OpenLLM-France/wikimedia huggingface dataset:
# Peak oil, energy, and society/Charlotte's page

Solar panels can be used for many things, including heating water, space heating, and electricity. The kind to make electricity is called a photovoltaic panel. It is made of silicon and has no moving parts. When the sun hits the solar cell, it converts it into electricity. Massachusetts Innovation Center has the largest collection of solar panels in New England on a renovated mill building in Fitchburg, Massachusetts. Their system has no batteries and is connected to the grid. One benefit is that they are somewhat energy independent. A downside is that on cloudy days or when the panels are covered with snow they can’t produce much electricity and so they still have to rely on the grid most of the winter.
# Peak oil, energy, and society/Frederick's page

Geothermal systems can heat and cool buildings by connecting them to the stable temperature of the earth. The technology found in the compressor of home refrigerators --in this application, called a "heat pump"-- is necessary for most geothermal systems. Refrigerators actually work by pumping heat out of the food compartment of the fridge; the heat is vented into the room, and the food cools down. A geothermal system drills a well deep into the earth, perhaps 100' down, perhaps 500'; at these levels, the temperature is always around 45 or 50 degrees. Some systems draw water from this deep well; other systems circulate water from the surface through closed pipes into the well and back out, allowing the water to become the same temperature as the earth. Either way, the water brought to the surface is sent to the heat pump. If the building needs to be heated, heat is pumped out of the water into the building; if the building needs to be cooled, heat is pumped out of the building into the water. The water is then recirculated back into the well where its temperature equalizes back to 45-50 degrees.
The Massachusetts Innovation Center in Fitchburg is currently heating an entire mill complex using geothermal systems of various sizes. You can view the proposal explaining the economic payoff of the installation here.
Another major geothermal installation in the Boston area will be at a retirement community in Dedham called NewBridge on the Charles. They plan to drill more than 400 wells, each 500 feet deep, using closed-loop piping. (Dedham Times, March 28, 2008, p. 14) See this TV news story about their plans.
# Pedagogy

Pedagogy, in its broadest interpretation, refers to the methods of teaching. However, historically, and more narrowly, the term refers to teaching children. Thus, alternative terms such as andragogy, to refer to how adults learn, and combined terms, such as humanagogy, heutagogy, and pedandragogy have been proposed to synthesise distinctions between child and adult learning.
# Pedandragogy

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
Pedandragogy is a term proposed by Samaroo, Cooper, and Green (2013) to synthesise pedagogy (child-focused teaching) and andragogy (adult-focused learning). Pedandragogy is proposed as an alternative to humanagogy (a whole new term not needed) and heutagogy (more focused on self-directed learning).
# Qubes OS/Qubes OS 4.0.4

This resource is dedicated to the Qubes OS point release 4.0.4. Helpful tips, troubleshooting etc.

## Bugs/Troubleshooting

* Network Manager Applet disappearing or not being visible in the tray.
This bug(how common?) can cause the Network Manager Applet to disappear. To make it appear again this command in a dom0 terminal has worked so far:
This command might show up as a result message after applying the above command:
...where sys-net had not been much updated from the 4.0.4 iso where the Fedora version was still fedora-32 in 2022-02-26.
# Quasicrystal

Quasicrystals are physical lattices with translational disorder that retain local, rotational symmetry.
Unlike quasicrystals, 'perfect' crystals have both translational and rotational symmetry, and are always close-packed:

## Quasicrystal Examples

Note in the EDP at left the broad diffraction spots and the diffuse halos surrounding each of the the diffraction spots. Notable also is the presence of mixed symmetries in the diffraction pattern, reflecting the presence of mixed local symmetries in the quasicrystal itself. The diffuse halos are the consequence of the low phase coherence for the atoms that `are not in precise register' in the quasicrystal.

