OpenLLM-France/wikimedia huggingface dataset:
# Reviewing My Semester with the FUN WITH ENGLISH 7A & 8A Textbooks/Mr. Danoff's FWE 7A Lesson 12

Mr. Danoff' Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| | 45 | English Salon | FWE 7A | 15 | 12 | | 25+ | 0.11 |
Mr. Danoff's FWE Lessons
* Research Center
* Semester One Fall 2009 7A & 8A
* Semester Two Spring 2010 7B & 8B

## Lesson
### Introduction

I chose to skip the activities on page 58 and 60, because they are not related to the Surprise Party being discussed in the rest of the chapter.
Aside from the textbook activities I will have the students plan their own surprise party - a suggestion by Mr. Brown. Then after we have finished the textbook I will ask the students to create invitation cards for the surprise party they planned.

### Plan

* 0 Before Class
** Tell all students to get their notebooks.
* Conversation
** 6 Minutes
** Q: What did you do last weekend?
** Q: What are you going to do on New Year' Day?
** Q: What did you do last year on New Yer' Day?
** Q: Have you watched any good movies lately?
** Q: Do you want to hear about my New Year' Day?
* Joke
** 3 Minutes
* Introduction
** 5 Minutes
** Q: Do you like parties?
** Q: What is a surprise party? Do you like them?
** Q: Have any of you ever had a surprise party?
** Q: Today we going to talk about some students who are planning a surprise party for their friend Helen.
* Page 59 Let' listen 1 A
** 5 Minutes
** Q: Please listen to me as Karen tells Mrs. Li about the surprise party, and fill in the blanks.
*** Read it through once or twice.
** Q: Why is Karen typing the information about the party?
*** Check to see if they know the word typing.
* Page 59 Let' listen 1 B
** 5 Minutes
** Ask for three student volunteers to read the parts of Karen, David and Lisa.
** Depending on how clearly the students read, have them read again or read it myself.
** Q: Quick quiz - Where are Tim and Nancy now?
* Plan a Surprise Party
** 8 Minutes
** Q: Now that you know how Helen' friends are planning her party, I want you to plan your own birtday party for Mark.
** Write what they say on the blackboard. If there is a Mark in the class, choose a different student.
** Q: When is Mark' birthday party?
** Q: What time will you have it?
** Q: Where will you have his party?
** Q: What will you do?
** Q: Who will come?
** Q: Will you make a card?
** Q: Will you bake a cake? What kind?
* Page 61 Let' listen 3
** 6 Minutes
** Q: Please listen to me as I read what Helen says about her birthday video.
** Q: Does Helen' surprise party sound fun?
** Q: Whose party is better? Helen's or Mark's?
* Make Cards for Mark's Birthday Party
** 7 Minutes
** Q: Now we are going to make cards for Mark' birthday party.
** Q: Write the time, date and place on the card.
** Q: Write what you will be doing on the card.
** Q: Remember to say it' a surprise so people cannot talk about it!
** Have the students make the cards in their notebooks.
# Should AI assistants be allowed to provide financial advice?

Use these indicators to tag your arguments by copy and pasting them from here. Please use proper indentations for Objections
* Pro Argument in favor of the position
* Con Argument against the position
** Objection Objection to the argument.
*** Objection Objection to the objection.
And note that the Pro one position, is usually an Con another position. You do not need to duplicate your arguments, just add it once in the relevant section.

## Position: Yes, AI assistants should be allowed to provide financial advice

Relevant details, definitions and assumptions regarding the first possibility.
* Pro Not everyone has access to financial advice and this offers more democratic access.
* Con Financial advice carries a lot of risks and AI systems are not yet at a point where they can be trusted to give good advice.
* Con Financial advice is highly personal and most AI systems cannot take enough personal context into account.

## Position: No, AI assistants should not be allowed to provide financial advice

* Pro Argument in favor of the second possibility.
* Con Argument against the second possibility.

## Position: AI should only be allowed to provide financial advice if...

* Pro Argument in favor of the third possibility. - If it can be shown that the use of AI Fin Advisor reduces rather than increasing income/wealth disparities
** This is a case where the explicit "purpose' or role of the AI -- give financial advice -- may be minor compare to its social outcome - increase or reduce wealth discrepancies.
* Con Argument against the third possibility.
# Static electricity/Howard Community College/Fall2012/p3-502-hkm/New Capacitor

In order to make a new capacitor, I needed a new material to act as the separation between the positive and negative poles of electricity. Since I still wanted to see if there was arcing between the two different charges, so I needed clear material that would not catch on fire and was stronger than glass. Using this, I selected plexiglass as the best possible choice to replace the glass. I had to mound this on something so that it would be able to stand up, and the material it was mounted on couldn't conduct electricity and still be easy to work with. This being the case, wood would be the best choice for the base.

### Step 1

The first step was to cut the plexiglass into the right shape. I wanted to keep a similar size to the fish tank capacitor that failed, so it would have to be between 30"-34" wide and 16"-20" tall. After cutting the rectangle, the plexiglass had have its edges smoothed out to make it more safe to transport.

### Step 2

The next step was to make the wooden base that would hold the plexiglass. My initial thoughts were to cut a groove into the wood and rest the plexiglass in there with supports on the sides. However, it was simpler to have two pieces of wood in parallel on the base piece of wood hold up the plexiglass just fine.

### Step 3

Now that the base is ready and holds up the plexiglass, the aluminum foil had to be applied to plexiglass. I had to place the foil in a way so that the piece was 2" from the top, 2" from the sides, and 2" from the base plate. Then, I had to secure the aluminum foil in place with electrical tape.

### Testing

With the capacitor finished, all that was left was to test it. I made sure that everyone around had eye protection in case something went wrong and the plexiglass shattered. I also established that the test would be deemed successful if the capacitor charged the electricity with no damage or if the arc of electricity went over the top of the capacitor. The test proved to be successful and the video is at http://www.youtube.com/watch?v=koSebIRPl_I&feature=youtu.be.
# Static electricity/Howard Community College/Fall2012/p3-502-hkm/StyrofoamCutter

In order to repair the styrofoam cutter that was in the shop, I had to replace the power supply that had previously stopped working and add a resistor to prevent the new power supply from failing. I started by sketching and labeling the power supply.

### Test 1

I proceed to to replace the broken power supply with a new one that had an output of 7.5 volts and 1 amp. I also added an 8 ohm resistor. The test was unsuccessful as the resistor started to smoke as soon as the device was plugged in and was dubbed a failure.

### Test 2

I swapped out the burned resistor with four 10 ohm resistors that paired in parallel that combined for a resistance of 14 ohms when put to a voltmeter.
After implementing these resistors with the same power supply, I tested the Cutter again. This time, the resistors did not smoke, but the device was unable to cut the styrofoam.

### Test 3

I upgraded to a new power supply with an output of 12 volts and 1 amp in hope that the increased voltage would cause the device to cut the styrofoam with the same resistor layout. I implemented the new power supply and tested the device again, but I was still unable to cut the styrofoam.

### Test 4

I decided to go back to what I knew would work for a certain amount of time and removed the resistors from the design.
This design was the original and still ran the risk of the power supply burning out like the original. Fortunately, the device worked and there is a video of this test at.
After these test, the original design proved to be the most effective, but still runs the risk of the power supply failing. In order to operate, it can't be plugged in for more than 15 seconds at a time to keep the device working. One possible solution to this would be to implement a switch into the design so that it is easier to turn off and on. It is also possible that there is a resistor configuration that will work to prevent the power supply with failing.

### Implementing the Switch

The switch that will be implemented is an old single-pole double-throw, and will be implemented into the wood of the styrofoam cutter.
Information on
single-pole double-throw switches can be found athttp://www.1728.org/project2.htm.
Before the switch was implemented, it had to be tested to make sure that it still works. In order to do this, it was connected to a 5V 1.5A power supply.
After these tests were run and succeeded, the space in the wood of the cutter had to be made. The approach chosen was to drill a series of holes in the area that the switch will go and use the dremel tool to smooth out the edges.
The switch can now be placed into the space and wired up so that it will function correctly.
. The switch was then tested and proved to be a successful implementation, and the video of the working cutter with the switch is at http://www.youtube.com/watch?v=aHtrD9w_xA0&feature=youtu.be.
After the hole was completed, the
# Static electricity/Howard Community College/Fall 2011

This section is for team pages doing the Static Electricity project.
       501_Lifters
# Static electricity/Howard Community College/fall2014/501 dancing balls
### Team Members

    Andy Ha
    Joseph Quintana-Gonzales
    Marcelo Vargas Palacios

## Problem

* To get the original system set up and re-operational.
* Once operational, manipulate the contents of the box while it is functioning.

## Conceive

Operate device normally, and then use a series or set of prods to manipulate contents.

### Theory of Operation
#### Wimshurst Machine

A Wimshurst Machine is an electrostatic generator consists of two opposite rotating disks with several metal segments attached in equal spacing, metallic brushes, and a spark gap. The entire machine is usually connected to Leyden jars.
According to Wikipedia:

#### What causes the balls to "dance"

The voltage created by the Wimshurst machine is conducted to the aluminum foil plates using copper wire. The voltage of the two aluminum plates are opposite charges. The charge of the bottom plate is transferred to the ball in the box and is then repelled, shooting upwards into the top plate. Since the top plate is an opposite charge, the contact between the ball and plate causes a discharge. The ball then falls back towards the bottom plate and the cycle is repeated.

## Design
### Box & Wiring

We decided to use the same box the previous group created, and wired it the same way.

### Wimshurst Machine

We used two Wimshurst machines in this project:
* The small one (seen above)
* The large one:
Ultimately we opted to use the larger Wimshurst machine. The small machine lacked the proper bands for operation, using makeshift bands with rubber bands instead. This caused the machine to be less efficient than normal, and generated an insufficient amount of voltage. The larger one, although not self starting, output a sufficient amount of voltage.
To start the large machine, you must first rub a PVC pipe with a silk cloth and then transfer the static charge in the pipe to the machine. Afterwards, it functions as a normal Wimshurst machine. The reason why the large machine is not self starting is because the disks lack the metal sections, lacking a self-activated charge generator.
# Static electricity/Lightning
## Problem

Lightning is a very misunderstood phenomena. Fear overwhelms facts. The goal is to demystify through demonstration. For example, one school with an indoor pool asks people to get out of the water and wait for 45 minutes after someone hears lightning. Other school safety officers say "Worrying about lightning near an indoor pool is a waste of time, energy and emotion. Let's pick our risk management battles wisely and stop following 'Urban Legends.'"

## Concept

The requirements of this project are to tease apart the fears and facts associated with lightning. The starting point seems to be:
* inside a structure (grounded, grounding problems and lightning protected)
* underneath trees (tall, short, wet and dry)
* near water (standing, getting in or out, boat or land)
* while in the water (swimming salt, fresh)
* inside a structure in the water (combination of the above)
References need to be built up justifying each of the above. A good starting point is to compare a political organization (NLSI) with a scientific organization (NOAA). Initial searches have not found any deaths associated with swimming (body entirely in the water touching nothing). People have died on boats while people lived that were swimming near the boats. Statistics like this should match the experiments implied above.

## Design

Design a miniature lightning creation system similar to this. Do experiments on models of the above structures, trees and water.

## Implementation

A portable demonstration that can convince people that:
A policy that chases people out of a swimming pool inside a metal framed building into a lightning storm is bad safety.

## Operation

Develop an operation manual following the guidelines of the demonstrations project.

