OpenLLM-France/wikimedia huggingface dataset:
# Generating dynamic content with MediaWiki/2018

Creating the Wikiverse 2018

## Advanced Support Network

We assembled on many platforms to create a commons for extending our intelligence far into the future with 2000 year scope backwards and forwards. Time travel is EZ with MediaWiki.
# Generating dynamic content with MediaWiki/2016/W6

Testing: Generating dynamic content with MediaWiki/2016
Generating dynamic content with MediaWiki/2016/W5 | Generating dynamic content with MediaWiki/2016/W6
# Extraterrestrial life/Search for life on Mars

There is evidence that liquid water might currently exist on Mars and that liquid water may have been even more common on Mars in the past. Has there ever been life on Mars?

## Possible data

Probably the strongest claim that we have data in hand comes from study of Mars meteorite ALH84001. This is the Martian rock first reported in 1996 to possibly contain evidence of fossilized microbial life. It has been estimated that ALH84001 was knocked off of the surface of Mars 20 million years ago during the formation of an impact crater. In 2005 it was reported by Vicky Hamilton of the University of Hawaii that the mineral composition of ALH84001 matches one known location on Mars, Eos Chasma, part of the Valles Marineris canyon system. It has been suggested that this might be a good target for a mission to Mars that would seek signs of past life.

## Activities

What other locations on Mars are potential targets for missions that will test for signs of life? Add them to new sections of this page.
# Extrema/t^2e^(-t)/Exercise

Determine the local and the global extrema of the function
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,t\longmapsto f(t)=t^{2}e^{-t}.$
# Extreme Programming

Extreme Programming (XP) is an approach to projects with an eye to managing software by end users, and making sure programs fit their needs exactly.
XP focuses on people and communication, which are the true core of any programming project. Everyone needs to understand their role, and communicate with others. And the communication has to be truthful - no sugar coating or padding are allowed. This allows customers (the users) to have confidence in the information they are getting. If something is broken or behind schedule -- it gets fixed, instead of getting hidden.

## Concepts

XP is the leading technology born out of the agile programming approach.
In XP, the customer, in conjunction with developers, drive the project. The first key to this is the user stories that the customer writes to describe what they want the system to do. The developers then estimate how many points (points are essentially "perfect programming days") a story will take; if the story is too many points, it should be subdivided into smaller stories. The customer then picks the most important stories with a cumulative point value smaller then the iteration point value.
For example, if we have 10 stories and each story is 5 points, we have 50 points worth of stories. 1 point represents a "perfect programming day", the day we would have if we were not interrupted by meetings and other things. Each of our iterations are 10 days, and we do 5 points of work on average over those 10 days per pair programming team. Thus, if we have 3 teams, We can handle 15 points worth of stories in this iteration, so the customer picks the 3 most important stories.

## Current projects

Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation is an attempt to use XP in a Wikiversity Learning project.
# Extraterrestrial life/Xenolinguistics

Thesis: All processes or formalisms that resemble arithmetic are identical to arithmetic, or else unthinkably complicated and arbitrary. This is why we can communicate perfectly about numbers.
Xenolinguistics is the scientific study of languages of non-human intelligences. Publications in this field tend to be speculative as few people have made the claim to have understood an alien language, at least not reliably.

## Literature

* ↑ Regis, Edward (1987). Extraterrestrials: Science and Alien Intelligence. Cambridge University Press. ISBN 0521348528.
       Cohen, Jack; Ian Stewart (2002). Evolving the Alien: The Science of Extraterrestrial Life. Ebury Press. ISBN 0091879272.
# Extrinsic motivation

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Extrinsic motivation refers to external influences which drive behaviour.
These extrinsic motivators involve either a "carrot" or "stick":
* Carrot - reward - Behaviour is performed to gain an external reward such as money or recognition
* Stick - punishment - Behaviour is performed to avoid an external punishment such as a fine or criticism
Intrinsic motivation is generally more powerful and desirable than extrinsic motivation, but it depends on the situation.
# Eye diseases, integral view

Welcome to the learning project on Eye diseases, integral view!

## Learning project summary

* Project code: Eye diseases
* Suggested Prerequisites: None
* Time investment: N/A
* Assessment suggestions: N/A
* Portal: Life Sciences
* Portal: Integral Medicine

## Content summary

This learning project aims at providing information about eye diseases and their interrelationship with other diseases, symptoms, infections, medical substances, foodstuffs etc.

## Goals

In this learning project we aim to collect information about eye diseases and cross-link it with other, related information within the School of Integral Medicine.

