OpenLLM-France/wikimedia huggingface dataset:
# Vietnamese/Resources

This is a list of resources for the Vietnamese Language Division of the Schools of Language and Literature and Linguistics.
* Lessons
* Greetings
* or
* Greetings on Wikibooks
* Numbers
* Careers
* or
* Careers on Wikibooks
* Dates
* Review
* Travel
* Activity
* Relationships
* Transport
* Review
* Shopping
* Dining
* Conversation
* Geography
* Review
* Routines
* More Travel
* Bargaining
* Restaurant
* Review

#### Links

* Common phrases

#### Wikibooks

* Vietnamese
* Wikijunior Languages Vietnamese

#### Wikipedia

* Viet Wikipedia
* Simple English Wikipedia Vietnamese language, Vietnamese_alphabet, Vietnam

#### Wiktionary

* Viet Wiktionary

#### Open-Source

* Unikey
* http://www.1ec5.org/software/avim/
* http://1tudien.com/tu_dien
* http://notes.1ec5.org/archives/2008/06/05/dictionary.html

#### Online tutors

* italki

#### Online learning sites

* http://www.101languages.net/vietnamese

#### Online content instructor

* http://www.youtube.com/user/Vietnameyes
* http://www.youtube.com/user/TeacherPhilVietnames
* http://www.youtube.com/user/chidedangky
* http://www.youtube.com/user/EKProductions1991

#### Pocket translator manufacturer

* Kim Tu Dien
# Vietnamese/Lesson series

This is a lesson series for Languages --> Southeast Asian languages --> Vietnamese Language --> Vietnamese One (VSL 1)
# University of Florida/Egm6341/s11.team1.Gong/Mtg34

Mtg 34: Wed, 23 Mar 11
page34-1
    1) Supersonic intercaptor: Find angle of attack and thrust to reach a given altitude inmin time Reference: Bryson & Denham 1962 2) Bunt maneuver of aircraft: min altitude to reach target with a bunt maneuver (inverted loop) page34-2
# University of Florida/Eml4500

EML 4500 - Finite Element Analysis and Design (FEAD)

## Subpages

Special:Prefixindex/University of Florida/Eml4500/
# University of Florida/Eml4500/8/29/08

Old method compared to new approach
Old methods:
* E-learning
* Textbooks
* Individual work
New approach
* Wikimedia, wikiversity, wikipedia
* Team collaboration
WP polocies
Grade changes:
* Old method; 10% homework, 30% for each test
* New method; 31% homework, 23% for each test
More emphasis on team learning not on memorization.
# University of Florida/Egm6341/s11.team1.Gong/Mtg8

