OpenLLM-France/wikimedia huggingface dataset:
# TESOL/Talking about lifestyle
## Key sentences

| Asking about lifestyle | Telling about lifestyle |
| How does it feel (infinitive verb) ? What's it like (infinitive verb) ? | It feels (adjective). |
| Asking about lifestyle | Telling about lifestyle |
| Why did you change your lifestyle? | I was fed up with (noun). The (noun) was killing me. |

### Drills

Say these sentences without looking.
How does it feel (infinitive verb) ? :
| infinitive verb | sentence |
| to work part time | How does it feel to work part time ? |
| to work full time | How does it feel to work full time ? |
| to be in university | How does it feel to be in university ? |
| to be unemployed | How does it feel to be unemployed ? |
It feels (adjective). :
| adjective | sentence |
| relaxing | It feels relaxing. |
| stimulating | It feels stimulating. |
| hectic | It feels hectic. |
| exhausting | It feels exhausting. |
I was fed up with (noun). :
| noun | sentence |
| the stress | I was fed up with the stress. |
| the long hours | I was fed up with the long hours. |
| the long commutes | I was fed up with the long commutes. |
| the lack of sleep | I was fed up with the lack of sleep. |

## Example

Practice this conversation.
| Asking about lifestyle | Telling about lifestyle |
| How does it feel (to work part time) ? | It feels (relaxing). |
| Asking about lifestyle | Telling about lifestyle |
| Why did you change your lifestyle? | I was fed up with (the stress). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about lifestyle | Telling about lifestyle |
| How does it feel ... ? | It feels ... . |
| Asking about lifestyle | Telling about lifestyle |
| Why did you change your lifestyle? | I was fed up with .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about lifestyle | Telling about lifestyle |
| Ask about your partner's lifestyle. | You changed your lifestyle. Tell your partner about it. |

## Further study

* English lesson topics
# PlanetPhysics/Quantum Tunneling
## Quantum Tunneling

This is a fundamental quantum effect, or phenomenon, that was first reported as a theoretical possibility and quantum calculation in "Nature" by Brian Josephson (subsequently awarded a Nobel Laureate in Physics for this important theoretical prediction/calculation) from The Cavendish Laboratory of the University of Cambridge, UK. (The paper also served as the contents of Brian Josephson's doctoral (MA) thesis at the University of Cambridge, UK). Subsequently, the first experimental proof for quantum tunneling was obtained at Bell Labs., in the USA, inspired by P. W. Anderson (Nobel Laureate in Physics shared in 1978 with Sir Neville Mott of The Cavendish Laboratory, and Van Vleck); many subsequent experiments verified its existence, and also numerous devices, such as the transistor, were invented that utilized it. P.W. Anderson, was also the first theoretical physicist to verify the quantum calculations made by Brian Josephson and support the publication of the latter's results. The Nobel prize for the transistor went however to Dr. John Bardeen, (a former Professor of Physics at the University of Illinois at Urbana in the Loomis Laboratory), who had initially rejected as `impossible' Josephson's manuscript submitted to "Nature" describing the quantum tunneling effect.
Quantum tunneling consists in the ability of quantum particles, such as electrons, protons, nuclei, etc. to tunnel through finite potential barriers with definite (non-zero) probabilities. (Classically, this could be seen as `ghosts' passing through solid walls!). At first, it was rejected by certain eminent peer-reviewers as being `impossible', much the same as the flying of objects with density greater than air was rejected at first by certain French academicians that specialized in fluid mechanics who did not wish to acknowledge the existence in nature of flying birds.
Note: One may also regard the quantum tunneling (Josephson effect) as a consequence of the Heisenberg uncertainty principle as applied, for example, to thin junctions, as in transistors and superconducting layer junctions separated by thin insulating layers.
Thus, Josephson junctions were also designed and are currently utilized with superconducting materials/layers. In nature, most--if not all-- enzymes function as biocatalysts based on quantum tunneling effects to reduce the free energy requirements for a bewildering number of biocatalytic reactions.
# PlanetPhysics/Quaternions to Direction Cosine Matrix

