OpenLLM-France/wikimedia huggingface dataset:
# Scientific computing

Computational science, also known as scientific computing or scientific computation (SC), is a rapidly growing multidisciplinary field that uses advanced computing capabilities to understand and solve complex problems. It is an area of science which spans many disciplines, but at its core it involves the development of models and simulations to understand natural systems.
* Algorithms (numerical and non-numerical): mathematical models, computational models, and computer simulations developed to solve science (e.g., biological, physical, and social), engineering, and humanities problems
* Computer and information science that develops and optimizes the advanced system hardware, software, networking, and data management components needed to solve computationally demanding problems
* The computing infrastructure that supports both the science and engineering problem solving and the developmental computer and information science

## Best Practices

The purpose of this resource is to describe best practices in the field of scientific computing. Computing has become an essential scientific tool in research, yet techniques in this discipline are often not taught.
Summary of Best Practices (reproduced from Wilson et al 2014)
* Write programs for people, not computers.
** A program should not require its readers to hold more than a handful of facts in memory at once.
** Make names consistent, distinctive, and meaningful.
** Make code style and formatting consistent.
* Let the computer do the work.
** Make the computer repeat tasks.
** Save recent commands in a file for re-use.
** Use a build tool to automate workflows.
* Make incremental changes.
** Work in small steps with frequent feedback and course correction.
** Use a version control system.
** Put everything that has been created manually in version control.
* Don't repeat yourself (or others).
** Every piece of data must have a single authoritative representation in the system.
** Modularize code rather than copying and pasting.
** Re-use code instead of rewriting it.
* Plan for mistakes.
** Add assertions to programs to check their operation.
** Use an off-the-shelf unit testing library.
** Turn bugs into test cases.
** Use a symbolic debugger.
* Optimize software only after it works correctly.
** Use a profiler to identify bottlenecks.
** Write code in the highest-level language possible.
* Document design and purpose, not mechanics.
** Document interfaces and reasons, not implementations.
** Refactor code in preference to explaining how it works.
** Embed the documentation for a piece of software in that software.
* Collaborate.
** Use pre-merge code reviews.
** Use pair programming when bringing someone new up to speed and when tackling particularly tricky problems.
** Use an issue tracking tool.
# Scientific terminology/class discussion
## Discussion Page for Scientific Terminology

Here is where we discuss the course. If you have any questions, suggestions, new words, etc. Please comment here.
Remember to sign your name by adding three or four tildes (~) at the end of your post.
    Click on expand on the right to open the thread.
    Place your comments between the comment and end discussion bars.
Were there any terms in the film or the reading that you found difficult to understand?
Taxonomy uses the word roots tax from the Greek τάξις, taxis, 'order' + nomy from νόμος, nomos, 'law' or 'science'. w:Taxonomy
You'll find that there are many words that end with -nomy such as astronomy ( the science of stars).
Rozzychan 02:56, 19 January 2008 (UTC)
# Scientific information on environmental issues in the age of digital media/Abstract

This paper consists of an investigation about the past, present and future of internal structures and processes of scientific information production and its management, with the focus on the analysis at institutions of environmental studies. Considering three dimensions of the communication process at academic institutions (technological, cultural and institutional), the research drawn near a philosophical review about some relations (economic, political and social) among these dimensions and therefore examine some aspects of the specialized information production and distribution.
Back to start page
# Atomic orbitals to molecular orbitals
## Atomic orbitals to molecular orbitals

We start with the simple principle that atomic orbitals can be combined to give molecular orbitals. In building up our combinations, the overlap between atomic orbitals is determined by their energy, orientation and size.
In the simple example of the hydrogen molecule, the two 1s atomic orbitals (one on each H atom) are combined to give two molecular orbitals:
In this case, the energy, orientation and size of the 1s atomic orbitals on each H atom are the same. In the ground state of the hydrogen molecule, the two electrons present occupy the bonding MO, and so hydrogen is a nice stable molecule!
In the next section, we extend this picture to some triatomic molecules.
| | Computational Chemistry - Navigation | |
| Qualitative MO theory | Fundamentals of Computational Chemistry | Molecular orbitals for H2O and CH2 |
# Atoms and orbitals

