OpenLLM-France/wikimedia huggingface dataset:
# College Mathematics/Geometry

Geometry

## Objectives and Skills

Objectives and skills for the geometry portion of CLEP College Mathematics include:
* Properties of triangles and quadrilaterals: perimeter, area, similarity, and the Pythagorean theorem
* Parallel and perpendicular lines
* Properties of circles: circumference, area, central angles, inscribed angles, and sectors
* Applications

## Readings

* Wikipedia: Geometry

## Activities

* Review the following MathsIsFun resources and complete the questions at the bottom of each page:
** Triangles and Quadrilaterals
** Triangles
** Right-Angled Triangle
** Pythagorean Theorem
** Interactive Triangles
** Quadrilaterals
** Interactive Quadrilaterals
** Perimeter
** Area
** Lines
** Perpendicular and Parallel
** Parallel and Perpendicular Lines
** Circles
** Circle
** Pi
** Angles
** Area of a Circle by Cutting into Sectors
# Colleges and Universities

Colleges and universities are institutions of higher (or tertiary) education.

## Institutions Using Wikiversity

* Harper College
* Ohlone College
* University of Canberra
* University of Florida
* University of North Carolina at Chapel Hill
* University of Toronto
* University of Wisconsin–Stout
* Wright State University Lake Campus
Special:Prefixindex/Colleges and Universities/

## See Also

* University
* Wikiversity:School and university projects
# Countersinking

Countersinking a screw is useful when trying to hide the head of a screw from view, or when the screw is not long enough to make a solid connection with both pieces of wood (or other material).
1. Measure the diameter of the screw you will be using. Also measure the diameter of the head of the screw.
2. Choose a drill bit that is slightly smaller than the shaft of the screw, and another drill bit that is slightly larger than the head of the screw. As seen here.
3. Mark on the piece of wood where you will be drilling the hole. As seen here.
4. First, drill the pilot hole with the smaller drill bit. Then, drill the larger hole, but only as deep as you need to countersink the screw. Note in this picture that the larger hole is not nearly as deep as the smaller pilot hole.
5. All that remains is to put the screw in.
# Coupled dancing:Basic steps
## Rock step

Rock steps to 4 count music: In simple dance the leader is stepping left foot on odd beats and right foot on even beats. The follower is stepping right foot on odd beats and left foot on even beats.
Leader: left - right - left - right
Follower: right - left - right - left
Rock step is also called back step.

## Kicks

Kicking on one beat causes that the step order is reversed when the foot is put down. Therefore two kicks usually follow each other. Following is a six count sequence:
leader: left - right - kick(left) - down(left) - kick(right) - down(right) follower: right - left - kick(right) - down(right) - kick(left) - down(left)

## Taps

Stepping down a foot without putting weight on a it.

## Slides

Sliding requires two beats and causes that the step order is reversed when the foot is put down.
Leader: left - right - slide (left) - right (together) Follower: right - left - slide (right) - left (together)

## Slow steps

Slow steps are steps that uses one beat.

## Quick steps

Slow steps are steps that uses half a beat.

## Simple Charlston steps

Done to an eight count in the music:
Leader: Tap (left) - pause - Step (left) - pause - Tap (right) - pause - Step (right) - pause Follower : Tap (right) - pause - Step (right) - pause - Tap (left) - pause - Step (left) - pause

## Triple steps

Triple steps or Chassé steps are left-right-left or right-left-right foot combinations
# Counting systems of possible Cumbric origin

Keswick (Cumbria)
Bowland (Lancashire)
Westmorland (Cumbria)
Eskdale (Cumbria)
High Furness (Cumbria)
Wensleydale (North Yorkshire)
# Country music

Country music is a genre of American popular music that originated in the Southern United States in the 1920s. It takes its roots from the southeastern genre of American folk music and Western music.

