OpenLLM-France/wikimedia huggingface dataset:
# French horn

The horn is a brass instrument that consists of tubing wrapped into a coiled form. The instrument was first developed in France from the cor de chasse, or hunting horn in about 1650. Since 1680, when the instrument was used in England, it has been known as the French horn in English-speaking countries, (although musicians, particularly players of the instrument, generally refer to it simply as the horn). In 1971, the International Horn Society declared the official name of this instrument to be the "Horn."
The horn is a conically shaped instrument much like the cornet and Saxhorns. It has a tapered bore which steadily increases in diameter along its length, unlike the trumpet and trombone which are considered cylindrical. Unlike most other valved brass instruments, which use piston valves, the horn uses rotary valves. Piston valves are of French origin. The earlier horns used pistons, but then changed to rotary valves, of German origin, to save space.
Compared to the other brass instruments commonly found in the orchestra, the typical range of the horn is set an octave higher in its harmonic series, facilitated by its small mouthpiece. A typical horn contains twenty-six feet of tubing (the longest of any instrument). Its conical bore is largely responsible for its characteristic tone, often described as "mellow". The typical playing range of a horn differs from its written range by a fifth, and extends from the G below the treble clef to the F above the treble clef. Although this is the standard range found in classical repertoire, some players can play many notes beyond this range, both lower and higher.
The horn typically plays higher in its harmonic series than other common orchestral brass instruments, where the partials are closer together (and harder to distinguish), making the horn one of the more difficult instruments to learn.

### Famous Horn players

Emma Maher Dennis Brain Eric Ruske Peter Damm Barry Tuckwell David Gent Dale Clevenger Philip Farkas

## Links

* Horn on Wikipedia
* Horn Workbook

## See Also

* School of Music
# Frequency

Frequency is the number of repeating events per unit of time. In physics, the frequency of a wave is the number of wave crests (the peaks of the wave) that pass a point in one second.
Hertz (symbol Hz) is the unit of frequency.
The relationship between frequency and wavelength is expressed by the formula:
where v is speed and $\lambda$ (Lambda) is wavelength. The formula for the frequency of light waves is $f=c/\lambda$ where the c is the speed of light.
Different types of waves have different frequencies. One way to visualize this is if there were two trains traveling at the same speed, but the size of the train cars was smaller on one train than the other. If someone picked something that was not moving, like a signpost, and then counted how many train cars passed the sign post in one second for each train, they would know the frequency of cars passing in each train. The number and frequency of train cars passing the sign post would be different, because the train with smaller train cars would have more train cars passing the sign post in a second than the train with larger train cars. Knowing how many cars passed the sign post in one second, and knowing the speed of the train, one could figure out mathematically the size of each train car for each train.
For example, if the train was moving at 10 miles per second, and 10 train cars passed in one second, then each train car would be 1 mile long. If the other train was also moving at 10 miles per second and 20 train cars passed in one second, then one would know that each train car was 1/2 of a mile long for that train. This example shows that knowing the frequency of an electromagnetic wave gives you the wavelength, since all electromagnetic waves travel at the speed of light so that c = v (lambda) where v is frequency and lambda is wavelength, and c is the speed of light. Therefore, another way of expressing frequency is to say frequency is c over lambda.
# Friction
### What is friction?

Friction is a force, affects motion. Friction acts on materials in contact with another, or acts in different direction in opposite motion.

### What does the force of friction depend on?

* Nature of the materials.
* How hard the surfaces are pressed together
..such as Rubber vs. Concrete, and not Steel vs. Steel (Rubber vs. Concrete > Steel vs. Steel)

##### Static Friction :

Friction between the surfaces in contact and which are relatively at rest.
* Opposes movement of stationary object
* Moving furniture
* Hardest part getting moving

##### Kinetic Friction

* Acts on objects in motion
* Once object begins moving, less force to keep in motion
* Sliding, Rolling, Fluid

##### Sliding Friction

* Two objects slide past one another
* Basketball shoes prevent slipping

##### Rolling Friction

* Objects such as wheel or ball rolls across surface
* Easier to overcome than sliding friction
* Rolling friction is always less than static friction, as the time period for contact of irregularities between the bodies is less in rolling friction compared to static friction.