Mtg 8: Wed, 19 Jan 11
page8-1
Legendre poly. P$_n$(x):
    ${P}_{n}(x)=\sum _{i=0}^{\color {red}[{\color {black}n/2}]}{(-1)}^{i}{\frac {(2n-2i)!{x}^{n-2i}}{{2}^{n}i!(n-i)!(n-2i)!}}$ (1)
    ${\color {red}[{\color {black}n/2}]}=integer\ part\ of\ n/2$ (2)
    e.g., m = 5 , n/2 = 2.5 , [2.5] = 2 ${\color {red}(3)}\ {P}_{0}=1\color {blue}\in {P}_{0}$ ${\color {red}(4)}\ {P}_{1}=x\color {blue}\in {P}_{1}$ ${\color {red}(5)}\ {P}_{2}={\frac {1}{2}}(3{x}_{2}-1)\color {blue}\in {P}_{1}$ ${\color {red}(6)}\ {P}_{3}={\frac {1}{2}}(5{x}_{3}-3x)\color {blue}\in {P}_{1}$ ${\color {red}(7)}\ {P}_{4}={\frac {35}{8}}{x}^{4}-{\frac {15}{4}}{x}^{2}+{\frac {3}{8}}\color {blue}\in {P}_{1}$ ${\color {blue}{P}_{n}}\ =\ set\ of\ poly.\ of\ degree\ \leqslant \ n$ HW 2.6: Verify(3)-(7) using(1)-(2) ${\color {red}(5)}\Rightarrow \ {P}^{2}=0\Rightarrow {x}_{1,2}={\color {red}-}{\frac {1}{\sqrt {3}}}\ or{\color {red}+}{\frac {1}{\sqrt {3}}}$ page8-2 Weights w$_i$ , i = 1,...,n ((1) p.7-5) Thm: $I(f)={I}_{n}(f)+{E}_{n}(f)\ {\color {red}(1)}$ ${w}_{i}={\frac {-2}{(n+1){P}_{n}^{'}({x}_{i}){P}_{n+1}({x}_{i})}}\ {\color {red}(2)}$ ${E}_{n}(f)={\frac {{2}^{2n+1}{(n)!}^{4}}{(2n+1){[(2n)!]}^{2}}}{\frac {f^{\color {red}(2n)}(\xi )}{(2n)!}}\ {\color {red}(3)}$ $\xi \in [-1,1]$ ${\underline {\color {blue}{NOTE:}}}\ {E}_{n}(f)=0\ \forall f\in {P}_{2n-1}\ since\ f^{\color {red}(2n)}(x)=0\ .\ Only\ need\ to\ use\ n\ int.\ pts\ \left\{x_{i},\ i=1,...n\right\}\ to\ int.\ exactly\ any\ poly\ in\ P_{2n-1}\ i.e.,\ of\ degree\ \leqq \ 2n-1$ ${\color {blue}{Newton-cotes\ method:}}\ I(f)$ $History\ Newton\ cotes\ \color {blue}\rightarrow \ Lecture\ plan\ suli+Meyers(2003)$ page8-3 ${\color {blue}1)}\ Approx.\ f(.)\ using\ {\color {blue}{\underline {\color {black}Lagrange}}}\ interp.\ funcs\ \Rightarrow \ {f}_{n}^{\color {red}L}(x)$ $Int.\ exactly\ {f}_{n}^{\color {red}L}(x)\ \Rightarrow \ \color {blue}\underbrace {\color {black}I({f}_{n}^{\color {red}L})}$ $I_{n}(f)\ :=I({f}_{n}^{\color {red}L})=\int {f}_{n}^{\color {red}L}(x)dx\ \color {red}(1)$ ${f}_{n}^{\color {red}L}(x)=P_{n}(x)=\sum _{i=0}^{\infty }{\color {blue}{\underset {Lagrange\ interp.\ func}{\color {black}\underbrace {l_{i,n}(x)} }}}\ f(x_{i})\ \color {red}(2)$ NOTE: Demonstrated Wolfram Alpha(WA) e.g., (debt usa)/(gdp usa) integrate x from 0 to 1 link WA comp. results in HW reportsAvoid plagiarism
# University of Florida/Eml4500/8/25/08

EML4500 – Finite Element Analysis and Design
(First Day of Class)
Syllabus Overview:
Course website:
Then Click on:
* teaching
* my course website
* Fall 2008 – Finite Element Analysis and Design
Office: NEB 135
Office Hours: MWF 9th Period
Exam Schedule:
Book: (Blackish in color) Finite Element Analysis with Mathematica and Matlab Computations and Practical Applications: Fundamental Concepts
Grading: HW + Project + Class Participation + Bonuses = 31%
Peer Evaluations: wikiHW:fall08.wiki
# University of Florida/Eml4500/Lecture Notes

