OpenLLM-France/wikimedia huggingface dataset:
# Electronic Circuits/Introduction to the simple diode npn model

A NPN transistor is composed of a N-type -P-type - N-type material. WE can view it this way. This model is very very simplistic. It is useful for determining the mode the transistor is in and help to visualize what else is going on. Please use caution. Transistor analysis is the art of knowing where and when what type of models should be used.

## Equations

With this model the following equations can be derived 1) Think of a transistor as a non-linear resistor, with diodes, between the base and the collector whose value in Ohms is changed by the value of the current flowing into the base. Study the graphs that are supplied by the manufacturer and you can derive, within limits, approximate equations from those graphs.

## Terminology

The diode between the base and collector is often called the BC junction, the one between the base and emitter junction is often called the BE junction.

## Circuit Diagram and Circuit Symbol

The Circuit Diagram and Circuit Symbol of an npn diode is shown in the figure and also the flow of current through the diode is also calculated through the mentioned equation.
I$_{E=}$ I$_B$+I$_C$

## Important note

There are actually two versions of this model. The first model views the diodes as merely switchs that allow current to pass when the anode is at a higher potential then the cathode. The other model requires that the anode be not only at a higher voltage but that it has to be higher by a certain amount. This amount for the EBJ diode is called Vbe(on) the amount for the CBJ diode is Vbc (on). Typical values for these terms are around .3 volts for the Vbe (on) and .4 volts for the Vbc (on).

### Forward vs. Reverse

If the junction diode is conducting, then it is said to be in forward mode. If the junction diode is not conducting, the it is said to be in reverse mode.

### Derivations

So for our simplified model
* EBJ is forward if and only if Vb > Ve. i.e. the voltage at the base is higher then the voltage at the emitter.
* CBJ is forward if and only if Vb > Vc. i.e. the voltage at the base is higher then the voltage at the collector.
* otherwise the diode is reverse.
For our model with Vbe (on) and V bc (on)
* EBJ is forward if and only if Vb > Ve + Vbe(on). i.e. the voltage at the base is higher then the voltage at the emitter by the value of Vbe(on).
* CBJ is forward if and only if Vb > Vc + Vbc(on). i.e. the voltage at the base is higher then the voltage at the collector by the value of Vbc(on).
* otherwise the diode is reverse.
# Electronic Circuits/Determining Transistor modes

| Case | Vc | Vb | Ve |
| A | 5v | 0v | -1v |
| B | 3v | 0v | -1v |
| C | 2v | 0v | 2v |
| D | 5v | 0v | 4v |
| E | 5 | 1 | 2 |
| F | 0v | 0v | 0v |
| G | 3v | 0v | 3v |
| H | 10v | 0v | -2v |
| I | -3v | 0v | -3v |
| J | 5 | 11 | -2 |
| K | 2 | 5 | -3 |
| L | 7v | 0v | -10v |
| Case | Vc | Vb | Ve |
| A | 5v | 0v | -1v |
| B | 3v | 0v | -1v |
| C | 2v | 0v | 2v |
| D | 5v | 0v | 4v |
| E | 5 | 1 | 2 |
| F | 0v | 0v | 0v |
| G | 3v | 0v | 3v |
| H | 10v | 0v | -2v |
| I | -3v | 0v | -3v |
| J | 5 | 11 | -2 |
| K | 2 | 5 | -3 |
| L | 7v | 0v | -10v |
| Case | Vc | Vb | Ve |
| A | 5v | 3v | 0v |
| B | 3v | 0v | -1v |
| C | 2v | 0v | 2v |
| D | 5v | 0v | -1v |
| E | 5 | 10 | 2 |
| F | 0v | 0v | 0v |
| G | -3v | 0v | 3v |
| H | 10v | 0v | -2v |
| I | -3v | 0v | -3v |
| J | -5 | 11 | -2 |
| K | 2 | 5 | -3 |
| L | 7v | 10v | -10v |
| M | 0v | 10v | -.1v |
| N | 2.2v | 1v | -1v |
| O | 7v | 0v | -3v |
# Electronic Circuits/Answers to Quiz 1

Question 1
| case | answer |
| A | Active |
| B | Active |
| C | Cut-off |
| D | Cut-off |
| E | Cut-off |
| F | Cut-off |
| G | Cut-off |
| H | Active |
| I | Saturation |
| J | Reverse-Active |
# English-Chinese/Speech

