OpenLLM-France/wikimedia huggingface dataset:
# Russian/Letters that look like Latin ones
#### Latin look-a-likes

В, в [vě] like in van
Е, е [yě] like in yell
Ё, ё [yō] like in yoga
Н, н [ěn] like in note
Р, р [ar] like in break, try to emphasize the r
С, с [ěs] like in some
У, у [ōō] like in book
Х, х [hǒ] like in home
# Russian/Lesson 1
## Describing language skills

Read the dialogue of two well-acquainted people - Ivan (male) and Olga (female):
* Cultural note
* Russian has a variety of ways to address a person. Personal names have at least 3 forms: full (Константин), short (Костя) and pet (Костик, Костенька). Other possible forms are vulgar (Костян) and familiar (Костька).
* Note that Russians almost never use full forms of personal names.
Иван: Привет, Ольга.
    Ivan: Hi, Olga.
Ольга: Привет.
    Olga: Hi.
Иван: Слушай, ты хорошо говоришь по-китайски?
    Ivan: Listen, do you speak Chinese well?
Ольга: Да, а что?
    Olga: Yes; why?
Иван: К нам партнёры из Китая завтра приезжают, а переводчик заболел. Не могла бы ты его заменить? Мы заплатим.
    Ivan: We have an appointment with partners from China tomorrow, but our interpreter has fallen ill. Could you please replace him? We'll pay.
Ольга: Да, конечно.
    Olga: Sure.
* Cultural note
* Привет is the most popular informal greeting. Expression "Привет. Как дела?" (Hi, How are you?) is often used to begin conversation.
# Russian/Letters not in the latin alphabet
#### Non-latin

Б, б [bě] like in bat
Г, г [gě] like in goat
Д, д [dě] like in doll
Ж, ж [zhě] like in azure
З, з [zě] like in roze
И, и [yē] like in year
Й, й [yē krǒtkǔ], [short i] like in bonsai
Л, л [ěl'] like in lemon, but as soft as in Spanis el
П, п [pě] like in pet
Ф, ф [ěf] like in fall
Ц, ц [cě] like in tsar
Ч, ч [chě] like in cherry
Ш, ш [shǒ] like in shell
Щ, щ [shēyǒ] like in shall, it should sound softer than Ш/sh
Ъ, ъ [hard mark(tōō arděsnǒk)] makes preceding consonant sound hard, e.g. compare d's of deal and doll (hard version)
Ы, ы [y, back i] i like in eel, that is being pronounced in behind of your mouth, close to the throat
Ь, ь [soft mark(mē ǒkěsnǒk] makes preceding consonant sound soft, e.g. compare ch's of chalk and birch
Э, э [ē ǎbǔrōtnǔ] like in fell
Ю, ю [yōō] like in you
Я, я [yǒ] like in yahoo
# UTPA STEM/CBI Courses/CAM

Introduction
Computer Aided Manufacturing is a very important process when designing and maintaining the automation of manufacturing systems.
Do you have control!!!
Can you open and close a grarge door? Can you make a robot turn? Solar cell works most efficiently when the cells are faced to the sun. Where is your solar cell is facing? All these problems start with very simple DC motor control. If you know how to make motor turn CW (clockwise) and CCW (counter-clockwise) directions, then you have control.
Topics
Lab 01 Do you have control???
Lab 02 Let's get cars moving!
# UTPA STEM/CBI Courses/CAM/Challenge Name

Course Title: CAM
Lecture Topic: PLC Programming # 1
Instructor: Kevin Lee
Institution: UTPA/ MANE

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Understand ladder logic and wiring motor for CW and CCW motion.
** Wiring a motor that opens a garage door up and down.
* Sub Objectives- The objectives will require that students be able to:
** Understand PLC structure
** Understand Ladder Logic
** Identify necessary components
** Wiring a motor that can rotate CW and CCW.
* Difficulties- Students may have difficulty:
** Understanding PLC architecture
** Writing a ladder logic
** Wiring a motor
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Garage door opener
** Radar rotating control
** Solar cell aim to the Sun.
Model of Knowledge
* Concept Map
** How to write a ladder logic
** Identify flow chart
** Identify input
** How a motor works?
** Electric wiring
* Content Priorities
** Enduring Understanding
*** How to program a PLC
** Motor control
** Important to Do and Know
*** Become familiar programming and wiring for a motor control
** Worth Being Familiar with
*** DC Motor
*** Basic wiring skills
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question

