OpenLLM-France/wikimedia huggingface dataset:
# Electrodynamics/Resources
## Resources

* Schwartz, Melvin. "Principals of Electrodynamics", Dover, 1987, ISBN0486654931
* Waves
* Special Relativity
* General Relativity
* On the Electrodynamics of Moving Bodies by Albert Einstein, June 30, 1905.
** On the Electrodynamics of Moving Bodies (pdf)
* Non-Ionizing Radiation, Part 1: Static and Extremely Low-Frequency (ELF) Electric and Magnetic Fields (2002) by the IARC.
** A summary of the previous report by GreenFacts.
* http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=10695845&dopt=Citation
* College Physics Volume 2 by Doug Davis, Saunders College Publishing, Orlando, FL, 1994
# Electrodynamics/Solving Maxwell's Equations

We will solve the two equations for the potentials, and put them together to generate a solution for E and B. The two equations are
    $\nabla ^{2}\phi -\mu _{0}\epsilon _{0}{\frac {\partial ^{2}\phi }{\partial t^{2}}}=-{\frac {\rho }{\epsilon _{0}}}$
    $\nabla ^{2}\mathbf {A} -\mu _{0}\epsilon _{0}{\frac {\partial ^{2}\mathbf {A} }{\partial t^{2}}}=-\mu _{0}J$

## Retarded Time

Imagine an infinite sheet. At time 0, a current is turned on, and thus, a magnetic field should be produced. What is the field at a very far point immediately after time 0? It is still 0, because the "news" that the current is turned on hasn't reached there yet. Electromagnetic information travel at the speed of light. This isn't surprising since light is an electromagnetic phenomena. We have already seen that electromagnetic waves travel at the speed of light; it would only make sense if all electromagnetic fields propagate at that speed.
Thus, let us introduce the quantity $t_{ret}=t-r/c$ called the retarded time. Suppose we have a fixed point P, and that it is currently time t. At another point Q, electromagnetic waves are sent. The waves arriving at P are not the ones generated at that instant, but the ones generated at $t_{ret}$. This is because light takes $PQ/c$ time to travel to P, so we must subtract it from t.
It turns out that the most general solution to the potential equations is given by:
    $\phi (\mathbf {r} ,t)={\frac {1}{4\pi \epsilon _{0}}}\int {\frac {\rho (\mathbf {r} -\mathbf {r'} ,t_{ret})}{||\mathbf {r} -\mathbf {r'} ||}}dV$
and
    $\mathbf {A} (\mathbf {r} ,t)={\frac {\mu _{0}}{4\pi }}\int {\frac {\mathbf {J} (\mathbf {r} -\mathbf {r'} ,t_{ret})}{||\mathbf {r} -\mathbf {r'} ||}}dV$
with $t_{ret}=t-{\frac {||\mathbf {r} -\mathbf {r'} ||}{c}}$
Note that the potentials are given at the actual time t, while the time appearing in the integral is the retarded time. Also, the integrals are over r'. Third, note that $t_{ret}$ is a function of both r and r'; keep this in mind when doing integrals and derivatives with retarded time in it.
Last of all, note that the following equation is not correct:
$\mathbf {E} (\mathbf {r} ,t)={\frac {1}{4\pi \epsilon _{0}}}\int {\frac {\rho (\mathbf {r} -\mathbf {r'} ,t_{ret})}{||\mathbf {r} -\mathbf {r'} ||^{2}}}dV$
as might be expected from analogy. Thus, our formulas for potentials is not a trivial equation; they have to be checked against Maxwell's equations.
On the other hand, since we know that $\nabla \times \mathbf {A} =\mathbf {B}$ and $-\nabla \phi =-{\frac {\partial \mathbf {A} }{\partial t}}$, we can "easily" calculate the fields from the potentials.
# Electrodynamics/Tensors

This page is going to serve as a general introduction to the concept of tensors.

## Tensors

A tensor is essentially a generalization of vectors and matrices that readers should be familiar with from linear algebra. A vector (with one dimension) is a rank-1 tensor, and a matrix (with two dimensions) is a rank-2 tensor. The rank of a tensor is the number of indices that are required to find an element from within that tensor.
Along with a rank, a tensor also has a size. For instance, a vector with three elements is a "Rank 1 tensor (3)", while a matrix that has 2 rows and 4 columns is a "Rank 2 tensor (2, 4)".
A tensor field is a generalization of the tensor concept, where each element in the tensor may be a variable or a scalar-valued function. In general, we will use the terms "tensor" and "tensor field" interchangeably. A vector field, like those that we have been studying so far, can be considered a specific case of tensor field, where each point in the field has an associated rank 1 tensor (a vector).
Tensors are, in the most basic geometrical terms, a relationship between other tensors. For instance, a rank-2 tensor is a linear relationship between two vectors, while a rank-3 tensor is a linear relationship between two matrices, and so on.
# Electromagnetic radiation

