OpenLLM-France/wikimedia huggingface dataset:
# Teletraffic engineering/Teletraffic grading/Answer
## Answers to Exercise on Teletraffic Grading

If you followed the link from Teletraffic Grading and wish to return to that page click here

### Answer

A reminder of the problem: Redraw Figure 1 with a Limited Availability Grading of 4
Thus Figure 2 will resemble that of the example for 4 incoming and 4 outgoing lines; A will not have access to 5, B will not have access to 4, C will not have access to 3, D will not have access to 2 and E will not have access to 1
# Teletraffic engineering/Routing/Module 15/Answer 1
## Answer 1

Routing in the context of telephone networks is the selection of a specific circiut group, for a given call or traffic stream, at an exchange in the network.
# Teletraffic engineering/Routing/Answer 3
## Answer 3

To to connect an input port to which a calling user is connected to a free outgoing circuit group (first choice or alternative route) and perform the actual forwarding of traffic along routes defined in routing tables.
# Teletraffic engineering/What is Congestion control?/Solutions

    a. 38.4 msecs
    b. 0.000171
    c. 125 packets
# Teletraffic engineering/Routing/Answer 1
## Answer 1

* Assembling and distributing information on the state of the network and user traffic that is used to generate and select routes.
* Generating and selecting feasible and optimal routes based on network and user traffic state information.
* Forwarding user traffic along the selected routes.
# Teletraffic engineering/Routing/Answer 2
## Answer 2

To perform the actual forwarding of traffic along routes defined in the switch routing tables.
# Teletraffic engineering/Routing/Module 15/Answer 2
## Answer 2

* Static routing schemes: Routing is based on the expected, as opposed to the actual, user and network behaviour and does not change according to the current state of the newtork and user traffic. The routing pattern is always the same.
* Dynamic routing schemes: Routing pattern is automatically altered based on present changes in the user and network state. The routing pattern varies.
# Teletraffic engineering/Teletraffic grading
## What are Gradings?
### Summary

Grading is the limiting of the number of outlets that in incoming call (into an exchange) can be switched to. Grading only occurs in exchanges setup for Limited Availability.

### Background

In order to understand the concept of Grading some background is required. Grading is utilized in PSTN[[[Wikipedia:PSTN|PSTN]]] networks, which are circuit-switched networks. For large PSTN networks (exchanges) the question of availability becomes an issue.
Availability in the context of TeleTraffic Engineering is the ability of an exchange to switch incoming calls (or lines) onto outgoing lines. This lead to the notion of all outgoing lines being available for switching (Full Availability) or a limit on which in coming lines may be switched to which outgoing lines (Limited Availability). Exchanges are limited due to older electromechanical switches not being able to switch large numbers of lines, greatly increasing the expense of making large exchanges fully available.

### Definition

Grading is the technique of limiting the available outgoing lines that the incoming lines can switch to in an exchange. This technique was once a major statistical endeavor undertaken for almost all exchanges; advancements in technology however have started to make the use of grading obsolete, due to modern technology allowing for all exchanges to be fully available. The simple examples following demonstrate the concept of grading.

### Examples
#### Example 1:

Figure 1 shows a simplified exchange in a fully available configuration. Note that incoming lines A-D can connect to all four of the outgoing lines 1-4.
Figure 1
In Figure 2 however this is not the case; only three of the four outgoing lines is available to each of the four incoming lines. For example, incoming line A can access outgoing lines 1-3, but if those lines are occupied by incoming lines B-

#### Example 2:

An alternative method a looking at the concept of grading is shown in Figure 3 below. In the example there are 8 inlets and 15 outlets. The circuits are divided into grading groups, made up of 8 individuals, 4 pairs, 2, quads and 1 common. It should be note that multiple calls can come in on a particular inlet, but due to the switching of the calls, only one outlet per call may be used. If an incoming call on one of the 8 inlets comes in and the individual is occupied, then the call is passed to the right (to the specified pair) unless that outlet is itself occupied. Incoming calls can be passed to the right 4 times (including the original individual), resulting in a grading of 4.
# Software testing/Meeting place
## tutors

