OpenLLM-France/wikimedia huggingface dataset:
# Catalogue 22/Culinary Institute - M. Beange

Part of Catalogue 22, Catalogue 22 on Google Maps
Designer: Megan Beange Degree: B. Architecture School: Carleton University Year: 2010 Location of Project: Catherine Street and Bank Street Project Status: Unbuilt
The Culinary Institute project involved the design of a new building for the Cordon Bleu. The site was located at the corner of Catherine and Bank in Ottawa. At this site (across from a gas station and directly alongside the Queensway highway) an existing parking lot sat beside an office building of approximately 8 storeys. The fabric of the city beyond Catherine consisted of a maximum height of 3 storeys. The design incorporated the re-use of large refrigerated shipping containers that had themselves traveled around the world. Like the Cordon Bleu, the containers had seen many continents, traveling a long way. The containers also spoke to the proximity of the major highway that backed the site. The containers were arranged with the logic of using both the space on the interior of a container as well as the surface of it’s top. All spaces not housed by a container was enveloped by a glazed steel frame creating a secondary language of exposure vs enclosure. Plans include spaces for multiple kitchens, student study areas, rentable event space, administration offices and flexible public spaces.
# Catalogue 22/City Road Basin Boat Club & Community Center

Part of Catalogue 22, Catalogue 22 on Google Maps
Designer: Vanessa Haddock Degree: B. Architecture School: Carleton University Year: 2011 Location of Project: City Road Basin, Islington, United Kingdom Project Status: Unbuilt
Situated directly along the City Road Basin in Islington, United Kingdom, the design programatically introduces a community center with a water front boat club as well as a residential component and a celebrated formal urban room.
# Catalogue 22/Coracle Boat House

Part of Catalogue 22, Catalogue 22 on Google Maps
Designer: Jaclyn Squizzato Degree: B. Architecture School: Carleton University Year: 2009 Location of Project: Mooney's Bay, Ottawa Project Status: Unbuilt
The objective of the Boat House project was to design a space for the construction and maintenance of a coracle. By placing the coracle in the center of the room with the rest of the space being left open for free use, the finished coracle defines the use of the Boat House. Free space can be used to makes repairs, alterations, and build new boats. The glass wall at the front of the Boat House also creates a seamless transition between interior floor and exterior dock, when at high tide the water perfectly aligns with the continuous plane of the Boat House floor. A continuation of the simple, elegant connections of the coracle is also carried over into the structural connection of the coracle architecture. Using Japanese joinery, similar to the structural wood beam connections seen in Arthur Erickson’s Smith House, a completely nail feel wood construction becomes possible. This also makes the coracle architecture entirely demountable, allowing it to transition between sites during various seasons.
# Catalogue 22/Crystal and Flame

Part of Catalogue 22, Catalogue 22 on Google Maps
Designer: Associate Professor Manuel A. Báez Degree: B. Architecture School: Carleton University Year: 2010 Location of Project: Carleton University, Ottawa Project Status: Unbuilt
Architect and Associate Professor Manuel A. Báez incorporates the theme of the Crystal & Flame as he presents an overview of his architectural research and work. The metaphoric theme relates to the ubiquitous correlation between static form/structure and dynamic process or constraints and freedom that is intrinsically found throughout abstract, physical and biological phenomena.
Link to TedTalk: http://www.youtube.com/watch?v=ZjUpCQFtQck
# Catalogue 22/Culinary Institue - J. Hickling

Part of Catalogue 22, Catalogue 22 on Google Maps
Designer: Jessica Hickling Degree: B. Architecture School: Carleton University Year: 2010 Location of Project: Dalhousie Street and St Patrick Street Project Status: Unbuilt
Located in the ByWard Market in downtown Ottawa at the corner of Dalhousie and St Patrick, the history of the past fires in the area were a starting point for my project. Beginning with the idea of fire and the 4 elements of architecture as Gottfried Semper stated; “The hearth, the roof, the enclosure and the mound” and he also continued, “around the hearth the first groups gathered.” Using load bearing masonry as a primary structure the building is shaped as a cube with a central masonry core chimney with a contrasting light weight glass curtain wall on the street facades. The hearth is a place that people are drawn to and gather around. The hearth, the central element of the design, is intended as the focus which will draw people into the space.
# Algebra II

Algebra II picks up where Algebra I leaves off. Quadratic relations are expanded to include Conic sections in Algebra II while exponential and logarithmic functions are introduced and explored. Linear equations are reviewed then expanded to three variable graphs. Quadratic graphs will now deal with the complex numbers and completing the square is taught as a third method of determining the parabola's zeros. Algebra I uses primarily the quadratic formula and factoring. Matrices and determinants are explored in depth. Matrix operations of addition, subtraction and multiplication are practiced while using Cramer's rule for determinants. Sequences and series are introduced as arithmetic or geometric. Recursive rules for sequences and infinite geometric series begin the student's journey into abstract mathematics. Trigonometric graphs, identities and equations are added to basic trigonometric ratios begun during geometry.

