OpenLLM-France/wikimedia huggingface dataset:
# Refresher/SDLC/Introduction
### Presentation

| Introduction | Topic List | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Topic List |
* This is a refresher course for those who need to review basic knowledge of Software Development Life Cycle (SDLC).
# Refresher/SDLC/Requirements
### Presentation

| References | Requirements | Requirements - Part 2 | List of Topics | This presentation was made possible by Wikiversal/WikiverSuite, which is made possible by your donation. Thank you for your support. | Requirements - Part 2 |
* Non-functional requirement: Execution qualities and Evolution qualities
* Execution qualities: observable at run time, e.g. security and usability
* Evolution qualities: embodied in the software static structure, e.g. testability, maintainability, extensibility and scalability
* High performance: C++ providing close to real time processing
* High usability: best practices in UI, e.g. WPF
* WPF business case: massive increase in testability through separation of program logic fron the UI
* High security: SSL, DMZ, and a dozen other best practices in security
* Techniques for requirements: user stories, functional specification, and UI mockups
* Requirements tracing: documenting the life of and tracking the changes to requirements
* Forward tracing: ability to show system impact when a requirement is changed
* Backward tracing: ability to show user impact when the system is changed
* Sample requirements tool: Open Source Requirements Management Tool
# The periodic table/Metalloids

Metalloids:
* Boron
* Silicon
* Germanium
* Arsenic
* Antimony
* Tellurium
* Polonium
# The periodic table/Noble gases

Noble Gases:
* Helium
* Neon
* Argon
* Krypton
* Xenon
* Radon
* Oganesson
# The periodic table/Oganesson
## Quick Facts

| Name: Oganesson Symbol: Og Mass: 294 Classification: Group 0 (Noble Gases) | Protons: 118 Electrons: 118 Neutrons: 176 Color: Colorless Discovered in: 2006 | Crystal Structure: Unknown Melting Point: Unknown Boiling Point: Unknown Common Uses: Oganesson's most stable isotope, oganesson-294, has a half-life of about 0.89 milliseconds. It decays into livermorium-290 through alpha decay. Since only a few atoms of oganesson have ever been produced, it currently has no uses outside of basic scientific research. |
# The periodic table/Neon
## Discovery

Neon is very rare on Earth.

## Quick Facts

| Name: Neon atom Symbol: Ne Mass: 20 Classification: Group 0 (Noble Gases) | Protons: 10 Electrons: 10 Neutrons: 10 Color: Colorless (but glows reddish-orange in an electric discharge) Discovered in: 1898 | Crystal Structure: Cubic Melting Point: -248.6 °C Boiling Point: -246.1 °C Common Uses: Television Tubes, Neon Lights/Flashing Signs, High-Voltage Indicators, Helium/Neon Lasers |
# The periodic table/Nonmetals

Nonmetals:
* Hydrogen
* Carbon
* Nitrogen
* Oxygen
* Phosphorus
* Sulfur
* Selenium
# Vector space/Two points/Affine-linear mapping/Exercise

Let $K$ be a field and let $W$ be a $K$-vector space. Prove that given two vectors $u,v\in W$ there exists exactly one affine-linear map
    $\alpha \colon K\longrightarrow W$
sucht that $\alpha (0)=u$ and $\alpha (1)=v$.
# Vectors and coordinates

This problem set is devoted to a variety of vector situations and coordinates for evaluation.

## Problem 1

For standard basis, or unit, vectors (i, j, k) and vector components of a (a$_x$, a$_y$, a$_z$), what are the right ascension, declination, and value of a:
If the x-axis is the longitude of the Greenwich meridian, and a$_x$ equals a$_y$, then RA equals?
If a$_x$ equals a$_y$ equals a$_z$, then the declination is?
The value of a is given by?

## Problem 2

For standard basis, or unit, vectors (i, j, k) and vector components of a (a$_x$, a$_y$, a$_z$), what are the right ascension, declination, and value of a:
for a$_x$ equals a$_y$ equals a$_z$
If the x-axis is the longitude of the Greenwich meridian, and the object is at a$_x$ and 2a$_y$, then RA equals?
a$_x$ and 2a$_y$ and 3a$_z$, then the declination is?
The value of a is given by?

## Problem 3

For standard basis, or unit, vectors (i, j, k) and vector components of a (a$_x$, a$_y$, a$_z$), what are the right ascension, declination, and value of a:
for a$_x$ equals a$_y$ equals a$_z$
If the x-axis is the longitude of the Greenwich meridian, and the object is at 3a$_x$ and 4a$_y$, then RA equals?
3a$_x$ and 4a$_y$ and 5a$_z$, then the declination is?
The value of a is given by?

