OpenLLM-France/wikimedia huggingface dataset:
# United States Civics
## Course Overview

On December 12, 2009, Houston held a Municipal Run-off election. It was a Run-off in an off year, so people discredited its validity. 16% of Houston's registered voters showed up to the polls. It was historic, however. A woman named Annise Parker was elected mayor and became the first openly gay person elected Mayor of a major (over one million people) U.S. City. This shows that many elections are important, if not all. My hope is that by the end of this course, all who take it will be persuaded to never sit out on an election.
    Going back to my point about Houston, imagine you are a Man or Woman who lives in Houston, besides the Mayor, you have about 113 other elected officials. My other hope is that the reason you vote is because you actually know about the offices and not just want to pull the lever for blue or red.

## Syllabus
#### National Executive

This basically means the President, the Vice-President, and the Cabinet. We will go over this briefly because it seems to be the only thing taught in High School Civics.

#### National Legislature

Is Pro is the opposite of Con, than what is the opposite of Progress? We will spend about a week on Congress to show the nuts and bolts on how it works.

#### National Judicial

All the Federal Courts, not just the Supreme Court. Please note that this is just the workings of the institutions themselves, not of famous cases by them. We will go over the Federal Courts for a couple days.

#### State Executive

The Governors. I will attempt to make a State Neutral version.

#### State Legislatures

Since every state is different, I will try to make it neutral. Like congress I want to spend a week on it.

#### Counties

Since every County is different, I will do ONE day on basic County responsibilities.

#### Local Government

We will go over; Home Rule and General Law, Mayor-Council and Council-Manager, and many more. You can expect about 2 week on this subject.

#### Local and State Judicial

Every State is different so I am going to do it this way. I will ask all of my students to name the state they are from, and do one day on Local Judicial of each state that is mentioned.

#### Constitutional Law

Going over the Bill of Rights (Specifically the 1st Amendment). This will take about a week.

## Course Times and Sign Up

There will be no Tests, there will be no grades. I just want to make this class to educate Voters in America. The Course will start Monday December 21st, and end February 26th. We will have December 25th off. January 1st off. January 11th-15th off. January 18th off. February 15th off. Please sign up on my User Talk Page Here before the 21st. I will keep in touch. Jimwitz 03:51, 15 December 2009 (UTC)

## Assignments

Assignments are posted Here
# New Jersey Civics Education Programs

On July 23, 2021, New Jersey Governor Phil Murphy signed “Laura Wooten’s” Law, which mandates that every New Jersey school district offer a course of study in civics in middle school beginning in the 2022-2023 school year and directs the New Jersey Center for Civic Education to provide a curriculum guide, resources, and professional development. The course is supposed to address "the values and principles underlying the American system of constitutional democracy; the function and limitations of government; and the role of a citizen in a democratic society." The civics course must include "a minimum of two quarters of instruction, or the equivalent." (e.g., one and a half trimesters for districts following trimesters)
Below are (external) links to materials developed in response to “Laura Wooten’s” Law
* Elementary Social Studies
* Middle School Civics
* High School Civics, History, and Economics
* Additional Teacher Resources—Civic Literacy
* Teacher Resources—Media Literacy
# Transposition/Inversions/Number/Exercise/Solution

We determine for every pair $(i,j)$, $i<j$, whether it is an inversion. For $i<k$ we do not have an inversion, since
    $\tau (i)=i<\min\{k,j\}=\tau (j)\,.$
The same holds in case $j>\ell$. So suppose that
    $k\leq i<j\leq \ell \,.$
For
    $k<i<j<\ell \,,$
we have $\tau (i)=i<j=\tau (j)$, and there is no inversion. For
    $k=i<j<\ell \,,$
we have an inversion, due to
    $\tau (k)=\ell >j=\tau (j)\,.$
In the same way we have for
    $k<i<j=\ell \,$
an inversion. Moreover, $k<\ell$ is an inversion. This yields altogether
    $(\ell -k-1)+(\ell -k-1)+1=2\ell -2k-1\,$
inversions.
# Transposition/Inversions/Number/Exercise

