OpenLLM-France/wikimedia huggingface dataset:
# Korean/Words/들

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 들
### Noun

    (Dually comparative definition)
* (들 cf. dale) 매우 넓게 트인 또는 드러난 펀펀한 땅. 들판.
* (벌 cf. vale) 조금 넓게 트인 또는 벌어진 판판한 땅. 벌판.

### Compounds

    (Related to the wide wilderness, or dale rather than vale)
* 들꽃 (-kkoch, "wild flower")
* 들국화 (-gughwa, "wild chrysanthemum")
* 들장미 (jangmi, "wild rose")
* 들쥐 (-jwi, "wild rat")
* 들짐승 (deul-jimseung, "wild, feral animal" like a deer)

### Synomyms

* 벌 (beol, "vale, valley")
* 골짜기 (goljjagi, "valley")
* 스텝 (seuteb, "steppe")
* 와디 (wadi, "wadi")

### Comparatives

¶ Wide steppe vs. narrow wadi
| steppe #Translations | wadi #Translations |
| Bashkir: дала (dala) Kazakh: дала (dala) Kyrgyz: талаа (talaa) Mongolian: тал (tal) Tatar: дала (dala) & Georgian: ველი (veli) | Catalan: uadi Czech: vádí Dutch: wadi English: wadi <!-- German: Wadi --> Finnish: vadi French: oued Hungarian: vádi Italian: uadi Polish: ued |
¶ valley meaning "an elongated depression between hills or mountains, often with a river flowing through it."
| Azerbaijani: dərə / vadi Belarusian: далі́на (dalína) Bulgarian: доли́на (dolína) Czech: dolina Danish: dal Dutch: dal / vallei English: dale / valley, vale Faroese: dalur German: Tal * Pennsylvania German: Daal / Waelli Gothic: 𐌳𐌰𐌻 (dal) Hunsrik: Daal Icelandic: dalur Kurdish: دۆڵ‎ (doll) * Northern Kurdish: dehl Luxembourgish: Dall Macedonian: долина (dolina) Mongolian: тал (tal) Norwegian: dal Old Church Slavonic: долъ (dolŭ) Old Norse: dalr Pashto: دره‎ (dará) Persian: دره‎ (darre) / وادی‎ (vâdi) Polish: dolina Russian: доли́на (dolína) Serbo-Croatian: долина (dolina) Slovak: dolina Slovene: dolína Upper Sorbian: doł Swedish: dal Tajik: дара (dara) / водӣ (vodī) Turkmen: dere Ukrainian: доли́на (dolýna) West Frisian: dal Yiddish: טאָל‎ (tol) | Aromanian: vale Asturian: valle Azerbaijani: vadi / dərə Catalan: vall Dutch: vallei / dal English: valley, vale / dale French: vallée, val Friulian: val Galician: val Hindi: वादी (vādī) Hungarian: völgy Italian: valle Latin: valles, vallis Norman: vallée Novial: vale Occitan: val Old French: valee Pennsylvania German: Waelli / Daal Persian: وادی‎ (vâdi) / دره‎ (darre) Portuguese: vale Romanian: vale Romansch: val Sardinian: badde, baddi, vadde Sicilian: vaddi, valli Spanish: valle Tajik: водӣ (vodī) / дара (dara) Turkish: vadi Urdu: وادی‎ (vādī) Uyghur: ۋادى‎ (wadi) Uzbek: vodiy Venetian: val, vałe |
* ↑ "A valley, especially in the form of a natural hollow, small and deep."
* ↑ https://ko.dict.naver.com/#/search?query=들
* ↑ https://en.wiktionary.org/wiki/들
* ↑ Indeed, the deer is representative of the feral rather than general animals.
* ↑ https://ko.dict.naver.com/#/search?query=와디 건조 지역에서, 평소에는 마른 골짜기이다가 큰비가 내리면 홍수가 되어 물이 흐르는 강.
# Peer review

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
# Peer review of teaching

Peer review (including observation) of teaching and curriculum is under-utilised in universities. In many cases, this is because teaching is largely seen as a private activity. Inviting a trusted colleague into your classroom to observe your teaching, can in many cases, affirm your good teaching practices. In other circumstances it can be a way of sensitively identifying weaknesses. Your colleague’s feedback can provide opportunities for you to refresh what you do in the classroom as well.
Observing someone else’s teaching, or having your own observed is not the only way to participate in the peer review of teaching. You might try inviting a colleague to review your Subject Learning Guide, to read over an assessment task and offer you feedback, or to sit with you and review the data from student feedback surveys in order to develop a set of actions. Others seek wider review through publishing and documenting their work on sites such as Wikiversity. All these forms of activity are aspects of the peer review of curriculum.

