OpenLLM-France/wikimedia huggingface dataset:
# Creating the Flash Movie
## Setting Up The Timeline

In Flash MX 2004, create a timeline with the following layers, keyframes, and labels.
Note that the ActionScript for this movie will be placed in the CSAS layer.

## Creating the User Interface
### Login Keyframe

Add user interface elements to the UI layer so that your movie resembles this image.
Name the interface elements as follows:
* user name text area: username_txt
* password text area: password_txt
* Enter button: enter_pb
* bottom text area: output_txt

### Wait Keyframe

Add a line of text as in this image.

### Chat Researcher Keyframe

Add user interface elements to the UI layer so that your movie resembles this image.
Name the interface elements as follows:
* AudioConference communication component: audioChat_mc
* SetBandwidth communication component: bw_mc
* Ring Bell button: bell_pb
* UserColor communication component: userColor_mc
* large text area: chat
* single line text area: chatIn
* Send button: chat_bt
Set the click handlers for the following buttons:
* Save Text button: writeSSText
* End Session button: endSession
* Ring Bell button: dingDong
* Send button: addText

### Chat Subject Keyframe

Follow the instructions for the Chat Researcher keyframe, with the exception of the Save Text and End Session buttons, which should be omitted. The movie should resemble this image.

## Adding the ActionScript

The following ActionScript code should be added to each of the indicated keyframes. It should be placed on the CSAS layer.

### Chat Subject Keyframe

NOTE: The chat_subject keyframe can use the same code as the chat_researcher keyframe because the text-writing and session-ending code cannot be accessed without the UI buttons in the chat_researcher keyframe.

### Synchronization and Status Handler Code

NOTE: The following code should be placed in a file named synchAndStatusHandler.as. This code is useful for debugging in the Flash MX 2004 authoring environment. It reports all synchronization messages (e.g., successes and errors) and status messages. Code could be added to respond to specific events such as errors in connecting or unexpected disconnections.
NEXT: FlashComm Database Interaction: FlashComm
# Riau Malay/Tongue Twister

Like many other languages, Riau Malay has its own tongue twister.

## Sentences

* Campah cahang macam sampah dah bahang buang. Recklessness as if thrown garbage.
* Masa lalu telah lalu, takyah lalui laluan yang alukan malu The past already passed, no need to go back to the shameful situation.
# Rich Internet Applications for SLA Research/FlashComm Database Interaction FlashComm

The Flash Communication Server code must be placed in a subfolder of the applications directory. The subfolder should be named AMFPHPChat, and the following code should be placed within a file named main.asc:
# Riau Malay

Welcome to the Riau Malay Wikibook, a free textbook for learning Riau Malay.

## Penghantaran (Introduction)

* Kandungan Contents
* Halaman Hadapan Frontpage
* Kenape kene belajar bahase Melayu Riau Why learn Riau Malay
* Macam mane care gune pakai kitab Wiki Melayu Riau ni How to use this Riau Malay Wikibook

## Bende ajaran (Tools for learning)

* Ayat-ayat utame dan senang Essential words and easy words
* Tambah bendehare ayat ngan ayat kumpulan Adding vocabulary with word association - this page may be useful from beginners to advanced stages.
* Belit cakap Tongue Twister

## Bendehare Ayat (Vocabulary)

* Ayat-ayat utame Important Phrases
* Angke Numbers
* Ayat penjumlah Quantification Words (e.g. many, few)
* Ayat soalan Question Words (e.g. what, where)
* Ayat sambung Conjunctions (e.g. and, but)
# Riau Malay/Question Words
## Ayat Soalan (Question Words)

The following is a list of Riau Malay question words with their use.

### Ape - What

* Mike nak ape? - What do you want?

### Siape / Sape - Who

* Die ni siape? - Who is she/he?

### Kenape - Why

* Pening kenape mike? - Why are you confused?

### Berape - How much/How many

* Berape yang mike punye? - How many do you have?

### Bile - When

* Bile mike nak tibe kat rumah saye? - When will you come to my home?

