OpenLLM-France/wikimedia huggingface dataset:
# Is the decline of ice on Kilimanjaro unprecedented in the Holocene?

(Review Paper) Cited in Is the decline of ice on Kilimanjaro unprecedented in the Holocene?

### Points Made

The decline of ice on the glacier of Mount Kilimanjaro is occurring at a constant rate. This suggests that glaciers come and go based upon the temperature cycles of the epoch. That is, the increase and decline of glaciers is a characteristic of the Holocene, and not due exclusively to human activity and global warming.

### Methods

This source is not a primary study, but rather a secondary one that compiles existing data and then theorizes based upon these collected findings. It is found that the glaciers have been declining at a constant rate since the late 19th century. The authors suggest that glacier studies be separated into slope and plateau glaciers. Other studies that find rapid decline of the Kilimanjaro glacier are only using data from the slope section of the glacier. When data from the plateau is included, then the glacier declines at a constant rate. Geothermal hot spot data is also used as an aspect of the explanation for the decline. Direct solar radiation data is also used as a part of the explanation of the decline. Air temperature is found to be relatively constant throughout the holocene, which accounts for the consistent decay. Using a mass balance model, the authors hypothesized that if a base layer of snow could be built upon over a series of a few years, the glaciers could begin to grow again.

### Results

The authors concluded that the slope glaciers need to be studied independant of the summit plateau glaciers. The findings found throughout ice history research suggests that plateau ice has fluctuated throughout the Holocene, that is, preexistent to prevalent human activity. The constant nature of the plateau ice shrinkage is explained as a result of typical glacier decline in combination with the dissolution of larger ice bodies into smaller ones. Climate cycles correlate to glacier cycles, that is, a trend towards more moisture over a few seasons would allow a glacier to grow instead of decline. Ablation showed no direct causality to the fluctuation in surface area. The increase in plateau ice was found to begin in direct correlation with the end of a wet season. 165 (give or take 10) years was hypothesized to be the typical life cycle of a plateau glacier, meaning that a constant decrease in surface are is not unusual, but rather, typical.
    Though the idea that global warming is simply the result of a natural cycle is plausible, never before have humans been present during this phase. As such, one can’t assume that global warming is happening independent of human interference, as the warming cycle may have been triggered or sped up as a result of human activity.
# Is psychiatry a medical field?
## Psychiatry is a medical field
### Pro

* Pro Psychiatry is officially recognized as such. (E.g. by NHS.) Inconclusive but suggestive.
** Objection Inconclusive and uninteresting: we know that psychiatry is officially so recognized but the question is whether this is analytically correct.
* Pro Psychiatry uses medical interventions: pharmaceuticals.
** Objection By that logic, law enforcement could use chemical restraints to pacify unruly prison inmates and claim to be therefore part of medicine.
** Objection The psychiatric pharmaceutical interventions do not treat anything but merely mask symptoms. For instance, the so-called "antipsychotics" do not treat psychosis but merely greatly reduce the activity of the brain.
*** Objection That is debatable and cannot be stated as well-recognized fact.
* Pro Psychiatric diseases are diseases of the brain, and diseases of the brain are analogues of diseases of other organs such as heart or liver. The concept of the disease and the identification of the diseased organ bring other medical specialties and psychiatry under the same umbrella, that of medicine. (For instance, per psychiatry.org, "Schizophrenia is a chronic brain disorder [...]")
** Objection The brain disease hypothesis has never been proven. The chemical imbalance theory (whether as for serotonin or dopamine) is as well peddled by psychiatry as it is unproven.

