OpenLLM-France/wikimedia huggingface dataset:
# Precambrian/Hadean

The Hadean Eon started with the formation of the Earth and the Moon and lasted around 4 GYA.
A recent study theorized that the heavy bombardment during the Hadean eon brought either life or the building blocks to life to Earth: meteors from this bombardment may of had phosphorus material, which a building block for life. There is speculation that the earth was covered in water, and wasn't molten during this time: this eon was named after hellish conditions, as it was thought Earth was a molten planet at this time. Rocks formed during the Hadeon Eon were formed under a relatively low temperature that suggests there was water on the planet to keep temperatures steady.
The Hadean is comprised of three eras: Paleohadean, Mesohadean, and Neohadean. The Prenectarian and Nectarian periods are the Moon's corresponding time frame.

## Lunar equivalent
### Prenectarian period

The Prenectarian period lasted from the creation of the Earth and moon 4,533 MYA until 3,920 MYA.

### Nectarian period

The Nectarian period was from 3,920 MYA ago to 3,850 MYA. This is the time after the heavy bombardment.
# Precalculus

Precalculus is an advanced form of secondary school algebra intended to prepare students for the study of calculus. Pre-calculus typically includes a review of algebra, as well as an introduction to exponential, logarithmic and trigonometric functions and analytic geometry. Equivalent courses are introduction to analysis, college algebra, and trigonometry.
In detail, precalculus deals with:

## Numbers

* Sets
* Complex numbers
* Real numbers
* Imaginary numbers

## Function

* Properties of functions
* Composite functions
* Polynomial functions
* Rational functions
* Exponential functions
* Logarithmic functions
* Polar coordinates system

## Equation

* Polynomial equations
* Parametric equations
* Differential equation
* Ordinary differential equations
* Solving equations and inequalities
* Matrices

## Trigonometry

* Trigonometry
* Trigonometric functions and their function inverses
* Trigonometric identities
* Conic sections
* Sequences and Series
* Binomial theorem
* Euclidean vectors
* Mathematical induction
# Precambrian

Precambrian Super Eon main page. sub-pages in the template

## Related

* Life origins
# PreK Skills

    Created: 2006 09 29 | Percent completed:
| Elementary Curriculum and Training » Preschool Language and Skills | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 |

## What is PreKindergarten Skills?

PreKindergarten Skills is the teacher's guide for teaching science at the kindergarten level.
Each unit is numbered and can be taught in one day. Each unit also contains scripted instructions for the teacher. Many units contain workbook pages and activities.
* This is item 1
* This is item 2
* This is bullet 1
* This is bullet 2

## Unit 1 The Human Body - Overview

September science lessons deal with taking care of the body through cleanliness, rest, and healthy eating. The teacher can develop healthy habits at the beginning of the year and assist children in following procedures all year long that are developed in September. It is strongly suggested that the teacher request children wash their hands prior to any food consumption.
Review proper ways to cover the mouth and nose when coughing and sneezing and to wash after sneezing and coughing. Provide opportunity to eat healthy foods at snack time. Emphasize the importance of rest and how the body requires time to 'recharge' if nap time is a part of your day.

## Authors and contributors

This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):
* Harriska2 (Contributions)
# Precambrian/Chaotian

The Chaotian Eon is the time from the beginning of the Solar System to the time the current state of the Earth and Moon formed. Little is known about this eon.
# Video journalism/Identify a news story

By the end of this assignment you should have identified a news story by way of assessment of its news worthiness. This will establish if the story has enough density to be developed into a current affairs piece and onwards to a documentary. To store and display this work, you will develop a basic website to work on your assignments. You will also begin to make active viewer's analysis and critique of any video material that is available on your news story. You should also espouse some basic ideas about video production, ethics and issues, and publish this on your website (blog).

## Set up a basic website for your news story

Establish a basic website, such as a blog, to post this your first assignment. Name the website based on your name as a journalist. This website will be the place for you to submit all of your assignments, a place for documenting your work to completion, and it may later become your professional workspace for showing your professionalism. It should be publicly available so your colleagues and your Chief of Staff Reviewer can see your work and progress.