Speech is when spoken language is used to communicate. Only humans have language. Animals do not have speech, but some can communicate with each other by using sounds and gestures.
讲话是用口语进行交流。只有人类才有语言。动物不讲话，但有些可以通过声音和姿势互相交流。
# English-Chinese/Sparrow is a bird

A sparrow is a bird, and a penguin is also a bird although cannot fly.
麻雀 是 一只鸟，企鹅 也是 一只鸟 虽然 不会飞。
# English-Chinese/Spectrum

A spectrum, plural: spectra, is a band of several colors: violet, indigo, blue, green, yellow, orange and red. A spectrum can be seen if the Sun's light is passed through a prism and allowed to gather on a white screen. This visible spectrum is part of the larger electromagnetic spectrum.
光谱 是 几种 颜色的 频带：紫色，靛蓝色，蓝色，绿色，黄色，橙色 和 红色。如果 太阳的 光线 穿过 棱镜 并 聚集 在 白色 屏幕上，则 可以 看到 光谱。该 可见 光谱 是 较大 电磁波谱的 一部分。
# English-Chinese/Soybean sprout

A soya bean sprout is a bean sprout that grows from a soya bean.
大豆芽是从大豆生长的豆芽。
# English-Chinese/Spice

Spice is an ingredient that adds flavor to food. It is usually used to enrich or alter the quality of something. Spices can be used to give food an interesting and exciting taste.
香料 是 一种 增加 食物 风味的 成分。它 通常 用于 丰富 或 改变 某物的 质量。香料 可以 用来 给 食物 一个 有趣 和 令人兴奋的 味道。
# English-Chinese/Soya sauce

Soya sauce is a liquid seasoning of Chinese origin, made from soya beans, salt, and water. Soya sauce was created about 2,200 years ago in Han dynasty of ancient China. It is commonly used in cooking in East and Southeast Asia.
酱油 是 一种 源自 中国的 液体 调味料，由 大豆，盐 和 水制成。大约 2200年前，中国 古代 汉朝 就 开始 生产 酱油。它 通常 用于 东亚 和 东南亚的 烹饪。
# English-Chinese/Special relativity

Special relativity (or the special theory of relativity) is a theory in physics that was developed and explained by Albert Einstein in 1905. It applies to all physical phenomena, so long as gravitation is not significant. Special relativity applies to Minkowski space, or "flat spacetime" (phenomena which are not influenced by gravitation).
狭义相对论 是 由 Albert Einstein 于 1905年 开发 和 解释的 物理学理论。它 适用于 所有 物理现象，只要 引力 不显著。狭义相对论 适用于 Minkowski空间，或 “平坦时空”（不受 万有引力 影响的 现象）。
# English-Chinese/Spelling

Spelling is the combination of alphabetic letters to form a written word. It is a linguistic process of correct writing with the necessary letters and diacritics present in a comprehensible, usually standardized order.
拼写是字母形成书面文字的组合。这是一个正确写作的语言过程，必要的字母和变音符号以易于理解，通常是标准化的顺序。
# English-Chinese/Soybean oil, rapeseed oil, and cocoa butter are examples of fats from seeds

Soybean oil, rapeseed oil, and cocoa butter are examples of fats from seeds.
大豆油，菜籽油和可可脂是来自种子的脂肪的实例。
# English-Chinese/Soybean oil is a vegetable oil extracted from the seeds of the soybean

Soybean oil is a vegetable oil extracted from the seeds of the soybean.
大豆油是从大豆种子中提取的植物油。
# Instructional design/Adult learning/Resources

| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |

## Resources: Choosing Methods for Adult Learners

To read more about Adult Learning Theory:
* Malcolm Knowles, informal adult education, self-direction and andragogy
* Malcolm Knowles: Apostle of Andragogy
* Andragogy
* Andragogy + Pedagogy
To read more about developing subject matter content into effective lessons: Articulate.com
To read more about Instructional Methods: Olson, Dorsey, & Reigeluth - as found on page 22 of Instructional -Design Theories and Models
Click Instructional Design: Homepage to view other instructional design lessons.
| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |
# Instructional design/Action-oriented versus Information dump/Topic1 Motivation for using the checklist

Let's take the example of learning how to dive
# Instructional design/ARCS others

◀ Going back to ID Homepage
| 1. Introduction | 2. Learner Analysis | 3. Information Design & Motivational Design | 4. Are You Ready? | 5. How Others Did It? |
test
# Instructional design/Action-oriented versus Information dump/Topic1 Scenario

You are a new leader in the marketing department and your main responsibility is to increase the sales of credit cards. In order to do that the first step you take is to become familiar with the most important credit cards that your bank sells. There are a few online courses that the bank offers and you decide to start by reviewing the course for the poorest-selling credit card. The course talks about the interest rate, the color of the card, some of the benefits of the card, for example purchase protection etc. At the end of the course, you come away with a lot of data about the card like product specifications, but you don’t get any answers on how to sell the card.

