OpenLLM-France/wikimedia huggingface dataset:
# Assistant teacher program/Grades for social behavior
## Grades for social behavior

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | test run |
| Instructors: | 1 |
| Duration: | ? |
In some German federal states pupils are given grades for social behavior (citizenship grades). This course unit aims to provide some ideas for assistant teachers how to contribute to grades for social behavior.
Assistant teachers should probably not make their own recommendations concerning grades for social behavior. The assistant teachers should describe behavior by example and compile a report in cases where they did consider it necessary. If assistant teachers are meant to recommend actual grades the recommendation should be made by a committee, not by a single assistant teacher.
One reason why assistant teachers should not determine grades alone is that an assistant teacher may be tempted to threaten a bothersome pupil with bad grades. A pupil who knows that a single assistant teacher does not have that authority may feel less intimidated. Assistant teachers should consider to make it part of their code of conduct not to make statements that can be mistaken for threats.
# Assistant teacher program/Partner school program
## Partner school program

The partner school program is intended for schools who want to engage in research and validation. Registered schools may receive coordinated requests to support studies but are equally expected to initiate and to coordinate their own projects. Participation in the program does not constitute a commitment to any specific project and does not constitute a formal cooperation with the Wikimedia Foundation either.

### Self-certification

Wikiversity does not offer officially recognized degrees or certifications but schools can use the Assistant teacher program self-certification to demonstrate compliance with the goals and ideals of the Wikiversity assistant teacher program. Verification of the self-certification is delegated to the interested individual and therefore must be made possible for the individual.

### List of schools

Please add schools with the /school template.
# Engineering Projects/Bridges/Howard Community College/spring2012

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# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 2/Week 0 (October 16 - October 22, 2011)

Progress of project for the week of October 16 - October 23 will be added here
# Engineering Projects/Bridges/Howard Community College/spring2012/p2501msn/How to mix epoxy glue

How to mix Epoxy Glue
Make sure to wear gloves! Epoxy Glue are hard to get remove.
    1. Open up the set of Epoxy Glue Solutions from the plastic bag.
    2. Squeeze out a strip of "5 minute Fast Drying Epoxy" on a wax paper.
    3. Squeeze out another strip of "Epoxy Resin" of exactly the same length as the other strip on the same wax paper. Make sure the solutions are of equal mixture when squeezed out.
    4. Use a noodle or toothpick and stir the two solutions together
    5. Now you can begin gluing noodles, and pastas together.
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 3/Week 0 (November 7 - November 13 , 2011)

Link back to 501_DAS_3
This is our new team 501_DAS_3 for the Spaghetti Bridges Project. The members of the team are Angele Bynum and Syed Sami Ahmed. Each week, we will update the necessary pages with documentation of the process and progress of the project. The goal of this phase of the project, referred to as Phase III is to physically build the bridge that was designed, document the process (specifically that of putting the bridge together) as well as load test the bridge and document the actual process and outcome.
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 3/Week 1 (November 14 - November 20, 2011)

Link back to 501_DAS_3
In week one of this portion of the project, teams members came together to discuss the current state of the project and what will be necessary to move forward and get the project done. Things discussed included
       Committment of Team Member sto get the project done
       Responsibilities for documentation
       Discussed issue of how to get specific components of the bridge to remain in tension as it is assembled
       We both researched information materials needed to build the pieces of the bridge in which the weight will be applied
       We agreed to work individually and collectively with the understanding that adequate communication regarding progress will be necessary for the successful completion of the this weeks task in order to move forward
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 3/Week 2 (November 21 - November 27, 2011)

Link back to 501_DAS_3
In WEEK 2 of this portion of the project, teams members worked individually due the the Holiday Break Responsibilities
    Angele - Continued assembly of bridge and documentation of progress
    Syed - Continued design of assembly of hook and block to be connected to the deck of the bridge to support/hold the weight that will be applied to the bridge during load testing and documentation of progress.
We agreed that we would come together during Week 3 and consolidate information to be added to the project page for documentation. We will then discuss how to proceed with the project.
# Automatic transformation of XML namespaces/RDF grammar trees
## Classes

An implementation provides a directed acyclic graph of RDF classes. An object is said to belong to a class when it either has a relation to this class or to any of its subclasses.

