OpenLLM-France/wikimedia huggingface dataset:
# Fractals/Programming computer graphic

* Formula parser
* Computer graphic techniques
** image, texture
** Quality : How to make 2D static images (computer graphic, non-photographic digital images), escpecially fractal images for display ?
** color
*** color gradient
*** color workflow
*** coloring algorithms
**** general coloring algorithms
**** Coloring algorithms for drawing fractals
** printing tips
** image noise, glitches
** graphic file, data file and parameter files
** Dimension
*** 2D
**** plane: description
**** Size and resolution of the image
**** Scanning, sampling and decomposition
***** coordinate: computing
***** grid, mesh, ruler, ...
**** Image processing - pipeline of 2D graphic
**** Plane transformations, mappings
***** zoom and deep zoom (perturbation)
***** plane inversion
***** unrolling (a closed curve )
***** Conformal maps
****** Conformal maps applied to pictures
****** Moebius transformation
****** Exponential and Mercator map
****** Maping component to the unit disk ( Riemann map ):
******* Multiplier map and internal ray
******** on the parameter plane
******* Boettcher map
******** on the dynamic plane : Boettcher map, complex potential and external ray
******** on the parameter plane : parameter ray = field lines
**** curves
**** optimisation
**** 2D algorithms
*** 3D
*** 4D
* AI
** openai codex
** alphacode from deepmind
* Documentation: Program is as good as it's documentation !
# Fractals/Quaternion Fractals

See the Wikipedia page about Quaternion numbers
Technique:
Programs :
* mandelbulber
* Fragmentarium
* shadertoy
* MathFuncRenderer
* OSX_BareBonesRayMarching see shaders.metal for the algorithms
# Effective Student Organization

This text explores aspects of effective student organizations. Its primary focus is on clubs and organizations that exist on university campuses, are student focused, student operated and face particular organizational problems associated with student involvement. One of the major problems that these groups face is the loss of institutional knowledge when students in leadership positions graduate or leave the university. This wikibook aims to counter this loss of institutional knowledge by providing a record of the effective strategies that students are using to organize.
The wikibook Managing Groups and Teams may serve as an excellent companion to this text, it offers a theoretically grounded and well detailed guide to effective leadership and management of groups.

## Table of Contents

    Chapters:
      * Introduction to Effective Student Organization
      * Problems that Student Organizations Face
      * Recruiting and Membership
      * Hosting Events
      * Fundraising
      * Leadership and Communication
      * List of Student Organizations Mentioned in This Book

## Suggestions for Future Chapters

One of the key elements that went into the creation of this wikibook was the identification of the general difficulties that some of the Student Organizations at Western Washington University faced. A lot of work went into gathering and compiling this wiki book for the use of the clubs and there should be a chapter or place that the club leaders and/or members could go to with success stories and examples of how they were helped. This in turn could lend itself to others wishing to be more effective in their own organization, whether a club or in their own life experiences.
# Effective Reasoning/Recommended Resources

* Internal
** Reasoning
** Logic
** Argumentation Theory
** Informal Logic
** Logical Fallacy
* External
** Books
*** Boole, George (1958). An Investigation of The Laws of Thought On Which Are Founded the Mathematical Theories of Logic and Probability. New York: Dover Publications, Inc. ISBN 0486600289 (This text is also available in free eText form here: http://www.gutenberg.org/etext/15114)
*** Brock, Bernard & Scott, Robert (1980) Methods of Rhetorical Criticism: A Twentieth-Century Perspective (2nd ed.). Detroit: Wayne State University Press ISBN 0060458429
*** Carnap, Rudolf (1958). Introduction to Symbolic Logic and Its Applications. New York: Dover Publications, Inc. ISBN 0486604535
*** Copi, Irving (2005) Introduction to Logic (12th ed.). Printice Hall ISBN 0131332759
*** Polya, G. (1971) How To Solve It (Reissue ed.). Princeton University Press ISBN 0691080976
*** Dauer, Francis Watanabe (1996) Critical Thinking: An Introduction to Reasoning. New York: Barnes and Noble ISBN 0760701377
** Websites
*** Stanford Encyclopedia of Philosophy
*** Everything About Debating
*** The Rhetorica Network
*** Copi Bidge Page (This is a website companion to Copi's Introduction to Logic mentioned above in the book section.)
*** Interactive Mathematics
** Other media
*** Zarefsky, David (2005). Argumentation: The Study of Effective Reasoning [Course]. Chantilly, VA: The Teaching Company Limited Partnership
*** Hall, James (2005). Tools of Thinking: Understanding th World Trough Experience and Reason [Course]. Chantilly, VA: The Teaching Company Limited Partnership
# Effective Student Organization/Introduction

