OpenLLM-France/wikimedia huggingface dataset:
# History of Topics in Special Relativity/4-Vectors (header)

History of 4-Vectors :
History of Four-velocity
History of Four-acceleration
History of Four-momentum
History of Four-current
History of Four-potential
History of Four-force (electromagnetism)
History of Four-force (mechanics) :
History of Topics in Special Relativity :
* Multiple chapter topics
* History of Lorentz transformations
* History of relativistic four vectors
* History of relativistic tensors
* Single page topics
* History of twin paradox
* History of time dilation
* History of three-acceleration transformation
* Müller's history of relativity
# MDLD/converges (real sequence)

Start=converges (real sequence) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/converges (sequence R)

Start=converges (sequence R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/convergence (series R)

Start=convergence (series R) Target=Real series/Introduction/Section
# MDLD/convergent sequence (R)

Start=convergent sequence (R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/convergent sequences (R)

Start=convergent sequences (R) See=convergent sequence (R) MDLD/convergent sequence (R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/convergent series (R)

Start=convergent series (R) Target=Real series/Introduction/Section
# MDLD/convergent (R)

Start=convergent (R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/convergent (sequence R)

Start=convergent (sequence R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/convergent (series R)

Start=convergent (series R) Target=Real series/Introduction/Section
# MDLD/converges (R)

Start=converges (R) Target=Real numbers/Sequence/Limit and convergence/Definition
# Filmmaking Basics/Matte Painting/Compositing

This school is:
Wikiversity Film School – Narrative film production
This course is:
The basics of narrative filmmaking
This lesson is:
Lesson: Creating a matte painting
Pages of this Lesson:
Introduction to Matte Painting
Assignment #1 – using Art Rage Free or Adobe Photoshop or the free GIMP or Corel Painter:
1A – Matte Painting for "Seduced by the Dark Side!"
1B – Building your own starter pages (optional)
Assignment #2 – using Tux Paint:
2A – Matte Painting for "Out For A Walk"
2B – Starter page sets for Tux Paint
2C – Building your own starter page set for Tux Paint (optional) :
| More instructions later Under construction This section will be expanded shortly. Things to remember Lock the camera The concept of matte painting is based on a locked camera. No matte painting where the actors roam. Nothing must cover up where the actors are. Additional layers are needed Anything which is in front of the actors must be on a separate layer. Coming together All this comes together in Adobe AfterEffects. | A sample frame A still frame from the movie. |
| Other layers More than just a matte painting You can also add many other layers to a composite of a matte painting. | Place the picture The frame is on the blank page. |
* Send me your finished matte painting
* When you are finished with your matte painting, please email a copy to me.
* Contact Your Instructor
* Your instructor for this class is Robert Elliott. To email me, you simply Click Here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Filmmaking Basics/Planning the Movie/Aspect Ratio and Frame Size
## Lesson

    WikiU Film School - Lesson #003: Planning the Movie - Frame Size and Aspect Ratio

## Pages of this Lesson

* Title Page
* Page 1 - Overall Considerations
* Page 2 - Filming
* Page 3 - Animation
* Page 4 - Aspect Ratio & Frame Size → You Are Here!
* Page 5 - Audio

## Current Location

    Wikiversity - English → Faculty for Humanities → The School of Art and Design → The Division of Fine Arts → The Subdivision of Film and Television → The Department of Narrative Film Production → WikiU Film School:Course: WikiU Film School Course 01 - Learning the Basics of Filmmaking → Lesson #003: Planning the Movie → Page 4 - Aspect Ratio & Frame Size

## Frame Size and Aspect Ratio

So if you were going to make a motion picture today, what frame size and aspect ratio would you finally decide on? That is what we need to answer here.
# Filmmaking Basics/Planning the Movie/Audio
## Lesson

    WikiU Film School - Lesson #003: Planning the Movie - Audio Considerations

## Pages of this Lesson

* Title Page
* Page 1 - The Animatic
* Page 2 - Filming
* Page 3 - Animation
* Page 4 - Aspect Ratio & Frame Size
* Page 5 - Audio Considerations → You Are Here!

