OpenLLM-France/wikimedia huggingface dataset:
# Survey research and design in psychology/Modules/Qualitative

This 2-week module covers two main topics:
Lecture 07: Qualitative research (+ Readings)
Qualitative data analysis|Lecture 08: Qualitative data analysis (+ Readings)
Tutorial 03: Qualitative data analysis
Quizzes (10%):
Quiz 05: Qualitative research (5%)
Quiz 06: Qualitative data analysis (5%)
Lab report:
Lab report 03: Qualitative research and analysis (10%)
This Module will be delivered Weeks 9 to 10 (after a teaching break in Week 8). All of this Module's assessment items are due 09:00 Monday Week 11.
Workload: The overall time expected to complete this module is 30 hours:
Activity/task
~Hours
Lectures
04
Tutorials
02
Reading
10
Quizzes
02
Lab report
12 :
# Survey research and design in psychology/Readings/Online
## List

* Beavers, A. S., Lounsbury, ,J. W., Richards, J. K., Huck, S. W., Skiloits, G. J., Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research & Evaluation, 18(6).
* Creative Research Systems (2009). Survey design: How to begin your survey project. Retrieved from http://www.surveysystem.com/sdesign.htm
* DeCoster, J. (2000). Scale construction notes. Retrieved from http://www.stat-help.com/scale.pdf
* Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
* StatSoft (n.d.). How to find relationship between variables, multiple regression. StatSoft Electronic Statistics Handbook. Retrieved from http://www.statsoft.com/Textbook/Multiple-Regression
* Streiner, D. L. (1994). Figuring out factors: The use and misuse of factor analysis. The Canadian Journal of Psychiatry, 39, 135-140.
* Trochim, W. M. K. (2006). Survey research. Retrieved from http://www.socialresearchmethods.net/kb/survey.php
* Wikiversity (2013). EFA glossary.
* Wilkinson, L., & APA Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594-604.
# Survey research and design in psychology/Materials/Software
## Software

To complete the tutorials and survey research project for Survey research and design in psychology access will be needed to statistical software, including IBM SPSS and spreadsheet software such as Microsoft Excel (part of Microsoft Office). This software can be accessed on University of Canberra campus computers at no additional cost by those enrolled.
You can also use versions of the software on other computers. Options for accessing SPSS include:
* Download and install a 14-day trial version.
* Purchase a SPSS Standard Grad Pack 6 or 12 month license via SPSS buy now - see bottom right hand corner for links to student version resellers
# Survey research and design in psychology/Participants
## Online participation

* Learning support is available from James Neill - email and let him know about your interest
* Browse the individual topics for what interests you or join in and work through the material and tasks sequentially, recording your journey and asking questions along the way
* Online participants are encouraged to create an account and sign below with four tildes (~~~~)

## Online participants

* U3017048 01:16, 18 January 2011 (UTC)
* Deathlaser (talk) 19:13, 13 May 2012 (UTC)

## Facilitators

* James Neill
# Survey research and design in psychology/Readings

* Readings
* Readings are recommended but optional. The amount of reading is ultimately up to each emerging scholar. It is not intended or necessary that you read every single reading word for word. Some may prefer to read one or two readings per topic in-depth, others may prefer a lighter reading of a wider range of sources. Do what works for you - the goal should be to satisfy your desired level of understanding and to acquire sufficient knowledge to succeed at the assessment tasks.
* There are recommended readings for each lecture. In addition, the lecture readings are listed in the unit outline. Readings may include textbook chapters, other chapters and articles available via the UCLearn site, and openly available online material. The textbook readings are strongly recommended. You could use any textbook that covers the relevant topics, but suggested chapters from Howitt and Cramer (2014) are listed mainly because that is the textbook that students are most likely to already have access to because it is used in the co/prerequisite 2nd year unit Experimental Psychology.
# Survey research and design in psychology/Readings/Textbooks
## Overview

This unit is textbook agnostic. Three types of textbooks are recommended - emerging scholars should ensure access to at least one of each of the following:
* Applied statistics textbook
* SPSS how-to guide
* APA style guide
Recommended textbooks can be purchased from the University of Canberra Co-op bookshop. They are also available in the University of Canberra library. Additional/alternative texts can also be useful (see suggestions below).

