OpenLLM-France/wikimedia huggingface dataset:
# Low Vision Rehabilitation/2ː Optical management of low vision/questions related to Mr Fredericks

1. Mr Fredericks is struggling to read and obviously needs some kind of magnification to assist him. Consider the following types of magnification and discuss whether or not each type would be suitable for him. (Think about the different tasks he might perform with the different types of magnification). Where appropriate, indicate how you would introduce that type of magnification in a practical way for him. You should consider:
* Angular magnification
* Relative distance magnification
* Relative magnification
* Relative size magnification
2. What strength of magnification do you think would be most appropriate for Mr Fredericks? Justify your answer using references from the reading material or your lecture notes. 3. Apart from increasing magnification, are there any other considerations you have to factor in based on the information you have about him? 4. What is acuity reserve? Why is it important to consider this when prescribing magnification?
5. Now that you have selected the magnifier most suitable for Mr Fredericks, what advice should you give him? Hint: Alan Johnston’s article has some good tips for advice to patients. 6. Mr Fredericks has a Department of Veterans’ Affairs gold card. He fought in World War II in Burma. Is this important? Why/why not?
# Low Vision Rehabilitation/Introduction

Welcome to See Well Australia, a fictional organisation upon where case scenarios will be set.
For over 50 years, See Well Australia has provided services to people with low vision and blindness with the core aim of preventing vision impairment and managing the impact of low vision. Their mission statement is to empower patients as they learn to manage and live with vision impairment of varying degrees. Your mentors at See Well Australia are orthoptists that have considerable experience in understanding the impact of vision impairment, managing patients with a variety of ocular conditions that cause low vision and developing intervention programs tailored to suit the individual.
You have just been employed as an orthotpist at See Well Australia. Your internship lasts for 9 weeks. During this time you will work toward completing the subject's learning objectives.
In addition to the learning objectives, additional themes are embedded through the subject:
* Impact of vision impairment (physical, psychosocial & functional). Concepts include: factors that affect adjustment to sight loss, stages of dealing with loss/grief, impact of family and cultural reactions, how life stage impacts upon this process, personality issues and last but not least vision impairment and depression (how to recognise it and assist/refer a patient appropriately).
* Evidence for low vision interventions. Students will investigate the evidence for various low vision interventions and satisfaction with low vision services to determine whether these are effective.
* Assessment, program development and management of a patient with low vision. Students will learn how a low vision examination differs from a conventional orthoptic assessment and modify clinical tests for the purposes of low vision assessment. Comparison will be made between routine clinical assessment and assessment specific to the vision impaired and determining functional vision from clinical and other assessments. Discussion will also include identifying a successful LV patient and prognostic factors.
* Patient education and modifying their environment.
* Consideration of stage of life. Different considerations will need to be given to school students compared with older-aged retirees and other circumstances for working age adults will impact on their emotional state, needs and appropriate low vision interventions.
# Low Vision Rehabilitation/1ː What is low vision and low vision rehabilitation?/set of questions

* Why is it important to a patient that we define disability or vision impairment?
* How does the World Health Organization (WHO) define ‘low vision’?
* According to the WHO definition, can you classify Mrs Scope as having ‘low vision’?
* What is the definition of ‘impairment’? How does this definition specifically relate to vision?
* Do you think Mrs Scope has an ‘impairment’? Discuss.
* Define ‘disability’ and explain how this relates to the sense of vision.
* Do you think Mrs Scope is disabled? Explain why/why not.
* Define ‘handicap’ and explain whether this definition can be applied to Mrs Scope.
* Do you think you have enough information about her case history in order to classify Mrs Scope as either having impairment, disability or handicap? What other information would you need?
# Low Vision Rehabilitation/1ː What is low vision and low vision rehabilitation?/questions

* Of a composition of the total cost of vision disorders in 2004, what is the total cost of suffering? What do you think “cost of suffering” means? Explain your answer in the context of Mrs Scope.
* On page 4 of the report it states: “the share of pharmaceutical costs has increased to 11.4% of the total and of ‘other health practitioners’ to 10.6%. Why would this be so? What would contribute to this?
* There are significant indirect costs associated with vision impairment. In the context of Mrs Scope, explain how each indirect cost could impact on her life.
* Mrs Scope is 73 years old and she is expected to live quite a few more years, especially as she is generally healthy. What are the most likely reasons that her vision impairment would prevent healthy and independent ageing in her case?
* What are the top 3 causes of blindness in people aged over 40 in Australia?
* What age groups are most pre-disposed to each of the 3 causes you selected?
* What are the projected forecasts for visual impairment and blindness in Australia for the future?
* Why is addressing vision impairment a serious issue in this country?
# Making a film

Here at Wikiversity, we learn by doing.

