OpenLLM-France/wikimedia huggingface dataset:
# Radiation/Electromagnetics/Quiz

Electromagnetic radiation is a stand-alone lecture. It overlaps areas such as radiation astronomy, radiation chemistry, radiation biology, and radiation physics. There are aspects included in the various health sciences and medicine. It is included in the department of radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on electromagnetic radiation 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 {{principles of radiation astronomy}} and {{physics resources}} templates. 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

* The electromagnetic radiation doses received by NASA and RSA astronauts probably are not the cause of the medical symptoms of spaceflight.
* Gamma rays may hold the key to conversion of electromagnetic radiation back into matter.
# Radiation/Analysis/Quiz

Radiation analysis is a lecture regarding an approach to radiation detected coming from astronomical locations. It is a lecture from the radiation astronomy department.
You are free to take this quiz based on radiation analysis 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 {{principles of radiation astronomy}} 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

* Analysis is often used to look at astronomical phenomena but not allowed as yet by physicists regarding superluminal radiation.
# Radiation/Meteors/Quiz

Meteor radiation is a lecture. It is also a new lecture for the radiation astronomy department course on the principles of radiation astronomy.
You are free to take this quiz based on meteor radiation 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 {{principles of radiation astronomy}} 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

* Meteors range in size from galaxy clusters to dust grains and molecular clusters.
# Prosthodontics

* Click to return to School of Dentistry
Lectures:
* Prosthodontics/Impressions
* Prosthodontics/Copy technique
* Prosthodontics/Overdentures
# Protective relays

1. The 3 most imp. characteristic for any relay:
i. Pickup Current value ii. Time Delay iii. Relay Coordination is ultimately determined by the type of Grounding used in Distribution Systems: a. Isolated/ Unearthed Neutral b. Impedance-earthed Neutral c. Solidly (or low impedance) earthed Neutral- In this, the network is generally earthed on the Neutral of an i/coming delta/star tx.former. When this neutral is not accessible, the network is earthed either through and zig-zag tx.former or through a star/delta tx.former connected to the main busbar.
2. When a Fault occurs, Electrodynamic and Thermal stresses built up.
3. For an Induction. motor, a starting current of 6 times the Rated Current(Full Load Current) and a Locked Rotor Resistance, R1 of 3 times the R0 (Running Resist.) causes I2 * r to be 6 X 6 X 3 or 108 times normal.
4. All the elements of the universal relay are organized under the application of
Feeder Motor Breaker
5. Feeder application group: It provides 3 separate sets of Instantaneous, Definite-Time & Inverse-Time elements.
Instantaneous: Their operating time does not depend upon the current level. It responds to Phase current and provides conventional Phase fault protection.
Definite-Time OR Independent Time relays: Their operating time depends on the current level. It responds to Negative-Sequence Current and provides Phase to Phase fault protection.
Application: Independent Time relays are used when the short-circuit level is very high OR when short circuit current is likely to vary widely at and given point (eg- when and the network is supplied from small generators whose short circuit decrement curve falls off rapidly.)
Inverse-Time OR Dependent Time relays: It responds to Residual Current and provides conventional ground fault protection.
Application: Dependent Time relays are used when:
i. The operation of the network includes high-level short-time overloads. ii. Magnetizing inrush currents at switch-on may be considered for several tenths of and second. iii. Relay operation must be coordinated with a large no. of fuses.
6. Motor application group: It shares the Phase, Negative-Sequence, and Ground Instantaneous and Definite-Time elements to protect the motor of winding faults or faults in the connecting leads. Another element, responding to both Positive-Sequence & Negative-Sequence current, provides for Overload, Locked rotor, or unbalanced current conditions
# Practical Christian Theology
## Christian studies

