OpenLLM-France/wikimedia huggingface dataset:
# Electronics/Electrons

Electronics | Foreword | Basic Electronics | Complex Electronics | Electricity | Machines | History of Electronics | Appendix |
Two atoms are walking down the street. The first atom says to the second atom "I think I lost an electron!" The second says "Are you sure?" To which the first states "I'm positive!"

## Electrons

This is a rough draft
Electronics is the study and use of devices that control the flow of electrons (or other charged particles). These devices can be used to process information or perform tasks using electromagnetic power.
Atoms, the smallest particles of matter (which cannot be divided and still blah blah), are made of protons, electrons, and neutrons.
Electrons have a negative charge, and protons have a positive charge. Neutrons have no charge. The notation that a charge is positive or negative is arbitrary.
Particles that have the same charge (such as two electrons) have a tendency to push each other away; to repel. Particles with opposite charge (such as a proton and an electron) tend to move closer together, or attract. This effect extends from every particle to infinity, although it decreases with distance. It is called the particle's electric field.
Protons and neutrons combine to form the atom's nucleus, with electrons circling them at a relatively great distance (held near the protons by the fact that they are oppositely charged).
All atoms have electrons surrounding them, which tend to exist in several layers. (The modern model of the atom, which involves quantum mechanics, is more complicated, but both models are equally valid for electronics, so we will use the vastly simpler classical model for our introduction to electronics.) The outermost electrons are free to move from atom to atom. The inner shells of electrons are held tightly to just one atom. The electrons that are free to move are called valence electrons.
Electronic devices are based on the following principles:
* Atoms in certain types of materials (called conductors) have many electrons which are free to move from atom to atom.
* Atoms in other types of materials (called insulators) do not have many free electrons, and so the electrons tend to stay attached to the same atom.
* Electrons are repelled from other electrons.
The most commonly used conductors are metals. Metals have electrons that are very free to move from atom to atom, and do so constantly. This is sometimes thought of as many atomic nuclei surrounded by a "sea of electrons".
# Electronics/Expanded Edition

Electronics | Foreword | Basic Electronics | Complex Electronics | Electricity | Machines | History of Electronics | Appendix |

## Chapter 5: Electronics Revisited

* Basic principles
** See also Learn Electronics and Learn Electronics/Analogue and Digital
* DC circuits
* AC circuits I
* AC circuits II
* Aerials, antennae and transmission lines
* Analog electronics
** See also Electronics/Analog Circuits and Wikipedia: Analog circuit and Wikipedia: Analog signal and Wikipedia: Analog computer
* Digital electronics
** See also Electronics/Digital Circuits and Digital Circuits and Wikipedia: Digital and Wikipedia: Digital circuit
* The wider picture

## Chapter 6: Radio

* Crystals
* Signal Propagation
* Signal Modulation
* Signal Modulation 2
* Error Correcting Codes

## Chapter 7: Radio Astronomy

* Radio Astronomy

## Chapter 8: Computers

* Computers
* Data Formats
* Cables
* Displays
* Printers
* Audio Electronics

## Chapter 9: Electricity

* Power
* Motors
* Transformers
* Power Transmission

## Chapter 10: Appliances

* Light Bulbs

## Chapter 11: Bioelectricity

* Medical Equipment
* Microscopes

## Chapter 13: Semiconductors

Semiconductors are often made of silicon.
* FPGAs
* ASICs

## Chapter 13 and a half: Component Construction details

* Magnetic Materials
* Capacitor Construction
* Inductor Construction
* Transformer Construction

## Chapter 15: Robotics

An excellent source of info is the various Robotics Societies, including Seattle Robotics Society and Dallas Personal Robotics Group. There is a lot of info on these groups websites, especially in the archived pages of The Encoder, published by SRS.
To begin, an excellent source would be the Wikipedia pages on Robotics (w:Robotics) or the Robotics Wikibook.

