OpenLLM-France/wikimedia huggingface dataset:
# Manchu/Intermediate Lesson 1

From now on, we are going to learn some articles of the Qing Dynasty. Traditional Manchu script will be used. If you are unfamiliar with Manchu script, please go to Manchu script course(to be created).

## Text

This text is from Manchu Veritable Records I (Manju i Yargiyan Kooli).
ᡤᠣᠯᠮᡳᠨ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ
᠀ ᡤᠣᠯᠮᡳᠨ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ᡩᡝᠨ ᠵᡠᠸᡝ ᡨᠠᠩᡤᡡ ᠪᠠ᠈ ᡧᡠᡵᡩᡝᠮᡝ ᠮᡳᠩᡤᠠᠨ ᠪᠠ᠉ ᡨᡝᡵᡝ ᠠᠯᡳᠨ ᡳ ᠨᡳᠩᡤᡠ ᡩᡝ ᡨᠠᠮᡠᠨ ᡳ ᡤᡝᠪᡠᠩᡤᡝ ᠣᠮᠣ ᠪᡳ᠈ ᡧᡠᡵᡩᡝᠮᡝ ᠵᠠᡴᡡᠨᠵᡠ ᠪᠠ᠉ ᡨᡝᡵᡝ ᠠᠯᡳᠨ ᠴᡳ ᡨᡠᠴᡳᡴᡝᠩᡤᡝ ᠶᠠᠯᡠ᠈ ᡥᡡᠨᡨᡠᠩ᠈ ᠠᡳᡥᡠ ᠰᡝᡵᡝ ᡳᠯᠠᠨ ᡤᡳᠶᠠᠩ᠉ ᠶᠠᠯᡠ ᡤᡳᠶᠠᠩ ᠠᠯᡳᠨ ᡳ ᠵᡠᠯᡝᡵᡤᡳᠴᡳ ᡨᡠᠴᡳᡶᡳ ᠸᠠᠰᡳᡥᡡᠨ ᡝᠶᡝᡶᡳ ᠯᡳᠶᠣᠣᡩᡠᠩ ᡳ ᠵᡠᠯᡝᡵᡤᡳ ᠮᡝᡩᡝᡵᡳ ᡩᡝ ᡩᠣᠰᡳᡴᠠᠪᡳ᠉ ᡥᡡᠨᡨᡠᠩ ᡤᡳᠶᠠᠩ ᠠᠯᡳᠨ ᡳ ᠠᠮᠠᡵᡤᡳᠴᡳ ᡨᡠᠴᡳᡶᡳ ᠠᠮᠠᠰᡳ ᡝᠶᡝᡶᡳ ᠠᠮᠠᡵᡤᡳ ᠮᡝᡩᡝᡵᡳ ᡩᡝ ᡩᠣᠰᡳᡴᠠᠪᡳ᠉ ᠠᡳᡥᡠ ᠪᡳᡵᠠ ᠸᡝᠰᡳᡥᡠᠨ ᡝᠶᡝᡶᡳ᠈ ᡩᡝᡵᡤᡳ ᠮᡝᡩᡝᡵᡳ ᡩᡝ ᡩᠣᠰᡳᡴᠠᠪᡳ᠉ ᡝᡵᡝ ᡳᠯᠠᠨ ᡤᡳᠶᠠᠩ ᡩᡝ ᠪᠣᠣᠪᠠᡳ ᡨᠠᠨᠠ᠈ ᡤᡝᠩᡤᡳᠶᡝᠨ ᠨᡳᠴᡠᡥᡝ ᡨᡠᠴᡳᠮᠪᡳ᠉ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ᡝᡩᡠᠨ ᠮᠠᠩᡤᠠ᠈ ᠪᠠ ᡧᠠᡥᡡᡵᡠᠨ ᠣᡶᡳ᠉ ᠵᡠᠸᠠᡵᡳ ᡝᡵᡳᠨ ᠣᡥᠣ ᠮᠠᠩᡤᡳ᠈ ᡧᡠᡵᡩᡝᠮᡝ ᠠᠯᡳᠨ ᡳ ᡤᡠᡵᡤᡠ ᡤᡝᠮᡠ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ᡩᡝ ᡤᡝᠨᡝᡶᡳ ᠪᡳᠮᠪᡳ᠉ ᡧᡠᠨ ᡩᡝᡴᡩᡝᡵᡝ ᡝᡵᡤᡳ ᡠᡶᡠᡥᡠ ᠸᡝᡥᡝ ᠨᠣᡥᠣ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ᡨᡝᡵᡝ ᡳᠨᡠ᠉

