OpenLLM-France/wikimedia huggingface dataset:
# Inclusive Data Research Skills for Arts and Humanities/Purpose and context of code

The DAReS project set out to work with marginalised arts and humanities researchers at every career stage to develop and pilot an inclusive model for advanced data and digital research skills provision. The longer term goal is to transform known gaps in data and digital skills research training by moving away from a focus on individually oriented ‘skills literacies’ and towards the lack of inclusive approaches in arts and humanities data skills training. To achieve these aims, we recruited 30 co-designers who identified with under-represented groups with protected characteristics as identified by the 2010 Equalities act (black, ethnic minorities, those who are part of national or migration status minorities, part of the LGBTQ+ community, those with disabilities, neurodiversity (or neurodiversities).
We set out a programme of co-design work on inclusion and arts and humanities based data and digital research skills. In this work, we prioritised the ethical co-creation of materials, trust building and a learning environment shaped by inclusion and openness. Part of this work involved co-creating a code of conduct for the 12 month project specific to our community and through which we could articulate norms and share values and expectations.
This code of conduct has been adapted from this work specifically for the Hackathon. It includes contributions from everyone in the DAReS project and in our view, represents what we hope is both good inclusive practice and an on-going inclusive process - intended to build in and on a culture of respect. These are articulated in values, clear points on inclusive behaviours we ask all participants to strive for, and a commitment to avoid any behaviour that is prejudicial, biassed, or discriminatory. As part of a co-design project, this is also an evolving code of conduct and one that can be shaped by those who want to shape its future development.
# Inclusive Data Research Skills for Arts and Humanities/Section 2
## Session plan: Data epistemologies and decolonial approaches

Brief session description:
One of the challenges we face as arts and humanities researchers who want to engage with data-oriented computational tools and methods is that these are usually embedded within scientific as well as colonial disciplinary priorities and biases which can be very hard to unpick and work with in critical research. In this session, we focus on asking: What kinds of thinking, epistemologies and colonial practices come with data tools, skills and methods? How can we engage decolonial approaches to data for arts and humanities? How might we move towards empowering forms of data research? To meet these challenges we will work in small groups around these specific related problems:
Sub-themes:
* Deconstructing data methods and decolonising approaches: What are some ways we can approach and utilise data methods using a decolonial lens?
** ·Leads: Pushpi Bagchi and Annie Mackinnon
* Data agencies: How do we approach data research methods in ways that are empowering for marginalised and excluded groups?
** Leads: Christine Gibson and Zoetanya Sujon
* Data inequalities and power: What are power inequalities in data methods and skills? How can arts and humanities research challenge these inequalities?
** Leads: Leah Junck and Maitrayee Basu
Each of these groups will engage these questions and work to identify what these challenges look like in research and their experience. The aim is to better understand these areas and co-create collaborative resources for sharing across Arts and Humanities and with under-represented groups.
# Geometry for Elementary School/Our tools: Ruler and compass
## How to draw a line

We will use the notation ${\overline {AB}}$ for the line segment the starts at A and ends at B. Note that we don't care about the segment direction and therefore ${\overline {AB}}$ is the same as ${\overline {BA}}$.

## How to draw a circle

* Using the compass (based on Book I, Postulate 3).
We use the notation $\circ A,{\overline {AB}}$ for the circle whose centre is the point A and its radius length equals that of the segment ${\overline {AB}}$.
Note that in other sources, such as Euclid's Elements, a circle is described by any 3 points on its circumference, ABC.
The center-radius notation was chosen because of its suitability for constructing circles with a ruler and a compass.
# Geometry for Elementary School/Points

