OpenLLM-France/wikimedia huggingface dataset:
# Solidarity Economy in Latin America/Unisol

Location (country, city or region): Brazil
Website or Social Media links:
Journalistic Resources:
Academic Resources:

## Details of the Work
### Goals or Focus

Proporcionar o desenvolvimento econômico e social de comunidades excluídas, capacitando, formando e implementando no âmbito da sociedade brasileira, instrumentos da Economia Solidária e do desenvolvimento sustentável.
"To facilitate the economic and social development of excluded communities, enabling, making and implementing tools of the solidarity economy and sustainable development on the national level."

### Values

Redistribution
Local development
Environmental justice
Conscious consumerism

### General Categories

Community development bank

### Timeframe

Founded November 2014
# Solution Architecture

* Introduction
* Lessons
* History of Solution Architecture
* Business and Planning for the Solution
* Determining and Identifying the Architecture
# Solution Architecture/Elaborating/Assessment Framework
## The Assessment Framework

Template An Assessment Framework template can be found in google docs;
* https://spreadsheets.google.com/ccc?key=0Ak8Mcp1f93B1dExnSUtkU2hCZVRZNHJtaUg3eUZoZmc&hl=en
Sample

### Product Features

Does the product have the features that fulfill the business case requirements? List the high level features to be assessed against the requirements.

### Ability to Deliver

Does the vendor / solution provider / consulting firm have the proven ability to deliver the solution? Reference existing relationships with vendors, client references or online evidence to assess candidates’ ability to deliver.

### Cost + TCO

When a solution is evaluated it should also consider three cost attributes;
* The initial cost of software, consulting and required infrastructure.
* The expected life of this product.
* The ongoing costs of maintaining the software and infrastructure.
Solutions can vary greatly within these three cost attributes. Ongoing costs should also include all HR related costs of running the solution from an operational perspective.

### Sustainability

This is a care and feeding question. Does the solution require a great deal of care or can it self-heal? The sustainability also includes the solution’s ability to stay current to the business and strategic needs. This is more an effort question rather than a cost. Sustainability can become a distraction for an organization or IT Team.

### Alignment

Alignment includes many attributes, does the solution align with current technology infrastructure, the organizations current internal skills and knowledge, current roadmap and current strategy. Intellectual Property related issues also need to be aligned.

### Risk

What risks do you assume by adopting the technology? What risks do you assume if you do not adopt the technology?
# Student Success

Student Success introduces essential knowledge and skills for students new to the college learning experience, including time management, social interaction, learning strategies, study skills, critical thinking, information literacy, health and safety, finances, and career exploration.
This course comprises 11 lessons covering student success. Each lesson includes a combination of free Lumen Learning readings, YouTube videos, and hands-on learning activities to engage both on-campus and online students.
This course has different names at different institutions, including First-Year Experience, First-Year Seminar, Freshman Seminar, and College Success. The ultimate goal for each of these is having successful students. That goal is the focus of this course.
This entire Wikiversity course can be downloaded in book form by selecting Download Learning Guide in the sidebar.

## Preparation

This is an introductory college-level course. No previous experience is necessary.

## Course Outcomes

Participants will:
* Utilize support services available in the college environment to meet students' personal and academic needs.
* Demonstrate responsible academic behaviors appropriate to intellectual engagement, such as the application of active learning strategies.
* Create a personal development plan which includes academic and career goals and explores pathways for completion.
* Interconnect course concepts and experiences (personal, campus, or community) in ways that produce new knowledge or skills.
* Identify and evaluate issues, problems, positions, and supporting evidence through an objective critical thinking process.
* Research print and electronic sources, assess their credibility, and support a position using appropriate documentation.
* Articulate inter-cultural ideologies, perspectives, and contributions that people of diverse backgrounds bring to a multicultural world.

