OpenLLM-France/wikimedia huggingface dataset:
# English-Chinese/Examples of aerobic exercise

Examples of aerobic exercise include running, cycling, swimming, brisk walking, skipping rope, rowing, hiking, playing tennis, continuous training, and long slow distance training.
有氧运动的例子包括跑步，骑自行车，游泳，快走，跳绳，划船，徒步旅行，打网球，连续训练和长距离慢速训练。
# Hospital/Differentiable in inner interval/Fact/Proof

Because $g'$ has no zero in the interval and $g(a)=0$ holds, it follows, because of fact, that $a$ is the only zero of $g$. Let ${\left(x_{n}\right)}_{n\in \mathbb {N} }$ denote a sequence in $I\setminus \{a\}$, converging to $a$.
For every $x_{n}$ there exists, due to fact, applied to the interval $I_{n}:=[x_{n},a]$ or $[a,x_{n}]$, a $c_{n}$ (in the interior of $I_{n}$,) fulfilling
    ${\frac {f(x_{n})-f(a)}{g(x_{n})-g(a)}}={\frac {f'(c_{n})}{g'(c_{n})}}\,.$
The sequence ${\left(c_{n}\right)}_{n\in \mathbb {N} }$ converges also to $a$, so that, because of the condition, the right-hand side converges to ${\frac {f'(a)}{g'(a)}}=w$. Therefore, also the left-hand side converges to $w$, and, because of $f(a)=g(a)=0$, this means that ${\frac {f(x_{n})}{g(x_{n})}}$ converges to $w$.
# Horses/Color/Induction/Exercise

In the following argumentation, we prove by induction that all horses have the same color. "Let $A(n)$ denote the statement, that any $n$ horses have the same color. Base case: If only one horse is there, then this has a certain color and the statement is true. For the induction step, suppose that in each collection of $n$ horses, they have the same color. Let's now consider a set of $n+1$ horses. If we take out one of them, then by induction hypothesis, all the remaining $n$ horses have the same color. If we take out another horse, then again the remaining horses have the same color. Therefore, also all $n+1$ horses have the same color“. Analyze this argumentation.
# Horticulture

Welcome to the learning project on Horticulture!
The following is a suggested list of headings for a learning project. For more information, please read the directions. Please organise the page as you see fit.

## Learning project summary

* Project code: HRT
* Suggested Prerequisites:
* Time investment:
* Assessment suggestions:
* Portal: Portal:...(List main portal/s here)
* School: School:... (List main school/s here)
* Department: Topic:...
* Stream:
* Level:

## Content summary

Students will develop a broad understanding of the components of horticultural theory and can participate in suggested practical activities to enhance the theoretic knowledge garnered from the materials.

## Goals

This learning project aims give students the knowledge to:
* Collect and classify plants
* Acquire specialist knowledge
* Plan and manage long term weed, pest & disease control
* Establish and maintain turf
* Design plant displays
* Manage plant health
* Manage a controlled growing environment
* Assess trees

## Contents

Def. the "art or science of cultivating gardens" is called horticulture.
Def. "the process or action of cultivating of the soil, particularly in" an "outdoor area containing one or more types of plants" is called gardening.

### Learning materials

Add learning materials here. See also the box below.

### Readings and other resources

Each project/lesson/activity may have a suggested reading selection. For example:
* w: Horticulture
* b: ...

### Lessons

* Lesson 1: How to Identify plants
* Lesson 2: [[//]]* ...

### Activities

* Activity 1:
* Activity 2:

### Tests and quizzes

* Quiz 1:
* Quiz 2:
* Test 1:

## Subpages

Subpages can be created - using the syntax '[[/concepts/]]' (for concepts involved in this learning project & without the quotes).