Getting the direction cosine matrix (DCM) from quaternions is given in equation 1
   $\left[{\begin{matrix}A_{11}&A_{12}&A_{13}\\A_{21}&A_{22}&A_{23}\\A_{31}&A_{32}&A_{33}\end{matrix}}\right]=\left[{\begin{matrix}q_{1}^{2}-q_{2}^{2}-q_{3}^{2}+q_{4}^{2}&2(q_{1}q_{2}+q_{3}q_{4})&2(q_{1}q_{3}-q_{2}q_{4})\\2(q_{1}q_{2}-q_{3}q_{4})&-q_{1}^{2}+q_{2}^{2}-q_{3}^{2}+q_{4}^{2}&2(q_{2}q_{3}+q_{1}q_{4})\\2(q_{1}q_{3}+q_{2}q_{4})&2(q_{2}q_{3}-q_{1}q_{4})&-q_{1}^{2}-q_{2}^{2}+q_{3}^{2}+q_{4}^{2}\end{matrix}}\right]$
(proof of this conversion to come)
# PlanetPhysics/Quarter Loop Example of Biot Savart Law

A simple example of the Biot-Savart law is given with a current carrying loop for a quater of a circle as shown in Figure 1.
\begin{figure} \includegraphics[scale=.8]{QuarterCurrentLoop.eps} \vspace{10 pt} \caption{Figure 1: Quarter Current Loop} \end{figure}
The differential line element d{\mathbf l} is perpendicular to ${\hat {\mathbf {r} }}$, so the Biot-Savart law simplifies from the definition of the cross product $d{\mathbf {B} }=-{\frac {\mu _{0}}{4\pi }}{\frac {Idl\,sin(\pi /2)}{r^{2}}}{\hat {\mathbf {k} }}$
Note that the direction is into the web browser, so we have a $-{\hat {\mathbf {k} }}$. For the differential dl of a circular arc
$dl=rd\theta$
plugging this in and setting up the integral gives
${\mathbf {B} }=-{\hat {\mathbf {k} }}{\frac {\mu _{0}I}{4\pi r}}\int _{0}^{\frac {\pi }{2}}\,d\theta$
which simply yields
${\mathbf {B} }=-{\frac {\mu _{0}I{\hat {\mathbf {k} }}}{8r}}$
# PlanetPhysics/R Category

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## R-category definition

An $R$-category $A$ is a \htmladdnormallink{category {http://planetphysics.us/encyclopedia/Cod.html} equipped with an $R$-module structure on each hom set such that the composition is $R$-bilinear}. More precisely, let us assume for instance that we are given a commutative ring $R$ with identity. Then a small $R$-category--or equivalently an $R$-algebroid -- will be defined as a category enriched in the monoidal category of $R$-modules, with respect to the monoidal structure of tensor product. This means simply that for all objects $b,c$ of $A$, the set $A(b,c)$ is given the structure of an $R$-module, and composition Failed to parse (unknown function "\lra"): {\displaystyle A(b,c) \times A(c,d) \lra A(b,d)} is $R$--bilinear, or is a morphism of $R$-modules Failed to parse (unknown function "\lra"): {\displaystyle A(b,c) \otimes_R A(c,d) \lra A(b,d)} .
# PlanetPhysics/Qubit2

