OpenLLM-France/wikimedia huggingface dataset:
# Geometry/Congruent Triangles
## Methods of Determining Congruence

Two triangles are congruent if:
* each pair of corresponding sides is congruent
* two pairs of corresponding angles are congruent and a pair of corresponding sides are congruent
* two pairs of corresponding sides and the angles included between them are congruent

## Tips for Proofs

Commonly used prerequisite knowledge in determining the congruence of two triangles includes:
* by the reflexive property, a segment is congruent to itself
* vertical angles are congruent
* when parallel lines are cut by a transversal corresponding angles are congruent
* when parallel lines are cut by a transversal alternate interior angles are congruent
* midpoints and bisectors divide segments and angles into two congruent parts

### Navigation

* Geometry
* Part I—Euclidean Geometry:
** Chapter 1. Geometry/Points, Lines, Line Segments and Rays
** Chapter 2. Geometry/Angles
** Chapter 3. Geometry/Properties
** Chapter 4. Geometry/Inductive and Deductive Reasoning
** Chapter 5. Geometry/Proof
** Chapter 6. Geometry/Five Postulates of Euclidean Geometry
** Chapter 7. Geometry/Vertical Angles
** Chapter 8. Geometry/Parallel and Perpendicular Lines and Planes
** Chapter 9. Geometry/Congruency and Similarity
** Chapter 10. Geometry/Congruent Triangles
** Chapter 11. Geometry/Similar Triangles
** Chapter 12. Geometry/Quadrilaterals
** Chapter 13. Geometry/Parallelograms
** Chapter 14. Geometry/Trapezoids
** Chapter 15. Geometry/Circles/Radii, Chords and Diameters
** Chapter 16. Geometry/Circles/Arcs
** Chapter 17. Geometry/Circles/Tangents and Secants
** Chapter 18. Geometry/Circles/Sectors
** Appendix A. Geometry/Postulates & Definitions
** Appendix B. Geometry/The SMSG Postulates for Euclidean Geometry
* Part II—Coordinate Geometry:
** Geometry/Synthetic versus analytic geometry
* Two and Three-Dimensional Geometry and Other Geometric Figures
** Geometry/Perimeter and Arclength
** Geometry/Area
** Geometry/Volume
** Geometry/Polygons
** Geometry/Triangles
** Geometry/Right Triangles and Pythagorean Theorem
** Geometry/Polyominoes
** Geometry/Ellipses
** Geometry/2-Dimensional Functions
** Geometry/3-Dimensional Functions
** Geometry/Area Shapes Extended into 3rd Dimension
** Geometry/Area Shapes Extended into 3rd Dimension Linearly to a Line or Point
** Geometry/Polyhedras
** Geometry/Ellipsoids and Spheres
** Geometry/Coordinate Systems (currently incorrectly linked to Astronomy)
* Traditional Geometry:
** Geometry/Topology
** Geometry/Hyperbolic and Elliptic Geometry
** Geometry/Projective Geometry
** Geometry/Neutral Geometry
** Geometry/Inversive Geometry
* Modern geometry
** Geometry/Unified Angles
** Geometry/Groups
** Geometry/Algebraic Geometry
** Geometry/Differential Geometry
** Geometry/Algebraic Topology
** Geometry/Noncommutative Geometry
* Geometry/An Alternative Way and Alternative Geometric Means of Calculating the Area of a Circle
# Geometry/Differential Geometry/Introduction

Differential geometry studies geometry by considering differentiable paramaterizations of curves, surfaces, and higher dimensional objects. Prerequisites include vector calculus, linear algebra, analysis, and topology.
One goal of differential geometry is to classify and represent differentiable curves in ways which are independent of their paramaterization. For example consider the curve represented by $y=3x$. Although $(x,y)=(t,3t)$ and $(x,y)=(3t,9t)$ are different paramterizations, they both represent the same curve. More generally, we consider the slope of the curve $3={\frac {dy}{dx}}={\frac {dy}{dt}}\cdot {\frac {1}{\frac {dx}{dt}}}={\frac {3}{1}}$.
We call this type of curve a line. We can even rotate, and move it around, but it is still a line. The goal of Differential Geometry will be to similarly classify, and understand classes of differentiable curves, which may have different paramaterizations, but are still the same curve.
By adding sufficient dimensions, any equation can become a curve in geometry. Therefore, the ability to discern when two curves are unique also has the potential for applications in distinguishing information from noise. There may be multiple ways of receiving the same information--in different paramterizations, but we want to distinguish if the information is actually unique.
# Geometry/Differential Geometry

