OpenLLM-France/wikimedia huggingface dataset:
# Technical Drawing

This is a style guide for technical drawing, whether on paper or screen.

## Title blocks

A title block should not exceed 170mm in width. Includes enough information to enable the drawing to be completely identified, and some additional and clarifying information. In no particular order:
* Title;
* Drawing number;
* Draughtsperson (Drafter);
* Checker;
* Approver;
* Scale (or not to scale - NTS);
* Dates;
* Sheet number;
* Revisions;
* Units (if other than millimeters);
* Disclaimers including copyright (of both the drawing and the design);
* Context such as company name, address, etc.
Also, some title blocks may include:
* Field for "Next Assembly";
* Field for "Used on";
* Third angle projection clarification;
* Reference number; and
* URL.

## Line types

Line types are entities used on a drawing that have specific characteristics and meaning. The characteristics may be applied to lines and arcs.
Common line types include:
* Continuos / solid
* Center (center line)
* Hidden
* Phantom

## Line widths

Standard widths: 0.13mm, 0.18mm, 0.25mm, 0.35mm, 0.50mm, 0.70mm. These are designed to be scaled to different ISO standard paper sizes and still be of a standard width (i.e. there is a multiplier of √2 between each).
| Use | Width | SVG style guide |
| Page & title box borders | 0.70mm | stroke-width:0.70mm; stroke-linejoin:bevel |
| General Outlines | 0.35mm | stroke-width:0.35mm; stroke-linejoin:miter |
| Hidden Outlines | 0.35mm | stroke-width:0.35mm; stroke-linejoin:miter; stroke-dasharray:7,2 |
Note: Line width is different than line weight.

## Representation of materials

Materials are represented by hatch patterns. The patterns are classified under ISO or ANSI guidelines, though other predefined patterns may be used; for instance, ANSI38 is used to denote aluminum. The hatch pattern can only tell what type of material in general form, that is, it does not indicate the specific composition.

### Brickwork

Brickwork in section is represented by parallel 0.35mm lines, outlining the actual (i.e. scaled) width of the brickwork, with double 0.25mm lines crossing at 45˚, spaced three line-thicknesses apart and such that one pair starts 1/3 of the wall thickness from where the previous pair met the opposite line.
# Teaching and Learning Online/Contributors

This page lists contributors to "Teaching and Learning Online" projects.

## Major contributors

* User:Cormaggio
* User:Teemu
* User:Leighblackall
* User:Phonebein (+ students)
* User:Jtneill
* User:McCormack
* User:ReneeHobbs2007 (+ students)
* User:AiClassEland
* User:Saidkassem
* User:Reawhite
* User:Ian Kennedy
* User:Historybuff
# Teaching and Learning Online

This resource is a collection of resources related to the major sub-division of e-learning which deals with teaching and learning online. If you know of a resource on Wikiversity which deals with this topic, please add it to the list below. Feel welcome to develop any of these resources further.

## Topics

Please do not list self-reflective resources here. (Self-reflective resources relate directly to using Wikiversity). The coloured icons before each item indicate a very approximate estimate of the state of completion.
* Instructional Design. Course. A very large resource (about 130 pages).
* Media Literacy. Course. 8 pages; detailed.
* Open Educational Resources. Encyclopedic article. What is an open educational resource? Places emphasis on the economic and institutional aspects.
* One Laptop Per Teacher. Academic paper.
* Facilitating Online.
* Flexible Learning.
* Creating Accessible Courses. A model for creating a course online, using Wikiversity
* Networked Learning.
* Composing Free and Open Online Educational Resources. Ongoing collaborative course.
* Introduction to Learning Objects.
* Future Media Class. Unmaintained. Needs adoption. About 10 pages.
* Collaboratively Building Concepts. An idea for an activity.
* The Online Classroom. Lesson collection, with one completed lesson on Student Safety on the Internet. (Note: image copyright problems.)
* Neil Postman: Five Things We Need to Know About Technological Change. Discussion - needs more points of view and involvement.
* Lecture 2.0. Ideas for Lectures of the Future.
* The Rise and Fall of MOO Universities. Useful notes.
* Web quest. Another Idea for Online Activities.
* Web 2.0 Tools for Teaching and Learning. Slightly more than a stub.