## Word List

ᠪᠠ (Unit for length)li (about 500 yards)
ᡧᡠᡵᡩᡝᠮᡝ vicinity
ᠨᡳᠩᡤᡠ top
ᠣᠮᠣ lake
ᡤᡳᠶᠠᠩ (from Mandarin) river
ᠸᠠᠰᡳᡥᡡᠨ westward
ᡝᠶᡝᠮᠪᡳ to flow
ᠯᡳᠶᠣᠣᡩᡠᠩ Liaodong Peninsula
ᠠᠮᠠᠰᡳ northward
ᠸᡝᠰᡳᡥᡠᠨ eastward
ᠪᠣᠣᠪᠠᡳ treasure
ᡨᠠᠨᠠ diamonds
ᡤᡝᠩᡤᡳᠶᡝᠨ clear
ᠨᡳᠴᡠᡥᡝ crystal
ᡤᡠᡵᡤᡠ beasts
ᠪᡳᠮᠪᡳ to stay
ᡩᡝᡴᡩᡝᠮᠪᡳ to rise
ᡝᡵᡤᡳ direction
ᡠᡶᡠᡥᡠ ᠸᡝᡥᡝ pumice
… ᠨᠣᡥᠣ full of

## Exercise

[1] (Comprehension) Answer the following questions which are related to the text in Manchu.
ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ᠴᡳ ᡨᡠᠴᡳᡴᡝᠩᡤᡝ ᡳᠯᠠᠨ ᡠᠯᠠ ᠶᠠ ᠮᡝᡩᡝᡵᡳ ᡩᡝ ᡩᠣᠰᡳᡴᠠᠪᡳ᠉
ᡨᡝᡵᡝ ᡳᠯᠠᠨ ᡠᠯᠠ ᡩᡝ ᠠᡳ ᠵᠠᡴᠠ ᡨᡠᠴᡳᠮᠪᡳ᠉
ᠠᡳᠨᡠ ᡤᡠᡵᡤᡠ ᡤᡝᠮᡠ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ᡩᡝ ᡤᡝᠨᡝᠮᠪᡳ᠉
[2]Copy these sentences to your notebook and supply the proper grammatical words or the proper form of the given word in the blanks.
ᡨᡝᡵᡝ ᠠᠯᡳᠨ ( ) ᠨᡳᠩᡤᡠ ( ) ᡨᠠᠮᡠᠨ ᡳ ___(ᡤᡝᠪᡠ) ᠣᠮᠣ ᠪᡳ᠉
ᡨᡝᡵᡝ ᠠᠯᡳᠨ ᠴᡳ ___(ᡨᡠᠴᡳᠮᠪᡳ) ᠶᠠᠯᡠ᠈ ᡥᡡᠨᡨᡠᠩ᠈ ᠠᡳᡥᡠ ___(ᠰᡝᠮᠪᡳ) ᡳᠯᠠᠨ ᡤᡳᠶᠠᠩ᠉
ᡥᡡᠨᡨᡠᠩ ᡤᡳᠶᠠᠩ ᠠᠯᡳᠨ ( ) ᠠᠮᠠᡵᡤᡳᠴᡳ ___(ᡨᡠᠴᡳᠮᠪᡳ) ᠠᠮᠠᠰᡳ ___(ᡝᠶᡝᠮᠪᡳ) ᠠᠮᠠᡵᡤᡳ ᠮᡝᡩᡝᡵᡳ ( ) ᡩᠣᠰᡳᡴᠠᠪᡳ᠉
ᡧᡠᡵᡩᡝᠮᡝ ᠠᠯᡳᠨ ( ) ᡤᡠᡵᡤᡠ ᡤᡝᠮᡠ ᡧᠠᠩᡤᡳᠶᠠᠨ ᠠᠯᡳᠨ ( ) ᡤᡝᠨᡝᡶᡳ ᠪᡳᠮᠪᡳ᠉
[3] (Optional) Recite this text.
This is a good article. You could recite it if possible.
# Lentis/Chapters: Active and Candidates

