OpenLLM-France/wikimedia huggingface dataset:
# English-Chinese/Wave (physics)

A wave is a kind of oscillation (disturbance) that travels through space and matter. Wave motions transfer energy from one place to another.
波 是 一种 穿过 空间 和 物质的 振荡（干扰）。波浪运动 将 能量 从 一个 地方 传递到 另一个 地方。
# Engineering Projects/Illuminate Clothing/Howard Community College/spring2012

       I1550INC
       I2550INC
# Engineering Projects/InteractiveSystem/Howard Community College

Howard Community College is starting this project in the fall of 2011. The goal is to give those that program and/or game a very specific programming project.
       fall2012
# Engineering Projects/InteractiveSystem
## Idea

To design a system that using a camera, a computer, software and a projector that projects imaging that is reactive to human movement.

## Goals

Projects are broken up into subsystems. Each project proceeds on a different path, with different milestones within the conceive, design, implement and operate framework. This should contain links to subsystems and a discussion of the pitfalls to expect, the best practice project process path in each subsystem.
The goal is to provide framework to capture the information associated with huge problems. A quadcopter project may be split up into vision systems, motor control systems, power, air frames, gryo/accelarometer software, copter GPS, target GPS, communication systems, fail safe systems, testing apparatus, etc. The cardboard boat project could be splitup into quickly built boats, racing boats, themed boats, dramatic sinking boats, battle boats, etc.

## Tutorials

This section lists tutorials for those that to learn only what is needed to push a project forward. Tutorials are typically about tools. There are tutorials with different starting points, but the same ending point: enough technical competency to begin working on an aspect of a particular project. So many tutorials may be unique to a project. Other tutorials may be shared by many projects. This is why they are in article space, not stubs of existing projects.

## Current Status

The goal here is to provide links to individual team pages, or summarize the success of various teams with links to pages describing how they did it so others can repeat, improve or extend.

## College/Universities

Howard Community College
# Engineering Projects/Illuminate Clothing/Howard Community College/spring2012/I2550INC
## Electronic Sections Expected

    1.Reverse engineer the EL wire driver hardware.
    2.Troubleshoot the EL wire drivers that are not working.
    3.Design circuit to enable the arduino to control the EL wire.
    4.Tear apart old lillypad diode circuit and sew another one.
    5.Design sewing system so lillypad conductive thread does not short out.
    6.Create a new script or improve current lillypad arduino LED program.
    7.Find a inventor for control the led from adrinuo
    8.match the adrinuo with new inventor

### Team Members

    Navid Jahanpour
    Chris Nunez

### Summary

on project 2 we try to design the inventor to control the led with adrinuo but we had the problem with transformer so we decide to find the inventor.because the transformer was ac and we supply it with dc voltage. son we buy the one inventor that it working with 3 volt battery and its produce the 3 Khz sin AD pulse.

### Poster

3 KHZ-180VOLT inventor

### Story

such as i say before we try to find the inventor from internet.our inventor EL inverters allow us to drive EL (electroluminescent) wires. This particular EL inverter accepts a 12 VDC wall adapter. The output is terminated with a JST PH connector, so it plugs directly into the input on the EL Escudo or EL Sequencer board. You can drive EL wires with them directly, but you may need to re-terminate them. There is also a small switch on the side which allows you to switch between 'on', 'off', and 'blink' settings.so after this we try to control the more than one el wire with the EL Sequencer.
here is the schematic of EL Sequencer
and here is the picture of EL Sequencer
So then we have to join the two port on the EL Sequencer board together i show it with green line in the picture
after this i contact the inventor to the power port on the el board and contact the battery and then contact the el wire two the el Sequencer then we have to program the adrinu. in the end we control the el wire with adrinu.

### Decision List

for first week we try to did the project with our circuit that we design in project two. second week we try to find the inventor from internet.
for third week we test the plans and data sheet for new inventor.
and for forth week we contact the inventor and control the led with adrinu.