## Grammar trees

The below describes grammar and meaning of an RDF file, as it should be used in our software.
After reading an RDF file, some information (namespaces, transformations, etc.) is extracted from it, as the RDF file is considered as an instance of the below defined grammar.
Remark: The below grammar always applies to one RDF file, it never applies to several RDF files merged.
Rationale: If the data were merged on loading every new RDF file, this would possibly create contradictory (not conforming to the grammar described below) information when loading the next RDF file.
Cardinality of a predicate P for a subject S is the number of objects for these predicate and subject. We will denote cardinalities as:
* 0..1 (a number equal to 0 or 1)
* 1..1 (exactly 1)
* 0..* (any natural number)
* 1..* (any positive natural number)
It should be specified the set of all RDF grammar trees (grammar forest).
I will denote this as a tree: The root node is a class IRI. The rest nodes are interleaving predicates together with cardinalities and nodes.
I will write additional requirements for a node in parentheses. Specifically if a node must be of an XML Scheme datatype, I will write the type in brackets.
I will call such trees format trees.
Note that subjects may have additional predicates not described in the format trees. For example (below) objects of class :Namespace may have predicates :link.
A node conforms to grammar if it passes through the recursive descent parser for this grammar. However, non-passing subnodes may not cause a fatal error of their parent node, such nodes are just ignored.
Rationale: We need recursive descent because this is the only way to make future compatibility with XML Schema types.
It is recommended to produce a warning or fatal error (that is ignore the RDF file) if a cardinality of a predicate is not equal the cardinality of the corresponding grammar node.
A node X for which it's specified in the RDF file that it is of class ROOT, where ROOT is the root of a grammar tree in the forest, is conforms to the grammar, if the triples starting at the subject X conform to the cardinality constrains and so it is recursively for the subtrees. Furthermore, it is valid if it also conforms to additional validity constrains.
An RDF file conforms to grammar tree if for every node X of this file, such that X belongs to ROOT where ROOT is the root of the grammar tree, conforms to the grammar.
An RDF file conforms to grammar forest if and only if it conforms to every grammar tree in the grammar forest.
RDF file is valid (for the purposes of this specification) if it conforms to grammar forest and all additional validity constraints defined in this specification.
See below for examples.
Extracted RDF data will be named in this specification as indicated by italicized text in parentheses.
# Automatic transformation of XML namespaces/RDF resource format/Grouping examples

This section is non-normative.
Consider the following syntaxes:
and
(It may be transformed in HTML with h2 elements.)
Consider two transformations between namespaces a and b, which map corresponding elements from a to b and back.
But then the following would not work:
This means that both a (http://example.org/namespace/a) and b (http://example.org/namespace/b) namespaces are grouped by descendants. (That is an element may have meaning only together with its descendants.) It is conceivable to write:
Sometimes elements may be grouped even when neither is a descendant of the another:
When converting this to HTML, chapter numbers may be added.
This is described as :GroupedAll class. This class is the default.
Probably most of XML formats should use :NotGrouped class but using :GroupedAll class by default is more safe.
So, a namespace is of :GroupedAll class if not explicitly specified.
:GroupedAll is a subclass of :GroupedWithDescendants which in turn is a subclass of :NotGrouped.
# Automatic transformation of XML namespaces/The moderated site with transformations

It may be not always possible to put needed RDF files at namespace URLs.
As such, we should create a site to which everyone would be able to upload their connections from URLs (of namespaces) to RDF resources.
It should be a user option whether first load RDF resources from the namespace URL or from this site.
Note that this site must be moderated, as otherwise it would be a temptation for hackers to put their evil transformations for namespaces which are popular in the Web.
We need to create software and a non-profit organization to manage this site.
For this project we may solicit help from OASIS organization.
# Automatic transformation of XML namespaces/Rationale