## Technological Uses

* w:Quasicrystals
# Quasiaffine scheme/Codimension one/Introduction/Section

One can show that for an open affine subset $U\subseteq X$ the closed complement $Y=X\setminus U$ must be of pure codimension one ($U$ must be the complement of the support of an effective divisor). In a regular or (locally $\mathbb {Q}$)- factorial domain the complement of every effective divisor is affine, since the divisor can be described (at least locally geometrically) by one equation. But it is easy to give examples to show that this is not true for normal three-dimensional domains. The following example is a standard example for this phenomenon and it is in fact given by a forcing algebra.

## Example

Let $K$ be a field and consider the ring
    $R=K[x,y,u,v]/(xu-yv)\,.$
The ideal ${\mathfrak {p}}=(x,y)$ is a prime ideal in $R$ of height one. Hence the open subset $U=D(x,y)$ is the complement of an irreducible hypersurface. However, $U$ is not affine. For this we consider the closed subscheme
    ${\mathbb {A} }_{K}^{2}\cong Z=V(u,v)\subseteq \operatorname {Spec} {\left(R\right)}\,$
and $Z\cap U\subseteq U$. If $U$ were affine, then also the closed subscheme $Z\cap U\cong {\mathbb {A} }_{K}^{2}\setminus \{(0,0)\}$ would be affine, but this is not true, since the complement of the punctured plane has codimension $2$.
# Quechua stream

| Colombia | Ecuador | Peru | Bolivia | Chile | Argentina |
| República de Colombia | República del Ecuador | República del Perú | República de Bolivia | República de Chile | República Argentina |
| Ir al quechua sureño » Ir al quechua norteño (kichwa) » Ir al quechua ancashino » Ir al quechua huanca » ||||||

## Teachers / Level

* user:Luzmael / Beginner

## Students / Level

* user:Luzmael / Beginner
* Tony Escobar / Beginner
* User:Mojosaurus / Beginner
* Trinity507 / Beginner
* bwatson@laca.org/beginner
* Sam Phifer / Beginner
* Areitoyaya / Beginner

## Navigation

* Topic:Quechua
* Topic:South American Languages Division
# Sleep

Sleep is necessary for both humans and animals. Night is considered to be best for good sleep. Particularly dreamless sleep restores and recovers health more effectively than dreamy sleep does. Dreamless sleep is also called deep sleep. Adult humans need 6-8 hours of sleep per day. However, children and infants need more sleep than adults and elders do. Sleep deprivation causes many types of illnesses which result in a loss of efficiency and a deterioration in quality of life. Therefore, causes of sleep deprivation need be diagnosed and proper remedial/curative measures need be ensured.
It is believed that good dreams foretell the future in addition to replaying our past. But, unfortunately, very few people are able to interpret dreams. In the same way, very few people are able to forecast the future. Scientific and technological data may help improve interpretations regarding the near future.

## Stages

Further information: Neural oscillation
* Stage 1 (NREM): Stage between sleep and wakefulness, muscles are active and the eyes roll slowly, opening and closing moderately.
* Stage 2 (NREM): Theta activity; in this stage, it becomes harder to wake up the sleeper. In this stage, the alpha waves of the previous stage are interrupted by abrupt activity called sleep spindles and K-complexes.
* Stage 3 (NREM): This stage is called slow-wave sleep (SWS). SWS is initiated in the preoptic area and consists of delta activity. The sleeper is less responsive to the environment. Many environmental stimulations no longer produce any reactions.
* Stage 4 (REM): The sleeper now enters rapid eye movement (REM) where most muscles are paralyzed. An adult reaches REM approximately every 90 minutes. REM sleep occurs as a person returns to stage 1 from a deep sleep. The function of REM sleep is uncertain, but a lack of it will impair the ability to learn complex tasks.
This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Slope triangle/x^2-3x+5/Points 1 and 3/Exercise

Sketch the slope triangle and the secant for the function
    $f(x)=x^{2}-3x+5\,$
in the points $1$ and $3$.
# Slovak-Czech dissimilar terms

