OpenLLM-France/wikimedia huggingface dataset:
# Marketing/Marketing educational wikis

Some education related wikis have been around for over a decade. Why have these wikis not attracted massive amounts of participation? Education and knowledge and create abundance and reduce poverty, it seems. Perhaps eventually a diverse set of educational wikis will exist, just like how there are many colleges and universities all over Earth.

## Why examine marketing dynamics for educational wikis?

Perhaps studying how existing online learning environments show the value they offer, can lead to models of how educational wikis can present a persistent and authentic value to many stakeholders. Editing and contributing to educational wikis can hopefully become increasingly mutually beneficial for editors and collaborators. Marketing educational wikis can be a way of increasing Creative Commons contributions that related to learning, teaching, and research. Studying successful online educational apps and websites, models for offering clear use cases to coach new contributors how to utilize educational wikis most fruitfully. These models can then be value offerings for potential editors and collaborators perhaps.

## Discussion questions and essay ideas

* Why are more individuals not creating educational content on Creative Commons educational wikis?
* In what ways is Creative Commons educational content mutual beneficial to all humans?
* What are some clear use cases for educational wikis?
* Could Web3 and smart contracts enable a decentralized educational wiki that offers the ability to create cryptocurrency prizes for creating Creative Commons content related to various educational topics and ideas.
   * How could such incentives also help to market such a wiki at the same time? [Perhaps cryptocurrency prize functionality could be built into MediaWiki?]

## Readings

These various readings can be seen as relating both directly and indirectly to educational wikis and marketing such wikis to increase and motivate participation.

### Wikipedia

* Wikis and education
* List of wikis
* Wiki Education Foundation
* Wikipedia:School and university projects
* Virtual learning environment
* Massive open online course
* Online communication between school and home
* Online learning in higher education
* Khan Academy
* List of medical wikis
* Computer-supported collaborative learning
* 21st century skills
* Udacity
* Instructional design
* Computer-assisted language learning
* Collaborative writing
# Marketing Information System
## Introduction

marketing is about satisfying consumer needs, in a manner that the organization makes profits. but to satisfy a customer, organization need to identify the exact nature of the need and want of customers and the competitor offering, so as to provide a better market.

## Marketing Information System
### Marketing decision Support System

a marketing decision support system (MDSS) is a coordinated collection of data, systems, tools, and techniques with supporting software and hardware by which an organization gathers and interprets relevant information from business and environment and turns it in to a basis for marketing action.
# Marketing Localization

Marketing localization: Entering a new market is not always an easy task for companies. Understanding the new audience/clients/members or consumers and their market requires a lot of research to achieve the desired results. Here comes the power of customized marketing assets, that aim to engage the audience and deliver the message in relevant terms.
A successful marketing content is the content that is able to provide the best possible way to deliver the message for international audience in their own language. A key aspect of a good marketing message is the difficulty to figure out it is actually localized.
A good marketing localization strategy can go a long way in achieving brand respect in local markets and engage audience and win their loyalty, and the lack of such strategy can cause a lot unwanted issues that affect a brand or company success in a specific market.
A good localization process = a great localized marketing content The localization team involved in the process should engage with all aspects of marketing assets creation. The team should engage with researcher, writer, designer, and local marketing team (when available). A successful localized content should: attract customers, inform of brand and/or product and support sales.
A successful localization process of marketing asset should focus on the following: The appeal of the content to native speakers; the more your audience feel that your message is translated the less successful it would be in delivering the desired message Style: colors, imagery, graphs and some concepts vary greatly from cultural to another. Voice and Tone: the relevance to nature of brand/product, and characteristics of the target audience
Examples: Italic text - the symbol of piggy bank (that is used to express the concept of money of finance), is actually very offensive to some cultural. - Using cultural terms (sports for example) are not universal and might create a lot of confusion - Idioms and expressions are culturally dependent. - Colors and sentiments related to them vary greatly from one culture to another.
Types of marketing content: Marketing Webpages Blog Posts Campaigns Landing pages Market relevant product data for example Fact sheets Sales support White Papers/E-Books Slide Decks Videos Product Demos – Feature Videos Customer Stories
Marketing asset creation process: •research •Content Creation •Design •Content preparation
•Localization •Translator •Transcreator •Copy Writer Post- Engineering •DTP •Production •Review (in-country when available) •Publishing •Evaluation (success metrics)
# Markerless Tracking/Select

This page is devoted to the question how selecting the correct data-set could be realized in the context of Markerless Tracking.

