OpenLLM-France/wikimedia huggingface dataset:
# Social and Cultural Foundations of American Education/Technology

    What role does technology play?
    How might technology revolutionize education in the future?
    What are the pros and cons of technology in the classroom?
    How should the Internet be integrated into the classroom?
    Can teachers be replaced by computers?
    Should students have the ability to use computers in the classroom?
    Should students write their own textbooks?
    What technology should a teacher use in the classroom?
    How can PowerPoint presentations be used effectively?
    What is the role of social media in instruction?
# Social and Cultural Foundations of American Education/Relationships

    Where is the school/community disconnect?
    What are the mutual responsibilities of teachers, parents, and the community for effective schools?
    Is there unity in diversity?
    How can families and schools better communicate?
# Social and Cultural Foundations of American Education/Multiculturalism

    What is the global context for education?
    How has our multicultural world changed the responsibilities of teachers?
    How have gender issues changed our views?
    How should we think about minorities?
    Is being different bad?
# Social and Cultural Foundations of American Education/Knowing

    What do we know about brain research?
    How do people learn?
    What role does action research play?
    Why is feedback important?
    How can we be encouraging?
    Why is applied and abstract reasoning so important to the learning process?
# Social and Cultural Foundations of American Education/Assessment

    What roles do assessment of performance and performance appraisal play in schools and administrations?
    How can we develop new testing systems emphasizing such areas as creativity and knowing how to work with ideas and abstractions, and functioning on teams?
    How can we create and monitor high performance schools?
    What is the role of Advanced Placement and the International Baccalaureate in creating national standards?
# Social and Cultural Foundations of American Education/Acknowledgment

    How can we encourage students and teachers to consider multiple perspectives?
    What are the different concepts of intelligence?
    What is lifelong learning?
    What is service-learning?
# Social and Cultural Foundations of American Education/Accountability

    How should teachers be held accountable?
    How should parents be held accountable?
    How should students be held accountable?
    How can we meet NCLB quality standards?
    How should society respond to under-performing schools?
    How should society reward outstanding schools and teachers?
    How can teachers be flexible in an era of accountability?
    What makes NCLB an enemy of quality education?
    What makes NCLB the savior of quality education?
# Social and Cultural Foundations of American Education/Choice

    What is the case for home schooling?
    What is the case against home schooling?
    What is the case against vouchers?
    What role do charter schools play in education?
# Social and Cultural Foundations of American Education/Feedback

    How can we construct effective measurements, including exams?
    What are the principles of effective assessment?
    What are feedback skills?
    How should group work be assessed?
    What role should peer evaluation play in grading and course work?
    When should qualitative or quantitative assessments be used?
# Social and Cultural Foundations of American Education/Special Needs

    How can we best teach children with disabilities?
    How can we best teach children with autism?
    How can we learn to understand children with ADD?
    How can we best accommodate children with hearing impairments?
# Social and Cultural Foundations of American Education/Hot Topics

    What is the ideal amount of homework to assign?
    What are the effects of the home environment on learning?
    Should school be held year-round?
    Should school districts implement school uniform policies?
    What can be done about the issue of bullying?
    What effects do inequities in school funding have on teaching and learning?
    What teaching styles can educators employ?
# LineageOS/Apps

Compatibility
Installing
Features
Apps
This page shows the pre-installed apps on a clean install of LineageOS and its features.

## AudioFX

AudioFX is a open-source equalizer app. It can be used to adjust the volume for different frequency bands.
There are 11 modes with the addition of a custom mode:
* Normal
* Classical
* Dance
* Flat
* Folk
* Heavy Metal
* Hip Hop
* Jazz
* Pop
* Rock
* Small Speakers

## Browser

Browser app allows users to browse the web. It is based on Chrome WebView. Tabs can run as individual apps. It has support for incognito tabs as well as desktop mode. It also allows creating favorites and shortcuts. It also has many options, including:
* Advanced Share - lets users preview the website when sharing.
* Reach Mode - moves the address bar to the bottom for easy reach.
* LookLock - prevent other apps from reading the browser content.

### Favorites

You can add a site to favorites by tapping on 3-dot button at top right corner and then the add heart icon to add a site to favorites. You can edit the favorites.

