OpenLLM-France/wikimedia huggingface dataset:
# Summary, further reading, homework
## Learning goals
## Video

[[File:Web Science MOOC Exercises Week 4.pdf |800px]]

## Script

Web Science/Part1: Foundations of the web/Dynamic Web Content/Summary, further reading, homework/script

## Quiz

Web Science/Part1: Foundations of the web/Dynamic Web Content/Summary, further reading, homework/quiz
# Ethernet
## Learning goals

* understand that ethernet is a nondeterministic protocol
* be able to understand requirements for the link layer in the TCP/IP Protocol suite
* understand the collision detection in ethernet
* understand why randomization is a good idea in nondeterministic protocols
* be able to name a deterministic link layer protocol

## Associated units

* understand the basic problems when communicating over a shared medium
* understand the origins of ethernet
* be able to name the ethernet header fields
* be able to explain the reason for the preamble
* understand that the cable length has an influence to transfer rate
* understand that speed of light is responsible for the connection between cable length and transfer rate
* be able to calculate the maximum cable length for a given transfer rate
* understand that the cable length is part of the Ethernet protocol
* Understand that Ethernet is a non deterministic program
* Be able to reconstruct a collision detection / resolve algorithm
* Understand what happens if two computers send data at the same time
# Handling a post request in a Java Servlet
## Learning goals

* See how a POST request is handled in a Java Servlet
* get to know the Request object
* see how a data base query and more advanced technology can be included to a servlet

## Script

Register.java
# Communication over a shared Medium
## Learning goals

* understand the basic problems when communicating over a shared medium
* understand the origins of ethernet

## Script

Why Ethernet protocol was developed?
Let’s assume that we have one or more computers that want to communicate. The key is a shared medium. They want to exchange information. As we all know the smallest node of information is 1 bit. So what we can do is to put this 1 bit to the voltage cable in order to transfer.
But if you do this, some problems will arise:
- VOLTAGE TIME
How long do you have to put voltage on the cable?
If you just start putting the voltage on the cable, there will be electromagnetic waves starting to transfer proper data through the cable. The question is how long do you have to do this that others can measure this?
- SENDER
Who is actually a sender of the data?
Let’s imagine 3 computers: A, B and C. We assume that A sends a bit of data. At some point of time B and C receive the data. But the question is who send the data? You can’t figure this out.
- RECIPIENT
Who is the recipient of the data?
If A transfers data then B and C might not know if this data is actually for them.
- TRANSFERING SIMULTANEOUSLY
Who is supposed to use medium?
A starts transferring some data then at some point of time B also starts transferring some data. What we have is that C receives corrupted data.
- IS DATA CORRUPT?
The data might get corrupted while being in the cable due to some external events. For example, if cell phone is close to the cable the electromagnetic waves might cause a change. Participants should figure this out.
In order to solve this problem the Ethernet protocol was developed.
So what Ethernet can do is:
* SYNCHRONIZE TIME INTERVALS
Let’s assume computer A sends data at 10 Mbits/s. And computer C has interface that allows 100 Mbits/s. Ethernet as the protocol will be able to synchronize the clocks between these 2 devices.
* SPECIFY RECIPIENT AND SENDER
If A wants to send data for C then B will know that this data is not for him (while C will know that it’s for him).
* DETECT CORRUPTED DATA
If data gets corrupted for some reason then computer C will first see that the data is corrupted.
* DETECT COLLISIONS If A and B starts to transfer data at the same point of time they know that something went wrong and C will receive corrupted data(because it’s overload by 2 packages).
# Nonlinear finite elements/Homework 3
## Problem: The Patch Test

The patch test is one of the first checks used to determine the accuracy of a finite element.
Your first task is to read the following paper on the patch test.
Taylor, R.L., Simo, J.C., Zienkiewicz, O.C., and Chan, A.C.H, 1986, The patch test - a condition for assessing FEM convergence, International Journal for Numerical Methods in Engineering, 22, pp. 39-62.
After reading the paper, please answer the following questions:
* What is the patch test and why is it used?
* What are the consistency requirement and the stability condition?
* What do the authors mean by convergence?
* List the 2-D structural elements available in ANSYS and describe what shape functions and degrees of freedom each uses.
* Check whether each of these elements passes the patch test. Show details of your calculations.
* Which parts of the paper did you not understand?
# Nonlinear finite elements/Homework 5/Solutions