This list contains Slovak terms for which the Czech translation is morphologically dissimilar. For example, vidieť is not listed, since Czech vidět is similar enough. Similarly, we consider hodváb close enough to hedvábí, but this seems more of a borderline case. The list is of interest, since it is fairly selective: there are very many Slovak-Czech pairs that are morphologically similar.
The links in the following list point to the English Wiktionary.
* bielizeň – prádlo
* bocian – čáp
* bodkočiarka – středník
* bozk – polibek
* bozkať – líbat
* bosorák – čaroděj
* bravčové – vepřové
* cencúľ – rampouch
* cintorín – hřbitov
* cvikla – červená řepa
* černica – ostružina
* či – zda
* čučoriedka – borůvka
* čudný – divný
* čudovať sa – divit se
* dĺžeň – čárka
* dvojbodka – dvojtečka
* električka – tramvaj
* fajčiť – kouřit
* hoci – ačkoliv
* hrianka – topinka
* chalan – kluk
* klinec – hřebík
* konár – větev
* korenie – pepř
* korytnačka – želva
* kŕdeľ – hejno
* lopta – míč
* mačka – kočka
* mäkčeň – háček
* murár - zedník
* naozaj – opravdu
* nehnuteľnosť - nemovitost
* nohavice – kalhoty
* oblička – ledvina
* ohúriť – ohromit
* olovrant – svačina
* ozajstný – skutečný, opravdový
* paradajka – rajče
* počúvať – poslouchat
* ponuka – nabídka
* raňajky – snídaně
* rasca – kmín
* raž – žito
* robota – práce
* robotník – dělník
* rozprávka – pohádka
* rumanček – heřmánek
* smäd – žízeň
* sobáš – svatba
* spraviť – udělat
* správať sa – chovat se
* sprostý – hloupý
* svokor – tchán
* ťava – velbloud
* tehla - cihla
* topánky – boty
* úžera – lichva
* úžerník – lichvář
* vankúš – polštář
* vidiek – venkov
* vodič – řidič
* vravieť – říct
* vyzerať – vypadat
* žeriav – jeřáb
* žubrienka – pulec
# Spanish/Spanish One/SO-Lesson 1

User:Juan/Teacher availability/template
In this introductory lesson participants will download a version of the textbook and also install skype in order to communicate with an instructor. This will make it possible to meet the instructor on audio Skype. The second part of this lesson focusses on pronunciation and intonation.

## To do (teamwork)

Fullfil points in sequence from the top:
1) Download the pdf version of Spanish here: http://en.wikibooks.org/wiki/Spanish.
    -->you can also print it like a book
2) Print this text: Las Palmas de Gran Canaria
3) Download Skype from here: http://www.skype.org/intl/en/ and install it.
4) Register in skype and try to arrange an on-line meeting with an instructor.

### Introduction

5) Add an overview on Spanish language (150-200 words). Include language family, language history and development, where it is used, how many people use it, influence of other languages on Spanish vocabulary, a comment about Spanglish:
6) Describe the textbook used and methodology promised by instructor (50-100 words):

### On-line dictionary

7) Find a useful English-Spanish, Spanish-English dictionary, and list it down:
* http://wordreference.com/
* http://dictionaries.reverso.net/
* http://www.altavista.babelfish.com/
       You think Babelfish is a "dictionary"?--Juan 22:49, 5 February 2008 (UTC)

## For the next lesson (individual work)

* Fullfil 1-7.
* Read page 4 and and write an overview on Spanish summary in pronunciation section on your user page (e.g. [[User:E.T./Spanish pronunciation]]).
* Read pages 8,9.
* Listen several times to: Las Palmas de Gran Canaria with audio.

