OpenLLM-France/wikimedia huggingface dataset:
# BCP/Campanula patula

Campanula patula
| Stand on the meadow Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Campanula patula (Campanula) Identifying Characteristics Flowers:blue to purple Recent Logs --Juan Pisek 14:44, 29 June 2008 (UTC) (view all logs) |
Global data:
Regional data: South Bohemia, Czech Republic: (zvonek rozkladitý) June
Additional images:
| Flowers | Flower side view | Illustration |
# Combining general relativity and quantum theory

Quantum theory wishes to simplify micro behavioral movements in any of earth and cosmos gravitational matter. From meter to highest level of energy all that can be linearly described, are levels of critical masses and the definition of forces binding them?
Electromagnetic, magnetic field and electrical current are bind in presence, there for in meter. Gravitational forces, the truth is that the amount of matter is relatively small and the most of earth space, or our cosmic creation, is hollow.
General relativity theory - implies to behavioral issues in a vertical approach means a two dimensional axis model. There for it cannot fully describe three simultaneous forces; electromagnetic, strong nuclear, weak nuclear forces.
Quantum theory general relativity in motion - Usually described as radial sourced forces binding critical amounts of mass, expanding in space along time.
The most successful numerical approach to quantum field theory begins
is written as:
<qf(tf)| qi(ti)> = òdq[t]eiA[q]
where A[q(t)] is the classical action for the path q(t) given by
A = òtitf {½ m q'2 - V(q(t))}dt
This is a sophisticated Wiener integration over function space and is typically an awkward formalism for analytic calculation.
The path integral appropriate for quantum field theory is similar to the equation above except that the integration must be performed over
In our physical problem, a field configuration specifies both the quark and gluon fields as particular functions of space.
The field theory analogue of the single-particle action given in the equation above is a similar polynomial in the field variables
Thus, the corresponding discrete field theory action will be a four-dimensional sum of a local density which depends on the lattice
The actual integration appropriate for the lattice QCD evaluation of an observable O is typically performed as a Monte Carlo average,
<0| O |0> = 1/N Sn=1N O({U}n),
over an ensemble of configurations for the gluon fields {U}n, N ³ n ³ 1.
e{b/6SP tr UP} det(D+m)
The sum is over all elementary squares or plaquettes, P, that can be constructed out of four lattice links and UP is the ordered product of the
The quark fields correspond to anti-commuting classical variable and cannot be treated numerically as an integral but instead are represented
This is an ideal formulation for massively parallel computing.
for each processor.
# Combinatorics/Multinomial coefficients
## Subpage for alternate proofs

/Proofs
Henderson, Kenneth B., et al. Modern Geometry: Its Structure and Function. McGraw-Hill, 1962.
Crangle, Eva A. The Mathematics Teacher, vol. 56, no. 5, National Council of Teachers of Mathematics, 1963, pp. 359–61, http://www.jstor.org/stable/27956853.
Quotes from the review:
Here is a textbook that can be used equally well by traditionally minded teachers and by those who are oriented to "modern mathematics."
The book is primarily written from a traditional, expository point of view. However effort is made ot use discovery methods when the student is asked to "state and prove your own theorems" and to "prove or disprove" a statement.
# Combo Lockpick/Howard Community College/Fall2012/p1-502-hwht/Friction Decision Matrix

We have made a decision matrix to assist in deciding which material we will use to increase the friction so the lock won't slip when it is being turned to find the combination. The solutions we came up with are as follow. A video can be found at http://www.youtube.com/watch?v=fEQf02KsofY.
Sandpaper:
We will cut a small piece of sand paper and line the inside of the ring that will hold the knob on the lock with it. This will be used to increase the friction by applying the lock to a coarse surface.
Clay:
We will us a clay like substance to make an imprint of the lock on the inside of the ring and harden it so that we have a permanent fit of the knob in the ring.
Foam:
We will use a soft foam like substance similar to memory foam on the inside of the ring to have the lock be held and have to ring be able to fit a variety shapes.
Putty:
We will line the inside of the ring with putty so that there will be a surface that is sticky to hold onto the knob, but it will not permanently stick to the knob.
Rubber Stopper:
We will drill two holes in a rubber stopper that we have in order to make a new part that will fit on the end of the knob and attach to the stepper motor in a cost effective way..
Force the Knob:
Will force the ring onto the knob to help it get a better grip in a cost and simple way.
The Google doc is at Friction Decision Matrix. DO NOT TYPE IN THE DOCUMENT. DOWNLOAD IT AS AN EXCEL DOCUMENT AND THEN FILL IT OUT. After you have filled this out, save it and email to mtk10798@gmail.com.
Thank you for your cooperation.
# Combinatorics/Rule of product

