OpenLLM-France/wikimedia huggingface dataset:
# World War I -- Life Histories/Section 019/James Alexander Moseley
### Biography
#### Early Life

James Alexander Moseley, the son of Annie Conigland Moseley, was born in Raleigh, North Carolina in 1894. During his early life Moseley moved to 56 Douglas Road in Glen Ridge New Jersey, an upper middle class suburb near Newark. It was in this house that Moseley was later reunited with his longtime friend Lucy Kent Chappel, with whom he would exchange a great many letters during the course of his life.

#### Education

Moseley left his home in New Jersey to attend Yale University. At Yale he excelled in English and became a member of the Phi Beta Kappa Honorary Scholarship Society. While earning his degree, James, known by his friends as Jim, was also a member of the Alpha Delta Phi Fraternity. Moseley graduated from Yale in 1915. Between May and November 1917 Moseley attended an officer training school in Plattsburg New York.

#### Military Career

After completing his training, Moseley became a commissioned officer in the Army. Planning to return to Yale to further his education after the war, Moseley went to France in as a First Lieutenant in the 166th infantry, in command of “C” Company. Moseley lost his life during an artillery barrage on July 26, 1918. After his death, Moseley’s mother received a distinguished service cross on her son’s behalf because of his actions close to Suippe France on July 15, 1918.

### The Distinguished Service Cross

Created by the 65th Congress on June 9, 1918, the Distinguished Service Cross was an award to recognize “extraordinary heroism in connection with military operations against an armed enemy.” The Award was created after General Pershing recommended that an award be created to recognize soldiers other than the Medal of Honor. His recommendation was likely influenced by the European armies that already had a similar award. The fact that this award is considered the second highest military honor means its recipients had to do something highly commendable and heroic for it to be awarded to them.

### Plattsburg

Prior to and during American involvement in the First World War, many American men began training for military service. Trained officers were needed to lead the inexperienced American Army into battle against the more experienced German Army. Established as a training ground for reserve officers, Plattsburg New York was the sight of a new type of American military training program. The men educated in this program experienced a type of training that would usually take months that was condensed into only a few weeks. The training included US Military training, teaching Canadian military tactics tactics, and ethics training. The Canadian tactics taught at Plattsburg were those implemented by the first Canadian expeditionary force. This force is the one that is responsible for taking Vimy Ridge, a feat not able to be accomplished by either the British or the French. The battle of Vimy Ridge is the battle for which the poem Flanders Field is written.
# Stereotypes

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Stereotypes are mental concepts held of particular social groups that are ascribed a set of characteristics and are perceived as being fairly homogenous (Braithwaite, Lynd-Stevenson, & Pigram, 2003).
# Stigma

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
The term “stigma” originated from the Ancient Greek word "stigmata" which referred to “bodily signs designed to expose something unusual and bad about the moral status of the signifier” (Goffman, 1963, p. 11). There are varying definitions of stigma, however, reflecting the phenomenon’s complexity. One conceptualisation is that it refers to the “labelling, stereotyping, separating, status loss, and discrimination" (Link & Phelan, 2001, p.382) which co-occurs in power situations in such a way that leads to interrelated, negative social consequences for the stigmatee(s).

## Activities

* Examples - on this page, contribute to and discuss examples of stigmatisation
# Stirling engine
## Problem

Stirling engines kits are built at the navy academy. Blocks of metal are machined by freshmen at MIT into a stirling engine. The reason is that they are the most efficient engine that exists. Building one looks easy, but most fail. The goal is to get a process so refined, that 50 intro to engineering students can build one at home .. with most materials found in a grocery store.

## Conceive

Build stirling engines out of cans, wire, balloons, pens, foam .. stuff found at a grocery store. Develop instructions that anyone can successfully follow. Turn it into the second weekend exercise for an intro to engineering course.