## Additional resources

* Las Palmas de Gran Canaria - printable version
* Las Palmas de Gran Canaria with audio
# Spanish/Verbs

* To help develop: (Start from #1 to add your own verb, or #5 to develop one!)
* Click on any letter.
* Click "Edit".
* Type *[[/verb/]]
* click, save page.
* click on your verb.
* Click "edit".
* Please use {{Spanish/VerbPage}} to develop a verb!
* Click Save.
* Develop!
* Home
* View All Verbs
* A B C D E F G H I J K L M N Ñ O P Q R S T U V W X Y Z
# Spanish/Verbs/B

* beber
* bailar
* bañarse
# Spanish/Spanish One/Lessons/Basic grammar structures

Spanish doesn't have a fixed order in the phrases. It can be either Subject, Verb, Object; Verb, subject, object... Almost any of them is correct and used.
The personal pronouns are
Yo - I Tú - You Él / Ella - He, She (there's no "it") Nosotros / Nosotras - We (men, women) Vosotros / Vosotras - You (men, women) Ellos / Ellas - They (men, women)
Nouns in Spanish can have two gendres, masculine or femenine. Depending on which gendre they belong to, and on whether they are singular or plural, all the adjectives they have next to them change. The determined article ("the) is:
el - masculine singular los - masculine plural la - feminine singular las - feminine plural
And the indefinite article (a):
un unos una (a) unas (some)
(in the same order)
Adjectives next to nouns also change. For example, the word "silla" which means "chair" is femenin. So, you can say:
La silla (the chair) Las sillas (the chairs) Una silla (a chair) Unas sillas (the most exact translation would be "some" chairs)
Note that there's no plural or gendre mark in English for adjectives. Also note that the plural of the word is made by adding an -s. This way of making a plural is the most common. In case the word ends in a consonant, and it would be difficult to pronounce it with an -s at the end, we add -es.
Normally, you can guess the gendre of a word by looking at the end. If it ends in -a, it will NORMALLY be feminine, and if it ends in -o, it will be NORMALLY masculine. There are loads of exceptions,and the gendres will have to be learned together with the words in most of the cases. I'll write the gendres here anyway.
I'll give an example of how adjectives change depending on the noun they go with. We'll use "silla" and "cómoda" (comfortable).
La silla cómoda (the comfortable chair) Las sillas cómodas (the comfortable chairs) Una silla cómoda (a comfortable chair) Unas sillas cómodas (some comfortable chairs)
Notice that in Spanish, the order between an adjective and its noun is Noun + adjective, it's different from English. But if there's a determiner, the order is Determiner + Noun + Adjective. This is no rule, but it's the way everyone says it. If you change the order and put everything before the noun, it will be correct too, but it sounds extremely poetic, and people don't speak that way.
# Spanish/Spanish One/Resources

* Spanish One
| Curriculum | Students | Assignments | Resources | Vocabulary | Calendar |
* Spanish One Resources
* Culture
Resources :
| ESPN Deportes | Univision | Cheat Sheet | Las Palmas de Gran Canaria |
* Dictionary
Resources :
* Spanish Dictionary
# Spanish/Spanish One/Vocabulary

* Spanish One
| Curriculum | Students | Assignments | Resources | Vocabulary | Calendar |
* Spanish One Vocabulary
* Lesson One
Vocabulary Lesson :
¿De dónde + ser...?
Where is ... from?
Ser de ...
To be from ...
el/la amigo/a
the friend
la chica
the girl
el chico
the boy
el muchacho
the boy/guy
la muchacha
the girl
la familia
the family
el niño
the (little) boy
la niña
the (little) girl
SER
To be
Soy
I am
Eres
You are
Es
He/she is/You (formal) are
Somos
We are
Sois
You all (y'all) are (informal)
Son
They are/You all are
la mujer;
the woman
el hombre
the man
Me llamo ...
my name is ...
¿Cómo estás?
How are you (informal)?
¿Cómo está usted?
How are you (formal)?
¿Qué tal?
What's up?
bien
well
asi asi
So-so
terrible
terrible
gracias
thank you
de nada
you're welcome
Aqui
here :
# Spanish/Spanish Three/Exact pronunciation

This is a page designed for students to improve and develop their spanish pronunciation. In this part of the course, we will be using IPA (International Phonetic Alphabet) in order to make learning how to pronounce the spanish language easy, effective and exact, and to reduce the accent a student may have when speaking. If there are any objections to this page, then please discuss.

