OpenLLM-France/wikimedia huggingface dataset:
# Principles of Marketing

According to the American Marketing Association, "Marketing is the activity, set of institutions, and processes for creating, communicating, delivering, and exchanging offerings that have value for customers, clients, partners, and society at large". Based on this definition, there are four components of marketing: creating, communicating, delivering, and exchanging.
This course introduces basic marketing concepts including strategic planning, consumer behavior, segmentation, supply chains, professional selling, customer satisfaction, and the components included in a marketing plan.

## Course Outcomes

Participants will
* Define and demonstrate an understanding of marketing concepts and strategies
* Apply necessary marketing skills across the areas of marketing to develop a competitive advantage and build long term customer relationships
* Describe target market strategies
* Analyze marketing concepts, specifically product, price, place, and promotion
* Assess ethical implications related to marketing strategies
* Create a marketing plan

## Lessons

* Define Marketing
* Strategic Planning
* Consumer Behavior
* Segmentation, Targeting, and Positioning (STP)
* Product Creation and Branding
* Marketing Channels
* Supply Chains
* Marketing Research
* Integrated Marketing Communications (IMC)
* Public Relations and Social Media
* Professional Selling
* Customer Satisfaction
* The Marketing Plan

## See Also

* example
# Primitive function of inverse function/Formula via substitution and integration by parts/Exercise

Let
    $f\colon [a,b]\longrightarrow [c,d]$
be a bijective, continuous differentiable function. Prove the formula for the antiderivative of the inverse function by the integral
    $\int _{a}^{b}f^{-1}(y)dy$
using the substitution $y=f(x)$ and then integration by parts.
# Principles of Marketing/Define Marketing

This lesson defines marketing and outlines the components it includes.

## Objectives and Skills

Objectives and skills for this lesson include:
* Defining marketing and outlining its components
* Describe how the various institutions and entities that engage in marketing use marketing to deliver value
* Understand and outline the elements of a marketing plan as a planning process

## Readings

* Chapter 1: What is Marketing?
* Chronology of the Definition of Marketing
* The 1-Page Marketing Plan

## Multimedia

* Introduction to Marketing
* The 1-Page Marketing Plan: Get New Customers, Make More Money by Allan Dib

## Activities

* In the course Learning Management System (LMS) (i.e. Blackboard, Brightspace, D2L, Moodle), participate in the discussion board with a response to one of the following prompts.
** Think about the last time you went out to eat. Evaluate your experience using the personal value equation discussed in Chapter 1.
** One of your friends is thinking of starting a small business. Define the type of business your friend would like to start and provide suggestions to help determine the size of its customer base and how to market to these customers using the 4P's. What strategies can you share with your friend to help launch the business?
* Use the 1-Page Marketing Plan template for a fictional business of your choice defining all components. Submit your completed document to the course LMS.
* Review this lesson course page. Send the instructor suggested changes to be made including the Lesson Summary, Key Terms, or See Also sections. Or, make edits yourself if you are comfortable doing so.

## Lesson Summary

To be added by course participants.

## Key Terms

To be added by course participants.

## See Also

To be added by course participants.
# Principles of Marketing/Implementation
### Marketing Implementation

Key concepts to learn:
* Customer lifetime value
* conjoint analysis
# Real functions/Linear/Exercise

Which of the following functions $f\colon \mathbb {R} \rightarrow \mathbb {R}$ are linear?
* The real exponential function.
* The zero function.
* The constant function with value $7$.
* The squaring function $x\mapsto x^{2}$.
* The function which halves every real number.
* The function which subtracts $1$ from every real number.
# Real number/Modulus smaller 1/Sequence of powers/Convergence/Exercise

Let $x$ be a real number with $\vert {x}\vert <1$. Show that the sequence $x_{n}:=x^{n}$ converges to $0$.
# Real modulus/Introduction/Section
## Definition

For a real number $x\in \mathbb {R}$, the modulus is defined in the following way.
    $\vert {x}\vert ={\begin{cases}x\,,{\text{ if }}x\geq 0\,,\\-x,\,{\text{ if }}x<0\,.\end{cases}}\,$
So the modulus (also called the absolute value) is never negative and has only at $x=0$ the value $0$, elsewhere it is always positive. The mapping
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \vert {x}\vert ,$
is called the modulus function. Its graph consists of two half lines; such a function is called piecewisely linear.

