OpenLLM-France/wikimedia huggingface dataset:
# What Matters/Psychological Needs
### Psychological Needs

The Self-determination theory identifies the basic requirements of mental health leading to peoples' inherent growth tendencies and their innate psychological needs. These needs are:
* Autonomy—Being free to pursue goals you choose. Having a sense of choice, flexibility, and personal freedom. Self-governance. Autonomy is the converse of being controlled, however it is not the same as independence, selfishness, or irresponsibility. Autonomy is the feeling deep inside that your actions are your own choice; you are neither complying with nor defying controls. It requires integration of your choices and overcoming ambivalence.
* Competence—The ability to succeed at an optimal challenge. It is the ability to do something well or to meet a required performance standard.
* Relatedness—Feeling connected with others. Having people to care about, and people who care about you. The need to feel belongingness and connectedness with others. It may take the form of friendship and love, dialogue and sharing, group participation, community involvement, a variety of prosocial activities, and developing social skills.

### Assignment:

Notice your decisions and activities over the next week.
* What decisions did you make autonomously, what decisions were made for you?
* What activities exercised or increased your competency? What activities were either too easy or too difficult for you?
* Who did you connect with and care about? Who connected with you and cared about you?
Based on these observations, what steps can you take to increase your autonomy, competence, and relatedness?

### Suggestions for further reading:

* Deci, Edward L.; Flaste, Richard (1996). Why We Do What We Do: Understanding Self-Motivation. Penguin. pp. 240. ISBN 978-0140255263.
# What Matters/Peace of mind, Inner Peace
## Peace of mind, Inner Peace

A quiet mind, and human wholeness, are available through controlling discursive thought and developing nondiscursive perception. Like learning to walk or to talk, using the mind well is a matter of patient repeated efforts.
The way in which we experience life is created from within us. Our life experience is the result of what we pay attention to, how we perceive external events, our internal states of mind, our stream of consciousness, and how we react to those events. Our experience of life is created from the inside, not from the outside.
Understanding what you can change and what you cannot change is the simple but often difficult path to inner peace.

### Assignment 1:

* Study Wikiversity course on What You Can Change and What You Cannot.
* Reflect on the various frustrations in your life, and work to identify the causes of those frustrations.
* Examine the list of conditions that are causing you frustration. Determine what items on the list you can change and what items you cannot change.
* Accept the things you cannot change.
* Gather the courage you need to change the things you can change.
* Choose serenity.

### Assignment 2:

* Choose a meditation technique you are comfortable with. This might be a practice suggested in the Wikiversity course on meditation, or some other technique you have studied.
* Practice meditation regularly.
* Complete the Wikiversity course A Quiet Mind.

### Assignment 3:

* Select from these Resources for Developing the Self-Knowledge/Intuitive Aspect of Wisdom.
* Study the selected resource and practice the ideas and recommendations it provides.

### Assignment 4:

* Search lawns in your area until you find a four-leaf clover.

### Suggestions for further reading:

* Ricard, Matthieu (2007). Happiness: A Guide to Developing Life's Most Important Skill. Little, Brown and Company. pp. 304. ISBN 978-0316167253.
* Sapolsky, Robert M. (1998). Why Zebras Don't Get Ulcers. W. H. Freeman. pp. 560. ISBN 978-0716732105.
* Nhat Hanh, Thich (1992). Peace Is Every Step: The Path of Mindfulness in Everyday Life. Bantam. pp. 160. ISBN 978-0553351392.
* Kabat-Zinn, Jon (2006). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. Hyperion. pp. 656. ISBN 978-0786886548.
* Kraybill, Donald B. (2010). Amish Grace: How Forgiveness Transcended Tragedy. Jossey-Bass. pp. 288. ISBN 978-0470344040.
* Goleman, Daniel; Davidson, Richard (September 5, 2017). Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body. Avery. pp. 336. ISBN 978-0399184383.
# What Matters/Peace on earth, good will toward all
## Peace on earth, good will toward all

We can heed the advice of John Lennon, and give peace a chance.
The Seville Statement on Violence concludes:
Reverend A.J. Muste recognized that: "There is no way to peace; peace is the way."
The previous topics in this course have shown you that way, you are now prepared to choose peace.

