OpenLLM-France/wikimedia huggingface dataset:
# Intermediate engineering analysis

Intermediate engineering analysis (IEA) is a course as part of the engineering school here at wikiversity. It is based on EGM4313.s12 from the University of Florida.
The course objective is to provide students with the mechanical training to analyze common engineering problems.

## Prerequisites

Needed are a course in introductory calculus, engineering drafting (CADCAM), and introductory mechanics.

## Problem sets

To gain needed skills a series of problem sets have been designed and are included. Students are encouraged to try to solve the problems on their own before consulting the solutions and as a check on the validity of the solutions.
Enjoy learning by doing!
* Intermediate engineering analysis/Problem set 1
* Intermediate engineering analysis/Problem set 2
* Intermediate engineering analysis/Problem set 3
* Intermediate engineering analysis/Problem set 4
* Intermediate engineering analysis/Problem set 5
* Intermediate engineering analysis/Problem set 6
* Intermediate engineering analysis/Problem set 7
# Intermediate value theorem/Bisection method/3/Method

Let $a\leq b$ be real numbers, and let $f\colon [a,b]\rightarrow \mathbb {R}$ denote a continuous function such that $f(a)\leq 0$ and $f(b)\geq 0$. Then the function has a zero within the interval, due to the Intermediate value theorem. Such a zero can be found by the bisection method, as described in the proof of the Intermediate value theorem. We put $a_{0}=a$ and $b_{0}=b$, and the other interval bounds are inductively defined in such a way that $f(a_{n})\leq 0$ and $f(b_{n})\geq 0$ hold. Define $x_{n}={\frac {a_{n}+b_{n}}{2}}$ and compute $f(x_{n})$. If $f{\left(x_{n}\right)}\leq 0$, then we set
    $a_{n+1}:=x_{n}\,\,{\text{ and }}\,\,b_{n+1}:=b_{n},$
and if $f{\left(x_{n}\right)}>0$, then we set
    $a_{n+1}:=a_{n}\,\,{\text{ and }}\,\,b_{n+1}:=x_{n}.$
In both cases, the new interval $[a_{n+1},b_{n+1}]$ has half the length of the preceding interval and so we have bisected intervals. The real number $x$ defined by these nested intervals is a zero of the function.
# Intermediate value theorem/Close to 0/Value close to 0/Exercise

Let $f\colon \mathbb {R} \rightarrow \mathbb {R}$ be a continuous function and let $x$ be "close“ to a zero of $f$. Is then $f(x)$ close to $0$?
# Intermediate value theorem/Existence of roots/2/Remark

The existence of arbitrary roots of nonnegative real numbers follows also from the Intermediate value theorem, since, for $c\geq 0$, the continuous function $X^{k}-c$ attains negative and positive values and has therefore also a zero. The proof of fact rests on the method of the Intermediate value theorem, even though continuity is not explicitly used.
# Intermediate value theorem/Not for Q/Exercise

Show that the Intermediate value theorem for continuous functions from $\mathbb {Q}$ to $\mathbb {Q}$ does not hold.
# Intermediate value theorem/Not for Q/Exercise/Solution

The function
    $f\colon \mathbb {Q} \longrightarrow \mathbb {Q} ,x\longmapsto x^{2}-2,$
is continuous and we have $f(0)=-2<0$ and $f(2)=2>0$. If the Intermediate value theorem would also hold for the rational numbers, then there would be inside the rational interval $[0,2]$ a zero for this function, so there would be a $q\in \mathbb {Q}$ with $q^{2}=2$. But this is not possible, since the square root of $2$ is irrational.
# Tibetan language/TISE (Tibetan Wylie Input Utility)