## Calculator

The calculator app on LineageOS allows users to calculate numbers. In addition to the core 4 functions (add, subtract, multiply and divide), there are also many scientific functions:
* Trigonometry functions (sine, cosine and tangent)
* Constants (e and pi)
* Logarithmic functions (log and ln)
* Square roots
* Factorials
* Inverses of these functions above
It also allows users to view the history of previous calculations.

## Calendar

The calendar app allows to view events in different layouts: day, week, month and agenda view. It supports many calendars, including Google, CalDAV, EteSync and offline.
You can tweak by adjusting the starting week day, showing week number, and days per week.
It can show notifications for upcoming events and reminders too.

## Clock

Clock app allows users to set alarms, view clock in different time zones, set multiple times, and run stopwatch. It can also act as a screensaver.

## Contacts

Contacts app can view the people in a directory, and lets users create contacts.

### Fields

* First name
* Last name
* Phone number
** Mobile
** Work
** Home
** Main
** Work Fax
** Home Fax
** Pager
** Other
** Custom
* Email address
** Home
** Work
** Other
** Custom
# LineageOS

This Wikibook shows users how to install and use LineageOS, a custom open-source Android ROM. LineageOS was founded in December 2016 as a spiritual successor to CyanogenMod.

## Contents

* Compatibility
* Installing
* Features
* Apps
# History of video games/Platforms/32Blit
## History
### Development

32Blit is an open source SDK for embedded devices. It started as a hardware project by Pimoroni and was funded on Kickstarter. On May 20, 2019, the price of the console was 90 Great British Pounds.

### Beta Launch

Beta consoles were shipped by December 23, 2019.
As of October 6th, 2021 the system was still in development.

### Legacy & Influence

Tom's Hardware noted a possible influence of the 32Blit on Pimoroni's newer Pimoroni PicoSystem platform, which uses the 32Blit SDK along with CircuitPython.

## Hardware
### Compute

The 32Blit is powered by a 32-bit ARM Cortex-M7 architecture processor clocked at 400 megahertz.

### Storage

After initially planning to exclude expandable storage from production units, a microSD card reader was kept to aid expandability.

### Display

The system has a 3.5 inch screen.

## External Resources

* 32blit.com

## References

* ↑ "32blit: retro-inspired handheld with open-source firmware". Kickstarter. Retrieved 22 January 2021.
* 1 2 3 "32blit is an open-source retro-style handheld that wants to help you code your first game" (in en). Stuff. https://www.stuff.tv/hot-stuff/gaming/32blit-open-source-retro-style-handheld-wants-help-you-code-your-first-game.
* ↑ https://www.kickstarter.com/projects/pimoroni/32blit-retro-inspired-handheld-with-open-source-fi/posts/2711929
* ↑ "https://twitter.com/pimoroni/status/1445661508537573376" (in en). Twitter. https://twitter.com/pimoroni/status/1445661508537573376.
* ↑ Mott, Nathaniel (14 July 2021). "Pimoroni Teases RP2040-Powered PicoSystem Gaming Device" (in en). Tom's Hardware. https://www.tomshardware.com/news/pimoroni-teases-rp2040-powered-picosystem-gaming-device.
* ↑ "32blit – The open, retro-inspired, handheld console for creators". Retrieved 2 February 2021.
* ↑ "MICROSD FTW!". https://32blit.com/posts/2019/06/13/micro-sd-ftw.
# Haskell/Standalone programs

* Standalone programs
* Intermediate Haskell
* Modules
* Standalone programs
* Indentation
* More on datatypes
* Other data structures
* Classes and types
* The Functor class
Let's build a simple Haskell application, i.e. a piece of standalone software.

## The Main module

The basic requirement behind this is to have a module Main with an entry point called main and of type IO.
We already know how to load this into GHCi, but here's how we compile it and then run it independently:
Voilà! You now have a standalone application built in Haskell.