CHAPTERS: Active Chapters and Candidate Chapters
Authors should write about the sociotechnical aspects of the subjects, not about all aspects of them. For example, for the chapter on high-fructose corn syrup, a detailed explanation of the manufacturing process would not be appropriate. Similarly, in the chapter on gambling, authors should frequently relate gambling to relevant technologies.
"Tips" are not part of chapter titles. They are suggestions to authors of subjects that might help them in their research.
Active Chapters
Candidate Chapters
The following chapters are not active, but may be added in the future. Authors may propose chapters other than those on this list; just add them to the list.
# Inductors
## Introduction

* Electric circuits include resistors, capacitors, inductors, etc. A piece of wire has a very small amount of inductance, but usually we talk about inductors when we think about coils, which are a lot of wire wound in near-circles around a core which is some kind of magnetic material, such as iron. That core magnifies the inductance of the coil.
* While the wire has some resistance, the coil has not only that resistance, but also reactance. Reactance is proportional to frequency, and coils are used mainly in AC circuits for that reason. Usually the reactance(L) (in Ohms) is much higher than the resistance(R) of the inductor (also in Ohms), with the L/R ratio being important.

## Saturation

There is a limit to the strength of the magnetic field of an inductor, and therefore also a limit to the inductance of the inductor. Saturation is reached when a small increase in the electric current creating the magnetic field no longer causes an increase in the magnitude of the magnetic field. This is done intentionally in "Saturable reactors".
Previous chapter Capacitors | Next chapter: Semiconductors | Go back to Index
# Learn Electronics/Integrated Circuits

It is possible to produce microscopic-sized transistors, diodes, resistors, capacitors, and inductors, then connect them together using special custom designs to obtain certain complete circuits, integrated circuits.

## See also

* Electronics/Integrated Circuit
* Digital Circuits/Common Integrated Circuits
* Electronics/Scratch pad
Also from Wikipedia:
* Category (circuits) and another Category (digital)
* Integrated circuits and the many links there
Previous chapter Semiconductors | Next chapter: Analogue and Digital | Go back to Index
# Learn Electronics/Microprocessors

Microprocessors do a lot of things, but before buying one it is very important to ensure it will be the right one for the specific application(s) in which it will be used. Compare with Central Processing Unit (CPU). There is an urgent need to ensure that sufficient information about usage and instructions are available.

## An example

Reference: "Commodore 64 Personal Computer Programmer's Reference Guide" published in 1982 by Commodore Business Machines, Inc. There is a detailed description of that computer's "brain", the 6510 microprocessor chip's specifications, starting at page 402. This microprocessor looks like an insect with a rectangular body, and 20 legs on each of two sides of that body.
* The power supply should normally be close to 5 volts DC, although the absolute maximum voltage range is minus 0.3 to plus 7.0 Volts, with about 125 milliamps (mA) normally used.
* A 2-phase non-overlapping clock signal is required as well, also at about 5 Volt.
* There are 16 connections to the address bus, and an address can therefore be any number between 0 and 65535 (=2$^{16}$minus 1)
* The data bus has 8 connections, so that any address can have any number between 0 and 255 (=2$^8$minus 1) in it.
* A part of the external memory can be used as a set of instructions, the rest being available for data; there is a lot that this microprocessor can do.
* For example, feeding in the instruction 169 followed by 123 will put the number 123 into a small memory (address 780) called the Accumulator; this is called "Accumulator addressing". There are also "Immediate addressing", "Absolute addressing", "Zero page addressing", "Indexed zero page addressing", "Indexed absolute addressing", "Implied addressing","Relative addressing", "Indexed indirect addressing", "Indirect indexed addressing", and "Absolute indirect".
* Various kinds of calculations are possible, some of them quite involved, using proper software. This microprocessor can be used also in very many other applications.