The rule of product is easy to state if one is counting choices or outcomes based on two choices:

## Tree diagrams

Question: Under what conditions can this rule be iterated, for example by concluding that there are a·b·c possible outcomes if we observe a options at the first step, followed by b, and then by c options.
Figure 1illustrates a successful effort to establish that there are 3!=6 way to order the three integers, $\{1,2,3\}.$ The counting starts with, a=3, choices. But, since we assume that each integer is included one and only one time, the next step gives us only, b=2, options. Finally there is only one choice left (c=1) after the first two integers are selected. Counting the items in the leftmost column of Figure 1, we see that the number of of permutations of 123 is, 3!=3·2·1=6. The number of permutations for n objects is n! EDIT THIS
It is not always this easy to apply the rule of product to a tree diagram. In the next section we illustrate this using two tree diagrams that model the same problem. The rule of product is not very useful in analyizing the simplest tree diagram. But a more complex tree diagram can be used to derive formulas involving combinations and multinomial????

### Calculating 5-choose-3

The tree diagram of Figure 2shows that the answer is 10 (if you count the words in the left-most column.) Unfortunately the diagram is too chaotic to yield much insight to the general formula if more letters are involved. Figure 3is also chaotic, and much larger. But this tree-diagram can be used to solve for the general case. Before we show how Figure 3can do that, let us first carefully examine it.
First circle. Begin at the center, with ${\tbinom {5}{3}}$, which is the symbol for how many way three objects can be chosen from five distinguishable objects. The answer is obtained by counting the ten dotted lines leading from that symbol. The first circle documents all ten outcomes associated with 5-chose-3.
Second circle. Next, we count how many different words could be created if we declare the to Rs to be not identical. In other words, we count the words that can be created from the multiset,
{R$_1$,R$_2$,C,C,C} .
Since there are 2 ways to add subscripts to the pair of Rs, the rule of product informs us that this second circle contains twice as many outcomes.

### Mississippi

${\frac {11!}{4!\cdot 7!}}\cdot {\frac {7!}{1!\cdot 6!}}\cdot {\frac {6!}{2!\cdot 4!}}\cdot {\frac {4!}{4!\cdot 0!}}=34650$
${\binom {11}{4}}=330\;{\text{ and }}{\binom {7}{1}}=7\;$
${\binom {6}{2}}=15\;{\text{ and }}{\binom {4}{4}}=1\;$

## Footnotes

* ↑ For example, CRCCR is appears at the bottom left corner.
* ↑ Here an "outcome" means "ways of doing something".
# Combinatorics/Structural Algebra

Cayley Digraph of a Group is a graph theoretical way of representing a group structure given a finite number of generators of the group. Each group generator is a different edge color, and each directed edge from a to b is a times the generator equals b.
# Comets/Quiz

Comets is a lecture studying the astronomical objects referred to as comets.
You are free to take this quiz based on the lecture comets 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

* Some comets originated with the apparent breakup of the former sky-god Ouranus.
# Cold fusion

Research on the topic of w:Cold fusion is currently banned from Wikiversity. Any future work on this topic is subject to pre-approval by our research review process. Please submit a request at Wikiversity:Community Review/Fringe research before creating any new learning resources on this subject.
# Collaboration/Tooling/Overview

On this page you can find an overview of tools that support collaboration.

## Big players

* Atlassian: Confluence (wiki), JIRA (Agile)
* Google: Google+ (stream), Google Sites (documentenbeheer, wiki)
* Microsoft: SharePoint (document management, portal, wiki), Yammer (stream)
* Salesforce: Chatter (stream)
* SAP: Streamwork