The tutors organize the course and help also on non-professional questions.
* Erkan Yilmaz : please always use email: This course shall introduce interested people into the topic testing. The goal is, that at the end of this course the participant might apply testing to anything (and not only to software).
* Exxu (German course): Testing saves in the end a lot of time and money. I want to show, that testing is a very creative task and that the search of problems can make fun.
* ManWing2 (German course)

## study group
### Yes, I want to participate

If you want to learn with others, please subscribe here.
* Here you can find the German study group.
* you ?

### questions

any questions?Is there a study group of science
# Software testing/Results
## intro

Here we will show results that we observed during the course.

## English Wikipedia: few articles on design techniques from category white box testing

There is need for more white box testing articles in Wikipedia and/or other Wiki projects (see Software testing:White box design techniques). Please help.
# Software testing/Test tools

Here there will be presented test tools (also with a video tutorial).

## special attention

Following test tools will be made available for public usage for the participants. Tutor Erkan Yilmaz shows their importance in the daily testing, their usage and also common mistakes.
* bug tracking system: used for recording of anomalies (e.g. here some info on the bug tracking system of MediaWiki, e.g. Wikipedia)
* trouble ticket system: to communicate with customers
* version control: so that you can restore old versions (of source code, documents of any kind like user manuals, requirements, ...)

## documentation of source code

Following tools are a very simple way to summarize comments (examples for comments for programming languages you can find here) out of source code:
* Doxygen: can be used for C++, C, Java, Objective-C, Python, IDL (Corba and Microsoft flavors) and to a certain extent als for PHP, C#, and D. examples and projects, which use it.
* Javadoc with example
* PhpDocumentor (also called: phpdoc or phpdocu) with example
* ROBODoc for e.g. C, C++, Fortran, Perl, shell scripts, Assembler, DCL, DB/C, Tcl/Tk, Forth, Lisp, COBOL, Occam, Basic, HTML, Clarion. And here examples
* NDoc for .Net projects with example
and here more tools

## other tools

more tools will be added over time, see also discussion (at the moment go to German discussion)
# Solar
## Idea

Solar energy projects start with being able to aim solar light at a target and cook something like a frozen pizza. Then they branch out into hot water systems. After that the goal is to begin working with small solar cells. Working with lasers to power them and developing robots that can be powered by lasers. Typically these are robots climbing a rope and compete in a space elevator competition. The other expensive option is to design how adding solar cells to a university building.

## College/Universities

    Howard Community College
# Software testing/Overview

Please keep in mind, that so far this is a translation of the German course. So, until now the talk pages are not translated.
Who wants to learn together? The meeting place is already prepared.

## Why might this course be valuable for you?

This course shall introduce interested people into the topic testing. One goal is, that at the end of this course the participant might apply testing to anything (and not only to software). Testing saves in the end a lot of time and money. Let's see if we can show you, that testing is a very creative task and that the search of problems can make fun. Also in comparison to a book: the course is practical. You will do most of the things together with the tutors. So, you will not be all alone behind your monitor and probably think: "Yes, I understood the topic" - but actually you did not understand it 100%. We will do together online-sessions, where you can ask questions directly and also get feedback immediately. Also we will collaborate with others to apply what we have learned. Because most of the things, which a tester needs, can't be learned from books - you have to apply it also on your own. And together in the team we can share/use the experience of each other.

