OpenLLM-France/wikimedia huggingface dataset:
# Payment Documentation Requirements/Activities

| Unit 4.7-Payment Documentation Requirements | Introduction | Required Documents | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Activity

Activity 1
Using the International Documentation Listing provided, identify the documents that are issued by an
* importer.
* exporter.
Identify what each of the documents is used for.
Activity 2
Using the International Documentation Listing provided, identify the documents that are used by
* importing customs.
* banks.
Identify what each of the documents is used for.
# PlanetPhysics/Velocity of Wave

The monochromatic wave is the fundamental model of the wave motion.\, The vibration in every point along the way of wave motion is harmonic and has the same period time $T$ and the frequency \,$f={\frac {1}{T}}$.\, The wave length $\lambda$ of the wave motion is the displacement which the wave propagates in a period time with its velocity $v$: $\lambda =vT=v/f$ Thus the formula $v=f\lambda$ is valid for the wave motion.
# PlanetPhysics/Vibrational and Rotational Spectroscopy
## Vibrational and Rotational Spectroscopy (VRS)

This is a new contributed topic on Spectroscopy, focused primarily on Vibrational Spectroscopy and Vibro-rotational spectroscopy, including but not limited to:
* Infrared Spectroscopy (IR)
* Near Infrared Spectroscopy (NIR)
* Raman scattering
* microwave Spectroscopy (MS)
* Fourier transform spectroscopy
* Chemical-Hyperspectral Imaging
* Fluorescence correlation spectroscopy (FCS) and FCCS
* Vibrational Circular Dichroism (VCD)
* neutron spectroscopy
* Extended X-ray Absorpion Fine Structure (EXAFS)
* new3
* new4
* new5
* new6
* new7

### See also:

* NIR wiki website
* Vibrational Circular Dichroism paper at PPhysics
* A textbook at PPhysics:"Vibrational-Rotational Spectroscopy, Fluorescence and Chemical-Hyperspectral Imaging"
NIR wiki website
# PlanetPhysics/Wave Equation

Any wave equation describes the propagation in space-time of a wave (or periodic motion, oscillation, `physical perturbation' or `signal') in terms of certain types of differential equations (such as partial differential ones); the solutions of such wave equations--usually with additonal boundary conditions-- are either propagating or stationary waves; there are numerous types of waves, and thus, there are many different types of wave equations. The following is a short list of such wave equations, that is however not intended to be comprehensive.

### Types of Wave Equations:

* Elastic wave equation and Hook's Law
* Equation for sound wave propagation
* Wave equation for heat transfer;
* Laplace wave equation;
* Maxwell's equations for electromagnetic wave propagation;
* Schr\"odinger 'wave' equation for electrons (see also Hamiltonian operator);
* Heisenberg's quantum dynamic equations (see also Hamiltonian operator and quantum harmonic oscillator and Lie algebra);
* Dirac relativistic wave equation;
* soliton wave equations;
* spin wave equations;
* Einstein's gravitational wave equations;

### Examples:

In its simplest form, the wave equation refers to a scalar function $w$ that satisfies:
$\partial ^{2}(w) \over {\partial t^{2}}$ = $c^{2}\nabla ^{2}u,$
where $\nabla ^{2}$ is the Laplace operator, and where $c$ is a fixed constant equal to the propagation speed of the wave.
# PlanetPhysics/Vladimir G Drinfeld

Vladimir Gershonovich Drinfel'd (born 1954) Ukrainian mathematician and mathematical physicist.
Drinfel'd amongst other new concepts introduced quantum groups, indicating also the connection between the quasi-triangular Hopf algebras and solutions of the Quantum Yang-Baxter equations involving the R-matrix in reverse scattering problems. Subsequently, quantum groups have become a field of thorough mathematical investigation and the construction of finite quantum groups from Hopf algebras or, more recently, from Hopf C*-algebras has been carried out in detail via Fourier transformation as such finite groups are dual to certain Hopf C*-algebras. Then, he introduced the quantum double construction that will lead later to quantum supergroups and quantized enveloping superalgebras that play a role in developing supersymmetric quantum gravity theories. Drinfel'd modules and Drinfel'd twists are also named after him.
Vladimir Gershonovich Drinfel'd was awarded and accepted at 36 the Fields medal, in 1990.
# PlanetPhysics/Velocity