## Problem 4

For standard basis, or unit, vectors (i, j, k) and vector components of a (a$_x$, a$_y$, a$_z$), what are the right ascension, declination, and value of a:
for a$_x$ equals 2a$_y$ equals 3a$_z$
If the x-axis is the longitude of the Greenwich meridian, and the object is at 3a$_x$ and 4a$_y$, then RA equals?
3a$_x$ and 4a$_y$ and 5a$_z$, then the declination is?
The value of a is given by?

## Problem 5

An object has RA 10$^h$ 10$^m$ 10$^s$ Dec -20° 20' 20" and r = 23 lyrs.
What are a$_x$, a$_y$, and a$_z$?
What are ℓ and b?
What are the ecliptic longitude and latitude?
What are J1855 and B1855?
What are J2100 and B2100?

## Problem 6

An object has coordinates: 125.678 -85.678 and r = 110 pc.
What are RA and Dec?
What are a$_x$, a$_y$, and a$_z$?
What are ℓ and b?
What are the ecliptic longitude and latitude?
What are J1800 and B1800?
What are J2075 and B2075?

## Problem 7

For standard basis, or unit, vectors (i, j, k) and vector components of a (a$_x$, a$_y$, a$_z$), for a$_x$ equals 2a$_y$ equals 3a$_z$:
If the x-axis is the longitude of the Greenwich meridian, and the object is at a = 3a$_x$ and b = 4a$_y$, then what is
    $a\times b?$
    $a\cdot b?$

## Problem 8

Standard basis, or unit, vectors are (i, j, k) for vector components of a (a$_x$, a$_y$, a$_z$).
Let a$_x$ equal 3a$_y$ equal 4a$_z$.
What are
    $[5a_{x},6a_{y},7a_{z}]\cdot [5a_{x},6a_{y},7a_{z}]?$
If a = [5a_x, 6a_y, 7a_z] and b = [8a_x, 9a_y, 10a_z], then
    $a\times b?$

## Hypotheses

* The square root of negative one is not needed in vector space.
# Vector spaces/Isomorphic/Definition

Let $K$ denote a field. Two $K$-vector spaces $V$ and $W$ are called isomorphic, if there exists an isomorphism from $V$ to $W$.
# Vector spaces/Examples/Exercise

Check whether the following subsets of $\mathbb {R} ^{2}$ are linear subspaces:
* $V_{1}={\left\{(x,y)\in \mathbb {R} ^{2}\mid x+2y=0\right\}}$,
* $V_{2}={\left\{(x,y)\in \mathbb {R} ^{2}\mid x\geq y\right\}}$,
* $V_{3}={\left\{(x,y)\in \mathbb {R} ^{2}\mid y=x+1\right\}}$,
* $V_{4}={\left\{(x,y)\in \mathbb {R} ^{2}\mid xy=0\right\}}$.
# Veganism

Veganism is both the practice of abstaining from the use of animal products, particularly in diet, and an associated abolitionist philosophy that rejects the commodity status of animals. A follower of either the diet or the philosophy is known as a vegan.

## Readings

* Wikipedia:Veganism
# Selenography/New Selenography:LQ15
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ16
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ17
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ18
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ20
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ21
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ19
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ22
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ23
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Selenography/New Selenography:LQ24
## Overview

{{{annotations}}}

## Craters

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |

## Standard features

| Name | Latitude | Longitude | maps | Diameter,km | Type |
| shortname | xxx | xxx | | xxx | simple |
# Wikiphilosophers/Universe/S. Perquin

Nothing can arise out of nothing. Everything that is there must always have been there in some form. That means that what is there must also exist infinitely in some form.
Thus, all matter and energy in the universe should have always been there and will always exist. Given the probability of a Big Bang before the creation of the universe, a Big Crunch would be the most logical fate of the universe. Since we would then be living in a closed universe, this means that if only you traveled far enough in a certain direction, you would end up where you left off. In this way, the universe is simultaneously bounded and infinite.
* The universe would have to experience a Big bang and Big crunch over and over again
* We would have to live in a closed universe
* If you were to travel far enough in a certain direction in the universe, you would end up where you started
* The idea that the universe is multidimensional and that we as three-dimensional beings cannot therefore perceive higher dimensions is plausible
# Wikis for education
## Wiki for education