We'll start with some definitions:

## atom

    a particle that is indivisible during chemical reactions

## element

    atoms of the same atomic number
An atom = nucleus (positive charge) + electrons (negative charge)
Atomic number = number of protons in the nucleus = number of electrons (atoms are neutral - they have no overall charge)

## electrons

    have an electric charge of -1.6022 x 10$^{-19}$ Coulomb and a mass of 9.11 x 10$^{-31}$ kg

## proton

    nuclear particle with a positive charge equal to that of an electron (+1.6022 x 10$^{-19}$ Coulomb) and a mass of 1.6726 x 10$^{-27}$ kg

## neutron

    particle in the nucleus, has about the same mass as a proton but no charge

## mass number

    total number of protons and neutrons in the nucleus

## nuclide

    particular nucleus characterized by atomic number (subscript) and mass number (superscript), e.g. $^{12}$C$_6$ is an isotope of carbon with 6 protons and 6 neutrons in the nucleus

## isotope

    atoms with the same atomic number but different mass numbers (same number of protons, same number of electrons but different number of neutrons)

#### quiz
## Readings
### Wikipedia

* Atomic orbital
* Molecular orbital
* Electron configuration
* Electron orbital
* Atom
# Attention curve/-x^2+25x-100/Optimum of 8 to 18/Exercise

According to recent studies, the student's attention skills during the day are described by the following function
    $[8,18]\longrightarrow \mathbb {R} ,x\longmapsto f(x)=-x^{2}+25x-100.$
Here, $x$ is the time in hours and $y=f(x)$ is the attention,n measured in micro-credit points per second. When should one start a one and a half hour lecture, such that the total attention skills are optimal? How many micro-credit points will be added during this lecture?
# Attitude (psychology)

Attitudes are valenced feelings towards salient objects. Attitudes are said to be composed of expectations, beliefs, and emotional responses to a psychological entity which operate at or below the level of awareness to influence attitude-related behaviour (Bagozzi, 1982).
Prejudice is a much discussed example of attitudes.
# Airy stress function
## Definition

The Airy stress function ($\varphi$):
* Scalar potential function that can be used to find the stress.
* Satisfies equilibrium in the absence of body forces.
* Only for two-dimensional problems (plane stress/plane strain).

## Stress equation of compatibility in 2-D

In the absence of body forces,
$\nabla ^{2}{(\sigma _{11}+\sigma _{22})}=0$
or,
$\sigma _{11,11}+\sigma _{11,22}+\sigma _{22,11}+\sigma _{22,22}=0\,$
* Note that the stress field is independent of material properties in the absence of body forces (or homogeneous body forces).
* Therefore, the plane strain and plane stress solutions are the same if the boundary conditions are expressed as traction BCS.
In terms of the Airy stress function
$\varphi _{,1122}+\varphi _{,2222}+\varphi _{,1111}+\varphi _{,1122}=0\,$
or,
${\cfrac {\partial ^{4}\varphi }{\partial x_{1}^{4}}}+2{\cfrac {\partial ^{4}\varphi }{\partial x_{1}^{2}\partial x_{2}^{2}}}+{\cfrac {\partial ^{4}\varphi }{\partial x_{2}^{4}}}=0$
or,
$\nabla ^{4}\varphi =0\,$
* The stress function $(\varphi )$ is biharmonic.
* Any polynomial in $x_{1}$ and $x_{2}$ of degree less than four is biharmonic.
* Stress fields that are derived from an Airy stress function which satisfies the biharmonic equation will satisfy equilibrium and correspond to compatible strain fields.