## Brainstorming

* Brainstorming

## Scripts

Practice writing scripts, work on developing scripts and learn by collaboratively editing and writing scripts.
* /Scripts/Practice 1
# Making tea experiment

Why do we make tea with hot water? This experiment is intended for pre-k students and is appropriate for ages of 4-10.

## Materials

* Two glass cups
* Hot and cold water
* Two tea bags
* Stopwatch (optional)
* Printable worksheet (optional)

## Experiment

Get two clear glasses of the same size. Drop an tea bag in each glass. Optional: Start a timer.
Fill one glass up with cold water. Fill the second one up with hot or boiling water.
Watch the tea steep. Observe the early colour of the cold tea. You may want to also use a glass of water with no tea bag to compare the colour.

## Form a hypothesis

Will the tea steep faster in hot water or cold water? Older children may wish to write down their answer in the printable worksheet provided in the materials section.

## Results

Did the tea steep faster in hot our cold water? Was your hypothesis correct?
# Malaysian Law

* Malaysian Law Learning Project
* part of the School of Law
# Making classroom videos for learning resources

There have been a few mentions lately about making classroom videos for learning resources on Wikiversity, and as companion media for textbooks on wikibooks (see talk page). This resource is about how to make these videos, upload them, and integrate them into materials on Wikimedia's wikis.

## Permissions, and how to document them

British schools I know now get parents to sign a coverall permission as their school enters education. It can be that some students have prents who object but they know who they are and will volunteer that they should not be photographed. In the uk there is a lot a paranoia about pictures but this approach enables photography to take place. 86.145.218.207 20:33, 9 February 2009 (UTC)

### For minors

As far as I know, here in the U.S., the image or voice of a minor may not be used in any way without the express permission of that minor's legal guardian. I taught Mass Communications for a time at my high school in Washington, D.C. (McKinley Technology). Part of my lesson planning involved students creating audio and video for class projects. Since the idea was to create audio or video podcasts and to make those available on our McKinley Tech Web page, I created a "permission form" for parents/guardians of minors to sign. In that form, I made it clear that the intent was to allow my students to learn how to edit audio and video.
This permission form expressly said that the images and voices might be posted on the McKinley Tech Web page. That implies the viewability of all images by the entire Internet community.
When my students went out on a video/audio taping assignment, they took some of these forms with them. If any of my students recorded the voice or image of another student, the subject of the taping was handed a form to take home and return signed. Legal experts may point out that this appears to be an after-the-fact grant of permission. Strictly speaking, that's probably true.
Our school also has a working relationship with a DC-government-owned TV station. None of our in-class projects advanced to the level of broadcast-quality material so we never explored the need to get a separate, signed permission form to broadcast the images of students.
There is probably a legal distinction between granting permission to Webcast an image or voice and granting permission to broadcast an image or voice. At the moment, I don't know how to define that distinction.
# Making sense of quantum mechanics/observational properties

a definition of "observational": experimental; relying on observation or experiment
The definition above is what I found in a Google search and I hope it is a good starting point. My understanding is that "observation" plays a rather fundamental and controversial role in quantum mechanics, so I want to be clear about the terminology "observational properties".
If I think about the position or velocity of a nail, it is easy to think of ways to measure position or velocity. The position of a nail at a particular time can be observed. However, I am uncomfortable with the idea that the position "relies on observation or experiment". In my mind, a nail has position even if there is no observation or experiment done to measure the position.
In quantum mechanics, is there a distinction to be made between "observable property", "observed property" and "observational property"?
I'm not sure what distinction is being drawn by the term "observational properties". Are there also "non-observational properties"?
# Malaysian Law/History/English law
## Civl Law Act 1956
### Section 3

Application of English law in Malaysia generally. When no specific laws have been made in Malaysia:
    In Peninsular Malaysia, application of English common law and rules of equity as administered in England on 7 April 1956.
    In Sabah, application of English common law, rules of equity, together with statutes of general application, as administered or in force in England on 1 December 1951.
    In Sarawak, application of English common law, rules of equity, together with statutes of general application, as administered or in force in England on 12 December 1949.
Provided always that the said common law, rules of equity and statutes of general application shall be applied so far as the circumstances of Malaysia and their respective inhabitants permit and subject to such qualifications as circumstances render necessary.