### Material List

1.3KHZ 180 volt inventor that we buy from internet 2.led wire 3.EL Sequencer 4.adrinuo software 5.adrinuo board 6.two 1.5 volt AA battery

### Software List

adrinuo soft ware

### Time

48 hour

### Tutorials

http://www.ladyada.net/learn/el-wire/#inverter_driver_details

### Next Steps

you have to hard time with control the led wire without the inventor i tried to did it but i needed the some stuffs.
1. high frequency (3khz)3to 180 volt dc transformer. 2.dc to ac inventor. 3.and RC filter to fix the frequency.
# Engineering Projects/Infared
## Idea

Hack a webcam to display Infa Red (IR). Possibly create a blackbody radiation versus infared diodes demonstration. Test infrared receivers and transmitters (normal remotes). Does mud block IR? What actually works?
# Engineering Projects/InkJetHack
## First Day

Goal is to take apart a inkjet printer and get the head positioning system working outside the printer.
Reading this article. Web page 6 and 7 have the best information on the Encoder.
Found this picture of module out of HP DeskJet 660C made in 1995 after searching for Encoder H9720.
Video of what needs to be done.

## Second Day

Found this datasheet on it!

## Third Day

First soldered cat5 cable to print head. Assumed ground was on the left, looking at print head from the back and in the pictures. So the cable was wired as follows:
          mostly white/blue to ground (pin 1 ... counting left to right)
          mostly white/green to data A (pin 2)
          mostly blue/white to 5 volts (pin 3)
          mostly green/white to data B (pin 4)
Then hooked up Arduino, started blink program, attached power to the arduino, attached encoder power to arduino. Arduino kept blinking, so power was not going to be a problem. Then measured Data A and Data B with voltmeter. Expected to see 5 volts or nothing. Nothing was 20-30 mv. Saw 5 volts on either A or B depending upon where stopped print head when physically moving it. Did see ground on both data pins. Did see 5 volts on either A or B, but not both at the same time, but did not try to hard to see 5 volts on both.
Then hooked up the arduino button example in the digital examples. It assumes a button is attached to digital pin 2 and turns the led attached to pin 13 on when ever the button is pushed. I could get the pin 13 LED to flicker by moving the print head around while one of the green wires was plugged into digital pin 2.
Then modified the button so that it counted (video) the number of shadows. Used the serial monitor to increment the count every time a shadow passed. As expected, the count increased as I moved the print head back and forth. Sometimes I stopped the print head while on a shadow and it kept counting. Sometimes I stopped it on non-shadow and it stopped counting.
The next step is to improve the counting program so that it reads both outputs, determines if there is motion, determines the direction of the motion and then increments or decrements the counter appropriately. Then the total number of shadows could be counted and then print head always started in a certain position.
Next hooked the motor that moves the printhead to the arduino motor shield. And then ran the example/motorshield/motorParty program. This video shows that it is making a loud noise, don't know why yet. The next step would be cut out the stepper motor part of the motorparty program and then begin fiddling with the speed. Then combine with the counting of the program above to control the print head movement.
Could perhaps hook up to the pendulum and simulate pendulum movement for the putt putt golf green.
# Engineering Projects/InkJetHack/Howard Community College

Howard Community College is starting this project in the spring of 2012.
       spring2012
# Federal Writers' Project – Life Histories/2022/Fall
## Overview

Several sections of English 105 and English 105i are looking at the lives of southerners during the Great Depression. Using Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Students in the course have studied the Federal Writers' Project archive at the University of North Carolina at Chapel Hill's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Sections

* Section087
* Section093

## Archive

UNC.edu: Federal Writers' Project Papers, 1936-1940
# Federal Writers' Project – Life Histories/2022/Fall/Section087

Section 087

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2022/Fall/Section087/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2021/Summer/section 06

This project is associated with English 105.006 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Summer/section 06/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2021/Summer II/Section 06
## Overview

Kosaku Sawada was a Japanese American immigrant born on October 21, 1882. He owned a Nursery in Mobile, Alabama, and specialized in plant propagation.

## Biography
### Personal life

Sawada was born in Osaka, central Japan, on October 21, 1882. Raised in a family of six, Sawada graduated from Osaka University with a degree in agriculture. In 1916, Sawada married Nobu Yoshioka in San Francisco. According to Sawada, he and his wife never met before the wedding. They had four children together--three boys and one girl. After Mrs. Sawada's death in 1930, Sawada raised all of his children alone.