## Some biharmonic Airy stress functions

In cylindrical co-ordinates, some biharmonic functions that may be used as Airy stress functions are
    ${\begin{aligned}\varphi &=C\theta \\\varphi &=Cr^{2}\theta \\\varphi &=Cr\theta \cos \theta \\\varphi &=Cr\theta \sin \theta \\\varphi &=f_{n}(r)\cos(n\theta )\\\varphi &=f_{n}(r)\sin(n\theta )\\\end{aligned}}$
where
    ${\begin{aligned}f_{0}(r)&=a_{0}r^{2}+b_{0}r^{2}\ln r+c_{0}+d_{0}\ln r\\f_{1}(r)&=a_{1}r^{3}+b_{1}r+c_{1}r\ln r+d_{1}r^{-1}\\f_{n}(r)&=a_{n}r^{n+2}+b_{n}r^{n}+c_{n}r^{-n+2}+d_{n}r^{-n}~,~~n>1\end{aligned}}$

## Displacements in terms of scalar potentials

If the body force is negligible, then the displacements components in 2-D can be expressed as
$2\mu u_{1}=-\varphi _{,1}+\alpha \psi _{,2}~,~~2\mu u_{2}=-\varphi _{,2}+\alpha \psi _{,1}$
where,
$\alpha ={\begin{cases}1-\nu &{\text{for plane strain}}\\{\cfrac {1}{1+\nu }}&{\text{for plane stress}}\end{cases}}$
and $\psi (x_{1},x_{2})$ is a scalar displacement potential function that satisfies the conditions
$\nabla ^{2}{\psi }=0~,~~\psi _{,12}=\nabla ^{2}{\varphi }$
To prove the above, you have to use the plane strain/stress constitutive relations
${\begin{matrix}\sigma _{\alpha \beta }&=2\mu \left[\varepsilon _{\alpha \beta }+\left({\cfrac {1-\alpha }{2\alpha -1}}\right)\varepsilon _{\gamma \gamma }\delta _{\alpha \beta }\right]\\\varepsilon _{\alpha \beta }&={\cfrac {1}{2\mu }}\left[\sigma _{\alpha \beta }+\left(1-\alpha \right)\sigma _{\gamma \gamma }\delta _{\alpha \beta }\right]\end{matrix}}$
Note also that the plane stress/strain compatibility equations can be written as
$\nabla ^{2}{\sigma _{\gamma \gamma }}=-{\cfrac {1}{\alpha }}f_{\gamma ,\gamma }$

## Related Content

Introduction to Elasticity
# Albanian sea port history

Welcome to the Wikiversity learning project about Albanian sea port history. After exploring the history of the different sea ports we would like to know what (influences) remained from the past until today.

## Introduction to the project

The following are major sea ports in Albania: Durrës, Vlorë, Sarandë and Shëngjin (Lezhë). Help updating statistics here.
The largest port city Durrës has a long and interesting history.
TODO: add more

## How can I participate?

Actually in any kind - if you are new to wikis here are some starting points:
* Read above Wikipedia articles and create a new learning resource in regards to this project's aims.
* Did you visit one of the cities or know something about them ? Add some details here or to the above Wikipedia articles.
* Do you have some pictures of one of the cities ? Why not upload them (to commons) so others can share the great views ?

## Media gallery

* Ariel view of Durrës
* port of Vlorë
* Sarandë
* Shëngjin
More media files at commons from:
* Durrës
* Vlora
* Sarandë
* Shëngjin
# Albanian sea port history/Comparing the sea ports

Let's collect some statistics about the sea ports:
# Activity:Cassiopeia and Ursa Major

Since Cassiopeia (constellation) and Ursa Major are w:circumpolar_star constellations they are an ideal first target to finding constellations and learning how the sky rotates.
Begin by finding a place with a good low Northern horizon and with minimal light pollution. Get a chart and a red light.
   * Cassiopeia is prominent in the fall
   * Ursa Major is prominent in the spring
Both constellations have a compact distinctive shape. Cassiopeia looks like a W or a M. Ursa Major (aka the Big Dipper looks like a spoon, or a pot.
People also like to know where the Little Dipper is. In dark skies this is straightforward to do; you need to look for a dipper shape with the north star, defining the end of its handle.
# Activity type icons

N.B. These descriptions need refinement to ensure we are clear where each one belongs.
The list should be kept synchronised with the {{Activity type icon}}.