## Resources

* Fiddle
* Fiddlers Green Beyond Violin
* Ethnography of Fiddle
* Violin 101
* Ear training

## See Also

* Guitar
* Building A Cigar Box Guitar
* The music industry
# English-Chinese/Saturday

Saturday is the day after Friday.
星期六 是 星期五的 后一天。
# English-Chinese/Salt is good for cleaning teeth

Salt is good for cleaning teeth. However, high sodium diet can have a bad effect, similar to a sugary diet.
盐有助于清洁牙齿。 然而，高钠饮食会产生不良影响，类似于含糖饮食。
# English-Chinese/Satay

Satay is a seasoned skewered barbecued meat, served with satay sauce. It is a food of Southeast Asia, particularly Indonesia, Malaysia, Singapore and Thailand.
沙爹是一种经过调味的串烧肉，搭配沙爹酱。它是东南亚的食物，特别是印度尼西亚，马来西亚，新加坡和泰国。
# English-Chinese/Scenario

In context with theatre and movies a scenario (from Italian, that which is pinned to the scenery) is a description of an event or series of actions and events. In the Commedia dell'arte it was an outline of entrances, exits, and action describing the story of a play that was literally pinned to the back of the scenery.
在 剧场 和 电影的 语境下，场景（来自 Italy语，是指 舞台布景）是 对 一个 事件 或 一系列 行动 和 事件的 描述。在 Italy喜剧中，这是 出场，退场 和 情节的 轮廓，描述了 剧本的 故事，是指 戏剧的 情节。
# English-Chinese/Salivary gland

The salivary glands make saliva. Saliva keeps the mouth and other parts of the digestive system wet and slippery. They also help break down the food when you are chewing. This helps food go down the throat to the stomach.
There are three main pairs of salivary glands. They are
* the parotid,
* the submandibular and
* the sublingual glands.
There are also many small glands in the tongue, cheeks, lips and palate. All of those glands make mucous.
唾液腺 制造 唾液。唾液 保持 消化系统的 口腔 和 其他 部分 湿滑。当 你 咀嚼 时，它们 也 帮助 分解 食物。这 有助于 食物 沿着 咽喉 进入 胃部。
有 三对 主要的 唾液腺。它们 是
* 腮腺，
* 下颌腺 和
* 舌下腺。
舌头，脸颊，嘴唇 和 上颚 也 有 很多 小腺体。所有 这些 腺体 都 制造 粘液。
# English-Chinese/Sarah boarded the plane

Sarah boarded the plane.
Sarah登上了飞机。
# English-Chinese/Sardine are named after the Island of Sardinia. In the past, they could easily be fished there

Sardine are named after the Island of Sardinia. In the past, they could easily be fished there.
沙丁鱼以Sardinia岛命名。 在过去，很容易在那里捕获沙丁鱼。
# English-Chinese/Sardine is a name of several kinds of fish, especially oily fish. Another name for these fish is Pilchard

Sardine is a name of several kinds of fish, especially some kinds of oily fish. Another name for these fish is Pilchard.
Sardine是指一些鱼类的名称，尤指某些油性鱼类。 这些鱼的另一个名字是Pilchard。
# English-Chinese/Schizophrenia

Schizophrenia is a mental disorder characterized by abnormal behavior and a decreased ability to understand reality. Common symptoms include false beliefs, unclear or confused thinking, hearing voices that others do not, reduced social engagement and emotional expression, and a lack of motivation.
精神分裂症是一种精神障碍，其特征在于行为异常和理解现实的能力下降。 常见的症状包括错误的信念，不清楚或混乱的思维，听到别人没有的声音，减少社交参与和情绪表达，以及缺乏动力。
# English-Chinese/Schizophrenia is a mental disorder characterized by abnormal behavior, strange speech and a decreased ability to understand reality

Schizophrenia is a mental disorder characterized by abnormal behavior, strange speech and a decreased ability to understand reality.
精神分裂症是一種精神障礙，其特徵是行為異常，言語奇怪，理解現實的能力下降。
# Design for the Environment/Automobile Car Flooring
## Project Information

Section 1 Group A23
* Poya Rahmati
* Mohammed (Viquar) Zia
* Michael Li
* Alizera Moeini

## Automobile Flooring Materials
### Alternative 1: Polylactic Acid

Polylactic Acid (PLA) is a semi-synthetic polymer created from renewable natural resources. The starchy plants necessary for synthesizing PLA can be harvested continually, guaranteeing a continual supply of raw material. The primary advantages of PLA are its recyclability and biodegradability. After use it's use in car mats, polylactic acid potentially be reused for other applications. If this is not possible, exposure to a suitable environment promotes degradation into it's constituent compounds. Finally, PLA car mats can undergo combustion, releasing water and carbon dioxide back into the atmosphere.

