OpenLLM-France/wikimedia huggingface dataset:
# Physics equations/General information

Equation_sheet Wikiquizzes Wikiquiz_solutions TOC Online_textbook
To whom it may concern:
I have been using this resource for three semesters and have noticed a considerable improvement, both from my perspective, and in the view of students (i.e. evaluations). Keep in mind that this resource has not been carefully assessed, and also that the leap in quality of the courses might have more to do with the idiosyncrasies of an absent minded and disorganized professor than with the quality of this resource. And the resource is still "rough around the corners". In particular we need to nearly double the number of wikiquizzes. And, the resource won't be completely polished until it becomes separate calculus and algebra based courses. At the moment I am using it for both; it seems to be doing better in the calculus based resource. --guyvan52 (discuss • contribs) 13:25, 11 December 2014 (UTC)
* http://www.youtube.com/watch?v=a-0h-9KCGjo&list=PL-XXv-cvA_iCJN9rZ631jAtyOrQyGUlk_&index=1 Calculus based.
* http://www.youtube.com/playlist?list=PLFE3074A4CB751B2B&feature=plcp Either a second year course or a very advanced first year course
# Physics equations/Kinematics/More problems

Example 1: A particle starting at the origin has moved 27 m in 9 s. Find ${\bar {v}}$.
${\bar {v}}={\frac {x_{f}-x_{i}}{t_{f}-t_{i}}}={\frac {27\ \mathrm {m} -0\ \mathrm {m} }{9\ \mathrm {s} -0\ \mathrm {s} }}=3\ \mathrm {m} /\mathrm {s}$
Example 2: A particle starting 23 m from the origin has moved to 43 m in 5 s. Find ${\bar {v}}$.
${\bar {v}}={\frac {x_{f}-x_{i}}{t_{f}-t_{i}}}={\frac {43\ \mathrm {m} -23\ \mathrm {m} }{5\ \mathrm {s} -0\ \mathrm {s} }}={\frac {20\ \mathrm {m} }{5\ \mathrm {s} }}=4\ \mathrm {m} /\mathrm {s}$

## reference

* ↑ This and others below are from https://en.wikipedia.org/w/index.php?title=Equations_of_motion&oldid=579071246
# Physics equations/Geometrical discussion of uniform circular motion

Using the figure we define the distance traveled by a particle during a brief time interval, $\Delta t$, and the (vector) change in velocity:
1 $\Delta \ell =|{\vec {r}}_{2}-{\vec {r}}_{1}|$, and $\Delta v=|{\vec {v}}_{2}-{\vec {v}}_{1}|$
2 $\Delta \ell =v\Delta t$ (rate times time equals distance).
3 $\Delta {\vec {v}}={\vec {a}}\Delta t$ (definition of acceleration).
4 $\Delta v=a\Delta t$ (taking the absolute value of both sides).
5 ${\frac {\Delta v}{v}}={\frac {\Delta \ell }{r}}$ (by similar triangles). Substituting (2) and (4) yields:
6 ${\frac {a\Delta t}{v}}={\frac {v\Delta t}{r}}$, which leads to ${\frac {a}{v}}={\frac {v}{r}}$, and therefore:
7 $a={\frac {v^{2}}{r}}$
# Sudoku/Types of argumentation/Exercise

* Solve the following mini-sudoku
    ${\begin{pmatrix}-&-&2&-\\3&-&-&4\\-&-&-&-\\-&4&-&1\end{pmatrix}}.$
* Show that the mini-sudoku in (1) has only one solution.
* Which mathematical proof principles can be found as typical argumentation patterns when solving a sudoku?
# Sum/1 over square root/Estimate/Exercise

Show the estimate
    $\sum _{i=1}^{n}{\frac {1}{\sqrt {i}}}\leq 3{\sqrt {n}}\,.$
# Subjective Awareness/Suggestions for resolving shame

