OpenLLM-France/wikimedia huggingface dataset:
# EuroLex/E/Trekking

trekking
* Original language: English
* Original form and meaning: n. +1a 'a long-distance walk', +3 'a touristic expedition'
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | treking | ... | the same as in English, see above, status: restricted use: technical | dito | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | trekking [= English] | 1990s, via Afrikaans | the same as in English, see above, status: fully accepted, but still marked as English (technical) | dito | ... |
| English | ... | ... | '...' | '...' | ... |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | trekking | 1970s | the same as in English, see above, status: restricted use: technical | dito | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Trekking [= English] | 1980s | +3, status: restricted use: technical; | dito | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | trekking [trεkkiŋ(g)] | 1970s | +3, status: restricted use: technical, modern; | dito | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | trekking [= English] | 1980s | the same as in English, see above, status: restricted use: technical | dito | ... |
| Polish | trekking [trekkink] | ... | the same as in English, see above, status: restricted use: technical | dito | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | trekking [trekin] | 1980s | the same as in English, see above, status: restricted use: technical | dito | ... |
| Swedish | ... | ... | '...' | '...' | ... |
# Dramaturgy

   "Whereof we cannot express a theory, we must tell a story instead." --Umberto Eco
Welcome to the Wikiversity learning project on dramaturgy. Participants in this learn-by-doing project will explore how to use drama to promote learning.

## Dramaturgy, Drama Theory, and the Bardic Arts

    The topic of this page section originated on another page.
Dramaturgy is a sociological perspective that argues that human actions are dependent upon time, place, and audience. Dramaturgy is also the art of dramatic composition and the representation of the main elements of drama on the stage. Dramaturgy examines the context of drama and to understand context may include many workshops in enacting drama. Drama theory is based on Game theory and is used to analyze and develop new theories as to the causes of drama, which can include a fair amount of mathematics. The Bardic Arts is about crafting, telling, and producing educational stories and dramas.
Dramaturgy, Drama Theory, and the Bardic Arts are all very similar topics. What topics are covered in a course depends on the focus or objective of the course. In Dramaturgy, you might study the beliefs and ideals of the Nazi party in the context of World War II to understand the context of the drama that unfolded. In Drama Theory, you would study Clancy's Theorem and the Vexagon Diagram. In Bardic Arts, you would study character development, storyboards, crafting stories, and storytelling.
Drama has a dramatury, and dramatury has the element drama. And we need the Bardic art to attend symbolism.

## Reading

* A pedagogical model for teaching scientific domain knowledge by Barry Kort and Rob Reilly
* Dramaturgical Teaching in the Leadership Classroom: Taking Experiential Learning to the Next Level by John E. Barbuto
* The Crucible - a central work in the canon of American drama
* The Bardic Arts by Barry Kort
* Perceval, le Conte du Graal - "If any member of this community should become the ruler of an alien community, see to it that they are given their rights."
* The hero's journey: how educators can transform schools and improve learning by John L. Brown, Cerylle A. Moffett
* The hero journey in literature: parables of poesis by Evans Lansing Smith

## Participants

* Beetlebaum Blocked alternate account of User:JWSchmidt, not blocked. --note by Abd 06:18, 21 August 2010 (UTC)
* Gastrin Bombesin Blocked editor here, account is Moulton on Betawikiversity. --note by Abd 06:18, 21 August 2010 (UTC)
* Abd Not yet blocked. Learning about Wikiversity and Dramaturgy.
* you? please join the fun
# Draw Parallel Lines

To draw parallel lines, follow these steps.
* Draw a line, use a ruler, name it line L
* Draw a point, not on line L, name it point A
* Draw a line through point A, that crosses line L, name it line M
* Name the point, where the two lines cross, point B
* Draw an arc from point B, that crosses both lines
* Name the point, where the arc crosses line M, point C
* Name the point, where the arc crosses line L, point D
* Draw the same arc from point A, that is the alternate interior angle, of the arc you drew from point B
* Name the point, where the arc crosses line M, point E
* Draw an arc, from point C that crosses point D
* Draw the same arc from point E that crosses the arc from point A, name the point where the two arcs cross, point F
* Draw a line from point F to point A
* Good Job! You drew parallel lines.
Tools needed Paper, Pencil, ruler, compass
Tips and Tricks Open the image in a new window. Click on the image. Resize both windows so that you can see both the instructions and the image.
# Drama school

