OpenLLM-France/wikimedia huggingface dataset:
# President of the United States/Worksheets/Worksheet 1

Return to Election Years are Leap Years.

## Leap Years

In this exercise, we begin to create a timeline, which is initially built on Leap Years. Using the table below, begin with the year 1776 and write down the date of every fourth year until a date is in every cell.
On the surface, we simply have a long list of numbers, but with a few basic facts, we can add meaning and relevance to a list of leap years.
* What year was the Declaration of Independence signed?
* What year was the US Constitution ratified?
* What year was the first US Presidential Election?
* Who was the first US President?
* Which past election years are not actually leap years?
* What election year occurred during the Civil War?
* Who was elected President during the Civil War?
* What year did the Civil War end?
* Who was President when final hostilities ceased?

## The Timeline

| 1. | 1776 |
| 2. | ____________ |
| 3. | ____________ |
| 4. | ___George Washington_________ |
| 5. | ____________ |
| 6. | ____________ |
| 7. | ____________ |
| 8. | ____________ |
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Worksheet 1.A
# Low Vision Rehabilitation/Principles of low vision rehabilitation
## Enquiry

Use this enquiry to learn the principles of low vision care with discussion of the reasons why patients do not access or have difficulty accessing services that could help them. You will also be introduced to the concept of low vision care within a multi-disciplinary team.
The estimated time commitment for this enquiry is 6-8 hours.

## Principles of low vision rehabilitation

Through your patient, Mrs Thelma Scope, you have come to understand what the difference is between low vision, vision impairment and legal blindness. You have also considered the psychosocial and financial/economic impact of vision impairment. The next task is to consider the key elements are of a low vision assessment and the principles of low vision rehabilitation. Once again, Thelma Scope's case study will assist your understanding of these concepts.
Task
Watch the playlist related to Principles of Vision Rehabilitation.
Read the following articles:
* Markowitz SN. Principles of modern low vision rehabilitation. Can J Ophthalmol 2006;41:289–312
* Vukicevic M. Functional vision assessment. Aust Orth J 2008; 40(2).
These readings are essential to your understanding of the principles of low vision rehabilitation.

## Service models and barriers to access

Task
Working with the members of your group, read the following two articles and answer the questions below.
* Matti AI et. al. Access to low-vision rehabilitation services: barriers and enablers. Clin Exp Optom. 2011; 94: 2: 181–186
* O’Connor PM et. al. Access and utilization of a new low-vision rehabilitation service. Clin Exp Ophthal. 2008; 36: 547–552
* What is the definition of “low-vision” according to O’Connor?
* How does Matti define “low-vision rehabilitation”? Does this differ from what your perception of it had been? Explain.
* How many patients access low-vision services in Australia and what factors stop them from doing so?
* Describe the differences in the provision of low vision services across Australia and across different agencies, as indicated in the article by Matti.
* Briefly describe the referral process/patient journey as described by Matti. What criticisms/comments do you have about this process? How could it be improved?
* In the studies by Matti and O’Connor what are the main barriers that inhibit low-vision patients from accessing services?
* What do you think could be done to help improve access to low-vision rehabilitation services in Australia?
# Low Vision Rehabilitation/Principles of rehabilitation & barriers to access

This topic looks at how to manage patients with low vision and why they do or do not access appropriate services. There is an overall enquiry question you will need to answer, and scenarios with supporting information to help guide your understanding and formulate your answer. You should spend around 4-6 hours with this topic.

## Enquiry

Why do people with low vision not access, or have difficulty accessing services that could help them?
Use the scenario you already know (Mrs Thelma Scope) in addition to the resources below to formulate your own response to this question. You are looking for reasons as well as proposed solutions. Share your findings within a multidisciplinary team, collate what your team things are the best 3 responses and formulate a single response for the team.
This enquiry is intended to guide your understanding of the the value of low vision rehabilitation to expose you to the reasons why patients do not access low vision services, whether intentional or unintentional.