A point is a dot that is so small that its height and width are actually zero! This may seem too small. So small that no such thing could ever really exist. But it does fit with our intuition about the world. Even though everything in the physical world around us of things larger than atoms, it is still very useful to talk about the centers of these atoms, or electrons. A point can be thought of as the limit of dots whose size is decreasing.
You might be surprised to learn that these are not points: :
* The reason that this shape is not a point is that it is too large, it has area. This is a 'circle'.
* Even when taking a circle of half that size we don't get a point.
* And that is too large as well...
A point is so small that even if we divide the size of these dots by 100, 1,000 or 1,000,000 it would still be much larger than a point. A point is considered to be infinitely small. In order to get to the size of a point we should keep dividing the circle size by two – forever. Don't try it at home.
A point has no length, width, or depth. In fact, a point has no size at all. A point seems to be too small to be useful. Luckily, as we will see when discussing lines we have plenty of them. It may be best to think of a point as a location, as in a location where two lines cross.
Why define a point as an infinitely small dot? For one thing it has a very precise location, not just the center of a rough dot, but the point itself. Another reason is that if the drawing is made much bigger or smaller the point stays the same size. A point which is an infinitely small dot would be too small to see, so we must use a big old visible normal dot, or where two lines cross to represent it and its approximate location on paper.
When we name a point, we always use an uppercase letter. Often we will use $P$ for "point" if we can, and if have more than one dot, we will work our way through the alphabet and use $Q$, $R$, and so on. However, nowadays many people will start with any letter they like, although the $P$ still remains the best way.
If some points are on the same line, we call them 'colinear'. If they are on the same plane, they are 'coplanar'. Two points are always colinear. But a point can be collinear with several points.Two to three points are always coplanar. Of course this is tautological since the definition of a 'line' is 'two connected points', and the definition of a 'plane' is 'the surface specified by three points'.
# Geometry for Elementary School/Pythagorean theorem

In this chapter, we will discuss the Pythagorean theorem. It is used to find the side lengths of a right triangles. It says:
       In any right triangle, the area of the square whose side is the hypotenuse (the side of a right triangle opposite the right angle) is equal to the sum of areas of the squares whose sides are the two legs (i.e. the two sides other than the hypotenuse).
This means that if $\triangle ABC$ is a right triangle, the length of the hypotenuse, c, squared eqauls the sum of a squared plus b squared. Or:
    $a^{2}+b^{2}=c^{2}\,$
Here's an example:
In a right-angled triangle, a=5cm and b=12cm, so what is c?
    $a^{2}+b^{2}=c^{2}\,$
    $c={\sqrt {5^{2}+12^{2}}}\,$
    $c={\sqrt {25+144}}\,$
    $c={\sqrt {169}}\,$
    $c=13\,$
If c is not larger than a or b, your answer is incorrect. There may be a number of reasons that your answer is incorrect. The first is that you have calculated the sums wrong, the second is that the triangle you are trying to find the hypotenuse of is not a right angled triangle or the third is you have mixed up the measurements. There may be more finer points to having a wrong answer but the three stated are the most common

## Exercise

* Write about Pythagorean Theorum and its use to prove that ${\sqrt {0.5}}$ is an irrational number.
# Geometry for Elementary School/Polar coordinate system

In the coordinate system we have discussed last chapter, the rectangular/Cartesian coordinate system, the origin is only used to determine how the coordinates are numbered. However, there is another coordinate system where the origin is the very heart and sole of the system. It is called the polar coordinate system. In this chapter, we will discuss the polar coordinate system, and compare it to the rectangular coordinate system.

## Basic concepts

On the right is a typical polar coordinate plane. Nothing is italicised in the diagram because of technical difficulties. The point on the centre is the pole, and is the 'origin' of the polar coordinate system. OX is called the polar axis. OP is the radius vector of P and is usually represented by a lowercase r.
# Geometry for Elementary School/Parallel lines
## Definition

Let us recall what we learnt from the lines chapter. Parallel lines are straight lines that never intersect, which means that they never cross. Notice that when we look at parallel parts of shapes there is no place where they intersect even if we extend the lines.
As we have learnt from the plane shapes chapter, parallelograms, including squares, rhombi and rectangles, have two pairs of parallel sides. Also, there is one pair in trapeziums. Can you name any other polygons that contain parallel lines?

## Transversals

A transversal is a line segment that cut through two line segments. (They can, of course, be lines and rays as well.) When the two line segments are parallel, the eight angles produced will have some special properties.
In such a case, imagine that one of the angles on one of the segments is called x. It is the top left angle. The top left angle of the other segment would be its corresponding angle, or corr. ∠. Corresponding angles are always the same size. Then imagine the vertically opposite angle of angle x. Let's call it y. The corresponding angle of y would be the alternate angle, or alt. ∠, of x. Bear in mind that alternate angles are also the same in size as they are vertically opposite angles with the corresponding angles.
What about the adjacent angles of x? As you can see, these angles are adjacent angles on a straight line with x, so they must be supplementary. These are called interior angles on the same side of the transversal (int. ∠s). They are different from the kind of interior angle in a polygon, so do not mix them up.
When you are doing your sums, you will find out that these three kinds of angles pop up very commonly and are very useful. The reference for these angles are corr./alt./int. ∠s, AB//CD. When you want to prove that two lines are congruent, then use corr./alt. ∠s equal or int. ∠s supp..
Look at the figure. Given that m and n are parallel, angles 1 and 5, 2 and 6, 3 and 7, 4 and 8 are corresponding angles, and are therefore equal. 5 and 3, 6 and 4 are alternate angles, so they must be equal as well. 5 and 4, 3 and 6 are interior angles, so they must be supplementary. Note that there are also two sets of angles at a point and eight pairs of adjacent angles on a straight line.
Let us look at an example. Given that DE and GB are parallel, how can we find x, y and z?
${\begin{aligned}\angle EFC&=\angle BGC{\text{ (corr. }}\angle {\text{s, DE}}//{\text{GB)}}\\z&=125^{\circ }\end{aligned}}$
${\begin{aligned}\angle AFD&=\angle BGC{\text{ (alt. }}\angle {\text{s, DE}}//{\text{GB)}}\\y&=125^{\circ }\end{aligned}}$
${\begin{aligned}\angle AGB+\angle BGC&=180^{\circ }{\text{ (adj. }}\angle {\text{s on st. line)}}\\\angle AGB+125^{\circ }&=180^{\circ }\\\angle AGB&=180^{\circ }-125^{\circ }\\&=55^{\circ }\end{aligned}}$
${\begin{aligned}\angle AGB+\angle EFC&=180^{\circ }{\text{ (int. }}\angle {\text{s, DE}}//{\text{GB)}}\\55^{\circ }+x&=180^{\circ }\\x&=180^{\circ }-55^{\circ }\\&=125^{\circ }\end{aligned}}$
# Geometry for Elementary School/Lines
## Lines

A line is as wide as a point, infinitely thin, having an infinite number of points, (in a straight row), extending forever in both the directions. Remember that this is impossible to be constructed in real life, so usually we would simply draw a line (with thickness!) with an arrow on both ends. Any two lines can intersect at only a single point. Lines that are on the same plane are 'coplanar'.

## Line segments

A line segment, or segment, is a part of a line, which has two endpoints. The endpoints give the line segment a fixed, or finite length.
Line segments AB, and CD, can bewritten as ${\overline {AB}}$ , and ${\overline {CD}}$

## Rays

A ray is a line segment that has only one endpoint. A ray is infinite in one direction. That means that it goes on forever in one direction. As they are impossible to construct in real life, usually we will just draw a line with an arrowhead on one end. They can be expressed as ${\overrightarrow {AB}}$.

## Intersecting lines

Two lines intersect when they cross each other. They form vertically opposite angles, which we will learn later. The point where the lines intersect is called the point of intersection. If the angles produced are all right angles, the lines are called perpendicular lines. If two lines never intersect, they are called parallel lines. Parallel lines will be discussed in detail later. Usually if two lines are not parallel, they intersect each other. The definition of intersecting lines can be called two lines that cross each other a only one point. This point is called the point of intersection.