## See also

Wikipedia:Software
Previous chapter Digital Circuits | Next chapter: Alternating Current | Go back to Index
# Lua in SpringRTS/Spring.AddUnitDamage

| Arguments | Return values |
| number unitID, number damageAmount [, number paralyze = 0 [, attackerID = -1 [, weaponID = -1[, number impulse_x [, number impulse_y [, impulse_z ]]] ]]] | nil |

## Argumens

number unitID, number damageAmount [, number paralyze = 0 [, attackerID = -1 [, weaponID = -1[, number impulse_x [, number impulse_y [, impulse_z ]]] ]]]

## Reurning values

nil
# Lua in SpringRTS/Synced Mode

Synced mode is the environment that all players share. Code that is run in synced mode is run practically by all players thus all players must get the same results from the code execution. That's the reason that some of the usual Lua code is not allowed like for example the math.randomseed as that would give different random values for each player which is not acceptable.
It's worth mentioning that Widgets are never allowed to execute synced code as that would imply cheating. Gadgets on the other hand are allowed to run both synced and unsynced code but in a special manner.
Synced code should practically hold callins that change the same things for all players.
# Lua in SpringRTS/Mod Structure

The mod file is just a plain zipped file in the .7z format. In this zip file there are actually very few folders and files that are absolutely required for a mod. Most files and folders are optional and just add elements to the game. For more information about the required folders/files you can read further on http://springrts.com/wiki/Mod_specification.
# Lua in SpringRTS/Spring API
## Callouts

Spring resources are the ones that are going to provide communication between your Lua code and the Spring engine.
The engine provides a plethora of built-in functions that you can call. These functions are called callouts.

## Callins

Event handlers are also provided and are called callins. Callins are just functions inside your Lua code that get invoked from the engine when certain events take place. For example if a unit gets created or destroyed.

## Variables

Variables are containers that keep values inside them. As their name suggest, their value is variable. Practically that means that you are freely to change the value of a variable in opposition to constants.

## Constants

Constants are containers as well with only difference that their value NEVER changes. Constants are used for things that never change. Practically a constant will be used to keep the number Pi from math, the name of a player etc.
# Lua in SpringRTS/What is the Spring engine
## What is an engine

Engine simply put is the core of a game. Usually game development teams make an engine which handles most of the heavy duty work like physics and 3D rendering. Physics and 3D rendering are the parts of a game that are the most CPU/GPU consuming and they are the parts that usually have the most code of the whole game. The 3D models, textures, etc are held outside of the engine. The reason for this is so tweaking the game doesn't need to make huge changes in the code of the whole game. In the old times(before engines were used) there used to be big files that kept all the game content so if someone wanted to change something in the game it was a big hassle. The person had to dig inside every little line of code of the game and double-check that nothing is broken after the change. Separating models, textures and other game elements makes it much easier to maintain a game and easier for future tweaking.
The Quake example You have probably heard of the Quake engine that was given to the public. With an engine in hands, someone is capable of changing many things(modifying) or even make a new game. From the Quake engine for example an open source game derived called Warsow(among others). What the developers of Warsow did was taking the engine and using their own models, textures and other files. They probably changed a bit the engine as well to fit in their needs. The thing is that you could yourself take the Quake engine and use your own models with it and modify it if wished. That way just by modifying a little piece of a game you make it appear as a new game. That methology of "game modifications" is even used in the broad market. It is very often that a team develops an engine and uses the same engine for a series of different games. That way there is limited coding needed in the future games.

