OpenLLM-France/wikimedia huggingface dataset:
# Nature

Nature is everywhere. Nature in a very broad stamente is everything you can see outside:
* Trees
* Ponds
* Lakes
* Rivers
* Grass
* Etc.
Nature is also the animals world. Now with human dominance animals are losing their homes becuase humans are destorying the nature that they are adapted to, or habitats.

## Writing assignment

* Read Mayer, F. Stephan, et al. "Why is nature beneficial? The role of connectedness to nature." Environment and behavior 41.5 (2009): 607-643.
    It can be found at the following websites:
   * https://www.themablog.com/2018/09/everything-humans-have-needed-to.html
   * https://www.researchgate.net/publication/238428905_Why_Is_Nature_BeneficialThe_Role_of_Connectedness_to_Nature
    If you find any other copies of this article on the internet, add it to this list (sites often get taken down.) If Wikiversity refuses to let you save the external link, use ‹nowiki›(url)‹/nowiki› to "dewikify" the url. Be sure to first use Google to check whether the url is harmless, and don't click such a link on a computer if picking up unfriendly software might be a problem.
* Write a reflective essay on this subject. For ideas, you might want to visit the following Wikiversity pages:
   * Motivation and emotion/Book/2022/Green prescription motivation
   * ACR/Nature
   * Environmental psychology
To begin your essay, enter title that is not already on the List of contributions, and start your draft. If you wish to change your title, or have any other questions, visit the Wikiversity:Colloquium.

### List of contributions

* Genetic forces
# Nature psychology
## Theories

* Attention Restoration Theory
* Stress Reduction Theory
* Biophilia Hypothesis
* Adaptive Lag Hypothesis (Laland and Brown, 2006)
* Ecological dynamics theory (Brymer)

## Research

Early childhood experiences are formative in the development of adult's relationships with nature (Bunting & Cousins, 1985; Richardson, 2015).

## Measures

* Nature Relatedness Scale (Nisbet et al., 2009)
* Connectedness to Nature Scale (Mayer & Frantz, 2004)
# Maritime Clinical Colloquial Network/April 30: 7:30-9

Colloquium Agenda Sat 30-4-2016 8:00-9:30
Present:
* Welcome Dr. Olaf, Lic. Sol, Dr. Gabriel, Dra. Thania, Dr. Pretto
* Vision and mission Rimsky and Thania continue discussion how to supplement
* Ongoing research Thania presentará caso de Síndrome Metabólico e Hipertensión Arterial (obesity study)
* Clinical case 1: El Dr. Gabriel presentará un caso reciente de TBC multiresistente.
* Clinical case 2: Thania nos brindará el resumen de un caso clínico para la próxima sesión.
* History and theory 10 minutes, proposal for the next colloquium
* Discussion of a selected scientific article (New Article TMAS-Sweden)
* New issue: Photo documentation for learning
* Agenda and tasks for the next colloquium
* Continuaremos trabajando en la revision de la Misión y Visión
# Maritime Clinical Colloquial Network/Aug 20: 8:00-9:30

Program
Present: Drs. Gabriel, Raphael, Olaf, Marieta, Thania, Rimsky Sucre
* Un caso clinico TBC con enfoque maritimo (Dr. Gabriel Sucre)
* Ishiharas test, presentation and discussion (Dra. Thania)
# Maritime Clinical Colloquial Network/Colloquia 2 months plan 2016
## Program next 2 months

* March 19: 7:30-9
* March 26: 7:30-9
* April 16: 7:30-9
* April 30: 7:30-9
* May 14: 7:30-9
# Maritime Clinical Colloquial Network/April 16: 7:30-9

Colloquium Agenda Sat 16-4-2016 7:30-9:00
The agenda must be adapted as needed
* Present
* Welcome
* Wikiversity pages
* Vision and mission continued
* Clinical guidelines 1 Pre-diabetes Dayra
* Clinical guidelines 2 ?
* Ongoing research Thania
* Report and discussion of a clinical case ?
* History and theory 10 minutes, proposal for the next session
* Discussion of a selected scientific article of the week
* Agenda and tasks for the next colloquium
* Evaluation of the day
# Maritime Clinical Colloquial Network/April 30: 8:00-9:30

Colloquium Agenda Sat 30-4-2016 8:00-9:30
Present:
* Welcome and participants: Rimsky, Thania, Olaf and Raphael
* Clinical case 2: Thania is writing an clinical-case on obesity etc. will be submitted for publication in Medicina Maritima
* Thanias PPT was uploade to Slideshare http://www.slideshare.net/thaniamelissa/caso-clinico-obesidad
* Agenda and tasks for the next colloquium
Olaf will add the authors guidelines for Medicina Maritima on the pages
# Maritime Clinical Colloquial Network/Authors´s guidelines for scientific publications

