OpenLLM-France/wikimedia huggingface dataset:
# PlanetPhysics/Constant Acceleration Problems

Problem 1
At time $t=0\,sec$ we throw a stone from the ground level straight up with speed of $20\,m/sec$ (ignore air drag, and assume $g=10\,m/sec^{2}$).
a) At what time (in sec) will this stone reach its highest point, and how high is it then above the ground?
b) We now throw a second stone straight up 2 sec after the first. How many meters above the ground is the first stone at that moment?
c) At what speed should we throw this second stone from the ground if it is to hit the first stone 1 second after the second stone is thrown?
Ans a)
Let us choose the positive y axis extending into the air. Then the force due to gravity is in the negative y direction
$F=-mg$
applying Newton's 2nd law
$F=m{\ddot {y}}=-mg$
Integrate this to get equation for velocity of the stone
${\dot {y}}(t)=-gt+C_{1}$
At $t=0,\,{\dot {y}}=20\,m/s$, therefore
   ${\dot {y}}(t)=-gt+20$
Integrate again to get equation for position of the stone
$y(t)=-{\frac {1}{2}}gt^{2}+20t+C_{2}$
Once, again plug in the initial condition that at $t=0,\,y=0$ to get $C_{2}$
$0=C_{2}$
therefore
   $y(t)=-{\frac {1}{2}}gt^{2}+20t$
Next we know that at the stone's highest point $h$ its velocity will be $0$. So from equation (1) we can then find the time $t_{h}$ at this point
$0=-gt_{h}+20$ $t_{h}=20/g=20/10=2\,sec$
Now we can plug this result into equation (2) to get the height
$h=-{\frac {1}{2}}gt_{h}^{2}+20t_{h}=-{\frac {1}{2}}(10)(2^{2})+20(2)$
Therefore
$h=20\,[m]$
Ans b)
This is straight forward since equation 2 gives us the position of the first stone at some given time. So at $t=2$
$y(2)=-{\frac {1}{2}}g(2)^{2}+20(2)=40-20=20\,[m]$
which, makes sense from question a.
Ans c)
The stones will hit when first stone is 3 seconds into its flight. Its height is then determined from equation 2
$y=-{\frac {1}{2}}(10)(3)^{2}+20(3)=-45+60=15\,[m]$
If we now look back to see how we got the constant in equation (1), we see that $C_{1}$ is equal to the initial velocity $v_{0}$
${\dot {y}}=-gt+v_{0}$
Integrate to get position
$y=-{\frac {1}{2}}gt^{2}+v_{0}t$
We want to find $v_{0}$ at 1 second into the second stone's flight which we know occurs at $15\,[m]$. So set $y=15$ and solve for $v_{0}$ at $t=1$
$15=-{\frac {1}{2}}(10)(1)^{2}+v_{0}(1)$ $15=-5+v_{0}$
So we see that the initial velocity needed for second stone is
$v_{0}=20\,[m/s]$
There is another way of finding the speed without making any calculations. At $t=3,$ the first stone is at the same height as it was at $t=1\,sec.$ Since the stones have to collide at this height exactly 1 sec after the second stone is thrown, the second stone should also begin with a speed of 20 m/sec.
skip
References
This is a derivative work from [1] a Creative Commons Attribution-Noncommercial-Share Alike 3.0 work.
[1] MIT OpenCourseWare, 8.01 Physics I: classical mechanics, Fall 1999.
# PlanetPhysics/Conservation of Angular Momentum

