OpenLLM-France/wikimedia huggingface dataset:
# History of free learning

Within the Free Culture movement, "free" means "free to distribute and modify creative works". For a "free curriculum", we are concerned with learning resources that are not restricted from being copied and that are available to be modified and used by others as needed. Within the A. S. Neill School of Free Learning, "free learning" also means that learners are free to explore their personal interests while participating in a self-governing learning community.

## A. S. Neill

Western education is dominated the "factory" school in which students are grouped according to age and taught a fixed set of materials from traditional textbooks. Students are expected to be passive and nearly identical containers that can be efficiently filled with knowledge as they ride down the factory floor towards graduation. Many educators have rejected the "factory model" of education and they have instead advocated "student-centered models" of education. A. S. Neill created Summerhill School and explored the idea that the school could facilitate the individual growth of each student instead of making the students conform to a "one size fits all" factory school.
A. S. Neill had a deep faith in the innate wisdom of children and trusted that they could do well in life if given the chance to explore their own personal interests and learning goals. "The function of the child is to live his own life - not the life that his anxious parents think he should live." Neill was an advocate of active learning; "one learns to live, not by hearing of other lives, but by living; for words are infinitely less important than acts." This educational philosophy fits well with the Wikiversity "learn by doing" model of education. Wiki technology facilitates collaborative webpage editing. Within Wikiversity, learners are free to explore their own interests by way of collaborative learning projects.
Additional reading:
* Educational Choice “on the Side of the Child” by Peter Collopy (2006)
* Free Radicals by Grace Rubenstein and Amy Standen
* Strategies for Unearthing the Genius in Our Students by John D. Lawry
* Summerhill, A Radical Approach to Child Rearing (1960) by A. S. Neill.

## Summerhill School

* Summerhill School
* school website

## Free learning

* Erich Fromm's Forward to A. S. Neill's Summerhill
* Unschooling and related educational philosophies
# History of psychology

The history of psychology can be seen as evolving through several "forces":
* First force: Psychoanalytic
* Second force: Behaviourism
* Third force: Humanistic
* Fourth force: Transpersonal (incl. family systems, feminist psychology, multicultural psychology, ecopsychology, and social constructivism and postmodernism)
* Fifth force: Social justice and advocacy
* Sixth force: Integrative, inclusive, and holistic
# English-Chinese/The inflammatory response must be actively terminated when no longer needed to prevent unnecessary damage to tissues

The inflammatory response must be actively terminated when no longer needed to prevent unnecessary damage to tissues.
当不再需要时，必须主动终止炎症反应，以防止对组织造成不必要的损害。
# English-Chinese/The internal circadian clock promotes sleep daily at night

The internal circadian clock promotes sleep daily at night.
内部生物钟在夜间促进每日睡眠。
# English-Chinese/The knives should be used on a wooden cutting board only

The knives should be used on a wooden cutting board only.
刀只应在木菜板上使用。
# English-Chinese/The latest sciences determine the important role of inflammation in all stages of atherosclerosis, from initiation to progression, and ultimately to thrombotic complications of atherosclerosis

The latest sciences determine the important role of inflammation in all stages of atherosclerosis, from initiation to progression, and ultimately to thrombotic complications of atherosclerosis.
最新科学确定炎症在动脉粥样硬化的所有阶段中的重要作用，从起始到进展，最终到动脉粥样硬化的血栓性并发症。
# English-Chinese/The liver's other roles in metabolism include the regulation of glycogen storage, decomposition of red blood cells and the production of hormones

The liver's other roles in metabolism include the regulation of glycogen storage, decomposition of red blood cells and the production of hormones.
肝脏 在 新陈代谢中的 其他 作用 包括 调节 糖原储存，红细胞分解 和 激素的 产生。
# English-Chinese/The human nose is the most protruding part of the face that bears the nostrils and is the first organ of the respiratory system

The human nose is the most protruding part of the face that bears the nostrils and is the first organ of the respiratory system.
人的鼻子是带有鼻孔的最突出的脸部，是呼吸系统的第一个器官。
# English-Chinese/The immune system is often involved with inflammatory disorders, demonstrated in both allergic reactions and some myopathies, with many immune system disorders resulting in abnormal inflammation

The immune system is often involved with inflammatory disorders, demonstrated in both allergic reactions and some myopathies, with many immune system disorders resulting in abnormal inflammation.
免疫系统经常与炎症性疾病有关，在过敏反应和一些肌病中都表现出来，许多免疫系统疾病导致异常炎症。
# English-Chinese/The human eye is an organ which reacts to light and pressure