Let $\tau$ denote the transposition on the set $\{1,\ldots ,n\}$ that swaps the numbers
    $k<\ell \,.$
Determine the inversions of $\tau$.
# Basic Scratch Coding

Coding is very important in many aspects of computer science, so this Wikiversity course is designed to bring the key concepts of Scratch, a visual block-based programming language, and coding, which includes discussing key principles and creating Scratch programs, to light. These projects can then be optionally published on the Scratch website or on the internet. This course is designed for people of all ages, so anyone is welcome to join with this course. This course will currently go through four programs, with more programs/ courses coming in the future:

### Scratch Account:

You will not require a Scratch account to complete this course, but if you do have a Scratch account, you can also complete this course with no problems, with the offline editor.

### Topics:

Hello World
Two-Player Pong
Maths Quiz
Clicker Game
These projects will be rigorously explained and easy to follow, so the basics will be explained clearly and will allow you, by the end of this course, to apply basic skills whenever creating projects with Scratch and further projects, which is vital when using any programming language.

### Links and Applications Required

For accessing Scratch, visit: https://scratch.mit.edu and press the "Create" button which will create a fresh, new project for you to work on.
Alternatively, you may also download the offline editor from: https://scratch.mit.edu/download, which will not require an internet connection.
# Transposition/Sign/Fact

The sign of a transposition
$-1$
# Transposition/Sign/Fact/Proof

Suppose that the transposition $\tau$ swaps the numbers $k<\ell$. In case $k+1<\ell$, let $\rho$ denote the transposition of the neighbors
$k$ and $k+1$, and let ${\tilde {\tau }}$ denote the transposition of $k+1$ and $\ell$. Then we have the relationship
    $\tau =\rho \circ {\tilde {\tau }}\circ \rho \,,$
which can be checked for the relevant elements $k,k+1,\ell$ directly. Due to the homomorphism property, we have $\operatorname {sgn} (\tau )=\operatorname {sgn} ({\tilde {\tau }})$. Therefore, it is enough to prove the statement fur such transpositions that swap two neighbors. Such a transposition has only one inversion, and the claim follows from fact.
# Permutation/Sign via transpositions/Fact/Proof

This follows from fact and fact.
# Linear algebra (Osnabrück 2024-2025)/Permutation/Sign via transpositions/Fact/Factreferencenumber

Corollary 18.15
# Linear algebra (Osnabrück 2024-2025)/Transposition/Sign/Fact/Factreferencenumber

Lemma 18.14
# Transposition/Sign/Fact/Proof2

Suppose that the transposition $\tau$ swaps the numbers $k<\ell$. We compute the number of inversions of $\tau$. We determine for every pair $(i,j)$, $i<j$, whether it is an inversion. For $i<k$ we do not have an inversion, since
    $\tau (i)=i<\min\{k,j\}=\tau (j)\,.$
The same holds in case $j>\ell$. So suppose that
    $k\leq i<j\leq \ell \,.$
For
    $k<i<j<\ell \,,$
we have $\tau (i)=i<j=\tau (j)$, and there is no inversion. For
    $k=i<j<\ell \,,$
we have an inversion, due to
    $\tau (k)=\ell >j=\tau (j)\,.$
In the same way we have for
    $k<i<j=\ell \,$
an inversion. Moreover, $k<\ell$ is an inversion. This yields altogether
    $(\ell -k-1)+(\ell -k-1)+1=2\ell -2k-1\,$
inversions. Therefore, the number of inversions is odd and the sign of a transposition is $-1$ due to fact.
# Mi'kmaq language/Greetings