* Division of Christian Studies
** Department of Biblical Studies — includes topics like Ancient Hebrew and the Book of Genesis
*** Center of Biblical Languages
*** Center of Biblical Translation
*** Center of Biblical Survey
** Department of Christian Apologetics — includes topics like a Defense of the Resurrection
** Department of Historical Christian Theology — includes topics like the Ante-Nicene Fathers
** Department of Practical Christian Theology
** Department of Systematic Christian Theology
** Department of Traditional Christian Theology — includes topics that are relevant primarily to particular traditions
*** Center for Roman Catholic Studies
*** Center for Reformation Studies

## Practical Christian Theology

This department is here to develop Christian theology learning resources through practical means. Many good and above average learning resources and Bible study tools have been created at Wikiversity. Our focus is two-fold: Content and community.
   * North Central University: Topics in Biblical Justice

### Content development

Like Wikipedia:WikiProject Christianity our job is to find, list, link, prioritize, categorize, and organize existing Wikiversity content.
Categories within scope: Christianity, Biblical studies, ...
Main articles (main namespace): Christianity, Bible, Jesus, ...

### Learning community development

As practical Christians, we know the importance of working together as a functioning team "forsaking not the assembly". We're not suggesting anything like the "Church of Wikiversity" but we would like to organize content developing groups (School:Theology, Portal:Christianity, etc.) into a communicationally integrated whole, thus practicing the core Christian principle of Koinonia. We should also work to establish a context of scholarly ethics, excellence and civility within Wikiversity:Culture as a community of practice.
Content development groups (School namespace): School:Theology, ...,
Content development groups (Topic namespace):
* Portal:Christianity
* Portal:New Testament Greek
* Portal:Systematic Christian Theology

## Participation

The core Christian principle of Koinonia involves participation.
* My Little children, let us not love in word, neither with the tongue; but in deed and truth. 1John 3:18

### Active participation

Please sign up here:
* CQ 16:26, 7 July 2009 (UTC)
* DErnestWachter, email:dewnada@icloud.com

### Merit system

Certain editors have made vital contributions but are too humble to take credit. The histories of articles tell the truth and it's OK to institute a Practical Barnstars or Kudos merit system.
Kudos:
* κῦδος for the {{bibleverse}} template and for starting this department.

## Bible Tools

{{bibleverse}}

## Learning resources

Bible, English, King James, According to the documentary hypothesis
# Practical Nutrition

This course is designed to provide students with a comprehensive understanding of practical nutrition principles and their application in real-life settings. Students will learn how to make informed dietary choices, develop meal plans, and promote a healthy lifestyle for themselves and others.

## Outline

* Why Does Nutrition Matter?
* Macronutrients
** Carbohydrates
** Fats
** Proteins
** Application
* Micronutrients
** Vitamins
*** Fat-Soluble
*** Water-Soluble
** Minerals
** Application
* Special Dietary Considerations
** Sports Nutrition
** Veganism
** Vegetarianism
** Vegetarianism
** Fad Diets
** Females
** Males
** Children
** Babies
# Practical Nutrition/Special Topics/Food Combinations

| Combo | Benefits | Examples |
| Vitamin D + Calcium | Vitamin D helps absorb, carry, and deposit calcium into our bones. Combining vitamin D rich foods with calcium-rich foods will boost absorption of calcium. | Vitamin D fortified milk or yogurt, salmon/tuna + broccoli/kale, eggs + cheese |
| Vitamin D + Healthy Fats | Since Vitamin D is fat-soluble—meaning it needs fat to be absorbed—pairing Vitamin D-rich foods with high-quality fat can increase your absorption of vitamin D. | Almonds, eggs, avocado, salmon |
| Non-heme iron + vitamin C | Vitamin C boosts absorption of non-heme (plant) iron. Heme iron comes from animal sources, while non-heme comes from plants. | Iron-fortified cereal + orange juice, |
| Vitamin B12 + acidic food | In response to hunger, humans produce hydrogen chloride which can assist in B12 and protein absortion. Adding acidic foods can boost acid content in the stomach resulting in even better absortion. | Vitamin D fortified yogurt or milk + berries |
| Probiotics + prebiotics | | |