## Design

Can designs have the most simple materials. There are many other designs.
* explain this quasiturbine version of a stirling engine

## Implement

Stirling engines seem easy to build. Kits can be purchased that work the first time. Material lists are easy to make. There are two implementation problems:
* don't understand the theory of operation
* when doesn't work, the next steps are missing
* people that get stirling engines to work can not verbalize, take pictures and chop into fine detailed steps the solutions to the typical problems people encounter.
This is why the same specific design needs to be built by everyone. Don't let the parts one finds guide the design.

## Operate

Many overheat (burn up) their stirling engine in order to solve problems. A well designed stirling engine can run on the heat of a coffee cup or the heat of one's hand video.

## Demo

presentation

## Next Steps

* develop presentable theory of operation
* start building a specific design and documenting failures
* source all the parts in the above design
# MyOpenMath/Solutions/Electromotive force/Helicopter

The following problem is inspired by CHECK YOUR UNDERSTANDING 13.4 in University Physics Volume II Chapter 13:
   A metal helicopter blade will develop an emf between the central axis and the tip of the blade (the electric field inside the conducting blade is zero due to surface charges on the blade.) Calculate the emf between the blade tip and central axis if the tip is moving at $v-m/s and the entire blade describes a circle $d-meters in diameter. Assume a magnetic field of $B tesla oriented parallel to the axis of this circle.
   — Guy Vandegrift, myopenmath.com, Question ID 409154
If the moving blade develops a motional emf caused by the magnetic field, why doesn't a current flow? At one level, the answer is simple: Electrostatic charges build up to create an internal electric field to oppose the motional emf. But how do wires manage this? Consider an infinitely long thin wire and calculate how any electric field inside of that wire can be generated by a surface charge density. To keep things simple, consider only the electric field at the center of the wire. We begin with the well known formula for the electric field on the axis of a charged loop: Integrate to find the electric field at z=0: $E_{z}(0)=\int dE_{z}$, where:
    $dE_{z}={\frac {-1}{4\pi \varepsilon _{0}}}{\frac {z\lambda dz}{\left(z^{2}+R^{2}\right)^{3/2}}},$
where $dq=\lambda dz$ is a charge distributed on the surface of the wire. We shall now show that an arbitrary electric field at the center of the wire can be created by a suitable choice of the line density, expressed as a function of z.
This expression for $dE_{z}$ diverges as $R\rightarrow 0$ when $z=0$. This suggests that a thin wire, perhaps the dominant contribution to the electric field at $z=0$ is due to charges located in the range $-R\gtrsim z\lesssim R$. To verify this suggestion, we use integration by parts to introduce the Dirac delta function:
    $\int u\,dv\ =\ uv-\int vdu.$
    $u=\lambda (z)$
    $dv={\frac {-zdz}{\left(z^{2}+R^{2}\right)^{3/2}}}\Rightarrow v={\frac {1}{\sqrt {z^{2}+R^{2}}}}$
    $4\pi \varepsilon _{0}E_{z}(0)=\left.{\frac {\lambda (z)}{\sqrt {z^{2}+R^{2}}}}\right|_{-a}^{b}+\int _{-a}^{b}{\frac {d\lambda }{dz}}{\frac {dz}{\sqrt {z^{2}+R^{2}}}}$
We can discard the first term by integrating past the wire, allowing $\lambda (z)$ to be a Heavyside function

## Footnotes and references

* Andrews, Mark. (1997). Equilibrium charge density on a conducting needle. American Journal of Physics. 65. 846. 10.1119/1.18671.
* Jackson, John David. "Charge density on a thin straight wire: The first visit." American Journal of Physics 70.4 (2002): 409-410.
* https://physics.stackexchange.com/questions/135569/what-is-the-square-root-of-the-dirac-delta-function/548644#548644
* ↑ https://openstax.org/books/university-physics-volume-2/pages/5-5-calculating-electric-fields-of-charge-distributions
# MyOpenMath/Solutions/Standing wave trick

