OpenLLM-France/wikimedia huggingface dataset:
# Contemplation

Lesson 1 (What Contemplation is and is not)

## Introduction

This Lesson will offer an introduction-to, and overview-of … a thousand-year biographical history of "Infused-Prayer" by setting-forth, in bold-relief, the writings of John of the Cross and Teresa of Avila.

## Purpose

This Lesson will...
* Identify the single, radical distinction between Oriental Mysticism and Christian Contemplation.
* Expose the oft-ignored difference between the Desert Fathers of Syria and the Fathers of Egypt.
* Put "Prayer of the Heart" in bold-relief by citing carefully-selected excerpts of John of the Cross’ writings.
* Set a stage for Unit Seven's attempt at a common-sense/five-part teaching on Contemplation.

## Hints

As you read the Sources, look for the following:
* The critical difference between Oriental Mysticism and Christian Contemplation.
* Root-cause of the critical difference between the Desert Fathers of Egypt and those of Syria.
* A sense of the absolute richness of John of the Cross' Inner Life.
* A grasp of essential characteristics in the growth-stages in Contemplative Prayer.
To undertake study of this Lesson, go to: http://www.contemplativerudder.com/ContemplationIA.pdf
# Contemporary Linguistic Analysis

Contemporary Linguistic Analysis

## Project info

This knowledge will help you understand the fundamentals of languages, a skillset you can use to learn any language you want.
Target Audience: Beginner
Requirements: None
Time investment: 10 hrs

## Goals

* Learn basic sentence structure
* Learn basic grammar
* Learn the sounds of the phonetic alphabet used in English
* Learn basic contemporary semantic understanding
* Learn multiple ways that new words are introduced into a language
* Learn how sounds are made
* Linguistic Lectures
* Syntax
* Syntax1
* Syntax2
* Semantics
* Semantics
* Morphology
* Morphology
* Phonetics
* Phonetics
* Phonology
* Phonology
* Homework
* Quiz
* QSemantic
* QSemantic
* QSemantic
* QSemantic
* Task
* TSemantic
Semantics: "The study of semantic is concerned with a broad range of phenomena, including the nature of meaning, the role of syntactic structure in the interpretation of sentences, and the effect of pragmatics on the understanding of utterances."
Morphology: "Focused on the structure and formation of words in human language."
Morphemes are the smallest unit of meaning. Syntax: Universal grammar
Phonetics:
Phonetics Phonology
* 1 2 Contemporary Linguistic Analysis William O’ Grady John Archibald
# ContentMine

This page documents the use of ContentMine for academic research.

## Aims

To implement ContentMine tools for academic and scientific projects.

## ContentMine Tools
### getpapers

getpapers is a tool that can search EuPMC or CrossRef for your specific topic of interest, and retrieve the meta-data, full text articles in pdf format, xml format of the fulltext, and any supplementary material.

### ami
## Projects

Examples of use of ContentMine Tools for Fellowship projects:
* Animal Models of Depression - Alexandra Bannach-Brown
* Open Global Health
Fellowship projects are kindly supported financially by The Shuttleworth Foundation

## Resources & References

* ContentMine Website
* ContentMine Blog
* ContentMine on GitHub
* Animal Models of Depression Github Repository
How to Guides & Workshops:
* How to install ContentMine tools
* ContentMine 'ami' how to guide
* ContentMine 'getpapers' how to guide
* ContentMine 'norma' how to guide
* All ContentMine Software Tutorials
# Content Development Strategies

The content of the instruction should provide contextualizing elements (collaboration, role play, case
studies) that permit for multiple and varied perspectives. Contextualizing also helps link ideas to
prior knowledge. Learners bring experience that is unique to their cultural and ethnic backgrounds.
When developing or modifying instructional materials for the interpersonal domain, the instructor
should ask these questions:
content forthcoming
Look for material that engages students in:
* peer-sharing
* cooperative learning
* large group simulation
Instructional and assessment activities should draw upon the following elements:
* Listening and communicating
* Interpersonal interactions
* Team games
* Questionnaires, surveys, and activities which require gathering input from others
* Cooperative learning
* Leadership activities
* Peer Activities such as counseling and tutoring
The material should be designed to develop:
* listening skills
* person-to-person communication
* giving and receiving feedback
* talking to others
* teamwork
Need to combine above elements...
Motivation and decision making should be built in to the materials being developed. Develop the
materials so that the instructor is not built into the process.
| Instructional Design | Interpersonal behaviors | < Strategies for Developing Instructional Materials for the Interpersonal Domain | Media Selection Strategies > |
# Content Prioritization Exercise Results
### Discussion

