OpenLLM-France/wikimedia huggingface dataset:
# PlanetPhysics/Superconductivity4
### Superconductivity: the phenomenon

Low-temperature superconductivity was discovered by H. Kammerlingh Onnes in 1911 when he was able for the first time to liquefy Helium gas. The phenomenon of superconductivity appeared so bizarre--the presence of extremely high electric currents with no apparent heat generation--that the discoverer repeated over and over the experiments with different instruments until he was finally convinced that what he was seeing was not the result of errors from faulty instruments. Superconductivity is a quantum mechanical phenomenon that can be however observed on a macroscopic scale due to long-range coherence of coupled elctron pairs called Cooper pairs. Furthermore, an electric (DC) current flowing in a loop of superconducting wire can persist `indefinitely' with no power source connected after the wire has been once energized. Interestingly, the high conductivity metals such as copper, silver and gold do not exhibit superconductivity even close to absolute zero, but some ceramic compunds, such as cuprate-perovskites, containing both copper and ytrium (YBCuO) are superconducting even at liquid nitrogen temperature (77$^{o}$ K)--which is called "high temperature superconductivity". On the other hand, tin and niobium in compounds such as $Nb_{3}Sn$ exhibit low temperature superconductivity at temperatures close to liquid He (4$^{o}$ K). The latter are at present the most widespread superconductors in use for scientific instruments such as high field NMR spectrometers. The mechanism responsible for high temperature superconductivity is yet to be established but superfluidity and the presence of long-range coherence are accepted as essential ingredients of any plausible explanation of this phenomenon. Moreover, ferromagnets and anti-ferromagnets do not exhibit superconductivity in the crystalline state; an interesting question that remains to be investigated is whether some ferromagnetic glasses may exhibit superconducting properties because such materials exhibit long-range ordering of electron spins and sustain spin-wave excitations at room temperature involving two- and three- magnon dispersion.

### Meissner effect

All superconductors exhibit the Meissner effect which consists in the expelling of a static or varying magetic field from the interior of the superconductor, beyond a penetration depth (called London penetration depth ) $\lambda$ of less than about 100 nm. The London equation
$\nabla ^{2}\mathbf {H} =\lambda ^{-2}\mathbf {H} \,$
where $\mathbf {H}$ is the magnetic field and $\lambda$ is the London penetration depth, predicts that the magnetic field in a superconductor decays exponentially from the boundary value that it has on the surface of the superconductor.
# PlanetPhysics/Supercategory of Variable Molecular Sets

A supercategory of variable molecular sets (or \htmladdnormallink{molecular set variables {http://planetphysics.us/encyclopedia/ChemicalTransformations.html})}, $\S _{msv}$ is defined as the supercategory whose class of objects is the class of all possible variable molecular sets, $msv$'s, (or molecular set variables), and whose class of morphisms is the class of all molecular transformations, $\eta _{t}$ , of $msv$'s.
Remark All such $msv$--supercategories are semantic interpretations of the ETAS axioms (syntax). This is a mathematical representation of chemical reaction systems in terms of molecular sets that vary with time (or $msv$'s, and their transformations as a result of diffusion, collisions, and chemical reactions.
# PlanetPhysics/Superdiagrams As Heterofunctors

Superdiagrams $\Sigma _{S}$ are defined as heterofunctors Failed to parse (unknown function "\F"): {\displaystyle \F_S} that are subject to ETAS axioms and link categorical diagrams $\Sigma _{C}$ (regarded as (homo)functors, which are subject to the eight ETAC axioms) in a manner similar to how groupoids are being constructed as many-object structures of linked groups with all invertible morphisms between the linked groups. Thus, in the supercategory definition--instead of a groupoid with all invertible morphisms-- one replaces the linked groups by several $\Sigma _{C}$'s linked by hetero-functors Failed to parse (unknown function "\F"): {\displaystyle \F_S} between such categorical diagrams or categorical sequences with different structure. The heterofunctors corresponding to superdiagrams also need not be invertible (as in the case of supergroupoid structures). In this construction, one defines a supercategorical diagram in terms of the composition "$*$" of the heterofunctors Failed to parse (unknown function "\F"): {\displaystyle \F_S} with the (homo)functors $F_{C}$ determined by $\Sigma _{C}$, so that Failed to parse (unknown function "\F"): {\displaystyle \F_S * F_C := \F_S (F_C);}
the right hand side of this equation is to be interpreted as a heterofunctor acting on the (homo)functor(s) $F_{C}$ determined by the categorical diagram, or the categorical sequence, $\Sigma _{C}$.
Remark In a certain sense, the superdiagrams defined here as superfunctors resemble also the groupoid functor categories, as well as topological categories, if one regards the class of links between the different types of categorical diagrams as a meta-network or metagraph (in the sense defined by Mac Lane and Moerdijk (2000).
# Wikimedia Ethics/TOC