## Axiom: there is only a single straight line between two points

Axiom: there is only a single straight line between two points.
* show by halving that there are infinite number of points in a line
* show that the number of points in a long line and a short line is equal
# Jet Propulsion/Axial turbine design/Stages

A rotor and stator combination is called a stage.
The number of stages depends on the velocity of the rotor and the pressure drop required. Gas nozzles can impart high supersonic velocities to the fluid if the pressure is available. The proportion of this energy the rotor can extract depends on its velocity.
Increasing the number of stages allows us to reduce the rotor velocity for a given power extracted from the fluid flow.
# Jet Propulsion/Axial turbines

An axial turbine operates in the reverse of an axial compressor. A set of static guide vanes or nozzle vanes accelerates and adds swirl to the fluid and directs it to the next row of turbine blades mounted on a turbine rotor.
In an Impulse turbine the pressure drop happens entirely in the nozzle vanes. In a reaction turbine the pressure drop is split between the nozzle vanes and the turbine rotor. The proportion of pressure drop in the turbine rotor is called the degree of reaction.

## Theory

Cascade analysis
Stage temperature ratio
Cascade analysis
Stage temperature ratio

## Axial turbine design
### Stages

An axial gas turbine engine is separated into various stages. The first stage is the Compressor section, then the combustion chamber, then the turbine section.

### Coatings
## Axial turbine manufacturing
### Coatings
## External links

* Axial Turbine Stages Design: 1D/2D/3D Simulation, Experiment, Optimization
# Bleed

Bleed is used to describe air extracted from the compressor stages of an engine for some purpose other than combustion with fuel. There are different types of bleed

## Aircraft Bleed

Bleed air drawn off the engine compressor section to deliver to the aircraft, most commonly for supply to the aircraft environment control system for delivery to the passengers / cargo compartment. Also known as customer bleed by engine manufacturers.

## Handling bleed

Bleed air drawn off the engines compressor stage(s) to avoid surge or stall of the airflow through the engine.

## Engine cooling and sealing bleed

Generically part of the engine internal air system, taking air from the compressor (possibly at more than one point along it) and using the air for various purposes in the operation of the engine, most commonly component cooling in the hot parts of the combustion system and turbines, and for sealing airflows, e.g. into bearing chambers to prevent ingress of destructively hot air from the main gas path.
# Jet Propulsion/Bibliography

Kerrebrock J.L. Aircraft Engines and Gas Turbines, 2nd ed. MIT Press, 1992
Basic Gas dynamics
Anderson, J. D. Modern Compressible Flow with Historical Perspective. McGraw-Hill Publishers, 1990.
Liepmann, H., and A. Roshko. Elements of Gas Dynamics. John Wiley Publishers, 1957.
Schlichting, H. Boundary Layer Theory. 7th ed. McGraw-Hill Publishers, 1979.
Thompson, P. A. Compressible Fluid Dynamics. Maple Press Company, 1984.
Treager, I.E. Aircraft Gas Turbine Engine Technology. 3rd ed. McGraw-Hill Book Co. Glencoe Div., 1995.
White, F. M. Viscous Fluid Flow. 2nd ed. McGraw-Hill Publishers, 1991.
Greitzer, E.M., Tan, C.S, Graf, M.B. and J.E. Ffowcs Williams (Ed.). Internal Flow: Concepts and applications. Cambridge University Press, 2004.
# Jet Propulsion/Cascade analysis

The total temperature rise in any stage depends on the square of the tangential mach number of the rotor.
$\theta _{t}=1+{\frac {(\gamma -1)M_{T}^{2}}{1+{\frac {(\gamma -1)M_{1}^{2}}{2}}}}$
general cascade analysis
stage velocity diagram
# Jet Propulsion/Bypass ratio

The ratio of turbofan bypass mass flow to the engine core mass flow in a turbofan engine.
As the name suggests, this is the ratio of the air which bypasses the engine core and flows round the outside of the engine and exits via the nozzle. In a modern, high bypass ratio engine, bypass ratios can be as high as 85%.
# Jet Propulsion/Combustors

Fuel is injected into the compressed air stream, vaporized, and burned. Typical fuel to air ratios are as low as 1:60 (vs 1:14 of stoichiometric) and flame stabilization is difficult.
The compressor exit flow is diffused and divided into the primary and secondary flows. Since conventional flame velocities are low the primary flow is swirled and fuel is injected to provide the recirculation to stabilize the flame.
The burning area is enclosed by a perforated liner which assists in directing the flame and provides a heat shield for the surrounding structure. The chamber liner is cooled by the secondary air which subsequently mixes with the burning primary flow and cools the burnt gases to the required temperature.
The early combustion chambers were "can" shaped, and needed individual ignition sources and tuning.
The intermediate design was can-annular or cannular which connected the individual can chambers and provided better uniformity of combustion.
Annular combustors have a more compact axisymmetric design with only the swirl vanes and injector nozzles locating the primary flame positions. Annular designs are more space and energy efficient.

