OpenLLM-France/wikimedia huggingface dataset:
# Double slit experiment

Use the link below for an interactive animation that lets you change the parameters of the double slit experiment to gain an understanding of this experiment, particularly the strange behavior of matter at the atomic level.
Strangeness of matter at the level of atoms
This interactive animation will only work on new browsers supporting HTML5 canvas. It has been tested on Google Chrome, Safari (Mac/iPad and iPhone), and Firefox. It will not work in Internet Explorer.
For a textual description of this topic, it is best to start with the Wikipedia page.
# Electricity/Electric circuit/LC circuit
## LC circuit

Circuit at equilibrium
    $v_{L}+v_{C}=0$
       $L{\frac {d}{dt}}i+{\frac {1}{C}}\int idt=0$
       ${\frac {d^{2}}{dt^{2}}}i=-{\frac {1}{T}}i$
       $i=Ae^{\pm j{\sqrt {\frac {1}{T}}}t}=Ae^{\pm j\omega t}=ASin\omega t$
       $\omega ={\sqrt {\frac {1}{T}}}$
       $T=LC$
Circuit at resonance
    $Z_{L}+Z_{C}=0$
       $j\omega L+{\frac {1}{j\omega C}}=0$
       $\omega =\pm {\sqrt {\frac {1}{T}}}$
       $T=LC$
    $V_{L}+V_{C}=0$
       $v(\theta )=ASin(\omega +2\pi )-ASin(\omega -2\pi )$
# Electricity/Electricity generator
## Electricity generators

    Source of DC Electricity Electricity typesMathematical formula ElectrolysisDC$v(t)=V$ ElectrovoltaicDC$v(t)=V$ PhotonvoltaicDC$v(t)=V$ Electromagnetic inductonAC$v(t)=VSin\omega t$

## Electricity types

Electricity falls into the 2 types AC (Alternating Current) and DC (Direct Current)

### AC (Alternating Current)

Electricity provides a sinusoidal time varying voltage over time
    $v(t)=VSin\omega t$

### DC (Direct Current)

Electricity provides constant voltage over time
    $v(t)=V$
# Electricity/Direct current
## Direct current

Direct current is a current that flows in one direction. The value of the current can change over time. However, the direction does not change over time. The polarity of the current remains the same at every point in time. A direct current can be provided by a voltage source.
$i(t)=I$
An ideal voltage source is a source of electricity that provides a constant voltage independent of the current that is drawn from the source. The polarity of the voltage source does not change over time. A voltage source is a theoretical device. A real voltage source can deliver a constant voltage when the current that is delivered to a load is within certain boundaries. e.g. a voltage source 24 V / 0-3 A can keep the voltage at 24 V when the delivered current is in between 0 to 3 A.
$v(t)=V$

## Symbol

    o---[- +]---o

## DC and conductor
### Resistor

Voltage by Ohm's law
    $V=IR$
Current
    $I={\frac {V}{R}}$
Resistance
    $R={\frac {V}{I}}=\rho {\frac {l}{A}}$
Conductance
    $G={\frac {I}{V}}={\frac {1}{R}}={\frac {1}{\rho }}{\frac {A}{l}}=\sigma {\frac {A}{l}}$
Power generated
    $P_{V}=IV$
Power loss . Power is dissipated as heat
    $P_{V}=IR(T)$
       $R(T)=R_{o}+nT$
       $R(T)=R_{o}e^{nT}$
Power transmitted
    $P=P_{V}-P_{R}$

### Capacitor

Charge
    $Q=CV$
Capacitance
    $C={\frac {Q}{V}}$
Voltage
    $V={\frac {Q}{C}}={\frac {W}{Q}}$
Current
    $I={\frac {Q}{t}}$
Power
    $P={\frac {W}{t}}={\frac {W}{Q}}{\frac {Q}{t}}=VI$
Electric field
    $E={\frac {V}{d}}$