Authors guidelines for Medicina Maritima
# Maritime Clinical Colloquial Network/Aug 13: 8:00-9:30

Program
* Present: Drs. Raphael, Gabriel, Olaf, Marietta, Thania
* Revision del caso artículo del estudio de Obesidad en Marinos.(Dra. Thania Aguilar, Dr. Rimsky Sucre / )
* Presentacion power point de caso medico TBC. Con enfoque maritimo (Dr. Gabriel Sucre).
* A case of serious exanthema (irritant?) in a seafarer cleaning a dieseltank (Dra. Thania) (ppt and/or clinical case publish)
* Ongoing research Thania continue presented the new revised ppt study on 100 seafarers (60 patients and 40 health examinations)
* Discussion La Prensa article today ¿Qué es la medicina marítima?:(Rimsky Sucre. Opinion La Prensa 13-08-16)
Postponed:
* Thania and Gabriel: Zotero reference program
* The program is installed and ready to be used by all staff, Thania, Gabriel and Rafael will assist anyone who needs help
* Planning for the rest of the year to be discussed
* Ishiharas test, needs for repeat the test every 2nd year? (Dra. Thania)…
# Maritime Clinical Colloquial Network/April 16: 8:00-9:30

Colloquium Agenda Sat 16-4-2016 8:00-9:30
Present:
* Welcome Dr. Sucre, Dr. Olaf, Lic. Sol, Dr. Gabriel, Dra. Thania, Dr. Pretto
* Vision and mission Rimsky and Thania continue discussion how to supplement
* Ongoing research Thania presentará caso de Síndrome Metabólico e Hipertensión Arterial (obesity study)
* Clinical case 1: El Dr. Gabriel presentará un caso reciente de TBC multiresistente.
* Clinical case 2: Thania nos brindará el resumen de un caso clínico para la próxima sesión.
* History and theory 10 minutes, proposal for the next colloquium
* Discussion of a selected scientific article (New Article TMAS-Sweden)
* New issue: Photo documentation for learning
* Agenda and tasks for the next colloquium
* Continuaremos trabajando en la revision de la Misión y Visión
# Maritime Clinical Colloquial Network/Aug 06: 8:00-9:30

preliminary program
* Present
* Revision del caso artículo del estudio de Obesidad en Marinos.(Dra. Thania Aguilar, Dr. Rimsky Sucre / )
* Presentar power point de caso medico TBC. Con enfoque maritimo (Dr. Gabriel Sucre).
* A case of serious exanthema (irritant?) in a seafarer cleaning a dieseltank (Dra. Thania) (ppt and/or clinical case publish)
* Literature on ishiharas test, needs for repeat the test every 2nd year? (Dra. Thania)…
* Ongoing research Thania continue to present study results on 100 seafarers (60 patients and 40 health examinations)
* Thania and Gabriel: Zotero reference program
* The program is installed and ready to be used by all staff, Thania, Gabriel and Rafael will assist anyone who needs help
* Planning for the rest of the year to be discussed
# Lipid References

* w:fatty acids
* Essential fatty acids, item, poly-unsaturated fatty acids (w:PUFA); w:eicosanoids: w:prostaglandins, w:thromboxanes, w:prostacyclin and w:leukotrienes.
* The w:lipid bilayer, item, and transport across it
* w:Lipid peroxidation
* Acylglycerols
* Triacylglycerols
* Sn system
* w:Carnitine and membrane transport of fatty acids
* w:Fatty acid oxidations
* w:Beta oxidation
* w:Ketogenesis
* Lipid synthesis (w:lipogenesis)
* w:Arachidonic acid cascade and the eicosanoids (above)
* Associated: ...
* w:Lipoproteins and cholesterol
* The serum lipoprotein transport system
* w:Cholesterol metabolism, regulation and transport
* Lipoprotein metabolism
* w:Chylomicra and w:VLDL
* w:LDL and w:HDL
* Regulation of lipoprotein metabolism
Return Home
# Liquids/Liquid objects/Astronomy/Quiz

Liquid-object astronomy is a lecture and an article about a specific type of astronomical object and the techniques needed to observe it.
You are free to take this quiz based on liquid-object astronomy 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 {{radiation astronomy resources}} 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

* Detecting liquid objects in astronomy requires special techniques.
# Linux server administration/sar/sysstat changelog