### Con

* Con Psychiatric diagnosis is entirely behavioral, not resembling medical diagnosis in any way. It stands in contrast to medical imaging (X-rays, CT, MRI), blood tests, laboratory sputum analysis, etc. The only non-behavioral tests are made to rule out a non-psychiatric cause.
** Objection Medical diagnosis is often done based on tool-unaided observations without use of specialized highly technological tests, and yet it is medical diagnosis.
** Objection Expanding on the above, 19th century Western medicine did not have all the medical technology from 20th and 21th centuries, yet was still medicine.
* Con Expanding on the above, the language used to describe the allegedly pathological patient behavior is highly subjective and unscientific.
** Objection Part of the language is reasonably objective, e.g. "the patient does not respond to questions".
*** Objection Fair enough. However, the above behavior cannot be objectively described as pathological but rather as an exercise of liberty.
* Con Psychology, including clinical psychology, is not considered a medical specialty, yet the sign-and-symptom language and observational interface of psychology (concerning human behavior) does not fundamentally differ from that of psychiatry. (The language of psychiatric diagnostic categories is not a sign-and-symptom one.)
** Objection Psychologists are not qualified to prescribe medication; it is at least the treatment mode that makes psychiatrists medical doctors.
# Film school:Narrative Dialog Editing:Story of Penny and Eggbert:The rough edit

An example for the course on Narrative Film Editing
Trim and assemble
I first trim the clips. I need a clip of the Eggbert's first dailog and then a clip of Penny's dialog and finally a clips of Eggbert's final dialog.
Then I assemble the trimmed clips to get the rough edit.
The story of Penny and Eggbert
Intro:
Penny & Egg Introduction
Page #1:
The story and script
Page #2:
The camera setups
Pop Quiz:
Penny & Egg Pop Quiz #1
Page #3:
The dailies
Page #4:
Page #5:
"L-Cuts"
Page #6:
Creating "L-Cuts #1"
Page #7:
Creating "L-Cuts" #2
Pop Quiz:
Penny & Egg Pop Quiz #2
Page #8:
Planning the film score
Page #9:
How to insert narrative music
Homework #1:
Create the film score
Homework #2:
Editing the scene
Note: Penny and Eggbert are 3D Poser models created by 3D Universe. For this lesson, these characters were posed and rendered with the free DAZ Studio. :
| My selection To trim the clips, I have decided to select the wide shot for Eggbert's opening dialog and then use close up shots for the rest of the dialog. Very easy and simple decision. | I need to trim these clips 1. Wide angle 2. Penny OTS 3. Eggbert OTS I use the audio to determine where to trim the clips. I trim the clips in the middle of the brief pause between the dialog. This is extremely easy to see if I look at the audio track. Remember: When I trim a clip, I do not destroy any of the frames. Rather I just hide the unwanted frames. Any time I wish, I can still access the hidden frames just by rolling the ends of the clip to see more or fewer frames. |
Trim clip #1 :
Penny and Eggbert
I just want to hear the opening dialog in the wide angle establishing shot
When trimmmed, the clip looks like this: :
Trim clip #2 :
Penny
I just want the the shot of Penny for Penny's dialog.
When trimmmed, the clip looks like this: :
Trim clip #3 :
Eggbert
We just want the shot of Eggbert for Eggbert's final dialog.
When trimmmed, the clip looks like this: :
The rough edit :
| The three trimmed clips assembled When you finish trimming the clips, assemble them in the correct order. When you do, the audio should sound good. | I need to assemble these clips in the timeline Trimmed clip #1 1. Wide angle Trimmed clip #2 2. Penny Trimmed clip #3 3. Eggbert These three camera setups will give me good converage for such as short scene. |
Here is my rough edit
→ Wide angle
→ Penny OTS
Eggbert OTS
Clip #1 plus clip #2 plus clip #3 :
# Film scoring

* Filmmaking course - Introduction to narrative film scoring
* Musical Scoring
* This is a course for people who want to learn film scoring for narrative motion pictures and television dramas. To begin, go to the first lesson page for film scoring to get started.
* Note: It is useful to take both the film editing scoring course and narrative film editing course at the same time. And by taking this film scoring, you qualify for the first disk of the film editing class for free.
# Martin Lohse/General techniques