## Demo

* Video
* Presentation

## Next Steps

* Develop references justifying (fear versus fact) the experiments conceived
* Design a reliable charging system
* Design system to capture discharge photographically
* Design system to measure damage done to human model
* Develop references documenting impedance characteristics during high voltage discharge of trees, human body, metal frame buildings
* Tease apart the differences/boundaries/objectives of grounding and bonding
# Static electricity/Howard Community College/fall2014

    501 dancing balls
# Static electricity/Howard Community College/Fall2014

501 Dancing Balls
# Logical matrix

☞ This page belongs to resource collections on Logic and Inquiry.
A logical matrix, in the finite dimensional case, is a $k\!$-dimensional array with entries from the boolean domain $\mathbb {B} =\{0,1\}.$ Such a matrix affords a matrix representation of a $k\!$-adic relation.

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Logical Matrix @ InterSciWiki
* Logical Matrix @ Subject Wikis
* Logical Matrix @ Wikiversity
* Logical Matrix @ Wikiversity Beta
# Logical negation

☞ This page belongs to resource collections on Logic and Inquiry.
Logical negation is an operation on one logical value, typically the value of a proposition, that produces a value of true when its operand is false and a value of false when its operand is true.
The truth table of $\operatorname {NOT} ~p,$ also written $\lnot p,\!$ appears below:
${\text{Logical Negation}}\!$ :
| $p\!$ | $\lnot p\!$ |
| $\operatorname {F}$ | $\operatorname {T}$ |
| $\operatorname {T}$ | $\operatorname {F}$ |
The negation of a proposition $p\!$ may be found notated in various ways in various contexts of application, often merely for typographical convenience. Among these variants are the following:
${\text{Variant Notations}}\!$ :
| ${\text{Notation}}\!$ | ${\text{Vocalization}}\!$ |
| ${\bar {p}}\!$ | $p\!$ bar |
| ${\tilde {p}}\!$ | $p\!$ tilde |
| $p'\!$ | $p\!$ prime $p\!$ complement |
| $!p\!$ | bang $p\!$ |

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Logical Negation @ InterSciWiki
* Logical Negation @ Subject Wikis
* Logical Negation @ Wikiversity
* Logical Negation @ Wikiversity Beta
# Logical equality

☞ This page belongs to resource collections on Logic and Inquiry.
Logical equality is an operation on two logical values, typically the values of two propositions, that produces a value of true if and only if both operands are false or both operands are true.
The truth table of $p~\operatorname {EQ} ~q,$ also written $p=q,\!$ $p\Leftrightarrow q,\!$ or $p\equiv q,\!$ appears below:
${\text{Logical Equality}}\!$ :
| $p\!$ | $q\!$ | $p=q\!$ |
| $\operatorname {F}$ | $\operatorname {F}$ | $\operatorname {T}$ |
| $\operatorname {F}$ | $\operatorname {T}$ | $\operatorname {F}$ |
| $\operatorname {T}$ | $\operatorname {F}$ | $\operatorname {F}$ |
| $\operatorname {T}$ | $\operatorname {T}$ | $\operatorname {T}$ |

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Logical Equality @ InterSciWiki
* Logical Equality @ Subject Wikis
* Logical Equality @ Wikiversity
* Logical Equality @ Wikiversity Beta
# Logistic regression

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
* Logistic regression is a statistical technique that allows the prediction of categorical dependent variables on the bases of categorical and/or continuous independent variables (Pallant, 2005; Tabachnick & Fidell, 2007).
* Logistic regression assumptions relate to sample size, multicollinearity and outliers.
* The output statistics of interest include the:
** Classification Tables: Used to determine whether prediction has improved across the models
** Omnibus Tests of Model Coefficients: Which indicates whether the improvement across the models is significant
** Model Summary: Which indicates the amount of variance accounted for by the models)
** Variables in the Equation: Which indicates the importance of each of the independent variables within the models:
*** Wald statistics: The squared ratio of the unstandardized logit coefficient to its standard error.
# Sun and earth/Potential energy/Earth infinity/Exercise

