OpenLLM-France/wikimedia huggingface dataset:
# Sewing
## Basic Sewing Skills

This page shows articles about basic skills in the field of sewing.
Basic sewing skills include hand sewing and sewing by machine. Functional sewing holds two or more layers of material together, and woven fabric is the most commonly used of sewing materials.
There are two types of needles used in hand sewing as well as machine sewing. These are the ball needle and the sharp needle. The ball needle is used on fine fabrics such as silks, rayon and knits, and the sharp needle is used on cottons and linens. The ball needle will not tear or break the threads. The sharp needle is for fibers that are stronger and need a point to get through the fabric. Both types of needles are useful for various tasks, and many variants of these two basic types exist.

## Hand Sewing

Hand sewing uses a needle and thread. The needle has a hole through which the thread is passed, and this is called the "eye" of the needle. By passing a thread through the eye, the needle can carry the thread through one or more layers of material with ease. Sometimes, the thread does not want to go through the eye, but moistening the thread solves this easily. The repeated penetrations of the material can serve to fasten two or more layers together: each serves as a tiny nail or thumbtack holding the material in relation to one another.

### Temporary Hand Sewing

Temporary hand sewing is called "basting". It serves to hold pieces of material in position to one another until the article can be examined for size or fit. While basting thread is commonly removed from the article before completion, basting that does not show may be left in place. Leaving it may save time or may add strength to the project.
The "running stitch" is a useful basting stitch. It is used to fasten seams together in a garment in order to check the fit. It can also be used to attach decorations before they are permanently fastened.
Choose a hand sewing needle in a size suitable to the materials being basted. A loosely woven fabric might require a large needle, while a fine fabric will need a small size or fine needle to avoid making large holes. A non-woven material such as plastic or suede requires a leather needle to pierce it instead of tearing. Thread appropriate for basting is weak rather than strong.

### Embroidery

Embroidery is a form of decorative hand sewing. Embroidery is sewn so that a decorative design shows on the surface of the material. There are many different styles and methods of creating embroidery. This particular form of sewing was a popular ladies pastime in the Victorian era, and designs from this period are often intricate and beautiful, taking months or even years to make the sumptuously decorated fabrics.

## See Also

* Wikipedia: Sewing
* Wikipedia: Clothing
* Wikipedia: Accessories
* Wikipedia: Home furnishings
* Commons:Category:Sewing
# Sex education

This Biology resource is a "stub". Learn how you can help Wikiversity to develop it.
Participants in this learning project want to learn more about sex education. Let's start with some questions:
* Do you remember the first time you heard about sex?
* From what resource (human and/or non-human) did you learn about sex?
* From what resource (human and/or non-human) can you also learn about sex?
* What do others think about this topic? Did you talk with anyone already about this topic? With whom? And why not with others?
* When do you stop learning about sex?
* What does sex mean for you? What does sex education mean to you?

## Participants

* goodguy007
# Several series/1/Exercise

Determine whether the following series converge:
* $\sum _{n=1}^{\infty }{\frac {n+3}{n^{3}-n^{2}-n+2}}$,
* $\sum _{n=1}^{\infty }{\frac {n+{\sqrt {n}}}{n^{2}-{\sqrt {n}}+1}}$,
* $\sum _{n=1}^{\infty }(-1)^{n}({\sqrt {n}}-{\sqrt {n-1}})$.
# Sewing on a button

Sewing on a Button

## Preparation

If your garment is missing a button, try to find the original button or buy a similar set. Take your garment to your local fabric store and fit buttons you like through the buttonholes to determine they are a good size. You might also note instructions on the buttons (dry cleanable? washable? remove from garment before cleaning?).
Buy a spool of thread and a pack of needles if you do not already own them.

## Sewing on the Button

Cut a length of thread about 20" (50cm) long from the spool. Pass one end through the eye of the needle and pull it through until even with the other end. Form a knot at the end.
Pierce the fabric with the needle and draw the thread through to the knot. Using one of the holes left by the previous button, pass the needle through again to the front of the fabric. Now pass the needle through one of the holes on botton of the button, bringing the needle through the front of the button. Pass the needle through another of the button's holes, from front to back. Then pass the needle through the front of the fabric to the back, and pull the tread relatively taut. Now, loosen the thread just a little so that there is space behind the button. You can now position a toothpick or a bobby pin under the button to maintain this small spacing. Pass through the same holes four more times. If the button has four holes, repeat. The thread on the top of the button can look like an "x" or it can be two parallel threads. After making four passes through each hole, pull the needle and thread through to the front and wind some remaining thread around the loose space in the back of the button (three or four times around the threads). This will strenghten your stitches. Pierce your needle through to the back of the fabric again.
When you find your needle is on the back of the fabric, form a knot. You can then pass your needle through the back of the threads you have just formed once more to "bury" the knot. Clip the small loose ends from the first and second knots.
You are done with one button and on to the next.
# Sexual politics

This resource is created to allow the academic study of sexual politics. Content here should follow the Guidelines page. This is not a resource for advocacy of any position, but for study. The topic is known to create disruption if not handled under approved guidelines. Hence editing here should be conducted with high caution and respect.

