OpenLLM-France/wikimedia huggingface dataset:
# Literature/1988/Norman

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Affordance

* In 1988, Donald Norman appropriated the term affordances in the context of human-machine interaction to refer to just those action possibilities that are readily perceivable by an actor. Through his book The Design of Everyday Things, this interpretation was popularized within the fields of HCI and interaction design. It makes the concept dependent not only on the physical capabilities of an actor, but also the actor's goals, plans, values, beliefs, and past experiences. If an actor steps into a room with an armchair and a softball, Gibson's original definition of affordances allows that the actor may throw the recliner and sit on the softball, because that is objectively possible. Norman's definition of (perceived) affordances captures the likelihood that the actor will sit on the recliner and throw the softball. Effectively, Norman's affordances "suggest" how an object may be interacted with. For example, the size and shape of a softball obviously fits nicely in the average human hand, and its density and texture make it perfect for throwing. The user may also bring past experiences to bear with similar objects (baseballs, perhaps) when evaluating a new affordance.
| w: Script theory w: Situated cognition w: Situated learning w: Direct manipulation w: User-centered design w: Human-computer interaction | w: Twin Earth thought experiment w: Natural language understanding w: Frame semantics (linguistics) w: Frame (artificial intelligence) w: Conceptual metaphor |

## Related works

* Gibson, Jame J. (1977). "The Theory of Affordances," pp. 67-82. In: Robert Shaw & John Bransford, eds. Perceiving, Acting, and Knowing: Toward an Ecological Psychology. Hillsdale, NJ: Lawrence Erlbaum. $^{[^]}$
* Gibson, Jame J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin. $^{[^]}$
* Norman, Donald (1988). The Design of Everyday Things (Originally titled The Psychology of Everyday Things (POET)). $^{[^]}$
# Literature/1989

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1989/Bates $^{[^]}$
* Literature/1989/Berners-Lee $^{[^]}$
* Literature/1989/Brown $^{[^]}$
* Literature/1989/Chopra $^{[^]}$
* Literature/1989/Choue $^{[^]}$
* Literature/1989/Clark $^{[^]}$
* Literature/1989/Davis $^{[^]}$
* Eco, Umberto (1989). Foucault's Pendulum. Secker & Warburg. $^{[^]}$
* Literature/1989/Horn $^{[^]}$
* Literature/1989/Kaplan $^{[^]}$
* Kochen, Manfred, ed. (1989). The Small World: A Volume of Recent Research Advances Commemorating Ithiel de Sola Pool, Stanley Milgram, Theodore Newcomb. Norwood, NJ: Ablex Publishing Corp. (January 1, 1989). $^{[^]}$
* Literature/1989/Kraft $^{[^]}$
* Literature/1989/Mackinlay $^{[^]}$
* Literature/1989/Martin $^{[^]}$
* Literature/1989/Penrose $^{[^]}$
* Literature/1989/Repo $^{[^]}$
# Planets/Astronomy/Quiz

Planetary astronomy is a lecture focused on a specific type of astronomical object and the effects on it of revolving around one or more stars.
You are free to take this quiz based on planetary astronomy at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{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

* The astronomy of planets is the essence of the effects on astronomical objects of revolution around one or more stars, stellar-like objects, or sub-stars.
# Planets/Geology/Quiz

Planetary geology is a lecture from the school of geology and the department of radiation astronomy of the school of physics and astronomy. It is about the geological effects on large rocky objects due, or apparently due, to being in orbits around a star or stellar system within a few light years.
You are free to take this quiz based on planetary geology 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 {{geology resources}} and {{radiation astronomy resources}} templates. 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

* The effects on large rocky objects of having orbits around stars or stellar systems can be muted by rotation.
# Planets/Histories/Quiz

History of the planets is a lecture presented by the radiation astronomy department.
You are free to take this quiz based on history of the planets at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, and in the {{anthropology resources}}, {{archaeology resources}}, and {{radiation astronomy resources}} templates. 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

* The descriptions of planets in classical literature refer to events in an earlier time.
# Planets

A planet is an astronomical body orbiting a star or stellar remnant that is massive enough to be rounded by its own gravity, is not massive enough to cause thermonuclear fusion, and has cleared its neighboring region of planetesimals.

