OpenLLM-France/wikimedia huggingface dataset:
# Selected topics in finite mathematics/Weighted voting

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :
Weighted voting is a means of voting or pass (or fail to pass) a motion when the voters may have differing power.

## Objectives

Understand weighted voting and critical voters.

## Details

A weight is the number of votes that each participant is given and in order for a motion to pass, the number of in votes in favor of a decision must reach a quota. With weighted voting systems there are two important types of voters, one who has veto power and a dummy voter. If one has veto power, their vote is required to pass or gail any motion, and a dummy voter has not influence in any part of the election.
Unreasonable: when it can't pass due to the fact that they pass and fail at the same time
Reasonable: when the motion either fails or passes

## Examples

Three entrepreneurs found a company together. But they all invest different amounts. One invests $20,000, another invests $30,000, and the third invests $40,000. Accordingly they own 20, 30, and 40 shares of stock in the company. In case of dispute, a decision is made based on stock, using the weighted voting system [45:20,30,40]. While each founder owns a different amount of stock, it turns out that their voting system is nothing more than a simple two-out-of-three majority.

## Homework

* Describe the weighted voting system [9:5,4,3,2,2,1].
* Solution
* [You can add the solution to the problem here!]
* In the weighted voting system [9:5,4,3,2,2,1], identify any voters with veto power and any voters that are dummies.
* Solution
* ['There are no voters with veto power or that are dummies.]--Lww11 (discuss • contribs) 03:37, 6 March 2013 (UTC)
* Construct a weighted voting system in which everybody has veto power.
* Solution
* [You can add the solution to the problem here!]
* Construct a weighted voting system in which exactly half the voters have veto power.
* Solution
* [You can add the solution to the problem here!]
* Construct a weighted voting system in which exactly half the voters are dummies.
* Solution
* [You can add the solution to the problem here!]
* Construct three weighted voting systems which are equivalent to [67:24,24,24,24,3,1].
* Solution
* [You can add the solution to the problem here!]
* Consider the voting system [7:A=3,B=3,C=2,D=2,E=2]. If A opposes a motion, but B, C, D, and E support it, does the motion pass? Which voters are critical?
* Solution
* [Motion does pass and B is a critical voter]
* Consider the voting system [7:A=4,B=3,C=3]. Construct a table of all possible elections and for each election identify which voters are critical.
* Solution
* [You can add the solution to the problem here!]
* The United Nations security council has 15 voting members, and a motion requires the support of 9 members to pass. However, 5 of the voting members have veto power. Construct a weighted voting system that would model the United Nations security council.
* Solution
* [You can add the solution to the problem here!]
# Selected topics in finite mathematics/What is a graph

vteModule 1: Graphs and Optimization :
vteModule 2: Logic, Arguments, and Voting :
vteModule 3: Mathematics in money and ?? :
A graph is a collection of vertices, some of which may be connected by edges. Typically a vertex is represented by a circle or point; an edge would be represented by a line connecting the vertices.

## Objectives

The goal is to identify vertices and edges in a graph.

## Details

A graph is made up of edges and vertices. A graph is said to be connected if for every pair of its vertices, there is at least one path connecting the two vertices.

## Examples

* Consider figure E1, the graph with vertices "A", "B", "C", "D", and "E". There are six directed edges connecting these vertices. Each edge has an accompanying weight. A path of weight 51 is E-A-C-D. A cycle of weight 42 is B-A-C-B.

## Nonexamples

* Consider figure E1. In this graph E-A-B is not a path, because A-B is not an edge.

## FAQ

Q: What is a vertex?
A: Point
Q: What is an edge?
A: Lines connecting vertices, or points

## Homework

* In figure H1, identify a vertex.
* In figure H1, identify an edge and its corresponding weight.
* In figure H1, find three different paths of total weight 8.
* In figure H1, find a cycle of weight 15.
* Redraw figure H1 so that vertex "H" is to the right of vertex "F"
* Remove vertex "B" from figure H1. (When removing a vertex, you need to remove all incident edges as well)
* Remove vertex "B" from figure H1, then find a cycle that uses all the remaining vertices.

## Homework Solutions

* "A" is one of the vertices in figure H1. "B" is anther vertex, which is connected to all other vertices except "F".
* A-C is one of the edges in figure H1. Weight is 5.
* The paths C-A-B, E-C-F, and C-E-B-A each have a total weight of eight.
* The cycle G-B-H has a weight of 15.
# Selecting a university

Selecting a university that fits you can be a difficult decision. Fortunately, there are resources out there which can help you out.

