OpenLLM-France/wikimedia huggingface dataset:
# Bloom Clock/Keys/Central Pennsylvania/Global Comparison Worksheet/March
## Test for Central Pennsylvania in March
### Early Winter

| CTPA/3 matching BCP/Early winter No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Early winter BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Mid Winter

| CTPA/3 matching BCP/Mid winter BCP/Galanthus nivalis | CTPA/3 keyed to temperate but not BCP/Mid winter BCP/Crocus vernus | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Late Winter

| CTPA/3 matching BCP/Late winter BCP/Galanthus nivalis | CTPA/3 keyed to temperate but not BCP/Late winter BCP/Crocus vernus | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Early spring

| CTPA/3 matching BCP/Early spring BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 keyed to temperate but not BCP/Early spring No pages meet these criteria. | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Mid spring

| CTPA/3 matching BCP/Mid spring No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Mid spring BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Late spring

| CTPA/3 matching BCP/Late spring No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Late spring BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Early summer

| CTPA/3 matching BCP/Early summer No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Early summer BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Mid summer

| CTPA/3 matching BCP/Mid summer No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Mid summer BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Late summer

| CTPA/3 matching BCP/Late summer No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Late summer BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Early fall

| CTPA/3 matching BCP/Early fall No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Early fall BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Mid fall

| CTPA/3 matching BCP/Mid fall No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Mid fall BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |

### Late fall

| CTPA/3 matching BCP/Late fall No pages meet these criteria. | CTPA/3 keyed to temperate but not BCP/Late fall BCP/Crocus vernus BCP/Galanthus nivalis | CTPA/3 not otherwise keyed to temperate No pages meet these criteria. |
# Bloom Clock/Keys/Central Pennsylvania/February
## February

* All Flowers blooming in February (category list)
# Bloom Clock/Keys/Central Pennsylvania/Global Comparison Worksheet

This page is used to compare monthly data to the Global temperate seasons.

## Results

* January ~ no data
* February ~ no data
* March ~ best correlate late winter (2/0/0), inconclusive as measured 16:23, 14 April 2008 (UTC)
* April ~ best correlate early spring (both 25/3/0), as measured 10:31, 1 May 2008 (UTC)
* May ~ no data
* June ~ no data
* July ~ no data
* August ~ best correlate midsummer (30/1/2), secondaries late summer (25/6/2) and early summer (24/7/2), as measured 16:23, 14 April 2008 (UTC)
* September ~ best correlates mid and late summer (both 17/4/2), secondary early fall (16/5/2), as measured 16:23, 14 April 2008 (UTC)
* October ~ best correlates mid and late summer (both 12/3/1), secondary early fall (10/5/1), as measured 16:23, 14 April 2008 (UTC)
* November ~ inconclusive
* December ~ no data
# Bloom Clock/Keys/Central Pennsylvania/Global Comparison Worksheet/December
## Test for Central Pennsylvania in December
### Early Winter

| CTPA/12 matching BCP/Early winter No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Early winter No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Mid Winter

| CTPA/12 matching BCP/Mid winter No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Mid winter No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Late Winter

| CTPA/12 matching BCP/Late winter No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Late winter No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Early spring

| CTPA/12 matching BCP/Early spring No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Early spring No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Mid spring

| CTPA/12 matching BCP/Mid spring No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Mid spring No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Late spring

| CTPA/12 matching BCP/Late spring No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Late spring No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Early summer

| CTPA/12 matching BCP/Early summer No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Early summer No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Mid summer

| CTPA/12 matching BCP/Mid summer No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Mid summer No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Late summer

| CTPA/12 matching BCP/Late summer No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Late summer No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Early fall

| CTPA/12 matching BCP/Early fall No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Early fall No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Mid fall

| CTPA/12 matching BCP/Mid fall No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Mid fall No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |

### Late fall

| CTPA/12 matching BCP/Late fall No pages meet these criteria. | CTPA/12 keyed to temperate but not BCP/Late fall No pages meet these criteria. | CTPA/12 not otherwise keyed to temperate No pages meet these criteria. |
# Endomorphismus/Finite dimensional/Change of basis/Fact/Proof

This follows directly from fact.
# Endomorphism/Simple properties of invariant subspaces/Exercise