## Contents
### Readings and other resources

Each project/lesson/activity may have a suggested reading selection. For example:
* Human eye

## Subpages

* Eye diseases, integral view/Mouches volantes in the anterior chamber of the eye

## Active participants

Active participants in this Learning Group
* M.Wassmann
# Instructional design/Generate PBL Problems/2.1 Ill-structured problems

* Click here to return to the page of "Generate PBL Problems"

## Ill-structured Problems
### Definition

What kind of problems can enhance students’ critical thinking skills? Compared to well-structured questions (have certain number of solutions and correct answers), ill-structured questions can better serve this mission. Ill-structured problems are complex and ill-defined. There are many ways to solve an ill-structured problem, and you cannot simply identify a “best answer” among many possible answers.

### Examples

To bring up an ill-structured problem, ask how to effectively clean up the RiverX in X (a badly polluted area), instead of which is the most polluted river in X? The latter question is a well-structured problem, which only has one correct answer, and students can easily get the answer from a quick Google search. On the contrary, how to effectively clean up the RiverX in X (a badly polluted area) is ill-structured. To answer the question, students may need to collect water samples from that river, bring them into labs to test contaminants, interview people, search information online or in the library, and do other things till they can suggest possible solutions. Examples of Ill-structured problems about water pollution can also be (questions in the parenthesis are corresponding well-structured problems):
* People in a small fishing village are recently catching a highly contagious digestive system disease. Can you identify the exact causes of
* A leather factory located at the upstream of a river badly threatens the lives of creatures in and alongside the river. But this factory is the back bone of the economy in that area. Is there any way that the area can keep this factory, but control its pollution? (Instead of asking “what are the chemical pollutants that a leather factory always produces?”)
You may have noticed that well-structured questions usually ask about facts (“what”, “when”, “where” and “who”), which mainly relies on the memorization of information. Whereas, ill-structure questions ask about reasons and solutions (“why” and “how”), which requires analysis, reasoning, and making decisions based on acquired knowledge and information. Put it in a sentence: solving ill-structured questions make students to be critical thinkers.

### Quiz

* Click here to return to the page of "Generate PBL Problems"
# Instructional design/Generate PBL Problems/2.2 Require higher level thinking activities

* Click here to return to the page of "Generate PBL Problems"

## Require Higher Level Thinking Activities
### Bloom’s Taxonomy and critical thinking skills

In Bloom’s Taxonomy, higher level thinking activities are on the top of the pyramid, involving cognitive activities of analysis, synthesis and evaluation. To help students develop critical thinking skills, you need to make sure that the PBL problems you generate require students to be involved in the above cognitive activities. Here we use the river pollution questions from the previous part again. The question how to effectively clean up the RiverX in X? is suitable to be a PBL problem, because students have to analyze, synthesize and evaluate the current situation, available information, others’ opinions, and all possible solutions to eventually decide a best solution. Whereas question which is the most polluted river in X? is not eligible to be a PBL problem because it only requires lower level thinking activities-- the memorization of the knowledge/fact. Generally speaking most ill-structured problems require students to be involved in higher level thinking activities and enhance their critical thinking skills. In the contrary, well-structured questions just require lower level cognitive actives, and cannot help students develop critical thinking skills.
Tips of generating PBL problems which require higher level thinking activities Ask students to do one or a few of the following things while they are solving the problem:
* analysis：analyze, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
* Synthesis: arrange assemble, collect, combine, compose, construct, creat, design, plan, propose
* evaluation：appraise, argue, assess, defend, evaluate, judge, measure, select, support, value

### Quiz

* Click here to return to the page of "Generate PBL Problems"
# Instructional design/Goal setting

← Go back to ID Page
| Introduction | Goal Setting Process | Exercise | Designing Goal Setting Activity | Practice |

## Introduction

In the classroom or the training session, some students are more motivated to learn, for example, they try to utilize different learning strategies or seek for different resources by themselves while others are not. After retirement, some people are willing to enroll online educational organizations or attend workshops to continue their learning whereas others are not.
What makes the difference between motivated learners and unmotivated learners?
Goal setting is one of the elements that can explain the difference between these two groups of people (motivated and unmotivated learners). Students who can set their goals for learning are more motivated and active learners who can plan, monitor, and regulated their own learning process. As a teacher or an instructor, who don't want their students to be more motivated? But HOW? There has been abundance of research on how to motivate the learners by having them set the goals for their own learning.
In this Wikiversity lesson, we are going to focus on one of the most influential factors related to learner motivation and self-regulated learning, which is "Goal Setting".
Your learners will be setting up their goals for learning through the goal setting activity you designed for them. Are you ready to explore how you can design a goal setting activity for your learners? Are you ready to have more motivated and self-regulated learners? Let's start our journey!

## Objectives

By the end of this Wikiversity lesson, you will be accomplishing the following learning objectives (1 Key objective and 5 Enabling objectives)
   * Given instructional content, you will be able to design a goal-setting practice activity. The practice activity should be rated excellent in more than 80% of categories provided in the evaluation checklist.
      * Explain what goal setting process is
      * Define task goals and process goals
      * Identify well-defined task goals and process goals
      * Explain how to design goal setting practice
      * Design a practice goal setting base on the content of their instruction
Go to the next Goal Setting Process Page
# Instructional design/How FFA is used?

