OpenLLM-France/wikimedia huggingface dataset:
# Eventmath/Lesson plans/California and New York cannot actually decide the popular vote

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# Eventmath/Lesson plans/Comparing amount of time to repair a subway

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## Activities

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You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
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## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

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### Explorations

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# Eventmath/Lesson plans/Estimating the cost of preventing climate breakdown

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## Activities

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You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
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## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

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### Explorations

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# Eventmath/Lesson plans/Misleading chart of COVID cases in school district

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## Activities

This is the main content of the lesson plan. Write as much or as little as needed to convey the main objective, the activities and tasks, and any other essential information. You may organize this content however you'd like.
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor, such as:
* solutions to problems posed by the lesson,
* anticipated points of confusion and suggestions,
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## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

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# Eventmath/Lesson plans/Illustrating "a tale of two Americas" in work from home trends

* Please help develop this lesson plan!
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## Activities

This is the main content of the lesson plan. Write as much or as little as needed to convey the main objective, the activities and tasks, and any other essential information. You may organize this content however you'd like.
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor:
* links to any worksheets, quizzes, or other deliverables
* solutions to problems posed by the lesson
* anticipated points of confusion or topics of discussion
* any other relevant ideas or materials

## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

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# Eventmath/Lesson plans/Is rainwater truly unsafe to drink anywhere on Earth?

* Please help develop this lesson plan!
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## Activities

This is the main content of the lesson plan. Write as much or as little as needed to convey the main objective, the activities and tasks, and any other essential information. You may organize this content however you'd like.
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor:
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## Assignments

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## Resources

The story references this study.

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

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## Feedback

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# Eventmath/Lesson plans/Fast Fashion and Water Crisis

* Please help develop this lesson plan!
* This lesson plan is currently in draft status.
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## Activities

This is the main content of the lesson plan. Write as much or as little as needed to convey the main objective, the activities and tasks, and any other essential information. You may organize this content however you'd like.
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor, such as:
* solutions to problems posed by the lesson,
* anticipated points of confusion and suggestions,
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* any other relevant ideas or materials.

## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

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## Feedback

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# Centre for Neuroscience Media and Society/Scientific Events

Scientific Events
# Centre for Neuroscience Media and Society/Issue of the Month

| Each month we will summarise the latest discoveries in science, and their social and ethical implications, and provide include links to learning resources and media coverage on this topic. | Each month we will summarise the latest discoveries in science, and their social and ethical implications, and provide include links to learning resources and media coverage on this topic. | Archive May 2008 June 2008 July 2008 |
# Centre for Neuroscience Media and Society/Public Discussions

During Brain Awareness Week, in March 2009, we will be hosting a Cafe Scientifique.
# Centre for Neuroscience Media and Society/Research

research
# Centre for Neuroscience Media and Society/Science News

Science News
Science Daily Neuroscience News
# Centre for Neuroscience Media and Society/Centres/Romania

Timisoara Department of Neurology
# Centre for Neuroscience Media and Society/Centres/Slovenia

Slovenian Neuroscience Association
# Centre for Neuroscience Media and Society/Centres/Germany

See also Geman Graduate Schools of Neuroscience and the German Neuroscience Society
* Neuroscience, University of Tübingen
* Graduate School for Cellular and Molecular Neuroscience, University of Tübingen
* University of Tübingen
# Federal Writers' Project – Life Histories/2023/Fall/Section18/W. Moses Holleman

W. Moses Holleman
# US States/Missouri
## Contents

* Missouri's location within the United States21st century - industry, education, innovation and economy
# Federal Writers' Project – Life Histories/2021/Spring/105i/Section 22

This project is associated with English 105.025 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/Spring/105i/Section 22/
Use the following to create a new life history subpage:
# Farsi 1/Lesson 2

