OpenLLM-France/wikimedia huggingface dataset:
# Sustainable Development Goals/SDG9

Industry, Innovation and Infrastructure - Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

## Subtopics in Wikiversity

* Start-up finance is one option for innovation in industry and for development of pilots or Living Labs for infrastructure projects. Small start-ups can be flexible and test new solutions and adapt to new requirements and constraints (see complex adaptive systems).

## Learning Tasks

* (Think globally - act locally) Analyse the concept of Think globally - act locally and apply this on the domain of sustainable Industry, Innovation and Infrastructure!
* (Comparative Methods) Define requirements and constraints to compare an innovation with existing applied technology according measurement with indicators for sustainability? What are the benefits and drawbacks of collaborative enterprising of small and medium-sized companies?
* (COVID-19) Discuss the impact of COVID-19 on a sustainable change for Industry, Innovation and Infrastructure! How do epidemiological constraints slow down or trigger/speed up innovations? Provide examples and discuss your lessons learnt!
# Swahili I

Courses in Swahili
Course #1:
Swahili I
Course #2:
Swahili II
Course #3:
Swahili III
Course #4:
Swahili IV
Swahili Resources
Swahili Wikibooks
Swahili Wiktionary
|a Swahili Wikibook
Swahili Wikipedia
Swahili I
Kiswahili I :
| Karibu!  Swahili I "Swahili I" is a course in the Swahili Department. This course aims to give students a sense of elementary grammar and to build a substantial vocabulary through repetition, exercises, reading, and writing. It gives students an understanding of the noun class system and of the various affices that are so important to meanings of sentences. It also aims to start the study of culture by including chapters about things like sports played by the Waswahili (people who speak Swahili). | Lessons Grammar Greetings Numbers and Time Dates More Grammar Restaurant Vocabulary Family Vocabulary Shopping and Clothes Vocabulary African Geography House and Daily Activities Vocabulary Sports and Athletics Airport Vocabulary |
# Sustainable Development Goals/SDG8

Decent Work and Economic Growth - Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
World Pensions Council (WPC) development economists have argued that the twin considerations of long-term economic growth and infrastructure investment weren’t prioritized enough: "More worryingly, ‘Work and Economic Growth’ and ‘Technological Innovation and Infrastructure Investment’ joined the SDGs priority list at number 8 and number 9 respectively, a rather mediocre ranking which deﬁes economic common sense"

## Goal 8 targets

* Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent gross domestic product growth per annum in the least developed countries
* Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors
* Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services
* Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10-year framework of programmes on sustainable consumption and production, with developed countries taking the lead
* By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value
* By 2020, substantially reduce the proportion of youth not in employment, education or training
* Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
* Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment
* By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
* Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all
* Increase Aid for Trade support for developing countries, in particular least developed countries, including through the Enhanced Integrated Framework for Trade-Related Technical Assistance to Least Developed Countries
* By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization
# Sustainable Development Goals/Spatial Mapping

This learning resource addresses the spatial visualisation of SDG activities on a map based on WebApp programmed for this learning resource.

## WebApp for Sustainable Development

A WebApp Mapper4SDG is small browser based mapping tool for sustainable development activities. It provides the feature to
* create of icons on the map to which activities can be assigned. An icon is a geolocation and to each geolocation a set of Sustainable Development Goals can be attached that are addressed with the activities at this geolocation.
* the mobile devices detect the current geolocation and for the selected geolocation an activity of project can be defined. The activity or a list of SDGs can be a activities can be offered to these uses

## Technical Privacy Friendly WebApp

* WebApp was programmed for this Wikiversity Resource address the spatial visualisation of SDG activities. The data can be exported into a JSON File but the data is not stored on any server.
* By pressing Display Map in Mapper4SDG in link is created in the browser location this link in your browser can be used directly as external in Wikiversity. Try to learn about spatial visualisation of activities and provide options for other users to join your activities in addition to your Wikiversity Learning Resources also by non-digital contribution to a selection of sustainable development goals.
# Sustainable Development Goals/Staring SDG Transformation
## Staring Transformation defined by 17 SDGs

