OpenLLM-France/wikimedia huggingface dataset:
# The Pyrogenesis Engine/Actors

"Actors" is a concept that is used when dealing with all the visual aspects of entities, such as which models and textures to use for rendering it etc. (TODO: give more examples).
The logic governing actors is mainly found in the VisualActor component (TODO: wikilinkify "component").
CCmpVisualActor.Init
This function takes a "paramNode" as argument. I'm not quite sure what that is, but it's probably some kind of XML-derived data structure.
If the paramNode has a "Foundation" or "FoundationActor" child, that will be used as the "actor name". If it doesn't, it will use the "Actor" child of the paramNode as "actor name".
The function then creates a new "unit" from the "actor name", GetActorSeed and null selections. (TODO: explain)
CUnitManager.CreateUnit
This function tries instantiating a new CUnit with the actor name, seed and selection given in its arguments and some private object manager. (TODO: explain)
If it succeeds in doing so, the new unit is added to the unit manager and returned to the call site.
CUnit::Create
This is a factory function.
First it finds the base object with the given actor name in the object manager. If a base object with that name is not found, it returns null.
It then calculates random variations from the seed.
It then finds the object that matches them. If object not found, return null.
It then returns a new CUnit with that object, object manager and selections.
CUnit::CUnit
This just initializes a bunch of variables.
# The Prison-Industrial Complex/Causes
## Sentencing

Sentencing policy, such as mandatory sentences for certain crimes, may lead to increased prison populations.
# The Prison-Industrial Complex/Printable version

The current, editable version of this book is available in Wikibooks, the open-content textbooks collection, at
https://en.wikibooks.org/wiki/The_Prison-Industrial_Complex

# Introduction

In countries with a large incarcerated population, a Prison-Industrial Complex has a chance to form. By turning incarceration into a significant industry, there are a number of observable economic, social, and legal effects and consequences as a result.
# The Prison-Industrial Complex/Impact
## Social

The effects of a large prison system on a society can be quite severe. The resulting separation of families, recidivism, and other factors often lead to severely negative societal outcomes.

## Economic

Large prison systems, especially those with significant privatized elements, often leads to a prison industry. As with any industry, this leads to a mixed bag of issues relating to political power, labor rights, and tax policy.
# The Prison-Industrial Complex/Introduction

In countries with a large incarcerated population, a Prison-Industrial Complex has a chance to form. By turning incarceration into a significant industry, there are a number of observable economic, social, and legal effects and consequences as a result.
# Windows XP/Add a Screensaver

Adding a Pre-made Screensaver
You can simply use the screensavers Windows XP comes bundled with, if you wish. To use one of these screensavers, follow these steps:
* Go to the desktop.
* Right click and select "Properties" from the menu.
* A window should appear.
* Click on the "Screen Saver" tab at the top.
* Click on the drop-down menu.
* Pick a screensaver!
NOTE: If you want to edit something about the screensaver, click the settings button.
Making Your Own Screensaver
Want to make your own screensaver? Ok. This is very easy with the amount of free tools out there. I would recommend:
* 3D Screen Creator - Create your own 3D screensavers.
* Screensaver Tools - A list of free tools.
# Windows Vista/Programs

The goal of the Vista Logo Program is to increase the quality of applications across the Windows ecosystem. The requirements in this document outline criteria that help make an application more compatible, reliable, and secure when running on the Windows Vista operating system. Applications that meet all of these requirements can carry the Windows Vista Logo artwork. This artwork is not yet available. The Windows Vista Logo Program is one of certification. Applications must be independently tested by a Microsoft approved testing vendor before they are granted logo certification. As part of this process, a Logo Disclosure Document will be created for each application. That document will be created by the ISV applying for the logo and will be verified by the testing vendor. The document will contain information about the application’s behavior and how the application passed certain requirements. When a Vista Logo Program requirement calls for behavior to be documented, the information must be included in the logo document. Logo documents will be made publicly available for review by customers.
# Windows XP
## Table of Contents
### Customizing