## Current SSE Images

* assess
* tests, quizzes, etc.
* quiz
* a quizzing activity
* orientation
* an orientation exercise
* activity
* a generic learning activity
Nuvola_apps_edu_science.svg‎
* handsonchemistry
* chemistry practical or, symbolically, any practical science activity.
* help
* general help - e.g. for editing wiki pages, or sources of help.
* tools
* e.g. an activity to learn how to use tools for the task
* classroom
* e.g. standard classroom activity
* money
* money related activities, counting costs, accounting, ....
* solutions
* e.g. view and study solved problems, model answers, etc.
* surf
* search the web for information and learning/knowledge resources.
* reading1
* reading activity or source.
* reading2
* reading activities or sources.
* reading3
* many reading activities or sources.
* community
* collaborative learning exercise, group learning activity.
* resources
* e.g. find or use resources - tools, people, information sources, for use during a learning activity ....
* global-thinking
* think global, act local
* find
* e.g. to search for information, etc.
* to-do
* e.g. attend to To Do actions, make a to-do list, etc.
* networking
* network, contact like minds ...
* evaluation
* evaluation activity
* reflect
* think about this for a while - an activity type.
* write
* to indicate a writing activity.
* together
* to indicate collaboration, or perhaps working in pairs, etc..
* preparation
* to indicate a preparatory activity.
* objectives
* to indicate a preparatory activity.
# Activities, assignments and assessment/Wikiversity for Indigenous and Intercultural Health

Karen Adams' & Nick Stone's presentation for AAAOpenConf2013.
We will outline the choices and process taken to develop a new subject Indigenous and Intercultural Health on Wikiversity (tinyurl.com/indighealth). This includes identifying needs and potential users, the rationale for an OER platform, balancing acts, challenges and strategies we have found useful so far. We will briefly outline the structure, assessment activities and resources developed so far to encourage discussion about possible next steps.
# Activities, assignments and assessment/YouTube playlists

Help on Youtube playlists: How to make a basic playlist, Playlist programming, Other ideas with Youtube

## For teaching

You can often use Youtube playlists as effective alternatives to presentations and lectures. Take the key topics of points you would normally make in a lesson, or need to make in this lesson. Use those topics of points in a search through Youtube. When you find useful videos, add them to a playlist with your lesson title. Once you have all the videos you would use in this playlist, consider adding webcam recordings of yourself introducing and/or summarising each video point, and to add continuity to the playlist. You can now embed the playlist in your website, or email the link to your playlist.
Help on Youtube playlists: How to make a basic playlist, Playlist programming, Other ideas with Youtube

## For learning

As a small activity individuals can create a Youtube account and collect videos on Youtube into a playlist for a specified technique or topic. Playlists are a feature of all Youtube accounts, and a great way to manage and re present Youtube content, and creating playlists can be an activity that sets people up for effective use of Youtube as a learning platform.
Help on Youtube playlists: How to make a basic playlist, Playlist programming, Other ideas with Youtube

## For assignments

Building on the Youtube playlist teaching and learning activities described earlier, the playlist creation can be used for a longer term assignment. After surveying videos on Youtube for a specified technique or topic, and adding good videos to a playlists, the playlist can be customised and submitted as an assignment. An extension to this assignment could be that by working either in groups or as individuals, people produce videos where none adequately existed in the playlist collection.
The playlists that are submitted in these assignments can help you as the teacher to update and improve your own playlists, thus helping to set up the next group of students with the best and most current information on Youtube per year.