   Tise (pronounced 'tee-say') is a Tibetan input utility for WinXP created by Gregory Mokhin. EWTS Transliteration is used for typing Tibetan. Tise intercepts user input and converts EWTS sequences into proper codes for Tibetan text to be displayed using a Unicode Opentype Tibetan font. Previous versions of Tise worked with 8-bit LTibetan font. Current version uses Unicode. Tise automatically adjusts itself to the user's preferred keyboard layout and is able to work with multiple layouts. Tise may work on Win2K (not tested). It will not work on any lower version of Windows. For older versions of Windows an excellent tibwin utility by Marvin Moser is available elsewhere for free. Tise is not based on tibwin and does not use any code from tibwin and/or other software. Tise is developed in line with the aims of THL tools project with the sole purpose to assist the preservation of Tibetan cultural heritage and to make using a computer easier for Himalayan peoples and scholars.
Source:
Good instructions for editing Tibetan on Linux (with the Gnome desktop) are found here: !
# Tibetan language/Tibetan-English dictionaries

The Dharma Dictionary is an ongoing collaborative online project involved in compiling Buddhist terminology and translation terms supporting the translation from the Tibetan to English languages. Commenced in 1979, it has grown to a collection of circa 306,000 entries or 21 megabytes.
# Tibetan language/Meta-language learning and acquisition

Meta, Meta-language, Meta-language learning, Meta-language learning and acquisition, what exactly does this mean? Well, I understand it to mean Meta, a discipline regarding how we do our discipline or activity. So this lesson is about how we maximize the potential of our language learning and acquisition...and the language we employ to talk about this and discuss it. This is where we define our tools, so we know what to gather, engage and sharpen!
* YouTube: 'An easy way to learn foreign languages' by poliglotta80
* YouTube: 'Foreign language learning without a method' by ProfASAr
# Tibetan language/Learning the script and associated phonemes
## Script
### Root letters

| Wylie | Tibetan | Unicode | Tsamkey |
| ka | ཀ | 0F40 | k |
| kha | ཁ | 0F41 | q |
| ga | ག | 0F42 | g |
| nga | ང | 0F44 | v |
| ca | ཅ | 0F45 | c |
| cha | ཆ | 0F46 | ] |
| ja | ཇ | 0F47 | j |
| nya | ཉ | 0F49 | f |
| ta | ཏ | 0F4F | t |
| tha | ཐ | 0F50 | [ |
| da | ད | 0F51 | d |
| na | ན | 0F53 | n |
| pa | པ | 0F54 | p |
| pha | ཕ | 0F55 | \ |
| ba | བ | 0F56 | b |
| ma | མ | 0F58 | m |
| tsa | ཙ | 0F59 | cx |
| tsha | ཚ | 0F5A | ]x |
| dza | ཛ | 0F5B | jx |
| wa | ཝ | 0F5D | w |
| zha | ཞ | 0F5E | Z |
| za | ཟ | 0F5F | z |
| ' | འ | 0F60 | a |
| ya | ཡ | 0F61 | y |
| ra | ར | 0F62 | r |
| la | ལ | 0F63 | l |
| sha | ཤ | 0F64 | Q |
| sa | ས | 0F66 | s |
| ha | ཧ | 0F67 | h |
| a | ཨ | 0F68 | A |

### Superscribed letters

| Wylie | Tibetan | Tsamkey |
| rka | རྐ | RK |
| rga | རྒ | RG |
| rnga | རྔ | RV |
| rja | རྗ | RJ |
| rnya | རྙ | rF |
| rta | རྟ | RT |
| rda | རྡ | RD |
| rna | རྣ | RN |
| rba | རྦ | RB |
| rma | རྨ | RM |
| rtsa | རྩ | RCX |
| rdza | རྫ | RJX |
| lka | ལྐ | LK |
| lga | ལྒ | LG |
| lnga | ལྔ | LV |
| lca | ལྕ | LC |
| lja | ལྗ | LJ |
| lta | ལྟ | LT |
| lda | ལྡ | LD |
| lpa | ལྤ | LP |
| lba | ལྦ | LB |
| lha | ལྷ | LH |
| ska | སྐ | SK |
| sga | སྒ | SG |
| snga | སྔ | SV |
| snya | སྙ | sF |
| sta | སྟ | ST |
| sda | རྡ | SD |
| sna | སྣ | SN |
| spa | སྤ | SP |
| sba | སྦ | SB |
| sma | སྨ | SM |
| stsa | སྩ | SCX |

### Subscribed letters

| Wylie | Tibetan | Unicode | Tsamkey |

## Phonemes

What is a phoneme?