### Assignment:

* Approach other people with an attitude of positive regard.
* Work to resolve conflicts constructively and without resorting to coercion or violence.
** Read this essay on Spontaneous Conflict and Deliberate Restraint.
* Refuse to hate.
* Treat others as they wish to be treated. Resolve to follow the golden rule.
* Consistently demonstrate your good will toward all.
* Practice tolerance.
* Read the Unitarian Universalist Statement of Conscience, Creating Peace.
** Take actions suggested by the statement, interpreted appropriately for your faith.
* Engage in political processes to advocate for peace, and against war.
** If you live in the United States, read the Kucinich Bill proposing a Department of Peace. Do you believe this legislation would be helpful? Is this something you can support?
** If you live outside the United States, is there legislation pending or enacted to create a Department of Peace or similar effort in your country? Is this something you can support?

### Suggestions for further reading:

* Galtung, Johan (2004). Transcend and Transform: An Introduction to Conflict Work. Paradigm Publishers. pp. 200. ISBN 978-1594510632.
* Horgan, John (2012). The End of War. McSweeney's. pp. 224. ISBN 978-1936365364.
* Maddow, Rachel (2012). Drift: The Unmooring of American Military Power. Crown. ISBN 978-0307460981.
* Adolf, Antony (2009). Peace: A World History. Polity. pp. 272. ISBN 978-0745641263.
* Pinker, Steven (2011). The Better Angels of Our Nature: Why Violence Has Declined. Viking Adult. pp. 832. ISBN 978-0670022953.
* Sharp, Gene (2012). From Dictatorship to Democracy: A Conceptual Framework for Liberation. Merlin Press. pp. 96. ISBN 978-1854251046.
** Many of his works are available from the Albert Einstein Institution
* A Navy Admiral's thoughts on global security, TED Talk, July 2012, James Stavridis
* (Evaluate the book: Peaceful Revolution: How We can Create the Future Needed for Humanity's Survival )
* (Evaluate the book: Blood Rites: Origins and History of the Passions of War )
# What Matters/Physiological Needs
### Physiological Needs

We all share simple requirements for sustaining life and health. Our physiological needs are the minimal requirements of survival. These physiological needs include:
* Air—oxygen within a particular range of pressure, concentration, and purity is vital to survival. Lack of oxygen kills by asphyxiation within minutes.
* Water—access to adequate safe drinking water, 8 cups of water per person per day, is a human need. Lack of water kills by dehydration within days.
* Food—Adequate calories, meeting certain minimum nutritional requirements are required to sustain life. Lack of food kills by starvation within days or weeks.
* Shelter—protection from extremes of heat, cold, intense sun, prolonged precipitation, or other exposure that can lead to hypothermia or hyperthermia. Protective clothing may fill this need in certain environments.
* Sanitation—isolation or protection from toxins and pathogens—this includes removal of human wastes, basic cleansing, and protections from harmful infectious agents such as parasites, bacteria, and viruses.
* Sleep—adequate sleep of sufficient depth. Research is incomplete or disputed, and sleep needs can vary by age and among individuals, however approximately 7-8 hours of uninterrupted sleep each night is a rough guideline.
* Touch—Active touch, perhaps as a caring caress, is essential to the growth and healthy development of humans.
* Space—People require some amount of personal space, indoor living space, and outdoor space, to avoid overcrowding. The particular amount required is difficult to define. Several benefits to urban space have been established.

### Assignment:

If you are lacking in any of the physiological needs listed here, please obtain the help you need to fill these urgent needs. If you live in a developing area, then you will require help to overcome some of the Grand Challenges you face.

### Suggestions for further reading:

* (Evaluate the book The Sleep Revolution: Transforming Your Life, One Night at a Time, by Arianna Huffington )
# What Matters/Skills Mastery
## Skills Mastery

Perfect the skills required to become excellent at your chosen vocation. Do your best.
Theodore Roosevelt observed: "Far and away the best prize that life has to offer is the chance to work hard at work worth doing."
Speaking as the Prophet, Kahlil Gibran advised that: "Work is love made visible."

### Assignment:

* Continue skills development or professional development activities in your chosen field or profession.