## Self-reflective resources

This section lists some selected resources relating to the use of Wikiversity in teaching and learning online.
* Developing Wikiversity through action research
* Wikiversity learning model
* Wikiversity:Learning resources
* Help:How to write an educational resource
* Help:101 things to do with your class on Wikiversity
* Learning and learning about learning in Wikiversity (paper)
* Educational technologies
* Educational Technology Lesson Plans

## Contributors

The page below lists major contributors to projects within the scope of the page.
* Contributors to "Teaching and Learning Online" projects

## Readings
### External

* Kidato raises $1.4M seed to scale its online school for K-12 students in Africa

## Discussion questions

* Will the COVID 19 pandemic change how students learn indefinitely?
* What can be done to help foster the adoption of open source education?
# Teaching students
## Overview

Teaching students is not an easy job, for in teaching students, you are influencing their lives. Perhaps, in return, your life is influenced.
As we separate the job of teaching into "educating," "teaching," and "answering," we use these points to study how to teach better and more effectively.

## Subjects

* Skills about Educating
* Skills about Teaching
* Skills about Answering
# Tealight oxygen experiment

See what happens when you place a glass over a lit candle! This experiment is intended for pre-k students and is appropriate for ages of 3+.

## Materials

* 2+ different sized glass cups
* 3+ tealight candles
* Matches or lighter
* Stopwatch (optional)

## Form a hypothesis

What will happen when you put a glass over a candle?
Will the candle go out faster under the small glass or the large glass?

## Experiment

Get two to three glasses of different sizes. Light 3-4 different tealights (1 + number of glasses you have)
Leave one tealight uncovered. Cover each tealight with a different glass. Optional: Start a timer.
Watch the candles go out. If you are using a timer, write down the time at which the light goes out.

## Replication

Optional: Repeat the experiment. Each time you run the experiment, this is called a "trial."

## Results

What happened when you put the glasses over the tealight? Which tealight went out first? Which tealight went out last? Was your hypothesis correct?
If you did multiple trials, were your results exactly the same?
# Teamwork

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Vector bundles and tight closure (Triest 2023)/Finite field/Smooth projective curve/Vector bundle/Strongly semistable degree nonnegative/Finite annihilation/Fact/Factreferencenumber

Theorem 3.4
# Vector bundles and tight closure (Triest 2023)/Forcing algebra/Relation to tight closure/Local cohomology/Characterization/Fact/Factreferencenumber

Theorem 2.9
# Vector bundles and tight closure (Triest 2023)/Hilbert-Kunz multiplicity/Monsky-quartic for weird deformation behavior/Example/Examplereferencenumber

Example 4.3
# Tectonic hazards/Tsunami

A tsunami is a chain of fast moving waves in the ocean caused by powerful earthquakes or volcanic eruptions. Tsunami has a very long wave. It can be hundreds of kilometers long. Usually, tsunami starts suddenly. The waves travel at a great speed across an ocean with little energy loss. They can remove sand from beaches, destroy trees, toss and drag vehicles, damage houses and even destroy whole towns.
The water will draw back from the coast half of the wave period prior to the wave getting to the coast. If the slope of the coast is not deep, the water may pull back for hundreds of metres. People who do not know of the danger will often remain at the shore.
Tsunamis can not be prevented. However, there are ways to help stop people from dying from a tsunami. Some regions with lots of tsunamis may use warning systems which may warn the population before the big waves reach the land. Because an earthquake that caused the tsunami can be felt before the wave gets to the shore, people can be warned to go somewhere safe.
# University of Florida/Egm3520/s13.team1.r4