Trusses, Matrix Method
The following image is of a truss with two elastic (deformable) bars.
Note: The displacement at points 1 and 3 is fixed (constrained) to zero, in both the x and the y direction.
Global Free Body Diagram:
The below image illustrates the 4 unknown reactions. This example is statically indeterminate because it has 3 equations and 4 unknown variables. The key to solving this example is to look at the individual bars' deformation.
2 Free body diagrams of separate bar elements
       Bar Element 1:
The unknown solutions at the nodes are the nodal degrees of freedom. The choice of nodal degrees depend on the governing differential equation.
       Bar Element 2:
Next step: Force Displacement relationship
Recall:
The force distance relationship of a 1 dimensional spring element (with one end fixed) is F=KD. (K is the spring constant)
The force displacement relationship of a 1D spring with 2 ends free is as shown above. To solve this more complex problem one needs to use a matrix to relate F=Kd. The matrix for this example is shown below.
Stiffness Matrix:
Case 1: Observer sits on node 1.
       F2=K(d2-d1)
Case 2: Observer sits on node 2, or equilibrium f1+f2=0.
       F1=-F2=-K(d2-d1)=K(d1-d2)
Steps to solve simple truss system.
1.Global Picture (description)
    At structure level:
   * Global degrees of freedom (displacement unknowns)
   * Global forces
    Actually, the displacement Dofs are partitioned into:
   * a known part, e.g., fixed Dof, contraints
   * an unknown part: solved by using the finite element method (FEM)
    Similarly, for the forces:
   * known part: applied forces
   * an unknown part: reactions
2.Element Picture (draw)
   * Element Dof (displacements)
   * Element forces
    Note: it can be either in global or local coordiante system
3.Global Force-Displacement (FD) relationships
   * Element stiffness matrix in global coordinates
   * Element force matrices in global coordinates
   * Assembley of element stiffness matrices and element force matrices into global FD relation: $K*d$ = $F$
4. Elimination of known Dof to eliminate/reduce the global FD relations (if stiffness matrix is non-singular >> invertable >> det(K) ≠ 0);
K$_{m×m}$*d$_{m×1}$ = F $_{m×1}$, where $m<n$ m = n $^0$ of unknown displacement Dof n = n $^0$ of known and unknown displacement Dof K is non-singular matix >> K $^{-1}$ (invertable)>> d $_{m×1}$ = K $^{-1}$ $_{m×m}$ * F $_{m×1}$
5.Compute element forces form now known d >> element stresses
6.Compute the reactions (unknown forces)
Example:
1) Globlal Picture:
Numbering of displacement Dof:
# University of Florida/Eml4500/8/27/08

Team Structure Assignment:
Due: Wednesday, 3 September 08
Requirements:
* 5-6 people
* Team name (4-6 characters)
* Member name + UF ID number
* Wikipedia class username
Note: When submitting documents on Wikipedia, send the archived version.
# University of Florida/Eml4500/f08

* A physics class at the University in Florida.
* Student assignments involving using MATLAB
* Instructor and main page: Dr Vu-Quoc User:Eml4500.f08
* There were over 200 students in the class.
# Risk Management/Short-term long-term drivers in Risk Management

If basic needs are not fulfilled (e.g. food, water, security, ...) accomplishments of long-term goals are difficult. This learning resource focuses on the coverage of primary needs to accomplish long term goals in Risk Management.

## Introduction / Example

Assume you are living in a dry area and it becomes very cold during night and you do not have firewood. You would cut down the last tree when it is very ccld, even if you know that erosion will take away the soil and agriculture will not be possible in the long run.

## Objective of Learning Resource

If we are looking at world population more that 90% living on a day-to-day basic. Long-term objective especially those defined by United Nations Sustainable Development Goals are difficult to accomplish if citizens battle on a day-to-day basis.

