OpenLLM-France/wikimedia huggingface dataset:
# Nilpotent endomorphism/Jordan normal form/Fact

Let $K$ be a field and let $V$ denote a finite-dimensional $K$-vector space. Let
    $\varphi \colon V\longrightarrow V$
be a nilpotent linear mapping.
basis of $V$ such that describing matrix, with respect to this basis, has the form
    ${\begin{pmatrix}0&c_{1}&0&\cdots &\cdots &0\\0&0&c_{2}&0&\cdots &0\\\vdots &\ddots &\ddots &\ddots &\ddots &\vdots \\0&\cdots &0&0&c_{n-2}&0\\0&\cdots &\cdots &0&0&c_{n-1}\\0&\cdots &\cdots &\cdots &0&0\end{pmatrix}},$
$c_{i}$
$0$
$1$
That is, $\varphi$ can be brought into Jordan normal form.
# Nilpotent endomorphism/Jordan normal form/Fact/Proof

This follows directly from fact.
# Advanced ANOVA/Factorial ANOVA/Instructor notes
## Data files

* T_FacAnova : notetaking
* T_FacAnova (int)

### Data analysis exercise

* EX_FacANOVA.sav
* 2 types of reinforcement schedule
* 3 types reinforcers
* Arithmetic problem solving
* Has interaction
# Advanced ANOVA/Overview

* Overview
* Advanced ANOVA is part of a 4th year tertiary-level face-to-face unit at the University of Canberra (within the Centre for Applied Psychology), with learning materials in the form of accompanying open educational resources on Wikiversity.
* Advanced ANOVA consists of 7 x 3 hour face-to-face computer-lab tutorial sessions.
* The content in the materials on Wikiversity was largely authored by James Neill during the second-half of 2008, based on earlier (non-wiki) materials developed by Professor Debra Rickwood (~2000-2007) at the University of Canberra.
* Learning outcomes
* On successful completion of the research methods section of the unit, students should be able to:
* critically evaluate ANOVA-type research designs in psychology;
* develop and carry out ANOVA-type psychological research designs;
* analyse ANOVA-type research data using SPSS.
* See also
* Introduction
# Advanced ANOVA/One-way ANOVA/Instructor notes
## Data file

* T_Oneway
* DV= change in days with colds Y1 -> Y2
IV = Vitamin C level (placebo, low dose, high dose)
* Use Group IV in Ex_t-test for self-directed exercise
# Advanced ANOVA/Readings
## Articles

Wilkinson, L. & Task Force on Statistical Inference (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594-604. (E-reserve (for UC students))

## Statistics textbooks

* Whitley, B. E. (2002). Principles of research in behavioral science (2nd ed.). New York: McGraw Hill.

## SPSS textbooks

* Allen, P., & Bennett, K. (2008). SPSS for the health and behavioural sciences.
* Francis, G. (2007). Introduction to SPSS for Windows: v. 15.0 and 14.0 with Notes for Studentware (5th ed.). Sydney: Pearson Education. AU$69.95 | Spiral | Support site | (or you can use earlier editions)
# Advanced ANOVA/Introduction

* Unit outline - key points:
** Staffing
*** James Neill (email is best contact)
** Readings
*** Textbooks
**** Whitley
**** Howell
*** SPSS lab manuals
**** Allen & Bennett
**** Francis
*** Plus, try reading across some other textbooks from the library
** Assessment
*** Based on class consultation, the assessment piece will be revised to focus on writing up results for each of the main types of ANOVA, with discussion, and relatively minimal intro/method. This will be distributed Week 2.
* Browser
** Use Firefox instead of Internet Explorer 6, e.g., because you can do tabbed browsing - e.g., CTRL-clicking on a link will open it in a new tab.
* Websites
** ucspace will provide mostly administrative, institution-specific, unit-specific information
** WebCT will be used for the gradebook - you can also use the forum if you want
** Wikiversity will be used for generic content e.g., about research methods and statistics
* See also
* Overview
# Advanced ANOVA/MANOVA/Instructor notes
## Data files

* Demo: T_MANOVA
** group (think, write, talk)
*** Recall + Applic
* Exercise: Ex_MANOVA
** fathers of children with disability (one-way)
# Advanced ANOVA/One-way ANOVA

Resource type: this resource contains a tutorial or tutorial notes.
Completion status: this resource is ~50% complete.
This tutorial teaches use of one-way ANOVA, a statistical technique for testing mean differences betweeen three or more independent groups on a single dependent variable. Practical exercises are based on using SPSS. :