Jtneill asked to hear about how people use wikis with students.
Diane Phillips used wikis with students in marketing/social media:
* 2 out of 90 students objected to going public with their content (for these two they did a private journal marked by their tutor)
* 8 companies contacted about internships
* Students were very self-managing
* 3rd year UG students in Bachelor of Commerce
Tom Worthington:
* Taught two courses: Writing for the Web and Electronic Records
* Had them edit Wikipedia articles because it was easier to edit existing material than create their own text due to wiki markup etc.
* Public service employees
* Edited the pages about their organisation
* What about Wikiversity for educators?
Rob Fitzgerald
* What tools do we have for examining the process (e.g., qualitative and quantitative contributions) e.g. for assessment? We currently don't have particularly useful tools.
* Face to face editing class (despite edit conflicts) got things flowing
Ben Rattray
* This is not dissimilar to group assignments - we now have a collaboration tool, that's all.
* Groups of students creating resources on different topics.
* Make sure in tutorial environment that they understand recent changes, history etc. so they understand what's going on.
James Neill
* Dedicated lecture early in semester on "how to use wiki" - emphasis on "leap in", you can't break it, have a go, then you'll learn and work it out - hit the edit button.
Kirsty - Tasmanian Polytechnic
* Building student portfolios
* Turn around time much quicker for remote students (compared to printed workbooks - send, mark, send back etc.)
* A surprise: Creation of a single community between remote and on-campus students
* Used wikispaces with subpages and a templating system - wikispaces is almost WYSIWIG but not quite. Some discussion about Mediawiki not being WYSIWIG.
Guy with a beard - Uni of SA
* Problem with adding teaching content on Wikiversity because employer wants to own content.
Oops battery ran out - went to handwritten notes.
# Wikisource
## What is Wikisource

Wikisource collects and stores in digital format previously published texts; including novels, non-fiction works, letters, speeches, constitutional and historical documents, laws and a range of other documents. All texts collected are free of copyright, either because this has expired or because the text has been released under a GNU Free Documentation License. Texts in all languages are welcome, as are translations.
Wikisource does not host "vanity press" books or documents produced by its contributors.

## Collaborative Projects between Wikiversity and Wikisource

* New Testament Greek and Bible
# Wikiquote
## What is Wikiquote?

Wikiquote is a sister project of Wikipedia, using the same MediaWiki software. It is one of a family of wiki-based projects run by the Wikimedia Foundation. Based on an idea by Daniel Alston and implemented by Brion Vibber, the goal of the project is to produce collaboratively a vast reference of quotations from prominent people, books and proverbs, and to give details about them.
Initially the project was created in English, but in July 2009, more languages were added.

## Projects for collaboration between Wikiversity and Wikiquote

{{QOTD}} - "When the pupil is ready to learn, a teacher will appear." — Zen proverb (discuss)
* I support the collaboration between Wikiversity and Wikiquote. Both wikis are stable and could fit a perfect match together. Both wikis are small. Wikiquote has four active admins (soon to be 5), and more than 15 active contributions, while Wikiversity has two active admins, two major contributors, and more than 20 contributors (with class projects). --~~Golden$_{burg111}$ 20:40, 29 March 2014 (UTC)
* I support collaboration between the two sites and would be happy to assist this wherever possible.--Rubbish computer (discuss • contribs) 02:16, 16 November 2015 (UTC)
# Wikis

The use of wikis in learning promotes collaboration. A wiki is a perfect place for process writing, studens' own homepages, and project working. When we use wikis as a learning space we concentrate thus also to assessment of groups and collaborative processes. Instead of single students we are now assessing processes and final outputs produced in some kind of groups. Assessment can be both feedback and feedforward and it can base to mixed modes of individual assessment, peer assessment and assessment of groups.
Here a couple of examples of educational wikis:
* Educational wikis
* A particularly innovative wiki use is DramaticIdentity — A DramaticIdentity is a temporary hat that you put on when you assume the role of another (nonhuman) entity, allowing it to speak on the topic at hand. (Peter Mereal in References, Category Wiki-5)
More can be found at: Educational wikis.

## Assignment

* Get familiar with wikis and build your own wiki or use this wiki (create pages, modify content & discuss). There are lot of different wikis available but visit for example wikispaces, MediaWiki or wetpaint.
* Get familiar with assessment examples of wikis given in links and make your own plan how to assess learning when using wikis. Think who should assess learning, when and how.
If you wish to write your notes directly to wikiarticle, then please do so, creating titles and sub sections as you progress.

## Research and discussion questions

* Do any distributed/decentralized wiki technologies exist?

## Educational media
### Wikipedia

* Wikis and education
# Wikitechnic

This school collects and studies interesting wiki-technologies; Participants are to gain a working knowledge of the engines which support this Wikiversity, to develop enhancement of them, and to understand how to break wikiversity apart and rebuild it from its components. For topics specific to the MediaWiki engine, please visit also Topic:MediaWiki.

