OpenLLM-France/wikimedia huggingface dataset:
# Rainwater harvesting/Dew harvesting

Dew harvesting (or dew collection) is simply taking advantage of water vapor in the atmosphere to harvest clean and potable water through condensation, a passive process that allows water particles to return to the earth in a pure form. Dew harvesting has been practiced by humanity as far back as ancient times, in areas where rainfall and groundwater resources are scarce. When there is any humidity at all in the air and there is a surface that is cool enough to provoke condensation, dew will condense on that surface until the humidity is gone. Vegetation in desert regions have developed modifications that allow them to collect their own humidity from the air, for example, and through efforts of reforestation in desert regions this technology has advanced abundantly around the world.
* Read more about: Dew collection and storage

### Acknowledgements

* Rainwater Harvesting Guide, Rain-barrel.net
* Fog collection description, Safe Water International Clearinghouse.
* Original Akvopedia.org article and more images: akvopedia.org/wiki/Fog_and_dew_collection
# Rainwater harvesting/Fog harvesting system

Fog collection (or fog harvesting) is an innovative, environmentally appropriate, socially beneficial and economically viable use of fog, rain and dew as sustainable water resources for people in arid regions of developing countries. Fog is composed of enormous numbers of tiny water droplets. The wind blown droplets can be collected by a plastic mesh. Typical fog harvesting in a well selected desert environment would be 5 liters of water per square meter of mesh per day.
* Read more about: Fog collection and storage

### Acknowledgements

* Rainwater Harvesting Guide, Rain-barrel.net
* Fog collection description, Safe Water International Clearinghouse.
* Original Akvopedia.org article and more images: akvopedia.org/wiki/Fog_and_dew_collection
# Rainwater harvesting/Business Development - Micro-financing

Rainwater harvesting receives a lot positive reviews as a sustainable alternative for water supply, but also has its share of negative reviews. The main comment is that rainwater harvesting is too expensive, especially for the rural poor. Initial investment costs are relatively high, since it is a decentralised and small scale water supply option. However, when looking at Life Cycle Costs (LCC) this image is not so negative: for example, rainwater harvesting tanks have an average life span of 20 years. Also, rainwater harvesting can lead to more income, better education and fewer health problems. But who is able and willing to pay the initial investment costs, in spite of the guarantees that LCCs are cheaper and the investment is worth the money?

#### Requirements & limitations

This article page will consist of RAIN’s experiences in the sustainable financing of rainwater harvesting projects from examples in Senegal, Burkina Faso and Nepal. It will reflect upon these experiences and compare them to other research and practices on rainwater harvesting, micro-finance and business development. NGOs and other users will learn about the opportunities and challenges in changing the financial set-up of rainwater programmes.

#### Description & results

RAIN has implemented 3 pilots on microcredit and rainwater harvesting since 2010 in Nepal and has carried out feasibility studies on the potential of micro-finance in Burkina Faso and Senegal. In Nepal, RAINs partner BSP-Nepal has succeeded to reduce the subsidy amount by 25%, which is now a small loan. Loans are being repaid and first outcomes are promising. An evaluation was carried out by WASTE in 2012, which showed that micro-finance is indeed a feasible option for financing rainwater harvesting systems. In addition, a Masters student from VU University Amsterdam carried out a more qualitative research on microcredit and rainwater harvesting in Nepal.
Based on this study, RAIN is currently developing a business plan (also see Sustainable Financing Tool) to upscale its activities in Nepal and introduce sustainable ways of financing rainwater harvesting in other country programmes. A short guide (2-3 pages) will be developed based on information from Nepal, Burkina and Senegal. It will showcase RAIN's activities in financing and create a platform for discussion and sharing practices on rainwater harvesting.

### Examples

* PDF: IRC Symposium 2010 Pumps, Pipes and Promises, Micro-credit and Rainwater Harvesting. By Saskia Nijhof, Bala Ram Shrestha. 2010

### Documents, videos and links

* VIDEO: RAIN and BSP-Nepal : working together in rainwater harvesting in Nepal.
* VIDEO: http://bspnepalrhcc.org. This video is coming soon.