The Web is a mixture of standard and nonstandard resources. There were huge rumors that the Web would be enhanced by XML technology into something radically new, based on semantic rather than markup. In large these hopes failed. The Web continues to be dominated by semi-markup rather than purely semantic file formats, including HTML and XHTML.
For a real radical change for the better, we need to develop a mean to automatically transform between XML namespaces.
This specification specifies of how to do these transformations.
The list of particular rationale points of this specification:
* mixed namespace documents without the need to specify a special relationship between every pair of namespaces
* semantic markup on the Web, with anybody (if he is a programmer) being able to create his own markup extensions; this may be a transitional (by converting to XHTML markup) stage of getting rid of old HTML and replacing it with semantic markup; new markup may be especially usefully created by search engine owners
* cross-browser markup extensions
* creating “composite” markup languages
* no need to download transformers and so easy upgrades
* possibility to create a browser which internally understands only XSL FO (and/or SVG)
This is based on RDF because RDF is effective on describing relationships between entities (and XML namespace are entities).
This standard may be implemented as:
* a command line utility;
* a part of an interactive Web browser;
* as an HTTP proxy server.
# Automatic transformation of XML namespaces/Relations to other standards

Resource Directory Description Language (RDDL) may be linked from our RDF by the :link element with :role="http://www.rddl.org/". The meaning of :nature and :purpose attributes is described by Associating Resources with Namespaces, this is incorporated into this specification by reference. RDDL specification advises to place an RDDL document at the namespace URL. This is discouraged by this specification which advises to put an RDF document conforming to this specification at the namespace URL. It is recommended that validation is described by means of this standard, not backward compatible :link element.
# Education/CoderDojo

CoderDojo is a global network of computer programming clubs for young people. On http://zen.coderdojo.com/ you can find a Coderdojo nearby.

## To-do

On 05.11.15 Timboliu contacted Rosa Langhammer (LinkedIn) to ask her some questions about CoderDojo.

## Questions

* In the current situation CoderDojo uses PDF documents to share knowledge. Did they ever consider using a wiki? Rosa: the CoderDojo wiki can be found on: http://kata.coderdojo.com/wiki/Main_Page
* What are the plans of the future?
* Are there any CoderDojo's working with schools?
# Editors who choose to leave

Participants of this learning project wish to better understand what are the reasons that make editors leave Wikipedia, whether they leave in anger or in peace, among other aspects of the phenomenon.

## General resources

* Wikiversity participants who choose to leave
* Wikipedia needs editors
* Wikipedia:Please do not bite the newcomers
* w:Disruptive editing
* User:Raymond arritt/Expert withdrawal
* Wikipedia:Expert rebellion

## Case studies

* User:Doc glasgow
* User:Hillman
# Education/21st century skills

In this learning project we want to share information about how teachers and parents can support children to learn 21st century skills.

## To-do

* Ask P21 organization if it is a good idea to user their framework in this learning project. On 11.11.15 Timboliu sent a mail to Kevin Wesolowski. Kevin is COO of P21. See LinkedIn for more info.

## Index

* Design thinking
* P21 Framework
# Education/21st century skills/P21 Framework

On this page you can find information about the P21 framework. See http://www.p21.org/our-work/p21-framework for more info.

## 21st Century Themes

* Global awareness
* Financial, economic, business and entrepreneurial literacy
* Civic literacy
* Health literacy
* Environmental literacy

## Learning and Innovation Skills

* Creativity and Innovation
* Critical Thinking and Problem Solving
* Communication and Collaboration

## Information, Media and Technology Skills

* Information Literacy
* Media Literacy
* ICT Literacy

## Life and Career Skills

* Flexibility & Adaptability
* Initiative & Self Direction
* Social & Cross-Cultural Skills
* Productivity & Accountability
* Leadership & Responsibility
# Editing video
## Target Audience

Someone who has never edited video before. Project is demanding video documentation.

## Objective

Want to edit video on Windows 7 machine that comes from screen capture and web cam, with narration without spending any money.

## Details

Software pieces
* WebCam to capture the real world
* CamStudio to capture software demonstration
* Microsoft Movie Maker for editing video/photos
Whats possible with Movie Maker
* Edit video and combine with photos
* Can insert photos/graphics/screen shots
* Add narration and text
What can not be done with Movie Maker
* Zoom in and out
* Add cursor separate from recorded computer cursor
Video training Playlists These two products are very well documented in youtube playlist tutorials. Both try to install lots of extra software so read each screen during the install.
* CamStudio Install Tutorials
* MovieMaker Install Tutorials
CamStudio's default output is recognized by Movie Maker.
Rules
* Publish video on youtube, do not upload to ...
* Do not shoot long narrow video's, turn cell phone landscape, not up and down
* Make video public
# Education

Education is the process by which a person, community, or society shares and passes knowledge, skills, and values from one generation to the next. Education literally means to "bring forth what is within yourself". This course will teach you the basic knowledge, skills, and values to educate yourself and others.