## Index

| Name | Supplier | Category | Remark |
| Asana | | social software | |
| Chatter: zie SalesForce | | social software | |
| Confluence | Atlassian | collaborative software | You can enhance your wiki by using other products of Atlassian. For instance Jira. |
| Connections | IBM | | |
| Convofy | | | |
| Diaspora | FOSS | network | |
| Do.com | | | https://www.do.com/ |
| Embrace | | | |
| ELGG | | collaborative software | open source |
| Facebook | | network | |
| Flowdock | | group chat | |
| Fuse | | collaborative software | |
| Google+ | | network | |
| Google Sites | | intranet | |
| Google Wave | | collaborative software | is no called Apache Wave |
| Hyves | | network | |
| Jive | | collaborative software | |
| LinkedIn | | network | |
| MangoSpring | | collaborative software | |
| MySpace | | network | |
| Ning | | community building | |
| OnTime | | collaborative software | |
| projectmanagement.com | | collaborative software | |
| Streamwork | (SAP) | social software | |
| SharePoint (Microsoft) | | collaborative software | |
| Sironta | | | open source |
| Socialtext | | collaborative software | expensive, but complet solution |
| Socl | Microsoft | | |
| Sprintr | Mendix | collaborative software | free |
| Trello | | | |
| Twitter | | microblogging | |
| Yammer | Microsoft | social software | |
# Collaboration in the development of Open Science Hardware

A research project under construction. Part of an effort to improve collaboration in Open Science Hardware (OScH) in the form of the GOSH Collaborative Development Program, with funding managed by the OSHF

## Resources
#### GOSH Collaborative Development Program

* Program round 1 call
* Round 1 results
* Program round 2 call
* Round 2 results

#### ReGOSH Residencies

* 2019 POA, Brazil
* 2022 Mendoza, Argentina (+ Final Report)

#### Contextual

* GOSH website, GOSH forum
* Open-Source Hardware Definition

## Ideas
### Some questions

What does it take to design high-quality and useful Open Scientific Hardware?
What is the importance of collaboration?
* between academics;
* with professional and industrial hardware makers.
Sharing of tacit and experiential knowledge (TEK): technical skills, project management, know-how ; and development of new (appropriate, situated) forms.
Positive feedback loop with collaboration in methodological progress that embodies TEKs in communities, protocols and tools, expanding the domain of reproducibility and reuse.

### Some dimensions to consider

* Software | Hardware
* Hackaton | Residency
* Academic | Professional
* Rich | Poor
* Beginner | Seasoned

### Some actions

* Interview participants of the GOSH Collaborative Development program
* Describe anything that one may associate with collaboration:
** from interviews and reports
** from inscriptions such as forums and git repos
* Include participants from other OScH residency programs such as ReGOSH's in LatAm.
* Focus group if they find the time
* Literature review and comparative discussion of hackatons and residencies in respect to collaboration
** Like hackatons, residencies are common in hacker/maker culture and the name may come from practices in the arts.
** There's definitely a parallel to be made with research workshops and visiting researchers.
** Explore the combinations afforded by the dimensions above.
*** In particular, reGOSH seems academic→academic, GOSH-CD seems academic→academic←industry; argue for an exploration of academic→industry?

## Meetings
#### 2023-02-16 Bootstrap meeting

Jenny, Morgan and Ale discussed the general lines on which a research on OScH collaboration including, and putting into perspective, the GOSH Collaborative Development program could be carried out.
# Cold War II/Is official declaration required to start a Cold War?

From what I have learned, the Cold War was never officially declared by all sides, including the United States and the Soviet Union. Rather a "cold war" was created and then popularized in multiple sources, like newspapers, media and and academia. This leads me to wonder whether Cold War II can happen as unofficially declared. Heightened tensions can be considered signs of heading toward another "Cold War", but very few sources at this time connect Cold War II to other events.
# Collaboration

Collaboration, in the context of wikis, is the art of being able to write and discuss as a team. Due to the multiple user possibility of wikis and the ability to have a history and diffs to highlight new changes, users are able to write in collaboration. There are pros and cons to writing this way; usually, some users find that they are unable to contribute to existing content and they decide to write forks, alternative pages instead of trying to find an agreement. Usually, the agreement cannot be made because the original contributors are gone.

## Wikia

* VirileMail is an example of a novel written by 2 authors mainly (although many users contributed), at Fiction Wikia. Author John Schmidt wrote major parts of the story and then David joined the effort. Wikis have the advantage of talk pages, which are very good to discuss themes. Besides, in that wikia there is a category of pages for meta content; that is, pages to develop plots for stories. Using those tools and IRC they could complete a story that was abandoned for 3 years.

