OpenLLM-France/wikimedia huggingface dataset:
# QB/a21CircuitsBioInstDC circAnalQuiz1

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863341 for a wikitext version of this quiz.
# QB/a25GeometricOptics image

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra

## *_Quizbank_*

Information (click to expand)
#*_Instructions_*
* _Name_* QB/a25GeometricOptics_image
* _Permalink_* Special:Permalink/1863346
* _wiki_* https://en.wikiversity.org/wiki/
* _conceptual_*
* _Attribution_* https://en.wikiversity.org/w/index.php?title=Physics_equations/25-Geometric_Optics/Q:image&oldid=1415988
* _See_* User:Guy vandegrift
See special:permalink/1863346 for a wikitext version of this quiz.
# QB/a22Magnetism forces

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863344 for a wikitext version of this quiz.
# QB/a23InductionACcircuits Q1

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863345 for a wikitext version of this quiz.
# QB/a19ElectricPotentialField KE PE

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863339 for a wikitext version of this quiz.
# QB/a21CircuitsBioInstDC circuits

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863342 for a wikitext version of this quiz.
# Open Educational Resources/Historical/Cost-shifting

* A university teacher releases course materials onto the web under a Creative Commons licence. Consumers have cost-free access. The production of materials was financed by the teacher's employer (a university). Ultimately the university bears the costs, both in terms of staff costs and making a web presence available to host the materials.
* A programmer creates an educational tool and releases it as freeware. Like the professor, the programmer cannot live without an income. The programmer's costs might be shifted to an unrelated commercial activity (e.g. daytime employer, freelance projects) or to related commercial activity (e.g. optional support and services associated with the educational freeware).
* A website offers a repository of cost-free educational materials. The website's staff and hosting are financed by cash or donations-in-kind from major corporations and private charitable donations.
Cost-shifting in OER is accompanied by measures which spread the costs of production processes. For example, the costs borne by educators are reduced by involving software programmers, legal experts and repository managers in the whole OER production process
Cost-shifting in OER is also accompanied by measures which maximize the cost-efficiency of production processes. Reusability is a core principle here. For example, the reusability of a software licence reduces legal costs without adding any time-related burden to a legal expert.
There is no one economic model which OERs must follow. On the contrary, there is considerable debate and experimentation in this area. What characterises OER production is the move away from the traditional model where a consumer pays the producer for their goods or services.
# Open Educational Resources/Historical/Accessible

Open educational resources are an internet phenomenon, because currently only the internet can offer the almost zero-cost and universal access that characterizes OER. OER are generally available for public use, without password-protection or registration requirements. A higher degree of openness concerning accessibility relates to the freedom to study the work and to apply knowledge acquired from it.
Underdeveloped or poor infrastructure also need to be considered when thinking about open access. Teachers Without Borders is attempting to address this issue in developing nations by partnering with centers where internet is publicly available. They encourage barrier free communication between educators.
Accessibility can also be used in the narrower sense of ensuring that OER are accessible to disabled users. Accessibility practices include creating subtitles, providing alternate text for images, audio article transcription, generating high contrast color schemes, verifying that content is accessible at larger font sizes, and testing that interfaces are navigable via keyboard and/or alternative devices
* ↑ http://www.un.org/esa/socdev/enable/disacc00.htm
* ↑ http://www.teacherswithoutborders.org/about
* ↑ http://www.w3.org/WAI/WCAG20/quickref/
# Open Educational Resources/Historical/Copyright

OER are often characterised by use of certain licences, although this is not a part of their definition. The licencing of OER is rather wide and includes but extends beyond copyleft and free software. Resources which are widely recognized as OER, such as MIT's OpenCourseware, use licences such as CC-BY-SA-NC (a Creative Commons licence which requires attribution, adherence of modifications to the same licence, and restricts to non-commercial use).
In general, OER tend to carry one of the following licences:
* most commonly, any Creative Commons licence
* GFDL
* public domain
It is conceivable that other licences could be used if they achieved similar results, but it is considered good practice to aim for compatibility and standardisation with licensing. The most important criteria of OER licences is that they should permit
* an indefinite chain of distribution without further permission and
* promote re-purposing.
However there are no precise definitions.
A higher degree of openness concerning licenses relates to the freedom to make and redistribute copies, in whole or in part, of the information or expression.
# Pakistan/Natural Resources