## Active participants

Active participants in this Learning Group
* --Marshallsumter (discuss • contribs) 05:32, 17 September 2021 (UTC)

## Inactive participants

* HortMan 12:28, 6 April 2008 (UTC)
* Learning materials
* Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) 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 - and you are encouraged to cooperate with other departments that use the same learning resource.
# Hospital/Rational function/3x^2-5x-2 over x^3-4x^2+x+6/Example

The polynomials
    $3x^{2}-5x-2{\text{ and }}x^{3}-4x^{2}+x+6$
have both a zero for $x=2$. It is therefore not immediately clear whether the limit
    $\operatorname {lim} _{x\rightarrow 2}\,{\frac {3x^{2}-5x-2}{x^{3}-4x^{2}+x+6}}$
exists. Applying twice L'Hôpital's rule, we get the existence and
    $\operatorname {lim} _{x\rightarrow 2}\,{\frac {3x^{2}-5x-2}{x^{3}-4x^{2}+x+6}}=\operatorname {lim} _{x\rightarrow 2}\,{\frac {6x-5}{3x^{2}-8x+1}}={\frac {7}{-3}}=-{\frac {7}{3}}\,.$
# Hospital/Differentiable in inner interval/Fact

Let $I\subseteq \mathbb {R}$ denote an open interval, and let $a\in I$ denote a point. Suppose that
    $f,g\colon I\longrightarrow \mathbb {R}$
are continuous functions, which are differentiable on $I\setminus \{a\}$, fulfilling $f(a)=g(a)=0$, and with $g'(x)\neq 0$ for $x\neq a$. Moreover, suppose that the limit
    $w:=\operatorname {lim} _{x\rightarrow a}\,{\frac {f'(x)}{g'(x)}}\,$
exists.
    $\operatorname {lim} _{x\rightarrow a}\,{\frac {f(x)}{g(x)}}$
$w$
# English-Chinese/It was 1:00 AM and Gerard was still awake

It was 1:00 AM and Gerard was still awake.
凌晨1点，Gerard仍然醒着。
# English-Chinese/It was raining when I went out

It was raining when I went out.
我出去的时候下雨了。
# English-Chinese/Jehovah's Witnesses are a religious group with more than eight million members around the world

Jehovah's Witnesses are a religious group with more than eight million members around the world.
耶和华见证人 是 一个 宗教团体，在 全世界 拥有 800多万 成员。
# English-Chinese/It is widely believed that the earth revolves around the sun

It is widely believed that the earth revolves around the sun.
人们 普遍 认为 地球 围绕 太阳 公转。
# English-Chinese/It took an army of people to build that bridge

It took an army of people to build that bridge.
建造这座桥梁需要一大群人。
# English-Chinese/It’s dark, let’s go to sleep

It’s dark, let’s go to sleep.
天黑了，我们去睡吧。
# English-Chinese/It took a few moments before I realized that she was joking

It took a few moments before I realized that she was joking.
我 花了 一些 时间 才 意识到 她 在开玩笑。
# English-Chinese/It’s great to look at the sky with a telescope

It’s great to look at the sky with a telescope.
用望远镜观察天空真是太棒了。
# English-Chinese/Italy

Italy is a country in south Europe and a member of the European Union. Its official name is Repubblica Italiana. The Italian flag is green, white and red. Italy is a democratic republic and is a founding member of the European Union.
Italy 是 南欧的 一个 国家，也是 欧盟的 一员。它的 官方 名称 是 Repubblica Italiana。Italy 国旗 是 绿色，白色 和 红色。Italy 是 一个 民主 共和国，是 欧盟的 创始 成员 之一。
# English-Chinese/Jane put in water up to the top of the bath

Jane put in water up to the top of the bath.
Jane 把水 放到 浴缸 顶部。
# Film Scoring:Exercises:Introduction