##### Fluid Friction

* Solid objects move through fluids
* Cyclists use aerodynamic and spandex to reduce friction
* Vehicles such as aeroplanes and cars have a special shape known as streamlined shape to reduce windshear or drag.

##### Air Resistance

* Friction acting on something moving through air
* Don't notice unless at high speed.
# Entrepreneurship/Getting Started

If you are a person that is taking into consideration beginning your company online, then it may be significantly easier to tap into a technique that allows you to sell other peoples goods. There are several positive aspects in utilizing this technique, which is referred to as affiliate advertising and marketing. The primary advantage is that you do not have to devote a incredible quantity of time studying and coming up with a product of your personal. Most men and women starting up out are fairly uncertain of what they would like to marketplace and normally need assist starting a company.
Effectively 1 of the greatest techniques that we have identified is to just discover a item that you like, a single that will permit you to refer other people to purchase that very same solution and they in flip, refer a commission back to you for referring that sale. On the world wide web this can happen in grand scale. You can truly have your really personal exclusive ID which electronically tells the owner of the product that you referred an individual to them and they can literally track thousands of income back to you and your efforts.
The ideal portion is that you did not have to produce anything at all, you merely discovered how to generate some interest in their product using some internet marketing and advertising methods. Some of these affiliate products have extremely expert presentations and will enable you to have your own distinctive web site set up correct out of the gate. We suggest that you set up their web site as the back finish to your personal branded domain name website. 1 that you have particularly picked as your own niche marketing website.
We advise employing word press as your marketing and advertising site because it is a cost-free site that has numerous potent advantages in marketing your solution. Of program there are numerous methods to marketplace your item, but a single of the best ways to do this is by creating quick day-to-day pertinent articles or blog posts to what you are making an attempt to promote. Articles or blog posts or information that will appeal to other people to what you have to supply and posting them on your word press internet site and to the best 15 or so post submission directories. You must do some homework to investigation specific keywords that will inform you what individuals are looking for and craft your articles close to these keywords.
# Enterprise Resource Planning/Projects
## Programme

This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

### Subject

ERP Components- Modules Workshops
   A capable and professional ERP implementor is often a person with real grunt work exposure with business applications. There are various differentiated applications of ERP that are sometimes diverse and unconnected to one another. Learning about such differences and how to map them as common components is a plus.

### Objectives

The objectives of this subject are:
* To work hands-on various functional module workshops
* To go through some Packaging Tools to Import/Export Modules
* To gain experience in various ERP disciplines

### Learning Outcomes

On completion of this subject the students shall be able to:
* Make use of a Packaging tool to import a real sub project
* Recompile the projects and deploy it successfully
* Gather more experience and exposure among the community
* Contribute Learning Points back to the Wiki and Forums

### Sypnosis

This subject covers more advanced important key modules and tools in an Open Source ERP project. Pratical workshops for the students to gain experience using online resources and the community to achieve a satisfactory self-sufficient capability in making various modules work. The experience and confidence obtained can be applied to other technical challenges in a future career.

## Subject Details
### Group Project V - Replication

(20hrs)
* Using ADCK
* Project Workshop
* Learning Points

### Group Project VI - BOM

(20 hrs)
* Project Workshop
* Learning Points

### Group Project VII - Manufacturing

(20 hrs)
* Project Workshop
* Learning Points

### Group Project VIII - Forecasting

(20 hrs)
* Project Workshop
* Learning Points

### Group Project IX - Business Intelligence

(20 hrs)
* Project Workshop
* Learning Points

### Group Project X - E-Commerce

(20 hrs)
* Project Workshop
* Learning Points
# Enterprise Resource Planning/Software and Development
## Programme

This is a module part of the Open Source ERP/Executive Diploma course conducted by a private university.