Resolving shame is a complex and personal process that may require self-reflection, support from others, and sometimes professional help. Here are some strategies that individuals can consider when working towards resolving feelings of shame:
* Self-Reflection:
** Identify Triggers: Understand what triggers the feelings of shame. Identifying specific situations, thoughts, or behaviors that contribute to shame can be a crucial first step.
** Explore Origins: Reflect on the origins of shame. Understanding where these feelings come from can help in addressing underlying issues.
* Practice Self-Compassion:
** Positive Affirmations: Replace self-critical thoughts with positive affirmations. Treat yourself with kindness and understanding.
** Mindfulness: Practice mindfulness to stay present and non-judgmental. Mindfulness can help break the cycle of negative thoughts and emotions.
* Share with Trusted Individuals:
** Open Up: Confide in someone you trust about your feelings of shame. Sharing your experiences with others can provide emotional support and perspective.
** Seek Understanding: Help others understand your perspective and, in turn, gain understanding from them.
* Professional Support:
** Therapy/Counseling: Seeking the help of a mental health professional can provide a safe and supportive environment to explore and work through feelings of shame.
** Group Therapy: Group therapy can offer a sense of community and shared experience, helping individuals feel less isolated in their struggles.
* Learn and Grow:
** Educate Yourself: Learn about shame and its psychological aspects. Understanding the nature of shame can be a step towards overcoming it.
** Personal Growth: Focus on personal development and growth. Setting small, achievable goals can build confidence and self-esteem over time.
* Cultivate Empathy:
** Empathize with Others: Developing empathy for others can sometimes translate into self-compassion. Recognizing that everyone makes mistakes and faces challenges can reduce feelings of isolation.
* Forgiveness:
** Self-Forgiveness: Forgive yourself for past mistakes. Acknowledge that everyone is fallible and deserving of self-forgiveness.
* Behavioral Changes:
** Positive Actions: Engage in positive behaviors that align with your values. Taking positive actions can help shift the focus from shame to constructive behavior.
Remember that resolving shame is a process, and it may not happen overnight. If feelings of shame are overwhelming or persistent, seeking the guidance of a mental health professional is recommended. They can provide personalized strategies and support tailored to individual needs.
# Suicide

This area of Wikiversity is for learning about and researching suicide.

## Essay questions

* What are reasons that individuals engage in suicide? How can these reasons be reduced or mitigated so as to lower rates of suicide?

## Discussion questions

* How can rates of suicide be lowered?
* Does psychiatric coercion worsen problems of suicide?
| Learning resources Suicide/Suicidogenesis Draft Homicide Bill What motives underlie suicidality? Should suicide be legal? Suggested readings Suicide Prohibition: The Shame of Medicine by psychiatrist Thomas Szasz Fatal Freedom: The Ethics and Politics of Suicide by Thomas Szasz Wikipedia Suicide Suicide prevention | See also Szaszian studies Psychiatry Psychology Euthanasia Anti-psychiatry Exernal links Suicide Prevention Lifeline Suicidology on Reddit - An area of Reddit to discuss and learn about suicide |
# Sukhavati

    Portal:Theology and philosophy and Buddhist Studies‏‎
Sukhāvatī refers to the western Pure Land of the Buddha Amitābha in Mahāyāna Buddhism. Sukhāvatī translates to "Land of Bliss."

## The young princess

"In the middle of the night the young princess complains of her fate and sings in front of the temple: 'let things of this world be as they may. Please bring me to paradise.' "(quoted from Buddhism krass, page 139)
Comment = We don’t know what her difficult fate was. Possible she was forced to marry a man she didn’t love. Or her husband died in a war. She lived in a difficult situation which she couldn’t change. Her whole life seemed to be over. She didn’t expect anymore happiness in her outer life. She had to create happiness in herself. Salvation should only occur through a change in her consciousness.
We could interpret the text in that she looked for happiness on the other side. She hoped to come to paradise after death. This thought could give her some comfort. It could give her the strength to get through her difficult life. It could get her to concentrate on her spiritual way so that she would come to a paradise-consciousness in her life. Paradise is a state of consciousness. We can reach this state of consciousness with Buddha Amitabha’s help on the other side. It is even better to reach this state in this lifetime. It is still better to reach a state of enlightenment in this lifetime.
The first step is to accept things in life as they are. We have to find our inner peace. We have to relax so that our inner happiness can develop. We have to empty ourselves of things from the outside world so that Buddha Amitabha can enlighten us with his light. We can meditate daily to come to a quiet place. We can do a moving meditation while walking and let go of outer things with each step and develop our inner happiness.
The second step is to develop paradise consciousness. We can find a positive thought that helps us accept our life. We can concentrate on the positive in our life. What is positive in your life? What makes you happy? What are you thankful for? Which thoughts help you to see your world as a paradise? “My paradise thoughts are…(I live in the essence. I live in peace, love, wisdom and happiness).”
It is helpful to not take outer circumstances too seriously. The important thing is that we live spiritually. It is important to live from the essence. The essence in life is inner, not outer happiness. It is important to change ourselves into a Buddha and to change our world into a paradise. What brings you into light today? It could be a deed of joy, love or spiritual practice.
# Introduction to C programming/Quizes/BooleanLogic/Answers
## Question 1

