OpenLLM-France/wikimedia huggingface dataset:
# Quizbank/Bell

I am currently creating MyOpenMath quizzes for this introduction to Bell's theorem. The quizzes will be based on the following article and three subpages. All of these can be found in the WikiJournal of Science:
   * WikiJournal of Science/A card game for Bell's theorem and its loopholes/Impossible correlations
   * WikiJournal of Science/A card game for Bell's theorem and its loopholes/The car and the goats
   * WikiJournal of Science/A card game for Bell's theorem and its loopholes/Tube entanglement

## Student study guide

Notice: This form of the available quizzes will soon be deprecated in favor of a course available on MyOpenMath:

### Quiz:Bell1 (10 questions)

4/8 from Special:Permalink/1878340 to QB/d_Bell.solitaire 4/16 from Special:Permalink/1882674 to QB/d_Bell.binomial 2/18 from Special:Permalink/1878339 to QB/d_Bell.polarization

### Quiz:Bell2 (10 questions)

1/18 from Special:Permalink/1878339 to QB/d_Bell.polarization 3/20 from Special:Permalink/1878505 to QB/d_Bell.partners 3/25 from Special:Permalink/1885266 to QB/d_Bell.photon 3/10 from Special:Permalink/1878495 to QB/d_Bell.Venn

### Exam: Bell3 (20 questions)

2/8 from Special:Permalink/1878340 to QB/d_Bell.solitaire 4/16 from Special:Permalink/1882674 to QB/d_Bell.binomial 4/18 from Special:Permalink/1878339 to QB/d_Bell.polarization 3/20 from Special:Permalink/1878505 to QB/d_Bell.partners 4/25 from Special:Permalink/1885266 to QB/d_Bell.photon 3/10 from Special:Permalink/1878495 to QB/d_Bell.Venn

## Sample exams (printable)

* Quizbank/Bell/V0 is for the instructor's eyes only, and can be used to design the lectures around what will actually be on the exams.
* Versions V1 and V2 are for use by students as they sit side by side in the classroom to take the exams. They have the same questions and answers, in random order. To view each version of all three exams, visit these links:
          V0 V1 V2
All are designed so that upon printout, the pages end appropriately (no breaks during a question).

## Bank of random exams (classroom use)

While the python code for randomly selecting quiz questions is available upon request, most will find it simpler to simply select from the following list. Each possess a unique serial number and contains all versions of all tests. Most web browsers will allow each to be converted to a pdf file (with appropriate page breaks). To facilitate photocopying each version into separate documents, print out the pdf files as one-sided pages.
152874216173  152874216176  152874216179  152874216182  152874216185  152874216188  152874216191  152874216196  152874216199  152874216202  152874216207  152874216210  152874216213  152874216216  152874216222  152874216227  152874216230  152874216235
The study guide the top of this page can be used for any of these versions.
# Satellites for radiation astronomy/Quiz

Satellites for radiation astronomy is a lecture on a variety of lofting technology. It is a part of the radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on satellites for radiation astronomy 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 {{principles of radiation astronomy}} 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

* Radiation astronomy satellites may have extended and improved life spans if they could be upgraded and repaired at the International Space Station.
# Sarojini Naidu

Sarojini Naidu (née Chattopadhyay; 13 February 1879 – 2 March 1949) was an Indian political activist and poet, She is considered as the Nightingale of India and also Mother of the Nation respectively.

## Resources

Special:Prefixindex/Sarojini Naidu/

## See Also

* Wikipedia: Sarojini Naidu
# Satellite constellation

A satellite constellation is a group of artificial satellites working together as a system. Unlike a single satellite, a constellation can provide permanent global or near-global coverage, such that at any time everywhere on earth at least one satellite is visible. Satellites are typically placed in sets of complementary orbital planes and connect to globally distributed ground stations. They may also use inter-satellite communication.
Satellite constellations should not be confused with satellite clusters, which are groups of satellites moving very close together in almost identical orbits (see satellite formation flying), satellite programs (such as Landsat), which are generations of satellites launched in succession, and satellite fleets, which are groups of satellites from the same manufacturer or operator that function independently from each other (not as a system).