## Resources

* w:Collaboration
* Search for Collaboration at Wikiversity

## Index

* Courses
* Tooling
* To-do
# Collaborate and Create

Collaborate and Create: an online resource developed to assist in the in-service of educators seeking to integrate technology into their classroom curriculum. This resource will assist in the development of learning groups organized around real problems of practice that provide access to outside resources and expertise.
As a professional development tool, the Collaborate and Create online resource will attempt to provide teachers with ongoing assistance and support during the process of developing and implementing new instructional practices that encourage the use of the computer as a learning tool for higher-order thinking and problem-solving activities.
# Collaboration of Science Education and Science Communication
## Why Collaboration of Science Education and Science Communication?

It is known that SE and SC have common goals (motivating learning, public engagement in science, etc.). However, these two were developed and stayed as separate disciplines (Baram-Tsabari & Osborne, 2015).Therefore, with this wiki I aim to contribute collaboration of these two areas. I would like to show the collaboration of SE and SC in different cases. At TUDelft (the Netherlands) at Science education and Communication (SEC) department, we already have several innovative cases where SE & SC collaborate. I am curiuos about other examples around the world. We can share examples and we can discuss possibilities for this collaboration. Do not forget to link the related articles, books and other resources...

## Challenges

* ↑ Baram-Tsabari, A. & Osborne, J. (2015). Bridging Science Education and Science Communication Research. Journal of Research in Science Teaching, 52 (2), 135-144.
# Cold War II/Is Cold War II Happening?

Multiple sources keep asserting that the new Cold War (or "Second Cold War" or "Cold War II") is happening. Is it really happening? No higher official, i.e. not one president or prime minister, has yet officiated the new "Cold War" at the moment.
Every time an event happens, "Cold War" has been mentioned, whether it's the original Cold War or not. In most cases, the events involve Russia, and the term "Cold War" in any form has been used to assert connections to related events involving Russia. In some cases, the term has been used to assert connections to events involving China. However, neither country has officially declared another "Cold War".
Some academics, journalists, and low-level politicians continually mention "new Cold War" or "another Cold War" or something like that. Some others say that those terms are too simplistic, misleading, dangerous, and sensational to reflect actual politics. No one has unanimously agreed whether it is happening. Are they facts? Opinions? What else?
Ask yourself whether the Cold War II is happening, why or why not, and why sources mention "Cold War" in any form. Thoroughly evaluating a source is strongly encouraged before jumping into conclusions.
# Business studies (Mixed-questions)
## Introduction

Welcome to BSMQ Wikiversity resource for grade 12 learners. This resource consist of questions from almost all past years Business studies question papers in a Wikiversity quizzes form. Although they are mixed questions, this resource is design to resemble a single BS question papers as prepared by the department of education. If this resource is not enough, please visit the department of education website to download real question papers.

## Question 1 : Macro-environment

Section A : Multiple choice
Tap next to the ✍️ imoji to answer and click on submit text bellow when you are done.
# Buyer's Risks

| Unit 4.2-Buyer's Risks | Introduction | Timely Payment | External Financing | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Unit 4.2- Buyer's Risks

An international manager needs to avoid the main pitfalls of country risk assessment by looking for information in a variety of places, conducting relevant analysis, and changing opinions if necessary. A company must set acceptable risk objectives based on its reward goals and risk tolerance. The key to reducing risk is a thorough assessment of the country and customers. Maintaining a systematic approach for each customer and country in this analysis will assure that each evaluation is consistent, relevant, and objective.

### Unit Objective

The goal of this material is to introduce you to the concepts of commercial, economic and political risks found in a buyer’s country, including understanding these risks and their effect on timely payment and financing international transactions. By the end of this unit you will be able to:
* identify commercial risk and its impact on timely payment of international transactions.
* identify economic risk and its impact on timely payment of international transactions.
* identify political risk and its impact on timely payment of international transactions.

### Unit Outline

* Introduction
* Ensuring Timely Payment
* Facilitating External Financing
* Summary
* Resources
* Activities
* Assessment
Correlation: Materials from this unit correlate with NASBITE CGCP's Knowledge Statement 04/04/02: Knowledge of commercial, economic, and political risks of buyer and buyer's country.
# Buyer's Risks/Activities

| Unit 4.2-Buyer's Risks | Introduction | Timely Payment | External Financing | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Activity

Activity 1 As the international manager, you have been asked by your new boss to meet and to explain international risk issues. You will need to identify the key points as well as the differences in assessing risk in the US vs. factors that apply internationally. Prepare a one- page outline that you will use to discuss commercial, economic and political risks.
Activity 2 Select a country(ies) and identify economic and political issues that may affect a company’s risk both positively or negatively. Identify the sources of information and the type of information found at each source.