## Scenario

* Thelma Scope's low vision

## Principles of low vision rehabilitation

Through your patient, Mrs Thelma Scope, you have come to understand what the difference is between low vision, vision impairment and legal blindness. You have also considered the psychosocial and financial/economic impact of vision impairment. The next task is to consider the key elements are of a low vision assessment and the principles of low vision rehabilitation. Once again, Thelma Scope's case study will assist your understanding of these concepts.
Task
Watch the playlist related to Principles of Vision Rehabilitation.
Read the following articles:
* Markowitz SN. Principles of modern low vision rehabilitation. Can J Ophthalmol 2006;41:289–312
* Vukicevic M. Functional vision assessment. Aust Orth J 2008; 40(2).
These readings are essential to your understanding of the principles of low vision rehabilitation.

## Service models and barriers to access

Task
Working with the members of your group, read the following two articles and answer the questions below.
* Matti AI et. al. Access to low-vision rehabilitation services: barriers and enablers. Clin Exp Optom. 2011; 94: 2: 181–186
* O’Connor PM et. al. Access and utilization of a new low-vision rehabilitation service. Clin Exp Ophthal. 2008; 36: 547–552

## Resources and help

* Focus on Low Vision is an excellent publication by the Centre for Eye Research which will be useful to complete all the topics in this enquiry. You should refer to it often.
# Robert Frost in Translation/Spanish/Stopping by Woods on a Snowy Evening
## Stopping by Woods on a Snowy Evening

Whose woods these are l think I know.
His house is in the village, though;
He will not see me stopping here
To watch his woods fili up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

## List of Spanish Translations

* Agustí Bartra Un alto en el bosque mientras nieva
# Robert Frost in Translation/Polish/Zatrzymanie pod lasem

Zatrzymanie pod lasem w wieczór śnieżny is a Polish translation of Robert Frost's poem Stopping by Woods on a Snowy Evening by Aleksander Janta-Połczyński

## Zatrzymanie pod lasem w wieczór śnieżny

Czyj jest ten las to chyba wiem
On przecież we wsi ma swój dom
I nie zobaczy mnie gdy stanę
Spojrzeć jak las pokrywa szron
Zdumiony konik zwolnił kroku
Z dala od chaty skrytej w mroku
Gdzie tylko las i zmarzły staw
To najciemniejsza noc w tym roku
Dzwonkiem uprzęży konik dzwoni
Jak gdyby pytał czym zabłądził
I tylko słychać wiatru szum
I płatków śniegu puch łabędzi
Las jest tak piękny, mroczny, gęsty,
Ale dotrzymać mam obietnic
Przed sobą drogi szmat nim zasnę
Przed sobą drogi szmat nim zasnę

## Analysis

In his translation, Aleksander Janta-Połczyński managed to preserve the structure of the poem, and generally, the rhyming pattern. However, he was not so successful with its content, although he managed not to create a pastoral mood (which Marjańska failed to do in her Przystając w lesie w śnieżny wieczór). In the first two stanzas of the poem, the translation is so literal, that it sounds oddly to a Polish reader. We get this impression of the strangeness already in the title, where stopping was translated as zahamowanie. The verb is not very frequently used in Polish and has strong medical connotations. Another thing that sounds a bit oddly in the translation is the last verse of the first stanza. Połczyński works here with a Polish phrase naniosło śniegu [it brought a lot of snow], making the snow an agent. The Polish verb does not allow passive voice in the way the English one does. As a result, we get a strange phrase, sounding ungrammatically, which makes a reader confused, rather that creates an image.
The most surprising thing happens in the third stanza, where the horse instead of asking if there is some mistake [czy to jakaś pomyłka], he asks: Czyżby duch jaki straszył w kniei? [is there a ghost hounding the woods?]. Suddenly, an unusual situation from the original turns into a ghost in the translation, while Frost does not mention any spiritual or supernatural beings. Finally, there is a collocating problem in the final stanza. The translator’s idea was to use the word moc to imply a lot of promises. Although it is a frequent use of this word in Polish, moc does not collocate with obietnice [promises], which again makes a reader focus on the wording, rather that ponder upon the meaning of the poem.