## Current Location

    Wikiversity - English → Faculty for Humanities → The School of Art and Design → The Division of Fine Arts → The Subdivision of Film and Television → The Department of Narrative Film Production → WikiU Film School:Course: WikiU Film School Course 01 - Learning the Basics of Filmmaking → Lesson #003: Planning the Movie → Page 5 - Audio Considerations

## Audio Considerations

Audio CD quality is very easy to work with. DV requires higher quality audio. Which will we work with?
to be completed shortly Robert Elliott 03:37, 30 September 2006 (UTC)
# MDLD/linear subspace

Start=linear subspace Target=Vector space/Linear subspace/Closed/Definition
# MDLD/linear subspaces

Start=linear subspaces See=linear subspace MDLD/linear subspace Target=Vector space/Linear subspace/Closed/Definition
# MDLD/linear mappings

Start=linear mappings See=linear mapping MDLD/linear mapping Target=Linear mapping/Field/Definition
# MDLD/linear maps

Start=linear maps See=linear mapping MDLD/linear mapping Target=Linear mapping/Field/Definition
# MDLD/linear combination

Start=linear combination Target=Vector space/Linear combination/Definition
# MDLD/linear mapping

Start=linear mapping Target=Linear mapping/Field/Definition
# MDLD/linear combinations

Start=linear combinations See=linear combination MDLD/linear combination Target=Vector space/Linear combination/Definition
# MDLD/linear map

Start=linear map Target=Linear mapping/Field/Definition
# MDLD/linear independence

Start=linear independence Target=Vector space/Linearly independent/Finite index set/Definition
# MDLD/linear span

Start=linear span Target=Vector space/Spanned linear subspace/Definition
# Human Legacy Course/The High Middle Ages (1000 - 1500)

During the High Middle Ages, many changes took place in Europe. The growth of trade brought about new business practices and bigger towns. As people’s lives changed, one element remained constant: Religion continued to play a huge role in people’s lives. Religion inspired the arts and, at times, caused conflict among different groups.
The High Middle Ages was a time of advances in arts and learning. New art forms, such as stained glass windows, became more prominent. Also, medieval thinkers emerged to challenge former methods of teaching and learning.
Let's Begin!
# Human anatomy quizzes
## Anatomy quizzes for medical students

This page contains anatomy learning resources designed to be used as a revision tool in preparation for medical school and anatomy spot tests.

### Bones and ligaments of the upper limb
#### Shoulder and pectoral girdle

* Pectoral girdle
* Scapula
* Humerus
* Shoulder joint
* Sternoclavicular joint
* Shoulder capsule

#### Forearm and Hand

* Radius and ulna
* Elbow joint ligaments
* Elbow joint bursa
* Hand
* Lateral aspect of the hand

### Muscles of the Upper limb
#### Shoulder and Pectoral Girdle

* Superficial muscles of pectoral region
* Deep muscles of the pectoral region
* Shoulder muscles
* Back muscles

#### Forearm

* Superficial muscles of the anterior compartment

### Neurovascular Supply of the Upper Limb

* Brachial plexus
* Brachial plexus in situ
Picture bank
* http://commons.wikimedia.org/wiki/Category:Gray%27s_Anatomy_plates
# Human Legacy Course/The Foundations of Rome/Problems in the Roman Republic & the Responses

Human Legacy Course I The Foundations of Rome LECTURER: -Atcovi (Talk - Contribs) 15:33, 5 February 2017 (UTC)
→ Go back to Human Legacy Course/The Foundations of Rome

## Problems in the Roman Republic
### Terms to Know

* Publicans are people who collect taxes.
* Proconsuls are individual governors of a individual province, having similar power to the consul.
* Latifundia - Large estates (including houses and lots of farmlands) rented to the wealthy by Roman governors.

### Problems with Latifundia

* Uses slave labor, which is cheap and drives food costs down BUT there is a spread of slavery in the agricultural system
* Drives the small farmers out of business.
* Migration of the small farmers to the cities, where there are no jobs and no room (more crime and dirtier cities).

### Benefits of the Latifundia

* Brings money into the provinces.
* Improves the economy for the rich.

## Attempts to Reform the Roman Republic
### Gracchi Brothers

Together, Gaius and Tiberius are called the Gracchi brothers.

#### Tiberius Gracchus- 133 BCE

* Well-to-do (wealthy) tribune, this means that he is a plebeian.
* He wants to:
** Limit the size of the Latifundia
** Have land reform for the poor
* The Senate opposed both.
* The Assembly of Tribes passes both.
* Assassinated with his 300 supporters.

#### Gaius Gracchus- 123 BCE

* Tiberius' brother (also a tribune)
* He wants to:
** Give land to farmers
** Create gov't program to sell grain at a low cost
** Establish new courts to convict corrupt officials
* Assassinated in 121 BCE, and the reform dies.

### Gaius Marius- 107 BCE

* Creates professional army:
** How? He pays the poor to serve him: homeless farmers, etc.
* What's the problem?
** Army owes its allegiance to the generals who pay them and not the Roman Republic.
* What happens to Marius?
** 88 BCE: Exiled by the consul, Sulla.
* Now because of Marius' idea armies can easily intimidate and control the Senate/Republic.
* Who will use this idea?
** Julius Caesar
# Motivation and emotion/Assessment/Selection/Due

Week 02 Mon 9am 05 Aug 2024
# Motivation and emotion/Assessment/Topic/Feedback

This page summarises common feedback for the topic development exercise.

## Title and sub-title

* Title and sub-title should match the exact wording and casing listed in the book table of contents; any changes should be negotiated
* Don't display user name – authorship is as per the page's editing history (there are likely multiple contributors)

## Headings

* The best structures were typically 2-levels with 3 to 6 main body top-level headings between the Overview and Conclusion and, for longer sections, 3 to 6 sub-headings
* The best structures exhibited close alignment between the sub-title question(s), focus questions, and top-level headings
* Stronger topic development proposals tended to use more descriptives headings, however weren't overly complicated (e.g., a reader shouldn't have to vertically scroll on a desktop/laptop computer to read the table of contents)
* Headings should use sentence casing (i.e., lower-case except for the first letter and proper nouns)

## Overview

* The best topic developments started with a scenario and a figure in a feature box, then briefly described the problem/phenomenon from a psychological point of view, and finished with well-honed focus questions that unpack the sub-title in a feature box

## Key points

* The best submissions provided key points with citations that covered key psychological theory and research
* Some topic development proposals had limited or missing development of key points, indicating little understanding of the topic
* A plan for the Conclusion (the most important section) was often missing or underdeveloped
* When a section has sub-sections, provide an introductory paragraph before the first sub-heading
* Use of genAI content needs to be acknowledged in edit summaries, otherwise it violates academic integrity

## Figure

* Almost all topic developments included a relevant image
* Most figure captions could be improved by expanding to a make clearer connection to key points in the main text
* Cite each figure at least once using APA style (e.g., see Figure 1)

## Learning feature

* The best topic developments used at least one learning feature out of:
** embedded interwiki links for the first mention of key words
** examples/case studies (often more examples would improve the chapter)
** images
** quiz questions (avoid putting these in a stand-alone section – instead, embed each question(s) within the relevant section)
# Motivation and emotion/Assessment/Topic/Proposed

Most topics are about how "X" affects "Y" (where X or Y refer to some aspect of motivation or emotion).
Example topic sub-titles:
* Motivation
** What motivates people to A? or How can we be more/less motivated to A? where A = specific behaviour such as:
*** gamble
*** do aerobic exercise
*** eat healthily
*** use drug Y
** What is B? or How can B be applied to improving C? where B = a motivation model or theory such as:
*** self-determination theory
*** transtheoretical model of change and motivation
*** theory of planned behaviour
* Emotion
** Why do we experience D? or How can we better manage D? where D = emotion, emotional quality, or mood such as:
*** anger, anxiety, fear, joy, jealousy, pride etc.
*** emotional intelligence, psychological resilience etc.
** What is the effect of E on D and what can be done about it? where E = a life event such as:
*** goal achievement
*** pregnancy
*** ageing
** What is the F model/theory of emotion and how can it be applied? where F = an emotion model or theory such as:
*** broaden and build theory of positive emotion
*** stress recovery theory
*** reversal theory
# Motivation and emotion/Assessment/Topic/Due

Week 03 Fri 9am 16 Aug 2024
# Fire and emergency management/Airport Rescue Fire Fighter/Additional Training Materials
## Additional Training Materials

* DoD Airport Rescue Fire Fighter Lesson Plans
# Fire and emergency management/Airport Rescue Fire Fighter/Rescue