## Lemma

The modulus function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \vert {x}\vert ,$
$x,y$
* $\vert {x}\vert \geq 0$.
* $\vert {x}\vert =0$ if and only if $x=0$.
* $\vert {x}\vert =\vert {y}\vert$ if and only if $x=y$ or $x=-y$ holds.
* $\vert {y-x}\vert =\vert {x-y}\vert$.
* $\vert {xy}\vert =\vert {x}\vert \vert {y}\vert$.
* For $x\neq 0$ we have $\vert {x^{-1}}\vert =\vert {x}\vert ^{-1}$.
* We have $\vert {x+y}\vert \leq \vert {x}\vert +\vert {y}\vert$ (triangle inequality for the modulus).
* $\vert {x+y}\vert \geq \vert {x}\vert -\vert {y}\vert$.

### Proof

$\Box$
# Real numbers/1 over 3/Sequence of decimal expansions/Example

We consider the sequence
    $x_{n}=0.33\ldots 33\,,$
with exactly $n$ digits after the point. We claim that this sequence converges to $1/3$. For this, we have to determine $\vert {0,33\ldots 33-{\frac {1}{3}}}\vert$, and before we can do this, we have to recall the meaning of a decimal expansion. We have
    $x_{n}=0.33\ldots 33={\frac {33\ldots 33}{10^{n}}}={\frac {\sum _{j=0}^{n-1}3\cdot 10^{j}}{10^{n}}}\,,$
and therefore
    ${\begin{aligned}\vert {0,33\ldots 33-{\frac {1}{3}}}\vert &=\vert {{\frac {\sum _{j=0}^{n-1}3\cdot 10^{j}}{10^{n}}}-{\frac {1}{3}}}\vert \\&=\vert {\frac {3\cdot {\left(\sum _{j=0}^{n-1}3\cdot 10^{j}\right)}-10^{n}}{3\cdot 10^{n}}}\vert \\&=\vert {\frac {{\left(\sum _{j=0}^{n-1}9\cdot 10^{j}\right)}-10^{n}}{3\cdot 10^{n}}}\vert \\&=\vert {\frac {-1}{3\cdot 10^{n}}}\vert \\&={\frac {1}{3\cdot 10^{n}}}.\end{aligned}}$
If now a positive $\epsilon$ is given, then for $n$ sufficiently large, this last term is $\leq \epsilon$.
# Real interval/Interior/Definition

The interior of a real interval $I\subseteq \mathbb {R}$ is the interval without the boundaries.
# Real modulus/Continuous/Exercise

Prove that the function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \vert {x}\vert ,$
is continuous.
# Real modulus/Zero/Not differentiable/Exercise

Prove that the real absolute value
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \vert {x}\vert ,$
is not differentiable at the point zero.
# Regional Anatomy/Lesson 2

Introduction to Regional Anatomy :
| Lesson: | Lesson 2 |
| Level: | Undergraduate |
| Suggested Prerequisites: | no prerequisites |
| Time Investment: | 5mins |
| Assessment Methods: | Quiz |
| Portal: | Science |
| School: | Biology/Medicine |
| Division: | Anatomy |
| Department: | Regional Anatomy |
| Lesson Coordinator: | =Benjamin= (talk) |

#### Reading:

The best way to understand the relationship between parts of a three dimensional object is to slice through it and look at it's internal structure. The advent of electronic imaging techniques has given great weight to understanding the planes of the body and how they relate to each other. A plane is an axis; three planes are required to describe a three dimensional object. A section is a single view, or slice along one of these planes. The three planes used to describe the human body are:
* The transverse plane divides the body perpendicular to the long axis; it divides the body into superior (upper) and inferior (lower) portions. A section in this plane is also called a cross section. The transverse plane is also known as the axial plane.
* The coronal plane spans from side to side dividing the body into anterior (front) and posterior (back) sections.
* The sagittal plane extends from front to back, dividing the body into left and right portions. A section that separates left from right in halves is a midsagittal section; one that passes parallel to this is a parasagittal section.

#### Quiz:

for any short answer quiz questions, please answer in lower case.
# Regional Anatomy/Lesson 7

Introduction to Regional Anatomy :
| Lesson: | Lesson 7 |
| Level: | Undergraduate |
| Suggested Prerequisites: | no prerequisites |
| Time Investment: | 5mins |
| Assessment Methods: | Quiz |
| Portal: | Science |
| School: | Biology/Medicine |
| Division: | Anatomy |
| Department: | Regional Anatomy |
| Lesson Coordinator: | =Benjamin= (talk) |
# Regional Anatomy/Lesson 6

