OpenLLM-France/wikimedia huggingface dataset:
# Farsi I/Family Vocabulary

       means family
       means father
       means mother
       means brother
       means sister
       means grandfather
       means grandmother
       means uncle (mother's brother)
       means aunt (mother's sister)
       means father's brother
       means father's sister
# Fashion

Fashion is a style that is accepted and used by the majority of a group at any one time for a substantial period. They tend to grow slowly, remain popular for a while, then decline slowly. There are certain seasons for fashion like the weather. Fashion is an important part of everyday life and has to do with everyone since everyone wears clothes.

## High fashion

It refers to those styles or designs accepted by a limited group of fashion leaders-elite class-who are first to accept fashion change. These articles are sold in low quantity but at outrageous prices to socialites, entertainers and fashion innovators.
High fashion refers to fashion produced by established fashion houses. High fashion has its foundation in the haute couture traditions of Europe in general, Paris, France in particular.
High fashion maintains time honoured traditions of handwork; the quality of textiles and trims used; creating unique textiles for the fashion house; and being at the forefront of trendsetting. The aforementioned factors contribute to the high cost of garments produced seasonally. Primarily as a result of the cost of garments, high fashion houses have a limited pool of customers which they serve. This pool of customers generally includes members of high society, celebrities and high net worth individuals.
In order to be more accessible to a wider consumer base, high fashion brands often have diffusion lines. Diffusion lines are often less expensive than the high fashion lines, due to the use of less expensive textiles or less labour intensive techniques.

## Mass fashion/volume fashion

Mass produced fashion, fast fashion or retail fashion are those apparel items which conform to fashion trends introduced by the high fashion industry.
Mass produced fashion, although emulating colour and/or silhouette of high fashion, is usually produced using less expensive fabric and less labour intensive techniques in order to be accessible to the retail or mass consumer market. Furthermore, depending on the regional consumer base, local designers might adjust the style in order to satisfy mores of modesty, practicality or particular climate conditions of the local consumer base. These adjustments might be related to fabrication (materials and trims) or style (necklines, hemlines, fit).
# Fashion Design/How to Dress Fashionably

1. Look in fashion magazines and notice how the models are wearing the clothes. Is the model wearing her boots over her pants or under?
2. Find out what line of clothes it is. Are the clothes the Juicy Couture's Spring fashion line or are they the Autumn Fashion line? Usually, it doesn't really work when you wear autumn clothes in Summer.
3. Find your inner fashion designer. What colors clash and what colors work like two peas in a pod. Sometimes you can put an outfit together by taking a picture of you, draw clothes, and cut them out and see if they look good on your "paper doll self."
4. Ask your friends. Sometimes the best ideas come from others. Ask people around your neighborhood and ask what they think the word 'fashion' means to them. Also, browse around mags and cut out the outfits that you like and paste them to paper.
5. Browse! You can get inspiration from what people are wearing. If you like a person's style, observe how they wear their certain style. If they are wearing a scarf thrown over their shoulders artfully. Imagine if you'd look good in that style. If you are ou-going, ask that person where they buy their clothes.
6. Search! Go to your fave search website such as Google or Yahoo. Go to "images" and search"supermodels."You'll get great ideas and you'll save yourself the extra money from magazines. Remember to add the date and season like,"models spring, 2007"
# FastAPI

FastAPI is a web framework for developing RESTful APIs in Python. FastAPI is based on Pydantic and type hints to validate, serialize, and deserialize data, and automatically auto-generate OpenAPI documents. It fully supports asynchronous programming and can run with Uvicorn and Gunicorn.

## See Also

* Server-Side Scripting
* Wikipedia: FastAPI
# Knowledge transfer/UK
## What is knowledge transfer?

Knowledge transfer is a system of support, operated by the UK knowledge transfer policy bodies, that aims to stimulate socially and economically productive interactions between higher education institutions and other communities. Ideas about knowledge transfer as a process are also undergoing great change; a shift that recognises the multiple facets of knowledge transfer, and knowledge transfer as a conversation, in many different stages of the research process.
RCUK, Department for Innovation, Universities and Skills (DIUS, previously OSI) and the Research Councils view knowledge transfer thus: (STFC 2007):
“The UK Research Councils seek to accelerate the two-way flow of people and ideas between the research environment and wider economy, and thereby contribute to national prosperity, the quality of life of UK citizens, and cultural enrichment of our society. Knowledge Transfer encompasses the systems and processes by which knowledge, expertise and skilled people transfer between the research environment (universities, centres and institutes) and its user communities in industry, commerce, public and service sectors.”
The most recent policy documents acknowledge that policy communities, as well as industry, can be involved in knowledge transfer. "Effective knowledge transfer requires specific institutional arrangements to pass knowledge from research establishments into wealth-creation and public policy-making, and an infrastructure of intellectual property rights, standards and metrology" (HM Treasury 2007).