A drama school can be initiated involving learning materials for dramaturgy, acting, directing, set design, properties, special effects, costume design, makeup, lighting, sound, stage management, front-of-house activities, and promotional materials for marketing.And when on stage you have to feel every word you say

## Dramaturgy

See
Collaborative play writing

## Acting

The actor’s craft, imagination and sense of play are developed through classes in acting in a prescribed play, improvisation, vocal training, movement of all kinds to hold the audience's attention, singing, dancing, fighting with or without a weapon, and vocal storytelling.

## External links to drama schools

National Theatre School of Canada http://www.ent-nts.ca/en/programs/acting/
# Dramatism
## Dictum

   All the world’s a stage, And all the men and women merely players; They have their exits and their entrances; And one man in his time plays many parts, . . .
   — William Shakespeare. Jaques (Act II, Scene VII, lines 139-142)

## Prescription

Dramatism is simply symbolism in the wide sense of the word. Or, the former is a plausible metaphor for the latter. The scenario is not the drama, as "the map is not the territory." Symbolism ranges from textualism to contextualism, from syntactics through semantics to pragmatics, or whatever spectrum you like. Meanwhile, dramatism is prescribed to stand for holist or contextualist beyond textualist symbolism, so as to keep distant from the pitfall of deductive and analytic philosophy, logical atomism, logical positivism, innatism, and the like. Furthermore, Ogden & Richards (1923) explain why such a symbolism should be taken very seriously:
In the establishment of symbolism, drama is the active element; it is also opposed of the parts.
   Throughout almost all our life we are treating things as signs. All experience, using the word in the widest possible sense, is either enjoyed or interpreted (i.e., treated as a sign) or both, and very little of it escapes some degree of interpretation. An account of the process of Interpretation is thus the key to the understanding of the Sign-situation, and therefore the beginning of the wisdom. It is astonishing that although the need for such an account has long been a commonplace in psychology, those concerned with the criticism and organization of our knowledge have with few exceptions entirely ignored the consequences of its neglect. (p. 50-51)

## Interest area

* Dramatism - Kenneth Burke
* Dramaturgy - Erving Goffman
* Storytelling
* Narrative
* Knowledge management
* Mental model
* Mind map
* Metaphor
* Constructed language
* Worldbuilding
* Thick description
* Affordance
* Cognitive biases
* Framing effect
* Frame analysis
* Frame semantics
* General semantics
* Sensemaking
* Situation awareness
* Situation semantics
* Situated cognition
* Situated learning
* Experiential learning
* Community of practice
* Reflective practice
* Behavioral ecology
* Sociobiology
* Sociolinguistics
* Social psychology
* Social constructionism
* Social role
* Legal realism
* Legal interpretivism
* Connectionism
* Contextualism
# Dr. Seuss Books and Characters/Yooks and Zooks

Yooks and Zooks are characters in The Butter Battle Book, by Dr. Seuss. Yooks and the Zooks live on opposite sides of a long curving wall, fairly similar to the Berlin Wall. The Yooks wear blue clothes; the Zooks wear orange. The main dispute between the two cultures is that the Yooks eat their bread with the butter-side up, while the Zooks eat their bread with the butter-side down. The conflict between the two sides leads to an escalating arms race, each competing to make bigger and better weapons to outdo the other, which results in the threat of mutual assured destruction.
# Drinking water

This book teaches how to procure safe drinking water. Topics covered are rainwater harvesting, desalination, groundwater use and water disinfection. This is useful for regions where safe drinking water is difficult to come by, for disaster relief or for water conservancy. The purpose of this book is to reduce misfortunes associated with water problems throughout the world: including reduction of disease spread from unsanitary water, personal dehydration, and water shortage problems.