## The Spring engine

Spring engine was built with the old game Total Annihilation in mind. That's the reason why so many different games(mods) share the same characteristics like the metal and energy resource system.
When making a game for Spring what you really are making is a modification(mod). The engine is left intact and the only thing being changed are the external parts like the map, the unit models, unit behaviours, textures, soundtracks, AI behaviour etc. The core of the game is still inside the engine so your freedom is somewhat limited.
Even with that limitation you can still change the look of a game in many ways. You could change even the metal/energy system but that would take a lot of Lua coding and thus making the game in the end a bit slower. Keep in mind that Lua is 3 times slower than C++ which is the language that Spring engine is coded in.
# Lua in SpringRTS/Widgets

Widgets are script files that are executed by each user individually. That means that not all users are obligated to have the same script file. Widgets are usually found in your LUAUI folder in the installation directory. You can add your own widgets files but you must follow some conventions that widgets must follow.
All widget files have in the beginning of the file the callin GetInfo:
In the field name is the name of the widget. Ingame when you press F11 to see all available widgets, the value in this field is what is going to appear there. In the field desc is a small description of what the widget does. In practice the content of this field appears as a tooltip ingame. In the field author is the name of the creator of the widget. In the field date you can find the date the widget was created. License just gives the kind of license which the widget is under. If you want the widget to be kept opensource the most commonly value is GPL. The field layer tells the engine what kind of script this is. Here is a list of possible values:
* Layer
* 0
* 1
* 2
* 3
* 4
* 5
Lastly the field enabled determines if the widget is loaded by default. In this example the widget will be loaded by default whenever we start the game.
# Lucid Dreaming/Appendices

* Lucid Dreaming Introduction | Dream Recall | Induction Techniques | Using | Glossary | Appendices | Further Reading
* Appendices Lucid Dreaming FAQ | Pedro's VILD documentation
These documents are currently kept here but at some point all the useful information in them will be in the rest of the Lucid Dreaming wikibook!
* The Lucid Dreaming FAQ is frequently posted on alt.dreams.lucid and describes many less common techniques.
* Pedro's VILD documentation is Pedro's original description of the VILD technique, along with some other things.
* Lucid Dreaming Introduction | Dream Recall | Induction Techniques | Using | Glossary | Appendices | Further Reading
# Physics Exercises/Kinematics in 2-3 Dimensions/Solutions
## Without Calculus

* The most important thing to notice in this problem is that there is no force in the horizontal direction: so there is no horizontal acceleration, and therefore the horizontal velocity is constant.
** From trigonometry (draw a figure and find the right triangle with) $v_{x}=v_{0}cos(\theta )$.
** Same as above, $v_{y}=v_{0}sin(\theta )$.
** Because $a_{x}=0$, $v_{x}=v_{0}cos(\theta )$.
** Note that at the top, the cannon ball is neither moving higher or lower (by definition), so the vertical velocity must be: $v_{y}=0$.
** Again, because $a_{x}=0$, $v_{x}=v_{0}cos(\theta )$.
** One easy way to find this is by symmetry. In general (esp. if the final height is not the same as the initial height), we can use conservation of energy (but you most likely haven't learned this yet). $v_{y}=-v_{0}sin(\theta )$. The negative sign denotes the downward direction.
* This problem uses what is called Galilean relativity. Arithmatics used here are approximately correct only at speeds much less than speed of light, c, which is correct for every day objects.
** 5 km/h. Keep in mind that velocity is a vector, and add two velocities vectorially. By the Pythagorean theorem, her speed relative to shore is given by:$v={\sqrt {v_{\mathrm {boat} }^{2}+v_{\mathrm {walk} }^{2}}}$.
Plugging in the given numbers yields the answer above.
** 53.1 deg. The easiest way to see this is by drawing two vectors tails together (so that you can see the triangle). The angle, which is the angle between the sum of two vectors and the direction north, can be found in terms of inverse tangent of ratio of the legs: $\theta =\arctan(4/3)$, which has the approximate value given above.