## Subpages

* Wikipedia - This subpage will list Wikipedia articles or categories relating to sexual politics.
* Mirkin - This subpage will study the paper by Harris Mirkin published in J. Homosex., in 1999, and other work by Mirkin on the topic of sexual politics.
* Rind - See Wikipedia: Rind et al controversy.
* Phase 2 - This subpage will study "Phase 2" topics, those which are currently the subject of common debate, partial acceptance, and social change. The classification of topics as Phase 1 or Phase 2 does not imply or predict that a Phase 1 topic will or should move into Phase 2. This subpage is not restricted by the resource Guidelines except where a Phase 1 topic is raised. However, because Phase 2 topics are still controversial, caution is in order, to maintain site neutrality.
# Sexual politics/Guidelines

Draft, proposed, by Abd (discuss • contribs) 16:05, 1 April 2015 (UTC)

## Participants

Signing here indicates a desire to be included in developing consensus over this Guideline, it is not an indication of participation in the full resource. Registered users only, please. (Anonymous users may still participate, but the signatures of anonymous users are meaningless for this purpose.)
* Abd (discuss • contribs) 16:37, 1 April 2015 (UTC)
# Stars/Galaxies/Spirals/Quiz

Spiral galaxies is a lecture and an article studying a specific type of astronomical object.
You are free to take this quiz based on spiral galaxies 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}} template. 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

* Galaxies are primarily a product of the galactic magnetic field.
# Stars/Infrareds/Quiz

Infrared stars is a lecture from the department of radiation astronomy possibly for the course on the principles of radiation astronomy and is already in the star courses.
You are free to take this quiz based on infrared stars 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 {{stars resources}} template. 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 about infrared stars can touch on any and all wavelengths.
# Stars/Nova-likes/Quiz

Nova-like stars is a lecture about an entity, source, and/or object observed using radiation astronomy.
You are free to take this quiz based on nova-like stars. Once you've read and studied it, the links contained within, listed under See also, External links and the {{stars resources}} template, you should have adequate background to score 100 %.
Suggestion: Have the lecture available in a separate window.
Enjoy learning by doing!

## Hypotheses

* Stars that emit light do so because they are receiving electron irradiation.
* Nova-like activity in stars may be due to a larger star companion.
# Stars/Greens/Quiz

Green stars is a lecture from the radiation astronomy department for possible inclusion in the course on the principles of radiation astronomy and is already in the star courses.
You are free to take this quiz based on green stars.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links and in the {{stars resources}} template. 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.
This quiz may need up to an hour to take and is equivalent to an hourly.
Enjoy!

## Hypotheses

* Green astronomy studies all the astronomical objects of the Solar System.
# Stars/Novas/Quiz

Novas is a lecture about an entity, source, and/or object observed using radiation astronomy.
You are free to take this quiz based on novas. Once you've read and studied it, the links contained within, listed under See also, External links and the {{stars resources}} template, you should have adequate background to score 100 %.
Suggestion: Have the lecture available in a separate window.
Enjoy learning by doing!

## Hypotheses

* Stars that emit light do so because they are receiving electron irradiation.
* Nova-like activity in stars may be due to a larger star companion.
# Studies of Euler diagrams/dagoro

dummy
This 4-ary Boolean function has 7 of 16 true spots.
(It is in BEC 157. See matrix 9, row 7. darimi is in matrix 23, row 3.)
With cell 0 it is a gap variant of inflated tavoku. Without it one of tinora.
| with gap cell 0 | without gap cell 0 |

## darimi

This function is in the same BEC. It is a filtrate of tomute.
| with gap cell 4 | without gap cell 4 |
The relationship between the two is: dagoro(¬C, B, A, D) = darimi(A, B, C, D)  or  darimi(C, B, ¬A, D) = dagoro(A, B, C, D)
The different labels — A..D vs. B..E — do not matter for the conversion. One could also write: dagoro(¬D, C, B, E) = darimi(B, C, D, E)
# Studies of Euler diagrams/decompose
## Shape of the Euler diagram

* the four cells of bundle AB   (outside of sets C and D)
* the two cells of bundle C   (inside of set B, outside of A and D)
* the two cells of bundle D   (outside of sets A, B and C)
* disjunction of the three conjunctions above
These images represent the 4-ary Boolean function $(\neg C\land \neg D)\lor (\neg A\land B\land \neg D)\lor (\neg A\land \neg B\land \neg C)$. It is true in 6 of 16 cases, and is part of BEC 127 (rows (22,2) and (23,0)).
The images below show the truth table with false places grayed out, the Euler diagram, and the corresponding graph.
The images on the right show the decomposition into three bundles, i.e. parts of the Euler diagram that are connected by crossing circles.
For this particular Boolean function, the colored squares can be seen as true. The colored truth tables on the left represent the cells of the bundle, i.e. all cells that touch one of its circles. The gray/white truth tables on the right are always minterms, and represent the position of the bundle in relation to every other set, i.e. inside or outside of it.