### Macam mane - How

* Macam mane mike gune ni? - How do you use this?

### Dekat mane - Where

* Dekat mane mike jumpe ngan die? - Where do you meet him/her?

### Kat mane - To where

* Kat mane mike pergi? - To where are you going?

### Daripade mane - From where

* Daripade mane die ni tibe? - Where has he/she come from?

### Mane satu - Which [one]

* Mane satu yg mike nak? - Which one do you want?
^ Riau Malay ^
# Rich Internet Applications for SLA Research

Rich Internet Applications (hereafter, "RIA") represent a major advance in the toolset available to researchers in some areas of second language acquisition. By combining proprietary technologies such as Macromedia's Flash Player and the Flash Communication Server with open source software such as the Linux operating system, Apache server, PHP scripting language, and MySQL database (a collection very frequently referred to as "LAMP"), researchers can build their own networked applications (frequently referred to as "movies" among Flash developers) that can gather text, audio, and video data as well as user interaction data.
* Overview
* Required Foreknowledge
* Basic Database Interaction
* Flash and FlashComm Database Interaction
# Political Philosophy: Ancient to Renaissance/Plato/Meno
## (raw materials)

Plato's Meno
# Political Philosophy: Ancient to Renaissance/Plato/Republic
## (raw materials)

Benjamin Jowett's introduction
* Book I
* Book II
* Book III
* Book IV
* Book V
* Book VI
* Book VII
* Book VIII
* Book IX
* Book X
# Political Philosophy: Ancient to Renaissance/The Historians/Herodotus
## (raw materials)

Herodotus' Account of Egypt
# Political Philosophy: Ancient to Renaissance

This is a textbook to a course in Early Political Philosophy or Early Political Theory. It consists of selections from original source material which are prefaced by historical and critical introductions and annotated.

## Frontmatter

* Preface
* Maps of Places of Interest

## The Sophists

* Protagoras Fragments
* Antiphon Fragments

## The Early Historians

* Herodotus Selections
* Thucydides Selections

## Plato

* The Euthyphro
* The Meno
* The Apology
* The Republic
* The Laws

## Aristotle

* The Nicomachean Ethics Selections
* The Politics

## Cicero

* De Re Publica Selections

## St. Augustine

* The City of God Selections

## St. Thomas Aquinas

* Summa Theologica Selections
* On Kingship

## Medieval Islamic Philosophers

* Al-Farabi Selections
* Avicenna Selections
* Aberroes Selections

## Niccolo Machiavelli

* The Prince
* The Discourses on the First Ten Books of Titus Livius Selections.
# Political Philosophy: Ancient to Renaissance/Plato/Euthyphro
## (raw materials)

Euthyphro
# Political Philosophy: Ancient to Renaissance/Plato/Apology
## (raw materials)

Plato's Apology
# Mentor teacher/The first mentor-mentee meeting
## Characteristics

The first mentor-mentee meeting is often characterized by anticipation and nervousness. Both parties want to make a good first impression. Relevant discussion topics might be clarification of roles and responsibilities, formal aspects of the mentoring relationship, and perhaps cooperation and collaboration with other mentees at the school. It is the mentor's responsibility to give the student teachers information about the school and the children. This article focuses on the first meeting between mentor and student teacher.
Nilssen (2010) argues that the student teacher should not be overwhelmed with practical information during the first meeting. She also argues that the mentor should elicit information about the student teachers' experiences, thoughts and attitudes regarding what it means to be a teacher. Students who choose the teaching profession often have experience coaching children in sports or other extra curricular activities. One mentor explains: “Learning about a student's personal and professional experience gives me an indication of where the student is in the “teaching and mentoring landscape”. I also think it is important that students have some background information about me as mentor. That they know what my intentions are, who I am as a teacher, and the reasons I have for the kind of mentoring I wish to give. Thus, we “speak the same language” and everything becomes more predictable” (Nilssen 2010: 72).
The mentor and student teacher will often have different opinions about the purpose of the practicum period, perhaps due to different understandings of the teaching profession. Alternative questions for discussion could be:
* What is good teaching?
* What does it mean to be a teacher?
* What is good mentoring?
The answers to these questions will have influence on the mentoring process. The student teachers have responsibilities beyond improving their performance in the classroom. They should discuss student assignments, observe various situations and participate in parent-teacher conferences. Still, many student teachers seem to primarily focus on their own teaching and lesson-by-lesson performance. One mentor explains: “The students often expect me to provide them with specific help and advice on how to handle a classroom situation. I saw that the group that I was mentoring expected me to tell them how things could have been handled differently” (Nilssen 2010:73). Below are some examples (Nilssen 2010: 60):
* The teacher's physical movement in the classroom and interaction with students at work.
* Handling chaotic situations.
* Using a language that children/youth understand.
* The expression of ideas and opinions to the students.
* Explaining pedagogical choices.

