OpenLLM-France/wikimedia huggingface dataset:
# Home economics/Cleaning

If it's supposed to kill stuff, don't sniff it.

## Laundry

Laundry is easier to do if it is sorted as you take it off and throw it into piles (or baskets). Many people sort clothing based on color and durability but it's also useful to take how much you care about the item into consideration.
* dry clean only(optional) - why did you even buy this? You have to either wash it by hand or take it to someone else that will clean it for you. Do you care that much about your clothing to have to go out of your way to do this?
* delicates(optional) - this is the pile for things you don't want to get mangled by the machine. This includes includes bras, lingerie, and other things made of lace or thin, mangleable materials. These items are handwash only or can be washed inside a mesh cloth baggie.
* "darks" - clothing that has been dyed deep/dark colors will usually bleed and stain lighter clothing.
* "lights" - anything you don't want to turn funny shades of pink or grey.
* don't care(optional) - Depending on the amount of light vs. dark clothing you have, you may wish to make a "don't care" pile. Things that are light that you don't care about can be stained or bleached, depending on which load(dark or light) has extra space at laundry time.
Technically, if you don't care about any of your clothing, or if you wear nothing but one color and no "special" clothing, it can all go into one pile. Just be careful with the bleach.
# Home economics/Food
### nutrition

* pyramid

### buying groceries

* fresh vs. frozen
* ready to eat vs. cooking
* saving money with sales and coupons
* etc.

### cooking

* microwave vs. stove vs. oven vs. grill vs. etc.

### preservation

The colder it is, the longer it will last, but it won't last forever.
# Laboratory on Mathematics and Mathematics Education/Logo/Images
## Logo results

Make a collection of interesting Logo code! Be careful: You have to embed your code in a "preformatted environment" surrounded by the <pre> and </pre> tags this way:

## regpolygon

grupo 7

## rectangle

grupo 7

## house

grupo 7
# Laboratory on Mathematics and Mathematics Education/Methods

About Neurons and Brains
Reflect on our lab methods!

## Active Plenum

* Introduction to the active plenum
* Erich-Hammer-Video
* neuron metaphor

### Task 1: Active plenum in schools

Watch the Erich-Hammer-Video and discuss: Could the active plenum be also used in Mozambican schools? Find pro and contra arguments.

## Wikiversity

We will use wikiversity in the course in order to
* structure the sessions
* collect our results and
* share our ideas with the world

### Task 1: Create an account in Wikiversity

Create your own account in wikiversity. You can decide if you want to use your real name or an imaginative name.

### Task 2: Create your user page in Wikiversity

* Write something about you in your user page. Inform people who you are, what your interests are, what you (don't) like to do, ...
* Add your user page to the list of participants at the top of this page. Just copy and paste the syntax already there and modify it.
* Read the user pages of the other participants and comment on their user page's discussion board!
# Laboratory on Mathematics and Mathematics Education

Course held at Universidade Pedagógica Mozambique by Christian Spannagel (external professor from the University of Education Heidelberg, Germany). Be free to participate and share your ideas!

## Stuff to think about yet

* About Steaks and Beans (Fermi questions)
* About Neurons and Brains (Lab Methods)
* About Turtles and Stars (Logo)
* About Bathtubes and Rabbits (DGS)
* About Busch Gardens and Sea World (WebQuests)
* About Mathematics in the World

## Reading assignment
### First week

Please read during the first week of the seminar:
* Logo Philosophy and Implementation - only the Introduction by Seymour Papert: What is Logo? And who needs it?
* Combination of dynamic geometry, algebra and calculus in the software system GeoGebra (by Hohenwarter & Fuchs)

## Writing assignment

After the two weeks of the course, you will have a writing assignment.
* Write 8-10 pages on English (or Portuguese).
* Choose a topic of this course which has impressed you most. (The topic you have thought "wow!")
** Fermi questions
** active plenum
** Logo (turtle graphics or recursion)
** DGS (also connected to algebra and spreadsheet calculation)
** Filling graphs
** WebQuests
* Write a text about how this topic can be realized in Mozambican schools. Choose a grade level and create a mathematics lesson (or sequence of lessons). Write at least about:
** the conditions (schools, materials, students) to be considered
** description of the topic (that means, of the mathematics underlying your lesson)
** learning objectives
** methods used
** possible difficulties and how you can counteract
** lesson plan

