OpenLLM-France/wikimedia huggingface dataset:
# Blender 3D Modelling

Blender is an OpenSource 3D Modelling software for Linux, Windows and MacOSX.

## Videos

The following Youtube videos show how to create an elementary 3D model of a cup in Blender. The idea is to:
* creating a finished 3D model that is as simple as possible,
* in which the basic techniques in dealing with the 3D modeling software can be worked out and
* creating photorealistic models from elementary basic geometric shapes.

### Ceramic cup: beginner

Blender Cup Tutorial for Beginners - by Tutor4U
* Ceramic Cup - Part 1 15min - geometry of cup and mesh setup in Blender
* Ceramic Cup - Part 2 13min - Material, Light and Reflections on Ceramic Cup

### Add your Own Videos - WikiCommons

In the current versions of Blender, compared to the version shown in the video, some things have changed in the user interface of Blender. It would be an enrichment for the language specific versions of Wikiversity learning resources, to have these tutorials available in the language of the learning resource and having the learning videos directly available in Wikiversity without Youtube advertisements. These could also be accomplished with short animations decomposing the larger learning sequence in smaller steps, because then the videotutorials are also easier to adapt to new versions. Another possibility would be to participate in the Dresden Blendertutorium and expand this to a central Blender learning area in Wikiversity. Screencast can be created cross-platform with OpenSource Open Broadcaster Software OBS. The resulting video could then be used for teaching-learning environments.

### Modeling physical forces

* Fluid Dynamics in Blender - Youtube video by Olav3D (2017).
* Wind simulation with a flag - Physical simulation - Youtube video by Sardi Pax - Blender 2.72 tutorial for advanced Blender users (see Cloth Simulation)

### Export Blender Models to Aframe/AR.js

Blender is a three-dimensional modelling software that allows model is to create photorealistic 3-D models. A-frame and AR.js web-based technologies supporting 3D models in a browser. Blender plugin support the export of blender models into the A-frame environment. Please keep always in mind about the capacity of the browser to render photorealistic images in scenes is limited in comparison to the blender environment. Nevertheless liking allows the application of the blender infrastructure for creating Web-based 3-D models.
* See Aframe blender exporter
# Blender/Week 2

Goals:
* Become more familiar with the Blender Interface
* Learn about modifiers
* Memorize more shortcuts!
Reading:
Tasks
* Model a house
* Model a person
Homework:
Find out and write down what each modifier does to the mesh. (search Blender wiki; Modifier names do not include spaces.)
# Business/Markets/Health care
## Index

* Ontology
* Innovation
# Business/Markets/Hospitality
## Index

* Companies
* Ontology
* Processes
* Innovation
# Business/Markets/Financial services/Innovation/Smartwatch

In 2015 Apple (Apple Pay) and Google (Google Wallet) are experimenting with payments via the smartphone and smartwatch. The service is only available in the US and the UK. In the Netherlands ING offers a smartwatch app to check your balance.
# Business/Markets/Financial services/Innovation
## Recent developments

* Person-to-person payments
* Become a customer: In 2015 several banks made it possible to become a customer using a selfie. In the Netherlands bunq and ABN Amro offer this service.

## Index

* App
* Bitcoin: see Blockchain
* Blockchain
* Smartphone
* Smartwatch
# Business/Markets/Financial services/Innovation/Smartphone

Customers want to enter Starbucks, pay with their smartphone/ smartwatch en take their coffee. At the moment Startbucks offers an app that let's you store money.
# Business/Markets/Financial services/Companies
## Recent Developments

* Apple is talking to US banks about person-to-person-payments (see blogpost on cnet).

## Index

* ABN AMRO
* bunq
* ING
* PayPal
* Rabobank
* Venmo: https://venmo.com
# Business/Markets/Hospitality/Ontology
## Concepts

* Guest
* Host
* Room
# Business/Markets/Financial services

On this page you can find more information about the financial services market.

