OpenLLM-France/wikimedia huggingface dataset:
# Complex socio-ecological systems/Review and closure

April 15th, Bob and Simone.
Discussion of Resilience Alliance Workbook for Practitioners.
Review, Evaluation and Closure.
Evaluation of the seminar: We asked participants to relfect and write about main learnings and aspects that could be improved in the way the seminar was organized and conducted.
Learnings:
- Resilience is a property of CAS, and it's just one additional tool or lens that we could use to understand or study a system.
- Broader vision on the feasibility of application of the resilience perspective in my work.
- An interesting tool to support the analysis of Ecosystem Services in a given system.
- The evolution of SES and resilience thinking.
- The tension that still exists between ecologists and social scientists in interdisciplinary work of this level.
- There are no shortcuts or easy answers to these questions.
- Importance of multidisciplinary team in understanding, discussing and acting upon a system.
- Concepts related to SES/CHANS and resilience.
- How perceptions of the world influences perceptions of SES and resilience.
- The epistemiologic nature of discussions of SES and resilience.
- Enhanced understanding of SES, CAS, etc. What are the issues, current debates/critiques and tools.
- Where to find resources on SES, CAS, etc (wikiversity).
- Challenges of semantics - the biophysical/social divide when trying to discuss/come to terms with SES, CHANS, Resilience, etc.
Could be improved:
- More on hands-on methods for operationalizing concepts;
- Pick-up a case study to follow through and develop throughout the semester;
- Have the seminar formalized so people woul attend it consistently keeping sequence;
- Overview and analyses of real-world case studies.
- Focus more on complex adaptive systems, of which resilience is part.
- Focus on our own research, on how to apply some of the concepts in our work, using breakout sessions or group exercises;
- Encourage/engage biophysical scientists dialoguing with social scientists, in a way that is valuable for both.
- Bring people to present work done under this approach (field experience).
THANKS TO ALL PARTICIPANTS FOR THEIR INSIGHTS, CONTRIBUTIONS, CRITIQUES AND COLLABORATION IN THE SEMINAR AND IN BUILDING THIS WIKIVERSITY SITE!
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS/Week 0 (Sept. 12 - Sept. 18, 2011)

Link back to 501_DAS
This is our new team 501_DAS for Bridges project. We have three team members: Angele Bynum, Di Zhang and Syed Sami Ahmed. The goal of the Bridges project is to build a spaghetti bridge which can be loaded with as much weight as possible. Angele and Syed started doing research for the design of bridges and Di was responsible for the software part. We found out that previous semester teams used Dreamweaver. However, the particular software is not a free resource and nobody knows how to use it, we decided to use a software that we already know. Also, we had a general idea for the design. The bridge will be arch structure. We are going to use Pratt Truss pattern to connect two archs spanning the width of the bridge on top. After reading the rules of the contest, we know that the dimension of the bridge will be min 1m for length and max 50cm for total height. The very bottom support part to the top support part should be max 10cm. We are going to do more research for the detail design of the bridge.
# Engineering Projects/Bridges
## Idea

This video comes hints how they made their bridge. It weighed around 2 pounds and held almost 1000 pounds attached to the center of the 1 meter span.

## SubSystems

* Form for holding the spaghetti in place while gluing
* Drying spaghetti in place
* Computer controlled mechanism to break spaghetti bridges

## College/Universities

Howard Community College
# Engineering Projects/Bridges/Howard Community College

Howard Community College is going to build model bridges and break them!
    fall2011
    spring2012
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS/Week 3 (Oct. 03 - Oct. 07, 2011)

The information in this link will be updated for the designated week as we move forward with the project as we discussed.
Let's remember to add more details and do a better job at documenting our work visually(pictures) and verbally
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 2/Week 0 (October 09 - October 15, 2011)

Link back to 501_DAS_2
This is our new team 501_DAS_2 for Spaghetti Bridges Project. The three members of the previous team remain the same, Angele Bynum, Di Zhang and Syed Sami Ahmed. The goal of this phase of the project is to physically build the bridge that we design, document the process (specifically that of putting the bridge together) for the purpose of creating a tutorial and finally load test the bridge to determine its capacity to hold a specified amount of weight.
# Engineering Projects/Bridges/Howard Community College/fall2011

       501_DAS
       501_DAS_2
       501_DAS_3
       550_ESS
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS/Week 1 (Sept. 19 - Sept. 25, 2011)

Link back to 501_DAS
This week we worked on the material of the bridge, Manicottis. to boil water. We did tests on softing the Manicottis. Firstly, we used microwave to heat up the water, but the water was not hot enough and it took up a long time to soft one Manicotti. Then we used rice cooker It was way faster, safer and more effective. We found out that softing the whole piece of Manicotties was better than only softing one end of it, because it was easier to break the Manicottis by softing partly. Also, the Manicottis didn't harden too much after they were boiled. Even though we put them into fridge, it became brittle the next day but not as strong as it suppose to be. Therefore, we may use the soften Manicottis to connect the hard, unboiled ones by being hidden through the tubes of the hard ones. We will do more tests on connecting those Manicottis and try to find out a best way when we are actually working on building the bridge next week.
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS/Week 2 (Sept. 26 - Sept. 30, 2011)

This week our team worked on actually building the bridge. We started with gluing skinny long spaghettis as the arch part of the bridge. We failed, because it was really hard to cut them the exact same size. In addition, it took a long time for epoxy to dry up and the spaghettis didn't stick one another since we didn't hold them tied until the glue completely dry. We realized that it was almost impossible to build the bridge without an exact measurement of each part of the bridge. Therefore, we decided to figure out the exact measurement and sketch it on a big piece of paper. Then we can follow the bridge on the paper to build the real one. It will be more acurate and much easier. Besides, we decided to use Ditalini pasta instead of the type we used before to build the arch. For the glue part, we wanted to try glue gun because it dries faster than epoxy. However, in the presentation, Professor Foerster suggested to use epoxy not glue gun. We still want to test it using glue gun. And maybe code epoxy on top. At the same time, we were also looking for bridge test software. We couldn't find free helpful testing software.
# Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 2

===Problem Statement=== CURRENTLY BEING UPDATED Bridges Phase II: The principle purpose of the second portion of this project is to actually build and load test the spaghetti bridge that was designed in the 1st portion of the project. Based on the design rules, the the bridge was designed to support the maximum amount of weight possible. It is our intent to document the entire process of building the bridge creating a tutorial for the best method of creating a strong bridge with a strong bonding method to support and or exceed the maximum load amount. Please see the "Summary" for additional information regarding the specifications of the bridge as it was design and the method that will be used for load testing.

### Team Members

       Di Zhang
       Syed Sami Ahmed
       DivaEngineer

### Summary

The focus of the project is to actually build and load test the pasta bridge that was design in the previous project. In addition to that, we will document the entire process in an attempt to create a tutorial for the process/strategy of gluing the pasta pieces of the bridge together to create a strong bond. This tutorial can potentially be used as a source of information for future teams attempting to design a pasta bridge and eliminate the frustration of trying to figure out the correct method of bonding the pasta pieces in such a manner that will actually contribute to the overall strength of the bridge. We have used previous design max loads as a standard for our design and will follow the plans created for putting the bridge together. Each week our team will meet to work on the completion of the build as it will take quite a bit of precision to get it done. The progress of the project can be viewed via the links below of the Team Weekly Reports.

### Team Weekly Reports

       Week 0 (October 09 - October 15, 2011)

### Poster

* Glue Gun
* Hot glue spaghetti
* Connected spaghettis
* Connected spaghettis 2
* Connected spaghettis 3
* Epoxy
* Pasta connected using hot glue
* Hot glue pasta
* Connect pasta
* Break pasta
* Connect pasta using epoxy
* Stir Epoxy
* Mix of Epoxy Resin and Hardener
* Angle the pasta to make a curve
* Shape pasta
Link to pictures:
Glue gun Hot Glue spaghetti Connected spaghettis Connected spaghettis_2 Connected spaghettis_3 Type of spaghettis used for Test

### Material List

Link to Glue gun tips Link to Zita Spaghetti Link to another long spaghetti
# Engineering Projects/RepRap/Howard Community College/Fall2012/p2-550-qc
## Electronic Sections Expected
### Problem Statement

Print 3D stuff

### Team Members

Osborne Murphy Cyr

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Engineering Projects/R.O.I.T. wheel robot/Howard Community College

Howard Community College is starting this project in the fall of 2011.
       Fall2011
# Engineering Projects/RepRap
## Idea

Rep Rap Mendel is the latest, build it yourself 3D printer. The motors can be found in discarded inkjet printers, plotters, and scanners. The plastic pieces can be made on another 3D printer like a makerbot. Build one!
Several Wikiversity courses are designed around the RepRap. See:
* Open Source 3-D Printing
* 3D Printing of Open Source Hardware for Science

## College/Universities

Howard Community College
# Engineering Projects/RepRap/Howard Community College/Fall2012

* p1-550-wm
* p1-550-qc
# Engineering Projects/RepRap/Howard Community College/Fall2012/p1-550-qc
## Electronic Sections Expected
### Problem Statement

What is the final, negotiated problem statement?

### Team Members

Put each team members name here with links to their user pages here. Real names do not have to be used.

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Engineering Projects/Remotes
## Idea

Remotes are needed to control robots. Remotes could be tethered, infared, bluetooth, wifi, adhoc wifi, or radio controlled. Remotes could have in them gryos, accelerometers, video and buttons. Remotes could be old cell phones, old mutlimedia pc parts, old vhs-dvd remotes, modern Wii motes and knumchucks. Most of these remotes can be connected through usb dongles to a PC. The remote codes can be captured by a PC. The trick is to substitute a robot, or the robot control system for the PC. This requires understanding the USB protocol and a USB host port on the robot.

## Subsystems

* ATI Wonder RF Remote
* Wii Nunchuk
* Wii Remote Plus
* RC control Systems
* Blue Tooth Adapters

## Tutorials

USB Protocol Analyzer
# Engineering Projects/R.O.I.T. wheel robot/Howard Community College/Fall2011

This is the fall 2011 team page for the R.O.I.T Wheel Bot project
       502_CNM
# Engineering Projects/RepRap/Howard Community College

       Fall2012
# Algebra II/Real Numbers
## Real Numbers

Real Numbers are numbers used in your life, such as 2, 4, and including ${\tfrac {6}{8}}$. Every point on the number line is connected to a real number. All numbers are real numbers.

### Rational

Rational Numbers can be represented as "m/n" - m and n being integers and the denominator is not a zero. The decimal of a rational number is either a terminating decimal (${\tfrac {6}{8}}$ = .75) or a repeating decimal (${\tfrac {8}{6}}$ = 1.6666...). Rational numbers can be normal numbers, such as -3 and 0.

#### Integers

(-1, -2, -3, -4, -5, -6, -7, -8, -9, -10)

#### Whole

(0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

#### Natural

(1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

### Irrational

Irrational Numbers usually consist of decimals that contain a random list of numbers (not terminating/repeating). Example is being pi (π).
# Algebra II/Parabola

A parabola is an approximate u-shaped curve in which any point is equidistant from the focus (fixed point) and the directrix (fixed straight line). The standard form of the parabola is $y=a(x-h)$$^2$ $+k$. The vertex is found by taking the opposite of the "h" and taking the "k": $(h,k)$. The axis of symmetry is $x=h$ (opposite of h).
For example:
Vertex: (3, -7) Axis of Symmetry: x = 3 Positive or negative?: The "4" in this equation represents whether the graph is going up (positive) or is negative (down). In this case, since we have a positive "4", it is going up (and therefore, positive).
Here are a few tricky ones:
Vertex: (-1, 0) [no presence of a "k", so therefore, a zero takes its place] Axis of Symmetry: x = -1 Positive or negative?: Negative
Vertex: (0, -7) [no presence of a "h", so therefore, a zero takes its place] Axis of Symmetry: x = 0 Positive or negative?: Negative
Vertex: (0, 0) Axis of Symmetry: x = 0 [no presence of a "h", so therefore, a zero takes its place] Positive or negative?: Positive

## Quadratic Function → Standard Form [Parabola Equation]

* $y=x$$^2$ $-4x+5$
** Bring the "5" to the other side, or the "c" (constant term).
* $y-5=x$$^2$ $-4x$
** Divide the "4", or the "bx" (linear term), by "2". Then square it and add it to both sides.
* $y-1=(x$ $-2)$$^2$
** Bring the constant term to the other side.
* $y=(x$ $-2)$$^2$$+1$
** You're finished. This is your answer--now you can figure out the vertex and the AOS. The vertex for this problem is (2, 1) and the AOS is x = 2.
* $y=2x$$^2$ $+16x-5$
** Bring the constant term to the other side
* $y+5=2x$$^2$ $+16x$
** Break down "$2x$$^2$ $+16x$"
* $y+5=2(x$$^2$$+8x+[?])$
** Divide the linear team by 2, then square that number, multiply the number by "2" (the 2 infront of the paranthesis) and add it on both sides.
* $y+37=2(x$$^2$$+8x+16)$
** Break down "$2(x$$^2$$+8x+16)$".
* $y+37=2(x+4)$$^2$
** Move the "37" to the other side. Your problem is finished!
* $y=2(x+4)$$^2$ $-37$
** The vertex is (-4, -37), the AOS is x = -4 and the parabola here is positive due to the positive "2".
# Algebra II/Polynomial Functions

A polynomial function is a function compromising of more than one non-negative integer powers of x. An example of this would be:
* 3x$^2$ + 4x - 5
* 8x$^4$ + 12x$^3$ - 2x$^2$ + 5x - 5
* 6x$^7$ - 5
A degree is determined by whichever power is the highest. Example: The first polynomial, 3x$^2$ + 4x - 5, has $2$ as the highest degree since it is the highest power in the polynomial. The leading coefficient is the coefficient with the highest degree (not value). Example: The second polynomial, 8x$^4$ + 12x$^3$ - 2x$^2$ + 5x - 5, has "8" as its leading coefficient since it is the number that is associated with the highest degree, being "4".
A quadratic is a polynomial with the highest degree being $2$. A cubic polynomial, or simply "cubic", is a polynomial with the highest degree being $3$.

## Graphs

Watch closely how the degrees are related to the zeroes of the function (the intersection of the x-axis by the graph). They seem to correlate each other (be the exact same as each other).
Observe the end behavior. Which direction does x or f(x) lead to? Positive or negative infinity (take note that the functions go infinity and never stop at a certain point)? This is represented by x→+∞ and x→−∞ (x-approaching positive infinity and x-approaching negative identity, respectively). The degree and leading coefficient of a polynomial function determine the end behavior of the polynomial function graph. See Varsity Tutors - End Behavior of a Function (examples) for more examples of end behavior of functions.
* If the x-axis was intersected twice or thrice, it has two/three real zeroes.
* If the x-axis was not intersected at all, its roots are imaginary.
* If the function was tangent to the x-axis, this means it is a double root, which represents two zeroes at the same number (x-axis point).
A function is even if both sides of the function go the same direction, while a function is odd if both sides of the function go in opposite directions.
You determine the number of degrees and the total number of solutions for a function by counting the turns of the graph and adding one to it.

### Maximum and Minimum Points

The maximum point is the highest point (in terms of the y-coordinate) on the function. The minimum point is the opposite. These are often referred to as "turning points". These are the points on which you count the turns.
# Algebra II/Quadratic Functions

A quadratic function is represented by the following equation:
    $y=ax$$^2$$+bx+c$
* $ax$$^2$ = Quadratic Term
* $bx$ = Linear Term
* $c$ = Constant Term

## Solving Quadratic Functions by Factoring

1. $x$$^2$ $+7x+6$
* Factor them: We get $(x+6)(x+1)$.
* The linear terms must add to make 7.
* The constant terms needs to multiply to make 6.
* Set them out as problems to solve:
** $x+6=0$ → x = -6
** $x+1=0$ → x = -1
* Your answers are $-6$ and $-1$.
2. $x$$^2$ $-9$.
* Factor them: We get $(x-3)(x+3)$.
* Set them out as problems to solve:
** $x+3=0$ → x = -3
** $x-3=0$ → x = 3
* Your answers are $3$ and $-3$.
3. $2x$$^2$$+12x+10$
* Divide all of the terms by the GCF: 2: We get a new problem to deal with, which is $x$$^2$$+6x+5$.
* Factor them: We get $2(x+5)(x+1)$.
* Set them out as problems to solve:
** $x+5=0$ → x = -5
** $x+1=0$ → x = -1
* Your answers are $-5$ and $-1$.

## Solving Quadratic Factors by Completing the Square

1. $x$$^2$ $+8x$ __ = $19$
* Take the Linear Term and divide it by $2$: We get $4$.
* We take this number, $4$, and square it: We get $16$.
* We add $16$ to $19$: We get $35$.
* We now have: $(x+4)$$^2$ $=35$.
* We square both sides: We get $x+4=$√$35$.
* We minus 4 to the other side. Here is our answer.: $x=-4$± √$35$.
2. $x$$^2$ $+x$ + ___
* Take the Linear Term and divide it by $2$: We get ${\tfrac {1}{2}}$.
* We take this number, ${\tfrac {1}{2}}$, and square it: We get ${\tfrac {1}{4}}$.
* We have our answer: $x$$^2$ $+x$ + ${\tfrac {1}{4}}$.
3. $x$$^2$ $+45$ = $10x$
* Rearrange this problem so that it matches the standard format for a quadratic equation: We switch the $45$ and the $10x$ around, forming our new problem: $x$$^2$ $-10x$ = $-45$.
* Divide the Linear Tearm, $bx$, by $2$: This gives us $5$.
* Square the $5$: This gives us $25$.
* Add the $25$ to $-45$: This brings our problem to ($x$ $-5)$$^2$ = $-20$.
* Square both sides of the problem: This brings us to $x-5=$i√$20$.
* Find the square root of $20$ (don't forget the $i$) and then add $5$ to the opposite side to find your answer: Our final answer is $x=-5$± $2i$√$5$.
# Algebra in plain view

This course belongs to the Electrical & Computer Engineering Studies

## Chapter 1. Sequence

* Lesson 1.
** Sequence.1.A (pdf)
*** Arithmetic / Geometric / Harmonic Mean
*** Arithmetic / Geometric / Harmonic Progression
** Sequence.1.B. (pdf)
*** Arithmetic Progression Examples
*** Geometric Progression Examples
*** Harmonic Progression Examples
*** Partial Sum and Area
* Lesson 2.
** Sequence.2.A (pdf)
*** Summation Notation
*** Flow Chart
*** Partial Sum of A.P.
*** Partial Sum of G.P.
* Lesson 3.
** Sequence.3.A (pdf)
*** Partial Sum Sequence
*** Difference Sequence
*** Summation of k$^2$, k$^3$, k$^4$
* Lesson 4.
** Sequence.4.A (pdf)
*** Closed Form Expression
*** Recurrence Expression
*** Mathematical Induction

## Chapter 2. Trigonometry

* Lesson 1.
** Trigonometry.1.A (pdf)
*** Angles in Degree
*** Angles in Radian
*** Conversion between Degree and Radian
*** Co-terminal Angles
* Lesson 2.
** Trigonometry.2.A (pdf)
*** Sine Law - all acute angles
*** Cosine Law - all acute angles
*** Sine Law - one obtuse angle
*** Cosine Law - one obtuse angle
* Lesson 3.
** Trigonometry.3.A (pdf)
*** Quadrant Angle Trigonometry
*** Negative Angle Trigonometry
*** Reference Angle Trigonometry
*** Sinusoidal Waves
* Lesson 4.
** Trigonometry.4.A (pdf)
*** Trigonometric Identities

## Chapter 3. Exponential and Logarithmic Functions

* Logarithm.1.A (pdf)

## Miscellaneous

* Histogram
** Histogram.1.A (pdf)
* Lines and Planes
** Geometry.1.A (pdf)
* Translations
** Translations.1.A (pdf)
* Speed, Distance, Time
** Speed.1.A (in Korean) (pdf)
* Percent and Proportion
** Percent.1.A (in Korean) (pdf)
* Round-off
** Round.1.A (in Korean) (pdf)
# Algebra II/Asymptotes

Rational Functions have vertical and horizontal "imaginary lines where a graph come close to but doesn't usually make contact or cross it" [aka] asymptotes. A vertical asymptote occur when x-values are undefined because they make the denominator equal to zero (0). In order to find the vertical asymptote, you must:
* Factor the denominator (if possible).
* Set each factor to 0.
* Solve
X = # will be the line of the vertical asymptote, represented as a vertical line. There may be one or more of these vertical asymptotes depending on the equation you're given.