## Functional Analysis
### Alternative 1: Polylactic Acid

Polylactic acid exhibits multiple characteristics which support its use as a material for car mats. According to industry sources, it possesses good abrasion resistance, impact resistance and toughness. These properties indicate that PLA car mats will be able to withstand the daily physical rigours of an automobile floor. Impact forces from feet or cargo and shear forces from horizontal movement across the floor can be tolerated by PLA. Additionally, PLA is resistant to grease and oil, reducing the cleaning effort required when spills occur. Finally, PLA is resistant to heat and generally inflammable. When heated substances like cigarette lighters drop on the floor, PLA car mats will not ignite or deform significantly. Despite its biodegradability, polylactic acid is rigid and non-degradable when properly used.
# Design engineering

Design Engineering (or Engineering Design) is Design within the context of the applied arts and sciences, in a number of generalized fields of engineering. This developing learning resource begins as a treatment of Engineering and Technology "through a wide-angle lens" from a design perspective and continues as a learning path toward a set of specific exemplary subjects. The goal is to take a learning group on a journey together into real-world problem-solving and critical thinking. General topics will be subjects like Energy, Architecture, Systems theory, and such. Specific topics might include Geospatial Information Systems (GIS), Web Design, ..add yours...
The topics and schools linked from the Engineering and Technology Portal provide a generalized structure for moving forward down the Practicum. The term "path" is used in place of "course" for the simple reason that this resource is designed to be flexible, adaptable, scaleable, consensus-driven, collaborative and most-of-all applicable to the real world.

## Starting point

The philosophical basis for this resource is called Participatory Action Research or PAR. The principles are discussed in depth at the project page entitled Learning to learn a wiki way. This is a pilot implementation for that project group. Please familiarize yourself with the goals there and meet us back here at the discussion page. This resource by design is dependant upon your participation, thus, may not move any further until someone "breaks the ice" on the discussion page. Go for it!
# Design for the Environment

Welcome to the parent page for Design for the Environment (DFE).
This course is currently offered to third year mechanical engineering students at the University of Toronto (Canada).
The goal of the course is to provide students with the analysis tools and design strategies to design products that minimize their impact on the environment. The course focuses on a product’s overall environmental impact throughout its entire lifecycle. We focus on areas of particular relevance to Mechanical Engineering such as: product design, materials, energy conservation and recovery, manufacturing topics, automotive issues and air pollution.
As part of the course, students carry out a thorough comparison of three design alternatives that fulfill the same practical purpose. Their study includes:
* Functional analysis
* Streamlined life-cycle analysis (environmental impacts)
* Hybrid (EIOLCA-traditional LCA) life-cycle analysis (a second tool to gauge environmental impacts).
* Cost analysis
* Societal analysis
For an introduction to environmental life-cycle analysis of products and processes (LCA), see Life cycle assessment.
Some groups decide to do a final oral presentations, whereas others will be posting a summarized version of their reports on Wikiversity. You will find the links to these report pages on this page.
Links to Winter 2009 Projects
Section 1
* Worldwide Package Cushioning
* Disposable Coffee Cups
* Garbage to Energy
* Alternatives To Traditional Book Publishing
* Low Carbon Energy for California
* All Purpose Residential Cleaning
* Automobile Car Mats
* Residential Heating and Cooling
* Scooter Transportation Alternatives
* Flashlights
Section 2
* Street Lighting in Residential Region
* Energy Storage for Wind Power Generation
* Automobile Engines III
* Hydrogen Production
* Power Generation for Ontario
* Converting Garbage to Energy
* Residential Heating and Cooling in Ontario
Links to Winter 2008 Projects
Section 1
* /Interior Panels click on this sample report page for more information
* Internal Combustion Engines
* Office Chair Foam
* Residential Roofing Materials
* Residential Micro-cogeneration
* Frozen Yogurt Cups
* Hydrogen Generation
* Automobile Engines II *This report belongs to Section 2* SRB
* Residential Insulation
* Power Generation Alternatives for Off-Grid Homes
* Automotive Interior Door Panels
* Metal Cleaning
Section 2
* Bus Fuel Alternatives
* Grocery Bags
* Off-Grid Electricity for Cottages
* Automobile Engines I
* Road De-icing Agents
* Residential Wall Insulation
* Hydrogen Generation Methods
* Disposal of Non-Recyclables
* Batteries for Electric Cars
* Ontario Residential Roofing Materials
* Disposable Water Bottle
* Dry Cleaning Detergent