The velocity of an object is the time derivative of its position. It is usually denoted by the symbol $v$ or by ${\dot {x}}$ (where $x$ stands for position and the dot for the time derivative). Velocity can be considered either as a vector quantity or as a scalar quantity. If there is more than one spatial dimension and the direction of motion is important, the vector quantity $\mathbf {v}$ is used. In the case of one spatial dimension, it is common to view the velocity as a scalar quantity, $v$ (although it is formally a vector with only one component). In both cases, if only the magnitude of the velocity is of importance, the speed can be used, which is defined as the absolute value of the velocity and is also denoted by $v$, or by $\vert \mathbf {v} \vert$.
The SI unit of velocity is $\mathrm {m/s}$ (metres per second). Other units of velocity are also used, such as kilometres per hour ($\mathrm {km/h}$) and the speed of light, $c=299\,792\,458\;\mathrm {m/s}$.
The definition of velocity can be written as $\mathbf {v} \equiv {\frac {\mathrm {d} \mathbf {x} }{\mathrm {d} t}}.$ In addition to this definition of velocity as the instantaneous rate of change of the position, the average velocity , or the change in position $\Delta \mathbf {x}$ over a specified period of time $\Delta t$, is also used: $\mathbf {\bar {v}} \equiv {\frac {\Delta \mathbf {x} }{\Delta t}}.$
In classical mechanics, the velocity of an object with mass $m$ enters into the equations for its momentum, $\mathbf {p} \equiv m\mathbf {v}$ and its kinetic energy, $E_{\mathrm {kin} }\equiv {\frac {1}{2}}mv^{2}.$ Notice that this last equation is an example where only the speed of the object, and not the direction of motion, is important.
In special (and general) relativity, there are two distinct concepts of velocity. The first, called coordinate velocity , is the rate of change of the position of an object with respect to time as measured by the observer : $v^{\mu }\equiv {\frac {\mathrm {d} x^{\mu }}{\mathrm {d} t}}.$ The second, called proper velocity or world velocity , is the derivative of the position of the object with respect to its proper time , $\tau$: $u^{\mu }\equiv {\frac {\mathrm {d} x^{\mu }}{\mathrm {d} \tau }}$ Only the proper velocity is a vector in the full sense of the word: to express the proper velocity in a different coordinate system, all that needs to be done is multiplying the vector on the left by the Jacobian matrix of the coordinate transformation (in the case of Lorentz transformations in special relativity, this is just The Lorentz transformation matrix itself). In mathematical terms, this is a consequence of the fact that the proper velocity is a tangent vector to the spacetime manifold. To express the coordinate velocity in a different coordinate system, on the other hand, the relation between coordinate time and proper time in each of the two coordinate systems needs to be taken into account.

## External Links

* Velocity calculator by calculators.tech: https://www.calculators.tech/velocity-calculator
# PlanetPhysics/Volume

Volume is a property associated with a finite region of space. The volume occupied by a given region of space $\Omega$ is typically denoted by the symbol $V$. It is always possible to subdivide a given region into smaller sub-regions. The symbol $dV$ is often used to denote the volume occupied by an arbitrarily small region of space. Thus the total volume occupied by $\Omega$ can be expressed as: $V=\int _{\Omega }dV$
# PlanetPhysics/Vector Space 2

Let $F$ be a field (or, more generally, a division ring). A vector space $V$ over $F$ is a set with two operations, $+:V\times V\longrightarrow V$ and $\cdot :F\times V\longrightarrow V$, such that
* $(\mathbf {u} +\mathbf {v} )+\mathbf {w} =\mathbf {u} +(\mathbf {v} +\mathbf {w} )$ for all $\mathbf {u} ,\mathbf {v} ,\mathbf {w} \in V$
* $\mathbf {u} +\mathbf {v} =\mathbf {v} +\mathbf {u}$ for all $\mathbf {u} ,\mathbf {v} \in V$
* There exists an element $\mathbf {0} \in V$ such that $\mathbf {u} +\mathbf {0} =\mathbf {u}$ for all $\mathbf {u} \in V$
* For any $\mathbf {u} \in V$, there exists an element $\mathbf {v} \in V$ such that $\mathbf {u} +\mathbf {v} =\mathbf {0}$
* $a\cdot (b\cdot \mathbf {u} )=(a\cdot b)\cdot \mathbf {u}$ for all $a,b\in F$ and $\mathbf {u} \in V$
* $1\cdot \mathbf {u} =\mathbf {u}$ for all $\mathbf {u} \in V$
* $a\cdot (\mathbf {u} +\mathbf {v} )=(a\cdot \mathbf {u} )+(a\cdot \mathbf {v} )$ for all $a\in F$ and $\mathbf {u} ,\mathbf {v} \in V$
* $(a+b)\cdot \mathbf {u} =(a\cdot \mathbf {u} )+(b\cdot \mathbf {u} )$ for all $a,b\in F$ and $\mathbf {u} \in V$
Equivalently, a vector space is a module $V$ over a ring $F$ which is a field (or, more generally, a division ring).
The elements of $V$ are called vectors, and the element $\mathbf {0} \in V$ is called the zero vector of $V$.
This entry is a copy of the GNU FDL vector space article from PlanetMath. Author of the original article: djao. History page of the original is here
# Physics for beginners/19-a cosmic perspective