* Nonlinear finite elements/Homework 5/Solutions/Problem 1
* Nonlinear finite elements/Homework 5/Solutions/Problem 2
# Nonlinear finite elements/Homework 4
## Problem 1: Axially Loaded Bar with Nonlinear Modulus

In the learning resource section we have discussed the solution of the problem of a nonlinear axially loaded bar with a body load. A Matlab code for solving the problem with finite elements can also be found on the relevant page.
In the code, we apply a tensile load at the end of the bar and use linear shape functions. Therefore, each element has two nodes.
In this problem, you are required to modify the Matlab code to use quadratic elements. Each element will have three nodes ($1$, $2$, and $3$). Assume that all elements have the same length $h$ and that node $2$ is at the middle of the element. The shape functions for the nodes are
    ${\begin{aligned}N_{1}(x)&={\cfrac {2(x_{2}-x)(x_{3}-x)}{h^{2}}}\\N_{2}(x)&={\cfrac {4(x-x_{1})(x_{3}-x)}{h^{2}}}\\N_{3}(x)&={\cfrac {2(x-x_{1})(x-x_{2})}{h^{2}}}\end{aligned}}$
Apply a compressive load $R$ at the free end of the bar.
* Plot the shape functions for an element. Show that they add up to 1 at all points within the element.
* Plot the displacement, stress, strain, and the error norm when you use 10 elements to discretize the bar. See the figure in the learning resource section for how you should plot these data. Discuss and comment on your observations.
* Do the same for 100 elements. What are your observations on the effect of mesh refinement on the solution?
* Now, increase the applied load. At what load does the solution fail to converge?Explain why the solution fails to converge at this load.
You could alternatively write your own Maple code or use ANSYS for these calculations depending on your interests.

## Problem 2: Nonlinear Thermal Conduction

Consider the model chip system shown in Figure 1.
* Figure 1. Schematic of a model chip.
Assume that heat is being generated in the silicon carbide region of the chip at the rate of 100 W/cm$^{2}$. The cooling channels contain a fluid at a constant 250 K and (supposedly) can dissipate heat at the rate of 800 W/cm$2$. The surroundings are at room temperature (300 K).
The thermal conductivity of the silicon carbide and the aluminum nitride are also given in Figure 1. The thermal conductivity of the epoxy resin is 1.5 W/m-K.
* First run a linear simulation of the problem using room temperature thermal conductivities of the materials. This will act as a check of the model and setup and will help you determine any additional constraints that you will need. Do the cooling channels really dissipate heat at 800 W/cm$2$?
* Fit curves to the thermal conductivity versus temperature data for Silicon Carbide and Aluminum Nitride.
* Perform a nonlinear simulation using these temperature dependent properties to find the equilibrium temperature inside the silicon carbide region. State all simplifying assumptions that you have made.
# Nonlinear finite elements/Homework 4/Hints
## Important

If you have a body containing regions made up of different materials it is not sufficient to mesh each region separately. The regions also have to share boundary nodes. The figure shows you an example.
* Mesh continuity is needed for correct analysis.
# Nonlinear finite elements/Homework 11/Solutions/Problem 3
## Problem 3: Taylor impact test

Given:
* Cylindrical impact specimen strikes rigid target.
* Frictionless contact between cylinder and target.
* $l_{0}$ = 30 mm; $d_{0}$ = 6 mm.
* $v_{0}$ = 188 m/s; $T_{0}$ = 718 K.
* $\mu$ = 46 GPa; $K$ = 129 GPa;$\alpha$ = 1.76e-5 /K.
* $\rho _{0}$ = 8930 kg/m$^{3}$;$\kappa$ = 386 W/m-K; $C_{v}$ = 414 J/kg-K.
* Yield stress given by the Johnson-Cook model.
* $A$ = 90 MPa; $B$ = 292 MPa; $C$ = 0.025; $n$ = 0.31;$m$ = 1.09.
* ${\dot {\varepsilon }}_{0}^{p}$ = 1.0 /s; $T_{0}$ = 294 K; $T_{m}$ = 1356 K.
* Experimental deformed profile:
| Point | x (mm) | y (mm) | Point | x (mm) | y (mm) | Point | x (mm) | y (mm) |
| 1 | 0 | 0 | 2 | 5.44 | 0 | 3 | 4.71 | 0.85 |
| 4 | 4.61 | 2.04 | 5 | 4.58 | 3.23 | 6 | 4.62 | 4.14 |
| 7 | 4.59 | 4.98 | 8 | 4.45 | 6.18 | 9 | 4.31 | 7.22 |
| 10 | 4.07 | 8.34 | 11 | 3.87 | 9.47 | 12 | 3.60 | 10.87 |
| 13 | 3.39 | 11.71 | 14 | 3.22 | 12.90 | 15 | 3.15 | 13.95 |
| 16 | 2.98 | 15.07 | 17 | 2.95 | 16.67 | 18 | 0 | 16.67 |
| 19 | 0 | 0 |

