OpenLLM-France/wikimedia huggingface dataset:
# Sicilian Defence, Dragon Variation

The logical continuation is 6...Bg7.
Black might be tempted to play the trap 6...Ng4??, intending to chop off White's dark-squared Bishop, which would strengthen the Black Bishop soon arriving at g7. But this is a beginner's mistake, it loses horribly to 7.Bb5+:
* 7...Nd7 8.Qxg4 wins a Knight
* 7...Bd7 8.Qxg4 also wins the Knight, since the Bishop on d7 is pinned
* 7...Nc6 8.Nxc6 bxc6 9.Bxc6+, forking the King and Rook and winning the exchange and a pawn.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5.Nc3 g6 6.Be3
| ... Bg7 | += |
| Ng4?? | +/- |
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## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Sicilian Defense, Dragon Variation, Yugoslav Attack

7. f3 is known as the Yugoslav attack. The f3-pawn defends White's only center pawn at e4, freeing up her c3-knight. It also sets up a possible rook lift to the 2nd rank on the f-file following a kingside castling. Though 7. f3 blocks the diagonal kingside mobility of White's queen, the queen can occupy a powerful central seat with 8. Qd2, where she can participate in either a queenside or kingside attack. For more on this, see Boleslavsky-Lissitzin (Moscow, 1956).

## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
| | 7 | 8 | 9 | |
| Yugoslav Attack | ... O-O | Qd2 Nc6 | Bc4 Bd7 | ∞ |
| Belezky Line | ... Nc6 | Qd2 Bd7 | O-O-O Rc8 | ∞ |
| Wing Attack | ... h5 | ∞ | | |
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# Sicilian Defense, Dragon, Main Line

White castles queenside. Black should aim at White's king with Rc8 or Qa5 next, but other moves such as Ne5 are possible. Both sides often use their pawns on a6 and b6 (Black) or g2 and h2 (White) to open lines on the side they are attacking.

## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
| | 10 | 11 | 12 | |
| Old Line | ... Rc8 | Bb3 Ne5 | h4 h5 | ∞ |
| 10...Qa5 | ... Qa5 | Bb3 Rfc8 | h4 Ne5 | ∞ |
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# Sicilian Defence, Dragon Variation

White now has the option of attempting to castle on the queen side, or to castle on the king side. A queen side castle will lead to temporary safety away from black's developed pieces on the kingside. A king side castle will cause both sides to simultaneously attack and defend on the cramped king side of the board.
Regardless of white's decision, black will likely castle on the following move.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5.Nc3 g6 6.Be3 Bg7
| | 7 | 8 |
| Yugoslav Attack | f3 O-O | Qd2 Nc6 | += |
| | Be2 Nc6 | O-O O-O | = |
| | Qd2 | = |
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## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Sicilian Defense, Dragon, Main Line

Bc4 develops the bishop to a good square, pinning the f7 pawn and aiming at the Black king and kingside to attack. On the next move White will castle queenside and a fierce attack is on!

## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
| | 9 | 10 | 11 | |
| Main Line (towards Old Line) | ... Bd7 | O-O-O Rc8 | Bb3 Ne5 | ∞ |
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# Sicilian Defense, Dragon, Main Line

Bd7 develops the bishop to its only good square at the moment. This move also has a second purpose: to free the c8 square for the rook. In the Open Sicilians, Black gets a half open c-file in exchange for White's half-open d-file, and Bd7/Rc8 is a good way to take advantage of it. Rc8 also threatens White's c4-bishop, forcing it to move out of danger with most commonly Bb3.

## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
| | 10 | 11 | 12 | |
| Old Line | O-O-O Rc8 | Bb3 Ne5 | h4 h5 | ∞ |
| 10...Qa5 | ... Qa5 | Bb3 Rfc8 | h4 Ne5 | ∞ |
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# Sicilian Defense, Dragon Variation, Yugoslav Attack

Qd2 is the most popular continuation. White prepares to castle queenside, but typically doesn't play Bh6 to exchange bishops. This opposite-castling game leads to sharp attacking positions where the two side pawns open the king's castle.
Overwhelmingly popular (160 times more popular in the chess.com database than the second most popular) is 8...Nc6.

## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
| | 8 | 9 | 10 | |
| Main Line (towards Old Line) | ... Nc6 | Bc4 Bd7 | O-O-O Rc8 | ∞ |
| Panov Variation | ... ... | g4 Be6 | O-O-O Nxd4 | ∞ |
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# Sicilian Defense, Dragon Variation, Yugoslav Attack

Black continues with 8...Nc6. White can either develop the LSB with Bc4, start an early kingside attack with g4, or castle straight away with O-O-O, but in almost all variations from this point White castles queenside and an attack is started on both sides of the board.

## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
| | 9 | 10 | 11 | |
| Main Line (towards Old Line) | Bc4 Bd7 | O-O-O Rc8 | Bb3 Ne5 | ∞ |
| Panov Variation | g4 Be6 | O-O-O Nxd4 | Bxd4 Qa5 | ∞ |
| Rauzer Variation | O-O-O d5 | exd5 Nxd5 | Nxc6 bxc6 | ∞ |
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# Badminton/Equipment laws

The Laws specify which equipment may be used. In particular, the Laws restrict the design and size of racquets and shuttlecocks. The Laws also provide for testing a shuttlecock for the correct speed.
* To test a shuttlecock, use a full underhand stroke which makes contact with the shuttlecock over the back boundary line. The shuttlecock shall be hit at an upward angle and in a direction parallel to the side lines.
* A shuttlecock of the correct speed will land not less than 530 mm and not more than 990 mm short of the other back boundary line.
# Badminton/Comparisons with other racquet sports

In some ways, badminton is way better than tennis, as it requires more agility (arguably), stamina, and accuracy.
Tennis, on the other hand, is a faster game, and requires more strength.
See the following table:
| |Tennis |Badminton |
|Strength|👍 |👎 |
# Badminton/Other factors

When defending against a smash, players have three basic options: lift, block, or drive. In singles, a block to the net is the most common reply. In doubles, a lift is the safest option but it usually allows the opponents to continue smashing; blocks and drives are counter-attacking strokes, but may be intercepted by the smasher's partner. Many players use a backhand hitting action for returning smashes on both the forehand and backhand sides, because backhands are more effective than forehands at covering smashes directed to the body.
The service is restricted by the Laws and presents its own array of stroke choices. Unlike in tennis, the servers racket must be pointing in a downward direction to deliver the serve so normally the shuttle must be hit upwards to pass over the net. The server can choose a low serve into the forecourt (like a push), or a lift to the back of the service court, or a flat drive serve. Lifted serves may be either high serves, where the shuttlecock is lifted so high that it falls almost vertically at the back of the court, or flick serves, where the shuttlecock is lifted to a lesser height but falls sooner.
# Badminton/Playing court dimensions

The court is rectangular and divided into halves by a net. Courts are usually marked for both singles and doubles play, although the laws permit a court to be marked for singles only. The doubles court is wider than the singles court, but both are the same length. The exception, which often causes confusion to newer players, is that the doubles court has shorter serve-length dimensions.
The full width of the court is 6.1 meters (20 ft), and in singles, this width is reduced to 5.18 meters (17 ft). The full length of the court is 13.41 meters (44 ft). The service courts are marked by a center line dividing the width of the court, by a short service line at a distance of 1.98 meters (6 ft 6 inch) from the net, and by the outer side and back boundaries. In doubles, the service court is also marked by a long service line, which is 0.76 meters (2 ft 6 inch) from the back boundary. The net is 1.55 meters (5 ft 1 inch) high at the edges and 1.524 meters (5 ft) high in the center. The net posts are placed over the doubles sidelines, even when singles is played. There is no mention in the Laws of Badminton of a minimum height for the ceiling above the court. Nonetheless, a badminton court will not be suitable if the ceiling is likely to be hit on a high serve.
1.1 The badminton court shall be a rectangle marked out with lines 40 mm wide as shown in Diagram A.
1.1.1 The court for Wheelchair Badminton shall be as shown in Diagrams D and E, respectively. 1.1.2 For Standing Badminton classes playing half-court the court for singles shall be as shown in
1.2 The lines marking out the court shall be easily distinguishable and preferably be colored white or yellow.
1.3 All the lines shall form part of the area which they define.
1.4 The posts shall be 1.55 meters in height from the surface of the court and shall remain vertical when the net is strained as provided in Law 1.10.
1.5 The posts shall be placed on the doubles sidelines as in Diagram A irrespective of whether singles or doubles is being played. The posts or its supports shall not extend into the court beyond the side lines.
1.6 The net shall be made of fine cord of dark color and even thickness with a mesh of not less than 15 mm and not more than 20 mm.
1.7 The net shall be 760 mm in depth and at least 6.1 meters wide.
1.8 The top of the net shall be edged with a 75 mm white tape doubled over a cord or cable running through the tape. This tape shall rest upon the cord or cable.
1.9 The cord or cable shall be stretched firmly, flush with the top of the posts.
1.10 The top of the net from the surface of the court shall be 1.524 meters at the center of the court and 1.55 meters over the side lines for doubles.
[[ko:배드민턴/코트 규모
# Badminton