## Digital activities

* Learn Tibetan Language: Digital Teaching Tools
* YouTube: Learning Tibetan Language - Alphabet and Pronunciation with Lama (there are more Youtube Tibetan language learning resources, please capture details and include herein, thanxta)
* YouTube: Tibetan Alphabet Consonants
* YouTube: Tibetan Vowels
* Library of Tibetan Works and Archives Tibetan Alphabet Game - Basic Alphabet
* Library of Tibetan Works and Archives Tibetan Alphabet Game - Subjoined Letters
* Library of Tibetan Works and Archives Tibetan Alphabet Game - Superscribed Letters
* Library of Tibetan Works and Archives Tibetan Alphabet Game - Vowels
* Lama David Curtis - The Tibetan Alphabet
# Tibetan language/Punctuation and terma marks
## Tsheg

There are short breaks in Tibetan punctuation, like a comma is a short break in English; that is the normal tsheg. Then there are long breaks like an English fullstop or period; that is a long tsheg, also called a shad or stroke.
In grammar, a shad is actually a version of a tsheg. What is often understood as a "tsheg" is called a short tsheg and a shad is called a long tsheg. This is so, because tsheg means "break" (literally the sound "snap"). When writing in Tibetan, a shad is actually started as a normal tsheg and then lengthened, thus it is also physically speaking a long tsheg.
Now we may understand that the gter tsheg, which is the equivalent of a long tsheg (shad) is actually a tsheg, but one used specifically for terma.

## Terma marks

A dakini text is a kind of terma text. Termas are revealed literature and are a genre unto themselves in the Tibetan spiritual literary tradition. Terma and dakini texts often have special marks and punctuation which is salient to the genre and tradition and often exquisitely beautiful to the eye. There are a vast number of these marks which has posed a significant challenge for Tibetan Unicode and terma translations. Generally, an initial 'yig mgo mdun ma' (U+0F04) or 'zla tshe gnyis' plus a 'shad' are found in the upper left corner of a normal Tibetan text in pecha format. In some pechas the 'zla tshe gnyis' are replaced by special signs and the shad’s are replaced by the terma break 'gter tsheg' or in front of the 'gter ma' alphabet or text. These specific signs belong to the texts itself, not to the tertons (gter ston ). In addition, beside these marks exist a lot of different specific terton signs the 'gter ston gter btags'. In summary, there are terma marks specific to individual terma that often are embellishments or flourishes augmenting standard punctuation. Specific tertons also often have marks which are related to their revealing activity, also known as terma marks or terma signs. Often, the terma mark is all that is revealed to the terton. Within this resides the entire terma. It may also be understood as a seal of authenticity. Similarly, the terton mark specific to the terton is at once their seal of authenticity as a revealer as well as their key to access the terma. That said, this is a very complex and esoteric matter and this is only a cursory introduction.
# Tibetan language/Registration and introductions
## Registration

If you are interested in becoming involved in whatever capacity with this language learning initiative, please register your interest within the Tibetan section of the Participant Coordination Register, Centre for Foreign Language Learning.

## Introductions

Once you have registered interest as per above, please introduce yourself by leaving a note to all other people who have listed themselves as interested parties by leaving a note on their TalkPage. If you are unsure what this is or how to do this, give it a go and just see if you can intuitively find your way to do this. If not, do not be discouraged, as you will have instructions posted on your Wikiversity TalkPage which will provide information and resources for direction and assistance. This is generally done immediatley after signing up with Wikiversity, but sometimes you may have to wait until you next log in.

