OpenLLM-France/wikimedia huggingface dataset:
# Preschool Elementary Math/Lesson 1

Template:PreK Elementary Math

## Overview

Students will learn numbers 1-5 and recite them in order. There is no worksheet for this lesson. Words that you (the teacher) will speak are bold. Comprehension questions are bold and italic. Answers to comprehension questions will be italic. This lesson is in compliance with the 2008 California Preschool Learning Foundations document in section K.NO (Number Sense) in subsection K.1.1 in which students should "Recite numbers in order to twenty with increasing accuracy."

## Lesson Plan

Today we will learn about numbers. Does anyone know what numbers are? Allow the students to respond and eventually give the definition, Characters that we use to tell how many of something one has. This is a simple definition, to cater to small children such as these. Display the number one. This is the number one. Next, display one object, such as a grape or ball. We have one (object) here. Display another object, and make sure it is not the same kind as your original object. How many objects is this? Students should answer one. If not, remind them that your original object was one object. Then display the number two. This is the number 2. Display two objects and demonstrate that you have two objects. Continue the procedure for the numbers 3 through 5.
Ask the question, Who can tell me the numbers 1-5? Give an incentive such as a treat or sticker to the child who answers correctly. Then have them say the numbers one through five along with you. Repeat until all students have mastered the sequence.

## Homework

Give them a paper with the numbers 1 through 5 and have them recite it with a parent or sibling. Give the instructions for the parent/student on the paper, as the student may forget given instructions.
Next lesson will be numbers 6 through 10.

## Next Lesson

Lesson 2
# Preschool Language and Skills/1

| Elementary Curriculum and Training » Preschool Language and Skills | Edit template |
Guide | 1 | 2 | 3 | 4 | 5 | 6 |
    Created: 2011 01 25 | Percent completed:

## Reinforcer Assessment Ages 5 and under

Look at the list below. Not all students will like items on the list. You must be a reinforcer detective. Some reinforcers are obscure such as vacuum cleaning or playing with an old answering machine.
Using parents, siblings, teachers, or aides, check the list of items/activities the child likes or seems to find fun or reinforcing. Items may not be played with or used appropriately but the student might simply be attracted to them. Before starting any behavioral program, ensure you have at least a few reinforcers.
Do not continue to lesson 2 until this is completed
Print this page and put a checkmark next each item the student likes as defined by requesting or initiating engagement with the item or event. If possible, enter a specific description (brand, type, name) of the item.
Student name: _________________________________________
Date: _________________________________________________
* Activity
* Puzzles
* Cars/trucks
* Books
* Electric/wooden trains
* Dolls
* Jewelry
* Balls
* Building blocks
* Marbles
* Machines (building)
* Musical Instruments
* Action Figures
* Legos
* Battery powered/toys that move
* Sensory Toys (things that spin, light up, turn color, shiny, gooey)
* Other toys
* Games (board type)
* Painting
* Play Dough
* Puppets
* Singing
* Dancing
* Bicycling
* Swinging
* Trampolining
* Sliding
* Parks
* Going to the store
* Car ride
* Going to the beach
* Going out to eat
* Library
* Museum
* Swimming
* Music
* Movies (Disney, animated, cartoons, etc)
* Video games (handheld, computer, console)
* Cutting gluing
* Molding clay
* Peek a book
* Rocking horse on springs
* Lifting child up into the air
* Rubber stretch bounce swing
* Other activities
* Candy
* Cookies
* Chips
* Fruit
* Crackers
* Pretzels
* Other foods
* Juice
* Water
* Milk
* Pop
* Other drinks (flavor/brand)
* Puzzles
* Popup books
* Picture books
* Coloring books
* Puzzle books
* Books with sound
* Sticker books
* Other books
* Cats
* Dogs
* Hamsters
* Gerbils
* Fish
* Horses
* Other favorite pets or animals
* Football
* Swimming
* Bike riding
* Skating
* Skiing
* Horseback riding
* Tennis
* Softball/baseball
* Soccer
* Aerobics
* Jogging/walking
* Fishing
* Bowling
* Other sports
* Cleaning
* Cooking/baking
* Yard work
* Planting/watering
* Laundry
* Working on car
* Sewing
* Other Domestic Activities
# Preschool Elementary Math/Lesson 2

Template:PreK Elementary Math

## Overview

Students will review numbers 1-5, learn numbers 6-10, and recite numbers 1-10 in order. Words you speak are bold, questions you ask are bold and italic and answers to questions are italic. This lesson is in compliance with the 2008 California Preschool Learning Foundations document in section K.NO (Number Sense) in subsection K.1.1 in which students should "Recite numbers in order to twenty with increasing accuracy."