Badminton is a sport for two or four people. In this way, either the game consists of one player against one player or a team of two players against another team of two players. Players use racquets to hit a shuttlecock over a net. The aim of the game is to hit the shuttlecock over the net in a way that the other player or pair cannot hit it back before it hits the floor. Also the aim is for the shuttlecock not to land outside the court. Every time this is done, the player or pair gets one point, if they were serving. If the other team was serving, the first team gets to serve. The first player or pair to reach 21 points wins a game. The winner of the match is the first to win 2 sets. In both singles and doubles, there is a change of service when the server loses a point. In doubles, the first team to serve has one player serve. All other times, both players on the team serve.

## Table of contents

* Laws
** Playing court dimensions
** Equipment laws
** Scoring system and service
* Equipment
* Strokes
** Forehand and backhand
** Position of the shuttlecock and receiving player
** Vertical position of the shuttlecock
** Other factors
** Deceptions
* Strategy
* Footwork
* Comparisons with other racquet sports
# Badminton/Footwork

In badminton, players often avoid running around the court in the traditional sense due to the court being relatively short. Instead, players perform a variation of fast moving steps in order to cover the entire court and all directions fast enough to reach the shuttle before it hits the ground.
There are no official rules for how to perform footwork but over time, players have developed their own guidelines for how to best move around the court.
Footwork is crucial as, if done correctly, it allows your body to be in balance while performing every stroke, which improves the stroke itself. Good footwork also offers you more stroke choices as you’ll often be able to reach the shuttle earlier in its trajectory. That usually leads to more aggressive stroke options and a higher chance of winning the rally.
For example, many skilled players avoid smashing unless their body is balanced and they are placed behind the shuttle as the chance of not executing it perfectly and hitting the net is too high. At the same time, fast footwork can also give you the chance to play an aggressive forehand shot (such as a smash) rather than being forced to use the backhand.
Effective footwork in badminton typically consists of the following items:
* Lunges
* Running steps
* Chasse steps
* China jump
* Scissor jump/kick
* Net jump
* Split steps

## External links

* Beast Badminton's collection of footwork advice
# Badminton/Forehand and backhand

Badminton offers a wide variety of basic strokes, and players require a high level of skill to perform all of them effectively. All strokes can be played either forehand or backhand. A player's forehand side is the same side as his playing hand: for a right-handed player, the forehand side is his right side and the backhand side is his left side. Forehand strokes are hit with the front of the hand leading (like hitting with the palm), whereas backhand strokes are hit with the back of the hand leading (like hitting with the knuckles). Players frequently play certain strokes on the forehand side with a backhand hitting action, and vice versa. In the forecourt and midcourt, most strokes can be played equally effectively on either the forehand or backhand side; but in the rearcourt, players will attempt to play as many strokes as possible on their forehands, often preferring to play a round-the-head forehand overhead (a forehand "on the backhand side") rather than attempt a backhand overhead. Playing a backhand overhead has two main disadvantages. First, the player must turn his back to his opponents, restricting his view of them and the court. Second, backhand overheads cannot be hit with as much power as forehands: the hitting action is limited by the shoulder joint, which permits a much greater range of movement for a forehand overhead than for a backhand. The backhand clear is considered by most players and coaches to be the most difficult basic stroke in the game, since precise technique is needed in order to muster enough power for the shuttlecock to travel the full length of the court. For the same reason, backhand smashes tend to be weak.
# Bad Science/Placebo/Worksheet
## The Placebo Effect: Do You Believe Your Teacher?
### Student Worksheets