* Wikimedia Ethics
* Overview
* Introduction
* Social contract
* Ethical Code for Wikipedians
* The fundamentals of ethics
* List of questions
* Change BLP policy
* Suggested essays
* Ethics on Wikipedia and the Internet
* Response Testing on WMF projects
This is a list of subpages of Wikimedia Ethics.
# Wikimedia and Open Academia
## Contributors

* James Neill - Bio
* More welcome

## Abstract

The Wikimedia Foundation (WMF) and universities are well-placed to strategically work together to mutually achieve a common mission around building and sharing the knowledge commons - and, perhaps even more importantly, to enhance our human capacity to contribute to and utilise the knowledge commons. Underlying the strategic potential for the WMF and universities to work together is a notion of open academia which involves a culture of open practice including use of open processes (such as use of free software, open access, open formats, and open licensing, managed through open governance), open activities (open education, open research, and open service) and sharing open outputs (such as learning resources, research and data). The WMF offers a stable, scalable hardware and software platform for developing and housing knowledge commons content through its ecology of sister projects, including Wikiversity, Wikibooks, Wikipedia, and Wiki Commons. University communities of academic staff and emerging academics are uniquely positioned to capitalise on and contribute to the knowledge commons available via the WMF sister projects, but doing so will require a cultural shift towards valuing openness in academia.

## Knowledge commons

* What is it?
* Why does it matter?

## Open academia

* What is it?
* Why does it matter?

## WMF

* What is it?
* Why does it matter?

## Universities

* What are they?
* Why do they matter?

## WMF/University projects
### Examples

* Course/Subject/Unit materials on Wikiversity
* Textbooks on Wikibooks
* e-Portfolios on Wikiversity
* Health-care - e.g., caregiving and dementia

### Strengths

* Learning experiences occur in the real-world and contribute to the real-world
* WMF and Mediawiki provide a stable hardware platform , software, and ecology of sister projects for hot-housing development of the knowledge commons

### Challenges

* Normative academic cultural caution, suspicion, and skepticism (e.g., academic bias against use of Wikipedia)
* Wikipedia-centrism
* Development of basic editing skills

### Opportunities

* Switching emerging academics from passive readers to active editors
* The learner workforce can make valuable contributions to the knowledge commons if this is promoted, supported, and facilitated

## Conclusions

* Wikiversity offers a natural, friendly entry point to the Wikimedia sister projects for academic staff and emerging academics to participate in and contribute to the knowledge commons; from here participants can be oriented to the sister projects
# Wikimedia Ethics/Social contract

This learning resource is for examining the nature and benefits of a social contract, with a specific focus on online collaborative environments such as Wikipedia.
* Wikimedia Ethics
* Overview
* Introduction
* Social contract
* Ethical Code for Wikipedians
* The fundamentals of ethics
* List of questions
* Change BLP policy
* Suggested essays
* Ethics on Wikipedia and the Internet
* Response Testing on WMF projects

## Wikipedia's Social Contract

Wikipedia has a set of general guidelines called the Five Pillars, one of which is Ignore All Rules. Policy supports, and editors are generally required to accept, the maxim "if an action helps the encyclopedia, overall, it is good." It is however possible that the innate level of subjectivity within that statement is a source of confusion and conflict. In this section we will explore arguments for and against the strength and reliability of Wikipedia's 'social contract'.
The English Language Wikipedia does not have an expressed Community Social Contract setting forth the site's Vision/Mission Statement, mutually agreed-upon terms of engagement, or functional conflict resolution protocol. The Five Pillars have been overshadowed by a large number of additional guidelines which have evolved into confusing and conflicting rules over which editors often disagree and engage in escalating antagonistic recriminations.
On the English Wikipedia, breaches of expectations are typically first reviewed in Requests for Comments (example 1, example 2) and subsequently referred to ArbCom (example 1, example 2, example 3, example 4), which can take months to decide a case (if they take it at all). Most cases are not taken up (example). Alternatively, cases are referred to the Administrator's Noticeboard (example), where they are sometimes resolved and more often not.

## Social contracts used by other websites

Functional social contracts exist when both the society and the individual have an understanding of prevailing norms that exist with a significant level of synergy. We will examine borderline cases in due course, however first it's worth looking at cases of a clearly functional social contract, and a clearly dysfunctional, or entirely absent social contract;
Two large technical communities that employ the Social Contract Model are the Debian GNU Project, and Google. Debian GNU has its social contract prominently linked at the top of the main page. Google has a social contract with its own employees, as describe in this NY Times story.
For a specific example of a social contract used in the 1990s by a small community (less than 100 participants), see the Blooming Lotus Forum Social Contract.