## Sources

* Nilssen, V. (2010) Praksislæreren. Oslo: Universitetsforlaget.
# Mentor teacher/Sociocultural learning theories

Here is an overview over different articles that might be relevant for a sociocultural learning theories:
* Socially distributed cognition
* Collaborative Innovation Networks
* Situated cognition
* Group cognition
* Collective intelligence
# Quantum Chemistry/Example 34

Calculate the wavenumber corresponding to the transition of a hydrogen atom from the n=2 ℓ =1 m$_ℓ$ =-1 state to the n=2 ℓ =1 m$_ℓ$ =1 state in a 1 T magnetic field.

## Answer

First, the equation for energy of a hydrogen atom under a magnetic field is needed. The energy of a hydrogen atom under a magnetic field can be expressed as follows:
$E=-{\frac {m_{e}e^{4}}{8\varepsilon _{0}h^{2}n^{2}}}+\beta _{B}m_{l}B_{z}$
Where E is the energy in joules, m$_e$ is the mass of the electron in kg, e is the charge of electron in Coulomb “C”, ε$_0$ is vacuum permittivity in F/m, h is Planck’s constant in J·s, and n is the principal quantum number. In the other half of the equation, which considers the magnetic quantum number, B$_z$ is the magnetic field in Tesla “T”, m$_l$ is the magnetic quantum number, and β$_B$ is Bohr magneton in J/T, and it is calculated using the following equation:
$\beta _{B}={\frac {|e|\cdot \hbar }{2m_{e}}}={\frac {|1.6022\times 10^{-19}C|\cdot 1.0546\times 10^{-34}J\cdot s}{2(9.1094\times 10^{-31}kg)}}=9.2740\times 10^{-24}J/T$
Therefore, using the equation mentioned for the energy of a hydrogen atom, the energy of the transition, which is the difference in energy “∆E”, can be described as follows:
$\Delta E=E_{upper}-E_{lower}=(-{\frac {m_{e}e^{4}}{8\varepsilon _{0}h^{2}n_{upper}^{2}}}+\beta _{B}m_{l,upper}B_{z})-(-{\frac {m_{e}e^{4}}{8\varepsilon _{0}h^{2}n_{lower}^{2}}}+\beta _{B}m_{l,lower}B_{z})$
If we go back to the question we can notice that there is no change in the quantum number “n” as “n=2” in both states. Also, if we look at the first term of the energy equation, we can see that it all consists of constants except the quantum number “n”. Thus, since “n” is the same for both states, both terms can get cancelled. Therefore, the equation becomes:
$\Delta E=\beta _{B}m_{l,upper}B_{z}-\beta _{B}m_{l,lower}B_{z}$
Thus, after substituting:
$\Delta E=\beta _{B}m_{l,upper}B_{z}-\beta _{B}m_{l,lower}B_{z}=\beta _{B}B_{z}(m_{l,upper}-m_{l,lower})=9.27\times 10^{-24}J\cdot T^{-1}(1T)[1-(-1)]=9.27\times 10^{-24}J\cdot T^{-1}(1T)(2)=1.85\times 10^{-23}J$
Then, we can convert the energy to wavenumber:
$E=hc{\tilde {\nu }}\Longrightarrow {\tilde {\nu }}={\frac {E}{hc}}={\frac {1.85\times 10^{-23}J}{6.626\times 10^{-34}Js(3.00\times 10^{8}m/s)}}=93.3m^{-1}=0.933cm^{-1}$
This value is reasonable as the difference between energies/wavenumbers of transitions is usually small. The instrument that was used for the transition in the question is electron paramagnetic resonance (EPR) spectroscopy, which is a famous type of spectroscopy that measure the absorption of the EM radiation, but it does it using magnetic filed, and it does apply that magnetic field on the unpaired electrons. EPR spectroscopy specifically measures the absorption of microwave radiation, which is approximately in the the range of ~0.1-10.0cm$^{-1}$. Thus, the answer does make sense.
# Quantum Chemistry/Example 35