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device called a quantum computer--which is a special type of quantum automaton-- this is replaced by a corresponding concept called qubit.
A qubit, qbit or quantum bit is defined as the unit of quantum information which is contained in a quantum state vector for a two-level quantum system consisting of only two energy levels; mathematically this is expressed as a unit vector $\Psi$ in a a two-dimensional vector space $\mathbb {C} ^{2}$ over the field of complex numbers $\mathbb {C}$.
In order to have any practical use such a qubit must also meet several conditions, such as: it has to be measurable, undergo controlled unitary transformations, have a long coherence time, be capable of initialization, and so on. Scalability to a quantum state space $\mathbb {C} ^{n}$ of $n\times 1$ column vectors with the inner product $(x,y)=x\daggery$ is also such a condition, where $A\dagger$ denotes the transpose conjugate of $A$. Then a unit vector $\psi$ in $\mathbb {C} ^{n}$ denotes a quantum state. As an example, in a superconducting flux qubit an electric current can be imagined to circulate simultaneously in a stable (or coherent) loop both clockwise and counterclockwise. A qubit in such a superposition is in a highly symmetrical quantum state. Superconducting qubits involve large numbers of particles (Cooper pairs) as the superconducting current involves many billions of such coherent electron pairs. In such a many-particle superconducting loop, spontaneous symmetry breaking tends to determine the qubit to end up in a definite state, by `breaking up the superposition'. On the other hand, an ion suspended in a magnetic trap or a single electron in a quantum dot on a chip do not exhibit this phenomenon. In August 2005, a group of physicists at the National Institute of Standards and Technology (NIST) suceeded in preparing single-ion qubits with a coherence time longer than 10 seconds.
A qudit is defined as the unit of quantum information in a $d$-level quantum system $\mathbb {C} ^{d}$ which is contained in the unit vector in a vector space $\mathbb {C} ^{d}$ of dimension $d$.
Furthermore, one can define as follows a more complex concept than the qudit by allowing for entanglement of quantum states. A quantum register ${\mathcal {R}}_{g}$ consists, or is determined by, a number $r$ of entangled qubits.
Quantum computers could then perform calculations by manipulating qubits within a quantum register. However, the requirement for long coherence times may be a major obstacle to building quantum computers.
# PlanetPhysics/R Algebroid
### R-algebroid

If ${\mathsf {G}}$ is a groupoid (for example, considered as a category with all morphisms invertible) then we can construct an $R$-algebroid , $R{\mathsf {G}}$ as follows. The object set of $R{\mathsf {G}}$ is the same as that of ${\mathsf {G}}$ and $R{\mathsf {G}}(b,c)$ is the free $R$-module on the set ${\mathsf {G}}(b,c)$, with composition given by the usual bilinear rule, extending the composition of ${\mathsf {G}}$.
Alternatively, one can define ${\bar {R}}{\mathsf {G}}(b,c)$ to be the set of functions Failed to parse (unknown function "\lra"): {\displaystyle \mathsf{G}(b,c)\lra R} with finite support, and then we define the \htmladdnormallink{convolution {http://planetphysics.us/encyclopedia/AssociatedGroupoidAlgebraRepresentations.html} product} as follows:
   $(f*g)(z)=\sum \{(fx)(gy)\mid z=x\circ y\}~.$
* As it is very well known, only the second construction is natural for the topological case, when one needs to replace 'function' by 'continuous function with compact support' (or \emph{locally compact support} for the QFT extended symmetry sectors), and in this case $R\cong \mathbb {C}$~. The point made here is that to carry out the usual construction and end up with only an algebra rather than an algebroid, is a procedure analogous to replacing a groupoid ${\mathsf {G}}$ by a semigroup $G'=G\cup \{0\}$ in which the compositions not defined in $G$ are defined to be $0$ in $G'$. We argue that this construction removes the main advantage of groupoids, namely the spatial component given by the set of objects.
* More generally, an R-category is similarly defined as an extension to this R- algebroid concept.
# PlanetPhysics/Quantum Transformation Groupoid

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## Quantum transformation groupoid

This is a quantum analog construction of the classical transformation group construction via the action of a group on a state (or phase) space.
Let us a consider a locally compact quantum group (L-CQG), $G_{lc}$ and also let $X_{lc}$ be a locally compact space underlying $G_{lc}$ . If $A$ and $M$ are von Neumann algebras and $(M,\Delta )$ is a (von Neumann) locally compact group, then one can define the following representations of $A$ on a Hilbert space $\mathbb {H} =L^{2}(A)\otimes L^{2}(M)$:
$\beta (x)=x\otimes 1,$ ${\hat {\beta }}(x)=(J_{A}\otimes J_{M})\alpha (x^{*})(J_{A}\otimes J_{M}),$ with $\alpha$ being the left action of $(M,\Delta )$ on $\mathbb {H}$.
A quantum transformation groupoid $\mathbb {G} _{T}$ is defined by the $\alpha$ left action of $(M,\Delta )$ on $\mathbb {H}$ which has the above representations of $A$.
# PlanetPhysics/R Module

