OpenLLM-France/wikimedia huggingface dataset:
# Amateur radio

Amateur radio is hobby or pastime enjoyed by many. But with readily available cell phone and internet communications it is now usually practiced by an enthusiast rather than for practical reasons. Amateur radio is often used in remote areas where there is little communications infrastructure or when infrastructure is damaged due to a disaster. Amateur radio includes communicating locally or world-wide by two-way radio. It can include striving for "DX" receptions that are challenging, usually because of weak signals due to the distance. Communicating with very low power transmitters (referred to as QRP) is also popular.

## Obtaining a license

Obtaining a license to operate an amateur radio station requires passing an examination covering technical topics and operating procedures. The exact nature of the assessment varies in each country and by the class of amateur radio license the applicant is seeking. In many countries there are different classes of amateur radio license with different privileges.

### Licensing by country

* /United Kingdom

## Operating on popular amateur bands

ITU frequency bands used in telecommunications:
| Extremely Low Frequency (ELF) 0.03 Hz – 300 Hz Ultra Low Frequency (ULF) 300 Hz – 3 KHz Very Low Frequency (VLF) 3 KHz – 30 KHz Low Frequency (LF) 30 KHz – 300 KHz Medium Frequency (MF) 300 KHz – 3 MHz | High Frequency (HF) 3 MHz – 30 MHz Very High Frequency (VHF) 30 MHz – 300 MHz Ultra High Frequency (UHF) 300 MHz – 3 GHz Super High Frequency (SHF) 3 GHz – 30 GHz Extremely High Frequency (EHF) 30 GHz – 300 GHz |
Here are standard antenna lengths for 1/2 wavelength long dipole antennas and 1/4 wavelength long vertical antennas for some of the popular amateur bands:
| Band | Frequency type | Frequency range | Antenna length | Antenna length |
| Band | Frequency type | Frequency range | Dipole | Vertical |
| 160m | Medium | 1.8 – 2.0 MHz | 234 ft | 117 ft |
| 80m | High | 3.5 – 4.0 MHz | 117 ft | 58.5 ft |
| 40m | High | 7.0 – 7.3 MHz | 64 ft | 32 ft |
| 30m | High | 10.10 – 10.15 MHz ?? | 46 ft | 23 ft |
| 20m | High | 14.00 – 14.35 MHz ?? | 32 ft | 16 ft |
| 17m | High | 18.07 – 18.17 MHz ?? | 26 ft | 13 ft |
| 15m | High | 21.00 – 21.45 MHz ?? | 22 ft | 11 ft |
| 12m | High | 24.89 – 24.99 MHz ?? | 18 ft | 9 ft |
| 6m | Very high | 50 – 54 MHz | 8 ft | 4 ft |
| 2m | Very high | 144 – 148 MHz | 3 ft | 1.5 ft |

## Equipment
### Antennas

There are two basic types of antennas, antennas that propagate equal in one direction, i.e. "unidirectional propagation" or antennas that propagate in all directions, i.e. "omnidirectional propagation"
* /Unidirectional propagation antenna
* /Omnidirectional propagation antenna

### QRP tranceivers

QRP refers to operating transmitters at very low power.
* /QRP transceivers
# Amateur astronomy/Initial experiences

Initial experiences: A course learning project for beginning observers
    Follow these links to review guidelines on how to make this course successful. Intro to Learning Projects • The Main Learning Projects Page • Credentials, diplomas & provenance • Policies • Education

## Purpose

Develop solid skills at astronomical observation, learn the major constellations of the sky, and detail how useful the advice on the page stargazing is

## Participants

* user: JoliePA as an interested backyard amateur astronomer I know the constellations pretty well and authored much of the original advice in the page stargazing
* user: Sid9611 is also an amateur astronomer who knows the constellations and the basics of astronomy.