## Quiz

What is this type of learning? Select the best response.
* << Introduction | Scenario >>
# Instructional design/Adult learning

| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |

## Choosing Methods for Adult Learners

When you are asked to give a presentation for a group of adults, knowing what you want to teach the group is just one piece of the puzzle. Adults learn differently than children and knowing a little bit about how adults like to learn can help you put together instruction that will be appealing and effective. Walking away at the end feeling like you have reached your audience and made an impact is a good feeling. Choosing Methods for Adult Learners is a wiki module designed to help you put together effective and appealing instruction for adult learners.

## Lesson Goal

This lesson is designed to help subject matter experts responsible for creating classroom instruction use methods that address the needs of adult learners. The resulting instruction will create a relevant, practical, engaging, supportive, and socially interactive learning experience for adult learners.

## Key Learning Objectives

At the completion of this Wikiversity module you will:
* Choose instructional methods that address the needs of adult learners.
* Identify four characteristics of adult learners.
* Identify how learning methods address the needs of adult learners.
* Acknowledge the benefit of using methods effective for engaging adult learners.

## Meet Tammy

Tammy is an account manager for a consulting firm in Indiana. Like many of her colleagues, Tammy sits in a cubicle day-in and day-out. In her free time Tammy enjoys doing yoga as a stress reliever.
In a recent staff meeting Tammy’s supervisor asked her to present some desktop yoga exercises to her unit to promote stress management in the office. Tammy is passionate about yoga and is eager to share the benefits she enjoys from it. However, Tammy has never taught a class before and is not sure where to begin.
If you are like Tammy, you can benefit from this module on Choosing Methods for Adult Learners.
Click Adult Learner Characteristics to begin.
| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |
# Instructional design/Adult learning/Wrap up and Extension

| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |

## Wrap Up

As a subject matter experts, when you create a lesson, you hope that the instructional event will be relevant, practical, engaging, supportive, and a socially interactive learning experience for adult learners. By remembering and utilizing the techniques provided in this session you’ll be closer to providing this experience for your learner each and every time. When creating instructional events, remember to allow the following facts and characteristics regarding adult learners to guide your decisions:
    1) Take into consideration the characteristics of adult learners
       a. Independent and self-directed
          i. Self-concept
       b. Have a wealth of life experiences to draw on
          i. Experience
       c. Motivated to learn when they can see the connection to how their life is affected by the instruction.
          i. Readiness to learn
          ii. Orientation to learn
          iii. Motivation to learn
    2) Choose instructional methods that are appealing and effective with adult learners
       a. Project/Team Project
       b. Game
       c. Role Play
       d. Demonstration
       e. Case Study
       f. Group Discussion
       g. Lecture
    3) Select instructional methods that match the content you want to teach.

## Extension

Now that you have become familiar with the various techniques for addressing the needs of adult learners, go do it! Feel free to come back and tell us how it went, and suggest possible pointers that your peers and fellow subject matter experts may find helpful as well. Good luck!
Click Resources to continue.
| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |
# Instructional design/Action-oriented versus Information dump/Topic1 Overview

The key learning objectives of this lesson are:
We have Cathy Moore's explicit permission to use her checklist for developing this lesson.
<< Introduction | Scenario >>
# English-Pinyin/Taiwan

Taiwan is a province of China. It is in the east of China. It is governed by the government of the Republic of China.
Tairwan shih Zhongguor de yi geh sheeng. Ta zaih Zhongguor de dongbuh. Ta your Zhonghuar Mirnguor zhehngfuu guaanlii.
# English-Pinyin/The acid burned the table

The acid burned the table.
Suān fǔshíle zhuōzi.
# English-Pinyin/The letter "a" comes before "b"

