OpenLLM-France/wikimedia huggingface dataset:
# Action Research

Action Research, also called Participatory Action Research pursues action (or change) and research (or understanding) at the same time (Dick, 1999). Richards and Morse (2007) categorise Action Research as ethnographic research, specifying that Action Research challenges the researcher-participant relationship. Action Research is not conducted on people, but with people. Participants are part of the discussion on what will be researched, how it will be researched and what happens to the findings. It is a reflective, democratic practice. which values what people know. Action Research is generally about achieving change through helping participants reflect on a situation, a practice, a process. The aim is generally to change this situation, practice, process.

### Prerequisites

Participants and researcher have to have shared goals. Stakeholders want to improve a situation.

### The researcher and the participants

The research is led by participants, and the researcher’s role is to provide expertise on how to address an issue.

### Data collected

Can be qualitative or quantitative, depending on what participants want to research.

### Results

Participants own the results of the research and use it to change a situation, solve a problem.

## References and resources for Action Research

* Dick, Bob (1999), What is action research? Available on line at http://www.scu.edu.au/schools/gcm/ar/whatisar.html
* Kemmis, S. & McTaggert, P. (1988). The action research planner. Geelong, Victoria: Deakin University.
* Herr, K. & Anderson, G. L. (2005). The action research dissertation: a guide for students and faculty. Thousand Oaks, Calif.: Sage Publications. This book provides a broad and clear overview of the varieties of action research. It shows that action research is appropriate not only for a dissertation, but also a deeply rewarding experience for both the researcher and participants. This book helps students understand the ways action research dissertations are different from more traditional dissertations and prepares students and their committees for the unique dilemmas they may face, such as validity, design, write-up, ethics, and defence of the dissertation.
* Wadsworth, Y. (1997). Do it yourself social research (2nd ed). St. Leonards, N.S.W. : Allen & Unwin, 1997. UC Library HM48.W3 1997
* Wadsworth, Y. (1997). Everyday evaluation on the run (2nd ed). St. Leonards, N.S.W. : Allen & Unwin. UC Library: H62.W23 1997

## See slso

* Qualitative research
# Actions influence attitudes

One of social psychology’s most significant findings is that action shapes attitude, a principle that can be illustrated further in class.
For example, the low-ball technique, a device presumably used by some new-car dealers, demonstrates the powerful effects of action on attitude. After a customer has signed on to buy a new car because of its very low price, the salesperson reports that the sales manager won’t agree because “we’d be losing money". Reportedly, more customers stick with their purchase, even at the higher price, than would have agreed if the full price had been disclosed from the start.
In another investigation of the technique, introductory psychology students were asked to participate in a laboratory experiment at 7am. Only 24% of those asked came. When students agreed to participate without knowing the time and then were asked if they would come at 7am, 53% of those who had been asked showed up!
Brainwashing, a technique first used on American prisoners during the Korean War, also demonstrates how attitudes may follow actions. The captors would have the prisoners write a series of essays, each one representing a more serious attack on the U.S. government. Slowly the writer’s attitude would become consistent with his words (Myers, 2008).
In his delightful book, Influence, Robert Cialdini gives numerous examples of how other compliance professionals use the written statement to shape attitudes. The Amway Corporation, for example, promotes sales by asking its personnel to set individual sales goals and then record them on paper: “Whatever the goal, the important thing is that you set it ... and write it down. There is something magical about writing things down ... when you reach that goal, set another, and write that down. You’ll be off and running.”
Similarly, some door-to-door sales companies have used a “write-it-down” technique to counteract legislation that allows customers a few days to cancel their order. By having the customer rather than the salesperson fill out the original sales agreement, they push them to commit to the purchase. As one encyclopedia company official notes, this change alone has proved to be “a very important psychological aid in preventing customers from backing out of their agreements.”
The actions-shaping-attitude principle may also operate in the “50 words or less” testimonial contests. Why do manufacturers of toothpaste, breakfast cereal, and chewing gum pay thousands of dollars to a contestant who composes a short personal statement that begins, “Why I like…”? To get as many people as possible to go on record as favoring the product. Saying is believing!
# Active Thelema
## Thelema as an Active Philosophy