## Contents

* Introduction
** What is IPA?
** Learning Spanish with IPA
* Vowels
** Pure Vowels
** Semi-vowels
* Consonants
To learn more about Spanish phonology, please look at Wikipedia:Spanish phonology.
To hear IPA audio, please go to https://www.paulmeier.com/ipacharts.
Click here to go back.
# Spanish/Verbs/A

* almorzar
* amar
* ampliar
* andar
* animar
# Spanish/Spanish Three/Exact pronunciation/Vowels

This page is designed to help students learn to pronounce the spanish vowels, and reduce their accent. In this part of the course we will be learning about the vowels that appear in standard castillano spanish, and learn how to pronounce them correctly with as little of an accent as possible. This unit consists of pure vowels and semi-vowels.

## Lessons

* Lesson on Pure Vowels
* Lesson on Semi-vowels
To learn more about vowels, please go to [[[w:Vowel]]]. To learn about semi vowels, please go to [[[w:Semivowel]]].
Click here to go back.
# Spanish/Spanish One/Lessons/Basic Vocabulary

* Spanish nouns (sustantivos)
* Spanish adjectives (adjetivos)
* Spanish adverbs (adverbios)
* Spanish pronouns (pronombres)
* Spanish prepositions (preposiciones)
# Quantum physics

* Physics portal
* Mathematics portal

## Welcome

* Welcome to Wikiversity, Quantum physics!
* You can contact us with questions at the colloquium or get in touch with me personally if you would like some help.
* Remember to sign your comments when participating in discussions. Using the signature icon makes it simple.
* We invite you to be bold and assume good faith. Please abide by our civility, privacy, and terms of use policies.
* To find your way around, check out:
* Introduction to Wikiversity
* Take a guided tour and learn
* Browse or visit an educational level portal: pre-school | primary | secondary | tertiary | non-formal
* Explore links in left-hand navigation menu
* Read an introduction for teachers
* Learn how to write an educational resource
* Find out about research activities
* Give feedback about your observations
* Discuss issues or ask questions at the colloquium
* To get started, experiment in the sandbox or on your userpage.
* See you around Wikiversity! --~~~~
# Quasiaffine scheme/Affine/Superheight 1 and finitely generated section ring/Fact

Let $R$ be a noetherian commutative ring and let $I\subseteq R$ be an ideal and $U=D(I)\subseteq X=\operatorname {Spec} {\left(R\right)}$. Then the following are equivalent.
* $U$ is an affine scheme.
* $I$ has superheight $\leq 1$ and $\Gamma (U,{\mathcal {O}}_{X})$ is a finitely generated $R$-algebra.
# Quantum mechanics/Wavepackets
## Wavepackets

created by w:User:Farhan babra
In quantum mechanics, when a particle is not subjected to any external force (i.e., it exists in a region of constant potential, which can always be chosen to be zero, because one has the freedom of assigning zero potential to all points in space), the free Schrödinger equation describing it is given by
    $-{\frac {\hbar ^{2}}{2m}}\nabla ^{2}\ \psi (\mathbf {r} ,t)=i\hbar {\frac {\partial }{\partial t}}\psi (\mathbf {r} ,t)~,$
which, in one dimension, has the general solution of the form
    $\psi (x,t)=Ae^{i(kx-\omega t)}~.$
This represents plane waves. These plane wave solutions are not normalisable because the resulting probability density is uniform everywhere. The Hamiltonian commutes with the momentum operator ${\hat {p}}$, whose eigenfunctions are $e^{ikx}$. There exist two methods of constructing normalisable solutions (wave functions). First, one may restrict the wave functions within a region (see Particle in a box).
Another way is to take linear combinations of plane waves with several k (momenta), called wave packets,
    $\psi (x,0)={\frac {1}{\sqrt {2\pi }}}\int _{-\infty }^{\,\infty }\phi (k)~e^{ikx}\,dk$.
where $\phi (k)\,$ is the wave function of the same particle in the momentum basis. The $\psi (x)\,$ can be normalised by choosing appropriate $\phi (k)$'s. $\phi (k)\,$ and $\psi (x)\,$ constitute a Fourier transform pair for t=0 (we are given the wave packet at some t, which can be taken to be zero, and asked to determine the wave function at a later time). One may check that both are normalised by the application of Plancherel theorem.
If we require to localise the particle in some finite region, we need some of the coefficients $\phi (k)$ to be non-zero, i.e., a superposition of waves with different k's. Therefore, the more precise the location of particle, the more plane waves needed with a wide range of momenta, the less precise the momentum of the particle — the Heisenberg Uncertainty inequality.