The letter "a" comes before "b".
Zihmuu "a" zaih "b" zhiqiarn.
# English-Pinyin/The accounts show that your bill has already been paid

The accounts show that your bill has already been paid.
Zhànghù xiǎnshì nín de zhàngdān yǐjīng zhīfù.
# English-Pinyin/The bridge is across the stream

The bridge is across the stream.
Zhè zuò qiáo héngkuà xīliú.
# English-Pinyin/She is an able teacher

She is an able teacher.
Ta shih nernggahn de laaoshi.
# English-Pinyin/The internet company cancelled my e-mail account

The internet company cancelled my e-mail account.
Hùliánwǎng gōngsī qǔxiāole wǒ de diànzǐ yóujiàn zhànghù.
# English-Pinyin/The account that he gave didn't match the story that was in the newspaper

The account that he gave didn't match the story that was in the newspaper.
Tā tígōng de zhànghù yǔ bàozhǐ shàng de gùshì bùfú.
# English-Pinyin/The baby boy started to crawl towards me

The baby boy started to crawl towards me.
Nányīng kāishǐ xiàng wǒ pá lái.
# English-Pinyin/The factories nearby have made the lake more acid

The factories nearby have made the lake more acid.
Fùjìn de gōngchǎng shǐ húshuǐ gèngjiā suān.
# Commons/Other Commons repositories

* The Internet Archive - a very large range of historic and contemporary media, both from organisations and independents.
* The Free Music Archive - A very large range of free music and sounds, mostly contemporary and by independents, but some historic and all genres covered. Careful with licenses that restrict comercial or derivative use
* Youtube Creative Commons - A large and rapidly growing collection of video licensed Creative Commons Attribution. CCBy is the most flexible license but be certain it's being legitimately applied. People are free to apply the license but Youtube has only automatic procedures for checking the content.
* Flickr Creative Commons - A very large collection of images published on Flickr with a Creative Commons license. Avoid Non Commercial and No Derivative licenses, and be certain the license is legitimate. Flickr users are free to apply a license, but Flickr has no process that verifies the legitimacy of the license
* Flickr Commons - This is the section of Flickr that Institutions such as National Libraries, The Smithsonian, Powerhouse Museum, The Australian War Memorial and more.... However, many of the institutions licences restrict copyright to private use so be sure to check the rights of each institution
# Communication and Identities in Institutional Arenas - Part I//Monday 28 February
### Week 9 Monday 28 February Sal F 133 09.30-14.30
#### Theme - Identities & communities of practices

We will discuss the following:
Adjustments to our course learning resource on wikiversity
Membership issues in communities of practices
Emperical fields of study (as communities of practices) & intersectionality
Literature for discussion:
* Background - literature from 25 January & 14 february
* Davies, Alan (2003): The Native Speaker: Myth and Reality. 2nd ed, 237 s. Clevedon: Multilingual matters (chapters 5, 6, 7, 8, 9 & 10)
* Hornberger, Nancy H ed. (2003): Continua of Biliteracy. An ecological framework for educational policy, research and practice in multilingual settings, Clevedon: Multilingual matters (parts 1, 3, 5 & 6)
* Wenger, Etienne (1998): Communities of Practice. Learning, Meaning and Identity. Learning in Doing Series – Social, cognitive and computational perspectives, Cambridge: Cambridge University Press
Participants are required to present their literature logs on the KOIIA-I learning resource page for each of the studied texts latest by Friday 25 February noon. Particpants are subsequently required to study the logs presented by their course colleagues before our third campus meeting on Monday 28 February.
# Commons/Upload content

* On wikimedia commons you can share media like pictures, video, etc.
* Content on wikimedia commons can be shared on all wikimedia projects.

## How to upload a file

* Go to http://www.commons.wikimedia.org
* Login or create a user
* Click in the left column on 'upload file' (see red arrow in screenshot below)

## Extra info

* template: https://commons.wikimedia.org/wiki/Commons:Email_templates
* multiple files: It is possible to upload multiple files at once. Use your shift-button to select multiple files.
* permission: When you upload a photo you need to have permission of the photographer.
* categories: Add an category to your pictures
# Communication, Goals, Decision Making

Your environment is your surrounding!