## Index

* 21st century skills: use of ict tools, driving skill, communication skill, understanding local curriculum
* Hive Learning Networks
* Resources
* See also
* To-do
* Vision

## Possible discussion questions

* What is the purpose of education?
* How can wikis be utilized to help educate many individuals?
* Is there value in education beyond increasing one's income earning potential?
* Is promoting and offering education a way that humanity can move towards and achieve a post scarcity future of abundance for all?
# Education/21st century skills/Design thinking

In 2015 the Atlassian Foundation is teaching public school leaders about design thinking (https://www.youtube.com/watch?v=zpjI7LLindk).

## To-do

* On 01.12.15 Timboliu sent the following message to the Atlassian Foundation: Dear sir/ madam, Today I saw the Youtube about the design thinking workshops for public school leaders. Is it possible to share some learning material on the English wikiversity? Regards, Tim.
# Education/Personal learning platform

In this learning project we share information about setting up a personal learning platform.

## What is a personal learning platform?

* On a personal learning platform you can store things you made/learned at school like: papers, project reports, book reviews, etc.

## Questions

* At what age should you introduce a personal learning platform? Age 7?
* Are schools already experimenting with this?
* Which platform should we choose?
** WordPress:
*** Doesn't work that well on an iPad in 2015.
** Google Sites:
*** Is Google Sites a good option?
*** It is not difficult to learn.
*** You can easily export your content if you want to use another platform.
*** Google Sites works on an iPad.

## To-do

* On 21.10.15 user Timboliu asked the real learning community for help. See https://plus.google.com/103429652504002639178/posts/8boT5KSmM8u for more info.
# Education/Resources

* Daniel Tammet, Born on a Blue Day (memoir of an autodidactic learner with synaesthesia)
* John Elder-Robison, Look Me in the Eyes (memoir of an autodidactic learner)
* Educational Technology/Open Educational Resources
* Helping Give Away Psychological Science
* Wikiversity and Connexions collaboration
* Category:Education guides
* Category:Education literature
* Category:Education quizzes
* Category:How Open is Open
* Category:Peer Educational Resource
* Category:Problem
* Category:Study guides
* Category:Test preparation
* Category:Types of educational media
* Category:Worksheets
# Cohen-Macaulay/Finite projective dimension/Transport of cohomology/Regular/Example

Suppose that the (primary) ideal $I={\left(f_{1},\ldots ,f_{n}\right)}$ ($R$ is local and Cohen-Macaulay) has finite projective dimension. Then we have a finite free resolution
    $0\longrightarrow F_{d}\longrightarrow F_{d-1}\longrightarrow \cdots \longrightarrow F_{1}{\stackrel {f_{1},\ldots ,f_{n}}{\longrightarrow }}F_{0}=R\longrightarrow R/I\longrightarrow 0$
and the length of this resolution is $d$ due to the Auslander-Buchsbaum formula, since the depth of $R/I$ is $0$. Then the top-dimensional syzygy module is free, just because
    $\operatorname {Syz} _{d-1}=F_{d}=R^{\beta _{d}}\,.$
The cohomology class is then described as
    $c_{d-1}=(c_{d-1,j}){\text{ where }}c_{d-1,j}\in H^{d-1}(U,{\mathcal {O}}_{U}),$
and it is $0$ if and only if all components are $0$. These components lie in the (often) well understood cohomology module
    $H^{d-1}(U,{\mathcal {O}}_{U})=H_{\mathfrak {m}}^{d}(R)\,.$
If $R$ is even regular, then every ideal has a finite free resolution and the ideal containment problem $f\in I$ reduces to the computation of (the components of) $c_{d-1}$ and deciding whether they are $0$ or not.
# Cohen-Macaulay/Parameter/Koszul-resolution/Transport of cohomology/Cech/Example