Thelema is primarily an active philosophy. This can be easily observed from the prime tenet, "Do what thou wilt shall be the whole of the Law."
Doing one's will would first require that one discover that Will. Discovery requires a bold introspective journey into the true workings of the self. Most often times this is accompanied with ceremonial magick in order to rid oneself of any kind of interference that might hinder the process.
When doing one's will, one has the whole momentum of the universe behind them as they are now operating in league with it. The saying "Do what thou wilt and no other shall say nay," best represents the result of this principle. When the Will is allowed to act freely upon the universe there shall be no obstacle deemed insurmountable.
In order to take a look inside oneself, a good practice is that of meditation. The stilling of the body allows the mind to take control. When this happens the external world begins to fade away and it becomes easier to closely examine the ego.
Another important exercise that can be undertaken to this same end is that of the Dream Journal. The dream journal is a catalog of the activities of the subconscious mind when it is most obvious in it's workings. This allows the individual to have some idea of which symbols their mind has grasped and how it is relating them to the rest of the storehouse of images. To keep a dream journal one only has to write down their dreams as soon as they wake up in the fullest detail describable and in time these dreams will become more vivid and describable.

### Resources

* Active Thelema: A Star Among Stars, All in the Night-Sky
* Active Thelema: The Formula of the Child is Continual Growth

### Related links

* Department of Thelemic Studies
* Basics of Thelema
* Metaphysics - The Thelemic Universe
* Thelemic Ethics
* The Practice of Thelema
# Binomial coefficient/Sum in Pascal triangle/Fact

The binomial coefficients
    ${\binom {n+1}{k}}={\binom {n}{k}}+{\binom {n}{k-1}}\,.$
# Binomial coefficients/Introduction/Section
## Definition

Let $k$ and $n$ denote natural numbers with $k\leq n$. Then
    ${\binom {n}{k}}:={\frac {n!}{k!(n-k)!}}\,$
$n$
$k$
One can write this fraction also as
    ${\frac {n(n-1)(n-2)\cdots (n-k+2)(n-k+1)}{k(k-1)(k-2)\cdots 2\cdot 1}},$
because th factors from $(n-k)!$ are also in $n!$. In this representation, we have the same number of factors in the numerator and in the denominator. Sometimes it is useful to allow also negative $k$ or $k>n$ and define in these cases the binomial coefficients to be $0$.
From the very definition, it is not immediately clear that the binomial coefficients are natural numbers. This follows from the following relationship.

## Lemma

The binomial coefficients fulfill the recursive relationship
    ${\binom {n+1}{k}}={\binom {n}{k}}+{\binom {n}{k-1}}\,.$

### Proof

$\Box$
# Binomial coefficient/Sum in Pascal triangle/Fact/Proof

We have
    ${\begin{aligned}{\binom {n}{k}}+{\binom {n}{k-1}}&={\frac {n!}{(n-k)!k!}}+{\frac {n!}{(n-(k-1))!(k-1)!}}\\&={\frac {n!}{(n-k)!k!}}+{\frac {n!}{(n+1-k)!(k-1)!}}\\&={\frac {(n+1-k)\cdot n!}{(n+1-k)!k!}}+{\frac {k\cdot n!}{(n+1-k)!k!}}\\&={\frac {(n+1-k+k)\cdot n!}{(n+1-k)!k!}}\\&={\frac {(n+1)!}{(n+1-k)!k!}}\\&={\binom {n+1}{k}}.\end{aligned}}$
# Binomial test

The Binomial test is an inferential statistical test to determine whether a proportion obtained from a sample is likely to have come from a population with a given, fixed proportion.
For example, is a coin which just tossed 6 out of 10 heads likely to have come from a population of coins in which there is a 50% chance of a head?
Appropriate effect size indicators could be confidence intervals and/or odds ratio.
# Biochemistry/Amino Acids