### Immigration to America

Sawada first came to America in 1906 and worked in rice fields in Texas. Four years later, Sawada moved to Grand Bay, Alabama for new oppotunities. The orange tree boom in Alabama led Sawada to purchase thirty acres orchard where he planted orange and pecan trees. Sawada's orchard was destoryed by the cold weather in 1923, so he purchase eighty acres of new land on the Howells Ferry Road in Mobile, Alabama.

### Career

Sawada specialized in propagating plants and sold his product to other nurseryman. Among the millions of plants he grew are azaleas, small trees, camellia japonicas and evergreens. According to Sawada, propagation is a delicate technique that had a low success rate but he achieved 95% survival. Sawada conducted his work by hand and hired nineteen to twenty-five American workers. Sawada joined the Associated American Nurserymen and claimed that he is connected with nurserymen across the country.
# Beat (acoustics)/Differential equations

Beat (acoustics)  /Phase beats  /Literature search  /Just fifth displace stretch  /Exact phase beats  /Differential equations  subpages  drafts

## Proposed style of this section

The article should be accessible to students with one year of calculus. On the linear equations, I would like to start with two coupled pendulums as shown in the figure. I think the ${\dot {x}}_{j}=dx_{j}/dt$ would be best (with $j=1,2.$) The students might not know what matrices are, so write them in non-matrix form and just show them the matrices with a link to matrices on wikipedia (or wikibooks or wikiversity.)
We need a figure showing the equivalent of the linearly coupled linear pendulums to horizontally oscillating masses on spring. That way we can use k and m in solving the problem (instead of g and l for a simple pendulum)
The van der pol oscillator will give them a hint as to the complexity of nonlinear systems.

## Linear

* w:Linear differential equation: #Homogeneous_equation_with_constant_coefficients
   * w:Matrix differential equation
   * w:Characteristic equation (calculus)
* b:General Mechanics/Coupled Oscillators
* b:Circuit_Theory/Laplace_Transform#Determining_electric_current_in_circuits

## Nonlinear

* w:Van der Pol oscillator
* International Journal of Non-Linear Mechanics, 29, pp. 737-753, 1994 Averaging Method for Strongly Nonlinear Oscillators with Periodic Excitations. R. Valéry Roy, R. Val'ery Roy link1 link2]
Tsatsos, Marios. "the Van der Pol equation." arXiv preprint arXiv:0803.1658 (2008)
King, H., U. Deker, and F. Haake. "Renormalized perturbation theory of the Van der Pol oscillator." Zeitschrift für Physik B Condensed Matter 36.2 (1979): 205-208.

## Other

* w:Relaxation oscillator
* w:Limit cycle
* w:Hodgkin–Huxley model
* w:Phase-locked loop
* w:Arnold_tongue#Mode_locking
* w:Method_of_averaging#Example:_Van_der_Pol_Equation
* w:
* w:
# English-Chinese/She stepped on a nail and hurt the arch of her foot

She stepped on a nail and hurt the arch of her foot.
她踩上钉子，伤了她的足弓。
# English-Chinese/She stood before him

She stood before him, looking into his eyes.
她 站在 他 面前，望着 他的 眼睛。
# English-Chinese/She was walking on a thin line

She was walking on a thin line, but lost her balance and fell down.
她 走在 一条 细线上，却 失去了 平衡，摔倒了。
# English-Chinese/She slowed down a little until someone saw her

She slowed down a little until someone saw her.
她放慢了一点直到有人看到她。
# English-Chinese/She turned a stone into a piece of art

She turned a stone into a piece of art.
她把一块石头变成了一件艺术品。
# English-Chinese/She stepped on the nail and injured the arch of her foot

She stepped on the nail and injured the arch of her foot.
她踩到钉子，弄伤了她的足弓。
# English-Chinese/She still feels bitter towards him because of something he did last year

She still feels bitter towards him because of something he did last year.
由于他去年所做的事情，她仍然对他感到愤怒。
# English-Chinese/She walked into the store

She walked into the store, shouted at the cashier, and left.
她走进商店，对收银员大喊，然后离开了。
# English-Chinese/Shock is the state of not enough blood flow to the tissues of the body as a result of problems with the circulatory system