## Resources

* Wikipedia article: Peer review
* Peer Review of Teaching for Promotion Purposes: a project to develop and implement a pilot program of Peer Review of Teaching at four Australian Universities – housed at the University of Adelaide (funded by the Australian Teaching and Learning Council, ALTC).
* Harris, K., Farrell, K., Bell, M., Devlin, M., & James, R. (2008). Peer Review of Teaching in Australian Higher Education: A handbook to support institutions in developing effective policies and practices. An Australian Learning and Teaching Council funded project with the Centre for the Study of Higher Education, University of Melbourne and Centre for Educational Development and Interactive Resources, University of Wollongong.
* Peer review of teaching in blended learning environments – a project housed at the University of Technology, Sydney (funded by the Australian Teaching and Learning Council, ALTC).
# People in the 20th Century

Hello and Welcome to People in the 20th Century. Many great things happened. But this page introduces the people about segregation and information of African Americans. Below are eight people who were about segregation.

## Thomas Wilson and George Marshall

Thomas "Woodrow" Wilson -
* He was born in Staunton, Virginia in December 28, 1856.
* He was the 28th president of the United States
* He wrote a plan for world peace at the end of WW1.
* He won the Nobel Peace Prize.
George Marshall
* He was a high military leader
* He created an economic plan to ensure world peace known as the Marshall Plan
* His plan earned him the Nobel Peace Prize.

## Maggie Walker, Harry Byrd Sr., Arthur Ashe, Douglas Wilder, Oliver Hill and Linwood Holton

Maggie Lena Walker (1867-1934) was a driving force in Richmond's African American community, In 1903, she established the Saint Luke Penny Savings Bank. She was also the first African American to establish a bank and become a bank president
Harry F. Byrd Sr. (1887-1966) was the governor of Virginia. He created his "Pay-As-You-Go" policy for road improvements. He led a Massive Resistence against integration of public schools, which failed.
Arthur Robert Ashe Junior (1943-1993) was the first African-American winner of a major men's tennis singles championship. He was an eloquent spokesperson and an author for social change and civil rights for all people.
Lawrence Douglas Wilder (1931-present) served in the General Assembly for around 10 years. In 1990, become the first African-American governor and was the governor of Virginia.
Oliver Hill Senior (1907-2007) was a lawyer and civil rights leader who worked for equal rights of African-Americans. He played a key role in Brown vs. Board of Education.
Linwood Holton Senior (or Junior) (1923-present) was a Virginian governor who promoted race equality. He appointed more African-Americans and women to positions in state government than previous governors.
# Perception and knowing

Asking questions. How do we know anything? What is the role of our senses in allowing us to know?

## Proposals: ways of knowing

* panpsychism - the entire universe is fundamentally composed of mind. Since we are part of the universe, we automatically know.
* faculty of knowing - humans have rationality or intuition or a knowing soul (non-material component of a person) that has the function of knowing.
* Human brains process information recieved through the senses, store memories and construct a mental model of the world.
* Ancestors have molded warnings into our mind. We are born with some phobias.
* ..add more

## Testing the proposals

* Sensory deprivation. If our senses are what makes it possible to learn about the world, can we study the process by selectively depriving test subjects of sensory experience? Can we take advantage of natural cases of sensory deprivation and sensory disruption to learn about the role of the sense in learning?
* Neuropharmacology. How can drugs be used to alter brain function and probe how learning takes place and memory functions?
* Transcranial magnetic stimulation. Brain functions can be blocked by transcranial magnetic stimulation.
* Disease. Disease processes such as viral infection can result in the destruction of particular brain regions. Sometimes strokes, the treatment of epilepsy, degenerative nervous system diseses or removal of tumors results in damage to specific brain regions. What can be learned about how memories are stored from such selective destruction of brain regions?

