OpenLLM-France/wikimedia huggingface dataset:
# Ocean engineering

Part of the Wikiversity Department of Ocean engineering and naval architecture

## Content summary

Herein we first explore the oceans from an oceanographic perspective, focusing on the physical characteristics and the natural processes. Further, we examine the physics of the oceans and the atmosphere, with the intent to predict the behavior of ocean systems. Finally we apply these studies to the engineering of devices within the ocean environment.

## Goals

To further knowledge of the ocean as an engineering environment and to enable the practitioner to effectively design within the parameters of such.

## Learning Materials
### Texts

* Introduction to Oceanography; Wikibooks, the open-content textbooks collection
* Marine Hydrodynamics; Wikibooks, the open-content textbooks collection

### Ocean Engineering Lessons

* Physical properties of the oceans
* Temperature
* Density
* Salinity
* Chemistry
* Ocean wave mechanics
* Periodicity
* Wave force
* Ocean currents
* Tides
* Vortices and other phenomena
* Ocean engineering design
* Models & Scaling
* Resistance
* Propulsion
* Corrosion
* Galvanic Protection
* Arctic Engineering

## Assignments
### Activities:

* Physical Properties of the Oceans

### Readings:

* Physical Properties of the Oceans
* Peruse the appropriate sections of b:Introduction to Oceanography

### Study guide:

* Physical Properties of the Oceans
* Wikipedia article:Temperature
* Wikipedia article:Density
* Wikipedia article:Salinity
* Wikipedia article:Chemistry
* Wikipedia article:Marine geology
* Wikipedia article:Oceanography
* Wikipedia article:Chemical oceanography
* Wikipedia article:Physical oceanography

## Resources

* Society of Naval Architects and Marine Engineers (SNAME)
* The Ocean Project
# Ocean wave mechanics

Part of the Ocean engineering course offered by the Wikiversity Department of Marine Engineering, School of Engineering and the Engineering and Technology Portal

## Lecture

From Ocean surface wave
commons:Wave
commons:Category:Waves

### Wave Motion
## Assignments

Activities:
* Compare the characteristic wave heights of waves in a local pond or swimming pool, and ocean waves.
Readings:
* Peruse the appropriate sections of b:Introduction to Oceanography
* Read this new article about ocean currents
Study guide:
* Wikipedia article: Wave
# Octave programming in plain view
## Part I
### Introduction

* Overview
* Memory
* Number

### Handling Repetition

* Control (pdf)
* Loop (pdf)

### Handling a Big Work

* Functions (pdf)
* Scripts (pdf)
* Scope (pdf)

### Handling Series of Data

* Arrays (pdf)
* Structures (pdf)
* Cell Arrays (pdf)
* Comma Separated Lists (pdf)

### Handling Various Kinds of Data

* Types
* Typecasts (pdf)
* Operators (pdf)
* Files (pdf)

### Class and Objects

* Class
* Inheritance

## Part II
### Octave in Complex Analysis

* Complex Functions
* Complex Integrals
* Complex Series

### Octave in Control Systems

* Frequency Domain Analysis
go to [ Electrical_&_Computer_Engineering_Studies ]
# Occupational Health Research Methodology
## Why this course?

It is increasingly necessary for academic students and professionals to learn about research methods and evidence-based practice. Both for the planning and writing of their thesis and for using the scientific literature in their professional life. Further, as professionals maybe to contribute your own research. The course provides learning on how to carry out minor cross-sectional studies based on standardised questionnaires. The course is a supplement to the students’ study curriculum. There is a Theoretical- and a Study part, that ends with a manuscript.

## The intentions

The students should learn how to plan a study, to collect and analyse the data, to apply scientific literature for the introduction and the discussion in order to prepare a scientific manuscript with the introduction, methods, results, discussion and the references. The course will provide the students with guidance on how to prepare their thesis according to the international standards required like in a scientific article. In this way, the students will be well prepared to advance with their own ideas for research and for use of scientific knowledge in their professional life.