## By Country
### United States of America

* The College Blue Book - comprehensive listing of all North American universities, and the programs which are offered.

### Australia

* The Universities Admission Centre (UAC) is the main point of contact in applying for entry to an Australian university whether you are a local or an international student. It offers the UAC guide yearly, which contains general information about the programs, fees and past entry scores for participating universities across Australia. A course search is also available online. Visit the website here.
New South Wales
* University of Sydney
* University of New South Wales
* University of Western Sydney
* University of Wollongong
* University of Newcastle
* Charles Sturt University
Australian Capital Territory
* Charles Sturt University
* University of Canberra

### Europe
#### Estonia

* Estonian Academy of Arts
* Estonian Academy of Music and Theatre
* Estonian University of Life Sciences
* Tallinn University
* Tallinn University of Technology
* University of Tartu

#### Finland

* Aalto University
* Åbo Akademi University
* Hanken School of Economics
* Lappeenranta University of Technology
* Tampere University of Technology
* University of the Arts Helsinki
* University of Eastern Finland
* University of Helsinki
* University of Jyväskylä
* University of Oulu
* University of Tampere
* University of Turku

#### Latvia

* Daugavpils University
* Latvia University of Agriculture
* Riga Stradiņš University
* Riga Technical University
* University of Latvia
* University of Liepāja

#### Lithuania

* Klaipėda University
* Kaunas University of Technology
* Lithuanian University of Educational Sciences
* Lithuanian University of Health Sciences
* Mykolas Romeris University
* Šiauliai University
* Vilnius Gediminas Technical University
* Vilnius University
* Vytautas Magnus University
# Selenium (software)

Selenium is a portable framework for testing web applications. Selenium provides a playback tool for authoring functional tests without the need to learn a test scripting language (Selenium IDE). It also provides a test domain-specific language (Selenese) to write tests in a number of popular programming languages, including C#, Groovy, Java, Perl, PHP, Python, Ruby and Scala. The tests can then run against most modern web browsers. Selenium runs on Windows, Linux, and macOS. It is open-source software released under the Apache License 2.0.

## Readings

* Wikipedia: Selenium (software)

## Multimedia

* YouTube: Selenium IDE Demo A tutorial for beginners

## Activities

Complete one or more of the following Selenium IDE tutorials:
* Selenium: Getting Started
* Guru99: Selenium IDE Tutorial for Beginners

## See Also

* OpenSource: 9 features developers should know about Selenium IDE
* Guru99: 7 Principles of Software Testing
* InterviewBit: Selenium Architecture
# The Science Behind Parkinson's/Project Development/doc1

The Science Behind Parkinson's Disease: A Wikiversity Learning Project
Objective: To enable people affected by Parkinson's
    (patients, carers, professionals and others)
* who are keen to follow progress in research into Parkinson's,
* to share what they have learnt
* by writing about it in accessible language
* and making it available as a constantly updateable on-line resource
Methods: The open, global, non-proprietary medium of Wikiversity has been chosen as a feature-rich platform for establishing a structured resource which anyone can add to and amend.
The project aims to attract people who are already personally attempting to following the progress of Parkinson's research. This includes many with the ability to explain complex scientific ideas and write about them in language understandable by the non-specialist.
The value of this project is to enable such people to share what they discover and make it available in a structured way to the wider Parkinson's community, revealing the most promising and productive areas of research.
The wiki format, by which people can build on the work of others and can add fresh material, is an ideal vehicle for this. A wiki can allow references to be made to source documents and other background information and thus help to ensure accuracy and scientific integrity.
Results: This Wikiversity learning project has been set up at http://en.wikiversity.org/wiki/ParkinsonsScience and already a lot of high-quality, interesting and interlinked material has been amassed by a small number of active volunteers.
The main section is for tracking Progress and Prospects in Parkinson's Research and is arranged by topics within fields of research.
There is a Magazine subsection for standalone articles on particular research advances where ideas and opinions can be aired and discussed.
There is also an Introduction to Parkinson's Science which offers a step-wise path through the subject for those new to it.
Others are warmly invited to explore the project and to join the growing band contributing material to it.
Researchers and health professionals are invited to help too so that the material included is of the highest quality and accuracy.
(Wikiversity is one of the Wikimedia Foundation range of projects which includes Wikipedia and Wiktionary)
# The Sed Festival Complex