Contents
* Introduction
* Units of measurenent
* Relationships
* Bands in the spectrum
* Radio
* Microwaves
* Infra-red
* Visible light
* Ultraviolet (UV)
* X-rays
* Gamma rays
# Electrodynamics/Notation

This book uses a consistent notation for its equations. We will describe the symbols we use here, as well as other ways that those concepts are notated in other books.
    $\nabla$: Gradient operator
    $\nabla$$^2$: Laplacian operator
    $\Box$: d'Alembertian operator
    A: Area
    A: Magnetic potential field
    B: Magnetic field
    c: Speed of light
    D:
    E: Electric Field
    F$_e$: Electric force vector
    F$_m$: Magnetic force vector
    F: Field Tensor
    G: Magnetic Field Tensor
    H:
    I: Current, in amperes
    j: Electric current
    j: Electric current density
    k: Coulomb's Constant
    K: Magnetic Constant
    l: length
    L: Lorentz transformation matrix
    M: Magnetization field
    n: Normal vector
    φ: Electric potential function
    r: Scalar distance
    r, θ, z: Cylindrical coordinates
    r, θ, ρ: Spherical coordinates
    r: Distance vector
    R: Rotation matrix
    σ: Charge density
    T$_E$: Electric stress tensor
    T$_M$: Magnetic stress tensor
    V: Volume
    x, y, z: Cartesian Coordinates
# Electrodynamics/Relativistic Electromagnetism
## Inertial Frames

Consider two inertial frames, X and Y. The X frame contains a stationary electric charge distribution. An observer in the X frame sees the electric charge distribution as being static, and observes an E field, but no B field, because the charge distribution is not moving with respect to the frame.
The frame Y is moving at a constant linear velocity with respect to the X frame. An observer in the Y frame sees the X frame as moving, sees the charge distribution in X as flowing, and therefore will measure a magnetic field due to the charge distribution in X.
Two observers, both looking at the same charge distributions from different frames will see two very different phenomina: The observer X sees no magnetic field, and the observer Y sees a magnetic field.

## Magnetic and Electric Fields

According to special relativity, the magnetic field and the electric field are just two separate effects of the same underlying cause. In terms of special relativity, the magnetic field is just a correction to the electric field for observers in inertial frames. In other words, the magnetic field exists only to account for differences in the electric field among various observers.
# Electromagnetic radiation/Bands in the spectrum

Electromagnetic radiation: 4. Bands in the spectrum
The electromagnetic spectrum is divided into several bands. These definitions are generally informal and vague, and the bands may overlap. There seems to be a gap between the ultra-violet and X-ray bands. Sometimes, the choice of band depends on how the radiation is generated. For example, radiation from radioactive decay is always referred to as gamma rays, even if its photon energy would class it as X-rays.
The main bands used, in order of decreasing wavelength (hence increasing frequency and photon energy) are:
* Radio
* Microwaves
* Infra-Red
* Visible light
* Ultra-violet
* X-rays
* Gamma rays
A convenient mnemonic for remembering these is "Rabbits Mate In Very Unusual eXpensive Gardens".
As noted later, microwaves have only been regarded as a separate band in fairly recent years.
There are many bands within these, which are even vaguer and more prone to overlap. Each band is discussed in more detail later. The limits given are rough, so exact consistency between wavelength, frequency and photon energy cannot be expected.
# Electrodynamics/Ohm's Law
## Ohm's Law

Ohm's Law is a mathematical law that takes several different forms, depending on application. While we will discuss other forms later, we will start with the form of primary mathematical interest.
We can use Ohm's law to relate the average current density to the electric field, by using a constant quantity of the conductor, known as the conductivity:
Ohm's law can be stated as:
[Ohm's Law]
    $\mathbf {j} =\sigma \cdot \mathbf {E}$
where j is the current density (current per unit area), σ is the conductivity and E is the electric field.