## More examples

* Salmon (vitamin D and healthy fats) with kale (calcium) and lemon dressing (vitamin C)
* Scrambled eggs (vitamin D) with cheese (calcium) and spinach (iron)
* Smoothie with yogurt (calcium), banana, almond butter (healthy fats), and fortified plant-based milk (vitamin D)
* Salad with tuna (vitamin D and healthy fats), lettuce, tomatoes, olives, and feta cheese (calcium)
* Toast with avocado (healthy fats), egg (vitamin D), and a sprinkle of chia seeds (healthy fats)
# Practical Nutrition/Why Does Nutrition Matter?

The nutrients we put into our bodies influence our day-to-day lives—even if we don't realize it. From regulation of bowel movement to energy for sports, nutrition plays a role. At first, nutrition seems simple but in reality it's very nuanced. The course is termed "Practical Nutrition," the "Practical" part is to emphasize that how the class is applied into different students lives will vary. Some people need more of a certain food or nutrient than others. So, we'll aim to cover specific cases of what to eat and what to not eat, and when those adjustments are most applicable.
First, we'll need to learn the fundamentals of what makes up our foods. Click the continue button to continue to the next section.
Continue ➡️
# Practice: Expressing Linear Equations As Matrices

This page contains practice exercises for expressing linear equations as matrices.
| 1. Express the following set of linear equations as a matrix. ${\begin{aligned}2x+4y=6\\2x+6y=8\end{aligned}}$ solution ${\begin{bmatrix}2&4\\2&6\end{bmatrix}}{\begin{bmatrix}x\\y\end{bmatrix}}={\begin{bmatrix}6\\8\end{bmatrix}}$ 3. Express the following set of linear equations as a matrix ${\begin{aligned}4a-b=4\\5a-2b=2\\a+3b=4\end{aligned}}$ solution ${\begin{bmatrix}4&-1\\5&-2\\1&3\end{bmatrix}}{\begin{bmatrix}a\\b\end{bmatrix}}={\begin{bmatrix}4\\2\\4\end{bmatrix}}$ | 2. Express the following set of linear equations as a matrix ${\begin{aligned}2x_{1}+x_{2}+7x_{3}=5\\x_{1}+x_{2}+5x_{3}=3\end{aligned}}$ solution ${\begin{bmatrix}2&1&7\\1&1&5\end{bmatrix}}{\begin{bmatrix}x_{1}\\x_{2}\\x_{3}\end{bmatrix}}={\begin{bmatrix}5\\3\end{bmatrix}}$ 4. Express the following set of linear equations as a matrix ${\begin{aligned}3r-s+t=10\\2r+4t=11\\15r=0\end{aligned}}$ solution ${\begin{bmatrix}3&-1&1\\2&0&4\\15&0&0\end{bmatrix}}{\begin{bmatrix}r\\s\\t\end{bmatrix}}={\begin{bmatrix}10\\11\\0\end{bmatrix}}$ |
# Practice Cataloging of Information in Library
## Learning Contents Summary

The contents of Practical Cataloguing of information in Library as a learning resource is to expose librarians and library students to the concept of Cataloguing of information. This course material serves as an avenue for learners from diverse academic disciplines to acquire knowledge on how libraries and archival centers, catalogue their information resources like books for easy retrieval.

## Goals

At the end of this study, learners should be able to:
* understand the definition of cataloguing in the Library ,
* Identify the types of cataloguing; and
* Understand what AACR is all about in library.

## The Concept of Cataloguing in the Library

cataloguing is a processing of describing the library materials in such a way that, the material could be searched and identified in the collection. The process of creating metadata that reflects information resources like as books, videos, sound recordings, articles, documents, and maps is known as cataloging. This is done in accordance with the cataloging guidelines. a catalogue in the library profession is the listing of the entire collection in a definite order. it is the description and the listing of books or any library materials for the purpose of identification when searched. A library catalog is a record of all knowledge resources found in a library or a group of libraries located in different locations. A catalog is analogous to a book's index. When essential information may be found by searching the index rather than reading every page of the book, the catalog provides rapid information on where the desired book or music CD is available in the library. An idea Library catalog should be able to describe the library resources in a way that patrons can distinguish each particular book from others in the collections. the description may includes the author name, the title, the edition, publishers and year of publication of the items.