### Solution
#### Part 1

Plot of final deformed shape of specimen and comparison with experimental data.
This problem is solved using LS-DYNA. Due to symmetry, only a quarter of the cylinder is modelled. The plot of the final deformed shape of the specimen is shown in Fig 6.
* Figure 6. Deformed shape of the specimen at the final time step.

#### Part 2

Comment of differences between simulation and experiment.
The error in the predicted final width of the base of the cylinder is less than 1%
However, the width of the bulge is underestimated by the simulation by almost 10% not predicting enough strain hardening at 718 K or that there is some volumetric locking during the simulation.
The final length of the cylinder is also underestimated by the simulation. This could because the Johnson-Cook model predicts a higher yield stress at 718 K than is observed in experiments. It could also be because our mesh is too coarse.
Overall, agreement with experiment is not very good and could be improved with improvements in the plasticity model and the finite element model.

#### Part 3

Plot of energy. Is energy conserved?
* Figure 7. Total energy during the simulation
Though the total energy at the end of the simulation is less than the the energy at the beginning of the simulation, the variation in the energy is small. Hence, we can say that the energy is reasonably well conserved during the simulation.
# Quantum mechanics/Molecular orbital theory

When it is not possible to calculate the wavefunction exactly (i.e. most of the time) several approximation methods are available. The most common is to express an approximate wavefunction as linear combination of basis functions, i.e.
$\Psi =c_{1}\varphi _{1}+c_{2}\varphi _{2}+...+c_{n}\varphi _{n}$ (Eq. 1)
Where the coefficients {c$_1$, c$_2$, ..., c$_n$} are to be determined to make Ψ the best possible approximation of the ground or excited wavefunction. The electrons in molecules are described by molecular orbitals that are linear combinations of atomic orbitals (LCAO). A molecular orbital is expressed as Eq. 1 and {φ$_1$, φ$_2$, ..., φ$_n$} are just a set of atomic orbitals. Calculating a molecular orbital is equivalent to determining the coefficients in Eq. 1. This method is general and can be used to solve any quantum mechanical problem. The general theory is derived from a theorem called the variation theorem which can be applied to any quantum mechanical problem. Below we will see only a simplified version that illustrates how the coefficients {c$_1$, c$_2$, ..., c$_n$} can be determined in the general case.

## What is the best linear combination that solves HΨ=EΨ ?

* Exercise
Next: Lesson
# Quantum mechanics/Review of classical mechanics
## Reference and Further reading

* Ramamurti Shankar, Principle of Quantum Mechanics, 2nd ed. (1994),
# Semeiotic

☞ This page belongs to resource collections on Logic and Inquiry.
Semeiotic is one of the terms that Charles Sanders Peirce used to describe his theory of triadic sign relations, along with semiotic and the plural variants of both terms. The form semeiotic is often used to distinguish Peirce's theory, since it is less often used by other writers to denote their particular approaches to the subject.