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Exercises in film scoring introduction
The pages in this lesson are:
Page 1: A simple scene called "Home Wrecker"
Page 2: A pair of scenes called "Green Tea Smoothie"
Page 3: A very long scene from "Blindman's Bluff Production" :
* Real scenes for you to score in GarageBand
* Loan program
* NOTE: December 2007 -- These disks were available from the Star Movie Shop which no longer sells to the general public.
* Good News: I still have copies of these disks so I can loan the disks to you if you return each disk in one month. (The disks are not copy protected.)
* Page 1: Very simple
* A scene called "Home Wrecker"
* This is a scene with very little dialog and lots of gaps which need music. Because this contains adult subject matter, it is best that students be over 18 years old.
* Page 2: Challenging
* A scene called "Green Tea Smoothie"
* This is two scenes which are part of the same story. The first scene is simple but the second can be confusing for the audience. The intent of the director is not clear in the second scene (nor was it for the entire motion picture).
* That is why this scene is so interesting. It is a tremendous challenge to discover the emotions of this scene and then use your music to explain this to the audience.
* Page 3: Final exam
* A scene from "Blindman's Bluff Production"
* This is actually three scenes in one long continuous scene. This is the first scene of the motion picture which introduces these new characters so music is extremely important to explain who these people are. This is like a final exam for film scoring. Simple yet long.
# Film editing/Analyze your dailies for an editing workhop
## Under Construction This Month

Narrative Film Production:
Course: Fundamentals of narrative film editing (which is editing a conversation from a dramatic scene with scripted dialog.)
This lesson is:
Creating your own editing workshop disk
The pages of this lesson are:
Summary - Creating your own editing workshop disk
Page 1 - Two example disks from Star Movie Shop
Page 2 - Analyze your dailies
Page 3 - Tour disk vs. editing workshop disk
Page 4 - Distributing your editing workshop disk
Page 5 - The future of editing workshop disks :
Lesson #05 - How to create your own editing workshop disk :
| Review the dailies Each scene will have totally different dailies. Much depends on how the scene was shot; not just the contents of the scene. How long are the dailies? The first question you must ask is how long are the dailies. As an example, | The Basic contents of an editing workshop disk Finding the scene To create an editing workshop for dialog editing, you need a scene which stands by itself. one actor over another. |
* The Next Page
* The next page explains your choices for marketing the disk and now that effects the design of the disk.
* Page 3 - Tour vs. Workshop
* Contact Your Instructor
* Your instructor for this class is Robert Elliott. To email me, you simply Click Here.
# Film Scoring/Workshop

Subject classification: this is a music resource.
Topic:Music in Film:
Mad Max's Course in Film Scoring for Motion Pictures
Lesson: Film Scoring for a real scene for Television :
Apply what you have learned to create your demo reel :
| Score a scene You have learned the three basic ways to create musical sound effects and musical themes for film scoring. Now you need to create an actual film score and then you need to show it to people. 1. Purchase any of the disks from the Star Movie Shop which have edited scenes for you to create a film score. "Blindman's Bluff" and "Home Wrcker" are probably the two best choices. "Blindman's Bluff Production" has two scenes, one short and one long. "Home Wrecker" has only one short scene. 2. Import the edited scene into GarageBand. 3. Decide what you want to do. This will take the most time. Listen to a lot of film scores, Broadway scores, and classical music. While you are trying to decide, create a humming score to test your ideas. 4. Use the three methods you have learned to create musical sound effects. 8. Export the movie with finished score. From this basic form, you can add tracks with other notes. Create your demo reel When you begin looking for a job creating film scores, even if it is just film scores for student films, you will need to show the film's producer what you can do. For this, you need a demo reel. Create film scores for many of the scenes from the Star Movie Shop and use iDVD or DVD Studio Pro to create a demo reel. | Pictures to follow shortly... |
| Film scoring lessons Below are Mad Max's Music Lessons. To the right are general filmmaking lessons. 1. The Sound of Fear 2. The Sound of Joy 3. Creating film scores from Midi files 4. Creating a humming score 5. Film Scoring Workshop - Movie for Television Supplemental A: Examples of Narrative Music Supplemental B: A fun movie which needs a film score Contact Your Instructor Your instructor for this class is Robert Elliott. Please email me by simply clicking here. | Lessons in → Basic Filmmaking → Format the movie script → → Start here to learn filmmaking Create the storyboard Create the thumbnail storyboard → Create the 3D storyboard → Record the dialog for the animatic → Create the temp track for the animatic → Edit the animatic → Draw the movie poster for "Star Wars" → · Informational lessons:Understanding filmmaking· All about lenses · Marketing and publicity · Plan the movie · Reference materials: Thumbnail library · Storyboard worksheet · Original story · Script outline · Script (pdf) · Floor plan |
# Film Studies