## Purpose of Cataloging

the fundamental purpose of cataloguing in the library is as follows:
* To locate and retrieve the required knowledge resources easily
* To save the efforts and time of the patrons and staff
* To manage the library collections effectively
* To assist the users with alternative knowledge resources
# SPIR608 Political Simulations and Gaming/2011/Week 12
## Links

Photos of Week 12 final assessment of Prototype Political Simulations.
# Riemann integrability/Elementary properties/Fact

Let $I=[a,b]$ denote a compact interval, and let $f,g\colon I\rightarrow \mathbb {R}$ denote Riemann-integrable functions. Then the following statements hold.
* If $m\leq f(x)\leq M$ holds for all $x\in I$, then $m(b-a)\leq \int _{a}^{b}f(t)\,dt\leq M(b-a)$ holds.
* If $f(x)\leq g(x)$ holds for all $x\in I$, then $\int _{a}^{b}f(t)\,dt\leq \int _{a}^{b}g(t)\,dt$ holds.
* The sum $f+g$ is Riemann-integrable, and the identity $\int _{a}^{b}(f+g)(t)\,dt=\int _{a}^{b}f(t)\,dt+\int _{a}^{b}g(t)\,dt$ holds.
* For $c\in \mathbb {R}$ we have $\int _{a}^{b}(cf)(t)\,dt=c\int _{a}^{b}f(t)\,dt$.
* The functions ${\max {\left(f,g\right)}}$ and ${\min {\left(f,g\right)}}$ are Riemann-integrable.
* The function $\vert {f}\vert$ is Riemann-integrable.
* The product $fg$ is Riemann-integrable.
# Riemann integrability/Elementary properties/Fact/Proof/Exercise

Let $I=[a,b]\subseteq \mathbb {R}$ be a compact interval and let $f,g\colon I\rightarrow \mathbb {R}$ be two Riemann-integrable functions. Prove the following statements.
* If $m\leq f(t)\leq M$ for all $t\in I$, then
    $m(b-a)\leq \int _{a}^{b}f(t)dt=M(b-a)\,.$
* If $f(t)\leq g(t)$ for all $t\in I$, then
    $\int _{a}^{b}f(t)dt\leq \int _{a}^{b}g(t)dt\,.$
* We have
    $\int _{a}^{b}f(t)+g(t)dt=\int _{a}^{b}f(t)dt+\int _{a}^{b}g(t)dt\,.$
* For $c\in \mathbb {R}$ we have $\int _{a}^{b}cf(t)dt=c\int _{a}^{b}f(t)dt$.
# Riemann Integral/e^x/0 to 1/Explicit via staircase integrals/Exercise

Show (without using primitive functions)
    $\int _{0}^{1}e^{x}dx=e-1\,.$
# Riemann-integrable/Nonnegative/Continuous in a point with positive value/Positive integral/Exercise

Let $f$ be a Riemann-integrable function on $[a,b]$ with
    $f(x)\geq 0\,$
for all $x\in [a,b]$. Show that if $f$ is continuous at a point $c\in [a,b]$ with $f(c)>0$, then
    $\int _{a}^{b}f(x)dx>0\,.$
# Rice toppings
## Dal Curry

This traditional Indian dish, normally served as a rice topping, involves common ingredients such as lentil or dal in Indian culture. The variety of lentils available each hold a unique taste which you can find in your local Indian store. Experimentation is a good thing in this recipe for a combination of two or more lentil types may be used for an exotic taste.

