OpenLLM-France/wikimedia huggingface dataset:
# Applied Sport Biomechanics

Sport Biomechanists work with high performance athletes and sporting teams to improve skills and abilities. Applied Sport Biomechanics provides an in-depth understanding of biomechanical principles in sport and the appropriate methodologies used to provide feedback to athletes. The importance of qualitative observations is explored initially with reference to providing meaningful information to coaches and athletes. The techniques for recording and analysing sporting skills are then demonstrated and starts with basic videography and biomechanical analysis using freeware available on the internet.
The use of more advanced video assessment techniques are then explored through optoelectric systems and high speed cameras. Quantitative biomechanical data collection techniques including force plates, pressure analysis, accelerometers and EMG are demonstrated with reference to improving sporting performance and injury prevention. Finally, the technological advances relevant to biomechanics are explored. Applied Sport Biomechanics promotes a working knowledge of the equipment and methods used to assess human mechanics in sport.

## Key Outcomes

* Demonstrated understanding of sport biomechanics assessment techniques
* Demonstrated experience analysing various sporting skills using appropriate biomechanical methods
* Ability to conduct effective biomechanical research

## Topics

* Background to sport biomechanics
* Conducting qualitative biomechanical assessments
* Fundamentals of video analysis in biomechanics
* Kinematic analysis using video and coaching tools
* Automatic tracking systems in biomechanics
* Force and pressure analysis
* Accelerometers and linear encoders
* Filtering and measurement error in biomechanics
* Isokinetic dynamometry
* EMG analysis
* Computer modelling and silhouette tracking
* Injury biomechanics including pre and rehabilitation analysis
* Ergonomics and postural analysis
* Future of biomechanical analysis

## Resources

* Grimshaw, P., Lees, A., Fowler, N. and Burden, A. (2007). Sport and Exercise Biomechanics. Taylor and Francis, London.

## Assignments

* Analysis of digitizing reliability
* Qualitative analysis of a selected sport skill
* Research report based on kinetic data
* Examination of course material

## Coordinator

Keane Wheeler
# A Study in Emeralds (game)/Theme

A Study in Emeralds
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· Mechanics
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The theme of A Study in Emeralds (ASiE) is late nineteenth century Anarchism and crypto-politics blended with fictional world of Cthulhu as portrayed by H. P. Lovecraft,

## Personalities

* Chart of the personalities

## Cities

There are twelve cities in the game:
# A Study in Emeralds (game)/personalities

A Study in Emeralds
Game Overview
· Theme
· Mechanics
· Reviews
· Educational use :

## Agents

There are twenty two agents in the game:
* Irene Adler, fictional fictional Conan Doyle character
* Evno Asef, historical Russian double agent
* Vladimir Burtsev, historical Russian revolutionary
* Leon Czolgosz, historical Russian anarchist and assassin
* Vera Figner, historical Russian narodnik
* Emma Goldman, historical Russian anarchist
* Sherlock Holmes, fictional Conan Doyle character
* Nicholas Kibalchich, historical Ukrainian narodnik and assassin
* Sergei Kravchinsky, historical Russian revolutionary and assassin
* Prince Kroptkin, historical Russian anarchist
* Errico Malatesta, historical Italian anarchist
* Louise Michel, historical French anarchist
* Professor Moriarty, fictional Conan Doyle character
* William Morris, historical English socialist
* Johann Most, historical German anarchist
* Sergei Nechaev, historical Russian anarchist
* Peter Rachkovsky, historical head of Ohkrana
* Ravachol, historical French anarchist
* Elisée Reclus, historical French anarchist
* Marquis de Rochefort, historical French activist
* Wilhelm Stieber, historical Prussian police spy
* Baron Ungern Sternberg, historical Baltic reactionary
# A Translation of the Bible/Exodus
### Chapter 1