## The Problem

After generating a whole bunch of virtual data-sets it is necessary to decide which one matches the captured input data best. The match will likely not be 100% because we only generate a discrete number of data-sets and have a non-perfect data generator. Also optimization algorithms need good hints about where new promising samples should be generated. Therefore the comparison must result in a smooth and low frequency similarity function with their top at the perfect match.

## Comparing Images

When do two images mostly look alike? Of course if they are the same. In this case their pixel colors will exactly match at all pixel positions. With most images also a small offset or missing part in one image will result in a high match of equal or mostly equal pixels. Therefore it's best to compute the mean distance of all pixels in color space:
${\mbox{distance}}={\frac {\sum _{i,j}^{image\ size}\left|{\mbox{rendering}}(i,j)-{\mbox{capturing}}(i,j)\right|}{\#{\mbox{pixels}}}}$ (example source code)
This formula won't be good to compare non-realistic images like a one pixel black line on a white background. But in the camera tracking context we are dealing with areas of color.

### Ignoring Unknown Pixels

In practical setups it is not possible and/or desirable to generate the whole real environment. Often it is sufficient to track an object on arbitrary background. We have come up with a trick in the image comparison for this case:
Only the object is rendered and all other pixels are marked invalid (with a special color or an alpha of zero). The comparison can now be carried out between valid generated pixels and the real image.

### Other Algorithms

Most other popular image processing techniques (e.g. Edge-Detectors, SIFT-Features, ...) are not a good choice because they try to be independent about certain variables (rotation, color, scaling, ...). This will easily result in wrong similarity evidence. Maybe it is possible to find a way to read out the rotation an scaling info of the SIFT-matches and feed them back into the next round of data generation. This would be tricky to integrate with an optimization algorithm.
# Marketing Strategies

A marketing strategy is a plan for how a business will reach its targeted audience and achieve its marketing goals. The marketing strategy is outlined in the marketing plan.

## Marketing Mix

The marketing mix is a combination of four elements: product, price, place, and promotion.
* Product is the goods or service that a business is offering.
* Price is the amount of money that customers pay for the product.
* Place is where the product is sold. This is either a physical store or online.
* Promotion is the way that a business communicates its product to potential customers. This includes advertising, public relations, and social media marketing.

## Types of Marketing Strategies

Content Marketing
Pay-per-click (PPC)
Social Media Marketing
Email Marketing
Influencer Marketing
Affiliate Marketing
Marketing Tactics
* Product differentiation: developing products that are unique and different from the competition.
* Cost leadership: involves becoming the lowest-cost producer of a product or service.
* Niche marketing: focusing on a specific market segment and developing products or services that are tailored to the needs of that segment.
* Brand positioning: creating a unique image for a brand in the mind of the consumer.
# High school physics/Introduction

Physics, a tremendous, eye-opening, and forever-changing science, requires students to have a solid knowledge of mathematics, including algebra, chemistry, and biology. This subject is very useful in the real world, as this explains the world around us. A lot of formulas are used, including F=ma, to represent many of the Earth's simple mechanisms. Simple, child-like questions such as "How will I catch the ball?" and "How far should I push this punching bag?" are physics-related questions. You have been dealing with physics since you were born!
Famous physicists include Isaac Newton, Albert Einstein, and Stephen Hawking.
# High school reading list
## Readings that stretch your brain if you are in high school or at a high school level