## Conductivity

Each different type of conductor will have a unique constant conductivity, which can typically be determined through experimentation.
# FOSS Network Infrastructure and Security
## Table of Contents

* Foreword
* List of Abbreviations
* Introduction to FOSS and GNU/Linux
* Network Concepts and Architectures
* Major Networking Functions with FOSS
* Security Functions with FOSS
* Network Planning
* Further References
* Glossary
* About the Author
* Acknowledgements
* About APDIP
* About IOSN

## Information

This book is donated by the International Open Source Network and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:
Author: Gaurab Raj Upadhaya © UNDP-APDIP, Elsevier, 2007, 52 pages ISBN 978-81-312-0421-4 ISBN 81-312-0421-9
is located at http://www.iosn.net/network/foss-network-primer/foss-network-infrastructure-and-security-covers.pdf
This wikibook is available under the terms of the GNU Free Documentation License and Creative Commons Attribution License 2.5
# Fireboy and Watergirl in the Forest Temple

This book is intended to give info about the first game in the Fireboy and Watergirl series - Fireboy and Watergirl in the Forest Temple.

## Table of contents

* Level 1
* Level 2
* Level 3
* Level 4
* Level 5
* Level 6
* Level 7
* Level 8
* Level 9
* Level 10
* Level 11
* Level 12
* Level 13
* Level 14
* Level 15
* Level 16
* Level 17
* Level 18
* Level 19
* Level 20
* Level 21
* Level 22
* Level 23
* Level 24
* Level 25
* Level 26
* Level 27
* Level 28
* Level 29
* Level 30
* Level 31
* Level 32
* Forest Temple Levels
* Authors & Contributors
# Fireboy and Watergirl in the Forest Temple/Authors & Contributors

This list is updated automatically by AuthorsAndContributorsBot. Please do not update it manually.
* Slava Ukraini Heroyam Slava 123 (discuss · contribs · count · logs · block log · rfp · rights [change])
* Gifnk dlm 2020 (discuss · contribs · count · logs · block log · rfps · rights [change])
* Mbrickn (discuss · contribs · count · logs · block log · rfp · rights [change])
* L10nM4st3r (discuss · contribs · count · logs · block log · rfp · rights [change])
* Atcovi (discuss · contribs · count · logs · block log · rfps · rights [change])
* Mrjulesd (discuss · contribs · count · logs · block log · rfps · rights [change])
* Sungodtemple (discuss · contribs · count · logs · block log · rfp · rights [change])
# Fire on the Limestone Plains/Inquiries and Reviews
## 1988 to 1995

The ACT’s Emergency Services have been the subject of various inquiries and reviews these include the 1988 Purdue report, the 1991 Hannan Report, the 1992 Purdon Report, the 1993 McDonald Report, the 1994 McBeth Report, and the 1995 Glenn Report.

## 1997

LEGAL AFFAIRS - STANDING COMMITTEE Report on Proposed Restructuring of ACT Emergency Services
MR OSBORNE (11.59): Mr Speaker, I present Report No. 4 of the Standing Committee on Legal Affairs entitled "Inquiry into the Proposed Restructuring of the ACT Emergency Services", together with a copy of extracts of the minutes of proceedings. I move: That the report be noted.

## 2003

Mr Ron McLeod (a former Commonwealth Ombudsman) headed the Inquiry into the Operational Response to the January 2003 Bushfires. Final Report was presented to the Chief Minister, on 1 August 2003.
   The Inquiry found in the structure of the ACT’s emergency service arrangements inefficiencies that frustrated emergency workers and volunteers in their efforts to make their contribution as effective as possible. Taking into account the ACT’s size, the Inquiry considers it would be more efficient if all the ACT emergency services, their assets and their personnel (with their considerable skills), were maintained and managed within a single, larger operational body specifically set up outside the framework of the ACT Public Service. This would bring the various emergency service bodies closer together and would facilitate more flexible use of equipment and personnel, to better meet changing circumstances and a variety of different types of emergencies.
   The proposed new body—the ACT Emergency Services Authority—would need its own legislation and its own management and governance arrangements, and it would report directly to the ACT Government through the relevant Minister. A move in this direction would be consistent with the trend elsewhere in Australia towards greater integration between the different emergency service bodies and a stronger ‘all hazards’ approach to emergency management. The proposed ACT authority would replace the existing Emergency Services Bureau.

### 2003 Coronial

Coroner Maria Doogan "Inquest into the deaths of Mrs Dorothy McGrath, Mrs Alison Tener, Mr Peter Brooke and Mr Douglas Fraser as a result of the January 2003 Canberra bushfires" was formally opened at a directions hearing on 16 June 2003 and began to hear evidence on 7 October 2003. See Coroner Doogan's Report Volume 1 and Volume 2.