## Important

If any of the following syllabus or course information within this learning initiative is challenging to understand or of questionable benefit in your valuable opinion as an experienced and experiential learner and teacher, please document what it is and either inform another project participant or place an outline of the recommendation or reservation it in the Tibetan Language/Developmental initiatives.
# Tibetan language/Grammar
## Wikimedia

* w: Modern Standard Tibetan grammar
# Literature/1977/Chandler

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Reviews
### w: Alfred Chandler

* Chandler argued that modern large-scale firms arose to take advantage of the national markets and productive techniques available after the rail network was in place. He found that they prospered because they had higher productivity, lower costs, and higher profits. The firms created the "managerial class" in America because they needed to coordinate the increasingly complex and interdependent system. According to Steven Usselman, this ability to achieve efficiency through coordination, and not some anti-competitive monopolistic greed by robber barons, explained the high levels of concentration in modern American industry.

### w: The Visible Hand

* The title is a play on Adam Smith's famous notion of the invisible hand. Chandler described the emergence the managerial layer of the firms, who could extend its domain of action by sheer desire to exploit the new found efficiency to domains of action for which it had not be designed for nor instructed to.

## Wikimedia

| w: organizational learning | w: invisible hand w: invisible college w: implicature w: contextualism |

## Chronology

* 1975/March/J $^{[^]}$
* Chandler, Alfred (1977). The Visible Hand: The Managerial Revolution in American Business, The Belknap Press of Harvard University Press, 1977. $^{[^]}$
* Noble, David (1977). America By Design: Science, Technology, and the Rise of Corporate Capitalism, New York: Knopf, 1977. ISBN 978-0-394-49983-3 $^{[^]}$
* Annis, David B. (1978). "A Contextualist Theory of Epistemic Justification," American Philosophical Quarterly, 15(3): 213–219. $^{[^]}$
* Argyris, Chris and Schön, Donald (1978). Organizational Learning: A Theory of Action Perspective. New York: Addison-Wesley, 1978. ISBN 0-201-00174-8 $^{[^]}$

## Comments

* ↑ From around this time on, the American academics began to take seriously contextualism and its presuppositions and entailments such as invisibility, implicity, ambiguity, uncertainty, subjectivity, interpretivism, metaphor, etc. As far as they are negativist and revolutionary, Chandler's argument for "the visible hand" sounds positivist and reactionary.
# Literature/1977/Gibson

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Affordance

* He defined affordances as all "action possibilities" latent in the environment, objectively measurable and independent of the individual's ability to recognize them, but always in relation to the actor and therefore dependent on their capabilities. For instance, a set of steps which rises four feet high does not afford the act of climbing if the actor is a crawling infant.
* In 1988, Donald Norman appropriated the term affordances in the context of human-machine interaction to refer to just those action possibilities that are readily perceivable by an actor.
| w: Frame (artificial intelligence) w: Script theory w: Situated cognition w: Situated learning | w: Natural language understanding w: Conceptual metaphor w: Frame semantics (linguistics) w: Twin Earth thought experiment |

## Related works

* Gibson, Jame J. (1977). "The Theory of Affordances," pp. 67-82. In: Robert Shaw & John Bransford, eds. Perceiving, Acting, and Knowing: Toward an Ecological Psychology. Hillsdale, NJ: Lawrence Erlbaum. $^{[^]}$
* Gibson, Jame J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin. $^{[^]}$
# Literature/1977/Peirce

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Charles S. Peirce
### w: Victoria, Lady Welby

| w: Semiotics | w: Significs |

## Chronology

* Peirce, Charles S. & Welby, Victoria Lady (1977). Semiotic and Significs: Correspondence between Charles S. Peirce and Victoria Lady Welby. Charles S. Hardwick & James Cook, eds., Indiana University Press. $^{[^]}$
* Eco, Umberto (1975). A Theory of Semiotics. London: Macmillan, 1976. $^{[^]}$
* Ogden, C. K. & I. A. Richards (1923). The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Welby, Victoria Lady (1911). Significs and Language: The Articulate Form of Our Expressive and Interpretive Resources. H. Walter Schmitz, ed., John Benjamins, 1985. $^{[^]}$
* Welby, Victoria Lady (1903). What Is Meaning? Studies in the Development of Significance. John Benjamins.
* Bréal, Michel (1897). Semantics: Studies in the Science of Meaning. Nina Cust, trans., J. P. Postgate, ed. (1900).
* Welby, Victoria Lady (1896). "Sense, meaning, and interpretation I," Mind 5: 24–37.
* Welby, Victoria Lady (1896). "Sense, meaning, and interpretation II," Mind 5: 186–202.
# Literature/1977/Johnson-Laird