### Reverse flow and straight flow
## Emissions

Understanding of combustion processes has allowed the development of smokeless combustors.
Annular combustors with dual injection rings are used in engines such as the GE90. Both annuluses are lighted for take off thrust. Under lighter loads such as cruise only one row operates.

## Afterburners

An afterburner (or reheat) is a combustor located immediately upstream of the engine final nozzle, where fuel is burnt to raise the nozzle entry gas temperature, thereby increasing the net thrust of the engine. Because of the relatively high fuel consumption associated with afterburning, the system has to be used sparingly. A variable area nozzle is normally fitted to accommodate the increased gas volume flow when the afterburner is alight. Increasing the nozzle area enables a satisfactory compression match to be maintained, as nozzle temperature is increased. Afterburning is used mainly on military aircraft to reduce take-off roll and to overcome the additional drag encountered when the aircraft is flying at transonic and supersonic conditions. Concorde, the supersonic airliner, also incorporated engine afterburning, but the system was unlit at supersonic cruise, which considerably enhanced the aircraft's range.
# Jet Propulsion/Control
## Engine control

Inlet control
Variable Guide Vanes
Hydromechanical Fuel Control
Electronic Fuel Control (FADEC)
Limiters & Engine Protection
Bleed control
Active Clearance control
Afterburners
Nozzle Control
Thrust Reverser Control
Accessories
Aircraft Integration

## Transients

Starts
Acceleration
Deceleration

## Instabilities

Surge
Flameout
Roll-back
# Jet Propulsion/Control Systems
## Instrumentation
### Temperature

Inlet temperature
Combustor exit temperature

### Pressure

Inlet Pressure
Compressor Exit Pressure
Engine Pressure Ratio (EPR)

### icing
## Fuel
### pumps
## Electrical

Aircraft Power Supply
Permanent Magnet Alternator
# HSC Physics/Core/Motors and Generators
## Contextual Outline

Text excerpt is from Physics Stage 6 Syllabus
Modern industrialised society is geared to using electricity. Electricity has characteristics that have made it uniquely appropriate for powering a highly technological society. There are many energy sources that can be readily converted into electricity. In Australia, most power plants burn a fuel, such as coal, or use the energy of falling water to generate electricity on a large scale. Electricity is also relatively easy to distribute. Electricity authorities use high-voltage transmission lines and transformers to distribute electricity to homes and industries around each state. Voltages can be as high as 5 x 105 volts from power stations but by the time this reaches homes, the electricity has been transformed to 240 volts. While it is relatively economical to generate electric power at a steady rate, there are both financial and environmental issues that should be considered when assessing the long-term impact of supplying commercial and household power. The design of a motor for an electrical appliance requires consideration of whether it will run at a set speed, how much power it must supply, whether it will be powered by AC (alternating current) or DC (direct current) and what reliability is required. The essentials of an electric motor are the supply of electrical energy to a coil in a magnetic field causing it to rotate.The generation of electrical power requires relative motion between a magnetic field and a conductor. In a generator, mechanical energy is converted into electrical energy while the opposite occurs in an electric motor. The electricity produced by most generators is in the form of alternating current. In general AC generators, motors and other electrical equipment are simpler, cheaper and more reliable than their DC counterparts. AC electricity can be easily transformed into higher or lower voltages making it more versatile than DC electricity. This module increases students’ understanding of the applications and uses of physics and the implications of physics for society and the environment.

## Chapters

* Motor effect and DC electrical motors
* Generating electricity
* Generators
* Transformers
* AC electrical motors