QuickLink to Main Home Page: Ancient Egyptian Monuments Project
This courtyard area was built for celebrating the sed festival, when after thirty years of rule the living pharaoh was expected to prove his continuing vigour by chasing the sacred bull around the courtyard and catching it by the tail. It is believed that Djoser chose to do this every three years rather than thirty. The corners of the buildings were (purportedly) made rounded for safety. w:Pyramid_of_Djoser (rounded corners, not sure what/which buildings this refers to as many buildings have square corners..., some splayed, must clarify-NB)
The Jubilee Festival ( sed ) Court at Djoser’s complex was conceived as a space where the king’s ka—royal spirit—could celebrate the Jubilee Festival for eternity. Egyptian kings celebrated the Jubilee Festival ( sed ) after roughly thirty years of rule and then every two years thereafter as long as the king lived. During the festival, the gods of the nomes (Egyptian provinces) visited the king in the form of statues to pledge loyalty to him. The details of the ritual remain unknown. The kings of the First Dynasty celebrated this festival, both in life and in the afterlife at the so-called forts of Kom es Sultan at Abydos. There is evidence that kings continued to celebrate this festival in every period of Egyptian history, but Djoser’s courtyard is the only three-dimensional representation of the physical setting of the festival. The Jubilee Festival Court contains non-functional buildings in two rows that face each other across an open space. These buildings housed the spirits of the visiting gods, probably in the form of statues, during the festival. The dummy non-functional buildings, built of stone, are only façades. The stone is carved to resemble buildings built of woven mats, bundles of reeds, and logs. In some cases doorways carved in stone appear to be open, but it is impossible to enter any of the buildings. At the south end of the open space is a platform reached by steps. This platform supported the royal thrones, one for Lower Egypt and one for Upper Egypt. There the king celebrated the end of the ceremony wherein the gods officially reconfirmed him as king. Since only the spirits of the deceased king and the gods used this space, the American archaeologist Mark Lehner suggested that workers buried it in sand soon after its construction, though the reason for this is unknown. While living, the king probably celebrated this festival at the royal palace.
# The Science Behind Parkinson's/Project Development/Standards

This is a subpage for the standards and conventions being evolved for this project
* Ensure you are logged in and sign each entry with '~~~~'
# The Science Behind Parkinson's/more
### Progress and Prospects in Parkinson's Research

The purpose of the material in section 1 is to :
* highlight interesting topics in current Parkinson's research
* explain their significance and background
* describe the questions answered and identify the questions still unanswered
* say how the work fits into the bigger picture and what other researchers are doing
* examine hypotheses and to raise implications
* identify possible new lines of enquiry and new implications for research strategy
The structure of articles should be designed to achieve these purposes.
The style of the articles should make them accessible to readers who have a moderate level of scientific or biological understanding but who are not experts in the field. Technical terms should explained in the text or hyperlinked to explanatory material such as in wikipedia or elsewhere.
Go to Section 1: Progress and Prospects in Parkinson's Research
# The Simplest Mathematics

The Simplest Mathematics is the title of a paper by Charles Sanders Peirce, intended as Chapter 3 of his unfinished magnum opus The Minute Logic. The paper is dated January–February 1902 but was not published until the appearance of his Collected Papers, Volume 4 in 1933. Peirce introduces the subject of the paper as “certain extremely simple branches of mathematics which, owing to their utility in logic, have to be treated in considerable detail, although to the mathematician they are hardly worth consideration” (CP 4.227).

## Related topic

* Kaina Stoicheia
# The Science Behind Parkinson's/Project Development/Launch Log

* Added project to list of Learning Projects in http://en.wikiversity.org/wiki/Portal:Learning_Projects/Learning_Projects_topics Droflet (talk) 09:06, 7 September 2012 (UTC)
* Appealed in Wikiversity:Colloquium for advice on where to put links so people can find or discover the project. Droflet (talk) 09:34, 7 September 2012 (UTC)
# Stars/Binaries/Quiz

Binary stars is a lecture for an original research project focused on a possible origin of the binary star systems. It is an offering of the radiation astronomy department.
You are free to take this quiz based on binary stars at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Many more stellar binaries result from star fission than gravitational capture or simultaneous formation.
# Stars/Betelgeuse/Quiz

Betelgeuse is a lecture about the star Betelgeuse. It is in a series of lectures from the radiation astronomy department on stars and stellar configurations.
You are free to take this quiz based on Betelgeuse at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Betelgeuse is an X-ray spectral class star like the Sun.
# Stars/Bariums

"Barium stars are spectral class G to K giants, whose spectra indicate an overabundance of s-process elements by the presence of singly ionized barium, Ba II, at λ 455.4 nm. Barium stars also show enhanced spectral features of carbon, the bands of the molecules CH, CN and C$_2$."

## Binary stars

"Observational studies of their radial velocity suggested that all barium stars are binary stars Observations in the ultraviolet using [the] International Ultraviolet Explorer detected white dwarfs in some barium star systems."

## Theoretical barium stars

"Barium stars are believed to be the result of mass transfer in a binary star system. The mass transfer occurred when the presently-observed giant star was on the main sequence. Its companion, the donor star, was a carbon star on the asymptotic giant branch (AGB), and had produced carbon and s-process elements in its interior. These nuclear fusion products were mixed by convection to its surface. Some of that matter "polluted" the surface layers of the main sequence star as the donor star lost mass at the end of its AGB evolution, and it subsequently evolved to become a white dwarf. We are observing these systems an indeterminate amount of time after the mass transfer event, when the donor star has long been a white dwarf, and the "polluted" recipient star has evolved to become a red giant."

## Stellar surface fusion

Barium stars exhibit carbon and s-process elements at their surfaces suggesting surface fusion possible during mass transfer or without it.

## Main-sequence stars

"The mass transfer hypothesis predicts that there should be main sequence stars with barium star spectral peculiarities. At least one such star, HR 107, is known."
"Prototypical barium stars include zeta Capricorni, HR 774, and HR 4474."
# Stars/Blues/Quiz

Blue stars is a lecture from the radiation astronomy department for the star courses.
You are free to take this quiz based on blue stars at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Blue astronomy of blue stars captures unique events not available at other wavelength bands.
# Stars/CHs

"CH stars are particular type of carbon stars which are characterized by the presence of exceedingly strong CH (methylidyne) absorption bands in their spectra. They belong to the star population II, meaning they're metal poor and generally pretty middle-aged stars, and are underluminous compared to the classical C–N carbon stars. Many CH stars are known to be binaries, and it's reasonable to believe this is the case for all CH stars. Like Barium stars, they are probably the result of a mass transfer from a former classical carbon star, now a white dwarf, to the current CH-classed star."
The mass transfer hypothesis may be needed to explain elemental occurrences on their surfaces such as carbon and s-process elements otherwise due to surface fusion.

## Stars

"CH stars are characterized by the strong G band of CH in their spectra. These stars are not a homogeneous group of stars. They consist of two populations: the more metal-poor one has a spherical distribution, and the one slightly richer in metals is characterized by a flattened ellipsoidal distribution (Zinn 1985). These stars form a group of warm stars of spectral types equivalent to G and K giants, but show weak metallic lines. The ratio of the local density of CH stars is as high as 30 per cent of metal-poor giants (Hartwick & Cowley 1985). Being the most populous type of halo carbon starsknown, CH stars are important objects for our understanding of Galactic chemical evolution, the evolution of low-mass stars and nucleosynthesis in metal-poor stars."
"Most of the CH stars are known to be high-velocity objects. ‘CH- like’ stars, where CH are less dominant, have low space velocities (Yamashita 1975). At low resolution, to make a distinction between CH and C-R stars is difficult, as many C-R stars also show quite a strong CH band. In such cases, the secondary P-branch head near 4342 Å is used as a more useful indicator. Another important feature is the strength of Ca I at 4226 Å, which in the case of CH stars is weakened by the overlying faint bands of the CH band systems. In C-R stars, this feature is quite strong. These spectral characteristics allow for an identification of CH and C-R stars even at low resolution. Enhanced lines of s-process elements, weaker Fe-group elements as well as various strengths of C2 bands are some of the other distinguishing spectral features of CH stars. However, at low dispersion the narrow lines are difficult to estimate and essentially do not provide a strong clue to distinguish C-R stars from CH stars. Although CH and C-R stars have similar ranges of temperatures, the distribution of CH stars places most of them in the Galactic halo: their large radial velocities, typically ∼200 km s$^{−1}$, are indicative of their being halo objects (McClure 1983, 1984)."
# Stars/Astronomy/Quiz

Stellar astronomy is a lecture about the astronomy of stars.
You are free to take this quiz based on stellar astronomy at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* The current metallicity of a star may depend on the presence of coronal clouds.