## Applied statistics textbook

Applied statistics textbooks provide theoretical and explanatory background reading for concepts emphasised in lectures, tutorials, and the assessment activities. The recommended textbook is (earlier editions are fine):
* Howitt, D. & Cramer, D. (2014a). Introduction to statistics in psychology (6th ed.). Harlow, UK: Pearson. ISBN 1292000740 | RR: AU$87.95 | Co-op member: AU$70.36 | Publisher site | Companion site | Educator resources | UC library
Any alternative text that covers the key topics (correlation, factor analysis, and multiple linear regression) at an advanced undergraduate level in the context of social sciences can also be used. For more info, see online statistics textbooks.

## SPSS how-to guide

SPSS how-to guides assist participants to learn how to use SPSS to conduct data analyses for the lab report and tutorial exercises. The recommended guide is (earlier editions are fine):
* Howitt, D. & Cramer, D. (2014b). Introduction to SPSS in psychology (6th ed.). Harlow, UK: Pearson. ISBN 1292000694 | RR AU$59.40 | Co-op: AU$47.52 | Publisher site | Companion site | Educator resources
Alternative texts that covers the key topics (correlation, factor analysis, and multiple linear regression) in SPSS can also be used. Recommended alternatives include:
* Allen, P. & Bennett, K. (2014). SPSS Statistics Version 22: A practical guide (3rd ed.). South Melbourne, Victoria, Australia: Cengage Learning Australia. Product details | Co-op.
* Francis, G. (2007). Introduction to SPSS for Windows: v. 15.0 and 14.0 with notes for studentware (5th ed.). Sydney: Pearson Education. ISBN 9780733989384 | Publisher site | Co-op
* Pallant, J. (2016). SPSS survival manual (6th ed.). Sydney: Allen and Unwin. ISBN 9781760291952. RRP AU$49.99. Publisher site

## APA style guide

APA style guides assist with the preparation of lab reports. The recommended text is:
* American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. ISBN 1433805596. ISBN13 9781433805592. UC library: BF76.7.P83 2010 | Co-op.
Alternative texts explain how to write psychology lab reports in APA style. For example:
* Burton, L. J. (2009). An interactive approach to writing essays and research reports in psychology (3rd ed.). Milton, Qld, Australia: John Wiley & Sons. BF76.7.B87 2010
# Vibration control

Vibration control in earthquake engineering is a set of technical means aimed to mitigate seismic impacts in building and non-building structures for enhancing their seismic fitness. All seismic vibration control devices may be classified as passive, active or hybrid where:
* passive control devices have no feedback capability between them, structural elements and the ground;
* active control devices incorporate real-time recoding instrumentation on the ground integrated with earthquake input processing equipment and actuators within the structure;
* hybrid control devices have combined features of active and passive control systems.
When ground seismic waves reach up and start to penetrate a base of a building, their energy flow density, due to reflections, reduces dramatically: usually, up to 90%. However, the remaining portions of the incident waves during a major earthquake still bear a huge devastating potential.

## Ways of control

After the seismic waves enter a superstructure, there is a number of ways to control them in order to sooth their damaging effect and improve the building's seismic performance, for instance:
* to dissipate the wave energy inside a superstructure with properly engineered seismic dampers ;
* to disperse the wave energy between a wider range of frequencies , ;
* to reflect, diffract, and dissipate seismic waves in a process of their vertical propagation with the help of elevated building foundation ;
* to absorb the resonant portions of the whole wave frequencies band with the help of so called tuned mass dampers .
Devices of the last kind, abbreviated correspondingly as TMD for the tuned (passive), as AMD for the active, and as HMD for the hybrid mass dampers, have been studied and installed in high-rise buildings, predominantly in Japan, for a quarter of a century .
To increase the shielded range of forcing frequencies, the concept of Multi-Frequency Quieting Building System (MFQBS) was developed .
However, there is quite another approach: partial suppression of the seismic energy flow into the superstructure known as seismic or base isolation.
For this, some pads are inserted into or under all major load-carrying elements in the base of the building which should substantially decouple a superstructure from its substructure resting on a shaking ground.
The first evidence of earthquake protection by using the principle of base isolation was discovered in Pasargadae, a city in ancient Persia, now Iran: it goes back to VI century BC Pasargadae.
# Very Small Information Systems/weka/arff

classification-jop.arff:
clustering-jop.arff:
regression-jop.arff;
# Vibration and Acoustics