## Subpages

* Functions
** Quadratic Functions
** Polynomial Functions
* Inequalities
* Radicals
* Exponents
* Real Numbers
* Factoring Rules
* Parabola
* Asymptotes
* Logs
* Rationals
* Variations, Compositions, Inverses
* Cramer's Rule
* Sequences and Series
* Statistics
# Algebra 2/Conic Sections
## Think of a Cone

Imagine a cone, or try to draw one if you have the artistic talent. I'll be relying on software to replace talent, and do my drawings for me.
In the cone that you see to the right, one idea is perhaps obvious and natural. If you slice the cone perfectly horizontally (perpendicular to its axis of symmetry) then the surface of the cut is a perfect circle.
But what if you slice it in other ways? For instance, if you slice it nearly but not perfectly horizontally -- you get a nearly circular shape but something which is not truly circular.
We call the shape that results from such a tilted cut an "ellipse", which you can see labeled in the diagram. What is the nature of an ellipse? Can we describe it more precisely?
We may joke that this is the kind of question long dead, bored people thought about, before they invented cute cat pictures on the internet. That might actually be a little bit true, but, but there are actually good modern reasons to study this kind of thing.
For one thing, the properties of some conic sections actually help us to design satellite dish shapes, because it turns out that their curvature is exactly what is needed to focus a signal which comes in over a wide area.
This is described a bit, here: Wikipedia: Parabola # In the physical world. Surprising, right!
Or how about this one: The properties of an ellipse actually allow one to make encrypted messages. See Wikipedia: Elliptic curve cryptography. Of course that is a very advanced subject which takes years of study at the college level to understand. But I hope to impress the reader: This stuff still matters to this very day!
To quickly describe the remaining shapes: The parabola is formed by cutting the cone, such that "the other end of the cut" extends out to infinity.
What this means, a little more precisely, is: The cut is taken parallel to the edge of the cone. Notice how, in the diagram, the purple parabola shape seems to extend in the same direction as the left black edge of the cone.
Finally, a hyperbola is formed if one slices the cone parallel to the axis of symmetry of the cone.
In the lessons that follow, we will study all of these shapes. In every case, we will place the surface of the cut on a two-dimensional plane. We will then have a notion of a "focus" or "focii" (plural of "focus" in Latin) for each one, and "vertex" or "vertices". And in each case we will be able to write down an equation which describes the boundary curve for each of them.
# Algebra 1/Unit 5: Graphing Linear Equations

Welcome to Week 5 of Speak Math Now! Here, we are going to teach how to graph linear equations. A linear equation is an equation for a straight line. So, when graphing linear equations, the line that we are going to make should match up with our definition, it should be a straight line! Remember this golden rule: The graph of any linear equation in two variables is a straight line. In this lesson, we are going to use three ordered pairs ([x value], [y value])x3 so that we know that we have drawn our line for our equation correctly (2 points (on the rectangular coordinate system) to make a line, and a third point to recheck our line). It may seem quite difficult at a first glance, but as the old saying goes; don't judge a book by its cover.
Without further to explain, let's jump right in!