* Changing The Wallpaper
* Add a Screensaver
* Changing The Logon Screen
* Changing the Look
* Changing Fonts to Display Other Languages

### Securing

* Security Fundamentals
* Backups
* Practical Steps
* Security Software
* End of Support

### Troubleshooting

* Installation Problems
* Removing Windows Passwords
* Drive Failure

### Miscellaneous

* Optimizing
* Advanced Optimization
* Windows-key Shortcuts
* Unicode Support
* Authors & Contributors

## See also

* Basic Computing Using Windows
* Guide to Windows Commands
* Windows Registry Hacks
# Windows XP/Backups

Hardware eventually breaks down, like many other things. What matters is that your files survive the ordeal.
Making manual backups of your data is rather tedious, so we would just postpone the hassle... until Murphy strikes. A catastrophic event (a power spike, fire, spilling coffee on your keyboard?) or normal wear and tear will lead to losing several years of work. Maybe you were also in the middle of something and needed the data.
Beware of clacking noises from the hard disk during seeks (a tell-tale sign that the drive's controller is failing). One day your system may just not start because the boot sector has become unreadable.
Recovery should still be possible - after all, data has been recovered from drives destroyed by fire - but may be very expensive. If your data is of value to you store a copy on persistent media and avoid the grief.
If you find yourself in this situation, note that usually technicians' first move is to connect the drive to another disk and attempt a low-level data transferral using a specific (software) recovery tool.
The most efficient software for direct disk editing and recovery is WinHex(commercial product), it can edit the hard disk directly, make images of it, and recover files.
The other way is to make the image and edit it with your favorite hex-editor. An image can be made with SelfImage, an easy to use open-source utility.
CD/DVD-ROMs are a good choice for the home user (choose a good quality brand [Verbatim?] to avoid mischief like the CD's coating flaking off). A DVD is several Gigabytes worth but takes a long time to burn (each session must write at least 1GB of data; less than that will be padded with dummy values). Ah - you also need a DVD recorder ([some/all?] models can burn CDs too).
If you want to avoid "wasting" CD storage space you can use a few rewritable (RW) CD/DVDs for "minor" backup sessions and then make a contiguous copy on a write-once (R) medium.
A disk image is a snapshot of the filesystem's state, preserving file positions too. Frequently used with OEM PCs to restore a bundled Windows installation customized by the manufacturer (Note: you appear to get bundled software for free but it actually forms part of the retail price; if you want to use a Linux-like system try to return Windows and get refunded [how?]).
After creating a "master" image you can save "diffs" (changes to the file system) that usually take much less space. However defragmenting your files will change their positions on disk, so this
* What about tape/Zip drives (are they obsolete? if not state capacity & speed of both)
* Windows XP Professional has a backup utility. Is it usable/useful? What about XP Home edition? Any good (possibly open-source) third-party sw?
# Trainz/Rendering

Rendering is the process whereby a high quality image of a 3d model is produced, with the customizable use of lighting, reflection and texture effects.
Rendering cannot be carried out in the Trainz Asset Creation Studio in Gmax, but is available in 3DS Max. In relation to Trainz, its main uses are to check the resemblance of a model to a photo of the real thing. Renders are also a popular way of exhibiting content creations for example, on the Trainz Discussion Forums.
# Trainz/Railyard

Back to the Top
| ← Prev Content Manager, Driver | ↑ Trainz TOC, Versions — Trainz parts ↓ | Surveyor Next → |
Glossary :
HKeys-CM :
HKeys-DVR :
HKeys-SUR :
HKeys-WIN :
Mouse use :
Notations :
The Trainz Railyard module is an interactive GUI allowing Trainz users to view the available Trainz Rolling Stock and mark or unmark various stock as 'Favorites'. It began in the Trainz Beta version Trainz_0.9 and up through TRS2004's arrival, was known as 'My Collection'. It is a unimproved product with some changes deleterious to use in newer releases, though the UTC, TR04-TR06 versions allowed sufficient freedom of camera position that viewing rolling stock with it sometimes had uses. It was a good choice for making the 240x180 pixel jpg file screenshots that TS09 began demanding for rolling stock opened for editing.
# Trainz/Prototype Railways
## Introduction