## Learning Task

* (Why Groups of Satellite?) Explain why a group of artificial satellites working together as a system can perform a service, that a single satellite could not perform. Refer in your explaination to the following topics:
** Communication,
** Navigation,
** Earth Observation,
* (Geostationary Orbits) Explain the advantage of geostationary orbits and the challenges for covering the whole earth for a specific service.
* (Sustainable Development Goals) Explain why observations can help to measure the impact of interventions for accomplishment of Sustainable Development Goals.
* (Satellite Mega Constellation) Search for the numbers of satellites that are launched for e.g. for internet connectivity in remote areas of the world. Does the service break done if single satellites are not operational anymore. What can be done in terms of Risk Management and Risk Literacy for space assest to maintain a specific service on failure.
* (Space Debris) What had to done, if a large number of satellites come to the end of lifetime especially with the large number of satellites in mega constellations. Debris parts and smaller particles with high speed can destroy a satellite or can make at least a service partially unavailable or rescue manouvers of the satellite can reduce the livetime of a satellite due to limited energy resources. How do calculated the economic loss of space debris.

## Subtopics

* Overview
* Design
* List of Satellite Constellations
# Satellite constellation/Overview
## Overview

Low Earth orbiting satellites (LEOs) are often deployed in satellite constellations, because the coverage area provided by a single LEO satellite only covers a small area that moves as the satellite travels at the high angular velocity needed to maintain its orbit. Many LEO satellites are needed to maintain continuous coverage over an area. This contrasts with geostationary satellites, where a single satellite, moving at the same angular velocity as the rotation of the Earth's surface, provides permanent coverage over a large area.
Examples of satellite constellations include the Global Positioning System (GPS), Galileo and GLONASS constellations for navigation and geodesy, the Iridium and Globalstar satellite telephony services, the Disaster Monitoring Constellation and RapidEye for remote sensing, the Orbcomm messaging service, Russian elliptic orbit Molniya and Tundra constellations, the large-scale Teledesic, Skybridge, and Celestri broadband constellation proposals of the 1990s, and more recent systems such as O3b or the OneWeb proposal.
Broadband applications benefit from low-latency communications, so LEO satellite constellations provide an advantage over a geostationary satellite, where minimum theoretical latency from ground to satellite is about 125 milliseconds, compared to 1–4 milliseconds for a LEO satellite. A LEO satellite constellation can also provide more system capacity by frequency reuse across its coverage, with spot beam frequency use being analogous to the minimum number of satellites needed to provide a service, and their orbits—is a field in itself.

## Learning Task

* Compare the satellite based services with ground based services for telecommunication. What are challenges, requirements and constraints in comparison. Discuss the topic in terms of
** maintenance and operational robustness,
** installation and productions,
** operational costs,
** coverage of areas,
# Scientology
## Learning Resources

* Church of Scientology
* Origins of Scientology
* Free-use Scientology-related video project

## External Resources
### Followers of this religion

* Tom Cruise

### Official Sites

* Main Church Official Website
* What is Scientology: Catechism
* Tampa Church Site
* Volunteer Ministers
# Scoring for Musicians

This course is a Bear.
Film Scoring Here is a simple course on film scoring for narrative motion pictures. This is part of the filmmaking series of courses. Click here to begin :
# Scion Image

Scion Image is a free of charge software, property of Scion Corporation that may be used for capture, showing, analyzing, enhancing, measuring digital pictures. There is an online manual that can be downloaded as well as a Beta 4.0.2 release (Does not require installation).
Hereby I am describing a series of steps for relative quantification of band proteins obtained in a technique such as western blot. These steps may be also used for densitometry of bands obtained in Southern blot (ADN) and northern blot (ARN) assays and in PCR product run in agarose electrophoresis.