Introduction to Regional Anatomy - Lesson 6
The Regions of the Human Body
Introduction to Regional Anatomy :
| Lesson: | Lesson 6 |
| Level: | Undergraduate |
| Suggested Prerequisites: | no prerequisites |
| Time Investment: | 5mins |
| Assessment Methods: | Quiz |
| Portal: | Science |
| School: | Biology/Medicine |
| Division: | Anatomy |
| Department: | Regional Anatomy |
| Lesson Coordinator: | =Benjamin= (talk) |

#### Reading:

Anatomists have divided the body into several regions. These regions help localize disease names, surgeries, and have other medical implications.
The following are the general regions of the body. They will be covered in detail later:
Regions of the Human Body and What They Pertain To :
| Abdominal | Abdomen region. |
| Antebrachial | Forearm |
| Axillary | Armpit |
| Brachial | Arm |
| Cephalic | Head |
| Cervical | Neck |
| Crural | Anterior leg |
| Femoral | Thigh |
| Gluteal | Buttocks |
| Inguinal | Groin |
| Lumbar | Lower back |
| Manual | Hand |
| Pedal | Foot |
| Pelvic | Pelvis |
| Pubic | Pelvis area; more specifically the area around the genitals |
| Sural | Back of the leg, |
| Thoracic | Chest |
# Regional Anatomy

In this course we will be exploring the basics of regional anatomy, and building a foundational understanding of the anatomical lexicon. This course has been divided into four lessons, each taking up to thirty minutes each. You will find a Learning Summary Sidebar on the right side of each lesson. This sidebar contains useful information about prerequisites, estimated time requirements, method of assessment and level of the course. At the end of each lesson there will be a quiz to test your knowledge. This course is designed for students without prior learning in regional anatomy. If you have a strong foundation in regional anatomy you may not find this course useful.

### Lesson List

ATP mentor training/completion-legend-sidebox
Lesson 1
       An introduction to the anatomical position of the human body
Lesson 2
       An introduction to the planes of the human body
Lesson 3
       An introduction to the terms of relationship and comparison in the human body
Lesson 4
       An introduction to the movements of the human body
Lesson 5
       An introduction to the facial compartments and potential spaces of the human body
Lesson 6
       An introduction to the regions of the human body
Lesson 7
       An introduction to the systems of the human body relating to regional anatomy
Parent Department
# Regional Anatomy/Lesson 1

Introduction to Regional Anatomy - Lesson 1
The Anatomical Position of the Human Body
Introduction to Regional Anatomy :
| Lesson: | Lesson 1 |
| Level: | Undergraduate |
| Suggested Prerequisites: | no prerequisites |
| Time Investment: | 5mins |
| Assessment Methods: | Quiz |
| Portal: | Science |
| School: | Biology/Medicine |
| Division: | Anatomy |
| Department: | Regional Anatomy |
| Lesson Coordinator: | =Benjamin= (talk) |

#### Reading:

For the purpose of standardisation the human body is regarded to have a standard pose. This is called the anatomical position. The anatomical position allows clear description of direction and movement when communicating to other anatomists. When the body is in this position the hands are at the sides with palms facing forward, the feet are together with the inside of the ankles as close together as possible, the body is erect with good posture and the head is facing forward. Unless otherwise stated most anatomical texts will describe the human body in reference to the anatomical position. The anatomical position can be assumed standing, laying or sitting.
# Regional Anatomy/Lesson 5

Introduction to Regional Anatomy :
| Lesson: | Lesson 5 |
| Level: | Undergraduate |
| Suggested Prerequisites: | no prerequisites |
| Time Investment: | 5mins |
| Assessment Methods: | Quiz |
| Portal: | Science |
| School: | Biology/Medicine |
| Division: | Anatomy |
| Department: | Regional Anatomy |
| Lesson Coordinator: | =Benjamin= (talk) |

#### Reading:

Fascia are the wrapping, packaging and insulating tissues found within deeper structures of the body. The superficial fascia (subcutaneous fascia) is found just below the skin (cutaneous layer).
# Student Projects/Flower and its parts
## Flower

Flower is one of the beautiful and attractive thing in the world. It is one of the thing used to express love, care and greetings to others.
Flower is a modified shoot. It is called as the reproductive part of the angiosperms (flowering plants). Because it contains the male and female reproductive organs which are very necessary for the sexual reproduction. The study of flower is known as anthology.