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

### R-Module and left/right module definitions

Consider a ring $R$ with identity. Then a left module $M_{L}$ over $R$ is defined as a set with two binary operations, $+:M_{L}\times M_{L}\longrightarrow M_{L}$ and $\bullet :R\times M_{L}\longrightarrow M_{L},$ such that
* Failed to parse (unknown function "\u"): {\displaystyle (\u+\v)+\w = \u+(\v+\w)} for all Failed to parse (unknown function "\u"): {\displaystyle \u,\v,\w \in M_L}
* Failed to parse (unknown function "\u"): {\displaystyle \u+\v=\v+\u} for all Failed to parse (unknown function "\u"): {\displaystyle \u,\v\in M_L}
* There exists an element Failed to parse (syntax error): {\displaystyle \0 \in M_L} such that Failed to parse (unknown function "\u"): {\displaystyle \u+\0=\u} for all Failed to parse (unknown function "\u"): {\displaystyle \u \in M_L}
* For any Failed to parse (unknown function "\u"): {\displaystyle \u \in M_L} , there exists an element Failed to parse (unknown function "\v"): {\displaystyle \v \in M_L} such that Failed to parse (unknown function "\u"): {\displaystyle \u+\v=\0}
* Failed to parse (unknown function "\u"): {\displaystyle a \bullet (b \bullet \u) = (a \bullet b) \bullet \u} for all $a,b\in R$ and Failed to parse (unknown function "\u"): {\displaystyle \u \in M_L}
* Failed to parse (unknown function "\u"): {\displaystyle a \bullet (\u+\v) = (a \bullet\u) + (a \bullet \v)} for all $a\in R$ and Failed to parse (unknown function "\u"): {\displaystyle \u,\v \in M_L}
* 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 (a + b) \bullet \u = (a \bullet \u) + (b \bullet \u)} for all $a,b\in R$ and Failed to parse (unknown function "\u"): {\displaystyle \u \in M_L}
A right module $M_{R}$ is analogously defined to $M_{L}$ except for two things that are different in its definition:
* the morphism "$\bullet$" goes from $M_{R}\times R$ to $M_{R},$ and
* the scalar multiplication operations act on the right of the elements.
An R-module generalizes the concept of module to $n$-objects by employing Mitchell's definition of a "ring with n-objects" $R_{n}$; thus an $R$-module is in fact an $R_{n}$ module with this notation.

### Remarks

One can define the categories of left- and - right R-modules, whose objects are, respectively, left- and - right R-modules, and whose arrows are R-module morphisms.
If the ring $R$ is commutative one can prove that the category of left $R$--modules and the category of right $R$--modules are equivalent (in the sense of an equivalence of categories, or categorical equivalence).
# Unmanned aerial systems/Readings
### Wikipedia

* Aerobot
* Unmanned Aircraft System (FAA designation)
* History of unmanned aerial vehicles
* Unmanned aerial vehicle
* Miniature UAVs
* Micro air vehicle
* Aeroelasticity
* Unmanned ariel vehicle
* International Aerial Robotics Competition
* Coanda Effect
* Coaxial rotors

### Wikibooks

* Wikibooks:Robotics Design Software
# Unschooling
## Resource description

Unschooling is an educational philosophy and practice that considers traditional schooling as possibly detrimental to a person's education. Unschooling is usually classified as a subcategory of homeschooling that does not use a fixed curriculum. Without any curriculum dictating a student’s learning path, the child is free to explore what he or she finds naturally interesting.
See w:Unschooling.