## How do we graph a linear equation?
### 1st problem

An easy solution for graphing linear equations is two find three points to satisfy an equation, such as 7 + x = y. We can put any number and get an ordered pair that we can graph on the rectangular coordinate system, but for ease, we will pick these small numbers: -1, 0, and 1. Now that we have three numbers to make three ordered pairs, we can go ahead and plug in these x-values into 7 + x = y to get a y-value. Let us see how this goes:
* 7 + (-1) = y → y = (-1) + 7 → y = -1 + 7 → y = 6
* 7 + (0) = y → y = (0) + 7 → y = 0 + 7 → y = 7
* 7 + (1) = y → y = (1) + 7 → y = 1 + 7 → y = 8
We have, through the wonders of math, finally gotten our y-value for our x-value. Now, let's organize them
| X-Input | Y-Output |
| (negative)1 | 6 |
| 0 | 7 |
| 1 | 8 |
Now that we have organized these numbers, we can go ahead and make the dots (location is according to these 3 ordered pairs) on the rectangular coordinate system: Image represents the ordered pairs: (-1, 6), (0, 7), and (1, 8) graphed All we need to do is connect the dots and label the line with 7 + x = y, so we know what this line represents. After doing this, your final product of graphing this linear equation should resemble this: Lined and labeled, this is a final product of a graphed linear equation Hoorah! You've done it! You have just graphed a linear equation, congrats! This is how we do it when it comes to graphing linear equations. Following the rules and procedures detailed here will get you to your established final product that you desire for.

### 2nd problem

Let us do another one in order for you to remember these procedures. Let us go with the equation: 6 - 20 + x = y. As we did before, let's find three numbers to replace the "x" in this equation with:
* 3
* 8
* 4
Now that we+ have found our pairs, lets calculate these pairs into our equation:
* 6 - 20 + (3) = y → -14 + 3 = y → -11 = y → y = -11
* 6 - 20 + (8) = y → -14 + 8 = y → -6 = y → y = -6
* 6 - 20 + (4) = y → -14 + 4 = y → -10 = y → y = -10
As we did before, we need to make up a chart to organize our new pairs. Here is how your chart should look like:
| X-Input | Y-Output |
| 3 | -11 |
| 8 | -6 |
| 4 | -10 |
# Algebra 1/Unit 9: Six rules of Exponents
## Rule 1 (Product of Powers)

    a$^m$ • a$^n$ = a$^{m+n}$
Multiply exponents with the same base - add exponents

### Examples

Here, we will list examples of this rule. If you have any questions on how some of these examples have been done, please go to the talk page.
* x • xxxx = x$^5$
* b$^2$ • b$^5$ = b$^7$

## Rule 2 (Power to a Power)

    (a$^m$)$^n$ = a$^{m•n}$
Exponents with an exponent: multiply exponents. -if you have multiple numbers in your parenthesis, all numbers get the exponent.

### Examples

* (d$^5$)$^3$ = d$^{15}$
* (xyz)$^2$ = x$^2$y$^2$z$^2$
* (xyz$^2$)$^3$ = x$^3$y$^3$z$^6$

## Rule 3 (Multiple Power Rules)

As the title says, multiple power rules Rule #1 + #2 in the same problem:

### Examples

* 6(x$^3$y)(x$^2$y)$^3$
* 6(x$^3$y)(x$^6$y$^3$)
* 6x$^9$y$^4$

## Rule 4 (Quotient of Powers)

Divide numbers, subtract exponents

### Examples

* a$^m$/a$^n$= a$^{m-n}$
* x$^4$/x$^2$=x$^2$
* 6x$^7$y$^3$/12x$^3$y$^8$
** [divide 6 and 12 by "6", minus the exponents $^7$ and $^3$, minus the exponents $^3$ and $^8$].
* 1x$^4$/2y$^5$
** [clean up the 1--DON'T INCLUDE 1!]
* x$^4$/2y$^5$

## Rule 5 (Power of a Quotient)

An exponent affects all...

### Examples

* (a/b)$^m$ = a$^m$/b$^m$
* (2a$^3$b$^5$/3b$^2$)$^2$
* (2$^2$a$^6$b$^{10}$/3$^2$b$^4$)
** [All numbers get affected, including exponents!]
* (4a$^6$b$^{10}$/9b$^4$)
** [There are two "b"s, so you have to subtract b$^{10}$ by b$^4$... because the result is positive (b$^6$), this number goes in the numerator space]
* (4a$^6$b$^6$/9)

## Rule 6 (Negative Exponents)

This does not apply to negative numbers, but exponents! As discussed in the next section, it is common to demand that the base of an exponential function is a positive number (that does not equal 1.)
* a$^{-n}$ = 1/a$^n$
* 1/a$^{-n}$ = a$^n$/1
* 4a$^{-3}$b$^6$/16x$^2$b$^{-2}$
* 4b$^2$b$^6$/16x$^2$a$^3$
* 4b$^8$/16x$^2$a$^3$
* b$^8$/4x$^2$a$^3$

