OpenLLM-France/wikimedia huggingface dataset:
# Switchgear and control equipment

1. The 3 most imp. characteristic for any relay:
i. Pickup Current value ii. Time Delay iii. Relay Coordination is ultimately determined by the type of Grounding used in Distribution Systems: a. Isolated/ Unearthed Neutral b. Impedance-earthed Neutral c. Solidly (or low impedance) earthed Neutral- In this, the network is generally earthed on the Neutral of an i/coming delta/star tx.former. When this neutral is not accessible, the network is earthed either through and zig-zag tx.former or through a star/delta tx.former connected to the main busbar.
2. When a Fault occurs, Electrodynamic and Thermal stresses built up.
3. For an Induction. motor, a starting current of 6 times the Rated Current(Full Load Current) and a Locked Rotor Resistance , R1 of 3 times the R0 (Running Resist.) causes I2 * r to be 6 X 6 X 3 or 108 times normal.
4. All the elements of universal relay are organized under the application of
Feeder Motor Breaker
5. Feeder application group: It provides 3 separate sets of Instantaneous, Definite-Time & Inverse-Time elements.
Instantaneous: Their operating time does not depend upon the current level. This responds to Phase current and provided conventional Phase fault protection.
Definite-Time OR Independent Time relays: Their operating time depends on the current level. This responds to Negative-Sequence Current and provides Phase to Phase fault protection.
Application: Independent Time relays are used when the short-circuit level is very high OR when short circuit current is likely to vary widely at and given point (eg- when and network is supplied from small generators whose short circuit decrement curve falls off rapidly.)
Inverse-Time OR Dependent Time relays: This responds to Residual Current and provides conventional ground fault protection.
Application: Dependent Time relays are used when:
i. The operation of network includes high-level short-time overloads. ii. Magnetizing inrush currents at switch-on may be considerable for several tenths of and second. iii. Relay operation must be coordinated with a large no. of fuses.
6. Motor application group: It shares the Phase, Negative-Sequence and Ground Instantaneous and Definite-Time elements to protect the motor of winding faults or faults in the connecting leads. Another element, responding to both Positive-Sequence & Negative-Sequence current, provides for Overload, Locked rotor, or unbalanced current conditions
# PHP/Assignment Answers
## Introduction to PHP

Today's assignment was to create a function that takes a name, an age, and a height, and outputs a sentence using all of these variables. Also, to call the function using a combination of variables and literals.
Without further ado, let's take a look at the script:
# PHP/Constants

Constants, by definition, are variables which cannot be modified during the execution of the script. Constants are typically recognizable by their recommended naming convention of ALL_CAPS.

## Syntax

A coder can only define a constant with the define function. Following the API for this function, we find that constants can be defined like this:
The first parameter is the name of the constant, the second parameter is the value the constant represents, and the optional third parameter accepts a boolean TRUE or FALSE to determine whether or not usage of the constant is case insensitive. If the third parameter is omitted, the default is FALSE, causing the variable to be case sensitive. The value of a constant can only be a string, integer, boolean or a float. Constants are accessed just like variables, e.g:

## Usage

Constants may just seem like glorified variables to some, but they may be useful at points, if only for the fact they are more secure and are global in scope (they can be accessed anywhere in the script).
There are a large number of pre-defined constants, that can be viewed here: http://www.php.net/manual/en/reserved.constants.php
# PHP/Debugging

PHP Course > PHP Debugging

## Introduction

Debugging PHP can become an arduous task at times. However, with the implementation of certain techniques, the time with which it takes to debug can be drastically reduced. This page will try to elaborate on the most useful of those techniques.

## Compilation Debugging

More content is needed here.

## Runtime Debugging

When dealing with runtime errors, the following steps should be followed:

### Debugging Steps

* Determine the most probable point of error (this may take some guess and check)
* Print out the variable with the highest likelihood of error, or print all variables
* Stall the rest of the script execution
* Assess the variables contents
* Tweak the script and using guess and check, determine if the error has been removed
Essentially the goal is to see if your code is producing the expected result, and if not, tweaking the code until you have removed the error.

#### Example

Notice the second line contains a variable name that does not exist and is therefore null, so although we expect $(5*4)+2=22$ we will get $2$. By printing it out, we can realize that the error must occur on the second line, because that is only place in which $2$ is present. In doing so, we see that the variable $outpt, is just the incorrect spelling of $output, and we have found our error.

### Debugging Functions
#### Function: print_r

This function allows you to print the contents of any variable, including a constructed object and an array. As discussed above, this can be used in part (2). PHP Manual: print_r
Returns
You can also utilize this to print out all of the variables that are defined (with global scope) at any point in the script. Using the statement:
The $GLOBALS variables is discussed below.