## Lesson Plan

Today we will learn about the numbers 6 through 10, but first, we will review the numbers 1 through 5. Have them recite the numbers 1 through 5 without your help. After they finish that, write 6 on the board and tell them: This is the number 6. Draw on the board or place on the table 6 objects and tell them: These are 6 objects. Show them another set of six objects and ask them how many there are. There are 6 objects. Repeat the procedure for the numbers 7 through 10. After that, ask: Who can tell me the numbers 1 through 10? Offer a treat or sticker to the child that answers correctly, and then ask them to recite numbers 1 through 10 along with you.

## Homework

Assign a worksheet with the numbers 1 through 10 to each student and give instructions on the paper asking the parent to recite the numbers along with the child and if possible, reinforce the concept with small objects for the child to count.
Next lesson will be numbers 11 through 15.

## Next Lesson

Lesson 3
# Preschool Elementary Math

Created: 2012.12.5 Template:PreK Elementary Math

## What is PreK Elementary Math?

This is a guide for teaching math at a PreK level. All lessons are numbered and can be taught in one day. This guide is created in compliance with the 2008 California Preschool Learning Foundations document. Many lessons will contain worksheets and various activities and links to reinforce taught ideas.

## Lessons

* Lesson 1
* Lesson 2
* Lesson 3
# Solid state physics
## Solid State Physics

These are the Topics of the Solid State Physics:

### What is a solid?

* Crystalline Solids
* Vitreous Solids
* Other Amorphous Solids
* Binding Forces in a Solid

### Crystalline Structure and Symmetry

* Bravais Lattice
* Reciprocal Lattice
* Bragg Diffraction
* Bloch's Theorem

### Lattice Vibrations

* Phonons

### Electronic Conduction in Solids

* Drude Theory of Conduction
* Sommerfeld Theory of Conduction
* Boltzmann's Equation
* Quantum Transport

## See Also

* Solid state physics/Notes
# Solar System and Stellar Astronomy

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Solar System and Stellar Astronomy. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
The Solar System comprises the Sun, and the collection of objects that are gravitationally bound to it. This includes: the planets, their moons (or satellites), asteroids, comets, the Kuiper belt, the Oort Cloud and interplanetary dust.
Stellar astronomy is the study of stars and the phenomena exhibited by the various forms/developmental stages of stars in relation to prestellar nebular dynamics (e.g., the work of Stu Weidenschilling and other presolar nebula theoreticians).
# Sole sufficient operator

☞ This page belongs to resource collections on Logic and Inquiry.
A sole sufficient operator is an operator that is sufficient by itself to generate every operator in a specified class of operators. In the context of logic, it is a logical operator that suffices to generate every boolean-valued function, $f:X\to \mathbb {B} ,\!$ where $X\!$ is an arbitrary set and where $\mathbb {B} \!$ is a generic two-element set, typically $\mathbb {B} =\{0,1\}=\{\mathrm {false} ,\mathrm {true} \},\!$ in particular, to generate every finitary boolean function, $f:\mathbb {B} ^{k}\to \mathbb {B} .\!$

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Sole Sufficient Operator @ InterSciWiki
* Sole Sufficient Operator @ Subject Wikis
* Sole Sufficient Operator @ Wikiversity
* Sole Sufficient Operator @ Wikiversity Beta
# Solid state physics/Notes

