OpenLLM-France/wikimedia huggingface dataset:
# Lofting technology/Quiz

Lofting technology is a technology lecture. It has been included in the radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on lofting technology 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 {{radiation astronomy resources}}, {{principles of radiation astronomy}}, and {{repellor vehicle}} 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

* Questions differentiating technologies are possible.
# Logarithms/Exponential functions/Introduction/Section
## Definition

For a positive real number $b>0$, the exponential function for the base $b$ is defined as
    $b^{x}:=\exp(x\ln b)\,.$

## Theorem

Let $b$ denote a positive real number. Then the exponential function
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto b^{x},$
* We have $b^{x+x'}=b^{x}\cdot b^{x'}$ for all $x,x'\in \mathbb {R}$.
* We have $b^{-x}={\frac {1}{b^{x}}}$.
* For $b>1$ and $x>0$, we have $b^{x}>1$.
* For $b<1$ and $x>0$, we have $b^{x}<1$.
* For $b>1$, the function $f$ is strictly increasing.
* For $b<1$, the function $f$ is strictly decreasing.
* We have $(b^{x})^{x'}=b^{x\cdot x'}$ for all $x,x'\in \mathbb {R}$.
* For $a\in \mathbb {R} _{+}$, we have $(ab)^{x}=a^{x}\cdot b^{x}$.

### Proof

$\Box$

## Remark

There is another way to introduce the exponential function $x\mapsto a^{x}$ to base $a>0$. For a natural number $n\neq 0$, one takes the $n$th product of $a$ with itself as definition for $a^{n}$. For a negative integer $x$, one sets $a^{x}:=(a^{-x})^{-1}$. For a positive rational number $x=r/s$, one sets
    $a^{x}:={\sqrt[{s}]{a^{r}}}\,,$
where one has to show that this is independent of the chosen representation as a fraction. For a negative rational number, one takes again the inverse. For an arbitrary real number $x$, one takes a sequence $q_{n}$ of rational numbers converging to $x$, and defines
    $a^{x}:=\lim _{n\rightarrow \infty }a^{q_{n}}\,.$
For this, one has to show that these limits exist and that they are independent of the chosen rational sequence. For the passage from $\mathbb {Q}$ to $\mathbb {R}$, the concept of uniform continuity is crucial.

## Definition

For a positive real number $b>0$, $b\neq 1$, the logarithm to base $b$ of $x\in \mathbb {R} _{+}$ is defined by
    $\log _{b}x:={\frac {\ln x}{\ln b}}\,.$

## Theorem

The logarithms to base
$b$
* We have $\log _{b}(b^{x})=x$ and $b^{\log _{b}(y)}=y$, this means that the logarithm to Base $b$ is the inverse function for the exponential function to base $b$.
* We have $\log _{b}(y\cdot z)=\log _{b}y+\log _{b}z$.
* We have $\log _{b}y^{u}=u\cdot \log _{b}y$ for $u\in \mathbb {R}$.
* We have
    $\log _{a}y=\log _{a}{\left(b^{\log _{b}y}\right)}=\log _{b}y\cdot \log _{a}b\,.$

### Proof

$\Box$
# Location-independent initial value problem/y is t^3 over t^2+1/y (1) is 2/Exercise

Solve the initial value problem
    $y'={\frac {t^{3}}{t^{2}+1}}{\text{ with }}y(1)=2$
# Logarithm/Base/Rules/Fact

The logarithms to base $b$ fulfill the following rules.
* We have $\log _{b}(b^{x})=x$ and $b^{\log _{b}(y)}=y$, this means that the logarithm to Base $b$ is the inverse function for the exponential function to base $b$.
* We have $\log _{b}(y\cdot z)=\log _{b}y+\log _{b}z$.
* We have $\log _{b}y^{u}=u\cdot \log _{b}y$ for $u\in \mathbb {R}$.
* We have
    $\log _{a}y=\log _{a}{\left(b^{\log _{b}y}\right)}=\log _{b}y\cdot \log _{a}b\,.$
# Logarithm/Base/Via fraction/Definition

For a positive real number $b>0$, $b\neq 1$, the logarithm to base $b$ of $x\in \mathbb {R} _{+}$ is defined by
    $\log _{b}x:={\frac {\ln x}{\ln b}}\,.$
# Logarithm/Integration of hyperbola/Function equation/Exercise

Prove the relationship
    $\int _{1}^{ab}{\frac {1}{x}}dx=\int _{1}^{a}{\frac {1}{x}}dx+\int _{1}^{b}{\frac {1}{x}}dx\,$
for $a,b\in \mathbb {R} _{+}$, only using rules for integration.
# Esper/rp/el

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# Esper/rp/eq

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# Esper/rp/er

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# Motivation and emotion/Book/2017/Euphoria induction via non-drug methods

* [Replace this text with the URL Multimedia presentation (3 min)]

## Overview

* What is the problem?
* How can specific motivation and/or emotion theories and research help?