See Chart for Sustainable Development Goals.
On 25 September 2015, the 194 countries of the UN General Assembly adopted the 2030 Development Agenda titled Transforming our world: the 2030 Agenda for Sustainable Development. Following the adoption, UN agencies under the umbrella of the United Nations Development Group, decided to support an independent campaign to help communicate the agreed Sustainable Development Goals to a wider constituency. Known as Project Everyone, the independent campaign introduced the term Global Goals and was supported by corporate institutions and other International Organizations. Because this decision was made without the approval of the member states, it met resistance. In addition, several sections of civil society and governments felt the UNDG ignored "sustainability," even though it was the most important aspect of the agreement. That the term "Global Goals" also refers to several other processes not related to the United Nations was another concern.
The Official Agenda for Sustainable adopted on 25 September 2015 has 92 paragraphs. Paragraph 51 outlines the 17 Sustainable Development Goals and the associated 169 targets.
The 17 SDGs are listed below, together with some of their key facts and figures:

## Learning Task

* (Project Everyone) Why it is important, that people in member states take ownership of the transformation process towards a more sustainable world?
* (Risk Literacy) Why is the core concept of Sustainability closely linked to Risk Literacy of the population? Decision making is driven by short term benefits. Sustainability by default a long-term goal. Find examples (in your everyday workflows, in economy, in policy making, ...) in which we accomplish short-term benefit and create a long-term risks!
# Swahili I/Dates

Swahili dates are constructed in the following manner:
Tarehe (Date) + (Number of Day in Month) + (Month) + (Day of Week)

## Day Numbers

1st = Moja/Kwanza
2nd = Pili/mbili
3rd = Tatu
4th = Nne
5th = Tano
6th = Sita
7th = Saba
8th = Nane
9th = Tisa
10th = Kumi
11th = Kumi na moja
12th = Kumi na mbili
13th = Kumi na tatu
14th = Kumi na nne
15th = Kumi na tano
16th = Kumi na sita
17th = Kumi na saba
18th = Kumi na nane 19th = Kumi na tisa
20th = Ishirini
21st = Ishirini na moja
22nd = Ishirini na mbili
23rd = Ishirini na tatu
24th = Ishirini na nne
25th = Ishirini na tano
26th = Ishirini na sita
27th = Ishirini na saba
28th = Ishirini na nane
29th = Ishirini na tisa
30th = Thelathini 31st = Thelathini na moja

## Months

January = Januari
February = Februari
March = Machi
April = Aprili
May = Mei
June = Juni July = Julai
August = Agosti
September = Septemba
October = Oktoba
November = Novemba
December = Desemba

## Days of the Week

Monday = Jumatatu
Tuesday = Jumanne
Wednesday = Jumatano
Thursday = Alhamisi
Friday = Ijumaa
Saturday = Jumamosi
Sunday = Jumapili

## Additional Vocab

Mwaka = Year (cl. 3/4)
Mwezi = Month (cl. 3/4)
# Sustainable urban development

In the post industrial age we have come to realize some of the deleterious effects of technology. Pollution and over utilization of natural resources has created negative effects on human health and well being. This course on sustainable urban development will discuss how to best plan for the challenges posed by huge populations and what appears to be limited space and natural resources.
Eminent physicist Stephen Hawking once stated that humans must colonize the cosmos in order to survive as a species. Since colonizing planets, extrasolar or otherwise is not currently a possibility, we must use the resources we have as efficiently as possible. Utilizing the resources we currently have in the most efficient manner can potentially allow humans to live, and even thrive in conditions of high population densities while still keeping the earth in a healthy and pristine condition.
It follows then that studying sustainable urban development allows one to see how to best face the limiting conditions we face. Through this course we will discuss systems of keeping water clean, disposing of waste, using non toxic materials, and renewable resources, etc.

## Topics

Technologies and areas that will be explored are:

## Sustainable best practices

* Permaculture
* Improving the production cycle
* LEED sustainability Ratings
* Sustainable business practices
* Maximizing efficiency in buildings
* Sustainable manufacturing
* Rain water management
* Carbon offsetting
* Net metering
* Promoting public transit

## Alternative energy

* Alternative Power Sources
* Biofuels
* Electric Vehicles
* Battery Technologies

### Natural energy and energy from waste

* Plasma arc waste disposal (gasification)
* Algae use in biofuels
* Cellocitic Ethanol
* Wind Power
* Solar Power

## Local projects

* Paducah2020 - Paducah, Kentucky (USA)

### External Links

* PES wiki
* The Ahwahnee Principles - Principles for Resource-Efficient and Livable Communities
# Sustainable development