### Inductor

Magnetic field intensity
    $B=LI$
Inductance
    $L={\frac {B}{I}}$
Current
    $I={\frac {B}{L}}$
# Electricity/Electric circuit/RLC circuit
## RLC circuit
### RLC series

    $v_{L}+v_{C}+v_{R}=0$
    $L{\frac {d}{dt}}i+{\frac {1}{C}}\int idt+iR=0$
    ${\frac {d^{2}}{dt^{2}}}i=-2\alpha {\frac {d}{dt}}i-\beta i$
    $i=Ae^{(-\alpha \pm j{\sqrt {\beta -\alpha }})t}=Ae^{-\alpha t}e^{\pm j\omega t}=A(\alpha )Sin\omega t$
    $\omega ={\sqrt {\beta -\alpha }}$
    $A(\alpha )=Ae^{-\alpha t}$
    $\beta ={\frac {1}{T}}={\frac {1}{LC}}$
    $\alpha =\beta \gamma ={\frac {R}{2L}}$
    $T=LC$
    $\gamma =RC$
# Electricity/Electric circuit/RL circuit
## RL circuit
### RL series

    $v_{L}+v_{R}=0$
    $L{\frac {d}{dt}}i+iR=0$
    ${\frac {d}{dt}}i=-{\frac {1}{T}}i$
    $i=Ae^{-{\frac {t}{T}}}$
    $T={\frac {L}{R}}$

### 2 port LR

    ${\frac {v_{o}}{v_{i}}}={\frac {R}{R+j\omega L}}={\frac {1}{1+j\omega T}}$
    $T={\frac {L}{R}}$
    $\omega _{o}={\frac {1}{T}}$
    $\omega =0$ . $v_{o}=v_{i}$
    $\omega _{o}=\omega _{o}$ . $v_{o}={\frac {v_{i}}{2}}$
    $\omega _{o}=00$ . $v_{o}=0$

### 2 port RL

    ${\frac {v_{o}}{v_{i}}}={\frac {j\omega L}{R+j\omega L}}={\frac {j\omega T}{R+j\omega T}}$
    $T={\frac {L}{R}}$
    $\omega _{o}={\frac {1}{T}}$
    $\omega =0$ . $v_{o}=0$
    $\omega _{o}=\omega _{o}$ . $v_{o}={\frac {v_{i}}{2}}$
    $\omega _{o}=00$ . $v_{o}=v_{i}$
# Electricity/Electricity and matter
## Electricity conductor

Electricity conductor refers to matter that conducts electricity . Depend on the capability to conduct electricity, matters are divided into 3 types
* Conductor . Material that conducts electricity easily include all Metal like Copper (Cu), Iron (Fe)...
* Semi-conductor . Material that conducts electricity somewhere between conductor and non-conductor include all Semi-metal like Silicon (Si), Germanium (Ge)...
* Non-conductor . Material that does not conduct electricity at all . For example Rubber

## Application

All conductors are used to make passive electric components like
* Resistor
* Capacitor
* Inductor
All semi-conductors are used to make active electric components like
* Diode
* Transistor
* FET
# Electricity/Electric circuit/RC circuit
## RC circuit
### RC series

    $v_{C}+v_{R}=0$
    $C{\frac {d}{dt}}v+{\frac {v}{R}}=0$
    ${\frac {d}{dt}}v=-{\frac {1}{T}}v$
    $v=Ae^{-{\frac {t}{T}}}$
    $T=RC$

### 2 port RC

    ${\frac {v_{o}}{v_{i}}}={\frac {\frac {1}{j\omega C}}{R+{\frac {1}{j\omega C}}}}={\frac {1}{1+j\omega T}}$
    $T=RC$
    $\omega _{o}={\frac {1}{T}}$
    $\omega =0$ . $v_{o}=v_{i}$
    $\omega _{o}=\omega _{o}$ . $v_{o}={\frac {v_{i}}{2}}$
    $\omega _{o}=00$ . $v_{o}=0$