## UK policy organisations with an interest in Knowledge Transfer

This page highlights the UK policy organisations with an interest in knowledge transfer.

## Funding for Knowledge Transfer

For institutions:
Public Sector Research Exploitation (PSRE) Fund This has invested £50 million in a diverse range of organisations to commercialise their research (HM Treasury 2007), establishing at least 12 new companies, which themselves have attracted over £14 million of third party funds and now employ more than 90 new staff (HM Treasury 2007). PSRE funds have also supported the NHS Innovation Hubs in England, which are designed to help translate ideas emerging from the NHS’s R&D budget and the practical experience of its 1.3 million staff into commercial products and improved patient care (HM Treasury 2007).
Higher Education Innovation Fund (HEIF)
Knowledge Exploitation Fund
Knowledge Transfer Grant
For departments:
For individual research fellows:
For students:
For members of the public, small businesses or other non-academic groups:

## Resources for Knowledge Transfer

The British Library Business & IP Centre offers free onsite access to an enormous range of subscription databases, including Global Market Information Database, Euromonitor International, Thomson Business Intelligence and print publications covering market research, financial & company data, patents and trademarks. Anyone with a British Library Visitor's Pass can use these resources from the British Library in London.
# Koch snowflake/Recursive/Description/Example

The Koch snowflakes are given by the sequence of plane geometric shapes $K_{n}$, which are defined recursively in the following way: The starting object $K_{0}$ is an equilateral triangle. The object $K_{n+1}$ is obtained from $K_{n}$ by replacing in each edge of $K_{n}$ the third in the middle by the corresponding equilateral triangle showing outside.
# Knowledge transfer

Knowledge transfer (KT) takes place in four stages:
* raising awareness
* gaining agreement
* fostering adoption
* maintaining adherence
# Koch snowflake/Recursive/Description/Area convergence and length divergence/Example

The Koch snowflakes are given by the sequence of plane geometric shapes $K_{n}$, which are defined recursively in the following way: The starting object $K_{0}$ is an equilateral triangle. The object $K_{n+1}$ is obtained from $K_{n}$ by replacing in each edge of $K_{n}$ the third in the middle by the corresponding equilateral triangle showing outside.
Let $A_{n}$ denote the area and $L_{n}$ the length of the boundary of the $n$-th Koch snowflake. We want to show that the sequence $A_{n}$ converges and that the sequence $L_{n}$ diverges to $\infty$.
The number of edges of $K_{n}$ is $3\cdot 4^{n}$, since in each division step, one edge is replaced by four edges. Their length is $1/3$ of the length of a previous edge. Let $r$ denote the base length of the starting equilateral triangle. Then $K_{n}$ consists of $3\cdot 4^{n}$ edges of length $r{\left({\frac {1}{3}}\right)}^{n}$ and the length of all edges of $K_{n}$ together is
    $L_{n}=3\cdot 4^{n}r{\left({\frac {1}{3}}\right)}^{n}=3r{\left({\frac {4}{3}}\right)}^{n}\,.$
Because of ${\frac {4}{3}}>1$, this diverges to $\infty$.
When we turn from $K_{n}$ to $K_{n+1}$, there will be for every edge a new triangle whose side length is a third of the edge length. The area of an equilateral triangle with side length $s$ is ${\frac {\sqrt {3}}{4}}s^{2}$. So in the step from $K_{n}$ to $K_{n+1}$ there are $3\cdot 4^{n}$ triangles added with area ${\frac {\sqrt {3}}{4}}{\left({\frac {1}{3}}\right)}^{2(n+1)}r^{2}={\frac {\sqrt {3}}{4}}r^{2}{\left({\frac {1}{9}}\right)}^{n+1}$. The total area of $K_{n}$ is therefore
    ${\begin{aligned}&\,{\frac {\sqrt {3}}{4}}r^{2}{\left(1+3{\frac {1}{9}}+12{\left({\frac {1}{9}}\right)}^{2}+48{\left({\frac {1}{9}}\right)}^{3}+\cdots +3\cdot 4^{n-1}{\left({\frac {1}{9}}\right)}^{n}\right)}\\&={\frac {\sqrt {3}}{4}}r^{2}{\left(1+{\frac {3}{4}}{\left({\frac {4}{9}}\right)}^{1}+{\frac {3}{4}}{\left({\frac {4}{9}}\right)}^{2}+{\frac {3}{4}}{\left({\frac {4}{9}}\right)}^{3}+\cdots +{\frac {3}{4}}{\left({\frac {4}{9}}\right)}^{n}\right)}.\end{aligned}}$
If we forget the $1$ and the factor ${\frac {3}{4}}$, which does not change the convergence property, we get in the bracket a partial sum of the geometric series for ${\frac {4}{9}}$, and this converges.
# Korean/Introduction/Numbers
## Numbers