## Objectives

Step-by-step the students will learn how to plan and carry out a minor cross-sectional epidemiological study and how to report the results in a scientific manuscript. In this way they will ´acquire basic competences: 1. To be familiar with this type of scientific research and 2. To learn how to search and use scientific literature for evidence-based health practice. Preferably the course is done as group work with 2-5 in each.

## Time period

To be tailored to the students wishes in one or more semesters (e.g. 150-200 hours in a semester)

## Acquired competencies:

* Skills to do minor questionnaire research projects
* Search scientific literature systematically
* Communicate the results of the literature and own studies
* Prepare a manuscript in an international scientific style.
* Complete their thesis in a scientific, international format

## Accessories needed

Laptop/Tablet and Wi-Fi access

## Data for the study

Databases for exercises are available. Having completed this course the students can write a protocol for an original study, their Thesis e.g.
Please help to edit these pages by creating a Username, login, click on "edit" make the changes and save (Publish): Create Account.
# Ocean remote sensing satellites

This course gives an overview of the ocean remote sensing satellites systems and what they do and see and how they work.

## Overview

Ocean satellites have traditionally had interest coming from two quite separate areas. These are from the geophysics community who have been largely interested in ocean physical phenomena and bathometry and the other is the biologists and marine scienists who are interested in the biological activity of the oceans. This usually means trying to measure the concentration of chlorophyll in the seawater as this is directly related to the quantity of algae present and will be a good correlator of the food supply available for marine animals.

### Current and Past Ocean Related Satellites

MODIS http://oceancolor.gsfc.nasa.gov/
TOPEX/Poseidon -launched Aug 1992
Jason-1 -launched Dec 2001
OSTM Ocean Surface Topography Mission -2008? -to replace Jason-1
SeaStar (SeaWiFS instrument) -launched Aug 1997 to 2008

## Glossary

* CZCS -Coastal Zone Colour Scanner
* Bathometry -study of

## See Also

Topic:Weather_satellites Topic:Remote_sensing
# University of Canberra/Ranking
## Ranking

UC was one of nine universities recognised by the Australian government in 2006 for high achievement in learning and teaching. In 2005 and 2006 rankings of the international standing of Australian universities by the w:Melbourne Institute, UC received 44 and ranked approximately two-thirds down the list. In 2007, UC received 41. UC was ranked 8th in Australia for teaching and learning and survey showed that its graduates are among the highest paid in Australia. It was also in the top 500 universities worldwide in a survey conducted by a London-based magazine.[factual?]
# University of Canberra/SAFFIRE
## Background

SAFFIRE is an acronym for an AU$12 million project to enhance curriculum reform, recruitment and retention, and student engagement at the University of Canberra (UC), 2013-2014. It is the biggest component of UC’s $25.95 million SAF grant for 2013-14.
* SAF = Structural Adjustment Fund
* FIRE = Flexibility, Innovation, Recruitment/Retention and Engagement
The project was officially launched at the SAFFIRE Festival, 18-19 March, 2013 (see graphic illustration below).
To date, no project proposal or plan has been made publically available.

## Goals

SAFFIRE aims to increase flexibility and choice for UC students. The project has five overarching goals:
* Curriculum design
* Support and engagement
* Technologies and learning environments
* Cultural change
* Policy and process review

## What is SAFFIRE?

This is a graphical illustration of Prof. Nicholas Klomp's opening talk at the UC SAFFIRE Festival.

## Festival

The SAFFIRE Festival, 18-19 March, 2013, University of Canberra, Australia was a festival of flexible innovative teaching and learning, with particular focus on Flexibility and Innovation (curriculum reform), Recruitment (and retention), and student Engagement). More information...

## Projects

Feel free to list and develop SAFFIRE project ideas here:
* Badges
* Flexible learning mentors
* Cultural competence modules
* Life-integrated learning
* Mobile hole in the wall
* Paperless
* Open education
* Virtual classrooms
* Wikimedia education
* Wiki town
* Project innovations (University of Canberra)
# University of Canberra/SAFFIRE/Projects
## Projects

Feel free to list and develop SAFFIRE project ideas here:
* Badges
* Flexible learning mentors
* Cultural competence modules
* Life-integrated learning
* Mobile hole in the wall
* Paperless
* Open education
* Virtual classrooms
* Wikimedia education
* Wiki town
* Project innovations (University of Canberra)
# University of Canberra/SAFFIRE/Background
## Background