### The base is best left positive

Review. To identify the three parts to an exponential expression, consider the case where B=2, X=3, and V=8:
$B^{X}=2^{3}=8=V$
Here:
* B is the base of the exponential expression, with the requirements that B≠1 and 0<B<∞.
* X is the expression's exponent. While the consequences of letting X have an imaginary part are fascinating, this discussion considers only the case where X is a real number: −∞<X<∞.
* V is the value of the exponential expression.
Two comments are in order:
* Though our choice of "X" and "V" as variables is not unusual, there is nothing "standard" about this notation. On the other hand, it is common to use the lower-case "b" to denote the base. The capital "B" was used here it because the lower-case "b" was used a number of times in the preceding examples.
* It is worth mentioning why we exclude negative values of B from any discussion where we wish to all X to range over all positive and negative values on the real axis. It is well-known that for B=−1, B$^{1/2}$=${\sqrt {-1}}=i$ is an imaginary number. It can also be shown that ${\sqrt {-2}}$ is also imaginary.

## Logarithms

* Visit the optional subpage /Logarithms to learn about the related logarithm function.
# Algebra 2/Ellipses
## In terms of Distances

In the previous lesson we studied parabolas, which arise from slicing a cone parallel to the cone edge. We saw that it had a much more useful representation in terms of points equidistant from a point and a line.
Here we study ellipses, which arise from slicing a cone at a different angle. If the slice forms an acute angle with the axis of symmetry, which is greater than the angle formed by the cone edge, then the result is an ellipse.
But as before, this description is hard to work with. Luckily, there is a proof which shows that ellipses can be re-characterized in terms of distances, just like for parabolas!
The proof of this is challenging, but the excellent math YouTube channel 3 Brown 1 Blue provides an inspiring presentation of it: 3B1B - Why slicing a cone gives an ellipse (beautiful proof).
We will simply take the result for granted here:
There is a fun alternate characterization of the same idea -- a little do-it-yourself craft that you can even share with small kids, which is always fun!
* Take a length of string. This will represent d, the total length.
* Take two pins and a piece of paper, and pin the string into the paper at two points. Make sure that you don't mind pressing a pin into whatever is underneath the paper! The pins will represent the two focal points, $F_{1}$ and $F_{2}$.
* Take a pencil and place it against the string, using the pencil to pull the string firmly but without pulling out the pins.
* Place the pencil to the paper, and then sweep out a curve on the paper, always keeping the string and pencil tight.
The result is an ellipse!

### The Parameters

We call each point $F_{1},F_{2}$ a "focus", the Latin plural of which is "focii".
To begin with, for simplicity, we will assume that $F_{1}(-c,0)$ and $F_{2}(c,0)$, for a positive c. Which is to say, the focii are placed on the x-axis at equal distances to the left and right.
We call $V_{l},V_{r},V_{u},V_{d}$ the vertices, which are the the left-most, right-most, up-most, and down-most points on the ellipse. In the diagram on the right, these are labeled A, B, C, D.
Because we place the focii on the x-axis, it is clear from the diagram that there are positive numbers a, b such that $V_{l}(-a,0),V_{r}(a,0),V_{u}(0,b),V(0,-b)$, respectively.

## Equations

Let $P(x,y)$ be any point on the ellipse.
We now seek an equation which defines the relationship between x, y, and the parameters a, b, c, d.
First notice that if we set P to $V_{r}$ we can see that d must equal $F_{1}V_{r}+F_{2}V_{r}$.
But $F_{1}V=c+a$ and $F_{2}V=a-c$. Therefore we obtain a first useful equation
    $\color {red}d=2a$
Next consider $V_{u}$ which must also satisfy $d=F_{1}V_{u}+F_{2}V_{u}$.
But notice that the corresponding edges now form an isosceles triangle and therefore $F_{1}V={\frac {f}{2}}=a$ and $F_{2}V=a$.
Then if we consider the right triangle formed by the origin and $F_{2}$ and $V_{u}$, it has legs c and b, and hypotenuse a.
# Cloud fundamentals

Exam 98-369: Cloud Fundamentals is a Microsoft Technology Associate (MTA) entry level certification exam.
This MTA exam will be retired on June 30, 2022. Voucher sales for this exam ended on June 30, 2021.