## Types of content

If this is a long section, then consider organising it into 3 to 6 sub-headings e.g.,

### Images

Images can be used to add interest, provide examples etc.
Images should be captioned in order to explain the relevance of the image to the text.
Possible images for use can be found at Wikimedia Commons.
Images can also be uploaded if they have appropriate licenses or if you created the image.

## Conclusion

* What are the take-home messages?
# Materials Science and Engineering/List of Topics/Mechanics of Materials/Dislocation Mechanics
## Dislocation Mechanics
### Dislocations - Geometrical Aspects

A dislocation is a linear or one-dimensional defect around which some of the atoms are misaligned.

#### Edge Dislocation

Edge dislocation is a linear defect that centers around the line that is defined along the end of the extra half-plane of atoms. This is sometimes termed the dislocation line, which,for the edge dislocation in is perpendicular to the plane of the page. Within the region around the dislocation line there is some localized lattice distortion.The atoms above the dislocation line are squeezed together, and those below are pulled apart; this is reflected in the slight curvature for the vertical planes of atoms as they bend around this extra half-plane

#### Screw Dislocation

Screw dislocation may be thought of as being formed by a shear stress that is applied to produce the distortion. the upper front region of the crystal is shifted one atomic distance to the right relative to the bottom portion. The atomic distortion associated with a screw dislocation is also linear and along a dislocation line. The screw dislocation derives its name from the spiral or helical path or ramp that is traced around the dislocation line by the atomic planes of atoms. Sometimes the symbol is used to designate a screw dislocation.

#### Orowan's Equation

The density of Cu is 8.9g/cm^3 and its atomic weight (or mass) is 63.546. It has the FCC structure. Determine its Orowan’s theoretical strength in the [110] direction if its Young’s modulus E is 200 GPa.
# PCP HIV AIDS Toolkit/CRM

PCP HIV AIDS Toolkit → CRM
This page is part of the PCP HIV AIDS Toolkit. :

## Implementing HIV/AIDS Projects as a CRM Volunteer
### Gathering Information

Look for a viable counterpart in your community this could come in the form of a host family member, friend, community member, local NGO that has HIV/AIDS outreach, your LGU could also help point you in the right direction such as the Municipality’s AIDS Council or the Rural Health Unit. Also, the SK (Sangguaing Kabataan) is ready and willing to work on project and they usually have a huge budget to work with.

### Be Prepared

Ask around. You may get several “no’s” or “we have” don’t let this stop you! Team up with the activities and existing organizations that are already going on. They will see your enthusiasm and request you for future activities and projects. Attend HIV/AIDS projects with other volunteers, this will give you ideas about how to make entry into your community and it can give you ideas for training modules and training styles.

### Project Ideas

With the SK, you can plan a teen issues seminar. Many SK want to hold “Youth forums” and “Youth Summits” but need guidance in planning the activities and are looking for ideas/issues to discuss. Some topics to include: HIV/AIDS and other STIs, Human Trafficking, Drug and Alcohol Abuse, or Leadership and Self Esteem Building. With the local AIDS Council, you can assist them in planning and organizing activities for World AIDS Day (Dec 1), or AIDS Candlelight Memorial Day (Sunday in May).
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/Nutrition Questions

PCP HIV AIDS Toolkit → Nutrition Questions
This page is part of the PCP HIV AIDS Toolkit. :

## Flip Chart 5: Questions Relating to Nutrition and HIV/AIDS

Discuss in small groups.
* What are some of the factors that might impact the progression of HIV to AIDS or to opportunistic infections once a person is HIV-positive?
* What are two aspects of the relationship between nutrition and HIV/AIDS?
* Why is clean drinking water so important for someone infected with HIV or suffering from AIDS?
* Why is getting sick an issue for people with HIV, even in the early stages of the infection?
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/Session Outline

PCP HIV AIDS Toolkit → Session Outline
This page is part of the PCP HIV AIDS Toolkit. :

## Flip Chart 1: Session Outline

The Biology of HIV/AIDS
* Introduction (5 minutes)
* The Immune System and HIV (30 minutes)
* The HIV Life Cycle and AIDS (55 minutes)
* The Relationship Between HIV, Nutrition, and Other Health Factors (35 minutes)
* Antiretroviral Treatment (20 minutes)
* Wrap Up (5 minutes)
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/Matching Game Template

PCP HIV AIDS Toolkit → Matching Game Template
This page is part of the PCP HIV AIDS Toolkit. :

## Template for The Matching Game Exercise
### Terms and Definitions

Trainer's Note: These are for the matching game in Part III, Step 5. Copy enough to make a set of terms and a set of definitions for every six participants. Cut them out and make sets for each group.
# Martin Lohse/Short biography

Martin Lohse Short biography | Music style | General techniques | Harmony | Rhythm | Melody | Chronology of Techniques | Analyses of works | Classifications of works

## Martin Lohse

Martin Lohse began his education at the Musical Science Institute in Copenhagen (1990–92). In 1995 he was admitted to the Royal Danish Academy of Music, Copenhagen, where he studied composition and music theory as a pupil of Hans Abrahamsen and Niels Rosing-Schow. In 2000 he started a postgraduate course in composition and in 2004 he had his debut from the Royal Academy of Music. In 2003, he received the 3-year Grant from The Danish Arts Foundation. Besides composing acoustic and electro acoustic music, he does abstract paintings – usually with a clash of disintegration and pure and clear colours.
* ↑ The Danish Arts Foundation Annual report 2003, page 29
* ↑ Naxos.com Biography; Lohse, Martin
# Maslow's hierarchy of needs

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Msinfo32/Open

Msinfo32, also known as System Information, is a Windows system profiler. These activities will show you how to open msinfo32.

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.

## Activity 1 - Open System Information

Two different methods for opening msinfo32 are available. These include the Start menu and the Run command box.

### Method 1 - Start Menu

To access msinfo32 using the Start menu:
* Open the Start menu.
* Select All Programs.
* Select Accessories.
* Select System Tools.
* Select System Information.

### Method 2 - Run Command

To access a command prompt using the Run command box:
* Open the Start menu or press the Windows key + R.
* Type msinfo32 or msinfo32.exe in the Run command box.
* Press Enter.
# Msinfo32/System details

Msinfo32, also known as System Information, is a Windows system profiler. These activities will show you how to use msinfo32 to display hardware resources.

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.

## Activity 1 - Display Hardware Resources

* Open msinfo32 to display system information.
* Expand Hardware Resources.
* Select the following subcategories and observe the results:
** Conflicts/Sharing
** DMA
** Forced Hardware
** I/O
** IRQs
** Memory

## Activity 2 - Display Components

* Expand Components.
* Select or expand the following subcategories and observe the results:
** Multimedia
*** Audio Codecs
*** Video Codecs
** CD-ROM
** Sound Device
** Display
** Infrared
** Input
*** Keyboard
*** Pointing Device
** Modem
** Network
*** Adapter
*** Protocol
*** Winsock
** Ports
*** Serial
*** Parallel
** Storage
*** Drives
*** Disks
*** SCSI
*** IDE
** Printing
** Problem Devices
** USB

## Activity 3 - Software Environment

* Expand Software Environment.
* Select the following subcategories and observe the results:
** System Drivers
** Environment Variables
** Print Jobs
** Network Connections
** Running Tasks
** Loaded Modules
** Services
** Program Groups
** Startup Programs
** OLE Registration
** Windows Error Reporting

## Activity 4 - Export System Information

* Select System Information.
* On the File menu, select Export. Save the file on the desktop and name it "System Settings".
* Close msinfo32.
* On the desktop, double-click on the System Settings file to open it in Notepad.
* Observe the extensive amount of information available. Occasionally, when you contact Microsoft or another vendor for technical support, they may ask for a copy of the System Information export file.
* Close Notepad.
* Delete or move the System Settings file to the Recycle Bin to complete this activity.
# Msinfo32/System summary

Msinfo32, also known as System Information, is a Windows system profiler. These activities will show you how to use msinfo32 to display a system summary.

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.

## Activity 1 - Display System Summary

* Open msinfo32 to display system information.
* Observe the System Summary settings:
** OS Name
** Version
** Other OS Description
** OS Manufacturer
** System Name
** System Manufacturer
** System Model
** System Type
** Processor
** BIOS Version/Date
** SMBIOS Version
** Windows Directory
** System Directory
** Boot Device
** Locale
** Hardware Abstraction Layer
** User Name
** Time Zone
** Installed Physical Memory (RAM)
** Total Physical Memory
** Available Physical Memory
** Total Virtual Memory
** Available Virtual Memory
** Page File Space
** Page File
* Close msinfo32 to complete this activity.
# Msinfo32

Msinfo32, also known as System Information, is a Windows system profiler. These activities will show you how to use Msinfo32.

