OpenLLM-France/wikimedia huggingface dataset:
# Basic atomic physics

The term atom comes from the negating prefix a- and the root word, tomi ancient Greek for a cut or slice. (compare Tomography) — that is, not divisable into parts. Today we know that atoms can indeed be divided (though not easily) into subatomic parts, but the term has allowed a logical entry into the cosmos of the physical universe since ancient times. In Basic atomic physics, we will introduce theoretical (atomic) physics to the reader who is "not conversant with the mathematical apparatus of theoretical physics " but keenly interested and determined to learn the topic. See the School of Physics for this article's placement within the curriculum.

## Introduction

Early thinkers, such as Democritus, Ptolomy and Euclid and a host of other giants upon whose shoulders stood contemporaries such as Descartes, Newton and Einstein believed that the World was comprehensible. Had they not believed this, they might have abandoned their studies to simply accept superstition and malformed faith, returning to a life of nescient practice. It's a good thing for us that they described at least a starting point for conceptual physical unity to the tiniest, most fundamental things they could think of.
Atomic physics is a subject about powers, objects, forces, motion and change. It is a quintessential study of reality that can be both sensed and conceived if a concise, succinct, accurate, flexible, and dynamic language is shared among its proponents. Learning this language, the Mathematics of Theoretical Physics perhaps should be the primary goal of the physics student.
As Einstein did in his book, Relativity : the Special and General Theory, this course will advance the learner (and some teachers) in a "step-motherly" fashion so that "readers unfamiliar with physics may not feel like the wanderer who was unable to see the forest for the trees."

## Belief and reality

Imagine a young Pythagoras sitting cross-legged on a Samian beach with his new lyre. With the index finger of one hand he gently touches the midpoint of a string, while carefully plucking it with the thumbnail of his other hand. Does this have anything to do with atomic physics? The English chemist, John Newlands might have thought so.
    Think: The term octave is used in both Music and Physics. See Periodic table, Electron shell, Musical acoustics
       Why was Newlands, who noticed in 1865 that the elements of similar type recurred at intervals of eight, ridiculed by his contemporaries for his "law of octaves"?
          Hint: see Pathological science
# Basic electromagnetic wave phenomena

Phenomena - observation of something which exist or happen.
Wave, the magnetic and electric fields oscillation - electromagnetic wave(EM). Light is only part of spectrum, interest in in frequencies from infrared to ultraviolet, with including the visible spectrum.
Wave possible to describe by trigonometric formulas and equation for transverse EM wave, the signals and system theory gives tools for manipulation with waves, formulas.
Physical properties of waves:
* propagation
* absorption ( losing energy )
* reflection ( changing direction )
* refraction ( changing speed )
* diffraction ( "rounding" )
* interference ( "multiplying" )
* polarization
* also dispersion, Doppler effect

## Electromagnetic wave

Radiation, travels with the speed of light, even in vacuum. Maxwell's equation describes behavior of EM fields.
EM(electro-magnetic) waves exhibits wave and particle properties. Single particle - photon.

## Polarization

Changing geometrical orientation of the oscillation.
Polarizers:
* absorptive polarizers - unwanted polarization states are absorbed
* beam splitting polarizers - beam split into two beams with opposite polarization states

### Dichroism

Reflect some wavelengths but not others. Can be used as linear polarizers.
Examples: tourmaline, herapathite. They tend to absorb light which is polarized parallel to the direction of crystal alignment but to transmit light which is perpendicular to it.

### Birefringence

Unpolarized light which incident on surface is split by refraction into two rays with different polarization states. Examples: quartz, calcite.

### Optical rotation

Polarization rotation, circular birefringence - this activity occurs only in chiral materials. Slow down one component of EM wave - the whole polarization state is rotating.
# Basic Laws of Algebra

The Basic Laws of Algebra are the associative, commutative and distributive laws. They help explain the relationship between number operations and lend towards simplifying equations or solving them.
| Property Name | Definition | Example |
| Commutative Law For Addition | $a+b=b+a$ The arrangement of addends does not affect the sum. | If $2+3=5$, then $3+2=5$ |
| Commutative Law For Multiplication | $a*b=b*a$ The arrangement of factors does not affect the product. | If $(2)(3)=6$, then $(3)(2)=6$ |
| Associative Law For Addition | $(a+b)+c=a+(b+c)$ The grouping of addends does not affect the sum. | If $(2+3)+4=5+4=9$, then $2+(3+4)=2+7=9$ |
| Associative Law For Multiplication | $(a*b)*c=a*(b*c)$ The grouping of factors does not affect the product. | If $(2*3)*4=(6)4=24$, then $2*(3*4)=2(12)=24$. |
| Distributive Law | $a(b+c)=(a*b)+(a*c)$ Adding numbers and then multiplying them yields the same result as multiplying numbers and then adding them. | If $2(3+4)=2(7)=14$, then $2(3)+2(4)=6+8=14$ |
# Cooking/Introduction