A quick way to find the wavelength of the n-th mode is to draw a single standing wave and allow the length, L, to be the variable. In this figure L is an integral multiple of a half wavelengths:
    $n{\frac {\lambda }{2}}=L_{n}$
This equation is true regardless of whether L or λ is the parameter that varies. So we we solve for &lambda and make the following replacements:
    $L_{n}\rightarrow L{\text{ and }}\lambda \rightarrow \lambda _{n}.$
This yields,
    $\lambda _{n}={\frac {2L}{n}}.$

## Off-subject commentary

Is this "trick" worth showing physics students? The answer is "yes" and "no". We begin with the conventional answer:

### No

The only students who might need this insight are physics students planning to get a post graduate degree in physics. Tricks like this make it easier to score well on the prelims or GRE for such a degree.

### Yes

Despite the soundness of the previous answer's logic, there are two reasons for posting this trick on Wikiversity:
* The fundamental purpose for taking an introductory physics course is not to introduce equations, but to establish that equations may be obtained by sound reasoning. Any student could benefit from one unifying lesson associated with this "trick": It illustrates the fact that one can sometimes the simplest way to analyze something is to deliberately NOT draw the diagram to scale.
* Elsewhere I have discussed the use of undergraduate prelims to reduce the cost of higher education. Over the years, my attempts to construct a pass-fail prelim for introductory physics has taught me that this is a non-trivial task. Students need to be told what to study, and in order to keep the costs down, students need free access to practice questions. And, if the study materials for this prelim are to be posted, we also need to post exactly what equations will be given (otherwise preparation for the prelim becomes an exercise in the memorization of equations.)
       One more pair of features is required for this prelim to be successful: While individual instructors and institutions won't be tasked with designing the prelims, we need to give these instructors and institutions the flexibility to exert control over the design of a prelim. Will students be given the equation for the standing waves of a violin string? Or, will the students be expected to derive it from first principles? For a subset of all institutions that would offer an undergraduate prelim, a study-guide that shows students how to quickly "derive" this standing-wave formula might be the best option.
       The most challenging part of designing a free and open studyguide for these prelims is the fact that there can be very few "secret" questions because such secrets are difficult to keep. They are also expensive because individual institutions will each want to create their own collections of these surprise questions. Fortunately the application of these prelims as a pass-fail filter to allow students to take a lower-cost truncated version of a college course will permit the use of a lower quality test based on publicly available studyguides.
# Web Design/Group Activities/A WebDesign Quiz show

Web Design → A WebDesign Quiz show
This page is part of the Web Design project. :

## Generating the questions for your Quiz Show

Creating questions on your own is hard, so it might be best to decide on small teams of two or three people for the quiz show, and then create your questions in your teams.
Each individual is to come up with 3 questions each using the resources below and the help of their team. After reviewing each question with your team, write it up on an individual piece of card (or paper) with your name at the bottom (so you won't be asked your own question!).

## Headline text
### Topics

The topics you choose from will depend on what you've been learning to-date. Below is an outline that you might want to choose from, but feel free to choose questions that are related to other experiences in your class that may not be related to web design (they might add some fun!)
* html -
** tags (e.g. which of the following is not a valid tag)
** attributes
** using tags meaningfully
** validating
* Clients
* css
** font choices
** selectors
** debugging
* Documentation
* Photoshop
* javascript
** events
** functions
** if-statements
** debugging
* Flash
* php
* Information Architecture
** stake-holders in a project
** how you can
* Accessability and Usability
* Search Engine Optimisation
* managing your time effectively

### Types of questions

* multiple-choice
** Which of the following HTML is incorrect: a) blah... b) ...
* short-answer
** List 3 rules of XHTML, (for example, Every opening tag must have a corresponding closing tag).
** After coding your CSS, you test it in the browser and find that it looks wrong in IE. Describe a strategy for fixing your CSS (in outline, what are the first steps you would take?)
* Problem solving
** How many errors can you find in the following piece of HTML?
* True or False
* Jeopardy (Give the answer, find the question)