Determine the effective nuclear charge for H$^-$ in the 1s$^2$ state
# Quantum Chemistry/Example 5

For a particle (assume the particle is an electron with 1 quantum number.) in a 1D box of length 5 cm, the equation of energy levels of a particle in a 1D box is,
$E_{n}={\frac {h^{2}n^{2}}{8mL^{2}}}$
a. If the length of the 1D box is increased to 10 cm, what is the change in the energy level of this particle in the box?
b. If the length of the 1D box is decreased to 2 cm, what is the change in the energy level of this particle in the box?
c. Explain the effect of length changes on the energy levels of particles in a 1D box.

## Solutions

The energy levels of a particle in 1D box:
$E_{n}={\frac {h^{2}n^{2}}{8mL^{2}}}$
where h is Planck's constant equal to $6.626\times 10^{-34}{\text{ J s}}$
Because this particle is an electron with 1 quantum number:
m is the mass of this particle equal to $9.109\times 10^{-31}{\text{ kg}}$
n is the quantum number of the particle equal to 1
L is the length of this 1D box equal to $5{\text{ cm}}$
for this question,
$\Delta {E}=E_{nf}-E_{ni}$
$=\left[{\frac {h^{2}n^{2}}{8m}}{\frac {1}{L_{f}^{2}}}\right]-\left[{\frac {h^{2}n^{2}}{8m}}{\frac {1}{L_{i}^{2}}}\right]$
$=\left[{\frac {h^{2}n^{2}}{8m}}\right]\times \left[{\frac {1}{L_{f}^{2}}}-{\frac {1}{L_{i}^{2}}}\right]$
a. for part a, the initial length of this 1D box: $L_{i}=5{\text{ cm}}=5\times 10^{-2}{\text{ m}}$, the final length of this 1D box: $L_{f}=10{\text{ cm}}=10\times 10^{-2}{\text{ m}}$
$\Delta {E}=\left[{\frac {h^{2}n^{2}}{8m}}\right]\times \left[{\frac {1}{L_{f}^{2}}}-{\frac {1}{L_{i}^{2}}}\right]$
$=\left[{\frac {(6.626\times 10^{-34}{\text{ J s}})^{2}(1)^{2}}{(8)(9.109\times 10^{-31}{\text{ kg}})}}\right]\left[{\frac {1}{(10\times 10^{-2}{\text{m}})^{2}}}-{\frac {1}{(5\times 10^{-2}{\text{m}})^{2}}}\right]$
$=-1.807\times 10^{-35}{\text{ J}}$
b. for part b, the initial length of this 1D box: $L_{i}=5{\text{ cm}}=5\times 10^{-2}{\text{ m}}$, the final length of this 1D box: $L_{f}=2{\text{ cm}}=2\times 10^{-2}{\text{ m}}$
$\Delta {E}=\left[{\frac {h^{2}n^{2}}{8m}}\right]\times \left[{\frac {1}{L_{f}^{2}}}-{\frac {1}{L_{i}^{2}}}\right]$
$=\left[{\frac {(6.626\times 10^{-34}{\text{ J s}})^{2}(1)^{2}}{(8)(9.109\times 10^{-31}{\text{ kg}})}}\right]\left[{\frac {1}{(2\times 10^{-2}{\text{m}})^{2}}}-{\frac {1}{(5\times 10^{-2}{\text{m}})^{2}}}\right]$
$=1.265\times 10^{-34}{\text{ J}}$
c. Based on the calculations in part a and b, the energy level of the particles in the 1D box is decreased by the increase of this 1D box length, and the energy level of the particles in the 1D box is increased by the decrease of this 1D box length. Therefore, the energy level of the particles in the 1D box is negatively related to the length of this 1D box.
# Pinyin/Transform