### Acknowledgements

* Original Akvopedia article: akvopedia.org/wiki/Business_Development_-_Micro-financing
# Understanding Digital Communications
## Signals and Spectra

* Signal and Spectra (pdf)
* Convolution Functions of Deterministic Signals
* Correlation Functions of Deterministic Signals
* Correlation Functions of Random Signals

## Formatting

* Formatting (pdf)
* Pulse Modulation (pdf)
* Line Code (pdf)
Pulse Modulation
* Sampling (pdf)
* Quantization (pdf)
* PAM (Pulse Amplitude Modulation) (pdf)
* PPM (Pulse Position Modulation) (pdf)
* PCM (Pulse Code Modulation) (pdf)
* DM (Delta Modulation) (pdf)
* DPCM (Differential Pulse Code Modulation) (pdf)

## Baseband Mod/Demod

* Baseband Modulation (pdf)
* Baseband Demodulation (pdf)
* Matched Filter (pdf)
Baseband Data Transmission
* ISI (Inter-Symbol Interference) (pdf)
* Nyquist Channel (pdf)
* Raised-Cosine Pulse (pdf)
* Eye Diagrams (pdf)
* Equalization (pdf)

## BandPass Mod/Demod

* BandPass (pdf)
BandPass Modulation Techniques
* ASK (Amplitude Shift Keying) (pdf)
* PSK (Phase Shift Keying) (pdf)
* FSK (Frequency Shift Keying) (pdf)
* Coherent Detection (pdf)
* Non-coherent Detection (pdf)
* M-ary Modulation (pdf)
* Constellations of Signal Points (pdf)

## Spread Spectrum

go to [ Electrical_&_Computer_Engineering_Studies ]
* ↑ The necessities in DSP, See Linear Time Invariant System − Continuous Time Case −1. Convolution
* ↑ The necessities in DSP, See Linear Time Invariant System − Continuous Time Case −2. Correlation
* ↑ The necessities in DSP, See Random Signals − Correlation Functions of Random Signals
# Understanding Embedded Software
## Software Engineering

* Overview (pdf)

## Hardware / Software Co-development

* Overview (pdf)

## Software Modeling

* Overview (pdf)

## Events and Triggers

* Overview (pdf)
* Events (pdf)
* Triggers (pdf)
* Interrupts (pdf)

## Hardware and Software Interfaces

* Overview (pdf)
* Constrol & Status Registers (pdf)

## RTOS

* Preemptive Scheduling (pdf)
* uCOS II tutorial (pdf)
* Critical Section (pdf)

## Performance Optimization

* StarCore DSP tutorial (pdf)
* Computing Correlation Functions (pdf)

## Memory Optimization

* Memory Optimization tutorial (pdf)

## Power Optimization

* Power Optimization tutorial (pdf)
* Cache Optimization (pdf)
See also Cache Memory (pdf)
See also RAM Structure (A.pdf)
See also RAM Timing (B.pdf)
See also FPGA RAM (C.pdf)

## List

* study list (pdf)
* final list (pdf)
go to [ Electrical_&_Computer_Engineering_Studies ]
# Understanding Creation Myths/What is a Creation Myth?

In this lesson, you will begin to understand what a creation myth is, and where they can be found in ancient civilizations.

## Introduction

A creation myth is a myth dedicated to explaining the creation of the universe, humanity and other key factors. Creation myths were widely believed in the classical world, and remain popular as stories today.

## Lesson
### Key Features of a Creation Myth

Creation myths in the classical world are very similar. Most involve the following key features:-
* A state of chaos
* The arrival of an organized, ordered, all-powerful being
* The creation of the Earth, stars, etc, by this all-powerful being

### Ancient Civilisations with Creation Myths
#### Egyptian Creation

Though you will not be tested on the Egyptian stories of creation, it is good to understand that the Egyptians had a detailed story of creation, similar to other ancient civilizations. In Egyptian mythology, a pyramid-shaped mound (a benben) rose out a sea of chaos called "Nu". From this point on, the story was different. In one of the most popular versions, on top of the mound stood the sun-god Ra, the most powerful of all the Egyptian gods.
# Understanding Emergence/Examples of Paradigm Shifts

