OpenLLM-France/wikimedia huggingface dataset:
# Boolf prop/3-ary/chain

Number of blocks: 40 Integer partition: 4⋅1 + 6⋅2 + 12⋅5 + 18⋅10
| # | chain | block |
| 1 | [0] | [0] |
| 5 | [1, 233, 128, 151, 255] | [1, 128, 151, 233, 255] |
| 10 | [2, 189, 106, 67, 130, 42, 149, 66, 107, 170] | [2, 42, 66, 67, 106, 107, 130, 149, 170, 189] |
| 10 | [3, 84, 234, 212, 125, 43, 124, 194, 252, 85] | [3, 43, 84, 85, 124, 125, 194, 212, 234, 252] |
| 10 | [4, 219, 108, 37, 132, 76, 147, 36, 109, 204] | [4, 36, 37, 76, 108, 109, 132, 147, 204, 219] |
| 10 | [5, 50, 236, 178, 123, 77, 122, 164, 250, 51] | [5, 50, 51, 77, 122, 123, 164, 178, 236, 250] |
| 2 | [6, 102] | [6, 102] |
| 10 | [7, 143, 134, 241, 249, 103, 239, 230, 145, 153] | [7, 103, 134, 143, 145, 153, 230, 239, 241, 249] |
| 5 | [8, 158, 136, 9, 119] | [8, 9, 119, 136, 158] |
| 10 | [10, 35, 226, 74, 245, 34, 11, 202, 98, 221] | [10, 11, 34, 35, 74, 98, 202, 221, 226, 245] |
| 10 | [12, 69, 228, 44, 243, 68, 13, 172, 100, 187] | [12, 13, 44, 68, 69, 100, 172, 187, 228, 243] |
| 10 | [14, 248, 142, 111, 113, 110, 152, 238, 15, 17] | [14, 15, 17, 110, 111, 113, 142, 152, 238, 248] |
| 10 | [16, 231, 120, 25, 144, 112, 135, 24, 121, 240] | [16, 24, 25, 112, 120, 121, 135, 144, 231, 240] |
| 2 | [18, 90] | [18, 90] |
| 10 | [19, 179, 146, 205, 237, 91, 251, 218, 133, 165] | [19, 91, 133, 146, 165, 179, 205, 218, 237, 251] |
| 2 | [20, 60] | [20, 60] |
| 10 | [21, 213, 148, 171, 235, 61, 253, 188, 131, 195] | [21, 61, 131, 148, 171, 188, 195, 213, 235, 253] |
| 5 | [22, 129, 126, 127, 150] | [22, 126, 127, 129, 150] |
| 5 | [23, 104, 254, 232, 105] | [23, 104, 105, 232, 254] |
| 10 | [26, 196, 154, 83, 101, 82, 140, 210, 27, 45] | [26, 27, 45, 82, 83, 101, 140, 154, 196, 210] |
| 10 | [28, 162, 156, 53, 99, 52, 138, 180, 29, 75] | [28, 29, 52, 53, 75, 99, 138, 156, 162, 180] |
| 5 | [30, 31, 246, 118, 225] | [30, 31, 118, 225, 246] |
| 5 | [32, 182, 160, 33, 95] | [32, 33, 95, 160, 182] |
| 10 | [38, 208, 166, 71, 89, 70, 176, 198, 39, 57] | [38, 39, 57, 70, 71, 89, 166, 176, 198, 208] |
| 1 | [40] | [40] |
| 5 | [41, 193, 168, 191, 215] | [41, 168, 191, 193, 215] |
| 2 | [46, 78] | [46, 78] |
| 10 | [47, 167, 174, 217, 209, 79, 199, 206, 185, 177] | [47, 79, 167, 174, 177, 185, 199, 206, 209, 217] |
| 10 | [48, 81, 216, 56, 207, 80, 49, 184, 88, 175] | [48, 49, 56, 80, 81, 88, 175, 184, 207, 216] |
| 5 | [54, 55, 222, 94, 201] | [54, 55, 94, 201, 222] |
| 2 | [58, 114] | [58, 114] |
| 10 | [59, 155, 186, 229, 197, 115, 211, 242, 173, 141] | [59, 115, 141, 155, 173, 186, 197, 211, 229, 242] |
| 5 | [62, 169, 86, 87, 190] | [62, 86, 87, 169, 190] |
| 5 | [63, 64, 214, 192, 65] | [63, 64, 65, 192, 214] |
| 1 | [72] | [72] |
| 5 | [73, 161, 200, 223, 183] | [73, 161, 183, 200, 223] |
| 2 | [92, 116] | [92, 116] |
| 10 | [93, 157, 220, 227, 163, 117, 181, 244, 203, 139] | [93, 117, 139, 157, 163, 181, 203, 220, 227, 244] |
| 1 | [96] | [96] |
| 5 | [97, 137, 224, 247, 159] | [97, 137, 159, 224, 247] |
# Boolf prop/3-ary/chain length