Let $R$ be a Cohen-Macaulay local ring of dimension $d\geq 2$ and let $I={\left(f_{1},\ldots ,f_{d}\right)}$ be a (full) parameter ideal. We consider the Koszul-resolution of these parameters. This is a finite resolution and the top-dimensional syzygy sheaf is just the structure sheaf. A direct computation using Čech-cohomology shows that for an element $f\in R$ we get
    $c_{d-1}=\delta ^{d-1}(f)={\frac {f}{f_{1}\cdots f_{d}}}\in H_{\mathfrak {m}}^{d}(R)\,.$
# Cohen-Macaulay ring/Positive characteristic/Cohomological criterion for tight closure/Fact

Suppose that $R$ is a Cohen-Macaulay ring of positive characteristic $p$ and of dimension $d\geq 2$. Let $I$ be an ${\mathfrak {m}}$-primary ideal. Let $F_{\bullet }$ be a free (not necessarily minimal) resolution of $I$, let $\operatorname {Syz} _{j}$ be the corresponding syzygy sheaves, let $f\in R$
be an element and let $c_{j}\in H^{j}(D({\mathfrak {m}}),\operatorname {Syz} _{j})$ be the corresponding cohomology classes.
$j$, $1\leq j\leq d-1$, we have the equivalence that $f\in I^{*}$ if and only if $c_{j}$ is tightly $0$ in the sense that there exists $z$ not in any minimal prime ideal such that
    $zF^{e}(c_{j})=0\,$
$H^{j}(D({\mathfrak {m}}),F^{e*}\operatorname {Syz} _{j})$
$e$
# Cohen's d

Cohen's d is an effect size used to indicate the standardised difference between two means. It can be used, for example, to accompany reporting of t-test and ANOVA results. It is also widely used in meta-analysis.
Cohen's d is an appropriate effect size for the comparison between two means. APA style strongly recommends use of Eta-Squared. Eta-squared covers how much variance in a dependent variable (DV) is explained by an independent variable (IV), but that IV possibly has multiple levels and hence partial eta-squared doesn't explain the size of difference between each of the pairwise mean differences.
Cohen's d can be calculated as the difference between the means divided by the pooled SD:
${\frac {\text{mean difference}}{\text{standard deviation}}}$
${\frac {M_{2}-M_{1}}{\text{pooled standard deviation}}}$
Cohen's d, etc. is available in SPSS in the t test procedure and a number of other places.
In an ANOVA, you need to be clear about which two means you are interested in knowing about the size of difference between. This could most likely mean that you are interested in several ds, e.g., to compare marginal totals (for main effects) or cells (for interactions). In general, it is recommended to report all relevant Cohen's d values unless you've got a particular reason to just focus on a one or some of the possible values. From a descriptive statistics table, calculating Cohen's d is relatively straightforward.
Calculating Cohen's d provides useful information for discussion (e.g., allows ready comparison with meta-analyses and the size of effects reported in other studies). Where you are reporting about differences between two means, then a standardised mean effect size (such as d) would be an appropriate accompaniment to inferential testing.
# Cohen-Macaulay graded ring/Positive characteristic/Parameter/Tight closure/Degree criterion/Inclusion/Fact/Proof

We assume $d\geq 2$, lower dimensions may be treated directly. We consider the Koszul-resolution of the parameter ideal ${\left(f_{1},\ldots ,f_{d}\right)}$. A homogeneous element $h$ of degree $m$ gives rise to the graded cohomology class
    $c=c_{d-1}={\frac {h}{f_{1}\cdots f_{d}}}\in H_{\mathfrak {m}}^{d}(R)\,.$
Under the condition that $\operatorname {deg} (h)\geq \sum _{j=1}^{d}\operatorname {deg} (f_{i})$ this cohomology class has nonnegative degree. It is known that $H_{\mathfrak {m}}^{d}(R)$ is $0$ for sufficiently large degree, i.e. there is a number $a$ such that $(H_{\mathfrak {m}}^{d}(R))_{i}=0$ for all $i>a$. Now choose a homogeneous element $z\in R_{>a}$ which does not belong to any minimal prime ideal. Then the degree of
    $zF^{e*}(c)=z{\frac {h^{q}}{f_{1}^{q}\cdots f_{d}^{q}}}\,$
is at least $\geq \operatorname {deg} (z)>a$, so this class must be $0$ and therefore $h$ belongs to the tight closure of the parameter ideal.