This page is intended to start as notes from various physical textbooks and sources listed below augmented by notes and links to resources around the net as well as Wikipedia, Wikibooks and other places within Wikiversity. It is an experimental attempt to master chaos and attract interesting participation from others interested but ignorant (as I am) of the subject matter.
As sections become complete enough and different enough from other sources the material may be migrated to proper wikibooks and/or lesson plans as/if appropriate and links substituted under goals as in lesson plan. Perhaps this will evolve a useful learning trail for self and others.
Notes added here much be at minimum paraphrased (put in own personal wording) or factual so as to avoid copyright infringement and establish our copyleft rights. Diagrams, tables, pictures, etc. must all be uniquely owned and submitted or rights established as per Wikimedia Foundation projects standard procedures. Very helpful to be logged in so an audit trail is automatically maintained and others can seek clarification or provide notification of correction of percieved errors.
Applcable local links:
Notes Bullet History
    Query: Can an AWACs style molecular machine be developed that can communicate with other molecular machines/computers in assembly environment? Perhaps miniturize the conceptual and implementation approach of U.S. DODs battlesphere to provide QC/QA or construction management for macroscopic projects nanotech has under construction?
Unit Cells
Reference ^1 has a good treatment of unit cells in Metals. Reference ^2 has a generic treatment of general crystalline unit cells in preparation of general mathematical treatment of generic methods.
^References 1. Engineering Materials and Their Applications, Flinn and Trojan, ISBN 0-395-29645-5, LOCCCN 80-82840. 2. Introduction to Solid State Physics, Kittel, ISBN 0-471-87474-4, LOCCCN 75-25963
# Solid mechanics

Hello. This course is mainly intended for first and second year engineering students.
Topics available so far:
1. Mohr's circle
2. Shear Force and Bending Moment Diagrams
# Solid

Solid is one of the four fundamental states of matter (the others being liquid, gas, and plasma). The molecules in a solid are closely packed together and contain the least amount of kinetic energy. A solid is characterized by structural rigidity and resistance to a force applied to the surface. Unlike a liquid, a solid object does not flow to take on the shape of its container, nor does it expand to fill the entire available volume like a gas. The atoms in a solid are bound to each other, either in a regular geometric lattice (crystalline solids, which include metals and ordinary ice), or irregularly (an amorphous solid such as common window glass). Solids cannot be compressed with little pressure whereas gases can be compressed with little pressure because the molecules in a gas are loosely packed.

## Substances

Def. the "basic structural component of the universe" that "usually has mass and volume" is called matter.
Def. a "form of matter that has constant chemical composition and characteristic properties" is called a substance.
Def. a "[substance in the] fundamental state of matter that retains its size and shape without need of a container (as opposed to a liquid or gas)" is called a solid.
Def. a "substance that is flowing, and keeping no shape, such as water; a substance of which the molecules, while not tending to separate from one another like those of a gas, readily change their relative position, and which therefore retains no definite shape, except that determined by the containing receptacle; an inelastic fluid" is called a liquid.
Def. any matter "that can be contained [only] if it is fully surrounded by a solid (or in a bubble of liquid, or held together by gravitational pull)" is called a gas.
Def. a "state of matter consisting of [partially] fully ionized gas" is called a plasma.

## Resources

* Areiominerals
* Astrominerals
* Geominerals
* Hermiominerals
* Hestiominerals
* Materials as chemicals
* Meteorites as rocks
* Mineraloids as chemicals
* Minerals
* Rocks
* Rocks as chemicals
* Selenominerals

## See Also

* Wikipedia: Gas
* Wikipedia: Liquid
* Wikipedia: Plasma (physics)
* Wikipedia: Solid
# Solid state electronics

| It is a course of Electronic engineering | Level 1 | Term 1 | Electronic engineering |

## Syllabus

EE 312

## Lecture plan
### PN Junction

* PN Junction in Equilibrium
* PN Junction under bias
** Forward Bias
** Reverse Bias
*** Zener Breakdown
*** Avalanche Breakdown
* LED

### Field Effect Transistor (FET)

* Junction Field Effect Transistor (JFET)
* Metal Semiconductor Field Effect Transistor (MESFET)
* Metal-Oxide-Semiconductor Field Effect Transistor (MOSFET)

### Thyristors

* Silicon Controlled Rectifier(SCR)
* DIAC
* TRIAC

## Reference books

Solid State Electronic Devices (Seventh Edition) by Ben G. Streetman and Sanjay Kumar Banerjee.
Semiconductor Physics and Devices by Donald A. Neaman.