Lesson Goal: Become familiar with the essential amino acids, and understand their functionality. This is essential background to understanding proteins and enzymes
Lesson Plan While completing the readings and listening to the lecture, take notes, especially about the 20 amino acids (commonly found in mammals) and their characteristics. Then relax and memorize the amino acids formula using the asteroid game. Finish the lesson with a quiz over the amino acids.
Suggested Reading: Wikipedia site:w:Amino_acid Biochemistry Textbook: University of Arizona's website with excellent pictures (explore the links)
Free Lectures available at ITunes U
Memorize your amino acids with an asteroid game:
Finish your lesson with a quiz:
Important Facts from Lesson: Amino Acids: Building Blocks of Proteins
Basic Amino Acid Structure:
Amino Acids Can Join via Peptide Bonds
* Peptide bonds combine the NH3+ and the COO- by removing a water molecule creating a HN-CO bond
* This bond favors hydrolysis at biological standard state so energy must be added to create peptide bonds.
Common Amino Acids
* nonpolar amino acids or hydrophobic amino acids consisting of alkyl R groups: alanine (moderately soluble), valine (moderately soluble), leucine, isoleucine, proline (cyclic structure and water soluble), the sulfuring containing amino acid methionine and two aromatic amino acids, tryptophan and phenylalanine.
* polar, uncharged amino acids can form some limited hydrogen bonds with water consisting of amide R groups: asparagine and glutamine
* hydroxyl groups: tyrosine (not very water soluble due to aromatic ring), threonine and serine (moderately soluble) sulfhydryl group of cysteine glycine has only an H for an R group and is polar due to the amino and carboxyl groups
* acidic amino acids are negative at neutral pH and are important in binding metal ions, carboxyl groups can act as a nucleophile in enzymes, and can also participate in electrostatic bonding interactions. aspartic acid and glutamic acid
* basic amino acids have a positive charge at neutral pH arginine and lysine are fully protonated at physiological pH and participate in electrostatic interactions in proteins histidine is only 10% protonated at physiological pH and is important as a proton donor and acceptor in enzyme reactions, and acts as a biologically significant buffer.
Return to Homepage Biochemistry_for_Biology
# Biochemistry/Biomolecules

* Nucleic Acids
* Amino Acids
* Proteins
* Carbohydrates
* Lipids
Return Home
# Binomial coefficient/Sum in Pascal triangle/Fact/Proof/Exercise

Show that the binomial coefficients satisfy the following recursive relation
    ${\binom {n+1}{k}}={\binom {n}{k}}+{\binom {n}{k-1}}\,.$
# Biochemistry/Amino acids References

* Decarboxylation
* Transamination
* Amino Acid Synthesis
* Deanimation
* General amino acid catabolism
* Special amino acid metabolism
* Amino acid interconversion
* Urea Cycle, Amino Acid Catabolism
* Gamma-glutamyl cycle
* Associated: Gout, Maple Syrup Disease
Return Home
# Affine varieties/Under geometric deformation/Transcendental not affine, algebraic affine/Fact/Proof

Take $C\rightarrow {\mathbb {A} }_{{\mathbb {F} }_{2}}^{1}$ to be the Monsky quartic and consider the syzygy bundle
    ${\mathcal {S}}=\operatorname {Syz} {\left(x^{4},y^{4},z^{4}\right)}(6)\,$
together with the cohomology class $c$ determined by $f=y^{3}z^{3}$. This class defines an extension
    $0\longrightarrow {\mathcal {S}}\longrightarrow {\mathcal {S}}'\longrightarrow {\mathcal {O}}_{C}\longrightarrow 0$
and hence ${\mathbb {P} }({\mathcal {S}}^{\vee })\subset {\mathbb {P} }({{\mathcal {S}}'}^{\vee })$. Then ${\mathbb {P} }({{\mathcal {S}}'}^{\vee })\setminus {\mathbb {P} }({\mathcal {S}}^{\vee })$ is an example with the stated properties by the previous results.
# Affine varieties/Under geometric deformation/Transcendental not affine, algebraic affine/Fact

$Z$
$D\subset Z$ and a projective morphism
    $Z\longrightarrow {\mathbb {A} }_{{\mathbb {F} }_{2}}^{1}$
$(Z\setminus D)_{\eta }$
$\eta$
$x$
$(Z\setminus D)_{x}$
# Aesthetics
## Image 1

Is this image aesthetically pleasing to you? Why or why not?
    What I like:
   * the contrast themes
      * in the picture you see a nice landscape, and the sky already shows a coming rain/storm
      * how the trees on the left upper area come with good contrast against the dark sky
      * that the color of the street tends to go to a red, that is a somewhat complementary color to the green around
      * the non-colorfulness of the street, that makes the other colors appear more lively
    What I don't like:
   * in general the picture is too dark: that darkness can cause negative feelings in the viewer ? ----Erkan Yilmaz uses the Wikiversity:Chat (try) 08:35, 26 July 2008 (UTC)
       It seems like darkness could cause negative feelings in the viewer. Might there be some situations where the darkness could cause positive feelings? Emesee mobi 02:32, 27 September 2008 (UTC)
# Aerospace engineering/Areas of study
#### General Prerequisites

