OpenLLM-France/wikimedia huggingface dataset:
# Descriptive Geometry/Understanding Views

Descriptive geometry's primary function is to translate an object in three dimensions into a two dimensional representation of that object. Each such representation is called a view.

## From Two Dimensions to One

Rather than begin with views of three dimensional objects, we shall first examine the process of taking one-dimensional views of a two-dimensional figure. Suppose that we have a square, rotated at an angle relative to the angle of the two views we will be taking of it.

## Point View

Point view of a line shows a view of a line in which its endpoints coincide. To find point view of a line you must first find it in true length if you have not already done so (the construction for finding true length of a line is described in the following section, True Length). Then you must take a view perpendicular to the true length line, and that will give you the line in point view.

## True Length

Finding the true length is a fundamental process in descriptive geometry that advances the problem-solving to the next steps to reach the solution. To find the true length of a line you must take a view parallel to the line; in other words, if a line is a parallel to the folding line in one view, it is shown in true length in the adjacent view. If a line is parallel to the folding line in both adjacent views, as for example in both the top and front views, then it is shown in true length in both of those views, and in such cases no additional work must be done if the only goal is to find the true length of the line.

## Edge View

Edge view is a view looking at one side of a plane. Planes in edge view are shown as lines that are the distances of the edges of the shape. To get edge view, take a view parallel to a side of a plane. Then take another view perpendicular to the new line. Alternatively, if you already have front and top views of the plane, to get an edge view you may draw - in either view - a line from one side of the plane to the other that is parallel to the folding line, transfer this line to the other view, and then take a view perpendicular to the line from that second view. Use transfer distances from the first view to get the endpoints of the plane and complete the edge view of a plane.

## True Shape

To get your plane into true shape, find the edge view, then draw a folding line parallel to edge view and use transfer distances to transfer all of the points of the plane to this final view. This will get you the true shape of the plane.
# Descriptive Geometry/Piercing points using rotation

Piercing points using rotation
If a plane and a line passing through that plane is given, find the piercing point using rotation. Notice that the steps are the same as finding auxiliary views, but rotation allows us to use only the views given.
1) Rotate one of the edges of the plane in top view so it is parallel to the folding line. This will give the true length of the edge in front view.
2) Use the same method of rotation explained in the previous sections. Remember to rotate about one point and remember to always rotate the plane as well as the line.
3) Once the information is carried down to front view, rotate the edge that is now in true length again so it is perpendicular to the folding line.
4) Carry the information back to top view. In top view, the plane should be seen in edge view. The point where the plane in edge view and the line intersect, is the piercing point.
5) Carry the piercing point back to the previous rotated view and include visibility.
(Tip: use different colors for each rotation in order to avoid confusion)
# Computer Graphics/Mathematics

Computer graphics majorly require an understanding of Linear Algebra in mathematics. Specifically, the representation of object points as vectors and transformations as matrices. Transformations are operations that change the object appearance. For example, a rotation transformation would cause an object to be rotated by a given angle. An object can be thought of as a collection of points. Each point can be treated as a vector and the matrix-vector product would compute the position of the point after the transformation is applied. When done for all points representing the object, the entire object appears to be transformed by that transformation. In three dimensions, meshes are used which employ polygons (majorly triangles).
Apart from this, special importance is given to replicate curves in real objects. Most commonly used techniques include Bézier curves, splines and NURBS. Splines are a sequence of piecewise-functions used to fit complex curves. NURBS (Non-Uniform Rational Bézier Splines) is the universal tool of choice to model curved surfaces in three dimensions. While quadratic and cubic Bézier curves are mostly sufficient in two dimensions. A mathematical explanation of these can be found in Affine Geometry.
In addition, an understanding of physics (and corresponding mathematical understanding) is helpful in modelling real-life scenarios. The study of optics and light transport help in rendering objects with different material textures under different lighting conditions. Basic mechanics like that of motion and dynamics are required for simulating motion.
# Computer Graphics/Two Dimensions

Two dimensional graphics is graphics drawn on a plane surface. In computer graphics, graphics are drawn on a two dimensional computer display. However, other applications like Augmented Reality (AR) and Virtual Reality (VR) can produce spatial three dimensional graphics. Also, techniques like Holography can create three dimensional illusions of real objects- unrelated to computer graphics. Computer graphics need not be two dimensional, though it often is for computer users. The process of converting a higher dimensional computer graphics object into a two dimensional representation is called rasterization.