## Index

* Bank as a platform
* Companies
* Digital banking
* Ontology
* Innovation
# Business/Markets/Financial services/Innovation/Person-to-person payments
## Recent development

* ABN AMRO: In december 2015 ABN AMRO says they don't have plans to make person-to-person payments possible. Why does ABN AMRO make this choice?
* Apple: Apple also steps in the ring. See http://www.wsj.com/articles/apple-in-talks-with-u-s-banks-to-develop-mobile-person-to-person-payment-service-1447274074 for more info.
* bunq: A new Dutch bank, named bunq, provides person-to-person payments since Q4 2015
# Elasticity/More variational principles
## More variational principles

Recall that the admissible states appropriate to the minimum principles are required to meet certain field equations and the appropriate boundary conditions.
In some cases, we would like to use variational principles in which the admissible states satisfy as few constraints as possible.
Such variational principles are useful for symmetric elastic fields.
Let $I$ be a scalar-valued functional. Let ${\mathcal {A}}$ be the set of all admissible states.
Let $s$ and ${\tilde {s}}$ be two admissible states $\in {\mathcal {A}}$. Let $\lambda$ be a Lagrange multiplier such that $s+\lambda {\tilde {s}}$ is also an admissible state $\in {\mathcal {A}}$.
Let
    $\delta _{\tilde {s}}I[s]=\left.{\frac {d}{d\lambda }}I[s+\lambda {\tilde {s}}]\right|_{\lambda =0}$
Then,
    $\delta I[s]=0$
only if $\delta _{\tilde {s}}I[s]$ exists and equals zero for all ${\tilde {s}}$ that satisfy the above requirements.
There is an infinite number of possible functional $I[s]$ that satisfy these requirements. Two examples are:
* The Hellinger-Reissner functional
* The Hu-Washizu functional
# Elasticity/Plane strain

A displacement field $\textstyle \mathbf {u} (\mathbf {X} )$ is called plane if
    $u_{\alpha }=u_{\alpha }(X_{1},X_{2})\,$
and
    $u_{3}=0\,$
The corresponding strain field is called a plane strain and satisfies
    $\varepsilon _{\alpha \beta }={\cfrac {1}{2}}\left({\cfrac {\partial {u_{\alpha }}}{\partial X_{\beta }}}+{\cfrac {\partial {u_{\beta }}}{\partial X_{\alpha }}}\right)$
and
    $\varepsilon _{13}=\varepsilon _{23}=\varepsilon _{33}=0$
This happens where one dimension is very large compared to the others, the principal strain in the direction of the longest dimension is constrained and can be assumed as zero, yielding a plane strain condition.

## Related Content

Introduction to Elasticity
# Elasticity/Prandtl stress function
## Prandtl Stress Function φ

The traction free BC is obviously difficult to satisfy if the cross-section is not a circle or an ellipse.
To simplify matters, we define the Prandtl stress function $\phi (x_{1},x_{2})\,$ using
    ${\sigma _{13}=\phi _{,2}~~;~~\sigma _{23}=-\phi _{,1}}$
You can easily check that this definition satisfies equilibrium.
It can easily be shown that the traction-free BCs are satisfied if
    ${{\frac {d\phi }{ds}}=0~~\forall ~(x_{1},x_{2})\in \partial {\text{S}}}$
where $s$ is a coordinate system that is tangent to the boundary.
If the cross section is simply connected, then the BCs are even simpler:
    ${\phi =0~~\forall ~(x_{1},x_{2})\in \partial {\text{S}}}$
From the compatibility condition, we get a restriction on $\phi$
    ${\nabla ^{2}{\phi }=C~~\forall ~(x_{1},x_{2})\in {\text{S}}}$
where $C$ is a constant.
Using relations for stress in terms of the warping function $\psi$, we get
    ${\nabla ^{2}{\phi }=-2\mu \alpha ~~\forall ~(x_{1},x_{2})\in {\text{S}}}$
Therefore, the twist per unit length is
    ${\alpha =-{\frac {1}{2\mu }}\nabla ^{2}{\phi }}$
The applied torque is given by
    ${T=-\int _{S}(x_{1}\phi _{,1}+x_{2}\phi _{,2})dA\,}$
For a simply connected cylinder,
    ${T=2\int _{S}\phi dA\,}$
The projected shear traction is given by
    ${\tau ={\sqrt {(\phi _{,1})^{2}+(\phi _{,2})^{2}}}}$
The projected shear traction at any point on the cross-section is tangent to the contour of constant $\phi \,$ at that point.
The relation between the warping function $\psi \,$ and the Prandtl stress function $\phi \,$ is
    ${\psi _{,1}={\frac {1}{\mu \alpha }}\phi _{,2}+x2~;~~\psi _{,2}=-{\frac {1}{\mu \alpha }}\phi _{,1}-x1}$