* Introduction
* Basic Curves
# Geometry/Ellipses
## Ellipses

Ellipses are sometimes called ovals. Ellipses contain two foci. The sum of the distance from a point on the ellipse to one focus and that same point to the other focus is constant
# IGNOU Question Paper Solutions/MCA/Semester 1/MCSL-016 Internet Concepts and Web Design

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# IGNOU Question Paper Solutions/MCA/Semester 1/MCSL-016 Internet Concepts and Web Design/December 2010

Write a JavaScript code to prompt a user for the cost price of a book, its selling price and output (display) the profit and loss percentage.
# IGNOU Question Paper Solutions/MCA/Semester 1/MCSL-017 C and Assembly Language Programming Lab

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# IGNOU Question Paper Solutions/MCA/Semester 1/MCSL-017 C and Assembly Language Programming Lab/june 2011

section .text
_start: ;tells linker entry point
section .data msg db 'Hello, world!', 0xa ;our dear string len equ $ - msg ;length of our dear string
# IGNOU Question Paper Solutions/MCA/Semester 2

* MCS-021 Data and File Structures
* MCS-022 Operating System Concepts and Networking Management
* MCS-023 Introduction to Database Management Systems
* MCS-024 Object Oriented Technologies and Java Programming
* MCSL-025 Lab (based on MCS-021, 022, 023 & 024)
# IGNOU Question Paper Solutions/MCA/Semester 1/MCS-014 Systems Analysis and Design

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# IGNOU Question Paper Solutions/MCA/Semester 1/MCS-015 Communication Skills

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# IGNOU Question Paper Solutions/MCA/Semester 1/MCS-015 Communication Skills/December 2010

downfall of the hardware sector have been the following : Lack of government spending, adverse policies and the Y2K problem which has pumped in millions of dollars into software. The hardware sector faced with huge tariffs was forced into a corner in the early nineties, when manufacturing became unviable. This goaded Indian hardware companies into joint ventures with international majors for marketing their products in India. The sector still faces stiff competition from the unorganized sector. (i) Give a suitable title for the passage.
# IGNOU Question Paper Solutions/MCA/Semester 1/MCS-013 Discrete Mathematics

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# KS3 Computing/Sequence
## Sequence

Sequence is simply writing the steps (or instructions) in a program in the order they need to happen. For example:
The order these instructions must happen in is important to get right. This order is called a 'sequence' in programming - these instructions must happen in the correct sequence.
It would be no good trying to do step 5 before step 2 for example!
# KS3 Computing/What is Computing

First of all, let us consider what a computer is...

## What is a computer?

It wasn’t until the early 1940s that electrical devices were first referred to as computers. Before that they referred to people who calculated things.
Over the years, a rough definition of a computer has evolved to this:
* It must take some sort of input.
* It must produce some sort of output.
* It must process information/data.
* It must have some sort of memory/storage.
* It must control what it does.
This is the universal model for conventional computing developed independently by John Von Neumann and Alan Turing.
Today computers are used in all aspects of our lives, from the cars we drive, to the banks we use, the games we plan, the machines we use at work, the online shopping we frequently now do and of course the way we communicate and socialize on our mobile phones.
Traditionally we saw computers as desktop machines in offices, in school and at home, but now we find them in all manner of devices, used in practically every aspect of the modern world. Even your washing machine at home has a 'mini-computer' inside!