The human eye is an organ which reacts to light and pressure.
人眼 是 一种 对 光 和 压力 作出 反应 的 器官。
# English-Chinese/The internet company cancelled my e-mail account

The internet company cancelled my e-mail account.
互联网公司取消了我的电子邮件帐户。
# English-Chinese/The liver, an organ only found in vertebrates, detoxifies various metabolites, synthesizes proteins, and produces biochemicals necessary for digestion

The liver, an organ only found in vertebrates, detoxifies various metabolites, synthesizes proteins, and produces biochemicals necessary for digestion.
肝脏 是 一种 仅在 脊椎动物中 发现的 器官，能够 给 各种 代谢物 解毒，合成 蛋白质，并 产生 消化 所必需的 生物化学物质。
# Forecasting nuclear proliferation/GDPs of nuclear-weapon states

The statistical computations behind the figure giving "Gross Domestic Product (GDP) of nuclear-weapon states" in the Wikiversity article on "Forecasting nuclear proliferation" can be replicated by "knitting" the R Markdown code in this vignette in Rstudio.

## Process

* Open an instance of RStudio. If you don't already have it installed, you can go to "RStudio Cloud" and click "get started for free" (at least as of 2020-10-24). Or you can download and install free and open-source versions of it and R on your local computer. R is available from The Comprehensive R Archive Network. For RStudio, go to its webside > Products (top center) > RStudio > "RStudio Desktop" > "Open Source Edition" > "Download RStudio Desktop".
* Start RStudio. Then File > "New File" > "R Markdown..." > Title: "GDPs of nuclear-weapon states" > PDF > OK.
* Replace the default code in this new RMarkdown vignette on "GDPs of nuclear-weapon states" with the text from the section below entitled, 'RMarkdown vignette on "GDPs of nuclear-weapon states"'.
* Save.
* File > "New File" > "Text File".
* Copy the text from the section below entitled "GDP-references.bib" into this new empty text file.
* Save as "GDP-references.bib".
* Click the "Knit" icon; see the companion image. Or read the text and run the code chunks one at a time manually. The latter makes it relatively easy to look at intermediate computations carefully and experiment with changing things in different ways.

## Development of this vignette

This vignette was developed when it was decided that this article could benefit from the financial analysis in the accompanying plot of the GDPs of nuclear-weapon states before, during and after their their nuclear-weapons programs. This became "Figure 2" in "Forecasting nuclear proliferation".

## GDP-references.bib

* ↑ RStudio Cloud, Wikidata Q100799903.
# Foreign Exchange Risk Mitigation Techniques

| Unit 2.1-Foreign Exchange Risk Mitigation Techniques | Introduction | Rates of Exchange | Market Drivers | Measuring FX Exposure | Business Needs for Foreign Currency | Foreign Exchange Trading | Common Instruments to Offset Risk | Summary | Resources | Activities | Assessment Return to Trade Finance Module 2: Risk Mitigation Techniques |

## Unit 2.1- Foreign Exchange Risk Mitigation Techniques

The globalization of business generates foreign currency risks. This process is irreversible and critical to the survival of most industries and businesses. The “globalization process” affords enormous opportunities to diversify business risk, generate economies of scale and capture additional market share.
Companies can no longer state “Our company deals only in US dollars” since this approach is not sustainable in global trade. It is estimated that 40% of all international trade is denominated in foreign currency. Trillions per day move through the foreign exchange markets. Political factors determine that not all currencies are convertible. Commercial trade is full of challenges, many of which may be overcome by utilizing the options available in this section.

### Unit Objective

The goal of this material is to introduce you to mitigation techniques and their required documentation related to foreign exchange (FX) risk. By the end of this unit your will be able to:
* identify foreign currency risk.
* identify the different instruments available in the FX market to hedge FX risk.
* identify the features of a FX spot transaction and the documentation required for a spot transaction.
* describe transfer pricing and its use as a FX risk mitigation tool.

### Unit Outline

* Introduction
* Rates of Exchange
* Market Drivers
* Measuring FX Exposure
* Business Needs for Foreign Currency
* Foreign Exchange Trading
* Common Instruments to Offset Risk
* Summary
* Resources
* Activities
* Assessment
Correlation: Materials from this unit correlate with NASBITE CGCP's Knowledge Statement 04/02/01: Knowledge of foreign exchange risk mitigation techniques and required documentation (e.g., hedging tools, currency option contracts, transfer pricing)
# Foreign Exchange Risk Mitigation Techniques/Assessment

| Unit 2.1-Foreign Exchange Risk Mitigation Techniques | Introduction | Rates of Exchange | Market Drivers | Measuring FX Exposure | Business Needs for Foreign Currency | Foreign Exchange Trading | Common Instruments to Offset Risk | Summary | Resources | Activities | Assessment Return to Trade Finance Module 2: Risk Mitigation Techniques |
# Foreign Exchange Risk Mitigation Techniques/Common Instruments to Offset Risk

| Unit 2.1-Foreign Exchange Risk Mitigation Techniques | Introduction | Rates of Exchange | Market Drivers | Measuring FX Exposure | Business Needs for Foreign Currency | Foreign Exchange Trading | Common Instruments to Offset Risk | Summary | Resources | Activities | Assessment Return to Trade Finance Module 2: Risk Mitigation Techniques |