## Other modules

Most programs grow to be complicated enough to split across different files. Here is a toy example of an application which uses two modules.
We can compile this fancy new program in the same way as before. The --make flag tells GHC to automatically detect dependencies in the files you are compiling. That is, since thingamie.hs imports a module Hello, GHC will search the Haskell files in the current directory for files that implement Hello and also compile them. If Hello depends on other modules, GHC will automatically detect those dependencies as well.
You may have noticed that the file with the Main module, thingamie.hs, does not have a name matching the module name, which goes against what we said in the Modules chapter. That is not a problem because the point of having matching module and file names is allowing GHC to find the files automatically. Since that process always begins from Main, whose file we specify in the command line when calling GHC, the file of the Main module need not follow the convention.
If you want to search in other places for source files (including a nested structure of files and directories), you can add the starting point for the dependency search with the -i flag. This flag takes multiple, colon-separated directory names as its argument.
As a contrived example, the following program has three files all stored in a src/ directory. The directory structure looks like:
The Main module imports its dependencies by searching a path analogous to the module name — so that import GUI.Interface would search for GUI/Interface (with the appropriate file extension).
To compile this program from within the HaskellProgram directory, invoke GHC with:
* Standalone programs
* Intermediate Haskell
* Modules
* >> Standalone programs
* >> Indentation
* >> More on datatypes
* >> Other data structures
* >> Classes and types
* >> The Functor class
* Haskell
* Haskell Basics
* >> Elementary Haskell
* >> Intermediate Haskell
* >> Monads
* Advanced Haskell
* >> Fun with Types
* >> Wider Theory
* >> Haskell Performance
* Libraries Reference
* >> General Practices
* >> Specialised Tasks
# Video Game Design/Chapters
### Chapter 1 : Getting Started [ print chapter ]

* Introduction
** What is a video game?
** The Game Industry
** Game Education

### Chapter 2 : Video Game Theory [ print chapter ]

* Components
* Theory
* Archetypes
* Design and Planning

### Chapter 3 : Implementation [ print chapter ]

* Process
* Artwork and game content
* Programming
** Selecting the Hardware
** Framework
*** 2D vs 3D
*** 3D Engine
*** Collisions
*** Pathfind
*** Artificial Intelligence
*** Procedural Content Generation
*** Physics
*** Networking and On-line Gaming
** Reality Simulation
** Structure

### Additional Information

Wikibooks:
* Game Maker Programming
* Console Game Programming
Wikibooks using text adventure games to teach a variety of programming languages:
* Choose Your Own Pyventure
* Programming Text Adventures In Basic
* Beginner's Guide to Interactive Fiction with Inform 7
* Learning C With Game Concepts
Wikibooks on programming specific video game platforms:
* NES Programming
* Super NES Programming
* DarkBASIC Programming
* Creating a Simple 3D Game with XNA
* GtkRadiant
* Guide to the Godot game engine
Other Links:
* Wiki-based video games
* E3
* Game Maker
* Game Design wiki
Misc:
* Definition
* History
* More Info
* Game classification
* Video Game Designer Salary data
# Slav Defence
### 2...c6

Originally considered a less-orthodox defence in the Queen's Gambit, this opening has stood as an entire opening system in its own right for decades.
The idea behind this defence is straightforward: instead of locking in the light squared bishop on c8, why not support the center with the c-pawn instead? Black tends to be more active in this variation than the QGD.
White's main lines:
* 3. Nf3 - The main line. As with the QGD, white makes a useful developing move while maintaining some flexibility: will they play for e4, play cxd5, or play for the minority attack?
* 3. Nc3 - Sometimes provocative, this move may lead to variations where black overextends by trying to hold on to the pawn on c4.
* 3. cxd5 - The exchange variation. This relieves the central tension perhaps too early on and tends to allow black equality. One of the main drawbacks of having the Slav as a main opening repertoire is that it is hard for Black (or White) to win in the exchange variation. According to chess365, 83% of Masters games ended in a draw after this move. Even so, it is important for both sides to know that there are still attacking options to sharpen up the game.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. d4 d5 2. c4 c6
| 3 |
| Nf3 ... | = |
| Nc3 ... | = |
| cxd5 cxd5 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# High School Geometry/Parallel Lines and Transversals
## Parallel Lines and Transversals

Recall that, in geometry, a line is an infinite number of points on a straight path extends forever in two opposite directions. A set of two lines are parallel lines if and only if are on the same plane and never intersect. The symbol $\parallel$ means "is parallel to". For instance, the expression $a\parallel b$ means "line a is parallel to line b". On a diagram, parallel lines are marked with an additional arrow on the lines.

