OpenLLM-France/wikimedia huggingface dataset:
# QB/AstroVenus

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
CurrentID: - PDF: File:Quizbankqb_AstroVenus.pdf
See special:permalink/1863497 and/or special:permalink/1773495 for a wikitext versions of this quiz.
# QB/AstroWikipSolSys2

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
CurrentID: -
PDF: File:Quizbankqb_AstroWikipSolSys2.pdf
See special:permalink/1863372 for a wikitext version of this quiz.
# QB/AstroWikipediaAstronomy

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
CurrentID: - See special:permalink/1863366 for a wikitext version of this quiz.
# Web Science/Part2: Emerging Web Properties/Simple statistical descriptive Models for the Web/Counting-Words-And-Documents

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# Counting Words And Documents
## Learning goals

* Understand why we selected simple English Wikipedia as a toy example for modeling the web
* Understand that a task already as simple as counting words includes modeling choices
* Be familiar with the term “unique word token”
* Know some basic tools to count words and documents

## Script

Find the slide deck at File:Counting_Words_And_Documents.pdf
# Web Science/Part2: Emerging Web Properties/MoocIndex/Quizes

this is a collection of quiz questions for part 2 of the Web Science MOOC until the part is not completely structured we need to collect the questions here.

## ideas for exercises

* generate small world graphs with 10, 100, 1000, 10000 and 100000 nodes and plot the diameter of them.
* plot the degree distribution on wikipedia
* plot the word distribution on wikipedia
* calculate different similarity measures on wikipedia articles
* fill out a diagram that has no description.

## properties of the web graph

resourcen: http://www9.org/w9cdrom/160/160.html graph structures on the web
# Web Science/Part2: Emerging Web Properties/Online Communities

* PART1: Week1: Ethernet · Internet Protocol · Week2: Transmission Control Protocol · Domain Name System · Week3: Internet vs world wide web · HTTP · Week4: Web Content · Dynamic Web Content
* PART2: Week5: How big is the Web? · Descriptive Web Models · Week6: Advanced Statistic Models · Modelling Similarity · Week7: Generative Modelling of the Web · Graph theoretic Web Modelling
* PART3: Week8 : Investigating Meme Spreading · Herding Behaviour · Week9: Online Advertising · User Modelling
* PART4: Week10 : Copyright · Net neutrality · Week11: Internet governance · Privacy
# Simple statistical descriptive Models for the Web
## Learning goals

* Formulating a research hypothesis and test it by means of simple descriptive statistics
* Reading diagrams

## Associated units

* Understand why we selected simple English Wikipedia as a toy example for modeling the web
* Understand that a task already as simple as counting words includes modeling choices
* Be familiar with the term “unique word token”
* Know some basic tools to count words and documents
* Be familiar with some basic statistical objects like Median, Mean, and Histograms
* Should be able to relate a histogram to its cumulative distribution function
* Understand the ongoing, cyclic process of research
* Know what falsifiable means and why every research hypothesis needs to be falsifiable
* Be able to formulate your own research hypothesis
* Understand what a log-log plot is
* Improve your skills in reading and interpreting diagrams
* Know about the word rank / frequency plot
* Should be able to transfer a histogram or curve into a cumulative distribution function
* Get a feeling for interdisciplinary research
* Know the Automated Readability Index
* Have a strong sense of support for our research hypothesis
* Be able to critically discuss the limits of our models
# Refresher/XML

This is a refresher course for those who need to review basic knowledge of XML.

## Basic Concepts

* Character data example: <![CDATA[<sender>John Smith</sender>]]>
* Document Object Model (DOM) a cross-platform, language-independent convention for representing and interacting with objects in HTML, XHTML and XML documents
* Document Type Definition (DTD): markup declarations defining a document type for an SGML-family markup language (SGML, XML, HTML). XML uses a subset of SGML DTD
* Extensible Markup Language (XML): markup language defines rules for encoding documents in a format both human-readable and machine-readable
* Extensible Stylesheet Language (XSL): a family of languages used to transform and render XML documents
* Semantics: the study of meaning and the relation between signifiers
* XML data binding: a means of representing information in an XML document as a business object in computer memory
* XML document structure: must have root tag, be case sensitive and close all tags
* XML for Analysis (XMLA): an industry standard for data access in analytical systems, such as OLAP and data mining
* XML namespaces: used for providing uniquely named elements and attributes in an XML document, WPF Example 1: Because of xmlns:="..." and xmlns:x="...", <StackPanel x:Name="foo" /> has 2 name resolutions StackPanel and x:Name
* XML Path Language (XPath): a non-XML language, used by XSLT, for addressing the parts of an XML document
* XQuery: programming language designed to query XML data collections
* XSL Formatting Objects (XSL-FO): an XML language for specifying the visual formatting of an XML document
* XSL Transformation (XSLT): an XML language for transforming XML documents