## Online resources

Solid State Devices course by By Prof. S.Karmalkar, IIT M (NPTEL) - 2008
# Red Hat Virtualization/ovirt-hosted-engine-cleanup

ovirt-hosted-engine-cleanup Example output:
# Red Hat Virtualization/hosted-engine

hosted-engine --vm-status It seems like a previous attempt to deploy hosted-engine failed or it's still in progress. Please clean it up before trying again (Run: /usr/sbin/ovirt-hosted-engine-cleanup)
# Red Herrings (simulation)
## Introduction

This is a simulation exercise, in which you will take the role of one of three interest groups concerned with fishing in the North Sea – regulators, scientists and fishers. The task is for regulators to decide what to do about cod quotas in the North Sea. Quotas, allocated by EU regulators, are maximum amounts of fish which a fishing fleet is allowed to catch each year. Should quotas remain the same? Should they be increased to allow fishermen to make a living? Or should a total ban of North Sea cod fishing be put in place?

## What you will do

| Activity | Time |
| All read though the Context | Up to 15 minutes |
| Fishermen and Scientists work out their case for retention of quotas or total ban Regulators study further the context and its complexities. | Up to 20 minutes |
| Regulators will then ask the Scientists and Fishermen to present their cases | 10 minutes |
| Fishermen and Scientists will then be given time to ask questions of each other and the Regulators | 10 minutes |
| Regulators will be given 10 minutes to arrive at a public decision which should be justified to the Scientists and Fishermen. | 10 minutes |
| Scientists, Fishermen and Regulators give their reactions. | 10 minutes |
| Total | 1 Hour 15 minutes |

## Learning outcomes

Those participating in this simulation will
* consider the issue of a fishing ban from one of three perspectives.
* interact with other teams who have differing priorities.
* the fishermen and scientists willdevelop communication skills in terms of formulating a view point and expressing it to a group of people with an opposing viewpoint and the group of regulators who have a neutral point of view.
* The regulators will have to consider the arguments and come up with a way forward which both the fishermen and scientists find acceptable.
* Ths simulation also enables participants to develop negotiating skills

## Resources

To print, click on resource and then click on Full resolution‎ . Provide printouts in each row to the people playing the relevant role:
* Role
* Fishermen
* Scientists
* Regulators
# Reddit for learning/This site on Reddit

Reddit be used to communicate valuable messages. This site (Wikiversity) can help others to learn. This site can be used to help facilitate learning, teaching, and research. Wikiversity has a valuable message and valuable content to spread!
You can help to increase the productive use of Wikiversity by building awareness of this site. You have the option of sharing content on Wikiversity to relevant sub-Reddits. Do not spam Reddit. Post links to this site constructively on Reddit. You can help to build awareness of this site by posting links to Reddit in ways that are thoughtful and considerate. Post content from this site to relevant sub-Reddits if you want to potentially facilitate learning for many.
If you are too hasty, and post too much, Reddit will gently make you wait. Be thoughtful! Reddit has built in mechanism to help individuals contribute productively and fruitfully.
This site (Wikiversity) has value to share. By building awareness of this site, you can help to provide value (through learning, teaching, and research) to humans on Earth. That is quite a humanist goal!
Shareaholic is a browser extension for Chrome and Firefox that can help you to share valuable content efficiently.

## Discussion questions

* What valuable information from this site do you want to share on Reddit?
* How can sharing content from this site on Reddit help individuals to learn?
* How can this site benefit from increased usage and content creation?
* Is growth something that can benefit this site?
You can have discussions related to these questions at Discussion.

## Studying Content from Here Shared on Reddit

What can we learn by examining how this site is shown on Reddit?

### Learning links

What can we learn from these links to this site?
* "I was thinking there should be a wiki-based alternative to [cliff/sparknotes, and then I remembered... Please contribute!]"
* "TIL that Wikiversity exists, and that it could potentially change the face of education if more people knew about it and realized its potential."
       How could this site (Wikiversity) change the face of education if more individuals knew about it?
       If more people knew about this site (Wikiversity) how might that change education?
# Red Herrings (simulation)/metrics
### 2012-2013

| Metrics | Total | Daily Peak |
| April, 2012 | 17 | 8 |
| May, 2012 | 28 | 10 |
| June, 2012 | 28 | 4 |
| July, 2012 | 14 | 2 |
| August, 2012 | 27 | 12 |
| September, 2012 | 23 | 4 |
| October, 2012 | 18 | 3 |
| November, 2012 | 16 | 2 |
| December, 2012 | 21 | 3 |
| January, 2013 | 18 | 2 |
| February, 2013 | 17 | 3 |
| March, 2013 | 41 | 6 |
| Total/Peak | 268 | 12 |