Paradigm shifts are significant changes in the way people perceive, think, or understand certain concepts or phenomena. These shifts often lead to fundamental changes in scientific theories, cultural perspectives, or societal norms. Here are several examples of paradigm shifts:
* Copernican Revolution (1543): Before Copernicus, the prevailing view was that the Earth was the center of the universe. Copernicus proposed a heliocentric model, suggesting that the Earth and other planets revolve around the Sun, challenging the geocentric worldview.
* Newtonian Physics to Quantum Mechanics (early 20th century): Classical physics, as formulated by Newton, described the motion of objects in a predictable manner. The advent of quantum mechanics in the early 20th century revolutionized physics by introducing the idea of probabilistic behavior at the quantum level, challenging the deterministic worldview of classical physics.
* Plate Tectonics (20th century): The acceptance of plate tectonics in geology represented a shift from the static view of the Earth's crust to a dynamic model where the Earth's lithosphere is divided into moving plates.
* Einstein's Theory of Relativity (1905 and 1915): Einstein's theories of special relativity and general relativity revolutionized the understanding of space, time, and gravity, challenging Newtonian physics and leading to a new understanding of the cosmos.
* Darwinian Evolution (1859): Charles Darwin's theory of evolution by natural selection challenged the prevailing views of creationism and provided a naturalistic explanation for the diversity of life on Earth.
* Information Age (20th century): The shift from an industrial economy to an information and knowledge-based economy marked a significant societal paradigm shift, affecting industries, communication, and the way people work.
* Digital Revolution (20th century): The advent of digital technology, including computers and the internet, transformed various aspects of society, communication, and business, fundamentally altering the way people access information and interact with each other.
* Medical Paradigm Shifts (e.g., Germ Theory, DNA Structure): The acceptance of germ theory in medicine transformed understanding of infectious diseases, while the discovery of the structure of DNA by Watson and Crick in 1953 revolutionized genetics and molecular biology.
* Green Revolution (mid-20th century): The Green Revolution involved the adoption of new agricultural technologies, including high-yield crops and synthetic fertilizers, leading to a significant increase in food production worldwide.
* Artificial Intelligence (20th century to present): The development and application of artificial intelligence have led to paradigm shifts in fields such as computer science, automation, and machine learning, impacting various industries and aspects of daily life.
# Understanding Data Structure
## Recursion

* Recursion (A.pdf)
* Activation Records (A.pdf)

## List

* List (A.pdf)

## Stack

* Stack (A.pdf)
* infix, prefix, postfix order

## Sorting

* Sorting (A.pdf)
* Insertion, Bubble, Select Sorting (H1.pdf)
       Bubble Sort (H1.pdf)
       Insertion Sort (H1.pdf)
* Shell, Merge, Quick Sorting (H2.pdf)

## Tree

* Tree (H1.pdf)
* Heap (H1.pdf)

## Searching

* Binary Search (H.pdf)

## Graph

go to [ Electrical_&_Computer_Engineering_Studies ]
# TESOL/Using hear and listen

The words hear and listen both mean that we perceive something with our ears, but the meanings differ.

## Usage
### Concentration

We use listen when we are concentrating harder on a sound. Hear may happen by accident, but listen is never an accident.
* I thought I heard someone say my name. I thought I listened to someone say my name.
* Suddenly I heard a dog bark. Suddenly I listened to a dog bark.
* If you hear my cell phone ring, let me know. If you listen to my cell phone right, let me know.

## Mechanics
### Progressive

Hear is used as a progressive less often than most verbs. Instead, "can hear" is used.
* I can hear the rain fall. I am hearing the rain fall.
* Can you hear him breathing? Are you hearing him breathing?
* I could hear man shouting when the car crashed.I was hearing a man shouting when the car crashed.
"Hearing" may also be an infinitive, which is spelled the same way as a progressive. In that case, it's fine.
* I hate hearing his excuses.
* Hearing the train come makes me excited.
* Hearing you say that makes me happy.

### Listen and listen to

Listen is used without "to" if there is no object. If there is an object, we have to use listen to.
* Listen! Listen me!
* You should listen to your parents. You should listen your parents.
# TESOL/Worrying about the future
## Worrying about the future

* Taking a test
* Speaking in public
* Having a traffic accident

## Key sentences

| Worried person | Friend |
| What if (phrase). | You'll be (adjective). |
| Worried person | Friend |
| I hope (phrase). | Don't worry. I'm sure (pronoun) will. |

### Drills

Say these sentences without looking.
What if (phrase). :
| phrase | sentence |
| I fail my test | What if I fail my test. |
| I have a traffic accident | What if I have a traffic accident. |
| I forget what to say | What if I forget what to say. |
| I get lost | What if I get lost. |
You'll be (adjective). :
| adjective | sentence |
| fine | You'll be fine. |
| okay | You'll be okay. |
| all right | You'll be all right. |
| just fine | You'll be just fine. |
I hope (phrase). :
| phrase | sentence |
| I pass my test | I hope I pass my test. |
| I remember what to say | I hope I remember what to say. |
| I can make friends | I hope I can make friends. |
| my boss is friendly | I hope my boss is friendly. |