* Basic mathematics - differentials, integrals, basic mechanics, vector algebra, matrices and matrix manipulation, total derivative (for mass and momentum equations, among others)
** Calculus (Wikibook)
** Differential Equations (Wikibook)
* Thermodynamics/Heat Transfer - Zereoth, First, Second and Third Laws, Enthalpy, Entropy, Clausius Inequality and ??, Steady State Equation, Modelling Gas Turbines/Engines, Conduction, Convection, Radiation (Black body, Grey Body)
** Engineering Thermodynamics (Wikibook)
* Circuits/Electronics
* Physics - Forces, Gravity Equation
** Gravity (Wikibook)

### Statics

* Structural analysis
* Mechanics - Friction on a surface, Rolling bodies, Stability, Pure/Damped/Forced Harmonic Motion, Orbits (reaching orbit, geostationary point, changing orbit, escape velocity)
** Solid Mechanics (Wikibook)

### Fluid mechanics

* Aerodynamics - Derivation of shear stress on a fluid, perfect gas equation, Bernoulli equation, Langrangian and Eulerian reference frames, control volumes and control surfaces, Conservation of mass up to 3-d, balance of momentum equations up to 3-d, Aerofoils, Circulation, Mach number & Reynolds Number, laminar and turbulent flow, Propulsion & Turbomachinery

#### Wikibooks

* Aerodynamics
* Jet Propulsion
* Rocket Propulsion
| Aircraft Structures Basic strength of materials Basic aircraft structures Advanced aircraft structures Structural analysis Recent Topics | Aircraft Systems Flight control systems Electrical power system Hydraulic systems Flight control actuation systems Fuel system Airsystem Landing gear |

### Materials Science

* Material classes - Metals, Ceramics, Composites, Polymers, Ionic and Covalents
* Material microstructure
* Properties of materials - Strength, Stiffness, Young's Modulus, Elasiticity and Modulus of Elasticity, Hardness, Toughness, Electrical Properties?
* Materials selection
* Material processes - Annealing, Quenching, Precipitation Hardening, Case Hardening
* Failure - Fatigue, Creep, Fracture, Case studies (aircraft)
* Composites - matrix and fibers, explanation of directional properties, case studies (carbon fibre, kevlar, fibreglass)

#### Wikibook

* Material Science

### Aircraft Design

* Basic aircraft performance - Air density at altitudes, Perfect Gas equation,
* Dynamics and control - Control Surfaces,

### Aviation engines

* Hydraulic gas dynamics - characteristics of gas flowing through
* Theory of impeler machines - profiling blades of compressor and turbine, multi-stage compressor and multi-stage turbine
* Theory of jet engines - modeling turbojet engines
* Construction of jet engines
| Computational fluid dynamics Introduction to fluid dynamics Principles of fluid dynamics Solver Types Grid Generation | Aeroelasticity Introduction aeroelasticity Static aeroelasticity Dynamic aeroelasticity Flight testing |

### Rover design

* Rover Mission Analysis and Design
# Affine scheme/Cohomological criterion/Introduction/Section

A scheme $U$ is called affine if it is isomorphic to the spectrum of some commutative ring $R$. If the scheme is of finite type over a field (or a ring) $K$ (if we have a variety), then this is equivalent to saying that there exist global functions
    $g_{1},\ldots ,g_{m}\in \Gamma (U,{\mathcal {O}}_{U})\,$
such that the mapping
    $U\longrightarrow {{\mathbb {A} }_{K}^{m}},x\longmapsto {\left(g_{1}(x),\ldots ,g_{m}(x)\right)},$
is a closed embedding. The relation to cohomology is given by the following well-known theorem of Serre.

## Theorem

$X$
* $X$ is an affine scheme.
* For every quasicoherent sheaf ${\mathcal {F}}$ on $X$ and all $i\geq 1$ we have $H^{i}(X,{\mathcal {F}})=0$.
* For every coherent ideal sheaf ${\mathcal {I}}$ on $X$ we have $H^{1}(X,{\mathcal {I}})=0$.
It is in general a difficult question whether a given scheme $U$ is affine. For example, suppose that $X=\operatorname {Spec} {\left(R\right)}$ is an affine scheme and
    $U=D({\mathfrak {a}})\subseteq X\,$
is an open subset (such schemes are called quasiaffine) defined by an ideal ${\mathfrak {a}}\subseteq R$. When is $U$ itself affine? The cohomological criterion above simplifies to the condition that $H^{i}(U,{\mathcal {O}}_{X})=0$ for $i\geq 1$.
Of course, if ${\mathfrak {a}}=(f)$ is a principal ideal (or up to radical a principal ideal), then
    $U=D(f)\cong \operatorname {Spec} {\left(R_{f}\right)}\,$
is affine. On the other hand, if $(R,{\mathfrak {m}})$ is a local ring of dimension $\geq 2$, then
    $D({\mathfrak {m}})\subset \operatorname {Spec} {\left(R\right)}\,$
is not affine, since
    $H^{d-1}(U,{\mathcal {O}}_{X})=H_{\mathfrak {m}}^{d}(R)\neq 0\,$
by the relation between sheaf cohomology and local cohomology and a Theorem of Grothendieck.
# Augustus Chapman Allen Quiz