Report 4

## R4.1
### Problem R4.1

Problem statement: A motor exerts a torque $\displaystyle T_{f}$ to shaft FGH attached to a gear with radius $\displaystyle r_{G}$ which in turn applies a torque $\displaystyle T_{d}$ to a gear with radius $\displaystyle r_{D}$ attached to shaft CDE. No slipping occurs between the gears. The Allowable shearing stress in each shaft is $\displaystyle 10.5ksi$.
Question statement:
    What is required diameter of shaft CDE?
    What is required diameter of shaft FGH?
Contents taken from Page 157 in the Mechanics of Materials: 6th Edition textbook. Authors: F.P BEER, E.R. JOHNSTON, J.T. DEWOLF AND D.F. MAZUREK ISBN:9780077565664
    Givens:
       $\tau =10.5ksi=10,500psi$
       $T_{F}=1200lb*in$
       $r_{D}=8in$
       $r_{G}=3in$
    $\tau ={\frac {Tc}{J}}={\frac {2T}{\pi c^{3}}}\implies c={\sqrt[{3}]{\frac {2T}{\pi \tau }}}$

### (a) Required diameter of shaft CDE

    $T_{E}={\frac {r_{D}}{r_{G}}}T_{F}={\frac {8in}{3in}}(1200lb*in)=3200lb*in$
    $c={\sqrt[{3}]{\frac {2T_{F}}{\pi \tau }}}={\sqrt[{3}]{\frac {2(3200lb*in)}{\pi (10,500psi)}}}=0.5789$
    ${\frac {1}{2}}d=c\implies d=2c$
       $d_{E}=2(0.5789)=1.157in$

### (b) Required of diameter shaft FGH

    $c={\sqrt[{3}]{\frac {2T_{F}}{\pi \tau }}}={\sqrt[{3}]{\frac {2(1200lb*in)}{\pi (10,500psi)}}}=0.4175in$
       $d_{F}=2c=2(0.4175in)=0.8349in$

## R4.2
### Question 3.25

Problem Statement: Given the diagram of gears A and D connected to rods BC and EF. There is a given torque of 5 kip*in for $T_{C}$ and $T_{F}$ is unknown. The shafts of rods ABC and DEF are solid and their diameters are unknown. Each shaft has an allowable shearing stress of 8500psi
Question Statement:
    Using the known values find the required minimum diameter a) of shaft BC and b) shaft EF
Contents taken from Page 158 in the Mechanics of Materials: 6th Edition textbook. Authors: F.P BEER, E.R. JOHNSTON, J.T. DEWOLF AND D.F. MAZUREK ISBN:9780077565664
    Givens:
       $\tau =8500psi$
       $T_{C}=5kip*in=5000lb*in$
$\tau ={\frac {Tc}{J}}={\frac {2T}{\pi c^{3}}}\implies c={\sqrt[{3}]{\frac {2T}{\pi \tau }}}$

### (a) Required diameter of shaft BC

$c={\sqrt[{3}]{\frac {2(5000lb*in)}{\pi (8500psi)}}}=0.72079in$
       $d=2c\implies d_{C}=40442in$

### (b) Required diameter of shaft EF

$T_{F}={\frac {4in}{2.5in}}(5000lb*in)=8000lb*in$
$c={\sqrt[{3}]{\frac {2T_{F}}{\pi \tau }}}={\sqrt[{3}]{\frac {2(8000lb*in)}{\pi (8500psi)}}}=0.84304in$
       $d=2c\implies d_{F}=1.686in$
# Web Design/Embedded CSS

Web Design → Embedded CSS
This page is part of the Web Design project. :
Example 1
As you can see the style information is placed between the <head> & </head> tags, inside the <style> & </style> tags
The CSS code below should make the:
* Background color = yellow
* Text inside a <p> tag = green & a font size of 10 pixels
* Text inside a <h2> tag = blue
Type the code below into your favorite code editor and save the file as cssexample.html
Exercise 2 – Changing the font family and font style using CSS.
The CSS code below should make the:
* Text within the <p> tag, appear as helvetica, impact, sans-serif font.
* Text within the <p> tag, appear as italic.
* Text within the <h2> tag, appear as gill sans, new baskerville, sans-serif font.
Paste the code below into your code editor, create a new page called cssexample2.html
Exercise 3 – Changing the border and aligning the text using CSS.
The CSS code below should make the:
* Background within the <p> tag, appear as pink.
* Border around the <p> tag, appear as solid green.
* Text within the <p> tag, aligned in the center.
* Border around the <h2> tag, to appear as dotted red.
Paste the code below into your code editor, create a new page called cssexample3.html
Exercise 4 – Changing the margin padding using CSS.
The CSS code below should make the:
Paste the code below into your code editor, create a new page called cssexample4.html
Exercise 5 – Changing the color of a Horizontal Rule using CSS.
The CSS code below should make the:
Paste the code below into your code editor, create a new page called cssexample5.html
# Web Design/Dynamic Websites/Simple Functions in PHP