## So... what is Computing?

Again we consider that the general term 'computing' means simply to carry out a mathematical calculation. However in our modern society, where computers are integral to so many of our daily activities, the term Computing is more commonly used to describe the study of how computers and computer systems work and how they are constructed and programmed.
# KS3 Computing/Word processors

Word processors are tools which students can use to create documents in an easy and user friendly way. It allows students to format documents in a more visual and versatile way than standard data representation tools.
All students will easily acquire a basic knowledge of Word, edit, copy + paste, menu functions and saving. Building from that, students can make more informed choices and use their learning to reflect upon and edit their documents.
Emerging student will be able to enter and manipulate data in a way that demonstrates foundation skills and understanding of the reach of their software. Developing students will be able to enhance the data with further manipulation and begin to draw on links from prior learning and their own experience to develop a sense of purpose in their work and making additional considerations based upon their audience. Secure children will be able to draw heavily from their prior learning and demonstrate a clear understanding of their target audience and the purpose of their document. They will demonstrate creativity and confidence and understand that word processing can be used in a variety of different ways and contexts. They will be able to not only access a wide variety of features of the program but will additionally be able to tailor the program to their own needs and add features such as additional fonts.
# KS3 Computing/Wordprocessors

Word Processor - A word processor is a computer program with the purpose of creating and editing documents following keyboard commands from the user. Often allowing printing. Word processing is the most commonly used of all computer applications.

## Synopsis

Word Processing is the art of representing data in a visual way using a variety of software programs and apps.

## Links to program of study

The national curriculum aims to ensure that all pupils;
* Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
* Are responsible, competent, confident and creative users of information and communication technology.
Attainment targets:
* Undertake creative projects that involve selecting, using and combining multiple applications, preferably across a range of devices, to achieve challenging goals including collecting and analysing data and meeting the needs of known users.
* Create, re-use, revise and re-purpose digital artefacts for a given audience with attention to trustworthiness, design and useability.

## Familiar and Unfamiliar software

Most students will be familiar with word processing through using Microsoft Word or similar word processing suite. Word processing has grown and developed with the introduction of new ideas and technology and now there are hundereds, if not thousands of ways to present data digitally in formats that are more exciting, and more inclusive than ever before.

## Let me explore

Examples of word processing software
Office Suites:
* Microsoft Office
* Open Office
* Libre Office

## Challenges and tasks

App Smash challenge (link to AppSmash)
# KS3 Computing/Safety
## eSafety

eSafety is an important topic to cover early on in Year 7, often in the first term. With the widespread use of social media and mobile phones amongst teenagers, it is critical students are made aware of the dangers they may be exposed to online.
eSafety is an ever-evolving subject - we simply don't know how the next generation of online dangers will present. For now, this topic must introduce students to the dangers of:
* Cyberbullying
* Privacy
* Fraud
* Grooming
* Exploitation
* Indecent content

## Ideas for the classroom

Students enjoy group discussions, exploring these topics together. Introduce an example scenario (e.g. newspaper article, video clip, etc) and then direct the discussion based on this. Links to example scenarios are in the following section.
It is then a good idea to give students creative licence to create their own poster/presentation/fact sheet warning younger students about the potential dangers in a specific area (choose one at a time) and what they can do to prevent/avoid/react to such dangers. Creating a digital product will give each student the opportunity to explore the issue for themselves in a fun way.

## Useful resources online

The following two sites have powerful resources to use as focal points for discussion in the classroom:
* thinkuknow
* CEOP
Make sure to check out the policy for social networking and accessing online resources in your school. Other tools which can be fun to use whilst exploring eSafety issues are:
* Classtools.net (Fakebook)
* Edmodo
* Kidblog
* Wiki spaces for education
# KS3 Computing/Selection
## Selection

Selection allows us to add an additional level of control to our programs. When we introduce Selection, the computer will only run an instruction IF a specified condition is true or false. Otherwise it will not run that code / instruction. For example:
The print command above will only run IF the specified condition (age > 16) is true. If it is not true (e.g. age is 13), that line of code will not run, it will be ignored.

## if / else if / else

You can also have several alternative options using the IF-ELIF-ELSE constructs in Python (though all languages provide similar). For example:
You can nest IF statements inside one another to build even more flexibility.
Another example of Selection is called the CASE statement. We do not usually look at the Case statement at KS3.
# KS3 Computing/Variables

A variable is a named location in the computer's memory, used to store a piece data (or information).