## Glossary

During the whole course we will create a glossary of the key terms collaboratively.
* Glossary
# Laboratory on Mathematics and Mathematics Education/DGS

About Bathtubes and Rabbits (DGS)

## Task 1: Exploring Dynamic Geometry Systems!

* Download GeoGebra. If you are not allowed to install software on your system, I will give you GeoGebra on a flash.
* Try to construct the perpendicular bisector of two points on at least three different ways.
* Try to create the construction which "proofs" Thales' Theorem.
* Show that the sum of a triangle's angles is always 180°.
* Show that in a circle the angle at the center is double of the angle at the circumference.
* Given a triangle, show that its perpendicular bisectors always intersect in one single point, the circumcenter. Do this also for its median lines (centroid) and for the heights of its sides (orthocenter). Afterwards, show that these three points always are on one line (Euler line)
* Construct a regular hexagon.
* "Proof" some other geometric theorems. If you can't remember one, select on from the following list.

## Task 2: Dynamic aspects of functions

* Invent a bathtube story for a given a "bathtube graph".
* Create filling graphs for a given jar (and vice versa).
* How could the EIS principle be realized in this context? Collect ideas!

## Task 3: Making functions dynamic!

* Show how the unit circle is connected to the sinus curve in GeoGebra.
* Do the same for the graphs of cosine and tangent.
* Show the effects of functional parameters on graphs of different functions (for example, quadratic functions in different representations, (co)sine, exponential functions, ...). Create dynamic worksheets using sliders!
* Show that the loci of points which have the same distance from a given point and line are on a parabola. Are all parabolas graphics of a function?

## Task 4: Using spreadsheet calculation

* Create a boxplot from data given in the spreadsheet view. What happens if you change the data? Observe!

## Task 5: The Rabbit Problem

You have fence material with the length of 18 m, and you want to build a rectangular enclosure for your rabbit. How do you have to choose the side lengths of the rectangle that the area for your rabbit is maximal?
* Use a spreadsheet calculation program to try out some different solutions.
* Solve the problem formally (on a sheet of paper)!
* Create a dynamic sheet in GeoGebra showing the graph and the enclosure in order to visualize the solution. Be creative!

## Links

* Introduction to DGS
* Introduction to Action Learning (Principle of operation)
* Filling Graphs
* Combination of dynamic geometry, algebra and calculus in the software system GeoGebra (by Hohenwarter & Fuchs)
* GeoGebra help
* Geogebra: Dynamic mathematics made easy
# Laboratory and Analytical Methods

* Simple (glass) laboratory equipment and how to use it
* Laboratory safety
* w:Size exclusion chromatography
* UV-VIS Spectrometry
* IR spectrometry
* Centrifugation and w:Ultracentrifugation
* SDS PAGE technique: Proteins are treated with a material that gives them a charge in proportion to their mass. They are then placed at the starting line of a gel that has a current running through it. The molecules travel down the gel like electrons travel through an power line, this is called electrophoresis. Since the proteins have the same charge/mass ratio, they travel down the gel according to their size. The smallest proteins go the furthest. These results can then be compared in many different ways.
** For more information see Details on Electrophoresis or Details on SDS-PAGE.
* w:Chromatography
* Gas chromatography and mass spectrometry
* Gamma counting
* Beta counting
* w:Enzyme assays
* w:PCR
Return to Biochemistry page
# Laboratory on Mathematics and Mathematics Education/Fermi Questions

About Steaks and Beans

## Fermi questions
### Task 1: Characters in your life

Answer the question for yourself: "How many characters have you read in your life?" After 10 minutes, discuss the problem and find a solution as group (think-pair-share, active plenum).
* Your results: Model of reality

### Task 2: Mozambican Fermi questions

Create a list of Fermi questions which are related to Mozambican culture and life.
* Your results: Fermi questions

### Task 3: Think about Fermi questions!

Answer the following questions for yourself:
* What are the characteristics of Fermi questions?
* Why should Fermi questions be part of mathematics in school? Find some arguments!
Collect the answers in the group (think-pair-share, active plenum).
* Your results: arguments pro Fermi questions and contra Fermi questions

### Task 4: Cars in Mozambique

Reflect on the mathematical modeling process by answering the Fermi question "How many cars are in Mozambique?". What has to be done in each step of the process?