Martin Lohse Short biography | Music style | General techniques | Harmony | Rhythm | Melody | Chronology of Techniques | Analyses of works | Classifications of works

## Mobile
### Description

A musical technique where different layers of music in individual tempos, metric and musical style are combined in a simple pattern of chords, which slowly modulate through all the keys in a newer ending sequence, creating a music with no or very few dissonances.
The technique is developed by combining different musical methods used in older works.
* Use of multiple layers of music, which have been an important part of the compositions since 2000.
* A simple repeating sequence of chords as the only harmonic material in the piece, which creates a music on the move, in a never ending modulation from the start to the end.
* A "rhythm across harmony" principle, where different together sounding motives are played in individual tempos across the rhythm of the chords.
* 2009 – Moto immoto, bar 77-
* Martin Lohse, studio production with Vienna Symphonic Library
* Layer A: Slow melody following the harmonic pulse in 5/4
* Layer B: The basic harmony in 5/4
* Layer C: Chords in the strings coming every second bar of the harmony (every 10/4)
* Layer D: Small accompaniment figure in the wood playing in 3/4
* Layer E: The same motive as in layer F, but offbeat in 3/4
* Layer F: Motive in 4/4
* Layer G: A resolute motive playing in 3/8
* Layer H: Fast baroque figure in 6/16
# Martin Lohse

Martin Lohse Short biography | Music style | General techniques | Harmony | Rhythm | Melody | Chronology of Techniques | Analyses of works | Classifications of works

## Synopsis

This resource covers the music style, composition techniques and methods of Martin Lohse, a Danish 21st century classical composer and visual artist born May 29, 1971 in Copenhagen, Denmark

## Short biography

* Martin Lohse

## Music style

* General description
** Mobile
* Neoclassic
** Modern
** Romantic
** Baroque
** Renaissance/mediaeval
* Transcendental/minimalism
* Electronic
** Chambermusic with electronic
** Pure electronic

## General techniques

* Mobile
** Description
* Poly-music
** Description
** Poly-layers of music
** Rhythm across harmony
* Infiniti rows
** Description
** Golden sections
** Primes
* 5-tone lydian modus
* Canon
* Delay

## Harmony

* All-interval chords
** Description
** Chord successions
*** Two plus two voices
*** Sequences
** Minor third + tritonus
* Major third
** Choral
** Patterns
* Sequences
** All-interval chords
** Major third
* Shivering chords
* Golden section
** Interval-music

## Rhythm

* Tempo
** Accelerando/decelerando
** Polytempoes
* Golden section
** Description
** Rhythm
* Free notation

## Melody

* Major third
* All-interval chords
* Golden secton
** Interval-music

## Chronology of Techniques

* 1996-1999
* 1999-2004
* 2004-2009
* 2009-

## Analyses of works

* Smoke
** Short analysis
** Full analysis
* Entity
** Short analysis
** Full analysis