## Readings

* Deschooling our Lives ed. Matt Hern
* Deschooling Society by Ivan Illich
* The Teenage Liberation Handbook by Grace Llewelyn
* Weapons of Mass Instruction by w:John Taylor Gatto
* The Underground History of Public Education by John Taylor Gatto
* Dumbing Us Down by John Taylor Gatto
* Savage Inequalities by Jonathon Kozol
* Free Schools by Jonathon Kozol
* Teach Your Own by John Holt
* Networked Learning
* School is a prison -- and damaging our kids, Peter Gray, Salon, Aug 26, 2013
       "Longer school years aren't the answer. The problem is school itself. Compulsory teach-and-test simply doesn't work."
* Unschooling, the case for setting your kids into the wild, Ben Hewitt, Outside, August 12, 2014
       "We Don't Need No Education, at least not of the traditional, compulsory, watch-the-clock-until-the-bell-rings kind. As a growing movement of unschoolers believe, a steady diet of standardized testing and indoor inactivity is choking the creativity right out of our kids. The alternative: set 'em free."

## Projects

* Homeschooling will begin an index of resources for parents who practice homeschooling.
* Learning by failing
# Unmanned aerial systems

This project will attempt to assess whether or not the state of the art is currently conducive to this sort of technology, and if it is, how best to implement the technology.
Possible uses for this technology include: wireless mesh network clouds, speaker systems, lighting systems, video monitoring systems, cleaning and sanitation, shipping, reconnaissance aerial photography systems, and so forth.
Drones and unmanned arial systems are a future oriented technology.
* Can systems be made that can remain airborne a long period of time?
** Are solar cells currently advanced enough to allow this?
** Do other technologies exist that could allow this?
** Can this be done inexpensively?
* Can software be developed to allow:
** Communication between these devices
** The devices to remain autonomous and safe
** Communication between the ground
** The devices to remain autonomous for long periods
* Can this be done to look attractive and aesthetically pleasing?
** Can a twin blade design keep a vehicle aloft in an enclosure or in some hidden manner or other configuration?

## Workspace

* Readings
* Specifications

## Learning Task

* (Drone) Explore definition of Drone and unmanned aerial vehicles.
* (Remote Control/Autonomous Vehicle) Assume is unmanned aerial vehicle is controlled by a remote control or it is designed as autonomous vehicle with optical pattern recognition. Compare those two approaches and explain the challenges, requirements and constraints!

## Discussion questions

* Can drones potentially be used to stop gun violence?
       This idea has been put forth to design drones that can detect gun fire and if necessary then stop the shooter within 30 seconds, instead of potentially 10-15 minutes not using drones.
* How can drones be used in art exhibits and exhibitions?
* How might drones be utilized for 100 years? 500 years? 10 years? 15 years?
# Unmanned aerial systems/Specifications
## Specifications

| Will include: An on board computer with: Processor Memory Storage Wifi GPS Brushless motor Twin rotors Batteries Requisite wiring Accelerometers | Might include: Cameras With the ability to produce macro images (w) Microphones Speakers Storage Para-shoot Lights Fuel cells Manipulators Other tools Thin solar cells | Other specifications: Lightweight Aesthetically pleasing Functional Useful Easy to use |
# Unsolved problems in neuroscience

Some of the yet unsolved problems of neuroscience include:
* (Self-)Awareness: What is the neuronal basis of subjective experience, wakefulness, alertness, arousal and attention? What is its function?
* Perception: How does the brain transfer sensory information into coherent, private percepts? What are the rules by which perception is organized? What are the features/objects that constitute our perceptual experience of internal and external events? How are the senses integrated? Is face perception special (e.g. inert)? What is the relationship between subjective experience and the physical world?
* Learning and Memory: Where do our memories get stored and how are they retrieved again? How can learning be improved? What is the difference between explicit and implicit memories? How plastic is the mature brain?
* Development: How and why did the brain evolve (the way it did)? What are the molecular determinants of individual brain development?
* Sleep: What is the function of sleep? Why do we dream? What are the underlying brain mechanisms? What is its relation to anesthesia?
* Cognition and Decisions: How and where does the brain evaluate reward value and effort (cost) to modulate behavior? How does previous experience alter perception and behavior? What are the genetic and environmental contributions to brain function?
* Language: How is it implemented neurally? What is the basis of semantic meaning?
* Diseases: What are the neural bases (causes) of mental diseases like psychotic disorders (e.g. mania, schizophrenia), Parkinson's disease, Alzheimer's disease or addiction? Is it possible to recover loss of sensory or motor function?
# Ununpentium

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.