## Chapter 16: Spacecraft

Telemetry - Measurement at a distance. Critical in the success of early spacecraft. This technology allowed an incredible pyramid of resources to be applied to monitoring and safely operating the machine and human occupied spacecraft of the pre-space era of human development. Modern development efforts are focusing on a new generation of space based grid technologies that are hopefully sustainable independently from the mother planet with only occasional unnoticed intervention from the Lord Almighty but which when prematurely, suddenly or unexpectedly exposed to an adverse probability surge from outside the locally anticipated systems or universes can survive long enough to request and receive assistance.
Telecommunications

## Book 5: History of Electronics

* Timeline
* Introduction
* Early days
* Academics
* Electricity
* Energy Sources
* Broadcasting
* Radio Astronomy
* Computers

## Various topics not yet in books

* Other Components
* Devices
* Links to Other Subjects
# Electronics/Expanded Edition Aerials

This is about what aerials and antennae look like to a circuit, effective impedance, coupling of current with radio waves.
Intro to design of radio receivers/transmitters, including much maths
I. Introduction to Electromagnetics / Transmission Line Theory
Previous sections have presented an overview of DC and AC circuit principles. The circuits we have looked at until now all have one thing in common: they are electrically small compared to the wavelength of the voltages and currents induced on them. In other words, the physical size of the circuit is much smaller than the length of the voltage or current wave. Many other circuits, however, have physical dimensions the same as or larger than the wavelengths of their voltages and currents. In order to understand their operation, it is necessary to introduce the principles of electromagnetic theory.
All alternating voltages and currents move through space the form of waves. This is a fundamental principle of physics discovered in the 19th century and elaborated by the Scottish physicist James Clerk Maxwell, among others. Like a wave in water, an electromagnetic wave contains "crests" and "troughs". Wavelength is the distance from one crest to the next. In the electrical case, a crest is a point in space where the alternating voltage or current value is at maximum, and a trough is a point where the value is at minimum.
In the case of a DC current or voltage, the value is the same everywhere, so the wavelength is infinite. Alternating voltages and currents have finite wavelengths. The pattern the values take in space is that of a sine wave. If voltages and currents are measured at locations along the path of an electromagnetic wave, they will fit the curve of a sine wave.
Frequency in electromagnetics is the number of crests passing a particular point in space per unit of time, as the wave moves. It is the inverse (one over) wavelength.
What has been discussed so far is a subset of electromagnetic theory.
# Electronics Handbook/Machines

* Audio Machines
* Video Machines
* Computer Machines
# Electronics Handbook/Matter and Electricity

* Matter
* Electricity
* Conductor and Electricity
# Electronics Handbook/Matter and Electricity/Conductor
## Conductor and Electricity

When connect conductor with source of Electricity in a closed loop circuit . The Force of Electricity will exert a pressure to make conductor's charges to move in a straight line . The pressure of the Electricity Force is called Voltage denoted as V measured in Volt (v) . The straight line movemoment of charges in the conductor is called Current denoted as I measured in Amp (A)
Conductance , Y
    $Y={\frac {I}{V}}$
# Electronics Handbook/Electronic Machines/Video Machines

* Television
* Computer
# Electronics Handbook/Electronic Systems

* Radio Broadcating System
* TeleCommunication
* World Wide Web
# English Grammar/Basic Parts of Speech/Basic Parts of Speech Test
## Part One

Answer each question as either being true or false. If it is false, explain why by providing the correct rule.
* Abstract nouns name persons, places, and things.
* Ugliness, servitude, and hatred are all examples of concrete nouns.
* Pronouns take the place of nouns, verbs, and adjectives.
* Relative pronouns relate back to a noun or another pronoun.
Fill up the table. Verb Past Present Future Clean Bake Draw Identify the following. Kinds of noun 1. 2. 3. Kinds of pronoun 1. 2. 3. 4. 5. 6. Kinds of adjective 1. 2. 3. Kinds of verb. 1. 2. 3. 4. Kinds of adverb. 1. 2. 3. 4. Kinds of conjunction 1. 2. 3. Kinds of preposition 1. 2. 3. 4. 5. Interjection 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
# English Grammar/Appendix A
## Chapter 1. Basic Parts of Speech
### Lesson 1. Nouns

1. Janet, name, girl
2. whistling, me (which is a pronoun), everybody
3. Cleanliness, godliness
4. World Wide Web, information
# English Grammar/Basic Parts of Speech
## Table of Contents for Chapter 1: Basic Parts of Speech