## Types of signs

There are three principal ways that a sign can denote its objects. These are usually described as kinds, species, or types of signs, but it is important to recognize that these are not ontological species, that is, they are not mutually exclusive features of description, since the same thing can be a sign in several different ways.
Beginning very roughly, the three main ways of being a sign can be described as follows:
   * An icon is a sign that denotes its objects by virtue of a quality that it shares with its objects.
   * An index is a sign that denotes its objects by virtue of an existential connection that it has with its objects.
   * A symbol is a sign that denotes its objects solely by virtue of the fact that it is interpreted to do so.
One of Peirce's early delineations of the three types of signs is still quite useful as a first approach to understanding their differences and their relationships to each other:
* In the first place there are likenesses or copies — such as statues, pictures, emblems, hieroglyphics, and the like. Such representations stand for their objects only so far as they have an actual resemblance to them — that is agree with them in some characters. The peculiarity of such representations is that they do not determine their objects — they stand for anything more or less; for they stand for whatever they resemble and they resemble everything more or less.
* The second kind of representations are such as are set up by a convention of men or a decree of God. Such are tallies, proper names, &c. The peculiarity of these conventional signs is that they represent no character of their objects. Likenesses denote nothing in particular; conventional signs connote nothing in particular.
* The third and last kind of representations are symbols or general representations. They connote attributes and so connote them as to determine what they denote. To this class belong all words and all conceptions. Most combinations of words are also symbols. A proposition, an argument, even a whole book may be, and should be, a single symbol. (Peirce 1866, “Lowell Lecture 7”, CE 1, 467–468).
# Seminar Question Writing Guidelines

The following table serves to guide teachers in understanding the types of questions that guide good seminars and how to write them. Good seminars follow the general structure given by Mortimer Adler and Charles Van Doren in their classic How to Read a Book published by Simon & Schuster in 1972. Column one gives the four main questions that a demanding reader should ask of any book. These questions guide the types of questions and the purpose of each type used in good seminars. The last column serves to illustrate questions that might be asked of The Declaration of Independence, The Gettysburg Address, or Hamlet. This table could be easily adapted for any work of fine art like a painting or a musical score.
| From How to Read a Book Adler & Van Doren (1972) | Question Type | Purpose of Question Type | Sample Seminar Questions Answers to Be Supported from the Text |
| What is the book (work) about as a whole? | Opening | Identify main ideas | What is the most important word or phrase in the Gettysburg Address? Which title to you prefer: Revolutionary War? War of Independence? or War of Succession? How would you state the plot of Hamlet in one to three sentences? |
| What is being said in detail and how? | Analytical | Root out main ideas, assertions, and arguments | What is the most important point Lincoln makes in the Gettysburg Address? Is the assertion "All men are created equal" self-evident? If so, why? If not, how could you rewrite it so that it is? What evidence is there that Hamlet overheard Polonius talking to the King? What evidence that he did not? What do you think? |
| Is the book (work) true, in whole or part? | Evaluative | Make and support judgments | Why does Lincoln say that those gathered cannot hallow the ground? Is he right? Are life, liberty, and happiness really rights? Why? Why not? How does Hamlet succeed in creating an experience in audience members about the meaning of life? Of action? Of inaction? |
| What of it? | Closing | Relate judgments about ideas to one's own life | Do you think the Gettysburg address has helped preserve the nation to the present day? What do the words of the Declaration of Independence teach you? Have they changed you? How? Which character in Hamlet do you identify most with? Least with? Why? |
# Semantics/Quiz

Semantics is a stand-alone lecture, an outgrowth of the dominant group original research project.
It has been included in the course elements of terminology and may one day be a course of its own.
Try this quiz to see if your native knowledge is already top-of-the-line or better. You are free to take this quiz at any time and as many times as you wish. It is part of Wikiversity's dedication to learning by doing.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, and in the {{universal translator}} 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

* A ruling class usually dictates the meanings of words or symbols.
# Semi-structured interview

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
# Semi-partial correlation

In multiple linear regression (MLR), there are two or more independent or predictor variable (IV) and one dependent or response variable (DV).
A correlation (r) indicates the linear relationship between an IV and a DV.
A semi-partial correlation (sr) indicates the unique relation between an IV and the DV. An sr is the variance in a DV explained by an IV and only that IV (i.e., it does not include variance in a DV explained by other IVs).
This Venn diagram represents the variance, rs, and srs involved in an MLR analysis.
Question 1: Which areas represent the squared semi-partial correlations between the IVs and DV? Answer: a and c
Question 2: What do the other labelled areas represent? Answer:
* a = semi-partial correlation between IV1 and DV (with the effect of IV2 removed)
* b = variance in the DV which is explained by both IV1 and IV2
* c = semi-partial correlation between IV2 and DV (with the effect of IV1 removed)
* d = variance in DV which is not explained by IV1 and IV2