The Wikimedia Cookbook is used as a major resource for this page.
Cooking involves knowledge of ingredients and equipment, the use of skills and techniques and the ability to plan and safely organise food preparation, usually within budget and time constraints. The Activity units associated with each of the three modules of the cookery course build a comprehensive programme of study that will benefit students wanting to make progress in the subject for whatever reason they become involved.
The course makes extensive use of the Wiki Cookbook and Wikipedia as sources of information and each assignment in the Activity units is based on a recipe, techniques and ingredients in the Cookbook. The practical cooking assignment is a crucial part of the Activity unit. There is no substitute for “hands on” experience: words and pictures cannot convey the feel, taste and smell of food, yet it is these sensations which are the very essence of gastronomy.
The use of I.T., computation, web research and organisational skills are given due emphasis in each Activity unit. Some assignments involve downloading and working with PDF format worksheets, so a capable PDF reader is needed (e.g. Adobe Acrobat Reader). Open source software such as Open Office and Inkscape can be employed and students are encouraged to used their acquired skills and knowledge to make contributions to Wiki projects.

## List of Activity units

1. Boiling eggs
Boiling eggs
Module: I Basic
Techniques: Boiling
Skills: Organisation
Food knowledge: Egg
Equipment & appliances: Saucepan, egg cup :
2. Buying bread
Buying bread
Module: I Basic
Techniques:
Skills: Researching Purchasing
Food knowledge: Types of bread
Equipment & appliances: Knives Boards :

## External resources

* ↑ "How to do research on the Internet". www.lib.monash.edu.au.
* ↑ "Organisational skills" (PDF).
# Cooking/Food & Beverage Control

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Cooking/Food & Beverage Control. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
Food and beverage control is vital to an efficient business. While success is not made on controlling costs, many restaurants may fail—not because of poor service, or because of bad food, but because the costs involved ran away from the owner.
Factors to be included in the overall consideration of food and beverage control are:
* Cost of labor
* Menu pricing
* Standards determination
* Budget
* Cost-volume-profit analysis
* Food and beverage equipment management and control.
# Cooking/Recipes/Thai
## Subpages

Special:Prefixindex/Cooking/Recipes/Thai/

## See Also

* Wikibooks:Cookbook:Cuisine of Thailand
# Cooking/Recipes/Thai/Kluay Buat Choe

From Wikipedia, the free encyclopedia
Kluay buat choe or banana in coconut milk are one of the ancient Thai desserts. This dessert is simple but very delicious for the banana lover. Bananas are simply cooked in a mixture of coconut milk and coconut cream to create a luscious treat. Usually, banana in coconut milk is composed of two batters, one salty and one sweet, both of which are cooked in a heating pot.
Instructions
Boil the bananas in their skins for 2 minutes and stop when the skins starts to split. Strip and cut apiece banana into bite-sized pieces. Put the skim coconut milk and pandanus leaf in a pan. When it is steaming add the banana, palm sugar, sugar and salt. Take back to the heat and insert the thick coconut milk. Shake until the sugar has dissolved (about 3 minutes)
See also
http://www.taste.com.au/recipes/85/banana+and+coconut+custards http://www.taste.com.au/recipes/21067/coconut+banana+bread http://tasty-yummies.com/2012/05/19/coconut-mango-banana-smoothie-gluten-free-vegan-refined-sugar-free/
Overview
Ingredients typically include coconut milk and banana. Additional ingredients may include sugar and salt , shredded coconut. For nutrition information per serving: is 339 calories, fat 19g, protein 2g, carbohydrates 40g, cholesterol 10 mg, sodium 30mg and fiber 3g.
Reference
[1] http://allrecipes.asia/recipe/1965/sweetened-bananas-in-coconut-milk.aspx?o_is=LV [2] http://www.thaicookeryschool.com/recipe/bananas-in-coconut-milk-124.html [3] http://www.thaikitchen.com/Recipes/Desserts/Bananas-in-Coconut-Milk.aspx
# Cooking/Introduction/Boiling eggs