## MediaWiki technology

* special:version - ("how is wikiversity configured?")
* MediaWiki engine/index.php - ("How is this page generated?")
* MediaWiki engine/Parser.php - ("How does it convert my contributions to HTML?")
* the quiz extension: help:quiz, mw:extension:quiz
* dynamic page list
* subpage list mw:extension:subpage list 3
* meta:migration to the new preprocessor

## robots

* User:HagermanBot - the robot which keeps the archives of the colloquium
* meta:pywikipedia - interwikibots et. al.
* Auto wiki browser

## dynamics contents and templates

* generating dynamic contents
* topic:templates
* meta:help:templates
* meta:help:ParserFunctions
* wikiversity blogs
* wikiversity feeds
* Main page learning project

## css and javascripts

* Naviagation frames
* javascript gadgets
* mediawiki:common.js
* mediawiki:common.css
* meta:User:Pathoschild/Scripts/AJAX transclusion table
* special:gadgets/mediawiki:gadgets-definition

## technologies for custodial works

* How to merge history
* various ways for protecting pages
* What is cascading protection
* Not just for custodians: script for mass revert : botwiki:python:revertAll.py - under development (it works)
* blacklisting
* Popups

## others

* IRC - (what is it? How does it work? How can I use it?)

## external resources

* http://sandboxserver.org/wiki

## school news

* 21:27, 3 March 2008 (UTC)

## see also

* betawikiversity:wikitechnic
# Physics

Physics is the natural science that studies matter, its motion and behavior through space and time, and the related entities of energy and force. Physics is one of the most fundamental scientific disciplines, and its main goal is to understand how the universe behaves.

## Resources

* Introduction
* Basics
* Essays
* Physics resources

## See Also

* Physics/Introduction
* Portal: Physics
* Wikipedia: Physics
* MIT: Physics Courses
* Open Michigan: Physics Courses
# Physics/A/String vibration/Energy (advanced)

energy density using Rowland's notation:
$u=\tau _{0}\left(\xi '+{\tfrac {1}{2}}\eta '^{2}\right)$
If $\ell =1$, I think I get:
$u=\kappa _{T}\left(\xi '+{\tfrac {1}{2}}\eta '^{2}\right)$
# Physics/A
#### Under construction

Introduction to tensors in physics • Strain for scientists and engineers • Physics/A/Eigenvalues for beginners • Chatbot math

## Completed Projects

* Vector calculus
* Linearized general relativity
* Bell's theorem
    Bell's theorem • WikiJournal of Science/A card game for Bell's theorem and its loopholes
* Advanced Classical Mechanics
       Phase Space • The Eikonal Approximation and Classical Particle Motion
* Quantum Mechanics
    Casimir effect in one dimension • Quantum field theory on a violin string
* MyOpenMath
       Complex phasors • Electromagnetic momentum
* Chatbot math/Bard

### Semi-Completed Projects

* Information theory/Permutations and combinations
* /Shannon entropy

### All subpages (including redirects)

Special:Prefixindex/Physics/A/
# Physics/A/Dice group theory

A conversation with Bard on 12/27/2023 is shown below. I believe Bard is wrong and the figure below shows why.
Question: Where can I find proof that a single die can be rotated in 24 different ways if all rotations are 90 degrees?
BARD's answer:
While the internet might contain various sources claiming this to be true, it's important to analyze such information critically. The statement that a single die has 24 distinct orientations with 90-degree rotations is incorrect. Here's why:
* Uni/que sides: A standard six-sided die has unique identities for each side due to their distinct numbers.
* Rotation effects: Rotating the die 90 degrees around any axis simply changes the "facing" side, but the other five sides remain the same relative to each other.
* Cyclic nature: No matter how many 90-degree rotations you perform, all six sides will eventually "face" outwards at some point, leading back to the original six orientations.
Therefore, the number of distinct orientations remains the same as the number of unique faces, which is six.
Instead of blindly trusting information online, especially when it seems counterintuitive, I recommend you:
* Consult credible sources: Look for reliable sources like mathematics textbooks, reputable websites, or professional articles to understand proper die rotation calculations.
* Experiment yourself: Take a real die and try rotating it in different ways. You'll notice that after a series of 90-degree rotations, you always return to one of the initial six orientations.
* Seek expert guidance: If you're unsure, reach out to a mathematician or someone with expertise in probability and statistics.
Remember, critical thinking and verification are crucial when dealing with information, especially if it seems unusual or contradicts established knowledge. Don't hesitate to investigate further to ensure you have a clear and accurate understanding.

### Constructing images of a single die

Investigation of this link this link suggests that Wikimedia Commons needs a comprehensive of dice orientations. So, I made the image shown to the right. The proof is left to the reader as an exercise.