Wikipedia articles:
   * Film (main article)
    Industry: Film studies · Filmmaking · Film industry · Cinema of the United States · Transnational cinema
    Styles and theory: Formalist film theory · Film styles · Art film · Documentary film · Film noir · Underground film · Spaghetti Western · Surrealist cinema
    History: History of film technology · History of film · Precursors of film · History of animation
* Featured Wikiversity essay:
* Film Studies/The birth of Hollywood Cinema
* Currently this is the only essay. We need more!

## Call for essays

Set education free by contributing to Film Studies. Create a space where you can work by entering a title that is not already on the list below.

## List of essays

* Film Studies/The birth of Hollywood Cinema
* Film Studies/Why I created "Film Studies"

## See Also

* School: Film
# Dominant group/Letter of institutional commitment

Wikiversity certification that the institution supports the proposed course:
"Wikiversity is a Wikimedia Foundation project devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning. We invite teachers, students, and researchers to join us in creating open educational resources and collaborative learning communities. To learn more about Wikiversity, try a guided tour or start editing now." As stated on the Wikiversity:Main Page at http://en.wikiversity.org/wiki/Wikiversity:Main_Page.
Wikiversity certification that the course is new:
See online the Category:Courses, it does not contain the proposed course. See also the template Template:Dominant group which shows the course in red meaning not yet a resource.
Wikiversity certification that during the grant period it will be offered at least twice by each faculty member involved in developing it.
The Wikimedia Board of Directors cannot certify that during the grant period the proposed enduring-question course will be offered twice by the faculty member. Only I (as user: Marshallsumter) can do that! The course will be offered dynamically as indicated in the Project narrative, additionally I will offer the course in a monthly semester format, per the syllabus, that meets formally the offering of the course twice during an academic period.
"Just as an FYI, Wikiversity has been placed among the 'top picks' for https://plus.google.com/114424163811716070551/posts/bnLpsUq7rhd this Google+ education list. It has been shared over 2000 times since its original posting." This is stated by user:Jade Knight in Wikiversity:Colloquium/archives/March 2012 at http://en.wikiversity.org/wiki/Wikiversity:Colloquium/archives/March_2012.
# Human Legacy Course/Cultures of East Asia (550 - 1400)

Beginning in the AD 500s, a series of dynasties reunified China and produced a prolonged golden age. The influence of China’s advanced civilization spread across East Asia. In Korea, kingdoms borrowed from Chinese culture and made it their own. In Japan, rulers borrowed from both China and Korea to produce a cultural flowering. In Southeast Asia, several kingdoms and empires thrived while borrowing from both India and China.
This week, you will learn how Chinese and Indian cultures spread, or diffused, through trade, conquest, migration, and religious missionaries to influence Japan, Korea, and Southeast Asia. Nomadic Mongols then spread their culture through conquest as well.
Let's Begin!
# Human Legacy Course/Empires of China & India (350 BC - 600 AD)

Beginning in the 300s and 200s BC, strong empires unified much of China and India. Under these empires, China and India grew and prospered. This prosperity helped lead to classical periods in their histories, during which China and India developed many of the characteristics that would come to define their civilizations into modern times.
Throughout history, civilizations have produced classical, or golden, ages during which outstanding contributions have been made in cultural and intellectual life. This week, you will learn about golden ages in China and India.
Let's Begin!
# Human Legacy Course/Ancient India & China (2500 BC - 250 BC)