This is a sample Quiz created by hit the random button on Wikipedia and extracting information to make a quiz from the page.
See: w:Augustus Chapman Allen
# Augustine of Hippo/Introduction to Augustine of Hippo/Fun Facts
## Follow-up Assignment to Initial Lecture on Augustine of Hippo

Click on the "edit this page" tab above; then choose the "itemized list" button from the top of the editing window. Type in all the facts you can remember from the lecture on Augustine's Spiritual Journey.
# Aural Training
### Definition

Aural training is training to give the ability to recognize and understand the music one hears. This can take the form of transcribing music into notation by ear or by hearing musical functions. Aural Training could also be used to identify formal structures on both large and small scales. One's ability in aural training varies greatly from person to person. For some it comes rather naturally and for others it is much more difficult, regardless of whether or not they are a musician. For those with perfect (absolute) pitch, some aspects of aural training are certainly made easier, but not all.

### Transcription

By focusing one aspect of the music at a time (i.e. rhythm, melody, bass line, etc.) one can, with proper training, transcibe the music they hear, into musical notation. This is a very common practice amongst jazz musicians as they transcribe solos recorded by other jazz musicians so as to develop their own improvisational abilities.

### General aspects

In tonal music, different chords have different functions. It is possible to hear these different functions so as to have a better idea of what is happening in the music. Beyond function, even hearing the quality of the chord can be important and be used by musicians. These more general aspects tend to be used by more musicians (classical, jazz, etc.) than transcription.

### Formal structures

On a large scale one can train themseleves to hear the different formal sections of a piece in any music. This could be through hearing the difference between verse and chorus in a popular song or hearing the the difference between the Exposition, Development and subsequent Recapitulation in classical sonata form. On a smaller scale, one could hear the differences between the Main Theme, Transition, and Subordinate Theme or even the structures in a single phrase (i.e. basic idea, contrasting idea, continuation, etc.)

### Absolute pitch

The ability to remember the particular quality of pitch classes well enough to so as to recognise them on hearing. It is not a rare ability among musicians.
# Augustine of Hippo/Introduction to Augustine of Hippo

* Reference Page in Lesson Topic: Historical Christian Theology
* Introduction to Augustine of Hippo
* Augustine of Hippo (354-430 CE) is one of the most significant Christian theologians in the history of the church. His works shaped all of medieval theology and philosophy, helped inspire multiple reforms of the church, and continue to inform theological discussions today. This course is an introduction to his life and thought.
| Housekeeping Things to Know About this Course First and foremost - it is still under construction! Second - I am a newbie and need TLC. | Collaborators Welcome Arts and Crafts Some things this page needs right away are: Appropriate icons Reproductions of Augustine in history More content |
| Augustine:Life 354: Born Aurelius Augustine in Thagaste, North Africa - modern-day Algeria Father was Patricius, a local government official and a pagan Mother was Monica, a Christian believer who had great influence over her son 371-374: Studied law at Carthage 375: Conversion to Manicheaism 376-383: Taught rhetoric in Carthage 384: Professor of rhetoric in Milan 386: Converted to Christianity 387: Baptized and joined a monastic community in Thagaste 391: Ordained a priest in spite of his objections; founded a new community in Hippo 397: Consecrated Bishop of Hippo against his wishes 430: Died while Hippo was under siege by Vandals | A Course Map Initial Lecture - Augustine's Spiritual Journey First Assignment - Fun Facts |
| Augustine:Life 354: Born Aurelius Augustine in Thagaste, North Africa - modern-day Algeria Father was Patricius, a local government official and a pagan Mother was Monica, a Christian believer who had great influence over her son 371-374: Studied law at Carthage 375: Conversion to Manicheaism 376-383: Taught rhetoric in Carthage 384: Professor of rhetoric in Milan 386: Converted to Christianity 387: Baptized and joined a monastic community in Thagaste 391: Ordained a priest in spite of his objections; founded a new community in Hippo 397: Consecrated Bishop of Hippo against his wishes 430: Died while Hippo was under siege by Vandals | Augustine:Major Works The Confessions The City of God On the Trinity |