## Parts of a flower:

A typical flower has 4 main parts/whorls:
· Calyx
· Corolla
· Androecium
· Gynoecium
Calyx and Corolla are known as accessory whorls because they help in protecting the flower in its bud stage and attract the insects for pollination.
Androecium and gynoecium are known as reproductive whorls as they are necessary for the sexual reproduction.
1. Calyx: It is the outermost whorl of a flower consisting of sepals. Usually sepals are green in colour. They help in protecting the flower in its bud stage.
2. Corolla: It is the second whorl consisting of petals. Usually petals are colourful. It attracts the insects for pollination.
3. Androecium: It is the third whorl of a flower composed of stamens. A stamen consist of a stalk like filament and an anther. The anther produces pollen. The sterile stamen is known as staminode.
4. Gynoecium: It is the innermost whorl of a flower composed of one or many carpels/pistil. Each pistil consist of a basal ovary, elongated style and an upper structure called stigma. The sterile pistil is known as pistillode.
# Student Projects/GeoGebra/Construction of right angled triangle

Triangle is a three sided closed polygon. The sum of all the interior angles of triangle is 180˚.Geogebra is a mathematical application, as the name suggests it comprises the functions of both geometry and algebra. The application makes learning mathematics fun and the geometric construction part is more interactive and easy to work. We can construct triangle if any one of the following are given Three sides,Two sides and an angle between them,Two angles and the side between them,In the right angled triangle if the hypotenuse and leg We can construct a triangle using congruence of triangle criterion
CONSTRUCTION OF A RIGHT-ANGLED TRIANGLE WHEN THE LENGTH OF ONE LEG AND ITS HYPOTENUSE ARE GIVEN (RHS CRITERION)
To construct a triangle when the length of a side, hypotenuse, the angle at which right angle is formed are given, four steps are involved Step 1: Draw a rough sketch of the triangle with given measure.
Step 2: First to draw the side whose length is given use the tool "line" in the tool bar and select the option "segment with given length". A dialogue box appears in which we have to enter the value of the given side and click OK. The line segment will be drawn.
Step 3: To construct the right angle at the given angle, the "perpendicular line" tool is selected in the tool bar and "perpendicular line" option is selected. To draw the perpendicular line the point of vertex at which the perpendicular line us to be drawn is selected and the line to which the line is to be drawn is clicked.
Step 4: To draw the hypotenuse a circle is drawn by using the tool "circle with center through a point" and selecting the option "circle with center and radius". The circle is drawn by selecting the given option and clicking on the point from which circle is to be drawn and giving the the measure of hypotenuse as the radius of the circle.
Step 5: The point of intersection of the circular arc on the perpendicular is marked using the tool “point” and selecting the option “intersect”.
Step 6: The right angled triangle is constructed finally by selecting the tool “polygon” and using the option “polygon”. The triangle is constructed by selecting all vertices in consecutive order and clicking on the first vertex again. Thus the triangle is constructed.
# Student Projects/Food with Medicinal Properties

Primarily, consuming healthy food is a great way to stay fit and it also helps to fight chronic diseases. The idea of incorporating the daily food and medicine has been around since a millennia Hippocrates, the Greek physician, said, “Our food should be our medicine and our medicine should be our food.”
Ever since then, humans have always sought after to include the foods with medicinal properties in our regular diet. As known to many of us, in India, there are a lot of food ingredients having medicinal properties which are used either knowingly or unknowingly by us daily. For centuries together, we are known for our nutrient-rich and seasonal food consuming legacy. So, the most important fact is that, even today, Indians are eating "superfoods" that help them to stay fit and more importantly, it boosts their brain activity. There are a lot of food ingredients that are proven to have medicinal properties.
Some fascinating examples are:
Turmeric:
* Antifungal
* Antibacterial
* Antiseptic
* Anti-inflammatory
* Anti-cancer
* Treats wounds faster
* Immunity booster
Pepper:
* Fights depression
* Clears sore throat
* Treats ulcers
* Promotes digestion
* Helps in weight loss
* Cures respiratory ailments
Honey:
* Aids in digestion
* Clears sinus
* Repairs damaged hair
* Removes acne
* Promotes good sleep
* Boosts athletic performance
Fenugreek:
* Promotes hair growth
* Controls diabetes
* Cures constipation
* Fights flu and cold
* Balances cholesterol level
* Reduces menstrual discomforts
Cumin:
* Prevents anaemia
* Regulates digestion
* Treats heat boils
* Cures insomnia
* Boosts immunity
* Fights asthma and bronchitis
For further information, watch this video-click here.
# Student Projects/Galaxies