## What does a variable look like?

A variable can be called anything you want - you decide on a name when you write a program.
For example, in a chat-bot program, I might invite the user to enter their name. Each time the program runs, I would store that name in a variable in my program called name.
I might also have one called age to store the user's age. I can then refer to name and age at any point in my program - it is like having a placeholder for data entered by the user.
The diagram on the right illustrates how the variables name and age are used to store the information entered by the user.

## Ideas for the classroom

A good analogy to use to explain this concept to students is the one of a variable being like a box - you can put anything inside the box, give it a name, and refer to it anytime in your program. You can change what is in the box any time also.
It is important to stress that 'name' and 'age' (the variables in the example above) will change every time the program runs, depending on what the user types in. Often students find this difficult to grasp, especially if, as the main user of their own programs, they always type in their own name and age!
Students also find it difficult to name their own variables at first - they get hung up on what to call their variables, but really they need to understand that it can be anything (meaningful!).
Doing lots of examples in the classroom is the best way for students to get comfortable with this concept. Often it is the word 'variable' that causes confusion, even if they actually grasp the concept well.
# KS3 Computing/unattached/KS3 Computer Science
## What is Computing?

Computing is....
[Diagram here of what computing is]
IT is...
Digital literacy is...
Computer Science is the study of what computers are, how they work and how to develop new applications and systems which use them. Computer Science is not the same as ICT, which is all about how to use computers and applications to process and communicate information.
This book is aimed at students in Key Stage 3 but might also be useful to students of other ages. Key Stage 3 is normally students between the ages of 11 and 14 in British schools.

## Table of Contents

What is Computing

## Assessment table

Assessment is based on the Assessing Attainment in Computing document, which is based on the Computing Programme of Study
| | CS | IT | DL |
| 6.1 | Use computational abstractions | Undertake creative projects with challenging goals | Understand a range of ways to use technology respectfully |
| 6.2 | Model state of real world problems | Use multiple applications | Recognise inappropriate content |
| 6.3 | Use a programming language to solve computational problems | [Work with] applications across a range of devices | Recognise inappropriate contact |
| 6.4 | Understand simple Boolean logic | Collect data | Recognise inappropriate conduct |
| 6.5 | Understand how numbers can be represented in binary | | Know how to report concerns |
| 6.6 | Understand the hardware components that make up computer systems | | Reuse digital artefacts for a given audience |
| 6.7 | Understand how text can be represented digitally in the form of binary digits | | Attend to usability of digital artefacts |
| 6.8 | Understand how pictures can be represented digitally in the form of binary digits | | Understand a range of ways to use technology safely |

## Note for Teachers

This textbook is designed to accompany the teaching of the Computing Key Stage 3 programme of study, following the 2014 curriculum changes.
# KS3 Computing/Sounds
## Links with Mathematics

* Harmonics

## Representations of sound
### Analogue

In analogue recordings, the machine is always recording any sound or noise that is coming through the microphones.
In digital recording, however, you don't have a constant recording of what's going on. Instead, you have a series of samples taken from the sound being recorded.
Think of it like a movie — a motion picture strings together a series of pictures to make it look like moving action. In this case, digital recording takes a series of "pictures" of what the sound is like and turns it into a digital recording. A standard compact disc contains sound that has been sampled at 44.1 kHz, or just over 44,000 times a second (that's a lot of pictures!). However, you may run into digital sound used by professional sound engineers in the music industry that's been recorded at 48 kHz, 96 kHz, or even higher. Just think of it as getting more detail from more pictures.