### References

* ↑ http://www.cmd.act.gov.au/__data/assets/pdf_file/0018/113904/appendix-g.pdf Appendix G Previous ACT inquiries and reviews
* ↑ Legislative Assembly for the ACT: 1997 Week 6 Hansard (19 June) http://www.hansard.act.gov.au/hansard/1997/week06/1814.htm
* ↑ "Final Report of the McLeod Inquiry".
# Fire on the Limestone Plains/Inquiries and Reviews/1988 to 1995

The ACT’s Emergency Services have been the subject of various inquiries and reviews these include the 1988 Purdue report, the 1991 Hannan Report, the 1992 Purdon Report, the 1993 McDonald Report, the 1994 McBeth Report, and the 1995 Glenn Report.

## References

* ↑ http://www.cmd.act.gov.au/__data/assets/pdf_file/0018/113904/appendix-g.pdf Appendix G Previous ACT inquiries and reviews
# Fireboy and Watergirl in the Forest Temple/Level 2

Level 2 is the second level in the game and it assumes the player is already familiar with the controls. It it unlocked after completing level 1, and completing level 2 will unlock level 3.
On the bottom layer, Fireboy must go through the lava and watergirl must go through the water. On the second layer, one of the players must stand on the white button on the right which opens the door, while the second player must walk through and step on the white button on the left. After that, the first player is free to pass through the door as well while the second player is keeping it open.
On the next layer of the level, there are 2 pools of green mud (both Fireboy and Watergirl unable to pass through green mud), and 2 hanging logs above them. The logs act like see-saws, sending you off the edge if you stand too close to the edge and fall into the pool of green mud below.
To cross this layer, it’s a must to jump on the logs. Fireboy and Watergirl should not attempt to jump on the same log at the same time. Generally, you should aim your first jump to land as close as possible to center of the log, and you should attempt to minimize the amount of time spent on the log. The delay between the two jumps should be minimal to reduce the risk of falling to the green mud.
# Fire on the Limestone Plains/Inquiries and Reviews/The January 2003 Bushfires

Mr Ron McLeod (a former Commonwealth Ombudsman) headed the Inquiry into the Operational Response to the January 2003 Bushfires.
Coroner Maria Doogan "Inquest into the deaths of Mrs Dorothy McGrath, Mrs Alison Tener, Mr Peter Brooke and Mr Douglas Fraser as a result of the January 2003 Canberra bushfires" was formally opened at a directions hearing on 16 June 2003 and began to hear evidence on 7 October 2003. See Coroner Doogan's Report Volume 1 and Volume 2.

## References

* ↑ "Final Report of the McLeod Inquiry".
# Fireboy and Watergirl in the Forest Temple/Level 1

Level 1 is the introductory level and its purpose is to teach the player(s) basic controls. You can control Fireboy using the arrow keys and Watergirl using the WASD keys. Fireboy can move through lava but not through water while Watergirl can move through water but not through lava. Both characters are unable to move through green mud. This game is intended for 2 players, however it can also be played solo.
It's easy to get to the yellow lever by making sure Fireboy doesn’t enter water and Watergirl doesn’t enter lava. Afterwards, switch the lever and the yellow platform will descend. Then, one of the characters has to stand on the pink button so that the pink platform will also descend while the other character has to jump on top of the pink button.
When the first character moves from the button, the platform will ascend so the second player has to stand on the second pink button in order to let the first one move up.
Then you get to a movable object. Just move the object until it touches the wall on the left. Afterwards, use the object as a stepping stone to jump up. Finally, Watergirl must enter the door with the blue symbol while Fireboy must enter the door with the red symbol to complete the level.
Congratulations! You finished the first level! You are now a pro gamer! Or both of you if there are two of you! Also, successfully completing level 1 will unlock level 2.
# Elementary Spanish/Future Holiday Plans/Talking with acquaintances
## Vocabulary

Word match activity
| Growing up | Crecer |
| Community | Comunidad |
| House of worship | Casa de Dios |
| Candle | Vela |
| Tree | Árbol |
| Pray | Orar |

### Possible questions for a stranger

| Did you celebrate that growing up? | ¿Celebraste eso creciendo? |
| Do you celebrate that with family or the community? | ¿Celebras eso con tu familia o con la comunidad? |
| Are there special foods? | ¿Hay comidas especiales? |
| Do you wear anything special? | ¿Usas ropa especial? |
| Do you celebrate ____ somewhere special? | ¿Celebras ______ en un lugar especial? |
| Is that like _____? | ¿Eso es como ____? |
Practice with these terms in this interactive exercise: Question practice activity

## Dialogue

Audio lesson activity
Erica: Buenos días.
Alejandro: ¡Buenos días!
Erica: ¿Qué celebraste cuando estabas creciendo?
Alejandro: Celebrábamos día de los muertos.
Erica: Eso suena espantoso. ¿Es como Halloween?
Alejandro: No. Casi nada tienen similar. Es una manera de celebrar gente en nuestra familia que estabas vivos pero ahora están muertos. La muerte es parte de la vida.
Erica: ¿Usan ropa especial?
Alejandro: Una gente usa ropa tradicional de nuestros antepasados. Las mujeres usan vestidos muy lindos y anchos de muchos colores. La gente le gusta pintar su cara de calaveras.
Erica: Muy interesante.