Creating a prototypical route in Trainz is very popular and there are many means of doing so. Prototypical routes can be downloaded from the DLS and others are available as content included for distribution with Trainz, e.g. TC3 has the 1950's/60's Settle and Carlisle route included.
When attempting to create a prototypical route, it is up to the user how much detail, time and effort is put into the map, therefore affecting how representative and accurate the simulation is to be.
The initial stage of creating a prototypical route (or any prototypical asset) involves some sort of research and collection of information, e.g. maps, photos or drawings to help the creator in placing track and other objects accurately on the map. Many Trainzers make use of software such as Google Earth, Flash Earth or Microsoft's maps.live.com in order to obtain aerial information regarding their route.
Of course, to be truly accurate and representative of the actual route, the user may need to consider creating his/her own content if the DLS and other sources are not satisfactory.

## Baseboard Maps

Baseboard maps are objects (assets) that are able to be placed on a board in Surveyor mode in Trainz. The object is a flat plane with a 1km$^2$ map textured over it. The purpose of baseboard maps is for accuracy in placing scenery and track items in a prototypical layout. The boards are height adjustable and can be used in multiples. Once finished with the asset can be removed from the map.
Baseboard maps are available from 3rd party sites on the internet or can be easily created with Gmax and a basic knowledge of content creation. The usefulness of these items depends on the map they are textured with and how the user implements them in Trainz.
# Trainz/Project/ToFinish

Back to the Top
| ← Prev Templates | ↑ Project | Trainz Maintenance Next → |

## Pages to revisit and update

* Trainz/Copying Assets Between Versions And Copies Of Trainz
* Trainz/Version And Build Numbers
* Trainz/Copying Assets Between Versions And Copies Of Trainz
* Trainz/Version And Build Numbers - needs further grooming, titles finally shortened.
* Trainz/AM&C/Fixing_Assets#Content_Manager_Error_Messages
# Trainz/Project/Images list

Back to the Top
* Trainz Images uploads to the commons for Fundamentals tutorials List of Images for Fundamentals for Trainz Trainees
* TOC | Beginnings | Fun | AM&C | Creation | InBook Refs | ORP Refs:  • Index • Containers • Kinds • Tags | Appendixes  • Vers
This is a running inventory of uploads ready for tutorials taken as the screenshots were processed.
| Num | Good Image Title on your HDD and the Commons | Article Title link | Brief | Caption | Commons Url |
| num | fil=File: TRS-SUR-Tut-01 Intro to Route building in Trainz Surveyor-01 Initializing a blank baseboard of our first route.png | pg= WB page: Template:TH | brf=In brief: | cap=Caption: | url= |
| num | Image | pg | brf | cap | url |
# A Current Study: “Gender Bias Without Borders”

In 2014 there was a study conducted by Dr. Stacy L Smith and her research team at the USC Annenberg School for communication and journalism. This study was backed by the UN and focused on the current discrimination that exists within the film industry on a global scale. This study included the “ten most profitable territories internationally” (Smith). It’s also very notable that the Geena Davis Institute on Gender in Media has conducted over twelve studies about gender occurrence in entertainment. These studies focus on gender inequality and the “rampant stereotyping in film and television” (Smith).
The 2014 study revealed some disconcerting statistics on how women are portrayed in films across the globe. One statistic revealed, “A total of 5,799 speaking or named characters on screen were evaluated, with 30.9% female and 69.1% male” (Smith). They also discovered that out of these characters, the women protagonists made up only 23.3% of the films in this study (Smith). In the book, “Through the Labyrinth: The Truth About How Women Become Leaders,” by Alice H. Eagly and Linda L Carli, there is concrete evidence presented about correlational studies about wages and promotions. These studies answer the question in the book, “Is Discrimination Still a Problem?” In the film industry, a leadership position would include a protagonist role or a speaking character. The statistics found in the 2014 begs the question about why women are not being allowed to be leaders in the film industry.
Women represent about half of the population. This fact is talked about in many books, articles, and lectures that are done about the discrimination against women. It is discussed because although women represent about half of the population, they are hardly represented in this way in the work force. This is especially true, according to the book “Through the Labyrinth: The Truth About How Women Become Leaders,” about women in positions of authority and leadership. Women are extremely unrepresented in these higher executive positions. This is no less true in the media industry. In the study done by Dr. Smith, the amount of women found in the world’s population is compared against the number of women that actually appear in films, especially in prominent roles.
# Women Studies
## Contents