Releases: https://github.com/sysstat/sysstat/blob/master/CHANGES
* 2019/08/14: Version 12.1.6 - Bug Fix Release
* 2019/05/31: Version 12.1.5
** sar: Use nanoseconds to choose between saDD and saYYYYMMDD files.
** sadf: complete support for w:Performance Co-Pilot format
* 2019/04/18: Version 12.1.4 - Bug Fix Release
** [FEATURE] sadf: initial support for w:Performance Co-Pilot format
* 2016/12/06: Version 11.5.3
** [[FEATURE: Add new --human option to display values in human readable format in sar/pidstat/iostat/tapestat/cifsiostat.
* 2016/02/21: Version 11.3.1
** [FEATURE] sadf: Add new SVG (Scalable Vector Graphics) output format for creating SVG images.
# Philosophy of History/Schools of History

A "school" of history is a clearly defined historiographical approach to the study of history. It does not refer to a physical building or specific academic institution, in this instance, but to an approach to the study of history taken by a group of like-minded academics. A school of history may be associated with a particular institution, where those who developed the approach worked, but it refers to the intellectual ideas proposed and developed into a recognizable approach to studying history.
To everyone that have interest in histories please do so study history because without history the next next generation won't know what was the cause nor uses before nor what had happened.The uses are very complicated to get it, but the times goes you'll know why it's very important that history aren't just myths.This is counted for the other school to know how to generate other uses of history sites.
# Philosophy of infinity

Welcome to the Wikiversity learning project about the Philosophy of Infinity.

## Introduction

Infinity is a useful concept for mathematicians and some philosophers have imagined that there are actual infinities such as infinite time, infinite space and an infinite god. Ludwig Wittgenstein had reservations about the existence of actual infinities. "Let's imagine a man whose life goes back for an infinite time and who says to us: 'I'm just writing down the last digit to Pi and it's 2. Every day of his life he has written down a digit, without ever having begun; he has just finished. This seems utter nonsense, and a reductio ad absurdum of the concept of infinite totality." (Philosophical Remarks, p. 166)

## Discussion

The Pythagoreans imagined that numbers constitute the true nature of things. Max Tegmark has explored the idea that "all structures that exist mathematically exist also physically". What form might experimental evidence for infinity take?
If all structures that exist mathemmatically also exist physically; coulnt the nonphysical represent infinity? - Jas.
# Philosophy of Mathematics/Cardinality

Given the set {10, 56, 29, 72}, I ask you: how many elements are in this set?
In order to answer this question, you likely looked at the element "10" and thought "1", for "56", "2", and so on, until you ended up with the set {1, 2, 3, 4}. From this you concluded that the set had four elements.
Recall a common construction for the natural numbers:
* ∅ is 0
* {∅} is 1
* {∅, {∅}} is 2
* {∅, {∅}, {∅, {∅}}} is 3
and so on.
This construction is convienent precisely because the number of elements, that is, the 'cardinality' of the set is identical to our intuiton of what a natural number is.
So then, the symbols |A|=|B| mean that there exists a one-to-one mapping from A onto B.
This is the meaning of the notion of cardinality.

### Infinite Sets

It seems obvious that we can find a cardinality for any finite set. But what of infinite sets?
The procedure for proving two infinite sets have the same cardinality involves setting up a mapping between the two sets and proving that it is one-to-one.
For example: Prove |Q|=|N|, if Q is the set of rational numbers and N is the set of natural numbers.
Recall that the rational numbers are the set of all numbers in the form $-1^{n}{\frac {a}{b}}$
Since n, a, and b are all natural numbers, we can use a Gödel numbering scheme to map each rational number onto a natural number:
$f(n,a,b):N^{3}\rightarrow N=2^{n}3^{a}5^{b}$
And such a mapping is one-to-one by the fundamental theorem of arithmetic.
This is a rather powerful result. It should be clear that any set whose elements can be totally expressed as a finite set of natural numbers has the same cardinality as that of the natural numbers. Because of this, the cardinality of the natural numbers has a special name, $\aleph _{0}$ (Aleph-Null). Sets that have cardinality $\aleph _{0}$ are called countable or denumerable.
Some sets have even greater cardinality than N, however. The set of real numbers, for instance, is even greater.
    List of subpages
# Literature/1909

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

* Literature/1909/Bennett $^{[^]}$
# Literature/1911

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

* Welby, Victoria Lady (1911). Significs and Language: The Articulate Form of Our Expressive and Interpretive Resources. H. Walter Schmitz, ed., John Benjamins, 1985. $^{[^]}$
* Literature/1911/Wells $^{[^]}$
# Literature/1912