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?
Now you have basic concept of force field analysis and its representative figures, and you might start wondering about how force field analysis can be used in your organization. Generally, force field analysis provides functions of
   * Reducing insufficient specification of variables,
   * Identifying strengths and weaknesses, and
   * Recognizing relation to larger system.

## An Example of Using FFA as Motivation Techniques

This fragment of the interview conducted by Paul Grantham will provide you an example of how force field analysis is used in the field of psychological intervention.
Context: Talia is a 30 years old asylum seeker presenting with employment problems and low mood. Her motivation for addressing her problems is affected by repeated failure to obtain work. Paul Grantham, a consultant and a clinical psychologist, demonstrates how to bypass issues of resistance to help the client.
In the clip, after having talked about factors driving Talia to seek more works, Paul Grantham tried to find out those factors decreasing Talia’s motivation of working. Obviously, he was using force field analysis to help create personal change on motivation. Now, try to relate this case to your working situation and think about:
   * Have you ever used any strategy similar to force field analysis before? If you have, what was the situation or problem you were encountering?
   * Is there any change happening in your organization that you think force field analysis might be an effective tool?

## Summary

Now you are almost done with the lesson. The last task for you is to watch a summary video below which will help you review what you have learned during the lesson. In next lesson, you will learn a set of procedures of conducting a force field analysis.
   * Force field analysis is a management tool to analyze the driving forces and restraining forces which affect change initiatives in organizations.
   * Driving force is the force favoring the proposed change or keeping it going. Restraining force is the force resisting change or keeping the status quo.
   * Force field analysis can be presented in a visual depitcion which has arrows with opposite directions (driving forces and restraining forces), different length of arrows (the strength of each force), current status, and desired status.
   * Weights are added to the forces to indicate the relative importance of each force.
   * To make change successful, the sum of driving force must exceed the restraining force by the means of
   ** Increasing the forces for the change, or
   ** Reducing the forces against the change.
   * The functions of force field analysis can be applied in several areas, such as analysis, planning, implementation, and evaluation.
# Instructional design/Interpersonal behaviors/Assessment

| Instructional Design | Interpersonal Behaviors |
# Instructional design/Generate PBL Problems/1.3 Real-life problems

* Click here to return to the page of "Generate PBL Problems"

### Real-life Problems
#### Comparison

Assume you were a high school student again, which way do you prefer to learn geometry?
| Calculate areas and volumes of different shapes over and over again. | To watch the video: press Shift and click the PLAY button. |

#### Reflection

More possibly, you prefer the way on the right, why? Because working on a design contract competition gives you the opportunity to apply your geometry knowledge into a REAL LIFE PROBLEM. Students are more engaged in solving real life problems because this learning experience:
* activates students’ prior knowledge and skills
* has students see the relevance of the knowledge to their life
* leads to a deep understanding of concepts
* allows students to apply their new learned knowledge right away into a real world context

#### Examples

To enhance students’ motivation, PBL utilizes real life problems. Below are several more examples of real life problems (statements in the parenthesis are corresponding non-examples)
* Have students make personal financial plans (instead of having them just memorize various financial management terms and principles).
* Have students tell directions or locate places by constellations (instead of having them merely recognize constellations on a sky map).
* Have students write reviews on new released movies and post their works online (instead of just talking about theories of film appreciation).

#### Quiz

* Click here to return to the page of "Generate PBL Problems"
# Instructional design/Generate PBL Problems/3.1 Group collaboration rules

* Click here to return to the page of "Generate PBL Problems"

## Group Collaboration Rules
### How to enhance collaboration

Collaboration is also a very import problem feature in PBL teaching, as you can remembered from the video that we watched in the “Lesson Introduction” part, a student expressed his feeling, “you have to involve into this process the whole time, you don’t want to let other people in the group down by not doing you parts…” so a problem that instructor generated should also includes collaboration.
However, collaboration is not as simple as instructors assign a problem to a group of students, it requires carefully designed rules for group members to follow. In fact, how to group students and create rules for them to follow are not included in the “generate PBL problem” process, but they are very important in the process of solving problems, so several tips of how to group students as well as ensuring the quality of collaboration will be provided in the following part.
Tips of enhancing collaboration in PBL.
   * Same goal: usually, the problem should be assigned to a group of students who have a similar interest; thus they can work towards the same goal. In each group, group members’ abilities might vary from each other.
   * Ground rules: at the beginning of group working, each group should generate ground rules based on their situation, such as, a weekly group meeting.
   * Shared leadership: groups members should take turns to be the leader so that each student is aware of their group progress; it is also a way to ensure everyone’s opinion is being heard by the whole group.
   * Weekly report: each group should report their weekly progress by the current group leader.
   * Peer assessment: it is important for group member to have peer assessment in the middle of the group working.
   * Individual contributions: each group member should report individual contributions to the group working at the end of the class.