## Lessons

* Introduction
* Time Management
* Social Interaction
* Learning Strategies
* Study Skills
* Critical Thinking
* Information Literacy
* Health and Safety
* Finances
* Career Exploration
* Conclusion

## See Also

* Wikipedia: The First-Year Experience Program
* Wikibooks: How To Succeed in College
* California Community Colleges: Online Student Readiness Tutorials
* Lumen: College Success
* Lumen: Freshman Experience
* Rebus: Blueprint for Success in College and Career
* Rio Solado: Student Success Seminar
* Saylor: Try College 101
* UNC: Tips and Tools
* Valley College: OER - Counseling
# Student Success/Conclusion

This lesson concludes the student success course. In includes a variety of final projects and closing activities to help you apply the course concepts.

## Objectives and Skills

Objectives and skills for this lesson include:
* Apply course concepts through a comprehensive final project.
* Utilize support services available in the college environment to meet students' personal and academic needs.
* Create a personal development plan which includes academic and career goals and explores pathways for completion.

## Readings

* Lumen: College Success - Conclusion

## Multimedia

* YouTube: 4 pillars of college success in science

## Activities

* Create an academic plan.
** Select, confirm, or revise your college major.
** Identify the courses you will need to take each semester to achieve this degree.
** If you plan to transfer to another school, contact the transfer institution and verify in writing that the courses you plan to take will be accepted for credit toward the degree you are seeking.
** Consider the timing and logistics of any internships, externships, or work-study programs required or recommended for this degree.
** Work with your academic advisor to confirm your decisions and register for classes for the next semester.
* Create a personal development plan.
** Synthesize what you have learned about yourself and changes you have made or plan to make based on this course experience. Include paragraphs or sections for personal values, time management and scheduling, student life and diversity, learning strategies and study skills, critical thinking and information literacy, health and safety, finances, and career exploration.
** Include detailed information regarding your early career plans, including timeline, job title(s), educational requirements, starting salary, job outlook, typical day, etc.
# Student Projects/Wildlife photography

Wildlife photography is a genre in photography that include capturing the wilderness or vivid behaviour of animals in real time at their natural habitat. Wildlife photography is unique as it captures the real, eternal – attitude, behaviour of an wildlife. Along with photography skills, a photographer actually needs field skills. It is not just capturing photos on a short visit to national parks but it is clicking the image of rarest species of wildlife or the wildlife in a unique way. This requires the patience of a sprout.

### Definition

According to the photographic society of America, Royal photographic society , Fédération Internationale de l'Art Photographique “ the development of a common definition for nature and wildlife photography will be an important step in helping photographers , many of whom enter competitions internationally, know what the rules are. It will also provide organisers with a very definition when they need to deal with the problem of ineligible images. Lewis Blackwell , Wildlife photographer of the year 2015 : “ A great photograph is one of the most immediate , emotionally connecting ways of getting people think about a subject “.

### History

The first wildlife photographer was George Shiras lll. He was described as “ father of wildlife photography “ by national geographic for his use of camera traps and flash photography. Earlier to this photos of pet animals, stuffed and zoo animals were taken i.e capturing their life in a make believe environment.

### Equipments for photography

* Camera bodies : This is a generation of improving camera technology. Owning a camera body is not based on how cheap or expensive the camera is, but on how and what you would like to specialise in.
* Wide angle prime lenses : on a full camera; lens with focal length of 35mm are wide angle lens while 24mm is ultra wide angle lens. On planning for film making or documenting wide angle lenses mark their way.
* Wildlife blinds : Being a wildlife photographer implies possessing field skills. Wildlife blinds are very much in hand to stay concealed and capture your subject in its comfortable environment.
# Tangent/Parallel with y equals x/x^3-x^2-x+1/Exercise

Determine the tangents to the graph of the function $f(x)=x^{3}-x^{2}-x+1$, which are parallel to $y=x$.
# Tangent and cotangent/Monotonicity behavior/Fact/Proof/Exercise