## The Cartesian Coordinate System

Two dimensional graphics are represented by a cartesian coordinate system. Usually, the origin is at the top left corner of the screen, but the graphics programmer may use any other point as origin. For easier calculations, the center of the screen is often used. The Cartesian coordinate system uses a list of numbers to represent the position of a point. In two dimensions, the list has two numbers. These numbers describe how far the point is from the origin, in terms of horizontal and vertical distance.

## The Polar Coordinate System

Although modern (rectangular) displays are not suited for polar coordinates, it can be useful for drawing curves. In this system, a given point lies a given distance from the origin at a given angle. Just like both horizontal and vertical distances can uniquely represent point location in Cartesian Coordinate system, both the distance of given point from the origin and the direction it is oriented towards from the origin uniquely represent point location in polar coordinates.

## Transforming Coordinate Systems

Generally, the graphics objects are drawn with their own coordinate system different from the screen coordinates. Thus the representation of the object is separate from that displayed. For this reason, it is required to transform the graphics objects from the (logical) coordinate system they were made on into coordinate system that can be measured in real world.

## Representing Two Dimensional Graphics Objects

<TODO>

## Graphics Transformations

<TODO>

## Colors and Textures

<TODO>
# Computer Information Systems in Education

This book explores the theoretical and practical aspects of planning, designing, implementing and evaluating computer based information systems in educational environments.

## Table of Contents
### Preface

* Why a Wikibook for Studying School Based IS?

### Chapter 1 Computer Information systems for Learning and Instruction

* Information systems for learning and instruction
* What theories & perspectives influence the use of IS in learning settings?

### Chapter 2 Information systems for Management & Collaboration

* How do we use IS in schools?
* The aim and scope of IS in schools
* Influential factors in developing IS for schools

### Chapter 3 Planning and Designing School Based Information Systems

* Student Response Systems
* Parent Information Systems
* Learning Management Systems
* Multimedia Classroom Systems
* Business/Teacher/Student Information Systems
* Study Success
* School Community Systems
* Videoconferencing
* Security
# Creativity - An Overview

Creativity is a concept related to creating ideas that are both novel and useful in some context. It is considered a fundamental trait for industry professionals and academics in the 21st century. This Wikibook provides an overview of the existing literature on the subject, its origins as a concept, and its use in diverse human activities.

## Chapters
### Concepts

* Creativity
* Innovation
* Invention
* Thinking outside the box

### History

* History of the concept

### Creativity techniques

* Creativity techniques
* Creative Problem Solving
* Creative Problem Solving Process (CPS)
* Mind mapping
* Brainstorming
* 6-3-5 Brainwriting
* TRIZ
* Lateral thinking

### Creativity in socioeconomical context

* Creative class
* Creative industries

### Correlations

* Creativity and mental ilness
* Sleep and creativity
# Creative Writing in the EFL Classroom/Teaching Ideas/Raising Students' Awareness of Textualization through the use of mini sagas and haiku poems
## Developing students’ awareness of textuality