### Suggestions for further reading:

* De Botton, Alain (2010). The Pleasures and Sorrows of Work. Vintage. pp. 336. ISBN 978-0307277251.
* Gladwell, Malcolm (2011). Outliers: The Story of Success. Back Bay Books. pp. 336. ISBN 978-0316017930.
* Komisar, Randy (2001). The Monk and the Riddle: The Art of Creating a Life While Making a Living. Harvard Business Review Press. pp. 208. ISBN 978-1578516445.
* (Evaluate the book: Colvin, Geoff (2010). Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else. Portfolio Trade. pp. 240. ISBN 978-1591842941. )
* (Evaluate the book: Mastery: The Keys to Success and Long-Term Fulfillment )
* (Evaluate the book: The Gifted Adult: A Revolutionary Guide for Liberating Everyday Genius )
* (Evaluate the book: So Good They Can't Ignore You: Why Skills Trump Passion in the Quest for Work You Love by Cal Newport)
# What Matters/Stewardship and Sustainability
## Stewardship and Sustainability

Seven billion people share the limited resources of our magnificent planet. We have a responsibility to conserve resources and live sustainably so we do not jeopardize the ability of future generations to enjoy our earth.

### Assignment:

* Meet the Sustainable Development Goals
* Live within Earth's Limits to Growth. Adopt some of the creative environmental solutions suggested in that course. Work toward attaining a stable ecological equilibrium.
* Continue to fulfill the intent of the Agenda 21 action plan, updated as needed.
* Practice the virtue of Simplicity. Choose to live more simply.

### Suggestions for further reading:

* Meadows, Donella H.; Jorgen Randers; Dennis L. Meadows (2004). Limits to Growth: The 30-Year Update. Chelsea Green. pp. 368. ISBN 978-1931498586.
* Brown, Lester R. (2009). Plan B 4.0: Mobilizing to Save Civilization. W. W. Norton & Company. pp. 384. ISBN 978-0393337198.
* Jackson, Tim (2011). Prosperity without Growth: Economics for a Finite Planet. Routledge. pp. 288. ISBN 978-1849713238.
* Heinberg, Richard (2011). The End of Growth: Adapting to Our New Economic Reality. New Society Publishers. pp. 336. ISBN 978-0865716957.
* Eisenstein, Charles (July 12, 2011). Sacred Economics: Money, Gift, and Society in the Age of Transition. Evolver Editions. ISBN 978-1583943977.
# President of the United States/Andrew Johnson

| 15th President | 16th President | 17th President | 18th President | 19th President |
| James Buchanan 1857 - 1861 | Abraham Lincoln 1861 - 1865 | Andrew Johnson 1865 - 1869 | Ulysses S. Grant 1869 - 1877 | Rutherford B. Hayes 1877 - 1881 |
# President of the United States/Calvin Coolidge

| 28th President | 29th President | 30th President | 31st President | 32nd President |
| Woodrow Wilson 1913 - 1921 | Warren G. Harding 1921 - 1923 | Calvin Coolidge 1923 - 1929 | Herbert Hoover 1929 - 1933 | Franklin D. Roosevelt 1933 - 1945 |
# President of the United States/Election Years are Leap Years
## What is a Leap Year?

In simplest terms, a Leap Year is a "calendar correction". According to the Gregorian Calendar, the current standard calendar in most of the world, leap day falls on February 29th which occurs for those years evenly divisible by four, unless it marks the century and isn't divisible by 400. For example, 1900 was not a leap year, even though it is divisible by four.
So, for instance, the year 1776, when the United States Declaration of Independence was adopted by the Second Continental Congress of the original Thirteen Colonies, was a Leap Year. Another Leap Year, certainly less well known than 1776, but quite important for our purposes, occurred just 12 years later in 1788.