## Links and Resources

* Word match activity
* Question practice activity
* Audio lesson activity
# Elementary Spanish/Future Holiday Plans/Talking with your children
## Vocabulary

Word match activity
| Will decorate | Vas a decorar |
| Should | Debería |
| Holiday | Día de fiesta |
| Home | Hogar |
| House | Casa |
| Apartment | Apartamento |
| _____’s house | Casa de _____ |
| Restaurant | Restaurante |
| WINTER LESSONS FOR FOOD | |

## Possible questions for your child

| What would you like to do? | ¿Qué quisieras hacer? |
| What should we eat? | ¿Qué deberíamos comer? |
| How should we decorate our home? | ¿Cómo deberíamos decorar nuestro hogar? |
| What would you like for the holiday? | ¿Qué quisieras hacer para las fiestas? |
| Where should we go? | ¿Dónde deberíamos ir? |

### “Would like” conjugations

| Yo | Quisiera |
| Tu | Quisieras |
| El/ella | Quisiera |
| Ellos | Quisieran |
| Nosotros | Quisiéramos |
Deber future tense
| Yo | Debería |
| Tu | Deberías |
| El/ella | Debería |
| Ellos | Deberían |
| Nosotros | Deberíamos |
Practice with these terms in this interactive exercise: Question practice activity

## Dialogue

Audio lesson activity
James: ¿Cómo quieres decorar el apartamento este para las fiestas?
Melissa: Quiero ensatar palomitas juntas para decorar el árbol.
James: Eso suena divertido. ¿Quieres decorar las paredes también?
Melissa: No. Solamente quiero decorar el árbol.
James: ¿Quieres hacer adornos para el árbol?
Melissa: Si. Quiero hacerlos con papel de construcción.
James: ¿Qué quieres comer para las fiestas? ¿Debemos cocinar en casa o ir a la casa de abuela?
Melissa: Debemos ir a la casa de abuela y comer lo que ella quiera cocinar.
James: Tienes muy buenas ideas. Abuela cocina muy rico.

## Links and Resources

* Audio lesson activity
* Question practice activity
* Word match activity
# Lessons

* 1. Talking with each other
* 2. Talking with your children
* 3. Talking with acquaintances

# Resources

Weekend Plan Flash Cards
# Elementary Spanish/Autumn produce
## Goals

By the end of this lesson you will know words for autumn produce.

## Lesson

Let's begin with some vocabulary building excercises.

### Exercise 1: Picture matching

Picture match activity
This is an interactive lesson where your goal is to select the picture that matches the phrase at the top of the screen. If you click on the wrong picture it will gray out and you can click again to choose another picture. If you want to start the lesson over just reload the page.

### Exercise 2: Audio lesson

[Placeholder for audio lesson activity]
This is an audio lesson. You can either listen online and read the transcript as you go, or you can download the lesson and listen to it on your phone or music player.

### Exercise 3: Example dialogue
#### Synopsis

In the following dialogue Jorge asks Lupe to pick up some stuff from the supermarket. He wants to cook a special dinner for his wife.
Watch out for a common saying in spanish, using two rhyming words. See if you could figure out what the word "necesita" means.

#### Dialogue

Jorge: ¿Puedes ir a la supermercado después del trabajó?
Lupe: Si, papa. ¿Que necesita?
Jorge: No se. Quiero hacer una cena para tu mama.
Lupe: Es temporada de calabaza y calabacín.
Jorge: ¿Que te pasa calabazas?
Lupe: Nada, nada. Limonada.
Jorge: La calabaza y calabacin suena bien.
Lupe: ¿Va hacer postre?
Jorge: Si. ¿Me puedes traer manzanas, canela y castañas?
Lupe: ¿Va hacer un pastel?
Jorge: No. Voy hacer ponche. Es como sidra.
Lupe: O. Que rico.

### Vocabulary words

* apple - manzana
* chestnuts -castañas
* cider - sidra
* cinnamon -canela
* pumpkin - calabaza
* maize - maíz
* squash -calabacín