OpenLLM-France/wikimedia huggingface dataset:
# Geometry/Chapter 2/Lesson 1
## Introduction

You will be making sentences in geometry... here is your extra English practice for the day! Let's go over a few definitions in order to kick-start this chapter:
* Coniditional Statement - A statement that has two parts, a hypothesis and a conclusion.
In an "if-then statement", the 'if' part contains the hypothesis and the 'then' part contains the conclusion.

### Conditional Statements
#### If it is an angle, then it is 90°

Hypothesis: an angle Conclusion: 90°

#### If they are basketball players, then they are tall

Hypothesis: basketball players Conclusion: they are tall

#### If it is a quadrilateral, then it is a rectangle

Hypothesis: quadrilateral Conclusion: it is a rectangle

### How to write Conditional Statements

We are going to learn how to write Conditional Statements--When reading a conditional statement, identify, first, the hypothesis. What is the first thing that is being said? In our 1st example, If it is an angle, then it is 90°, the first thing being said in this statement is "angle". This is how we identify that "angle" is the hypothesis in this statement.
Moving on to the conclusion. What is being told about the hypothesis? Here in If it is an angle, then it is 90°, an angle is being concluded as 90 degrees--thus, 90 degrees is our conclusion. This is how we identify as "90 degrees" as our conclusion.

#### Examples

Now, we will go through a few examples
    Hypothesis: soccer players
    Conclusion: fast
       If they are soccer players, then they are fast.
    Hypothesis: Egyptians
    Conclusion: intelligent
       If they are Egyptians, then they are intelligent
    Hypothesis: humans
    Conclusion: stupid
       If they are humans, then they are stupid
    Hypothesis: Ramos
    Conclusion: athletic
       If that is Ramos, then it is athletic
# Geometry/Chapter 2/Lesson 3
## Introduction

In this lesson, we will be going over the following:
* The contrapositive of a conditional statement
* What a biconditional statement is
* Logic symbols

### Contrapositive statements

We have already learned about conditional statements (or topics related to them) in lessons 1 and 2. We have learned, so far, about the converse and the inverse of any given conditional statement. There is one more form of conditional statements we need to learn in order for you to be able to write all of the if-then forms in Geometry. The last if-then form we have not learned yet, but will be learning today, is the contrapositive if-then form.
The contrapositive of any statement is the flipped and negated version of the original statement. This means we have to switch the conclusion for the hypothesis (and vice versa), and then negate (add not or take away not).

#### Examples

    Statement: If it quacks, it is a duck
       Contrapositive: If it is not a duck, then it does not quack.
    Statement: If it is Rome, then that is in Italy.
       Contrapositive: If that is not in Italy, then it is not Rome.
    Statement: If the mouse does not fall, then the circus will be over.
       Contrapositive: If the circus will not be over, then the mouse does fall.

### Biconditional Statements

A biconditional statement is a statement that contains the phrase "if and only if".
    Biconditional statement: It is a right angle if and only if it is 90 degrees.
       Conditional: If it is a right angle, then it is 90 degrees.
       Converse: If it is 90 degrees, then it is a right angle.
       Inverse: If it is not a right angle, then it is not 90 degrees.
       Contrapositive: If it is not 90 degrees, then it is not a right angle.

### Logic Symbols

Conditional statements can be written up as symbols. You might be quizzed by your teacher using these logic symbols.
| Term | Symbol |
| Hypothesis | p |
| Conclusion | q |
| Hypothesis and Conclusion | p and q |
| If, Then | → |
| Not | ~ |
| And | ^ |
| Or | V |
| Therefore | ∴ |
| If and only if (biconditional) | ↔ |

#### Example

    Statement: p → q
       Converse: q → p
       Inverse: ~p → ~q
       Contrapositive: ~q → ~p
# Outdoor education/Research/Australia/Schools/Bibliography
## A bibliography of key references about outdoor education in Australian school curriculum

Dickson, T. J., Gray, T., & Mann, K. (2008). Australian outdoor adventure activity benefits catalogue August 2008. University of Canberra, ACT, Australia. (39 pages)
Haddock, C. (2007). Education Outside the Classroom (EOTC) Survey: Primary schools report. Ministry of Education, New Zealand. (12 pages)
Haddock, C. (2007). Education Outside the Classroom (EOTC) Survey: Secondary schools report. Ministry of Education, New Zealand. (11 pages)
Hattie, J. A., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87. (45 pages)
Martin, P. (2008). Outdoor education in senior schooling: Clarifying the body of knowledge. Australian Journal of Outdoor Education, 12(1), 13-23.
Neill, J. T. (1994). The effect of Outward Bound high school programs on adolescents' self-concept, mental health, and coping strategies. Unpublished honour's thesis, Australian National University, Canberra, ACT, Australia.
Neill, J. T. (1997). Outdoor education in the schools: What can it achieve? In Catalysts for Change: 10th National Outdoor Education Conference Proceedings Jan 20-24 (pp. 193-201). Collaroy Beach, Sydney, Australia: The Outdoor Professionals.
Neill, J. T. (2008). Enhancing personal effectiveness: Impacts of outdoor education programs. PhD thesis. Sydney: University of Western Sydney.
Neill, J. T., & Heubeck, B. (1997). Adolescent coping styles and outdoor education: Searching for the mechanisms of change. In Proceedings: First International Adventure Therapy Conference: Exploring the Boundaries, 1-5 July, Perth, Western Australia (pp. 227-243). Camping and Outdoor Education Association of Western Australia.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi M. Y., Sanders, D., & Benefield, P. (2004, March). A review of research on outdoor learning. Shrewsbury, UK: National Foundation for Educational Research and King's College London. (5 page summary)
# Outcome mapping/Tips

* Navigation
* Educators
* Learners
# Outdoor education

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
* This is a resource for participants and facilitators of outdoor education learning experiences.
* Wikiversity is a place for collaborative learning, sharing of resources, development of learning activities, and original research. Be bold and add stuff.
* How to use a wiki: Register an account, then hit the edit button and start improving things. That's it! :) See Help for the rest.

## Places to connect about outdoor education

* Group discussion and uploading of files, pictures, pages, etc. can take place at the Outdoor Education Google Group.
* We can also discuss on the accompanying wiki talk page: Talk:Outdoor education.
* More places: Outdoor & experiential education discussion lists (wilderdom)

## Topics

More outdoor education resources on Wikiversity:
* What is outdoor education?
* Adventure
* Activities
** Climbing
* Images
* Research
** /Research/Australia/Schools/Bibliography
* Resilience
# Outlier

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
In statistics, an outlier is an observation that is numerically distant from the rest of the data.
# Outcome mapping/Tips/more

... more tips for getting started with Outcome Mapping ...
# Outdoor education/Research

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

## Mixed method studies

Multimethodology
* Rofe, S. (2010).
* Pritchard, M. (2010).
# Outdoor education/Resilience

Outdoor education offers an ideal environment through which psychological resilience can be developed.
But it is not a "given" that resilience will be enhanced.
Kurt Hahn referred to Outward Bound as a "double-edged sword" because it cuts and heals.
The challenge-based learning model requires a degree of stress - or moving outside of comfort zones - with the goal of thereby strengthening coping strategies and widening the circle of comfort.
But experiences can go awry - an experience could cut only (e.g., a traumatic experience) - or even cause death.
So, we need to be careful to customise and tailor environments and activities to optimise the likelihood of growth. This is essentially the message of John Dewey's classic "Experience and Education".
The greater the level of challenge, the greater the level of scaffolding and support needed to ensure that participants are likely to experience growth rather than damage.
Neill and Dias (2001) highlighted the importance of social support, particularly preventing the damage of negative social support, as an ingredient for building resilience in outdoor adventure learning.
More broadly, programs that aim to enhance resilience could focus on training “coping skills” in these environments and programs (Booth & Neill, 2017). Resilience is partly a mindset, but ultimately needs to be built through experience – and then generalised in the form of flexible coping skills that apply to other contexts.
It could also be useful to bring in resilience development as a metacognitive narrative (appropriate to the age level) to the curriculum – rather than just “hoping” it will happen.
# Outdoor education/What is outdoor education?