### 2 port CR

    ${\frac {v_{o}}{v_{i}}}={\frac {R}{R+{\frac {1}{j\omega C}}}}={\frac {j\omega T}{R+j\omega T}}$
    $T=RC$
    $\omega _{o}={\frac {1}{T}}$
    $\omega =0$ . $v_{o}=0$
    $\omega _{o}=\omega _{o}$ . $v_{o}={\frac {v_{i}}{2}}$
    $\omega _{o}=00$ . $v_{o}=v_{i}$
# Electricity/Electricity generator/Alternating Current
## AC Electricity

AC Electricty is generated from Electromagnetic induction . AC Electricty provides sinusoidal time varying voltage of the form
    $v(t)=VSin(\omega t+\theta )$

## Source of AC generator

    Electromagnetic inducton .
# Electricity/Electricity generator/Direct Current
## DC Electricity

DC Electricty is generated from Electrolysis, Electrovoltaic, and PhotoElectric . DC Electricty provides constant voltage over time
    $v(t)=V$

## DC generator

    Source of DC Electricity Electrolysis Electrovoltaic Photonvoltaic
# Neurosociety Media Centre/Centres/Germany

See also Geman Graduate Schools of Neuroscience and the German Neuroscience Society
* Neuroscience, University of Tübingen
* Graduate School for Cellular and Molecular Neuroscience, University of Tübingen
* University of Tübingen
# Neurosociety Media Centre/Centres/Cyprus

* Department of Psychology, University of Cyprus
* Cyprus Neuroscience & Technology Institute, Nicosia
* Nicosia General Hospital
* Cyprus Institute of Neurology & Genetics
# Neurosociety Media Centre/Centres/Europe

Transnational projects and programmes
National Centres
* Austria
* Belgium
* Bulgaria
* Croatia
* Cyprus
* Czech Republic
* Denmark
* Estonia
* Finland
* France
* Germany
* Greece
* Hungary
* Ireland
* Italy
* Latvia
* Lithuania
* Luxembourg
* Malta
* Netherlands
* Poland
* Portugal
* Romania
* Slovakia
* Slovenia
* Spain
* Sweden
* United Kingdom
also by subject
* Brain Imaging
* Brain Implants
* Predictive Medicine
# Neurosociety Media Centre/Centres/Finland

* Brain Research Society of Finland
* Finnish Neurological Society
* Finnish Graduate School in Neuroscience
* Neuroscience Center, University of Helsinki
* Department of Neuroscience and Neurology, University of Kuopio
* Neurologiasäätiö Suomen Aivosäätiö-hanke
# Neurosociety Media Centre/Centres/Czech Republic

Czech Neuroscience Society
* Charles University in Prague
* Institute of Experimental Medicine Academy of Sciences of the Czech Republic
# Neurosociety Media Centre/Centres/Denmark

Danish Society for Neuroscience
* Graduate Centre for Neuroscience, University of Copenhagen
* Graduate School on Sense Organs, Nerve Systems, Behaviour, and Communication, University of Southern Denmark
# Neurosociety Media Centre/Centres/Europe/Netherlands

* ONWA, Amsterdam
* Department of Biological Psychology, Vrije Universiteit Amsterdam
* EPOS, Amsterdam
* BCN Neuroimaging Center, University Medical Center Groningen, University of Groningen
* Cognitive Neuroscience, Neuropsychology and Psychopathology University of Maastricht
* EURON, Maastricht
* School for Mental Health and Neuroscience, University of Maastricht
* LACDR, Leiden
* NICI, Nijmegen
* Donders Centre for Neuroscience, Radboud University Nijmegen
* RMI, Utrecht
* Helmholtz Institute, Utrecht
# Neurosociety Media Centre/Centres/Europe/Ireland

See also Neuroscience Ireland
* International Centre for Neurotherapeutics, Dublin City University
* Conway Institute of Biomolecular & Biomedical Research, University College Dublin
* Biosciences Institute, University College Cork
* Institute of Neuroscience, Trinity College Institute of Neuroscience
* Neuropharmacology at the Department of Pharmacology and Therapeutics, NUI Galway
* Royal College of Surgeons Research Institute
# Face perception

Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.
Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. Everyone is invited to help add useful content to Wikiversity. If you need help learning how to add content, see the editing tutorial and Welcome, newcomers. Visit the Colloquium if you have any questions.
# Facilitating Online/Evaluate the facilitation of an online event

    So, did we survive the course mini conference? More importantly, did we learn a thing or two about facilitating online and our responsibilities to this our online community of sorts? This week we reflect on the experience and make note of the things that happened and what we learned from it all
To do
This is the week you complete assignment 3
1. Consider your own or another's facilitation of an event at the course mini conference. Review the preparations that should have been documented on the wiki's history, the wiki's discussion area, and the blog of the event facilitator.
2. Complete assignment 3 as a post to your blog
3. Attend a webconference at the end of the week to debrief the mini conference. Link and date TBA.
# Facilitating Online

HOME | Meetings | Participants | Course Mini Conference
    Facilitation is a rare and valuable skill to have. It is a service that is often used in conferences, debates, panels and tutorials, or simply where groups of people are meeting and need someone to help negotiate meaning and understanding, and to keep everyone engaged and on task.
      * Good facilitation depends on good communication skills.
      * Good online facilitation depends on good online communication skills.
This course is designed to help people to access and interpret models, research, and develop professional expertise in online facilitation. The course is aimed at:
* teachers who want to know how to facilitate online learning,
* non-profits who want to know how to facilitate online networks and and communities, events and campaigns,
* businesses who want to know how to leverage online communication tools for meetings, conferences, seminars and workshops.

## Objectives

* Define an online community
* Define facilitation
* Develop facilitation skills
* Apply facilitation skills within an online learning community
* Evaluate the facilitation of an online learning community

## Projects

There are 3 projects designed to ensure you study the material, communicate with others and have the opportunity to put into practice what you learn. These projects are what is used for assessment - should you require formal accreditation.
* Your course blog
* Facilitate an online event
* Evaluate a facilitated online event

## Topics

Below is a topic schedule for the course. This is constantly a work in progress.
* Orientation
* What is an online community?
* Facilitating, moderating, or teaching
* Looking for online community: Discussion forums
* Looking for online community: Blog networks
* Looking for online community: Wiki collaborators
* Looking for online community: Virtual Worlds
* Looking for online community: Social networking platforms
* Reflect on different kinds of online communities
* Facilitate an event for the course mini conference
* Evaluate the facilitation of an online event
* Round up assignments, course review

## Help

Contact the following people for help working through this course:
* Leighblackall (talk) 10:21, 11 March 2012 (UTC)
# Facilitating Online/Facilitate an event for the course mini conference

    In these two weeks you will focus on the event that you are facilitating as part of the course mini conference. The idea is for you to organise something for the conference, such as a guest speaker or a discussion panel through webconference; a discussion forum on a social networking platform; or assisting with the preparation and promotion of the mini conference generally. This will be your chance to facilitate real events online, and to experience the dimensions to facilitation online.
To do
1. Confirm details of your event listed in the course mini conference.
2. Actively promote your event to the rest of the participants and wider. This conference is open for anyone to attend, so take the opportunity to bring in wider audiences.
4. Facilitate your event at the mini conference and attend as many if not all other events in the conference.
5. Help document the conference by posting commentary to your blog.
# Facilitating Online/Evaluate a facilitated online event

HOME | Meetings | Participants | Course Mini Conference
Report on your own or another's facilitation of an event in course mini conference.
Post to your blog a report on the following:
* How the event was organised and promoted - adequate information, support (technical and access), relevant for the audience.
* Whether the event was managed and conducted smoothly - particularly noting the way the facilitator handled any disruptions.
* Did the facilitator make efforts to ensure that all participants knew where they were supposed to be and when, and arrange technical support for people?
* The way the facilitator set the stage, made introductions, explained the aims, and whether he/she managed to remain neutral and facilitatory.
* Whether the facilitator did a round up, drew closure and indicated where recordings and other follow up materials would be made available.
* General comments and additions.
# FTP challenges