## Considerations

Bare in mind that Youtube is a commercial social media site and the availability of the service or videos held within it should not be overly relied upon - particularly for longer term recording of formal assignment and assessments. A strategy to mitigate this risk is to require videos that are added to playlists carry the Creative Commons Attribution copyright license, and to use a video downloader like Keepvid to make a copy and backup of suitably copyrighted videos.

## Research publications

* Identifying Measures Used for Assessing Quality of YouTube Videos with Patient Health Information: A Review of Current Literature
# Activities, assignments and assessment/Teaching learners to notice

Royce Sadler talk excerpt, reused with permission, for AAAOpenConf2013.
Based on his book chapter - Reworking the Concept of Feedback: Teaching Learners to Notice.
Audio of Royce Sadler speaking about his work on methods of formative assessment and managing workload
# Activities, assignments and assessment/Student centred rich media assessment

Alexander Hayes' presentation for AAAOpenConf2013.
Presentation
# Activities, assignments and assessment/Simulation in health education

Monica Peddle's presentation for AAAOpenConf2013
# Activities, assignments and assessment/Student-generated-textbook

James Neill's presentation for AAAOpenConf2013.

## Key points

* Formal textbook was inadequate and expensive
* Essay assignment changed to book chapter
* Assessment was formative and included peers
# BCP/Leucothoe 'Girard's Rainbow'/Logs

This page contains recent bloom logs for Leucothoe 'Girard's Rainbow' (Girard's Rainbow Leucothoe). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 14:20, 12 May 2008 (UTC)
* --SB_Johnny | 10:53, 4 June 2008 (UTC)
# BCP/Leucothoe fontanesiana/Logs

This page contains recent bloom logs for the plant Leucothoe fontanesiana (Drooping Leucothoe). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)

##### Recent Logs

* SB Johnny-LM 12:37, 11 May 2008 (UTC)
# BCP/Ligustrum

Ligustrum
| Foliage and flowers of L. obtusifolium Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Ligustrum (Privet) Identifying Characteristics Recent Logs SB Johnny-LM 19:55, 8 June 2007 (UTC) --SB_Johnny | 09:27, 30 June 2007 (UTC) --SB_Johnny | 11:41, 8 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: June
Additional images:
# BCP/Ligustrum/Logs

This page contains recent bloom logs for the plant Ligustrum (Privet). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* SB Johnny-LM 19:55, 8 June 2007 (UTC)
* --SB_Johnny | 09:27, 30 June 2007 (UTC)
* --SB_Johnny | 11:41, 8 June 2008 (UTC)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# BCP/Liatris spicata/Logs

This page contains recent bloom logs for Liatris spicata (Gayfeather). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* SB Johnny-LM 18:34, 6 July 2007 (UTC)
* --SB_Johnny | 10:26, 4 August 2007 (UTC)
* SB Johnny-LM 00:11, 6 August 2007 (UTC) (from a datestamped photograph)
* --Luai lashire 17:51, 15 August 2007 (UTC)
* SB Johnny-LM 09:27, 8 September 2007 (UTC)

#### 2008 Logs

* --SB_Johnny | 10:13, 9 July 2008 (UTC)
* --SB_Johnny | 10:04, 20 July 2008 (UTC)

##### Recent Logs

* --Clarinetguy097 (discuss • contribs) 01:45, 8 July 2020 (UTC)
* --Clarinetguy097 (discuss • contribs) 19:07, 18 July 2021 (UTC)
# BCP/Lilium canadense

Lilium canadense
| Illustration Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Lilium canadense (Canada Lily) Identifying Characteristics Habit:Erect herbaceous plantFlowers:Borne on the top of the plant, pointing downwardFoliage:SimpleLife Cycle: Perennial Recent Logs --SB_Johnny | 19:21, 23 June 2007 (UTC) --SB_Johnny | 22:48, 29 June 2007 (UTC) --SB_Johnny | 09:00, 2 July 2007 (UTC) --SB_Johnny | 09:23, 28 June 2008 (UTC) --SB_Johnny | 09:59, 14 July 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (native) June, July
Additional images: