OpenLLM-France/wikimedia huggingface dataset:
# PlanetPhysics/Categorical Diagrams Defined by Functors
### Categorical Diagrams Defined by Functors

Any categorical diagram can be defined via a corresponding functor (associated with a diagram as shown by Mitchell, 1965, in ref.). Such functors associated with diagrams are very useful in the categorical theory of representations as in the case of categorical algebra. As a particuarly useful example in (commutative) homological algebra let us consider the case of an exact categorical sequence that has a correspondingly defined exact functor introduced for example in abelian category theory.

### Examples

Consider a scheme $\Sigma$ as defined in ref.. Then one has the following short list of important examples of diagrams and functors:
* Diagrams of adjoint situations: adjoint functors
* Equivalence of categories
* natural equivalence diagrams
* Diagrams of natural transformations
* Category of diagrams and 2-functors
* monad on a category
# PlanetPhysics/Capacitors in Parallel

Capacitors in parallel can be replaced in a circuit with the equivalent capacitance
   $C_{eq}=\sum _{i}C_{i}$
# PlanetPhysics/Catacaustic

Given a plane curve $\gamma$, its catacaustic (Greek $\varkappa \alpha \tau {\acute {\alpha }}\,\varkappa \alpha \upsilon \sigma \tau \iota \varkappa {\acute {o}}\varsigma$ `burning along') is the envelope of a family of light rays reflected from $\gamma$ after having emanated from a fixed point (which may be infinitely far, in which case the rays are initially parallel).
For example, the catacaustic of a logarithmic spiral reflecting the rays emanating from the origin is a congruent spiral. The catacaustic of the exponential curve, $y=e^{x}$, reflecting the vertical rays, $x=t$, is the catenary $y=\cosh(x\!+\!1)$.
# PlanetPhysics/Capacitance

The capacitance of a capacitor is the charge of the capacitor divided by its potential difference
   $C={\frac {q}{V}}$
The SI unit for capacitance is a coulomb per volt or 1 farad.
# PlanetPhysics/Capacitors in Series

Capacitors in series can be replaced in a circuit with the equivalent capacitance
   ${\frac {1}{C_{eq}}}=\sum _{i}{\frac {1}{C_{i}}}$
# One Health/Animal health
## Learning Tasks

* (Animal Health - Public Health) Explain how animal health is related to human health / public health? Enumerate a few links that you see. Exchange your own examples in the group and identify similarities and differences between your own examples and the examples found by other students.
* (Animal Health - Environmental Health) Explain the link between animal health and environmental health. How does environmental health has an impact on animal health (provide examples) and how does animal health has an impact on environmental health (e.g. induced by overcrowded habitat of animals)?
* (Correlation between Animal/Public/Environmental Health and Collaborative Mapping) Identify collaborative mapping strategies to measure correlation between Animal, Public, Environmental Health. What are the challenges, requirements and constraints for the design of data acquisition and/or data analysis. Compare local indicators collected with a collaborative mapping approach with an Environmental Performance Index (EPI) and its relevance for animal health.
* (Animal Health and Food Safety) Explain how animal health and food safety is linked. Provide examples and appropriate risk mitigation strategies
* (Epidemiology and Preventive Medicine) Explore the link between epidemiology and One Health and discuss preventive activities and measure to protect and prevent outbreaks e.g. in the context of international trade and travelling (transport of agricultural products, plants and animals.
# One King, One Law, One Faith