## So, what now?

At first the basic topics (theory) will be presented and existing literature will be referenced. The main intention always is to give practical examples and exercises, so that the benefit and the coherences of test activities will be clear. Everything you need you will find in the introduction of the course.
# Solar/Howard Community College

Howard Community College is starting this project in the fall of 2011. GOAL TBD
       Fall2011
# The English Quran

[Subpages: The English Quran/Using the Quran]
# The English Quran/Surah Al-Fatiha

| Verse Number | المصحف العربي Arabic text | English |
| 0 | بسم الله الرحمان الرحيم | In the name of the merciful compassionate Deity. |
| 1 | ٱلۡحَمۡدُ لِلَّهِ رَبِّ ٱلۡعَـٰلَمِينَ | Praise be to Allah, Lord of the Worlds |
| 2 | ٱلرَّحۡمَـٰنِ ٱلرَّحِيمِ | The Beneficent, the Merciful |
| 3 | مَـٰلِكِ يَوۡمِ ٱلدِّينِ | Owner of the Day of Judgment |
| 4 | إِيَّاكَ نَعۡبُدُ وَإِيَّاكَ نَسۡتَعِينُ | Thee (alone) we worship; Thee (alone) we ask for help |
| 5 | ٱهۡدِنَا ٱلصِّرَٲطَ ٱلۡمُسۡتَقِيمَ | Show us the straight path |
| 6 | صِرَٲطَ ٱلَّذِينَ أَنۡعَمۡتَ عَلَيۡهِمۡ غَيۡرِ ٱلۡمَغۡضُوبِ عَلَيۡهِمۡ وَلَا ٱلضَّآلِّينَ | The path of those whom Thou hast favoured. Not (the path) of those who earn Thine anger nor of those who go astray |

## Recitations

* Surah Al-Fatiha (Abdul Basit)
* Surah Fatiha with Urdu and English Translation
* ↑ "dalal" means "erring" "straying" as in Persian گمراه.
# The English Quran/Surah Al-Imran

| Verse Number | المصحف العربي Arabic text | English |
| 0 | بسم الله الرحمان الرحيم | In the name of the merciful compassionate Deity. |
| 1 | الم | Aliph Laam Meem (Mystical Words of the Quran) |
| 2 | ٱللَّهُ لَآ إِلَـٰهَ إِلَّا هُوَ ٱلۡحَىُّ ٱلۡقَيُّومُ | Allah! There is no God save Him, the Alive, the Eternal |
| 3 | نَزَّلَ عَلَيۡكَ ٱلۡكِتَـٰبَ بِٱلۡحَقِّ مُصَدِّقً۬ا لِّمَا بَيۡنَ يَدَيۡهِ وَأَنزَلَ ٱلتَّوۡرَٮٰةَ وَٱلۡإِنجِيلَ | He hath revealed unto thee (Muhammad) the Scripture with truth, confirming that which was (revealed) before it, even as He revealed the Torah and the Gospel |
| 4 | مِن قَبۡلُ هُدً۬ى لِّلنَّاسِ وَأَنزَلَ ٱلۡفُرۡقَانَ‌ۗ إِنَّ ٱلَّذِينَ كَفَرُواْ بِـَٔايَـٰتِ ٱللَّهِ لَهُمۡ عَذَابٌ۬ شَدِيدٌ۬‌ۗ وَٱللَّهُ عَزِيزٌ۬ ذُو ٱنتِقَامٍ | Aforetime, for a guidance to mankind; and hath revealed the Criterion of right and wrong. Lo! those who disbelieve the revelations of Allah, theirs will be a heavy doom. Allah is Mighty, Able to Requite (the wrong) |
| 5 | إِنَّ ٱللَّهَ لَا يَخۡفَىٰ عَلَيۡهِ شَىۡءٌ۬ فِى ٱلۡأَرۡضِ وَلَا فِى ٱلسَّمَآءِ | Lo! nothing in the earth or in the heavens is hidden from Allah |
| 6 | هُوَ ٱلَّذِى يُصَوِّرُڪُمۡ فِى ٱلۡأَرۡحَامِ كَيۡفَ يَشَآءُ‌ۚ لَآ إِلَـٰهَ إِلَّا هُوَ ٱلۡعَزِيزُ ٱلۡحَكِيمُ | He it is Who fashioneth you in the wombs as pleaseth Him. There is no God save Him, the Almighty, the Wise |
# The Development of New Technologies Surrounding Snowboarding
## Abstract