## Purpose

* Assesses the statistical significance of differences between three or more group means for a single dependent variable
* Extension of a t-test
** Use one-way ANOVA in preference to multiple pairwise comparisons (t-tests) because:
*** Computationally easier
*** Limits the probability of type I and type II errors.
**** With multiple comparisons, if they are all independent (which is unlikley) in a series of 100 tests we would expect to get five Type I errors with a .05 level of significance
**** By simultaneously computing all possible comparisons in a single significance test, the ANOVA avoids these inflated error rates
** However, use of one-way ANOVA limits error rates at the expense of specificity - statistic tells us that there is a significant difference somewhere among the sample means, but does not tell us which means differ significantly (have to use post-hoc and a priori comparison procedures)

## Examples

* Experimental study: Examine reaction time under different levels of alcohol consumption by randomly assigning participants to four conditions (none, low, medium, and high alcohol)
* Quasi-experimental study: Examine whether students with behaviour problems behave better in classrooms where teachers have a humanistic philosophy and have control of their classrooms. Classify teachers as (1) humanists with control, (2) strict disciplinarians, and (3) laissez-faire.

## General steps

* Establish hypothesis/hypotheses
* Examine assumptions - If assumptions are not met, use the Kruskal-Wallis non-parametric procedure
* Examine descriptive statistics, particularly the four moments (M, SD, Skewness, Kurtosis) overall, and also for each group
* Examine graphs, e.g.,:
** Histograms
** Normal probability plot
** Error-bar graph
* Conduct inferential test (ANOVA) and interpret significance of F
* Conduct follow-up tests (planned contrasts or post-hoc tests) if F is significant
* Calculate and interpret effect sizes
** Eta-square (omnibus - equivalent to R$^2$)
** Standardised mean effect size (difference b/w two means) - e.g., Cohen's d

## Visual ANOVA

* Understanding ANOVA Visually (may require viewing with Internet Explorer)
* Under what conditions would F be the smallest?
* Under what conditions would F be the largest?
* Now explore the same ideas with this more advanced Visualisation Tool for One-way and Two-way ANOVA Applet

## Error bar graphs

* Use any dataset
* Conduct a one-way ANOVA and graphically present the means and confidence intervals using an Error Bar Graph - is this error bar chart consistent with the statistical results?
** Why?
** Why not?

## Data

* AQUES.sav
* Motiv.sav
# Analogies for Sustainable Development/Major transitions as a boat race
## Analogy Map

| Boat race | Biological evolution |
| The race | The evolutionary process |
| Selection pressure (that which is selected for): Being fast | Selection pressure (that which is selected for): surviving and reproducing |
| Several people in one boat | Cooperation between smaller units for a common purpose |
| Winning | Surviving and reproducing better relative to all the other ones in the race |
| One defined winner | No defined “winner”, many winners occupying different niches |
| Defined finish line | No defined finish line |

## Quote Bank

Haidt (2012):
“Suppose you entered a boat race. One hundred rowers, each in a separate rowboat, set out on a ten-mile race along a wide and slow-moving river. The first to cross the finish line will win $10,000. Halfway into the race, you’re in the lead. But then, from out of nowhere, you’re passed by a boat with two rowers, each pulling just one oar. No fair! Two rowers joined together into one boat! And then, stranger still, you watch as that rowboat is overtaken by a train of three such rowboats, all tied together to form a single long boat. The rowers are identical septuplets. Six of them row in perfect synchrony while the seventh is the coxswain, steering the boat and calling out the beat for the rowers. But those cheaters are deprived of victory just before they cross the finish line, for they in turn are passed by an enterprising group of twenty-four sisters who rented a motorboat. It turns out that there are no rules in this race about what kinds of vehicles are allowed. That was a metaphorical history of life on Earth.For the first billion years or so of life, the only organisms were prokaryotic cells (such as bacteria). Each was a solo operation, competing with others and reproducing copies of itself. But then, around 2 billion years ago, two bacteria somehow joined together inside a single membrane, which explains why mitochondria have their own DNA, unrelated to the DNA in the nucleus. These are the two-person rowboats in my example...A few hundred million years later, some of these eukaryotes developed a novel adaptation: they stayed together after cell division to form multicellular organisms in which every cell had exactly the same genes. These are the three-boat septuplets in my example.”
“There is an important flaw in my “boat race” analogy: the new vehicles don’t really “win” the race. Prokaryotes are still quite successful; they still represent most of the life on earth by weight and by number. But still, new vehicles seem to come out of nowhere and then claim a substantial portion of the earth’s available bio-energy.”
# Analogies for Sustainable Development/Maps as analogies