1 And these are the names of the sons of Israel, who came into Egypt with Jacob; every man came with his household: 2 Reuben, Simeon, Levi and Judah; 3 Issachar, Zebulun and Benjamin; 4 Dan and Naphtali, Gad and Asher. 5 And all the living people that came out of the loins of Jacob were seventy living people; and Joseph was in Egypt already. 6 And Joseph died, and all his brothers, and all that generation. 7 And the children of Israel were fertile, and increased greatly, and multiplied, and grew exceedingly mighty; and the land was filled with them.
8 And there arose a new king over Egypt, who had not known Joseph. 9 And he said to his people: "Behold the people; the children of Israel are too many and too mighty for us. 10 Come, let us deal wisely with them, in case they multiply, and it should happen that, when we get involved in any war, they also join themselves to our enemies, and fight against us, and leave the land." 11 Therefore they set taskmasters over them to afflict them with their burdens. And they built store-cities, Pithom and Raamses, for Pharaoh. 12 But the more they afflicted them, the more they multiplied and the more they spread abroad. And they were terrified because of the children of Israel. 13 And the Egyptians forced the children of Israel into slavery. 14 And they made their lives bitter with hard service, in mortar and in brick, and in all manner of service in the field; in all their service, where they made them work as slaves. 15 And the king of Egypt spoke to the Hebrew midwives, of whom the name of one was Shiphrah, and the name of the other Puah; 16 and he said: "When you act as midwife to the Hebrew women, you shall look at the birth stool; if it is a son, then you shall kill him; but if it is a daughter, then she shall live." 17 But the midwives feared God, and did not do what the king of Egypt commanded them, but saved the male children alive. 18 And the king of Egypt called for the midwives, and said unto them: "Why have you done this thing, and have saved the male children alive?' 19 And the midwives said to Pharaoh: "Because the Hebrew women are not like the Egyptian women; for they are vigorous, and are delivered before the midwife can come to them." 20 And God treated the midwives well; and the people multiplied, and grew very mighty. 21 And it came to pass, because the midwives feared God, that He made them houses. 22 And Pharaoh ordered all his people, saying: "You shall throw every son that is born into the river, and you shall save alive every daughter."
# A Study in Emeralds (game)

A Study in Emeralds
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Game Overview
· Theme
· Mechanics
· Reviews
· Educational use
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# A Translation of the Bible/Apocrypha

Apocrypha (Greek Apokruphos, "hidden") are books regarded as part of the Old Testament by many Christians but not regarded as Biblical by Jews or Protestants. The term was invented by St. Jerome ("Hierome") to refer to books that were regarded as part of the Old Testament by Roman Catholics but which he discovered were not accepted by the Jews. The rule of the Church of England is given in the sixth of the 39 Articles:
    And the other Books (as Hierome saith) the Church doth read for example of life and instruction of manners; but yet doth it not apply them to establish any doctrine; such are these following:
   * The Third Book of Esdras,
   * The Fourth Book of Esdras,
   * The Book of Tobias,
   * The Book of Judith,
   * The rest of the Book of Esther,
   * The Book of Wisdom,
   * Jesus the Son of Sirach,
   * Baruch the Prophet,
   * The Song of the Three Children,
   * The Story of Susannah,
   * Of Bel and the Dragon,
   * The Prayer of Manasses,
   * The First Book of Maccabees,
   * The Second Book of Maccabees.
They are included in many editions of the King James Bible between the Old and New Testaments, but not in most Protestant Bibles. Except for the first two, they are included in Roman Catholic bibles as integral parts of the Old Testament. The third and fourth books of Esdras are now normally called the first and second books; what were the first two books are the books of Ezra and Nehemiah.
The Wikisource Bible wrongly includes other books (3 Maccabees, 4 Maccabees, Psalm 151) in the Apocrypha, although these books have never been recognised by the Church of England as part of the Apocrypha or included in the King James Version or any Roman Catholic Bibles. This error appears to have arisen because some printings of the Revised Standard Version and the New Revised Standard Version have an "expanded" collection of "The Apocrypha/Deuterocanonical Books". However, it is clear from The Oxford Companion to the Bible, edited by Bruce Metzger, the chairman of the NRSV translators, that these books are not part of the standard Apocrypha.
# A View on the Evolution of MP3 Systems