## Preparation

This is an introductory computer support course. Learners should already be familiar with introductory computer concepts such as those addressed by IC3 certification. It would be beneficial for you to already be using cloud services such as Microsoft Office 365. The objectives were first published on January 5, 2015 and are subject to change. Although the material below is split in to "Lessons", these are really the topic areas Microsoft will test you on. You are not expected to complete each of these in one go, and don't forget what is presented here is only an outline so you will also have to do your own research and practical work which you are welcome to share here.

### Lessons

* Understanding the cloud
* Enabling Microsoft cloud services
* Administering Microsoft Office 365 and Intune
* Using and configuring Microsoft cloud services
* Supporting cloud users

## See Also

* Microsoft Technology Associate
* Cloud computing
# Cloud fundamentals/Supporting cloud users/Configuring Lync online

The magazine PC Pro have an article on configuring Lync Online which gives a good outline of the process with screenshots, covering all four of the objectives below.

## Managing Lync user options

There are two options you can configure for Lync users, they are to enable/disable file transfer and enable/disable audio and video. The audio and video option will need to be checked if the client is to be able to use Lync video conferencing.

## Managing external communication settings

There are two options that can be configured relating to External access. The first is to enable domain federation.
The second option enables/disables public Instant Messaging connectivity. This option would be disabled in a business situation if you did not want employees to be able to message people outside of your organisation while at work.
In addition some firewall configuration will also be required as per the table below.

## Configuring dial-in settings

In order to allow conference users to dial-in to get the audio content of a conference, there are a number of things that have to be configured. The first consideration is that you (as the conference provider organisation) will need a subscription for a dial-in facility with your telecom provider, and this subscription will need to be added to you 365 account. Clients do not need a dial-in subscription, but you will need to provide them with the following credentials in order to join a conference:
* Conference ID
* PIN (effectively a password)
* Dial in phone number
The dial-in number is only required if they intend to use the phone network to receive order in preference to the Lync built-in audio.
# Clouds

Clouds are part of the weather. You can see clouds during daytime and at night. They are made of tiny droplets of water. Clouds are grouped according to the color and shape. They are
* Nimbus clouds
* Cumulus clouds
* Stratus clouds
* Cirrus clouds
See related High Pressure and Low Pressure

#### Prefixes

* Alto- meaning middle
* Cirro- meaning high
* -Nimbo meaning produces precipitation

## Clouds
### Nimbus

* Low in the sky
* Dark grey in color
* Bring heavy rains mostly with thunder
* They look like mountains

### Cumulus

* Vertical clouds
* Round at the top
* Flat at the bottom
* Low, puffy [cotton ball-like], white clouds
* High in the sky
* Sign of fine weather

### Stratus

* Low in the sky
* Uniform horizontal layers
* Grey in color
* Brings light rains
* Layers of even sheets in the sky

### Cirrus

* Thin, soft and white clouds
* High in the sky
* Look like strings/shorten puffs in the air
* Cause halo around the sun or moon
[Halo is a ring of light around the sun or moon]

## Quiz page

* Clouds/Quiz
# Animal Phyla/Entoprocta

* Entoprocta
* Name Meaning: Inside anus
* English Common Name: Goblet worm
* Major distinguishing characteristics: Anus inside ring of cilia
* Approximate number of species described: about 150

## Natural History

Goblet worms are sessile and aquatic. Adults are goblet-shaped on relatively long stalks. They have a "crown" of tentacles lined with cilia. The cilia generate water currents drawing food toward the mouth. The mouth and anus are both inside the "crown".
Some species are solitary, while others at colonial.

## Taxonomy

The Phylum is divided into four families.
* Barentsiidae
* Loxokalypodidae
* Loxosomatidae
* Pedicellinidae

## Anatomy

Adult entoprocts are goblet-shaped, with a relatively long stalk attaching the animal to a surface. They have a "crown" of 8 to 30 tentacles. The mouth and anus are on opposite sides of the area inside the crown. The digestive system is U-shaped, with a stomach near the bottom of the "U".

## The Fossil Record

Goblet worms have a limited fossil record. They are soft-bodied and don't preserve well. The earliest fossil Entoprocta known today is a 520 million year old specimen from China. There is a similar animal from the Burgess Shale (505 myo), but it has been dismissed as not a true member of the Phylum.

## Quiz

* Entoprocta Quiz

## References and Further Reading

* Entoprocta at Wikipedia
* Entoprocta at Tree of Life
* Entoprocta at Encyclopedia of Life