## Test Your Mettle Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
# UTPA STEM/CBI Courses/CAM/PLC Lab

Course Title: CAM
Lecture Topic: PLC Programming # 1
Instructor: Kevin Lee
Institution: UTPA/ MANE

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Understand ladder logic and wiring motor for CW and CCW motion.
** Wiring a motor that opens a garage door up and down.
* Sub Objectives- The objectives will require that students be able to:
** Understand PLC structure
** Understand Ladder Logic
** Identify necessary components
** Wiring a motor that can rotate CW and CCW.
* Difficulties- Students may have difficulty:
** Understanding PLC architecture
** Writing a ladder logic
** Wiring a motor
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Garage door opener
** Radar rotating control
** Solar cell aim to the Sun.
Model of Knowledge
* Concept Map
** How to write a ladder logic
** Identify flow chart
** Identify input
** How a motor works?
** Electric wiring
* Content Priorities
** Enduring Understanding
*** How to program a PLC
** Motor control
** Important to Do and Know
*** Become familiar programming and wiring for a motor control
** Worth Being Familiar with
*** DC Motor
*** Basic wiring skills
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question

## Test Your Mettle Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
# UTPA STEM/CBI Courses/CAM/Course Description

Computer Aided Design is very important part of automation of manufacturing system.
Do you have control!!!
# UTPA STEM/CBI Courses/Business Math/Business Calculus

Topics
Limits with Applications to Business and Economics
Optimization Applications
# Motivation and emotion/Nuggets of truth/Banner

* Share your nuggets of truth / pearls of wisdom by editing this page e.g., consider:
* What are the greatest insights, significant learnings, or best ideas you've acquired through the motivation and emotion unit?
* What are the take-home message(s) from the chapter and multimedia presentation you created?
# Motivation and emotion/Participants/2011/2010

    Login then click here to add your signature (at the bottom of the list) ~~~~
* Jtneill - Talk - c 16:52, 4 June 2010 (UTC)
* E.herbert 02:13, 12 July 2010 (UTC)
* Mylie 21:54, 12 July 2010 (UTC)
* Storm 01:11, 2 August 2010 (UTC)
* Aszokalski Talk 22:00, 3 August 2010 (UC)
* Sallybradford 23:50, 3 August 2010 (UTC)
* clinton.mcculloch 23:50, 3 August 2010 (UTC)
* LBGibbons 02:28, 8 August 2010 (UTC)
* AlEdwardson 00:10, 8 August 2010 (UC)
* MichelleK 04:47, 13 August 2010 (UTC)
* Klammer 11:43, 16 August 2010 (UTC)
* Madeline 23:13 17 August 2010 (UTC)
* Spartan117 06:41, 18 August 2010 (UTC)
* Gabrielleblair 20:15, 18 August 2010 (UTC)
* Mia 12:37, 18 August 2010 (UTC)
* Gajah 13:38, 19 August 2010 (UC)
* AriWright 16:05, 19 August 2010
* U11882719:01, 19 August 2010
* Lozh 13:48, 19 August 2010 (UTC)
* Raw george 00:09, 20 August 2010 (UTC)
* Ra.shell 03:59, 20 August 2010 (UTC)
* C.aitken 03:17, 21 August 2010 (UTC)
* Boubles 13:47, 23 August 2010 (UC)
* Skye.marie 04:17, 23 August 2010 (UTC)
* George902 00:54, 24 August 2010 (UTC)
* Megan O'Connell 08:10, 24 August 2010 (UTC)
* SandyC 09:09, 24 August 2010 (UTC)
* KmpH 00:55, 25 August 2010 (UTC)
* CEB 00:56, 25 August 2010 (UTC)
* Jtneill student 02:52, 25 August 2010 (UTC)
* Tyrtaeus 06:21, 25 August 2010 (UTC)
* Esha434 07:17, 25 August 2010 (UTC)
* Christie88 10:22, 25 August 2010 (UTC)
* Bails 9:26, 25 August 2010 (UTC)
* U3017048 11:36, 25 August 2010 (UTC)
* Hannahdawes 11:59, 25 August 2010 (UTC)
* WMLee 12:21, 25 August 2010 (UTC)
* Hamish24 13:01, 25 August 2010 (UTC)
* Thenub314 17:08, 25 August 2010 (UTC)
* Lisa Watson 22:35, 25 August 2010 (UTC)
* Rachelle21 06:06, 26 August 2010 (UTC)
* S.emp 12:06, 26 August 2010 (UTC)
* JennyJ 10:11, 26 August 2010 (UTC)
* N.Leahey 02:15, 27 August 2010 (UTC)
* I.REID 05:23, 27 August 2010 (UTC)
* Mish795 06:03, 27 August 2010 (UTC)
* Mixie 03:01, 30 August 2010 (UTC)
* Harro242 10:52, 30 August 2010 (UTC)
* MariaMaljevac 21:40, 30 August 2010 (UTC)
* Jmcb 13:52, 30 August 2010 (UTC)
* EBruce 10:29, 31 August 2010 (UTC)
* Mandy_gal1304 08:00, 1 September 2010 (UTC)
* MissadventureX 15:28, 2 September 2010 (UTC)
* Dos 09:05, 2 September 2010 (UTC)
* Tink22 20:28, 2 September 2010 (UTC)
* Stephmartin 02:54, 4 September 2010 (UTC)
* Haddo 03:06, 4 September 2010 (UTC)
* Emma22 06:47, 5 September 2010 (UTC)
* Salbo 08:22, 5 September 2010 (UTC)
* Rotorhead15 00:26, 8 September 2010 (UTC)
* Lmckenz 03:15, 8 September 2010 (UTC)
* Nikki24 07:19, 11 September 2010 (UTC)
* JackStraw 02:38, 12 September 2010 (UTC)
* Matt.Long 11:32, 16 September 2010 (UTC)
* Gccartledge 16:38, 19 September 2010 (UTC)
* Siar 22:55, 19 September 2010 (UTC)
* Jcole15 22:17, 21 September 2010 (UTC)
* Shannonld
* MannaRaps 22:48, 6 December 2010 (UTC)
* You can sign here with four squiggles
* You can sign here with four squiggles
* You can sign here with four squiggles
* You can sign here with four squiggles
# Motivation and emotion/Readings/Textbooks/Neill/2010

