OpenLLM-France/wikimedia huggingface dataset:
# Exploratory factor analysis/Assumptions

There are several requirements for a dataset to be suitable for factor analysis:
* Normality: Statistical inference is improved if the variables are multivariate normal
* Linear relations between variables - Test by visually examining all or at least some of the bivariate scatterplots:
** Is the relationship linear?
** Are there bivariate outliers?
** Is the spread about the line of best fit homoscedastic (even (or cigar-shaped) as opposed to fanning in or out))?
** If there are a large number of variables (and bivariate scatterplots), then consider using Matrix Scatterplots to efficiently visualise relations amongst the sets of variables within each factor (e.g., a Matrix Scatterplot for the variables which belong to Factor 1, and another Matrix Scatterplot for the variables which belong to Factor 2 etc.)
* Factorability is the assumption that there are at least some correlations amongst the variables so that coherent factors can be identified. Basically, there should be some degree of collinearity among the variables but not an extreme degree or singularity among the variables. Factorability can be examined via any of the following:
** Inter-item correlations (correlation matrix) - are there at least several small-moderate sized correlations e.g., > .3?
** Anti-image correlation matrix diagonals - they should be > ~.5.
** Measures of sampling adequacy (MSAs):
*** Kaiser-Meyer-Olkin (KMO) (should be > ~.5 or .6) and
*** Bartlett's test of sphericity (should be significant)
* Sample size: The sample size should be large enough to yield reliable estimates of correlations among the variables:
** Ideally, there should be a large ratio of N / k (Cases / Items) e.g., > ~20:1
*** e.g., if there are 20 items in the survey, ideally there would be at least 400 cases)
** EFA can still be reasonably done with > ~5:1
** Bare min. for pilot study purposes, as low as 3:1.
For more information, see these lecture notes.
# Explorations/Astronomy/Quiz

Exploratory astronomy is a lecture and an article studying the origin or initial construction of the universe or any portion. It is an offering from the school of physics and astronomy.
You are free to take this quiz based on exploratory astronomy 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

* Exploration consists of going there to study what's there by being there.
# Eastern Algonquian languages

Eastern Algonquian languages are a subgroup of the Algonquian languages family, itself a part of the Algic languages family indigenous to the East coast of Canada and United States and the region immediately inland from it. At the time of contact with Europeans there were at least 17 languages part of the Eastern Algonquian subgroup. Today, most of them are extinct.

## List of languages

* Abenaki languages
** Eastern Abenaki (nearly extinct, part of revival programs)
** Western Abenaki (extinct in 1993)
* Carolina Algonquian (extinct)
* Delaware languages
** Munsee
** Unami (extinct)
* Etchemin (extinct)
* Loup A (extinct)
* Loup B (extinct)
* Lumbee (extinct)
* Mahican (extinct)
* Malecite-Passamaquoddy
* Massachusett (revived in 1993)
* Mi'kmaq
* Mohegan-Pequot (extinct)
* Nanticoke (extinct)
* Narragansett (extinct)
* Pamlico (extinct)
* Powhatan (extinct)
* Quiripi (extinct)
# Easy Math Formulas

Three - Dimensional Figures - Volume
In books, formulas are known as difficult by many people. Kids end up with harder - and longer to use - formulas. These formulas are almost garanteed to make a child make a mistake. Teenagers are expected to already learn them, and In college, sometimes instruction is what they should've learned in high school. But there are formulas out there that are easy to use in geometry.
For example, take a cube or rectangular prism. The formula? Bh. Now, this may confuse you. I mean, two simple letters, with one capitalized? That is very confusing at first. But, there is a meaning faster than what is taught. The B stands for Area of the base. The H stands for Multiplyed by the height. This formula is very similar.
Now, let's do something like a pyramid. The pyramid is very simple; find a measurement you can divide by 3, and then multiply like a cube, or 'Bh3. Likewise, with a cone, just multiply the circle by pi. Notice how simple these formulas are?
Two - Dimensional Figures - Area
Now let's move on to two - dimensional figures. We will start with a triange. Multiply the measurements like a square or rectangle. Then divide by 2. That is also another easy way to calculate area.
With a paralellagram, There is a top measurement, and there is a base (Bottom) measurement. In order to complete this, you must average those numbers, then multiply by the height. For example, let's say the top measurement is 3, and the bottom measurement is 5. The average would be 4, the middle number. Now let's say the height is 5. 4 multiplyed by 5 is 20. That is the area.
# Easy Languages