King Louis XIV was the king of France from 1643 until his death in 1715. During this time, he established himself as no ordinary politician, but the figure of French abolitionism. He strove for a "Un roi, une loi, une foi" mentality, meaning "One king, One law, One faith". Did he accomplish this goal? Yes, Louis XIV was able to accomplish his goal of "one king, one law, one faith”. This was made possible by increasing the nobles' subservience to the king by reducing their power and centralizing the government, establishing the 'Code Louis' and removing the religious freedom of the protestant Huguenots through the revocation of the Edict of Nantes, putting Catholicism on a pedestal.
He wanted his people to fear him to prevent uprisings or conflicts. In order to deliver the notion that he was truly the "one" king in the land, he named himself the "Sun" king. This was because the people can see the sun every day, bestowing its beauty and happy glitter across the world. Being called "the Sun king" implied that he was always there and watching the nation. When he was a newborn, he was nicknamed "God-Given Son" (Louis Deudonne) to imply that he was great news for France. He also used the slogan, "L’etat, c’est moi", meaning: "I am the State". These slogans and labels were placed to give a notion of his supreme power in order to instil fear in the hearts of his people, so he could achieve total obedience.
He was able to establish one law by establishing the Code of Louis XIV, standardizing law across France which had been based on regional customs. He also reduced the powers of the nobles, rendering them at the mercy of their kings. With this diminishment of power, there was no other choice for nobles except to be 100% apparently loyal to King Louis XIV. He desired nobles to compete with each other for his pleasure. He sold titles to various nobles in order to gain funds for his wars, for which the nobles were exempted from certain taxes years later as a reward. Lastly, he rendered the Estates General (the decision-making body for taxes) powerless and they didn't resume until the very late 1700s.
King Louis XIV focused on maintaining one faith in order that France should prosper and avoid conflicts. He achieved this by revoking the Edict of Nantes (which was made by Louis XIV's ancestors), and thereby putting Catholicism ahead as the principal religion of France while restricting the Huguenots' abilities to practice their religion. He did this as he was a devout Catholic and believed that he derived his rule solely from God's desire. In his mind, he did not want the "wrong" faith being practiced under his leadership.
Louis XIV, although you may disagree with his actions, was one of the best politicians to have ever lived in recorded history. He established French absolutism successfully, through means of slogans/labels, standardizing the government and putting Catholicism above any other religion (religious intolerance). This being stated, he was able to achieve the One King, One Law, One Faith: Louis XIV, King's Rule and Catholicism.
# One Laptop Per Teacher/Test

This is a test page to begin the development on an online course for OLPT

## Learning Project Summary

* Header
* Header
* Time investment:
* Assessment suggestions:
* Portal:
* School:
* Department:
* Stream
* Level:

## Content summary

[Describe this learning project in a sentence or two.]

## Goals

This learning project offers learning activities to ____.
* etc.
Concepts to learn include: /concepts

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

### Texts

* b:__Textbook Name___

### Lessons

* Lesson 1: ...

### Assignments
#### Activities

* Activity 1.
* etc.

#### Readings

Each activity has a suggested associated background reading selection.
* Reading 1.
* Study guide:
* Wikipedia article: w: __Article Name__
* etc.
# Principles of Public Health Practice/Presentation

Create a less-than-five minute video presentation outlining the key issues facing a vulnerable group in relation to a public health issue your team is investigated. Each member of your team is to create a separate presentation for a different vulnerable group. You are to take a strengths-based approach in considering the group and presenting your findings. You should be especially alert to issues relating to stigma and stigma management. Make your presentation available online for others in this subject to see, and for it to be assessed.
This assessment is equivalent to 500-words and comprises 20% of your overall mark.

## Assessment

Remember, this assignment along with the others is being used to determine your learning outcomes according to the objectives for the subject:
* Accurately describe the various concepts, values and strategies relating to public health practice.
* Adequately outline the often conflicting roles and interests held by the various stakeholders engaged in or affected by public health activities.
* Critically articulate the applicability of various strategies engaged in by public health practitioners at various levels.
* Define the limits of public health practice as a discipline with regards to work with ‘vulnerable’ communities within societies.