## Angles Formed by Lines and Transversals

When two parallel lines are cut by transversals, the resulting angles formed have various names and properties. .
# High School Geometry/Inductive Reasoning
## Inductive Reasoning and Conjectures

Inductive reasoning is a type of reasoning used to come to a conclusion. It uses the conclusions based on past events or a pattern of specific examples. The conclusion is referred to as a conjecture. A conjecture is an unproven statement or rule made based on inductive reasoning. Conjectures can be either supported with an example, or disproved with a counterexample.
# VirtualBox

This book applies to version 5.2 and newer of Oracle VM VirtualBox.
Welcome to the VirtualBox wikibook! Here we'll guide you through the installation and use of operating systems in a "virtual machine" that is sandboxed and hardware-accelerated using Oracle VM VirtualBox, an open-source hypervisor currently being developed by Oracle (formerly Sun Microsystems). It's written with the expectation that readers already know the basics of using their computer. We hope you find it useful, or at least informative, in your journey to working with virtual machines.
VirtualBox has an official manual with up-to-date technical documentation available to read on their website. You can read it with the same web browser you use to access this wikibook online. As per the goals of a public wiki, you are free to contribute to this book with updates and additional information.
Table of Contents
* Basics
* Installation
** Windows
** Linux
** macOS
* Setting up a Virtual Machine
** Windows
** Ubuntu
** macOS
*** macOS Catalina
** macOS Mojave
*** macOS High Sierra
** AROS Research Operating System
* Guest Additions
** Windows
** Ubuntu
** macOS
Note
While we, the maintainers of this book, strive to future-proof our texts, things can change and in the software industry, change happens often and quickly before writers have a chance to catch up. For example, much of this book was originally written when VirtualBox was licensed under the PUEL with an alternate Open-Source Edition licensed under GPLv2. Since version 4 in December 2010, the software is distributed under the GPL2 license, and the main website instead links to the Extension Pack which is licensed under the PUEL.
# A Link Rot Bestiary/Chapter 2 : Hard and Crunchy 404

Dead link or Hard 404 is link that is unambiguously dead. The status code might also be 403, 400, etc.. it might be the domain no longer exists on the Internet, in which case it might return no status code at all. It might be a status code such as 5xx. Dead links are traditionally how link rot is measure and determined, and account for the largest percentage of inoperable links.
Soft 200 or False 400 are links that present themselves as being dead, but are actually still live. The most common example are bot blockers which are policy blocks, such as CloudFlare, which detect and block bot activity. They may be return status codes in the 4xx and 5xx range. Nevertheless the page is still viewable through normal web browsing.
Crunchy 404 is a link that is ambiguous, falling somewhere between a hard 404 and a soft 404. The content is different from the original page, but it still has content relevant to the original. Depending on what information the reader seeks, it could be considered a dead link, or a live link, relative to the viewer. This is also the realm of content drift, where content on the page "drifts" over time, the extent of which determine if the page is considered dead or not.
# LineageOS/Features

Compatibility
Installing
Features
Apps
There are a huge array of features available on LineageOS.
# Quantum Chemistry/Example 33
## Derive the wave function of a free electron.