## Background
### Etymology

The Greek planetes is the ancestor of the word "planet," meaning "wanderer."

### History
#### Classical Planets

Known to various ancient cultures, antiquity's classical planets were the non-fixed objects visible in the sky: the Sun, Moon, and the five other planets of our solar system closest to the sun. These planets, all visible without a telescope, are Mercury, Venus, Mars, Jupiter, and Saturn.
As explained on Wikipedia, "The term planet in modern terminology is only applied to natural satellites directly orbiting the Sun, so that of the seven classical planets, five are planets in the modern sense."

#### Uranus and Neptune

Uranus' discovery date was 1781, while Neptune's was 1846.

## Solar System

There are eight known planets of the Solar System, listed in order from the Sun:

### Terrestrial planets

* Mercury, which is (relatively) near the sun, is small and in a way, overlooked. There are no smaller planets, though there are dwarf planets smaller than Mercury.
* Venus is known for its extreme heat and atmosphere, which keeps in the planet's high temperatures.
* Earth stands out for being habitable, contrasting it with the other planets.
* Mars is the location of a cold climate and stunning geographical features. There is hope that, in the future, astronauts will reach Mars.

### Giant planets
#### Gas giants

* Jupiter, the largest of the planets, is known for its stormy weather and large number of moons.
* Saturn is also large, but it is better known for the stunningly dramatic and beautiful rings surrounding it.

#### Ice giants

* Uranus, which is rather awkwardly flipped sideways, is identified by its light green color.
* Neptune lies farthest out and possesses a blue color.

## Exoplanets

An exoplanet or extrasolar planet is a planet outside the Solar System. The first evidence of an exoplanet was noted in 1917, but was not recognized as such. The first scientific detection of an exoplanet was in 1988; it was confirmed to be an exoplanet in 2012. The first confirmed detection occurred in 1992. As of 1 July 2019, there are 4,096 confirmed planets in 3,053 systems, with 664 systems having more than one planet.

## Gallery

* Four of the planets in front of the sun: Jupiter, Saturn, Uranus, and Neptune
* The planets

## See Also
### Wikiversity

* Planets/Astronomy
* Planets/Classicals
* Planets/Science

### Wikipedia

* Wikipedia: Planet
* Wikipedia: Exoplanet
# Planets/Jupiter

Jupiter, the largest planet in the Solar System, contains nearly 3/4 of all planetary matter. It appears from Earth as having several bands of red and white which circle the planet; as these are made of gaseous matter, Jupiter is the first of the gas giants in the solar system.

## Location

Sun | Mercury | Venus | Earth | Mars | Jupiter | Saturn | Uranus | Neptune

## History

Although observed and studied from Earth for centuries, it was not until the mid-1970s that humans were able to get a closer look with the spacecraft Pioneer 10 and 11. The Voyager 1 and 2 spacecraft were launched with the specific purpose of collecting information and data. In December 1995, the Galileo spacecraft entered into orbit and began its long-term study of Jupiter and its moons; a probe was also sent deep into the atmosphere of the gas giant.

## Composition

With no solid surface, Jupiter is a gas and liquid filled giant. Its turbulent belts of clouds circulate parallel to the equator and often contain oval spots which are storm systems with the largest being easily twice the diameter of Earth. The great red spot has been observed for at least 300 years and rotates counter-clockwise with wind speeds of 430 km/hr.
* Diameter: 142,900 km (11.2 x Earth's diameter)
* Average Density: 1.34g/cm3
* Mass: 1.899 x 1027 kg (317.83 x Earth's Mass)
# PlanetPhysics/fdl

GNU Free Documentation License
Copyright (C) 2000,2001,2002 Free Software Foundation, Inc. 59 Temple Place, Suite 330, Boston, MA 02111-1307 USA Everyone is permitted to copy and distribute verbatim copies of this license document, but changing it is not allowed.
How to use this License for your documents
# Micromechanics of composites/Proof 8