Organization is key when it comes to putting a group together. Without great organization skills, the club can only go so far until it falls apart. Organization leads to great advertisement and promotion, which is key when trying to attract new members to the club or people to an event. For example, CCF has over 300 members because they have a hired staff to organize all of the events and CCF on Friday nights. Even though Swing Kids does not have a hired staff to organize their events, they have specified leaders who give up their time to plan Swing Kids and without those leaders there wouldn't be Swing Kids. Organization is key to a vision, goal and purpose within a club.
An effective organizational strategy for any club has a few major components. The first component should be that a club must come to an agreement on the mission or purpose for the group. For example, on the Campus Christian Fellowship (CCF) website, it states "We strive to assist students in their desire to know Jesus Christ and apply his teachings to their lives." CCF does this by reaching out and spreading the news of God and faith to the rest of the student body. The second effective organizational strategy that a club needs is to plan out events or meeting in advance. This strategy is shown through Swing Kids. They plan all of their big events at the beginning of the year in order to be organized and make sure a space or an area is available. Although both of these clubs are vastly different with their intentions and goal they must plan in advance in order to achieve their mission or purpose. A third effective organizational strategy is recruitment. Once a club has been founded, how do you get the word out. Most clubs use the events fair, which is an opportunity at the beginning of the school year to have a booth about a club. This is the way most students learn about different clubs on campus. However, fliers and word of mouth are very prominent recruitment techniques as well. Finally, funding. Although clubs at Western get $50 to start with, many clubs need more than that. So, the organization has to decide whether it will charge its members, focus on donations, or host events.
# Contemporary Educational Psychology/Chapter 1: The Changing Teaching Profession and You/Professionalism of Teachers/Table 1
## Table 1: Two Examples of Action Research Projects
### Steps in Action Research Project

    Example 1: Students’ Use of the Internet
    Example 2: A Teacher’s Helpfulness to ESL Students

### Purpose of the Research (as expressed by the teacher doing the research)

    For Example 1: “In doing assignments, how successful are my students at finding high-quality, relevant information?”
    For Example 2: “Am I responding to my ESL students as fully and helpfully as to my English-speaking students, and why or why not?”

### Who Is Doing the Study?

    For Example 1: Classroom teacher (elementary level) and school computer specialist teacher
    For Example 2: Classroom teacher (senior high level)—studying self; possibly collaborating with other teachers or with ESL specialist.

### How Information Is Gathered and Recorded

    For Example 1: by assessing students’ assignments; by observing students while they search the Internet; by interviewing students about their search experiences
    For Example 2: by videotaping of self interacting during class discussions; by keeping a journal diary by teacher of experiences with ESL vs. other students; by interviewing students of the ESL teacher

### How Information Is Analyzed

    For Example 1: Look for obstacles and “search tips” expressed by several students; look for common strengths and problems with research cited on assignments
    For Example 2: Look for differences in type and amount of interactions with ESL vs. other students; look for patterns in the differences; by altering the patterns of interaction and observe the result

### How Information is Reported and Communicated

    For Example 1: Write brief report of results for fellow staff; give brief oral report to fellow staff about results
    For Example 2: Write a summary of the results in teacher’s journal diary; share results with fellow staff; share results with teacher’s students
# GCSE Business Studies/Place

The business has to decide how it wants its product to reach the customer. Products pass through a distribution channel, and there are four main ones you need to know. Wholesalers buy products from a wide range of manufacturers and usually sell them to retailers. Retailers specialise in selling to the consumer.

## Manufacturer → Wholesaler → Consumer

This happens when consumers buy the product from a cash-and-carry warehouse. This is good for the manufacturer because they get bulk orders, and the wholesaler takes on the cost of storing the products as well as the risk of not selling them. The consumer often benefits from lower prices than if bought from a retailer, however levels of customer service may be lower. So this channel is useful for single use goods.

## Manufacturer → Wholesaler → Retailer → Consumer

This is the traditional channel, and is still used mainly in the food and drink industry. The advantages for the manufacturer are the same as channel 1. The retailer also benefits from dealing with a wholesaler: the wholesaler reduces the risk to the retailer by allowing them to buy in smaller amounts (known as breaking bulk) and offering a wide choice of goods. Problems of this channel are that goods can take a long time to get to the consumer, and manufacturers may be too distant from hearing the needs of the consumer.

## Manufacturer → Retailer → Consumer

This channel is becoming more common, particularly in the clothing industry. It is faster for retailers than dealing with wholesalers. The manufacturer also gets better consumer feedback about its products. However, it's hard for small retailers to hold lots of stock, and so often the manufacturer gets lots of small orders.