## Common Instruments to Offset Risk
### Spot

Spot trades are priced and executed on the spot based on the current market rate and are paid for immediately. Spot contracts are generally done verbally and considered binding. When executing a trade, an offer price is provided; if accepted, the contract is considered done. Delivery of the currency is generally two days forward; the two-day’s time is used for the bank to receive the currency it purchased and deliver the currency to the beneficiary as provided by the buyer.

### Forwards

Forward contracts are priced by combining the current spot price with the forward points. Forward points are based on the differential in interest rates of the two countries. The discount or premium points, once determined, are combined with the spot rate to create the forward rate. Some currencies are not traded openly, but there is a non-deliverable currency market. By hedging with a non-deliverable forward, a purchaser can protect against rate fluctuations rather than settling a transaction at maturity using the exchange rate that is posted on that date. Settlement would be in the local currency to provide additional local funds to settle the transaction.

### Swaps

Spot contracts are settled immediately while a forward contract has a fixed maturity and must be settled at maturity. Capital can be tied up when the need to deliver the currency has been delayed. Swaps provide an opportunity to exchange the foreign currency for the local currency for a fixed period of time and “swap” it back when it is needed.

### Options

Options provide protection for large denominations by taking advantage of rate improvements while protecting against the negative impact of a rate change. Alternatives Countertrade forms can and are often used when a currency cannot be traded. Bartering is most commonly used, but other forms are counter purchase, advance purchase, buy backs and bilateral arrangements.
# Curve study/e^(-2x)-2e^(-x)/x not negative/Morse potential/Exercise

Discuss the behavior of the function graph of
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto f(x)=e^{-2x}-2e^{-x}.$
Determine especially the monotonicity behavior, the extrema of $f$, $\operatorname {lim} _{x\rightarrow \infty }\,f(x)$ and also for the derivative $f'$.
# Customizing packaged software applications for clients

From the official document:
    "This unit defines the competency required to analyse, design, implement and review the customisation of packaged software applications, using simple programming constructs."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAU3028A.
This unit is part of the following qualifications:
Prerequisite unit The following unit is a prerequisite for this competency:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Analyse customisation requirements | Determine client requirements and document these in a requirements specification file in line with organisational requirements Confirm that the projected specifications meet client requirements Determine the required level of documentation necessary to meet client requirements |
| 2. Develop customisation | Design software applications, taking into account system limitations and client needs Customise software applications using simple programming constructs, conforming to organisational requirements Have the client test the customised software applications and obtain feedback from the client Make further changes to software applications to meet client requirements Document the changes |
| 3. Provide support for customised application | Produce documentation for client Produce help desk documentation for ongoing support Obtain client evaluation and feedback to ensure that their requirements have been met |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# CyberGen

"CybergGen is about diaspora women’s voices across digital and off-line spaces"
This is a small part of a larger study at the intersection of gender, migration, religion and communication, with a focus on the voices of women from Moroccan and Turkish diasporas.
We conduct an analysis of public Twitter data on the issue of islamophobia in France and Germany.

## Instruments and resources

* Draft article
* Interactive maps and networks
* List of selected gender-related topics and domains
* Code and data

## Publications
### Possible venues

* Journal of Global Diaspora & Media
* ESSACHESS - Journal for Communication Studies (call for papers related to our work)
# Curve study/e to the power -1 over x/Exercise

We consider the function
    $f\colon \mathbb {R} \setminus \{0\}\longrightarrow \mathbb {R} ,x\longmapsto f(x)=e^{-{\frac {1}{x}}}.$
a) Investigate the monotony behavior of this function.
b) Prove that this function is injective.
c) Determine the image of $f$.
d) Determine the inverse function on the image for this function.
e) Sketch the graph of the function $f$.
# Customer service

Customer service is an essential aspect of marketing, which encompasses several principal elements of business, that focus on providing resources to customers who purchase from or do business with their enterprise.