## Qualifications

Everyone is welcome to try the procedure ,although to be fair, I am located in the Northeastern United States and thus I am unable to guide someone whom is located in the southern hemisphere. while the learning experience might be similar, the stars (and constellations) in the southern hemisphere are very different.
A prospective observer should have access to an open area with a low North horizon. He/she should also remember to dress warmly, get or make a redlight and buy or download a good star chart. The information in stargazing is meant to be a resource for the course.
I would also point out that this is not the only possible way to begin an astronomy. In this page are some other ways that people have become interested in observers: alternative ways to become an observer.
Lasly I would ask that as you perform each step you take go to the attached link and tell me about your experience. tell me whether the information I have given was clear enough and tell me whether the step seemed hard or not.

## Course Activities

* read the page, stargazing
   * comment on the talk page on whether you find the page helpful and confusing
* Prepare for an initial experience
   * peform the activity Activity:Cassiopeia and Ursa Major and comment on its talk page
# Amateur radio/United Kingdom
## Callsigns

A regional secondary locator forms part of a UK callsign and identifies which region the amateur radio station is being operated from. The regional secondary locator for England, the letter "E", is only used for callsigns beginning with the number "2".

## Licenses

An examination for each license is required and they must be taken in the following order:
* Foundation
* Intermediate
* Full

### Assessment

There is no obligation to attend a formal training course for the advanced Full license. Unlike the Foundation and Intermediate licenses, there are no practical assessments. The exam takes the same form as that for the other licenses, being a multiple choice paper. There are 62 multiple choice questions. Candidates are provided with a sheet of the formulas. (see below)

### Sitting for the exam

Examinations can only be held on set dates every two months. Examinations are organised by amateur radio clubs and held at exam centres across the country, whether an exam will be held at a particular exam centre will be subject to demand.

### Formulas

| $R_{T}=R_{1}+R_{2}+R_{3}$ | ${\frac {1}{R_{T}}}={\frac {1}{R_{1}}}+{\frac {1}{R_{2}}}+{\frac {1}{R_{3}}}$ | $V=IR$ |
| $V_{out}=V_{in}{\frac {R_{2}}{R_{1}+R_{2}}}$ | $P=VI={\frac {V^{2}}{R}}=I^{2}R$ | $V_{rms}={\frac {V_{peak}}{\sqrt {2}}}$ |
| ${\frac {1}{C_{T}}}={\frac {1}{C_{1}}}+{\frac {1}{C_{2}}}+{\frac {1}{C_{3}}}$ | $C_{T}=C_{1}+C_{2}+C_{3}$ |
| $L_{T}=L_{1}+L_{2}+L_{3}$ | ${\frac {1}{L_{T}}}={\frac {1}{L_{1}}}+{\frac {1}{L_{2}}}$ |
| $Z={\sqrt {R^{2}+X^{2}}}$ | $V_{T}={\sqrt {{V_{R}}^{2}+{V_{C}}^{2}}}\;\;(or\;{V_{L}}^{2})$ |
| $f={\frac {1}{2\pi {\sqrt {LC}}}}$ | $T={\frac {1}{f}}$ |
| $Q={\frac {2\pi fL}{R}}$ or ${\frac {1}{2\pi fCR}}$ | $Q={\frac {f_{C}}{f_{U}-F_{L}}}={\frac {centre\,frequency}{bandwidth}}$ |
| $Q=2\pi fCR_{D}$ | $I_{P}=I_{S}{\frac {N_{s}}{N_{p}}}$ |
| $V_{S}=V_{P}{\frac {N_{s}}{N_{p}}}$ | $f_{step}={\frac {f_{crystal}}{A}}$ |
| $I_{C}=\beta I_{B}$ | $Gain\,(loss)=10\log _{10}{\frac {power\,out}{power\,in}}\;dB$ |
| $c=3\times 10^{8}\;m/s$ | $Gain\,(loss)=20\log _{10}{\frac {voltage\,out}{voltage\,in}}\;dB$ |
| $v=f\lambda$ | $Return\,Loss=10\log _{10}{\frac {Reflected\,power}{Incident\,power}}$ |
| $E={\frac {7{\sqrt {erp}}}{d}}$ | $Gain=10\log _{10}{\frac {power\,from\,Yagi}{power\,from\,dipole}}\;dBd$ |
| $erp=power\times gain\;(linear)$ |
# Amazon Web Services/AWS Cloudtrail