* Lesson 1. Nouns
* Lesson 2. Pronouns
* Lesson 3. Adjectives
* Lesson 4. Adverbs
* Lesson 5. Prepositions
* Lesson 6. Verbs
* Lesson 7. Interjections
* Lesson 8. Conjunctions
* Lesson 9. Determining Parts of Speech
* Chapter 1 Review
* Chapter 1 Test
# English Grammar/Basic Parts of Speech/Adverbs
## Summary of the Lesson

In the previous lesson, we know that an adjective can be used for giving more information about a noun. However, adjectives can only be used to modify a noun. If we want to modify a verb or an adjective, we need to use an adverb. Adverbs can also be used to modify another adverb or a clause. The following examples show how adverbs modify different parts of a sentence.
1. I clearly remember what happened. (An adverb modifying a verb.)
2. Is it really good for you?. (An adverb modifying an adjective.)
3. You are really very clever. (An adverb modifying another adverb. 'Very' is also an adverb.)
4. Interestingly, he did not discuss this topic at all. (An adverb modifying a sentence.)
An adverb that modifies and add emphasis to an adjective and another adverb is called an intensifier. Some intensifiers are barely, fully, hardly, little, quite, rather, really, scarcely, too and very.
An adverb that tells where (place or direction) the action took place is a directive adverb. Some idioms are formed by combining directive adverbs and verbs. Examples are check in, set off and breakthrough. (Note: An idiom should not be taken literally.)
Several nouns function as adverbs that answer the question Where? or When?. Examples of these nouns used as adverbs are afternoons, evenings, home, month, mornings, nights, today, tomorrow, week, year and yesterday.

## Positions of Adverbs

Adverbs which modify adjectives or other adverbs usually immediately precede the words they modify. However, when an adverb is used to modify a verb, besides before the verb, it can also be placed after the verb, or even at the beginning or the end of a sentence. However, as we see in the following example, when an adverb modifying a verb occupies different positions, there can sometimes be subtle differences in meaning.
1. Quickly I ran away.
2. I quickly ran away.
3. I ran quickly away.
4. I ran away quickly.

## Types Adverbs
### Adverb of Place

An adverb of place tells where about the word it modifies.

### Adverb of Time

An adverb of time tells when about the word it modifies.

### Adverb of Manner

An adverb of manner tells how about the word it modifies.

### Adverb of Frequency

An adverb of frequency tells to what extent about the word it modifies.
# English Grammar/Basic Parts of Speech/Interjections

An interjection is a word or group of words that is used to express surprise, fear, pain or other emotions. It is not grammatically related to other words in a sentence, so it functions independently. It may be followed by an exclamation point, or a comma when part of a complete sentence.

## List of Interjections

| ah | goodness | hurray | tsk |
| aha | gracious | oh | well |
| alas | great | omigosh/omg | whew |
| dear | hello/hi | ouch | wow |
| gee | hey | psst | yipee |

## Examples

* Ouch! You hurt my knee.
* Hello, how have you been?
# English Grammar/Basic Parts of Speech/Conjunctions

A conjunction is a word or words used to show the relationship between one notion and another notion. There are two main types of conjunction: the coordinative conjunction, which joins phrases of equal importance and rank, and the subordinative conjunction, which joins a phrase with another phrase that is dependent on it.

## Coordinative Conjunctions

A coordinative conjunction joins two sentences together that do not rely on each other for meaning. We can split the coordinative conjunctions into four smaller groups: the cumulative, the alternative, the adversative, and the illative.

### Cumulative

A cumulative conjunction is used to add one thought to another. Examples of cumulative conjunctions include
* and
* both...and
* not only
* but also
* as well as

### Alternative

Used to indicate a choice between one notion and another. For example:
* or
* either...or
* else
* otherwise
* neither...nor

### Adversative

Used to contrast one notion and another.
* but
* yet
* however
* nonetheless
* despite
* still

### Illative

These show that one notion is implied, inferred or proved by another.
* then
* thus
* therefore
* so
* for

## Subordinating conjunctions

Subordinating conjunctions express relationships of time, manner, cause or reason, comparison, condition, or purpose. They are used to introduce subordinate clauses that are not complete
# English Grammar/Basic Parts of Speech/Determining Parts of Speech
## Determining Parts of Speech

The part of speech of a word can be identified from its form and meaning. The form of a word refers to the ending it takes and what position it takes in a sentence. Form alone gives us a lot of information on the part of speech of a word. It is sometimes useful to look at the meaning of a word when we need to determine the part of speech.