## Example

Practice this conversation.
| Worried person | Friend |
| What if (I fail my test). | You'll be (fine). |
| Worried person | Friend |
| I hope (I pass my test). | Don't worry. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Worried person | Friend |
| What if ... . | You'll be ... . |
| Worried person | Friend |
| I hope .... | Don't worry. |
Change partners. Use your imagination and make another conversation.

## Practice

| Worried person | Friend |
| Worry about something. | Help your friend. |

## Further study

* English lesson topics
# TESOL/Using need

The word "need" has a literal, informational meaning, and besides that it also accomplishes several other communicative tasks.

## Mechanics

Usually "need" is used as a normal verb to express necessity.

### Modal verb

Need can be a modal verb. It is more common in British English.
* You needn't come to that meeting.
* Need I say why?
* That is the only meeting you need attend. You need attend that meeting.

### Passive infinitive

"Need" plus a verb with -ing has the same meaning as a passive infinitive.
| Need + verb -ing | Passive infinitive |
| The dishes need washing. | The dishes need to be washed. |
| My sheets need changing. | My sheets need to be changed. |
| The bushes need trimming. | The bushes need to be trimmed. |

## Usage
### Regret

Saying someone need not have done something suggests that there was no reason to do it, that it was a bad idea. It differs in that respect from "did not need to have done."
| Example | Meaning |
| You needn't have given me that! | (I don't need your gift or I don't want it.) |
| You didn't need to give me that! | (I am flattered to receive your gift.) |
Including the word "never" adds emphasis: someone need never have done something.
| Example | Meaning |
| You needn't have told me. | (I didn't want to hear that.) |
| You need never have told me. | (Hearing that was very upsetting.) |

### Commands

Using "need" in the present tense is often used to talk about obligation in the future. In particular, it can be used to give commands indirectly.
* You'll need to finish your homework.
* You'll need to come to my office.

### Permission

Using "need not (do something)" grants permission not to do something at that moment. In this case, "need" is a modal verb. In a case where the listener might assume that they are obliged to do something, "need not" explicitly removes that obligation. This differs from using "need" as a regular verb, as in "You do not need to do something."
| Example | Meaning |
| You needn't pay for coffee. | Put away your wallet. |
| You do not need to pay for coffee. | It's free. |

### Possibility

"Need not" may also be used to equal "might not be." That is, it means that the possibility is less than 100%.
* I'm sure she went to the wrong place. - She need not have: maybe she is just running late.
* That face must mean that he hates me. - He needn't feel that way about you. Maybe he just remembered something unpleasant.
# TESOL/Vocabulary quiz (up)

Phrasal verbs with the preposition "up" are one of the most numerous kinds in English. This is a quiz of some of them. For a complete list, see the category at Wiktionary.
# TESOL/Weak forms

High-frequency words in English often have alternative forms used in unstressed speech, such as conversation, called weak forms, which are reduced forms of those words. Weak forms pose difficulty to learners of English as a second language by making listening comprehension more difficult, which can lead a learner to mishear a word which may cause the learner to infer a different context despite evidence following the misunderstood word.

## High frequency weak forms

These are 51 high-frequency weak forms in English:
| word | weak form |
| a | ə |
| an | ən |
| any | nɪ |
| some | səm sm |
| the | ðə |
| at | ət |
| for | fə |
| from | frəm |
| of | əv ə |
| to | tə |
| and | ənd nd n |
| but | bət |
| as | əz |
| than | ðən ðn |
| that | ðət |
| who | υ hυ |
| there | ðe ðə (+r) |
| he | ɪ hɪ |
| her | ə hə |
| him | ɪm |
| his | ɪz |
| I | ʌ |
| me | mɪ |
| we | wɪ |
| she | ʃɪ |
| them | ðəm ðm |
| us | əs |
| you | jə |
| your | jə |
| our | ɑ: ʌ |
| am | əm |
| are | ə |
| be | bɪ |
| been | bɪn |
| was | wəz |
| were | wə |
| can | kən kn |
| could | kəd kd |
| do | dυ də |
| does | dəz dz |
| had | həd əd |
| has | həz əz |
| have | həv əv |
| must | məst |
| shall | ʃəI ʃI |
| should | ʃəd ʃd |
| will | wəl əI I |
| would | wυd wəd d |
| -n’t | n |
| Saint | sənt snt |
| Sir | sə |