Maps are graphic analogies of geographic space
# Analogies for Sustainable Development/Neural networks as telephone wires
## Analogy Map

| Neural networks | Phone networks |
| Neurons | Telephone trunks, houses |
| Synapses | Telephone wires |
| Electrical signals | Electrical signals |
| Neurons grow synapses themselves | Telephone wires are laid by humans |

## Quote Bank

Gopnik, Meltzoff & Kuhl (2000):
“Neurons do the equivalent of growing telephone wires that allow them to communicate with and influence one another.”
“the wiring is “activity dependent”: brain cells get connected by sending out electrical signals.“
“some instructions are laid down by the genes, like the basic telephone trunk lines laid between cities...But, beyond that, the wiring depends on activity. The basic trunk lines are laid down, but the specific connections from one house to another house require something more. As cells signal to one another, they lay down these more permanent connections. It’s as if, when you used your cell phone to call your neighbor often enough, a cable spontaneously grew between your houses. At first, cells exuberantly attempt to connect to as many other cells as they can. Like phone solicitors, they call everyone, hoping someone will answer and say yes. When another cell does answer, and answers often enough, a more permanent link gets laid down. Making these permanent connections is what brain cells live for.”
“When two neurons form a synapse, chemicals can flow between them and the connection is complete: the calls can go through. So synapses in the brain are the long-term connections that allow cells to talk to one another.”
# Analogies for Sustainable Development/Organism as multi-cellular society
## Quote Bank

Wilson (2007):
“individuals are not just members of groups but groups in their own right. We call them individuals because they have solved the problems of within-group conflict so well. Yet even individuals fall short of the ideal of total harmony associated with the word “organism,” as we can see in the case of cancer.”
Wilson (2015):
“Pure organisms, whose lower-level elements work 100 percent for the common good, do not exist.”
“a multicellular organism is a highly regulated society of cells that is elaborately organized to withstand an onslaught of cheating and exploitation from within”
“A multicellular organism is literally a group of groups of groups, whose members led more fractious lives in the far distant past.”
Greene (2013):
“the tension between individual and collective interest arises not only between us but within us. As noted above, complex cells have been cooperating for about a billion years. Nevertheless, it is not uncommon for some of the cells in an animal’s body to start pulling for themselves instead of for the team, a phenomenon known as cancer.”
# Analogies for Sustainable Development/Neural networks as road networks
## Quote Bank

Rosenbaum (2014):
“If the integrated inputs to a [...] neuron exceed a threshold, the neuron can generate a burst of activity called an action potential. An action potential races down the axon at a speed that is higher if the axon is coated with myelin (a fatty material) than if it is not. ..Myelin takes time to form over the course of development.”
“The more often two nearby neurons fire in close temporal proximity, the tighter the link between them”
# BCP/Cotinus coggygria/Logs

This page contains recent bloom logs for Cotinus coggygria (Smokebush). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* SBJ 10:30, 23 May 2007 (UTC)
* --SB_Johnny | 17:27, 23 May 2007 (UTC)
* SBJ 09:18, 25 May 2007 (UTC)

#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 17:31, 27 May 2007 (UTC)
* --SB_Johnny | 10:10, 17 May 2008 (UTC)
* --SB_Johnny | 09:33, 27 May 2008 (UTC)
* --SB_Johnny | 08:46, 2 June 2008 (UTC)
# BCP/Crocosmia/Logs

This page contains recent bloom logs for the plant Crocosmia (Crocosmia). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* SBJ 08:31, 14 July 2007 (UTC)
* SBJ 09:31, 16 July 2008 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Cotoneaster microphyllus

Cotoneaster microphyllus
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Cotoneaster microphyllus (Littleleaf cottoneaster) Identifying Characteristics Habit:Low growing, spreading shrubFoliage:densely packed small, dark green waxy leavesStem:woodyGrowing Conditions:drought tolerantFruit:red berries, inedible Recent Logs Ngravagna 17:13, 28 May 2008 (UTC) (view all logs) |
Global data:
Regional data: Aurora, Colorado area: May
Additional images:
# BCP/Cotoneaster microphyllus/Logs

This page contains recent bloom logs for Cottoneaster microphyllus (Littleleaf cottoneaster). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* Ngravagna 17:13, 28 May 2008 (UTC)
# BCP/Crataegus

Crataegus
| Crataegus laevigata, a relatively rare European species Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Crataegus (Hawthorn) Identifying Characteristics Habit:Shrub/tree Recent Logs Jomegat 00:14, 26 June 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: June New Hampshire: June
Additional images:
| Crataegus monogyna, a Eurasian species that has been introduced in many parts of the world | Crataegus punctata, an eastern North American species | Crataegus azarolus, a species from the Mediterranean |
# BCP/Crataegus/Logs

