OpenLLM-France/wikimedia huggingface dataset:
# Design Patterns for CS Education/Our Story

The Connected Learner is a re-orientation of undergraduate computing education. The goal of this project is to rethink the lecture, lab, assignment model and focus on active learning in the classroom where students are actively engaged with their peers, the profession, and a socially relevant purpose. Learning how to learn from others, building strong collaborative and communication skills, and being part of a community of computing professionals is as important as learning the knowledge, skills and theory of computer science. This project builds on the concept of lightweight teams, flipped classroom strategies (Maher et al 2015), and service learning for community projects.
The project will develop taxonomies and design patterns for knowledge and assessment to facilitate scaling and disseminating educational innovation in computing. Additionally, the project will examine the key factors in building a sustainable practice of educational innovation, which includes faculty attitudinal shifts and infrastructures to support and sustain learning practices. The project will evaluate and disseminate pedagogical practices and lessons learned. This book provides examples of course materials, pedagogical design patterns, and assessment strategies so that others can change their approach to teaching computer science.
This project is funded by the NSF Revolutionizing Engineering Departments. The project is funded for 5 years with $2M to create organizational change around teaching innovation. The Principle Investigators on this project are Mary Lou Maher, Bojan Cokic, Larry Mays, Celine Latulipe, Jamie Payton, Audrey Rorrer, and Steven Rogelberg. We are the authors of this book and we invite you to follow, like, share and comment on the page contents.
In this book we identify emerging design patterns from our experiences with active learning in CS education. The patterns provide education strategies and tactics that can be adopted to solve problems in a classroom, such as, how to make the class more interactive, how to ensure every student's participation, how to learn abstract concepts with active learning, how to make learning more social. The design patterns are intended to support educators in any institution while teaching a Computer Science Program.
Examples of strategies included in our Design Patterns:
* Flipped Classroom strategies
* Leveraging social interaction and peer instruction
* Active Learning
* Pair Programming with frequent partner switches
* Use of Clicker Quiz in class room
* Game like methods to create competition
* Different role playing in the class room
* Creating online material to complement or replace textbooks
* Lecture-On_Demand: Covering topics in response to students' understanding or misunderstanding
References
Maher, M.L., Latulipe, C., Lipford, H. and Rorrer, A. (2015). Flipped Classroom Strategies for CS Education, Proceedings of the 46th ACM Technical Symposium on Computer Science Education. pp. 218-223. Doi:10.1145/2676723.2677252
# Design Patterns for CS Education/Design Patterns/Peer critique
## Peer critique

* Pattern Name
* Peer Critique
* Problem: Students don't know how to critique their own work.
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: After one group of students present their work, other students critique. Students then critique their own critique.
* The student that wrote the critique also writes an assessment of critique (what did they get out of it).
* Formation (random,prescribed)
* Size (pairs, small)
* Composition (any)
* Duration (single class, topic based, project based)
* Contribution to grade (small)
* Activity progression (group to individual, individual to group )
* Roles (equal responsibility)
* Rationale: Critique is an important part of learning and it is easier to critique someone else's work before you learn to critique your own.
* Potential Pitfalls: Students may produce poor critiques.
# Design Patterns for CS Education/Design Patterns/Student prepared short lectures
## Student prepared short lectures

* Pattern Name
* Students prepared short lecture
* Problem: Students don’t learn by just listening to a lecture in class.
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: As an in class activity, the instructor assigns a topic to each group of students. The students collaborate on producing a short video that describes that topic.
* Formation (randomly, prescribed)
* Size (pairs, small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression (group to class )
* Roles (any)
* Rationale: Students are more likely to learn the material in more depth if they are asked to discuss and then present the material.
* Potential Pitfalls: It is difficult to explain or teach a topic in a short amount of time. The concept of a short video lecture requires breaking the topic into small chunks and this can be challenging.
# Design of Jigs & Fixtures

This books main audiences are inclined towards the jig designer and also towards the mechanical engineering students who are interested in designing jigs.
This book shows on how to design a better jigs and fixtures that will serves your customer's requirement better:
* Design Requirement
* Types of Jig and Fixtures
* Material Used in Jig and Fixture
* Locator
* Clamping
* Template
# Design Patterns for CS Education/Design Patterns/Size of lightweight teams
## Size of lightweight teams