A free, or unbound, electron is a particle that has no forces acting on it. In other words, it travels in a region of uniform potential. Thus, a free electron travelling in either direction along the x-axis has only kinetic energy, and no potential energy.
$E={\widehat {T}}+{\widehat {V}}$
since ${\widehat {V}}=V(x)=0$
then, $E={\widehat {T}}$
The wavefunction describes a particle's behaviour as a wave in terms of its position as a function of time. Since electrons move very quickly, a time-averaged distribution of electron density is observed. Therefore, the wave function of a free electron can be derived using Schrödinger's time-independent wave equation.
${\widehat {H}}\psi =E\psi$
Recall the definition of the Hamiltonian operator.
${\widehat {H}}={\widehat {T}}+{\widehat {V}}$
This definition can be substituted into the time-independent Schrödinger wave equation.
$({\widehat {T}}+{\widehat {V}})\psi =E\psi$
Recall also the definition of the kinetic energy operator.
${\widehat {T}}={\frac {-\hbar ^{2}}{2m}}{\frac {\ d^{2}}{dx^{2}}}$
Now, the definitions of the kinetic energy and potential energy operators can be substituted into the time-independent Schrödinger wave equation.
$\left({\frac {-\hbar ^{2}}{2m}}{\frac {\ d^{2}}{dx^{2}}}+0\right)\psi (x)=E\psi (x)$
${\frac {-\hbar ^{2}}{2m}}{\frac {\ d^{2}\psi (x)}{dx^{2}}}=E\psi (x)$
This differential equation can be rearranged to isolate for the second derivative on the left-hand side. The result is the Schrödinger equation of a free electron.
${\frac {\ d^{2}\psi (x)}{dx^{2}}}=-{\frac {2mE}{\hbar ^{2}}}\psi (x)$
Recall the definition of the angular wavenumber.
$k={\sqrt {\frac {2mE}{\hbar ^{2}}}}$
This definition can be substituted into the Schrödinger equation of a free electron.
${\frac {\ d^{2}\psi (x)}{dx^{2}}}=-k^{2}\psi (x)$
The second derivative in the equation above requires solving a second order differential equation for the wavefunction.
$\left({\frac {\ d^{2}}{dx^{2}}}+k^{2}\right)\psi (x)=0$
This linear second order differential equation can be solved by separating it into two first-order differential equations.
$\left({\frac {\ d}{dx}}+ik\right)\left({\frac {\ d}{dx}}-ik\right)\psi (x)=0$
The above holds true if either
$\left({\frac {\ d}{dx}}+ik\right)\psi (x)=0$
or
$\left({\frac {\ d}{dx}}-ik\right)\psi (x)=0$
Now, the first-order differential equations can be solved simultaneously.
${\frac {\ d\psi _{\pm }(x)}{dx}}\pm ik\psi _{\pm }(x)=0$
${\frac {\ d\psi _{\pm }(x)}{dx}}=\pm ik\psi _{\pm }(x)$
${\frac {\ d\psi _{\pm }(x)}{\psi _{\pm }(x)}}=\pm ikdx$
To eliminate the derivative, integrate both sides of the equation.
$ln{\psi _{\pm }(x)}=\pm ikx+C_{\pm }$
To eliminate the natural logarithm, exponentiate both sides of the equation.
$\psi _{\pm }(x)=e^{\pm ikx+C_{\pm }}$
$\psi _{\pm }(x)=e^{\pm ikx}e^{C_{\pm }}$
Set the $e^{C_{\pm }}$ term equal to a constant, $A_{\pm }$.
$\psi _{\pm }(x)=A_{\pm }e^{\pm ikx}$
This is the wave function of a free electron, where the $\pm$ sign represents the direction in which the wave is propagating, since the free electron does not have defined boundary conditions.
# GRE/Quantitative

GRE

# Quantitative section

The quantitative section has 2 different types of questions: regular multiple-choice questions, and inequalities. The inequalities always use the following format:
| Column A | Column B |
| value | value |
* you are given two columns with values, column A and column B.
* you are to decide which column has the greater value.
* if column A is larger, select option A
* if column B is larger, select option B
* if the two are equal, select option C
* if there isn't enough information, select option D.
The paper test will have similar questions all in the same section, but the computer test will mix and match questions that it asks you. Make sure you read all the instructions for the question before answering.
Quantitative GRE questions will generally focus on subjects of geometry and algebra. Although a knowledge of trigonometry may be helpful for some problems that involve angles, circles, or triangles, it is not required. It is not necessary to know calculus or linear algebra to perform well on the quantitative section. It is important to note that unless it is explicitly stated in the question, you must assume that any images provided are not drawn to scale. It is therefore a bad idea to attempt to find an answer by graphical means. However, if you are an adept artist, you can attempt to draw your own figures to scale on the scrap paper, and attempt to find answers from those diagrams.

# Sample questions

| Column A | Column B |
| 1 | 0 |
* if column A is larger, select option A
| Column A | Column B |
| -10 | 9 |
* if column B is larger, select option B
| Column A | Column B |
| 1+1 | 2 |
* if the two are equal, select option C
| Column A | Column B |
| 12 | x+2 |
* if there isn't enough information, select option D.

# Applying algebra

Algebra/Chapter 4/Inequalities
A > B
* if column A is larger, select option A
A < B
* if column B is larger, select option B
A = B
* if the two are equal, select option C
A ??? B
* if there isn't enough information, select option D.