## Open Educational Resource

Open Educational Resources are regarded as resource that trigger innovation. The innovation for Risk Management uses Open Education Resource for long-term capacity building and integration in existing school curricula. For this course it is recommended to add a reference to open educational resource how they are connected to UN Sustainable Development Goals SDG

## Learning Tasks

* Learn about Citizen Science and add to this article prospective case-studies that combine data collection for Risk Literacy and long-term capacity building in the area of Risk Management.
* Explore Learning Environments with Open Educational Resources OER and learn about the design of citizen science approaches in school.
* Apply the concept of risk management to health related risk (e.g. epidemiological risks (vector-borne diseases or exposure to chemicals).
* Learn about spatial representations of risk (risk map) by exploring OpenLayers heatmap. Create your own heatmap with demo sample data of disease cases. It is not necessary that you have really disease case with geolocations. You should learn how to map this data with OpenSource tools.
* Analyse the learning resource about Low-Cost Precision Farming and explain, how short-term economic benefit can support a long-term public health benefit due to less exposure to agrochemical.

## Example

If risk exposed communities battle to survive the next week, long term health risk may be of low priority for the community. Short term economical benefits (e.g. application of less argochemical with the same harvest yield) could lead to a long term health risk mitigation by less exposure to toxic substances. In this course context economical risk are regarded as linked with other aspect of risks for environment and health and not as pure financial optimization for companies.
# Risk Management/Systemic Thinking and Risk/Atomic energy
## Risk Analysis and Atomic Energy

* This is a learning activity page for learners working on the task on Systemic Thinking and Risk
* Provide scientific evidence for your results and arguments:
# Risk Management/Tailored Wikibooks
## Wiki Books as Course Material

The learning requirements of students are different. Therefore a tailored selection of course material creates a beneficial learning environment according to needs and objective for risk management. E.g. a student with a degree in Computer Sciences may not need a course in Geographic Information Systems and he may require knowledge about the living lab concept and user-driven innovation, for creating a benefical risk mitigation environment for rural communities with specific social and cultural constraints. Specific learning requirements of students lead to a tailored requirement of learning. Creating wiki books (e.g. create a Wikibook for GIS and Health (Video)) is one option to provide tailored course material according to the learning requirements of the students in higher education.

## Learning Task

* (Create a WikiBook) Select your area expertise e.g. Epidemiology and a new topic you want to learn about e.g. Geographic Information System
** assume you want to learn about Geographic Information System and
** at the same time you want to link the new topic to the expertise you have already i.e. Epidemiology.
    Create your own Wikibook in Wikipedia that combines Epidemiology and Geographic Information System.
* (WikiBooks for different Target Groups) First start the book creator with Epidemiology and work towards the topic Geographic Information System and then start with Geographic Information System and work towards Epidemiology. What is the difference in the approach? What is the best approach, so that the WikiBook serves the needs of a specific target group. Explain how the Wiki Book Creator suggests pages!
* (Open Community Approach) Explain the contribution of WikiBooks to an Open Community Approach. What are other aspects of the Open Community Approach that can be applied to Risk Management?
# Risk Management/Space Technology/disaster management cycle

In the disaster management dependent on the response time different phases for disaster management are organized in cycle, starting with the disaster event.
* Event

## Authors ToDo

Please remove suggested ToDos for the learning resource if DONE, or modify the definition
* Create /search for a Creative Commons Diagram for the Disaster Management Cycle, explain cycle elements in submoduls use links like

### it creates a submodule for the current module of the disaster management cycle

* Create a modular learning resource for Disaster Management reuse generic elements of Risk Management
* Target group specialization in the modul (what can citizens learn to reduce their risk, governmental and NGOs supporting risk management.
* the impact of a disaster varies in space and time learn of s risk maps in general and work risk maps for disaster management
# WikiJournal Preprint/Template:Medical research studies

How to manage this template's initial visibility
To manage this template's visibility when it first appears, add the parameter:
    |state=collapsed to show the template in its collapsed state, i.e. hidden apart from its titlebar – e.g. {{WikiJournal Preprint |state=collapsed}}
    |state=expanded to show the template in its expanded state, i.e. fully visible – e.g. {{WikiJournal Preprint |state=expanded}}
    |state=autocollapse to show the template in its collapsed state but only if there is another template of the same type on the page – e.g. {{WikiJournal Preprint |state=autocollapse}}
Unless set otherwise (see the |state= parameter in the template's code), the template's default state is autocollapse. This template is part of the Medical series of navigation boxes. Refer to Template:Medicine and its talk page for suggestions on style and editing.
# WikipediaOS/Activity tracks
## Hypothesis

Active or stigmergic signs in platforms generate critical mass of contributors, who can follow last changes easily. Activity tracks and signs lead to more activity tracks and signs.