Terminal Objective Gain access into and out of an aircraft through normal entry points and emergency hatches, shut down and safety the aircraft, and assist in the evacuation process while operating as a member of a team, given PrPPE and an assignment, so that passenger evacuation and rescue can be accomplished. (A) Requisite Knowledge. Aircraft familiarization, including materials used in construction, aircraft terminology, automatic explosive devices, hazardous areas in and around aircraft, aircraft egress/ingress (hatches, doors, and evacuation chutes), military aircraft systems and associated hazards; capabilities and limitations of manual and power rescue tools and specialized high-reach devices, aircraft shutdown and safetying procedures.
Enabling Objectives Operate power saws and cutting tools, hydraulic devices, pneumatic devices, and pulling devices; operate specialized ladders and high-reach devices; secure aircraft safety and shutdown.
Terminal Objective Locate and disentangle an entrapped victim from an aircraft as a member of a team, given PrPPE, a team and an assignment, and rescue tools, so that the victim is freed from entrapment without undue further injury and hazards are managed. (A) Requisite Knowledge. Capabilities and limitations of rescue tools, search procedures, hazard identification, and control methods.
Enabling Objectives Perform search procedures, control hazards, remove victims, and operate rescue tools.
Terminal Objective Implement initial triage of the victims of an aircraft accident, given PrPPE, an assignment, and the triage protocol of the AHJ, so that each victim is evaluated and correctly categorized according to protocol. (A) Requisite Knowledge. Categories of triage according to the triage protocol of the AHJ, and methods of assessment.
Enabling Objectives Assess the critical factors of patient condition, and label patient for triage category.
# Fire and emergency management/Aerial apparatus driver operator/Additional Training Materials
## Additional Training Materials

* DoD Aerial Apparatus Operator Lesson Plans
# Fire and emergency management/Airport Rescue Fire Fighter/Response

Terminal Objective: Respond to day and night incidents or accidents on and adjacent to the airport, given an assignment, operating conditions, a location, a grid map, a vehicle, and a prescribed reponse time, so that the route selected and taken provides access to the site within the allotted time.
Enabling objectives: Student must understand the following:
* airport familiarization
* runway and taxiway designations
* frangible gate locations
* airport markings and lights
* instrument landing system (ILS) critical areas
* critical rescue and firefighting access areas
* designated isolation areas
* vehicular traffic controls on the airfield
* bridge load limits
* controlled access points
* aircraft traffic patterns and taxi routes
* fuel storage and distribution locations
* airport and immediate local area topographic layout including drainage systems, water supplies and airport facilities
Terminal Objective: Communicate critical incident information regarding an incident or accident on or adjacent to an airport, given an assignment involving an incident or accident and an incident management system (IMS) protocol, so that the information provided is accurate and sufficient for the incident commander to initiate an attack plan.
Enabling Obectives: Student must understand the following:
* IMS protocol
* the airport emergency plan
* airport and aircraft familiarization
* communications equipment and procedures
Terminal Objective: Communicate with applicable air traffic control facilities, given a response destination on or adjacen to an airport and radio equipment, so that all required clearences are obtained.
Enabling Objectives: Student must understand the following:
* communications equipment and frequencies
* tower light signals
* aviation phraseology
* phonetic alphabet
Terminal Objective: Perform an airport operation, given an assignment, a hazardous condition, and the airport policies and procedures, so that unsafe conditions are detected and rduced in accordance with the airport policies and procedures.
Enabling Objectives: Student must understand the following:
# Fire and emergency management/ARFF Driver Operator

About the Open Source Learning Project
Additional Training Materials
# Fire and emergency management/ARFF driver operator/Additional training materials
## Additional Training Materials

* DoD ARFF Driver Operator Lesson Plans
# Fire and emergency management/Aerial apparatus driver operator

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Additional Training Materials
# Fire and emergency management/Airport Rescue Fire Fighter

About the Open Source Learning Project
Response
Fire Suppression
Rescue
Additional Training Materials
# MDLD/surjective

Start=surjective Target=Mapping/Surjective/Definition
# MDLD/system of linear equations

Start=system of linear equations Target=System of linear equations/Set of variables/Homogeneous and inhomogeneous/Definition
# MDLD/strictly increasing (field)

Start=strictly increasing (field) Target=Real function/Strictly increasing/Definition
# MDLD/strictly increasing (real function)

Start=strictly increasing (real function) Target=Real function/Strictly increasing/Definition
# MDLD/structure of a field

Start=structure of a field Target=Algebra/Field/Direct/Definition
# MDLD/systems of linear equations

Start=systems of linear equations See=system of linear equations MDLD/system of linear equations Target=System of linear equations/Set of variables/Homogeneous and inhomogeneous/Definition
# MDLD/tangent function (R)

Start=tangent function (R) Target=Tangent and cotangent/Real/Definition
# MDLD/subsequence (R)

Start=subsequence (R) Target=Real numbers/Subsequence/Definition
# MDLD/transformation matrices

Start=transformation matrices See=transformation matrix MDLD/transformation matrix Target=Vector space/Change of basis/Introduction/Section
# Integers and algebra

Notice: Incomplete
Integers and algebra are useful tools and are the basis of all mathematics. This should be used to make the jump from the natural numbers to the integers and algebra.