## Interested participants

* SRego 18:55, 19 March 2008 (UTC)
# Engineering Projects/Poppit/Howard Community College/muzzlbock/enes100

Link to projects team pages
# Engineering Projects/Poppit/Human Average

After about 2000 games, the average is 19 with standard deviation of 9.
# Engineering Projects/Poppit/Howard Community College/Fall2011/550 qpa
### Problem Statement

there are at least 8 rows and columns of balloons and so the array hardly repeats itself thus making it difficult to establish a particular method of approach.

### Team Members

* qchi
* patel

### Summary

We basically used various approaches to attack the task at hand. We made decisions like popping all the red balloons first, yellows second and the blues third. we also did the rows first and columns second while at other instances we did the columns before the rows.

### Story

This project came as test in class when Mr foerster wanted us to see if there was a chance or a method of approach towards the game to actually burst all the balloons.If one was able to do this the next objective was surely to design a software program that was to play far better than any human at all times.

### Decision List

we decided to approach the task at hand by sharing so as to be able to try out as many games as possible.qchi was to do by starting with rows then columns; patel was for the columns before rows and then the red balloons first.The most favorable method was to be decided by statistical counting and presentation based on the games played.

### Material List

there are no required materials used apart from a computer

### Software List

google chrome and exel

### Time

time was set for an hour and a half of constant tries.

### Tutorials

Try out a lot of games.Deciding on a strategy after only a few games can be misleading.
# Engineering Projects/Poppit/Howard Community College/Fall2011/550 tj2
## Electronic Sections Expected
### Problem Statement

What is the Normal Score for the game of Poppit played by the average player?

### Team Members

* Jeffreycarllloyd
* tfalak
* JaeHaynes

### Summary

By analyzing all of the data on the class's data log, we were able to compare scores and develop a Mean to which the Chunk Poppit program could be evaluated against.
We compared three groups: first was comprised of the entire class, the second was comprised of 22 students including the instructor, and the third included the final 18 students. By dividing the scores into subsections we were able to achieve a better cross-section and a more accurate means of comparison.

### Story

As our group began, we recorded our own individual data first, getting an accurate depiction of what an average player could achieve.
Our first observation was that there are large spikes in regression with the onset of fatigue. As these spikes were included in the class's data, the statistics team concluded that it would negatively affect the accuracy of the mean. Observing that this was the case for most of the participants we decided that different cross-sections would have to be used in order to eliminate the fatigue factor.
We chose to develop the mean by evaluating three cross-sections. First was comprised of the entire class, the second was comprised of 22 students including the instructor, and the third included the final 18 students. We then calculated a mean based on the three subsections and that is the data we considered in our analysis.
All of the data taken, was verified by the Project Manager Scott Foerester in accordance with Howard Community College policies regarding verification of recorded data and can be viewed as a spreadsheet
Tasking was:
Project Manager - Prof. Scott Foerster
Team Manager - Johnnesia Haynes
Lead Data Processor - Tehreem Falak
Web Design - Jeffrey Lloyd

### Decision List

The decision to utilize a three test group approach was made collectivity during a team creative thinking session.