### Membrane Analogy

The equations
    $\nabla ^{2}{\phi }=-2\mu \alpha ~~\forall ~(x_{1},x_{2})\in {\text{S}}~~;~~~\phi =0~~\forall ~(x_{1},x_{2})\in \partial {\text{S}}$
are similar to the equations that govern the displacement of a membrane that is stretched between the boundaries of the cross-sectional curve and loaded by an uniform normal pressure.
This analogy can be useful in estimating the location of the maximum shear stress and the torsional rigidity of a bar.
* The stress function is proportional to the displacement of the membrane from the plane of the cross-section.
* The stiffest cross-sections are those that allow the maximum volume to be developed between the deformed membrane and the plane of the cross-section for a given pressure.
* The shear stress is proportional to the slope of the membrane.
# Elasticity/Plane stress

A state of plane stress exists when one of the three principal $\left(\sigma _{1},\sigma _{2},\sigma _{3}\right)\,\!$, stresses is zero. This usually occurs where one dimension is very small compared to the other two, i.e. the element is flat or thin. In this case, the stresses are negligible with respect to the smaller dimension as they are not able to develop within the material and are small compared to the in-plane stresses. Therefore, the face of the element is not acted by loads and the structural element can be analyzed as two-dimensional, e.g. thin-walled structures such as plates subject to in-plane loading or thin cylinders subject to pressure loading. The other three non-zero components remain constant over the thickness of the plate. The stress tensor can then be approximated by:
    $\sigma _{ij}={\begin{bmatrix}\sigma _{11}&\sigma _{12}&0\\\sigma _{21}&\sigma _{22}&0\\0&0&0\end{bmatrix}}\equiv {\begin{bmatrix}\sigma _{x}&\tau _{xy}&0\\\tau _{yx}&\sigma _{y}&0\\0&0&0\end{bmatrix}}\,\!$.
The corresponding strain tensor is:
    $\varepsilon _{ij}={\begin{bmatrix}\varepsilon _{11}&\varepsilon _{12}&0\\\varepsilon _{21}&\varepsilon _{22}&0\\0&0&\varepsilon _{33}\end{bmatrix}}\,\!$
in which the non-zero $\varepsilon _{33}\,\!$ term arises from the Poisson's effect. This strain term can be temporarily removed from the stress analysis to leave only the in-plane terms, effectively reducing the analysis to two dimensions.
# Elasticity/Principal strains

The principal values (eigenvalues) $\textstyle \varepsilon _{1},\varepsilon _{2},\varepsilon _{3}$ of a strain tensor $\textstyle {\boldsymbol {\varepsilon }}$ are called the principal strains.
If the corresponding principal directions (eigenvectors) are $\textstyle \mathbf {n} _{1},\mathbf {n} _{2},\mathbf {n} _{3}$, then
    ${\boldsymbol {\varepsilon }}=\sum _{i=1}^{3}\varepsilon _{i}~\mathbf {n} _{i}\otimes \mathbf {n} _{i}$
is called the spectral decomposition of $\textstyle {\boldsymbol {\varepsilon }}$.

## Related Content

Introduction to Elasticity
# General Engineering Projects/Overview/Student/ENES-100/project 0

My Instructor's user page which points to this.
Please delete everything in italics as you follow the instructions.

## Week0 Preferences

We were gathered together as a new team of project 0 and planned our future.

## Week1 Narrative

We were looking for our devices around the classroom because all the devices we got were not fitting well or somehow broken.

## Week2 Narrative

We were trying to get every devices well to lighten a dimmable lamp but we failed several times because the light was out of power by itself so we had to find a new lamp, and professor gave a new LED lamp.

## Week3 Narrative

Tell a detailed story describing what you did for your team over the third weekend. Link to any wiki pages you edited, videos created. Upload any pictures taken. Compare your task with what you actually did and write what you feel are the next steps.

## Week4 Narrative

Tell a detailed story describing what you did for your team over the first weekend. Link to any wiki pages you edited, videos created. Upload any pictures taken. Compare your task with what you actually did and write what you feel are the next steps.
# General Engineering Projects/Overview/Student/ENES-100/project 1

My Instructor's user page which points to this.
Please delete everything in italics as you follow the instructions.

## Week0 Preferences

Your class negotiated 5 or 6 projects to do the rest of the semester. Please rank, in order of preference, your highest through lowest project names.

## Week1 Narrative

Tell a detailed story describing what you did for your team over the first weekend. Link to any wiki pages you edited, videos created. Upload any pictures taken. Compare your task with what you actually did and write what you feel are the next steps.

## Week2 Narrative

Tell a detailed story describing what you did for your team over the second weekend. Link to any wiki pages you edited, videos created. Upload any pictures taken. Compare your task with what you actually did and write what you feel are the next steps.

## Week3 Narrative

Tell a detailed story describing what you did for your team over the third weekend. Link to any wiki pages you edited, videos created. Upload any pictures taken. Compare your task with what you actually did and write what you feel are the next steps.