Web Design → Simple Functions in PHP
This page is part of the Web Design project. :
Note: Work in progress PHP.net has a reference on PHP functions, but it's a little complicated for your average beginner.

## Example PHP file with function

Try testing the following PHP file:
Can you explain why it does what it does?

## Example 2: a function with an argument

A small modification:
Can you explain what's happening this time?

## Example 3: Something more useful

So far we've done simple PHP templating using include files. But we can replace this with functions to, and give ourselves some extra power while we're at it! Try the following:
Again, test out this page and then see if you can explain what it's doing!
Here's the challenge:
* See if you can modify your printHeader function so that you can say: printHeader("Page 2"); - and the text "Page 2" will be displayed in the title tags (look back to a previous example!)
* Try creating and using your own printFooter function.
Of course, we'd remove these functions into an include-file so that we can reuse them on other pages!
# Web Design/Dynamic websites

Web Design → Dynamic websites
This page is part of the Web Design project. :
Dynamic websites are type of websites that use one or more computer programming languages that allow the content to be managed or somehow outputted using a server-side application. Dynamic websites are mostly rich of content and manageable. Most Open Source website applications are competitive in the part of managing the content with an ease. Dynamic websites are examples like Wikibooks, Wikipedia, or blog portals. They allow the usage of custom templates and actions in the server-site, such as logging and adding new data. Today, it's quite hard to find a website that wouldn't be dynamic-content based.
Most dymanic websites are built on top of programming languages that are fast and can be used straight out of the box. Most of them are compatible with CGI to be used with Apache, or other powerful web servers.
Most used programming languages on the web today:
* PHP -- Dynamic websites with PHP
* ASP Including the .NET Framework
* Perl
* Python
* Ruby
Note that Perl was the whole start of the server-side scripting for people who couldn't afford to buy or to learn the alternatives. Perl is now most portable solution that is the most widely available in the world. (add more)
Powerful dynamic website applications can also be built using almost any bigger programming language (C, C++, Pascal for example) which speeds up overall execution time of the script. Using PHP or other applications is a bit of pain as the applications are quite slow because they need to interpretate the source code, compile and execute it. Whereas, compiled applications are only executed either using SAPI or CGI interface. An example of powerful applications would be eBay - though the author is not sure but there are .DLL files. Also, Borland embeds .exe applications inside their search engine.

## Web Servers

Webservers compatible with CGI/FastCGI applications:
* Apache HTTP Server
* lighttpd
* w:Sun Java System Web Server
* Zeus Web Server
* IIS (ISAPI Only?)
# Web Design/Develop cascading style sheets

Web Design → Develop cascading style sheets
This page is part of the Web Design project. :
This unit defines the competency required to develop cascading style sheets (CSS) that are attached to a mark-up language document in order to externally define and control styles to enhance and achieve commonality between web documents.
This unit of competency can be viewed directly on the Australian National Training Information Service website:
The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

## Performance Criteria

Realistically, this unit is best undertaken together with ICAB4135A Create a simple mark-up language document to specification. Together these two units form a good grounding for ICAB4137A Produce basic client side script for dynamic web pages.
The following performance criteria are from the National unit of competency (add link when available).
* Define styles
** Identify and document the purpose of the mark-up language document
** Identify and document appropriate styles that are to be controlled by the CSS
** Define and document styles in accordance with established design or business guidelines
* Produce CSS
** Produce CSS using the determined styles
* Attach CSS to new mark-up language documents
** Start new mark-up language document
** Attach CSS to document
** Produce document, applying styles from CSS
** Repeat this process, attaching the same CSS to different document
* Attach CSS to existing mark-up language documents
** Open existing mark-up language document
** Attach CSS to document
** Apply styles from CSS to document, removing redundant tags
** Repeat this process, attaching the same CSS to different document
* Edit CSS
** Edit CSS and confirm changes in attached document
* Validate CSS
** Validate that the website functions correctly and that the styles satisfy the purpose of the document
** Validate that the website functions correctly using different browsers