Assume that w=6, x=10, y=6 and z=3. What are the truth values of the following statements?
* w<9
** True. 6<9
* w!=y
** False. 6 is equal to 6
* z>x
** False. 3 is less than 10
* z<=y
** True. 3 is less than 6
* x-6>y*2
** False. x-6 is 4. y*2 is 12. 4 is less than 12, not greater.

## Question 2

With the same values of w,x,y and z, what are the values of the following combinations?
* w<9 && w!=y
** False. w<9 is true, but w!=y is false. If either term of an AND is false, the total is false.
* x+7>2 || x==6
** True. x+7>2 is true. x==6 is false. If either part of an OR is true, the total is true. In fact, the compiler won't even check the second term, it already knows the total is true.
* !(x-9>1)
** True. x-9>1 is false (its equal). The NOT of a false statement is true.
* !((x>y) && (x<z))
** True. x>y is true. x<z is false. So their AND is false. And the NOT of a fasle statement is true.
* (x>7) && !(x>7)
** False. x>7 is true. !(x>7) is false. If either part of an AND is false, the total is false. This is actually a trick question- x && !x is always false.
* (x>7) || !(x>7)
** True. x>7 is true. !(x>7) is false. If either part of an OR is true, the total is true. This is another trick question- x || !x is always true.

## Question 3

Under what values of x, y, and z do the following numbered statements get executed? Give the answers in forms like x>y>z.
* statement 1: this occurs only if x==y. We get this from the if its in
* statement 2: this occurs only if x==y. Since it is in the same block as 1, it has the same conditions
* statement 3: this occurs only if x!=y and y>z. We get the first term due to it being in an else branch for if 1, and the second from the second if
* statement 4: this occurs only if x!=y, y>z and z==x. We get this from the 3 ifs/elses it's in.
* statement 5: never. This statement would require y>z and y<z. This cannot be true, so the line never executes. A compiler may warn you of this.
* statement 6: this occurs only if x!=y and y<=z. We get this as the else from the 2 above ifs.

## Question 4

Under what values of x do the following numbered statements get executed?
* statement 1: only if x=0
* statement 2: only if x=1
* statement 3: only if x=1 or x=2 (no break after statement 2, so a 1 would fall through)
* statement 4: only if x=1, x=2, or x=4. No breaks for either case 1 or 2.
* statement 5: only if x=5 or x=6.
* statement 6: any value of x except 0,1,2, and 4. Notice that it does happen for 5 and 6 due to not having a break.
# Introduction to Calculus

Welcome to Introduction to Calculus
This is the course Introduction to Calculus Overview Page which comes under the Calculus Topic Page. Before taking this the Introduction to Calculus Course it is recommended that you have a working knowledge of trigonometry as defined by the quiz below.
Try to complete the questions and check with the Discussion Page answers submitted by various users. If you still have difficulty then check out the Trigonometry Page. -

## Outline

* Introduction
* Limits
* Differentiation
* Integration
* Any questions?

## Quizzes, tests, and exams
### It would be better if you solve the quiz in your usename space, e.g. User:Your Username/Introduction to Calculus. After solving the quiz post the link to this quiz's talk page.

If you can pass this quiz, you are ready to take this course
* Express $\tan(\theta )\!$ in terms of $\sin(\theta )\!$
* If $\csc(\theta )=1/x,\!$ then what does $x\!$ equal?
* Prove $\tan ^{2}(\theta )+1=\sec ^{2}(\theta )\!$ using $\sin ^{2}(\theta )+\cos ^{2}(\theta )=1\!$
* $\cos(A+B)=\cos(A)\cos(B)-\sin(A)\sin(B)\,\$
** Find the double angle idenities for the cosine function using the above rule.
** Find the half angle idenities from the double angle idenities.
** Find the value of $\cos ^{2}(\theta )\!$ without exponents using the above rules.
** (Challenge) Find the value of $\cos ^{3}(\theta )\!$ without exponents.
    A review on all of this course's prerequisites.
# Introduction to C programming/EnrollmentPage

This is a list of teachers, students, and (optionally) how to contact them. If you want to volunteer to teach the course, sign up under teachers. If you want to take it, sign up under students. If you are willing to be contacted via email, feel free to leave that as well.