Using a method like this makes your job a lot easier because it gives you statistical data to base your recommendations on. The Human Resource Manager still has to approve your recommendations and outline, but it makes it more likely that you will get approval when you can provide empirical evidence to back up your recommendations. It also increases the liklihood that the training will meet the goals and objectives.
As a note, subject matter experts and stake holders don't always agree and have the same goals and ideas about what is important and what is not. Sometimes, one or the other's recommendations may need to be weighted, but weighting is beyond the scope of this lesson.
The following are the recommendations that we would make to the regional Human Resoure Manager:
    The following topics were rated greater than 5 (Strongly Important) and should be included in the training
    (Note - Selecting 5 was an arbitrary choice by us; you can select whatever number you find appropriate.)
| Task/Subtask | Total Points | Average Rating |
| 1. Handling temperamental dogs | 44 | 6.27 |
| 2. Preparing the dog for grooming | 42 | 6 |
| 3. Bathing the dog and Regular cuts/grooming (tie) | 41 | 5.86 |
| 4. Drying the dog and Special cuts/grooming (tie) | 40 | 5.71 |
    Note that the tasks listed as very important are also the tasks that were identified as the ones where the majority of time will be devoted.
    The following tasks were rated as important and should also be considered for training:
| Task/Subtask | Total Points | Average Rating |
| 5. Maintain shop cleanliness | 33 | 4.71 |
| 6. Trimming nails | 31 | 4.43 |
| 7. Perform sanitary trims | 30 | 4.28 |
    The remaining topics are less important and could be trained by other means such as on-the-job training, coaching, performance aids, etc. My recommendation would be to dicuss each with the Human Resource Manager and have her determine what the stakeholders desire.
    Again, the place where we chose to make the break between train and no train is arbitrary. A very convincing argument could be made for including both No. 8 and No. 9 in the train category because they both scored higher than 3 (Important).
| Task/Subtask | Total Points | Average Rating |
| 8. Clean up accidents and Clean teeth (tie) | 28 | 4 |
| 9. Clean and pluck ears | 26 | 3.71 |
| 10. Assemble supplies for bathing | 17 | 2.43 |
| 11. Stock retail supplies | 14 | 2 |
Here is the rating scale with the tasks prioritized.

## Navigation

| < Back | Home |

## External Links

* Pedi Paws
# BCP/Streptopus lanceolatus

Streptopus lanceolatus
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Streptopus lanceolatus (Rose Twisted Stalk) Identifying Characteristics Habit:herbaceous forbFlowers:A line of bell-shaped flowers dangle beneath the foliage on the bent-over stem.Foliage:Sessile leaves are alternate with linear veins.Life Cycle: PerennialSimilar Plants:Maianthemum racemosum Recent Logs --Jomegat 23:43, 25 May 2008 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: May
Additional images:
# BCP/Streptopus lanceolatus/Logs

This page contains recent bloom logs for Streptopus lanceolatus (Rose Twisted Stalk). 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

* --Jomegat 23:43, 25 May 2008 (UTC)
# BCP/Styrax obassia

Styrax obassia
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Styrax obassia (Styrax) Identifying Characteristics Recent Logs SB Johnny-LM 11:59, 19 May 2007 (photo log) SB Johnny-LM 11:12, 20 May 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) May
Additional images:
# BCP/Stylophorum diphyllum

Stylophorum diphyllum
| Flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Stylophorum diphyllum (Celandine poppy) Identifying Characteristics Flowers:4 showy petals, numerous anthers, all yellowFoliage:hairy beneath and on the petiolesFruit:podsLife Cycle: perennial Recent Logs SB_Johnny-LM 27 April, 2007 (from photographic log) SB_Johnny-LM May 13 2007 (from photographs) SB Johnny-LM 11:40, 7 July 2007 (UTC) SB_Johnny-LM 10:57, 20 April 2008 (UTC) SB Johnny-LM 11:28, 4 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring, Early Summer, Mid Summer
Regional data: Southeastern Pennsylvania: (cultivated) April, May, June, July
Additional images:
# BCP/Stylophorum diphyllum/Logs

This page contains recent bloom logs for the plant Stylophorum diphyllum (Celandine Poppy). 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.