* Powers of Ten (10-minute Youtube)
* Same thing with a Java program you can contol

#### Announcements

Each subpage is devoted to a chapter of Matthew Raspanti's original work. Click the image of the pdf file shown to the right to read the chapter.
* To read other works by this author visit http://www.thenatureofthings.info/index.html

## CONTENTS

* Click for link to Physics for beginners as a single pdf file
# Physics for beginners/Journal

Meanwhile, here is a collection of images that contributors might wish to use:
vtePhysics for beginners/Journal :
00-PREFACE (pdf)
01-INTRODUCTION (pdf)
02-HEAVENLY MOTIONS (pdf)
03-LAWS OF MOTION  (pdf)
04-ENERGY  (pdf)
05-ATOMS AND MOLECULES  (pdf)
06-PARTICLES IN MOTION  (pdf)
07-WAVES  (pdf)
08-LIGHT  (pdf)
09-ELECTROMAGNETISM  (pdf)
10-A PUZZLING INCONSISTENCY  (pdf)
11-THE ELUSIVE ETHER (pdf)
12-SPECIAL RELATIVITY (pdf)
13-GENERAL RELATIVITY (pdf)
14-INSIDE THE ATOM(pdf)
15-THE QUANTUM LEAP (pdf)
16-QUANTUM MECHANICS (pdf)
17-QUANTUM INTERPRETATIONS (pdf)
18-FUNDAMENTAL PARTICLES AND FORCES (pdf)
19-A COSMIC PERSPECTIVE (pdf)
20-POSTSCRIPT REFERENCES INDEX NOTES (pdf)
>>FULL pdf file :
Physics for beginners/Journal/Announcements This chart has been commented out.
    List of subpages
# Physics for beginners/18-fundamental particles and forces
#### Announcements

Each subpage is devoted to a chapter of Matthew Raspanti's original work. Click the image of the pdf file shown to the right to read the chapter.
* To read other works by this author visit http://www.thenatureofthings.info/index.html

## CONTENTS

* Click for link to Physics for beginners as a single pdf file
# Physics for beginners/20-postscript references index notes
#### Announcements

Each subpage is devoted to a chapter of Matthew Raspanti's original work. Click the image of the pdf file shown to the right to read the chapter.
* To read other works by this author visit http://www.thenatureofthings.info/index.html

## CONTENTS

* Click for link to Physics for beginners as a single pdf file
# Phytochemicals/Scoulerine

Scoulerine, also known as discretamine and aequaline, is an alkaloid found in the Opium poppy, Croton flavens, and certain plants in the Erythrina genus. Studies show that scoulerine is an antagonist at the α$_2$-adrenoceptor, α$_{1D}$-adrenoceptor and 5-HT receptor. It has also been found to be a GABA$_A$ receptor agonist.
# Pi/Zero of cosine/Introduction/Section

This page is a small or not so small module that is part of modular mathematics. Its usefulness may only be apparent if one checks the what-links-here function to see in which course/larger page this module is used.
The number $\pi$ is the area and half of the circumference of a circle with radius $1$. But, in order to build a precise definition for this number on this, we would have first to establish measure theory or the theory of the length of curves. Also, the trigonometric functions have an intuitive interpretation at the unit circle, but also this requires the concept of the arc length. An alternative approach is to define the functions sine and cosine by their power series, and then to define the number $\pi$ with the help of them, and establishing finally the relation with the circle.