Proof:
The axial vector $\mathbf {w}$ of a skew-symmetric tensor ${\boldsymbol {W}}$ satisfies the condition
    ${\boldsymbol {W}}\cdot \mathbf {a} =\mathbf {w} \times \mathbf {a}$
for all vectors $\mathbf {a}$. In index notation (with respect to a Cartesian basis), we have
    $W_{ip}~a_{p}=e_{ijk}~w_{j}~a_{k}$
Since $e_{ijk}=-e_{ikj}$, we can write
    $W_{ip}~a_{p}=-e_{ikj}~w_{j}~a_{k}\equiv -e_{ipq}~w_{q}~a_{p}$
or,
    $W_{ip}=-e_{ipq}~w_{q}~.$
Therefore, the relation between the components of ${\boldsymbol {\omega }}$ and ${\boldsymbol {\theta }}$ is
    $\omega _{ij}=-e_{ijk}~\theta _{k}~.$
Multiplying both sides by $e_{pij}$, we get
    $e_{pij}~\omega _{ij}=-e_{pij}~e_{ijk}~\theta _{k}=-e_{pij}~e_{kij}~\theta _{k}~.$
Recall the identity
    $e_{ijk}~e_{pqk}=\delta _{ip}~\delta _{jq}-\delta _{iq}~\delta _{jp}~.$
Therefore,
    $e_{ijk}~e_{pjk}=\delta _{ip}~\delta _{jj}-\delta _{ij}~\delta _{jp}=3\delta _{ip}-\delta _{ip}=2\delta _{ip}$
Using the above identity, we get
    $e_{pij}~\omega _{ij}=-2\delta _{pk}~\theta _{k}=-2\theta _{p}~.$
Rearranging,
    $\theta _{p}=-{\frac {1}{2}}~e_{pij}~\omega _{ij}$
Now, the components of the tensor ${\boldsymbol {\omega }}$ with respect to a Cartesian basis are given by
    $\omega _{ij}={\frac {1}{2}}\left({\frac {\partial u_{i}}{\partial x_{j}}}-{\frac {\partial u_{j}}{\partial x_{i}}}\right)$
Therefore, we may write
    $\theta _{p}=-{\cfrac {1}{4}}~e_{pij}\left({\frac {\partial u_{i}}{\partial x_{j}}}-{\frac {\partial u_{j}}{\partial x_{i}}}\right)$
Since the curl of a vector $\mathbf {v}$ can be written in index notation as
    ${\boldsymbol {\nabla }}\times \mathbf {v} =e_{ijk}~{\frac {\partial u_{k}}{\partial x_{j}}}~\mathbf {e} _{i}$
we have
    $e_{pij}~{\frac {\partial u_{j}}{\partial x_{i}}}~=[{\boldsymbol {\nabla }}\times \mathbf {u} ]_{p}\qquad {\text{and}}\qquad e_{pij}~{\frac {\partial u_{i}}{\partial x_{j}}}~=-e_{pji}{\frac {\partial u_{i}}{\partial x_{j}}}=-[{\boldsymbol {\nabla }}\times \mathbf {u} ]_{p}$
where $[~]_{p}$ indicates the $p$-th component of the vector inside the square brackets.
Hence,
    $\theta _{p}=-{\cfrac {1}{4}}~\left(-[{\boldsymbol {\nabla }}\times \mathbf {u} ]_{p}-[{\boldsymbol {\nabla }}\times \mathbf {u} ]_{p}\right)={\frac {1}{2}}~[{\boldsymbol {\nabla }}\times \mathbf {u} ]_{p}~.$
Therefore,
    ${{\boldsymbol {\theta }}={\frac {1}{2}}{\boldsymbol {\nabla }}\times \mathbf {u} \qquad \square }$
# Micrometeorites/Quiz

Micrometeorites is a lecture about micron-size meteorites that have been recovered on Earth and other astronomical objects. It is included as a quiz section minilecture from the radiation astronomy department for the course on the principles of radiation astronomy.
You are free to take this quiz based on micrometeorites 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}} or the {{principles of radiation astronomy}} templates. 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

* Micrometeorites should also be coming in to Earth from other large rocky objects such as Mercury, asteroids, and the satellites of the gas giants.
# Microscope
## Parts