A recently new sport with its introduction to the 1998 Winter Olympics, snowboarding has come an exceptionally long way since the first boards were crafted in 1976, aided by advancements in materials, board shapes and super progressive riders. Jake Burton who founded Burton Snowboards and Tom Sims who founded Sims Snowboards a couple of the original manufacturers of snowboards.
To lessen the impact this sport has on the environment, companies like Arbor and K2 are using bamboo, Burton and Forum have specialised forests and Lib-Tech use a unique bio plastic as a pose to normal plastics. These companies also pursue different board shapes with camber, reverse camber and boards with both as well as rail designs and board sidewalls. Like Lib-Tech’s Magne-traction edge which provides better traction and grip by cutting into the snow, and Burton's Mid-Spoon edge which makes the board more catch-free when sliding rails in the park.
Since Burton and Sims were founded, most snowboards were shaped like skis, with the tip and tail on contact with the snow and the middle of the board off the snow. In the last few years snowboard shapes have changed dramatically, giving rise to reverse camber, the middle for the board touches to snow and the tip and tail are off and boards with both camber and reverse camber, giving the benefits of both shapes.
# The English Quran/Surah Al-Baqara

| Verse Number | المصحف العربي Arabic text | English |
| 0 | بسم الله الرحمان الرحيم | In the name of the merciful compassionate Deity. |
| 1 | الم | Aliph Laam Meem (Mystical Words of the Quran) |
| 2 | ذَٲلِكَ ٱلۡڪِتَـٰبُ لَا رَيۡبَ‌ۛ فِيهِ‌ۛ هُدً۬ى لِّلۡمُتَّقِينَ | This is the Scripture whereof there is no doubt, a guidance unto those who ward off (evil) |
| 3 | ٱلَّذِينَ يُؤۡمِنُونَ بِٱلۡغَيۡبِ وَيُقِيمُونَ ٱلصَّلَوٰةَ وَمِمَّا رَزَقۡنَـٰهُمۡ يُنفِقُونَ | Who believe in the Unseen, and establish worship, and spend of that We have bestowed upon them |
| 4 | وَٱلَّذِينَ يُؤۡمِنُونَ بِمَآ أُنزِلَ إِلَيۡكَ وَمَآ أُنزِلَ مِن قَبۡلِكَ وَبِٱلۡأَخِرَةِ هُمۡ يُوقِنُونَ | And who believe in that which is revealed unto thee (Muhammad) and that which was revealed before thee, and are certain of the Hereafter |
| 5 | أُوْلَـٰٓٮِٕكَ عَلَىٰ هُدً۬ى مِّن رَّبِّهِمۡ‌ۖ وَأُوْلَـٰٓٮِٕكَ هُمُ ٱلۡمُفۡلِحُونَ | These depend on guidance from their Lord. These are the successful |
| 6 | إِنَّ ٱلَّذِينَ كَفَرُواْ سَوَآءٌ عَلَيۡهِمۡ ءَأَنذَرۡتَهُمۡ أَمۡ لَمۡ تُنذِرۡهُمۡ لَا يُؤۡمِنُونَ | As for the Disbelievers, Whether thou warn them or thou warn them not it is all one for them; they believe not |
| 7 | خَتَمَ ٱللَّهُ عَلَىٰ قُلُوبِهِمۡ وَعَلَىٰ سَمۡعِهِمۡ‌ۖ وَعَلَىٰٓ أَبۡصَـٰرِهِمۡ غِشَـٰوَةٌ۬‌ۖ وَلَهُمۡ عَذَابٌ عَظِيمٌ۬ | Allah hath sealed their hearing and their hearts, and on their eyes there is a covering. Theirs will be an awful doom |
| 8 | وَمِنَ ٱلنَّاسِ مَن يَقُولُ ءَامَنَّا بِٱللَّهِ وَبِٱلۡيَوۡمِ ٱلۡأَخِرِ وَمَا هُم بِمُؤۡمِنِينَ | And of mankind are some who say: We believe in Allah and the Last Day, when they believe not |
# The Early Humans and The Neolithic Revolution