## Considerations

* Be particularly attentive to how stigma around the issue and the group might influence their likely participation in interventions focused on the concern. There is both written material referenced in the topic Strategies and contexts for public health interventions including the playlist looking at stigma associated with obesity.
* Structure your presentation with (1) briefly outline the issue, (2) identify the vulnerable group you will be considering (3) specify the various dimensions of stigma that might be associated with the issue, (3) identify how this might influence participation in interventions and (4) suggest ways that the stigma might be dealt with positively.
* Please try to be original and engaging with your video - it is a presentation after all. Ensure that you have solid evidence and examples to back up your work.
# System development/Domains/Overview/HCM/Subdomains/Expenses

On this page you can find information about expenses.
One of the userstories is:
* Submit Expenses: An employee submits an expense voucher.
* Approve Expenses: A manager evaluates expenses.
* Reimburse Expenses: Accounting reimburses expenses.

## Questions

* What is the name of the process? Reimbursements? https://en.wikipedia.org/wiki/Reimbursement

## Index

* Best practices
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/HCM/Subdomains/Expenses/Ontology
## Concepts

* Expense
* ExpenseType
* ExpenseReport
* Reimbursement

## Facttypes

* An Employee creates an ExpenseReport
# System development/Domains/Overview/HCM/Subdomains/Leave
## Index

* Ontology
* Processes
* To-do
* Vision
# System development/Domains/Overview/HCM/Subdomains/Onboarding
## Index

* Best practices
* Business objectives
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# Programming Fundamentals/IDE/Rust/Online/Free

* CodeChef
* GDB Online
* Ideone
* paiza.IO
* repl.it
* RexTester
* rust-lang.org
* TutorialsPoint
# Programming Fundamentals/Introduction/Bash
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Bash compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* repl.it
* TutorialsPoint

## See Also

* Bash programming
* Wikibooks: Bash Shell Scripting
* TLDP.org: BASH Programming Introduction
# Programming Fundamentals/IDE/VB.NET/Online/Free

* paiza.IO
* TutorialsPoint
# Programming Fundamentals/Introduction/BASIC
## Try It

Copy and paste the code above into one of the following free online development environments or use your own BASIC compiler / interpreter / IDE.
* repl.it

## See Also

* University of Oviedo: QBasic Tutorial 1
# Programming Fundamentals/IDE/Swift/Online/Free

* paiza.IO
* repl.it
* Online Swift Playground
# Programming Fundamentals/Introduction/Assembly
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Assembly compiler / interpreter / IDE.
* CodeChef
* IDEone
* TutorialsPoint

## See Also

* Assembly language
* Wikibooks: x86 Disassembly
* TutorialsPoint: Assembly Programming
* LMU: NASM Tutorial
* IBM: Linux assemblers: A comparison of GAS and NASM
* Github: The Holy Book of X86
# TAO/Handbook/Target audience
## Target audience(s) of the TAO Handbook and the TAO Community of Practice

See: Personas
See also target audiences of particular modules: For example, the target audience of the silver knowledge module:
* representatives and multiplicators of senior or education institutions, which will take part on the project silver knowledge or
* representatives and volunteers of other wikimedia chapters, which will transfer silver knowledge
These target groups need not only informations about Silver Knowledge, important is, that they get an imagination about, how they can involve and integrate elderly people into the wikimedia as wikipedia author. (See also the discussion on TAO/Silver_Knowledge respectively Talk:TAO/Silver_Knowledge.)
# TAO/How to create a learning and/or research module?

| Target groups: | New members of the TAO Community of Practice |
| Time window: | 2011/11 (start) |
| Completion [%]: | |
| Primary Language: | |
| Maintainers: | User:Beat_Estermann |

## Goal of the module

The goal of this module is to guide the members of the TAO Community of Practice in creating their own learning and/or research module, in carrying out the related activities and in documenting them on this wiki.

## Target group

Members of the TAO Community of Practice who would like to design learning and/or research activities fostering the exchange of know-how and/or contributing to the TAO Handbook.

## Units

* Unit 1: Getting started
* Unit 2: Get to know your target groups

## Members of the Working Group Developing the Module

Please add your user name if you would like to join.
User:Beat Estermann
# TAO/Handbook/Welcome
## Welcome to the TAO Handbook!