## Band densitometry

* In order to get better result be sure not to overexpose the picture to be analyzed.
* Run the software.
* Go to the "Special" menu and click on "Load Macros" and then load the "GELPLOT2.txt" macro (it should be in the Macros folder together with the EXE file)
* Go to the "File" menu and click on "Open" (open the picture to work on. It should have a TIFF extension, not compressed, in black and white mode and with a length size between 500-800 pixels. The size modification can be done with software as photoshop). Be sure to have your picture in black & white mode in order to have accurate results. If the lanes are twisted you can straight them up with photoshop again: select the picture, press ctrl+T once and then hold ctrl as you drag the picture edges with the mouse until the bands are in the same line. Remember to save your pic as TIFF and it is better if you save it in the desktop.
* Go to the "Analyze" menu and click on "Calibrate". Then select "Uncalibrate OD" and click on OK (this is for the final result to be reliable). A window with a sigmoid curve should appear. This window can be closed.
* Select the dotted square from the toolbox and mark the area of your picture you wish to analyze (See picture).
* Go to the "Special" menu and click on "Mark First Lane". A temp window should show up.
* Go to the "Special" again and click on "Plot Lanes". Another window should pop up showing a curve describing the variation of the intensity in the area selected at step 6 (See picture).
* Split the peaks as shown in the picture.
* Select the magic wand tool and click in the corresponding area under the curve from left to right.
* Go to the "Analyze" menu and click on "Show Results" (The appearing chart should show the values of areas under the curve from left to right. These represent the intensity across the box selected in step 6. Every peak corresponds to a band. The area under the curve is proportional to the intensity of the band and to the relative amount of whatever molecule you are studying: protein, DNA, RNA).
# Web Science/Part2: Emerging Web Properties/Modeling the Web as a graph/The standard web graph model/script

The slides can be found at File:The standard web graph model.pdf
# Comparing Results of Similarity Merasures
## Learning goals

* Understand that different modeling choices can produce very different results.
* Have a feeling how you could statistically compare the differences of the models.
* Know how you could extract keywords from documents with the tf-idf approach.
* Try to argue which model you like best in a certain scenario.

## Script

The script can be Found at File:Comparing-Results-of-Similarity-Merasures.pdf
# Cosine Similarity For Vectorspaces
## Learning goals

* Be familiar with the vector space model for text documents
* Be aware of term frequency and (inverse) document frequency
* Have reviewed the definitions of base and dimension
* Realize that the angle between two vectors can be seen as a similarity measure

## Script

The slides can be found at File:Cosine-Similarity-For-Vectorspaces.pdf
# Topology of the web graph
## Learning goals

* Understand the notion of a path in a (directed) graph
* Know that shortest paths between nodes need not be unique
* Understand the notion of a strongly connected component
* Know about the diameter of a graph
* Be aware of the bow tie structure of the Web

## Script

The slides can be found at File:Topology of the web graph.pdf
# Modelling Similarity of Text
## Learning goals
## Associated units

* Know the properties of a similarity measure
* Be able to relate similarity and distance measures
* Know of two applications for modelling similarity
* Understand how text documents can be modeled as sets
* Know the Jaccard coefficient as a similarity measure on sets
* Know a trick how to remember the formula
* Be aware of the possible outcomes of the Jaccard index
* As always be able to criticize your model
* Be familiar with the vector space model for text documents
* Be aware of term frequency and (inverse) document frequency
* Have reviewed the definitions of base and dimension
* Realize that the angle between two vectors can be seen as a similarity measure
* Be aware of a unigram Language Model
* Know Laplacian (aka +1) smoothing
* Know the query likelihood model
* The Kullback Leibler Divergence
* See how a similarity measure can be derived from Kullback Leibler Divergence
* Understand that different modeling choices can produce very different results.
* Have a feeling how you could statistically compare the differences of the models.
* Know how you could extract keywords from documents with the tf-idf approach.
* Try to argue which model you like best in a certain scenario.
# University of Florida/Egm4313/s12.team6
## Team 6
#### Members:

Alyssia Berthoumieux
A. Scott Davis
Patrick Hickey
Paul Hill
Scott Jagolinzer
Chad McPherson
Hopeton Nembhard
# University of Florida/Egm4313/s12.team6.reports

The status of a report can be found here.
Here we can collect and compile our reports.
# University of Florida/Egm4313/s12.team6.hill/R1
## Problem 1: Spring-dashpot system in parallel

Derive the equation of motion of a spring-dashpot system in parallel, with a mass and applied force $f(t)$

### Given

Spring-dashpot system in parallel

### Solution

The kinematics of the system can be described as,
    $\displaystyle x=x_{k}=x_{c}$ $\longrightarrow (1)$
The kinetics of the system can be described as,
    $\displaystyle m{\ddot {x}}+f_{I}=f(t)$ $\longrightarrow (2)$
and,
    $\displaystyle f_{I}=f_{k}+f_{c}$ $\longrightarrow (3)$
Given that,
    $\displaystyle f_{k}=kx_{k}$ $\longrightarrow (3a)$
    $\displaystyle f_{c}=c{\dot {x_{c}}}$ $\longrightarrow (3b)$
From (1), it can be found that,
    $\displaystyle {\dot {x}}={\dot {x_{k}}}={\dot {x_{c}}}$
and,
    $\displaystyle {\ddot {x}}={\ddot {x_{k}}}={\ddot {x_{c}}}$
From (3), it can be found that,
    $\displaystyle f_{I}=c{\dot {x_{c}}}+kx_{k}$
Finally, it can be found that
    $\displaystyle m{\ddot {x}}+c{\dot {x}}+kx=f(t)$
# Vector Drawing