## Contents

* Rain barrel: DIY
* Atmosphere water collection
* Ice
* Displacement: hand water pump, bailer water bucket, electric pump
* Purification
** Disinfection
*** Solar disinfection
** Distillation: Solar still
** Filtration
* Water: stress, crisis, security, scarcity
# Fire and emergency management/Fire officer
## Fire Officer

* Fire Officer I
* Fire Officer II
* Fire Officer III
* Fire Officer IV
* Leadership I:Strategies for Company Success (H803)
* Leadership II:Strategies for Company Success (H804)
* Leadership III:Strategies for Company Success (H805)
* NIMS 700 Training
# Fire and emergency management/Fire instructor II/Program management

Terminal Objective- Schedule instructional sessions, resources, staff, facilities, and timeline for delivery
Enabling Objective • Understand departmental policy • Scheduling processes • Supervision techniques • Resource management
Terminal Objective- Formulate budget needs given, training goals, budget policy, current resources, so that the resources meet training goals are identified and documented
Enabling Objective • Agency budget policy • Resource management • Needs analysis • Sources of instructional materials • Equipment
Terminal objective- Acquire training resources given, an identified need, timelines, budget constraints, agency policy Enabling Objective • Agency policy • Purchasing policy • Budget management • Forms completion
Terminal Objective- Coordinate training record keeping given, training forms, departmental policy, and training activity, so that all agency and legal requirements are meet Enabling Objective • Record keeping process • Laws affecting records and disclosure of training information • Professional standards • Record auditing procedures
Terminal objective- Evaluate instructors given, evaluation forms, departmental policy, and job performance requirements, so that evaluations identify areas of strength and weakness, recommends changes in style and communication methods, provides opportunity for feedback to the evaluator Enabling Objective • Personnel evaluation methods • Supervision techniques • Department policy • Effective instructional methods and techniques • Coaching and observation techniques • Completion of evaluation forms
# Fire and emergency management/Fire investigator/Scene examination

Terminal objective:Given marking devices, sufficient personnel, and special tools and equipment, secure the fire ground and reconstruct the area of origin.
Enabling objectives:
The student should be able to:
* Establish recognizable perimeters of the investigation scene.
* Protect all evidence or potential evidence from damage or destruction.
* Identify and correlate all protected areas and burn patterns to contents of structural remains.
* Determine location of items to establish their pre-fire location.
* Discover the point(s) of origin.
Terminal objective:Given standard equipment and tools conduct and exterior survey an interior survey and examine and remove debris, inspect the perforamnce of building systems, including detection, suppression, HVAC, utilities and building compartmentation and discriminate the effects of explosions from other types of damage.
Enabling objectives:
The student should be able to:
* Preserve evidence
* Interpret fire damage.
* Identify hazards.
* Determine access to the property.
* Discover all potential means of ingress and egress.
* Identify and preserve potential evidentiary value.
* Determine evidentiary value.
* Identify hazards.
* Check debris for fire cause evidence.
* Identify ignition source(s).
* Determine fire cause.
* Preserve evidence without investigator-inflicted damage or contamination.
* Determine the need for expert resources.
* Consider operating systems impact on fire growth and spread in identified origin areas.
* Identify defeated systems.
* Identify explosion(s).
* Preserve evidence.
Terminal objective: Given standard equipment and tools and some structural or contents remains, interpret burn patterns and correlate burn patterns.
Enabling objectives:
The student should be able to:
* Evaluate individual patterns with respect to the burning characteristics of the material(s) involved.
* Determine fire development.
* Evaluate methods and effects of suppression.
* Recognize false origin area patterns.
* Identify all areas of origin.
# Fire and emergency management/Fire officer I

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Human Resource Management
Community and Government Relations
Administration
Inspections and Investigations
Emergency Services Delivery
Health and Safety
Cognitive Applications
Psychomotor Applications
Additional Training Materials
# Fire and emergency management/Fire officer II

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Human Resource Management
Community and Government Relations
Administration
Inspections and Investigations
Emergency Services Delivery
Health and Safety
Cognitive Applications
Psychomotor Applications
Additional Training Materials
# Fire and emergency management/Fire officer II/Additional training materials
## Additional Training Materials

* DoD Fire Officer II Study Guide
# Fire and emergency management/Fire instructor II/Instructional development

Terminal objective- create a lesson plan given, a topic, audience characteristics and a standard lesson plan format, so that job performance requirements for the topic are meet, and the plan includes learning objectives, lesson outline, course material, instructional aids, and an evaluation plan.
Enabling objectives Knowledge of:
* Lesson plans • Components of learning objectives • Instructional methods and techniques • Characteristics of adult learners • Types and application of instructional media • Evaluation techniques
Enabling Objectives Skills in: • Basic research • Using job performance requirements to develop behavioral objectives • Student needs assessment • Development of instructional media • Outlining techniques • Evaluation techniques • Resource needs analysis
Terminal Objective- Modify an existing lesson plan given, a topic, audience characteristics and a standard lesson plan format, so that job performance requirements for the topic are meet, and the plan includes learning objectives, lesson outline, course material, instructional aids, and an evaluation plan.
Enabling objectives Knowledge of:
* Lesson plans • Components of learning objectives • Instructional methods and techniques • Characteristics of adult learners • Types and application of instructional media • Evaluation techniques
Enabling Objectives Skills in: • Basic research • Using job performance requirements to develop behavioral objectives • Student needs assessment • Development of instructional media • Outlining techniques • Evaluation techniques • Resource needs analysis
# Fire and emergency management/Fire instructor II/Instructional delivery

Terminal Objective- Conduct a class using a lesson plan that the instructor has prepared and that involves the utilization of multiple teaching methods and techniques given a topic and a target audience so that the lesson objectives are achieved
Enabling Objectives Use of teaching methods and techniques Transition between teach methods, conference, and discussion leadership
Terminal objective- supervise instructors and students during training given, training scenario applicable safety standards and practices, and instructional goals are meet
Enabling Objectives Knowledge of: • Safety rules, regulations, and practices • Incident management system • Leadership techniques
Enabling objective Skilled in: • Implementation of the incident management system used by the agency
# Fire and emergency management/Fire instructor II/Evaluation and testing

Terminal Objective- develop student evaluation instruments given, learning objectives, audience characteristics, and training goals, so that the evaluation determines if the student has achieved the learning objectives, performance of the objective, reliable and verifiable manner, and is bias free to any audience or group.
Enabling Objective Knowledge of: • Evaluation methods • Development of forms • Effective instructional methods and techniques
Enabling Objective Skilled in: • Evaluation item construction • Assembly of evaluation instruments
Terminal Objective- Develop a class evaluation instrument given, agency policy and evaluation goals, so that it provides feedback to the instructor on instructional methods, communication techniques, learning environment, course content, and student materials.
Enabling Objective Knowledge of: • Evaluation methods • Test validity
Enabling Objective Skilled in: • Development of evaluation forms
Terminal Objective- Analyze student evaluation instruments given test data, objectives and policies, so that validity is determined and necessary changes are accomplished
Enabling Objective Knowledge of: • Test validity and reliability • Item analysis
Enabling Objective
Skilled in: • Item analysis techniques
# Fire and emergency management/Fire instructor II/Additional training materials
## Additional Training Materials

* DoD Fire Instructor II Study Guide
# Elasticity/Hellinger-Reissner principle
## Hellinger-Prange-Reissner Variational Principle