Do you believe your teacher?
What happens when you drink a caffeinated drink (either coffee or cola)?
Try out all or some of the following tests before you have a caffeinated drink:
* Reaction test (how fast are your reflexes?)
* Take your pulse (how many heartbeats per minute?)
* Memory test (how good is your memory/concentration?)
* Steadiness of hand (how shaky are your hands?)
Make a note of your measurements, then have your caffeinated drink, wait 10-15 minutes, and then do the tests again. Have your measurements changed?
Before drink After drink Reaction time Pulse measurement Memory test Steadiness of hand
What drink did you have? Are you surprised at what happened?
Clinical Trials in the Classroom: Do your friends believe you?
In this activity, you are the scientists and administrative staff conducting research on your friends…. What were your results? Do your friends believe everything they hear from you? Student Name Test 1
Test 2
Test 3
What was the label on their cup?
How did the caffeinated cola drinkers differ from the de-caffeinated cola drinkers?
Or was there any difference?
# Circuit Theory/Circuit Functions
## Circuit Functions

This appendix page will list the various values of the variable H that have been used throughout the circuit theory textbooks. These values of H are all equivalent, but are represented in different domains. All of the H functions are a ratio of the circuit input over the circuit output.

## The "Impulse Response"

The impulse response is the time-domain relationship between the circuit input and the circuit output, denoted with the following notation:
    $h(t)$
The impulse response is, strictly speaking, the output that the circuit will produce when an ideal impulse function is the input. The impulse response can be used to determine the output from the input through the convolution operation:
    $y(t)=h(t)*x(t)$

## The "Network Function"

The network function is the phasor-domain representation of the impulse response. The network function is denoted as such:
    $\mathbb {H} (\omega )$
The network function is related to the input and output of the circuit through the following relationships:
    $\mathbb {Y} (\omega )=\mathbb {H} (\omega )\mathbb {X} (\omega )$
Similarly, the network function can be received by dividing the output by the input, in the phasor domain.

## The "Transfer Function"

The transfer function is the laplace-transformed representation of the impulse response. It is denoted with the following notation:
    $H(s)$
The transfer function can be obtained by one of two methods:
* Transform the impulse response.
* Transform the circuit, and solve.
The Transfer function is related to the input and output as follows:
    $Y(s)=H(s)X(s)$

## The "Frequency Response"

The Frequency Response is the fourier-domain representation of the impulse response. It is denoted as such:
    $H(j\omega )$
The frequency response can be obtained in one of three ways:
* Transform the impulse response
* Transform the circuit and solve
* Substitute $s=j\omega$ into the transfer function
The frequency response has the following relationship to the circuit input and output:
    $Y(j\omega )=H(j\omega )X(j\omega )$
The frequency response is particularly useful when discussing a sinusoidal input, or when constructing a bode diagram.
# Circuit Theory/Complex Frequency Examples/example12

A voltage source generates a current when connected to an RC branch. Find the values of the resistance and capacitance.
       $v(t)=10e^{-t}sin(7t)$
       $i(t)=0.2e^{-t}cos(7t-30^{\circ })$

## knowns and unknowns

    knowns $v(t)$ and $i(t)$
    unknowns $RC$

## equations

    $v_{R}=i*R$
    $i=C*{d \over dt}v_{C}$
    $V_{s}=v_{C}+v_{R}$

## into complex frequency domain symbolically

    $\mathbb {V} _{R}=\mathbb {I} *R$
    $\mathbb {I} =C*s*\mathbb {V} _{C}$
    $\mathbb {V} _{s}=\mathbb {V} _{R}+\mathbb {V} _{C}$
Solving symbolically as much as possible:
    $\mathbb {V} _{s}=\mathbb {I} *R+{\frac {\mathbb {I} }{C*s}}$
    ${\frac {\mathbb {V} _{s}}{\mathbb {I} }}=R+{\frac {1}{C*s}}$
    $s=\phi +j\omega$
At this point, symbolic manipulation with mupad fails. Mupad can not separate out symbolically the rectangular or polar expressions. Doing this by hand will result in huge symbolic expressions.
It is easier just to leave the solution in the above symbolic form.
At this point, it seems like there is one equation with two unknowns (R, C). But in reality there are two equations. The real part of the right has to equal the real part on the left. The imaginary on the right has to equal the imaginary on the left. Unfortunately, the values of $\mathbb {I}$ and $\mathbb {V} _{s}$ will determine the next step.