AWS Cloudtrail is a web service that records API calls made on your account and delivers log files to your Amazon S3 bucket every 5 minutes. Third party products such as CloudCheckr and Splunk can help you to analyze logs.
# Assistant teacher course/Kindergarten internship

The kindergarten internship is intended as a possible requirement for qualification as an assistant teacher. A special course module to prepare for this internship can be beneficial in order to prepare young pupils for working with very young children. A kindergarten student internship can motivate to see social interaction with younger children as a serious task and to practice proper social behavior in dealing with younger children.

## Scientific work: The Sally–Anne test

... (Translation from German Wikiversity pending) ...
# Assistant teacher course/Mentoring assistant teachers
## Mentoring assistant teachers

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | ? |
| Instructors: | 1 |
| Duration: | ? |

### A mentoring program for assistant teacher trainees

ToDo: Invite the pupils to develop a concept for a mentoring program for assistant teacher trainees.
# Assistant teacher course/Instructors' guide/Proposals for philosophical workshops/Imagine you were alone as an assistant teacher
## Imagine you were alone as an assistant teacher

Imagine you were alone as an assistant teacher. What would be your obligations? Would you have any obligations?
Here are some questions that can be discussed in this context. All questions allow to speculate about surrounding conditions of the school and society. Are the answers the same in a developing country, in a developed country and in possible future societies that have further improved education?
* Do you have an obligation to (help to) teach?
* Do you have an obligation to learn pedagogy and psychology?
* Do you have an obligation to become a mentor?
* Do the same obligations exist for an individual in a group of assistant teachers?
* Can the policies of the group change the obligations of the individual?
* Does the individual have an obligation to participate in the governance of the group?
* If you were alone on an alien planet and the aliens didn't seem to have proper teachers - would the same obligations apply?
The instructor should be tolerant and allow most opinions. Socratic debate should be useful to challenge positions that are not yet well-founded.
* Questions 1-3 may ask for an explanation of the categorical imperative and how it can be applied in this context. The instructor can discuss each of the three questions for several minutes and allow the participants to develop their views. After question 3 the instructor can then explain the categorical imperative in abstract form and allow the participants to review their positions. After several more minutes the instructor can then explain how it can be applied, if the participants haven't applied it appropriately themselves. Question 2 hides an answer by combining pedagogy and psychology: One could see it as an obligation to learn psychology to better understand one's own thinking, which is not directly related to pedagogy.
* Question 4-6 allow the discussion of citizenship education topics.
* Question 7 introduces a new perspective and allows, among other things, to verify if the group has understood the arguments in the earlier questions. The instructor can invent conditions on an alien planet and make claims that simply refuse that earlier arguments apply (the aliens have a culture that rejects education; the aliens are aggressive; the aliens don't seem to understand much). The new perspective can invite the participants to reconsider their earlier positions or to fail to notice that they might apply.
# Assistant teacher course/Junior mentoring program
## Junior mentoring program

| Activity: | lecture, group work |
| Group size: | unlimited |
| Preparation: | none |
| Instructors: | 1 |
| Duration: | ? |
A junior mentoring program is not strictlly a necessary part of an assistant teacher course but since this course assumes a hierarchy of pupils, assistant teachers, tutors and mentors an early start at mentoring appears to be in line with the goals of the course and too important to be left out as an optional phase. Even if assistant teachers decide against a junior mentoring program in their own effort the course phase should be seen as valuable.
What young pupils in the role of mentors can do is significantly more limited than what high school pupils can do. The selection of goals for a junior mentoring program should be guided by adult advisors so as to avoid counterproductive effects:
* A protégé shouldn't learn that a mentor is just a wiseguy who isn't helpful in any way, which could make the child dislike or disrespect mentors in future.
* A mentor shouldn't learn that mentoring just means being a wiseguy to a disinterested child, which could be a preconception with the potential to impede the future education of the mentor as a mentor.