* Pattern Name
* Size of Lightweight Teams
* Problem: Students are reluctant to talk/participate in a large class.
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: Assign students to small groups of 2-3 students where they may be less hesitant to speak up. Make sure each member comments / contributes by having the facilitator walk around to each team and direct questions to individual students who have yet to participate.
* Formation (random, prescribed)
* Size (small)
* Composition (any)
* Duration (any)
* Contribution to grade (small)
* Activity progression (group to individual, individual to group)
* Roles (equal responsibility)
* Rationale: Students are more at ease in a smaller group than in a large class, so they may be more likely to participate even without being forced to do so.
* Potential Pitfalls: Students will be awkward in the beginning of the semester and need to know why you are doing this.
# Design of Jigs & Fixtures/Clamping

Clamping devices : Some kind of clamping device is an essential part of both jigs and fixtures. Clamping may be simple or complex, but it must fulfill the essential design requirements. Essential Design Requirements:
* The clamping device must hold the work-piece rigidity against all disturbing forces.
* It should also keep the work-piece firmly in contact with locating pins on surface.
* The time require to loosen the clamp on the work-piece and tighten it again on the next piece should be minimum.
* The clamping device when subjected to vibrations or heavy pressure must be positive and should not disport or loosen.
* The clamp while holding the work-piece should not damage it. Thick section should be chosen for bearing clamping forces.
* Placement of nut or hand wheel should be such as to control the amount of pressure to be exerted on the workpiece.
* The movement of the screw, lever or cam of the clamping device whether of the rotary or reciprocating type should be strictly limited to make the device quick acting.
# Design Patterns for CS Education/Design Patterns/Peer instruction
## Peer instruction

* Pattern Name
* Peer Instruction
* Problem: Some of the students learn the course content better and faster than other students.
* Or
* Students learn better from the peers by try and error than from the instructor.
* Level (any)
* Semester (any)
* Activity type (any
* Solution: Group the students in pairs and offer them several problems to solve.
* Formation (any)
* Size (pairs, small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression (group to individual, individual to group)
* Roles (equal responsibility)
* Rationale: The students can benefit from each other's idea and learn about broader perspectives and communicate with other students.
* A sense of collaborative competition will encourage them to think more critically and in depth about the topics.
* Potential Pitfalls: A misunderstood concept being conveyed from one student to his peer without being aware.
# Design Patterns for CS Education/Design Patterns/Training for lightweight teams-icebreaker
## Training for lightweight teams-icebreaker

* Pattern Name
* Training for Lightweight Teams: Ice Breaker
* Problem: Students need learn how to behave efficiently in lightweight teams
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: Assign students to groups and then have them work on a simple real-life (something they all know such as how to cook scrambled egg) problem to determine the steps.
* Assign students to be moderator and time-keeper. Also, specify the time to finish the task.
* Formation (random)
* Size (small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression ( individual to group )
* Roles (task specific)
* Rationale: Before solving a tough problem in a team setting, people first need to experience solving an easy problem to learn the team format.
* Potential Pitfalls: Group size should be within 3-5 to prevent too many cooks spoiling the egg.
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/28 May, 2007

1. Keeping Up and Knowing What to Keep Up With: How do we know what questions to ask?
2. Who's Responsible? Who should be held accountable for making change happen?
3. Believing That Change Can Happen: Becoming Comfortable with Risk
4. Professionalizing the Teaching Profession: Teacher and Administrator Accountability and Effective Motivation
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/5 June, 2007

1. Context rather than Content is of primary importance.
2. New Learning Theory
3. Searching is A PART of Learning—not the whole process.
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/7 June, 2007

1. Disconnect between theory and practice with reference to testing.
2. Tests may be expedient, but they might not be authentic.
3. Tests geared toward low-level learning.
4. Preparing for tests replaces instructional time.
5. SOLs as Ceiling Rather Than Floor
6. The Future of Accountability? -- Dumbing down the test? Incentives for Passing?
7. Accountability cannot work if it stops in the schools.
8. Disconnect between policy-makers and practitioners.
9. Taking advantage of opportunities for input—finding a common ground.
# Character Creation
## Introduction

In literature, character refers to a human, animal or mythical being that forms part of the narrative. In some cases non living entities (for example, an artificial intelligence) can be a character. Definition of character is an essential component of all good fiction. This book takes you through the key elements of creating characters in your writing.
Broadly there are two types of character: the protagonist and the antagonist. The protagonist is the story's main character, central to the plot. The antagonist is the character in opposition to the protagonist. Two other definitions are frequently encountered: round characters and flat characters. Round characters are those that are fleshed out in detail, with, for example, a back story that explains their motivations. A flat character is less well rounded, possibly even one-dimensional. They are not usually central to the narrative. Indeed, making them central to the plot would probably be a mistake as their flatness makes them generally uninteresting to the reader.
The next pages take you through the steps to create a round character. To create a flat character, the same steps are followed but to a lower level of detail with, possibly, some sections missed out completely.