## Week4 Narrative

Tell a detailed story describing what you did for your team over the first weekend. Link to any wiki pages you edited, videos created. Upload any pictures taken. Compare your task with what you actually did and write what you feel are the next steps.
# General Engineering Projects/Overview/Student/Portfolio/enes-100

My professoris Muhammad Ali Yousuf is the instructor
    Project 0 ---->Disabling Printer
    Project 1 ----> Tic-Tac-Toe
    Project 2 -----> Truss Bridge Project
Project 0<----[ Disabling Printer]
Project 1<---- [ Tic-Tac-Toe]
Project 2<---- [Truss Bridge Project]
# General Engineering Projects/RADIO FMXMIT
## Problem

Transmitting signals over FM frequencies is part of Software Defined Radio (SDR). The goal in this project was to build on the last project. Previously this project was done to accomodate to a new type of papillo hardware. This time around I used the same hardware and wanted to be able to send different morse-code signals over the FM frequencies. Another thing I set out to do was to be able to use this signal on any FM frequency.

## Conception

Previously this project was done to accomodate to a new type of papillo hardware (spartan 3E XC3S250E). This time around I used the same hardware and wanted to be able to send different morse-code signals over the FM frequencies. Another thing I set out to do was to be able to use this signal on any FM frequency.
This project advanced in 4 stages.
--stage 1--
This involved copying the original code from http://hamsterworks.co.nz/mediawiki/index.php/FM_SOS , and updating to my own new file entitled radio. This step involved a lot of debuggging. The code at first did not work because ISE:Webpack did not recognize the Digital clock manager Instances and Components that were in the main module of the code. This problem was solved by simply creating a new DIGITAL CLOCK MANAGER, and copying instances and components over to the main module. Lastly, I Cleaned the project files (which is a category under project in ISE webpack).
Secondly, I had to rename constraints and pick a pin to use.
--stage 2--
This stage just involved choosing what message to say in morse code and also how to convey it using the given code. I chose to say HELLO HCC instead of the SOS signal that was being sent out at first.
I figured out that the string of characters in the message string was what made the different beep noises at the specified frequency.
--stage 3--
I changed the string of characters in message from a 31 string line to a 94 character string of 1's and 0's to convey the HELLO HCC message in morse code.
--stage 4--
At this point it was time to make the radio work on any desired station. Previously the station selected was 91.0. In order to test a real frequency, I changed the frequency to 92.3 in the digital clock manager. The radio then worked on this station as well when both antennas were very close to each other.

## Design

These are the RTL schematics that describe how all of the parts work within the code.
* rtl1.
* rtl2.
* rtl3.
These are pictures of the Papillo with antenna inserted, a close up, and the radio that was used.
* This is the unit with antenna.
* This is a closeup.
* This is the radio receiver used for testing.

## Implement

I uploaded the code to github. https://github.com/aadavis/fmxmit.git
And also had specific settings for the Digital Clock Manager
* This is the Digital Clock Manager set to 92.3 (a real example of a radio station).

## Operate

It should be an expectation to hear the signal being transmitted over the station that the DCM is set to.
video

## Next Steps

* Get a better antenna!
* Create different tones (possibly by multiplexing).
* Use state logic to decode regular letters or ANSII into morse-code!
# General Engineering Projects/Student Introduction

Here is an outline of an introduction to engineering class ethical code. Ethics is the negotiation of group behavior. Those that can not make the commitments below need to reconsider participating in the class.
This is not a course where one just talks/reads/hears about engineering. The goal is to participate in engineering. It demands full engagement/commitment. Each student is assumed to be an engineer for the entire semester. Students that decide they don't want to be an engineer can drop, withdraw or get a bad grade. There is no option to stop trying to be an engineer.
Everyone has lived life in a unique way. Maybe every tool, every material, every computer program in the engineering room is a mystery. Maybe everyone else seems to be familiar with things you are not. You have a choice to
* feel sorry for yourself
* demonstrate what you do know
* learn very fast and catch up
Believe that every person, at every stage of life, feels the same three options. Always start with demonstrating what you know. The best engineers find starting points within their own experiences. And then they look for a way to prove they can work hard and solve tough problems. So start looking for problems to solve!
# General Engineering Projects/Overview/Student/ENES-100

My name is Melissa Chaput, ENES100 Student, my instructor is Muhammad Ali Yousuf
These are my weekly project reports:
    Project 0
    Project 1
    Project 2
    Project 3
    Project 4
# General Engineering Projects/Overview/Student/Portfolio