## With Calculus

* This problem is more or less a calculus exercise (which is why we told you to ignore units for this problem—it's not very physical).
** Remember speed is the scalar quantity equal to the magnitude of the velocity vector. Use the Pythagorean theorem to calculate the magnitude:$v(t)={\sqrt {(sin(t))^{2}+e^{2t}}}$.
** For this, remember that in general,$x(t)=\int _{0}^{t}v(t)dt'$.Performing the integral separately for each perpendicular direction gives:${\vec {x}}(t)=-cos(t)~{\hat {x}}+e^{t}~{\hat {y}}$.Here, the integration constant is zero because we start out at origin.
** Remember that acceleration is also a vector quantity. This is same as above, except this time, you perform a derivative, since ${\vec {a}}={\frac {d{\vec {v}}}{dt}}$. After the differentiation, we get:${\vec {a}}(t)=cos(t)~{\hat {x}}+e^{t}~{\hat {y}}$.
# Physics Exercises/Kinematics in 2-3 Dimensions

Kinematics in 2 or 3 dimensions is essentially the same as Kinematics in One Dimension with an extra step added: one must separate the motion into 2 or 3 perpendicular directions (for each problem, one particular choice of axes is better than others) and solve motion in each direction separately as it is done in Kinematics in One Dimension.

## Without Calculus

* A cannon (assumed to be at ground level) is fired off a flat surface at an angle θ above the horizontal with an initial speed of $v_{0}$. Assume no air resistance.
** What is the initial horizontal component of the velocity?
** What is the initial vertical component of the velocity?
** What is the horizontal component of the velocity at the highest point of the trajectory?
** What is the vertical component of the velocity at that point?
** What is the horizontal component of the velocity when the projectile lands?
** What is the vertical component of the velocity when it lands?
* A woman walks north at 3 km/h on a boat that is moving east at 4 km/h.
** With respect to the shore, how fast is the woman moving?
** With respect to the shore, at what angle from the north is she moving?

## With Calculus

* Just for this problem, assume t is a unitless quantity measuring time. A cockroach has a velocity $v=\sin(t)~{\hat {x}}+e^{t}~{\hat {y}}$. The cockroach starts at the origin. Derive an expression for
** the speed of the cockroach as a function of time,
** the position of the cockroach as a function of time,
** the acceleration of the cockroach as a function of time.

## References

* Solutions
# Physics Exercises/Kinematics in One Dimension

Kinematics in one dimension involves motion where the position can be represented by a single number. Motion in other directions (if any) are ignored. For solving kinematics problems without calculus, use of following equations is necessary (these can be derived using calculus):
${\begin{aligned}v_{f}&=at+v_{i}\\x_{f}&=(1/2)at^{2}+v_{i}t+x_{i}\\v_{f}^{2}&=v_{i}^{2}+2as\end{aligned}}$

## Without Calculus

* A man fires a rock out of a slingshot directly upward. The rock has an initial velocity of 15 m/s. How long will it take for the rock to return to the level he fired it at?
* It takes a man 10 seconds to ride down an escalator. It takes the same man 15 s to walk back up the escalator against its motion. How long will it take the man to walk down the escalator at the same rate he was walking before?
* A man riding a bicycle at a speed of 25 km/h passes a parked car. When the bicycle is 100 m ahead of the car, the car starts. The car instantly accelerates to a speed of 50 km/h, and subsequently maintains that speed. Find out when and where the car passes the bicycle, using both a graphical method and an arithmetical method.
* Cinderella leaves the ball at quarter to twelve in a coach travelling at a speed of 12 mph. Five minutes later the prince also leaves the ball following her. Calculate the speed at which the prince reaches her just as the clock strikes twelve.
* Two sporty snails are having a race. Because one of them is a famous sprinter, the other is given a head start of 1.0 meters. 15 minutes after the start of the race the sprinter catches up with the slower one. The sprinter was creeping at a speed of 60 cm/min. Calculate the speed of the slower snail.
* Miss Anna Litical wants to meet a friend living 150 miles away. She starts at 8:30 with an average speed of 50 mph. Her friend starts 30 minutes later travelling at a speed of 35 mph. When and where do they meet?