### Different types of rounds

Ideas?
* quick answer (as many questions in a minute)
* topic-based (ie. HTML round, CSS round)
* Charades
* Pictionery-type
* Listing
* Benefits and Disadvantages
* Other team picks the topic
* New Price is Right - style where the winner has to order a list of statements

## Running your Quiz Show

* Team competitions- like trivia nights
* All compete against each other
* Teams, with reps from each team answering for the team
* Working as a whole group to achieve a goal or prize
# Web Design/Emerging Technologies Research Activities

Web Design → Emerging Technologies Research Activities
This page is part of the Web Design project. :
You are a member of an IT services team within a medium sized Sydney office of a large international Human
Resources company called KorTech. Kortech's flagship product is a Human Resource Information System, called Humanet. This system has a web-interface and was built using PHP together with a database back-end. Yet there are plans for a totally-revamped version of the product, Humanet 2.0. But you don't get to work on that project! You're just fixing peoples problems with their desktop PC's.
Being sick and tired of your day-to-day duties, you've been looking for a move within the company for a while now. You'd love to be able to work with the developers and designers on the Humanet 2.0 project.

## Activity 1: Gary's email

And then one Monday morning, you discover the following in your inbox:
Write a brief informal reply to Gary, making sure you include links and explain things in terms that Gary will understand.

## Activity 2: Protocols and RFC's

Impressed with your previous effort, three weeks later you come in on a Monday morning to discover the following email:
Prepare your presentation for the managers meeting next week! (OK, so you may not really have to give your presentation, but learn everything you'd need to learn to give the presentation and go over the outline of your presentation with your facilitator).
# Web Design/Group Activities/Ordering Tasks for a Web Project

Web Design → Ordering Tasks for a Web Project
This page is part of the Web Design project. :
Even though BaseCamp comes highly recommended from current web professionals, it's also useful (and sometimes necessary) for us to use other Project management software... and as per usual, the most used application is the Microsoft product: Microsoft Project.
Here's a task for a bit of fun that will introduce some of the fundamental skills required to use MS Project. Your task is to produce a gantt chart using the tasks listed below. To do so, we'll need to
* Order the tasks below into something sensible (you might find it easiest to copy the list into a word-processor to do this).
* Group the tasks smaller lists (such as 1. Requirements gathering, 2. Design phase, 3. Implementation/Testing phase, 4. Evaluation phase). Again, probably easiest to do this in a word-processor.
* Add the tasks to the project
* Estimate the time required for each task (don't worry too much about accuracy at this stage!), and finally
* Set the precedence for each task (that is, identifying any previous tasks that need to be completed before this task can start).

## Example (unordered) list of tasks

(if you can add a task that hasn't been thought of here, please do!):
* Code HTML/CSS
* Final product sign-off
* Develop content listing and labels
* Website performance testing
* Develop Page Mockups in Photoshop
* Test links for website
* Monitor website traffic patterns
* Initial client interview
* Develop web-based prototype
* Organize hosting for website
* Usability testing with subset of target users
* Develop content (with searching in mind)
* Define user audience
* Determine site structure
* Evaluate site's performance against set goals
* Develop Competitive Analysis
* Describe example scenarios
* Obtain sign off for design and scope
* Monitor ranking in major search engines
* Specify goals for website
* Document design sketches
* Validate HTML/CSS
* Register site's domain name
* Upload files to registered domain
# Web Design/Group Activities/Paired Bio Pages

Web Design → Paired Bio Pages
This page is part of the Web Design project. :
The whole web design class has been approached by a local newspaper and asked if we could put together a bunch of (brief) biographical pages about us - the local web design students at the local college.
The purpose of each biographical page is to enable readers to see a little into the life of a student, their goals and aspirations, likes, world-views, hobbies or views on current events. They've asked also if an aspect of each page-design could reflect something of the persons character (such as the choice of colours, font or theme graphics).
The newspaper has asked for the pages to be in either a word-processor format or HTML.