#### Function: var_dump

This function is very similar to print_r, but it also gives more information on the type of variable as well as the defined value. PHP Manual: var_dump
Returns

#### Function: die and exit

The die and exit functions are equivalent. Both functions allows you to halt the execution of further code. This is very useful when debugging because it allows you to isolate the problem, and understand where the error is occurring.
Example
This will only return "Hello", because the script will have "died" after the call to the die function.

### Variables
#### $GLOBALS

The $GLOBALS variable is an associative array containing all variables which are currently defined in the global scope. An understanding of variable scope may be required in understanding how $GLOBALS will not include variables that do not have global scope. However, for most intensive purposes, using $GLOBALS to find problems with code can be extremely useful.
# PH

A quantity called the pH is a scale that is used to compare the relative strength of acids and bases. Generally speaking the pH of a substance can range from anywhere between 0 and 14.

## History

The concept of pH was first introduced by Danish chemist Søren Peder Lauritz Sørensen at the Carlsberg Laboratory in 1909 and revised to modern pH in 1924 after it became apparent that electromotive force in cells depended on activity rather than concentration of hydrogen ions. In the first papers, the notation had the H as a subscript like so: p$_h$.

## Understanding

* Whatever is below 7 is acidic
* Whatever is above 7 is basic
* What is 7 is distilled water

## See Also

* pH on Wikipedia
* Acids on Wikipedia
* Bases on Wikipedia
* pH on Dictionary.com
# PHP

PHP is a high level, dynamic, interpreted scripting language. Originally it was created by Rasmus Lerdorf in 1995 and stood for Personal Home Page. It began in 1994 as a set of Common Gateway Interface binaries written in the C programming language. The Danish/Greenlandic programmer Rasmus Lerdorf created these Personal Home Page Tools to replace a small set of Perl scripts used to maintain his personal homepage. It augments raw HTML by allowing significant interactivity and increased functionality. It has become popular in recent years as it is easy to begin working with and supported by a good majority of web hosting companies. MediaWiki, the server software for Wikiversity, makes extensive use of PHP.

## Prerequisites

Before starting the course, we suggest you go over the following:
* Introduction to Programming recommended
* Introduction to Computer Science

## Course Description

The course will help you learn PHP by going over material step by step and explaining relevant concepts. Reference materials will be complemented by learning guides, which will expand on the reference by elaborating the how and why of each topic.

## Lessons
### Resources

* Introduction to PHP – A basic outline of PHP.
* Introduction to PHP/Variables – Extensive guide on variables in PHP
* Introduction to PHP/Constants – Constants in PHP
* Responding to HTML forms with PHP – Getting started using PHP with web forms
* Generating a receipt with PHP – Calculating totals and discounts from your web form.
* PHP challenges – Building your PHP skills towards storing data in a database.
* PHP Dates – Working with dates and times
* PHP databases – Basics behind connectivity and query methods.
* PHP Debugging – Basics on debugging code

### Learning guides

* Introduction to PHP Learning Guide – Guided tour of the above Introduction to PHP reference, in development
# The Ontological Argument

Part of Philosophy>Philosophy of Religion

## Overview

The ontological argument proposes that God's existence can be proved a priori, that is, by intuition and reason alone. It was first put forward by Anselm of Canterbury in the Proslogium.
The argument works by examining the concept of God, and arguing that it implies the actual existence of God; that is, if we can conceive of God, then God exists — it is thus self-contradictory to state that God does not exist. This is obviously a controversial position, and the ontological argument has a long history of detractors and defenders.
The argument's different versions arise mainly from using different concepts of God as the starting point. For example, Anselm starts with the notion of God as a being than which no greater can be conceived, while Descartes starts with the notion of God as being maximally perfect (as having all perfections).

## Suggested Reading

* St Anselm, "The Ontological Argument" From Proslogium.
* Anselm, St. Burr, David. ed. Anselm On God's Existence. http://www.history.vt.edu/Burr/Anselm.html.
* Anselm, St. Feinberg, Joel. ed. Reason and Responsibility. Oxford University Press. ISBN 0534543510.
* Anselm, St. Deane, Sidney N. ed. St. Anselm's Basic Writings. Open Court Publishing Co.. ISBN 0875481094.
* Anselm, St. Charlesworth, M.. ed. St. Anselm's Proslogion. Oxford University Press. ISBN 0268016976.
* Anselm, St. Davies, Brian. ed. Anselm of Canterbury: The Major Works. Oxford University Press. ISBN 0192825259.
* William L. Rowe, "The Ontological Argument."
* Rowe, William L.. Feinberg, Joel. ed. Reason and Responsibility. Oxford University Press. ISBN 0534543510.
* Gaunilo of Marmoutiers, "On Behalf of the Fool."
* Gaunilo of Marmoutiers. Burr, David. ed. Gaunilo: How Someone Writing On Behalf of the Fool Might Reply to all This. http://www.history.vt.edu/Burr/Anselm.html.
* Gaunilo of Marmoutiers. Feinberg, Joel. ed. Reason and Responsibility. Oxford University Press. ISBN 0534543510.
* Gaunilo of Marmoutiers. Davies, Brian. ed. Anselm of Canterbury: The Major Works. Oxford University Press. ISBN 0192825259.
* Gaunilo of Marmoutiers. Deane, Sidney N. ed. St. Anselm's Basic Writings. Open Court Publishing Co.. ISBN 0875481094.

