OpenLLM-France/wikimedia huggingface dataset:
# Web Science/Part1: Foundations of the web/Ethernet/Minimum package length vs maximum cable length/script

Why Ethernet frame has to have a certain minimum length
The reason is that Ethernet is a non deterministic protocol. It means that any device on the network can start transferring data at any given time. The collision may happen. And what you want to achieve is that when you send data you want to occupy the entire shared medium. Imagine that you transfer 1 bit of data. Let’s assume that you have 100MBit/s Ethernet card. It means that you can send 100 million bits per second. So for sending 1 bit you need 10 nano seconds of time.
Transferring bit over the cable means that you put electromagnetic wave on the cable. The data spreads at the speed of light (the speed of light is approximately 300 million m/s). So we can multiply (speed of light*10ns). And what we see is 100MBit/s Ethernet device within 1 clock cycle the signal would have traveled something like 3 meters. That means that if you only put 1 bit on the cable and you want to occupy the entire network and medium than this medium should be shorter than 3 meters. But this doesn’t make sense.
Cables have to be 100 meters and longer. And the inventors of Ethernet said that let’s just have an Ethernet frame that has to have a certain minimum length. The data section of the Ethernet frame has to at least 46 bytes. So even if you want to send only 1 bit of data you still have to have payload of at least 46 bytes. Additionally there is 18 bytes for Header (14) and Checksum (4). So this makes 64 bytes=512 bits which is an amount of clock cycles that you occupy the wire when you start transferring Ethernet. If we 512 clock cycles * 3meters then we realize that can achieve a distance of 1500 m.
In real Ethernet the distance that will be supported is a little bit shorter to make sure that everything works fine. But we really want to occupy the cable all the time when you’re sending. You could have achieved this in various ways: - You could have made the cable shorter - You could have made the packages longer - You can also change the clock frequency
But one thing you cannot change is the speed of light --Jane Kruch (discuss • contribs) 10:41, 29 October 2013 (UTC)
# Web Science/Part1: Foundations of the web/Ethernet/Communication over a shared Medium/script

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

Thanks for examining this research and learning project! You'll find many links in all the usual places below, and please do feel free to ask questions, make edits, and generally get involved in teaching, learning, and discussing any aspects of what you read.

## What is Wikiversity ethics

Ethics is the philosophical and moral structure built around appropriate action. By establishing a set of "core values", or abstract principles that one feels is important to living, humans are able to apply those core values to various aspects of their lives. Some theorists create ethical systems in which they give some values a higher weight than others based on what effects these values are capable of producing.
Wikiversity is a community of humans trying to interact with each other. Each member here is their own individual person, and each member is affected by the overall community in some regard. Thus, Wikiversity has its own ethical system based on agreement between its users and intended for the betterment of the community. This project is intended as an analysis of that system in order to promote understanding of the basic principles of Wikiversity and to promote their good practices.
For this project, there will be three kinds of pages:
* Analysis and discussion of the core values of Wikiversity.
* Analysis and discussion of the application of the core values of Wikiversity with emphasis on their impact on both the community as a whole and the emotion/psyche of Wikiversity users.
* Self writing attempts to craft appropriate messages, responses, essays, and other documents that attempt to conform to these core values.

## List of subpages

* All subpages: special:prefixindex/Wikiversity ethics/
* All talk subpages: special:prefixindex/Talk:Wikiversity ethics/
* All recently edited pages: Dynamic page list
# Wikiversity open letter project

Project purpose: This is a "learn by doing" project that will allow Wikiversity community members to collaboratively create OPEN LETTERS.

## Open letter format

The OPEN LETTERS created by participants in this project will take this form:
Dear {as appropriate},
As members of the Wikiversity community (en.wikiversity.org) we seek your input on matters of concern to the Wikiversity community.
{description of the "matters of concern"}
{explicit requests for input and response to the letter}
Thank you for your attention to our concerns.
{list of names of Wikiversity community members sending the letter}

## Specific letters

* WMF Board March 2010, about disruption of the Wikiversity project and the censoring of Wikiversity content by the Board; sent to the Wikimedia Foundation's Board of Trustees
# Wikiversity scholarship

Welcome to the Wikiversity Scholarship learning project.

## Content summary

This project is concerned with learning resources that allow Wikiversity participants to explore all aspects of scholarly behavior within Wikiversity.

### Goals

Introduce Wikiversity participants to the idea of being a wiki scholar.
Concepts to learn include: NPOV policy, citation of sources, copyright, copyleft, free culture, and scholarly ethics. This project does not emphasize research but does include an introduction to original research and research ethics. Wikiversity scholars who are interested in original research should also participate in the Research practices learning project.

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
* Introduction to Wikiversity scholarship - participants explore the application of high standards of scholarship to Wikiversity editing.