## Votes/comments

* Support Tracks could keep very active until a critical mass of potential contributors has given a significant amount of time and words/code to a certain project. --Esenabre 18:13, 19 January 2011 (UTC)
* Comment One thing about: more activity (on wikis) , also attracting "disturbers". The question then being when this has then negative side effects on "producers". More activity on programming projects could also mean that untrusted code needs to wait longer (queued) until integrated leading to dissatisfaction perhaps? ----Erkan Yilmaz uses the Wikiversity:Chat 19:29, 19 January 2011 (UTC)

## HowTo vote/comment

You can comment or help to evaluate this research question by using these tags:
* {{agree}} makes I agree
* {{disagree}} makes I disagree because
* {{comment}} makes Comment
If you are not signed in, please include your name to help other participants know what name to refer to you by.
# Wikipedia/Writing an article on Wikipedia

Editing Wikipedia can be both enjoyable and rewarding. Working with other contributors in a collaborative environment to produce high quality content that may be read by millions of people is an experience worth treasuring. That said, Wikipedia has been developing for many years both as a project and as a community. The result is a complex and organic mix of policies, guidelines, practices and procedures, all of which are essential to guide the development of the project, and which even the newest contributer is expected to understand. Fail to work within this complex set of rules, and the result may be much less than enjoyable and rewarding: you can quickly find yourself on the receiving end of an escalating series of warnings, culminating in having your account disabled and prevented from taking part.
The good news is that it is not that hard to work within the rules. It just takes a bit of effort to get to know them before you start contributing, and that is what this course aims to do. By working through this material you should find yourself in the position of knowing as much about how Wikipedia works (and how to work within Wikipedia) as many experienced contributors. Thus you will be well positioned to take advantage of the opportunities Wikipedia provides, and well warned as to how to avoid many of the pitfalls.

## Objectives

* Explain the major policies which guide Wikipedia content creation and user interaction
* Give students the practical information required to allow them to create new articles and edit existing ones while meeting the expectations of the wider Wikipedia community

## Syllabus

* What is Wikipedia?
** The history of Wikipedia
** Types of user accounts
** The language of Wikipedia
** The other projects
** Online assessment
* The structure of Wikipedia
** Article and discussion pages
** Mainspace, Wikispace and Userspace
** Noticeboards
** Online assessment
* The Five Pillars
** What being an "encyclopaedia" means in relation to content (COI)
** What "free content" means in terms of Wikipedia
** Interacting with other editors
** Ignoring rules
** Online assessment
* Verifiability
** Why it matters
** What constitutes a reliable source
** How to reference material
** Online assessment
* The notability guidelines
** Online assessment
* Copyright and the use of non-free content
** Online assessment
* Biographies of living people
** Online assessment
* The deletion process
** Speedy deletion
** Prods
** Deletion discussions
** Deletion review
** Online assessment
* Enforcement
** Blocks and bans
** Protection
** Appeals
* When things go wrong: what to do when things aren't going quite to plan.
** Dispute resolution
** Sockpuppetry accusations
** Edit warring
** Online assessment
# WikipediaOS/Benevolent dictatorship
## Hypothesis

When it comes to impose authority and leadership in large, voluntary, and consensus oriented communities such as Linux, Drupal, Python or other open source software-development projects, the role of founders is to have final control over the direction of projects, like at the beginnings of Wikipedia did Jimmy Wales or Larry Sanger.

## Votes/comments

* Support Although as stated by Reagle (2006) and others the term benevolent dictator applied to Wales is common in Wikipedia but he and many others prefer the concept of constitutional monarch. --Esenabre 14:41, 19 January 2011 (UTC)

## HowTo vote/comment

You can comment or help to evaluate this research question by using these tags:
* {{agree}} makes I agree
* {{disagree}} makes I disagree because
* {{comment}} makes Comment
If you are not signed in, please include your name to help other participants know what name to refer to you by.
# Wikipedia/WikiBasics

We begin WikipediaAcademy by acquainting you first as a user and later as an editor.
The url for English Wikipedia is
http:\\en.wikipedia.org\Main_Page.htm
which takes you to the Main Page of the English Wikipedia.
BOX The prefix "en" in the url is the <code> for English language. By replacing "en" with the code for another language, you can reach the Main Page of the wikipedia in that language, if it exists. For example, replacing "mr" in place of "en" will take you to the Main Page of Marathi Wikipedia.
There are wikipedias in 278 languages and wikipedias exist for all major languages so chances are that you would find a wikipedia in the language you desire. /BOX
Let us acquaint ourselves with the Main Page.
At the top left corner is the Wikipedia logo. Clicking on it will return you to the Main Page anytime. In line with the logo is the welcome to Wikipedia Banner.
Below the logo is the dashboard with links which forms the left border column of the web page. The logo, banner and dashboard with its links are to be found on all pages of Wikipedia.
In the center is the content area. In the Main Page, the Content area has four panels. the top left panel display's Today's featured article. Featured articles are articles of the highest quality that can be found on Wikipedia. Each day, a blurb from a Featured Article is displayed in this panel with a link for //read more//.
The title of the article can be found
# Wikiversity Law Reports/Alcock v Chief Constable of South Yorkshire

* Alcock v Chief Constable of South Yorkshire
* [1991] 4 All ER 907, [1992] AC 310, [1991] UKHL 5, [1992] 1 AC 310
* Summary
* This case established the criteria for determining liability for nervous shock (psychiatric injury).
* House of Lords
* Keith LJ
* Ackner LJ
* Oliver LJ
* Jauncey LJ
* Lowry LJ
* Background
* This was a complex set of cases focussed on the aftermath of a disaster involving the death of ninety six people at a match in the Hillsborough football stadium in Sheffield in 1989. The defendant police force (South Yorkshire) had been negligent in the control of the crowd by directing an unsafe number of people into one area of the stadium, causing the deaths as well as more than seven hundred people injured. There were live broadcasts of the disaster together with numerous broadcasts of scenes by news services.
* In total there were sixteen claims for nervous shock resulting in psychiatric injury brought against the defendant police force, represented by the Chief Constable, of which ten were successful. The defendant appealed the findings of nine cases and the unsuccessful claimants also appealed. The Court of Appeal found for the defendant in all of the claims.
* Subsequently, ten appeals were made to the Judicial Committee of the House of Lords, including parents, siblings, a grandparent and a fiancé of victims. Two of these claimants had seen the disaster unfolding but were in different parts of the stadium. Some had watched the television broadcasts, whilst others had simply heard about it. A few had been to identify the bodies of family members at the makeshift mortuary.
Held
The appeals were dismissed, with Lord Oliver distinguishing between primary and secondary victims. A primary victim is mediately or immediately involved as a participant whilst a secondary victim is a passive witness of injury to others. None of the claimants had been in the physical zone of danger i.e. the part of the stadium where the disaster took place, thus they were all classed as secondary victims.
The Lords set out criteria (commonly referred to as the "Alcock criteria") for establishing whether a secondary victim could claim for psychiatric harm:
A close tie of love and affection to a primary victim;
Witness the event with their own "unaided" senses;
Proximity to the event or its immediate aftermath;
The psychiatric injury must be caused by a shocking event.
In particular, Lord Ackner defined "shock" as:
...the sudden appreciation by sight or sound of a horrifying event, which violently agitates the mind. It has yet to include psychiatric illness caused by the accumulation over a period of time of more gradual assaults on the nervous system.