1 - 일 (il)
2 - 이 (i)
3 - 삼 (sam)
4 - 사 (sa)
5 - 오 (o)
6 - 육 (yuk)
7 - 칠 (chil)
8 - 팔 (pal)
9 - 구 (gu)
10 - 십 (ship)
11 - 십일 (shipil)
12 - 십이 (shipi)
13 - 십삼 (shipsam)
14 - 십사 (shipsa)
15 - 십오 (shipo)
16 - 십육 (shipnuk)
17 - 십칠 (shipchil)
18 - 십팔 (ship-pal)
19 - 십구 (shipgu)
20 - 이십 (iship)
30 - 삼십 (samship)
40 - 사십 (saship)
50 - 오십 (oship)
60 - 육십 (yukship)
70 - 칠십 (chilship)
80 - 팔십 (palship)
90 - 구십 (guship)
100 - 백 (baek)
1000 – 천 (cheon)
1000000 – 백만 (baekman)
10000000 – 천만 (cheonman)
100000000 – 일억 (ileok)
# Federal Writers' Project – Life Histories/2020/Summer II/Section 01/Mary Bloomberg
### Overview

Mary Mae Jane Jones Bloomberg was born in 1908 and died on December 22, 1988. Bloomberg’s location of birth is unknown, but her body is laid to rest in the Greenleaf Memorial Park in New Bern, North Carolina. She died in the Craven Regional Medical Center at the approximate age of 80.

#### Biography

Mary Jones attended school up until the seventh grade, where she met her to-be husband, Rudolph Bloomberg at the age of 14. She left school and got married and soon after she began to have kids. At the age of 25, Bloomberg had ten children, not including those that had already passed away. Having these children had taken a toll on her health and her family’s savings. Before one of her children was born, Bloomberg’s neighbor had assisted her in getting treatment, but suggested that she give up her child. Their family income was approximately $1.50 in 1939, the equivalent of $27.53 in 2020. All that Bloomberg wished for in 1939 was for a stable income and some food with a functioning home to protect her family.

### Social Issues
##### Poor Housewives surviving the Great Depression

Many families have been put through financial struggles and physical stress. The Great Depression took a toll on men in America, along with the women married to them. Women are expected to manage the house and children if there are any, along with the chores of using what their husbands provide to feed the family. She is shown to look like a trophy wife, one of innocence and elegance. Unemployment rates had risen to 25 percent, yet women are expected to feed the family as if there were no change in income. The families that were well set before the stock market crashed had to make uncomfortable adjustments to their lifestyle, even if it was not as extreme as those who were suffering more.

##### Postpartum Health

Pregnancy is a time for a woman to be very precautious of her health, both during and after. A mother after birth can be drained and could experience postpartum depression from lack of communication or from anxiety from the inability to provide for her child. Most women went through with at-home deliveries, but not all physicians visit the homes of poor or immigrant mothers. These women had to go to the hospital in order to receive the proper checkup of herself and her child, especially because it was believed that spontaneous births could potentially give both life-threatening illnesses.
# Network+/Security/Access Control

This lesson covers access control.

## Objectives and Skills

Objectives and skills for the access control portion of Network+ certification include:
* Explain the purpose of various network access control models
** 802.1x
** Posture assessment
** Guest network
** Persistent vs non-persistent agents
** Quarantine network
** Edge vs access control

## Multimedia

* Watch YouTube: Network Access Control Models - CompTIA Network+ N10-006 - 3.6.
# Network+/Security/Firewalls

This lesson covers firewalls.

