OpenLLM-France/wikimedia huggingface dataset:
# Games of gain-ground

| Games of gain-ground Ballon au poing | Games of gain-ground Games of gain-ground are team sports that involve a small ball or a balloon. Competition of longue paume in the Garden of the Luxembourg (Paris), on June 18th, 1889 They are often played outdoor on a "ballodrome" but can also be practised indoor. Among these games, longue paume is the most well-known because it takes place with rackets. Rules vary little according to the sport in question, but the basic principles remain consistent from one game to another. Games of gain-ground are characterized in particular by the use of "chasses" which indicate the limit between both teams. Points are counted in "fifteens": 15, 30, 40, and set, similar to tennis today. Hainaut Picardie Nord-Pas-de-Calais Comunidad Valenciana |
| Topics Type classification: this is a lesson resource. Games of gain-ground 1) Rules 2) History 3) Longue paume 4) Real tennis 5) Ballon au poing 6) Balle pelote 7) Balle à la main 8) Balle au tamis 9) Llargues 10) Handball International Championships i) Quiz on Games of gain-ground |
| previous lesson | next lesson | Department | Division |
# Games of gain-ground/Balle au tamis

Balle au tamis
Chapter 8
Lesson : Games of gain-ground
Previous chapter:Balle à la main
Next chapter :Llargues
Games of gain-ground ${\mathcal {Balle~au~tamis}}$ :
The Balle au tamis or also Balle au tambour is a team sport bringing into conflict two teams of five players on a called ground ballodrome.
The tambour, it is this wooden shell in the aspect of the hoof of a horse, on which is stretched out a cow skin. It is put in the wrist as a leather glove.
It allows to send back to an improbable distance a small ball of clay dressed in leather.
the tamis
We have nine players + one livreur on the ground.
For the service, le livreur must use the tamis and after hitting the ball without a glove.
The nine players are =
les forts de jeu ( the forts of game )
les contre-rechasseurs
les fonciers ( the thorough players )
les basses volées ( the low flight )
les cordiers. ( the ropers )
This game is no more played because players prefer the Balle pelote which is similar but without tamis and tambour. :
* Notes and External links
* (fr) Fédération des Sociétés de Balle au Tamis , mérrie d' Gamaches, ( Picardy )
| previous lesson | next lesson | Department | Division |
# Engineering Projects/Engineering inventory/code

Created var/www/index.php which is the web page seen when entering the IP address of the server which is currently 10.10.22.12
Admin id is root with the freeze password.
In the var/www/admin folder there is index.php (another web page), login.php and logout.php
In the var/www/admin/scripts folder there are a bunch of php files for working with the SQL database.
To manage the database, enter this url: 10.10.22.12/phymyadmin and then can see versions databases manage the items and manage everything directly. Can also export and import from here also.
# Engineering Projects/Engineering inventory/port

Follow the LAMP tutorial and install in new machine.
Move all the /var/www files over.
Export the SQL database and import in the machine.
# Engineering Projects/Electromagnetic Drive/coil gun tutorial
## Materials needed

To make a coil gun what is needed is: Insulated copper wire
PVC pipe
Saw
Thick steel wire
9-volt battery--Stivi10 (discuss • contribs) 15:49, 13 April 2013 (UTC)

## Procedure

The body of the gun should be made first by wrapping the wire around the opening PVC pipe.(it should be wrapped few hundred times around the ends, and leave the ends exposed for later on.
the barrel of the gun should be cut to make the PVC pipe about 6-inches thick.
The Next step is to create a ring of steel wire to put inside the gun( it should be slightly smaller than the PVC pipe)
Make the electical circuit as shown here. After that the next step is to attach the copper wire to both ends, and attach it to the coil wires of the barrel
Now the body of the gun can be made as desired.
After that, connect it to a 9V battery, load the steel string into the barrel of the gun. Connect the two loose ends of the coil to complete the circuit and start shooting!--Stivi10 (discuss • contribs) 15:49, 13 April 2013 (UTC)

## Hazard and safety

Ground yourself before touching the electronics in the camera, and touch all the metal parts with a screwdriver so that you don't receive a shock.
Be careful when working with electricity. One wrong move and you could be toast.
Never point the coil gun at anyone; it is a functioning gun.--Stivi10 (discuss • contribs) 15:49, 13 April 2013 (UTC)
# Engineering Projects/Engineering inventory
## Engineering Inventory

The goal is to inventory the rooms associated with engineering projects so that students and instructors can find things and put them away.