### 2011-2012

| Metrics | Total | Daily Peak |
| April, 2011 | 138 | 91 |
| May, 2011 | 11 | 2 |
| June, 2011 | 25 | 5 |
| July, 2011 | 49 | 14 |
| August, 2011 | 27 | 4 |
| September, 2011 | 21 | 3 |
| October, 2011 | 18 | 2 |
| November, 2011 | 14 | 3 |
| December, 2011 | 14 | 3 |
| January, 2012 | 15 | 2 |
| February, 2012 | 32 | 11 |
| March, 2012 | 49 | 10 |
| Total | 413 | 14 |
# Redis

Redis is an in-memory data structure store, used as a distributed, in-memory key–value database, cache and message broker, with optional durability. Redis supports different kinds of abstract data structures, such as strings, lists, maps, sets, sorted sets, HyperLogLogs, bitmaps, streams, and spatial indexes.

## Readings

* Wikipedia: Redis
* Wikipedia: Key–value database

## Activities
### Redis Environment

Establish a Redis environment using one of the following:
* Docker Playground
* Redis in Docker
* Install Redis

#### Docker Playground

Docker Playground is a free online Docker environment. It requires no installation or configuration.
* Use Play with Docker. Create an account and/or log in.
* Start an interactive session and add a new instance.
* In the terminal window, enter the following commands:
** docker run -d --name=redis-server redis
** docker exec -it redis-server bash
** redis-cli

#### Redis in Docker

You can use your own Docker environment to run MongoDB.
* Install Docker Desktop or the Docker Engine.
* In a terminal window, run the following commands:
** docker run -d --name=redis-server redis
** docker exec -it redis-server bash
** redis-cli

#### Install Redis

Install Redis on your own system.
* Review Redis: Quick Start
* Download and install Redis.
* Use the following terminal command to start the Redis server:
** redis-server
* Use the following terminal command to access the Redis command interface:
** redis-cli

### Redis Activities
#### Create a Database

* Use the following Redis commands to select a database and set initial keys and values: SELECT 0 MSET "Bulgaria" "45.2" "Canada" "45" "Federated States of Micronesia" "36.1" "Finland" "37.2" "Germany" "40.3" "Japan" "41" "Marshall Islands" "35.6" "Palau" "35" "Turkmenistan" "50.1"
* Use the following Redis command to show existing configuration information: INFO

#### Query a Database

* Use the following Redis command to show existing keys in the current database: KEYS *
* Use the following Redis command to show an existing key value in the current database: GET "Canada"

#### Create a Key

* Use the following Redis command to add a database key: SET "United States of America" "56.7"
* Use the following Redis command to display the inserted key: GET "United States of America"

#### Update a Key

* Use the following Redis command to update a database key: SET "United States of America" "56.5"
* Use the following Redis command to display the updated key: GET "United States of America"

#### Delete a Key

* Use the following Redis command to update a database key: DEL "United States of America"
* Use the following Redis command to display the remaining keys: KEYS *

#### Remove All Keys

* Use the following Redis command to remove all keys: FLUSHALL
* Use the following Redis command to verify there are no remaining keys: KEYS *

## See Also

* Databases
* Docker
* TutorialsPoint: Redis
# Resealable barrel for drinks

This barrel with tap is intented to increase storage capacity/shelf life for several drinks. When used in conjunction with the underground refridgerated room, it may replace refridgerators completely. This, as refridgerators are used primarily for storing drinks and with a well-balanced shedule of eating (instead of eating all the time; only at certain moments in which you want to go fetch several things from the cellar anyway) no lack of convenience would result.
# Reproductive health/Oligomenorrhea

Oligomenorrhoea is defined as infrequent menstruation characterized by a cycle length between 6 weeks and 6 months.

## Differential Diagnosis

Ovarian disorders
* Resistant Ovary Syndrome
* Premature Ovarian Failure
* Polycystic Ovarian Syndrome
* Turner's Syndrome
Cervical disorders
* Cervical stenosis
Hypothalamic disorders
* Kallmann's Syndrome
Pituitary disorders
* Prolactin Secreting Adenomas
* Craniopharyngiomas
* Disorders of thyroid function

## Diagnosis

The diagnosis of oligomenorrhoea is made using the following clinical skills:
* Gynecological History Taking
* Gynecological Examination
* Gynecological Investigations