## Teachers

* Anonymous Agent -- Anonymous Agent May 8th, 2024
* gsechan@hotmail.com --Gabe Sechan 08:39, August 18, 2005 (UTC)
* xerol@lggaming.com Xerol Oplan 16:23, 26 October 2005 (UTC)

## Students

* Godhands
* Lazyquasar 06:12, 1 December 2005 (UTC) To contact Use Wikimedia Email Relay or drop a question on user talk page or at the School of Engineering Help Deskm:Wikiversity:School_of_Engineering:Help_Desk.
* Ragpicker14
* camyden
* Mathdude314
* whizzer - just beginning this course
* echalmers
* Achin Jain - Do know C but need to refresh the whole stuff
* Tekki -Just beginning.
* Bryan
* Jenniferpoole
* Afir
* NATnatic
* flockhound
# Introduction to C programming/Forum

This is the wikiforums for Introduction to Progeramming in C. If you want to ask a question, please add it as a new section down below. If you want to reply either with an answer or a follow up question, please indent your reply by using :. Please sign your questions. Feel free to ask any question dealing with C programming, how to write programs, or the course lectures or book.

## Sample Question

This is a sample question?
    Yes, and this is a reply.
       And this is a reply to the reply.

## Calculator

When will you, please, write section on how to write a calculator? --193.77.234.116 17:49, 14 August 2006 (UTC)
For anything and everything about C Programming Tutorials, drive out here http://c-programming-tutorials.blogspot.com/
* I want Information in C program for LEX & YACC?
# Introduction to Calculus/Integration

We all know that you can take a derivative to find the slope of a function, but what if you wanted to use the derivative to find the original function? That's where integration comes in!
Okay, so number 1. Let's talk about Riemann Sums.
Essentially, a Riemann Sum is an approximation of area under some curve. Let's say you had the function y=2x. What if you wanted to find the area between the curve and the X-axis? I mean, when I learned this, I was just like "lol why would we need to know this" BUT I then learned that it is SUPER useful when determining areas of objects, and if you're continuing in math, it'll be really cool to get this down. Okay so back to the curve y=2x. If you made 4 rectangles under the curve to find the area between x=0 and x=4, you might be able to use the left points, or L4, to approximate a lower amount then the curve's actual area (assuming that the graph is concave up, maybe somebody will write about that later). That is called an underestimate.
This is what that would look like: L4= ᐃx*(f(0)+(f(1)+f(2)=f(3)) = 1*(0+1+4+9) = 14
Another fun thing you can do is get an overestimate by having those 4 rectangles maintain a Delta X of 1, given this interval, but instead, you use the right side of each value. If we had 4 rectangles to estimate it, then our delta x would be equal to (domain of x)/(number of values), so in this case, 1/1 = 1. That Riemann Sum would look like this:
R4= ᐃx*(f(1)+(f(2)+f(3)+f(4))
Oh I have to go help my mom bring in groceries but anyways thank you all for reading this! Sorry if the writing was really bad and also that this page was unfinished. I'm 15 and I just felt bad that there was nothing on this chapter yet. Also I took calculus two years ago so I might have been a little rusty. Bye!
# The Idea Incubator/Virtual Nations