## Conceive

Open source technologies used

## Design

drawing the room with LIbreCAD

## Implement

HTML, database setup, php and javascript code written

## Operate

Operation of Monitor sharing on Windows PC's

## Tutorials

port to another machine

## Poster

Poster Picture

## Next Steps

* Can not display video ... video plays so slow, looks like a slide show. Need to isolate the problem to the network (did have problems with raspberry negotiating hard wired ethernet connection speeds with schools gigabit ethernet hubs) or to the raspberry.
* Can not see the mouse ... have to get out of seat and wave a stick at the monitor or use laser pointer on one monitor (not all of them) to point
* Can possibly use PBX software asterisk to share sound ... raspberries have sound ports that could be connected to speakers
* Can possibly hook usb web cameras to the raspberrys to enable display on any monitor
# Engineering Projects/Engineering inventory/operation manual

The subject are automatically created if different from previous subject areas.
The intent is to split everything up in to electronics, materials, tools, food, temporary, projects, demos .. talk to instructor before adding anything different (including caps of the above words).
The Description is unique to the object ...
Number of items is to give an idea of quantity or size.
ID is just a number the SQL database assigns to the item when created.
Last modified shows how old the item is ... if it hasn't been touched in over a year it may be gone.
The red x locates objects meeting the criteria.
When click show on map, the red x will be circled to show it in a sea of red x's.
Add middle, top, bottom shelf information to the description.
Results per page is set to 10. Click on previous and next to see the next 10 objects or increase the number to be displayed.
# Engineering Projects/Electromagnetic Drive/Electromagnetic Coil
## Materials

* 1 spool of 22 gauge solid magnetic wire
* Wire cutters
* Electrical tape
* Multimeter
* Power source (batteries)

## Creating an extension wire for the forward lead

Cut an approximately three and a half inch section off from the spool of magnetic wire. If the magnetic wire is enamel coated then the enamel from each end must be removed to ensure a good connection.

## Attaching Extension wire to forward lead

Now that the enamel has been removed from all ends, take one end of the extension wire and bend it into a hook, this hook shouldn't comprise of any more than a half an inch. The lead that protrudes from the center of the spool is the forward lead. Bend the forward lead into a hook. Hook together the hooks of the forward lead and the extension wire.--SeanShriner (discuss • contribs) 20:56, 14 March 2013 (UTC)

## Finishing the coil

Make sure the extension wire then bends along the spool. Take a piece of electrical tape and place it over the interlaced hooks and the piece of the extension wire running along the spool.
# Engineering Projects/Engineering inventory/cad

Resulted in to two engRoom.dxf and #engRoom.dxf in the /var/www/images/CAD# folder
The actual image that is displayed is in the /var/www/images folder called engRoom.png
Also created cross.png which is the red x, and mark.png is the green circle.
# Engineering Projects/Electromagnetic Drive/Connecting four 6 volt batteries in series
## Materials

* 1 spool of 22 gauge solid magnetic wire
* Wire cutters
* Electrical tape
* Multimeter
* Power source (batteries)

## Creating an extension wire for the forward lead

Cut an approximately three and a half inch section off from the spool of magnetic wire. If the magnetic wire is enamel coated then the enamel from each end must be removed to ensure a good connection.