## Serialization

* Binary serialization: serializing an object in binay format -- entire object state is saved and instance identity is preserved
* Deserialization: reverse of serialization
* marshalling (similar to serialization): the process of transforming the memory representation of an object to a data format suitable for storage or transmission
* serialization: converting a data structure into a format that can be stored and "resurrected" later
* Unmarshalling: reverse of marshalling and similar to deserialization
* XML serialization: serializing an object into an XML file

## XML Schema

* Processing instruction -- Syntax <?PITarget PIContent?> -- Example <?xml version="1.0" encoding="UTF-8" ?>
* XML Schema: description of a type of XML document and is one of several XML schema languages
* Schema is an abstract collection of metadata, consisting of a set of schema components
* Schema components: element and attribute declarations and complex and simple type definitions
* Schema documents: the source language definitions of schema components
# Refresher/XML/Serialization
### Presentation

| Basic Concepts | Serialization | Topic 3 | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Topic 3 |
* Binary serialization: serializing an object in binay format -- entire object state is saved and instance identity is preserved
* Deserialization: reverse of serialization
* marshalling (similar to serialization): the process of transforming the memory representation of an object to a data format suitable for storage or transmission
* serialization: converting a data structure into a format that can be stored and "resurrected" later
* Unmarshalling: reverse of marshalling and similar to deserialization
* XML serialization: serializing an object into an XML file
# Refresher/XML/Topic List
### Presentation

| Introduction | Topic List | Basic Concepts | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Basic Concepts |
* Basic Concepts
* Serialization
* XML Schema
# Refresher/TDD/References
### Presentation

| FAQ | References | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | List of Topics |
* http://www.extremeprogramming.org/rules.html/
# Refresher/TDD/Introduction
### Presentation

| Introduction | Topic List | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Topic List |
* This is a refresher course for those who need to review basic knowledge of test-driven development (TDD).
# Refresher/TDD/Code Review
### Presentation

| Unit Testing | Code Review | Beyond | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Beyond |
* Code review: systematic examination of source code through peer review
* Review forms: pair programming, informal walkthroughs or formal inspections
# Refresher/TDD/Topic List
### Presentation

| Introduction | Topic List | Basic Concepts | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Basic Concepts |
* Basic Concepts
* FAQ
* References
* Unit Testing
* Code Review
* Beyond
* Polymorphism
# Refresher/XML/Basic Concepts
### Presentation

| Introduction | Basic Concepts | Serialization | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Serialization |
* Character data example: <![CDATA[<sender>John Smith</sender>]]>
* Document Object Model (DOM) a cross-platform, language-independent convention for representing and interacting with objects in HTML, XHTML and XML documents
* Document Type Definition (DTD): markup declarations defining a document type for an SGML-family markup language (SGML, XML, HTML). XML uses a subset of SGML DTD
* Extensible Markup Language (XML): markup language defines rules for encoding documents in a format both human-readable and machine-readable
* Extensible Stylesheet Language (XSL): a family of languages used to transform and render XML documents
* Semantics: the study of meaning and the relation between signifiers
* XML data binding: a means of representing information in an XML document as a business object in computer memory
* XML document structure: must have root tag, be case sensitive and close all tags
* XML for Analysis (XMLA): an industry standard for data access in analytical systems, such as OLAP and data mining
* XML namespaces: used for providing uniquely named elements and attributes in an XML document, WPF Example 1: Because of xmlns:="..." and xmlns:x="...", <StackPanel x:Name="foo" /> has 2 name resolutions StackPanel and x:Name
* XML Path Language (XPath): a non-XML language, used by XSLT, for addressing the parts of an XML document
* XQuery: programming language designed to query XML data collections
* XSL Formatting Objects (XSL-FO): an XML language for specifying the visual formatting of an XML document
* XSL Transformation (XSLT): an XML language for transforming XML documents
# Refresher/XML/Introduction
### Presentation

| Introduction | Topic List | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Topic List |
* This is a refresher course for those who need to review basic knowledge of XML.
# Refresher/TDD/Polymorphism
### Presentation

| Beyond | Polymorphism | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | List of Topics |
* Late binding: method looked up by name at run-time and exact behavior determined at run-time
* Early binding: method name and signature stored in the virtual method table (v-table) at compile time
* Polymorphism: objects from different types responding to calls by the same name, e.g. operator overloading for addition
# Rubik's Cube/Ignoring Details