## What are semi-partial correlations useful for?

In MLR, square the sr for each IV, to get the semi-partial correlations squared (sr$^2$).
The sr$^2$s provide the percentage of variance in the DV which is uniquely associated with each IV.
Add the sr$^2$ values to get the percentage of variance in the DV which is uniquely explained by the IVs.
R$^2$s (total percentage of variance explained) minus the total of the sr$^2$s equals the percentage of variance explained by the relationship between predictors.
# Seminar in Biological Mechanisms of Aging and Cancer

There is an intriguing and seemingly paradoxical relationship between aging and cancer. On one hand, cancer can be thought of as a disease of aging, since its incidence increases dramatically with age. On the other hand, while aging is characterized by decreasing fitness and survival, cancer cells themselves are seemingly immortal, dividing infinitely without control. Scientists who study aging have come to believe that many aspects of the aging process are actually manifestations of the body's attempt to prevent cancer. One of the challenges of aging research is to understand this complicated relationship between aging and cancer so that we can potentially identify and separate the mechanisms for preventing cancer from the mechanisms causing the detrimental features aging, thereby extending the quality and length of human life.
The fields of aging and cancer research are both enormously broad and complicated. This learning project will be focused on the research defining the molecular mechanisms underlying aging, but as you will see, many of the subjects of study (cell signalling pathways, cell cycle machinery, DNA repair enzymes, transcription factors) are the same ones known to be involved in carcinogenesis.

## Hallmarks of Aging

This important review article by López-Otín et al., published in 2013, identified the following nine common attributes of the cells in aging organisms, several of which are explained in the Hallmarks of Aging Wikipedia page.
Listed below are the hallmarks discussed in the review article. Each hallmark links to a summary written by our students.
* Genomic Instability (nuclear architecture)
* Genomic Instability (mitochondrial DNA)
* Telomere Attrition
* Epigenetic Alterations
* Loss of Proteostasis
* Deregulated Nutrient Sensing
* Mitochondrial Dysfunction
* Cell senescence
* Stem cell exhaustion
* Altered intercellular communication

## Journal Club

In this class we will be presenting manuscripts that are related to the hallmarks of aging listed above. To practice reading primary literature and presenting in a journal club style we read and discussed the manuscript below.
Heintz C, Doktor TK, Lanjuin A, Escoubas CC, Zhang Y, Weir HJ, Dutta S,Silva-García CG, Bruun GH, Morantte I, Hoxhaj G, Manning BD, Andresen BS, MairWB. Splicing factor 1 modulates dietary restriction and TORC1 pathway longevity in C. elegans. Nature. 2017 Jan 5;541(7635):102-106.
Click on the link below to see a graphical abstract and summaries of the figures in this manuscript.
Journal Club
# Wikiversity Law Reports/Ace Insurance v Trifunovski

TL;DR: an example of workers being 'employees' rather than 'contractors' for the purpose of entitlements under an award such as paid leave

## Facts

* The Insurance Industry Award 1998 (Cth), made under the Workplace Relations Act 1996 (Cth), conferred a right to paid leave on 'employees' in the insurance industry. (Workers who are not 'employees' are generally referred to as 'contractors' or 'independent contractors'.)
* The plaintiffs worked as sales agents for the defendant, an insurance company.
* Under the contract between the defendant company and each plaintiff insurance sales agent:
** the agent was specified to not be employees;
** the agent could hire their own administrative staff;
** the agent could interpose their own company to receive some of their payments instead of receiving them personally;
** however, the agent could not subcontract the sales work.
* The agents worked under the supervision of the company and their activities, including sales methods, were prescribed and controlled by the company.
* The company did not offer the agents paid leave. The agents sued the company for payment for that leave. The Federal Court found in favour of the agents, and the company appealed to the Full Court.

## Held

* The label assigned by the parties to a contract does not determine whether a worker is an employee or not.
* The plaintiff insurance sales agents were employees rather than contractors, and therefore were entitled to paid leave and other benefits under the award.

## Other publishers' references

* [2013] FCAFC 3
* (2013) 209 FCR 146