## Attaching Extension wire to forward lead

Now that the enamel has been removed from all ends, take one end of the extension wire and bend it into a hook, this hook shouldn't comprise of any more than a half an inch. The lead that protrudes from the center of the spool is the forward lead. Bend the forward lead into a hook. Hook together the hooks of the forward lead and the extension wire.--SeanShriner (discuss • contribs) 20:56, 14 March 2013 (UTC)

## Finishing the coil

Make sure the extension wire then bends along the spool. Take a piece of electrical tape and place it over the interlaced hooks and the piece of the extension wire running along the spool.
# Engineering Projects/Engineering inventory/php-sql-javascript

Followed tutorial for installing LAMP from howtoforge.com
# Federal Writers' Project – Life Histories/2021/Summer/105/Section 08

This project is associated with English 105.008 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Summer/105/Section 08/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2021/Summer/105/Section 06/Test Page
## Overview

Clara Garber was white woman from Tennessee. She was a bootlegger in Tennessee during the 1930s. She was interviewed by the Federal Writer's Project on December 19th, 1938.[1]

## Biography
### Personal Life

Garber was born on an unknown date in Tennessee. Little is known about her early life. She was married young and had a child with her first husband. Her child, who she called Sonny Boy, suffered infantile paralysis at the age of two, and had been immobile and unable to speak since. Garber contacted the government in an attempt to recieve financial aid to help with Sonny Boy's disabilities, but was denied. Garber remarried shortly after to Shin Badgett. Badgett was wounded in World War 1, and was receiving government aid of $28 a month until 1933. Due to his injuries and alcoholism, Badgett was unable to have a job. Though Garber and Badgett divorced a few years into their marriage, Garber continued to take care of Badgett. Garber, though a bootlegger, never drank, and considered herself a religious person according to an interview with the Federal Writers Project, but never went to church. Instead, she took Sundays off from her business.

## Works Cited

* ↑ Jane Smith, "Article, Time, June 12th, 1974
# Instructional design/User testing of e-learning courses

<< Instructional Design

## Module Overview

One of the good practices of instructional design is the tryout of learning experiences prior to full deployment to the target audience. Yet, with tight schedules, global distribution of learners, nonaccessibility of the target audience, and other barriers, training designers often skip or minimize this critical quality assurance step. Furthermore, with e-learning solutions, designers not only need to assess the efficacy of their instruction, but also the quality and performance of the systems that deliver the instruction.
When conducting a formative evaluation of e-learning solutions, training designers must be able to generate a plan that blends instructional objectives, user testing, software quality assurance, and the overall user experience. In other words, designers must incorporate the good practices from the instructional field and the good practices from the software field to ensure the quality of their solutions.
This module will introduce the concept of formative evaluations and why conducting them is a good practice when designing e-learning. “Formative” means to shape or transform and formative evaluations should be conducted at regular review intervals during the development cycle.
“User Testing” is a specific type of formative evaluation that occurs at the end of the development cycle. Building on the “what and why” of formative evaluation, the instruction will provide information on how to develop an evaluation plan for “User Testing,” as well as how to set up and conduct the evaluation plan.
Finally, guidance on how to analyze the results of a User Test will be provided.

## Module Goal

Upon completion of this module, instructional designers or other training professionals who have designed an e-learning module or lesson will be able to conduct a formative evaluation (in the form of User Testing) of the learning experience. The result shall be a list of recommendations for enhancing and improving the learning experience.
(Please note that for the purposes of this module, “e-learning” is limited to web-based, self-paced, asynchronous instruction.)

## Module Objectives

Upon completion of this module, you will be able to:
* Describe the role formative evaluation plays in the ADDIE model
* Describe the role user testing plays in the instructional design development process
* Create a user testing plan for the e-learning course
* Conduct user testing on the e-learning course
* Analyze qualitative results, given the findings of a user test of an e-learning course

## Module Lessons

To go to a lesson, click its title below:
* Formative Evaluation Overview
* Review Evaluation Plan
* Conducting User Testing
* Analyzing the Results
* Module Summary
* Next
Click Next to go to the first lesson in this module.
# Instructional design/User testing of e-learning courses/Check Your Knowledge 1

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Formative Evaluation Overview

## Knowledge Check 1

| Previous | Next |
Click Next to go to the next lesson in this module.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > Formative Evaluation Overview
# Instructional design/User testing of e-learning courses/Check Your Knowledge 2