## Objectives and Skills

Objectives and skills for the firewalls portion of Network+ certification include:
* Given a scenario, install and configure a basic firewall
** Types of firewalls
*** Host-based
*** Network-based
*** Software vs hardware
*** Application aware/context aware
*** Small office/home office firewall
*** Stateful vs stateless inspection
*** UTM
** Settings/techniques
*** ACL
*** Virtual wire vs routed
*** DMZ
*** Implicit deny
*** Block/allow
**** Outbound traffic
**** Inbound traffic
*** Firewall placement
**** Internal/external

## Readings

* Wikipedia: Firewall (computing)
* Wikipedia: Comparison of firewalls

## Multimedia

* Watch YouTube: Firewalls - CompTIA Network+ N10-006 - 3.5.
* Watch YouTube: Firewall Configurations - CompTIA Network+ N10-006 - 3.5.

## Lesson Summary

* There are many implementations of software based Firewalls, some of the most popular are: Netfilter (iptables), ipfirewall and PF
# Network+/Operations/Segmentation

This lesson covers network segmentation.

## Objectives and Skills

Objectives and skills for the network segmentation portion of Network+ certification include:
* Explain the importance of implementing network segmentation
** SCADA systems/Industrial control systems
** Legacy systems
** Separate private/public networks
** Honeypot/honeynet
** Testing lab
** Load balancing
** Performance optimization
** Security
** Compliance

## Multimedia

* Watch YouTube: Segmenting the Network - CompTIA Network+ N10-006 - 2.4.
# Network+/Operations/Updates

This lesson covers updates.

## Objectives and Skills

Objectives and skills for the updates portion of Network+ certification include:
* Given a scenario, install and apply patches and updates
** OS updates
** Firmware updates
** Driver updates
** Feature changes/updates
** Major vs minor updates
** Vulnerability patches
** Upgrading vs downgrading
*** Configuration backup

## Multimedia

* Watch YouTube: Patches and Updates - CompTIA Network+ N10-006 - 2.5.
# Network+/Operations/Wireless

This lesson covers wireless operations.

## Objectives and Skills

Objectives and skills for the wireless operations portion of Network+ certification include:
* Install and configure wireless LAN infrastructure and implement the appropriate technologies in support of wireless capable devices
** Small office/home office wireless router
** Wireless access points
*** Device density
*** Roaming
*** Wireless controllers
**** VLAN pooling
**** LWAPP
** Wireless bridge
** Site surveys
*** Heat maps
** Frequencies
*** 2.4 Ghz
*** 5.0 Ghz
** Channels
** Goodput
** Connection types
*** 802.11a-ht
*** 802.11g-ht
** Antenna placement
** Antenna types
*** Omnidirectional
*** Unidirectional
** MIMO/MUMIMO
** Signal strength
*** Coverage
*** Differences between device antennas
** SSID broadcast
** Topologies
*** Adhoc
*** Mesh
*** Infrastructure
** Mobile devices
*** Cell phones
*** Laptops
*** Tablets
*** Gaming devices
*** Media devices

## Multimedia

* Watch YouTube: Wireless Network Devices - CompTIA Network+ N10-006 - 2.7.
* Watch YouTube: Wireless Connections - CompTIA Network+ N10-006 - 2.7.
* Watch YouTube: Wireless Antenna Technologies - CompTIA Network+ N10-006 - 2.7.
* Watch YouTube: Using Wireless Networks - CompTIA Network+ N10-006 - 2.7.
# Network+/Operations/Performance

This lesson covers network performance.

## Objectives and Skills

Objectives and skills for the network performance portion of Network+ certification include:
* Given a scenario, analyze metrics and reports from monitoring and tracking performance tools
** Baseline
** Bottleneck
** Log management
** Graphing
** Utilization
*** Bandwidth
*** Storage
*** Network device CPU
*** Network device memory
*** Wireless channel utilization
** Link status
** Interface monitoring
*** Errors
*** Utilization
*** Discards
*** Packet drops
*** Interface resets
*** Speed and duplex

## Multimedia

* Watch YouTube: Baselines and Bottlenecks - CompTIA Network+ N10-006 - 2.2.
* Watch YouTube: Log Management and Graphing - CompTIA Network+ N10-006 - 2.2.
* Watch YouTube: Utilization Statistics - CompTIA Network+ N10-006 - 2.2.
* Watch YouTube: Interface Monitoring - CompTIA Network+ N10-006 - 2.2.