## Literature

* Mentoring Handbook (Wikibooks)
# Assistant teacher course/Instructors' guide/Proposals for psychological workshops
## Proposals for psychological workshops

This is a page where you can submit your own proposals for psychological workshops. The material may later be compiled into a Wikijunior book. Please add proposals as sub pages and put them under appropriate headings.
# Assistant teacher course/Instructors' guide/handout/Citizenship education

The handout is under the copyright of the Qualifications and Curriculum Authority; it can be found on page 44 (PDF page 46) of the Crick Report.
The handout may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, if full acknowledgement is given.
# BCP/Acalypha rhomboidea/Logs

This page contains recent bloom logs for Acalypha rhomboidea (Common Three-seeded Mercury). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* --SB_Johnny | 09:31, 23 July 2007 (UTC)
* --SB_Johnny | 10:48, 10 August 2007 (UTC)
* --SB_Johnny | 22:39, 19 August 2007 (UTC)
* --SB_Johnny | 09:11, 1 September 2007 (UTC)
* SB Johnny-LM 08:59, 8 September 2007 (UTC)
* SBJ 18:24, 4 September 2007 (UTC)
* --SB_Johnny | 10:04, 19 September 2007 (UTC)

#### 2008 Logs

** --SB_Johnny | 08:42, 14 July 2008 (UTC)
* --SB_Johnny 10:27, 17 August 2008 (UTC)
* Jomegat 19:08, 24 August 2008 (UTC)
* Jomegat 00:10, 30 August 2008 (UTC)
* Jomegat 23:19, 4 September 2008 (UTC)
# BCP/Acer pensylvanicum

Acer pensylvanicum
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Acer pensylvanicum (Striped Maple, Moosewood) Identifying Characteristics Habit:treeFlowers:Bright yellow flowers appear in slender, dropping racemes 10-15 cm long when the leaves are nearly fully grown.Foliage:The leaves are broad and soft, 8-15 cm long and 6-12 cm broad, with three shallow forward-pointing lobes.Stem:The young bark is striped with green and white, and when a little older, brown.Fruit:The fruit is a samara; the seeds are about 27 mm long and 11 mm broad, with a wing angle of 145° and a conspicuously veined pedicel.Life Cycle: PerennialSimilar Plants:Acer spicatum Recent Logs= Jomegat 03:49, 24 May 2010 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: May
Additional images:
# BCP/Acer japonicum/Logs

This page contains recent bloom logs for Acer japonicum (Fullmoon Maple). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* SB_Johnny-LM 27 April, 2007 (from photographic log)

#### 2008 Logs

* SB Johnny-LM 15:55, 16 April 2008 (UTC)
* SB_Johnny-LM 09:40, 2 May 2008 (UTC)
# BCP/Acer negundo/Logs

This page contains recent bloom logs for Acer negundo (Boxelder). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* --SB_Johnny | 23:11, 3 April 2007 (UTC)
* --SB_Johnny | 14:40, 8 April 2007 (UTC)

#### 2008 Logs

* SB Johnny-LM 10:47, 4 April 2008 (UTC)
* SB Johnny-LM 10:04, 9 April 2008 (UTC)
* --SB_Johnny | 19:17, 13 April 2008 (UTC)

#### 2009 Logs

* Jomegat 30 Apr 2009 (backdating)
* Jomegat 20:11, 5 May 2009 (UTC)

##### Recent Logs

* Jomegat 00:23, 16 April 2010 (UTC)
Multiple pink flowers on single stem
# BCP/Acer palmatum

Acer palmatum
| flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Acer palmatum (Japanese Maple) Identifying Characteristics Recent Logs (view all logs) |
Global data: Temperate zone season(s): Mid Spring
Regional data: Southeastern Pennsylvania: (cultivated) April
Additional images:
# BCP/Acer griseum

Acer griseum
| flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Acer griseum (Paperbark Maple) Identifying Characteristics Habit:Small, upright treeStem:exfoliating bark Recent Logs (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) April, May
Additional images:
# BCP/Acer palmatum/Logs