SAFFIRE is an acronym for an AU$12 million project to enhance curriculum reform, recruitment and retention, and student engagement at the University of Canberra (UC), 2013-2014. It is the biggest component of UC’s $25.95 million SAF grant for 2013-14.
* SAF = Structural Adjustment Fund
* FIRE = Flexibility, Innovation, Recruitment/Retention and Engagement
The project was officially launched at the SAFFIRE Festival, 18-19 March, 2013 (see graphic illustration below).
To date, no project proposal or plan has been made publically available.
# University of Canberra/SAFFIRE/Festival/Program

* SAFFIRE Festival Program Mar 18 - 19, 2013, University of Canberra #ucsaffire on Twitter
# University of Canberra/RCC2012/Thursday dinner

Pre-camp dinner, Thursday 19 Jan
Please join us for dinner in Dickson the night before RCC starts, if you can. Please add your name to the list below so we can ensure we have enough places booked.
Where: Fekerte's Ethiopian Cuisine. Address: 74/2 Cape St, Dickson, ACT. A short bus or car trip from Civic (city centre), or a nice long walk. When: We've booked for 7 pm, Thursday 19 Jan 2012. Vegetarian/vegan options: Yes (traditional Ethiopian Orthodox Church "fasting food") Cost: Main dishes are $21 for veg, or $25-28 for meat/fish; entrees and salads are $7-14. Contact: call Chris if lost or confused - 0439 471 632.

## Are you coming?

Please add yourself. (Note, Laura has some other people's names, so it will be more than just those here):
* Laura Hale
* Chris Watkins
* Nigel Mitchell
* Tom Worthington
* Marghanita DaCruz
* Gillian White
* Jack Greenmaven
* Bidgee
* Hawkeye7
* Danny_B
* Liam
* Chris from Indonesia
* Anne
* JJ Harrison
* Anna-Maria Sviatko
Current reservation is for 13 people. If more people show up, they will probably be at a separate table. If you are planning to show up, please contact LauraHale on the phone (number available on WM-AU members list or by e-mailing her at lhale at wikimedia dot org dot au. She will need to modify the reservation.
# University of Canberra/SAFFIRE/Goals
## SAFFIRE goals

SAFFIRE aims to increase flexibility and choice for UC students. The project has five overarching goals:
* Curriculum design
* Support and engagement
* Technologies and learning environments
* Cultural change
* Policy and process review

## Curriculum design

Design and implement a range of distinctive and innovative degree programs across the UC Group that are student-centred, flexible and accessible; capitalise on UC’s existing disciplinary strengths; are delivered through a variety of online, blended, intensive and partnership delivery strategies; provide clear entry articulation; and enable student enrolment growth

## Support and engagement

Devise strategies that incorporate academic and mentoring support for UC and UCC students, to identify ‘at risk’ students and to provide for high retention rates into program development.

## Technologies and learning environments

Implement or renew organizational and enterprise systems and teaching and learning technologies to create integrated systems across the whole UC Group that support the new teaching and learning models.

## Cultural change

Implement a communications strategy and staff development program to ensure professional development for all staff in the new learning technologies and educational models and administrative requirements, and a broad understanding across the entire UC community of importance of the ethos of flexibility and innovation to the retention and engagement of students to UC’s educational mission over the next five years

## Policy and process review

Review and change administration processes to support the new qualifications and associated technologies.
# University of Canberra/SAFFIRE/Festival

The SAFFIRE Festival, 18-19 March, 2013, University of Canberra, Australia was a festival of flexible innovative teaching and learning, with particular focus on Flexibility and Innovation (curriculum reform), Recruitment (and retention), and student Engagement). Local, national and international participants physically and virtually discussed the future of education, innovative teaching and learning methods and educational technology, with particular reference to how to position UC in the emerging educational environment. The festival included:
* Launch of AU$26 million SAFFIRE project to innovation and enhance curriculum reform, recruitment and retention, and student engagement at UC 2013-2014
* Speakers:
** Gilly Salmon, PVC Learning Transformations at Swinburne
** George Siemens, Professor of Distance Learning at Athabasca
** Stephen Harris, principal of the Northern Beaches Christian School
** Stephanie Faye, heads up the higher education portfolio at Ernst and Young, published the ground-breaking report “University of the Future” (2012).
* Presentations, demonstrations, workshops, planning sessions and seminars on innovative flexible learning topics
* "Managing sustainable education innovation" panel discussion to draw together managers with extensive experience in leading organisations through educational change and strategic repositioning
* Jam for future educational design using human-centred design principles (User-centered design)