What is outdoor education?
Some questions to ponder:
* What is your definition of outdoor education?
* Is outdoor education necessarily conducted 'outdoors'?
* Is 'adventure' necessary to outdoor education?
* Is the 'natural environment' necessary to outdoor education?
# NCERT/Textbook Solutions/Class III
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class III/
# NCERT/Textbook Solutions/Class I
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class I/
# NCERT

NCERT, the National Council of Educational Research and Training, is an organisation set up by the Government of India, with headquarters located at Sri Aurbindo Marg in New Delhi, to assist and advise the central and state governments on academic matters related to school education.

## Resources

Textbook Solutions

## See Also

* Wikipedia: National Council of Educational Research and Training
* Wikipedia: NCERT textbook controversies
# NCERT/Textbook Solutions/Class II
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class II/
# Polynomial/Zero/Linear approximation/Exercise

Determine for a polynomial
    $f(x)=a_{n}x^{n}+a_{n-1}x^{n-1}+\cdots +a_{2}x^{2}+a_{1}x+a_{0}\,$
the linear approximation (including the remainder function $r(x)$) in the zero point.
# Polynomial/f(-1) is 2,f(1) is 0,f(3) is 5/System/Exercise

Find a
polynomial
    $f=a+bX+cX^{2}\,$
with $a,b,c\in \mathbb {R}$, such that the following conditions hold.
    $f(-1)=2,\,f(1)=0,\,f(3)=5.$
# Polynomial/f(-1) is 2,f(1) is 0,f(3) is 5/System/Exercise/Solution

The conditions lead to the system of linear equations
    $a-b+c=2\,,$
    $a+b+c=0\,,$
    $a+3b+9c=5\,.$
$I-II$ yields
    $b=-1\,$
and $I-III$ yields
    $-4b-8c=-3\,,$
hence
    $c={\frac {3}{8}}-{\frac {1}{2}}b={\frac {3}{8}}+{\frac {1}{2}}={\frac {7}{8}}\,$
and so
    $a={\frac {1}{8}}\,.$
The looked-for polynomial is therefore
    ${\frac {1}{8}}-X+{\frac {7}{8}}X^{2}.$
# Polynomial/R/Decomposition/Exercise

Let $P\in \mathbb {R} [X]$ be a non-constant polynomial with real coefficients. Prove that $P$ can be written as a product of real polynomials of degrees $1$ or $2$.
# Polynomial/f(0) is -1, f(1) is 7,f(2) is 21, f(-1) is -3/Exercise

Find a polynomial $f$ of degree $\leq 3$ for which
    $f(0)=-1,\,f(-1)=-3,\,f(1)=7,\,f(2)=21$
holds.
# Polynomial/K/Interpolation/System of linear equations/Remark

If the data $a_{1},\ldots ,a_{n}$ and $b_{1},\ldots ,b_{n}$ are given, then one can find the interpolating polynomial $P$ of degree $\leq n-1$, which exists by fact, in the following way: We write
    $P=c_{0}+c_{1}X+c_{2}X^{2}+\cdots +c_{n-2}X^{n-2}+c_{n-1}X^{n-1}\,$
with unknown coefficients $c_{0},\ldots ,c_{n-1}$, and determine then these coefficients. Each interpolation point $(a_{i},b_{i})$ yields a linear equation
    $c_{0}+c_{1}a_{i}+c_{2}a_{i}^{2}+\cdots +c_{n-2}a_{i}^{n-2}+c_{n-1}a_{i}^{n-1}=b_{i}\,$
over $K$. The resulting system of linear equations has exactly one solution $(c_{0},\ldots ,c_{n-1})$, which gives the polynomial.
# Polynomial/Number of fixed points/Exercise

Let $P\in \mathbb {R} [X]$ be a polynomial of degree $d\geq 1$, $P\neq X$. Show that $P$ has at most $d$ fixed points.
# Polynomial/R/Conjugated zero/Exercise

Let $P\in \mathbb {R} [X]$ be a polynomial with real coefficients and let $z\in \mathbb {C}$ be a root of $P$. Show that also the complex conjugate ${\overline {z}}$ is a root of $P$.
# Polynomial/R/Mixed Taylor interpolation/Compare/Exercise