CNG means compressed natural gas.
Pakistan has one of the world's largest natural gas reserve at Sui, Baluchistan which is commonly reffered as Sui gas. When this gas is compressed at high pressures up to 200 bars and stored in standard cylinders, it is called CNG. It contains up to 85 percent methane and the rest is ethane, propane, butane, etc. Its use as an alternative automobile fuel in Pakistan was recommended by us (a group of 8 Dcetians) in our engineering final year project thesis report submitted in 1994. At that time there were only a few vehicles running experimentally on CNG in Karachi and Islamabad. Since then its use as an alternative auto mobile fuel has increased by leaps and bounds due to its environment friendlyness.
# Pakistan/Saraikistan

Saraikistan is a proposed administrative province by Saraiki nationalist to be formed. Multan is the main city of this region. Gomal velly, Roh, Rohi, & Thal are its areas. Indus river and its other rivers are watering this.

## Learning resources

* Wikipedia:Multan - Main city of Pakistan
* Wikipedia:Cities of Pakistan
* Natural Resources
* Flora and Fana

## Universities

* Bahauddin Zakariya University
* NFC Institute of Engineering and Technology
* Universities in Pakistan
* Pakistan Academy of Sciences
* Pakistan Educational Research Network
* Higher Education Commission of Pakistan

## External Links

* Government of Pakistan
* The President of Pakistan
* Ministry of Education in Pakistan
* Higher Education Commision of Pakistan
* Federal Directorate of Education
* Pakistan Engineering Council
* Pakistan Medical & Dental Council
* The Ministry of Information and Broadcasting
* Radio France Internationale's dossier on Pakistan - reports covering the political crisis of September 2007 and the election of February 2008
# Pakistan/A brief history

Welcome to this learning project about Pakistan- a brief history
This is a suggested list of headings to organise a learning project - please see Directions for use for more information. Please delete any headings (etc.) if you feel they are not relevant, and rearrange as you see fit.

## Learning Project Summary

* Time investment:Work in progress, unsure at this point
* Assessment suggestions:essays (etc.) shall be set in due course
* Portal:(Social Sciences)
* School:(School of History)
* Department: Indic History
* Level: Basic

## Content summary

This learning project is all about the country that has recently been at the forefront of the press.

## Goals

This learning project aims to..
* Educate about the basic origins of Pakistan
** Pre-partition
*** Mughals (see Mughal India)
** Founding Fathers
*** Muhammad Ali Jinnah (Quaid-i-Azam)
* Discuss modern Pakistan (on a daily basis)
* Inform about poltical and socio-economic issues.
** Relations with the West
*** The War on Terror
Above is a basic outline- more topics shall be covered but these are the main points.

## Contents
### Learning materials

(Including some internal materials- for mroe see the box below)
* History of Pakistan (Wikipedia)
* History of the Pakistani military-Wikipedia
* Pakistan- Wikipedia
* Gives a list of all Pakistna related topics on Wikipedia
* About Pakistan (Wikibooks)
* CIA factfile on Pakistan (Wikibooks)
* BBC country profile
* Pakistani Government Website
(more shall be added in due course, if more sources are needed the external links sections of the Wikipedia articles are good.)

## Lessons

Introduction to Pakistan

## Active participants

Active participants in this Learning Group
* geminibubblegum
* Learning materials
* Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
* You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.
# Paleoclimatology

Paleoclimatology is the study of climate in the past and generally covers the time period before scientific measurements were begun. This field has expanded enormously over the past number of years as new techniques have been developed and existing ones expanded.
It is an increasingly important area because of the looming impact of global warming and the imperative to try and understand what the climate was like in the past and how it reacted, so as to help better predict the future climate and our impact on it.