## See Also

* Stanisław Barańczak Przystając pod lasem w śnieżny wieczór
* Ludmiła MarjańskaPrzystając w lesie w śnieżny wieczór
* Jacek Zawadzki Postój pod lasem w śnieżną noc
* List of Russian Translations
# Robert Frost in Translation/Russian/Ocтановка зимним вачером

Ocтановка зимним вачером у леса is a Russian translation of Robert Frost's poem Stopping by Woods on a Snowy Evening by Васи́лий Па́влович Бета́ки

## See Also

* Михайлович Дашевский Остановившись у леса снежным вечером
* Перевод О. Чухонцева Зимним вечером у леса
* List of Polish Translations
# Robert Frost in Translation/Spanish
## List of Poems Translated into Spanish

* Stopping by Woods on a Snowy Evening
# Robert Frost in Translation/Russian/Зимним вечером у леса

Зимним вечером у леса is a Russian transloation of Robert Frost's poem Stopping by Woods on a Snowy Evening by Перевод О. Чухонцева.

## Зимним вечером у леса

Чей это лес и эти дали?
Хозяин этих мест едва ли
Поймет, к чему мы здесь, у кромки
Заснеженного поля, встали.
И непонятно лошаденке,
Зачем мы здесь в ночной поземке
Стоим, где пасмурные ели
Глядятся в белые потемки.
Звеня уздечкой еле-еле,
Мол, что такое, в самом деле,
Она все ждет, пока ездок
Прислушивается к метели.
Прекрасен лес, дремуч, глубок.
Но должен я вернуться в срок,
И путь до дома еще далек,
И путь до дома еще далек.

## See Also

* Михайлович Дашевский Остановившись у леса снежным вечером
* Перевод Василия Бетаки Ocтановка зимним вачером у леса
* List of Polish Translations
# Robert Frost in Translation/Spanish/Un alto en el bosque

Un alto en el bosque mientras nieva is a Spanish translation of Robert Frost's poem Stopping by Woods on a Snowy Evening by Agustí Bartra.

## Un alto en el bosque mientras nieva

De quién es este bosque, saber creo
-en el poblado su morada veo-
no habrá de sorprenderme contemplando
cubrir su bosque el invernal blanqueo.
Mi caballito se dirá extrañado
que, sin granja cercana, hemos parado
de este año en la tarde más oscura,
entre el bosque y el lago congelado.
Sacudiéndose, agita su cencerro
preguntando quizá: -¿será algún yerro?
Sólo el cierzo y los copos rumorean
blandamente del bosque en el encierro.
Yo, el bosque hondo y fusco veo risueño...
Mas, en cumplir promesas tengo empeño,
y millas debo andar antes del sueño,
un largo andar para llegar al sueño.

## See Also

* List of polish translations
* List of Russian translations
# Robotic Mechanics and Modeling
## Introduction

This course describes the mechanics and modeling of robotic manipulators and locomotors. The suggested audience will be advanced undergraduate and graduate students in engineering, science, or the arts. The expectation is that students will have some familiarity with ordinary differential equations, vector calculus, and linear algebra. The course will draw on material openly available with inspiration from key relevant texts.

## Topics

* Kinematics
* Inverse Kinematics
* Dynamics
* Trajectories
* Control
* Mechanisms
* Vehicles

## Software

* Installing Python and Jupyter for Robotic Modeling
* A Whirlwind Tour of Python
* SciPy.org

## Resources

* Peter Corke's Robotic Toolbox
* Lynch and Park's Modern Robotics
* Siciliano, Khatib, and Kröger's Handbook of Robotics

## Courses on Robotics

* Wikiversity Introduction to Robotics
* Wikiversity Robotics
* MIT OCW Introduction to Robotics (Fall 2005)
* MIT OCW Underactuated Robotics (Spring 2009)
* MIT OCW Cognitive Robotics (Spring 2016)
* MIT OCW Design of Electromechanical Robotics (Fall 2009)
* EdX Robotics (Columbia) (Spring 2020)
* EdX Hello (Real) World with ROS (TU Delft) (Spring 2020)
* EdX Robot Mechanics and Control, Part I (SNU) (Spring 2014)