## With Calculus

* Starting with the definitions of velocity and acceleration, derive the kinematics equation for constant acceleration x = x$_0$ + v$_0$t + (1/2) a t$^2$.
* A cockroach starts 1 cm away from a wall. It starts running in a line directly away from the wall with a velocity of 1 cm/s, acceleration of 1 cm/s^2, jerk (d$^3$x/dt$^3$) of 1 cm/s$^3$, d$^4$x/dt$^4$ of 1 cm/s^4, and so on. How far is the cockroach from the wall after 1 s?

## References

* Solutions
# Physics Exercises/Induced Current
## Without Calculus

* A conducting loop is sitting in a region in which a weakening magnetic field is perpendicular to the plane of the loop. If you are looking along the direction of the magnetic field lines, which direction would the induced current be?
# Physics Exercises/Greek Alphabet

| Name | Lowercase | Uppercase |
| Alpha | $\alpha$ | $A$ |
| Beta | $\beta$ | $B$ |
| Gamma | $\gamma$ | $\Gamma$ |
| Delta | $\delta$ | $\Delta$ |
| Epsilon | $\epsilon$ | $E$ |
| Zeta | $\zeta$ | $Z$ |
| Eta | $\eta$ | $H$ |
| Theta | $\theta$ | $\Theta$ |
| Iota | $\iota$ | $I$ |
| Kappa | $\kappa$ | $K$ |
| Lambda | $\lambda$ | $\Lambda$ |
| Mu | $\mu$ | $M$ |
| Nu | $\nu$ | $N$ |
| Xi | $\xi$ | $\Xi$ |
| Omicron | $o$ | $O$ |
| Pi | $\pi$ | $\Pi$ |
| Rho | $\rho$ | $P$ |
| Sigma | $\sigma$ | $\Sigma$ |
| Tau | $\tau$ | $T$ |
| Upsilon | $\upsilon$ | $Y$ |
| Phi | $\phi$ | $\Phi$ |
| Chi | $\chi$ | $\mathrm {X}$ |
| Psi | $\psi$ | $\Psi$ |
| Omega | $\omega$ | $\Omega$ |
# Physics Exercises/Integral Table

$\int x^{n}\mathrm {d} x={\frac {x^{n+1}}{n+1}}+C$
# Models and Theories in Human-Computer Interaction/Finding right fit between group tasks and software

Wikibooks is a great example of groupware, ‘an application software designed to help people involved in a common task to achieve goals’ (Wikipedia). The key words for this definition are ‘common task’ and ‘achieve goals’. In order to measure success or failure of software we need to understand whether it promotes the goals that were set up for a particular group and whether it succeeds to support task execution. My only experience with Wikibooks was during HCI587x class. In our case, I have difficulty to define what were the tasks, the goals and whether students were required to act as a group.
If the goal was to document independent thoughts of students on cases or issues related to learning material, then I would define Wikibooks as successful. 1. The software provided “system perspective” (Caroll , 8.3), allowing users to understand the scope and content of work done jointly. 2. All the participating students could express their thoughts without moderation, all participating students had full access to other student’s materials. The coordination was minimal; mostly playing a role of providing basic structure for topics to discuss. 3. All participants and artifacts were equally important (Caroll, 8.4.1)
However, if the motivation of this group was to create a collaborative working environment, than not only Wikibook technology itself did not have enough capability to support this joint effort, but also the way the tasks were defined and the way Wikibooks was prescribed to use, didn’t motivate collaboration. 1. One of the earliest definitions of collaborative software is 'intentional group processes plus software to support them’. (Johnson-Lenz, Peter (30 April 1990). "Rhythms, Boundaries, and Containers". Awakening Technology). In our case, there were no group tasks. On contrary, students were not encouraged to edit or comment on other students work. There was only passive way to collaborate with others: read other’s content or produce a new content. As a result, HCI wikibook is a collection of separate ideas. 2. Besides, technology itself didn’t provide tools to support collaboration activities, such as brainstorming, commenting or chat.