Two kinds of text types: haiku poems and mini sagas, are suitable as texts with potential to raise the students' textuality.
* Criteria for the state of being a text
What makes a series of sentences or utterances a text? Or Criteria for Textuality
* They must make sense. (Sentences must be coherent.)
* They must have a clear communicative purpose. (Function เช่น To thank someone)
* They must be well-formed.
* They must hang together. (They must be cohesive.)
* They must be a recognizable text type. เช่น Ads, Fables, Letters, Notes, Textbooks, Haikus, etc.
The direct way is to have students memorize these criteria, but it may not be the best way to do. Alternatively, EFL teachers can use haikus and mini sagas to help them develop their awareness of these qualities.
* What is a haiku poem?
A haiku poem is a syllabic poem of three lines. The first line must have 5 syllables, the second 7, and the third 5.
For example
   The nature of life Flashing brightly then fading Like a shooting star Lin Lihua, China)
Here's another example:
   Sitting in the park The blind man waiting Alone, in the rain
* What is a mini saga?
A mini saga is a very short story. It must contain exactly 50 words.
For example:
   Stronger
   Song is my friend. He thought he was faster than me in everything. One day, we visited a brothel. He said he needed no protection. Four years later he died of HIV. After the cremation, I threw his ashes into a river. I know he is always faster than me.
   (Yongyuth Khamkhong)
Here's another mini saga:
   A Banana Grower
   While visiting a small village along the Thai-Myanmar border province of Kanchanaburi,
    Thongdee helped a Karen man from going to jail. The acquitted man gave him a big plot of land. The man helped him plant bananas. The plantation was successful; he quit his job and became a banana grower.
   (Janpha Thadphoothon)
# Creative Writing in the EFL Classroom/Teaching Ideas/Many Ways to Tell The Same Story
### Many Ways to Tell The Same Story

* Aim: To practice writing using different genres
* Rational: Texts are fluid and can be deconstructed. Students need to be made aware that texts can be recontextualized. In short, there are many ways to tell the same stuff.
Materials: pens, paper, brains

#### Steps

* Select a fable (can be any generic type of texts such as news articles or short stories)
* Ask students to shorten it, making it as short as a mini saga --- exactly 50 words.
* Correct their wording and grammar. Make sure that it is a mina saga!
* Read and discuss.
* Ask them to transform a mini saga to a Japanese-style syllabic poem or haiku (5-7-5).
* Read and share.
Example:
   The North Wind and the Sun
   The North Wind and the Sun were disputing which was the stronger, when a traveler came along wrapped in a warm cloak. They agreed that the one who first succeeded in making the traveler take his cloak off should be considered stronger than the other. Then the North Wind blew as hard as he could, but the more he blew the more closely did the traveler fold his cloak around him; and at last the North Wind gave up the attempt. Then the Sun shined out warmly, and immediately the traveler took off his cloak. And so the North Wind was obliged to confess that the Sun was the stronger of the two. (113 words)
   The North Wind and the Sun (Mini Saga: 50 words)
   The North Wind and the Sun decided to compete to see who was stronger.
   Whichever could make a man take off his cloak would win.
   The wind blew and blew, but the man wrapped his cloak tighter around him.
   Then the sun shone, and the man took off his cloak.
   Haikunized Text
   The Sun, not the wind (5) Makes the man take off his cloak (7) Kindness triumphs force (5)
# Creative Writing in the EFL Classroom/Teaching Ideas/Mindiction
## Mindiction

Mindiction is a combination of mind mapping and dictation.
# Creative Writing in the EFL Classroom/Teaching Ideas/Mini Saga Exercise: From Prose to Fiction

Mini Saga Exercise: From Prose to Fiction
He is the youngest person to be accused of robbing a bank. A judge said Denote Moore, 13, had the “extremely aggressive” manner by pointing a handgun at bank officials last month. Moore was arrested within 30 minutes after hiding in a garage only a few blocks away from the bank. The teen said he ran away from home last week and was stealing to get money for food.
(69 words)
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Nearly 100 cats were found living in a home in New Jersey. There was 2 feet of feces in one room. Police have to wear masks to help them breathe through the stench of urine. The house owner was charged with improperly sheltering an animal. Police don't want to give any jail time because they realize this was simply a good deed that got out of hand. The police now have trouble finding people to adopt the cats. (78 words)
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
# Creative Writing in the EFL Classroom/Teaching Ideas/Creating a Story from Photos/Pictures
## Creating a Story from Photos/Pictures