This is where Chapter 04 has been installed. Sorry, folks! Several of the diagrams got messed up in translation!
Ray Calvin Baker 03:38, 10 November 2011 (UTC)
# Rubik's Cube/Some Simple Moves

This looks best in "Edit" mode! I have discovered (by experiment) that the proper HTML tags solve the problem. Ray Calvin Baker 14:57, 29 October 2011 (UTC) Ray Calvin Baker 19:33, 18 August 2011 (UTC)
# Rubik's Cube/Introduction

This revision Ray Calvin Baker 04:30, 10 November 2011 (UTC) was begun after discovering "Speed Cubing" pages in the Wikiversity: I am DELIGHTED to discover that several other people share an interest in "The Cube"! As a (once upon a time) professional Mathematician and Computer Scientist, I would have been embarrassed NOT to find a solution! But how can I prove that I succeeded? Simple! My method is so clumsy that no one else will ever want to dispute that it's mine! But it is a COMPLETE method, so it may be of interest to beginners in Cubology. There are, of course, many other methods of solving The Cube; so I think it reasonable to invite you to find your own personal method. Be careful -- you cannot just pick parts of several methods and always expect them to work together seamlessly. You need ONE COMPLETE METHOD that works for you!
My notation does not agree (yet) with that of the rest of the speed cubing community. I used L and R for Left and Right, T and B for Top and Bottom (This creates a conflict with "back"), and F and K for Front and bacK.
The existing community seems to use L and R for Left and Right, U and D for Up and Down, and F and B for Front and Back. This looks good to me (no conflicts!), so I will begin to change my text to agree with the nore common usage.
Ray Calvin Baker 15:09, 29 October 2011 (UTC)
# Rubik's Cube/Keeping Track of Details

This is where Chapter 05 has been installed. Some diagrams may have been messed up in translation. I will try to fix them as I convert from Top, Bottom, and bacK to Up, Down, and Back.
Ray Calvin Baker 03:43, 10 November 2011 (UTC)
# Rubik's Cube/Problem Solving Strategies

This looks best in "Edit" mode!
# Teaching EFL Listening via FUN WITH ENGLISH Books/7B

This is a collection of resources designed for teachers who are using this textbook to teach listening English as a Foreign Language:
Hopefully this collection will also be valuable for other EFL teachers in China as well as any teacher of EFL (and likely ESL) around the world. Finally, this resource is not perfect and will always be open to improvements. Please make changes as you see fit.

## Lesson Plans

* Lesson 1
* Lesson 2
* Lesson 3
* Lesson 4
* Lesson 5
* Lesson 6
* Lesson 7
* Lesson 8
* Lesson 9
* Lesson 10
* Lesson 11
* Lesson 12
* Lesson 13
* Lesson 14
* Lesson 15
* Lesson 16

## Tests

* Test 1
* Test 2
# Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 16
### Lesson Taught on 11 June 2010

* Lay out the test papers in the students seats before class begins.
* Gather the students in their classrooms.
* Put them in their seats, ensuring horizontal space.
* Go over how many names they are supposed to write and to put down Mr. Danoff or Mr. Brown depending on who is their teacher.
* Go over the rules for the test.
* Administer the test playing each audio piece 3 times.
* Give them a minute or 2 inbetween each playing to review and answer the questions, depending on how screwy they get.
* Following the collection of the test, watch a short film.

### Lesson Critiques

g8 c10
* Place the tests out in the chairs.
** Not staggering them this class worked fine.
* Gather the students in their classroom.
* Explain that they should write 3 names on the sheet.
* Tell them to write Mr. Brown or Mr. Danoff depending on who is their teacher.
** A little bit of confusion.
* Play the audio 3 times.
** Short breaks in between gave some the chance to speak.
** Some students who did not understand, simply gave up and did not answer anything.
** Tell them to answer the T/F and muliple choice questions?
** Ended up playing the audio through one more time at the end.
* Had the students leave to return
* After class we discovered the audio played differently in different media players. On one there was a significant echo, on another, none.
g7c7
* gave them 3 readings from the start.
* not having the test papers laid out made it more difficult.
* give them a minute or two around each test to answer questions.
* played a short movie at the end, which they seemed to like
g7c9
* have some difficulty with remembering to put their teacher's name on the paper
* Finished with about 15 minutes to spare.
** graded some tests as they were watching a film. took about 25 minutes per test.
# Sampling from a probability distribution
## Learning goals

* Understand how to sample values from an arbitrary probability distribution
* Have seen yet another application of the cumulative distribution function
* Understand that sampling from a distribution is just a coordinate transformation of the uniform distribution

## Script

The slides can be found at File:Sampling-from-a-probability-distribution.pdf
# 3 ways to study the Web
## Learning goals

* The web as a software system.
* The web as a collection of text documents.
* The web as a graph of interlinked documents.
* Even when choosing 1 point of view we have fundamentally different ways of modelling.