* This resource is part of the History of Europe to 1648 course

### Time Estimation

Time estimation for the completion of the required material in this section.
* Lecture = 30 min.
* Required Reading & Review Questions = 40-50 min.
* Test Yourself Questions = 30-40 min.

### Lecture

Coming Soon
Outline
* The Evolution of Human
** The Paleolithic (Old Stone) Age
** The Neolithic (New Stone) Age
** The Primitive Society
Abbreviations
* m.y.a. stands for million years ago
* B.C., Before Christ
* A.D. "anno Domini"

### Required Reading

* Prehistory. Read the main essay only not the linked essays.

### Review Questions

* What was the human evolution.
* What are the main differences between the Old Stone (Paleolithic) and the New Stone (Neolithic) Age?

### Test Yourself Questions

* Describe changes in human life from the Paleolithic to the Neolithic Age.

### Additional Information

* Human evolution
* Homo sapiens sapiens (Modern Human)

### Further Reading

* Tattersall,Ian et al., Eds. Encyclopedia of Human Evolution and Prehistory. 2nd ed. New York: 2000. An encyclopedic work on human evolution and prehistory updated with the latest solid developments in the field.
* Hublin, Jean-Jacques. "The Quest for Adam." Archaeology 52 (July/August 1999): 26-35. A survey of the latest theories on human evolution. Abastract

### Chronology

The Early Humans and The Neolithic Revolution :
| Period | Time |
| Emergence of the human race | 3.5 m.y.a - 3000.000 B.C. |
| Paleolithic (Old Stone) Age | 3000.000 - 7000 B.C. |
| Neolithic (New Stone) Age | 7000 - 3100 B.C. |
# TESOL/Guided listening and speaking

Students learning English as a second language should have plenty of opportunities to practice using English with message-focused activities. The focus is not on the form of the language but on communicating a message.

### What is it?

A popular technique is called "What is it?". It has basically the following steps:
* The teacher describes something to the students. For example, the teacher says:
   "It is flat. It is used in the kitchen. It is made of wood or plastic. You use it for cutting."
* The students respond with "cutting board" or just by pointing to a picture of a cutting board.
* Roles are switched and the students describe something to the teacher.
* Students work in pairs and one student describes something to another who must identify it.

### Listening grids

Another popular activity, appropriate for many levels, is "listening grids."
One student gives some information, for example about which sports they like. The other students have a grid in which they check off boxes with the possible answers. For example, one student, let's say Alex, says:
   "Noisy people bother me. People who are late bother me. Bad drivers bother me. People who often complain don't bother me."
The other students check off a grid like this:
| Name | Noisy people | People who are late | Bad drivers | People who complain |
| Alex | Yes | Yes | Yes | No |
| Pat | | | | |
| Terry | | | | |
| Jane | | | | |

#### Surveys

Surveys are very similar but are different in that students ask each other questions rather than students presenting to the whole class without being questioned.

### Interviews

Interviews are similar to surveys but involve more freedom concerning which questions are asked, although the interviewer should have a specific topic with specific types of questions. For example, an interviewer may ask about the other student's life with questions like these:
* Where were you born?
* Where did you go to school?
* Did you go to university?
** What did you study?
* Who did you work for?

### Games
#### Quizzes

If the teacher gives points for answers, a simple quiz can become a game and become more engaging to the students. For example, if the students have a picture like the one below in their books, the teacher asks everyone, clearly indicating the picture, "What's his name?", and the first person to answer "Steve" gets a point.