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: Cognitive science w: Psycholinguistics | w: Mental model |

## Related works

* Philip N. Johnson-Laird (1983). Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness. Harvard University Press. $^{[^]}$
* Gentner, Dedre & Albert L. Stevens, eds. (1983). Mental Models. Lawrence Erlbaum Associates. ISBN 0-89859-242-9. $^{[^]}$
* Johnson-Laird, Philip N. & Peter Cathcart Wason eds. (1977). Thinking: Readings in Cognitive Science. Cambridge University Press. $^{[^]}$
* Miller, George A. & Philip N. Johnson-Laird (1976). Language and Perception. Cambridge, MA: Belknap Press. $^{[^]}$
# Literature/1977/Barnes

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: Sociology of scientific knowledge | w: Strong programme |

## Chronology

* Tomkins, Silvan (1978). "Script Theory: Differential Magnification of Affects." In: Richard A. Deinstbier. ed. Nebraska Symposium On Motivation 1978. Lincoln, NE: University of Nebraska Press, 1979. pp. 201-236. $^{[^]}$
* Literature/1977/Hoskyns $^{[^]}$
* Barnes, S. Barry (1977). Interests and the Growth of Knowledge. Routledge and Kegan Paul. $^{[^]}$
* Literature/1977/Schank $^{[^]}$
* Soergel, Dagobert (1977). "An Automated Encyclopedia: A Solution of the Information Problem?" International Classification, 4(1): 4-10; 4(2): 81-89. $^{[^]}$
* Fillmore, Charles J. (1976). "Frame Semantics and the Nature of Language," in: Annals of the New York Academy of Sciences: Conference on the Origin and Development of Language and Speech. Volume 280: 20-32. $^{[^]}$
* Schank, Roger (1975). "Using Knowledge to understand," in: Nash-Webber, Bonnie L. & Roger C. Schank eds. (1975). Proceedings of the 1975 Workshop on Theoretical Issues in Natural Language Processing (TINLAP '75), Stroudsburg, PA: Association for Computational Linguistics. pp. 117-121. $^{[^]}$
* Schank, Roger C. (1975). "The Structure of Episodes in Memory," in: Literature/1975/Bobrow pp. 237-272. $^{[^]}$
# Literature/1977/Noble

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Chronology

* Noble, David (1977). America By Design: Science, Technology, and the Rise of Corporate Capitalism, New York: Knopf, 1977. ISBN 978-0-394-49983-3 $^{[^]}$
* Chandler, Alfred (1977). The Visible Hand: The Managerial Revolution in American Business, The Belknap Press of Harvard University Press, 1977. $^{[^]}$
* Noble, David (1984). Forces of Production; A Social History of Industrial Automation, New York: Knopf, 1984. ISBN 978-0-394-51262-4
* Noble, David (1985). Smash Machines, Not People!; Fighting Management's Myth of Progress, San Pedro: Singlejack Books of Miles & Weir, Ltd, 1985. ISBN 978-0-917300-17-2
* Noble, David (1992). A World Without Women; The Christian Clerical Culture of Western Science, New York: Knopf, 1992. ISBN 978-0-394-55650-5
* Noble, David (1993). Progress Without People; In Defence of Luddism, Chicago: Charles H. Kerr, 1993. ISBN 978-0-88286-218-7
* Noble, David (1995). Progress Without People; New Technology, Unemployment, and the Message of Resistance, Toronto: Between the Lines Press, 1995. ISBN 978-1-896357-01-0
* Noble, David (1997). The Religion of Technology; The Divinity of Man and the Spirit of Invention, New York: Knopf, 1997. ISBN 978-0-679-42564-9
* Noble, David (2001). Digital Diploma Mills; The Automation of Higher Education, New York: Monthly Review Press, 2001. ISBN 978-1-58367-061-3
* Noble, David (2005). Beyond the Promised Land; The Movement and the Myth, Toronto: Between the Lines Press, 2005. ISBN 978-1-897071-01-4
# Literature/1977/Popper