This page contains recent bloom logs for Crataegus (Hawthorne). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* --SB_Johnny | 11:15, 7 June 2008 (UTC)
* --Jomegat 17:42, 17 June 2008 (UTC)

#### 2009 Logs

* (no archived logs yet)

##### Recent Logs

* Jomegat 00:14, 26 June 2009 (UTC)
# BCP/Crocus tommasinianus

Crocus tommasinianus
| Flowering plants Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Crocus tommasinianus (Early Crocus) Identifying Characteristics Similar Plants:Very hard to tell apart from Crocus vernusHigher taxa:Crocus Recent Logs --SB_Johnny | 09:24, 17 March 2008 (UTC) SB Johnny-LM 08:35, 13 March 2008 (UTC) SB Johnny-LM 08:35, 22 March 2008 (UTC) Sb f 16:04, 14 March 2009 (UTC) Sb f 20:46, 20 March 2009 (UTC) Sb f 14:44, 6 March 2011 (UTC) --SB_Johnny 00:38, 29 March 2014 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Spring
Regional data: Southeastern Pennsylvania: (cultivated) March
Additional images:
# BCP/Crocosmia

Crocosmia
| Flowering plants Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Crocosmia (Crocosmia) Identifying Characteristics Recent Logs SBJ 08:31, 14 July 2007 (UTC) SBJ 09:31, 16 July 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) July
Additional images:
# BCP/Crocus

Crocus
| Flowering plants Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Crocus (Crocus) Identifying Characteristics Subclass plants:Crocus tommasinianus Crocus vernus Recent Logs --Anna reg 18:43, 24 March 2011 (UTC) --Jomegat 15:54, 16 March 2010 (UTC) (first bloom of 2010) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: March, April New Hampshire: March April Central Pennsylvania: April South Bohemia, Czech Republic: March
Additional images:
# BCP/Crocus/Logs

This page contains recent bloom logs for Crocus (Crocus). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* SB Johnny-LM 12:23, 7 March 2008 (UTC)
* Ngravagna 17:04, 22 March 2008 (UTC)
* --Juan Pisek 18:27, 22 March 2008 (UTC)
* mikeu 23:14, 22 March 2008 (UTC)
* --Juan Karlovy Vary 23:03, 23 March 2008 (UTC)
* SB Johnny-LM 10:56, 4 April 2008 (UTC)
* Luai lashire 00:57, 10 April 2008 (UTC)
* --Juan Karlovy Vary 08:27, 21 April 2008 (UTC)

#### 2009 Logs

* Ngravagna 06:56, 1 March 2009 (UTC)
* Jomegat 19:27, 25 March 2009 (UTC) (first bloom of the year!)
* Jomegat 23:54, 3 April 2009 (UTC)
* Jomegat 03:04, 7 April 2009 (UTC)
* Jomegat 16:58, 10 April 2009 (UTC)
* Jomegat 19:43, 14 April 2009 (UTC)
* Jomegat 16:59, 17 April 2009 (UTC

##### Recent Logs

* --Anna reg 18:43, 24 March 2011 (UTC)
* --Jomegat 15:54, 16 March 2010 (UTC) (first bloom of 2010)
# Becoming a teacher
## Misconceptions, reasons, and functions

It's not difficult to become a teacher. By definition, a teacher is just "a person who teaches". The first question you may ask yourself is "Which subject can I teach?". It's a good question, but being a teacher is not just teaching subjects such as math, science, literature, etc.
The job of teacher contains:

### Educating

    The meaning of educating is to help one develop sufficiently.
    Hence, to be a teacher, the first question is "Who am I?" Considering that, then ask youself "How can I identify myself as a teacher?".
    As the old saying goes, "Ice cannot create fire"-- you have to develop your own inner energy, then use it to light up the student's.

### Teaching

    The meaning of teaching is to transfer knowledge to students.
    To be a teacher is not just to keep teaching, but also to renew knowledge and relearn it.

### Answering

    Answering is to respond to questions and eliminate confusion students have.
    To listen is more difficult than to talk. Teachers without counciousness may easily create a one-way class. More effective classes are interactive.

### Learning

    Teachers must always be open to learn. The process of learning does not stop when you begin a life as a teacher. A teacher must always be open and accepting to the possibility that they will not know all the answers, and excited about the possibility of learning from their students.
Now that you've had a look at what teachers do, take a look at your own life. How about your own childhood? What do you think of when you remember your school-life and past teachers? What are they doing? Some say that we will unconsciously replay our childhood. If you were hit by your teacher, probably you will hit your student! That's one of the reasons why, though everyone dislikes it, authoritarian education is still the mainstream form of education in most countries of the world. We can learn from this: do not replay our story if we don't think it's a good one.