## Environments
### Two kinds of environments

* Physical - the objects/things around you.
* Psychological - the attitudes and emotions of people around you.
Both physical and psychological environment influences the way you look, think, and act. Character helps us distinguish right from wrong. Emulation is when you do what most people around you. Ex: Everyone drinks a 1 1/2 cup of coffee, then you go and get a 1 1/2 cup of coffee to drink

## Communication

The exchange of information between 1, 2, or 3 (and even more) people.

### 4 parts of communication

* Sender - Person gives the message
* Message - The info being sent
* Receiver - Person getting message
* Feedback - Response or answer the receiver gives.

### 2 major types of communication

* Verbal: Oral language (Spoken or Written), such as sign language, braille, vocal noises, etc.,.
* Non-verbal: Body language (facial expressions, hand and arm gestures, etc.,.)

## Communication skills/strategies

* Tone of your voice
* Dress appropriately
* Good listener
* Be aware of non-verbal messages
* Don't interrupt/jump the gun
* Ask questions to understand
* Strong emotions can interfere with communication.
* Show respect
* Accept responsibility
* Avoid unfocused criticism.
# Communication/Quiz

Communication is a lecture and an article from the school of the humanities.
You are free to take this quiz based on the communication at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{humanities resources}} template. 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 from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A dominant group is almost never humane.
# Communication and Identities in Institutional Arenas - Part I

Welcome to the homepage of the KOIIA-I course!
I will be offering a graduate course KOIIA-I (Communication and Identities in Institutional Arenas Part I) during the spring term of 2011. This course has been offered previously as a learning resource on wikiversity during the spring of 2008. KOIIA-I and KOIIA-II have been designed from an ongoing Swedish Research Council Project LISA-21 (Languages and Identities in School Arenas in the 21st century).
The graduate students who participate in these courses are expected to use this wiki-resource as an important platform to put up their reading logs, discuss course themes with one another, search for relevant resources, invite colleagues from outside the course to use the resource, etc. In short, course participants are expected to use the learning resource in order to dialogue in a genuine open academic spirit where their own participation and creativity sets the limits for what they do within the course and this resource (as well as how they develop the resource long after the course is completed and their studies are over).
The participants are also encouraged to participate both multimodally and also primarily in English. I can, however, forsee that some logs and pages that the course participants will contribute with will be in Swedish.
The course syllabus in Swedish can be accessed here (to the right).
The course consists of non-synchronous dialogue on wikiversity as well as campus meetings on the following dates in the spring of 2011:
Tuesday 25 January
Monday 14 February
Friday 18 March
Thursday 14 April
Monday-Tuesday 16-17 May
--Sangeeta Bagga-Gupta 14:49, 26 December 2010 (UTC) Sangeeta BG homepage

## Course members and their Wikiversity pages

Annaliina Gynne
Ingela Holmström (only in swedish)
Giulia Messina Dahlberg
Sören Högberg
# Emergency medical responder (EMR)/Critical interventions/Ventricular fibrillation

Ventricular Fibrilation (VF) is a cahotic ventricular rhythm preceding the cardiac arrest. VF is characterised by chaotic electrical impulses, which originate in the ventricles. These chaotic impulses fail to create Systole, causing inadequate perfusion.
Defibrillation is the largest part of treatment, depolarizing the heart and allowing a normal sinus rhythm to be reestablished. After several attempts at defibrillation, (usually three) CPR and intubation can be initiated to facilitate better management.
Antiarrythmics, such as amiodarone are widely used in conjunction with a defibrillator, but have little value on their own.
The causes of cardiac arrest can vary greatly, (i.e following trauma, to shock and drugs) or can be entirely spontaneous. Recovery can (rarely) also be spontaneous, known as ROSC (return of spontaneous circulation). It is not possible For ROSC to occur in the absence of AHA ACLS treatment. Spontaneous in this sense refers to the resumption of the pulse post depolarization of the myocardial cells.
Prognosis, as with all forms of cardiac arrest is decidedly poor.
# Emergency medical responder (EMR)/Critical interventions/Pulseless electrical activity (PEA)

A condition in which an electrical rhythm remains in the heart but the heart fails to pump. Pulseless eletrical activity (PEA) is also known by its older term electromechanical dissociation. PEA generally occurs secondary to several cardiopulmonary emergencies, such as pulmonary emboli with subsequent hypoxia, acute myocardial infarction (AMI), Congestive heart failure (CHF) exaperation, or trauma to the heart and/ or pleural space resulting in rupture of the heart or fluid build up around the heart (cardiac tamponade).