OpenLLM-France/wikimedia huggingface dataset:
# N-prize

Wikiversity page to collaborate on the N-prize...

## Wikimedia

* w: N-prize
* w: Miniaturized satellite
* w: Geocentric orbit
* w: Low Earth orbit
* w: Specific orbital energy#Examples
* w: Rockoon
* w: CU Spaceflight
# NASA

The National Aeronautics and Space Administration (NASA) is an agency of the Federal government of the USA, responsible for the nation's public list of space programme. It was established on 29 July 1958 by the National Aeronautics and Space Act, as a response to the challenge of the world's first artificial satellite – the Soviet Sputnik, launched on 4 October 1957.
In addition to the space program, NASA is also responsible for long-term civilian and military aerospace research. Since February 2006, NASA's self-described mission statement is to "pioneer the future in space exploration, scientific discovery, and aeronautics research".
# MyOpenMath/Solutions/c19SurfaceIntegralCALCULUS

* Review of dot product and a reminder that unit vectors are orthogonal and have unit magnitude. Since we are in cylindrical coordinates, we use $\rho$ for distance to the axis to avoid the use of $r$ in spherical coordinates. Define the vector area differential element $d{\vec {A}}={\hat {n}}dA$ using the outward unit normal ${\hat {n}}$. From the top down, we see the top of the cylinder in what looks like polar coordinates. On the top circle have a $dA=\rho d\rho d\varphi$ Also shown in is the curved side of the cylinder. Here the dimensions of the small rectangle are such that $dA=\rho d\rho dz$.
* The unit vectors $({\hat {i}},{\hat {j}},{\hat {k}})$ are replaced by $({\hat {\rho }},{\hat {\varphi }},{\hat {z}})$.
* Evaluate the integral over the top surface.
* On the curved sides, $F\cdot d{\vec {A}}=F_{\rho }dA$. Note that the "odd" term vanishes:
* $\int _{-a}^{a}z^{n}dz=0{\text{ if n odd}}$
* $\int _{-a}^{a}z^{n}dz=2\int _{0}^{a}z^{n}dz{\text{ if n even}}$
* When doing the integral over the entire surface, it is customary to put a little circle at the center of the integral sign.
* When adding the top and bottom integrals we have to remember that ${\hat {n}}_{top}={\hat {z}}$ on the top surface but that ${\hat {n}}_{bot}=-{\hat {z}}$ on the bottom surface. The result depends on whether $F_{z}(\rho ,z)$ is an even or odd function of z.
# MyOpenMath/Solutions/Toroid inductance

https://openstax.org/books/university-physics-volume-2/pages/14-2-self-inductance-and-inductors#CNX_UPhysics_31_02_Toroid
is a link to a section OpenStax University Physics that discusses the rectangular toroid. This discussion reinforces a number of concepts that are important for scientists and engineers to grasp. One concept is the construction of an integral over a mathematically defined volume. In the textbook the magnetic field was integrated. Here we reinforce that skill by asking students to calculate the volume of a toroid. The serious student should strive to understand every step in this derivation, because methods like this might be required in more advanced courses.
The toroidal inductor gives us the opportunity to:
* Learn how calculus can be used to find the volume and area of objects.
* Use Amphere's law to find the magnetic field for certain geometries with high symmetry.
* Calculate the self inductance of certain coils.

## Volume

This is a good example of how a double integral can be used to find the volume of shapes with a high degree of symmetry. Let $V$ denote a volume and $A$ denote an area, with the understanding that $dV$ denote a volume and $dA$ are differentials that can be integrated as the limit of Reimmann sums. The figure to the right resembles that of a rectangular washer that had its top surface shaved down. The rectangular area shaded in yellow is an area differential:
    $dA=h\,dr$
where $h=h(r)$ is a function of $r$. For example, the function might be $h(r)=Cr^{-\alpha },$ where $C$ and $\alpha$ are constants. This function is defined with a range defined by two other constants $(r_{1},r_{2})$:
    $r_{1}<r<r_{2}$
The figure shows two identical cross-sectional areas that can be integrated as, $\int _{r_{1}}^{r_{2}}Cr^{-\alpha }\,dr$, but this step would be premature. Instead we sweep the rectangle of differential (small) area $h\,dr$ around the circumference $2\pi$ to obtain the differential volume:
    $dV=2\pi r\,dA=2\pi r\,h(r)dr$
    $V=2\pi C\int _{r_{1}}^{r_{2}}r^{-\alpha +1}dr$
Note how this technique offers a simple proof for the area of a circle, assuming that the circumference is known to be 2πr.
# MySQL

MySQL is an open-source relational database management system (RDBMS). MySQL is free and open-source software under the terms of the GNU General Public License, and is also available under a variety of proprietary licenses.MySQL has stand-alone clients that allow users to interact directly with a MySQL database using SQL, but more often MySQL is used with other programs to implement applications that need relational database capability. MySQL is a component of the LAMP web application software stack (and others), which is an acronym for Linux, Apache, MySQL, Perl/PHP/Python. MySQL is used by many database-driven web applications, including Drupal, Joomla, phpBB, and WordPress. MySQL is also used by many popular websites, including Facebook, Flickr, MediaWiki, Twitter, and YouTube.