* Preface
** Contributors' Biographies
* Discrimination in the Media Industry
** Introduction
** The Film Industry
** Producers in the Media
** A Current Study: "Gender Bias Without Borders"
** Women News Anchors and Appearance of Women in Media
** Live Broadcasting and the News – A Student Study
** Conclusion
** References
* Sexuality of Women Leaders: What is and is not allowed.
** What is leadership?
** Society's Influence
** References
* Female Leaders in the Media
** Introduction
** Female Leader's History in the Media
** Gender Stereotypes in the Media
** Media's Focus on Female Leader's Looks/Sexuality
** Effect of the Media on Female Leadership
** Conclusion
** References
* The Change Agent
** Change Agents and Education
** An Interview with Ann Thompson
** An Interview with Peter Korsching
# A-level Physics (Advancing Physics)/Charge/Worked Solutions

1. How much charge do 1234 electrons carry?
1234 x 1.6 x 10$^{−19}$ = 1.9744 x 10$^{−16}$ C = 197.44 aC (attocoulombs)
2. How many electrons does is take to carry 5 C of charge?
5 = 1.6 x 10$^{−19}$ x n
$n={\frac {5}{1.6\times 10^{-19}}}=3.125\times 10^{19}{\mbox{ electrons}}$
3. The total charge on 1 mole of electrons (6 x 10$^{23}$ particles) is equal to 1 faraday of charge. How many coulombs of charge are equal to 1 faraday?
1 faraday = 6 x 10$^{23}$ x 1.6 x 10$^{−19}$ coulombs = 96000 coulombs =96kC
4. The mass of a ball is 50 mg. It is supplied 5C of charge. Will there be any change in the mass of the ball? If so, calculate the change of the mass.
5 = 1.6 x 10$^{−19}$ x n
$n={\frac {5}{1.6\times 10^{-19}}}=3.125\times 10^{19}{\mbox{ electrons}}$
$3.125\times 10^{19}{\mbox{ electrons}}\times {9.11\times 10^{-31}}{\mbox{ kg/electron}}=2.84\times 10^{-11}{\mbox{ kg}}$
# A-level Physics (Advancing Physics)/Bosons

Bosons are particles with an integer spin, such as 1, 2 etc and mediate a specific force. All interactions can be described by one of the four forces, gravity, electromagnetic, weak and strong which are caused by the release of a corresponding boson.

## Feynman Diagrams

One way of representing these interactions is the Feynman diagram. This is a graph with time on the vertical axis, and space on the horizontal axis showing the paths of particles through space and time as lines. So, a stationary electron looks like this:
It is often useful to define our units of space and time in such a way that, if something is travelling at the speed of light, it makes a 45° angle. Bosons are virtual particles, so they are given wavy lines. So, a photon travelling at the speed of light from A to B looks like the following:
Different particles can, of course, interact with each other. These interactions must take place at a definite point in space-time. They can be represented by a certain point on a Feynman diagram, with lines coming in and out of the point representing the velocities of particles which take part in the interaction.