* Ocular lens - Magnifies the image form the objective lens 10x.
* Body tube - Houses (holds) the lenses and maintains the proper distance between the ocular lens and the objective lens.
* Coarse adjustment - Moves either the stage or body tube up and down for focusing on low power only (usually the larger of the 2 adjustment knobs).
* Fine adjustment knob - Used to sharpen the image of the specimen under high and low power (usually the smaller of the 2 adjustment knobs).
* Revolving nose piece - Spins to allow a change from one objective power to another.
* Objective lenses - Magnify the specimen/object being viewed.
** red: 4x yellow: 10x blue: 40x
* Arm - supports the body tube and connects the body tube to the base.
* Stage clip - (One of a pair of clamps) that hold the slide in place on the stage.
* Stage - Platform upon which the slide is placed for viewing.
* Diaphragm - regulates the amount of light that enters the body tube.
* Light Sources - collects and sends light rays upward through the diaphragm, stage, specimen, and body tube so the specimen can be seen.
* Base - Supports the microscope in an upright position.

## Resources

* w: Microscope
* w: Optical microscope
# Micromechanics of composites/Proof 7
## Curl of the transpose of the gradient of a vector

Let $\mathbf {v}$ be a vector field. Show that
    ${\boldsymbol {\nabla }}\times ({\boldsymbol {\nabla }}\mathbf {v} ^{T})={\boldsymbol {\nabla }}({\boldsymbol {\nabla }}\times \mathbf {v} )~.$
Proof:
The curl of a second order tensor field ${\boldsymbol {S}}$ is defined as
    $({\boldsymbol {\nabla }}\times {\boldsymbol {S}})\cdot \mathbf {a} ={\boldsymbol {\nabla }}\times ({\boldsymbol {S}}^{T}\cdot \mathbf {a} )$
where $\mathbf {a}$ is an arbitrary constant vector. If we write the right hand side in index notation with respect to a Cartesian basis, we have
    $[{\boldsymbol {S}}^{T}\cdot \mathbf {a} ]_{k}=[\mathbf {b} ]_{k}=b_{k}=S_{pk}~a_{p}$
and
    $[{\boldsymbol {\nabla }}\times \mathbf {b} ]_{i}=e_{ijk}{\frac {\partial b_{k}}{\partial x_{j}}}=e_{ijk}{\frac {\partial (S_{pk}~a_{p})}{\partial x_{j}}}=e_{ijk}{\frac {\partial S_{pk}}{\partial x_{j}}}~a_{p}=[({\boldsymbol {\nabla }}\times {\boldsymbol {S}})]_{ip}~a_{p}~.$
In the above a quantity $[~]_{i}$ represents the $i$-th component of a vector, and the quantity $[~]_{ip}$ represents the $ip$-th components of a second-order tensor.
Therefore, in index notation, the curl of a second-order tensor ${\boldsymbol {S}}$ can be expressed as
    $[{\boldsymbol {\nabla }}\times {\boldsymbol {S}}]_{ip}=e_{ijk}{\frac {\partial S_{pk}}{\partial x_{j}}}~.$
Using the above definition, we get
    $[{\boldsymbol {\nabla }}\times {\boldsymbol {S}}^{T}]_{ip}=e_{ijk}{\frac {\partial S_{kp}}{\partial x_{j}}}~.$
If ${\boldsymbol {S}}={\boldsymbol {\nabla }}\mathbf {v}$, we have
    $[{\boldsymbol {\nabla }}\times {\boldsymbol {\nabla }}\mathbf {v} ^{T}]_{ip}=e_{ijk}{\frac {\partial }{\partial x_{j}}}\left({\frac {\partial v_{k}}{\partial x_{p}}}\right)={\frac {\partial }{\partial x_{p}}}\left(e_{ijk}{\frac {\partial v_{k}}{\partial x_{j}}}\right)={\frac {\partial }{\partial x_{p}}}\left([{\boldsymbol {\nabla }}\times \mathbf {v} ]_{i}\right)=[{\boldsymbol {\nabla }}({\boldsymbol {\nabla }}\times \mathbf {v} )]_{ip}~.$
Therefore,
    ${{\boldsymbol {\nabla }}\times ({\boldsymbol {\nabla }}\mathbf {v} ^{T})={\boldsymbol {\nabla }}({\boldsymbol {\nabla }}\times \mathbf {v} )\qquad \square }$
# Micromechanics of composites/Proof 9

Proof:
The infinitesimal strain tensor is given by
    ${\boldsymbol {\varepsilon }}={\frac {1}{2}}({\boldsymbol {\nabla }}\mathbf {u} +{\boldsymbol {\nabla }}\mathbf {u} ^{T})~.$
Therefore,
    ${\boldsymbol {\nabla }}\times {\boldsymbol {\varepsilon }}={\frac {1}{2}}[{\boldsymbol {\nabla }}\times ({\boldsymbol {\nabla }}\mathbf {u} )+{\boldsymbol {\nabla }}\times ({\boldsymbol {\nabla }}\mathbf {u} ^{T})]~.$
Recall that
    ${\boldsymbol {\nabla }}\times ({\boldsymbol {\nabla }}\mathbf {u} )=\mathbf {0} \qquad {\text{and}}\qquad {\boldsymbol {\nabla }}\times ({\boldsymbol {\nabla }}\mathbf {u} ^{T})={\boldsymbol {\nabla }}({\boldsymbol {\nabla }}\times \mathbf {u} )~.$
Hence,
    ${\boldsymbol {\nabla }}\times {\boldsymbol {\varepsilon }}={\frac {1}{2}}[{\boldsymbol {\nabla }}({\boldsymbol {\nabla }}\times \mathbf {u} )]~.$
Also recall that
    ${\boldsymbol {\theta }}={\frac {1}{2}}{\boldsymbol {\nabla }}\times \mathbf {u} ~.$
Therefore,
    ${{\boldsymbol {\nabla }}\times {\boldsymbol {\varepsilon }}={\boldsymbol {\nabla }}{\boldsymbol {\theta }}\qquad \square }$
# Microprocessors/Learning project

Below is the project statement :
   Design a microprocessor based EPROM programmer to program 2716.The EPROM can be programmed by applying 25V at VPP and 5V at OE pin. Initially all data of EPROM will be 1's and the user should make the bits zero selectively. The bit parallel data is applied to the data output pins (D0-D7). The address for the EPROM is provided through the address pins. To program the address of each location to be programmed should be stable for 55ms.When address and data are stable, a 50ms active high pulse is applied to CE input.
# MyOpenMath

MyOpen math hosts a collection of exam questions licensed under Creative Commons
This resource is devoted to resources found on MyOpenMath, which hosts teaching materials licensed under Creative Commons.
* 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

### motionSimpleArithmetic

Click each image to expand. The first shows a 5 question quiz so simple one only needs to calculate the area of a triangle or rectangle. The arithmetic is so simple that no calculator is required Attribution for the questions can be found at https://www.myopenmath.com/course/showlicense.php?id=338885-338947-338948-339180-339417
The other three images shown below are solutions written by a student. The plan is convert all the quizzes in Quizbank. This quiz replaces QB/b motionSimpleArithmetic
o
The implications of the relating area under a velocity curve to distance travels has a number of consequences for Calculus. See for example:
* Riemann sum
* Fundamental theorem of calculus

### Overcoming the transient nature of Wikipedia and Wikversity

The two links above are to permalinks, meaning that whatever was on that page when those links were created is permanent and not subject to vandalism. It is also possible for instructors to page-protect Wikiversity resources like this one.

### WikiJournal of Science

The Wikijournal of Science is a peer reviewed journal currently hosted on Wikiversity. Teachers and advanced students with a novel way to teach a topic might consider submitting an article to that journal.

### Subpages

Complex phasors Special:Prefixindex/MyOpenMath/

### Footnote

* ↑ See also other "link" at dtag_v&ggB2.com
* ↑ .No calculator needed, but some might need to count on their fingers
# Musical transcription

Learning project on musical transcription. On this page, we are experimenting on how to build a community to perform musical transcriptions on request.

## Current challenges

Here, we pick a musical clip: Image:CQ music.ogg. We will be transcribing "The Wiki Wiki way" part. This is in the first 2 minutes of the clip.

## Chords

A good key signature seems to be either E major or A major. Choose E major, assuming the final chord ends on the tonic.