## Suggested Reading

* Foundations of Ethics
* Kohlberg's stages of moral development
# Wikimedia Ethics/Project Timetable

Ethical Management of the English Language Wikipedia/Project Timetable

## Past

* 09 July 2008 - create project, identify goals, notify people of its existence
* 10 July 2008 - begin brainstorming, create to do list, create timetable, create structure on main page for subpages, ask for input on ethics guideline and practical objective measurement of it
* 11 July 2008 - create Library and place "Ethics Resources - Links" in it, move Timetable to own subpage, finish initial notification process, establish project rules: No personal attack (see Setting a good example) and Inclusiveness (see Objectives of the participants)
* 13 July 2008 - Discussion on foundation-l Notification process complete.
* 14 July 2008 - Begin creation of learning resources: Ethical Management of the English Language Wikipedia/Ethics and MediaWiki and Ethical Management of the English Language Wikipedia/Overview and Ethical Management of the English Language Wikipedia/Suggested essays
* 15 July 2008 - Begin creation of a learning resources at: Talk:Ethical Management of the English Language Wikipedia/Ethics Resources - Links (to work our way through Lawrence Kohlberg and Carol Gilligan's material, as well as that of John Rawls, James Gilligan, and Rene Girard - among others) Content should in the end be moved/altered/edited as needed to be a learning resource rather than a talk page. Formalized as our first class.

## Current

* continue brainstorming
* continue ethics data gathering
* continue volunteer development process
* continue development of learning resources:
** Ethical Management of the English Language Wikipedia/Ethics and MediaWiki and its subpages
** Ethical Management of the English Language Wikipedia/Overview
** Ethical Management of the English Language Wikipedia/Suggested essays
** Ethical Management of the English Language Wikipedia/Ethics Resources - Links and talk page

## Future (hopes and plans)
### 2008

* July - identify ethical practises that should be followed and can be objectively measured with available resources and can be improved by a learning resource at Wikiversity
* August - Carry out practical objective evaluation of ethical management of the English language Wikipedia
* September - Create learning resource to help with identified problems. Moulton intends to include his academic colleagues in this project, either directly, or by proxying their contributions; and involve journalism students if possible.
* October - Promote use of that learning resource and adjust according to feedback
* November - This resource finds favor within the process of becoming an admin and evaluating existing admins.
# QB/d Bell.Venn

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
Guy vandegrift/T/BellBlurb
See special:permalink/1878495 for a wikitext version of this quiz.
# QB/d Bell.binomial

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
Guy vandegrift/T/BellBlurb
* This is a conceptual quiz that should not require a calculator.
* See also A card game for Bell's theorem and its loopholes/Conceptual
* The instructor may wish to show students File:Standard deviation diagram.svg for reference as they take this quiz.
* See Talk:QB/d Bell.binomial for answers with explanations
* See special:permalink/1945670 for a wikitext version of this quiz.
See special:permalink/1882674 for a wikitext version of this quiz.
# QB/c19ElectricPotentialField SurfaceIntegral

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863399 for a wikitext version of this quiz.
# QB/c22Magnetism ampereLawSymmetry

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863400 for a wikitext version of this quiz.
# QB/c19ElectricPotentialField GaussLaw

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863398 for a wikitext version of this quiz.
# QB/c22Magnetism ampereLaw

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1828922 for a wikitext version of this quiz.
# QB/d Bell.photon

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
Guy vandegrift/T/BellBlurb
* This is a conceptual quiz that should not require a calculator. Even thought there are only 6 questions, we can use these six as templates for students to modify in the first week of Phy1050 because we will also introduce [[QB/d_zTemplateConceptual, which will introduce students to the script used to create and modify these Quizbank quizzes.
* See also A card game for Bell's theorem and its loopholes/Conceptual
See special:permalink/1885266 for a wikitext version of this quiz.
# QB/c18ElectricChargeField lineCharges

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
% See special:permalink/1863397 for a wikitext version of this quiz.
# QB/d Bell.partners

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
Guy vandegrift/T/BellBlurb
See special:permalink/1878505 for a wikitext version of this quiz.
# QB/c24ElectromagneticWaves displacementCurrent

% See special:permalink/1863401 for a wikitext version of this quiz.
# Trigonometric functions/Arcsine/Definition

The inverse function of the real sine function is
    $[-1,1]\longrightarrow [-{\frac {\pi }{2}},{\frac {\pi }{2}}],x\longmapsto \arcsin x,$
and is called arcsine.
# Trigonometric function/Arccotangent/Definition

The inverse function of the real cotangent function is
    $\mathbb {R} \longrightarrow ]0,\pi [,x\longmapsto \operatorname {arccot} x,$
and is called arccotangent.
# Trigonometry

Trigonometry is the study of angles. It is a branch of mathematics that is used for algebraic solving in geometry. With the knowledge of trigonometry anything from calculus to vector algebra can be solved.
Trigonometry is used in finding out the heights of tall objects like mountains, trees, etc. The tool used in trigonometry for this purpose is called clinometer.
"There is perhaps nothing which so occupies the middle position of mathematics as trigonometry."-J. F. Herbart

## Lessons

* Functions
* Identities

### Divisions of trigonometry

* Plane
* Spherical
* Analytic
* Coordinate
   * Polar
   * Transformation
   * Conic
   * Barycentric
* Triangle Geometry/
* Trigonometric Analysis
# Trigonometric functions/Arccosine/Definition

The inverse function of the real cosine function is
    $[-1,1]\longrightarrow [0,\pi ],x\longmapsto \arccos x,$
and is called arccosine.