In this case, we assume that the elasticity field is invertible and $s$ is smooth on ${\mathcal {B}}$. We also assume that ${\mathcal {A}}$ is the set of all admissible states that satisfy the strain-displacement relations, the traction-stress relations and the balance of angular momentum.
Let ${\mathcal {A}}$ denote the set of all admissible states and let ${\mathcal {H}}$ be a functional on ${\mathcal {A}}$ defined by
    ${\mathcal {H}}[s]=\int _{\mathcal {B}}U^{c}({\boldsymbol {\sigma }})-\int _{\mathcal {B}}{\boldsymbol {\sigma }}:{\boldsymbol {\varepsilon }}~dV+\int _{\mathcal {B}}\mathbf {f} \bullet \mathbf {u} ~dV+\int _{\partial {\mathcal {B}}^{u}}\mathbf {t} \bullet (\mathbf {u} -{\widehat {\mathbf {u} }})~dA+\int _{\partial {\mathcal {B}}^{t}}{\widehat {\mathbf {t} }}\bullet \mathbf {u} ~dA$
for every $s=[\mathbf {u} ,{\boldsymbol {\sigma }}]\in {\mathcal {A}}$.
Then,
    $\delta {\mathcal {H}}[s]=0$
at an admissible state $s\in {\mathcal {A}}$ if and only if $s$ is a solution of the mixed problem.
# Elasticity/Kinematic admissibility
## Kinematically admissible displacement field

Consider a body $B$ with a boundary $\partial B$ with an applied body force field ${\tilde {\mathbf {f} }}$.
Suppose that displacement BCs $\mathbf {u} ={\tilde {\mathbf {u} }}$ are prescribed on the part of the boundary $\partial B^{u}$.
Suppose also that traction BCs ${\widehat {\mathbf {n} }}\bullet {\boldsymbol {\sigma }}={\tilde {\mathbf {t} }}$ are applied on the portion of the boundary $\partial B^{t}$.
A displacement field $(\mathbf {u} )$ is kinematically admissible if
* $\mathbf {u}$ satisfies the displacement boundary conditions $\mathbf {u} ={\tilde {\mathbf {u} }}$ on $\partial B^{u}$.
* $\mathbf {u}$ is continuously differentiable, i.e. $\mathbf {u} \in C^{3}({\mathcal {R}})$.
* $|{\boldsymbol {\nabla }}{\mathbf {u} }|\ll 1$.
A kinematically admissible displacement field needs only to satisfy compatibility condition and the displacement boundary conditions - but not the traction boundary conditions or equilibrium.
Recall that a kinematically admissible displacement field is used to define the principle of minimum potential energy.
# Elasticity/Kinematics example 3
## Example 3

Given:
Unit square $(X_{1},X_{2})\in [0,1]$ with displacement fields :
* $\mathbf {u} =\kappa X_{2}{\widehat {\mathbf {e} }}_{1}+\kappa X_{1}{\widehat {\mathbf {e} }}_{2}$.
* $\mathbf {u} =-\kappa X_{2}{\widehat {\mathbf {e} }}_{1}+\kappa X_{1}{\widehat {\mathbf {e} }}_{2}$.
* $\mathbf {u} =\kappa X_{1}^{2}{\widehat {\mathbf {e} }}_{2}$.
Sketch: Deformed configuration in $x_{1},x_{2}$ plane.

### Solution

The displacement $\mathbf {u} =\mathbf {x} -\mathbf {X}$. Hence, $\mathbf {x} =\mathbf {u} +\mathbf {X}$. In the reference configuration, $\mathbf {u} =0$ and $\mathbf {x} =\mathbf {X}$. Hence, in the $(x_{1},x_{2})$ plane, the initial square is the same shape as the unit square in the $(X_{1},X_{2})$ plane. We can use Maple to find out the values of $x_{1}$ and $x_{2}$ after the deformation $\mathbf {u}$.
    ${\mathit {ua}}:=\left[k{X_{2}},k{X_{1}},0\right]$
    ${\mathit {ub}}:=\left[-k{X_{2}},k{X_{1}},0\right]$
    ${\mathit {uc}}:=\left[0,k{X_{1}}^{2},0\right]$
    ${\mathit {xa}}:=\left[k{X_{2}}+{X_{1}},k{X_{1}}+{X_{2}},{X_{3}}\right]$
    ${\mathit {xb}}:=\left[-k{X_{2}}+{X_{1}},k{X_{1}}+{X_{2}},{X_{3}}\right]$
    ${\mathit {xc}}:=\left[{X_{1}},k{X_{1}}^{2}+{X_{2}},{X_{3}}\right]$
Plots of the deformed body are shown below
* Deformed shapes