## Lemma

The cosine function has, within the real interval $[0,2]$, exactly one

### Proof

We consider the cosine series
    $\cos x=\sum _{n=0}^{\infty }{\frac {(-1)^{n}x^{2n}}{(2n)!}}\,.$
For $x=0$, we have $\cos 0=1$. For $x=2$, one can write
    ${\begin{aligned}\cos 2&=1-{\frac {2^{2}}{2!}}+{\frac {2^{4}}{4!}}-{\frac {2^{6}}{6!}}+{\frac {2^{8}}{8!}}-\ldots \\&=1-{\frac {2^{2}}{2!}}{\left(1-{\frac {4}{3\cdot 4}}\right)}-{\frac {2^{6}}{6!}}{\left(1-{\frac {4}{7\cdot 8}}\right)}-\ldots \\&=1-2(2/3)-\ldots \\&\leq -1/3.\end{aligned}}$
Hence, due to the intermediate value theorem, there exists at least one zero in the given interval. To prove uniqueness, we consider the derivative of cosine, which is
    $\cos 'x=-\sin x\,,$
due to fact. Hence, it is enough to show that sine is positive in the interval $]0,2[$, because then cosine is strictly decreasing by fact in the interval and there is only one zero. Now, for $x\in0,2]}$, we have
    ${\begin{aligned}\sin x&=x-{\frac {x^{3}}{3!}}+{\frac {x^{5}}{5!}}-{\frac {x^{7}}{7!}}+\ldots \\&=x{\left(1-{\frac {x^{2}}{3!}}\right)}+{\frac {x^{5}}{5!}}{\left(1-{\frac {x^{2}}{6\cdot 7}}\right)}+\ldots \\&\geq x{\left(1-{\frac {4}{3!}}\right)}+{\frac {x^{5}}{5!}}{\left(1-{\frac {4}{6\cdot 7}}\right)}+\ldots \\&\geq x/3\\&>0.\end{aligned}}$
$\Box$

## Definition

Let $s$ denote the unique (according to fact) real zero of the cosine function in the interval $[0,2]$. Then the number $\pi$ is defined by
    $\pi :=2s\,.$
# Pi multiplied with a million/Approximation/Exercise

We want to find a rational approximation for the number $1000000\pi$, such that the deviation of the true value should be at most ${\frac {1}{1000}}$. How good has to be an approximation for $\pi$ such that we obtain the asked for approximation?
# Piaget

Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.
Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. Everyone is invited to help add useful content to Wikiversity. If you need help learning how to add content, see the editing tutorial and Welcome, newcomers. Visit the Colloquium if you have any questions.
# Pi/Real cosine function/Definition

This page is a small or not so small module that is part of modular mathematics. Its usefulness may only be apparent if one checks the what-links-here function to see in which course/larger page this module is used.
$\pi$
Let $s$ denote the unique (according to fact) real zero of the cosine function in the interval $[0,2]$. Then the number $\pi$ is defined by
    $\pi :=2s\,.$
# Pi-Conjugated Materials

Course Title: Organic Chemistry I (CHEM 2302)
Lecture Topic: Acid-Bases
Instructor: Jose J. Gutierrez
Institution: The University of Texas Pan American

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Identify acids and bases
** Predict the outcome of acid-base reactions
** Identify the difference between redox reactions on organic molecules
* Sub Objectives- The objectives will require that students be able to:
** text
** text
* Difficulties- Students may have difficulty:
** text
** text
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** text
** text
Model of Knowledge
* Concept Map
** text
** text
** text
* Content Priorities
** Enduring Understanding
*** text
*** text
*** text
** Important to Do and Know
*** text
*** text
*** text
** Worth Being Familiar with
*** text
*** text
*** text
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question

## Test Your Mettle Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
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# UTPA STEM/CBI Courses/Communication Theory

Topics
Noise
# UTPA STEM/CBI Courses/Calculus2

Course Description:
Representing Functions As Power Series
# UTPA STEM/CBI Courses/Circuits/Laplace Transform

Course Title: Circuit II
Lecture Topic: Laplace Transform
Instructor: Wenjie Dong
Institution: UTPA

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Calculate Laplace transform for a given function
** Apply Laplace transform to analyze circuits
* Sub Objectives- The objectives will require that students be able to:
** Convert a signal from time domain to s domain
* Difficulties- Students may have difficulty:
** Remembering the definition of a Laplace transform
** Calculating Laplace transforms
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Solve differential equations
** Analyze linear systems
** Analyze linear circuits
Model of Knowledge
* Concept Map
** Signal in time domain
** Integral transform
** Signal in 's' domain
* Content Priorities
** Enduring Understanding
*** Laplace transform
** Important to Do and Know
*** Differential equations
*** Basic laws for circuit analysis
*** Calculus
** Worth Being Familiar with
*** Linear algebra
Assessment of Learning
* Formative Assessment
** In Class
*** Quiz for calculating Laplace transform of a simple signal function
** Homework (individual)
*** Homework for Laplace transform of some signal functions
*** Homework for analyzing linear circuits using Laplace transform
* Summative Assessment
** Quiz
** Middle term test

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* Apply Laplace transforms to analyze circuits
The objectives will require that students be able to:
* Calculate Laplace transforms for some signals
THE CHALLENGE
For a circuit with many meshes, how do you find the current for each mesh?
GENERATE IDEAS
Provide the challenge and ask for opinions from the students
MULTIPLE PERSPECTIVES
The students work for 10 minutes and come up with ideas
RESEARCH & REVISE
The teacher introduces the definition of a Laplace transform and explains some key points in the definition. Then, the teacher give several examples on how to find Laplace transforms for several typical functions in the time domain.
TEST YOUR METTLE
* Students do an example.
* Instructors ask questions in order for students to explain their solutions and understanding of concepts.
* Answer the questions in the homework.
GO PUBLIC
* Students demonstrate to the instructor and other students how to calculate Laplace transform.
* Students turn in their solutions.

## Pre-Lesson Quiz

* Find the solution of y"(t)+10y'(t)+6y(t)=5.
* Find the current of RLC circuit.

## Test Your Mettle Quiz

* Find the current of RLC circuit with the aid of Laplace transforms
* Find the solutions to the differential equations y"$_1$(t)+3y'$_2$(t)+2y$_2$(t)=4 and y"$_2$(t)+5y'$_1$(t)+3y$_2$(4)=6
# UTPA STEM/CBI Courses/Circuits

Topics
Laplace Transform
# UTPA STEM/CBI Courses/Circuits II

Laplace Transform
# UTPA STEM/CBI Courses/Chemistry Problem

Chromatography
# UTPA STEM/CBI Courses/Comparative Embryology

Topics
Birth Defects and Their Causes
# Preprint/Heritable RNA

PLOS Topic Pages PLOS Computational Biology • PLOS Genetics • PLOS ONE

## This is a PLOS Topic Page draft

Public peer review comments are posted here All content on this page is being developed under a CC BY 4.0 license

## Abstract

DNA is known as the main carrier of genetic information transferring inheritable traits between generations. In addition to the DNA-sequence-based hereditary vector, a highly complex network of non-coding RNAs, along with their RNA modifications were recently found in the germ cells, providing another layer of control for a range of heritable phenotypes in multiple organisms. To induce a heritable phenotype, RNA needs to replicate itself and to induce other types of epigenetic modifications that can change gene expression in the progeny, which may be maintained in further generations, with or without the presence of initial RNA. RNAs can shuttle between somatic and germ cells, where their ‘RNA signatures’ can be modified by environmental inputs, enabling the intergenerational or transgenerational transmission of certain environmentally obtained traits. Here, we summarize and discuss recent evidence of RNA-mediated epigenetic inheritance in a range of model systems.<nowiki>Insert non-formatted text here</nowiki>

## The phenomena of RNA-mediated inheritance
### Inheritance of modified gene expression and phenotypes across generations

Text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text.

#### Inheritable modifications of gene expression and phenotypes induced by RNAs in mammals
### Inheritance of environmentally acquired traits mediated by RNAs
#### Inheritance of behavior traits in mammals
## The mechanism of RNA-mediated inheritance
### Mechanisms of RNA-mediated action
#### RNA guided DNA methylation
#### RNA modifications and structural effects
## Future direction

* example

## Wikipedia pages that should link here

* example
# Preprint

Preprints are article preprints not yet included in PLOS journals.

## Preprints

Special:Prefixindex/Preprint/

## See Also

* PLOS
# Radiation/Balloons/Quiz

Balloons for astronomy is a lecture about the lofting technology of balloons to place astronomical detectors above nearly all of the Earth's atmosphere. It is part of an effort to describe lofting technologies in astronomy.
You are free to take this quiz based on balloons for 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 {{repellor vehicle}} 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

* Balloons were used for astronomy in the Incan Empire.