### Texts

* b:__Textbook Name___

### Lessons

* PREFACE
* Lesson 1: ...

### Assignments
#### Activities

* Activity 1.
* etc.

#### Readings

Each activity has a suggested associated background reading selection.
* Wikipedia article: Free culture
# Wikiversity in the media

Welcome to the learning project about Wikiversity in the media. Participants in this project learn about how Wikiversity is portrayed and can collaborate to improve Wikiversity's media profile.

## Case studies

May 2007
* May 4 Is Wikipedia complete?
April 2007
* April 16 Wikiversity: academy, popular education and free school

## Press kit

Help create a press kit for Wikiversity.
# Wikiversity open letter project/WMF Board March 2010/Letter with links

This is an old version of the letter that includes hypertext links.

## Open letter to the Wikimedia Foundation Board of Trustees, March 2010

To: Wikimedia Foundation Board of Trustees Wikimedia Foundation Inc. 149 New Montgomery Street, 3rd Floor San Francisco, CA 94105
Dear Trustees,
As members of the English Wikiversity community (http://en.wikiversity.org) we seek your input on matters of concern to the Wikiversity community.
While Jimmy Wales has not taken part in creating or improving education resources, or the discussions leading to the current local policies, English Wikiversity has repeatedly seen his intrusions which lead to disruptions in the community. In the most recent case, he has claimed (which the stewards believe ) to have full support of the Wikimedia Foundation, whose responsibility goes down to the Board of Trustees, for his recent drastic actions on English Wikiversity, while he hasn't used the "edit" button to discuss and edit, which is our fundamental community practices.
* Mr. Wales has deleted pages without following the established community process for discussing page deletion decisions while imposting his own reasons for deleting pages,
* Mr. Wales has imposed blocks on Wikiversity participants that (unlike Mr, Wales) follow community guidelines with conditions that they not be unblocked without consulting him ,
* Mr. Wales has engaged in wheel-warring with a respected Wikiversity bureaucrat and then inappropriately stripped the same Wikiversity bureaucrat of all tools when no emergency situation existed, and
* Mr. Wales rather than voice concerns with local custodians or participate in a mature discussion of his actions with the community, has bullied the community with thinly-veiled threats such as that Wikiversity may be closed and calls Wikiversity participants "trolls".
We request that the Board of Trustees hold a public discussion of these matters, a discussion where members of the Wikiversity community can speak and defend the Wikiversity project against unwelcome intrusions. We believe that the Board should then hold a public vote in which the trustees all clearly state whether through its agent, Mr. Wales, the Board of Trustees will continue to make unilateral decisions about Wikiversity content and will in the future continue to perform emergency desysop procedures on Wikiversity custodians when no emergency exists.
One point that the trustees and the office should particularly clarify, is that when, how, and in what way was Jimbo Wales authorised to intrude into a community (in which he hasn't been a participant). We understand that Wikimedia Foundation, as the host of all projects, have the right to do whatever they see fit to the data in their servers. However, this is not to be taken lightly for good reasons, and, as the communities do elect trustees, they are answerable to the communities. The relationship between the host and the community should be one of mutual respect and trust.
Sincerely,
{list of names of Wikiversity community members sending the letter}
# Wikiversity research

This page is to list research or academic done about Wikiversity, and to organise and facilitate research about Wikiversity. (See also Category:Wikiversity research)

## Papers about Wikiversity

* Lawler, Cormac (2007) Learning and learning about learning in Wikiversity, Wikimania 2007
* Leinonen, Teemu (2007) Wikiversity:Free education and free school?, Wikimania 2007
* Friesen N. & Hopkins J., (2008) 'Wikiversity; or education meets the free culture movement: An ethnographic investigation', First Monday, Volume 13 Number 10 - 6 October 2008

## Research in progress about Wikiversity

* Developing Wikiversity through action research
* Wikimedian Demographics/Wikiversity
* Learning to learn a wiki way

## People interested in researching Wikiversity

* Cormaggio (Cormac Lawler)
* Countrymike (Brent Simpson)

## Ideas for researching Wikiversity

Please add your ideas for researching Wikiversity here - whether it's for feedback on a tentative proposal, questions/comments about methodological issues, or even a request for others to do some research that you would be interested in reading.
# Quadratic matrix/Rank/Invertible/Linearly independent/Fact

Let $K$ be a field, and let $M$ denote an $n\times n$-matrix over $K$. Then the following statements are equivalent.
* $M$ is invertible.
* The rank of $M$ is $n$.
* The rows of $M$ are linearly independent.
* The columns of $M$ are linearly independent.
# Q^3/Generated linear subspaces/Equal/1/Exercise