## Program

* SAFFIRE Festival Program Mar 18 - 19, 2013, University of Canberra #ucsaffire on Twitter
# University of Canberra/SAFFIRE/Projects/Badges
## Project

Digital badges provide an electronic method for issuing and displaying qualifications.
The Mozilla Open Badges scheme allows people to:
* Earn
* Issue
* Display
evidence of skill and knowledge attainment.
Universities, particularly since the 20th century, have served an important role in facilitating learning, issuing and displaying qualifications.
UC emphasises graduate employablity and so should be striving to support students' professional online social presence, including digital badges, e-portfolio etc., and having the development of this integrated into course and unit curricula.
UC's learning management system, Moodle will be come "badge-capable" in 2014. First-steps could be badgify cross-faculty projects such as the Academic Integrity module, SmartStudy Passport, etc. and then develop a plan for wider implementation.
This is an example of a way that a higher education institution could develop work-integrated learning and market-relevance to degree offerings.
Potential advantages of a modular, badge-based higher education curriculum include:
* Immediate application/availability to job market/searching
* On-going feedback
* Multi-channel deployability - can be displayed on social media profiles etc.
# Pygmalion effect

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.

## Pygmalion Effect

In a supervisor-subordinate relationship, the expectations of the supervisor, whether positive or negative, may be eventually fulfilled by the subordinate. This is important in job situations as the unstated expectations of the supervisor may, though nonverbal communication, affect the performance of the subordinate, not only as perceived by the supervisor, but also the actual performance.
# Pyjamas

Pyjamas is a port of Google Web Toolkit (GWT) to the Python programming language. This learning resource is meant to help people learn how to use Pyjamas to create web apps and possibly even help develop the Pyjamas project.

## Prerequisites
### Required

* Python - Students should be familiar with programming in Python

### Recommended

* Git - Using Git is the preferred way to obtain the source code for Pyjamas

## Getting started

The documentation for Pyjamas is a little fractured so here is a compiled list of links to help get you started. Also, the best place to ask for help with Pyjamas is probably the pyjamas-dev mailing list which is linked to at the bottom of this page. Each of these links is slightly different and has slightly different instructions. I suggest looking at them all to get a more cohesive understanding of what to do until I can get fleshed out instructions on this page.
* Pyjamas wiki for getting started.
* Pyjamas article on getting started.
* Book on getting started.
Once you get the source you will want to run the bootstrap.py script to create a bin directory that will have the pyjsbuild command used to compile Pyjamas programs into Javascript/HTML/CSS.
Currently, I'm working on getting Pyjamas-desktop working, because for application development it appears that developing the app locally with Pyjamas-desktop and then compiling when ready to push it to a web server works best. After I get this figured out I will write instructions on how to get Pyjamas-desktop working on Ubuntu 11.04.
* Activity: Get the source code for Pyjamas (preferably using Git: git clone git://pyjs.org/git/pyjamas.git) and build the module Helloworld in the examples directory and then view the output in a browser.

## Teacher(s)

* Devourer09 (t·c) - I'm the one initiating this resource and I'll be here to answer any questions that anyone has. I'd prefer it if you asked questions on my talk page.

## Learning projects

* Pyotzee - A project to create an implementation of the dice game Yahtzee using Pyjamas that will be hosted on Google App Engine.
# Purple Drank

Purple Drank (also known as "Dirty Sprite", Lean, and "Sizzurp") is a mixture of prescribed medication (sugary blend) with a soda drink. Originally from Texas, this drink can bring quite the effects, such as urinary retention, drowsiness, sleepiness, and low heart rate.