## Identify a news story

In your first post, link or display video news clips that relate to your story idea. These clips should be news, either in raw form, or as final produced video. Working with verifiable facts only, write your own perspective around this envisaged news story, and prepare a 300 word pitch for the Chief of Staff Reviewer.
The story that you identify will form the basis of your entire news to documentary project. Naturally, this pitch should be a subject area that you are familiar with, culturally, and it should be one that you are confident will remain fresh and inspiring to you throughout this study schedule.
You may find useful video at the following channels:
* http://www.youtube.com/user/RussiaToday
* http://www.youtube.com/user/TheRealNews
* http://www.youtube.com/user/aljazeerachannel
* http://www.youtube.com/user/democracynow
* http://www.theglobalmail.org/

## Your rationale

After your pitch to the Chief of Staff Reviewer, write a 300 word rationale as to why this news story subject area is going to be productive as a news story through to documentary. Make this rationale refer to:
* news worthiness
* screen worthiness
* screen aesthetic
* usable audio
* interview richness
* dramatic qualities
* currency
* proximity
* moral breach
* transformation or change inherent in the event as portrayed in the story.

## The practicalities

Then finally, write another 300 words describing how all these qualities might be practically built into a news story. Do you have the resources, the access, the contacts and the qualities to develop this news story through to a documentary? If not, how do you propose to acquire them?

## Examples

(Under construction) The following are examples of previous work done for this assignment:
* Example one
* Example two
* Example three
# Video journalism/Ethics of the Gaze

This topic is a work in progress...
Discussions around journalistic representation and fairness, or notions of privacy verses public interest, or comment on the subjectivity-objectivity balance; often become bogged down in their own problematics. The contradictions and problematics within journalism filmmaking are the centre of this work-in progress discussion which deliberately exposes ethical dilemmas in filmmaking. This topic reviews questions of representation and ethical practice in video journalism that employs the new, portable and unobtrusive digital camera. In particular, it looks at questions of ethics surrounding the camera gazing in on the very private.

## Altered world-views

It is often said that television has altered our world. In the same way, people often speak of a new world, a new society, a new phase of history, being created – ‘brought about’ – by this or that new technology...
Most of us know what is generally implied when such things are said. But this may be the central difficulty: that we have got so used to statements of this general kind, in our most ordinary discussions, that we fail to realise their specific meanings. [Raymond Wiliams Television – Technology and Cultural Form Fontana. UK, 1974, 9.]
Read this essay for some back-grounding: Ethics in the Immersive Documentary by John Dentino December 2013
http://sensesofcinema.com/2013/feature-articles/ethics-in-the-immersive-documentary/

## Academic deliberation

Writing about these issues works at finding a place in culture – for journalism, TV news and documentary. It also allows for a critique of the accountability in news and documentary in the context of the new world information order and perhaps most importantly, in the context of the documentary subject (the social actor).
Film making ethics provides the opportunity to analyse and critique genre and write about changes, trends and processes within documentary journalism and film culture. In this context, one can provide a reflexivity that is difficult to maintain in academic writing on documentary when there is no direct contact or experience with the medium.
# Studies of Euler diagrams/transformations

dummy
These are pairs of functions in the same clan (NP equivalence class), so they can be expressed in terms of each other. The clan numbers refer to the rational ordering. (Which will at some point be replaced by a better one.)
The transformation from one to the other is a signed permutation, which means that arguments are negated and permuted. It can be just a set of negated places or just a permutation. (These cases are marked with N, P or NP respecitively.)