### Noun

* A word is a noun if it takes the subject or object position in a sentence.
* Countable nouns have two forms, singular and plural. The plural form of most words is marked by the plural ending (s/es/ies).
# English Grammar/Basic Parts of Speech/Prepositions

A preposition connects the relationship between a noun, pronoun and phrase to other parts of the sentence. Whatever object or phrase the preposition is introducing is called the object of the preposition.
Each bold word in the following sentences are examples of prepositions:
The box is on the desk. The box is under the desk. The box is leaning against the desk. The box is beside the desk. He held the box over the desk. He looked at the box during lunch.
In each sentence a preposition is used to locate the box in time or space. People use prepositions every day without even realizing it. Think of a preposition as a way to relate the object to the rest of the sentence.

## List of Prepositions
### Some Commonly Used Prepositions

| about | before | down | of | throughout |
| above | behind | during | off | to |
| across | below | except | on | toward |
| after | beneath | for | onto | under |
| against | beside | from | out | underneath |
| along | between | in | outside | until |
| among | beyond | inside | over | up |
| around | but | into | past | upon |
| as | by | like | since | with |
| at | despite | near | through | without |

### Compound Prepositions

| according to | except for | in response to |
| as well as | in accordance with | in spite of |
| because of | in addition to | inside of |
| by means of | in place of | instead of |
| by way of | in relation to | on account of |

## Object of the Preposition

The object of the preposition is always a noun, a pronoun or a noun equivalent.

### Examples

* With poise, Gwyneth Paltrow walked to the stage and accepted her Academy Award. (The noun poise is the object of the preposition with.)
* The Palace welcomed the Prince of Monaco and scheduled a sightseeing tour for him. (The pronoun him is the object of the preposition for.)
* The director asked about proposing the summer programs for the University. (Proposing the summer programs for the University is a group of words functioning as noun or is a noun equivalent. It is the object of the preposition about.)

## Prepositions Indicating Time

* Use on before days of the week, before months followed by the day or before the time indicating the day, month and year.
* Use in to indicate year, before months not followed by the day or before the month and year without the day.
* Use for to refer to a period of time stating the number of hours, days or weeks.
* Use during to refer to a period of time.
* Use since to refer to a period of time from the past to the present.

## Prepositions Indicating Place or Position

* Use between when you speak of two persons, places or things.
* Use among when you speak of three or more persons, places or things.
* Use on in an address with only the name of the street.
* Use at when referring to places which indicate the general location.
* Use in when the given location is more specific.
* Use in when something is already inside.
* Use into when there is movement involved in the placement of something.
# Fukushima Aftermath/Online resources for Fukushima Daiichi nuclear incident research
## Videos about the Fukushima Daiichi nuclear incident

Videos about Fukushima Daichi
* Washington Post: Watching the disaster unfold
* Attempts to cool the plant with water
* New York Times video on the problematic anatomy of the Fukushima Daiichi plant
# Fukushima Aftermath/Online resources for the Fukushima Daiichi events

Videos about Fukushima Daichi
* Washington Post: Watching the disaster unfold
* Attempts to cool the plant with water
* New York Times video on the problematic anatomy of the Fukushima Daiichi plant
# Fukushima Aftermath/Public health impacts of nuclear power plants
## Relative human exposure from nuclear vs. fossil fuels

Relative radiation exposures
* Nuclear .004
* Natural terrestrial radiation 240
* Naturally occurring in human body (bones, etc.) 40
Japan and the Future of Nuclear Energy

## Public health impacts

The public health effects of a nuclear power plant are far less than that of coal, lignite, oil, gas and even photovoltaic. Only wind power weighs in with lower numbers in terms of the parameters of
* years of life lost
* respiratory hospital admissions
* cerbrovascular hospital admissions (stroke)
* congestive heart failure
* and others.
In terms of lost activity days, the comparisons were stark:
* 1303 for coal
* 12,248 for oil
* 1446 for gas
* 1977 for photovoltaic
* 314 nuclear.
Similar results obtained for years of life lost

