, that the three borders intersect in a single point. This point could be enlarged into gapspot 0 or 7. (But that would be a random choice, which should be avoided.) (Compare logota, the equivalent with 4 sets.) | | |
| both gapspots | gapspot 0 | no gapspots | gapspot 7 |
# WikiJournal Preprints/The infinite and contradiction: a history of mathematical physics by dialectical approach

WikiJournal Preprints Open access • Publication charge free • Public peer review
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
This article has been declined for publication by the WikiJournal of Science.
It is archived below as a record. Discussion can be viewed here.
First submitted: 8 Feb 2022 Declined: 11 Feb 2022 Reviewer comments
QID: Q110863910
Suggested (provisional) preprint citation format: Ichiro Ueki. "The infinite and contradiction: a history of mathematical physics by dialectical approach". WikiJournal Preprints. Wikidata Q110863910. http://philsci-archive.pitt.edu/id/eprint/18611.
License:
This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited.

## Article information

Author: Ichiro Ueki
* ↑ The History of Mathematics Society of Japan, University of Tokyo
* ↑ ueki1@snow.ocn.ne.jp

## Abstract

Preprint text held at http://philsci-archive.pitt.edu/id/eprint/18611

## Additional information
### Acknowledgements

Any people, organisations, or funding sources that you would like to thank.

### Competing interests

Any conflicts of interest that you would like to declare. Otherwise, a statement that the authors have no competing interest.

### Ethics statement

An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section.
# WikiJournal Preprints/The Wikimedia Movement and Peeragogy

WikiJournal Preprints Open access • Publication charge free • Public peer review
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
This article is an unpublished pre-print not yet undergoing peer review.
To submit this article for peer review, please: Submit authorship declaration form
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## Article information

Authors: Charles Danoff  , Joseph Corneli
* ↑ Mr. Danoff's Teaching Laboratory
* ↑ contact@mr.danoff.org

## Abstract

2011 Paragogy: Synergizing individual and organizational learning
2020 Patterns, anticipation and participatory futures
2023 Peer learning and Peer production

## First Heading

Manuscript text goes here

### Subheading
## Additional information
### Acknowledgements

Any people, organisations, or funding sources that you would like to thank.

### Competing interests

Any conflicts of interest that you would like to declare. Otherwise, a statement that the authors have no competing interest.

### Ethics statement

An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section.