Show that the real tangent function induces a bijective, strictly increasing function
    $]-\pi /2,\pi /2[\longrightarrow \mathbb {R}$
and that the real cotangent function induces a bijective strictly decreasing function
    $[0,\pi ]\longrightarrow \mathbb {R} .$
# Tangent and cotangent/Monotonicity behavior/Fact

real tangent function induces a bijective, strictly increasing function
    $]-\pi /2,\pi /2[\longrightarrow \mathbb {R} ,$
and the real cotangent function induces a bijective strictly decreasing function
    $[0,\pi ]\longrightarrow \mathbb {R} .$
# Tangent space

Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.
Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. Everyone is invited to help add useful content to Wikiversity. If you need help learning how to add content, see the editing tutorial and Welcome, newcomers. Visit the Colloquium if you have any questions.
# Tangent and cotangent/Real/Definition

The function
    $\mathbb {R} \setminus {\left({\frac {\pi }{2}}+\mathbb {Z} \pi \right)}\longrightarrow \mathbb {R} ,x\longmapsto \tan x={\frac {\sin x}{\cos x}},$
is called tangent, and the function
    $\mathbb {R} \setminus \mathbb {Z} \pi \longrightarrow \mathbb {R} ,x\longmapsto \cot x={\frac {\cos x}{\sin x}},$
is called cotangent.
# Towards a better India/Major Problems/Terrorism

Since its independence, India has faced the problem of terrorism and militancy in different areas within the country.
When talking of terrorism and India, the main terrorism threat that comes to everyone's mind is that of Kashmiri terrorists fighting against the Indian government in Jammu and Kashmir. While this has been going on for a very long time it saw a resurgence in 1989.
In the late 70's and early 80's India was engulfed by the terrorist threats of Sikhs demanding a separate state. The major casualities of this threat was the assasination of Indian Prime Minister Indira Gandhi by her own bodyguards and the crashing of Kanishka, an Air India flight flying between India and Canada.
Other terrorist activities that continue to haunt India is from the Mao rebels in West Bengal, Infiltrators from Bangladesh, Tamil Rebel Tigers from Sri Lanka (who killed Indian Prime Minister Rajiv Gandhi), ultras in North-East India, Peoples War Group in Andhra Pradesh and threats in Mumbai from the underworld and Dawood Ibrahim who is also on the most wanted men of FBI.
Clearly, India has a very big problem of terrorism which has engulfed it since its independence and across the country.
# Towards a better India/Major Problems/Poverty

Poverty is a significant problem in India considering the fact that India is the home of nearly 400 million poor people. Poverty is a root cause for many other problems including population explosion, child labor and crime proliferation. For India to prosper, the most important goal is to achieve poverty alleviation for millions of its citizens and poverty reduction would have a significant impact on reaching the other objectives for a modern state. However, poverty removal would require the partial solution to the other major problems, including illiteracy and gender bias.

## Factors Responsible for Poverty

Incidence of poverty is strongly dependent of various social, economic and natural factors. Being a nation of 1 billion people compacted in a region one-third the size of United States and heavy concentration of population in lands far from the access to sea, complicates the problem. The nation has a large variety of tribals, who do not have access to any of the gifts of modern world but suffer the negative aspects of modernization, including pollution and global warming.

### Natural Factors

The natural factors responsible for poverty include:
* Heavy concentration of population over a large area (the country houses more people than Europe, Africa, North America & South America).
* Predominant dependence on seasonal rainfall for agriculture (agriculture employs nearly 70% of the people and majority of the cultivation depend solely upon rain and the rainfall pattern can vary significantly from year-to-year).
* Majority of dense populated regions (Bihar, Uttar Pradesh, Punjab) are far from the access to the sea (oceans and seas are very critical to the economic development of nations).