### Task 5: Introducing Fermi questions

When students are not used to Fermi questions, they have problems to solve them. It's the teachers responsibility to help them. How can students be supported when they answer Fermi questions for the first time? Collect your results!
* Your results

## Links and Materials

* Introduction to Fermi questions
* Introduction to cognitive apprenticeship
* Wikipedia article about Enrico Fermi
* Wikipedia article about Fermi questions
* Louisiana Lessons Web Activity
# Laboratory/Quiz

Laboratory is a lecture and an article describing a laboratory.
You are free to take this quiz based on the lecture/article laboratory 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 {{technology 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 appropriately asked in a quiz help to narrow down a laboratory's limitations.
* A laboratory is necessary on Mars1.
# Escuela de Lenguas UNLP/About Argentina/Important Argentinean Characters/Architecture
## Amancio Williams

He was an architect of the Modern Argentine Movement. Williams was born in 1913 and died in 1984. For his work he received several prizes, in Argentina and abroad. He is considered to be one of the most important architects of the first half of the 20th century, known by his writings of urbanism, his modern designs and for having designed “The House on the creek”, also known as “House of the Bridge".
The house is in the city of Mar del Plata and it is a box with form of prism located in a curved bridge that was crossing the creek. Williams wanted to incorporate the house into the nature and that was a part of the beautiful forest. He did this house for his father, the composer Albert Williams. After the death of the musician the house was left. It was burnt and suffered acts of vandalism. At present the house is restored and put again in value, it was inaugurated and opened for the public after decades, in January 2013.
Le Corbusier considered Williams an extraordinary architect. He admired him and he asked Curuchet if Williams could direct the building. Amancio Williams directed the unique house projected by the great teacher of architecture Le Corbusier in Latin America and that it is located in our city: The beautiful one “House Curuchet”. He could interpret and materialize perfectly the ideas of Le Corbusier for building the house.
# Escher/Howard Community College/spring2012/GJ Escher
### Problem Statement

Design and make the Escher Waterfall

### Team Members

    gjaksec

### Summary

Escher Biography
# Escuela de Lenguas UNLP/About Argentina/Argentinean Traditions and Legends

THE LEGEND OF THE DIFUNTA CORREA (DECEASED CORREA)
One of the popular legends of Argentina is “THE DECEASED CORREA”. She is a mythical and semipagan leading figure in the Argentine religion. She was born in San Juan, a province in the Argentine North, around 1840. Legends says she was the wife of a man who was recruited for the civil wars in the 19th Century. Also legend says that when she stayed alone in the village her was harassed by the police chief.
When this began, she decided to go and find her husband. She held her baby and went after the troops. There were deserts where there wasn’t any water. She carried only a litttle bread, dried meat and two water containers. She only walked a short way because the way was very very dark, then she got to an ALGARROBO (this is typical tree in that territory), but she died there. Some muleteers passed this way and they saw the dead woman. She was Deolinda Correa, but her baby was still breastfeeding, because the mother breasts still had milk. The muleteers buried the woman, Deolinda, in a place called "Vallecito", and they carrried the baby. All muleteers knew the story, and they began to go to "Vallecito". First the muleteers built a oratory, and after time they had a sanctuary.
Now in Argentina there are many devout, this devouts see "Correa deceased" do miraclles. Devouts believe wich the Baby's survival there was the first miracle
From 1940 "Correa Deceased"sanctuary became in a little town where there are several chapels. In those chapels there are many offering"s people. Firts muleteers then truckers built unusual altars along the routs Argentine Unusual because in they there are many water bottles for thirst quiet of “CORREA DECEASED” During all year many visitors come to the oratory in Vallecito.
This town is in San Juan province , it is at 1114 kilometries of Buenos Aires. It is consider that during one year go one millon persons to Vallecito , province San Juan by the santuary and offering carry by give miracles
# Escuela de Lenguas UNLP/About Argentina/Festivals
## Pachamama festival