This chapter presents samples of simple conversations demonstrating the basic greetings in Mi'kmaq with their English translations.
Note: The Mi'kmaq text in this chapter is in Francis-Smith orthography (see Chapter 3 for more details).
| Mi'kmaq text | English translation |
| - Kwe', welta'si na' nike' pekisin. - Kwe', wela'lin wet-tluen. | - Hello, I'm glad you came. - Hello, thank you for saying that. |
| - Me'talein? - O' welei. Katu ki'l? - Welei. | - How are you? - Oh, I'm fine. What about you? - I'm fine. |
| - Me'talein? - O' mu weleyim. | - How are you? - Oh, I'm not well. |
| - Welikiskik a? - Welikiskik tata'n. | - It's a nice day? - It's a nice day indeed. |
| - Me' katu taliaq? - O' mu awsami talianuk. | - So, what's going on? - Oh not too much. |
| - Taluisin? - Teluisi ... | - What is your name? - My name is ... |
| - Weli eksitpu'k. | - Good morning. |
| - Elmien nike'? - E'e. Ketu' wije'win? | - Are you going home now? - Yes. Do you want to come with me? |
| - Piskwa'. - Wela'lin. - Weliaq. Pa'si. | - Come in. - Thank you. - You're welcome. Sit down. |
| - Smaqa'si etuk nike'. - Nmu'ltes app. | - I think I will go now. - See you again. |
* Basic vocabulary
# Boolf prop/3-ary/half sharpness and quadrant

Number of blocks: 16 Integer partition: 16⋅16
| # | half sharpness and quadrant | block |
| 16 | (0, 0), 0 | [0, 6, 10, 12, 48, 54, 58, 60, 80, 86, 90, 92, 96, 102, 106, 108] |
| 16 | (1, 0), 1 | [1, 7, 11, 13, 49, 55, 59, 61, 81, 87, 91, 93, 97, 103, 107, 109] |
| 16 | (1, 0), 0 | [2, 4, 8, 14, 50, 52, 56, 62, 82, 84, 88, 94, 98, 100, 104, 110] |
| 16 | (0, 0), 1 | [3, 5, 9, 15, 51, 53, 57, 63, 83, 85, 89, 95, 99, 101, 105, 111] |
| 16 | (0, 1), 0 | [16, 22, 26, 28, 32, 38, 42, 44, 64, 70, 74, 76, 112, 118, 122, 124] |
| 16 | (1, 1), 1 | [17, 23, 27, 29, 33, 39, 43, 45, 65, 71, 75, 77, 113, 119, 123, 125] |
| 16 | (1, 1), 0 | [18, 20, 24, 30, 34, 36, 40, 46, 66, 68, 72, 78, 114, 116, 120, 126] |
| 16 | (0, 1), 1 | [19, 21, 25, 31, 35, 37, 41, 47, 67, 69, 73, 79, 115, 117, 121, 127] |
| 16 | (0, 1), 2 | [128, 134, 138, 140, 176, 182, 186, 188, 208, 214, 218, 220, 224, 230, 234, 236] |
| 16 | (1, 1), 3 | [129, 135, 139, 141, 177, 183, 187, 189, 209, 215, 219, 221, 225, 231, 235, 237] |
| 16 | (1, 1), 2 | [130, 132, 136, 142, 178, 180, 184, 190, 210, 212, 216, 222, 226, 228, 232, 238] |
| 16 | (0, 1), 3 | [131, 133, 137, 143, 179, 181, 185, 191, 211, 213, 217, 223, 227, 229, 233, 239] |
| 16 | (0, 0), 2 | [144, 150, 154, 156, 160, 166, 170, 172, 192, 198, 202, 204, 240, 246, 250, 252] |
| 16 | (1, 0), 3 | [145, 151, 155, 157, 161, 167, 171, 173, 193, 199, 203, 205, 241, 247, 251, 253] |
| 16 | (1, 0), 2 | [146, 148, 152, 158, 162, 164, 168, 174, 194, 196, 200, 206, 242, 244, 248, 254] |
| 16 | (0, 0), 3 | [147, 149, 153, 159, 163, 165, 169, 175, 195, 197, 201, 207, 243, 245, 249, 255] |
# Civics, ethics & philosophy curriculum

* A curriculum which acknowledges the social responsibilities of education must present situations where problems are relevant to the problems of living together, and where observation and information are calculated to develop social insight and interest.
—Democracy and Education, John Dewey

## Civics, ethics & philosophy curriculum
### Core topics and competencies
#### Civics

* Collective intelligence
* Intercultural competence
* Prevention of problems as a moral obligation
* Citizenship education
* Civic duties and responsibilities
* Basic rights

#### Ethics

* Categorical imperative
* Moral priorities and evaluation
* Mentoring as a moral obligation

#### Philosophy

* Code of conduct
* Philosophycracy
* Higher-order volitions and free will

### Further topics
#### Psychology and logic

* Cognitive biases
* Metacognition
* Theory
# United States

The following is about studying or research in the United States.