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

* Literature/1912/Russell $^{[^]}$
* Literature/1912/Jung $^{[^]}$
# Literature/1913

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

* Literature/1913/Shaw $^{[^]}$
* Watson, John B. (1913). "Psychology as the behaviorist views it," Psychological Review, 20, pp. 158-177. $^{[^]}$
# Literature/1908

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

* Literature/1908/London $^{[^]}$
# Literature/1913/Watson

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: Behaviorism | w: Conditioned reflex |

## Chronology

* Gibson, Jame J. (1977). "The Theory of Affordances," pp. 67-82. In: Robert Shaw & John Bransford, eds. Perceiving, Acting, and Knowing: Toward an Ecological Psychology. Hillsdale, NJ: Lawrence Erlbaum. $^{[^]}$
* Chisholm, Roderick (1976). Person and Object: A Metaphysical Study. London: G. Allen & Unwin. $^{[^]}$
* Literature/1976/Skinner $^{[^]}$
* Chomsky, Noam (1959). "A Review of B. F. Skinner's Verbal Behavior." Language, 35(1): 26-57. $^{[^]}$
* Cherry, Colin (1957). On Human Communication: A Review, a Survey, and a Criticism . The M.I.T. Press, 1966. $^{[^]}$
* Chomsky, Noam (1957). Syntactic Structures. The Hague: Mouton. $^{[^]}$
* Skinner, B. F. (1957). Verbal Behavior. Acton, Massachusetts: Copley Publishing Group. $^{[^]}$
* Wittgenstein, Ludwig (1953). Philosophical Investigations. Blackwell Publishing. $^{[^]}$
* Skinner, B. F. (1948). Walden Two. Macmillan Co., 1948. $^{[^]}$
* Huxley, Aldous (1932). Brave New World. Harper Perennial, 1932. $^{[^]}$
* Russell, Bertrand (1926). "The Meaning of Meaning." Dial, vol.81 (August 1926) pp. 114-121. $^{[^]}$
* Ogden, C. K. & I. A. Richards (1923). The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of Russell, Bertrand (1921). The Analysis of Mind. London: George Allen & Unwin. $^{[^]}$).
* Russell, Bertrand (1921). The Analysis of Mind. London: George Allen & Unwin. $^{[^]}$
* Watson, John B. (1913). "Psychology as the behaviorist views it," Psychological Review, 20, pp. 158-177. $^{[^]}$
* Pavlov, Ivan (1903). "The Experimental Psychology and Psychopathology of Animals." The 14th International Medical Congress, Madrid, Spain, April 23-30, 1903. $^{[^]}$
# Literature/1914

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

* Wells, H. G. (1914). The World Set Free. Macmillan & Co. $^{[^]}$
# Literature/1910

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

* Literature/1910/Pius $^{[^]}$
* Literature/1910/Wells $^{[^]}$
# Literature/1911/Welby

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: Victoria, Lady Welby
* w: Significs
| w: Pragmatics w: Semantics w: Semiotics | w: The Meaning of Meaning w: General semantics |

## Chronology

* Peirce, Charles S. & Welby, Victoria Lady (1977). Semiotic and Significs: Correspondence between Charles S. Peirce and Victoria Lady Welby. Charles S. Hardwick & James Cook, eds., Indiana University Press. $^{[^]}$
* Gellner, Ernest (1959). Words and Things: A Critical Account of Linguistic Philosophy and a Study in Ideology. London: Gollancz. $^{[^]}$
* Russell, Bertrand (1957). "Mr Strawson on Referring." Mind 66: 385-389. $^{[^]}$
* Austin, J. L. (1955). How to Do Things with Words. The William James Lectures delivered at Harvard University in 1955, ed. by J. O. Urmson. Oxford: Clarendon, 1962. $^{[^]}$
* Black, Max (1954). "Metaphor." Proceedings of the Aristotelian Society, 55, pp. 273-294. $^{[^]}$
* Wittgenstein, Ludwig (1953). Philosophical Investigations. Blackwell Publishing. $^{[^]}$
* Strawson, Peter (1950). "On Referring." Mind, vol. 59, no. 235, pp. 320-344. $^{[^]}$
* Korzybski, Alfred (1933). Science and Sanity: An Introduction to Non-Aristotelian Systems and General Semantics. 5th ed., Institute of General Semantics, 1994. $^{[^]}$
* Russell, Bertrand (1926). "The Meaning of Meaning." Dial, vol.81 (August 1926) pp. 114-121. $^{[^]}$
* Ogden, C. K. & I. A. Richards (1923). The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Russell, Bertrand (1921). The Analysis of Mind. London: George Allen & Unwin. $^{[^]}$
* Welby, Victoria Lady (1911). Significs and Language: The Articulate Form of Our Expressive and Interpretive Resources. H. Walter Schmitz, ed., John Benjamins, 1985. $^{[^]}$
* Welby, Victoria Lady (1911). "Significs," in: Hugh Chisholm, ed., Encyclopaedia Britannica 11th ed., Cambridge University Press.
* Russell, Bertrand (1905). "On Denoting." Mind, vol. 14, pp. 479-493. $^{[^]}$
* Welby, Victoria Lady (1901). "Notes on the ‘Welby Prize Essay," Mind 10: 188–209.
* Toennies, Ferdinand (1901). "Note in response to Welby," Mind 10: 204–209.
* Welby, Victoria Lady (1903). What Is Meaning? Studies in the Development of Significance. John Benjamins.
* Bréal, Michel (1897). Semantics: Studies in the Science of Meaning. Nina Cust, trans., J. P. Postgate, ed. (1900).
* Welby, Victoria Lady (1896). "Sense, meaning, and interpretation I" Mind 5: 24–37.
* Welby, Victoria Lady (1896). "Sense, meaning, and interpretation II" Mind 5: 186–202.
* Welby, Victoria Lady (1893). "Meaning and metaphor," Monist 3: 510–525.
# Motivation and emotion/Assessment/Chapter/2011/Feedback