## complex domain math

    $s=-1+j7$
    $\mathbb {V} _{s}=-j10$
    $\mathbb {I} =0.2*cos(-30^{\circ })+j*0.2*sin(-30^{\circ })=0.1*{\sqrt {3}}-j0.1$
    ${\frac {\mathbb {V} _{s}}{\mathbb {I} }}=25-43.3j$
    $R+{\frac {1}{C*s}}=R+{\frac {-0.14*i-0.02}{C}}$
       Thus $-43.3j={\frac {-0/14j}{C}}$
       $C={\frac {-0.14j}{-43.3j}}=3.233mF$
       $25=R+{\frac {-0.02}{C}}$
       $R=25+{\frac {0.02}{.003233}}=31.19ohms$
Solution can only be found in the complex domain.

## Simulation

Can not simulate to get the answer, but can simulate the answer to see if matches the sources given.
    $period={\frac {2*\pi }{\omega }}=0.8976sec$
It is clear that the cos, current is leading the voltage. Theoretically should be by -30 + 90 = 60 degrees.
The difference between the peaks is 0.141 seconds approximately. This translates in to degrees:
    phase difference = peak difference * 360/period = 56.55 degrees .. approximately 60 degrees.
Magnitude of the current is less than the 0.2 specified, but is close ... approximately 0.18 amps. There is lots of error here. Probably could do more accurately.
# Circuit Theory/Circuit Definition/Cut Sets
## Electrical Version of Cut Sets

The more general definition of Cut Set can be found in wikipedia.
# Circuit Theory/Circuit Theory Introduction
## Who is This Book For?

This is designed for a first course in Circuit Analysis which is usually accompanied by a set of labs. It is assumed that students are in a Differential Equations class at the same time. Phasors are used to avoid the Laplace transform of driving functions while maintaining a complex impedance transform of the physical circuit that is identical in both. 1st and 2nd order differential equations can be solved using phasors and calculus if the driving functions are sinusoidal. The sinusoidal is then replaced by the more simple step function and then the convolution integral is used to find an analytical solution to any driving function. This leaves time for a more intuitive understanding of poles, zeros, transfer functions, and Bode plot interpretation.
For those who have already had differential equations, the Laplace transform equivalent will be presented as an alternative while focusing on phasors and calculus.
This book will expect the reader to have a firm understanding of Calculus specifically, and will not stop to explain the fundamental topics in Calculus.
For information on Calculus, see the wikibook: Calculus.

## What Will This Book Cover?

This book will cover linear circuits, and linear circuit elements.
The goal is to emphasize Kirchhoff and symbolic algebra systems such as MuPAD, Mathematica or Sage; at the expense of analysis methods such as node, mesh, and Norton equivalent. A phasor/calculus based approach starts at the very beginning and ends with the convolution integral to handle all the various types of forcing functions.
The result is a linear analysis experience that is general in nature but skips Laplace and Fourier transforms.
Kirchhoff's laws receive normal focus, but the other circuit analysis/simplification techniques receive less than a normal attention.
The class ends with application of these concepts in Power Analysis, Filters, Control systems.
The goal is set the ground work for a transition to the digital version of these concepts from a firm basis in the physical world. The next course would be one focused on modeling linear systems and analyzing them digitally in preparation for a digital signal (DSP) processing course.

## Where to Go From Here

* For a technician version of this course which focuses on the practical rather than the idea, expertise rather than theory, and on algebra rather than calculus, see the Electronics wikibook.
* Take Ordinary Differential Equations now that you have a practical reason to do so. This math class should ideally feel like an "art" class and be enjoyable.
* To begin a course of study in Computer Engineering, see the Digital Circuits wikibook.
* For a traditional "next" course, see the Signals and Systems wikibook. There should be an overlap with this wikibook.
* The intended next course would have a name such as A New Sequence in Signals and Linear Systems or Elements of Discrete Signal Analysis.
# Circuit Theory/Complex Frequency Examples

    given v,R,L, find the current
    given real capacitor (R in parallel) and real inductor (R in series) find everything
    given v,i find R and C of series circuit