##### Recent Logs

* SB_Johnny-LM 27 April, 2007 (from photographic log)
* SB_Johnny-LM May 13 2007 (from photographs)
* SB Johnny-LM 11:40, 7 July 2007 (UTC)
* SB_Johnny-LM 10:57, 20 April 2008 (UTC)
* SB Johnny-LM 11:28, 4 June 2008 (UTC)

##### 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)
# BCP/Styrax japonicus/Logs

This page contains recent bloom logs for Styrax japonicus (Japanese Styrax). 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 10:46, 20 May 2008 (UTC)
# BCP/Strelitzia reginae/Logs

This page contains recent bloom logs for the plant Strelitzia reginae (Bird of Paradise). 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

* (no logs yet)
# BCP/Strelitzia nicolai/Logs

This page contains recent bloom logs for the plant Strelitzia nicolai (Giant Bird of Paradise). 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

* (no logs yet)
# BCP/Strelitzia reginae

Strelitzia reginae
| Strelitzia reginae, flowers & foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Strelitzia reginae (Bird of Paradise) Identifying Characteristics Habit:Large to medium clump forming, basal leaved perennialFlowers:Very unusual flowers emerge one at a time from the boat shaped spathe consist of three brilliant orange sepals and three blue petals. Unmistakable flowersFoliage:large, strong leaves 25-70 cm (10-28 in) long and 10-30 cm (4-12 in) broad, produced on petioles up to 1 m (about 40 in) long.Stem:none, basal crownGrowing Conditions:Well drained soils, frost free areasLife Cycle: PerennialSimilar Plants:Ravenala, Zingiberales, other Strelitzia Recent Logs (no logs yet) (view all logs) |
Global data:
Regional data:
Additional images:
| Strelitzia reginae, flowers, foliage showing habit | Strelitzia reginae, flowers, foliage showing habit |
# BCP/Styrax japonicus

Styrax japonicus
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Styrax japonicus (Japanese Styrax) Identifying Characteristics Recent Logs SBJ 10:46, 20 May 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) (invasive or naturalized) May
Additional images:
# English-Chinese/I used to be a baby but now I am an adult

I used to be a baby but now I am an adult.
我曾经是一个婴儿，但现在我是一个成年人。
# English-Chinese/I hold the old man's hand, walk from the pier into the boat

I hold the old man's hand, walk from the pier into the boat.
我抓住老人的手，从码头走进船里。
# English-Chinese/I like singing

I like singing, reading, cycling and playing soccer.
我喜欢唱歌，阅读，骑自行车和踢足球。
# English-Chinese/I like singing and reading

I like singing and reading.
我喜欢唱歌和阅读。
# English-Chinese/I thought we should buy the red car

I thought we should buy the red car. She thought we should buy the blue car. We had an argument about it.
我认为我们应该买红车。 她认为我们应该买蓝色的车。 我们有了争论。
# English-Chinese/I often discuss company matters with him, and use him as a sounding board

I often discuss company matters with him, and use him as a sounding board.
我经常与他讨论公司事务，并将他作为顾问。
# English-Chinese/I opened a bank account when I moved into town

I opened a bank account when I moved into town.
我搬进城镇时，我开了一个银行账户。
# English-Chinese/I think we should buy a red car

I think we should buy a red car. She thinks we should buy a blue car. We have an argument about it.
我认为我们应该买一辆红色汽车。 她认为我们应该买一辆蓝色汽车。 我们有争论。
# English-Chinese/I hope I bag me something good today from him

I hope I bag me something good today from him.
我 希望 我 今天 从 他 得到 一些 好处。
# English-Chinese/I think we all know we have to change

I think we all know we have to change.
我想大家都知道我们必须改变。
# Ethics/Nonkilling/Discussions

This Social sciences resource is a "stub". Learn how you can help Wikiversity to develop it.
Please expand this page. For more information, please see nonkilling (Wikipedia) and Wikiversity's School of nonkilling studies.