Let $\varphi \colon V\rightarrow V$ a linear mapping on a $K$-vector space $V$ over a field $K$. Show the following properties.
* The zero space $0\subseteq V$ is $\varphi$-invariant.
* $V$ is $\varphi$-invariant.
* Eigenspaces are $\varphi$-invariant.
* Let $U_{1},U_{2}\subseteq V$ be $\varphi$-invariant linear subspaces. Then also $U_{1}\cap U_{2}$ and $U_{1}+U_{2}$ are $\varphi$-invariant.
* Let $U\subseteq V$ be a $\varphi$-invariant linear subspace. Then also the image space $\varphi (U)$ and the preimage space $\varphi ^{-1}(U)$ are $\varphi$-invariant.
# Energy, Society, and the Environment

Welcome to the Wikiversity access page for Energy, Society, and the Environment, PHYS 2104, at Cape Breton University.
All of you in the course will contribute to this Wikiversity project as part of your research project in the course.

## Course Resources

* Capacity Factor

## Student Projects

Special:Prefixindex/Energy, Society, and the Environment/

## Project Creation

Use the following to create a new student project subpage:
# Engineering Projects/HoverCraft/Howard Community College/Fall2012

List of team names:
/p2-501_RAJK
p3501_NEKK
p1501mank
p1501east
# Engineering Projects/HoverCraft/Howard Community College/Spring2012/p1550JJIW
## Electronic Sections Expected
### Problem Statement

Develop an Arduino based autopilot system for a RC Hovercraft.

### Team Members

* Josh Bers
* Justin Jones
* Wendell Phipps
* Imane Badra Tate

### Summary

Initially we agreed to construct a basic hovercraft from scratch. However, after a working toy hovercraft was located, the project changed directions to trying to program the hovercraft to react to sensor inputs.

### Story

The project began with the group deciding to design/build a basic working hovercraft. Initially work on this hovercraft commenced with us breaking up the work between group members. The project was split into 4 parts; design, hovercraft movement coding, ESC programming, and hovercraft construction. However, between weeks 1 and 2, we were able to locate a working toy hovercraft. This pushed the project forward alot. All the group members came together to decide upon new jobs and a new direction for the project.
With a working hovercraft already available, our group decided to work on powering/controlling the hovercraft via an Arduino and various sensors in place of the RC controller's potentiometers.
New jobs were decided upon; power control, RC Hack, ESC programming, and infrared sensor programming. However after some slow progress, a few jobs were swapped, and the final project jobs were divided as follows; power control, RC Hack, infrared sensor programming, and touch sensor programming.
We got each individual job finished, but we have not gotten to make them all work with eachother yet.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

Materials used
* Toy Hovercraft
* Arduino
* Motor Shield
* Infrared Sensor
* Touch Sensor
* Soldering Iron
* Solder
* Camera

### Software List

We used the Arduino software for tutorials for use on the RC Toy Hack, as well as creating new code to allow for additional potentiometer.
We also used 123D for preliminary design of a hovercraft.

### Time

30 Hours

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

The next project should included fully hacking the RC Controller to control the hovercraft via the arduino. After RC Control is integrated, work should be done to replace the RC Controller input with a sensor input(infrared/touch/sonar).
# Engineering Projects/HoverCraft/Howard Community College/Spring2012/p2550JW

Please delete everything in italics after filling it out.
Project documentation focuses on how the team organized itself to tackle the unknown. This is a creative process. The details learned should be captured in tutorials. Project documentation should focus on how the team organized itself to step out into the unknown. Failure is common. The single most effective way to increase engineering respect is to document failures in a creative way that stimulates, inspires and helps others continue the project. Projects are never done. There are always loose ends. There are always decisions that might have been made more clearly. There are always other alternatives that might have been considered. None of this stuff appears in a tutorial. It does appear in the team documentation.

## Electronic Sections Expected
### Problem Statement

Get Hovercraft to react based on infrared sensor input.

### Team Members

* Josh Bers
* Wendell Phipps

### Summary

The goal was to use the arduino with the hovercraft and control it with an infrared sensor. We were to use the Arduino and IR sensor in place of the RC controller, but to start we used the RC controller with the arduino instead of the IR sensor.

### Story

This rotation was full of frustration. Near the begginning, we were having some trouble figuring out exactly what the goal was. Once we divided the work, we then got started. At first things went well, but near the end of the project cycle, the circuit was destroyed. While we were waiting for the new one to come in, we spent time using different sensors an motor systems to learn more about how they worked. most of the time was spent using the printer head IR sensors, which went well.