## Top 10 facts about this drug

* Lil Wayne's plane had to take an emergency landing because he suffered seizures because of this drug.
* Pimp C (a hip hopper), actual name: Chad Butler, died from lean in his sleep in 2007.
* Schoolboy Q (a rapper), actual name: Quincy Matthew Hanley, revealed in April 2012, that he quit sipping lean and was getting help from the drug.
* The drug was widely used in Texas in 2000, but the number of users dropped. Sadly, the number rose again in 2011.
* Two rappers have died from it: including DJ Screw and musician Big Hawk, both from Houston, Texas (where it originated).
* JaMarcus Russel, a footballer, was arrested being found with a syrup.
* Rappers like Justin Bieber have glorified purple drank in their music.
* [From the U.S. Drug Enforcement Administration] 1 in 10 teens have tried purple drank to get high!
* A YT search on Purple Drank gets thousands of hits.
# System development/Modelling/What is a model?/Process model
## What is a process model?

A process model describes in which sequence certain activities are performed.
TD: add an example

## Best practices

* BPMN: on the internet you can find many debates about the best method for making process models; the new generation is probably using BPMN
* Happy flow: start by modelling the happy flow; when you start discussing about the process it makes no sense to make a model that is too complex
# System development/Modelling/What is a model?/Business model
## To-do

* Learn more about Strategyzer
# System development/Modelling/Why should I learn about modeling?

* A model can be used to understand the situation.
* Today's software uses models to make applications (model driven development).
# System development/Multitenancy
## To-do

* http://www.computerworld.com/article/2517005/data-center/multi-tenancy-in-the-cloud--why-it-matters.html
# System development/Vision
## Trends

* Model driven development:
** Do we see a trend towards model driven development?
** Tooling: tools like force.com (Salesforce), Mendix, Triggre, ZOHO creator are used to model complex systems; also Oracle and SAP are moving into this direction.
** Gartner: Is this trend also recognized by Gartner? TD: look for information about this trend
# System development/Required fields

In an information system you can configure which fields are required. On this page you can find information about required fields.

## Issues

* How to indicate that a field is required or optional?
* When should you make a field in an information system required? See examples.

## Best practices

* Reference attributes should be made required in a link table or when the child cannot exist without a parent. For example order - orderline.
* Make attributes like DisplayedName required.

## Example project-person

In this chapter you can find some examples regarding required fields.
In the below screenshot you see a set of projects and a set of employees. A project and an employee can exist without having a relation.
But when you implement this example you use a link table. Records in the link table are required.

## Example contract-organization

When you create a CONTRACT you always have to make a relation to ORGANIZATIONS, because a contract always consists of two (or more) ORGANIZATIONS making an agreement.
# System development/Terminology/Semantics
## Semantic model

When you start making an information system it's a best practice to create a semantic model. A semantic model consists of concepts, which have a relation. In the example below you see the semantic model of a car administration system. You see the following concepts: Car, Contract, Employee, Lease company, Manager, Request.

## Data model

After you created the semantic model you decide which concepts (from your semantic model) will be in the system. For instance for the manager and the employee you can create an objecttype PERSON or EMPLOYEE. How will your system find the manager? You could add a property 'manager' to objecttype EMPLOYEE or you can add a new objecttype ORGANIZATIONAL UNIT. You also have to decide about which properties you want to register. For the car you could add the following properties:
* Colour: reference to data item 'Colour'
* License plate number: text
* Model: reference to data item 'CarModel'
* Owner: reference tot data item 'Person'
# System of linear equations/5/Exercise

Solve the system of linear equations
    $4x-5y+7z=-3\,,$
    $-2x+4y+3z=9\,,$
    $x=-2\,.$
# System development/Terminology
## Aandachtspunten

In the [system development course] we want to explain terminology when terms are relevant.

## Index

| A t/m E | F t/m L | M t/m R | S t/m Z |
| Area Attribute: see Property Concept CRUD conceptual model Data model Data item: see ObjectType Datatype | Event Eventtype Form Generated application Expression Identifier Join | Navigation Object ObjectType Page Parameter Process Process model Property Record Rule Rule model Relation | Query Semantics Semantic model |