## References

* ↑ Burton Richter director emeritus SLAC National Accelerator Laboratory (April 11, 2011). Japan and the Future of Nuclear Energy (video conference). Stanford University. {{cite book}}: |format= requires |url= (help)
* ↑ Kerwitt; et al. Public Health Impacts per TWh. Germany. {{cite book}}: Explicit use of et al. in: |author= (help)
* ↑ "Risk Analysis". 18 (4). {{cite journal}}: Cite journal requires |journal= (help)
* ↑ Burton Richter director emeritus SLAC National Accelerator Laboratory (April 11, 2011). Japan and the Future of Nuclear Energy (video conference). Stanford University. {{cite book}}: |format= requires |url= (help)
# Fukushima Aftermath/Online resources for nuclear energy research

Wikibooks cannot take responsibility for links to outside domains. Due diligence in preparation of links in an open source environment cannot replace due diligence on the part of browsers to take all ordinary and necessary precautions when using internet resources. Any executable software files linked to have not been tested by Wikibooks. Do not download executable files without taking precautions against malicious code and spyware.
Nuclear tourist 300 page site
Nuclear simulator for palm pilot or laptop

## Other Recommended Wikibooks

* Physics Study Guide
* This Quantum World
* Radiation Oncology
* Basic Physics of Nuclear Medicine

## Video links

* Obama early position on nuclear energy
* Physics for future Presidents
# Feminism/Ifeminism

Ifeminism (meaning individualist feminism) is a form of feminism with influences from libertarianism, founded by Wendy McElroy. The ifeminist believes that feminism is about procuring liberty for the individual woman. For this reason, ifeminists reject stereotyping, victimization and restriction of women's choices. Ifeminists see the sex industry as fundamentally a liberating and healthy expression of women's sexuality, and consider feminist opposition to the sex industry repressive and against the true message of feminism.
# Feminism/Ideologies

Some forms of feminist theory question basic assumptions about gender, gender difference, and sexuality, including the category of "woman" itself as a holistic concept, further some are interested in questioning the male/female binary completely (offering instead a multiplicity of genders). Other forms of feminist theory take for granted the concept of "woman" and provide specific analyzes and critiques of gender inequality, and most feminist social movements promote women's rights, interests, and issues. Feminism is not a single ideology. Over-time several sub-types of feminist ideology have developed. Early feminists and primary feminist movements are often called the first-wave feminists, and feminists after about 1960 the second-wave feminists. More recently, a new generation of feminists have started third-wave feminism. Whether this will be a lasting evolution remains to be seen as the second-wave has by no means ended nor has it ceded to the third-wave feminists. Moreover, some commentators have asserted that the silent majority of modern feminists have more in common ideologically with the first-wave feminists than the second-wave. For example, many of the ideas arising from Radical feminism and Gender feminism (prominent second-wave movements) have yet to gain traction within the broader community and outside of Gender Studies departments within the academy.
For example, Radical feminism argues that there exists an oppressive patriarchy that is the root cause of the most serious social problems. Violence and oppression of women, because they are women, is more fundamental than oppressions related to class, ethnicity, religion, etc. Radical feminists have been very vocal and active in influencing attitudes and state-wide school curriculum standards. Thus, it is not unusual for feminism to be equated with the ideas proposed by Radical feminism. Some find that the prioritization of oppression and the universalization of the idea of "Woman," which was part of traditional Radical feminist thinking, too generic, and that women in other countries would never experience the same experience of being "woman" than women in Western countries did.
Some radical feminists advocate separatism—a complete separation of male and female in society and culture—while others question not only the relationship between men and women, but the very meaning of "man" and "woman" as well (see Queer theory). Some argue that gender roles, gender identity, and sexuality are themselves social constructs (see also heteronormativity). For these feminists, feminism is a primary means to human liberation (i.e., the liberation of men as well as women, and men and women from other social problems).
Other feminists believe that there may be social problems separate from or prior to patriarchy (e.g., racism or class divisions); they see feminism as one movement of liberation among many, each affecting the others. In this section, we will explore some of the main schools of feminist thought.
Wikipedia (Feminism article)