Shock is the state of not enough blood flow to the tissues of the body as a result of problems with the circulatory system.
由於循環系統的問題，休克是沒有足夠的血液流到身體組織的狀態。
# English-Chinese/Shock causes complications

A shock may cause complications such as confusion, unconsciousness, or cardiac arrest.
休克可能会引起并发症，如意识模糊，失去知觉，或心脏骤停。
# History of Quebec and Canada/Study Guide/Module 4: Early Stages of Parliamentary Government

Home | Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7:
Module 4: Early Stages of Parliamentary Government
Unit 1: Society in Lower Canada (1791-1840)
Topic 1: The Constitutional Act (1791)
Topic 2: Economic Changes
Topic 3: Social Changes
Unit 2: Rebellions of 1837-1838
Topic 1: The Parti Canadien vs The British Party
Topic 2: Stages in the Confrontation
Unit 3: Union of the Two Canadas
Topic 1: Lord Durham's Report
Topic 2: Political Changes After 1840
Topic 3: Economic Changes After 1840
# History of Quebec and Canada/Study Guide/Module 7: Contemporary Quebec

Home | Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7:
Module 7: Contemporary Quebec
Unit 1: World War II (1939-1945)
Topic 1: Canada's War Work
Topic 2: Women and World War II
Topic 3: The Conscription Crisis
Unit 2: Maurice Duplessis (1944-1959)
Topic 1: Traditional Elements in Quebec Society
Topic 2: Elements of Change in Quebec Society
Topic 3: Nationalist Policies
Topic 4: Key Developments
Unit 3: Jean Lesage and the Quiet Revolution
Topic 1: The Quiet Revolution
Topic 2: Government Involvement-Social Sector
Topic 3: Government Involvement-Economic Sector
Unit 4: Major Issues 1970-1980
Topic 1: Political Domain
Topic 2: Economic Domain
Topic 3: Sociocultural Domain
Unit 5: Major Issues Since 1981
Topic 1: Political Domain
Topic 2: Economic Domain
Topic 3: Sociocultural Domain
# History of Quebec and Canada/Study Guide/Topic 1: Factors Affecting Settlement

Which factors affected the first settlements of New France?
Economic Factors
It was the fur trade which first attracted the French to the St. Lawrence River Valley. Champlain founded the first permanent settlement at Québec in 1608 to establish a fur trade network with the Native population. In 1634, Champlain sent Laviolette to found Trois-Rivières, in order to be closer to the fur supplies. Thus, the first two settlements, Québec and Trois-Rivières, were founded for economic reasons dealing with the fur trade.
Religious Factors
In 1642, Paul de Chomedy de Maisonneuve, assisted by Jeanne Mance, founded Ville-Marie (present day Montreal) in order to establish a religious mission to convert the Indians. Try the following questions on the first settlements.
# History of Quebec and Canada/Study Guide/Module 5 : Quebec and Confederation

Home | Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7:
Module 5: Quebec and Confederation
Unit 1: Origins and Terms of the B.N.A. Act (Confederation)
Topic 1: Causes for Confederation
-Political Deadlock
-External Factors (American threat, trade, railways)
Topic 2: Steps leading towards Confederation
Topic 3: Characteristics of the B.N.A. Act
Unit 2: Problems Created by Canada's Growth
Topic 1: Territorial Expansion
Topic 2: Métis Rebellions
Topic 3: Federal-Provincial Relations
Unit 3: John A. Macdonald and the National Policy
Topic 1: Purpose and Key Elements
Unit 4: Quebec's First Phase of Industrialization (1896-1829)
Topic 1: Factors leading to Industrialization
Topic 2: Characteristics of the First Phase
Unit 5: Social Changes in Quebec
Topic 1: French Canadian Emigration
Topic 2: Urbanization
Topic 3: Unionization
# History of Quebec and Canada/Study Guide/Topic 1: Causes for the French Defeat