## Contributors

Please feel free to add content and improve this course as you review the material.
* Aaron Mazzeo, Rutgers University
* Team 1: Jess Strauss, Luis Rafael Miranda Rodriguez, Chris Kalafatis
* Team 2: Jaewook Jung, Bharg Shah, David Ezrapour,
* Team 3: Albert Kraus, Daniel Adelman, Devin Lorusso
* Team 4: Alvin Chen, Liwen H, George Youssef
* Team 5: Andrew Ferraro, Chris Ragusa, Jan Chih-Hao
* Team 6: Alex Sanducu, Sharmad Anaokar, Vinit Pakhale, Meng Yu
# Robert Frost in Translation/Russian
## List of poems translated into Russian

* Stopping by Woods on a Snowy Evening
# Robert Frost in Translation/Russian/Stopping by Woods on a Snowy Evening
## Stopping by Woods on a Snowy Evening

Whose woods these are l think I know.
His house is in the village, though;
He will not see me stopping here
To watch his woods fili up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
by Robert Frost

## List of Russian Translations

* Григорий Михайлович Дашевский Остановившись у леса снежным вечером
* Перевод Василия Бетаки Ocтановка зимним вачером у леса
* Перевод О. Чухонцева Зимним вечером у леса
# Robert Frost in Translation/Russian/Остановившись у леса

Остановившись у леса снежным вечером is a Russian translation of Robert Frost's poem Stopping by the Woods on a Snowy Evening by Григорий Михайлович Дашевский.

## Остановившись у леса снежным вечером

Чей лес, мне кажется, я знаю:
в селе живет его хозяин.
Он не увидит, как на снежный
я лес его стою взираю.
В недоуменье конь, конечно,
зачем в ночи за год темнейшей
мы стали там, где нет жилья,
у леса с озером замерзшим.
Он, бубенцом слегка звеня,
как будто бы корит меня,
да веет слабый ветерок,
пушистым снегом шелестя.
Лес сладок, темен и глубок,
но в путь пора мне — долг есть долг.
И ехать долго — сон далек,
и ехать долго — сон далек.

## See Also

* Перевод Василия Бетаки Ocтановка зимним вачером у леса
* Перевод О. Чухонцева Зимним вечером у леса
* List of Polish Translations

## Refderences

* webpage mercybridge.ru
# Reaction Engineering

Chemical reaction engineering is the main part of a plant around which many things happens. In most of the plants, an equipment called "Reactor" is used which converts raw materials to the final (desire) product along with some unwanted products. This area of chemical engineering covers the information needed to develop such reactor, i.e., Kinetics of chemical reaction, contacting etc.
Chemical Reaction: This can be divided mainly in 4 parts:
* Homogeneous
* Heterogeneous
* Catalytic
* Non-catalytic Reactions.
Elements to understand and define a chemical reaction:
* Reactants
* Catalyst
* Rate of reaction
* Conditions (Temperature, pressure) etc.
Other topics:
* Kinetics of different kind of chemical reactions
* Type of reactors and their design
* Models (tank in series model, compartment model, dispersion model)
* Effects of pressure and temperature
* Flow patterns
* Reactions with catalysts
* Non-catalytic systems
# Rational unit circle/Points/Exercise

What points do you know on the rational unit circle
    $E={\left\{(x,y)\in \mathbb {Q} ^{2}\mid x^{2}+y^{2}=1\right\}}\,?$
# Reading Wikipedia in the Classroom

Reading Wikipedia in the Classroom is a professional training program that helps teachers understand and leverage Wikipedia as a learning tool by connecting it to the components of UNESCO’s Media and Information Literacy framework. Learn vital media and information literacy skills for the 21st century, including: understanding how information is produced, how to access and evaluate content online, and how to understand biases and knowledge gaps. This training program also addresses key topics of interest for teachers such as how to keep students safe online, and how to equip them to face the various forms of disinformation and misinformation online.

## Requirements

    None

## Time required

    3 hours

## Learn.wiki course

    RWPMOOC
# Reach People

Reaching people is a core requirement for acomplishing goals that requires the awareness of a large number of people, entire communities or for global challenges a large fraction of global population. This learning resource focuses on Sustainable Development Goals and Systems Thinking.