## Pages

* Character background
* Character personality
* Character appearance
* Little details
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/31 May, 2007

1. Teaching Ourselves and Our Students to Learn Through Trial and Error: Self-Study, Fear of Risk, etc.
2. Individuality's Relationship to Isolation: Does the "American way" set us up for isolation?
3.
# Character Creation/Character appearance

The appearance of a character is important, but remember as a writer you are describing the appearance and much will be left to the readers' imagination. Of course, if you are writing for film or television or for a visual work like a comic book, then appearance becomes more important.

## Physical attributes

You should decide the physical attributes of your character. At the least you should consider:
* Height - are they tall, short, average?
* Weight - are they overweight, underweight, average?
* Skin tone and freckles, eye color
* Distinguishing features - birthmarks, scars, tattoos
* Hair color- brunette, blonde?
* Hair length-short, long shoulder length?
* Other- ethnicity (race), sexuality
Some of these attributes will be worked into the story early on to allow the reader to form an image of the character in their "minds eye". Others will be returned to as important plot devices. You should try to avoid the stereotypes - not all pirates have only one eye and have a false leg!
For aliens, physical attributes must be more detailed as the reader needs more help to picture the creature.

## Accessories

Think about the things your character carries and uses and whether any should be distinctive. Think of Doctor Who's sonic screwdriver, James Bond's Walther PPK, the Crocodile in Peter Pan's clock! These are all iconic accessories. People in real life tend to favor certain items and these items are part of how we recognize them and think of them. The glasses they wear, the type of watch they use, the jewellery they wear. Add accessories to shape your character. Are they fascinated with antiques? Give them a pocket watch instead of a wristwatch... Do they hanker after the past? Give them an old car like Morse had.

## Clothing

Clothing is usually more a plot point than part of characterization. Your character will have types of clothing they wear more frequently - smart or casual for example. However, they are likely to change their clothing during the story based on the requirements of the plot. A good example of when clothing is a strong part of character is Arthur Dent in The Hitchhiker's Guide to the Galaxy where he wears a dressing gown and pajamas throughout the story. The difficulty with clothing is that it can very easily create a caricature.
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Blue shift

Blue shift is the shortening of a transmitted signal's wavelength, and/or an increase in its frequency, due to the relativistic Doppler effect, which indicates that the object is moving toward the observer. The name comes from the fact that the shorter-wavelength end of the optical spectrum is the blue (or violet) end, hence, when visible light is compacted in wavelength, it is shifted towards the "blue" end of the spectrum. Since the longer-wavelength end of the visible electromagnetic spectrum is red, the opposite effect, of a lengthening of a signal's wavelength, is referred to as redshifting.
While the terms "redshifting" and "blueshifting" imply significantly redder or bluer light, only the most distant galaxies and those moving at speeds far above average emit light that arrives with perceptible red or blue tinges. For the most part, shifting is not a visible phenomenon.
These terms and conventions ("blue" = compaction, "red"= diffusing) are used even when referring to signals outside the optical range (for instance, radio waves, x-rays and gamma rays).

## Astronomy

Redshift is much more noted due to its importance to modern astronomy. While the general redshift of starlight is seen as evidence for an expanding universe, there are a few examples of blue shift in astronomy:
* The Andromeda Galaxy is moving towards our own Milky Way Galaxy within the Local Group; thus, when observed from earth, its light is undergoing a blue shift.
* When observing spiral galaxies, the side spinning towards us will have a slight blue shift (see Tully-Fisher relation).
* Also, Blazars are known to propel relativistic jets towards us, emitting synchrotron radiation and Bremsstrahlung that appears blue shifted.
* Nearby stars such as Barnard's Star are moving towards us, resulting in a very small blue shift.

### Cause of blueshift in astronomy

These are the known possible causes of blue shift in astronomy:
* Movement of the source towards us, as seen in
** the edge of a rotating galaxy moving towards us
** In blazars which propel relativistic jets towards us
** Some galaxies and quasars
* Gravitational effects. See gravitational redshift

## Notes

* ↑ Kuhn, Karl F. (2004). In Quest of the Universe. Jones & Bartlett Publishers. pp. 122–3. ISBN 0763708100. {{cite book}}: Unknown parameter |coauthors= ignored (|author= suggested) (help)
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Basic Principles And Application Of Spectroscopy
## Basic Principles And Application of Spectroscopy

* Rotational
* Vibrational
* Electronic
* Raman
* Esr
* Nmr
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Bibliography
##### March's Advanced Organic Chemistry: Reactions, Mechanisms, and Structure