## Overview

Paleoclimatology encompasses a diverse range of fields most of which are still active areas of research. Measurements have been derived from tree rings, lake sediments, ocean bed sediments, ice cores from Greenland and Antarctica

## History

* Weather measurements and records

## Courses

* Dendrochronology -the study of tree rings.
* Ice cores
* Coral reef cores
* Palynology -study of pollen records.
* Ocean and lake sediments

## Related Learning Material

* Climatology
* Global warming

### External Learning Resources

* The Tree Ring FAQ

## Programs and Organisations

* The UN World Meteorological Organization
* NOAA
* International Geosphere Biosphere Programme

## Databases

* Delphi Project. Marine geology paleoclimate data.
* European Pollen Database.
* Greenland Summit Ice Cores (GRIP, GISP2) data online.
* International Tree-Ring Data Bank. NOAA and World Data Center-A for Paleoclimatology.
* The Delphi Project. Marine sediment cores.
* World Data Center-A for Paleoclimatology. Many datasets of all sorts.

## Publications
### Journals

* Paleoceanography
* Quaternary Research
* Paleoceanography
# Painting/Oils
## What Are Oil Paints?

On a simple level, oil paints are finely ground pigments suspended (coated) in an oil (usually linseed or poppy oil). The oil used must have the property of polymerising when exposed to the air. The polymerising process hardens the oil film but preserves its flexibility.

## Starting to Paint in Oils

You will need:
Oil Paints Choose the best quality you can afford. If you need to save money, buy a small number of quality paints rather than a large number of poor quality paints. Look for 'artist quality' rather than 'student quality'
Solvent There are a variety of solvents available at your local art supply store. The one you choose can have a significant impact on the safety of your studio. Traditionally oil painters use refined Turpentine for thinning the paint and for cleaning brushes. Turpentine has a rather strong smell and some people have allergic reactions to it. Fortunately there are now a number of 'odourless' alternatives available.
Brushes
# Pakistan/Marriage

Marriage (Urdu: شادی‎), in Pakistan is a legal union between a man and a woman. Culturally, it is not only a link between the husband and wife, but also an alliance between their respective families. Because about 97% of Pakistan's population is Muslim the Islamic law is usually observed.
# Technical writing/Enrollment template

Back to Technical writing
# Technical writing/Hana Prokopova

Back to Technical Writing
# Technical writing/Jana Sindelarova

Back to Technical writing
# Technical writing/Courses

| Technical Writing Courses Technical Writing We offer Level 1 and Level 2 courses in technical writing, plus a workshop on writing system requirement specifications. You can unlock new levels by earning a specific amount of points. All of this technical writing and analysis course work is free for you to use, copy, modify, and adapt as you see fit. This is open source learning. Technical writing training is well suited for: • Teachers • Journalists • IT Professionals • Project Managers | Technical Writing Level 1 (You have attained 0 points so far on this level.) An Introduction to Technical Writing Technical Communications Overview Audience Analysis Researching Information Structuring Information Writing Clearly Collaborating The Systems Development Lifecycle (SDLC) |
| Technical Writing Courses Technical Writing We offer Level 1 and Level 2 courses in technical writing, plus a workshop on writing system requirement specifications. You can unlock new levels by earning a specific amount of points. All of this technical writing and analysis course work is free for you to use, copy, modify, and adapt as you see fit. This is open source learning. Technical writing training is well suited for: • Teachers • Journalists • IT Professionals • Project Managers | Technical Writing Level 2 (You have attained 0 points so far on this level.) Topics in Technical Writing Presenting Information Documentation Project Management Documentation and Translation Tools Types of User Documentation Document Design Documentation Cost and Schedule Estimating Internationalization, Localization and Globalization User Interface Design |
| Leading the Systems Development Lifecycle December 2007 Systems Development Lifecycle (SDLC) Requirements Analysis Check Lists and Template Links Style Guide Exercises | Users, Functions, Structures Meeting User Goals Our workshops provide practical training in defining system requirements. This is targeted for: managers analysts architects |
* Technical Writing at Wikiversity
* Send TWFred an Email.
* Your instructor is Fred Williams, or TWFred.
* Part of the Engineering and Technology Wikiversity Portal
* Our Wikiversity Learning Experience so far...
* Technical Writing is a rewarding and intellectually stimulating career. The demand for writers who can communicate complex topics in simple formats has never been greater.
* Technical writing isn't about "dumbing down"; it's about writing to the correct level.
* Technical writers are women and men with strong language and interpersonal skills who produce documentation for some of the smartest people in the world.
* As you read these pages, please feel free to change them. We enthusiastically welcome your participation.
# Technical writing/Document Design