## Killjoy, killjoy revulsion and nonkilling: July 12, 2007 Baghdad airstrike controversy

* On April 5, 2010, Wikileaks released a video "Collateral Murder" (see short version: Collateral Murder - Wikileaks - Iraq (Warning: Graphic violence; 17 mins) about the July 12, 2007 Baghdad airstrike controversy which is shot from an Apache helicopter gunsight and shows some men in a Baghdad street. The pilots mistakenly interpret journalists' cameras for guns or a rocket-propelled grenade. The helicopters gain permission to open fire, resulting in the death of several people, including the two Reuters news staffers. The helicopter operators can be heard saying "Hahaha. I hit 'em" and wishing for the man to reach for a gun,so he has the pretext for opening fire: "All you gotta do is pick up a weapon." Minutes later, an unmarked van with several apparently unarmed men and two children inside it pulled up and the men tried to help a survivor. After this the van (and the men) were fired upon, leaving two children wounded and all the men dead. See Wikileaks' Baghadad airstrike video for more information.
* One of the issues that arises for me, quite aside from "is it right?" "is it murder?" etc. is why do I get such a revolting feeling towards the apparent killjoy experienced by those involved in pulling the trigger? I also saw this revulsion in my 9-year son last night when he withdrew in protest as the rest of the family enjoyed feeding a grub to a pet frog.
* What is killjoy and what is revulsion towards killjoy? And how are these feelings related to nonkilling? And what about the work in obtaining, decoding and releasing it by Wikileaks? How might it be or become a contribution towards nonkilling? You might first just want to share your reactions. -- Jtneill - Talk - c 23:49, 6 April 2010 (UTC)
My reaction to that video, when I saw it years ago, was grief. It is easy to judge and blame those pilots. But my stand is that each of us is responsible for what we, as humans, do. We will not transform this as long as we stand outside, pointing fingers and blaming, that maintains the separation and disempowerment that afflict us. The pilots were placed in a situation where the horrific and unthinkable became routine. They were trained to kill. Were they trained to care? Who is responsible for the training they receive? Hey, let's blame them. Yeah, get rid of the politicians, then everything will be fine. And so the cycle is maintained, we keep thinking the problem is them, certainly not us, i.e., the good people. --Abd (discuss • contribs) 17:02, 4 October 2014 (UTC)
# College Mathematics/Logic and Sets

Logic and Sets

## Objectives and Skills

Objectives and skills for the logic and sets portion of CLEP College Mathematics include:
* Logical operations and statements: conditional statements, conjunctions, disjunctions, negations, hypotheses, logical conclusions, converses, inverses, counterexamples, contrapositives, logical equivalence
* Set relationships, subsets, disjoint sets, equality of sets, and Venn diagrams
* Operations on sets: union, intersection, and complement
* Applications

## Readings

* Wikipedia: Boolean algebra
* Wikipedia: Set (mathematics)

## Activities

* Complete the Ryan's Tutorials: Boolean Algebra tutorial.
* Review the following MathsIsFun resources and complete the questions at the bottom of each page:
** Sets
** Introduction to Sets
** Sets and Venn Diagrams
# College Mathematics/Numbers

Numbers

## Objectives and Skills

Objectives and skills for the numbers portion of CLEP College Mathematics include:
* Properties of numbers and their operations: integers and rational, irrational, and real numbers (including recognizing rational and irrational numbers)
* Elementary number theory: factors and divisibility, primes and composites, odd and even integers, and the fundamental theorem of arithmetic
* Measurement: unit conversion, scientific notation, and numerical precision
* Absolute value
* Applications

## Readings

* Wikipedia: Number
* OpenStax: Prealgebra

## Activities

* Review the following MathsIsFun resources and complete the questions at the bottom of each page:
** Numbers
** Whole Numbers and Integers
** Real Numbers
** Rational Numbers
** Irrational Numbers
** Number Theory
** Factors and Multiples
** Prime Numbers and Composite Numbers
** Even and Odd Numbers
** Fundamental Theorem of Arithmetic
** Measurement
** Measurement (Introduction)
** Unit Conversion
** Scientific Notation
** Absolute Value
** Absolute Value

## Assessments

* PassMyExams: Mathematics
# Colloquia familiara: a selection/Abbatis et eruditae: Questions about the text

* What does Antronius first react to when he is in Magdalia's house?
* Does Antronius disapprove of all books? Which books specifically? Can you explain why?
* Why does Magdalia like to read?
* Does Antronius like to read? Why or why not?
* Does Antronius like the monks at his monastery to read? Why or why not?
* Does Magdalia's husband approve of the fact that she is educated?
* Name some other women mentioned in this dialogue who like to read
* Why does Magdalia believe that Antronius should care more about reading and education?
# Colleges and Universities/Technical University of Denmark

Technical University of Denmark is a technical university in Kongens Lyngby, suburb of Copenhagen, Denmark. The course catalogue is available from
Wikiversity learning resources from courses at DTU:
# Colleges and Universities/University of Westminster

Wikiversity learning resources from courses at the University of Westminster
# College Mathematics/Financial Mathematics

Financial Mathematics

## Objectives and Skills

Objectives and skills for the financial mathematics portion of CLEP College Mathematics include:
* Percents, percent change, markups, discounts, taxes, profit, and loss
* Interest: simple, compound, continuous interest, effective interest rate, effective annual yield or annual percentage rate (APR)
* Present value and future value
* Applications

## Readings

* Wikipedia: Percentage
* Wikipedia: Interest

## Activities

* Review the following MathsIsFun resources and complete the questions at the bottom of each page:
** Percents
** Percentages
** Percentage Difference
** Percentage Calculator
** Interest
** Interest (An Introduction)
** Compound Interest
** Present value
** Present Value
** Net Present Value