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Contents

PART I by Karl R. Popper
PART II by John C. Eccles

## Wikimedia

| w:Dualism | w:Monism |

## Chronology

* Literature/1972/Popper $^{[^]}$
* Literature/1973/Eccles $^{[^]}$
* Literature/1976/Popper $^{[^]}$
* Popper, Karl and Eccles, John (1977). The Self and Its Brain: An Argument for Interactionism. Routledge, 1983. $^{[^]}$
* Eccles, John (1979). The Human Mystery (The Gifford Lectures 1977-1978), Berlin: Springer-Verlag, 1979. $^{[^]}$
* David Bohm (1980). Wholeness and the Implicate Order. London: Routledge. $^{[^]}$
* Sperry, Roger (1983). Science and Moral Priority: Merging Mind, Brain, and Human Values. New York: Columbia University Press, 1983. $^{[^]}$
* Literature/1984/Popper $^{[^]}$
* Literature/1994/Eccles $^{[^]}$
# Literature/1977/Simon

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Scientific method

## Chronology

* Wilson, Edward (1998). Consilience: The Unity of Knowledge. New York: Knopf. $^{[^]}$
* Swanson, Don R. (1986). "Fish oil, Raynaud's Syndrome, and Undiscovered Public Knowledge." Perspectives in Biology and Medicine 30 (1): 7-18. $^{[^]}$
* Simon, Herbert (1977). Models of Discovery: And Other Topics in the Methods of Science. Springer $^{[^]}$
* Wilson, Patrick (1977). Public Knowledge, Private Ignorance: Toward a Library and Information Policy. Greenwood Publishing Group. $^{[^]}$
* Pask, Gordon (1976). Conversation Theory: Applications in Education and Epistemology. New York: Elsevier. $^{[^]}$
* Kochen, Manfred, ed. (1975). Information for Action: from Knowledge to Wisdom. New York: Academic Press. $^{[^]}$
* Pask, Gordon (1975). Conversation, Cognition and Learning. Elsevier. $^{[^]}$
* Wilson, Edward (1975). Sociobiology: The New Synthesis. Harvard University Press. $^{[^]}$
* Kochen, Manfred (1972). "WISE: A World Information Synthesis and Encyclopaedia." Journal of Documentation, 28: 322-341. $^{[^]}$
* Kochen, Manfred (1969). "Stability in the Growth of Knowledge." American Documentation, 20 (3): 186-197. $^{[^]}$
* Bernal, J. D. (1939). The Social Function of Science. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$
* Ogden, C. K. & I. A. Richards (1923). The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. London: Routledge & Kegan Paul Ltd. $^{[^]}$
# Remedy

Def. "a medicine, application, or treatment that relieves or cures a disease" is called a remedy.

## Cures

Def. a "method, device or medication that restores good health" or an act "of healing or state of being healed; restoration to health after a disease, or to soundness after injury" is called a cure.

## Medicines

Def. a "substance which specifically promotes healing [when] ingested or consumed in some way", a "treatment or cure", or the "study of the cause, diagnosis, prognosis and treatment of disease or illness" is called a medicine or medicine.

## Nutraceuticals

Def. a "nutrient or food believed to have curative properties" or a "food used as a drug" is called a nutraceutical.
A nutraceutical or 'bioceutical' is a pharmaceutical alternative which claims physiological benefits.
In the US, "nutraceuticals" are largely unregulated, as they exist in the same category as dietary supplements and food additives by the Food and Drug Administration (FDA), under the authority of the Federal Food, Drug, and Cosmetic Act.