## Lessons

* Introduction

## Additional Activities

* Install MySQL Server, you can follow b:MySQL/MySQL_Practical_Guide
* Connect to database server: mysql -u USERNAME -p PASSWORD -h HOSTNAMEORIP DATABASENAME
* Tune MySQL Server using mysqltuner perl script
* List available plugins mysql> show plugins;
* Show processlist mysql> show processlist;
* Show tables: mysql> show tables;
* Create MySQL Backup

## See Also

* Category:MySQL
* Databases
* Information system modelling
* Wikipedia: MySQL
* Wikibooks: MySQL
* Web Design/Dynamic Websites/Creating Database Tables
* MediaWiki Engine
* Apache MySQL PHP on Mac OS X
* MariaDB, MySQL fork from former developers after Oracle acquisition

## External Links

* MySQL database website
* Planet MySQL - an aggregation of MySQL-related blogs
* MySQL Forge
* MySQL Users Conference
* MySQL General Purpose Stored Routines Library
* MySQL 5.1 testing environment
Documentation:
* MySQL Manual
* MySQL Roadmap
* MySQL blog Articles
* Download MySQL Databases
* #mysql channel documentation wiki
* MySQL Gotchas description of many features in MySQL, which work as advertised, but not as those used to other databases may expect
Other:
* Blog by Peter Zaitsev/Vadim Tkachenko on MySQL Performance Optimization
* Database Journal articles on MySQL
* A Gentle Introduction to SQL By Andrew Cumming - School of Computing, Napier University, Edinburgh, UK. 1999-2005 (Available in Albanian, German, Spanish, Chinese, French, Italian and Portuguese)
* phpMyAdmin - Effective MySQL Management (Open source, browser-based, php5 support, supports MySQL 4.1 and MySQL 5.0)
* w3resource.com MySQL Tutorial - Comprehensive MySQL Tutorial (With hundreds of PHP-MySQL code examples)
* hackr.io MySQL Tutorial - MySQL tutorials voted by the community (Ask your question to 10K+ registered Programming Experts)
* MySQL Reference
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Community Site Visits - Bus 1

* The power of passion! What can be done and how success feeds success.
* The need to keep very good books to establish yourself as trustworthy with the funders
* The complexities of managing the different sources of funding while keeping the NGO operational
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Community Site Visits - Bus 2

Bus 2 delivered two groups to two schools: Bokgoni Technical High School and Laerskool Die Heuwel...

## Insights shared

* The principal is the epitome of social entrepreneurship: achieving a significant impact in the community under challenging circumstances through determination and perseverance.
* This does not match my idea of social entrepreneurship.
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Community Site Visits Intro

Dr Martina Jordaan, University Of Pretoria Presentation: University of Pretoria, Faculty Engineering, Built Environment and Information Technology
The University of Pretoria has developed a module for use by students, the main objectives of which are to gain an understanding of social issues, develop communication and interpersonal skills between and within communities and foster leadership. Since 2005 when the project was started the number of projects in place has increased from 37 to 386 with student participation increasing from 238 undertaking the module in 2005 to 1 708 in 2008.
Site visits to five projects were organised for the delegates to observe first-hand how projects on social entrepreneurship have been implemented. The sites chosen were:
* Tshegofatsong LSEN School
* N’wa Vangani Primary School
* Tateni Home-Care Givers
* Bokgoni Technical High School
* Laerskool Die Heuwel
The university facilitated groups of delegates at the workshop to visit the above sites and on return discuss and report back on their observations and insights.
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group C Creative Sharing

The Right Way to Connect with Communities
Facilitator: Bob Hawkins
* we must be conscious of the fact that the community has its own ideas and dreams
* we need to provide resources to assist communities to help themselves
* funders can provide resources
* corporates can provide good markets for products
* communities have indigenous knowledge
* we are people who have rights
* lets all work together but we must respect each other
* you may come with resources and offer assistance but you must respect the community.
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group E Creative Sharing