We are a group of French apprentice students working on a basic encyclopeadia about engineering science of Sound, Vibrations, and Acoustics. The main goal of this syllabus is to help first year students finding what they need even on more specific subjects, like simulation or measurement methods and tools. We tried to make it as complete as possible, using the different experiences we had during our first year of working life.
Introduction
The first thing to say is that vibrations and acoustics are tightly linked. Every time something vibrates, there can be radiated noise which can become a nuisance. In engineering, a big part of the work is to predict, analyse and control this noise. This require tools we find in general mechanics, signal processing and metrology. This syllabus will roughly follow these steps, and will also include a part on environmental acoustics.
* Engineering Physics
** Wave propagation
*** Wave equation
*** Mechanical wave
** Mechanics
*** Solid mechanics
*** Fluid mechanics
*** Continuum mechanics
** Degrees of freedom (physics and chemistry)
* Acoustics
** Acoustical engineering
*** Structural acoustics
** Psycholinguistics/Acoustic Phonetics
* Vibration
** Modal analysis
*** Frequency response, Eigenanalysis
** Bernoulli beam theory
** Vibration of plates
** Types of Measurement
*** Operating deflection shape
*** Laser Doppler vibrometer
*** Laser scanning vibrometry
*** Continuous scan laser Doppler vibrometry
* Simulations
** Introduction to finite elements/Finite element basis functions
** Finite element method
** Noise map
** Related Softwares
*** CATIA
*** Nastran
*** Radioss
*** Abaqus
** Nonlinear finite elements/Natural vibration
** Nonlinear finite elements
* Signal Processing/Signals
** Sound synthesis
*** Adaptive filter
** Sound analysis
*** Fast Fourier Transform, Discrete Fourier Transform, Time Frequency Analysis
* Noise control
** Passive noise control
** Active noise control
*** Algorithms
**** Feed forward (control)
**** Feedback
* Transducer
** Actuator
** Sensor Technology
*** Accelerometer
*** Microphone
*** Piezoelectricity
*** Sound Level Meter
* Metrology
** Calibration
** Measurement
** Measurement uncertainty
* Environmental Acoustics
** Methods and tools: A-weighting, Emerging Noise
** Environmental noise
** World Norms: Noise regulation
** French Norms: Building Acoustic Decree
# Vibration damping

(Contributions in the following topics are welcome! - cvasques 17:04, 9 February 2008 (UTC))

## Introduction

Several types of damping are inherently present in a mechanical system. If the level of damping that is available in this manner is not adequate for proper functioning of the system then external damping devices may be added either during the original design or during subsequent design modifications of the system. Three primary mechanisms of damping are important in the study of mechanical systems. They are:
1. Internal damping (of material)
2. Structural damping (at joints and interfaces)
3. Fluid damping (through fluid–structure interactions)
Internal (material) damping results from mechanical energy dissipation within the material due to various microscopic and macroscopic processes. Structural damping is caused by mechanical energy dissipation resulting from relative motions between components in a mechanical structure that has common points of contact, joints or supports. Fluid damping arises from the mechanical energy dissipation resulting from drag forces and associated dynamic interactions when a mechanical system or its components move in a fluid.

## Fluid damping

Topic:Mechanical vibrations
# Vibration

Vibration or oscillation means quick moving back and forth (or up and down) about a point of equilibrium. The vibration may be periodic (having a pattern) or random. Something that is vibrating may shake at the same time. If it vibrates in a regular way, it may produce a musical note because it can make the air to vibrate. This vibration will send sound waves to the ear and to the brain.
In structural dynamics and, particularly, in earthquake engineering, vibrations may be, unfortunately, bad: they may cause the structure to fail.
The time it takes a vibrating object to go back and forth completely is the period. The number of back-and-forth movements in one second is its frequency, measured in Hertz (Hz). The farthest possible distance from the equilibrium point is the amplitude.