Quick Definition of Vector Graphics:
Vector graphics are graphics that computers render by using mathematical formulas. This allows the image to be scaled up many times without distortion, unlike something in MS Paint which uses raster graphics (graphics made up of pixels).
Primary Uses
Vector graphics are primarily used for logos, icons on your computer, and wallpapers due to their scalability.

## Software

This will be written specifically for Inkscape (review). For Inkscape tutorial see Vector graphics tutorial on Commons and How to draw a diagram with Inkscape on Wikipedia.

## Assignments

(This is written for active learners; a step-by-step how to would cripple creativity.)
Day 1
Simply play with the software and become familiar with the different tools for 15-20 minutes. Put 5 different shapes on the paper and a curve. Add different color fills to the shapes, and a gradient fill to one.
Day 2
Redesign an icon from your desktop: Choose an icon from your desktop, and make a vector drawing of it, or of something else you would like to use as the icon. For example: headphones for your music player. Keep the detail low as it will be exported in icon size as a raster graphic.
Day 3
Create a vector from an image: Choose a simple image, such as a flower or some object, and create a vector image of it (probably using curves). Don't use color or shadows yet. The primary goal of the day is to gain experience creating complex shapes with the program you use.
Day 4
Add color to the objects you created in Day 3's assignment, and use a new object with darker colors to replicate shadows. Take note that vector drawings are usually just this, collections of objects with slightly different colors that look like something.
Day 5
Practice, practice, practice. Just keep practicing! With enough practice, you should be able to start designing things like wallpapers with your vector graphics.
# Vector bundle/A^1/Punctured affine plane/Forcing algebra/Variant 1/Example

Let $(R,{\mathfrak {m}})$ denote a two-dimensional normal local noetherian domain and let $f$ and $g$ be two parameters in $R$. On $U=D({\mathfrak {m}})$ we have the short exact sequence
    $0\longrightarrow {\mathcal {O}}_{U}\cong \operatorname {Syz} {\left(f,g\right)}\longrightarrow {\mathcal {O}}_{U}^{2}{\stackrel {f,g}{\longrightarrow }}{\mathcal {O}}_{U}\longrightarrow 0$
and its corresponding long exact sequence of cohomology,
    $0\longrightarrow R\longrightarrow R^{2}{\stackrel {f,g}{\longrightarrow }}R{\stackrel {\delta }{\longrightarrow }}H^{1}(U,{\mathcal {O}}_{X})\longrightarrow \ldots .$
The connecting homomorphism $\delta$ sends an element $h\in R$ to ${\frac {h}{fg}}$. The torsor given by such a cohomology class $c={\frac {h}{fg}}\in H^{1}{\left(U,{\mathcal {O}}_{X}\right)}$ can be realized by the forcing algebra
    $R[T_{1},T_{2}]/{\left(fT_{1}+gT_{2}-h\right)}.$
Note that different forcing algebras may give the same torsor, because the torsor depends only on the spectrum of the forcing algebra restricted to the punctured spectrum of $R$. For example, the cohomology class ${\frac {1}{fg}}={\frac {fg}{f^{2}g^{2}}}$ defines one torsor, but the two fractions yield the two forcing algebras $R[T_{1},T_{2}]/{\left(fT_{1}+gT_{2}-1\right)}$ and $R[T_{1},T_{2}]/{\left(f^{2}T_{1}+g^{2}T_{2}-fg\right)}$, which are quite different. The fiber over the maximal ideal of the first one is empty, whereas the fiber over the maximal ideal of the second one is a plane.
If $R$ is regular, say $R=K[X,Y]$ (or the localization of this at $(X,Y)$ or the corresponding power series ring) then the first cohomology classes are $K$-linear combinations of ${\frac {1}{x^{i}y^{j}}}$, $i,j\geq 1$. They are realized by the forcing algebras
    $K[X,Y,T_{1},T_{2}]/{\left(X^{i}T_{1}+Y^{j}T_{2}-1\right)}.$
Since the fiber over the maximal ideal is empty, the spectrum of the forcing algebra equals the torsor. Or, the other way round, the torsor is itself an affine scheme.
# Vector bundle/Smooth projective curve/Semistable and strongly semistable/Definition