Quizzes for the "Easy Languages" series of wikibooks
* Hylian
* Mandarin Chinese
* Lojban
# Easy Languages/Chinese

* Chapter One
* Chapter Two
# Easy Languages/Chinese/Chapter One
## Quiz One

Take this quiz after Lesson 1.3

## Quiz Two

Take this quiz at the end of Chapter 1
If you got at least 75% you are ready for the next chapter
# Easy Languages/Hylian

Take a quiz every other chapter
# Earthquake protector

Earthquake protector is a type of base isolation intended for protection of building and non-building structures against potentially damaging lateral impact of strong earthquakes.
Heavy damping mechanism sometimes incorporated in vibration control technologies and, particularly, in base isolation devices, may be considered a valuable source of suppressing vibrations thus enhancing a building's seismic performance. However, for the very pliant systems such as base isolated structures, with a relatively low bearing stiffness but with an high damping, the so-called "damping force" may turn out the main pushing force at a strong earthquake. This finding created a theoretical ground in earthquake engineering for a damping-disengaged base isolation technology called Earthquake protector.
A shake-table video of concurrent shake-table experiments with two identical and kinematically equivalent to their 12-story prototype building models is presented at. The right model is resting on Earthquake Protectors, while the left one, caught at the time of its crash, is fixed to the shake-table platen.

### Analytical software

Analytical software called EPET or Earthquake Performance Evaluation Tool enables concurrent virtual experiments on the same building models with any sliding type of base isolation, including Earthquake protector, and without.
# Introduction to Robotics/Robotics and BoeBots/Quiz

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
The quiz at the end of the first week is going to be very basic, and similar in many respects to the assignment.
# Introduction to Robotics/Robotics and BoeBots/Quiz/Teachers

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## Question 1

In 1 second:
    1 sec = x × 2 μsec
    1 × 10^6 μsec = x × 2 × 10$^{-6}$μsec
    $x={\frac {10^{6}}{2}}=5\times 10^{5}=500,000$
In 1 minute:
    500,000 * 60 = 30,000,000

## Question 2

1cm = 1 \times 10$^{-2}$m 1Gm = 1 \times 10$^9$m
    ${\frac {10^{9}}{10^{-2}}}=10^{11}{\frac {cm}{Gm}}$

## Question 3

* Kilo-ohm
* Megajoule
* microfarad
* millihenry
* picoamp
* Gigavolt
# Introduction to Robotics/Robotics and BoeBots/Lecture/Teachers

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## The "Name Game"

It is common for a teacher to go around the room and ask each student to say his or her name. Since this is the first class of the course, we may ask the students to say their names, but also to name an example of a real-world use for robotics. Students should give specific examples of actual robots, not vague examples. For instance a student should say "The Mars Rover" instead of "A robot that drives a car".
As an additional exercise, have the student say their name, an example of a robot, and then repeat the name and example from the previous 5 students.

## Introduction to the Course

If you have a syllabus, you should give one copy to each student. You should tell in advance when all the quizzes and tests will be, and how the final grade for the course will be computed. You may choose to use the example Syllabus.

## SI Units

This can be displayed to the students to try and refamiliarize themselves with some of the units. Students should be familar with the first 3 already, although many of them will not be familiar with Amps or Volts. We will discuss both in a later lecture. The students should have a more comprehensive list of units in a printed handout, but this is the most important list right now.