    Michael B. Smith, Jerry March
    Wiley-Interscience, 5th edition, 2001, ISBN 0-471-58589-0
    Wiley-Interscience, 6th edition, 2007, ISBN 978-0-471-72091-1
    Wiley India Pvt Ltd, 4th edition, 2006, ISBN 978-8-126-51046-7
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Authors

CSIR-UGC National Eligibility Test for Lectureship and JRF (UGC-CSIR NET)is conducted by Council of Scientific & Industrial Research, New Delhi, INDIA. This Guide / Manual is prepared to help students who are preparing to write this examination. This project was initiated by Dr. Kuldeep Singh

### Editors

* Dr. Kuldeep Singh Citizen of India, and living there

### Contributing Authors

* Dr. Kuldeep Singh Citizen of India, and living there
* And many anonymous Wikibook contributors

## Help

If you think you can help, check out the to do list of the authors over here - To-Do List
Help organize the book structure
# Breton/Level 5/Lesson 3

You will learn ... / Te a zesk ...
Fardañ ha debriñ krampouezh / Making and eating pancakes
Fardañ krampouezh / Preparing the pancakes
Debriñ ar c'hampouezh / Eating the pancakes
Distaliañ an daol - Skaotañ al listri / Clearing the table - Cleaning the dishes
Rimadell
Diboulout, diboulout
Meskañ an toaz, meskañ an toaz, meskañ an toaz,
Dibouloutañ ha dibouloutañ ha dibouloutañ.
Aozañ yod, aozañ yod, aozañ yod
Dibouloutañ ha dibouloutañ ha dibouloutañ.
No lump, no lump !
Mixing the dough, ...
No lump, ...
Making gruel, ...
No lump , ...
Fardañ ha debriñ krampouezh / Making and eating pancakes
Fardañ krampouezh / Preparing the pancakes
Evid fardañ 24 krampouezhenn / To prepare 24 pancakes
BrezhonegEnglish
Fardañ an toaz / Preparing the dough
BrezhonegEnglish
Poazhañ ar c'hampouezh / Cooking pancakes
BrezhonegEnglish
Debriñ ar c'hampouezh / Eating the pancakes
Geriaoueg ar predoù / While eating
BrezhonegEnglish
Kaozeal epad an adverenn / Talking while eating
BrezhonegEnglish
Distaliañ an daol - Skaotañ al listri / Clearing the table - Cleaning the dishes
BrezhonegEnglish
Distaliañ an daol
Clearing the table
Naetaat an daol gant ur spouenn
Cleaning the table with a sponge
Skaotañ al listri
Cleaning the dishes
Ro din an asiedoù
Pass me the plates
Un torchouer
Torchañ al listri
Drying the dishes
Ur skubellen
A broom
Skubañ al leur
Brooming the room
Renkañ ar gadorioù tro-dro d'an daol
Putting the chairs around the table
Risotto an nevezamzer gant keuz dañvadez
Danvez evit 6 den: 150 g riz ront – 125 g a favennoù fresk – 8 asperjezenn – 1 penn-chalotez – 1 gourjetezenn – 75 g keuz dañvadez rasklet – 40 g parmesan rasklet – 2 galonenn artichaod dre eoul – 35 cl bouilhoñs legumaj – 15 g amann - pebr hag holen
Dibluskit ha rasklit ar penn-chalotez. Dibluskit ha troc’hit an asperjezennoù a-droc'had. Gwalc’hit ha troc’hit ar gourjetezenn a-vizhierigoù. Dizourit ha troc’hit an 2 galonenn artichaod e pevar. Lakait ar gourjetezenn hag an asperjennoù da boazhañ er vurezh 20 mn. Ouzhpennit ar favennoù goude 10 mn. Tommit ar bouilhoñs. Lakait an amann da deuziñ e-barzh ur frinkell, lakait ar penn-chalotez da rouzañ 1 mn. Lakait goude-se ar riz ha meskit betek ma vo treuzluc'hus. Diskargit ar bouilhoñs banne a banne, ha meskit betek ma vo lonket al liñvaj. Ouzhpennit goude-se an holl legumaj, pebrit hag holennit. Meskit.
Rannit ar risotto en asiedoù. Dasstrewiñ gant keuz dañvadez ha parmesan.
Mari Lubrano
Bremaik, Lun 12 a viz Mae, niv.191
Sizhun 20 - 2008
Evit gouzout hiroc'h: [Newspaper Bremañ] ha [Newspaper Bremaik]
Exercises
Ex 1 : Quiz
Go to the Quiz.
Ex 2 : Memory training
Write out the Breton words, section by section.
Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper.
Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.
Repeat all this after an interval, the more you do it the easier you will remember the words. :