### Reading

Search the Entrez database for information about the topics listed above. Add useful sources of information to the list, below.
* Clinical studies of Speech/Language Delay, Hearing Loss and Learning Disabilities
* Activation of the prefrontal cortex in the human visual aesthetic perception

### Discussion

* What are some things that people know without having to learn them by making use of their senses?
* What evidence exists for a human capacity to remember events that took place before birth?
* What evidence exists for Extra-sensory perception?
* If human knowledge comes from learning and the storage of information in the bran, is it possible to make artificial intelligences that would rely on computer technology as a medium for learning, memory and construction of conceptual models of the world?
# People/First names and surnames/Exercise

Let $P$ be a set of people and $V$ the set of the first names and $N$ the set of the surnames of these people. Define natural mappings from $P$ to $V$, to $N$ and to $V\times N$ and discuss them using the relevant notions for mappings.
# Peer review in higher education

This resource and notes are about peer review of academic staff work in higher education. Feel free to contribute.
# Peirce's law

☞ This page belongs to resource collections on Logic and Inquiry.
Peirce's law is a formula in propositional calculus that is commonly expressed in the following form:
* $((p\Rightarrow q)\Rightarrow p)\Rightarrow p$
Peirce's law holds in classical propositional calculus, but not in intuitionistic propositional calculus. The precise axiom system that one chooses for classical propositional calculus determines whether Peirce's law is taken as an axiom or proven as a theorem.

## History

Here is Peirce's own statement and proof of the law:
* A fifth icon is required for the principle of excluded middle and other propositions connected with it. One of the simplest formulae of this kind is:
* $\{(x\,-\!\!\!<y)\,-\!\!\!<x\}\,-\!\!\!<x.$
* This is hardly axiomatical. That it is true appears as follows. It can only be false by the final consequent $x\!$ being false while its antecedent $(x\,-\!\!\!<y)\,-\!\!\!<x$ is true. If this is true, either its consequent, $x,\!$ is true, when the whole formula would be true, or its antecedent $x\,-\!\!\!<y$ is false. But in the last case the antecedent of $x\,-\!\!\!<y,$ that is $x,\!$ must be true. (Peirce, CP 3.384).
Peirce goes on to point out an immediate application of the law:
* From the formula just given, we at once get:
* $\{(x\,-\!\!\!<y)\,-\!\!\!<a\}\,-\!\!\!<x,$
* where the $a\!$ is used in such a sense that $(x\,-\!\!\!<y)\,-\!\!\!<a$ means that from $(x\,-\!\!\!<y)$ every proposition follows. With that understanding, the formula states the principle of excluded middle, that from the falsity of the denial of $x\!$ follows the truth of $x.\!$ (Peirce, CP 3.384).
Note. Peirce uses the sign of illation “$-\!\!\!<$” for implication. In one place he explains “$-\!\!\!<$” as a variant of the sign “$\leq$” for less than or equal to; in another place he suggests that $A\,-\!\!\!<B$ is an iconic way of representing a state of affairs where $A,\!$ in every way that it can be, is $B.\!$

## Graphical proof

Under the existential interpretation of Peirce's logical graphs, Peirce's law is represented by means of the following formal equivalence or logical equation.
* (1)
Proof. Using the axiom set given in the entry for logical graphs, Peirce's law may be proved in the following manner.
* (2)
The following animation replays the steps of the proof.
* (3)

## Equational form

A stronger form of Peirce's law also holds, in which the final implication is observed to be reversible:
* $((p\Rightarrow q)\Rightarrow p)\Leftrightarrow p$

### Proof 1

Given what precedes, it remains to show that:
* $p\Rightarrow ((p\Rightarrow q)\Rightarrow p)$
But this is immediate, since $p\Rightarrow (r\Rightarrow p)$ for any proposition $r.\!$