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Sustainable development. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
# Polynomial ring/Replacement/R to C/2x^3-5x^2-4x+7/2-5i/Exercise

Evaluate the polynomial
    $2X^{3}-5X^{2}-4X+7$
replacing the variable $X$ by the complex number $2-5{\mathrm {i} }$.
# Polynomial ring in two variables/Monomial examples/Integral closure and submersion/Example

Let $K$ be a field and let $R=K[X,Y]$ be the polynomial ring in two variables. We consider the ideal $I={\left(X^{2},Y\right)}$ and the element $X$. This element belongs to the radical of this ideal, hence the forcing morphism
    $\operatorname {Spec} {\left(K[X,Y,T_{1},T_{2}]/{\left(X^{2}T_{1}+YT_{2}+X\right)}\right)}\longrightarrow \operatorname {Spec} {\left(K[X,Y]\right)}$
is surjective. We claim that it is not a submersion. For this we look at the reduction modulo $Y$. In $K[X,Y]/(Y)\cong K[X]$ the ideal $I$ becomes ${\left(X^{2}\right)}$ which does not contain $X$. Hence by the valuative criterion for integral closure, $X$ does not belong to the integral closure of the ideal. One can also say that the chain $V(X,Y)\subset V(Y)$ in the affine plane does not have a lift (as a chain) to the spectrum of the forcing algebra.
For the ideal
    $I={\left(X^{2},Y^{2}\right)}\,$
and the element $XY$ the situation looks different. Let
    $\theta \colon K[X,Y]\longrightarrow D$
be a ring homomorphism to a discrete valuation domain $D$. If $X$ or $Y$ is mapped to $0$, then also $XY$ is mapped to $0$ and hence belongs to the extended ideal. So assume that $\theta (X)=u\pi ^{r}$ and $\theta (Y)=v\pi ^{s}$, where $\pi$ is a local parameter of $D$ and $u$ and $v$ are units. Then $\theta (XY)=uv\pi ^{r+s}$ and the exponent is at least the minimum of $2r$ and $2s$, hence
    $\theta (XY)\in {\left(\pi ^{2r},\pi ^{2s}\right)}={\left(\theta {\left(X^{2}\right)},\theta {\left(Y^{2}\right)}\right)}D\,.$
So $XY$ belongs to the integral closure of ${\left(X^{2},Y^{2}\right)}$ and the forcing morphism
    $\operatorname {Spec} {\left(K[X,Y,T_{1},T_{2}]/{\left(X^{2}T_{1}+Y^{2}T_{2}+XY\right)}\right)}\longrightarrow \operatorname {Spec} {\left(K[X,Y]\right)}$
is a universal submersion.
# Polynomial ring over a field/One variable/Principal ideal domain/Fact/Proof

Let $I$ denote an ideal in $K[X]$ different from $0$. We consider the non-empty set of natural numbers
    ${\left\{\operatorname {deg} \,(P)\mid P\in I,\,P\neq 0\right\}}.$
This set has a minimum $m\in \mathbb {N}$. This number arises from an element $F\in I$, $F\neq 0$, $m=\operatorname {deg} \,(F)$. We claim that $I=(F)$.
The inclusion $\supseteq$ is clear. To prove the other inclusion $\subseteq$, let $P\in I$ be given. Due to fact, we have
    $P=FQ+R{\text{ and with }}\operatorname {deg} \,(R)<\operatorname {deg} \,(F){\text{ or }}R=0.$
Because of $R\in I$ and the minimality of $\operatorname {deg} \,(F)$, the first case can not happen. Therefore, $R=0$, and this means that $P$ is a multiple of $F$.
# Polynomials/C/Computation/1/Exercise

Calculate in the polynomial ring $\mathbb {C} [X]$ the product
    $((4+{\mathrm {i} })X^{2}-3X+9{\mathrm {i} })\cdot ((-3+7{\mathrm {i} })X^{2}+(2+2{\mathrm {i} })X-1+6{\mathrm {i} }).$
# Polynomial ring over a field/One variable/Principal ideal domain/2/Fact/Proof