## Gap variants

Light gray areas of the Euler diagram are empty, i.e. the corresponding fields in the truth table are false. The Euler diagram could not be drawn without these gap cells, because each border can belong to only one set, and crossing it corresponds to a change of one bit.
Truth table fields in dark gray do not have corresponding fields in the Euler diagram. (They are the same in each file.)
There seem to be only four Boolean functions with this Euler diagram shape. Many cells could not be empty, without changing the shape of the Euler diagram. E.g. the intersection of A and B can not be empty, because then the two circles would be separate. And the left crescent can not be empty, because then A would be within B. And no set can be empty, because that would make it's complement the universe, which should be displayed as the border of the Euler diagram.
# Studies of Euler diagrams/blightless/4-ary/bundles

dummy

## clan 346 (totoro, vidita)

clan 384 (vanatu) :
| 462gap cells of vanatu in Euler diagram of vidita | vanatu |
# Studies of Euler diagrams/blightless/4-ary/multi-bundle

dummy
This page shows some 4-ary Boolean functions from different BECs, that can easily be drawn without gaps.
They contain different bundles. Those with a single bundle are at ...bundles.
# Studies of Euler diagrams/bloated

dummy
A Boolean function is bloated, if some of its sets are equal or complementary to each other. (In terms of splits it means that some splits are equal.)
It is not useful to complicate an Euler diagram with that kind of information.
Instead it makes sense to separate the information, and to make an Euler diagram for the bloatless part.
The bloat part can be expressed as an extended set partition. It has the usual blocks of equivalent elements, and the additional feature, that two blocks can be complements.
TL;DR: A bloated Boolean function has a high arity, but the gist of it can be expressed by one with a lower arity. A Boolean function about smokers, non-smokers and wine drinkers is bloated, and should be reduced to one about smokers and wine-drinkers. The fact that smokers and non-smokers are complementary sets does not deserve to be represented in an Euler diagram.

## tokosi   (3/5)

This Boolean function has 5 arguments, but only 3 of them are independent. Only the white areas in the Edwards–Venn diagram are true. Only the white and gray areas are interesting.
The orange and greenish areas describe the bloat: The orange area means, that D and E are equal. The greenish area means, that B is their complement.
This is the bloat in short notation: $B~{\Big \|}~D=E$ (The sign $\|$ is used to express, that the values on both sides are complements.)
bloated :
| bloatless | bloat |
B was chosen to represent the redundant arguments in the Euler diagram. (Here the bloat is also shown as an Euler diagram, but generally this is not useful.)

## more 5-ary examples

As in the example above, only the white areas are true.
In all these four functions A and C are complements, which is indicated by the greenish area. $A~{\Big \|}~C$
In the last function A is also equal to E, which is indicated by the additional brown area. $A=E~{\Big \|}~C$
To make a bloatless diagram, one has to choose which side of the complement pair should represent it. Here both variants are shown for each function.

## other examples

There are also some bloated functions among the blotted examples.
# Studies of Euler diagrams/blotted

dummy
A Boolean function is blotted, if one of its sets is equal or complementary to the universe. (In terms of splits it means that there is a one-sided split.)
This is similar to bloated functions. The fact that some set contains everything or nothing should be duly noted, but not be mixed with the more interesting information to be expressed in an Euler diagram.

## fobope   (3/4)

This is a 4-ary Boolean function. It contains the usual kind of information about A, B and D, as well as the fact that C is empty. The Euler diagram on the left does not make sense. It may have been drawn this way, because generally C is in B (see here), but when C is empty, this becomes meaningless, because the empty set is a subset of every set. In the Euler diagram on the right the fact that nothing is C is expressed by the light C on the outside of the universe.
$\mathrm {U} ~{\Big \|}~\varnothing =C$
| blotted (4-ary) | blotless (3-ary) |

## lapava   (7/8)

This is an 8-ary Boolean function. It contains the usual kind of information about A...G, as well as the fact that there is nothing outside of H. The Euler diagram on the left is more complicated than necessary, because the ellipse for H is shown separately from the box for the universe. In the Euler diagram on the right the fact that everything is H is expressed by the light H on the inside of the universe.
$H=\mathrm {U} ~{\Big \|}~\varnothing$
| blotted (8-ary) | blotless (7-ary) |