Let ${\mathcal {S}}$ be a vector bundle on a smooth projective curve $C$. It is called semistable, if $\mu ({\mathcal {T}})={\frac {\deg({\mathcal {T}})}{\operatorname {rk} ({\mathcal {T}})}}\leq {\frac {\deg({\mathcal {S}})}{\operatorname {rk} ({\mathcal {S}})}}=\mu ({\mathcal {S}})$ for all subbundles ${\mathcal {T}}\subseteq {\mathcal {S}}$.
Suppose that the base field has positive characteristic $p>0$. Then ${\mathcal {S}}$ is called strongly semistable, if all (absolute) Frobenius pull-backs $F^{e*}({\mathcal {S}})$ are semistable.
# Vector bundle on scheme/Torsor and H^1/Correspondence/Fact

Let $X$ denote a noetherian separated scheme and let
    $p\colon V\longrightarrow X$
denote a geometric vector bundle on $X$ with sheaf of sections ${\mathcal {S}}$.
$c\in H^{1}(X,{\mathcal {S}})$
$V$
# Vector bundle on projective curve/Strong Harder-Narasimhan filtration/Existence/Fact

Let $C$ denote a smooth projective curve over an algebraically closed field of positive characteristic $p$, and let ${\mathcal {S}}$ be a vector bundle on $C$.
$e\in \mathbb {N}$ such that the Harder-Narasimhan filtration of the $e$th Frobenius pull-back $F^{e*}({\mathcal {S}})$, say
    $0={\mathcal {S}}_{0}\subset {\mathcal {S}}_{1}\subset \ldots \subset {\mathcal {S}}_{t-1}\subset {\mathcal {S}}_{t}=F^{e*}({\mathcal {S}})\,$
${\mathcal {S}}_{k}/{\mathcal {S}}_{k-1}$
# A potential method to create a 'perfect' clone of a female organism using somatic cell nuclear transfer
## Author information

Author: Charles Ewan Milner
Author email address: charles.milner@outlook.com
Author ORCID iD link: https://orcid.org/0009-0001-5580-1345

## Abstract

Somatic cell nuclear transfer (SCNT) is a method which can be used to clone an organism by removing the original nucleus of an egg cell and fusing a nucleus of a somatic cell with that egg cell to create an organism whose nuclear deoxyribonucleic acid (DNA) is the same as of the donor of the nucleus of the somatic cell. However, the DNA of the mitochondria is not copied in this approach, meaning that the clone would not be considered a ‘perfect’ one. Fortunately, there is a potential method to solve this issue when a female organism is cloned.

## Main Paper

Somatic cell nuclear transfer (SCNT) can be used to artificially clone an organism for reproductive cloning by replacing the nucleus of an egg cell with the nucleus of a donor’s somatic cell and charging it with electricity so that the nucleus of the somatic cell fuses with the egg cell. This would start the development of an organism with the nuclear deoxyribonucleic acid (DNA) of the donor of the nucleus of the somatic cell. The issue with this method of reproductive cloning is that while the nuclear DNA of the donor is copied in the cloned organism, the DNA of the mitochondria in the cytoplasm of a cell is not copied from that donor. The DNA of the mitochondria in the clone holds the DNA of the mitochondria of the egg cell. This means that the clone would not be ‘perfect’ and this may have important implications for cross-species nuclear transfer in which nuclear-mitochondrial incompatibilities may lead to death. However, there may be a method to avoid this issue when cloning a female organism. A female could have the nucleus of their somatic cell fused with their own egg cell with its nucleus taken out. This way, the donor of the nucleus of the somatic cell could have their mitochondrial DNA from their egg cell used as well and the organism which would develop from this process would have the same nuclear DNA and mitochondrial DNA as the female organism it would be cloned from, making it a ‘perfect’ clone.

## Additional information
### Acknowledgements

This paper was authored by Charles Ewan Milner.

### Competing interests

There are no competing interests relating to this paper held by its authors.