This page contains recent bloom logs for Acer palmatum (Japanese Maple). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* SB_Johnny-LM 27 April, 2007 (from photographic log)

#### 2008 Logs

* (no archived logs yet)
# BCP/Acer griseum/Logs

This page contains recent bloom logs for Acer griseum (Paperbark Maple). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* SB_Johnny-LM 27 April, 2007 (from photographic log)

#### 2008 Logs

* SB_Johnny-LM 09:38, 2 May 2008 (UTC)
# BCP/Acer japonicum

Acer japonicum
| flowers and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Acer japonicum (Fullmoon Maple) Identifying Characteristics Recent Logs (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) April, May
Additional images:
# BCP/Acer negundo

Acer negundo
| Inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Acer negundo (Boxelder) Identifying Characteristics Recent Logs Jomegat 00:23, 16 April 2010 (UTC) Multiple pink flowers on single stem (view all logs) |
Global data: Temperate zone season(s): Mid Spring
Regional data: Southeastern Pennsylvania: (native) April New Hampshire: (native) April, May
Additional images:
# Apache MySQL PHP on Mac OS X

Apache, MySQL and PHP are needed for many applications such as WIKINDX, a free bibliographic/notes management and article authoring system. This page is a guide to how to run Apache, MySQL and PHP (AMP) on Macintosh computers.

## Packages

* XAMPP - Apache HTTP Server, MySQL database and necessary tools to use the PHP and Perl programming languages.

## Introductory tutorials
### Apache server

file:///Library/Documentation/Services/apache/index.html.html - Apache documentation on your Macintosh after you install it.

### Wikindx

User:Chrismo/wikindx

### XAMPP

Intel Mac

## Writing assignment ideas

* What are the advantages and disadvantages of running AMP on a Mac environment?

## Project ideas

* Setup an AMP server on a Mac
# Apollo program

The Apollo programme (or Project Apollo) consisted of a series of manned and unmanned NASA space flights from 1961 until 1975. Its main goal was to land men to the Moon, and its total cost was about $25.4 milliard.

## Launch vehicles

The Apollo programme used four types of launch vehicles (LV):
* Little Joe II: unmanned sub-orbital launch escape system development.
* Saturn I: unmanned sub-orbital and orbital hardware development.
* Saturn IB: unmanned and manned Earth orbit development and operational flights.
* Saturn V: unmanned and manned Earth orbit and lunar flights.
The Marshall Space Flight Centre, which designed the Saturn rockets, referred to the flights as Saturn-Apollo (SA), whereas Kennedy Space Centre referred to the flights as Apollo-Saturn (AS). This is why the unmanned Saturn 1 flights are referred to as SA, and the unmanned Saturn 1B are referred to as AS. Dates given below are dates of launch.

## Unmanned flights
### Unmanned Apollo-Saturn IB and Saturn V

Some incongruity in the numbering and naming of the first three unmanned Apollo-Saturn (AS), or Apollo flights, is due to the posthumous honorary renaming of the flight which would have been AS-204, to Apollo 1. This manned flight was to have followed the already-launched unmanned AS-201, AS-202, and AS-203 flights. After the fire which killed the AS-204 crew on the pad during a test and training exercise, further required unmanned Apollo flights with the redesigned capsule were designated Apollo 4, 5, and 6. The first manned Apollo flight was thus Apollo 7. The assignment of "Apollo 1" to a flight which was never launched thereby required that at least one of the first three previous unmanned flights be left without a simple "Apollo" number.

## Launch Complex (LC) utilisation

* LC 34: SA-1, SA-2, SA-3, SA-4, AS-201, AS-202, AS-204, AS-205
* LC 37A: no launches
* LC 37B: SA-5, A-101 (SA-6), A-102 (SA-7), A-103 (SA-9), A-104 (SA-8), A-105 (SA-10), AS-203, AS-204
* LC 39A: AS-501, AS-502, AS-503, AS-504, AS-506, AS-507, AS-508, AS-509, AS-510, AS-511, AS-512, AS-513
* LC 39B: AS-505, AS-206, AS-207, AS-208, AS-209