* User:Luzmael/Teacher availability/template
* You will learn ... / Persian...
* Verb tenses
* When
* While
* Verbs
* When, While
* Are all the sentences that are constructed with "when" and "while" in English are expressed with "ke" in Persian? And do we place this particle right before the verb? (just like "Bahar ke beayed")
* And do we always use the prefix "be" in sentences of "when" and "while" ?
* Just two examples:
* Present, future meaning:
* "When you (will) come home, make tea!" Could it be "beh khane ke be-ay-i, (bo)saz chai!" ?
* Past meaning:
* "When he came home, he made tea" Could it be "be khane ke amed, chai saxt" ?
* When is expressed in two ways:
* Vaqti ke / moghe'i ke ....
* .... ke .... (ke comes after the agent).
* "When you (will) come home, make tea!" is: "Xâneh ke mi-ây-i châi dorost (be)kon". or: Vaghti ke be xâneh mi-ây-i châi dorost (be)kon".
* "When he came home, he made tea" is: "Xâneh ke âmad, châi dorost kard". or: "Vaghti ke/moghe'i ke/zamâni ke/hengâmi ke be xâneh âmad châi dorost kard".
* Exercises
* Ex 1 : Quiz
* Go to the Quiz.
* Ex 2 : Memory training
* Write out the Persian words, section by section.
* Have 2 columns, clearly separated, and write Persian and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper.
* Then try it the other way round, cover up the Persian, and write out the words using the English as cues. This will be a little bit more difficult.
* Repeat all this after an interval, the more you do it the easier you will remember the words.
* If you want to add words to this page, please make sure you put them into a sentense in Lesson 2 wherever you can.
* Khâhesh mikonam (You're welcome).
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Farsi 1/Lesson 3

* User:Luzmael/Teacher availability/template
* You will learn ... / Persian...
* Verb tenses
* Why
* Although, Despite
* Verbs
* Causatives
* How would you, for example, build this sentence in Persian:
* "I made him do his homework"
* And how about this other kind of causative:
* "I had the letter sent to your office"
* For the causative you should use the causative forms of the verb stems. The rest is the same as normal.
* Causative form of a stem is made by adding -ân to the normal present or past stem:
* -xor- (eating), -xorân (making to eat), xorând (made eating).
* mi-dav-am: ("I run"), sag râ mi-dav-ân-am ("I make the dog run").
* But you can not do that with just any verb. For many verbs you should use another verb which has the causative meaning of the same action:
* "I made him do his homework" : "Vâdâr-ash kardam mashgh be-nevis-ad".
* (Vâdâr kardan means "making somebody doing something, forcing", the causative stem -kon-ân- does not exist)
* For the form "had him doing ..., we say in Persian "I gave ...":
* "I had the letter sent to your office" is: "Nâmeh râ dâdam be-âvar-and daftar-e shomâ".
* (Literally: "I gave, they bring the letter to your office".
* Although, despite
* The next question is about building sentences with "although" and "despite":
* "Although I arrived at the station on time, I missed the train" and,
* "Despite arriving at the station on time, I missed the train"
* "Although I arrived at the station on time, I missed the train" is:
* "Bâ inke/Garcheh sar-e vaqt be istgâh residam, qatâr râ az dast dâdam".
* "Despite arriving at the station on time, I missed the train" Is:
* "Bâ vojud-e inke/alâraghm-e inke sar-e vaqt be istgâh residam, qatâr râ az dast dâdam".
* You can also say: "Sar-e vaqt be istgâh residam, vali qatâr rafteh-bud".
* Exercises
* Ex 1 : Quiz
* Go to the Quiz.
* Ex 2 : Memory training
* Write out the Persian words, section by section.
* Have 2 columns, clearly separated, and write Persian and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper.
* Then try it the other way round, cover up the Persian, and write out the words using the English as cues. This will be a little bit more difficult.
* Repeat all this after an interval, the more you do it the easier you will remember the words.
* If you want to add words to this page, please make sure you put them into a sentense in Lesson 2 wherever you can.
* Khâhesh mikonam (You're welcome).
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Farsi I

Courses in Farsi
Course #1:
Farsi I
Course #2:
Farsi II
Course #3:
Farsi III
Course #4:
Farsi IV
Farsi Resources
Farsi Wiktionary
Farsi Wikipedia
Farsi I
فارسئ ۱ :
| خوش آمدید!  Farsi I "Farsi I" is a course in the Farsi Department. This course aims to give students a sense of elementary grammar and to build a substantial vocabulary through repetition, exercises, reading, and writing. It attempts to help students become confident in their verb conjugations and word order. | Lessons 1. Grammar 2. Greetings 3. Numbers, Swahili Time 4. Dates 5. More Grammar 6. Restaurant Vocabulary 7. Family Vocabulary 8. Shopping Vocabulary, Clothes Vocabulary 9. Iran Geography 10. House Vocabulary, Daily Activities 11. Sports, Athletics 12. Airport Vocabulary |
# Farmer Ernst/Square property/Measuring accuracy/Exercise

Farmer Ernst wants to make a square-shaped field for melons. The field shall be $100$ square meters in size, but he thinks that a size between $99$ and $101$ square meters is acceptable. What error is allowed for the side lengths in order to stick within this tolerance?