* Aimee Bender, The Girl in the Flammable Skirt -- contemporary fairy tales; strange and wonderful stories.
* Daniel Clowes. Any of his graphic novels.
* Robert Cormier, After the first death, I am the Cheese, The Chocolate War -- darkly thoughtful young adult novels.
* Ursula Le Guin, The Earth Sea Trilogy -- classic predecessor to the Harry Potter novels.
* George Orwell, Animal Farm -- Powerful work in a simple style ponders what happens after the animal revolution.
* Phillip Pullman, The Subtle Knife -- A fantasy trilogy following a complex herione. Its popularity in the UK led to the author being invited to a public discussion of the subject matter with Archbishop Rowan Williams.
* William Shakespeare -- Any of his plays are classics, and people allude to his beautiful language even when they don't mean to.
* Chinua Achebe, Things Fall Apart--This accessible novel is the beginning of the English language African response to imperialism. It's an important link to world history and culture.
# High school physics/Centripetal acceleration

Any object in rotational motion due to any centripetal force such as due to gravitation, experiences an equal and opposite centrifugal force.
Centripetal Acceleration = Centripetal Force / Mass of the revolving body
Linear distance (X) = Radius (R) x Angular distance (A) = Radius x Angle in radians
Therefore, Linear Velocity (V) = dX / dt = R x dA/dt = Rw = Radius x Angular Velocity
Therefore, Centripetal Acceleration = Linear Velocity x Angular Velocity = Radius x (Angular Velocity)^2 = (Linear Velocity)^2 / Radius = V^2 / R
Therefore, Centripetal Force = Mass x Centripetal Acceleration = M x V^2 / R
# Hilbert-Kunz/Invariant ring/Coinvariants/Fact

Let $G$ be a finite group acting linearly on a polynomial ring $B=K[x_{1},\ldots ,x_{n}]$ with invariant ring $A=B^{G}$ and let ${\mathfrak {h}}=A_{+}B$ be the Hilbert ideal in $B$. Let $R$ be the localization of $A$ at the irrelevant ideal. If $K$ has positive characteristic,
    $e_{HK}(R)={\frac {\operatorname {dim} _{K}\,(B/{\mathfrak {h}})}{\#\left(G\right)}}\,.$
In particular, this is a rational number, and this quotient depends only on the invariant ring, not on its representation.
# Higher education and the social ecology of Wikimedia sister projects
## Presentation slides

* Presentation Slides (Google)

## Contributors

* James Neill - Bio
* More welcome

## Abstract

The Wikimedia Foundation (WMF) and universities are well-placed to work together to mutually achieve a common mission around building and sharing the knowledge commons - and, perhaps even more importantly, to enhance our human capacity to contribute to and utilise the knowledge commons. The WMF offers a stable, scalable hardware and software platform and organisational mission for developing and housing knowledge commons content through its social ecology of sister projects, including Wikiversity, Wikibooks, Wikipedia, and Wiki Commons. University communities, including academic staff and emerging academics, have great potential to capitalise on, and contribute to, the knowledge commons via the WMF sister projects. However, successful collaboration between universities and the WMF sister projects will depend on leveraging a cultural shift towards greater valuing and practice of open academia within higher education.

## Some examples

* Wikiversity
** Survey research and design in psychology - Open educational materials
** Motivation and emotion - Open educational materials + participant contributions
** Caregiving and dementia - Health training materials
# High school physics/Electric Fields

Electric fields depend on putting a proton as the default element. This will allow you to see where the proton would be headed. If the force is negative the proton would be attracted to it, therefore the arrows drawn on it would be pointed to it.
# Highway

Highway is a road made for travel by the public between important places such as cities, towns and landmarks. Highways may come in different designs. They often include many lanes of traffic, a median (strip of lane or barrier) between lanes of opposing traffic, and access control (ramps and bridges). Highways can also be as simple as a two-lane road.
In many countries, these roads are numbered to easily tell them apart. These numbered highways are usually called routes. The United States includes a system called the Interstate Highway system, controlled by AASHTO, where major north/south routes are odd numbered and east/west are even numbered. In Canada, routes that are in the 400s are freeways. In China, types of routes are separated by the first letter of the route; "G" for national road, "S" for provincial road and "Y" for rural roads.
Highways are sometimes criticized because of the pollution cars make when driving highways. When too many cars travel along a highway, traffic slows down; this is known as a traffic jam. Public transportation (such as buses) and special lanes for those who have a given number of people in a car are used to help stop these problems.
# High school physics/Basics
## Motion

There are two types of quantities you need to remember and keep track of. These are Scalar Quantity and Vector Quantity. Scalar Quantity is quantities that do not account for direction and just contain numbers. This is like temperature or time, in which these measurements do not account for any direction. Vector Quantity is quantities, on the other hand, account for both magnitude (amount) and direction. These are represented by arrows in diagrams. Examples of vector quantity are velocity and force, which you will be learning about later on in this page or course.

### Scalar Quantity

* Distance - Total length of travel with no mention of distance traveled.
* Speed - Rate of change of position per unit of time. The formula of speed is $v=$${\tfrac {d}{t}}$ (speed = total distance/time elapsed).

### Vector Quantity

* Displacement - The shortest distance from the initial position to the final position of the motion. The formula for displacement is ${s}={x_{\textrm {f}}-x_{\textrm {i}}}=\Delta {x}$ (displacement = final position - initial position).
* Velocity - The speed in a specific direction. The formula is $v=$${\tfrac {d}{t}}$ (velocity = displacement/time elapsed). It could be positive/negative and have a specific direction (North, south, east or west).
# High school trigonometry for physics
## Trigonometric Functions

The following trigonometric functions are defined for all right triangles. A right triangle is a triangle in which one of the angles is right, in other words 90 degrees. The sum of the two other angles always adds up to 90 degrees. The longest side in the triangle is called the hypotenuse, and it is always opposite to the right angle. The two remaining sides are called catheti. A cathetus is either one of the two sides which are adjacent to the right angle.
To make use of the trigonometric functions listed below, one has to understand that each and every one of them is always performed on a desired angle. One can imagine "standing" in the desired angle. The adjacent cathetus is the side directly connected with the angle, and the opposite cathetus is the side furthest away (not connected to the specific angle in any way). The dilemma arises when one is standing in the right angle, since then both catheti are adjacent and neither is opposite. To understand, for instance, why the cosine for 90 degrees is defined, it is necessary to understand the basics of the unit circle. For a high-school physicist, however, it is often more important to get the raw data, in this case the length of a side or the size of a specific angle, than understanding the mathematics behind it.
    $\sin \theta ={\mathrm {opposite} \over \mathrm {hypoteneuse} }$
    $\cos \theta ={\mathrm {adjacent} \over \mathrm {hypoteneuse} }$
    $\tan \theta ={\mathrm {opposite} \over \mathrm {adjacent} }$
    $\cot \theta ={\frac {1}{\tan \theta }}={\mathrm {adjacent} \over \mathrm {opposite} }$
A common mnemonic device for remembering these operations is Soh-Cah-Toa. Sin=Opposite/Hypoteneuse, Cos=Adjacent/Hypoteneuse, Toa=Opposite/Adjacent.
    $\sec \theta ={\frac {1}{\cos \theta }}={\mathrm {hypoteneuse} \over \mathrm {adjacent} }$
    $\csc \theta ={\frac {1}{\sin \theta }}={\mathrm {hypoteneuse} \over \mathrm {opposite} }$

## Table of Common Angles

| Degrees | Radians | Sine | Cosine | Tangent |
| $0\,$ | $0\,$ | ${0}\,$ | ${1}\,$ | $0\,$ |
| $30\,$ | ${\pi \over 6}$ | ${1 \over 2}$ | ${{\sqrt {3}} \over 2}$ | ${1 \over {\sqrt {3}}}$ |
| $45\,$ | ${\pi \over 4}$ | ${{\sqrt {2}} \over 2}$ | ${{\sqrt {2}} \over 2}$ | $1\,$ |
| $60\,$ | ${\pi \over 3}$ | ${{\sqrt {3}} \over 2}$ | ${1 \over 2}$ | ${\sqrt {3}}$ |
| $90\,$ | ${\pi \over 2}$ | $1\,$ | $0\,$ | $undefined\,$ |

## Identities

    $\tan \theta ={\sin \theta \over \cos \theta }$
    $\sin ^{2}\theta +\cos ^{2}\theta =1\,$
    $1+\tan ^{2}\theta ={1 \over \cos ^{2}\theta }$
    $\tan 2\theta ={2\tan \theta \over {1-\tan ^{2}\theta }}$
    $c^{2}=a^{2}+b^{2}-2ab\cos(C)$
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Generating system and spanned subspace/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 23.3
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/System of linear equations/Set of variables/Solution space is vector space/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 22.22
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Basis complement/Fact/Factreferencenumber

Theorem 23.23
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Finitely generated/Length of every basis/Fact/Factreferencenumber

Theorem 23.15
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Dimension n and n vectors/Equivalences/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 23.18
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Finite dimensional/Injective surjective bijective/Fact/Factreferencenumber

Corollary 25.4
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Tangent and cotangent/Monotonicity behavior/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 16.14
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Dimension n and n vectors/Equivalences/Fact/Factreferencenumber

Corollary 23.21
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/System of linear equations/Set of variables/Solution space is vector space/Fact/Factreferencenumber

Lemma 22.14
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Vector space/Characterizations of basis/Maximal/Minimal/Fact/Factreferencenumber

Theorem 23.12
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/General Activities

Allow user to connect to WAN.
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Response to Assignment 2

In case if you haven't download the chapter yet you can read it online here.
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 2/Response to Assignment 2

* What we understand
* What we don't understand
Back to Assignment 2
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 2/Response to Assignment 2/What we understand

To summary what this slide really want to tell us about is that the value of Information and how we use this for the System to obtain great benefit from it.
Back to Response to Assignment 2
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 3

* Response to Assignment 3
* Discuss here
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 2/Response to Assignment 2/What we don't understand

Back to Response to Assignment 2
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 2/Discuss here

Dear every members of group 3, please discuss your idea about our assignment here. Thank you.
We will select the best idea to represent the group, so please share what you're thinking and help improve the idea of the whole group. thanks.
Back to Assignment 2
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 3/Discuss here

PowerPoint Read before presentation !
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Response to Assignment 1

* Please Register on wikiversity.org if you haven't and for those who already registered, please inform other members to do so.
* Once you registered please go here to edit your own information.
Go back to group activity
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Activity/Assignment 2

Hello every members of group 3, please kindly read the Chapter 1 from slide 17th to slide 22nd, by any chance if you haven't download the slide yet, you can obtain from here or even read it online here.
* Response to Assignment 2
* Discuss here
Back to group activity.
# Geography/Oceania quiz

If you pass the quiz, continue the course at Geography/Antarctica.
# Geography/Regional

Regional geography is all about studying given regions of the world. It covers all aspects of both the human and natural aspects of the given region.

## Readings

* Wikipedia: History of geography#Regional_geography
* Geography* (the Wikiversity course)
** Geography/the Americas
** Geography/Eurasia
** Geography/Africa
** Geography/Oceania
** Geography/Antarctica
*If you intend to take the full geography course, please navigate the pages of the course via the Geography page, which is organized into capital cities, physical geography lessons and quizzes.

## History

Regional geography started out as an idea that geography should be broken up by region. This idea enjoyed its golden age with figures like Alfred Hettner, Vidal de la Blache, and Richard Hartshorne. The latter of these, however, wanted to divide all geography into regional geography. Since this is not feasible, there was a decline in this study at that point. However, as of late, regional geography has grown more favorable, as we have had more and more subjects that come up that have to be defined using regional geography.