## clan 84: dakota and tinora   (NP)

| dakota | tinora |

### clan 157: dagoro and darimi   (NP)

| dagoro | darimi |

## clan 109: tamino and niliko   (NP)

| tamino | niliko |

## clan 203: dukeli and netuno   (NP)

| dukeli | netuno |
| dukeli | netuno |

## clan 349: nagini and medusa   (P)

| nagini | medusa |

## clan 15: potero and makoto   (NP)

| potero | makoto |
| potero | makoto |

### potero and potula   (N)

| potero | potula |

### potula and basori   (P)

| potula | basori |

## clan 19: dobare and dobipi   (N)

| dobare | dobipi |

## barita filtrates   (P)

| miniri and sediri | gepofu and sedofu | putuki and seduki |

## bloatless alternatives   (N)

demole
futare :
# Study Group For Relativity/Proof of Antiparticles

Recently I started reading a book by Richard Fynmann outlining how he and *** were able to predict the existence of anitparticles through the combination of quantum mechanics and special relativity. So I've created this page as a tangent off Jason and my original page to continue the overall collaborate learning experience! (picture me putting my hand up in the air like superman after saying that)
Will edit when I'm not very very tired.
# Study group on Conceptualizations of Negotiation

Suggested readings:
Representations of the Social: Bridging Theoretical Traditionsm, Kay Deaux (Editor), Gina Philogène (Editor), ISBN 978-0-631-21533-2
Power as a Structural Phenomenon, Jennifer Watling Neal, Zachary P. Neal, Am J Community Psychol (2011) 48:157–167 DOI 10.1007/s10464-010-9356-3
Algorithmic Game Theory, (ISBN 9780521872829)
Basis of this learning project This project was started due observation how Brexit was discussed about as a poker game in public. Since poker is zero sum game it does give very different understanding of being part of the EU than when thought of as cooperative game. One of the original participants lives in Britain and brought up the starting observation. Other participant lives in Finland created reading list for the project. Intention is to try to have better idea how negotiations are talked about in different cultures and how much there is variation within cultures and between cultures.

## Discussion questions and essay ideas

* What role can persuasion play in negotiation?
* What are different strategies for successful negotiation?
# Studies of Euler diagrams/splits

Given a universe of elements, one can say, that a set does two things:
* It splits the universe in two halves,
* and it labels one half as inside (the set) and the other one as outside (the complement).
It can be useful to use a weaker construct, that does only the first. This shall be called a split.
Where both sides are non-empty, a split is the same as a partition into two blocks.

## two splits

The following image shows the three ways two different splits can relate to each other:
* left: The borders cross, and the resulting 4 areas are non-empty.
* middle: The borders do not cross, and the resulting 3 areas are non-empty. This case can be seen as disjoint sets (row 1, middle), sets in a subset relation (row 3, right) or intersecting sets whose union is the universe (row 4, left).
* right: One of the sets is the universe, and thus contains the other one. Only 2 areas are non-empty.
All non-empty areas in a column appear as intersection of red and green in one of the rows. In the left column there are 4, in each middle column there are 3, and in the column on the right there are 2. So to find out how two splits are related to each other, one has to check how many of the four possible intersections are empty.
The graphic shows only the cases where the splits are different. But there are also three cases where they are the same

### all six cases

| Cases where the two splits are equal: 0: Special case where the universe is empty. 1: One side is empty, so the other one is the universe. 2e Both sides are non-empty. | Cases where they are different: 2u: One of the sets is the universe, and thus contains the other one. 3: The borders do not cross, and the resulting 3 areas are non-empty. 4: The borders cross, and the resulting 4 areas are non-empty. |
These four Boolean functions show examples of each case.
| 0, 0, 0 | 1, 2u, 2u | 2e, 2u, 2u | 3, 4, 4 |

## examples for 3-ary Boolean functions

An overview of all 22 equivalence classes can be found in the category on Commons.
In the small Venn and Euler diagrams, gray cells are empty. In the big files, the black dot represents an element, i.e. these cells are non-empty.
BEC 9 :
| 2e, 3, 3 | 1001 0001 |
| 2e, 3, 3 | 0110 0100 |