Hi, I'm an engineering student at Howard Community College, Howard County Maryland
This is my engineering project portfolio. These are the classes I've had projects in.
    enes-100 Introduction to Engineering Projects
# General Engineering Projects/Overview/Student/Portfolio/enes-100/OpenSCAD Designs

OpenSCAD User Manual

## Doughnut shape

rotate_extrude(convexity=10,$fn=100)
translate([2,0,0])
circle(r=1,$fn=100);

## Sample Bridge

cube(size =[10,21,1],center=true);
translate([4.5,0,1])
cube(size =[1,21,1],center=true);
translate([-4.5,0,1])
cube(size =[1,21,1],center=true);
union{ translate ([4.5,9,-3])
cylinder(h=5, r=1, center=true, $fn=100);
translate ([-4.5,9,-3])
cylinder(h=5, r=1, center=true, $fn=100);
translate ([-5.5,9,-1.5])
rotate ([90,0,90]) cylinder (r=1, h=11,$fn=100);
union{
translate ([4.5,-9,-3])
cylinder(h=5, r=1, center=true, $fn=100);
translate ([-4.5,-9,-3])
cylinder(h=5, r=1, center=true, $fn=100);
translate ([-5.5,-9,-1.5])
rotate ([90,0,90]) cylinder (r=1, h=11,$fn=100);
# General Engineering Projects/Team Weekly Summary Form

The team weekly summary at a minimum is a description of what happened during the prior week. At no point in the presentation should it be mentioned who did what. Everything is "we" in the weekly presentation.
Presentations should be short .. 2 minutes. Choose what you talk about carefully. Don't repeat what you presented last week unless you are practicing that part of the presentation because it didn't work last week.
Talk to the wiki page, don't read it. Add context. Tell stories.
The wiki page should have more detail on in than you cover. Skip lots of stuff. Go quick. Let the audience read the wiki page as you present it. Trust that those interested will listen, read and interrupt you with questions. Encourage questions. Write down the questions. Learn from the questions. Did the question disrupt your presentation or lead into the next thing you were going to talk about? Was the question so penetrating that it will change the direction of your project? Actively doing this will earn you more team weekly summary points.
Prepare answers to questions you anticipate in a FAQ. This will earn you more team weekly summary points.
Harvest the group mind. Come to the presentation with unsolved problems from your notebooks. The problem may be the big problem of your problem statement, but more likely it is something on the order of what is the name for this? ... and then draw a picture. Does any one have a spare broken or working microwave they can contribute to our project? Can anyone think of a way to do .....? These questions (not their answers) will earn you more presentation points. Involve the audience in your project. Think of the presentation as a way to get things done for the project. This will earn you more team weekly summary points.
# Film editing/Analyzing film dailies/How to submit your edited movies

24 Unedited Scenes Disk
Scene: "Out for a walk" ← Funny, short, needs matte painting
Scene: "The Assignment" ← Long and intense
Scene: "Ice Cream" ← Long but simple
12 scenes from the family reunion
Scene: "Taking Notes" ← A basic scene
Scene: "Morning Coffee" ← A basic scene
Scenes about Amy ← Good practice
Scenes about Jason ← Simple but good practice
Scene: "Morning Surprise" ← Needs 3D animation
Scene: "Doctor, Doctor!" ← Needs sound F/X and music
Scene: "The Girl and the Golden Jewel" ← Needs F/X, voice over, sound
Scene: "Wedding Bells" ← Funny, old, poor color, only 12fps
Scene: "The Big Bad Bell" ← A bit odd
Scene: "Open The Door" ← Totally weird, MOS - even needs dialog!!! :
Analyzing and editing "24 Unedited Scenes" :
| "24 Unedited Scenes" DVD-R or CD-R Burn the scene onto a disk and send the disk to me. | Demo reel Getting an editing job Remember that you will need a demo reel for getting a job in Hollywood. Therefore, you should start compiling all the scenes that you have edited onto a demo reel. Email me and I will send you my physical mailing address. Click Here |
| "24 Unedited Scenes" DVD-R or CD-R Burn the scene onto a disk and send the disk to me. | Earn points Buy more disks with your points Submitting your edited scenes earns you point so you can get the next disks free. |
* When you are ready, go to the next lesson
* Understanding "L-Cuts"
* Contact your instructor
* Your instructor for this class is Robert Elliott. To email me, you simply Click Here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Comparative law and justice/Oceania
## Comparative Law and Justice Wiki Project

Australia and other countries with completed wiki pages that are located in Oceania and the Pacific
Australia
New Zealand