## Readings

* Wikipedia: System profiler

## Activities

* Open System Information
* Display System Summary
* Display System Details
# Informal learning activities/cL

[[../DTx{{{1}}}|(«»]]{{{1}}}[[../BBw{{{1}}}|⇑⇑)]]
This template abbreviates interfile links from Extra Living Things files to Extra Things & Bits and Beings and Behaviour files.
# Informal learning activities/bM

[[../MWw{{{1}}}| {{{1}}}]] [[../MWw{{{2}}}| {{{2}}}]]
This template abbreviates two interfile links within Men & Women files.
# Informal learning activities/bQ

[[../BPx{{{1}}}| {{{1}}}]] [[../BPx{{{2}}}| {{{2}}}]]
This template abbreviates two interfile links within Buildings & Places Extra files.
# Informal learning activities/cD

[[../LTx{{{1}}}|(«»]]{{{1}}}[[../STw{{{1}}}|⇑⇑)]]
This template abbreviates interfile links from Extra Things and Bits files to Extra Live Things and Things and Bits files.
# Informal learning activities/cM

[[../PBw{{{1}}}|(«»]]{{{1}}}[[../WMx{{{1}}}|⇓⇓)]]
This template abbreviates interfile links from Men & Women files to Places & Buildings and Women & Men Extra files.
# Informal learning activities/bP

[[../PBw{{{1}}}| {{{1}}}]] [[../PBw{{{2}}}| {{{2}}}]]
This template abbreviates two interfile links within Places & Buildings files.
# Informal learning activities/bS

[[../STw{{{1}}}| {{{1}}}]] [[../STw{{{2}}}| {{{2}}}]]
This template abbreviates two interfile links within Short-named Things files.
# Informal learning activities/bL

[[../LTx{{{1}}}| {{{1}}}]] [[../LTx{{{2}}}| {{{2}}}]]
This template abbreviates two interfile links within Extra Living Things files.
# Informal learning activities/bW

[[../WMx{{{1}}}| {{{1}}}]] [[../WMx{{{2}}}| {{{2}}}]]
This template abbreviates two interfile links within Women & Men Extra files.
# Informal learning activities/cB

[[../STw{{{1}}}|(«»]]{{{1}}}[[../LTx{{{1}}}|⇓⇓)]]
This template abbreviates interfile links from Beings & Behaviour files to Short-named Things and Extra Living Things files.
# PSI Lectures

PSI is a Perimeter Scholars International master program on theoretical physics.
This set of pages (under construction) is to create and partially reconstruct an index into thousands of PSI lectures.

## Work zone

* Official PSI site: https://perimeterinstitute.ca/psi-lectures
* Sandbox

## By years

PSI 2009  PSI 2010  PSI 2011  PSI 2012  PSI 2013  PSI 2014  PSI 2015  PSI 2016  PSI 2017  PSI 2018  PSI 2019
see also: Old PSI Pages by Years from archive.org site

## Courses sorted by topic (old draft)

* A draft non-finished big list of courses

## By Topic

This list currently includes mostly Front and Core courses. For the Review/Exploration/Elective courses, see the list by years.
* All Topics (work zone meanwhile)
* Math
** All Math Topics
** Complex Analysis
** Differential Equations
** Differential Geometry
** Green's Functions
** Lie Groups and Lie Algebras + Algebra
** Special Functions and Distributions
** Variational Calculus and Gaussian Integrals
** Scientific Computation
** Mathematica (Wolfram)
* Physics
** Classical Mechanics
** Relativity
** Statistical Mechanics
** Quantum Mechanics
** Quantum Foundations
** Quantum Information
** Condensed Matter
** QFT - Quantum Field Theory
** Mathematical Physics
** Others

## See Also

* Wikipedia: Perimeter Institute for Theoretical Physics
* PSI Lectures on the Perimeter Site
* PSI Online - Free MOOCs
# POGIL/Template

In approximately three sentences, introduce the activity. Providing context, describe briefly what the activity is, and why it is relevant.

## Objectives

* Include one or more specific, measurable objectives students will achieve through successful completion of this activity.

## Prerequisites

* List any prerequisite knowledge or skills required to complete this activity.

## Introduction

Provide a detailed introduction to and/or model for the activity. Include information relevant to the stated learning objectives, and key terminology necessary to support the activity.

## Exploration

* Provide guided inquiry questions that lead students to discover and understand the targeted concepts.

## Exercises

* Provide at least two opportunities per objective for direct application of the concepts developed within the activity.

## Problems

* Provide opportunities for critical thinking that go beyond direct applications by requiring analysis and synthesis to apply the targeted concepts.

## Summary

Provide an opportunity for closure, including self-assessment and reflection.
# POGIL/pogil activity

In approximately three sentences, introduce the activity. Providing context, describe briefly what the activity is, and why it is relevant.

## Objectives

* encourage

## Prerequisites

* Most have at least attended POGIL introduction workshop

## Introduction

Provide a detailed introduction to and/or model for the activity. Include information relevant to the stated learning objectives, and key terminology necessary to support the activity.

## Exploration

* Provide guided inquiry questions that lead students to discover and understand the targeted concepts.

## Exercises

* Provide at least two opportunities per objective for direct application of the concepts developed within the activity.

## Problems

* Provide opportunities for critical thinking that go beyond direct applications by requiring analysis and synthesis to apply the targeted concepts.

## Summary

Provide an opportunity for closure, including self-assessment and reflection.