Siyavuma !
Facilitator: Martina Jordaan
* we are able to avoid working in silos
* we need to bring everyone onto the same side
* we are able to create networks with communities, funders, universities, NGOs, and governments
* we had the champions to bring everyone together
* we need more collaborations
* we need universities to work with communities
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group A Creative Sharing

The Revolution
Facilitator: Steve Carver
Imagine if:
* …we could scratch the value-for-value concept
* …we could all make a difference
* …we could have a network of social entrepreneurship hubs
* …every student was inspired to give something back to the community
* …we could stimulate communities
* …everyone could make a contribution to innovation
* …everyone could make a difference by being part of the solution
* …there was no poverty
* …we had an AIDS-free generation
* …we could create a social stock exchange through BBBEE
* …we could have a TV channel showcasing student entrepreneurship success stories
* …we could have corruption-free leaders
* …we had a halo brand
* …we had a matrix team
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Circle of Courage

Paul van Muschenbroek, The Win Win Group
Ensuring the sustainability of communities, particularly rural communities, is not something new. In fact, for centuries communities have known instinctively what systems and values they must nurture in order for them to survive and thrive.
Belonging: Firstly, there must be a sense of belonging by each individual within a group and this can only be created if there the group has a common set of values, goals and dialogue.
Mastery: The second attribute required in order for communities to thrive is individual mastery – the ability to find, harness and use those particular skills each community member has. Centuries ago, when hunting was the only means of obtaining meat for food, skilled hunters were celebrated by the communities within which they lived. They had mastered their skill, used it for the common benefit of the community within which they lived and, more importantly, they taught their skills to other members of the community. This transfer of knowledge ensured the sustainability of the group.
Independence: In every community there will always be a strong individual need for independence but this is coupled with the community’s pre-requisite for accountability. Whilst it is human nature to want personal independence, such independence has to be accountable to the rest of the community.
Generosity: Finally, communities knew the intangible rewards received through personal generosity. Generosity encompasses not only the giving of material or financial assistance; it is also the giving of one’s time and effort without the expectation of reward. In South Africa traditional generosity among rural people is called Ubuntu – giving without wanting reward.
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Closure

Bob Hawkins
Extensive thanks were extended to all the delegates for their uninhibited participation in the workshop, The Win Win Group and their dynamic facilitators, the various support staff and “behind the scenes” personnel and to Thiru Naidoo-Twettenham for her unfailing enthusiasm in ensuring that the event was a success.
Bob Hawkins closed the workshop in stating:
“The kernels of opportunity excite me; the incredible potential of young people, their passion in developing communities in this country and Africa. We have been, and are doing, great things with the community”
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group B Creative Sharing

The Entreprenaut … Alive with Possibilities
Facilitator: David Germond
Imagine if:
* we are able to create entreprenauts
** the world is our intergalaxy
* the star is the student
** we could all make a difference
* let us make SSE a living tangible thing
** we could have a facilitated forum
* establish a body of knowledge on WIKEPEDIA
** we could stimulate communities
* include partnerships with all stakeholders
** include donors, NGOs, and governments
** everyone could make a contribution to social entrepreneurship
** everyone could make a difference by working together
* we need to provide incentives for academics to engage in community work
** we need to include research and teaching to produce a product that could be measured
* we need to identify the positive
** we need to design and develop interventions in partnership with communities
* we need to make a positive impact on communities
** students rise to the stars and reap the rewards and
** we all work together
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group D Creative Sharing

Group D did not produce a creative expression, but referred us to the notes and references mentioned earlier.
# Popular psychology

Welcome to Wikiversity's School of Popular Psychology.
A Wikiversity school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