This page summarises general feedback about the Motivation and emotion book chapter exercise, 2011.

## Marks

The mean mark was 73.5 for 2013 (without late marks)and 71.4 (with late marks), 73/100 for 2011, and 72/100 for 2010.

## Example chapters

One good way to get further feedback is to look through some of the very good chapters, such as:
* Addiction
* Alcohol
* Achievement motivation
* Competitiveness and happiness
* Consumerism and emotion
* Emotional intelligence|
* Feedback
* Grief
* Growth through adversity
* Handling stress
* Mindfulness
* Music and emotion
* Nature and psychological well-being
* Overeating
* Peer influence in adolescence
* Relationships and happiness
* Shame
* Trauma recovery and growth
* Volunteerism
Also note the feedback that can be found on each chapter's talk page.

## Marking criteria

Below are some general comments about this exercise.

### Overall

* Overall, the standard was high. Many embraced the exercise and provided interesting, indepth chapters which clearly embraced the self-help book theme and, in so doing, demonstrated a good understanding of relevant theory and research.

### Theory

* The best chapters were build on a solid understanding of relevant emotion and/or motivation theory in relation to the specific topic of interest.
* The best chapters provided critical analysis of theory, based on research and relevant argument.
* The best chapters provided conceptual diagrams, examples, and/or case studies.

### Research

* This was probably the least well performed area. Not all chapters demonstrated clear evidence of a close reading of key research related to the topic area.
* Some chapters cited research but did not describe key studies in any particular depth (e.g,. methodology, results and implications).
* Some indicators of high performance in this area was reporting on results of meta-analyses, reporting about effect sizes, and including relevant summary tables and/or graphs about key research findings.

### Written expression

* The quality of written expression varied widely - from highly professional, polished writing in full APA style through to weaker chapters which often lacked proofreading, clarity, and APA style.
* The best chapters combined theory/research content with additional learning features, such as captioned images, interwiki links, quiz questions, and links to further resources, such as videos.
* Image captions: These ranged from non-existent to minimal to more richly informative. But, generally, too little information was provided in image captions.
* A focus on focus questions is the general introduction would have helped to improve many chapters.
* A focus on take-home messages in the summary section would have helped to improve many chapters.
* Rich formatting of the title heading was popular; in many cases this has been simplified to be compatible with book printing.
* Talk page engagement was often also a good indicator of the effort put into improving the expression of ideas to an audience.

### More info

* Some more commonly repeated 2011 feedback is here: {{MEBF/2011}}
* 2010 general feedback
# Motivation and emotion/Assessment/Chapter/2013/Feedback

This page summarises general feedback about the Motivation and emotion book chapter exercise, 2013.

## Marks

The mean mark was */100 for 2013, 73/100 for 2011, compared to 72/100 for 2010.

## Example chapters

One good way to get further feedback is to look through some of the very good chapters, such as:
Also note the feedback that can be found on each chapter's talk page.

## Marking criteria

Below are some general comments about this exercise.

### More info

* Some more commonly repeated 2013 feedback is here: {{MEBF/2013}}
* 2010 general feedback
* 2011 general feedback
# Motivation and emotion/Assessment/Chapter/Due

Week 11 Mon 9am 07 Oct 2024