#### Tic-tac-toe

Students work with in pairs with one board. Each square has a picture, and to take a square, the student must name the picture.

#### Bingo

Each student has a bingo board with vocabulary or pictures. The teacher calls items.
# TESOL/Interrupting
## Key sentences

| Telling a story | Interrupting |
| So I was doing this thing... | Hold on (time) what were you doing exactly? |
| Telling a story | Interrupting |
| ...because of some reason. | Just (time) why exactly? |
| Telling a story | Interrupting |
| Then I did this thing. | Pardon me, but what did you do again? |

### Drills

Say these sentences without looking.
Hold on (time) what were you doing exactly? :
| time | sentence |
| a minute, | Hold on a minute, what were you doing exactly? |
| a second, | Hold on a second, what were you doing exactly? |
| a sec, | Hold on a sec, what were you doing exactly? |
| just one second, | Hold on just one second, what were you doing exactly? |
Just (time) why exactly? :
| time | sentence |
| a minute, | Just a minute, why exactly? |
| a second, | Just a second, why exactly? |
| a sec, | Just a sec, why exactly? |
| one minute, | Just one minute, why exactly? |

## Example

Practice this conversation.
| Telling a story | Interrupting |
| So I was doing this thing... | Hold on (a minute,) what were you doing exactly? |
| Telling a story | Interrupting |
| ...because of some reason. | Just (a minute,) why exactly? |
| Telling a story | Interrupting |
| Then I did this thing. | Pardon me, but what did you do again? |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Telling a story | Interrupting |
| So I was doing this thing... | Hold on ... what were you doing exactly? |
| Telling a story | Interrupting |
| ...because of some reason. | Just ... why exactly? |
| Telling a story | Interrupting |
| Then I did this thing. | Pardon me, but what did you do again? |
Change partners. Use your imagination and make another conversation.

## Practice

| Telling a story | Interrupting |
| Tell a short story. | Interrupt your partner and ask about details. |

## Further study

* English lesson topics
# TESOL/Making resolutions
## Key sentences

| Asking about resolutions | Making resolutions |
| What will you do from now on? | I've decided to (verb). |
| Asking about resolutions | Making resolutions |
| Why? | I want to be the best (role) I can be. |
| Asking about resolutions | Making resolutions |
| What's your goal? | I have my heart set on (gerund). |

### Drills

Say these sentences without looking.
I've decided to (verb). :
| verb | sentence |
| quit smoking | I've decided to quit smoking. |
| exercise more | I've decided to exercise more. |
| study harder | I've decided to study harder. |
| save more money | I've decided to save more money. |
I want to be the best (role) I can be. :
| role | sentence |
| parent | I want to be the best parent I can be. |
| son | I want to be the best son I can be. |
| mother | I want to be the best mother I can be. |
| manager | I want to be the best manager I can be. |
I have my heart set on (gerund). :
| gerund | sentence |
| passing the test | I have my heart set on passing the test. |
| getting fit | I have my heart set on getting fit. |
| getting a promotion | I have my heart set on getting a promotion. |
| losing 10 kilograms | I have my heart set on losing 10 kilograms. |

## Example

Practice this conversation.
| Asking about resolutions | Making resolutions |
| What will you do from now on? | I've decided to (quit smoking). |
| Asking about resolutions | Making resolutions |
| Why? | I want to be the best (parent) I can be. |
| Asking about resolutions | Making resolutions |
| What's your goal? | I have my heart set on (passing the test). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about resolutions | Making resolutions |
| What will you do from now on? | I've decided to ... . |
| Asking about resolutions | Making resolutions |
| Why? | I want to be the best ... I can be. |
| Asking about resolutions | Making resolutions |
| What's your goal? | I have my heart set on .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about resolutions | Making resolutions |
| Ask your partner what they want to do next year, in the next five years, and in the next 20 years. | Talk about your resolutions. |

## Further study

* English lesson topics