## Pages

* Customer Relationship Management
* Customer Satisfaction

## See Also

* School: Business
* Page: Marketing Strategy
Category:Marketing
# Cutting
## Cutting Processes in Production/Manufacturing Engineering

Cutting is the process whereby the form of an original object is changed by removing material from that object. The object from which the material is removed may have been itself produced by another manufacturing process.
Cutting can take place with a single point tool, either as a single point or as multiple points. Alternatively it can be by a edge tool, commonly referred to as a blade.
At one time all cutting required a tool made harder material to cut softer materials. The first non tool cutting process involved the use of burning gases to burn through materials. Subsequent technological developments have seen the use or water jets, plasma jets, wires and lasers as cutting tools.
Generally cutting processes can only form a shape in two dimensions, although multiple manipulation of a tool means that three dimensional forms are produced. There are a few specialised processes that do produce a three dimensional form directly from the material removing tool.
Production Engineering Main Page --wahiba 08:50, 17 February 2007 (UTC)
# Ideas in Geometry/Instructive examples/Continued Fractions, Section 3.2

3.2 #30
√5 To start note that 3 > √5 > 2
So this means that √5 = 2+ (√5-2) Where 2 is the whole number part and (√5-2) is the fractional part of √5.
In a simple continued fraction our numerator is 1. In order to get 1 in the numerator we must use the reciprocal 1/(√5-2).
From this point we want to separate the whole-number part and the fractional part and can do so by multiplying both the numerator and denominator by the conjugate (√5+2) 1 x (√5+2) = (√5+2) and (√5-2) x (√5+2) = (5-4)
When we put both the numerator and denominator together we get (√5+2)/1 or (√5+2)
Now we need to get our original fractional part from (√5+2) in order to continue our fraction and can do so by adding and subtracting 4 from (√5+2) 4+(√5+2-4)
Using the associative property we get the next part of our continued fraction 4+(√5-2)
Repeat these steps to get the continued fraction √5= 2+1/ (4+1/(4+1/(4+1/(4+1/....)
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaab
## Excellent Decision!

Now the first four frames are
$\Rightarrow$ Fae In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$ $\Rightarrow$ Dolly Out Further $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.
(2) Young Person: "That was a great movie..."
(3) Young Person (contined): "but I do not understand one thing."

## Next Frame?

You have a choice of how you can show the poster.

### Option A

    With his back to the camera, the Young Person says, "That was a great movie...". Then the Young Person turns toward the Old Person and says, "but I do not understand one thing."

### Option B

    The Young Person says, "That was a great movie...". Then cut to the Young Person turns to the Old Person and says, "but I do not understand one thing."

## Now Decide!

* Select either option A or B
    If you change your mind, you can go back to the previous page.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaac
## Not A Good Decision!

You have cut from one side of the imaginary line between the two actors to the other side of this line.
$\Rightarrow$ $\Longrightarrow$ Cut To $\Longrightarrow$ $\Rightarrow$ BAD!!!!
Currently, the line is between the two actors. You can cross it only with the camera rolling. Cutting is not good.

### Think about this and…

    go back and try again.

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/ba
## Excellent Decision!

Now the first two frames are
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$

## Special Note:

You have cross the line!!! When you dollied out, you crossed the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (away from the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie.

## The Script

EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

## Next Frame?

You have a choice of how you can show the poster.

### Option A

    After holding for three seconds while the theme of Star Wars play, you can Pedestal down to the Young Person.

### Option B

    You can dolly dolly back (out) to show the back side of the Young Person and the Old Person while the theme of Star Wars plays.

### Option C

    After holding for three seconds while the theme of Star Wars play, you can cut to a side view of the Young Person.

### Option D

    After holding for three seconds while the theme of Star Wars play, you can cut front view of the Old Person and the Young Person.

## Now Decide!

* Select either option A or B or C or D
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/b
## Excellent Decision!

You have decided to start the movie with this frame:
$\Rightarrow$ Fade In $\Rightarrow$

## The Script

EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

### Now Show The Poster

    You decided that the first shot is of the poster which also includes the introductory music for the poster. You can hold this shot while the music plays or you can dolly out while the music plays. If you just hold the shot, then decide which is your next shot.

## Next Frame?
### Option A

    You can then dolly out to show the poster and the back of the head of the the Young Person and the Old Person.

### Option B

    You can cut to the Young Person and the Old Person.

### Option C

    You can cut to the Young Person.

### Option D

    You can cut to a side view the Young Person and the Old Person.

### Option E

    You can cut to a side view the Young Person and the Old Person.

## Now Decide!

* Select either option A or B or C or D or E?
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.