If a \htmladdnormallink{particle {http://planetphysics.us/encyclopedia/Particle.html} is subject to no torque then the angular momentum is conserved}
The angular momentum, $\mathbf {L}$ of a particle with position vector, $\mathbf {r}$, and total linear momentum, $\mathbf {p}$ is given by $\mathbf {L} =\mathbf {r} \times \mathbf {p}$. If some force, $\mathbf {F}$, acts on that particles, then the torque is defined similarily as $\mathbf {N} =\mathbf {r} \times \mathbf {F} =\mathbf {r} \times d\mathbf {p} /dt$.
Taking the time derivative of the angular momentum equation,
   ${\begin{matrix}{\frac {d\mathbf {L} }{dt}}&=&{\frac {d}{dt}}\left(\mathbf {r} \times \mathbf {p} \right)\\&=&\left({\frac {d\mathbf {r} }{dt}}\times \mathbf {p} \right)+\left(\mathbf {r} \times {\frac {d\mathbf {p} }{dt}}\right).\end{matrix}}$
Consider the term, $d\mathbf {r} /dt\times \mathbf {p}$. Since $\mathbf {p} =md\mathbf {r} /dt$, it follows that ${\frac {d\mathbf {r} }{dt}}\times \mathbf {p} =m\left({\frac {d\mathbf {r} }{dt}}\times {\frac {d\mathbf {r} }{dt}}\right).$ But, given an arbitrary vector, $\mathbf {A}$, $\mathbf {A} \times \mathbf {A} =\mathbf {0}$ (the zero vector), so the expression for the time derivative of the angular momentum becomes, ${\frac {d\mathbf {L} }{dt}}=\left(\mathbf {r} \times {\frac {d\mathbf {p} }{dt}}\right)=\mathbf {N} .$ Writing the above simplistically as $d\mathbf {L} /dt=\mathbf {N}$ is is clear that when the torque is zero, then the angular momentum is constant in time; it is conserved.
# PlanetPhysics/Constants of the Motion Time Dependence of the Statistical Distribution

\setcounter{section}{1}
Consider the Schr\"odinger equation and the complex conjugate equation:
$i\hbar {\frac {\partial \Psi }{\partial t}}=H\Psi ,\,\,\,\,\,\,i\hbar {\frac {\partial \Psi ^{*}}{\partial t}}=-\left(H\Psi \right)^{*}$
If $\Psi$ is normalized to unity at the initial instant, it remains normalized at any later time. The mean value of a given observable $A$ is equal at every instant to the scalar product $<A>=<\Psi ,A\Psi >=\int \Psi ^{*}A\Psi d\tau$
and one has
Failed to parse (SVG (MathML can be enabled via browser plugin): Invalid response ("Math extension cannot connect to Restbase.") from server "http://localhost:6011/en.wikiversity.org/v1/":): {\displaystyle \frac{d}{dt} <A> = \left < \frac{\partial \Psi}{\partial t},A\Psi \right > + \left < \Psi,A\frac{\partial \Psi}{\partial t} \right > + \left < \Psi, \frac{\partial A}{\partial t} \Psi \right > }
The last term of the right-hand side, $<\partial A/\partial t>$, is zero if $A$ does not depend upon the time explicitly.
Taking into account the Schr\"odinger equation and the hermiticity of the Hamiltonian, one has
Failed to parse (syntax error): {\displaystyle \frac{d}{dt}<A> = - \frac{1}{i\hbar}<H\Psi,A\Psi> + \frac{1}{i\hbar}<\Psi,AH\Psi> + \left< \frac{\partial A}{\partial t} \right > }
Failed to parse (syntax error): {\displaystyle \frac{d}{dt}<A> = \frac{1}{i\hbar} <\Psi,[A,H]\Psi> + \left < \frac{\partial A}{\partial t} \right > }
Hence we obtain the general equation giving the time-dependence of the mean value of $A$:
   Failed to parse (syntax error): {\displaystyle i\hbar\frac{d}{dt}<A>=<[A,H]> + i\hbar\left<\frac{\partial A}{\partial t} \right> }
When we replace $A$by the operator $e^{i\xi A}$, we obtain an analogous equation for the time-dependence of the characterisic function of the statistical distribution of $A$.
In particular, for any variable $C$ which \htmladdnormallink{commutes {http://planetphysics.us/encyclopedia/Commutator.html} with the Hamiltonian}
$[C,H]=0$
and which does not depend explicitly upon the time , one has the result
${\frac {d}{dt}}<C>=0$
The mean value of $C$ remains constant in time. More generally, if $C$ commutes with $H$, the function $e^{i\xi C}$ also commues with $H$, and, consequently
${\frac {d}{dt}}<e^{i\xi C}>=0$
The characteristic function, and hence the statistical distribution of the observable $C$, remain constant in time.
By analogy with Classical Analytical mechanics, $C$ is called a constant of the motion. In particular, if at the initial instant the wave function is an eigenfunction of $C$ corresponding to a give eigenvalue $c$, this property continues to hold in the course of time. One says that $c$ is a "good quantum number". If, in particular, $H$ does not explicitly depend upon the time, and if the dynamical state of the system is represented at time $t_{0}$ by an eigenfunction common to $H$ and $C$, the wave function remains unchanged in the course of time, to within a phase factor. The energy and the variable $C$ remain well defined and constant in time.
# PlanetPhysics/Conductor