### Meter

    Unit of length

### Kilogram

    Unit of mass

### Second

    Unit of time

### Ampere (Amp)

    Unit of current

### Volt

    Unit of electric potential

### Ohm

    Unit of electrical resistance

### Watt

    Unit of power
Most students should be familar with SI prefixes. This handout will help the students to refresh on them. Students should have a handout with the various prefixes on it. This visual aide will only have a small number of prefixes that are common in the lab and literature.
| 1000$^n$ | 10$^n$ | Prefix | Symbol | Value |
| 1000$^3$ | 10$^9$ | giga- | G | 1 000 000 000 |
| 1000$^2$ | 10$^6$ | mega- | M | 1 000 000 |
| 1000$^1$ | 10$^3$ | kilo- | k | 1 000 |
| 1000$^0$ | 10$^0$ | (none) | (none) | 1 |
| 1000$^{−2/3}$ | 10$^{−2}$ | centi- | c | 0.01 |
| 1000$^{−1}$ | 10$^{−3}$ | milli- | m | 0.001 |
| 1000$^{−2}$ | 10$^{−6}$ | micro- | µ | 0.000 001 |
| 1000$^{−3}$ | 10$^{−9}$ | nano- | n | 0.000 000 001 |
# Introduction to Robotics/Robotics and BoeBots/Lab

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
The most important thing to learn on the first day of lab are the necessary safety policies of the Lab. Students will be warned about the lab equipment, and will be asked to fill out a worksheet with all the necessary safety information.
Some teachers may also ask the students to sign a laboratory use contract. The contract will ask the students not to abuse or misuse the equipment, not to act in an unsafe manner, and to obey the lab instructor at all times. Students who break the contract later could be asked to leave the lab.
The first part of this lab will more closely resemble a lecture then any kind of hands-on learning activity. If the lab instructor is different from the lecture instructor, this may be a good time to get to know him or her.
The second part of this lab will introduce the students to the BoeBots. If possible, each student should receive a BoeBot, along with the necessary cables (power cable and serial programming cable) and a box to store the robot in. Because of the differences in calibration between robots, it is a good idea if an individual student or a group of students all use the same robot throughout the entire course.
# Introduction to Robotics/Robotics and BoeBots/Quiz/Students

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## Question 1

The BoeBot has a cycle time of 2 μsec. This means that each instruction takes 2 μsec to execute. How many instructions can your BoeBot perform in 1 second? How many in 1 minute?

## Question 2

How many centimeters are in a gigameter?

## Question 3

What units do each of the following abbreviations refer to?
* KΩ
* Mj
* μF
* mH
* pA
* GV
# Introduction to Robotics/Robotics and BoeBots/Assignment/Teachers

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## Part 1
### How would would you teach a computer to make a sandwich?

    Here is an example of a list of instructions:
   * Find Peanut Butter
   * Open Peanut Butter
   * Find Bread
   * Open Bread
   * Take two slices of bread out of bag
   * Lay 2 slices of bread on a plate
   * Spread peanut butter on one slice of bread
   * Find Jelly
   * Open Jelly
   * Spread Jelly on other slice of bread
   * Put slices of bread together so that the peanut butter and the jelly are pressed together
   * Cut sandwich in half

### What's the Point?

Some students are bound to ask "What's the point of this assignment?"
Like many things in science and engineering, the best way to learn a topic is through thought exercises and metaphores. Students need to get in the habit of thinking of problems in terms of small bite-sized chunks. If a student cannot explain how to make a simple sandwich (which they have probably been doing for years) then how are they going to explain complicated actions to a robot?

### Grading

Everybodies list will be different, and there is no single correct answer. Student's whose lists are short (fewer then 6 instructions) probably didn't put enough effort into the assignment.
Some students may come up with very long sets of instructions, or very detailed instructions as well.

### The Answers

One of the best ways to present the answers to this question is to let the class figure it out together as a group. Start by asking "What do I do first?" and then "What do I do next?"
If a student gives you an answer that is too complicated, say "That's too big, break it down into smaller parts" or ask "How do I do that in simple steps?" By the time you get through the whole process, the class will understand the concept better. Try to call on all the students, or at least avoid calling on any one student too many times.