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Review Evaluation Plan

## Knowledge Check 1

Read the following questions about the elements of an evaluation plan and select the best answer. When you are finished making your selection, click the "Submit" button.
| Previous | Next |
Click Next to go to the next lesson in this module.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > Review Evaluation Plan
# Instructional design/User testing of e-learning courses/Analyzing the Results

Back to Topic: Instructional Design > User Testing of E-Learning Courses

## Overview

In this lesson, you'll take a look at the kind of qualitative and quantitative results you can expect from a user test. Procedures for organizing the results are suggested, as well as some guidelines for analyzing the data once it has been compiled. Finally, some principles for both determining the severity of and assigning an action to each item will be presented.
Please note: The statistical analyses typically performed on quantitative data is complex and an entire course could be created around the subject. Thus, this lesson will focus primarily on how to analyze the quantitiative data from a user test.

## Objectives

Upon completion of this lesson, you will be able to:
* Analyze qualitative results, given the findings of a user test of an e-learning course

## Lesson Topics

To go to a topic, click its title below:
* The Data
* Organizing the Data
* Analyzing the Data
* Check Your Knowledge 4
| Previous | Next |
Click Next to go to the first topic in this lesson.
Back to Topic: Instructional Design > User Testing of E-Learning Courses
# Instructional design/User testing of e-learning courses/Check Your Knowledge 3

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Conducting User Testing

## Knowledge Check 1

List the 10 steps of conducting a user test below.

## Knowledge Check 2

Read the following scenario introducing the user test you will be performing for this knowledge check.
      Hi, my name's Joann and I will be your contact during this self-paced user test. The purpose of this user test is to test your attitudes and the usability regarding the 'Introduction to the Psychomotor Behaviors' lesson.
      What does this mean to you? I'd like you to go through the lesson and read the text, click on the links, take the activities and learning activity. The learning activity is not being graded. I encourage you document everything you're thinking, both the good and bad. If something is confusing, say it's confusing. If you like a particular scenario or the way the information is displayed, say that also. Since this is self-paced and taken without an observer, you option to ask question is via e-mail or a phone call. Please remember I'm unable to help you through the evaluation but can answer generic informational questions.
      This is a one page lesson with tables, images, and a learning activity. As you're testing the lesson, please print out and complete the attached evaluation form. You can send me your evaluation via the company's internal mail system. Be sure to write down what happens while you're testing, thoughts, comments, screen prints, and anything else you would like known about the lesson.
      To conduct this test, please open the following documents and then click on lesson link. Please remember to complete the time you start/stop and your name in case we need to contact you for clarification.
      Thank you for your participation in this user test.
Here's your chance to perform a user test on an e-learning page. This test will take about 10-15 minutes.
* To open an new browser window, hold the SHIFT key when you click on the links.
* If you do not open a separate window, click the browser's BACK button to return to this page.
To conduct this test, please perform the following:
Step 1: Print the User Test Evaluation Document to complete during your test: Blank User Testing Form
Step 2: Open the Wikiversity page by holding the SHIFT key down at the same time you click on the link making the page open in a new browser window:
Step 3: Conduct a user test on the Introduction to the Psychomotor Behaviors Wikiversity page. Write all your comments on the blank document and complete tester questionnaire.
Step 4: Once you've completed your evaluation, open this completed document to compare your results. Completed User Evaluation Form
| Previous | Next |
Click Next to go to the next lesson in this module.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > Conducting User Testing
# Instructional design/User testing of e-learning courses/Check Your Knowledge 4/Compare your answers

The 10 steps of a user test are:
* Introduce yourself
* Describe the purpose of the observation and set the participant at ease.
* Tell the participant that it’s OK to quit at any time.
* Talk about the video equipment in the room (if applicable).
* Explain how to think out loud.
* Explain that you cannot provide help.
* Introduce the product.
* Ask if there are any questions before you start; then begin the observation.
* Describe the task. At this point, you or a volunteer will hand the task description documents (readme files, forms to fill out, etc., to the evaluators.)
* Conclude the observation.
Return to Check Your Knowledge 4
# Instructional design/User testing of e-learning courses/Check Your Knowledge 5

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results

## Knowledge Check 1

Read the user testing data and then indicate whether it is quantitative or qualitative by selecting the appropriate radio button. When you are finished making your selection, click the "Submit" button.