## Photons

Photons are massless, have a spin of +1, neutral charge and carry the electromagnetic force. They are 'given off' by one particle, causing it to change its velocity. They are then 'received' by another particle, causing it too to change its velocity. This can be represented on a Feynman diagram in the following way:

## W and Z Bosons

W and Z bosons carry the weak nuclear force between particles. This occurs, for example, in β decay, which actually takes place in two stages. First, a neutron turns into a proton (or vice versa), emitting a W boson. Then, the W boson 'turns into' an electron / positron and an (anti-) neutrino. This is shown in the following Feynman diagram:

## Gluons

Gluons carry the colour force between quarks, holding them together. Quarks have a property known as 'colour', as do gluons. The gluons carry colour between the quarks, mediating the colour force. The strong force is the residual colour force that holds hadrons together. You probably won't be asked about gluons in the exam.

## Questions

1. A stationary light source emits single photons at regular intervals. Draw a Feynman diagram to represent this.
2. Write two equations (including a W$^+$ boson) which describe positron emission.
3. What is the charge on a W$^-$ boson?
Worked Solutions
# A-level Physics (Advancing Physics)/Bosons/Worked Solutions

1. A stationary light source emits single photons at regular intervals. Draw a Feynman diagram to represent this.
2. Write two equations (including a W$^+$ boson) which describe positron emission.
$p\to n+W^{+}$
$W^{+}\to \nu +e^{+}$
3. What is the charge on a W$^-$ boson?
-1.6 x 10$^{−19}$C, since it has to balance the charge on a proton.
# A-level Physics (Advancing Physics)/Charge

Electrons, like many other particles, have a charge. While some particles have a positive charge, electrons have a negative charge. The charge on an electron is equal to approximately -1.6 x 10$^{−19}$ coulomb. The coulomb (commonly abbreviated C) is the SI unit of charge. One coulomb is defined as the electric charge carried by 1 ampere (amp) of current in 1 second. It is normal to ignore the negative nature of this charge when considering electricity.
If we have n particles with the same charge Q$_{particle}$, then the total charge Q$_{total}$ is given by:
Q$_{total}$ = n Q$_{particle}$
By a simple rearrangement:
$n={\frac {Q_{total}}{Q_{particle}}}$

## Questions

1. How much charge do 1234 electrons carry?
2. How many electrons does it take to carry 5 C of charge?
3. The total charge on 1 mole of electrons (6 x 10$^{23}$ particles) is equal to 1 Faraday of charge. How many coulombs of charge are equal to 1 Faraday?
4. The mass of a ball is 50 mg. It is supplied 5 C of charge. Will there be any change in the mass of the ball? If so, calculate the change of the mass.
Worked Solutions
# A-level Physics (Advancing Physics)/Circular Motion/Worked Solutions