## Part 2

* All three of these examples are considered to be parts of robotics.
* Some of these points can be argued, but in general, a robot must have autonomy or resourcefulness.
** A spam email filter. not a robot
** A garage door opener. not a robot
** A remote controlled boat. a robot
** A 1970's automobile. not a robot
** A current model automobile which includes lane-following. a robot
** An Apple IPod. not a robot
** An actor in in a silver suit. not a robot

## Part 3

There are many types of robots. Here is a partial list:
* Androids (looks like a human, currently used mostly for research)
* Stationary/Industrial (for manufacturing)
* Ground Robots (used for autonomous exploration or movement, such as the Mars Rover)
* Underwater (Unmanned Underwater Vehicles, can go places humans cannot)
* Aerial (Unmanned Aerial Vehicles, can go places humans cannot)
* Microgravity (Robots designed to work in space, or in low-gravity places, such as the moon)
* Machine Pet
# Introduction to Robotics/Robotics and BoeBots/Lecture/Students

Robotics and BoeBots: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## SI System

Name:_________________________________
Date: 10 / 4 / 2024 SI Units

### Meter (m)

    Unit of length

### Liter (l)

    Unit of Volume

### Gram (g)

    Unit of Mass. Usually as a "Kilogram" (kg)

### Second (s)

    Unit of time

### Amps (A)

    Unit of electrical current

### Volts (V)

    Unit of electrical potential

### Watts (w)

    Unit of power

### Joules (j)

    Unit of energy

### Henries (H)

    Unit of magnetic inductance

### Farads (F)

    Unit of electrical capacitance

### Ohms (Ω)

    Unit of electrical resistance
Name:_________________________________
Date: 10 / 4 / 2024 SI Prefixes
| 1000$^n$ | 10$^n$ | Prefix | Symbol | Value |
| 1000$^8$ | 10$^{24}$ | yotta- | Y | 1 000 000 000 000 000 000 000 000 |
| 1000$^7$ | 10$^{21}$ | zetta- | Z | 1 000 000 000 000 000 000 000 |
| 1000$^6$ | 10$^{18}$ | exa- | E | 1 000 000 000 000 000 000 |
| 1000$^5$ | 10$^{15}$ | peta- | P | 1 000 000 000 000 000 |
| 1000$^4$ | 10$^{12}$ | tera- | T | 1 000 000 000 000 |
| 1000$^3$ | 10$^9$ | giga- | G | 1 000 000 000 |
| 1000$^2$ | 10$^6$ | mega- | M | 1 000 000 |
| 1000$^1$ | 10$^3$ | kilo- | k | 1 000 |
| 1000$^{2/3}$ | 10$^2$ | hecto- | h | 100 |
| 1000$^{1/3}$ | 10$^1$ | deca- | da | 10 |
| 1000$^0$ | 10$^0$ | (none) | (none) | 1 |
| 1000$^{−1/3}$ | 10$^{−1}$ | deci- | d | 0.1 |
| 1000$^{−2/3}$ | 10$^{−2}$ | centi- | c | 0.01 |
| 1000$^{−1}$ | 10$^{−3}$ | milli- | m | 0.001 |
| 1000$^{−2}$ | 10$^{−6}$ | micro- | µ | 0.000 001 |
| 1000$^{−3}$ | 10$^{−9}$ | nano- | n | 0.000 000 001 |
| 1000$^{−4}$ | 10$^{−12}$ | pico- | p | 0.000 000 000 001 |
| 1000$^{−5}$ | 10$^{−15}$ | femto- | f | 0.000 000 000 000 001 |
| 1000$^{−6}$ | 10$^{−18}$ | atto- | a | 0.000 000 000 000 000 001 |
| 1000$^{−7}$ | 10$^{−21}$ | zepto- | z | 0.000 000 000 000 000 000 001 |
| 1000$^{−8}$ | 10$^{−24}$ | yocto- | y | 0.000 000 000 000 000 000 000 001 |
# ICT in Education/Change Projects/2016B Uganda Incorporating the Smart Mobile phone