## Manufacturer → Consumer

This channel is now very popular: examples include factory retail outlets, mail order, and internet selling. This is the fastest channel, and usually cheapest for the consumer. But it is difficult for the consumer to shop around, and levels of customer service may not be as good.
# GCSE Business Studies/Stakeholders

Everyone who is affected by a business is called a stakeholder.

## Internal Stakeholders

Internal stakeholders are inside the business. There are two you need to know:

### Owners

* The most important stakeholders.
* They decide what happens to the business. They're the ones who make a profit if the business is successful.
* In a sole trader or a partnership, they are the owners. In a limited company, they are the shareholders.

### Employees

* If the company does badly, they may become unemployed.
* They want job security, promotion prospects, a decent wage, and good working conditions.

## External Stakeholders

External stakeholders are outside the business. There are four main ones:

### Customers

* Sales or promotions to bring new and old customers back
* They want high quality products at low prices.

### Suppliers

* The business provides them with their income.
* They may face cash flow problems if the business doesn't pay on time.
* If the business closes, they will lose work and money.

### Local community

* The business provides job opportunities and may provide useful facilities which they can use (e.g. a gym)
* On the other hand, if the business causes noise and pollution, this will disrupt them (e.g. a power plant)

### Government

* They receive taxes when the business makes a profit.

## Why Stakeholders Are Important

* Shareholders/owners are the most important stakeholders as they control the business. If they are unhappy than they can sack its directors or managers, or even sell the business to someone else.
* No business can ignore its customers. If it can't sell its products, it won't make a profit and will go bankrupt.
* If a business doesn't keep its employees happy, it may become unproductive. It won't work to its full potential and so its profits may suffer.
* A business may not mind being unpopular in the local community if it sells its products to a wider area.
# GCSE Business Studies/Economies and Diseconomies of Scale
## Business Size

There are a number of indicators used to determine whether a business is large or small. Some of these are:
* Number of employees: How many people are employed by the business?
* Turnover: What is the sales revenue of the business?
* Value of its assets: How much are all the possessions of the company worth?
* Physical size of the business: How many shops or warehouses does it own? How much land does it occupy?
* number of employees

## Economies of Scale

Large businesses have some advantages over smaller businesses. These are known as economies of scale, and can be divided into two categories:
* Internal economies of scale: Are related only to the business itself.
* External economies of scale: Benefit the whole industry or community.

### Internal Economies
#### Production and Technical Economies

These economies relate to the firm's production process. Some examples of these are:
* Mass production means lower unit costs.
* Able to transport materials in bulk, saving on transport costs.
* Can use computers and technology that may be too expensive for a small firm.

#### Purchasing and Marketing Economies

These economies relate to the firm's purchasing and marketing. Some examples of these are:
* Bulk buying means raw materials are cheaper.
* Advertising costs can be spread.

#### Financial Economies

These economies relate to the firm's finance. Some examples of these are:
* Easier to raise capital - better lending terms and lower interest rates.
* Risk is spread over multiple products.

### External Economies

External economies are those that benefit the whole industry or community. Some of these are:
* Better road and rail networks improve the area the business is in.
* Skilled labour in the area increases.
* Other businesses, such as suppliers, are attracted to the area.
* This provides a mutual advantages to businesses in the area.
# GCSE Business Studies/Motivation and Rewards
## Maslow's Hierarchy of Needs

Maslow studied employee motivation and, 1954, published his research. He created a hierarchy of people's needed. These were:
* Physiological needs - food, water, shelter, warmth, clothing
* Safety needs - being safe and secure from harm, job security
* Social needs - enjoying the company of others, teamwork, social contact
* Self-esteem - feeling valued by others, being praised and encouraged
* Self-actualisation - achieving something, reaching targets
Some people are prepared to work for just money, but others like going to work because of the friends they have made there, or the fact that they are respected by others and recognized for their good work.

### Conclusions

Maslow drew some conclusions from his research. He determined that:
* If a lower need is not met, then the higher ones are ignored. For example, if employees are worried that they will be fired, and have no job security, they will be concerned about friendship and respect.
* If a need is not met staff may become very frustrated. For example, if someone works very hard for a promotion and does not achieve the recognition they want, they may become demotivated and put in less effort.
* When a need is met it will no longer motivate the person, but the next need in the hierarchy will become important to that person.