#### Cases

Absence of local legislation:
* Yong Joo Lin v Fung Pui Fong
* Attorney-General, Malaysia v Manjeet Singh Dhillon
    Decision followed by Murray Hiebert v Chandra Sri Ram.
Cut-off dates:
* Sri Inai (Pulau Pinang) Sdn Bhd v Yong Yet Swee & Ors
* Jamil bin Harun v Yang Kamsiah & Anor
Local circumstances:
# PlanetPhysics/Finite Quantum Group

A finite quantum group $Q_{Gf}$ is a pair $(\mathbb {H} ,\Phi )$ of a finite-dimensional \\ $C^{*}$-algebra $\mathbb {H}$ with a comultiplication $\Phi$ such that $(\mathbb {H} ,\Phi )$ is a Hopf $^{*}$-algebra.
# PlanetPhysics/Finite Quantum Group 2
## Finite Quantum (Hopf) Algebra

Recall that: A finite quantum group $Q_{Gf}$ is a pair $(\mathbb {H} ,\Phi )$ of a finite-dimensional $C^{*}$-algebra $\mathbb {H}$ with a comultiplication $\Phi$ such that $(\mathbb {H} ,\Phi )$ is a Hopf $^{*}$-algebra.
A finite quantum algebra $A_{Gf}$ is the dual of a finite quantum group $Q_{Gf}=(\mathbb {H} ,\Phi )$ as defined above. In the case of a commutative group, its dual commutative Hopf algebra is obtained by Fourier transformation of its dual finite Abelian quantum group elements.
# PlanetPhysics/Flux of Vector Field

Let ${\vec {U}}\;=\;U_{x}{\vec {i}}+U_{y}{\vec {j}}+U_{z}{\vec {k}}$ be a vector field in $\mathbb {R} ^{3}$\, and let $a$ be a portion of some surface in the vector field.\, Define one side of $a$ to be positive; if $a$ is a closed surface, then the positive side must be the outer surface of it.\, For any surface element $da$ of $a$, the corresponding vectoral surface element is $d{\vec {a}}\;=\;{\vec {n}}\,da,$ where ${\vec {n}}$ is the unit normal vector on the positive side of $da$.
The flux of the vector ${\vec {U}}$ through the surface $a$ is the surface integral $\int _{a}{\vec {U}}\cdot d{\vec {a}}.$\\
Remark. \, One can imagine that ${\vec {U}}$ represents the velocity vector of a flowing liquid; suppose that the flow is stationary, i.e. the velocity ${\vec {U}}$ depends only on the location, not on the time.\, Then the scalar product ${\vec {U}}\cdot d{\vec {a}}$ is the volume of the liquid flown per time-unit through the surface element $da$; it is positive or negative depending on whether the flow is from the negative side to the positive side or contrarily.
Example. \, Let\, ${\vec {U}}=x{\vec {i}}+2y{\vec {j}}+3z{\vec {k}}$\, and $a$ be the portion of the plane \,$x+y+x=1$\, in the first octant ($x\geqq 0,\;y\geqq 0,\,z\geqq 0$) with the positive normal away from the origin.
One has the constant unit normal vector: ${\vec {n}}\;=\;{\frac {1}{\sqrt {3}}}{\vec {i}}+{\frac {1}{\sqrt {3}}}{\vec {j}}+{\frac {1}{\sqrt {3}}}{\vec {k}}.$ The flux of ${\vec {U}}$ through $a$ is $\varphi \;=\;\int _{a}{\vec {U}}\cdot d{\vec {a}}\;=\;{\frac {1}{\sqrt {3}}}\int _{a}(x+2y+3z)\,da.$
However, this surface integral may be converted to one in which $a$ is replaced by its projection $A$ on the $xy$-plane, and $da$ is then similarly replaced by its projection $dA$; $dA=\cos \alpha \,da$ where $\alpha$ is the angle between the normals of both surface elements, i.e. the angle between ${\vec {n}}$ and ${\vec {k}}$: $\cos \alpha \;=\;{\vec {n}}\cdot {\vec {k}}\;=\;{\frac {1}{\sqrt {3}}}.$ Then we also express $z$ on $a$ with the coordinates $x$ and $y$: $\varphi \;=\;{\frac {1}{\sqrt {3}}}\int _{A}(x+2y+3(1-x-y))\,{\sqrt {3}}\,dA\;=\;\int _{0}^{1}\left(\int _{0}^{1-x}(3-2x-y)\,dy\right)dx\;=\;1$
# PlanetPhysics/Focal Depth