## hypersplits

The concept can be extended to higher dimensions. A hypersplit of dimension n (or n-split for short) partitions space into 2$^n$ orthants. E.g. a 2-split has four quadrants, and a 3-split has 8 octants. Each orthant needs to contain at least one spot - but it can be a gapspot.
* List for medusa (two 3-splits)
* List for farofe (one 3-split)
* List for rudege (three 3-splits, one with a single gapspot as an octant)
# Studies of Euler diagrams/tavoku

dummy
This 3-ary Boolean function has 5 of 8 true spots. The representations here are inflated with the argument C, so that it looks like a 4-ary Boolean function.
In this inflated form it has these relationshipts:
* It is inflated barogi without spots 8 and 12.
* Without spot 0 it becomes tinora.
* Without spots 0, 2, 6 it becomes dagoro
| 2D Euler diagram | 3D Euler diagram |

## filtrates

Each of the 6 pairs is a 2-split (with all 4 quadrants). Only one of the 4 triples is a 3-split (with all 8 octants).
# Studies of Euler diagrams/ternary labels

dummy
A cell is either in or outside of a set. Therefore cell labels are among 2$^n$ binary numbers (starting with 0). A segment in general (including edges and vertices) can also be on the border of a set. Therefore segment labels are among 3$^n$ balanced ternary numbers (with 0 in the middle).
These segments are among the k-faces of the n-orthoplex. See e.g. this list of 3$^4$ = 81 (tesseract and) 16-cell faces.
The ternary vectors of cells have only + and − entries, corresponding to binary 1 and 0.
The sign in place i of the ternary vector shows where the segment is relative to set i:
| + | in the set |
| 0 | on the border |
| − | outside |
| foravo | logota | medusa | farofe |
# Study of Genesis

=> School of Theology > Department of Biblical Studies > Center of Biblical Survey > Study of Genesis

## Syllabus
### Course Overview

* Background of Genesis
* Genesis 1 - 2 :: Creation
* Genesis 3 :: The Fall of Man
* Genesis 4 - 6:8 :: Effects of Sin
* Genesis 6:9 - 9:17 :: Flood and the Noahic Covenant
* Genesis 9:18 - 11:8 :: Rise of False Religion
* Genesis 11:9 - 13:4 :: Separation of Abram from Babylon
* Genesis 13:5 - 13:18 :: Separation of Abram from Lot
* Genesis 14:1 - 15:21 :: Abram's Shield and Reward
* Genesis 16:1 - 18:15 :: Ishmael vs Isaac
* Genesis 18:16 - 19:38 :: Trying of Lot
* Genesis 20:1 - 20:18 :: Embarrassing Family Stories
* Genesis 21:1 - 21 :: Ishmael vs Isaac, Round Two
* Genesis 22:1 - 19 :: The Binding of Issac
* more..

### Final Project

In order to receive credit (albeit imaginary credit ;-) for this course, you must write a short term paper on one of the following topics. (If you're auditing the course, of course you don't have to; however, you won't get that warm fuzzy feeling afterward.) The papers are to be about 1500 words in length, and will be posted on the course Project Page. See the Project page for details.
Project Topics:
* (course unfinished - no project topics yet listed)

## Supplemental Resources

* Sermons Through the Bible - Pastor Joe Focht

## Major Contributors to the Course

* Opensourcejunkie

## Feedback

I'm always open to feedback on the course, good bad or ugly. Let me know what improvements may be made by writing your opinions in the space below. Make sure to sign your post!
    Opensourcejunkie, you are awesome. Not only is your name awesome, but this whole study is awesome! Thanks opensourcejunkie. --Opensourcejunkie 14:37, 19 March 2008 (UTC)
    ignore this; I'm staging a subpage to be written: Study of Genesis/Genesis as a Myth
# Studies of Euler diagrams/medusa

dummy
This Boolean function was initially found by adding another intersection to the inflated function barogi (shown on the right), creating an Euler diagram with an unusual geometry (which could be described as a torus). Each pair of circles overlap, so no two sets are disjoint or in a subset relationship. It turned out to be difficult to verify, that this function does not require gapspots.

## Euler diagrams
### 2D

This Boolean function does not have a good 2-dimensional Euler diagram. Both attempts shown have duplicates of cell 0 and its yellow and red borders.