The main reason why the French lost to the 13 colonies started from the beginning of New France back in 1608. Due to Mercantilism, the French colony was only over in America to trade with the Native population. Meanwhile, the English had full support from their mother, Britain. Here are the following reasons why the French lost to the English in the year 1760:
Population: The French suffered from a small population (around 3000) in the early stages of New France (1608-1663). While New Britain continued to receive immigration coming from the Mother country. Only around 1665 (95 years before the war) did Jean Talon, Intendant, start to put an increase in New Frances population. Therefore, the English population was a lot bigger than the French population.
Defenses: How do you win a war? With soldiers of course. Again, not until 1663 did France start sending over soldiers to help protect their land. The soldier count looked like this for each colonyː English = 10 000 soldiers French = 3000 soldiers.
Territoryː Due to the fur trade with the Amerindians, the French kept on venturing more towards the South, as well as the west to follow their traders. The Amerindians obviously follow their food source, Deer, Elk, Moose, etc. So the French followed them to wherever they were going to go in order to continue on supporting the fur trade. Therefore, the French's population became very big, and hard to defend. Unlike the English, who remained East of the Appalachians, kept to their small and well guarded 13 colonies, which received help from Britain, with immigration of women, soldiers and workers.
This war was dominated by the English due to a higher population, and a well planned attack against the French.
# History of Quebec and Canada/Study Guide/Topic 1: Quebec Act 1774

After Britain won the war of Seven Years against France, France gave up New France to the English. So now Britain had full control over the entire continent. But as the year 1774 rolled around, the Americans of the 13 colonies sent of the Declaration of Independence in order to make the 13 colonies become it's own country; The United States of America. England declined the Declaration, and elevated taxes on the products that were being shipped to New Britain, as well as remaking the French territory back to the way it once was, and making the English territory smaller. So the Americans declared war against the British.
This change was later named by the British Government as the Quebec Act.
# History of Quebec and Canada/Study Guide/Module 6 : Industrial Development 1896-1929

Home | Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7:
Module 6: Industrial Development (1896-1929)
Unit 1: Canada's Economic and Political Context
Topic 1: Economic Context
Topic 2: Political Context
Unit 2: Quebec's 2nd Phase of Industrialization (1896-1929)
Topic 1: Key Characteristics
Topic 2: Social Changes
Unit 3: The Great Depression (1929-1939)
Topic 1: Causes of the Depression
Topic 2: Economic/Social Consequences
Topic 3: Political Consequences
Topic 4: Government Reactions
# History of Quebec and Canada/Study Guide/Topic 1: Concepts of Colonization

What were the two opposing views or concepts on the colonization of New France?
The two opposing views centered around whether New France should develop as a colony based on settlement or as a colony based on the exploitation of the fur trade.
Characteristics of a colony based on settlement
Its purpose was to create a society in New France similar to that in France through settlement. To have such a colony it would need to send to New France farmers, priests, soldiers, administrators, women, and artisans. The colonizers wanted a diversified economy not an economy based solely on the exploitation of the fur trade. This concept of colonization had the support of the King, religious orders and colonizers.
Characteristics of a colony based on the fur trade
To have such a colony it would need mainly men meaning merchants, coureurs de bois, independent traders and company agents. Settlers were not welcome as they were expensive to bring over and they could act as competitors in the fur trade. The fur traders only wanted to develop and exploit the fur trade since it did not require a large initial investment and it was very profitable. This type of colony had the support of the fur trading companies, fur traders and merchants.
Throughout most of New France's history, despite some attempts at settlement, the colony of New France was based on the exploitation of the fur trade. A major factor behind this was the belief in the economic theory of mercantilism. Do the following questions on concepts of colonization. 1. WHICH OF THE FOLLOWING STATEMENTS ARE ASSOCIATED WITH THE
2. The following words or phrases can be associated with either a trading colony or a
3. In 17th century France, there were opposing views on colonization in New France. Some argued that the colony should be kept as a source of raw materials, while others believed it ought to be settled by people who would build farms, villages, and towns.
WHICH OF THE FOLLOWING PERSONS OR GROUPS SUPPORTED THE SETTLEMENT OF THE COLONY?
1. the king/colonizers 4. merchants/traders 2. the coureurs de bois 5. the chartered companies 3. the religious orders/missionaries A) 1 and 4 C) 2 and 5 B) 1 and 3 D) 3 and 5
Go On To Topic 2: Mercantilism