1. A tennis ball of mass 10g is attached to the end of a 0.75m string and is swung in a circle around someone's head at a frequency of 1.5 Hz. What is the tension in the string?
$\omega =2\pi f=2\pi \times 1.5=3\pi {\mbox{ rad s}}^{-1}$
$F=T=m\omega ^{2}r=0.01\times (3\pi )^{2}\times 0.75=0.0675\pi ^{2}=0.666{\mbox{ N}}$
2. A planet orbits a star in a circle. Its year is 100 Earth years, and the distance from the star to the planet is 70 Gm from the star. What is the mass of the star?
100 years = 100 x 365.24 x 24 x 60 x 60 = 3155673600s
$f={\frac {1}{T}}={\frac {1}{3155673600}}=3.17\times 10^{-10}{\mbox{ Hz}}$
$\omega =2\pi f=2\pi \times 3.17\times 10^{-10}=1.99{\mbox{ nrad s}}^{-1}$
${\frac {GM}{r^{2}}}=\omega ^{2}r$
$M={\frac {\omega ^{2}r^{3}}{G}}={\frac {(1.99\times 10^{-9})^{2}\times (70\times 10^{9})^{3}}{6.67\times 10^{-11}}}=2.04\times 10^{25}{\mbox{ kg}}$
3. A 2000 kg car turns a corner, which is the arc of a circle, at 20kmh$^{−1}$. The centripetal force due to friction is 1.5 times the weight of the car. What is the radius of the corner?
20kmh$^{−1}$ = 20000 / 3600 = 5.56ms$^{−1}$
$W=2000\times 9.81=19620{\mbox{ N}}$
$F_{r}=1.5\times 19620=29430{\mbox{ N}}$
$29430={\frac {mv^{2}}{r}}={\frac {2000\times 5.56^{2}}{r}}={\frac {61728}{r}}$
$r={\frac {61728}{29430}}=2.1{\mbox{ m}}$
This is a bit unrealistic, I know...
4. Using the formulae for centripetal acceleration and gravitational field strength, and the definition of angular velocity, derive an equation linking the orbital period of a planet to the radius of its orbit.
$\omega ^{2}r={\frac {GM_{star}}{r^{2}}}$
$\omega ^{2}r^{3}=GM_{star}$
$\omega ={\frac {2\pi }{T}}$
${\frac {4\pi ^{2}r^{3}}{T^{2}}}=GM_{star}$
$T^{2}={\frac {4\pi ^{2}r^{3}}{GM_{star}}}$
So, orbital period squared is proportional to radius of orbit cubed. Incidentally, this is Kepler's Third Law in the special case of a circular orbit (a circle is a type of ellipse).
# A-level Physics (Advancing Physics)/Boltzmann Factor/Worked Solutions

1u = 1.66 x 10$^{−27}$ kg
g = 9.81 ms$^{−2}$
1. A nitrogen molecule has a molecular mass of 28u. If the Earth's atmosphere is 100% nitrous, with a temperature of 18 °C, what proportion of nitrogen molecules reach a height of 2 km?
$\epsilon =mgh=28\times 1.66\times 10^{-27}\times 9.81\times 2000=9.12\times 10^{-22}{\mbox{ J}}$
${\frac {n}{n_{0}}}=e^{\frac {-9.12\times 10^{-22}}{1.38\times 10^{-23}\times 291}}=0.797$
So, 79.7% reach a height of at least 2 km.
2. What proportion of the molecules in a box of hydrogen (molecular mass 2u) at 0 °C have a velocity greater than 5ms$^{−1}$?
$\epsilon ={\frac {1}{2}}mv^{2}=0.5\times 2\times 1.66\times 10^{-27}\times 5^{2}=4.15\times 10^{-26}{\mbox{ J}}$
${\frac {n}{n_{0}}}=e^{\frac {-4.15\times 10^{-26}}{1.38\times 10^{-23}\times 273}}=0.99999$
(Practically all of them.)
3. What is the temperature of the hydrogen if half of the hydrogen is moving at at least 10ms$^{−1}$?
$\epsilon ={\frac {1}{2}}mv^{2}=0.5\times 2\times 1.66\times 10^{-27}\times 10^{2}=1.66\times 10^{-25}{\mbox{ J}}$
$0.5=e^{\frac {-\epsilon }{kT}}$
$\ln {0.5}=-\ln {2}={\frac {-\epsilon }{kT}}$
$T={\frac {\epsilon }{k\ln {2}}}={\frac {1.66\times 10^{-25}}{1.38\times 10^{-23}\times \ln {2}}}=0.0174{\mbox{ K}}$
(almost absolute zero)
4. Some ionised hydrogen (charge -1.6 x 10$^{−19}$ C)is placed in a uniform electric field. The potential difference between the two plates is 20V, and they are 1m apart. What proportion of the molecules are at least 0.5m from the positive plate (ignoring gravity) at 350°K?
$\epsilon =0.5\times 20\times 1.6\times 10^{-19}=1.6\times 10^{-18}{\mbox{ J}}$
${\frac {n}{n_{0}}}=e^{\frac {-1.6\times 10^{-18}}{1.38\times 10^{-23}\times 350}}\approx 0$
They would all fly onto the positive plate.