### 3D

The representation with spheres is not really useful. It is shown here as a step in the search for a good Euler diagram - which started with the circles, and ended with the curved planes. (Only the front side of the spheres is shown, because the full version contains duplicates of the two vertices and the edge between them.) This object has 13 cells, 22 faces, 12 edges and 2 vertices. The edge between red and yellow is separate, and the others are two crosses on one axis.

## filtrates

Each of the 6 pairs is a 2-split (with all 4 quadrants). 2 of the 4 triples are 3-splits (with all 8 octants). (See also here.)
Euler diagram :
graph :

## cells

spheres :
| neither blue nor green | either blue or green | blue and green |
| 9 A__D 8 ___D 0 ____ 1 A___ | 12 __CD 4 __C_ 5 A_C_ 10 _B_D 2 _B__ 3 AB__ | 14 _BCD 6 _BC_ 7 ABC_ |

## gap variants

Spot 3 is on its own an octant of the lower 3-split. Removing it causes this 3-split to disappear. The resulting function farofe still has the other one, and thus also requires an Euler diagram with 3 dimensions. Removing spot 2 as well, causes also the upper 3-split to lose its bottom front octant, so the resulting function niliko has a 2-dimensional Euler diagram. Removing spots 0 and 2 creates the new gapspot 11, which is on its own an octant of the new 3-split ABD. Theoretically the resulting function rudege has a 3D diagram, but no properties are lost in the 2D projection shown.
| farofe (without spot 3) | niliko (without spots 2, 3) | rudege (without spots 0, 2) |

## gapspots

One could perceive 11, 13 and 15 as gapspots - which would mean, that the Euler diagram is the Venn diagram with all 16 intersections.
# Studies of Euler diagrams/vidita

dummy
This 4-ary Boolean function has 10 of 16 true spots. It is a gap variant of medusa (see here).
| 3D Euler diagram | 2D Euler diagram with duplicates of cell 6 |
2D Euler diagrams :
| multicrossings degenerated into gapspots 1 and 8 (making it a gap variant of inflated barogi) | multicrossings | multicrossings degenerated into duplicates of cell 6 |
vidute   (similar diagram with 3 pills) :

## filtrates

Each of the 6 pairs is a 2-split (with all 4 quadrants). Only one of the 4 triples is a 3-split (with all 8 octants).
# Zones
## Learning goals
## Script

Web Science/Part1: Foundations of the web/Domain Name System/Zones/script
# Terminology
## Learning goals
## Script

Web Science/Part1: Foundations of the web/Domain Name System/Terminology/script
# Tree structure
## Learning goals

test the mooc system

## Script

Web Science/Part1: Foundations of the web/Domain Name System/Tree structure/script
# Ajax and the XMLHttpRequest class
## Learning goals

* be aware of JavaScript APIs
* know some of the standard JavaScript libraries
* be able to understand the concept of Ajax requests.

## Script

index.html
Register.java
# Summary, further reading, homework
## Learning goals
## Script

Web Science/Part1: Foundations of the web/Domain Name System/Summary, further reading, homework/script

## Quiz

Web Science/Part1: Foundations of the web/Domain Name System/Summary, further reading, homework/quiz
# Dynamic Web Content
## Learning goals
## Associated units

* become aware of the possibilities to create dynamic content within a webserver
* see that you don't have to implement a webserver to be able to serve dynamic content
* understand some main issues like blocking I/O that one should keep in mind when doing server side programming
* see how the web server is the entry point for web applications
* whitelisting of input vs blacklisting and a method of preventing XSS
* understand the basics of HTTP POST requests
* become aware of security issues while transfering data to a web server
* be able to create a simple web form in HTML
* See how a POST request is handled in a Java Servlet
* get to know the Request object
* see how a data base query and more advanced technology can be included to a servlet
* understand how javascript was supposed to support people to fill out web forms
* understand the issues and disadvantages that arise with javascript
* be aware of JavaScript APIs
* know some of the standard JavaScript libraries
* be able to understand the concept of Ajax requests.