* Project: Cert IV Websites Qualification in Australia
* Previous: ICAS4201A Transfer content to a website using commercial packages — FTP challenges — Next: HTML Challenges

## Install an ftp client, retrieve and unzip a file

* Download and install an ftp client (you can find a list of possible clients on the ICAS4201A Transfer content to a website using commercial packages page
* Connect to ibiblio.org and log in as an anonymous user
* change to the /pub/docs/books/gutenberg/etext94 directory
* download wwghjkgkjgend10.zip then close down your ftp connection
* unzip the file (you may need to install some decompression software)
* open the text file and look for the author's name on the first line
* look in your browser's address bar. See the address: http://en.wikiversity.org/wiki/FTP_challenges ? Replace 'FTP_challenges' in the web address with the author's surname and press Enter

## Completion

By installing an ftp client, logging into an ftp server, downloading a file and unzipping it, you've shown mastery of the following performance criteria for the unit ICAS4201A Transfer content to a website using commercial packages:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Configure the file transfer protocol client | Enter client host name/ID into the correct profile field Test and verify configuration by connecting to the web hosting server |
| 3. Establish connection to server | Log on to remote server using anonymous accounts Initiate file transfer protocol client program and locate destination directory |
| 4. Transfer data to remote server | Store and order files according requirements and file extensions Conduct appropriate steps for downloaded files such as translation, decompression or de-archival of the files for use Confirm data transfer and content functionality and close connection |
# Face validity

Face validity, in the context of psychometrics, refers to prima facie estimates of whether a test appears to measure a target construct.
Face validity does not guarantee that the test actually measures phenomena in that domain. Indeed, when a test is subject to faking (malingering), low face validity might make the test more valid.
# Electronegativity

Electronegativity is the term used to describe the ability of a nucleus of an atom in being able to attract electrons from other atoms towards it.
The trend within the periodic table is that as you go across the groups from one to seven, (not eight or zero, as these are inert elements), the electronegativity of the elements increases. Also, as you descend the periods, the electronegativity decreases. Therefore, due to this trend, Fluorine is the most electronegative element.
This trend is apparent as you can work out the electronegativity of a given element by knowing the amount of inner electrons that cause shielding from the nucleus and the total amount of electrons. For example, with Fluorine, it has a total of nine electrons and two of those cause shielding from the nucleus. Therefore, its overall electronegativity is notated as 7+. Clearly, this can also be defined by the number of outer electrons an element has and the group it is in (as Fluorine has seven outer electrons and is a member of group seven).
Though this method of working out electronegativity would imply that all elements of the same group have the same electronegativity, size is a determining factor. This is because with smaller sized atoms, there are fewer electrons shielding potential bonds from the nucleus. Therefore, electrons from other atoms are more easily attracted. Whereas, with larger atoms, there are many more electrons shielding the nucleus, making it more difficult to attract other electrons and therefore less electronegative.
This electronegativity plays a part in polar molecules. This occurs within covalent compounds where the given compound might show properties of an ionic compound.
An example of a polar compound would be HF. This is because Fluorine is more electronegative than Hydrogen and therefore pulls the electrons in the covalent bond closer towards it. This means that the Fluorine atom is slightly negative, while the Hydrogen atom is slightly positive.
Positive and negative charges are what occurs in ionic bonding when, generally, metals either lose or gain electrons (thus making them positive or negative). Therefore, though the charges in HF are not as significant as you would find when an atom becomes an ion, the slight charge creates some ionic properties.
However, this does not happen with all covalent compounds. For example, in F$_2$, there is no polarisation because each atom present is equally electronegative. Also in BF$_3$, there is no polarisation as, even though Fluorine is more electronegative than Boron, each of the three Fluorine atoms is equally pulling the electrons towards them, meaning that the distribution is not uneven.
# Electronic Brake Control Systems Diagnosis and Repair
### Electronic Stability Control System (ESC)