## Enyclopedia Articles

* The Ontological Argument from [The Internet Encyclopedia of Philosophy] article by Kenneth Einar Himma
* Ontological Arguments from the [Stanford Encyclopedia of Philosophy]
* Ontological Argument from [[[w:Main_Page|Wikipedia]]]

## Lecture Notes

* Existence of God: Ontological Argument by Sally Haslanger. Part of 24.00 Problems of Philosophy, Fall 2005
# The Online Classroom
## About This Wiki Learning Experience

The aim of this Wiki learning module is to help teachers develop the skills needed to design lesson plans for the Online Classroom. I envision this Wiki learning experience as a new paradigm in learning that will provide teachers and instructional designers with the theories, information, and tools needed to improve the quality of the learning they create and implement for their students.
I hope this Wiki page will be helpful. Please let me know how this web site works for you. I look forward to hearing your comments!

## Learning Modules

This section of the Wiki page provides access to learning modules required to strengthen your knowledge of the components of Online Classroom. The learning modules in this section are based on the learning modules in L530, The Online Classroom, a course provided by Indiana University.
* Browsers, the Web, OnCourse, and Web Site Evaluation
* Electronic Mail
* Non-fiction and the Internet
* Integrated Units
* Web design (outside this project)
* Student Safety on the Internet
* Multimedia and the Web
ACTION: Click one of the above links to begin the module.
# The Pasta Wars

THE PASTA WARS is a four-party negotiation / conflict simulation-game, in which participants must decide recurrently whether to adopt a cooperative stance or a competitive strategy towards one another. Participants are formed into four groups, each of which manages a flour mill that is attempting to sell its produce to a single purchaser, the local pasta restaurant, over a series of rounds. Each mill’s profitability is dependent not only on its own manufacturing strategy but also on that of the three other mills. In this way, they are subtly placed in an iterated four-way Prisoner's Dilemma, and they must maneuver, in an environment of limited communication, to develop relationships with each other and to build trust as a means of enabling personal and joint gain.
This document contains all handouts and materials needed to conduct the simulation-game, as well as notes for teachers on game-management and debrief.
# The Number System
## The Number System

The number system is the way we categorize numbers. There may be an infinite amount of them, but they all fall nicely into several ranges.
Except for the last one, all of these groups, or sets, are cascading inclusive: the first group is part of the second, which is part of the third, which is part of the fourth, and the pattern continues.

### Natural Numbers

Natural numbers (also called counting numbers) can be formed by repeated addition of the number 1. 1, 2, 3, 4, 5, 6, 7... and so on By most definitions, 0 is a natural number representing no value.

### Whole Numbers

The group of whole numbers is another name for the natural numbers but always includes 0: 0, 1, 2, 3, 4, 5...

### Integers

Integers include all whole numbers but also extend infinitely into the negative numbers. Except for zero (which is neither positive nor negative), all integers are assumed to be positive if they do not have a negative sign (-) marking them negative. ...-4, -3, -2, -1, 0, 1, 2, 3, 4, 5....

### Rational Numbers

Rational numbers are any number that can be represented by ${\frac {a}{b}}$, where a and b are any integer and b does not equal zero.
This includes fractions such as ${\frac {2}{3}}$ and whole numbers (The whole number 32 can be represented as ${\frac {32}{1}}$). Many decimals are rational numbers, too, even non-terminating repeating ones such as 0.333... and 0.412412412.... 0.333... can be expressed as ${\frac {3}{9}}$ or ${\frac {1}{3}}$ (try dividing 3 into 9, and you'll see why). 0.412412412... can be expressed as ${\frac {412}{999}}$

### Irrational Numbers

This group is completely exclusive from all the aforementioned groups. It is its own group. Irrational numbers are any number which can not be written as the quotient (division) of two integers, which means it can't be represented by ${\frac {a}{b}}$ forms, numbers such as pi, equal to 3.14159... (with no terminating digit). The square root of any whole number other than the square of an integer (0, 1, 4, 9, 16 ...) is irrational. Irrational numbers have non-repeating decimal expansions. Any number which is a repeating decimal is rational.
# Technical Writing/Vlodek Screengrab

Title :
| Names | Favourite Drink |
| Christina | Tarkovskaya |
| Bromba | Sake |
| HuanHo | Flammable |
| Someone | Water |
| Etc... | Etc... |
# Technical Writing/Romeo

Back to Technical Writing
# Technical Reasoning/Logic Introduction
## Why Logic?