Neill, J. T. (Ed.) (2010). Motivation and emotion: A free and open psychology textbook authoring exercise by students (1st ed.). Wikiversity.
# Motivation and emotion/Nuggets of truth

* Share your nuggets of truth / pearls of wisdom by editing this page e.g., consider:
* What are the greatest insights, significant learnings, or best ideas you've acquired through the motivation and emotion unit?
* What are the take-home message(s) from the chapter and multimedia presentation you created?
# Motivation and emotion/Questions
## 2011
### Tutorial 4

* What motivates retention of staff in lifestyle aversive occupations (e.g. chef apprenticeships etc).
* What motivates somebody to complete boring tasks? e.g. phone surveys. How to promote the social conscience.
* What motivates achievement orientation in sports and good vs bad behaviour?
* What creates a good supportive team environment in the sporting context?
* What motivates socially active groups to focus on group goal vs individual goals?
* What motivates people to seek a lot of social interaction as opposed to a little?

## 2010

These are some interesting questions about motivation and emotion that students generated in 2010.

### Tutorial 1

* Why do people self-sabotage?
* What are the motivations behind group formation and social interaction?
* What motivates behaviour in the workplace?
* To what extent can you read emotions through non-verbal cues?
* What motivates someone to commit adultery?
* What drives someone to jealousy?
* How to sustain motivation when working towards a goal?
* What motivates high achievement and performance (e.g., education, sport)?
* To what extent are emotions controllable? (Emotional regulation, Emotional control)
* What is the difference in emotional responses between males and females when engaged in sexual activity?
* Why do people engage in risk-taking behaviours?

### Tutorial 2

* How do you think our fatigue affects our motivation?
* What are the emotional motivators of gambling?
* What are the biological drivers of sexual motivation?
* What motivates an individual to think positively?
* Why do people commit crimes?
* Why do some people over-eat and why some people under-eat?
* How do people manage emotions?
* What are the influencers behind social loafing and group cooperation?
* What motivates people to commit adultery?