## Script

Find the slide deck at File:3_ways_to_look_at_the_World_Wide_Web.pdf
# A simplistic descriptive model
## Learning goals

* understand that only the model is described.
* description of the model can be used for interpretation.
* within the descriptive model one chooses measures to describe the object of study.
* understand the notion of a modelling choice
* be able to criticise a descriptive model and the modelling choices

## Script

Find the slide deck at File:Introduction_to_descriptive_modelling_of_the_World_Wide_Web.pdf
# Linear mapping/Matrix/Commutative diagram/Fact

Let $K$ denote a field and let $V$ denote an $n$-dimensional vector space with a basis ${\mathfrak {v}}=v_{1},\ldots ,v_{n}$. Let $W$ be an $m$-dimensional vector space with a basis ${\mathfrak {w}}=w_{1},\ldots ,w_{m}$, and let
    $\Psi _{\mathfrak {v}}\colon K^{n}\longrightarrow V$
and
    $\Psi _{\mathfrak {w}}\colon K^{m}\longrightarrow W$
be the corresponding mappings. Let
    $\varphi \colon V\longrightarrow W$
denote a linear mapping with describing matrix $M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )$.
    $\varphi \circ \Psi _{\mathfrak {v}}=\Psi _{\mathfrak {w}}\circ M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )\,$
hold, that is, the diagram
    ${\begin{matrix}K^{n}&{\stackrel {\Psi _{\mathfrak {v}}}{\longrightarrow }}&V&\\\!\!\!\!\!M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )\downarrow &&\downarrow \varphi \!\!\!\!\!&\\K^{m}&{\stackrel {\Psi _{\mathfrak {w}}}{\longrightarrow }}&W&\!\!\!\!\!\\\end{matrix}}$
For a vector $v\in V$, we can compute $\varphi (v)$ by determining the coefficient tuple of $v$ with respect to the basis ${\mathfrak {v}}$, applying the matrix $M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )$ and determining for the resulting $m$-tuple the corresponding vector with respect to ${\mathfrak {w}}$.
# Linear mapping/Matrix/Composition/Fact/Proof

We consider the commutative diagram
    ${\begin{matrix}K^{p}&{\stackrel {M_{\mathfrak {v}}^{\mathfrak {u}}(\psi )}{\longrightarrow }}&K^{n}&{\stackrel {M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )}{\longrightarrow }}&K^{m}&\\\!\!\!\!\!\Psi _{\mathfrak {u}}\downarrow &&\!\!\!\!\!\Psi _{\mathfrak {v}}\downarrow &&\downarrow \Psi _{\mathfrak {w}}\!\!\!\!\!&&\\U&{\stackrel {\psi }{\longrightarrow }}&V&{\stackrel {\varphi }{\longrightarrow }}&W&\!\!\!\!\!,\\\end{matrix}}$
where the commutativity rests on the identities
    $\varphi \circ \Psi _{\mathfrak {v}}=\Psi _{\mathfrak {w}}\circ M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )\,$
from fact. The (inverse) coordinate mappings $\psi _{\mathfrak {v}}$ are bijective. Therefore, we have
    $M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )=\Psi _{\mathfrak {w}}^{-1}\circ \varphi \circ \Psi _{\mathfrak {v}}\,.$
Hence, we get altogether
    ${\begin{aligned}M_{\mathfrak {w}}^{\mathfrak {u}}(\varphi \circ \psi )&=\Psi _{\mathfrak {w}}^{-1}\circ (\varphi \circ \psi )\circ \Psi _{\mathfrak {u}}\\&={\left(\Psi _{\mathfrak {w}}^{-1}\circ \varphi \right)}\circ {\left(\Psi _{\mathfrak {v}}\circ \Psi _{\mathfrak {v}}^{-1}\right)}\circ {\left(\psi \circ \Psi _{\mathfrak {u}}\right)}\\&={\left(\Psi _{\mathfrak {w}}^{-1}\circ \varphi \circ \Psi _{\mathfrak {v}}\right)}\circ {\left(\Psi _{\mathfrak {v}}^{-1}\circ \psi \circ \Psi _{\mathfrak {u}}\right)}\\&=M_{\mathfrak {w}}^{\mathfrak {v}}(\varphi )\circ M_{\mathfrak {v}}^{\mathfrak {u}}(\psi ),\end{aligned}}$
where we have everywhere compositions of mappings. Due to exercise, the composition of mappings corresponds to the matrix multiplication.