## other examples

Most of these examples are also bloated. (Only todeda and gufaro are not.)
# Studies of Euler diagrams/criteria

dummy
This project aims to automatically find Euler diagrams that meet the criteria listed below.
When the dimension required for the perfect Euler diagram is too high, one can relinquish some criteria to find a useful diagram.
Only the completeness of spots and links should be considered essential.
The following terms are used below:
* spot: cell of an Euler diagram, can be a fullspot (true) or a gapspot (false)
* link: connection between neighboring spots (in an Euler diagram the wall between two cells)
* border: all links belonging to the same set (all walls of the same color)
* segment: generalization of spots and links, including crossings of borders

## completeness of spots and links

Every fullspot must be represented by a cell. Every pair of fullspots with a Hamming distance of 1 must be represented by a wall between cells.

## uniqueness of segments

Each segment should have exactly one contiguous representation in the Euler diagram. Especially spots and links.
gilera :

## connectedness
### spots

All fullspots must be connected by links. This can require the insertion of gapspots.  (The dual of the Euler diagram must be a connected graph.)
XOR :
| pelele | gunumi |

### links in the same border

All links corresponding to the same atom should form one connected surface.
torus :

### other segments
## incrementality

Every link changes exactly one bit. (Thus every link corresponds to one atom.)
gapspots between bundles :
| gilera | karafa |
Between other segments incrementality is not required. This way multicrossings are allowed, which are desireable for functions like foravo (hexagon) or logota (octagon). (They could be drawn with incrementality between all segments, but that would require arbitrary gapspots.)

## non-arbitrariness

Arbitrary choices should generally be avoided.

### cells and border crossings

enlarged multicrossings :
| foravo | rudege | logota |
vidita :
| gapspots | multicrossings | separated cell 6 |
| gapspots  (same as the image above) | only one gapspot | only one multicrossing |

### symmetry

Ideally, non-arbitrariness should extend not only to what is shown, but also to how it is shown.
niliko :
farofe :
burito :
sopuda :
veneto :
# Stormwater harvesting and management/Groundwater recharge

Groundwater recharge is the enhancement of natural ground water supplies using man-made conveyances such as infiltration basins, trenches, dams, or injection wells. Aquifer storage and recovery (ASR) is a specific type of groundwater recharge practiced with the purpose of both augmenting ground water resources and recovering the water in the future for various uses.
Climate change considerations
* More storage capacity needed to overcome seasonal dry periods and to reduce floods.
* Higher rainfall intensities may exceed infiltration capacities. Create storage, enhanced infiltration or artificial recharge.
* Lower rainfall results in the need for transport and storage of water from other areas.
* Changes in vegetation will cause changes in evapotranspiration, surface runoff, erosion and sediment transport/deposition. This requires water and soil conservation measures, like terracing.
Permeable rock dams :
| Sand dam | Check dams (gully plugs) | Leaky dams | Gabions | Controlled flooding / Spreading basins |
| Tube recharge | Infiltration wells | Wells, shafts, and boreholes | | |

### Field experiences

These projects may be utilizing groundwater recharge techniques and are part of the project listing in Really Simple Reporting (RSR) on Akvo.org.
* RSR Project 446 Etude technique d’avant-projet
* RSR Project 600 Community-led WASH and Safe Motherhood

### Groundwater recharge links

* 3R Smart Solutions
* Africa Groundwater Literature Archive: The Archive is a searchable database of published and unpublished groundwater literature about Africa, including reports, journal articles, conference papers and maps. Many of these documents are freely available to download; for others, a link is provided to the online abstract, or a full bibliographic reference is given where the document is not known to be available online.
* Sustainable Development of Groundwater Resources in Southern and Eastern Africa. International Atomic Energy Agency.
* Rainwater Harvesting and Utilisation. or (alternative link). Blue Drop Series: Book 2: Beneficiaries & Capacity Builders. UN-HABITAT.
* Managed Aquifer Recharge (MAR)
* Large wiki on water use for agriculture: Agropedia

### Acknowledgements

* Tuinhof, Albert and Heederik, Jan Piet. Management of Aquifer Recharge and Subsurface Storage or (alternative link). Netherlands National Committee for the IAH and Netherlands Hydrological Society. 2002.
* Aquifer Recharge (AR) and Aquifer Storage & Recovery (ASR). United States EPA.
* Management of Ground Water in Africa Including Transboundary Aquifers: Implications for Food Security, Livelihood and Climate Change Adaptation. United Nations Economic Commission for Africa, African Climate Policy Centre, 2011.
* CARE Nederland, Desk Study: Resilient WASH systems in drought-prone areas. October 2010.
* Original Akvopedia article: Groundwater recharge