All contributors need to conform with Wikimediafoundation's Terms of Use, specifically with regard to intellectual property rights for text, images, etc.
Please consider the following for this case study. Topic:Business case studies attempt to re-create an impression of the situation encountered by various actors involved in firms and organisations at particular points in time and facing particular circumstances and situations. Each case study essentially recreates the scene of a decisive moment in the firm or organisation's history by providing a selection of the information available to actors at or around that period in time. The information presented will usually be limited and decision making will be contextual and situated. No optimal solution is available due to the necessarily w:bounded rationality of actors at that time. Business case studies may sometimes need to relax the w:NPOV policy in order to achieve the teaching objective, e.g. in this case claim something or some action was better or worse.
By editing this page I explicitly affirm my personal commitment to Wikiversity:Scholarly ethics in order for the case study to create the impression of a series of decisive moments presented with limited information in a realistic situation.
The following material draws selectively on content and references in main Wikipedia including: w:Digital_audio_player, w:Rio_PMP300, w:iTunes, w:iPod, w:iPhone, w:iPad and others.
Each section provides background and analysis of the media player market and in particular the iPod as a hybrid product/service system. Research discussion and conjecture is posited in terms of systems analysis, production and design approaches, for example 'managing requirements,' 'evaluation and sourcing,' 'test and delivery,' and 'maintenance, use, and prototyping for Interaction.'
Paul Mercer talks about the iPod device http://www.designinginteractions.com/interviews/PaulMercer

## About this project

To create an extended case study with graduate students. A narrative presentation of learning material illustrating issues and strategies surrounding the management of high tech systems development.

### Origin

The case is was started by User:Ahiggins for a class on managing systems development
# Applied Programming/Strings/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Python String Methods
* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Applied Programming/Testing/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Wikiversity: Pytest
* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Applied Programming/Variables/Bash
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Bash compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
* Bash Programming
# Applied Programming/Variables/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Applied Programming/Strings/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: Java Programming
* Java - String Class Methods
# Applied Programming/Strings/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
* JavaScript
# Applied Programming/Testing/C Sharp
## Try It

* Install the Microsoft .NET 5.0 SDK.
* Copy the the three files above and paste into a new local folder.
* Open a terminal window or command prompt in the local folder.
* Run the following command: dotnet test

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Applied Programming/Testing/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
* JavaScript
# BCP/Pachysandra terminalis/Logs

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

##### Recent Logs

* SB_Johnny-LM May 13 2007 (from photographs)
* SB Johnny-LM 11:18, 4 April 2008 (UTC)
* SB_Johnny-LM 10:59, 20 April 2008 (UTC)

##### Archived Logs

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

Paeonia
| Flowers of an unknown cultivar Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Paeonia (Peony) Identifying Characteristics Recent Logs --SB_Johnny | 14:34, 9 June 2007 (UTC) SBJ 10:11, 22 May 2008 (UTC) SBJ 11:09, 4 June 2008 (UTC) Anna reg 10:43, 28 May 2010 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Regional data: Southeastern Pennsylvania: May June
Additional images:
# BCP/Oxalis stricta

Oxalis stricta
| Flowers and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Oxalis stricta (Common Yellow Woodsorrel) Identifying Characteristics Habit:UprightFlowers:5 petals, yellowFoliage:Trifoliate, leaflets heart-shapedStem:Slender, greenFruit:Explosive capsulesLife Cycle: Annual Recent Logs Jomegat 17:01, 27 May 2010 (UTC) Anna reg 29 May 2010 (Photo) (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring, Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall, Late Fall
Regional data: Southeastern Pennsylvania: (native) April, May, June, July, August, September, October, November New Hampshire: May, June, July, August , September, October Central Pennsylvania: (native) August , September , October
Additional images:
# BCP/Paeonia/Logs