### Tutorial 3

* What are the motivational and emotional contributors to addiction and self-sabotaging?
* How much of emotion and motivation is influenced by genes vs. life experience?
* Why does one goal seem so strong and prevailing in one minute and become unimportant or less salient in the next minute?
* What makes some people high achievers?
* What motivates a suicide bomber?
# Motivation and emotion/Readings
## Journals

* Emotion
* Emotion Review
* Motivation and Emotion

## Textbooks

* Textbooks
# Selected topics in finite mathematics/Graph coloring

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :

## Objectives

To color all the vertices where no adjacent vertex is alike, use the least amount of colors possibles

## Details

vertex coloring graph where no adjacent vertices are similar, two coloring a graph that you only use 2 colors, and three coloring a graph that you only use 3 colors

## Examples

    Examples of graph colorings
* Figure E1
* Figure E2
* Figure E3
* Figure E4
* Figure E5
* The graphs in figure E1-E5 have been colored with three colors. Note in particular that no two adjacent vertices share the same color.

## Nonexamples

    Examples of graphs with colored vertices, that are not graph colorings
* Figure N1
* Figure N2
* Neither of the graphs in figures N1 nor N2 are valid colorings because some adjacent vertices use the same color. That is, two vertices that share an edge have the same color.

## Homework

* Figure H1
* Figure H2
* Figure H3
* Figure H4
* Figure H5
* Color the graph in figure H1 with as few colors as possible.
* Color the graph in figure H2 with as few colors as possible.
* Color the graph in figure H3 with as few colors as possible.
* Color the graph in figure H4 with as few colors as possible.
* Color the graph in figure H5 with as few colors as possible.

## Homework Solutions

2. 5 colors must be used because each vertex is connected to all of the surrounding vertices
# Selected topics in finite mathematics/Hamiltonian cycles

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :
A Hamiltonian cycle on a graph is a cycle which includes every vertex exactly once.

## Objectives

* Given a graph, determine if a Hamiltonian cycle exists.

## Details

A Hamiltonian cycle is a cycle that uses every vertex exactly once. In general it is a difficult problem to declare whether a cycle can use every vertex exactly once or not.
There are two processes that were learned in class to solve Hamiltonian cycles. First of which is called a heuristic algorithm, which is an algorithm that finds solutions quickly and better solutions. The other is called a greedy algorithm which does not look ahead but only looks at the best option at hand.
In problems involving Hamilton circuits, there are often many seemingly equivalent routes. The most important class of problems solved via Hamilton circuits is actually when the edges connecting vertices have different weights. (For instance, it might be less expensive to travel one edge rather than a different one or perhaps the distance traveled is less.)
The Traveling Salesman Problem (TSP): On a complete weighted graph the problem of finding an optimal Hamilton Circuit is often called the Traveling Salesman Problem, or TSP for short. This problem finds the quickest and most efficient way to get across all of the vertices.
# Selected topics in finite mathematics/Linear programming

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :
Linear programming is...

## Objectives

* To find the maximum or minimum value of a linear expression given linear constraints
* Understand the terms objective and constraint.
* Be able to draw a mixture chart and write down the objective and constraints when given a word problem.

## Details

In an optimization problem, the objective is the mathematical expression for the factor you want to optimize. (Typically an optimization problem will have only one objective)
An example of an objective could be x+3y A constraint is an equation which must be satisfied in the optimization problem.
An optimization problem generally has multiple constraints and one objective, which is the mathematical expression to optimize.
A point that fits all the constraints is called feasible. When working on an optimization problem, the first step is to graph the feasible region. In an optimization problem, one of the corner points of the feasible region graph will be the maximum.
Steps to solve a linear program:
* Create mixture chart
* Find constraints
* Graph the feasible region
* Find the corner points
* Take the best one (optimal point)

## Examples

* A shop sells t-shirts for $20 each and jeans for $70 each and wants to maximize profit. The objective would be written 20x + 70y. The variable x represents the number of t-shirts and y represents the number of jeans.
* A farm can grow several different plants on a field (say p1, p2, and p3). With each plant is a unit cost (say c1, c2, and c3). They farm only has d dollars to spend, but has a unit revenue of r1, r2, and r3. The objective would then be (r1-c1)p1+(r2-c2)p2+(r3-c3)p3 subject to the constraints p1, p2, p3>=0 and c1r1+c2r2+c3r3<=d
# Selected topics in finite mathematics/Minimum spanning trees

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :
A minimum spanning tree for a graph is a subgraph that includes every vertex, is a tree, and has the smallest possible total edge weight.

## Objectives

connect all vetices, avoid making a circuit, and create subgraph with the least weight

## Details

Tree: A subgraph containing some of the vertices and edges, such that there are no cycles in the tree. The tree must also be connected.
Spanning: A subgraph spans the original graph if it includes every vertex.
Minimum Spanning Tree: a tree within a graph with the smallest possible total edge weights.
To find a minimum spanning tree, begin by putting the edge with the lowest weight in your tree. Make sure it doesn't create a cycle. Repeat this process until you have spanned the entire graph.
# Selected topics in finite mathematics/Managing your money

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :

## Objectives

Understanding the basics of finance and interest and applying them to real life situations.