Cooking/Introduction/Boiling eggs
Module: I Basic
Techniques: Boiling
Skills: Organisation
Food knowledge: Egg
Equipment & appliances: Saucepan, egg cup :
* Objectives
* For students to experience the way that cooking Activity units are constructed and completed.
* To conduct research around, and make decisions about, the main techniques, ingredients and equipment used in the cooking assignment.
* To experience devising action and organisation plans based on reading recipes.
* To carry out cooking assignments.
* To record and evaluate their activity.
* Assignment
* Read the recipes, research, then prepare, cook and serve soft boiled eggs and hard boiled eggs, and record your activities.
* Essential reading
* b:Cookbook:Egg
* b:Cookbook:Hard Boiled Eggs
* b:Cookbook:Soft Boiled Eggs
* b:Cookbook:Saucepan
* b:Cookbook:Pots and Pans
* Vocabulary
* Check out these terms by entering "definition:foo" in google search box.
* mis en place
* rolling boil
* simmer
* Preparation skills
* Download the worksheet for this activity and complete all the sections
* Comment:
* Cooking skills
* Weights and measures:
* Accurately measure the length of time that you boil the eggs
* Methods and techniques
* Boil the eggs as instructed
* Equipment and appliances
* Saucepan
* Download and complete the search worksheet and research saucepans.
* Use a saucepan to boil eggs, as in the recipes.
* Ingredients
* Eggs
* Download and complete the search worksheet and research eggs.
* Boil eggs to different hardnesses and observe throughout.
* Comment: Look, listen, touch, taste and smell. Touch with fingers but also use lips, tongue and teeth. Feel the very slight springiness of the egg white when cooked to different degrees. Feel the bursting sensation of pushing into the yolk of a perfectly balanced soft boiled egg. Observe the process as well as the product. See and listen to how eggs behave when they are put into boiling water or cold water. Watch, listen to and feel how egg shells crack when they are tapped gently with a spoon or hit hard against a solid surface. It is this thorough observation of foods and how they react to different processes that builds artistry into cooking.
* Health and safety
* Make a note on your planning sheet of any health and safety issues, which you have identified in your research and reading, that need to be considered.
* Purchasing and budgeting
* Complete a product comparison sheet each for both eggs and saucepans and decide whether each is needed and is within your budget.
* If so, add the chosen items to your shopping list.
* Presentation
* Search various sources for presentation ideas and record your findings on a search worksheet. Use the ideas gained to present your eggs attractively.
* Comment:
* Google images has some pictures of "boiled eggs" as does Wikimedia Commons.
* Recording and evaluation
* Keep your completed worksheets in a file as a record of your completion of this Activity unit. You can also photograph your cooking as it progresses and when it is completed ready for serving.
* Development
* Further and background reading:
* More experience:
* Extension activities:
* See also:
# Cooking/Matbucha

it is a arab dish with is used as a appatiser
# Cooking/Pasta

This page is a part of the instructional design course.

## Pasta Cooking Skills

Description: 4 ounces of dry pasta per adult is the recommended serving size. A 1 pound package should yield 4 servings. Use 4 quarts of water per pound to prevent the pasta from sticking together. When the water returns to a boil, add the pasta. Don’t break the pasta to fit the pot, use a wooden spoon to bend it as it cooks. Stir the pasta often to prevent sticking. One pound of spaghetti takes about 8 to 10 minutes to cook but check it frequently until its firm to the bite.

### Assessment Checklist

Objective: Student will prepare the proper amount of dry spaghetti pasta for 4 adults using the correct process resulting in properly prepared pasta.
Directions: Each individual must correctly determine the amount of dry pasta to prepare to feed 4 adults. Recommended serving is 4 ounces per adult. The individual must use the proper amount of water to prevent sticking and does not overcook the pasta.
Scale
* 4 (excellent) – The individual prepared the pasta flawlessly. Pasta is the correct amount for each adult, 4 ounces. Pasta is not sticky or overcooked. The individual has used the proper amount of water and the pasta is firm to the bite.
* 3 – Pasta is the correct amount for each adult, is not overcooked, but is slightly sticky.
* 2 - Pasta is the correct amount for each adult, is slightly overcooked and is slightly sticky.
* 1 - Pasta is the correct amount for each adult, is overcooked and slightly sticky.
* 0 – Pasta is very overcooked, does not meet the recommended serving amount and is very sticky.
Conditions of Assessment
* The proper cooking tools and ingredients are available
* The individual indicates when the assessment should begin.
* The assessment ends as soon as the individual indicates
| Instructional Design | Strategies in Psychomotor Assessment |
# Bloom Clock/Keys/Global/Late Fall/Brown Flowers