In August, Pachamama festivals are held in different locations of Jujuy, Salta and Tucuman. It’s a native peoples ceremony. Usually, it’s held during the first week of August, because it’s the end of the dry season; then, the shepherds and farmers ask the Pacha for permission (in Aymara, this means earth) to sow. Pachamama is a protective and provider deity. It gives life and promotes fertility. The ceremonies begin with incense inside each house to drive the evil spirits away and to attract prosperity. Then they drink cane with rue at sunrise. After that a hole is made in the earth to make the offerings: they fill it with their best food, “chicha", wine, coke, pieces of alpaca’s wool and cigarettes. In the afternoon families go to the corrals where they make small cuts to sheep and goats’ ears. Then they dress them in colourful pompoms, specially in red, because it’s Pacha’s favorite colour. There are handcraft exhibits, dances and singers. An old woman is elected Queen of the Earth (Pacha).
In 2016 there were 20,000 people in Jujuy capital to celebrate this day.

## The National Grape Harvest Festival

It is a traditional and popular festival, in the Province of Mendoza, Argentina. It shows the process of transformation of grapes into wine, by means of the effort vintners make in the vineyards enduring harsh weather conditions and various cultural, political and socioeconomic adverse factors every year. The first celebration was held in 1936. The festival consists of four events:
* Blessing of the fruit: it is a solemn and religious action. Farmers thank God for giving them fruits.Bulleted list item
* Queens´ White Way: it is a chariot parade with Queens from each department who wants to become the new Queen.
* Carrusel: it is a chariot parade showing the different customs and cultures of the country.
* Central Act: it takes place in the Frank Romero Day Amphitheatre. It is a very attractive performance where dancers and actors play homage to the Carrodilla Virgen. It is a spectacular show of lights and sound.
It ends with the election and coronation of the new Grape Harvest Festival Queen.
# Escuela de Lenguas UNLP/About Argentina/Important Argentinean Characters
## Field

* Architecture
* The Arts
* History
* Science and Education
* Other Important Characters

## Nobel Prize Recipients

Go to Nobel Prize Recipients
# Escuela de Lenguas UNLP
## Escuela de Lenguas de la Universidad Nacional de La Plata, Argentina

School of Languages of the National University of La Plata, Argentina. Find out about us here.
These are our projects for students of English as a second language.

### Academic Writing

University teachers and researchers write academic texts about their topics of expertise for degree students.

### About Argentina

Project for senior students of English as a second language. Beginner and pre-intermediate levels.
# Escuela de Lenguas UNLP/About Argentina
## A writing project for senior students of English as a second language

This project complements the writing tasks done in class or set for homework in the first levels of the Workshops of English for Senior Students (Talleres de inglés para adultos mayores) at the School of Languages (Escuela de Lenguas) of the National University of La Plata (Universidad Nacional de La Plata), Argentina.
The students who participate in this project are aged 45+, and attend Workshops 1 to 5 (CEFR levels A1 and A2). Every year, each student in these courses will be asked to write a short text which contributes to the general purpose of describing Argentina from several points of view, such as its geography, history, society or culture, among others.
Their contributions can be found below.

## Topics

* Argentinean Music
* Argentinean Society
* Argentinean Traditions and Legends
* Festivals
* Important Argentinean Characters
* Important Historical Events
* Sports in Argentina
* Tourist Attractions
* Typical Argentinean Food
# Communication in La Plata

This article is about how people communicate in the city of La Plata.

## An informal style

Most Platenses are friendly and informal. We talk about politics with anybody –taxi drivers, patients in a waiting room or people queuing up at the bank– as if we were acquaintances, friends or family.