Number of blocks: 4 Integer partition: 1⋅4 + 1⋅12 + 1⋅60 + 1⋅180
| # | chain length | block |
| 4 | 1 | [0, 40, 72, 96] |
| 60 | 5 | [1, 8, 9, 22, 23, 30, 31, 32, 33, 41, 54, 55, 62, 63, 64, 65, 73, 86, 87, 94, 95, 97, 104, 105, 118, 119, 126, 127, 128, 129, 136, 137, 150, 151, 158, 159, 160, 161, 168, 169, 182, 183, 190, 191, 192, 193, 200, 201, 214, 215, 222, 223, 224, 225, 232, 233, 246, 247, 254, 255] |
| 180 | 10 | |
| 12 | 2 | [6, 18, 20, 46, 58, 60, 78, 90, 92, 102, 114, 116] |
# Boolf prop/3-ary/twin mentor

Number of blocks: 64 Integer partition: 64⋅4
| # | twin mentor | block |
| 4 | 0 | [0, 40, 72, 96] |
| 4 | 232 | [1, 41, 73, 97] |
| 4 | 191 | [2, 42, 74, 98] |
| 4 | 87 | [3, 43, 75, 99] |
| 4 | 223 | [4, 44, 76, 100] |
| 4 | 55 | [5, 45, 77, 101] |
| 4 | 96 | [6, 46, 78, 102] |
| 4 | 136 | [7, 47, 79, 103] |
| 4 | 150 | [8, 32, 64, 104] |
| 4 | 126 | [9, 33, 65, 105] |
| 4 | 41 | [10, 34, 66, 106] |
| 4 | 193 | [11, 35, 67, 107] |
| 4 | 73 | [12, 36, 68, 108] |
| 4 | 161 | [13, 37, 69, 109] |
| 4 | 246 | [14, 38, 70, 110] |
| 4 | 30 | [15, 39, 71, 111] |
| 4 | 247 | [16, 56, 88, 112] |
| 4 | 31 | [17, 57, 89, 113] |
| 4 | 72 | [18, 58, 90, 114] |
| 4 | 160 | [19, 59, 91, 115] |
| 4 | 40 | [20, 60, 92, 116] |
| 4 | 192 | [21, 61, 93, 117] |
| 4 | 151 | [22, 62, 94, 118] |
| 4 | 127 | [23, 63, 95, 119] |
| 4 | 97 | [24, 48, 80, 120] |
| 4 | 137 | [25, 49, 81, 121] |
| 4 | 222 | [26, 50, 82, 122] |
| 4 | 54 | [27, 51, 83, 123] |
| 4 | 190 | [28, 52, 84, 124] |
| 4 | 86 | [29, 53, 85, 125] |
| 4 | 1 | [30, 54, 86, 126] |
| 4 | 233 | [31, 55, 87, 127] |
| 4 | 23 | [128, 168, 200, 224] |
| 4 | 255 | [129, 169, 201, 225] |
| 4 | 168 | [130, 170, 202, 226] |
| 4 | 64 | [131, 171, 203, 227] |
| 4 | 200 | [132, 172, 204, 228] |
| 4 | 32 | [133, 173, 205, 229] |
| 4 | 119 | [134, 174, 206, 230] |
| 4 | 159 | [135, 175, 207, 231] |
| 4 | 129 | [136, 160, 192, 232] |
| 4 | 105 | [137, 161, 193, 233] |
| 4 | 62 | [138, 162, 194, 234] |
| 4 | 214 | [139, 163, 195, 235] |
| 4 | 94 | [140, 164, 196, 236] |
| 4 | 182 | [141, 165, 197, 237] |
| 4 | 225 | [142, 166, 198, 238] |
| 4 | 9 | [143, 167, 199, 239] |
| 4 | 224 | [144, 184, 216, 240] |
| 4 | 8 | [145, 185, 217, 241] |
| 4 | 95 | [146, 186, 218, 242] |
| 4 | 183 | [147, 187, 219, 243] |
| 4 | 63 | [148, 188, 220, 244] |
| 4 | 215 | [149, 189, 221, 245] |
| 4 | 128 | [150, 190, 222, 246] |
| 4 | 104 | [151, 191, 223, 247] |
| 4 | 118 | [152, 176, 208, 248] |
| 4 | 158 | [153, 177, 209, 249] |
| 4 | 201 | [154, 178, 210, 250] |
| 4 | 33 | [155, 179, 211, 251] |
| 4 | 169 | [156, 180, 212, 252] |
| 4 | 65 | [157, 181, 213, 253] |
| 4 | 22 | [158, 182, 214, 254] |
| 4 | 254 | [159, 183, 215, 255] |
# Boolf prop/3-ary/chunky chain

Number of blocks: 10 Integer partition: 4⋅16 + 6⋅32
| # | chunky chain | block |
| 16 | 0 | [0, 1, 22, 23, 104, 105, 126, 127, 128, 129, 150, 151, 232, 233, 254, 255] |
| 32 | 2 | [2, 3, 20, 21, 42, 43, 60, 61, 66, 67, 84, 85, 106, 107, 124, 125, 130, 131, 148, 149, 170, 171, 188, 189, 194, 195, 212, 213, 234, 235, 252, 253] |
| 32 | 4 | [4, 5, 18, 19, 36, 37, 50, 51, 76, 77, 90, 91, 108, 109, 122, 123, 132, 133, 146, 147, 164, 165, 178, 179, 204, 205, 218, 219, 236, 237, 250, 251] |
| 32 | 6 | [6, 7, 14, 15, 16, 17, 24, 25, 102, 103, 110, 111, 112, 113, 120, 121, 134, 135, 142, 143, 144, 145, 152, 153, 230, 231, 238, 239, 240, 241, 248, 249] |
| 16 | 8 | [8, 9, 30, 31, 96, 97, 118, 119, 136, 137, 158, 159, 224, 225, 246, 247] |
| 32 | 10 | [10, 11, 28, 29, 34, 35, 52, 53, 74, 75, 92, 93, 98, 99, 116, 117, 138, 139, 156, 157, 162, 163, 180, 181, 202, 203, 220, 221, 226, 227, 244, 245] |
| 32 | 12 | [12, 13, 26, 27, 44, 45, 58, 59, 68, 69, 82, 83, 100, 101, 114, 115, 140, 141, 154, 155, 172, 173, 186, 187, 196, 197, 210, 211, 228, 229, 242, 243] |
| 16 | 32 | [32, 33, 54, 55, 72, 73, 94, 95, 160, 161, 182, 183, 200, 201, 222, 223] |
| 32 | 38 | [38, 39, 46, 47, 48, 49, 56, 57, 70, 71, 78, 79, 80, 81, 88, 89, 166, 167, 174, 175, 176, 177, 184, 185, 198, 199, 206, 207, 208, 209, 216, 217] |
| 16 | 40 | [40, 41, 62, 63, 64, 65, 86, 87, 168, 169, 190, 191, 192, 193, 214, 215] |
# Boolf prop/3-ary/changes

Number of blocks: 5 Integer partition: 2⋅2 + 2⋅56 + 1⋅140
| # | changes | block |
| 2 | 0 | [0, 255] |
| 56 | 2 | [1, 2, 3, 4, 6, 7, 8, 12, 14, 15, 16, 24, 28, 30, 31, 32, 48, 56, 60, 62, 63, 64, 96, 112, 120, 124, 126, 127, 128, 129, 131, 135, 143, 159, 191, 192, 193, 195, 199, 207, 223, 224, 225, 227, 231, 239, 240, 241, 243, 247, 248, 249, 251, 252, 253, 254] |
| 140 | 4 | |
| 56 | 6 | [21, 37, 41, 42, 43, 45, 53, 69, 73, 74, 75, 77, 81, 82, 83, 84, 86, 87, 89, 90, 91, 93, 101, 105, 106, 107, 109, 117, 138, 146, 148, 149, 150, 154, 162, 164, 165, 166, 168, 169, 171, 172, 173, 174, 178, 180, 181, 182, 186, 202, 210, 212, 213, 214, 218, 234] |
| 2 | 8 | [85, 170] |
# Boolf prop/3-ary/anchor

XOR of all entries in a chain, a fixed point of the mentor permutation.
Number of blocks: 4 Integer partition: 1⋅16 + 3⋅80
| # | anchor | block |
| 16 | 0 | [0, 1, 22, 23, 104, 105, 126, 127, 128, 129, 150, 151, 232, 233, 254, 255] |
| 80 | 40 | |
| 80 | 72 | |
| 80 | 96 | |
# Mathematics education

Mathematics education is a discipline that studies the learning and teaching of mathematics.

## Mathematics Teacher Education Resources

* Levels of cognitive demand of tasks
* ↑ "Mathematics education". Wikipedia. 2024-12-21. https://en.wikipedia.org/wiki/Mathematics_education.
* ↑ Smith, Margaret Schwan; Stein, Mary Kay (1998). "REFLECTIONS on Practice: Selecting and Creating mathematical Tasks: From Research to Practice". Mathematics Teaching in the Middle School 3 (5): 344–350. ISSN 1072-0839. https://www.jstor.org/stable/41180423.
# African Arthropods/Eumeninae
## Potter Wasps of Africa (Eumeninae)

In 2009 and 2010, Carpenter et al. published a catalogue of African Eumeninae. In their introduction they wrote: "Since 1918, the date of Bequaert`s fundamental paper on the Vespidae of the Ethiopian Region, many of papers dealing with taxonomy, biology or faunistics of the Eumeninae have been published. As the authors have had different opinions concerning the definition of taxa, the taxonomy of the Ethiopian Eumeninae is in a confusing state. The aim of this catalogue is to summarize the present knowledge for a revisionary treatment in the future."
The catalogue included a key to the African genera, but it has 81 steps (more than 80 genera), and is difficult to use without a specimen under a microscope. Very few people, therefore, can reliably identify many of the genera from photographs.
Fortunately, since 2018, Marco Selis (https://www.researchgate.net/profile/Marco-Selis/research) has been publishing modern reviews of various African genera that include photographs of most of the species in that genus. However, the task of reviewing all African genera is huge and far from complete; there are still many genera that require review.
The photographs below show some of the diversity in this subfamily.

### Potter wasps with a narrow petiole - maximum width of Tergum 1 less than half the maximum width of Tergum 2.

* Afreumenes aethiopicus
* Afreumenes sp. building a nest
* Cyrtolabulus sp.
* Delta emarginatum
* Eumenes sp. visiting Persicaria capitata flowers
* Katamenes niger
* Micreumenes sp.
* Paramischocyttarus buyssoni
* Pareumenes sansibaricus
* Pseudonortonia sp. building a nest
* Zetheumenidion sp.
* Zethus sp.

### Potter wasps with the first segment of the gaster (metasoma) broad at the posterior end - maximum width of Tergum 1 more than half the maximum width of Tergum 2.

* Alastor sp.
* Allepipona sp. nest
* Ancistrocerus sp.
* Antepipona sp. building a nest
* Anterhynchium grayi
* Anterhynchium fallax
* Antodynerus spoliatus visiting a fairy bellflower
* Chlorodynerus sp.
* Eumenidiopsis sp.
* Gibberhynchium masariforme
* Gioiella sp.
* Knemodynerus sp.
* Pachodynerus erynnis
* Paravespa sp.
* Proepipona sp.
* Rhynchalastor sp.
* Rhynchium sp.
* Stellepipona sp.
* Stroudia sp.
* Synagris cf maxillosa
* Tricarinodynerus guerinii
# Living Wisely/Improving our Social Operating Systems

The purpose of this research project is to develop innovative and effective social operating system solutions. Today’s best social operating systems consist of fledgling democracies, hyperactive capitalism, Facebook, Fox news, and theologies.
Instead of solving the grand challenges the world faces, people interacting within these operating systems have increased conflict, partisan politics, inequality, and divisiveness. Intellectual Honesty must become the norm for consequential communications. Protecting human rights must become the primary responsibility of all governments.
There must be better solutions that can unleash the wisdom of the people while avoiding the folly that is so salient today. If we could work together constructively, we could all flourish.
The brilliant minds assembled at Wikiversity can apply system thinking from a global perspective to help us all live together more wisely.
In general social operating systems are:
* Forums where agents share information, interact, and/or constrain behaviors.
** Agents can be people, computers, robots or other actors.
* The rule of law (and other social constructs) constrains behaviors.
Desirable characteristics include:
* Seeking real good together.
* Collective wisdom is amplified and folly is attenuated.
* Good displaces bad.
* Systems are evolving, continuously improving
* Systems are transparent, open, intellectually honest, and epistemically excellent
* Systems are fair, consistent, coherent, objective
* Human rights are protected
** Human needs are met
* Inclusive, collaborative, global scope
Dimensions include:
* Solving the basic problem of living: Advancing well-being, Seeking real good
* Solving the basic problem of government: Protecting human rights
* Solving the basic problem of economics: Allocating resources, Productivity
* Solving the basic problem of philosophy: Attaining consistency (Fairness)
* Solving the basic problem of ethics: What should I do? (Ought, what is good?)
* Solving the basic problem of physics (and all research): How does the world work? (What is)
* Solving the basic problem of epistemology: How do we know? (Seeking true beliefs)
* Solving the basic problem of ontology: What is there? (What is real?)
Good examples include:
* Wikimedia projects, especially Wikipedia
* Thinking Scientifically
* Emerging forms of democracy?
Alternative Formulations Perhaps these alternative formulations of the question can lead to better insights.
* How can we create (allow to emerge, unleash) a metamodern society?
* What ought we do?
* What are the minimal constraints on human agency that will unleash human flourishing?
Next Steps:
* Continue to develop the concept and problem statement
* Research existing work in this area
* Benchmark good examples
* Share with organizations such as the Templeton institute
* Regarding "what ought to be" consider this proposal for An Encyclopedia of Ought and adapting it as a platform for answering "what ought to be".
* Work to improve social systems.
* Study Ranked Voting and the work of the FairVote organization.
# Educational Media Awareness Campaign/Geography: General/POTD 2

Gallery of featured media for geography
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Educational Picture of the Day
Internal Structure of the Earth
A diagram showing the internal structure of the Earth. Click on the image for a full size version which you can freely re-use and modify. Print it and use it for your lessons, integrate it into your pages on Wikiversity, or use it in other learning resources and websites. Use the links below to find more images like this one.
Earth images - Earth sciences images - Geography images This image is a part of the Educational Media Awareness Campaign, raising awareness among educators about the availability and usage of millions of free internet media in education. :
# In the Lands of the Romanovs: An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917)

Welcome to the Wikiversity edition of
   Anthony Cross, In the Land of the Romanovs: An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917), Cambridge, UK: Open Book Publishers, 2014. ISBN 978-1-78374-060-4. http://dx.doi.org/10.11647/OBP.0042
Our aim rfis to create a socially enhanced version of this book to make it eveor links to discovery engines such as Worldcat, to expand the description of the works identified, and to add any other information that you think could enrich this invaluable discovery tool.
The text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0).
# Condition self-test answers

1. In an objective, the condition can best be defined as?
The condition explains "how" the performance will be accomplished. It describes the constraints and contexts the performance is under. One of those constraints is defining what resources the learner "will" or "will not" be able to use.
2. What are the four primary categories of resources used in conditions?
3. A good question to ask yourself before writing a condition is______.
The intent of adding conditions to a learning objective is to provide clarification about what the learner must do and how they will accomplish the performance. When deciding how to word the condition phrase answer the following questions:
   * What tools, resources, and job aids will the learner be allowed to use?
   * What will the learner not be allowed to use?
   * Under what conditions will the desired performance occur?
4. Which one is not a good example of a condition statement?
The conditional phrase "After conclusion of the Goal-Based Scenario lecture..." does not describe the resources or environment that will be provided to the learner in the performance of the actual behavior. The phrase describes what leads up to the behavior which is the teacher's performance or an instructional activity.
5. In the following objective, Given a list of twenty-five states, be able to recall (write) the state capitals of at least twenty states. which is the condition?
* < Back
# Irish Language/Similar Words in Irish and English

The English and Irish words in this list generally agree sufficiently in both spelling and pronunciation between the languages to be immediately recognisable, and also have the same meaning in both languages. They therefore can be of help, especially for the novices.
The words in the word pairs in this list are similar, since in 'fairly recent time' one of them was borrowed from the other, or both were borrowed from a third language. 'Fairly recent time' here in general stands for 'At most a few hundred years back'. There are also word pairs which are related, but where the common ancestor of the words split at an earlier time. In fact, there are many such words, since both English and Irish ultimately derive from a common Proto-Indo-European language, spoken perhaps five thousand years ago. However, both language branches changed radically in these millennia, and most such 'cognates' are unrecognizable to-day, without studying a bit of philology. For examples, English three and Irish trí are cognates, originating from the same Proto-Indo-European word, as are four and ceathair. The first pair actually might be recognized, but hardly the second one. Many other words appear to be Irish borrowings into English, but are actually both languages borrowing from French or Latin. An interesting example is carry - apparently a direct borrowing of English car, both words actually have their root in Gaulish carros ("two-man chariot").
| English | Irish |
| able | ábalta |
| abnormal | mi-normálta |
| banana | banana |
| bar | barra |
| bolt | bolta |
| brandy | branda |
| bulb | bulba |
| cable | cábla |
| camp | campa |
| can | canna |
| car | carr |
| card | carta |
| clamp | clampa |
| cord | corda |
| coast | cósta |
| coat | cóta |
| crock | croca |
| cross | crosta |
| crust | crusta |
| cube | ciúb |
| drum | druma |
| drug | druga |
| elephant | eilifint |
| force | fórsa |
| form | forma |
| gate | geata |
| gross | grósa |
| group | grúpa |
| gun | gunna |
| hall | halla |
| hat | hata |
| lamp | lampa |
| lion | leon |
| monkey | moncaí |
| muff | mufa |
| mug | muga |
| note | nóta |
| pack | paca |
| pearl | péarla |
| pan | panna |
| pin | pionna |
| piece | piosa |
| plug | pluga |
| plum | pluma |
| plate | plata |
| pot | pota |
| pump | pumpa |
| plug | pluga |
| prune | prúna |
| raft | rafta |
| ramp | rampa |
| rasp | raspa |
| robe | roba |
| roll | rolla |
| roast | rósta |
| root | ruta |
| rope | rópa |
| rug | ruga |
| rung | runga |
| sample | sampla |
| scroll | scrolla |
| sloop | slúpa |
| slug | sluga |
| spoke | spóca |
| spot | spota |
| stall | stalla |
| stamp | stampa |
| strap | strapa |
| stump | stumpa |
| tar | tarra |
| theme | téama |
| ton | tonna |
| turnip | tornapa |
| toast | tósta |
| tug | tuga |
| volt | volta |
| vote | vóta |
| yoghurt | íoghurt |
# Ethics

Ethics relate to morality. This resource will serve to hold studies and resources that are primarily ethical in nature and may include original research and opinion.

## Contents

* Nonkilling

## Learning resources

* Category:Documenting crony capitalism
* Business ethics
* Introduction to ethics
* Historical Introduction to Philosophy/Ethics
* Ethical medical research
* Medical ethics
* Sport research/Ethics
* Bioethics
* WikiJournal_of_Medicine/Ethics

### Wikipedia

* Ethics

## Essay/discussion questions ideas

* Why are adhering to a decent set of ethics in business important?
* What are some potential unintended consequences of behaving unethically?
* How does virtue relate to ethics?
* Are ethics the same as virtues? How are they similar and different?
* Should suicide be legal? - an ethical discussion related to psychiatric laws and psychiatric coercion
# Banking education

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
The "banking" concept of education was a key educational theory critique by libertarian Brazilian educator Paulo Freire (in particularly, see w:Paulo Freire#Theoretical contributions) and refers to educational models and practice whereby students are assumed to be empty vaults into which educators deposit knowledge.
# Email

Electronic mail is a method of exchanging digital messages between computer users.

## Resources

* Computer Skills/Basic/Email
* Computer Skills/Intermediate/Email
* Internet Fundamentals/Email
* Web 2.0 for Professional Use/E-Mail
* Email Checklist
* Migrating to a new email account

## See Also

* Wikipedia: Email
* Category:Email
# Geometry/Chapter 1/Lesson 2

A line segment is a straight line with two endpoints. A line segment is said to be closed if the set of all its points contains its endpoints, open if not, and half-open if only one of the end points is contained. Line segments are also refered to as segments when talking about lines. Note: Segment can also refer to part of a circle.
Congruence is the relationship between two shapes of being the same size and shape regardless of position, mirroring, or orientation. By this definition, two line segments are said to be congruent if they are the same length as any two lines will always be the same shape.
# Geometry/Chapter 1/Lesson 4

Angle is the amount of turn or rotation that a ray from a certain vertex would need to turn to reach one point starting at the other.
# Arithmetic

Arithmetic is the field of elementary mathematics concerning numbers, operations, and computation.
Numbers
Operations
Addition
Subtraction
Multiplacation
Division
Fractions, Ratios, Rates, Percentages, and Proportions
Exponentation
Roots
Computation