Let $f,g\colon \mathbb {R} \rightarrow \mathbb {R}$ be polynomials of degree $n$, let $a_{1},\ldots ,a_{k}\in \mathbb {R}$ be points and $n_{1},\ldots ,n_{k}\geq 1$ natural numbers fulfilling
    $\sum _{j=1}^{k}n_{j}>n\,.$
Suppose that the derivatives of $f$ and $g$ coincide in den points $a_{j}$ up to the ${\left(n_{j}-1\right)}$-th derivative. Show $f=g$.
# Russian 1/Food & Drink
## Words

* Еда = Food
* Напиток = Drink (noun)
* Пить = Drink (verb)
* Блюдо = Dish
* Кушать = Eat
* Готовить = Cook
* Яйцо = Egg
* Мука = Flour
* Тесто = Dough
* Растение = Plant
* Дерево = Tree
* Фрукт = Fruit
* Яблоко = Apple
* Яблоня = Apple tree
* Виноград = Grape
* Персик = Peach
* Слива = Plum
* Груша = Pear
* Инжир = Fig
* Ягода = Berry
* Дыня = Melon
* Арбуз = Watermelon
* Крубника = Strawberry
* Малина = Raspberry
* Смородина = Currant
* Вишня = Cherry
* Орех = Nut
* Банан = Banana
* Апельсин = Orange
* Абрикос = Apricot
* Лимон = Lemon
* Овощи = Vegetables
* Помидор = Tomato
* Огурец = Cucumber
* Картофель; картошка = Potato
* Лук = Onion
* Чеснок = Garlic
* Морковь = Carrot
* Тыква = Pumpkin
* Редис = Radish
* Горох = Pea
* Баклажан = Eggpland
* Капуста = Cabbage
* Укроп = Dill
* Петрушка = Parsley
* Базилик = Basil
* Перец = Pepper
* Соль = Salt
* Сахар = Sugar
* Кислый = Sour
* Солёный = Salty
* Горький = Bitter
* Сладкий = Sweet (adjective)
* Конфета = Sweet (noun)
* Масло = Oil; Butter
* Гриб = Mushroom
* Мясо = Meat
* Говядина = Beef
* Баранина = Mutton
* Свинина = Pork
* Хлеб = Bread
* Суп = Soup
* Каша = Porridge
* Плов = Pilaf
* Блины = Pancakes
* Индейка = Turkey
* Голубцы = Cabbage rolls
* Салат = Salad
* Сок = Juice
* Завтрак = Breakfast
* Обед = Lunch
* Ужин = Dinner

## Essential food phrases

* Я завтракаю. = I am having breakfast
* Вкусно = That is delicious
* Что на обед? = What's for dinner?
* Здесь есть хороший ресторан? = Is there a good restaurant here?
* Здесь есть хорошее кафе? = Is there a good cafe here? (note the difference in хорошее)
* Хотите чаю? = Would you like some tea? (Suggesting tea, but not a conversation)
* Хотите чая? = Would you like some tea? (Suggesting a conversation)
* У вас в кастрюле варится борщ? = Are you cooking borscht in this pot?
* Ничего не хотите перекусить? = Would you like to grab a bite?
* Пьян ты, что ли? = You drunk or what?
* Кисло-сладкая курица. = Sweet and sour chicken
# Russian 1/Health

* не любит огонь = don't like fire
* Рассчитываю на тебя. = I'm counting on you.
# Russian 1/Weather

* Погода = Weather
* Прогноз погоды = Weather forecast
* Небо = Sky
* Солнце = Sun
* Солнечный = Sunny
* Облако = Cloud
* Облачный = Cloudly
* Дождь = Rain
* Дождливый = Rainy
* Снег = Snow
* Снежный = Snowy
* Снегопад = Snowfall
* Ветер = Wind
* Ветреный = Windy
* Туман = Fog
* Туманный = Foggy
* Гроза = Thunderstorm
* Молния = Lightning
* Гром = Thunder
* Жаркий = Hot
* Тёплый = Warm
* Прохладный = Cool
* Холодный = Cold
* Мороз = Frost
* Сухой = Dry
* Влажный климат = Humid climate
* Восход Солнца = Sunrise
* Закат Солнца = Sunset
* Какая сегодня погода? = What's the weather today
* Сегодня солнечно = It's sunny today
* Сегодня облачно = It's cloudly today
* Идёт снег = It's snowing
* Гром грохочет в сером небе = Thunder roars in the gray sky
* Какая сейчас температура? = What is the temperature?
* Температура минус два = The temperature is minus two
# Russian Revolution