### Proof 2

Representing propositions as logical graphs under the existential interpretation, the strong form of Peirce's law is expressed by the following equation:
* (4)
Using the axioms and theorems listed in the article on logical graphs, the equational form of Peirce's law may be proved in the following manner:
* (5)
The following animation replays the steps of the proof.
* (6)
# Perennial cutbacks

This is an informal research project to gauge how long it takes for perennial plants to recover from full cutbacks.
Full cutbacks involve cutting the plant to just above the crown, and are performed on a number of perennials to encourage fresh foliage and/or flowers. Partial cutbacks are done higher on the plant, often to encourage branching or "bushiness" in fall blooming plants.
For now, just create a subpage for the plant in question, marking the time it was cut back, the time when the foliage re-emerged and became attractive again, and when it re-blooms (if appropriate). Add photos if possible... templates may be developed later.

## Full cutbacks

* Nepeta x faassenii (hybrid catmint)

## Partial cutbacks

* Nipponanthemum nipponicum (Nippon Daisy)
* Helianthus 'Lemon Queen' (Lemon Queen perennial sunflower)
# Libre

The word "free" is used in several ways depending on the context. Sometimes the word "free" is used in the context of people being free to do something. At Wikimedia wiki projects such as Wikiversity, people are free to copy and re-use the text of the website content according to the GFDL. An important part of the GFDL is that commercial re-use is allowed, so there is a sense in which "free use" of Wikiversity content might involve having to pay for access to that content. For example, I might put some Wikiversity content on a DVD and sell the DVD. The DVD would not be free in the sense of "no cost" but the information on the DVD would still be free in the sense that people are free to copy and re-use it.
Reading: Gratis versus Libre at Wikipedia
free/gratis: this is a way of indicating "free in the sense of no cost"
free/libre: this is a way of indicating "free in the sense of freedom from copyright restrictions"
# Life Sciences

Life sciences involve the scientific study of life and organisms – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the natural science that studies life and living organisms, with the other life sciences its sub-disciplines.

## See Also

* Portal: Life Sciences
* Wikipedia: List of life sciences
# Motivation and emotion/Textbook/Emotion/Anxiety/How anxiety affects the body

* Watch a 5 min film: How anxiety affects the body
# Motivation and emotion/Textbook/Emotion/Anxiety/Do you have an anxiety disorder?

* Watch a 5 min film: Do you have an anxiety disorder?
# Motivation and emotion/Textbook/Emotion/Anxiety/Sandra who is 17 and lives with anxiety

* Watch a 2 min. interview with Sandra who is 17 and lives with anxiety
# Open Source 3-D Printing/Viking mashup project
## Viking Decor Assignment

* Register with a free account at https://www.youmagine.com/
* Get design assignment from cup for household item
* Using Blender or OpenSCAD or FreeCAD or combination of them to decorate item with Viking Animal+Celtic knots (using one of the methods covered in class). You can even use designs from Vikings
* Print your design with appropriate infill for item.
* Upload design to Youmagine (STL,source and photograph) with a brief description of how you did it with sources.
* In Appropedia gallery below add your image and hyperlink to your design on Youmagine
* Bring printed design to class – put your name on the paper slip and the class you are in and tape it to your design so that it will not come off!

## Gallery 2018

Add your image and hyperlink to the gallery below using the example format from last year.
    Design Warm up with Viking Decor
* Napkin holder
# Open Source 3-D Printing/Rock wall project

This project is to design and print a rock wall hold.
* Create Thingiverse Account
* Download template SCAD for hex bolt:
* Using OpenSCAD design an original rock wall hold better than this. No derivatives from any other design, no mashups, no importation of other code
* Print your design on your RepRap using an appropriate fill for a human dangling from a cliff
* Post your SCAD, STL and a picture of your print on Thingiverse as a derivative of using an appropriate OS license
* Either write on the back of your print or put tape with your name on it for your hold
* Prints will be collected in class on the due date
# Open Source Migration

This is a learning resource to support individual computer user, schools amd organisations in migrating to open source software. The aim of the learning resource is to learn about challenges and benefits