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Cambodia Capacity Building and Skill Training

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Kosovo Prishtina Training and Recource Hub project

Title of the change project : ICK on Wheels
Change agent : Shpend Lila
Email : Shpend@ickosovo.com;shpend.lila@gmail.com
Name of the organisation : Innovation Centre Kosovo (ICK)
Country : Kosovo
Started date : August 2016
Status (finished/ongoing) : ongoing
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Uganda ICT for Pedagogy

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Rwanda Using E-Learning tools in teaching learning

Title of the change project : Using e-learning tools to enhance quality of teaching learning and assessment at Rukara campus, University of Rwanda, College of Education
Change agent : MACUMI Pontien and Mukamana Helene
Email :mapontien2001@yahoo.fr, mukamahela@gmail.com
Name of the organisation :University of Rwanda, College of Education, Rukara Campus
Country :RWANDA
Started date :4th August 2016
Status (finished/ongoing) :Ongoing
1. Background of the project (problem): The main problem is that at college and campus, lecturers are handling big number of students using the traditional methods and approaches of lecturing, talking, students listening, taking notes, photocopying handouts, cramming for tests and examinations. Even though teaching staff are using the above mentioned traditional methods, the university has paid huge amount of money for ICT software which are currently used by quite small number of teachers.
2. Objectives :Our main objective is to develop and maintain well structured e learning materials on moodle platform at University of Rwanda, College of Education, Rukara Campus. Another objective is to improve Rukara Campus staff capacity in instructional technology for quality teaching.
3. Stakeholders :all teaching staff of Rukara campus, all students of Rukara campus, IT staff of Rukara campus, administrative staff of Rukara campus
4. List of Activities :Developing course content/materials (presentations, videos, games, case studies, assignments, questions), uploading these materials on moodle, talking to students about the platform, monitoring students use of the platform, organizing workshops with other colleagues teachers about moodle platform, monitoring if teachers are using the platform.
5. Expected result ;All teachers using moodle, all students access to their course materials/content through moodle
6. Actual result : Every lecturer has at least uploaded course description on moodle
7. The Project organization :August 2016: IT staff training of all staff, Sept 2016-January 2017:teachers uploading modules contents and material online, during the same period, students have to be accessing to the course online throughout this period.
Last Updated :
# ICT in Education/Change Projects/2016B Uganda Increasing ICT awareness

Title of the change project : Improving the Application of ICT knowledge in the teaching and learning process
Change agent : Namusobya Nasabu Wagwa
Email : namusobyanasabu@gmail.com
Name of the organisation : Kampala Parents' School
Country : Uganda
Started date : October, 2016
Status (finished/ongoing) : Ongoing
1. Background of the project (problem): - Use of manual typewriters which could not store data. - Door-to-door message delivery. - Boring classroom l lessons delivery. - Teacher-Centred approach. - Lack of knowledge internationally. - Less knowledge and research.
2. Objectives :
- To use the technology to communicate information to the pupils. - To acquire more knowledge and information on ICT since it is a key factor in the teaching and learning process in the modern world
- Apply ICT in the teaching process. - To make teaching environment live. - Changing the teaching methods from analogue to digital. - Create job makers and not job seekers.
3. Stakeholders : Teachers and pupils.
4. List of Activities : - Conduct four ICT seminars for teachers to learn different programs and how they can incorporate ICT in their teaching / learning
- Organise two seminars for teachers in the use of Internet - Hold three workshops for teachers to learn the use of ICT gadgets / software
5. Expected result ;  - A change in the teachers and pupils as far as digital migration is concerned - Well equipped staff with ICT knowledge and learning materials to supplement their lessons. - Live and motivated working environment with the use of ICT. - Acquire ICT skills and be able to use the Internet to access knowledge that may be useful to their work
6. Actual result : Use of ICT for Globalization
7. The Project organisation : Life Academy 2016B
Last Updated : 13th September, 2016
Primary teachers Pupils.
# ICT in Education/Change Projects/2016B Liberia Inclusion of ICT Literacy

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :