OpenLLM-France/wikimedia huggingface dataset:
# Tectonic hazards/Earthquake loss estimation

Earthquake loss estimation, required for the seismic fitness considerations, is usually performed in terms of a Damage Ratio (DR) which is a ratio of the earthquake damage dollar amount to total value of a building. For a long time, it was associated with a collection of mass inventory data and was based, mostly, on experts' opinions. It looked, therefore, more like an art than a science.
A considerable step forward was made with the completion of project called HAZUS offering a fully computerized procedure for loss estimation. However, motion-damage relationships of HAZUS are not written in the building code language. Besides, they are based, at least partially, on experts' judgments valid just for an average construction and, therefore, most applicable for a statistically large number of facilities.
There is, also, the Damage Ratio Charts Method which is based on a consistent quantitative analysis targeting a prediction of damage ratios and employs a limited number of well-understood structural and earthquake related parameters. It establishes a direct theoretical relationship between the standard structural design procedure and the expected damage characteristics required by insurers.
The method is user-friendly: its application, supported by a site-specific evaluation, does not take more than a few days.
# Tectonic hazards/Concurrent testings

Concurrent testings are the most vivid and persuasive way of validation of new earthquake-protective building technologies. They might include both real and virtual testings of two or more objects under the same conditions that simulate an earthquake-like excitation. For illustration, please see the images below:
* PrintScreens of concurrent computer models animations.
* The final seconds of a concurrent shake-table testing.
* Comparative shake-table testing of two models.
* EPET enabled concurrent computational testing of two building models
* Concurrent shake-table testing of two building models.
# Tectonic hazards/Earthquake engineering

Earthquake engineering is the study of the behavior of building structures subject to earthquake impacts.

## Objectives of the earthquake engineering

The main objectives of earthquake engineering are:
* Understand the interaction between buildings and the ground.
* Foresee the potential consequences of strong earthquakes on building structures.
* Design, construct and maintain structures to perform at earthquake exposure up to the expectations and in compliance with building codes.

## Tools

A properly engineered structure does not necessarily have to be extremely strong or expensive.
The most powerful and budgetary tools of earthquake engineering are vibration control technologies and, in particular, base isolation.
To verify experimentally the earthquake or seismic performance of a building structure, it may be put on a shake-table that simulates the earth shaking. The earliest shake-table experiments were performed more than a century ago

## Tsunami preparedness and protection

Tsunami or a chain of fast moving waves in the ocean caused, mostly, by powerful earthquakes is a very serious challenge for people's safety and for tsunami protection of buildings and civil infrastructure. Those waves can inundate coastal areas, destroy houses and even swipe away whole towns.
Though tsunami can not be prevented, there are Tsunami warning system developed recently which warn the population before the big waves reach the land to let them enough time to rush to safety.
# Tectonic hazards/Earthquake simulation

Earthquake simulation is a vibrational input that possesses essential features of a real seismic event. The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, static approaches began to give way to dynamic ones.
Dynamic experiments on building and non-building structures may be physical, like shake-table testing, or virtual, or hybrid ones. In all cases, to verify a structure's expected seismic performance, researchers prefer to deal with so called “real time-histories” though the last cannot be “real” for a hypothetical earthquake specified by either a building or by some particular research requirements.
Therefore, there is a strong incentive to engage an earthquake simulation, like, e.g., the earthquake simulating displacement time-history Cone presented on the left.
Earthquake simulations have been widely used in the research supported by The George E. Brown Network for Earthquake Engineering Simulation (NEES) .
Sometimes, earthquake simulation is understood as a re-creation of local effects of a strong ground shaking .
# Tectonic hazards/Richter scale

The Richter magnitude scale is a scale of numbers to tell the power of earthquakes. American scientist Charles Richter developed the Richter Scale in 1935. His scale was based on the seismograms measured by a particular type of seismometer at a distance of 100 kilometers (62 mi) from the epicenter of earthquake.
Earthquakes that measure 4.5 or higher on the Richter scale can be detected by tools all over the world.
The scale is logarithmic, with a base of 10. The amplitude of an earthquake which scores 3.0 is about 10 times the amplitude of one that scores 2.0 while the energy that is released will increase by a factor of about 32.
# Techsupport Ghana

Example from techsupport Ghana:
* First lessons: show via a beamer how WordPress is installed, designed and content can be added – students do as the ‘teacher’ does.
* A lesson took 2,5 hours, 2 times a week, 6-8 weeks long.
* Learn more about the philosophy of open content or open source (by using e.g. WordPress).
* Have 3 local assignment-givers for a website. Each group of 4 work together on 1 assignment. Roles are divided: programming, design, content management and marketing). Each group is responsible for the quality of their own work (e.g. does the work match to the assignment-giver’s expectations?), but get coaching from an ICT expert.
* Evaluate with participants: what information should be repeated, which information was good/less interesting.
* They are looking for ways to share what they learnt online, like https://www.coursera.org/ or through wikiversity.
# XSight
## About XSight

XSight is a proprietary desktop software package that provides a sophisticated workspace for researchers working with unstructured or qualitative data. It is primarily used by market researchers or qualitative researchers working with very rich text-based information, where deep levels of analysis on small or large volumes of data are required. This type of analysis can encompass case notes, interviews, online panel results and focus group transcripts.
The software allows users to manage, shape and make sense of unstructured information; explore trends in the data; and gain insight and reach meaningful conclusions.
It provides a range of analysis frameworks for importing, classifying and arranging data; tools for testing theories and relationships between items; and the ability to visually map and report thoughts and findings. Search and query tools support the review and reflection process and users can look for patterns, make comparisons, and interrogate the data in seconds.
The current release of this software is XSight 2.0 and it was released in September 2006.

## XSight Highlights

* Customize the user friendly interface to suit your working style.
* Capture your ideas visually with 'maps', just like you would on a flip chart or whiteboard.
* Query your data with our powerful, state-of-the-art search engine.
* Use 'tags' - XSight's answer to highlighter pens - to capture and highlight information.
* Take a fresh look at your project - zoom in, zoom out or drill down.
* Build reports and presentations with ease.
* Work in virtually every language.

## Tutorials on how to use XSight

The developers of XSight have created Flash based tutorials for new users to aid in learning how to use the software.
Tutorials are available on the QSR International Website and can be downloaded for free, along with 30 day trial copies of the XSight software. They have been designed to let you work at your own pace. You can pause, skip or repeat sections of the tutorial using the buttons at the bottom of the tutorial screen.
XSight Tutorials
* Tutorial 1: Introducing XSight (12 minutes)
* Tutorial 2: Map Your Ideas (13 minutes)
* Tutorial 3: Analysis Frameworks (18 minutes)
* Tutorial 4: Specialized Frameworks: Brand Sort (13 minutes)
* Tutorial 5: Specialized Frameworks: Picture Sort (14 minutes)
* Tutorial 6: Specialized Frameworks: Concept (13 minutes)
* Tutorial 7: Work With Queries (11 minutes)
* Tutorial 8: Reports and Presentations (14 minutes)

## Licensing

* Single licenses: Use one copy of the software for as long as you want.
* Multiple licenses: Buy three or more licenses to be eligible for a volume discount.
* Student licenses: A discount exclusively for full time students that provides access to the software for a six month or twelve month period.
* Site licenses: A cost effective and flexible alternative to paying a one-off license fee.
# Wrong explanations and emendations

* That which we learn most thoroughly, and remember the best, is what we have in a way taught ourselves.
—On education (Über Pädagogik), Immanuel Kant

## Introduction

* The more I learn, the more I realize I don't know.
—Albert Einstein
For the curriculum "Wrong explanations and emendations" (in German "Dichter und Denker") the pupils are meant to construct humorous but false explanations and present these to other pupils for emendation or discuss them in groups until the mistakes have been found. Lessons following this curriculum can become entertaining, humorous and instructive. Before the pupils learn to deduce emendations during discussions they should especially learn to construct interesting errors with a good sense of humor and to distinguish if an intentional error is also entertaining for the class or might be seen as ridiculous, pointless, dull or as too arbitrary or too difficult. For the author of a wrong explanation a good knowledge of the topic is, of course, a prerequisite, so that interesting errors can be integrated into the correct knowledge. In order to add interesting and educational errors logical fallacies and cognitive biases can be used intentionally. The curriculum is only suitable for fifth grade to seventh grade if older pupils or adults provide the intentional errors.

## Wrong explanations and emendations

* The remedy for the evils attending the doctrine of formal discipline previously spoken of, is not to be found by substituting a doctrine of specialized disciplines, but by reforming the notion of mind and its training. Discovery of typical modes of activity, whether play or useful occupations, in which individuals are concerned, in whose outcome they recognize they have something at stake, and which cannot be carried through without reflection and use of judgment to select material of observation and recollection, is the remedy.
—Democracy and Education, John Dewey
* Humour
* Explanation
* Criticism
* Metacognition
* Scientific modelling
* Problem solving
* Argument
* Rhetoric
* Logic
# X-ray trigonometric parallax/Quiz

X-ray trigonometric parallax is a lecture about the theoretical possibility of using higher resolution X-ray detectors to measure stellar parallaxes. It is also a mini-lecture for a quiz section as part of the department of radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on X-ray trigonometric parallax at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{principles of radiation astronomy}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* It is possible using X-ray trigonometric parallax to fix the position of the Sun.
# Xenotropic murine leukemia virus-related virus

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.
# XML Schema

This Software resource is a "stub". Learn how you can help Wikiversity to develop it.
XML Schemas express shared vocabularies and allow machines to carry out rules made by people. They provide a means for defining the structure, content and semantics of XML documents. in more detail. XML Schema was approved as a W3C Recommendation on 2 May 2001 and a second edition incorporating many errata was published on 28 October 2004; see reference list for pointers.
The XML Schema Working Group, part of the XML Activity, is responsible for the W3C's work on this topic -- for details see the Working Group's charter. W3C Members can also participate in the W3C XML Schema Interest Group, a forum for the discussion of technical issues relating to the development of XML Schema. It also has a charter.
The Bugzilla system should also be used to report errors with XML Schema 1.0.
# XML Usage

This Software resource is a "stub". Learn how you can help Wikiversity to develop it.
# X^2 and square root of x/Enclosed area/Exercise

Compute the area of the surface, which is enclosed by the graphs of $f(x)=x^{2}$ and of $g(x)={\sqrt {x}}$.
# Nilpotent endomorphism/Trigonalizable/Fact

Let $K$ be a field and let $V$ denote a finite-dimensional $K$-vector space. Let
    $\varphi \colon V\longrightarrow V$
be a nilpotent linear mapping.
$\varphi$
There exists a basis such that $\varphi$ is described, with respect to this basis, by an upper triangular matrix, in which all diagonal entries are $0$.
# Nilpotent endomorphism/Successive kernels/Fact/Proof

Let $v\in V$. Then, the containment $v\in V_{i+1}=\operatorname {kern} \varphi ^{i+1}$ is equivalent with $\varphi (v)\in V_{i}=\operatorname {kern} \varphi ^{i}$. This gives the first claim. For the second claim, assume that
    $V_{i}=V_{i+1}\,$
holds for some $i<s$. By applying $\varphi ^{-1}$, we get
    $V_{i+1}=\varphi ^{-1}(V_{i})=\varphi ^{-1}(V_{i+1})=V_{i+2}\,.$
In this way, we obtain
    $V_{i}=V_{i+1}=V_{i+2}=\ldots =V_{s}=V\,,$
contradicting the minimality of $s$.
# Nilpotent endomorphism/Successive kernels/Fact

Let $K$ be a field and let $V$ denote a finite-dimensional $K$-vector space. Let
    $\varphi \colon V\longrightarrow V$
be a nilpotent linear mapping. Let
    $\varphi ^{s}=0\,$
and suppose that $s$ is minimal with this property.
    $V_{i}:=\operatorname {kern} \varphi ^{i}\,$
the relation
    $\varphi ^{-1}(V_{i})=V_{i+1}\,$
holds, and the inclusions
    $V_{i}\subset V_{i+1}\,$
are strict for
$i<s$
# Nilpotent endomorphism/Jordan normal form/Mapping lemma/Fact

Let $K$ be a field and let $V$ denote a finite-dimensional $K$-vector space. Let
    $\varphi \colon V\longrightarrow V$
be a nilpotent linear mapping.
basis $v_{1},\ldots ,v_{n}$ of $V$ with
    $\varphi (v_{j})=v_{j-1}\,$
or
    $\varphi (v_{j})=0\,.$
# BCP/Rubus occidentalis

Rubus occidentalis
| Fruits and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rubus occidentalis (Black Raspberry) Identifying Characteristics Recent Logs --SB_Johnny | 17:27, 23 May 2007 (UTC) --SB_Johnny | 10:21, 26 May 2007 (UTC) --SB_Johnny | 17:29, 18 May 2008 (UTC) --SB_Johnny | 10:48, 27 May 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (native) May
Additional images:
# BCP/Rubus pensilvanicus

Rubus pensilvanicus
| Flowering branch Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rubus pensilvanicus (Blackberry) Identifying Characteristics Recent Logs Jomegat 23:46, 28 May 2009 (UTC) Jomegat 00:28, 2 June 2009 (UTC) Jomegat 00:27, 9 June 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Regional data: Southeastern Pennsylvania: (native) May, June New Hampshire: May, June, July
Additional images:
# BCP/Rosmarinus officinalis

Rosmarinus officinalis
| Flowers and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rosmarinus officinalis (Rosemary) Identifying Characteristics Recent Logs SortaQuiet 23:05, 17 June 2007 (UTC) --SB_Johnny | 12:56, 17 September 2007 (UTC) SB Johnny-LM 18:29, 17 November 2007 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) September, November
Additional images:
# BCP/Rubus

Rubus
| Search for Rubus on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rubus (Blackberries, Raspberries, and Dewberries) Identifying Characteristics Recent Logs Jomegat 21:50, 4 May 2009 (UTC) Jomegat 12:33, 10 May 2009 (UTC) Jomegat 00:51, 12 May 2009 (UTC) Jomegat 00:23, 19 May 2009 (UTC) Jomegat 00:26, 25 May 2009 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: (native) May
Additional images:
# BCP/Rosa palustris/Logs

This page contains recent bloom logs for Rosa palustris (Swamp Rose). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 11:11, 26 June 2004 (UTC) (photographic log)
* --SB_Johnny | 08:59, 2 July 2007 (UTC)
* --SB_Johnny | 09:38, 15 July 2007 (UTC)
* --SB_Johnny | 11:01, 28 June 2008 (UTC)
* --SB_Johnny | 10:06, 20 July 2008 (UTC)
# BCP/Rubus/Logs

This page contains recent bloom logs for Rubus (Blackberries, Raspberries, and Dewberries). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* Jomegat 21:50, 4 May 2009 (UTC)
* Jomegat 12:33, 10 May 2009 (UTC)
* Jomegat 00:51, 12 May 2009 (UTC)
* Jomegat 00:23, 19 May 2009 (UTC)
* Jomegat 00:26, 25 May 2009 (UTC)
# BCP/Rubus occidentalis/Logs

This page contains recent bloom logs for Rubus occidentalis (Black Raspberry). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 17:27, 23 May 2007 (UTC)
* --SB_Johnny | 10:21, 26 May 2007 (UTC)
* --SB_Johnny | 17:29, 18 May 2008 (UTC)
* --SB_Johnny | 10:48, 27 May 2008 (UTC)
# BCP/Rosa rugosa

Rosa rugosa
| Flower Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rosa rugosa (Rugose Rose) Identifying Characteristics Recent Logs SB Johnny-NHAMP 09:13, 9 October 2007 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: , October
Additional images:
# BCP/Rosa rugosa/Logs

This page contains recent bloom logs for the plant Rosa rugosa (Rugosa Rose). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* SB Johnny-NHAMP 09:13, 9 October 2007 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Rosmarinus officinalis/Logs

This page contains recent bloom logs for the plant Rosmarinus officinalis (Rosemary). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* SortaQuiet 23:05, 17 June 2007 (UTC)
* --SB_Johnny | 12:56, 17 September 2007 (UTC)
* SB Johnny-LM 18:29, 17 November 2007 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# American

American may refer to something of, from, or related to the United States of America, commonly known as the United States or more generally something of, from, or related to the Americas (North and/or South America).

## Resources

* United States
* Portal:South American Languages Division

## See Also

* Wikipedia: American