## Classifications of works

* Chronology of works
* Works classified by techniques
# Mars/Quiz

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

## Hypotheses

* Direct hits by large asteroids eliminated oceans on Mars.
# Marsupials

Orders of Marsupials :
| Infraclass | Superorder | Order | Common Representatives |
| Marsupial | Ameridelphia | Didelphimorphia | Virginia opossums |
| Marsupial | Ameridelphia | Paucituberculata | shrew opossums |
| Marsupial | Australidelphia | Dasyuromorphia | Tasmanian devils, and fat-tailed dunnarts |
| Marsupial | Australidelphia | Diprotodontia | kangaroos & wallabys, quokkas, and honey possums |
| Marsupial | Australidelphia | Microbiotheria | monito del monte |
| Marsupial | Australidelphia | Notoryctemorphia | marsupial moles |
| Marsupial | Australidelphia | Peramelemorphia | quendas |
Marsupials are an infraclass of mammals, characterized by a distinctive pouch (called the marsupium), in which females carry their young through early infancy. Most living species occur in Australia, New Guinea, and nearby islands, but there are also many species in the Americas.
COLOUR VISION
Like humans, many marsupials have trichromatic colour vision. (That is, they perceive colour using three distinct colour-sensitive pigments: blue sensitive, yellow sensitive, and red sensitive.) Among humans the gene for the third red sensitive pigment is X-linked and polymorphic. As a result a large minority of human males perceive red and green slightly differently from the majority. Although many marsupials have three colour sensitive pigments, there is no genetic evidence that the red sensitive X-linked pigment is present in marsupials. Instead, the red sensitive pigment is replaced with a pigment that is antigenically distinct from the human homolog. In addition, the third colour sensitive pigment appears to be missing altogether in tammar wallabys. Unlike humans who perceive three primary colours (blue, yellow, and red) wallabys may perceive only two (blue and yellow). As a result, wallabys may not be able to distinguish between the colour red and the colour green.
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Interval/Primitive function/Constant difference/Fact/Factreferencenumber

Lemma 19.6
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Hyperbolic functions/R/Elementary properties/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 13.1
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Intermediate value theorem/Bisection method/3/Method/Factreferencenumber

Method 11.3
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Integration/Substitution/Fact/Factreferencenumber

Theorem 20.6
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Invertible matrix/Find inverse matrix/Table/Method/Factreferencenumber

Method 25.12
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Hyperbolic sine/Increasing/Exercise/Exercisereferencenumber

Exercise 13.3
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Implications/Indirect examples/If then statement/Exercise/Exercisereferencenumber

Exercise 1.4
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Integral/Powers of sine/Recursion/Example/Examplereferencenumber

Example 20.3
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Interval/Continuous function/Riemann integrable/Fact/Factreferencenumber

Theorem 18.17
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Inverse trigonometric functions/Derivative/Fact/Factreferencenumber

Theorem 16.20
# GarageBand/Creating the sound of joy

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #2 - Using rhythm to create moods with GarageBand and the sounds of a symphony orchestra
The pages in this lesson are:
Lesson Summary: Creating moods with rhythm using GarageBand with symphony orchestra
Pop Quiz - GarageBand with symphony orchestra - joy - 2 points
Page 2: Creating the sound of joy with GarageBand and symphony orchestra sounds - 6 points
Page 3: Creating additional moods for motion pictures with rhythm - 6 points :
| Part 1 1. Start a new project Start a new project file in GarageBand. 2. Add a track I like to keep the top track as a piano. So create a new track with a virtual instrument. 3. Select an instrument Select the virtual software instrument that you think will sound best for the sound of joy. 2. Pick four or five notes Using the pencil tool, add four short notes very short notes. Remember: you cannot add any notes until you add a region. This is one of the few awkward moments in GarageBand. 4. Adjust the velocity Select each of the notes and adjust the velocity of the note. Sometimes is it good to have the first note slightly louder than the other notes. 5. Repeat the notes You can repeat the region. I prefer simply to extend the region and add all the notes by hand. Then I have more control. This is not difficult since you just select all the notes and hold the option key down while you drag a copy of them to the correct location. | Part 2 2. Save the file Save the project file. 3. Send me your results Once you are happy with your sound of fear, send me the project file. Done! |
* The Next Page
* Once you have sent me your project file for creating the "Sound of Joy", you can try to create other moods using delicate rhythms with GarageBand.
* Creating additional moods for motion pictures with individual notes
* Contact your instructor
* Your instructor for this film scoring class is Robert Elliott.
* You can email me by clicking here.
# GarageBand/Creating more sounds with single notes