Like Mesopotamia and Egypt, India and China were each home to an early river valley civilization. The people of India and China developed their own governments, languages, customs, and social structures as well as religions and philosophies that still shape life in Asia.
Belief systems had a profound impact on the lives of people in ancient India and China. The teachings of Hinduism and Buddhism as well as the philosophies of Confucianism and Daoism shaped the way people lived, acted, and thought in those two regions.
Let's Begin!
# Human Legacy Course/Classical Greece (2100 BC - 150 BC)

w:Classical Greece. See also w:Hellenistic Greece.
The small, rugged peninsula in southern Europe called Greece was the home of a series of advanced civilizations. From the far-reaching trade of the early Minoans to the democracy of Athens and the later empire of the Macedonian, Alexander the Great, Greek culture left behind a legacy that helped define what we think of as Western civilization.
Though the ancient Greeks practiced many forms of government during their long history, they are best known as the founders of democracy, or rule by the people. First created by the citizens of Athens in the sixth century BC, Greek democracy helped inspire the creation of modern democracies, including its own government in the United States.
Let's Begin!
# Fire and emergency management/P-18 Training/Cognitive Applications
## Cognitive Applications

* P-18 Test One
* P-18 Test Two
# Fire and emergency management/Personal Protective Equipment-Labeling and Information/Personal Protective Equipment-Labeling and Information
## Learning objective s
### Terminal objectives

Garments shall have at least one conspicuously placed permanent label attached when properly assembled.
Product labels on protective ensemble shall be located inside each garment.
It will be easy to locate and read when necessary.

### Enabling objectives

Wearer must be aware of :
* Use multiple labels to display all information if necessary.
* Certification organization's information shall be part of the product label and shall be printed in English.
* Symbols and pictures are permitted in lieu of words and must be understood.
* NFPA Standard 1971 shall be legibly stated on the product label and at least 2.5mm high.
* The following information shall be printed legibly and at least 1.6mm high:
** Manufacturer's name and address
** Country where manufactured
** Manufacturer's garment identification
** Month and year garment was manufactured
** Model number
** Size
** Materials used
** Cleaning instructions
* All 3 layers of garment shall have labels on each piece, and shall meet previously listed requirements.
* Manufacturer shall attach obviously placed user identification, so user has no choice but to remove information prior to using.
* Manufacturer shall provide a minimum of the following information:
** Pre-use information
** Safety information
** Limits of use
** Garment markings
** All tests must be done prior to field use
** Warranty information
** Preparations for use
** Sizing
** Storage concerns
** Inspection frequency
** Donning and Doffing procedures
** Sizing procedures
** Interfaces
* Use consistent with NFPA 1500 - Part 1910.132
* Washing and drying precautions
* Inspection details
* Maintenance amd repair
* Decontamination procedures
* Retirement and disposal procedures
# Fire and emergency management/Public Safety Telecommunicator
## Public Safety Telecommunicator

* Public Safety Telecommunicator I
* Public Safety Telecommunicator II
# Fire and emergency management/Public Safety Telecommunicator II

About the Open Source Learning Project
Recieve
Process
Disseminate
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/P-19 Training

About the Open Source Learning Project
Lesson Plan
Student Guide
Presentation Slides
Cognitive Applications
# Fire and emergency management/Personal Protective Equipment-Labeling and Information

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Personal Protective Equipment-Labeling and Information
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/Portable Fire Extinguishers

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Portable Fire Extinguishers
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/Public safety telecommunicator I

About the Open Source Learning Project
Recieve
Process
Disseminate
Cognitive Applications
Psychomotor Applications
# Exploration geology/Quiz

Exploration geology is a lecture and an article from the school of geology. It is about finding substances containing the various valuable mineraloids, minerals, metals or gems that occur in and compose astronomical objects. It focuses on materials that may occur on the surface of or associated with some astronomical objects.
You are free to take this quiz based on exploration geology at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also and External links, and in the {{radiation astronomy resources}}, {{geology resources}} and {{income}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Exploration geology may reduce the destruction of the environment.