## Types of vibration

Free vibration occurs when vibration is set off with a push and allowed to vibrate freely. Examples of this type of vibration are pulling a child back on a swing and then letting go or hitting a tuning fork and letting it ring. The mechanical system will then vibrate at a natural frequency and gradually wind down.
Forced vibration is when an alternating force or motion is applied to a mechanical system. Examples of this type of vibration include
* a shaking washing machine due to an imbalance;
* transportation vibration (caused by a combination of truck engine, springs, road);
* vibration of a building during an earthquake.
In forced vibration the frequency of the vibration is the frequency of the force or motion applied. The size of the effect depends on the actual mechanical system.

## Other pages

* Wave
* Vibration control
# Swedish Language/Pronouns

Intermediate Swedish 1
Introduction
· Buying and selling
· Prepositions
· Particles
· Apects
· Declensions
· Computers
· Medical
· Pronouns
· Geography
· Participles
· Animals
· Mathematics :
| personal nominative | personal objective | possesive sing | possesive plur |
| jag | mig | min / mitt | mina |
| du | dig | din / ditt | dina |
| han | honom | hans | hans |
| hon | henne | hennes | hennes |
| den | den | dess | dess |
| det | det | dess | dess |
| man / någon / vem som helst | någon / vem som helst | någons | någons |
| vi | oss | vår / vårt | våra |
| ni | er | er / ert | era |
| de | dem | deras | deras |

## Relativa pronomen

som, vars, vilken, vad
# SwitchLogic
## Idea

The goal of the switch logic project is to leverage kid's natural tendency to flip light switches into teaching them and, or, xor logic, nand, nor, and distance concepts (like gray code). The goal is to build a science museum exhibt that uses light switches to teach house hold wiring as well as the logic gates. Then can show how this grew into ladder logic which is still used in train control.

## SubSystems

there are many types of switches:
1)one-way
2)two-way
# Switching Power Supply Fundamentals/The Basic unregulated switching supply

* EE230 Edit/View
* Electronic Engineering
* EE Switching Power Supply Fundamentals
* The Linear Regulation Problem
* The Basic unregulated switching supply
* The Basic regulated switching supply

## The unregulated switching supply

The unregulated switching power supply is quite simply a clock turning on and off a switch that is powering a inductor, the output side of the inductor is connected to a capacitor to smooth out the ripple.
| part Vdrop Amps Watts of heat C1(load) 12V max 1.5A ripple L1 Gowanda 121AT1003V 6.822V 11.5A 60W to -80W D1 ON MBRS2040lt3 5.178V 11.5A 2.681W U1 Fairchild FDC610PZ 11.5A 164.4mA 851.2mW | simplifyed buck topology switching power supply. Switch rate is set to 10Khz |

### unregulated output
## Theory of operation

Rather than constantly adjusting the current flow using a transistor or MOSFET like a audio amplifier a SMPS turns off and on the current flow and avoids any partially on state that a linear supply operates in. By avoiding partially on states the switch dissipates a minimal amount of heat. Inductors resist a change in current flow and when the switch is off the inductor current continues flowing and ramps off slowly the diode completes the circuit during this phase. The inductor smooths the pulses of current, just like the capacitor smooths the pulses of voltage.
* A SMPS without the inductor. Notice the current flow spikes to 25Amps on the attack edge of the on state. |

## The problem with no inductors

The problem as shown in this picture is a total lack of surge current control. Each turn on all the energy to charge the cap happens at once resulting in a surge of 25 amps. No electrolytic capacitor was made/can be made to handle this kind of repetitive surge current the cap will end up blowing its top or overheating. the switching device MOSFET or BJT will need to be 4 times more powerful than if driving the load directly in linear mode, and it to will undergo some massive stress. Finding a decent sized surface mount diode that handles 25 amps of repetitive peek surge current will be next to impossible and the diode will get hot enough to unsolder its self.

## Same circuit with inductor

* A SMPS with the inductor. D1 current shows the charging of the inductor D2 current shows the discharge of the inductor. D2 dose not waste power but completes the circuit dumping it in to the cap during the offstate. This by its self adds some hysteresis to this type of circuit because on shutoff it slightly overcharges the cap when the inductor dumps its stored energy. |

## Why regulate

With a constant load and a constant or nearly constant supply voltage the output would be fine. But when the input voltage changes or the load changes the output can vary wildly.
* A unregulated SMPS with a non constant input voltage. |
# Swimming

For living creatures, a swimming is a way of moving in water. For human, swimming is an activity that can be both useful and recreational. Its primary uses are bathing, cooling, fishing, recreation, exercise, and sport. In the sport you can swim butterfly, backstroke, breaststroke, or freestyle.