back to Technical Writing Level 2

## What is design?

The design stage is when decisions of how a project will look are taken.
In documentation, the design phase is about deciding the following:
* What will the document cover look like?
* What format will the document take?
* How will the document look?
* In what order will information be presented?
The design stage must take into account the needs of the audience in order to create something appropriate to their task.

## Design Goals

When designing documentation, technical writers have five aims to keep constantly in mind. These goals are best defined in Mike Markel's Practical Strategies for Technical Communication:
* Make a good impression
Documentation must look professional and create a positive image of the product and the company.
* Clearly define information structure
The documents must be easily navigable and follow a logical and reasonable order.
* Give the readers the information they need
Documentation is sharing knowledge, not hiding it. Documents must be designed to make finding information easy.
* Help readers understand
Documents must communicate clearly and accurately.
* Help readers remember
Well designed documents make the information easy to remember by using visual prompts and elements.
back to Technical Writing Level 2
# Technical writing/Dmitry Bogatyrev

Back to Technical Writing
# Quantum harmonic oscillator/Boson operators

The single mode boson operators come in two flavours, the creation operator, and the annihilation operator. They are denoted like the following:
    ${\hat {b}}^{\dagger }$
    ${\hat {b}}$
The pair are called the "ladder operators". They arise from consideration of the quantum harmonic oscillator. The commutation relation that they satisfy is
    $[{\hat {b}},{\hat {b}}^{\dagger }]=1$
# Quantum computing

Quantum Computing is an important tool for code breakers. Hence the pioneers in this topic have often worked for organisations like the National Security Agency in the USA, GCHQ in the UK. These two organisations collaborate with Echelon

## Discussion questions

* How might quantum computing impact computer science?
* What applications does quantum computing have?

## Learning paths and materials

* School:Computer science
* Portal:Quantum computing - plan additional learning resources for quantum computing.
* Portal:Particle physics
* Study guide:Quantum mechanics I
* Making sense of quantum mechanics
* Quantum theory of the atom

## Readings
### Wikipedia

* Quantum computing
* Quantum programming
* Kane quantum computer
* Quantum cognition
* Quantum gate
* Timeline of quantum computing
* Quantum complexity theory
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Computer Science/Operating Systems

Topics
Security
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Electrical Engineering

Courses
Circuits
Communication Theory
Digital Systems
Introduction to VLSI
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Electrical Engineering/Communication Theory

Topics
Noise
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Manufacturing Engineering

Courses
Computer Aided Manufacturing (CAM)
Engineering Economics
Graphics (Computer Aided Design)
Manufacturing Processes
Engineering Materials
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Manufacturing Engineering/Manufacturing Processes

Topics
t-statistics
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Computer Science/Databases

Topics
Horizontal and Vertical Partitioning of Relations
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Electrical Engineering/Circuits

Topics
Laplace Transform
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Manufacturing Engineering/Engineering Economics

Topics
Depreciation Methods
Using Methods of Project Assessment
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Computer Science/Microprocessor Systems

Topics
Number Representation