See also
# Pinyin/Traditional Medicine

Traditional medicine (TM) refers to the knowledge, skills and practices based on the theories, beliefs and experiences indigenous to different cultures, used in the maintenance of health and in the prevention, diagnosis, improvement or treatment of physical and mental illness. Traditional medicine covers a wide variety of therapies and practices which vary from country to country and region to region. In some countries, it is referred to as "alternative" or "complementary" medicine (CAM).
Traditional medicine has been used for thousands of years with great contributions made by practitioners to human health, particularly as primary health care providers at the community level. TM/CAM has maintained its popularity worldwide. Since the 1990s its use has surged in many developed and developing countries.
chuarntoong yixuer shì zài wéihù jiànkāng yǐjí yùfáng, zhěnduàn, gǎishàn huò zhìliáo shēnxīn jíbìng fāngmiàn shǐyòng de zhǒngzhǒng yǐ bùtóng wénhuà suǒ tèyǒu de lǐlùn, xìnyǎng hé jīngyàn wéi jīchǔ de zhīshí, jìnéng hé shíjiàn. Chuántǒng yīxué yīnwèi guójiā hé qūyù ér bùtóng, hángài guǎngfàn de gèzhǒng liáofǎ hé shíjiàn. Yīxiē guójiā yě bǎ tā chēngwéi “tìdài yīxué” huò “bǔchōng yīxué”.
Shùqiān nián lái, xíngyīzhě yóuqíshì jīcéng shèqū chūjí wèishēng bǎojiàn rényuán, yìngyòng chuántǒng yīxué wèi rénlèi jiànkāng zuòchūle jídà gòngxiàn. Chuántǒng yīxué/tìdài huò bǔchōng yīxué réng zài quánshìjiè fēngxíng. Cóng shàng shìjì 90 niándài yǐlái, zài xǔduō fādá guójiā hé fāzhǎnzhōng guójiā zhōng, chuántǒng yīxué de yìngyòng jīzēng.
# Pinyin/Train

Search Pinyin train
# Pinyin/Transformation

See also
# Pinyin/Transmit

Search transmit
# Pinyin/Transmitted

Search transmitted
# Pinyin/Traditional

See also
# Project Management/Portfolios/Programs

Not always a project will run alone.

## Project Portfolio Management (PPM)

A portfolio is composed of programs or projects without dependency between them. It aims strategic business objectives. Portfolio management is responsible for prioritization of program/projects and one of its goals is to have a better resource usage among them. A portfolio manager is responsible to manage several portfolios.
One example or portfolio would be to improve facility services. It would be composed of a program to improve water, other to improve electricity, other to improve gas.

## Program Management

A program is a collection of related projects, all of them with similar goals. If projects have similar goals they would have a better performance through a centralized management. They will have also an improved resource utilization in those cases.

## Project Management

A project management is application of tools an techniques to achieve a specific goal, reaching committed deadline and budget.
# Project Management/Portfolios/Programs Management
## Portfolio management

Portfolio management (or Project Portfolio Management - PPM) is about grouping two or more programs or projects that may help business to achieve its strategic goals. Portfolio management helps in prioritization, improve resource usage by sharing them, better communication among programs/projects participants of the portfolio.
Scope for portfolios are business goals that change according to business strategic.
Example of portfolio could be to lower costs by improving some facility's services. This portfolio would have one program/project for gas, other for water, other for electricity.

## Project program management

Program management is about grouping two or more projects that have similar objectives and will get more benefits if managed together, instead of alone. Program management helps in resolving issues constraints and better direction alignment.
Scope for programs are larger than projects and impacts in a more significant way.