We consider in $\mathbb {Q} ^{3}$ the linear subspaces
    $U=\langle {\begin{pmatrix}2\\1\\4\end{pmatrix}},{\begin{pmatrix}3\\-2\\7\end{pmatrix}}\rangle \,$
and
    $W=\langle {\begin{pmatrix}5\\-1\\11\end{pmatrix}},{\begin{pmatrix}1\\-3\\3\end{pmatrix}}\rangle \,.$
Show that $U=W$.
# Quadratic equation
## Quadratic equation

General form
    $x^{2}+{\frac {b}{a}}x+{\frac {c}{a}}=0.$

## Derivation of the formula

The quadratic formula can be derived with a simple application of technique of completing the square.Divide the quadratic equation by a, which is allowed because a is non-zero:
    $x^{2}+{\frac {b}{a}}x+{\frac {c}{a}}=0.$
Subtract c/a from both sides of the equation, yielding:
    $x^{2}+{\frac {b}{a}}x=-{\frac {c}{a}}.$
The quadratic equation is now in a form to which the method of completing the square can be applied. Thus, add a constant to both sides of the equation such that the left hand side becomes a complete square:
    $x^{2}+{\frac {b}{a}}x+\left({\frac {b}{2a}}\right)^{2}=-{\frac {c}{a}}+\left({\frac {b}{2a}}\right)^{2},$
which produces:
    $\left(x+{\frac {b}{2a}}\right)^{2}=-{\frac {c}{a}}+{\frac {b^{2}}{4a^{2}}}.$
Accordingly, after rearranging the terms on the right hand side to have a common denominator, we obtain:
    $\left(x+{\frac {b}{2a}}\right)^{2}={\frac {b^{2}-4ac}{4a^{2}}}.$
The square has thus been completed. Taking the square root of both sides yields the following equation:
    $x+{\frac {b}{2a}}=\pm {\frac {\sqrt {b^{2}-4ac\ }}{2a}}.$
Isolating x gives the quadratic formula:
    $x={\frac {-b\pm {\sqrt {b^{2}-4ac\ }}}{2a}}.$
The plus-minus symbol "±" indicates that both
    $x={\frac {-b+{\sqrt {b^{2}-4ac}}}{2a}}\quad {\text{and}}\quad x={\frac {-b-{\sqrt {b^{2}-4ac}}}{2a}}$
are solutions of the quadratic equation. There are many alternatives of this derivation with minor differences, mostly concerning the manipulation of a.
Some sources, particularly older ones, use alternative parameterizations of the quadratic equation such as ax$^2$ − 2bx + c = 0 or ax$^2$ + 2bx + c = 0, where b has a magnitude one half of the more common one. These result in slightly different forms for the solution, but are otherwise equivalent.
A lesser known quadratic formula, as used in Muller's method, and which can be found from Vieta's formulas, provides the same roots via the equation:
    $x={\frac {2c}{-b\mp {\sqrt {b^{2}-4ac}}}}.$
* ↑ Sterling, Mary Jane (2010), Algebra I For Dummies, Wiley Publishing, p. 219, ISBN 978-0-470-55964-2
* ↑ Kahan, Willian (November 20, 2004), On the Cost of Floating-Point Computation Without Extra-Precise Arithmetic (PDF), retrieved 2012-12-25
* ↑ "Quadratic Formula", Proof Wiki, retrieved 2016-10-08
# Quadratic matrix/Rank/Invertible/Linearly independent/Fact/Proof

The equivalence of (2), (3) and (4) follows from the definition and from fact. For the equivalence of (1) and (2), let's consider the linear mapping
    $\varphi \colon K^{n}\longrightarrow K^{n}$
defined by $M$. The property that the column rank equals $n$, is equivalent with the map being surjective, and this is, due to fact, equivalent with the map being bijective. Because of fact, bijectivity is equivalent with the matrix being invertible.
# Q^4/Generated linear subspaces/Equal/1/Exercise

We consider in $\mathbb {Q} ^{4}$ the linear subspaces
    $U=\langle {\begin{pmatrix}3\\1\\-5\\2\end{pmatrix}},{\begin{pmatrix}2\\-2\\4\\-3\end{pmatrix}},{\begin{pmatrix}1\\0\\3\\2\end{pmatrix}}\rangle \,$
and
    $W=\langle {\begin{pmatrix}6\\-1\\2\\1\end{pmatrix}},{\begin{pmatrix}0\\-2\\-2\\-7\end{pmatrix}},{\begin{pmatrix}9\\2\\-1\\10\end{pmatrix}}\rangle \,.$
Show that $U=W$.
# Q in R/Indicator function/Nowhere continuous/Exercise