## The integers and letters themselves

To see how they work, let's get out some counters and containers. A green counter will be one and a red counter will be -1. Start with a green counter. Add another one and tell your child that that's now two counters. Add yet another one and tell them it's three. Repeat this for higher and higher numbers. Then do this several times daily until your child has remembered the number names up to a number of your liking.
When your child has remembered their numbers, then do this. Start with a red counter and say it's -1. Add another and say it's -2. And another and say it's -3. Do this to your child as before, until your child can remember the concept of 'negative'
When your child has remembered all of the integers, show them no counters and say it's zero. Then get containers and label it with letters.
Note: From here, in all sections from now on, I'll use certain letters as examples, but any letter-labelled container will do. In fact, it's probably best that you vary the container labels so your child doesn't associate a specific letter with a certain number. I recommend using letters at the start of the alphabet for containers your child can just pour in as many or as few as they want and letters at the end of the alphabet for containers your child has to figure out how many counters (and whether they should be red or green) to put in, as this is the convention among mathematicians (math-studiers).
Start with green containers marked with anything. Tell your child that all containers with the same letter must have the same number and colo(u)r of counters. For now, let your child choose how many should go into each. If your child wants to have 5 green counters in one, but 3 red ones in a different one, give a different container with different letters for them for that, as you must be consistent with variable ordering.
Say your container is marked x. Show your child a container. Say it's x. Show him two containers and say it's 2x. Show three and say it's 3x etc. Show them a red container marked x, and say it's -x. Show them two red containers and say it's -2x, then three containers is -3x etc. Repeat this with different letters.

## Arithmetic

Arithmetic turns many numbers into one. There are four things: addition, subtraction, multiplication and division.

### Addition

To add things, put them next to each other. Red counters cancel with green counters and vice versa. Red containers cancel with green containers marked with the same letter and vice versa.

### Subtraction

To subtract something from something else, flip the colo(u)rs of all of the first 'somethings' from red to green and vice versa. Then add the modified somethings to the 'something else'.

### Division
## Solving equations

To solve an equation means to find out how many counters to put into each container and whether the counters should be red or green.
# Integral/Powers of sine/Recursion/Example

A primitive function for the sine function $\sin x$ is $-\cos x$. In order to find a primitive function for $\sin ^{n}x$, we use integration by parts to get a recursive relation to a power with a smaller exponent. To make this more precise, we work over an interval, the primitive function shall start at $0$ and have the value $0$ there. For $n\geq 2$, with integration by parts, we get
    ${\begin{aligned}\int _{0}^{x}\sin ^{n}t\,dt&=\int _{0}^{x}\sin ^{n-2}t\cdot \sin ^{2}t\,dt\\&=\int _{0}^{x}\sin ^{n-2}t\cdot {\left(1-\cos ^{2}t\right)}\,dt\\&=\int _{0}^{x}\sin ^{n-2}t\,dt-\int _{0}^{x}{\left(\sin ^{n-2}t\cos t\right)}\cos t\,dt\\&=\int _{0}^{x}\sin ^{n-2}t\,dt-{\frac {\sin ^{n-1}t}{n-1}}\cos t|_{0}^{x}-{\frac {1}{n-1}}{\left(\int _{0}^{x}\sin ^{n}t\,dt\right)}.\end{aligned}}$
Multiplication with $n-1$ and rearranging yields
    $n\int _{0}^{x}\sin ^{n}t\,dt=(n-1)\int _{0}^{x}\sin ^{n-2}t\,dt-\sin ^{n-1}x\cos x\,.$
In particular, for $n=2$, we have
    $\int _{0}^{x}\sin ^{2}t\,dt={\frac {1}{2}}{\left(x-\sin x\cos x\right)}\,.$