## Divisions and Departments

Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

### Subjects

* Body Langauge

## Active participants

The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

## School news

* Date founded - School founded!
# Portuguese Language
## Unit Summary

* Course presentation: Bem vindo Welcome
March 9, 2009. This beautiful language course needs a lot of work. We are all here to help you.
There are two important Portuguese language variations, almost identical: the European Portuguese (used in Portugal), and the Brazilian Portuguese. The European Portuguese is the original Portuguese (since Brazil was first colonized by Portugal more than 500 years ago), but Brazilian Portuguese became more relevant for many reasons: Brazil is now the 8th biggest economy in the world (Wikipedia), its variation is spoken by more than 200 million people, and there is a lot more literature printed in that style.
More books are printed in Brazilian Portuguese not only because of the greater population of Brazil, but also because Portugal is part of Europe, where people tend to learn many languages, so many researchers and readers in Portugal read original books printed in other European languages, like English, French and Spanish, while in Brazil many books are translated by publishers.
There is some debate about this two variations, but we will not encourage that controversy. If I was learning Portuguese I would choose one variation, and don`t worry about the other for now, learning a language is already challenging or as great poet Fernando Pessoa would say: Navegar é preciso.
This issue is no big deal. Wiki editors can contribute with the variation they know best. Both are correct (There is an extensive Policy about the use of Portuguese variations in Wikiversidade: Versões da Língua Portuguesa). We are brothers! Somos irmãos. Have a nice study, we are under development.
* Suggested Prerequisites:
** Disciplina Discipline
** Motivação Motivation
* Time investment: Vá devagar, estude um pouco todo dia. Go slow, study a little every day.
* Assessment suggestions: try reading some short paragraphs in Wikiversidade
* Faculty: Humanities
* School: School:Language and Literature
* Department: Topic:Language Acquisition

## Main objectives

By the end of this course you should be able to invite a girl for dinner, a boy to the movies, to prepare two drinks called caipirinha, and Porto Tônica, and to be easily understood in Portuguese.

## Unit materials

* Study guide: (under development)
* Wikipedia: Portuguese language

### Texts

* Wikibooks:Portuguese
* Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.
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!

### Lessons

* Lesson 1: Introduction
* Lesson 2: Alphabet
* Lesson 3: Grammar
* Lesson 4: Verbs
* Lesson 5: Phrases
* Lesson 6: Proverbs
* Lesson 7: Slang

### Assignments

(under development)

## See Also

* Brazilian Portuguese
* Topic: Portuguese
* DuoLingo: Portuguese for English Speakers - (free)
# TESOL/Errors in the spoken English of EFL learners

EFL, English as a Foreign Language, is for learners who rarely have contact with English in use. They are often people studying English in a country where English is rarely spoken. As such they lack the opportunity to develop a sense of what sounds natural and lack the chance to absorb fixed everyday expressions, so even advanced learners produce errors like "she go home" or "my glasses is expensive" because they don't get to hear "she goes" or "..es are" enough for it to become automatic.

## Errors

Mistakes :
| Error | Correction | Weak point |
| It's really need | Word order |
| I was stolen my bag. | My bag was stolen. | passive verbs |
| you look run out of steam | you look like you've run out of steam | missing subject |
Sometimes learners produce expressions which are correct but strange. They may lead to confusion since listeners are unaccustomed to hearing them.
Unnatural expressions :
| Error | Correction | Weak point |
| tell them this condition | Relative clauses | ? |
| I'm looking for my mother's birthday present | I'm looking for a present for my mother for her birthday | ? |

## Addressing weak points

Some errors indicate an area of weakness, which the teacher can address with instruction targeted to that weakness. Many teachers employ drills to teach specific language skills such as grammatical skills.

### Drills
#### Passive verbs

   "I gave him a present" is the same as "He was given a present by me."
(write this down)
   I will say a sentence, and please change it. Ready? Okay.
* I found a ring.
* I ate a cake.
* I made dinner.
# TESOL/False Friends in Turkish

This is a list of full false friends, that is semantic false cognates without corresponding meanings. The most common is "market".
| Turkish (Türkçe) | Meaning (Anlam) | False Friend (Yalancı Eşdeğer) |
| aktüel | topical | actual (gerçek) |
| apartman | apartment building | apartment (daire) |
| bonzai | synthetic cannabinoid | bonsai (Japon stil minik bir ağaçı) |
| formasyon | post graduate teacher training | formation (oluşma) |
| kanalizasyon | sewerage | canalization (nehirde su bendi yapmak), channelization (nehirde kanal açmak) |
| keten | linen | cotton (pamuk) |
| petrol | crude oil | İngilterede petrol (benzin) |
| tost | toastie | toast (kızarmış ekmek) |
| tente | awning | tent (çadır) |
| market | store | market (pazar) |
| kuş | bird | kush (kenevir) |
| Kar | snow | Car (araba) |
# TESOL/Fluency

Fluency in ESL has a slightly different meaning from fluency in general, which is facility in the use of a language. In ESL, it is restricted to speech and refers to the speaker's ability to link language units with reasonable ease and speed.
In the seventies, it was popular to teach fluency using substitution drills. Starting in the mid 80s, a notion of message-focused fluency emerged, where fluency was considered facility in using language to express a message. In this view, form is not important as long as mistakes do not get in the way of the message. In particular, Brumfit (1984) described how to make a fluency building activities. These activities should focus on the message, have a message determined by the student speaking rather than by the teacher or textbook, and proceed with minimal teacher correction.