#### Ingredients

* 100g lentil (Thoor, Moong, etc)
* 1 onion coarsely chopped (red preferably)
* 1 tomato coarsely chopped
* 2-3 whole garlic cloves
* 2-3 Kashmiri red chilies (Sabut mirch)
* 1/2 tsp mustard seeds
* 1/4 tsp turmeric powder (Haldi powder)
* 1/2 tsp chili powder
* 1/2 tsp salt
* vegetable cooking oil
* 10-12 curry leaves
* 1 tsp finely chopped coriander leaves
* Asafoetida powder

#### Instructions

In a pressure cooker or cooking vessel, add the dal, turmeric, 1/2 tsp oil, and 3-4 cups of water (depending on whether you want a thick or thin consistency). Cook dal for 30 minutes. Once the dal is semi solid to the touch, remove from heat and keep aside. In a pan, on medium heat, fry the garlic and onion in 2 tsps of oil till the onion is translucent. Next, add the chopped tomato. After 3 minutes, add the chili powder and salt. Continue frying until the fat separates or the consistency is similar to mashed potatoes'. Add the cooked dal and bring to a boil, remove from heat, and set aside. For tempering, place 1/2 tsp oil in a shallow pan and heat till smoking. The oil should be hot enough to pop the mustard seeds. Add said mustard seeds, curry leaves, chilies, and a pinch of Asafoetida powder. Remove within 20 seconds and add the contents to the dal. Garnish with the coriander and serve.
# Rhythm

Musical Rhythm has been defined in different ways and from different perspectives along the History of music theory. However, all the definitions agree that it is closely linked with the temporal dimension of music. A broad definition that could be applied in all the musical genres and styles is that rhythm is the organization of events in time.

## Perception of Rhythm and Metrical Structure

The regularity of beats in tonal music allowed the emergence of different ways of understanding rhythm from hearing in this type of music.
One of the most applied ways of thinking about rhythm in tonal music analysis by means of perception has been linked with metrical structure. This is a hierarchical and multilevel structure of beats underlying musical sounds that determines the conditions of metric stability of sounds. Thus, the succession of isochronous beats forms a pulse, but pulses are not always explicit in music, they are a mental construction made from minimum signs that are presented in music, such as musical sounds. In this structure, one of the pulses has more relevance, because it helps listeners to configure and understand rhythm. That pulse has been called tactus, and it is usually the pulse that dancers use to make their steps and orchestra directors take to move their batons and communicate with musicians. Generally, tactus is among 70 and 120 beats per minute (bpm), but selection of tactus may vary depending on many factors, like listeners experience, type of music usually listened, instrument played, etc. From this basic level of beats the metrical structure is built mentally, with subordinate (faster) and superordinate (slower) pulses.
In points where the columns of beats are taller the stability of sounds will be higher, and vice versa. Another important issue to understand the metrical structure and its link with rhythm is the way that adjacent levels are related. Every level includes another level and/or is included in another level, and their relationship is only 2 by 1 (2 beats of the subordinate level by each one of the superordinate level) or 3 by 1 (3 beats of the subordinate level by each one of the superordinate level). Thus, the relationship among adjacent levels could be binary or ternary exclusively. To understand rhythm in a particular piece of music, the priority relationship is between tactus and subtactus (adjacent subordinated level to tactus).
# Riemann integrability/Elementary properties/Fact/Proof2

For (1) to (4) see exercise. For (5) see exercise. (6) follows directly from (5), because of $\vert {f}\vert ={\max {\left(f,-f,\right)}}$. For (7), see exercise.
# Riemann integrability/Elementary properties/Maximum/Fact/Proof/Exercise

Let $I=[a,b]$ denote a compact interval and let $f,g\colon I\rightarrow \mathbb {R}$ denote Riemann-integrable functions. Show that also ${\max {\left(f,g\right)}}$ is Riemann-integrable.
# QB/b velocityAcceleration

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863392 for a wikitext version of this quiz.
# QB/b waves PC

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863393 for a wikitext version of this quiz.