Prove that the function $f\colon \mathbb {R} \rightarrow \mathbb {R}$ defined by
    $f(x)={\begin{cases}1,{\text{ if }}x\in \mathbb {Q} \,,\\0\,{\text{ otherwise}}\,,\end{cases}}\,$
is for no point $x\in \mathbb {R}$ continuous.
# System development/Domains/Overview/Learning
## Index

* Best practices
* Business objectives
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/Project management
## Index

* Best practices
* Business objectives
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/ITIL/Ontology
## Concepts

* Incident
# System development/Domains/Overview/Procurement/Processes

On this page you can find a possible procesflow of a procurement process.
* Request entry: Requestor creates purchase request.
** Enter Request Details
* Vendor addition: Requestor selects vendor.
** Create Vendors
** Wait for Approvals
* Quote: Requestor obtains quote from vendor and submits quote.
** Complete Quote
** Review Request
* Approval: Request is reviewed and either approved or rejected.
** Get Program Approval
** Get Manager Approval
** Get IT Approval
* Procurement: Purchase orders are created and fulfilled.
** Send Email
** Enter Acccounting info
** Create Orders
** Wait for Fulfillment
* Closure: Request is resolved.
** Close Request
* Rejection
* Withdrawel
# System development/Domains/Overview/Innovation
## Index

* Business objectives
# System development/Domains/Overview/Project management/Ontology

On this page you can find an ontology for project management.

## Concepts

* Activity
* Deliverable
* Project
* ProjectDocument
* ProjectStatus
* ProjectOwner
* ProjectLeader; TD: add this concept
* Risk
* Task

## Facttypes

* EMPLOYEE is a PERSON (one-to-one)
* PROJECTLEADER leads a PROJECT (many-to-many, in some cases you will choose a one-to-many relation for the implementation)

## Rules

* The PROJECTOWNER is always an internal EMPLOYEE.
* TD: add more business rules

## Remarks

* To make the semantic model more simple you could remove concept 'ProjectOwner' and add a relation 'Owns'.
# System development/Domains/Overview/Proces ontology
## Index

* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/Performance management
## Index

* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/Procurement

Procurement is the acquisition of goods, services or works from an outside external source.

## Index

* Best practices
* Case studies
* Ontology
* Processes
* Software
* Subdomains
* To-do
* Vision
# System development/Domains/Overview/Learning/Ontology
## Userstories

* How do you support learning?
* When you, for instance, implement an ERP system, employees have to be trained.

## Concepts

* Learning activity
* Learning content
* Learning program
# Telepathy

Welcome to the Wikiversity learning project for telepathy. This project guides participants towards scientific research concerning the possible existence of telepathic communication between humans. Participants summarize and provide links to past research results that have been published in scientific journals. Other "learn by doing" projects concern the exploration of telepathy through fiction as part of the Science Fiction Challenge.

## Scientific research

Rupert Sheldrake has published results from several experiments that tested for telepathic communication. For example, see Testing for telepathy in connection with e-mails.
Learn by doing. Read a published research report describing an experiment testing for telepathy. Summarize the results of the experiment in a page section, below.

## Telepathy in fiction

Is telepathy possible by means of known physics such as electromagnetic signals or is some type of new physics needed to account for telepathic communication of the type studied by Rupert Sheldrake?
Learn by doing. Help research and write a science fiction story about telepathic communication. Examples:
* Mnemtronium - set in an imagined future after dark matter is fully understood. It is discovered that dark matter provides a way to account for some forms of Extra-sensory perception.
* The search for Kalid (external link): a futuristic story which explores the boundaries of mind and machines with respect to telepathy and matter hiding devices.
# Teletraffic engineering/Blocking/Answer1

We have first to find the busy-hour traffic. BHT = 167 Erlangs using Little's Rule.
According to Little's Rule: For the hour, the traffic in Erlangs = ${\frac {Numberofcalls*MeanHoldingTime(seconds)}{3600}}$
Using the Erlang-B formula is cumbersome in this example because there are many circuits. An Erlang-B calculator is used instead. The Blocking Probability is found to be 0.021 (2.1%)
Back to article
# Telescopes for radiation astronomy/Quiz

Radiation telescopes is a lecture and part of the radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on radiation telescopes 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

* Every aspect of a telescope is open to questioning.
# Telemedicine in French-speaking Africa

Welcome to the project for Telemedicine in French-speaking Africa.
The Network in French-speaking Africa for Telemedicine (Réseau en Afrique Francophone pour la Télémédecine, RAFT) needs learning materials for public health topics such as Tuberculosis and HIV.

## Public health topics

* Public Health Strategies for Tuberculosis
* Public Health Strategies for HIV
# Telescope series/Exercise

Show that $\sum _{n=1}^{\infty }{\frac {1}{4n^{2}-1}}={\frac {1}{2}}$.