## Platense accent

We talk quite fast, and not very clearly. Our way of speaking is quite different from that of “porteños” (people from Buenos Aires city) and that of the rest of Buenos Aires province. We don’t like being considered part of the “conurbano” (the surroundings of Buenos Aires city), we are the capital city of the province! Whereas we don’t mind going to Buenos Aires city -we are used to going there to work or for entertainment- people from BA complain when they have to come to La Plata, saying it’s a long way away (while the journey is shorter than that from La Boca to Belgrano, two neighbourhoods inside the city).
Because it is an important university city, La Plata is full of students from all around Argentina and other countries, so we’re often influenced by the way they communicate. We learn from them, and they learn from us. What usually happens is that they adopt our words and expressions and adapt to our speaking style. They find it funny and enjoy using it.

## Typical words and expressions

We call buses “micros”, we say “el” instead of “la” diagonal, we buy chicken at the “pollajería”. We all know the wolf and the lion are not simply animals but football teams, and we have a forest where “the” museum is, although there are lots of museums in our city.
Our streets are called by numbers, but only we can understand why after Calle 1 (Street 1) comes Calle 115 and after Calle 32 comes Calle 531. When we give an address we usually omit the preposition “between”, so it sounds really crazy, for example “47, 12 and 13”.

## Body language

We also use body language a lot. We kiss everybody, even people we have just met. We also touch and hug people all the time. We even share mate with strangers sometimes, which can be really awkward, especially for foreigners. It’s a way of showing confidence, and a sense of belonging.
We also stop a bus or a taxi stretching an arm, ask for a coffee, a beer or the bill raising a hand, and move our arms and hands a lot while we talk.

## Media tradition and new means of communication

We have our own newspapers, TV channels and radio stations, so we can keep informed about our city 24-7. We also have local theatre companies and writers, too.
Platenses use mobile phones all the time and everywhere, even at the cinema, the theatre, at work and in class. But not to talk: we communicate through Whatsapp, Facebook, Instagram or email. Only a few –elderly– people still have long conversations on a home phone.

## The expression of Platense personalities

Famous bands –like Virus and Los Redonditos de Ricota– were born here, and we’re sure there’s something typically Platense in their songs.
Dr Favaloro was from La Plata, too, and the way he communicated his great ideas and opinions is an example we should always follow and never forget.
# Literature/1968/Kochen

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Chronology

* Kochen, Manfred (1965). Some Problems in Information Science. Scarecrow Press. (Jan 1, 1965) $^{[^]}$
* Kochen, Manfred, ed. (1967). The Growth of Knowledge: Readings on Organization and Retrieval of Information. New York: Wiley. $^{[^]}$
* Kochen, Manfred & R. Tagliacozzo (1968) "A Study of Cross-referencing." Journal of Documentation. 24: 173-191. $^{[^]}$
* Kochen, Manfred (1969). "Stability in the Growth of Knowledge." American Documentation, 20 (3): 186-197. $^{[^]}$
* Kochen, Manfred (1972). "WISE: A World Information Synthesis and Encyclopaedia." Journal of Documentation, 28: 322-341. $^{[^]}$
* Kochen, Manfred, ed. (1975). Information for Action: from Knowledge to Wisdom. New York: Academic Press. $^{[^]}$
# Literature/1970

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1970/Codd $^{[^]}$
* Paulo Freire (1970). Pedagogy of the Oppressed $^{[^]}$
* Literature/1970/Monod $^{[^]}$
* Literature/1970/Piaget $^{[^]}$
* Shera, Jesse (1970). Sociological Foundations of Librarianship. New York: Asia Pub. House. $^{[^]}$
* Literature/1970/Sosa $^{[^]}$
# Literature/1970/Freire

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Exerpts

* "A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamental narrativecharacter. This relatinship involves a narrating Subject (the teacher) and patient, listening objects (the students)... Education is suffering from narration sickness."
* "Education must begin with the solution of the teacher-student contradiction... so that both are simultaneously teachers and students"