## Ideas for demonstrating competence

* A Small Website Project - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence.
* Other ideas? Edit and add your own ideas for demonstrating competence in this unit!

## Related Modules

* Learning Basic HTML and CSS
# Web Design/Emerging Technologies

Web Design → Emerging Technologies
This page is part of the Web Design project. :
As a developing technology, there's always a bunch of tools and techniques that are emerging into the world of Web Standards. Here's your chance to find an emerging technology that interests you, and start playing with it!

## eXtensible Markup Language

Currently this is a stub. Activities:
* XML Challenges will get you started creating your own SVG, rolling your own RSS feed, displaying maths in your browser.

## AJAX (a.k.a. XMLHTTPRequest)

Experiment with those fancy dynamic widgets in your site! Get started learning AJAX with the Javascript AJAX Challenges. For the true power of AJAX, familiarise yourself with dynamic server side scripting as well.

## Activities

* Web Design/Emerging Technologies Research Activities
# Web Design/Design Suggestions

Web Design → Design Suggestions
This page is part of the Web Design project. :

## Suggestions for Design class resources

* Less on how to make visual effects, and more on how to use them.
* Challenge sequences, like the CSS ones.
* Information on how to splice compositions, and turn them into web pages.
# Web Design/Dynamic Websites/Creating Database Tables

Web Design → Creating Database Tables
This page is part of the Web Design project. :
Before we can start using databases to create dynamic sites, we first need to create a database table! Since most cheap hosting sites support MySQL as their database server, we're going to use a special program that's been written by someone else to help us setup and administer our MySQL databases... it's called PhpMyAdmin.
From the PhpMyAdmin homepage:
To take part in this activity, you'll need to know:
* the URL of your database host, as well as your database username and password. If you are unsure about these, ask your hosting company or your facilitator.
* Alternatively, you can install XAMPP Lite or WampServer on your local computer as it has PhpMyAdmin already installed for you.

## Getting aquainted with PhpMyAdmin

To start getting aquainted, there's a nice and simple PhpMyAdmin Tutorial that will get you started creating your first example table using PhpMyAdmin, and inserting data into it. Try it out and see how you find the experience!
After finishing the tutorial, you might like to reflect on your blog or elsewhere:
* Describe why database tables usually have one field set as the primary key?
* How is the Auto Increment option useful?,
* When adding a field to a database, what other information do we need to specify?

## Creating your own table

Once you've finished with the example, we're ready to create our own database table! Referring back to an HTML form that you have created in the past (one that collects information from users, say for purchasing a product):
* write down the fields that will require to store this information in a database.
* Using PhpMyAdmin, create a new table in your database with a meaningful title (relevant to the data you're collecting, such as orders or enquiries etc)
* Specify the fields that you require to store your data (making sure that you choose the correct type, and that you've created a primary key etc).
* Insert 4 or 5 lines of sample data to your new table, each time noting the actual SQL code that is being used to add the information into your database.

## More on Database Types

To re-cap some and pull together some of the things you've learned so far, read through Using MySQL down to (but not including unless you're keen) the Basic SQL Statement.
For the moment, it's important that you:
* Feel comfortable creating a new table in a database using PhpMyAdmin,
* Correctly select the type for each field in your table using only the simple types (e.g. int, text, varchar, datetime, but you should be aware that there's lots of other types),
* Create a primary key for each table and use the auto-increment option correctly,
* Have a vague idea of what an SQL statement looks like (more on this later!)
Phew! Enough for one day?! Next, we'll be finding out how we can connect to our database from PHP!