### Software List

Google Docs
Microsoft Excel

### Time

Game Play 4-6 hours
Web Design 10 hours
Data Analyzing 20 hours
Total 34-36 hours

### Next Steps

Consult with the software teams and incorporate our data using their programs.
Next step in doing from the statistical analysis team can be done by sampling all three sections and make them play by the following strategies:
* Bottom to top alternating vertically then horizontally aligning balloons.
* Top to bottom, games 51-100
* Center out bottom to the top, games 101-150
* Large collections bottom up, games 151-200
That will help in customizing the chunk pop-it software with most appropriate approach.
# Engineering Projects/Poppit/Howard Community College/Fall2011/550 superior 4
### Poppit Problem Statement

Create and record a consistent "chunking method" that pops the most number of balloons from the pool of balloons in Poppit. The preferable result would be 0 balloons left

### Team Members

Put each team members name here with links to their personal page here. Real names do not have to be used.
       Rhorton4549
       Mbaig7172
       palluri9407

### Summary

We played the game countless amount of times and tried to find the best chunking method

### Story

We split the tasks fairly simple with each member playing the game at home and devising individual chunking methods. At first we thought the project would be easy; all there is to do is to pop all the balloons and write how we did it. Yet earlier on each method we used came up short. We would often collaborate and discuss success and failures of certain chunking techniques. We tried various methods such as popping in pairs, popping vertically, popping from center to outer edges, etc.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix. None

### Material List

Laptop/Desktop Computer, Engineering Notebook,Google Docs, and plenty of caffeine.

### Software List

Fraps - Used to record gameplay on computer for later analysis and upload to Youtube.

### Time

Spent several hours playing and creating/refining chunking methods over the weekend. Total hours cannot be compiled truly because we played the Poppit game sporadically throughout the day. An estimate would be 1-2 hours per day.

### Tutorials

Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

### Next Steps

Share data with the data collection groups to pool together as much information as possible. Also present the development team with the best chunking method.
# Engineering Projects/Poppit/Math

There is a relevant theorem to this game called the "Four color map theorem." It says with just four colors of balloons, if the game poppit were randomly generated, there would eventually be an impossible poppit game generated. However, the game may have an internal regulator that eliminates impossible games and only displays those that can have all balloons eventually popped. This would have to be determined through statistical analysis or a program written using this theorem (expanded to 5 colors) that identifies impossible games.
Another thought was to make the game linear by looking at each color sequentially and creating a two dimensional spectral wave from the color pattern. Then something like a two dimensional correlation analysis might be done to see if a strategy for popping all the balloons is revealed.
Perhaps the math of the Traveling salesman problem can be used.
# Engineering Projects/Poppit/Re-creating

There are 150 balloons of 5 colors. If the balloon color is purely random, would expect average of 30 balloons of each color. The average appears closer to 29 with a Standard Deviation of around 4 balloons. More work is needed to count the balloons colors at beginning of game. The rows should add up to 150 balloons.
# EuroLex/E/Gay

* Original language: English
* Original form and meaning: gay, adj./noun, 'homosexual'
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | gay [=English pronunciation], noun | end20c | meaning: 'homosexual'; status: restricted use: modish | dito | DEA* |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | gay [ge:j], adj. | 1980s | meaning:'homosexual'; status: restricted to slang, modish | dito | DEA* |
| English | gay | 12c | 1.) 'homosexual', 2.) 'carefree and merry', 3.) 'brightly coloured' | | Collins English Dictionary (4th edition) |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | gay [gε], adj. | 1960s | meaning: 'homosexual'; status: restricted use: modish | dito | DEA* |
| Frisian | ... | ... | '...' | '...' | ... |
| German | gay [gei, ge:], adj. | ? | meaning: 'homosexual'; status: restricted use: modish, less frequent than schwul | dito | DEA* |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | gay [gεi], noun | 1970s | meaning: 'homosexual'; status: fully accepted but still marked as English, equally frequent as omosessuale | dito | DEA* |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | gay [= Engl. pron] | 1970s | meaning: 'homosexual'; status: restricted to colloquial and modish use, less frequent than homo, homofil | dito | DEA* |
| Polish | gej/gay, noun | end20c | meaning: 'homosexual'; status: restricted to colloquial use | dito | DEA* |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | gay/gai [gei/gai], noun | 1970s | meaning: 'homosexual'; status: fully accepted but still marked as English, less frequent than homosexual | dito | DEA* |
| Swedish | ... | ... | '...' | '...' | ... |