## Studying

    Waiting for you to create one. Wikiversity is a developing project, and depends on its contributors (anyone can contribute) for its content. Whether you call it a "course" or a "learning project", you can organize it here. Courses/Learning projects can be organised from a new "Portal" page, or in "Draft" space, or sometimes directly in the Main namespace (ie without any prefix). We encourage you to take the initiative and add your materials here!
    Follow these links to learn how: Intro to Learning Projects • The Main Learning Projects Page • Credentials, diplomas & provenance • Policies • Learning • Education
* United States Government
* United States Civics
* US States：Learning all of the states
* Languages of North America
* Women's studies/African-American Women Writers
* American Revolution
* United States Law
* United States History
** President of the United States
* United States currency
* United States Congress

## Research projects

* The Great American Paradox
* India-America Relationship
* Finance industry in the United States
# U. S. Government/Quiz

This quiz requires background knowledge, and not a lot of dependance on some of the pages of this project. This is mainly for 7th grade civics (advanced history) to take and practice before an actual Civics SOL. It is suggested to shuffle the questions but is not mandatory for you to do so. If you cheat, that is on you, and not any problem on us. This is also more Virginia related than any other state. Good luck!
# U. S. Government

This project is dedicated for the learning of the U. S. Government and Civics, famous politicians, amendments, laws, and more.

## Projects

* U. S. Government/WWII

## Current Pages

* U. S. Government/U. S. Branches
* U. S. Government/Political Principles
* U. S. Government/Civil War Amendments
* U. S. Government/Citizenship
* U. S. Government/Immigrants
* U. S. Government/Industrialization
* U. S. Government/Labor Movement
* U. S. Government/political divisions
* U. S. Government/Voting Registration and Participation
* U. S. Government/Elections
* U. S. Government/Transportation
* U. S. Government/Communication in the 1920s
* U. S. Government/Criminal Law vs. Civil Law Notes
* U. S. Government/Public Policy
* U. S. Government/Societal Changes and Opportunities for Minorities
* U. S. Government/Characteristics of Different Economic Types
* U. S. Government/Quiz
# United States Civics/Assignments

    Pre-Course Work
    Lesson One
* Read, w:President of the United States sections One and Two
* Post Questions on my User Page on this subject, Difference between Articles of Confederation executive and Constitution executive
# Dr. Seuss Books and Characters

Theodor Seuss Geisel (March 2, 1904 – September 24, 1991) was an American writer, poet, and cartoonist. He was most widely known for his children's books written and illustrated as Dr. Seuss. Geisel published 46 children's books, often characterized by imaginative characters, rhyme, and frequent use of anapestic meter.

## Books

* The Cat in The Hat

## Characters

* Yooks and Zooks - The Butter Battle Book
# Dating/People and properties/All relation/Exercise