* Observe electronic brake control system indicator light(s) at startup and during road test; determine if further diagnosis is needed.
* Diagnose electronic brake control system, electronic control(s), components, and
circuits using on-board diagnosis and/or recommended test equipment; determine needed repairs.
* Bleed and/or flush the electronic brake control hydraulic system following
manufacturers’ procedures.
* Remove and install electronic brake control system components following
manufacturers’ procedures and specifications; observe proper placement of components and routing of wiring harness.
* Test, diagnose and service electronic brake control system sensors (such as
speed, yaw, steering angle, brake pedal position, etc.) and circuits following manufacturers’ recommended procedures (includes output signal, resistance, shorts to voltage/ground, and frequency data.).
* Diagnose electronic brake control system braking concerns caused by vehicle modifications
** (wheel/tire size, curb height, final drive ratio, etc.)
** and other vehicle mechanical and electrical/electronic modifications
** (communication, security, and radio, etc.).
* Repair wiring harness and connectors following manufacturers’ procedures.
# Electronic Circuits
## Syllabus

EE211

## Lecture plan

* Lecture 1. Introduction to the simple diode NPN model
* Lecture 2. The BJT Modes
* Quiz 1. Determining transistor modes
* Answers to quiz 1
* Detailed answers to quiz 1
* Lecture 3. Transistor active mode conditions
* Lecture 4. Transistor active mode equations
# Electron accountancy
## Aims

This Lesson will cover:
* Revision of electron counting methods
* The Covalent Bond Classification as an alternative method
* Simple classes of ligand and bond ambiguities
* Curly arrow conventions in complexes
* Composite ligands
* Formal oxidation state and the d-electron count
* Coordination number and ambiguities

## Classes of ligand
### L ligands (2e donors)

* PR$_3$, N$_2$, C$_2$H$_4$, CO, H$_2$, C$_2$H$_2$
* observed as neutral

### X ligands (1e donors)

* H, halides, R (alkyl), Ar (aryl), COR (acyl), OR (alkoxides), NR$_2$
* observed as anions

## Electron counting

The number of electrons donated by the metal = its group number.
* Valence Number (VN)
* VN = number of X ligands + charge on complex
* Coordination Number (CN)
* CN = number of atoms bonded to the metal
* CN = number of electron pairs added to the metal
* CN = number of ligands bonded to the metal
* Ligand Bond Number (LBN)
* LBN = sum of L and X ligands
# Electron Beam Lithography

Electron-beam lithography (often abbreviated as e-beam lithography, EBL) is the practice of scanning a focused beam of electrons to draw custom shapes on a surface covered with an electron-sensitive film called a resist (exposing). The electron beam changes the solubility of the resist, enabling selective removal of either the exposed or non-exposed regions of the resist by immersing it in a solvent (developing). The purpose, as with photolithography, is to create very small structures in the resist that can subsequently be transferred to the substrate material, often by etching.

## Resources
### Wikipedia readings

* Wikipedia: Electron-beam lithography

## See Also

* Electric VLSI Design System
# Electromagnetism in plain view
## Electromagnetism Note

    1. Electric Field Note (H1.pdf)
    2. Electric Flux Note (H1.pdf)
    3. Electric Potential Note (H1.pdf)
    4. Electric Current Note (H1.pdf)
    5. Capacitance Note (H1.pdf)
    6. Poisson's & Laplace's Equations Note (H1.pdf)

## Electromagnetism and Scilab

go to [ Electrical_&_Computer_Engineering_Studies ]
# Product sequence/One over two times three over four/Zero convergence/Exercise

We consider the sequence given by
    $x_{n}={\frac {1}{2}}\cdot {\frac {3}{4}}\cdot {\frac {5}{6}}\cdots {\frac {2n-1}{2n}}\,.$
Show that this is a null sequence.
# Product set/Geometrical examples/2/Exercise

Describe for any choice of two of the following geometric sets its product set (including the case where a set is taken twice).
* A line segment $I$.
* A circle (circumference) $K$.
* A disk $D$.
* A parabola $P$.
Which of these product sets can be realized within space, which can't?