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

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 14:34, 9 June 2007 (UTC)
* SBJ 10:11, 22 May 2008 (UTC)
* SBJ 11:09, 4 June 2008 (UTC)
* Anna reg 10:43, 28 May 2010 (UTC)
# BCP/Oxydendrum arboreum

Oxydendrum arboreum
| Search for Oxydendrum arboreum on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Oxydendrum arboreum (Sourwood) Identifying Characteristics Recent Logs SB Johnny-LM 11:09, 19 July 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (native) (cultivated) July
Additional images:
# BCP/Pachysandra terminalis

Pachysandra terminalis
| inflorescence and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Pachysandra terminalis (Pachysandra) Identifying Characteristics Recent Logs SB_Johnny-LM May 13 2007 (from photographs) SB Johnny-LM 11:18, 4 April 2008 (UTC) SB_Johnny-LM 10:59, 20 April 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) (invasive or naturalized) April, May
Additional images:
# BCP/Oxydendrum arboreum/Logs

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

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* SB Johnny-LM 11:09, 19 July 2008 (UTC)
# BCP/Packera obovata

Packera obovata
| Flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Packera obovata (Golden Ragwort) Identifying Characteristics Recent Logs --SB_Johnny | 10:40, 17 May 2008 (UTC) --SB_Johnny | 10:18, 27 May 2008 (UTC) --SB_Johnny | 11:09, 4 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Spring, Late Spring, Early Summer
Regional data: Southeastern Pennsylvania: (native) April, May, June
Additional images:
* Illustration
# BCP/Packera obovata/Logs

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

### Logs
#### 2007 Logs

* --SB_Johnny | 11:45, 10 May 2007 (UTC)
* --SB_Johnny | 23:17, 20 May 2007 (UTC)
* --SB_Johnny | 17:27, 23 May 2007 (UTC)
* --SB_Johnny | 10:21, 26 May 2007 (UTC)
* --SB_Johnny | 10:47, 3 June 2007 (UTC)

#### 2008 Logs

* --SB_Johnny | 23:44, 21 April 2008 (UTC)
* --SB_Johnny | 10:29, 27 April 2008 (UTC)
* --SB_Johnny | 11:42, 2 May 2008 (UTC)
* --SB_Johnny | 14:03, 9 May 2008 (UTC)

##### Recent Logs

* --SB_Johnny | 10:40, 17 May 2008 (UTC)
* --SB_Johnny | 10:18, 27 May 2008 (UTC)
* --SB_Johnny | 11:09, 4 June 2008 (UTC)
# Appreciative Inquiry

* Appreciative Inquiry
* the coevolutionary search for the best in people, their organizations, and the relevant world around them (AI Commons).
* Home
* Activities
* Resources
* Community
* Links
* Completion status: this resource is a stub, so not much has been done yet.
* Educational level: this is a non-formal education resource.
* Educational level: this is a tertiary (university) resource.
* Orientation
* Where are we going with this?
* "Appreciative Inquiry is about the coevolutionary search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms." (AI Commons)
* The aim of this course is to provide a general introduction to AI for students of various fields requiring knowledge of organisational development.
* more
* Before you start
* Recommended preparation
* No pre-requisites, but it might be interesting to browse the AI Commons and/or see what Wikipedia has to say about AI.
* more
* Hints
* Reminders
* Navigation
* Educators
* Learners
* more
* Growth Opportunity
* Include ...
* "Appreciative Inquiry (AI) is a way of being and seeing. It is both a worldview and a process for facilitating positive change in human systems, e.g., organizations, groups, and communities." (Center for Appreciative Inquiry)
* Learn how to facilitate organisational development and transformation in a way which taps into the life force of the system and grows the positive creative energy of the individuals and groups within it.
* Delve into the theoretical underpinnings of AI including social constructionism and grounded theory.
* more
* Guidance
* Getting there
* Learn by doing
* Start with the AI commons.
* more
* Next
* Next step
* Try the Activities.
* more