On the dating-site "Catch your match“, there is a set $M$ of registered users. Moreover, there is a set $E$ of properties, which the users satisfy or not (this can be seen in their profiles). For a subset of properties $W\subseteq E$ (wanted properties), we define
    $W^{\perp }={\left\{m\in M\mid m{\text{ fulfills all properties from }}W\right\}}\,,$
and for a subset $S\subseteq M$, we define
    $S^{\perp }={\left\{e\in E\mid {\text{ every person from }}S{\text{ fulfills the property }}e\right\}}\,.$
* Describe, for a property $e\in E$, the set $\{e\}^{\perp }$ with a sentence.
* Describe, for a person $m\in M$, the set $\{m\}^{\perp }$ with a sentence.
* Why do we (probably) have $E^{\perp }=\emptyset$?
* Show: for subsets $W_{1}\subseteq W_{2}$ (in $E$), we have
    ${\left(W_{1}\right)}^{\perp }\supseteq {\left(W_{2}\right)}^{\perp }\,.$
* Show: for an arbitrary subset $W\subseteq E$, we have
    $W\subseteq {\left(W^{\perp }\right)}^{\perp }\,.$
* Show: for a union we have
    $W=W_{1}\cup W_{2}\subseteq E\,,$
    ${\left(W_{1}\cup W_{2}\right)}^{\perp }={\left(W_{1}\right)}^{\perp }\cap {\left(W_{2}\right)}^{\perp }\,.$
* Does, for an intersection the relation hold?
    $W=W_{1}\cap W_{2}\subseteq E\,,$
    ${\left(W_{1}\cap W_{2}\right)}^{\perp }={\left(W_{1}\right)}^{\perp }\cup {\left(W_{2}\right)}^{\perp }\,$
* Does, for an arbitrary subset $W\subseteq E$, the relation hold?
    $W^{\perp }={\left({\left(W^{\perp }\right)}^{\perp }\right)}^{\perp }\,$
# Living Wisely/Real, Good Insights

Embracing these insights can provide helpful guidance.
Reality Exists—Every time you decide to open the door before passing through the doorway, you are betting that reality exists.
Reality is awesome!
Truth corresponds to reality. A true statement is an accurate description of reality, as it is best known at the time. Because understanding evolves, true statements also evolve over time.
Beliefs are what we hold to be true.
We choose our beliefs. We can choose true beliefs.
Untrue beliefs are more likely to be harmful than true beliefs.
Therefore, we have a moral obligation to choose true beliefs.
Reality is our common ground.
Perceptions are personal; they are not objective. Perceptions are constructed.
Reality is the objective arbiter of disputes involving matters of fact.
Reliable epistemologies—ways of knowing—converge on reality.
A lack of convergence is caused by unreliable methods. Every apparent contradiction is a symptom of an incomplete investigation.
The most reliable epistemologies are based on thinking scientifically.
Intellectual Honesty combines good faith with a primary motivation toward seeking true beliefs.
Moral reasoning helps us decide what we ought to do.
What matters is well-being. What matters is human experience.
Therefore, it is wise for moral reasoning to be based on studies of human experience and human well-being.
Moral reasoning extends to include all sentient beings, worldwide, now and into the future.
Seek real good. Do good.
We can choose to live wisely.

## Notes:

* ↑ See, for example: https://lelandbeaumont.substack.com/p/reality-is-awesome
* ↑ Many ill-fated undertakings were based on untrue beliefs. This list of harmful false beliefs and these case studies provide several examples.
* ↑ The ethics (or lack thereof) of belief, August 31, 2022, Philosophy as a way of life, Medium.
* ↑ See, for example Pinker, Steven (February 13, 2018). Enlightenment Now: The Case for Reason, Science, Humanism, and Progress. Penguin Books Limited. pp. 576. ISBN 978-0-525-42757-5. , Chapter 22.
* ↑ In addition to human experience, the experience of other sentient beings is also morally relevant.
# Theological Academy: Padmasana