* Level: Beginners to Advanced Learners
* Aim: To create a story using pictures/photos
* Rationale: A picture tells stories. There are stories within stories. Pictures or photos are effective materials that can help students create stories and apply their imagination.
We can create a story based on pictures or photographs.
* Materials: Notebook or note pad, pencils or pens, photos or pictures from printed materials such newspapers or magazines
* Procedure:
* Prepare photos or pictures.
* Ask students to construct a story based on the stimuli (pictures)
* Plots or words may be provided to support their writing
* Share the story with other students.
* Variations
This activity can be modified to cover other skills.
# Creativity - An Overview/6-3-5 Brainwriting

6-3-5 Brainwriting (also known as the 6-3-5 Method, or Method 635) is a group creativity technique used in marketing, advertising, design, writing and product development originally developed by Professor Bernd Rohrbach in 1968.
Based on the concept of Brainstorming, the aim of 6-3-5 Brainwriting is to generate 108 new ideas in half an hour. In a similar way to brainstorming, it is not the quality of ideas that matters but the quantity.
The technique involves 6 participants who sit in a group and are supervised by a moderator. Each participant thinks up 3 ideas every 5 minutes. Participants are encouraged to draw on others' ideas for inspiration, thus stimulating the creative process. After 6 rounds in 30 minutes the group has thought up a total of 108 ideas.

## References

* ↑ Rohrbach, Bernd: "Kreativ nach Regeln – Methode 635, eine neue Technik zum Lösen von Problemen". Creative by rules - Method 635, a new technique for solving problems first published in the German sales magazine "Absatzwirtschaft", Volume 12, 1969. p73-75 and Volume 19, 1 October 1969.
# Creative Writing in the EFL Classroom/Teaching Ideas/Creating a Text (Story) from Words from Other Texts
## Creating a Text (Story) from Words from Other Texts

There are stories within stories, texts within texts.
* Level: Pre-intermediate to Advanced
* Aim: To create a story using words or phrases from the other story
* Rationale: There are stories within stories. Random words or phrases from other stories such as short stories, textbooks, or lecture notes can help us create another story based on our imagination.
We can create a story based on the words or phrases we randomly selected from the other story.
* Materials: Notebook or note pad, pencils or pens
* Procedure:
* Randomly select words or phrases from stories or reading passages. For example, select every seventh word from the text. Set the target number, say, 10.
* Construct a story based on the words selected.
* Share the story with other students.
* Variations
This activity can be modified to cover other skills.
# Creative Writing in the EFL Classroom/Teaching Ideas/A Boring Lecture

By Janpha Thadphoothon
* Level: Pre-intermediate to Advanced
* Aim: To create a dialogue or a story
Have you ever attended a lecture that you found to be a bit boring? I think most students have. I once attended a lecture and it was boring. Other participants, I felt, shared this feeling. We came up with an activity. Our group was sitting around a big table at that time. It was held in a hotel or rather a conference center. I took a blank sheet of paper and passed it around the table. I wrote the first line: “Do you understand what the lecture is about?” The next person to my left responded to my initiation by writing that “How long this lecture will continue like this. Somebody stop that man!”
The rationale is that a boring lecture can create an interesting story. There are stories within a story. It is a testimony of the ability of the brain to do many things at the same time.
We can create a story based on the words or phrases we randomly selected from the other story.
* Have five to nine students sit around a big table.
* Explain to them that they are required listen to a lecture from a tape recorder. As they are listening to the lecture, they have to share idea by talking about something by writing about
* Each of them needs to contribute.
* Share the story with other students.
This activity can be done by having students watch a boring film or documentary on wild animals or frogs. As they are watching, they share ideas and feelings about the film.
# Bartending/Alcohol/Flashback

Flashback is a Swedish drink that is best for the craving person.

#### Ingredients

* 6 cl vodka
* 2 lime slices
* 2-3 ice cubes
* 1 cup cold water
* 2-3 drops of food coloring optional
* 5 cl strawberry essence
* 1 kiwi slice

#### How to make the drink

First pour the alcohol and water. Then you add the strawberry essence. Last the ice and fruit.