### Decision List

* Wendell decided to look up an Infrared Sensor that was known to work with the Arduino.
* Wendell decided take the printer home while waiting for the sensors to come in and use it with the arduino. the IR sensor on the printer was recorded by the serial counter on the arduino program.

### Material List

* 1 Arduino Uno
* 1 Toy Hovercraft
* Motor Shield
* Infrared Sensor
* Touch Sensor
* Soldering Iron
* Solder
* Camera
* Scanning Head from a Printer

### Software List

Arduino

### Time

Total team time spent: 29 Hours

### Next Steps

The biggest next step is to integrate the IR sensor that comes in with the Arduino software
# Engineering Projects/HoverCraft/Howard Community College/Fall2012/p1-501 RAJK
## Electronic Sections Expected
### Problem Statement

What is the final, negotiated problem statement?

### Team Members

Rivesh Patel
Joseph

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Engineering Projects/HoverCraft/Howard Community College/Fall2012/Project 1 EAST
## Electronic Sections Expected
### Problem Statement

What is the final, negotiated problem statement?

### Team Members

* Tim Fries
* Emmanuel Ibitowa

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Engineering Projects/HoverCraft/Howard Community College/Spring2012

       p1550JJIW
       p2550JW
       p3550W
# English-Chinese/His hat blew off

His hat blew off.
他的帽子吹走了。
# English-Chinese/History

History is the study of past events. People know what happened in the past by looking at things from the past including sources (like books, newspapers, and letters) and artifacts (like pottery, tools, and human or animal remains.) Libraries, archives, and museums collect and keep these things for people to study history. A person who studies history is called a historian. A person who studies pre-history and history through things left behind by ancient cultures is called an archaeologist. A person who studies mankind and society is called an anthropologist. The study of the sources and methods used to study and write history is called historiography.
历史 是 对 过去 事件的 研究。人们 通过 查看 过去的 事物，包括 来源（如 书籍，报纸 和 信件）和 文物（如 陶器，工具，人类 或 动物 遗体），知道 过去 发生的 事情。图书馆，档案馆 和 博物馆 收集 并 保存 这些 物品 让 人们 学习 历史的 东西。研究 历史的 人 被称为 历史学家。一个 通过 古代文化 留下的 东西 研究 史前史 和 历史的 人 被称为 考古学家。研究 人类 和 社会的 人 被称为 人类学家。研究 和 撰写 历史的 来源 和 方法 被称为 历史学。
# English-Chinese/His behavior is very bad

His behavior is very bad.
他的行为 很差。
# English-Chinese/Holiday

A holiday is a regularly reoccurring festive day. Usually, but not always, the festive day is observed every year. The word "holiday" is derived from the words "holy" and "day." In British English, the word "holiday" is used to refer to a Vacation as well as a public holiday.
假日 是 一个 定期 重复的 节日。通常，但 并非 总是 如此，每年 都会 有 节日。 “假日” 这个词 来源于 “神圣的” 和 “日子”。在 英式英语中，“holiday” 一词 用于 指 度假 和 公众假期。
# English-Chinese/Homeostasis

Homeostasis is self-regulation, a basic property of all self-organising systems. In biology, it is the keeping of a stable internal environment.
稳定状态 是 自我调节，所有 自我管理系统的 基本 特性。 在 生物学中，它是 保持 稳定的 内部 环境。
# English-Chinese/Hit the ball with a tennis racket

Hit the ball with a tennis racket.
用 网球拍 击球。
# Buddhism/Philosophy of Early History Buddhist Schools
## Philosophy of Early History Buddhist Schools

This module examines comprehensively the Sthaviravada and Mahasanghika schools of Buddhism which came into existence after the second council. Their philosophical teachings are explored with special attention to the following:
* The relationship between the philosophical trends in the Buddhist thought appearing in the Suttapitaka and the Buddhist thought of the early schools of Buddhism;
* Different views of Dharmavada and their various revisions; analysis of mind and sense perception; analysis of matter and atomism;
* The concept of time and the theory of momentariness;
* Analysis and synthesis of Dharma;
* Divisions of truths as conventional and absolute and their mutual relationship;
* Nirvana and its sectarian interpretations.