## Activities

* Test your internet connection using any of the public available services: fast.com or speedtest.net. Test you network connection from command line: speedtest-cli --simple
# Network+/Operations/Switching

This lesson covers switching.

## Objectives and Skills

Objectives and skills for the switching portion of Network+ certification include:
* Given a scenario, configure a switch using proper features
** VLAN
*** Native VLAN/Default VLAN
*** VTP
** Spanning tree (802.1d)/rapid spanning tree (802.1w)
*** Flooding
*** Forwarding/blocking
*** Filtering
** Interface configuration
*** Trunking/802.1q
*** Tag vs untag VLANs
*** Port bonding (LACP)
*** Port mirroring (local vs remote)
*** Speed and duplexing
*** IP address assignment
*** VLAN assignment
** Default gateway
** PoE and PoE+ (802.3af, 802.3at)
** Switch management
*** User/passwords
*** AAA configuration
*** Console
*** Virtual terminals
*** In-band/Out-of-band management
** Managed vs unmanaged

## Multimedia

* Watch YouTube: Configuring VLANs - CompTIA Network+ N10-006 - 2.6.
* Watch YouTube: Spanning Tree Protocol - CompTIA Network+ N10-006 - 2.6.
* Watch YouTube: Switch Interface Configuration - CompTIA Network+ N10-006 - 2.6.
* Watch YouTube: Power Over Ethernet - CompTIA Network+ N10-006 - 2.6.
* Watch YouTube: Switch Management - CompTIA Network+ N10-006 - 2.6.
# Network+/Security/Forensics

This lesson covers forensics concepts.

## Objectives and Skills

Objectives and skills for the forensics concepts portion of Network+ certification include:
* Summarize basic forensic concepts
** First responder
** Secure the area
*** Escalate when necessary
** Document the scene
** eDiscovery
** Evidence/data collection
** Chain of custody
** Data transport
** Forensics report
** Legal hold

## Multimedia

* Watch YouTube: Basic Forensic Concepts - CompTIA Network+ N10-006 - 3.7.
# Menomonie, Wisconsin History/delandt9139

(This is for a course project, any questions contact my professor Emi Stuemke.)
Mabel Tainter Theater
The Mabel Tainter Center for Arts is a non-profit organization that connects with the community of Menomonie, Wisconsin to showcase spectacular talent from the arts. They have provided a full arts season for many years. This year is the theater’s 125th Anniversary. There has been a significant amount of discussion on this specific theater. It has had a strong influence over the development of Menomonie and has interested many people by the secrets of Mabel, why this theater was built, and what haunted activity has happened in the theater.
# Menomonie, Wisconsin History/Unitarian Universalist

Under Construction Unitarian Universalist

## Introduction

Unitarian Unilateralism in Menomonie area has an unique history.

## Background of Unitarians and Their Beliefs

They go by by seven Principles:
* The inherent worth and dignity of every person
* Justice, equity and compassion in human relations
* Acceptance of one another and encouragement spiritual growth in our congregations
* A free responsible search for truth and meaning
* The right of conscience and the use of the democratic process within our congregations and in society at large
* The goal of world community with peace, liberty, and justice for all
* Respect for the interdependent web of all existence of which we are a part

## The founders

Tainter's
Henry Doty Maxson

## Meeting Places Through the Years

Court House
Hall
Mable Tainter Theater
105 N. 21st St.

## External Links

www.uua.org [http:// uua.org]
# Menomonie, Wisconsin History/breweries

Bearney2
Alec's project on breweries in Menomonie
Slamer165
History of Breweries around Menomonie--Sam Carr
Racheldubbeldee515
# Menomonie, Wisconsin History/breweries/Racheldubbeldee515

under construction this a project for English 101 introduction: Menomonie WI is a treasure trove when it come to grate american history.
# Menomonie, Wisconsin History/The Tainter Family
## Tainter Family: Individual Projects

Alloftimeandspace: Andrew, Mabel, and Louis Tainter
# Menomonie, Wisconsin History/The Dunn County Asylum for the Chronic Insane

Intro

## Dunn County Asylum: Individual Projects

Menomonie, Wisconsin History/Dunn County Asylum
Menomonie, Wisconsin History/bstaab22