## History

Swimming has been known amongst humans since prehistoric times, the earliest record of swimming dates back to Stone Age, from around 7,000 years ago. Competitive swimming started in Europe around 1800 and was part of the first modern 1896 Summer Olympics in Athens, though not in a form comparable to the contemporary events. It was not until 1908 that regulations were implemented by the International Swimming Federation to produce competitive swimming.

## Other pages

* Winter swimming
# Switching from C to C++

This Programming Language resource is a "stub". Learn how you can help Wikiversity to develop it.
Switching from C to C++ :
| Prerequire | Some understanding of C and C++ |
| Experience | Intermediate |
| Lesson Description ||
| Differences between C++ and C ||
| What you will learn ||
| How C++ is different from C ||
Some believe that learning C++ is easy and suggest learning C before learning C++, while other people disagree and believe that if your intention is to learn C++ that you are better off learning C++ directly rather than trying to learn C first. Switching from C to C++ can be both easy, as there are many similarities between the two languages, and hard, as there are many differences that require forgetting what you know and habits that you may have developed from programming in C.

## Differences

* C++ uses new and delete operators for memory management while C uses library functions.
* C++ extends structs and unions, and also includes classes.
* C++ has templates while C does not.
* C++ has operator and function overloading.
* C++ requires type casts conversions but C is less strict and C++ also provides alternative type conversion semantics.
* typedef creates unique types in C++, and creates type aliasing in C.

## Thinking in C++

If you are previously a C programmer and have decided to switch to C++, you should throw away some C concepts and get used to the C++/OO way of doing things:
* C programmers tend to write lots of global functions. If these functions needs an object to work, you should make them member functions of a class.
* You should group similar functions working with different types in a template.
* C programmers usually prefix their identifiers to prevent name conflict. However, this is not necessary in C++ as they can be put in a namespace.
* There are usually lots of pointers and type casts in C. However, you should use less pointers in favour of references and less type casts in favour of derived classes.
* Think everything as objects. For example, if you write a control program for a plane, you should create a class called Plane and create functions inside it.
# Swedish Language/Prepositions

Intermediate Swedish 1
Introduction
· Buying and selling
· Prepositions
· Particles
· Apects
· Declensions
· Computers
· Medical
· Pronouns
· Geography
· Participles
· Animals
· Mathematics :

## Example sentences

De sitter bredvid varandra. They sit next to each other Det finns en badstrand utanför byn. There is a beach outside the village. Gå till mamma! Go to mummy! Jag går runt sjön på en timme. It takes one hour for me to walk around the lake. Hon ringde medan vi åt. She called while we were eating. Väskan ligger under sängen. The suit case is under the bed. De kysstes bakom en buske. They kissed each other behind a bush. Jag kan städa köket under tiden du är borta. I can clean the kitchen while you are away. Klockan hänger ovanför dörren. The clock is above the door. På toppen av Kebnekaise finns snö året om. At the summit of Kebnekaise there is snow all year.

## Example text

Fjällen ligger i norra delen av Sverige. På vintern kan man åka skidor där. Vid midsommar är det ljust dygnet runt, men på hösten blir det mörkt.

## Exercises

Translate into English 1. Jag har varit uppe på toppen av Kebnekaise! 2. Bakom soffan hittade jag ett brev. 3. Hon träffade mig under lunchen. 4. De pratade i två timmar. 5. Innan mötet ska du ha bestämt dig för vad du vill.
Translate into Swedish 6. We are in the house. 7. The others are outside the shop. 8. Without friends you will not make it. 9. I wrote a letter to my aunt. 10. The birds fly high above the roof.
Answers

## Glossary

| after | efter |
| bredvid | beside, next to |
| från | from |
| för | for |
| före | before |
| i | in |
| mellan | between |
| ovanför | above |
| på | on |
| till | to |
| under | under, during |
| vid | at |