This page is part of the global dichotomous key for plants recorded as blooming in Late Fall.
These plants have the following traits:
   * Brown flowers
Viola x wittrockiana
| A Purple-flowered variety Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Viola x wittrockiana (Pansy) Identifying Characteristics Habit:Short-lived, low-growing perennial, with mostly cool season bloomsHigher taxa:Viola Recent Logs --Anna reg 12:12, 12 April 2010 (UTC) Anna reg 12:01, 27 March 2011 (UTC) Anna reg 16:35, 2 May 2011 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Spring, Mid Spring, Mid Summer, Early Fall, Mid Fall, Late Fall, Early Winter
Chrysanthemum x morifolium
| Flowering plants Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Chrysanthemum x morifolium (Hardy Chrysanthemum, Mum) Identifying Characteristics Recent Logs --SB_Johnny | 13:00, 1 November 2007 (UTC) SB Johnny-LM 18:35, 17 November 2007 (UTC) SBJ 13:11, 29 November 2007 (UTC) --SB_Johnny | 18:49, 5 December 2007 (UTC) --Juan 15:58, 11 December 2007 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Fall, Late Fall, Early Winter
# Bloom Clock/Keys/Global/Late Fall/Brown Flowers/DPL

This page is used to help create a key.
* BCP/Chrysanthemum x morifolium
* BCP/Viola tricolor
* BCP/Viola x wittrockiana
* BCP/Rosa
* BCP/Viola
# Bloom Clock/Keys/Global/Late Fall/Blue Flowers/DPL

This page is used to help create a key.
* BCP/Nepeta x faassenii
* BCP/Agastache foeniculum
* BCP/Cichorium intybus
* BCP/Commelina communis
* BCP/Vinca minor
* BCP/Aster novae-angliae
* BCP/Viola x wittrockiana
* BCP/Viola
# Caregiving and dementia/Projects/Postgraduate unit – Introduction to dementia
## Overview

This project continued to promote the uptake and integration of the unit "Introduction to dementia" into other tertiary courses.

## More information

* TBA
# Caregiving and dementia/Projects/Resource distribution
## Overview

This project provided ongoing distribution of the SA & NT DTSC developed resources, including ‘Come into my world’, ‘Visual Stories’ and ‘Palliative Care and Dementia’,

## More information

* TBA
# Caregiving and dementia/Projects/Online education modules
## Overview

The project maintained the availability of the DTSCs' 10 core education modules. Modules were maintained on-line and as an education package.

## More information

* TBA
# Caregiving and dementia/Projects/Palliative care GP seminars
## Overview

This project delivered three seminars to GPs on the topic of palliative care and dementia.

## More information

* TBA
# Caregiving and dementia/Projects/Responding to challenging behaviours
## Overview

This project provided ongoing training about the importance of appropriately recognising and responding to challenging behaviours and how non-pharmacological interventions are a key aspect in this.

## More information

* TBA
# Caregiving and dementia/Projects/Person-centred care needs analysis
## Overview

This project identified the learning needs of all target disciplines in relation to person-centred care. .

## More information

* TBA
# Caregiving and dementia/Projects/Psychology curriculum development
## Overview

This project aimed to stimulate and attract students to specialise in dementia by developing a one hour lecture and associated work book for delivery to undergraduate psychology students.

## More information

* TBA
# Caregiving and dementia/Projects/Resource for aged care assessment team and community based clinicians
## Overview

This project published a resource kit on the topic of person-centred approaches to need driven behaviours associated with dementia.

## More information

* TBA
# Caregiving and dementia/Projects/Osborne Park Hospital guide for occupational therapists in clinical practice
## Overview

This project focused on promoting, disseminating and sharing the outcomes and learnings of the "Osborne Park Hospital Guide for Occupational Therapists in Clinical Practice" through guest lectures and clinical workshops etc.

## More information

* TBA
# Caregiving and dementia/Projects/Provision of support to industry
## Overview

This project offered support and advice on knowledge translation and the care of people with dementia to health services and aged care providers on an as needs basis.

## More information

* TBA
# Czech Language/Ordinal Numbers

In Czech, the word for number is číslovka (but more common term is číslo). The plural of číslovka is číslovky. A cardinal number (základní číslovka) is a counting number, while an ordinal number represents the rank of a number with respect to some order, in particular order or position (i.e. first, second, third, etc.)