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #01: Creating the sound of "Fear" with GarageBand and the sounds of a symphony orchestra
The pages in this lesson are:
Lesson Summary: Creating moods using the instruments of the symphony orchestra
Page 1: Getting started with GarageBand and symphony orchestra
Pop Quiz - GarageBand with symphony orchestra - Fear - 4 points
Page 2: Creating the sound of fear with GarageBand - 6 points
Page 3: Creating additional moods with individual notes - 6 points
Optional: Create a musical cue for the motion picture "Graduation Day" - 20 points :
| Search the symphony orchestra sounds Search all your instruments Musical instruments create moods naturally. Fear is a very easy mood to create. Now look for other moods that the instruments of the symphony orchestra create with just a single note. Just a single note You should be able to create at least three other moods just by using a single instrument in GarageBand with Jam Pack:Symphony Orchestra or the Boldt instrument packages. | Send me your results 2. Send me your project files for these new moods. Once you are happy with sounds, send me the project file. Each file is 2 points. This lesson is done! |
* The next page
* Let me know when you are done or if you have problems Robert Elliott. To email me, you simply Click Here.
* Once you have sent me your project files for three other moods creatd with a single note in GarageBand with Symphony Orchestra sounds, you are finished with this lesson.
* Optional
* If you wish, there is an optional page. Go to Graduation Day - Music Cue 1 and create the mood that "I got to pee!!!!" with just one musical note of a symphony orchestra.
* The next lesson
* In your next lesson, you must create musical sounds with rhythms.
* Sound of Joy - Rhythm
* Contact your instructor
* Your instructor for this film scoring class is Robert Elliott.
* You can email me by clicking here.
* Completed homework assignments for the Additional Sounds from single musical notes
* Pop Quiz
# GarageBand/Quiz 1 - Fear

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #01: Creating the sound of "Fear" with GarageBand and the sounds of a symphony orchestra
The pages in this lesson are:
Lesson Summary: Creating moods using the instruments of the symphony orchestra
Page 1: Getting started with GarageBand and symphony orchestra
Pop Quiz - GarageBand with symphony orchestra - Fear - 4 points
Page 2: Creating the sound of fear with GarageBand - 6 points
Page 3: Creating additional moods with individual notes - 6 points
Optional: Create a musical cue for the motion picture "Graduation Day" - 20 points :
| Question 1: Which trill scares you the most? In Jam Pack:Symphony Orchestra (or MOTU's Symphonic Instrument) there are many different trills. Listen to them all and tell me which is the one that you find the most frightening. Email me with your answers!. | Question 2: Which pitch of the trill scares you the most? Once you have isolated the trill that you think will create the best "Sound of Fear", tell me which pitch you find the most frightening. Email me with your answers!. |
* Answers for the Pop Quiz for the lesson on creating the sound of fear with Jam Pack:Symphony Orchdstra.
* Pop Quiz
* DanielPhillips8 answers the question, "What is the pitch of the scariest trill?"
* His answer is "B flat". - 18 May 2007 - 2 points
| Question 1: Which instrument scares you the most? In the free Boldt packages from Ben Boldt, there are many different instruments. You must listen to them all and tell me which is the one that you find the most frightening. Email me with your answers!. | Question 2: Which pitch scares you the most? Often an instrument which sounds very happy at a higher pitch will be very scary at a low pitch. Once you have isolated a musical instrument that you think will create the best "Sound of Fear", tell me which pitch you find the most frightening. Email me with your answers!. |
* Answers for the Pop Quiz for the lesson on creating the sound of fear with Ben Boldt's instrument packages.
* Pop Quiz
* Requiescat has answered the pop quiz.
* In the Ben Boldt packages, I think the most scary instrument is the Boldt violin (although with the right tones the Boldt sitar can be pretty creepy, too).
* And the most scary pitch is A-flat, a major third below middle C (the second-lowest note on a normally tuned violin, on the G-string). - 16 June 2007 - 4 points
* The next page
* Continue this lesson at Creating the sound of fear with GarageBand and symphony orchestra sounds
* Contact your instructor
* Your instructor for this filmmaking class is Robert Elliott. You can email me by clicking here.