### Subject

ERP Software Development - Just Enough Java

### Objectives

The objectives of this subject are:
* To know how the software operates in running the ERP System
* To learn just enough Java, SQL and DB to troubleshoot the ERP Software
* To use the community to gain experience and obtain apprenticeship
* To develop further and extend the present ERP functionalities

### Learning Outcomes

On completion of this subject the students shall be able to:
* Setup an Interactive Development Environment (IDE) such as Eclipse
* Handle the sourcecode, modify and recompile succesfully for deployment
* Work with others in the community to shorten the learning curve
* Debug any fault in the system and and resolve the bugs
* Use SourceForge trackers to conduct software maintenance professionally

### Sypnosis

This subject covers the software development environment using popular open source tools. This involves debugging and modifying the software to resolve many common needs. The approach is to jump into some hands-on experience by using the SourceForge trackers to pick up real bugs and resolve them collectively with the community.

## Subject Details
### Using the IDE

(15hrs)
* Installing IDE
* Checking Out The Source
* Setting Classpath Properties & Other Errors
* Using the Perspectives & Views

### Using SourceForge

(15 hrs)
* Bug Tracker
* Features Tracker
* Tracker Activity
* Reading Maillist

### Just Enough Java

(20hrs)
* Basics of Java
* ERP Java
* Stepping through Code
* Latest Progress

### Just Enough SQL

(15hrs)
* Basics of SQL
* Using DB Editor
* Understanding PL/SQL
* Java SQL

### Solving A Bug

(20 hrs)
* Choosing a Bug
* Research the context
* Communicate the ideas
* Submitting for Review

### Just Enough Database

(15hrs)
* Importing the Initial DB
* Exporting DB and Versioning Rules
* Restoring DB
* Handling DB Instances

### New Feature

(20hrs)
* Create or Extending Module
* ModelValidator
* Design Stage
* Development Stage
* Testing Stage
* Documenting Stage

## Main Reference

* Adempiere Technical Training
* Project Wiki
# Enterprise Resource Planning/Reporting
## Programme

This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

### Subject

ERP Reporting - Towards Business Intelligence
   Reporting is perhaps the killer app within any computerised operational system. A simple report that gives the right format for an end user particularly managerial level can be a deciding factor as to whether the system is doing its job and is highly prized.

### Objectives

The objectives of this subject are:
* To appreciate the era of Business Intelligence in ERP
* To be familiar with BI Tools and usual processes
* To handle standard Print Formats for ERP Documents

### Learning Outcomes

On completion of this subject the students shall be able to:
* Understand Reporting Needs of ERP
* Perform some standard Printout of documents and Financial Analysis
* Handle integration of ERP to 3rd party reporting tools
* Modify reporting formats to professional user requirements

### Sypnosis

This subject looks into the reporting needs of an ERP System leading to Business Intelligence for the end users. Popular concepts from Master-Detail, Cross-Tab until cube drilling are exposed here. Practical hands-on skill building in preparing standard printouts.

## Subject Details
### Reporting Basics

(15 hrs)
* Printer Selection
* Printing Basics
* Print Formats

### Document Printing

(20 hrs)
* Orders and Invoice Printing
* Inventory Movement
* Payments

### Advanced Reporting

(20 hrs)
* Aging Analysis
* Cash Flow Analysis
* Budgetary Reporting

### Financial Reporting

(20hrs)
* Column set definition
* Row set definition
* Creating Financial Analysis
* Using Jasper Reports

### Using JasperReports

(15 hrs)
* IReports Editor
* Parameters and DataTypes
* Compiliing and deployment
# Entities/Astronomy/Quiz

Entity astronomy is a lecture studying the variety and types of entities in or associated with original research/radiation astronomy, including astrohistory. It may become a lecture for the course on the principles of radiation astronomy or joined with classical planets for a course on ancient astronomy.
You are free to take this quiz based on entity astronomy at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Northern hemisphere peoples around the world saw deities in the sky toward the North pole with halos around their faces.
# Ideas in Geometry/Instructive examples/Lesson 21: Wacky Dice

Lesson 21: Wacky Dice
"OR" Lemma: If two events E1 and E2 cannot occur at the same time, then the probability that E1 or E2 will occur is the sum of the probabilities for each of the events Probability (E1 or E2) = Probability(E1) + Probability(E2)
"AND" Lemma: If the occurrence of one of the events E1 and E2 does not affect the occurrence of the other, then the probability that E1 and E2 will occur is the product of the probabilities for each of the events Probability (E1 and E2) = Probability(E1) x Probability(E2)
Using these two lemmas we can determine how often wacky die will win We can see this by looking at the following example: Die 1: 2, 2, 2, 2, 6, 6 Die 2: 1, 1, 1, 5, 5, 5
What is the probability Die 1 rolls a 2? 4/6 or 2/3 What is the probability Die 1 rolls a 6? 2/6 or 1/3 What is the probability Die 2 rolls a 1? 3/6 or 1/2 What is the probability Die 2 rolls a 5? 3/6 or 1/2
What is the probability that Die 1 rolls a 2 and Die 2 rolls a 1? Use the AND lemmato multiply probabilities 2/3 x 1/2 = 1/3 Die 1 wins What is the probability that Die 1 rolls a 2 and Die 2 rolls a 5? Use the AND lemmato multiply probabilities
2/3 x 1/2 = 1/3 Die 2 wins What is the probability that Die 1 rolls a 6 and Die 2 rolls a 1? Use the AND lemmato multiply probabilities
1/3 x 1/2 = 1/6 Die 1 wins What is the probability that Die 1 rolls a 6 and Die 2 rolls a 5? Use the AND lemma to multiply probabilities
1/3 x 1/2 = 1/6 Die 1 wins What is the probability that Die 1 beats Die 2? Use the OR lemma to add probabilities
1/3 + 1/6 + 1/6 = 2/3
These lemmas can be applied to die with any numbers as well as other probabilities
Lorenmartell 03:13, 7 December 2010 (UTC)
# Ideas in Geometry/Instructive examples/Finding a Midset (21 from 1.3)

1.3 #21 Find the City Geometry midset of (-2,2) and (2,2).
To begin, first plot the two points on a grid.
A (-2,2) B(2,2)
Now that the points are plotted, you need to find the midset. A midset is a set of points that are equal distance away from two points. So, you need to find all the points that are the same distance from both A and B.
In the picture above all of the points labeled are equal distance away from A and B. 2 units to the right of A and 2 units to the left of B end up at the same point so this is part of the midset. To get to the points directly above and below this point, it is 3 units from both A and B. The picture also points that are 4, 5, and 6 units away from both A and B. All of these points are in the midset.
If you look closely at the points in the midset, all of the points are part of a line that bisects the line segment AB (divides it in two equal sections). They all have an x value of 0. Thus, any point that falls on this bisecting line is part of the midset. So, the midset of (-2,2) and (2,2) is a vertical line extending infinitely that bisects AB.
The blue line represents the midset.
Rachel89 21:23, 24 October 2010 (UTC)
# Ideas in Geometry/Instructive examples/Problem

In city geometry and Euclidean Geometry, a parabola is a set of points such that each of those points is the same distance from a given point, A, as it is from a given line, L. This is a little trickier in city geometry because there are no curved lines.
Question 22 asks you to draw a parabola determined by the point (2,0) and the line y=0. So in this case A from the definition is (2,0) and L is y=0.
The first thing you should do is draw on a coordinate plane the point (2,0) and the line y=0. (Hint: y=0 is a horizontal line that exists along the x-axis) You should notice is that the point (2,0) is on the line y=0. Since the point lies on the line, there is only one point where the point of a parabola can be the same distance from the point (2,0) and the line y=0 and that point is (2,0) because (2,0) is zero distance away from the point (2,0) and the line y=0. This means that the parabola created in this problem is actually just one point: (2,0). The picture looks like this:
# Ideas in Geometry/Instructive examples/If-Then Truth Tables, Section 2.2