The TAO Handbook is a collection of practical and background information on how to involve older adults in online communities and online collaboration.
It was conceived primarily for two types of users:
* managers of online communities and people in charge of online collaboration (in an educational setting or other);
* trainers and multiplicators in online communities and collaboration.
A special characteristic of the Handbook is that it still can be edited by anyone. As it was created within the Wikimedia project Wikiversity you possibly hold in your hands a printed edition of the Handbook, however there may already be a version containing additional material available on the web.
If you want to go on online right now follow this link http://en.wikiversity.org/wiki/TAO/Handbook. We would be glad to also benefit from your experience!

## Contributing

Our Handbook was set on a collaborative platform for a purpose. We think that you have a lot of relevant experience. Help us make this Handbook better, and add your own information! Find out how in the next module.

## Contents

The Handbook contains several chapters that treat different types of information.
We start out with a chapter containing background information on several relevant topics. To start with, the chapter outlines features of the group targeted by the Handbook users: older adults. Information is given on their internet use, motivation to join an online community and how they may benefit from it. Different strategies to foster their participation are outlined. Then, the important role of volunteers and a general information on usability issues are presented. The chapter closes with a definition of online communities and communities of practice, giving ideas on how to manage both types of communities.
The following chapter presents activities that have been implemented by partners of the TAO project and evaluated within TAO. Introductory remarks are given on different types of activities. Behind the name of each activity, you will find some key words that will help you see right away what the activity was about.
A chapter on online tools presents some basic properties of tools for online collaboration and aims to give hints for evaluating their usefulness according to the needs of a online community.
In “General Conditions”, you will find some information on how to organise projects and activities, as well as hints on how to build a financially sustainable community and raise funding.
"Methods and Practical Tools” contains concrete methods you can use during activities, to teach older adults, evaluate activities or solve problems.
You've found a mistake or think something is missing? Don't hesitate to !

## Links

Learn more about the project the idea for this Handbook came from.
The Handbook is part of the AAL project Third Age Online (TAO). Read more on the project's website.
Read more about the Ambient Assisted Living programme on its website.
# TAO/How to create a learning and/or research module?/Get to know your target groups
## Step 1

Use existing sources to learn more about the target group of your module:
* surveys
* research reports
* marketing analyses
* etc.
Conduct your own research to complete the picture:
* interviews with experts
* interviews or focus groups with members of the target group
* participant observation
* surveys
* etc.
Write a short summary of your key findings. Add it to the discussion page of your module.

## Step 2

Get in your users heads by creating personas based on your knowledge of the target group.
You may draw your knowledge of the target group from various sources, including statistics. However, in order to be effective, you will usually need to gather a team of people who know these personas or to conduct focus groups with members of your target group.
Follow the instructions of the module "Creating Personas and Working with Them", especially unit 1.
Document your personas on a sub-page of the personas page for the TAO Community of Practice. Add links to the personas on the discussion page of your module and identify the persona(s) on which you would like to put the main focus in developing your module.

## Step 3

Think about the viability of your module.
What additional resources/partners do you rely on to accomplish your learning activity and to make it viable (sponsors, maintainers, multipliers, technical support, designers, etc.)?
What are their interests and motivational factors? What can you do to respond to their interests and motivational factors?
Document your findings in form of a short summary. Add them to the discussion page of your module.
# TAO/How to create a learning and/or research module?/Getting started
## Step 1

* Briefly describe the topic you are going to focus on as well as the approach you are intending to take.
* Describe your target group(s): What are their characteristics, motivations, needs, and interests? What do you already know about them? What do you still need to find out? How are you planning to go about to find out?

## Step 2

* Describe the processes by which you are going to generate, assemble, and transfer know-how.
* Describe the way you are going to validate your approach with the target group(s), involving them at an early stage of the development of your learning and/or research activity.
* Sketch out the form of the presentation and documentation (and possibly the illustration) of your learning and/or research activity.

## Step 3

* Decide on the next steps to take, make a "project plan" with deadlines for the next steps.
* Analyze the resource situation in your team as well as the availability of the representatives of your target group(s), adapt your "project plan" accordingly.
* Ask what it would take for your learning activity to be sustainable; take the necessary measures to ensure its sustainability.

## Step 4

* Document steps 1 to 3 on Wikiversity by starting your own activity description page and add it to the list of activities.

## Step 5

* When you are done (or if you are stuck): Send us a short e-mail to community(at)thirdageonline.eu.
# TAO/How to participate in the TAO Community of Practice?

| Target groups: | New members of the TAO Community of Practice |
| Time window: | 2011/11 - 2013-09 |
| Completion [%]: | 50 |
| Primary Language: | English |
| Maintainers: | User:Semaphor User:Beat_Estermann User:Patrick Kenel |

## Goal of the Learning Module

The goal of this learning module is to facilitate newcomers' first steps - both with regard to using the Wikiversity platform, and with regard to the TAO Community of practice.

## Target Group(s)

You should engage in the activities of this learning module if one of the following applies:
* You would like to participate in the TAO Community of Practice, but you are not familiar with using MediaWiki yet - in this case, we recommend you to start with unit 1.
* You would like to participate in the TAO Community of Practice, you have been using MediaWiki before, but are not familiar with Wikiversity yet - in this case, we recommend you to start with unit 1.
* You are familiar with MediaWiki and Wikiversity in general, but you wish some guidance to get involved with the TAO Community of Practice - in this case we recommend you to have a look at the bullet points in unit 2.

## Learning Units

* Unit 1: Get started on Wikiversity and in the TAO Community of Practice.
* Unit 2: Tell the community who you are, get to know the other community members, and learn how best to interact with them.
* Unit 3: Engage in existing learning and/or research activities.
* Unit 4: Create your own wiki pages.

## Modules for "bootstrapping" the TAO Community of Practice

* How to create a learning and/or research module?
* Developing problem based approaches to the TAO Handbook and the TAO Community of Practice
* Taking stock of the project TAO

## Members of the Working Group Developing the Module

Please add your user name if you would like to join.
* Estermann, Beat
* Lüke, Simon
* Kenel, Patrick
# Rocket Rhymes and Songs

This is an abridged version of an activity from the 321 Liftoff Educators Guide: Lesson 11. The complete lesson is available as a pdf from NASA.gov]
Create and color rockets on craft sticks and then use them to participate in songs and rhymes!

## Materials

* Rockets to color and cut out
* Craft sticks
* Glue
* Markers
* Scissors

## Directions

* Print the rocket pattern
* Cut and color the rockets
* Optional: back with cardboard
* Glue to craft stick

## Songs

Wave your rocket on sticks to the descriptions in the music.

### Did you ever see a rocket

Tune: "Have you ever seen a lassie?"

### I'm a Little Rocket

Tune: "I'm a Little Teapot"

### Rocket, rocket in the sky

Tune: Twinkle, Twinkle Little Star
# Romanian Language

Welcome to
To learn and teach Romanian!
If you are familiar with Romanian and are interested in Romanian literature, please visit this site.
Lessons in Romanian :
| Introduction: | Introduction |
| Lesson #1: | Grammar |
| Lesson #2: | Vocabulary |
| Lesson #3: | Romanian III |
| Lesson #4: | Romanian IV |
# Role

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Romance of the Three Kingdoms (by Luo Guanzhong)

This will be a reading group for discussion of Romance of the Three Kingdoms by Luo Guanzhong. It is a historical novel which plays in China from 168 - 280 AD and is one of the Four Great Classical Novels of Chinese literature.
If you are interested in this text, please add your name to the list of participants and put this page on your watchlist.

## What was done so far ?

* My idea is that we can have regular chat sessions to discuss the text (see old chat logs from the Thucydides: The Peloponnesian War reading group). What I am doing right now, ----Erkan Yilmaz uses the Wikiversity:Chat (try) 19:10, 4 April 2008 (UTC)

## Participants

* Erkan Yilmaz
* winn3317
* whole_rubber_soul