## Outline of Activity

In this group activity you'll get the chance to:
* interview another participant in the class - finding about their interests and passions - as well as,
* demonstrate any background skills in design, communication or technology that you've picked up in school or work (none assumed!)
* learn from each other!
Duration (suggestion only):
* Planning client interview - 10 mins
* Conduct interview (and possibly take photo of your client or for background image of your page) - 30 mins
* Report back results of interviews to the group - 10 mins
* Create Bio page - 60 mins (or longer, depending on your page!)
* Discuss final bio pages (both from designer and clients perspective) together with whole group.

## Planning your client interview

As well as the normal details such as names, interests, motivations etc., you may want to run with a theme or metaphor for your client's bio page and interview. Be as creative as you feel comfortable, but remember that the person you're interviewing is your client - you are creating the page to reflect their personality, not your own!
There's some interesting personal interview-type questions on Everything you ever wanted to know about each other.

## Relationship to Qualifications

If you already have substantial HTML/CSS skills and knowledge, you may be able to use this activity to demonstrate your skills for assessment purposes. Talk to your facilitator for more information.
# Web Design/External CSS

If you want to use the same CSS for several Web pages it is worth considering using a separate style sheet which you then link from each page. You can do this as follows:
The link tag should be placed within the <head> & </head> element. Here is an HTML file with a link to an external style sheet:
The link element's rel attribute must be set to the value stylesheet to allow the browser to recognize that the href attribute gives the Web address (URL) for your style sheet.
Exercise 1 - Creating a HTML page with an external CSS
In this example we will create:
* a file called externalcss.html (which is the HTML web page); and
* a file called external.css (which holds all the style information);
Both files should be located in the same directory.
externalcss.html will obtain style information from external.css
Part 1 - Creating externalcss.html
Type the code below into your code editor and save the file as externalcss.html (this page is a HTML webpage)
Part 2 - Create a page called external.css
The CSS code below should make the:
* Left and right margin indent by 10%
* Text color appear as white
* Background color appear as Black
Type the code below into your code editor and save the file as external.css
View externalcss.html in your internet browser and you will notice that the css code from external.css is formatting the webpage.
# Web Design/Getting Your Site On the Web/XAMPP

XAMPP is an easy to install Apache distribution containing MySQL, PHP and Perl. XAMPP have different packages for MAC,Windows,Linux And Solaris. XAMPP is easy to install and use.

## Install

XAMPP supports Portable and Normal installation.

## Links

http://www.apachefriends.org/en/xampp.html
# Forms and HTTP post request
## Learning goals

* 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
# Web Science/Part1: Foundations of the web/Dynamic Web Content/Ajax and the XMLHttpRequest class/script

index.html
Register.java
# Basics of server side web programming
## Learning goals

* 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

## Script

Register.java
index.html
WEB-INF/web.xml
# Web Science/Part1: Foundations of the web/Dynamic Web Content/Basics of server side web programming/script

Register.java
index.html
WEB-INF/web.xml
# Client side JavaScript
## Learning goals

* understand how javascript was supposed to support people to fill out web forms
* understand the issues and disadvantages that arise with javascript

## Script

index.html
# Web Science/Part1: Foundations of the web/Dynamic Web Content/Client side JavaScript/script

index.html
# TESOL/Conversation strategies
## Conversation strategies in ESL

* Debate: Any type of discussion where partners have opposing views.
* Speculation: Discuss a situation where the outcome is unknown.
* Consensus: Partners must reach the same view.
* Information gap: One partner must ask questions to discover some secret information, e.g. 20 questions.
* Ranking or Rating: Arranging in some order (ranking) or assigning a value on some scale (rating).
* Simulation or Role play: Acting out a situation as oneself (simulation) or as an imaginary character (role play).
These methods are especially useful for a broad range of mid-level students but can often be used for beginners or advanced students.
As always, key techniques to use with these are to:
* scaffold
* model
* personalize
* start with examples
* introduce kick-start phrases if necessary