## The First Presidential Election

The United States Constitution was adopted on September 17, 1787, by the Constitutional Convention. The Convention submitted the Constitution to the Congress of the Confederation, where it received approval according to Article 13 of the Articles of Confederation.
While Delaware was the first to sign the Constitution on December 7, 1787, the 9th signature, provided by New Hampshire on June 21, 1788 determined the ratification. Once ratified, the Constitution provided definition for a new Office of the President to head the Executive Branch of the US government. Before the first elections were held, the 10th & 11th colonies signed the Constitution, Virginia on June 25, 1788, and New York on July 26, 1788. The election polls opened on December 15, 1788 and closed on January 10, 1789. Because of the end date, the first election is generally referred to as the Election of 1789.
George Washington, the 1st President was inaugurated April 30, 1789, and served until March 4, 1797, having been reelected to a second term in 1792.

## Leap Year Revisited

From 1792 to the present day, the United States has held a Presidential Election every four years, even when at war with itself. During the Civil War, Abraham Lincoln, the 16th President was elected to a second term in 1864.
Oddly enough, though an election occurs every four years, not every election year falls on a Leap Year. The reason is simple enough and is once again based on the Gregorian Calendar, which dictates that years marking the end of a century (ie: multiples of 100) are only leap years if also divisible by 400. As a result, 1600, 2000, & 2400 are leap years, but 1800, 1900, & 2100 are not.
However, this triviality is a minor blemish to the value otherwise provided by the simple generalization that Election Years are Leap Years. Not even the larger discrepancy that the very first election was completed in 1789 is sufficient deterrent to employing this convenient tool.

## Assignment

Complete Worksheet 1.
# President of the United States/Andrew Jackson

| 5th President | 6th President | 7th President | 8th President | 9th President |
| James Monroe 1817 - 1825 | John Quincy Adams 1825 - 1829 | Andrew Jackson 1829 - 1837 | Martin Van Buren 1837 - 1841 | William Henry Harrison 1841 |
# President of the United States/Benjamin Harrison

| 21st President | 22nd President | 23rd President | 24th President | 25th President |
| Chester Arthur 1881 - 1885 | Grover Cleveland 1885 - 1889 | Benjamin Harrison 1889 - 1893 | Grover Cleveland (2) 1893 - 1897 | William McKinley 1897 - 1901 |
# President of the United States/Bill Clinton

| 40th President | 41st President | 42nd President | 43rd President | 44th President |
| Ronald Reagan 1981 - 1989 | George H. W. Bush 1989 - 1993 | Bill Clinton 1993 - 2001 | George W. Bush 2001 - 2009 | Barack Obama 2009 - 2017 |
# President of the United States/Dwight D. Eisenhower

| 32nd President | 33rd President | 34th President | 35th President | 36th President |
| Franklin D. Roosevelt 1933 - 1945 | Harry S. Truman 1945 - 1953 | Dwight D. Eisenhower 1953 - 1961 | John F. Kennedy 1961 - 1963 | Lyndon B. Johnson 1963 - 1969 |
# President of the United States/Chester Arthur

| 19th President | 20th President | 21st President | 22nd President | 23rd President |
| Rutherford B. Hayes 1877 - 1881 | James Garfield 1881 | Chester Arthur 1881 - 1885 | Grover Cleveland 1885 - 1889 | Benjamin Harrison 1889 - 1893 |
# WikiJournal User Group/Statistics

WikiJournal User Group Open access • Publication charge free • Public peer review • Wikipedia-integrated
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>

## Articles
### Timing

* Publication turnaround time
** Distribution chart
** Timeline
** Category:Articles by turnaround time
* Declined articles
* Submissions per year (after desk rejections)

### Readership

* Readership on Wikivesity
* Readership on Wikipedia
** WikiJournal of Medicine
** WikiJournal of Science
** WikiJournal of Humanities
* WikiJournal of Medicine citations (manual 2022)

### Topics

* Main subjects (1 point for main topic of article, 0.5 point for main topic of citing article, 0.25 point for field of work of author)
** WikiJournal of Medicine
** WikiJournal of Science
** WikiJournal of Humanities

## Citations

* From Dimensions.ai
** WikiJournal of Medicine
** WikiJournal of Science
** WikiJournal of Humanities

## Contributors
### Authors

* Author affiliation locations
* Author gender ratios

### Reviewers

* Reviewer affiliation locations
* Reviewer gender ratios
* Open-identity reviewers
** By journal
** By year

### Editors

* Editor join times
* Editor affiliation locations
* Editor gender ratios
# WikiJournal User Group/Resources