Wikipedia: "Lotus position or Padmasana (Sanskrit: पद्मासन, romanized: padmāsana) is a cross-legged sitting meditation pose from ancient India, in which each foot is placed on the opposite thigh. It is an ancient asana in yoga, predating hatha yoga, and is widely used for meditation in Hindu, Tantra, Jain, and Buddhist traditions."
The name comes from the lotus flower, which is a sacred symbol in Buddhism and Hinduism ("Padma"), personifying purity, wisdom, and spiritual perfection.
Position – sitting, cross-legged, with the feet on opposite thighs. One leg is on top of the opposite thigh, the heel close to the stomach. The other leg is placed on the opposite thigh symmetrically.
When performing the asana, you should ensure that the lower back is arched, the spine is straight, the chin is slightly tucked in. The knees touch the ground. The body is in balance. The tongue rests on the palate. The arms are relaxed with slightly bent elbows. After mastering this pose, the position will be natural and comfortable. The eyes can be closed, the body is relaxed. The mind becomes aware of the pose or theme for meditation.
The most effective method of mastering this posture is to constantly make sure in your daily life, at work, at rest, that every time you sit down, you tuck one or both legs either under you or onto your thighs. Or, if your lifestyle allows it, do everything sitting on the floor: work, eat, etc. In this case, the legs should always be tucked either under you or on top of your thighs.
Padmasana is adopted in order to allow the body to be completely stable for a long period of time. A stabilized body and mind become the first step to meditation. The posture puts pressure on the lower spine, which can promote relaxation. Breathing may slow down, muscle tension decreases, and blood pressure drops. Digestion may also improve. Promotes the awakening of kundalini.
To cleanse the muladhara chakra (the first chakra from the bottom), to eliminate the data of hell karma (which is mostly stored in the muladhara chakra), one should master six hours of continuous sitting in this pose without changing legs. In this case, it is permissible to use various devices such as belts or towels to fix the position of the legs.
The localization of pain in the legs during padmasana can be symptomatized. Pain in the feet is the karma of hatred. Pain in the knees and below is the karma of ignorance. Pain in the buttocks and below is the karma of greed. Pain in the overlying area of ​​the body should be symptomatized according to the chakra next to which this pain is located. As the pain is tolerated, the corresponding karma is washed away, and accordingly, it becomes easier and easier to sit in padmasana. It is believed that if a person does not sit continuously without changing legs in the lotus position for more than six hours, then his hellish karma has not yet been washed away.
# Theological Academy: Kriya Mudra

Kriya Mudra is a high-level breathing technique.
Kriya Mudra is mastered after mastering svasti Mudra.
Effect
* cleansing the manipura chakra
* starting the tsandali
* awakening the kundalini
* helps the process of entering samadhi
Execution
* Sit in padmasana. Arch your lower back, straighten your back and neck.
* Mentally wrap a white and blue belt around your lower abdomen. Imagine that in its center, at the site of the secret chakra (3 centimeters below the navel), there is a red flame.
* Performing bastrika pranayama.
** At first, inhale and exhale quickly and shallowly, and then gradually slow them down, making them large and deep.
** Do small inhales and exhales 15-20 times, and then gradually increase them. In total, do about 25 small and large inhales and exhales.
** While performing bastrika pranayama, imagine that when you exhale, the fire located in the secret chakra rises upward, and when you inhale, it expands to the sides.
* After exhaling completely for the last time, stop breathing and perform ashvini mudra (opening and closing the anus) three times, and on the third time, perform mula banda (strong contraction and retraction of the anus).
* Practice agnisara kriya (practice of quick blows with the abdomen on the spine). The number of times can be as you wish, but try to do as many as possible, at least 20-25 times.
** When you practice agnisara kriya, think the following:
    "In the Manipura Chakra there is fire in the form of an upward rocket flame and it rises."
* At the end, close the uddhyana banda (pulling in and tensing the abdominal muscles).
* Practice nabo mudra (rolling the tongue and resting its back side on the palate).
** At the same time, practice udd-jalandala banda (tensing the throat muscles with the chin raised).
** Concentrate your consciousness on the top of the head (sahasrara chakra). At the same time, practice the half-eye (look at the top of the head with half-open eyes). Those who cannot concentrate on the top of the head can concentrate on the area between the eyebrows.
** When you perform udd-jalandala-banda, mentally repeat repeatedly:
    "This Phenomenal World is sufferings, so I leave this physical body and go to the higher worlds."
** If you can, during this kumbhaka, practice ashvini-mudra.
* Hold your breath as long as possible, and then, first relax the abdomen, then the mula-banda, and inhale slowly. Finally, relax the banda in the throat.
# African Arthropods/Acalyptrate flies

The acalyptrate fly clade includes the following superfamilies and families:
* Diopsis stuckenbergi (Diopsidae)
* Teloglabrus pelecyformis (Diopsidae)