This course is on the Russian Revolutions which were brought to a close with the Bolsehvik seizure of power in October 1917. It is our goal to have a course on each of the revolutions, so please edit and add when needed. To find Wikipedia pages on specific Russian Revolutions, please go to the bottom of the page.
(School of History)

## Course Syllabus

Course Syllabus wbeeby001

## Material

* Week 1
* Week 2
* Week 3
* Week 4
* Week 5
* Week 6
* Week 7

## Questions

Links to the specific week’s questions are found here and in the Material for each week. Questions

## Important People

Please see a summary of important people here.

## Terms to Know

Please see the glossary of Terms here.

## Short History of Russian Revolutions leading to the October Revolution in 1917

Dates are correct for the Julian calendar, which was used in Russia until 1918. It was twelve days behind the Gregorian calendar during the 19th century and thirteen days behind it during the 20th century.
| Date(s) | Event(s) |
| 1855 | Start of reign of Tsar Alexander II |
| 1861 | Emancipation of the serfs |
| 1866-74 | The White Terror |
| 1881 | Alexander II assassinated; succeeded by Alexander III |
| 1883 | First Russian Marxist group formed |
| 1894 | Start of reign of Nicholas II |
| 1898 | First Congress of Russian Social Democratic Labour Party (RSDLP) |
| 1900 | Foundation of Socialist Revolutionary Party (SR) |
| 1903 | Second Congress of Russian Social Democratic Labour Party. Beginning of split between Bolsheviks and Mensheviks. |
| 1904-5 | Russo-Japanese War; Russia loses war |
| 1905 | Russian Revolution of 1905. January - Bloody Sunday in St. Petersburg. June - Battleship Potemkin uprising at Odessa on the Black Sea (see movie The Battleship Potemkin) October - general strike, St. Petersburg Soviet formed; October Manifesto: Imperial agreement on elections to the State Duma |
| 1906 | First State Duma. Prime Minister - Petr Stolypin. Agrarian reforms begin |
| 1907 | Second State Duma, February - June |
| 1907 | Third State Duma, until 1912 |
| 1911 | Stolypin assassinated |
| 1912 | Fourth State Duma, until 1917. Bolshevik/Menshevik split final |
| 1914 | Germany declares war on Russia |
| 1915 | Serious defeats, Nicholas II declares himself Commander in Chief. Progressive Bloc formed. |
| 1916 | Food and fuel shortages and high prices |
| 1917 | Strikes and riots; troops summoned to Petrograd |

## Extra Pages

These extra pages are taken directly from the Wikipedia.
# Russian Revolution/Further Reading
## Week 2
### The Romanov Family

* Bergamini, John D. The Tragic Dynasty: A History of the Romanovs. Putnam, 1969.
* Van der Kiste, John. The Romanovs, 1818-1959: Alexander II of Russia and His Family. Sutton Publishing, 1998.
* Lincoln, Bruce. "The Romanovs".
* Lincoln, Bruce. "Nicholas I: Emperor and Autocrat of All the Russias".
* Massie, Robert K. "Peter The Great".
* Massie, Robert K. "Nicholas and Alexandra".
* Troyat, Henri "Catherine the Great".
* Troyat, Henri "Alexander I".
* Radzinsky, Edvard "Alexander II: The Last Great Tsar".
* Radzinsky, Edvard "The life and death of Nicholas II".
# Russian 1/Shopping

* Покупатель = Customer
* Корзина = Basket
* Деньги = Money
* Монета = Coin
* Продукты = Products
* Магазин = Shop
* Магазин игрушек = a toy shop
* Рынок = Market
* Булочная = Bakery
* Дорого = Expensive
* Обувь = Shoes
* Шляпа = Hat
* Пальто = Coat
* Это дёшево! = That's cheap!
* Почему не покупать? = Why not buy it?
* В Москве купил его? = Did you buy it in Moscow?
* Оно слишком короткое! = It's too short!
* Оно слишком длинное! = It's too long!
* Одежда = Clothes
* Платье = Dress
* Маленький = Small
* Средний = Medium
* Большой = Large
* У вас есть размер побольше? = Do you have a larger size?
* Какой цвет вас интересует? = What color would you like?
* Сколько это стоит? = How much is it?
* Разве это для вас дорого? = Is it expensive for you?
* А какая бы, однако ж, ваша цена? = And what would be, however, to your price?
* Покупать = buy
* Я куплю это = I will buy it
* Что-нибудь ещё? = Anything else?
# Russian 1/Nature