### Řadové Číslovky/ (Ordinal Numbers)

| Ordinal Number | English Translation | Czech Translation |
| 1st | first | první |
| 2nd | second | druhý |
| 3rd | third | třetí |
| 4th | fourth | čtvrtý |
| 5th | fifth | pátý |
| 6th | sixth | šestý |
| 7th | seventh | sedmý |
| 8th | eighth | osmý |
| 9th | ninth | devátý |
| 10th | tenth | desátý |
| 11th | eleventh | jedenáctý |
| 12th | twelfth | dvanáctý |
| 13th | thirteenth | třináctý |
| 14th | fourteenth | čtrnáctý |
| 15th | fifteenth | patnáctý |
| 16th | sixteenth | šestnáctý |
| 17th | seventeenth | sedmnáctý |
| 18th | eighteenth | osmnáctý |
| 19th | nineteenth | devatenáctý |
| 20th | twentieth | dvacátý |
| | the last | poslední |

## See Also

* Cardinal Numbers
# Czech Language/Grammar Resources
## Wikimedia

* Czech declension
* Czech verbs
* Czech word order

## Unsorted

These sources may or may not be free, but they are useful.
* mikero.com
* Charles University
* LocalLingo
# Czech Language/Introduction

This course aims to explain the basics of Czech:
* Grammar
* Phonology
* And vocabulary

## Phonology

To learn any language, one must first understand the basics of the language's phonology and, by extent, pronunciation. This section will be split into 3 parts:
* Consonants
* Vowels
* Diphthongs

### Consonants

Czech ha 25 consonants, which are further split into:
* Hard
* Soft
* Ambiguous
The fundamental difference between these is, that in spelling, the y vowel is written after the hard consonants, the i vowel is written after the soft consonants, and both of these vowels can be written after the ambiguous consonants. It is, of course more complicated than this, but for the purposes of this course, this explanation should suffice.
Work in progress.
# Czech Language/Months and Dates
## What's the Date?

The following is a handy formula for expressing the date in Czech:
den, datum měsíc rok = (Week-)day, date month year.
Dates in Czech are little-endian. You'll note the month is not capitalised as it typically is in English. Furthermore the genitive case is used, because you're talking about the eleventh day of September, and not the eleventh September: thus -í becomes -ího and -y becomes -ého . The date is usually written as a numeral immediately followed by a period (.), indicating that it is an ordinal number.
As a final note, in the Czech Republic, most people express the shorthand date: DD.MM.YYYY.

### For Example...

* 5. října 1936 ("pátého října, devatenáct set třicet šest"): Václav Havel's birthdate.
* 1. ledna 1993 ("prvního ledna, devatenáct set devadesát tři"): the "Velvet Divorce" leads to the creation of the Czech Republic.

## Months in Czech

Czech is one of several languages that do not use the Latin names for months which are common in western Europe. Here are the months of the year in Czech:
měsíc = month :
| Month | Month | Locative "in ..." | Genitive "the 'nth' of ..." | Etymology |
| 1 | leden | v lednu | ledna | from led = ice |
| 2 | únor | v únoru | února | from nořiti = to sink, ice breaks and sinks into the water |
| 3 | březen | v březnu | března | most likely from březí = pregnant (of an animal) or from bříza = birch tree |
| 4 | duben | v dubnu | dubna | from dub = oak tree |
| 5 | květen | v květnu | května | from květ = flower, the month plants are in bloom |
| 6 | červen | v červnu | června | origin unclear, derives from either červ = worm (worms eating fruit), or from červená = red (colour of ripe fruit) |
| 7 | červenec | v červenci | července | month of ripening ("reddening") fruit |
| 8 | srpen | v srpnu | srpna | most likely from Lithuanian sirpsti = to ripen (Czech zrát), could also be derived from srp = sickle (month of the harvest) |
| 9 | září | v září | září | from za říje = in the rut or rutting season |
| 10 | říjen | v říjnu | října | from říje = rut |
| 11 | listopad | v listopadu | listopadu | month of falling leaves, from list (leaf) + padat (to fall) |
| 12 | prosinec | v prosinci | prosince | origin unclear, most likely derived from siný = pale, grey |

## Seasons

roční období = seasons of the year :
| Season | "in ..." | Translation | Months |
| jaro | na jaře | spring | březen, duben, květen |
| léto | v létě | summer | červen, červenec, srpen |
| podzim | na podzim | autumn | září, říjen, listopad |
| zima | v zimě | winter | prosinec, leden, únor |

## See Also

* Wikipedia: Czech months
* Days of the Week