Focal depth is the distance between the Epicentre and Hypocentre of an earthquake. It can be thought of as the $z$ coordinate of an earthquake location, assuming, as is usually the case, that the positive $z$ axis points into the earth.
# PlanetPhysics/Fluorescence Correlation Spectroscopy FCS2

\htmladdnormallink{Fluorescence correlation spectroscopy {http://planetphysics.us/encyclopedia/FluorescenceCrossCorrelationSpectroscopy.html} (FCS)} is a laser spectroscopy technique that monitors correlations between \htmladdnormallink{molecules {http://planetphysics.us/encyclopedia/Molecule.html} or particle motions in solutions or gels}. It has numerous applications in physical chemistry, microscopy, biophysical chemistry, biochemistry and biomedicine, inclusiv detection of virus particles such as those causing HIV, and the papilloma viruses. It casn also be employed to determine diffusion coefficients and molecular diffusion curves/molecular paths and correlation times in the millisecond to picosecond range.
more to come... $http://planetphysics.org/?op=getobj\&from=papers\&id=126$
See also -Fluorescence cross-correlation spectroscopy -Dynamic light scattering - Fluorescence spectroscopy -Diffusion coefficient
# PlanetPhysics/Fluorescence Cross Correlation Spectroscopy FCCS

\htmladdnormallink{Fluorescence correlation spectroscopy {http://planetphysics.us/encyclopedia/FluorescenceCrossCorrelationSpectroscopy.html} (FCS)} is a laser spectroscopy technique that monitors correlations between \htmladdnormallink{molecules {http://planetphysics.us/encyclopedia/Molecule.html} or particle motions in solutions or gels}.
Fluorescence cross-correlation spectroscopy (FCCS) was introduced by Eigen and Rigler in 1994 and experimentally realized by Schwille in 1997.It extends the fluorescence correlation spectroscopy (FCS) procedure by introducing high sensitivity for distinguishing fluorescent particles which have a similar diffusion coefficient. FCCS uses two species which are independently labelled with two spectrally separated fluorescent probes. These fluorescent probes are excited and detected by two different laser light sources and detectors commonly known as green and red respectively. Both laser light beams are focused into the sample and tuned so that they overlap to form a superimposed confocal observation volume.
...more to come
See also: $http://planetphysics.org/?op=getobj\&from=papers\&id=126$
# PlanetPhysics/First Law of Thermodynamics

The amount of work required to change the state of an otherwise adiabatically isolated system depends only on the initial and final states, and not on the means by which the work is performed, or on the intermediate stages through which the system passes.
Transformations between different equilibrium states can be achieved by applying work or heat to the system. The first law states that both work and heat are forms of energy, and that the total energy is conserved.
References
This is a derivative work from [1] a Creative Commons Attribution-Noncommercial-Share Alike 3.0 work
[1] MIT OpenCourseWare, 8.333 Statistical Mechanics I: statistical mechanics of particles, Fall 2007
# Music performances

Welcome to the Music performances audio project! This is the place where you can collaborate by performing free musical pieces, like those of Beethoven, Chopin, Mozart, etc. It will be an easy task; we need musicians. It will be done in steps.
* Get your royalty free score at http://imslp.org, for instance, Moonlight sonata score. You can find them in other websites too, as long as the license is appropriate for Wikiversity and Wiki Campus Radio.
* Play the song on your favorite instrument, including voice.
* Upload your file and request it for WCR.

## Collaborators

* David: I will perform classical music, specially Beethoven and Chopin sonatas and valses. See my performance of the Moonlight sonata at youtube
* Gaidheal1 17:07, 2 March 2010 (UTC) I would love to contribute some recordings. I am currently without a computer, but expect this to be rectified shortly.
* Add yourself

## Requests (for recording/performance)

* Skye Boat Song (Ideally on Pipes)
* Amazing Grace (Ideally on Pipes)
* Beethoven 3rd Symphony
* Tchaikovsky 1st Piano Concerto
# Musical instruments/Ocarina

The ocarina is a woodwind instrument developed in 19th Century Italy. Earlier instruments existed which functioned in the same manner, namely a globular flute with fipple mouthpiece, including the bird whistles of the North and South American Indians and the gemshorns of Renaissance Europe. But the earlier antecedents of the ocarina did not have enough range to be widely used as musical instruments.
The 19th Century ocarina was made of clay, and had a range of over an octave. The shape was similar to a sweet potato. Sets of ocarinas in various sizes were made, and small orchestras toured playing light classics on them, popularizing the instrument throughout Europe. They were also exported to the United States by the early 20th Century and sold by the popular catalogue merchants, such as Sears.
The Ocarina in Video Games
Most likely because of its beautiful tone, the Ocarina was featured in one of the most famous Video Games of all time. The Legend of Zelda: Ocarina of Time used the ocarina as a teleportation device, among other things. While pressing the "C-Stick", players can produce different notes on the Ocarina, and by using the "D-Pad", players can produce Flat and Sharp notes on the Ocarina.
# Musical instruments

A musical instrument is a device created or adapted to make musical sounds. In principle, any object that produces sound can be considered a musical instrument—it is through purpose that the object becomes a musical instrument.

## Resources

Special:Prefixindex/Musical instruments/
# Musical instruments/Keyboard instruments
## Classical Keyboard Instruments
### The Organ

The pipe organ was among the first of the keyboard instruments during the Baroque period. It produces notes by allowing air to flow through reeds called pipes, causing a somewhat 'tooty' sound. Organs were very popular in church music, and was often viewed as an instrument of praise. Baroque composers, however, took the instrument very seriously and professional musicians were thought of as very accomplished. Famous organ composers include Johann Sebastian Bach, Nicolaus Bruhns and Johann Pachelbel.

### The Harpsichord

The harpsichord is a baroque instrument which plucks a string rather than hammering it, and in this way produces a brash 'twang' compared to a piano's gentle 'plink.' However, it was the most popular instrument during the baroque era, and indeed many composers wrote their greatest works upon the harpsichord. It is also often used as an accompaniment with string ensembles. While the demand for harpsichords is much less compared to that of pianos', many ensembles employ it for the true 'baroque feel.' Famous baroque composers include Johann Sebastian Bach, Antonio Vivaldi and Georg Phillip Telemann.

### The Piano

The pianoforte (Italian: soft, loud) is possibly the most well-known and commonly used keyboard instrument in the world. It differs from the harpsichord in the respect that the notes are able to be played with varying degrees of volume. This revolutionised musical history and allowed composers many new possibilities within their works which were impossible with the harpsichord. The piano also has three pedals to change the type of sound it produces - the damper pedal, for increased vibration and legato - the middle pedal, for sustaining notes to enable other notes to be played - and the soft pedal, which softens the sound of the notes. The piano is a very popular instrument in western composition as the structure allows the combination of melodies and harmonies on a single keyboard. Famous composers for the piano include Franz Liszt, Frederic Chopin, Wolfgang Amadeus Mozart, and Scott Joplin.

## Links

* Keyboard Instrument on Wikipedia
# Music production

Music production is a an artistic endeavor in which art is created using air as a medium of artistic communication. Many university and colleges have music production programs.

## Discussion question

* How can music positively impact the lives of listeners?
* What are some different styles of music production?
* What are different methods of music production?
* Why is it that music can elicit emotions?

## Readings

* Rhyme schemes by set partition - in creating lyrics (whether rap or singing) rhyming can be helpful sometimes

### Wikipedia

* Audio engineer
* Hip hop production
* Ableton Live
* List of music software
* Digital audio workstation

## Learning videos

* How To Turn Loops Into Full Songs
* Making a Traditional Hip-Hop Beat | FL Studio Tutorial