## Learning Task

* (Disaster Management) Explain why it is import to reach people for a demand driven reponse after a disaster when communication infrastructure is destroyed directly or the missing electricity supply does not allow to charge batteries of mobile devices like smartphones?
* (Risk Management) Describe why reaching risk exposed communities is a core pillar for risk management! Explain how the following area contribute to reach people:
** telecommunication
** infrastructure,
** radio,
** newspapers,
** oral communication,
** role plays,
** cultural and social events
* (Technology Resilience) If we focus on digital telecommunication infrastructure, we think of LTE, GSM, Internet as communication networks. Analyse the concept of mesh networks and try to identfy why mobile devices do not have an integrated fall-back method to communiate on mesh notworks when standard telecommunication infrastructure fails in a post-disaster phase?
* (Speech Recognition) Assume that people cannot read or write. Explain how speech recognition and audio output can be used to interact with a Spatial Decision Support System. The spatial aspects of decision support allow tailored support for regions people live and take into account, which resource are available or accessible by local population and can be integrated in a decision support system.
* (Open Innovation Ecosystem) Analyse the concept of Living Labs and user driven innovation to reach people with local requirements and constraints.
* (Think globally - act_locally) More than 90% of the world population either battle with the basic living conditions like security, food, accommodation/shelter, ... or are accupied with workload so that they do not have time for extra workload. Thinking about global challenges like climate change, limitation of global resources, security threads globally or to communities, ... . Assume you want to address global challenges. How do you address local and regional problems first and provide "quick wins" or short-term benefits for the heterogeneous driver and local problems. Select an example in your environment and pick a sustainable development goal that you want to address first! When you learn about the SDG you think globally. If you think about local implementation in your environment you act locally. Finally address the outreach of your local implementation and how to reach the people and raise awareness.
* (Go where People are!) reaching people - especially if there risk exposed - requires to go where the people are. In general you thing about social media, messengers and other media. A community analysis look at communication networks in general and the propagation of information in the community. For the analysis of the communication network also trust into the stakeholders of the community are relevant for the change (see also Change Management).
# Real function/Continuous/Composition/Fact/Proof

The first statement follows from fact. This implies also the second statement.
# Real function/Derivative/Monotonicity/Fact

Let $I\subseteq \mathbb {R}$ be an open interval, and let
    $f\colon I\longrightarrow \mathbb {R}$
be a differentiable function. Then the following statements hold.
* The function $f$ is increasing (decreasing) on $I$, if and only if $f'(x)\geq 0$ ($f'(x)\leq 0$) holds for all $x\in I$.
* If $f'(x)\geq 0$ holds for all $x\in I$, and $f'$ has only finitely many zeroes, then $f$ is strictly increasing.
* If $f'(x)\leq 0$ holds for all $x\in I$, and $f'$ has only finitely many zeroes, then $f$ is strictly decreasing.
# Real function/Derivative/Monotonicity/Fact/Proof

(1). It is enough to prove the statements for increasing functions. If $f$ is increasing and $x\in I$, then the difference quotient fulfills
    ${\frac {f(x+h)-f(x)}{h}}\geq 0\,$
for every $h$ with $x+h\in I$. This estimate carries over to the limit as $h\rightarrow 0$, and this limit is $f'(x)$. Suppose now that the derivative is $\geq 0$. We assume, in order to obtain a contradiction, that there exist two points $x<x'$ in $I$ with $f(x)>f(x')$. Due to the mean value theorem, there exists some $c$ with $x<c<x'$ and
    $f'(c)={\frac {f(x')-f(x)}{x'-x}}<0\,,$
which contradicts the condition. (2). Suppose now that $f'(x)>0$ holds with finitely many exceptions. We assume that $f(x)=f(x')$ holds for two points $x<x'$. Since $f$ is increasing, due to the first part, it follows that $f$ is constant on the interval $[x,x']$. But then $f'=0$ on this interval, which contradicts the condition that $f'$ has only finitely many zeroes.
# Real function/Continuous/Composition/Fact

Let $D\subseteq \mathbb {R}$ and $E\subseteq \mathbb {R}$ be subsets and let
    $f\colon D\longrightarrow \mathbb {R}$
and
    $g\colon E\longrightarrow \mathbb {R}$
denote functions with $f(D)\subseteq E$. Then the following statements hold.
* If $f$ is continuous in $x\in D$ and $g$ is continuous in $f(x)$, then also the composition $g\circ f$ is continuous in $x$.
* If $f$ and $g$ are continuous, so is $g\circ f$.