## Recommended Reading:

* Central Conception of Buddhism - K. Stcherbatsky, Calcutta, 1956
* Early History of the Spread of Buddhism and Buddhist School - N. Dutt, New Delhi, 1980
* Guide Through the Abhidhamma Pitaka – Nanatiloka, Colombo, 1957
* Indian Buddhism - A. K. Warder, Delhi, 1980
* Points of Controversy (Kathavatthu) - Trs. S. Z. Aung and Mrs. Rhys Davids. London, 1958
* 2500 Years of Buddhism - Ed. P. V. Bapat, Delhi, 1956
* System of Buddhist Thought - Yamakami Sogen, Calcutta, 1912
# Buddhism/Schools/Mahāyāna
### School of Theology > Department of Buddhist Studies > Various Schools of Buddhism
#### Mahayana

* Madhyamaka
** Prāsangaka
* Yogācāra
* Tathagatagarbha
*** Wei-Shi (Consciousness-only school) or Faxiang (Dharma-character school)
**** Beopsang
**** Hossō
** Sanlun (Three Treatise school)
*** Sanron
* Daśabhūmikā (absorbed in to Huayan)
* Huayan (Avataṃsaka)
** Hwaeom
** Kegon
* Chan / Zen / Seon
** Caodong
*** Soto
** Linji
*** Rinzai
*** Ōbaku
*** Fuke
* Pure Land (Amidism)
** Jodo
** Jodo Shin
* Tiantai (Lotus Sutra School)
** Cheontae
** Tendai (also contained Vajrayana elements)
* Nichiren
** Nichiren Shū
** Nichiren Shōshū
** Nipponzan Myōhōji
** Soka Gakkai
* Vijñānavāda
# Buddhism/Schools/Theravāda

The different schools in Theravada often emphasize different aspects (or parts) of the Pali Canon and the later commentaries, or differ in the focus on (and recommended way of) practice. There are also significant differences in strictness or interpretation of the Vinaya.
Bangladesh:
* Sangharaj Nikaya
* Mahasthabir Nikaya
Burma:
* Thudhamma Nikaya
** Vipassana tradition of Mahasi Sayadaw and disciples
* Shwekyin Nikaya
Sri Lanka:
* Siam Nikaya
** Waturawila (or Mahavihara Vamshika Shyamopali Vanavasa Nikaya)
* Amarapura Nikaya
** Kanduboda (or Swejin Nikaya)
** Tapovana (or Kalyanavamsa)
* Ramañña Nikaya
** Galduwa (or Kalyana Yogashramaya Samsthava)
** Delduwa
Thailand
* Maha Nikaya
** Dhammakaya
* Thammayut Nikaya
* Thai Forest Tradition
** Ajahn Chah tradition
# Buddhism/South Asian Culture
## Buddhist Culture in South Asia

A study of Buddhist culture in Sri Lanka, India, Myanmar, Thailand, Indonesia, Cambodia & Vietnam is expected for this paper. The main focus should be on the following themes:
* Pre-Buddhistic socio-religious conditions
* Introduction and localization of Buddhism
* Royal patronage and persecutions on Buddhism
* Buddhist impact on art, architecture and literature
* Order of the Buddhist Sangha

## Recommended Reading

* Buddhism in East Asia - S. Dutt, India, 1966
* 2500 Years of Buddhism - P.V. Bapat, Delhi, 1971
* Hinduism and Buddhism - C. Eliot, London, 1967
* History of Theravada Buddhism in South-East Asia - K.L./Hazra, Delhi, 1982
# Buddhism/Schools/Sthaviravāda
### School of Theology > Department of Buddhist Studies > Various Schools of Buddhism
#### Sthaviravāda

Sthaviravāda literally means the "Teaching Of The Elders", was one of the two main movements in early Buddhism.
"The Elders" referred to Buddha 500 immediate disciples who had attained Arahantship (Enlightenment), they held the First Council, and unanimously decided not to modify any of Buddha Vinaya and Dhamma.
The Sthaviravāda faith survives today in the Theravāda tradition.

#### Sthaviravāda Schools

* Sthaviravāda
** Pudgalavāda ('Personalist') (c. 280 BCE)
** Vibhajyavāda (prior to 240 BCE; during Asoka)
*** Theravāda (c. 240 BCE) Considered to be a continuation of Sthaviravāda and Vibhajyavāda
*** Mahīśāsaka (after 232 BCE)
*** Kāśyapīya (after 232 BCE)
*** w:Dharmaguptaka (after 232 BCE)
*** Vatsīputrīya (under Asoka) later name: Saṃmitīya
**** Dharmottarīya
**** Bhadrayānīya
**** Sannāgarika
** Sarvāstivāda (c. 237 BCE)
*** Sautrāntika (between 50 BCE and c. 100 CE)
*** Mūlasarvāstivāda (third and fourth centuries)