* Природа = Nature
* Лес = Forest
* Джунгли = Jungle
* Река = River
* Море = Sea
* Озеро = Lake
* Океан = Ocean
* Пустыня = Desert
* Поле = Field
* Степь = Steppe
* Гора = Mountain
* Песок = Sand
* Земля = Ground
* Вода = Water
* Пыль = Dust
* Воздух = Air
* Огонь = Fire
* Лёд = Ice
* Мир = World
* Вселенная = Universe
* Парк = Park
* Жизнь = Life
# Russian Revolution/External links
## Week 1

* Back to Week 1

## Week 2

* Back to Week 2

## Week 3

* Back to Week 3

## Week 4

* Pictures from the Eastern Front.
* Pictures from the Eastern Front, part 2
* Back to Week 4

## Week 5

* Textual
** Essay on the February Revolution
** Leon Trotsky's account
* Interactive
** Virtual Trip to Nicholas II's Russia
** Flash Animation from BBC
* Back to Week 5

## Week 6

* Avrahm Yarmolinsky, Road to Revolution: A Century of Russian Radicalism, 1956.
* Soviet history archive at www.marxists.org
* Russian Revolution archive at www.libcom.org
* Year One of the Russian Revolution from the Victor Serge Internet Archive on Marxists Internet Archive. Translation, editor's Introduction, and notes © 1972 by Peter Sedgwick. Retrieved April 5, 2005.
* Back to Week 6

## Week 7

* Russian Revolution and Civil War archive at libcom.org/library
* "BBC History of the Russian Revolution" (May 4, 2004)
* "Russian Civil War" (Spartacus History, downloaded January 3, 2006)
* "Russian Civil War 1918-1920" (On War website, downloaded January 4, 2006)
* Back to Week 7
# PlanetPhysics/Categorical Dynamics
## Categorical Dynamics

A relatively recent area (1958- ) of category theory, higher dimensional algebra and mathematical physics developing applications of categories, functors, natural transformations, higher dimensional categories and supercategories to dynamics in classical, quantum, complex and super-complex systems.
One can represent in square categorical diagrams the emergence of ultra-complex dynamics from the super-complex dynamics of human organisms coupled via social interactions in characteristic patterns represented by Rosetta biogroupoids, together with the complex--albeit inanimate--systems with chaos. With the emergence of the ultra-complex system of the human mind-- based on the super-complex human organism-- there is always an associated progression towards higher dimensional algebras from the lower dimensions of human neural network dynamics and the simple algebra of physical dynamics, as shown in the following, essentially non-commutative categorical diagram.
An ultra-complex system, Failed to parse (syntax error): {\displaystyle U_{CS } } is defined as an object representation in the following non-commutative diagram of systems and dynamic system morphisms or `dynamic transformations':
Failed to parse (unknown function "\xymatrix"): {\displaystyle \xymatrix@C=5pc{[SUPER-COMPLEX] \ar [r] ^{(\textbf{Higher Dim})} \ar[d] _{\Lambda}& [[User:MaintenanceBot|MaintenanceBot]] ([[User talk:MaintenanceBot|discuss]] • [[Special:Contributions/MaintenanceBot|contribs]])(U_{CS}= ULTRA-COMPLEX) \ar [d]^{onto}\\ COMPLEX& \ar [l] ^{('''Generic Map''' )}[SIMPLE]} }
Note that the above diagram is indeed not `natural' (i.e. it is not commutative) for reasons related to the emergence of the higher dimensions of the super--complex (biological/organismic) and/or ultra--complex (psychological/neural network dynamic) levels in comparison with the low dimensions of either simple (physical/classical) or complex (chaotic) dynamic systems.