### Social Factors

The social factors include:
* Around 430 million people are illiterate (majority of them are poor) and illiteracy forces people to stick to ancestral jobs and prevents people from having job flexibility
* Caste System prohibited access to lucrative jobs to a vast majority of the people. Though, such institutions have been dismantled in the last 50 years, its presence can still be seen in rural areas.
# Towards a better India/Major Problems/Hunger

Hunger is a major problem in South Asia and Africa, where millions die to lack of proper nutrition and growth of millions of children stunted due to malnutrition.
# Towards a better India/Past and Present
## Bronze Age

Historically, India had one of the oldest civilizations that dated back to 3500 BC. The Indus Valley Civilization had an extremely advanced town planning, architecture and pottery design for its age and it reached its zenith at around 1500 BC. Roughly around the same time, there was a parallel civilization in the south called the Dravidian Civilization.

## Colonial Times

At the time Mughals, were establishing themselves in India, the other notable development was the arrival of the Europeans. Vasco da Gama, of Portugal, landed on the Western Indian coast in 1498. Initially the Europeans were interested in trade with India but subsequently started establishing settlements and cornering political power mainly by cleverly dividing the Indian Princes and turning them against each other and superior armed forces.
However, as European history has it, the major European powers like the UK, France, the Netherlands and Portugal were engaged in a major struggle to gain upper hand in political power as well as trade, they engaged in similar struggle in India too.
The UK displaced almost completely all others and the British Queen took over the Indian Government from the administration of the East India Company after 1857, following a revolt by Indians of assorted interests, including the last Mughal king, Bahadur Shah Jaffer. The British rule continued until 1947, when India gained independence after a prolonged struggle for independence lead by Mahatma Gandhi.

## Free India Post-Liberalization

--Chirax (talk) 12:09, 15 July 2008 (UTC)
# Towards a better India/References
## Indian public policy and governance

http://www.sabhlokcity.com/breakingfree.html - a book by Sanjeev Sabhlok

## Children Issues

http://w3.whosea.org/LinkFiles/Towards_a_Better_Tomorrow_1b.pdf
# Towards a better India/Objectives of a Modern India

Requirements of a modern state varies from culture to culture. However, by commonly accepted world standards and principles of the Human Development Index, we would like to state the minimum achievement required for a Better India to be:
* Complete literacy (everyone should be able to read and write) and every adult should have completed high school
* Poverty Eradication - every Indian should be able to earn above the bare minimum of $3/day
* Eradication of major communicable diseases including but not limited to Polio, Tuberculosis, Malaria, and Typhoid
* Eradication of child labor (no child should be forced to work, at the cost of his/her education)
* Removal of social bias and untouchability (no person should be judged based on his/her birth)
* Eradication of gender bias and crimes against women (rape, sexual harassment, dowry)
* Promotion of communal harmony to eradicate religion-based violence (inter-faith acrimony should stop)
* Corruption at all levels of governance should get closer to nil
* Cross-border terrorism, sectarianism, separationism, and naxalitism should come to an end
* Promotion of harmony with all neighbors including Pakistan
* Increasing the use of alternative fuels such as ethanol and biodiesel
# PlanetPhysics/Superalgebroids in Higher Dimensions

\newcommand{\sqdiagram}[9]{Failed to parse (unknown function "\diagram"): {\displaystyle \diagram #1 \rto^{#2} \dto_{#4}& \eqno{\mbox{#9}}} }

#### Definitions of double, and higher dimensional algebroids, superalgebroids and generalized superalgebras.

Double algebroids
double category $D$, as detailed in ref., such that each category structure has the additional structure of an $R$--algebroid. More precisely, a double $R$--algebroid Failed to parse (unknown function "\D"): {\displaystyle \D} involves four related $R$--algebroids:
Failed to parse (unknown function "\del"): {\displaystyle (D,D_1,\del^0_1 ,\del^1_1 , \vep_1 , +_1 , \circ _1 , ._1) ,\qquad &(D,D_2,\del^0_2 , \del ^1_2 , \vep_2 , +_2 , \circ _2 , ._2 )\\ (D_1,D_0, \delta^0_1 ,\delta^1_1 , \vep , + , \circ , .) ,\qquad &(D_2 , D_0 , \delta^0_2 , \delta^1_2 , \vep , + , \circ , .) } that satisfy the following rules:
The definition of a double algebroid specified above was introduced by Brown and Mosa. Two functors can be then constructed, one from the category of double algebroids to the category of crossed modules of algebroids, whereas the reverse functor is the unique adjoint (up to natural equivalence). The construction of such functors requires the following definition.