### Homophonous weak forms

From the point of view of the listener, homophonous weak forms are identical. They sound the same. When a learner hears these forms, they have to focus to determine which word the speaker is thinking of:
| weak form | intended word |
| ə | a are of er |
| əv | of have |
| ən | an and |
| əz | as has |
| jə | you your |
# TESOL/What is it (kitchen)

* a meat tenderizer
* chopsticks
* a blender
* a rolling pin
* a whisk
* a sieve
* a grater
* a glass
* a pan
* a spatula
* a bowl

### Describe

Let's change. Choose one but don't say which one it is. Tell me about it. I'll ask you questions.
* What is it made of?
* What does it look like?
* What is it used for?
# TESOL Materials
## Resources

Special:Prefixindex/TESOL Materials/

## See Also

* Category: TESOL Materials
# Video journalism/Script a documentary

To write a high quality documentary script, you retain intellectual property, while building on and developing the complex issues of representation and attribution learnt in the earlier assignments based in news and current affairs.
Continue to develop the project and topic you started as a news story, earlier in this learning Schedule. Do so in terms of this assignment and the readings in the Topics, the Internet resources and the script example template in the Resources (Script Example, Cinéma Vérité / Direct Cinema, 'Delinquent Angel' Documentary). While the formatting has gone astray in some places as it was converted to a PDF (I will fix this), the script is a good example as to how to set out a film script that might be used for seeking funds, or providing an editor as they sit down to go through all the material you have acquired to build a film.
Cite a range of sources to support your script and remember that a documentary is a complex narrative that takes the line usually, of an argument, as a scholarly thesis might. So write the theoretical argument into the script, through the intended interviewee/s, their monologue, in dialogue, by way of voice over narration or actor driven dialogue. You could use any of the characters that may emerge in your materials, both in video and print.
Ultimately, you are required to provide a discussion, a through line, of the video material, the reference papers and any background readings that you have brought to the film project. This material now must be reworked into a coherent a script based narrative.
You should couple references with other references, insights or experiences, and discuss what is behind the production in terms of style and genre within documentary film — make this transparent in the script.
All this should be done using interviewees and events — real or fictional — of the documentary form. Keep the response simple, dont get bogged down in some of our reference materials apparent complexity or precociousness.
Resources
How to write a documentary script
Documentary script templates
In search of the dragon's tale - Example documentary script
Triumph of the will - Example propaganda documentary script
Screenwriters Utopia
How to write a script for documentary
# Vietnamese 1
## Lessons

* Script and grammar
* Alphabet
* List of external lessons
* Visual
* Resources

## Projects

* Learning projects currently being offered in the Vietnamese Language Division:
* VSL for Primary School— currently in need of contributors!
* Perfecting Viet tones— currently in need of contributors!
* Vietnamese/Script and grammar - this lesson explains constructive use as a second language for English speakers
* Vietnamese/Visual dictionary lessons - a project to create visual searching.
# Vietnam War

Welcome to the Vietnam War course. In this course, you will learn about the uprising against the French whom originally had Vietnam as a Colonial possesion, and later the United State's involvement to stop the spread of Communism in Asia and help bolster democracy in the region.
Construction for this course began 29/4/2013. There is quite a lot to be added and any contributions or discussions would be appreciated. Due to the youth of this project, major changes are subject to occur. Learning resources will be added shortly.

## Introduction

This course will involve learning in increments of Weeks. The student would read the assigned reading, and have the option to answer several given questions and submit them to either myself (KonKweesta (discuss • contribs) 13:11, 29 April 2013 (UTC)) or any other users willing to contribute their time to be an instructor.

## Lessons

* French Colonial Occupation
* Unrest and Uprising Against French
* French Withdrawal and American Involvement
* American Invasion and Draft for Vietnam Conflict
* American Political Unrest for War
* Guerrilla Warfare in the Vietnam War
* Problems Facing American Generals
* Eventual Withdrawal of American Forces
* Fall of Saigon and Defeat of South Vietnam
* The Vietnam War in Popular Culture

## Wikimedia

* w: Vietnam War