WikiJournal User Group Open access • Publication charge free • Public peer review • Wikipedia-integrated
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
Articles in review
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
Contact
# Social psychology (psychology)/Wikiversity orientation

* Wikiversity orientation
* Participants are strongly encouraged to orient themselves to Wikiversity and to practice editing. Active exploration of these 'modules' is recommended because the e-portfolio assessment task involves using this site:
* Wikiversity Orientation (general)
* How does Wikiversity work?
* The guided tour for newcomers
* Why create an account?
# Social psychology (psychology)/Tutorials/Subpages

* Social psychology (psychology)/Tutorials
* Social psychology (psychology)/Tutorials/Assessment workshop
* Social psychology (psychology)/Tutorials/Assessment workshop/Tutor notes
* Social psychology (psychology)/Tutorials/Australian zeitgeist
* Social psychology (psychology)/Tutorials/Australian zeitgeist/Tutor notes
* Social psychology (psychology)/Tutorials/Communication
* Social psychology (psychology)/Tutorials/Communication/Tutor notes
* Social psychology (psychology)/Tutorials/Cross-cultural training
* Social psychology (psychology)/Tutorials/Cross-cultural training/Cultural identity
* Social psychology (psychology)/Tutorials/Cross-cultural training/Cultural map development
* Social psychology (psychology)/Tutorials/Cross-cultural training/Cultural map role-plays
* Social psychology (psychology)/Tutorials/Cross-cultural training/Tutor notes
* Social psychology (psychology)/Tutorials/Introduction
* Social psychology (psychology)/Tutorials/Introduction/Tutor notes
* Social psychology (psychology)/Tutorials/List
* Social psychology (psychology)/Tutorials/Prejudice, aggression, and prosocial behaviour
* Social psychology (psychology)/Tutorials/Prejudice, aggression, and prosocial behaviour/Tutor notes
* Social psychology (psychology)/Tutorials/Prejudice and aggression
* Social psychology (psychology)/Tutorials/Stub
* Social psychology (psychology)/Tutorials/Subpages
* Social psychology (psychology)/Tutorials/Tutor notes
# Social psychology (psychology)/Tutorials/List

| # | Tutorial topic |
| 01 Y | Introduction |
| 02 Y | Communication |
| 03 Y | Prejudice, aggression, & prosocial behaviour |
| 04 Y | Cross-cultural training |
| 05 Y | Australian zeitgeist |
| 06 Y | Assessment workshop |
# Social psychology (psychology)/Tutorials/Prejudice, aggression, and prosocial behaviour
## Equipment

* The Australian Eye (DVD)
* Keyword handouts: (these will be provided in the tutorial)
** Prejudice
** Aggression
** Prosocial behavior

## Purpose

* To learn about Jane Elliott's (controversial) approach to anti-discrimination and -prejudice training.
* To identify, explore, and map/organise examples of socio-psychological theory about prejudice, aggression, and prosocial behaviour which are evident in the two films (Ghosts of Rwanda and The Australian Eye) which should be presented by students as part of their e-portfolios.

## Introduction

* Students should already have watched Ghosts of Rwanda.
* Provide some historical background about Jane Elliott and her blue-eyed/brown-eyed experiments and training.
* Briefly go over the keyword sheets, to help make these concepts salient, highlight those to watch out for in the The Australian Eye.

## The Australian Eye (52 mins)

* Ask students to watch the The Australian Eye (DVD) and to note events and examples (affect, behaviour, and cognition) which illustrate socio-psychological principles.

## Discussion

* Debrief "The Australian Eye", e.g., consider:
** Were there any ethical issues in Jane Elliott approach?
** Do you think her techniques should be replicated more widely?
** How would you define/describe Jane Elliott's anti-racism/prejudice technique in psychological terms?
* Match keywords with examples from Ghosts of Rwanda and The Australian Eye. wo possible ways of approaching this:
** Brainstorm examples from the films (then match with keywords)
** Work through keywords, finding examples from the films
* Students are strongly encouraged to write-up their responses to this exercise in their e-portfolios.
# Social psychology (sociology)

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Social psychology (sociology). Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
# Social psychology of climate change

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

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