There are some benefits of learning logic which are immediately obvious.
* Your school requires you to take a logic course, in order to fulfill a prerequisite for your math or computer science major.
* It makes you better at reasoning.
I think both of these miss the most important virtues of learning logic:
* It makes you better at communicating reasons to others.
* It shows the need for the world to have at least a somewhat shared language and organization of knowledge.
This last point is, in a way, the entire modern foundation of science!
I claim that the main way in which modern science is different from ancient science, is that we cooperate across space and time to build on each other's discoveries. We hand down theories from one generation to the next, and transmit them across language and geographic barriers, in a global community.
Of course this existed in previous eras, though not nearly with the same degree of openness and cooperation. Yet the biggest distinction between the ancient and modern ways of science is not just in degree, but in the was that we share systems of ideas and analysis.
In this course, we will come to understand various systems of logic, and see how they apply to several difference sciences and philosophies. Logic will not, by itself, resolve all conflicts and answer all questions. But it does give a kind of shared communication which allows us to cooperate as a global community, in the advancement of knowledge.
Therefore, as one progresses through this course, one should be especially attentive to developing the skill of exposing your ideas and reasons. This is so that others may easily understand you, and validate your thought process. This course is, in this way, essentially training in how to be a participant in the global project of science.
# Wind

On Earth, wind is mostly the movement of air. In outer space, solar wind is the movement of gases or particles from the sun through space. The strongest winds seen on a planet in our solar system are on Neptune and Saturn.
Short bursts of fast winds are called gusts. Strong winds that go on for about one minute are called squalls. Winds that go on for a long time are called many different things, such as breeze, gale, hurricane, and typhoon.
Wind can move land, especially in deserts. Cold wind can sometimes have a bad effect on livestock. Wind also affects animals' food stores, their hunting and the way they protect themselves.
High winds can cause damage depending on how strong they are. Sometimes gusts of wind can make poorly made bridges move or be destroyed, like the Tacoma Narrows Bridge in 1940. Power can go out because of wind, even if its speed is as low. This is because tree branches could change the flow of energy through power lines. No species of tree can resist hurricane-force winds, but trees with roots that are not very deep can be blown over more easily. Trees such as eucalyptus, sea hibiscus, and avocado are brittle and are damaged more easily.
# Wind Tunnel/Howard Community College

    Fall 2011
    Spring 2012
# Wind Tunnel
## Idea

Wind tunnels are need for the vortices, coanda, bernoulli, fanwing, and all other flying projects.

## SubSystems

fan
lift/drag balance
springs
camera
fog machine

## College/Universities

    Howard Community College
# Wind Tunnel/Howard Community College/Fall 2011

This section is for team pages doing the Wind Tunnel project.
       550_Wizard_Jr
# Wilderness therapy

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Wilderness therapy is the use of wilderness expeditions for the purpose of therapeutic interventions. There are a range of different types of wilderness therapy programs, with different models and approaches. Some grow out of a survival approach and some out of an Outward Bound approach.

## Related terms

* Bush adventure therapy
* Outdoor behavioural health-care
* Adventure therapy
# Web Design/CSS Classes

What are Classes in CSS?
* Let's say you want to give an HTML element multiple looks with CSS.
* Say for example, sometimes you want the font to be small and white with a black background, while other times you would prefer the font to be big and blue with a light blue background. CSS allows you to do this with the use of classes.
* The name of the actual class can be called whatever you wish!
To make a class, in between <style> & </style> type the name of the class following the tag name.
Then in the HTML tag add the class
The last code will set the text color to blue for all of the 'p' elements with a class value of 'first'. It's also possible to apply the desired style to all of the elements with an specific class value no matter which element the class attribute is at. To do that, the '*' character is used.
Example 1
The code below should make the:
* Paragraph with the first class, appear as blue color.
* Paragraph with the Second class, appear as red color.
* Paragraph with the no class, appear as normal.
Type the code below into your code editor and save the file as cssclass.html
Example 2
The code below should make the:
* Heading2 appear red with font size of 20px.
* Paragraph with the firstpara class, appear as gray color.
* Paragraph with the Secondpara class, appear as red color.
* Paragraph with the Thirdpara class, appear as white text with purple background.
* Paragraph with the no class, appear as normal.
Type the code below into your code editor and save the file as cssclass2.html
References
http://www.tizag.com/cssT/class.php