### Evolution of wave packet

Each energy eigen­function evolves by acquiring a phase factor $e^{i\omega (k)t}$, where $\omega (k)={\frac {\hbar ^{2}k^{2}}{2m}}\,$ corresponds to the energy eigenvalue associated with k. The eigenvalue $\omega (k)\,$ can have a more complex form if the particle encounters a different potential, potential barrier, for example. Ascribing this time factor to each constituent eigenfunction, yields the travelling wave packet.
    $\psi (x,t)={\frac {1}{\sqrt {2\pi }}}\int _{-\infty }^{\,\infty }\phi (k)~e^{i(kx-\omega (k)t)}\,dk$.
Suppose the wave packet is peaked around at some particular k; expanding $\omega (k)\,$ around its vicinity and retaining up to two terms, yields a moving wave packet (the envelope of plane waves) with a group velocity
    $v_{g}={\frac {\partial \omega }{\partial k}}\,$.
By contrast, each plane wave travels with the corresponding phase velocity $v_{p}={\frac {\omega }{k}}\,$. The group velocity, i.e., the apparent velocity of wave packet with which it travels, is twice the phase velocity, the velocity of the constituents.
# Set theory/Subset/Definition

Let $T$ and $M$ denote sets. $T$ is called a subset of $M$ if every element of $T$ is also an element of $M$.
# Set up a professional blog and YouTube channel
## Create a blog

1. Create a Blogger site http://www.blogger.com/home
How to: http://www.youtube.com/user/BloggerHelp
2. Write down your blog URL (eg. http://myblog.blogspot.com): ____________________________________________
3. Write a blog post about yourself, sport involvement and coaching experience.
4. Write a new post about your experience setting up a Youtube channel...

## Create a YouTube channel

1. Create an account on Youtube: http://www.youtube.com/
How to: http://www.google.com/support/youtube/
2. My YouTube Channel URL (eg. http://youtube.com/user/myusername: ____________________________________________
3. Find a video on YouTube of a great sporting performance, and favourite that video
How to: http://www.google.com/support/youtube/bin/answer.py?hl=en-uk&answer=95392
4. Add that video to a playlist of your own
How to: http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=57792
5. Embed the video in a post to your blog and write about why you like it.
How to: http://www.google.com/support/blogger/bin/answer.py?hl=en&answer=80767
# Set theory/Simple rules/Exercise

Let $A,B$ and $C$ denote sets. Prove the following identities.
    $A\cup \emptyset =A\,,$
    $A\cap \emptyset =\emptyset \,,$
    $A\cap B=B\cap A\,,$
    $A\cup B=B\cup A\,,$
    $A\cap (B\cap C)=(A\cap B)\cap C\,,$
    $A\cup (B\cup C)=(A\cup B)\cup C\,,$
    $A\cap (B\cup C)=(A\cap B)\cup (A\cap C)\,,$
    $A\cup (B\cap C)=(A\cup B)\cap (A\cup C)\,,$
    $A\setminus (B\cup C)=(A\setminus B)\cap (A\setminus C)\,.$