Click on image to make it larger.
By, Katelin Barker
# Ideas in Geometry/Instructive examples/Lesson 15: Tessellations

2.3 Tessellations
A tessellation is a pattern of polygons fitted together to cover the entire plane without overlapping. A regular tessellation is a tessellation is when a regular polygon, a figure whose sides all have the same length and whose angles are all equal, tiles the plane.
The three regular polygons that can tile the plane are an equilateral triangle, a square, and a regular hexagon. This is possible because the interior angles of these three regular figures can be evenly go into 360 (the number of degrees in a circle).
Theorem: Any triangle and quadrilateral can tile the plane.
# Ideas in Geometry/Instructive examples/Monty Hall Lesson

Monty Hall Problem
Suppose you're on a game show, and you're given the choice of three doors. Behind one door is a car; behind the other two, goats. You pick on door, say No. 1. The host, who knows what lies behind each of the doors, opens another door, say No. 3, which has a goat. He then asks you, " Would like like to pick door No.2?" Is it in your best interest to switch or stay with the same door.
How Should we go about solving this problem?
- Let's first think about the possible door outcomes:
Right? So we choose door one (*). The host opens a door with a goat (o). So, based of of this, the probability must be 1/2 of the time or 50%. Because of this, it doesn't matter if you stay or switch.
WRONG
But why not? There are only two choices? - The critical thing to know is that the host does not have a choice in the door he opens. He must always open a door that has a goat behind it after the contestant has made their choice. - As long as the 3 choices are equally likely, there can never be a probability of 1/2 since the host's choice does not have an effect on the outcome.
So what is the best thing to do? Should we stay or should we switch?
- Let's start by thinking of all the possible outcomes behind the doors:
- To figure out the outcomes of staying or switching, let's assume that you always choose door one. The results would be as follows:
- Our outcome when we stay yields a car one out of three times or 1/3 of the time. If we were to switch doors, this would yield a car two out of three times or 2/3 or the time.
# Ideas in Geometry/Instructive examples/Lesson 17- Properties of Triangles

3.1.1
There are different ideas about what the center of a triangle might be. Consider the following. Which do you think best describes the "center" of a triangle? :
1. The perpendicular bisectors of the the 3 sides of the triangle that meet at one point= Circumcenter At this point used as the center, a circle can be made to intersect each of the 3 vertices. This line may not always lie inside of the triangle. This site helps us visualize the circumcenter as well as help construct one: http://www.mathopenref.com/constcircumcenter.html
2. The interior bisectors of each angle meet at a point= Incenter At this point used as the center, a circle can be drawn within the triangle that makes the circle tangent to each of the sides. This circle made is called the incircle. This site helps us visualize the incenter as well as help construct one: http://www.mathopenref.com/constincenter.html
3. The meeting point of the 3 altitudes of a triangle= orthocenter What is an altitude? An altitude is a line from the vertex to the opposite line. This line is perpendicular to the opposite line and a right angle is always formed between the line made and the opposite line of the triangle. The orthocenter may not lie inside of the triangle This site helps us visualize the orthocenter as well as help construct one: http://www.mathopenref.com/constorthocenter.html
4. The meeting point of the lines of a triangle that connect the vertex to the midpoint of the opposite side= Centroid The centroid is unique because it is called the "center of mass." This means the triangle can be balanced on a plane at this point. This site helps us visualize the centroid as well as help construct one: http://www.mathopenref.com/constcentroid.html
But how is this different than an orthocenter? The lines used to create the centroid do not necessarily form a right angle with the other side. When constructing the othocenter, the altitudes always form right angles with the opposite sides.
Helpful acronym to remember which constructions always lie inside the triangle : COIN C ircumenter O rthocenter I ncenter N centroid IN is always inside the triangle!