Today ordinary states (often informally called nations) combine a (usually contiguous) geographic region with a specific government and set of policies. People who happen to be born within a particular geographic region are assigned to the corresponding (nation) state at birth. Policies to allow people to move and change their citizenship from one nation to another are often in place, but border control measures and change of citizenship requirements are typically restrictive and burdensome.
The concept of a virtual nation uncouples the traditional binding of geographic location to the associated government and its policies. People born anywhere would be free to choose the virtual nation they want to become citizens of.
Because people living anywhere can leave one nation and then join any virtual nation, virtual nations would have powerful incentives to attract citizens based on their governing style and policies. This expands consumer (citizen) choice and provides an incentive for each virtual nation to establish and maintain policies that are favorable to its citizens.
A few examples demonstrate early experiments with this concept.
* e-Residency of Estonia (also called virtual residency or E-residency) is a program launched by Estonia on 1 December 2014. The program allows non-Estonians access to Estonian services such as company formation, banking, payment processing, and taxation. The program gives the e-resident a smart card which they can use to sign documents. The program is aimed towards location-independent entrepreneurs such as software developers and writers.
* A micronation is a political entity whose members claim that they belong to an independent nation or sovereign state lacking legal recognition by world governments or major international organizations.
* Bitnation is a "voluntary nation" that records vital records, identity and other legal events using blockchain technology.
* Transnational citizenship redefines traditional notions of citizenship and replaces an individual's singular national loyalties with the ability to belong to multiple nation states, as made visible in the political, cultural, social and economic realms.
* The term world community is used primarily in political and humanitarian contexts to describe an international aggregate of nation states of widely varying types. In most connotations, the term is used to convey meanings attached to consensus or inclusion of all people in all lands and their governments.
* The World Passport is a fantasy travel document (created to publicize the concept of a world-wide passport for citizens of the world) sold by the World Service Authority, a non-profit organization founded by Garry Davis in 1954.
# The Idea Incubator/Wiki Mural and The Big History Timeline

This concept combines a proposal for a new tool, called Wiki Mural, and an application of that tool, called the Big History Visual Timeline.
Analogous to the way we use a Wiki to collabulary edit documents, Wiki Mural provides a similar capability for collaboratively editing graphic designs such as a diagrams and murals. The goal is to allow open collaboration in creating and improving graphic designs.
In Wiki mural anyone can create a graphic design image and invite collaborators to contribute edits to that design. Collaboration would be governed by tools and rules like those used in today’s text-oriented Wiki, including logging edits, reverting edits, and maintaining a history and repository of document versions.
A prototype could be built using an open-source vector graphics editor such as inkscape augmented with collaboration capabilities.
Wiki mural can have a wide variety of applications such as collaborating on an architectural, industrial, product, conceptual, or aesthetic designs. One particularly valuable project would be the on-going collaborative development of a big history visual timeline presented as a scalable mural that includes hyperlinks to descriptive text.
Today Google Earth provides a representation of earth (and other planets) that is scalable, allowing the user to begin with an image of the entire earth and then zoom into any location. As the view zooms in from a comprehensive overview, details emerge as the particular location is approached.
The concept of the big history visual timeline is to collaboratively add the dimension of time to a representation such as Google earth. As an example, the Adams Synchronological Chart or Map of History is a large mural that graphically depicts the history of mankind from early history to modern times. If this were recreated using Wiki mural and integrated with Google Earth, users could visit any place on earth and learn about what was happening at that time. Furthermore, collaborative editing access would allow editors to add detail and newly studied events to the mural. The result would be an open, on-going, collaborative effort like the existing ChronoZoom project. However, in the Wiki mural version users could zoom into any time or place. As an example users zooming to the year 1776 and the location of Independence Hall in Philadelphia would see period images of that location and learn about the drafting of the declaration of independence.
# The Inevitability of Globalism

Globalism may be inevitable, for reasons of economics, technology, or even as an emergent quality of history. This project will consist of essays and studies that prove or point to this inevitability.

## Notes, ideas, and questions (possible future subpages)
### Phenomenological and hermeneutic evidence

* One sun god, two sun gods, three sungods, four. Keep learning about more of them and the sun's a god no more! (Roughly inspired by Husserliana XXIX)
* Is the Rhine of poetry the same Rhine the engineers would use for hydroelectric power? (Question to Martin Heidegger)
* What's the difference between a factory farm and Auschwitz? (Question to Martin Heidegger)
* Melting the mixing pot in the melting pot. When the Zenmeister says: "You will clap with one hand!" (Shamelessly borrowed from Charles Dyke)
* What happens the web of power meets the world wide web? (Thoughts on Foucault)

### Metaphors from the physical sciences

* The science of beauty: what makes a beautiful face beautiful?
    http://www.faceresearch.org/demos/average
* The mesic state: culture from a geological point of view.
* The third law of thermodynamics.

### Related questions

* what is the relationship between a culture, an economy, and a history?
* How effective might a space agency be that is global in scale with many nations participating in and funding? What might such a space agency accomplish?

## Participants

* --SB_Johnny (I plan to write some essays, and hopefully read and debate)