### Conversion of Analog to Digital
## Manipulation of sound
## Digital Literacy

Q When you buy a CD how many songs are there on it?
A About 10 maybe 15...
So if an audio CD has approximately 600Mb of data then each song is maybe 70Mb
Q How large is the average MP3 that you download from iTunes or Amazon?
A About 4Mb maybe as much as 10Mb for a long one
Do the two files sound the same?
What are the advantages and disadvantages of a CD quality sound file over a MP3 one you might have on your mobile phone

## Resources
### Programming

* Sonic Pi
** Scheme of Work from Raspberry Pi Foundation under a Creative Commons CC BY-SA Attribution & Share-alike licence

### Manipulation

* Audacity

### Content

Copyright of audio
Creative Commons Audio
# History of Christianity/Introduction to Christianity/The Relevance of Christianity

http://www.religion-online.org/showarticle.asp?title=1076
T. S. Eliot’s Christian Society: Still Relevant Today?
by Philip Yancey
Mr. Yancey is a free-lance writer and an editor at large of Christianity Today. This article appeared in the Christian Century, November 19, 1986, p. 1031. Copyright by the Christian Century Foundation and used by permission. Current articles and subscription information can be found at www.christiancentury.org. This material was prepared for Religion Online by Ted & Winnie Brock.
# History of Computers/Applications Development History
## Early 'Utility' Systems
### Printer Spooling

* FIDO - for IBM DOS, original author Simon Wheaton-Smith
* PATCHES - for IBM DOS and replaced FIDO, original author Simon Wheaton-Smith
* GRASP - for IBM DOS, original author Boyd Munro
* JES2 - for IBM MVS
* JES3 - for IBM MVS
* HASP - for O.S. (MFT and MVT) was the fore runner of JES2
* ASP - like HASP but supported attached processors, a fore runner of JES3
On the IBM 360, core memory was very limited, and as systems were rather slow, separating input and output from application programs became critical, and had to be transparent. The IBM offering was, for DOS systems, POWER, an unwieldy system that consumed a lot of resources. That created an opportunity for GRASP (designed by Boyd Munro, an Australian) and shortly after, FIDO (Fast Increase in Device Output) (designed by Simon Wheaton-Smith). FIDO and GRASP were very small, but with larger IBM systems, more options were needed. PATCHES (Powerful ATtached Checking on Enlarged Systems) used the SHADOW teleprocessing control program and replaced FIDO. FIDO and PATCHES, as well as SHADOW were named after the author's dogs.

### Access Methods

* BTAM - Basic telecommunications access method
* BATS - Basic additional teleprocessing system
* TCAM - Telecommunications Access Method
* QTAM - Queued Telecommunications Access Method
* VTAM - Virtual Telecommunications Access Method

### Teleprocessing Systems

* GENA -
* FASTER - First Automated Teleprocessing Environment Reponder
* CICS - Customer Information Control System
* SHADOW - Semi Heuristic Approach to Devices Online (woof), original author Simon Wheaton-Smith
* Intercom -
* Browns Operating System -
On the IBM 360, core memory was very limited. Using crt and vdu devices required very careful programming to conserve space. The IBM access method BTAM was very difficult to use when writing programs for multiple terminals. Hence the control programs sprung up. BATS was one such attempt. CICS was IBM's adopted system, however it was large and complex to use, albeit transaction oriented. SHADOW was conversational as opposed to transaction oriented, small, easy to use, and very reliable. When the IBM 370 came into fruition, memory was at less of a premium, and the basic access methods (BTAM) declined while the more advanced methods such as VTAM took over the role of not only BTAM, but also TCAM and QTAM.

## The Database History

* ADABAS
* DL/1
* DB2

## The Spreadsheet History

* "Works Records System " - a multi-user interactive spreadsheet application - produced at ICI Mond Division in Northwich, Cheshire, UK c1974
In the early 1970s, Cliff Myers of CAPEX promulgated an early and effective spreadsheet for the IBM 360 world. It evolved into FLEXIGRAPH managed by Roger Sprava when CAPEX was merged with Computer Associates.
# History of Computers

From the dawn of time, human beings have always tried to find new ways to solve problems, be more productive, work with numbers faster, and have better ways of storing information. From the early human counting systems to the abacus, the slide-rule, and then later calculators, the persistent creation of ever more complex tools with the aim to allow human beings to expand the power of their minds has never stopped.

## Table of Contents

* The Pursuit of Computation
* Early Innovations
* The Rise and Fall of the Mainframe
* The Rise of the Microcomputer
* Programming Languages Evolution
* The Operating System History
* Applications Development History