## Details

* A checking account is a bank account in which the owner can deposit or withdraw money at any time. Writing checks or using a debit card are also ways to access funds.
* A savings account is a bank account that enables the owner to deposit or withdraw money at any time.
* A CD is a bank account that prevents the owner from depositing or withdrawing money until a certain maturity date. Interest for these accounts is typically higher.
* Interest is a compensation paid by the bank for the use of your money. These can be reported in two different ways. A Nominal Rate, also called APR, is the sum of 12 monthly interest payments (if compounded monthly). Or as a Yield Rate, also called APY, which is the rate of change over the course of a year.
* If i is an APR, then FV=PV(1+i/m)^(nm).
* If i is an APY, then FV=PV(1+i)^n.

## Examples

[There is 1% compounded interest every year on an account with a $100 initial deposit, so after a year, the account will hold $101 if no additional deposits or withdrawals are made.]
[Give an example of benefits associated with a checking account?]
[Give an example of fees associated with a savings account?]
[2% apy for two years after a $10000 deposit= $1404]

## Homework

* If $1,000 is invested at 2% APY for 3 years, how much is available after 3 years?
* Solution
* $1061.21
* If $1,000 is invested at 2% APR for 3 years (compounded monthly), how much is available after 3 years?
* Solution
* $1061.78]
* What is the future value of $5,000 invested at 3% APY for 7 years?
* Solution
* $6149.37]
* What is the present value of a 4-year investment that matures for $2,000?
* Solution
* [You can add the solution to the problem here!]
* If you need access to your money after 3 years, which is a better option? A 3-year CD at 2% interest or 4-year CD at 2.1% interest?
* Solution
* [You can add the solution to the problem here!]
* If an account has 3% APR compounded monthly, what is its APY?
* Solution
* [You can add the solution to the problem here!]
* If an account has 3% APR compounded daily, what is its APY?
* Solution
* [You can add the solution to the problem here!]
# Software applications/Overview/SharePoint/Roadmap
## To-do

* Read https://blogs.office.com/2015/04/16/sharepoint-server-2016-update/
# Software applications/Overview/Signavio

* Category: Modelling
* Website: http://www.signavio.com
# Software applications/Overview/Snip

* Category: Capture tools
* Website: https://mix.office.com/Snip

## Possible improvements

* In Jing you have the possibility to draw an arrow and a frame.
# Software applications/Overview/Template application

* Category: ../../Categories//
* Website:

## Index

* Courses
* Functionality
* Improvements
* Roadmap
# Software applications/Overview/Thimble

* Website: https://thimble.mozilla.org
* Thimble is part of the Mozilla Learning Network.

## Questions

* Will Thimble make it easy to design forms in the future? See https://github.com/mozilla/thimble.webmaker.org/issues/1206.

## Index

* Github: https://github.com/mozilla/thimble.webmaker.org
# Software applications/Overview/Todoist

* Category: Task managers
* Website: https://todoist.com
Todoist is probably the most beautiful task manager.

## Index

* Courses
* Functionality
* Improvements
* Roadmap
# Software applications/Overview/SharePoint/Improvements

On this page you can find an overview of possible improvements for SharePoint.

## Questions

* Is it possible to get in contact with the SharePoint development team?

## Overview

* Wiki: How could we convince the SharePoint development team to improve the wiki functionality in SharePoint? Confluence of Atlassian is so much better.
# Software applications/Overview/SimplyBuilt

* Category: Website builder
* Website: https://www.simplybuilt.com
The mission of SimplyBuilt is to help small businesses with an easy to learn website building platform. You can compare SimpleBuilt with Squarespace.
# Software applications/Overview/Slack

* Market: Collaboration
* Website: https://slack.com

## What is Slack?

* https://www.youtube.com/watch?v=B6zVzWU95Sw
* http://thenextweb.com/opinion/2015/10/05/slack-is-going-to-eat-your-old-office-software-alive/

## Questions

* How many developers are working on Slack?

## Terminology

* Channels: Channels are chat rooms around a topic or a team.
# Software applications/Overview/Squarespace

* Category: Website builder
* Website: http://www.squarespace.com