Compute the energy that would be necessary to move the Earth, starting from the current position relative to the Sun, infinitely far away from the Sun.
# Sunken relief

Sunken Relief w:sunken_relief Lesson plans
This project is most likely made for high school/college students. This project requires creativity, neatness, and hard work.
1. Begin showing the class about sunken relief, you must explain the history show some examples and explain the purpose of them. The Egyptians w:Egyptians were the main ones to use sunken relief sculptures to tell stories and show the greatness of the pharaoh w:pharaoh. This should take about 20 to 25 minutes to teach.
2. Now you start showing them how to do it, give them a demo, and let them ask questions. Start by finding a picture you or they like and let them recreate it by redoing it as a sunken relief. Now that they have a picture of their or your choice draw it on paper using coal, draw your image really dark. Now that you have your image drawn on it take a thick sheet of fresh clay and place your paper on it with the image faced down and take some rubbing alcohol w:Rubbing_alcolol and damp the paper evenly on to the clay. Carefully lift the paper up and your image should clearly show up. Take your sculpting tools and carefully start carving out your image. When done, smooth out your work, make it look neat.
3. The students should now know what to do, and ready to work. On the first two days they should take the time to find an image. On the third day they should recreate the image on paper, fourth day they should copy it on to a sheet of clay. The last day should be used to take time and clean up the project, smooth out and touch it up.
# Supernova X-rays/Quiz

Supernova X-rays is a lecture about supernovas from a stellar perspective. This quiz is based on the lecture.
You are free to take this quiz at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Distances are only as relative as the time it takes to travel them.
# Sun bath/6 to 22/-t^3+27t^2-120t/Best hour/Exercise

A person wants to sun bath for an hour. The intensity of the sun in the time interval $[6,22]$ (in hours) is given by the function
    $f\colon [6,22]\longrightarrow \mathbb {R} ,t\longmapsto f(t)=-t^{3}+27t^{2}-120t.$
Determine the starting point for the sun bath in order to get the maximal amount of sun.
# Sunflower

Sunflower (Helianthus) is a species of large annual forb of the daisy family Asteraceae. Sunflowers are native primarily to North and South America and edible oily seeds are used for cooking oil. The oil is also used in soap and paints and as a lubricant. The seeds may be eaten dried, roasted, or ground into nut butter and are common in birdseed mixes.

## Common sunflower

The common sunflower (Helianthus annuus) has a green erect stem covered in coarse hairs, growing on average around 2m tall. The leaves are broad, with serrated edges, and are alternately arranged on the stem. The ‘flower’ of the common sunflower is actually a pseudanthium, or flowerhead, made up of many small flowers. The outer yellow ‘petals’ on the flowerhead are known as ray flowers and are made up of multiple petals fused together. Ray petals are usually yellow but can sometimes be red or orange. The black-brown flowers in the centre of the head, called disk flowers, grow in a spiral formation, and mature into sunflower seeds over time.

## Planting

Sunflowers are annual plants that perform best in sunny locations. They can be easily started from seed by directly placing seeds into the ground. Sunflowers can also be started indoors as transplants, which allows for them to bloom earlier than direct seeding.

## Interactions

Sunflower probably represents a classic case in the evolution of crops. It is a 'weedy' species in an ecological sense, one that thrives in disturbed habitats. Because of this, it probably frequented the areas close to primitive human habitation. Subsequently humans recognized its utility and started actively cultivating it and thereby developing it as a crop. A similar scenario may also apply to wheat and other crop species.
# Signals and systems/Sinusoidal signals

$x(t)=A*cos(b*t+c)$ where $A$ - amplitude $b={\frac {2\pi }{T}}$; $T$ - period $c$- phase
cosine - is an even function $x(t)=x(-t)$ sine - is an odd function $x(t)=-x(-t)$
sine function possible to flip horizontally and then flip vertically, as result -same function and plot