## Project management

A project is a temporary endeavor, having a defined beginning and end (usually constrained by date, but can be by funding or deliverables), undertaken to meet unique goals and objectives, usually to bring about beneficial change or added value. The temporary nature of projects stands in contrast to business as usual (or operations), which are repetitive, permanent or semi-permanent functional work to produce products or services. In practice, the management of these two systems is often found to be quite different, and as such requires the development of distinct technical skills and the adoption of separate management.
Scope for projects are defined and progress through project life cycle.

## Levels

A portfolio may be composed of other portfolios. In that case first one would be called High Level Portfolio, and former would be Low Level Portfolio.
Levels interactions are:
* From Higher level portfolio to Lower level portfolio, Higher level program or project
* From Lower level portfolio to Lower level portfolio, Higher level program or project
* From Higher level program to Lower level program or project
* From Programs to projects
Interaction from higher level to lower (e.g. what High level portfolio sends to program):
* Strategies and priorities.
* Progressive elaboration.
* Governance .
* Impacts from changes in other portfolios, programs or projects.
Interaction from lower level to higher(e.g. what projects sends back to High level portfolio sends):
* Performance reports.
* Change requests with impact on other portfolios, programs or projects.
File:Portoflio interaction.png
# Projective Geometry

Projective geometry is the study of geometric properties which are invariant under projective transformations.

## See also

* Linear Algebra/Topic: Projective Geometry
# Projective Geometry/Classic/Projective Transformations

This section gives a classical description of projective transformations of the projective line, plane, and 3-space.
A projective transformation is a transformation used in projective geometry: it is the composition of a pair of perspective projections. It describes what happens to the perceived positions of observed objects when the point of view of the observer changes. Projective transformations do not preserve sizes or angles but do preserve incidence and cross-ratio: two properties which are important in projective geometry. A projective transformation can also be called a projectivity. Projectivities form a group.
As important special cases, a projective transformation can be in the (real) one-dimensional projective line RP$^1$, the two-dimensional projective plane RP$^2$, and the three-dimensional projective 3-space RP$^3$; see:
* /Transformations of the projective line
* /Transformations of the projective plane
* /Transformations of projective 3-space

## References

* ↑ Richard Hartley and Andrew Zisserman (2003). Multiple View Geometry in computer vision. Cambridge University Press. ISBN 0-521-54051-8.
* Introduction to Projective Transformations by J. C. Alvarez Paiva
# Projective Geometry/Classic/Projective Transformations/Transformations of projective 3-space/Permutation

Many counting problem can be solved by permutation.
permutation-
A permutation of a set distinct objects in an ordered arrangement of these object.
combination is also for counting unordered selection of object.
# Messier Index/M6

The Butterfly Cluster (cataloged as Messier 6 or M6, and as NGC 6405) is an w:open cluster of w:stars in the constellation of w:Scorpius. Its name derives from the vague resemblance of its shape to a w:butterfly.
The first astronomer to record the Butterfly Cluster's existence was w:Giovanni Battista Hodierna in 1654. However, w:Robert Burnham, Jr has proposed that the 1st century astronomer w:Ptolemy may have seen it with the naked eye while observing its neighbor the w:Ptolemy Cluster (M7). w:Charles Messier catalogued the cluster as M6 in 1764. It was not till the 20th century that star counts, distance, and other properties were measured.

## Characteristics

Most of the bright stars in this cluster are hot, blue B type stars but the brightest member is a w:K type orange w:giant star, BM Scorpii, which contrasts sharply with its blue neighbours in photographs. BM Scorpii, is classed as a semiregular w:variable star, its brightness varying from magnitude +5.5 to magnitude +7.0.
Estimates of the Butterfly Cluster's distance have varied over the years, with a mean value of around 1,600 w:light years, giving it a spatial dimension of some 12 light years. Modern measurements show its total visual brightness to be magnitude 4.2.

## External links

* Messier 6, SEDS Messier pages