Galaxies :-
Our Sun belongs to a giant whirpool of stars called the Milky Way. Huge collection of stars are called galaxies, and like all galaxies the Milky Way is unimaginably vast.
Galaxies come in many shapes and sizes. Some are spirals like our own galaxy, but others are fuzzy balls or shapeless clouds. The largest contain trillions. Although they look packed with stars, galaxies are mostly empty space. If you made a scale model of the nearest star to the Sun would be 6 km(4 miles) away. The furthest would be 130,000 km (80,000 miles) away. The stars in a galaxy are held together by gravity and travle slowly around the galactic heart. In many galaxies, including ours, a supermassive black hole lies hidden in the centre. Stars and other material are sucked into this cosmic plughole by gravity and disappear forever.
Galaxy shapes :- Astronomers classify galaxies into just a few main type, depending on the shape we observe from Earth.
* Spiral :- A central hub of stars is surrounded by spiral arms curving out.
* Barred Spiral :- A straight bar runs across the centre, connecting spiral arms.
* Elliptical :- More than half of all galaxies are simple ball shapes.
* Irregular :- Galaxies with no clear shape are classified as irregular.
* Colliding galaxies :- Sometimes galaxies crash and tear each other apart. Individual stars don't collide, but gas clouds do, and gravity pulls the colliding galaxies into new shapes.
# Student Projects/Force and Motion

In this lesson we will be learning about forces and it effects.
FORCE :
It can be defined as push (or) pull.
In our everyday life we observe that some effort is required to put a stationary object in motion or stop a moving object. We ordinarily experience this as a muscular effort and say that we must push or pull or hit on an object to change its state of motion.
Force can be used to change: (i) the magnitude of velocity of an object, (ii) its direction, (iii)the shape of size of objects.
BALANCED FORCE:Forces that are equal in magnitude and opposite in direction. They don't cause motion.
UNBALANCED FORCE:Forces that are not equal in magnitude and opposite in direction. They cause motion.
MOTION:
It can be defined as the change in position of object over time.
"FORCE is the cause of motion"-it is the force which is responsible for the movement of an object.
VIDEO:FORCE
# Student Projects/Friction

Friction : The resistance to motion of one object moving relative to another. It is not a fundamental force, like gravity or electromagnetism. Instead, scientists believe it is the result of the electromagnetic attraction between charged particles in two touching surfaces.

## FRICTION

We have observed, encountered many situations in day to day life such as slipping while stepping on banana peel, warming up of hands while rigorous rubbing, sparkling of stones when hit each other, rough floor in bathrooms, grooved sports shoe, highly grooved vehicle tires and much more. Have we ever thought what might be the reason for all these observations? As a upcoming youth we have to develop scientific temper that makes you to question, interrogate every situation encountered in day to day life.
The above set of observations and examples converge to a beautiful concept in physics called “FRICTION”. Then how do we define friction?
“ Friction is an opposing force to relative motion of two objects “.
We observe that when the surface is rough it is difficult to move a block compared to a smooth slippery surface. Highly grooved sports shoe gives greater grip, when we rub our hands heat is produced due to friction. Friction acts between surface (Road) and tire when break is applied. Thus FRICTION plays an important role in our day to day life and is an essential factor or force that acts like Friend as well as Foe.
# Reading Wikipedia in the Classroom/training

This training module for Reading Wikipedia in the Classroom offers the opportunity to become a certified trainer for the Reading Wikipedia in the Classroom program. As you move along the program, you will find different content sections, assignments, and opportunities to socialize your learnings with other participants. Each module is a building block that will help you complete this training with a solid implementation plan to bring the Reading Wikipedia in the Classroom program to your locale.

## Prerequisites

    Some experience working with students. The audience are assumed to already be teachers.

## learn.wiki course

    ToT2021
# Real-algebraic/Q or Z/Exercise

Let $z\in \mathbb {R}$ be a real number. Show that the following properties are equivalent.
* There exist a polynomial $P\in \mathbb {R} [X]$, $P\neq 0$, with integer coefficients and with $P(z)=0$.
* There exists a polynomial $Q\in \mathbb {Q} [X]$, $Q\neq 0$, wit $Q(z)=0$.
* There exists a normed polynomial $R\in \mathbb {Q} [X]$ with $R(z)=0$.
# Real Exponential function/Continuity and image/Fact/Proof

The continuity follows from fact, since the exponential function is defined with the help of a power series. Due to fact the image lies in $\mathbb {R} _{+}$ and the image is because of the intermediate value theorem an interval. The unboundedness of the image follows from fact. This implies because of fact that also arbitrary small positive real numbers are obtained. Thus the image is $\mathbb {R} _{+}$.
Injektivity follows from fact in connection with exercise.
# Renewable energy/Active participants

* CQ (talk • email • contribs • stats • logs • global account)
* ...you...