#### Glass

Serve in any glass.

#### Glossary

* Vodka
* Rome
* Tequila
* Gin
* Blue Curacao
# Bartending/Alcohol/Herbal liqueur
## Chartreuse
### Green Chartreuse

       55% ABV (110º proof)
       Origin: France
       Flavor: Herbal
       Color: Chartreuse green

### Yellow Chartreuse

       40% ABV (80º proof)
       Origin: France
       Flavor: Herbal
       Color: Chartreuse yellow

## Cynar

Artichoke digestif

## Drambuie

       40% ABV (80º proof)
       Origin: Scotland
       Flavor: Scotch, heather honey, and herbs.
       Appearance: Brandywine

## Kümmel

Caraway seed flavored

## Licor 43

(Cuarenta-y-Tres)

## Metaxa

       38% ABV (76º proof)
       Origin: Greece
       Flavor: Brandy, wine and herbs
       Appearance: Dark honey
# Bartending/Alcohol/Less common liqueurs
## Aftershock

cinnamion

## Bärenjäger

honey

## Highland Mist

flavoured scotch move?

## Pineau des Charentes

(wine liqueur) this is an aperitif, from the Cognac region in France, whereby unfermented Grape Juice is added to a base of Cognac. There is a white (blanc) and a rose (rouge). Both are delicious served ice cold, like a chilled vermouth or Dubonnet.

## Rock and rye

rock candy

## Rumpleminze

schnapps move?

## Wallace Liqueur

whisky with berries and herbs
# Bartending/Alcohol/Coffee liqueur
## Café Marakesh

       23% ABV (46º proof)
       Origin: Holland
       Flavor: Coffee
       Appearance: Dark brown

## Godiva Cappuccino liqueur

       15% ABV (30º proof)
       Origin: Belgium
       Flavor: Chocolate, coffee, steamed milk
       Appearance: caffe latte

## Kahlúa

       26.5% ABV (53º proof)
       Origin: Mexico
       Flavor: Coffee, vanilla, chocolate and coconut.
       Appearance: Dark brown

## Sheridan's Liqueur

       15.5% ABV (31º proof)
       Origin: Ireland
       Flavor: Coffee and cream
       Appearance: Coffee and cream

## Starbucks Coffee Liqueur

       20% ABV (40º proof)
       Origin: USA
       Flavor: Dark coffee
       Appearance: Black

## Starbucks Cream Liqueur

       15% ABV (30º proof)
       Origin: USA
       Flavor: Coffee and cream
       Appearance: Coffee and cream

## Tia Maria

       26.5 ABV (53º proof)
       Origin: Jamaica
       Flavor: Blue Mountain Coffee, vanilla
       Appearance: Dark brown
# Bartending/Alcohol/Cider
## Cider

Cider (pronounced /ˈsaɪdɚ/) is an alcoholic beverage made from the fermented juice of apples mainly, though pears are also used; pear cider is known as perry. In the United States and parts of Canada, where the term cider almost exclusively refers to non-alcoholic apple juice (apple cider), the phrase hard cider is used to denote the fermented version.
While any variety of apple, and even other pome fruits such as pear or quince, may be used, certain cultivars are preferred in some regions, and may be known as cider apples. The drink varies in alcohol content from less than 3% ABV in French cidre doux to 8.5% ABV or above in traditional English ciders.
Cider is very popular in the United Kingdom, especially in South West England, in comparison to other countries. The UK has the highest per capita consumption as well as the largest cider producing companies in the world, including H. P. Bulmer, the largest. Overall, the UK produces 500 million litres (110 million imperial gallons) of cider per year.
The drink is also popular and traditional in Brittany (chistr) and Normandy (France) (cidre), Ireland and Asturias (sidra) and the Basque Country (sagardoa) of Spain and France. Pear cider is popular in Sweden and in Basse-Normandie (France) (poiré). The drink is making a resurgence in both Europe and the United States.