### Category of double algebroids

A morphism Failed to parse (unknown function "\D"): {\displaystyle f : \D \to \E} of double algebroids is then defined as a morphism of truncated cubical sets which commutes with all the algebroid structures. Thus, one can construct a category $\mathbf {DA}$ of double algebroids and their morphisms. The main construction in this subsection is that of two functors $\eta ,\eta '$ from this category $\mathbf {DA}$ to the category $\mathbf {CM}$ of crossed modules of algebroids.
Let ${D}$ be a double algebroid. One can associate to ${D}$ a crossed module Failed to parse (SVG (MathML can be enabled via browser plugin): Invalid response ("Math extension cannot connect to Restbase.") from server "http://localhost:6011/en.wikiversity.org/v1/":): {\displaystyle \mu : M \lra {D}_1} . Here $M(x,y)$ will consist of elements $m$ of ${D}$ with boundary of the form: 0 1 Failed to parse (unknown function "\del"): {\displaystyle \del m = \quadr{a}{1_y}{1_x}{ 0_{xy}}~, } that is </math>M(x,y) = \{ m \in D : \del^1_1 m = 0_{xy} , \del^0_2 m = 1_x,\del^1_2 m = 1_y \}$.===CubicandHigherdimensionalalgebroids===Onecanextendtheabovenotionofdoublealgebroidtocubicandhigherdimensionalalgebroids.The[[../PreciseIdea/|concepts]]of2-algebroid,3-algebroid,...,<math>n$--algebroid and superalgebroid are however quite distinct from those of double, cubic,..., n--tuple algebroid, and have technically less complicated definitions.
# PlanetPhysics/Structure of Space According to the General Theory of Relativity
### The Structure of Space According to the General Theory of Relativity

From Relativity: The Special and General Theory by Albert Einstein According to the general theory of relativity, the geometrical properties of space are not independent, but they are determined by matter. Thus we can draw conclusions about the geometrical structure of the Universe only if we base our considerations on the state of the matter as being something that is known. We know from experience that, for a suitably chosen co-ordinate system, the velocities of the stars are small as compared with the velocity of transmission of light. We can thus as a rough approximation arrive at a conclusion as to the nature of the universe as a whole, if we treat the matter as being at rest.
We already know from our previous discussion that the behaviour of measuring-rods and clocks is influenced by gravitational fields, {\it i.e.} by the distribution of matter. This in itself is sufficient to exclude the possibility of the exact validity of Euclidean geometry in our universe. But it is conceivable that our universe differs only slightly from a Euclidean one, and this notion seems all the more probable, since calculations show that the metrics of surrounding space is influenced only to an exceedingly small extent by masses even of the magnitude of our sun. We might imagine that, as regards geometry, our universe behaves analogously to a surface which is irregularly curved in its individual parts, but which nowhere departs appreciably from a plane: something like the rippled surface of a lake. Such a universe might fittingly be called a quasi-Euclidean universe. As regards its space it would be infinite. But calculation shows that in a quasi-Euclidean universe the average density of matter would necessarily be {\it nil}. Thus such a universe could not be inhabited by matter everywhere; it would present to us that unsatisfactory picture which we portrayed in section 30.
If we are to have in the universe an average density of matter which differs from zero, however small may be that difference, then the universe cannot be quasi-Euclidean. On the contrary, the results of calculation indicate that if matter be distributed uniformly, the universe would necessarily be spherical (or elliptical). Since in reality the detailed distribution of matter is not uniform, the real universe will deviate in individual parts from the spherical, {\it i.e.} the universe will be quasi-spherical. But it will be necessarily finite. In fact, the theory supplies us with a simple connection \footnotemark between the space-expanse of the universe and the average density of matter in it.