### Quiz

* Click here to return to the page of "Generate PBL Problems"
# German Home Immersion School/Lessons/Tense-Mood-Aspect

Advanced exercise - create sentences that exhaust the tense/mood/aspect grid using the helping verbs in German, which are haben/sein/werden.
http://germanforenglishspeakers.com/verbs/tenses-and-moods/
http://www.canoo.net/inflection/haben:V:haben
http://www.canoo.net/inflection/sein:V:sein
http://www.canoo.net/inflection/werden:V:sein
# German Language

“Die deutsche Sprache sollte sanft und ehrfurchtsvoll zu den toten Sprachen abgelegt werden, denn nur die Toten haben die Zeit, diese Sprache zu lernen." - Mark Twain
“The German language ought to be gently and reverently set aside among the dead languages, for only the dead have time to learn it.”
Mark Twain expressed his opinion on the German language in several different manners; most of them are quite amusing. While Mark himself may have had difficulties with the German language, this course is aimed to make learning the German language fun and easy.

## Courses

Courses in German :
| Introduction: | Introduction |
| Course #1: | German I |
| Course #2: | German II |
| Course #3: | German III |
| Course #4: | German IV |

## Overview

This course is aimed to teach you the German language. By the end of the course, you should have a reasonable knowledge of basic German vocabulary, have a good grasp on German grammar and be able to successfully form sentences in German.

## Recommended Prerequisites

* Have a basic knowledge of how to use Wikiversity (e.g. see Guided tours).

## Expectations

Learning a foreign language can be very rewarding. There is some effort involved to successfully learning a language, however. You must put in the time and effort required to learn the vocabulary and grammar. For native English speakers, there are many aspects of German that will come very easily and naturally, however, there are also some difficulties and differences you must overcome and this requires time. It does not mean you will need to spend hours upon hours everyday. An hour or two daily should be sufficient. Just remember that it is better to study languages in smaller increments over a longer period of time rather than cramming all of the aspects of a foreign language in a short time.

## Resources

You shouldn't need a whole lot, but here is an overview of what may come in handy.
* German-English/English-German Dictionary
** Recommendation: LEO, dict.cc
* German Grammar Reference
** Recommendations: Canoo, Wikipedia, Wikibooks, Deutsch-ueben tk Übungen zur Grammatik
* Introductory German courses
** Recommendation: About.com
** Memrise's own Deutsch A1 course with about 1,800 things to learn (approx. 30 hrs)
** Duolingo.com
* Vocabulary resources
** Recommendation: Vocabulary wiki, Deutsch-ueben tk Übungen zum Wortschatz

## Conclusion

- Mark Twain
# German Language/Pronouns

Hallo. This lesson will cover basic German pronouns in what are called the subject (nominative), direct object (accusative), indirect object (dative) and the possessive (genitive) case. The genitive cases are rarely used and they should not be mixed up with the German possessive pronouns that are translated into English as "my/mine" etc.

## The Nominative Pronouns

| German | English |
| ich | I |
| du | you (informal singular) |
| er/sie/es | he, she, it |
| wir | we |
| ihr | you (informal plural) |
| sie | they |
| Sie | you (formal singular & plural) |
German pronouns mostly have direct equivalents in English. Sie, when capitalized, is a formal means of addressing either one person or many.

## The Accusative Pronouns

Note: for non-German speakers, the differences between nominative and accusative cases can be confusing. It is helpful to think of them as the "subject case" and the "direct object case".
| German | English |
| mich | me |
| dich | you (informal) |
| ihn/sie/es | him, her, it |
| uns | us |
| euch | you (plural & informal) |
| sie | them |
| Sie | you (formal singular & plural) |

## The Dative Pronouns

| German | English |
| mir | to me |
| dir | to you (informal) |
| ihm/ihr/ihm | to him, to her, to it |
| uns | to us |
| euch | to you (plural & informal) |
| ihnen | to them |
| Ihnen | to you (formal singular & plural) |

## The Genitive Pronouns

These forms should not be mixed up with the possessive adjectives that are translated into English as "my/mine" etc. These are rarely used in modern German, and if so, they are used as modifiers of a very limited amount of adjectives and verbs, such as Hast du dich seiner vergewissert? 'Have you got assurances of that?' (sich vergewissern, followed by a word in the genitive case, means 'to get assurances of').
| German | English |
| meiner | my |
| deiner | your (informal singular) |
| seiner/ihrer/seiner | his/hers/its |
| unser | our |
| euer | your (informal plural) |
| ihrer | their |
| Ihrer | your (formal singular & plural) |