## Learning Task

* (PROs and CONs) Open Source is available for everyone and can be adpated to individual requirements and constraints. What are the challenges PROs and CONs of application of Open Source Mirgation for sustainability-
* Explore the concept of Open Community Approach and explain the relevance for Capacity Building in organizations and educational units.
* (Local Application and adaption to needs) Explore the concept of privacy friendly WebApps in an educational setting and explain the relevance for the adaptation of learning resources to the individual requirements and constraints of an educational unit.
* (Load Balancing for Network Traffic in Comparison to Energy Supply/Network) Open Source tools exist for load balancing of internet traffic. Smart Grids are used to smart energy supply.
** Identify the similarities Smart Grids and Load Balancing in the IT sector.
** Explain how Open Source technology can be used for smart energy supply.

## Learning Modules

* Digital Public Goods (DPG)
* Office Products
* Software Management
* Mail Server
* Identify Management
* Network Management

## Discussion questions and essay ideas

* What are some difficulties of migrating mainstream institutions (like hospitals, universities, corporations, and government organizations) to open source?
* Why are commercial closed source software often more feature rich than open source alternatives?
* What are some examples of software that open source versions that are more feature rich and functional than commercial closed source versions of the same type of software?
# Open Source 3-D Printing/Big Money Project

The RepRap motto is "wealth without money" - for this assignment you are to create wealth by making an open source design that has value to you. It must be 3D printable on your MOST Delta and cost less than a commercial equivalent (if such a thing exists).

# Assignment

* Design something of "high value" that you can 3D print on your MOST Delta
* Make sure someone else has not already done it - search http://www.yeggi.com/ and https://www.yobi3d.com
* Design 3D printable components with ONLY OS CAD packages (e.g. Blender or OpenSCAD or FreeCAD)
* Upload your design under an OS license to https://www.myminifactory.com/ - include: Source files, STLs, a picture, and a brief description including costs and $ savings.
* Add picture, link to your MyMiniFactory page with name, commercial equivalent link+cost, and economic savings to table below (see example).
* Print component and bring to class

# Grading

* 30% Print quality
* 20% Documentation
* 50% Design (design for printing, aesthetics and function)
Automatic reductions: -50% no source or the use of non-OS software -10% per day for late

# Table of Value

| Digital Photo | Free Design/Link to YouMagine | Commercial equivalent link/Cost US$ | Approximate Savings in US$ |
| | Adjustable laptop stand | , $80 | $50 |
# Open Source 3-D Printing/Customizer project

This project is to design a customizable OpenSCAD script.
* Using OpenSCAD either design an original customizable object, or adapt an existing scad file you find online to work with the open source customizer.
* Make it printable (you do not need to print it) for your RepRap
* Post your SCAD and STL of your design on Thingiverse (if a derivative make sure you give attribution with an OS license)
* Add a rendering of your project along with the link to Thinkiverse in the gallery below following the example.
Optional
* If your project turned out really nice you can print it for show and tell
* Bonus if your design has high utility and you set up a webpage with the OS customizer along with instructions on how to do it (see: Free and Open Source 3-D Model Customizer for Websites to Democratize Design with OpenSCAD)

## Gallery

* Customized Projects
* Recycle Me Card box
# Open Source 3-D Printing/OSH Science project
## Assignment

* Identify scientific/engineering lab need on campus for a 3D printable substitute for existing or planned purchase
* Meet with users to determine exact needs/acquire additional funds/components for multipart equipment
* Design 3D printable components with OS CAD packages (e.g.OpenSCAD or FreeCAD)
* Open NIH 3DP account and post STL, include all source files from OS CAD package, directions, explanation of what it is and a price estimate for a commercial equivalent (can use Appropedia page for directions and main host if easier)
* Print component and bring to class
* Add picture, link to NIH in gallery, "savings per replica" and a hyperlink to cost source below.

## List of projects and people

* project name, ~~~~ to sign it

## Gallery

Add your image and hyperlink to the gallery below using the example format.
    OSH designs from class
* Open Source Laboratory Sample Rotator Mixer and Shaker. HardwareX 1, pp.1-12 (2017).
To see past examples of open source hardware for science see the Open Source Lab and the Wikiversity course: 3D Printing of Open Source Hardware for Science