Let $I$ denote an ideal in $K[X]$ different from $0$. We consider the non-empty set of natural numbers
    ${\left\{\operatorname {deg} \,(P)\mid P\in I,\,P\neq 0\right\}}.$
This set has a minimum $m\in \mathbb {N}$. This number arises from an element $F\in I$, $F\neq 0$, $m=\operatorname {deg} \,(F)$. We claim that $I=(F)$.
The inclusion $\supseteq$ is clear. To prove the other inclusion $\subseteq$, let $P\in I$ be given. Due to fact, we have
    $P=FQ+R{\text{ and with }}\operatorname {deg} \,(R)<\operatorname {deg} \,(F){\text{ or }}R=0.$
Because of $R\in I$ and the minimality of $\operatorname {deg} \,(F)$, the first case can not happen. Therefore, $R=0$, and this means that $P$ is a multiple of $F$.
# Polynomial ring over a field/One variable/Principal ideal domain/2/Fact

In a polynomial ring over a field,
ideal is a
# Polynomials/C/Compute (4+i)X^3-iX^2+2X+(3+2i) times (2-i)X^3+(3-5i)X^2+(2+i)X+(1+5i)/Exercise

Compute in the polynomial ring $\mathbb {C} [X]$ the product
    $((4+{\mathrm {i} })X^{3}-{\mathrm {i} }X^{2}+2X+3+2{\mathrm {i} })\cdot ((2-{\mathrm {i} })X^{3}+(3-5{\mathrm {i} })X^{2}+(2+{\mathrm {i} })X+1+5{\mathrm {i} }).$
# Polynomial ring in one variable/Integral closure and submersion/Example

Let $K$ be a field and consider $R=K[X]$. Since this is a principal ideal domain, the only interesting forcing algebras (if we are only interested in the local behavior around $(X)$) are of the form $K[X,T]/{\left(X^{n}T-X^{m}\right)}$. For $m\geq n$ this $K[X]$-algebra admits a section (corresponding to the fact that $X^{m}\in {\left(X^{n}\right)}$), and if $n\geq 1$ there exists an affine line over the maximal ideal $(X)$. So now assume $m<n$. If $m\geq 0$ then we have a hyperbola mapping to an affine line, with the fiber over $(X)$ being empty, corresponding to the fact that $1$ does not belong to the radical of ${\left(X^{n}\right)}$ for $n\geq 1$. So assume finally $1\leq m<n$. Then $X^{m}$ belongs to the radical of ${\left(X^{n}\right)}$, but not to its integral closure (which is the identical closure on a one-dimensional regular ring). We can write the forcing equation as $X^{n}T-X^{m}=X^{m}{\left(X^{n-m}T-1\right)}$. So the spectrum of the forcing algebra consists of a (thickened) line over $(X)$ and of a hyperbola. The forcing morphism is surjective, but it is not a submersion. For example, the preimage of $V(X)=\{(X)\}$ is a connected component hence open, but this single point is not open.
# Polynomials/Field/Introduction/Section
## Definition

Let $K$ be a field. An expression of the form
    $P=a_{0}+a_{1}X+a_{2}X^{2}+\cdots +a_{n}X^{n}\,,$
with $a_{i}\in K$ and $n\in \mathbb {N}$,
$K$
The numbers $a_{0},a_{1},\ldots ,a_{n}$ are called the coefficients of the polynomial. Two polynomials are equal if all their coefficients coincide. The polynomials with $a_{i}=0$ for all $i\geq 1$ are called constant polynomials, we write simply $a_{0}$ for them. In the zero polynomial, all coefficients equal $0$. Using the sum symbol, one can write a polynomial briefly as $\sum _{i=0}^{n}a_{i}X^{i}$.