## Knowledge Check 2

Read the user testing data and then indicate whether its severity by selecting the appropriate radio button. For the purposes of this exercise, you have already confirmed each item's veracity. When you are finished making your selection, click the "Submit" button.

## Knowledge Check 3

In the previous lesson, Conducting User Testing, you conducted your own user test on an e-learning page from Wikiversity. In this knowledge check, practice what you know about analyzing results by judging the severity of each your findings. If you believe that the item needs resolution, think about how you might go about fixing it.
| Previous | Next |
Click Next to conclude this module.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results
# Instructional design/User testing of e-learning courses/Conducting User Testing

Back to Topic: Instructional Design > User Testing of E-Learning Courses

## Overview

User testing of an e-learning course can be completed in many ways, such as:
   * using virtual synchronous web technology and communication tools where the observer watches the tester as he/she completes the instruction;
   * having the observer in the same room as the tester, taking notes as he/she watches the tester go through the course and listen to him/her talk out loud; and
   * self-paced where the tester is provided evaluation materials, access to the course, letting them proceed on their own without an observer present.
User testing is best performed with an observer, but not every company/school has the resources for a virtual synchronous web evaluation or an observer sitting next to the evaluator.
To assist you in testing, this lesson presents tips to successful e-learning evaluations and the steps to performing a user test. After you've completed this lesson, you'll participate in an activity performing a user test in a selected Wikiversity page.

## Objectives

Upon completion of this lesson, you will be able to:
* List the steps for conducting a user test
* Conduct a user test on an e-learning course

## Lesson Topics

To go to a topic, click its title below:
* Steps of User Testing
* Evaluation Tips
* Check Your Knowledge 3
| Previous | Next |
Click Next to go to the first topic in this lesson.
Back to Topic: Instructional Design > User Testing of E-Learning Courses
# MDLD/geometric (multiplicity)

Start=geometric (multiplicity) Target=Linear mapping/Multiplicities/Introduction/Section
# MDLD/geometric series (R)

Start=geometric series (R) Target=Geometric series/Real/Definition
# MDLD/homogeneous system of linear equations

Start=homogeneous system of linear equations Target=System of linear equations/Set of variables/Homogeneous and inhomogeneous/Definition
# MDLD/hyperbolic functions

Start=hyperbolic functions See=hyperbolic function MDLD/hyperbolic function Target=Hyperbolic functions/R/Introduction/Section
# MDLD/geometric mean

Start=geometric mean Target=Real numbers/Geometric mean/Definition
# MDLD/hyperbolic cosine (R)

Start=hyperbolic cosine (R) Target=Hyperbolic function/R/Hyperbolic cosine/Definition
# MDLD/hyperbolic function

Start=hyperbolic function Target=Hyperbolic functions/R/Introduction/Section
# MDLD/graph (function)

Start=graph (function) Target=Mapping/Graph/Definition
# MDLD/homogeneous linear system

Start=homogeneous linear system Target=System of linear equations/Set of variables/Homogeneous and inhomogeneous/Definition
# Engineering Projects/StrandBeest/Howard Community College

These are the semesters that Howard Community College has worked on strandbeest projects:
    fall2012
    spring2012
    fall2011
# Engineering Projects/StrandBeest/Howard Community College/fall2011

These are the teams that worked on the strandbeest project for Howard Community College during the fall of 2011
    550_Kapachi
# Engineering Projects/StrandBeest
## Project StrandBeest

Make robot legs that can lift up and walk over objects or jump.

## Tutorials

old documentation
# Engineering Projects/StrandBeest/Howard Community College/fall2012

* p1-550-owa
* p2-550-SO
* p3-550-ocm
* p3_501_DP