## Herzberg's Hygiene Factors

Herzberg believed that all the needs of workers can be categorised into two groups:
* Hygiene factors - The things the business has to provide in order to keep workers content. These include clean, safe working conditions, and adequate rest breaks.
* Motivating factors - The things that will encourage workers to do their best. These include praise from managers, more responsibility, and promotions for good workers.
If the hygiene factors are poor, then the motivating factors won't work.
# Important Equations and Quantities

Table 12.1: Units used in Electrostatics :
| Units ||||||
| Quantity | Symbol | Unit | S.I. base units | S.I. base units | Direction |
| charge | q or Q | C (coulomb) | A·s | A·s | -- |
| force | ${\overrightarrow {F}}$ | N (newton) | kg·m/s² or kg·m·s² | kg·m/s² or kg·m·s² | yes |
| mass | m | kg (kilogram) | kg | kg | -- |
| acceleration | ${\overrightarrow {a}}$ | metre per second squared | m/s² or m·s² | m/s² or m·s² | yes |
| radial distance | r | m (metre) | m | m | -- |
| electric field | ${\overrightarrow {E}}$ | N/C or V/m | kg·m/(A·s³) or kg·m·A$^{−-1}$·s$^{−3}$ | kg·m/(A·s³) or kg·m·A$^{−-1}$·s$^{−3}$ | yes |
| work | W | J (joule) | kg·m$^2$/s$^2$ or kg·m$^2$·s$^{−2}$ | kg·m$^2$/s$^2$ or kg·m$^2$·s$^{−2}$ | -- |
| potential difference | V | V (volt) | kg·m$^2$/(A·s$^3$) or kg·m$^2$·A$^{−1}$·s$^{−3}$ | kg·m$^2$/(A·s$^3$) or kg·m$^2$·A$^{−1}$·s$^{−3}$ | -- |
# What is a force?

The simplest way to describe force is to say that it is a `push' or a `pull'. The push or pull on an object may cause either deformation or may change the state of motion of the object under consideration. The harder you 'push' or 'pull', the more force you are applying.
If we leave aside the deformation aspects, then force can be considered to produce change in the state of the motion of the object i.e. velocity. We have, though, experienced in real life that a 'push' or 'pull' does not always manifest in the change of motion. The reason is simple. A change in the state of motion requires a net force. For example, if the force is great enough to overcome friction the object being pushed or pulled will move. So long as the forces on an object are balanced (i.e. net force is zero), the state of motion described by "velocity" will remain same.
In fact, the acceleration of a body is directly proportional to the net force acting on it. The word net is important- forces are vectors and what matters in any situation is the vector sum of all the forces acting on an object.
The unit of force is the newton (symbol N)
|Force was first described by Archimedes. Archimedes of Syracuse (circa 287 BC - 212 BC), was a Greek mathematician, astronomer, philosopher, physicist and engineer. He was killed by a Roman soldier during the sack of the city, despite orders from the Roman general, Marcellus, that he was not to be harmed.
DEFINITION-The Equilibrium of forces is the single fore required to produce an equilibrium When only three forces act on an object this closed figure is a triangle. This leads to the triangles law for three forces in equilibrium.
# What is Electrostatics?

Electrostatics is the study of electric charge which is not moving i.e. is static.
# Equilibrium of Forces

At the beginning of this chapter it was mentioned that resultant forces cause objects to accelerate. If an object is stationary or moving at constant velocity then either:
* no forces are acting on the object, or
* the forces acting on that object are exactly balanced.
A resultant force would cause a stationary object to start moving or an object moving with a given velocity to speed up or slow down or change direction such that the velocity of the object changes.
In other words, for stationary objects or objects moving with constant velocity, the resultant force acting on the object is zero. The object is said to be in equilibrium.
If a resultant force acts on an object then that object can be brought into equilibrium by applying an additional force that exactly balances this resultant. Such a force is called the equilibrant and is equal in magnitude but opposite in direction to the original resultant force acting on the object.
As an example of an object in equilibrium, consider an object held stationary by two ropes in the arrangement below:
Let us draw a force diagram for the object. In the force diagram the object is drawn as a dot and all forces acting on the object are drawn in the correct directions starting from that dot. In this case, three forces are acting on the object.
Each rope exerts a force on the object in the direction of the rope away from the object.
Since the object has mass, it is attracted towards the centre of the earth. This weight is represented in the force diagram as ${\overrightarrow {W}}$.
Since the object is stationary, the resultant force acting on the object is zero. In other words the three force vectors drawn tail-to-head form a closed triangle:
[In general, when drawn tail-to-head the forces acting on an object in equilibrium form a closed figure with the head of the last vector joining up with the tail of the first vector. When only three forces act on an object this closed figure is a triangle. This leads to the triangle law for three forces in equilibrium:
Triangle Law for Three Forces in Equilibrium: Three forces in equilibrium can be represented in magnitude and direction by the three sides of a triangle taken in order.