## Definition

The degree of a nonzero polynomial
    $P=a_{0}+a_{1}X+a_{2}X^{2}+\cdots +a_{n}X^{n}\,$
with $a_{n}\neq 0$
$n$
The zero polynomial does not have a degree. The coefficient $a_{n}$, where $n$ is the degree of the polynomial, is called the leading coefficient of the polynomial. The term $a_{n}X^{n}$ is called the leading term of the polynomial.
The set of all polynomials over a field $K$ is called polynomial ring over $K$, it is denoted by $K[X]$, where $X$ is the variable of the polynomial ring.
Two polynomials
    $P=\sum _{i=0}^{n}a_{i}X^{i}\,\,{\text{ and }}\,\,Q=\sum _{i=0}^{m}b_{i}X^{i}$
can be added by adding the components, i.e. the coefficients of the sum $P+Q$ are just the sums of the coefficients of the two polynomials. In case $n>m$, the "missing“ coefficients of $Q$ are to be interpreted as $0$. This addition is obviously associative and commutative, the zero polynomial is the neutral element and the negative polynomial $-P$ is obtained by taking from every coefficient of $P$ its negative.
One can also multiply two polynomials, one puts
    $X^{n}\cdot X^{m}:=X^{n+m}\,$
and extends this multiplication rule so that distributivity holds. This means one multiplies each summand with each summand and adds then everything together. One can describe this multiplication also explicitly by the rule:
    ${\left(\sum _{i=0}^{n}a_{i}X^{i}\right)}\cdot {\left(\sum _{j=0}^{m}b_{j}X^{j}\right)}=\sum _{k=0}^{n+m}c_{k}X^{k}{\text{ with }}c_{k}=\sum _{r=0}^{k}a_{r}b_{k-r}.$
For the degree the following rules hold.
    $\operatorname {deg} \,(P+Q)\leq \max\{\operatorname {deg} \,(P),\,\operatorname {deg} \,(Q)\}\,.$
    $\operatorname {deg} \,(P\cdot Q)=\operatorname {deg} \,(P)+\operatorname {deg} \,(Q)\,.$
If a polynomial $P\in K[X]$ and an element $a\in K$ are given, then one can insert $a$ into $P$ meaning that one replaces everywhere the variable $X$ by $a$. This yields a mapping
    $K\longrightarrow K,a\longmapsto P(a),$
which is called the corresponding polynomial function.
If $P$ and $Q$ are polynomials, then the composition $P\circ Q$ is described in the following way: one has to replace everywhere in $P$ the variable $X$ by $Q$ and then simplify this expression. The result is again a polynomial. The order of $P$ and $Q$ is important for this.
# Taylor polynomial/R/Change of expansion point/Exercise

Let $f\colon \mathbb {R} \rightarrow \mathbb {R}$ be a function. Is it possible to get the $n$-th Taylor polynomial of $f$ in the point $b$ from the $n$-th Taylor polynomial of $f$ in the point $a$.
# Taylor polynomial/x over x^2+1/a is 3/Degree 4/Exercise

Determine the Taylor polynomial of order $4$ for the function $f(x)={\frac {x}{x^{2}+1}}$ in the point $a=3$.
# Taylor polynomial/x sin x/a is pi over 2/Degree 3/Exercise

Determine the Taylor polynomial of degree $3$ of the function
    $f(x)=x\cdot \sin x\,$
at point
    $a={\frac {\pi }{2}}\,.$
# Taylor polynomial/1 over x/a is 2/Degree 4/Exercise

Determine the Taylor series of the function
    $f(x)={\frac {1}{x}}\,$
at point $a=2$ up to order $4$ (Give also the Taylor polynomial of degree $4$ at point $2$, where the coefficients must be stated in the most simple form).
# Taylor polynomial/x^4-2x^3+2x^2-3x+5/a is 3/Exercise

Determine all the Taylor polynomials of the function
    $f(x)=x^{4}-2x^{3}+2x^{2}-3x+5\,$
at the point $a=3$.
# Taylor polynomials in 0/R/Degree 4/Sin(cos(z) ) +z^3 exp (z^2)/Exercise

Find the Taylor polynomials in $0$ up to degree $4$ of the function
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \sin {\left(\cos x\right)}+x^{3}\exp {\left(x^{2}\right)}.$
# Taylor polynomial/1 over sine/pi over 2/Exercise

We consider the function
    $f(x)={\frac {1}{\sin x}}\,$
over the real numbers.
a) Determine the range of $f$.
b) Sketch $f$ for $x$ between $-2\pi$ and $2\pi$.
c) Determine the first three derivatives of $f$.
d) Determine the Taylor-polynomial of order $3$ of $f$ in the point ${\frac {\pi }{2}}$.
# Taylor polynomial/R/Dilation/Exercise

Let $f\colon \mathbb {R} \rightarrow \mathbb {R}$ be an $n$-fold differentiable function in the point $a$. Show that the $n$-th Taylor polynomial for $f$ in the point $a$, written in the shifted variable $x-a$, equals the $n$-th Taylor polynomial of the function $g(x)=f(x+a)$ in the zero point.
# Taylor polynomial/R/Interpolation/Compare/Exercise

Let $f\colon \mathbb {R} \rightarrow \mathbb {R}$ be a function. Compare the polynomial interpolation for $n+1$ given point and the Taylor-polynomials of degree $n$ in a point.