A conductor is a material that lets Electric Charge move with little resistance. We are surrounded by conductors such as copper, which is in the electronics around us.
# Social problems

The following are learning resources related to social problems. Attempting to work towards solving problems in living can be a to try and reduce the undesirable impact of social problems.

## What are social problems?

Social problems are the general factors that affect and damage society. Also known as social issues sometimes. A social problem is normally a term used to describe problems with a particular area or group of people in the world. Social problems often involve problems that affect the real world. It also affects how people react to certain situations. Examples can include:
| Illiteracy Anti social behavior/crime Rape Crime and Cyber crime Human Trafficking Sexual abuse High crime rate Child abuse | Malnutrition Discrimination Racial discrimination Ageism Sexism Ableism The shortage of schools Political corruption Unemployment/underemployment Unplanned/early pregnancy | Poverty Drug abuse Alcohol abuse Bullying Obesity Irresponsible/problematic gambling Animal abuse The lack of infrastructure | Economic deprivation Economic injustices Female genital mutilation War Unhappiness/misery/lack of meaning Stress (distress, not eustress) Lack of social skills (which some may not feel is a problem) Family conflict/family disharmony |

## Discussion questions and essay ideas

* What are some of the most prevalent social problems that exist?
* What are some examples of "problems in living", and how does these relate to social problems?
* How can people work together to remedy social problems?
* Is lack of education a social problem? How can embracing a voluntary education be encouraged?
* How can open source content on wikis help to develop solutions to social problems?
* What are the most efficient ways to help eliminate poverty on Earth?
* Is paying drug abusers to be sober a sustainable and effective tactic?

## Readings
### Wikipedia

* Nuclear labor issues - Labor issues can be social problems. Labor issues can relate to economic problems which can affect individuals and families.
* List of ongoing armed conflicts
* List of ongoing proxy wars
# Social psychology (psychology)/Admin

Administrative information for instructors of Social psychology (psychology).

## Participant management
### Welcoming

* {{SPPP2008}} (user page) -> better is to use {{subst:SPPP2008S}} which includes a comment line to explain the template code
* {{SPPPW}} (talk page) -> use {{subst:SPPPW}}

### Withdrawn

* {{SPPP2008Withdrawn}}

## Assessment
### Essay

* {{SPEssay}}
# Social psychology

| The field of social psychology consists of the overlapping foci of psychology and sociology. Thus, two academic emphases have emerged: Social psychology with an emphasis on psychology An undergraduate unit run by James Neill, University of Canberra. Social psychology with an emphasis on sociology Needs development... Psychologists believe that the individual has an impact on society, whereas sociologists believe that society has an impact on the individual. See also Introduction to social psychology Social Psychology (Wikibooks) Social psychology (Wikipedia) Journal: CRISP | Educational level: this is a tertiary (university) resource. |
# Social psychology (psychology)/Assessment

Overview
Item %WeekDue
Essay
35
15
~End of semester
E-portfolio
25
16
~End of semester
Exam
35
16 - 18
~Final exam period
Research
05
08 + 17
~Mid-semester
For exact due dates, see unit outline or assessment (ucspace).
FAQ
Will final marks be moderated? No.
See also
Assessment workshop (Tutorial) :
# Social psychology (psychology)/Assessment/E-portfolio/Instructor notes

* An experiment; it 'worked' in general as a way for students to document their learning journey through the activities of the unit
* It served as an appropriate and more engaging/dynamic alernative to "tutorial participation"
* It tended (as desired) to help reward those students engaged throughout the unit
* It involved extra support (e.g., via technical assistance and ongoing feedback) and final marking on the part of the instructor - and this required some technical expertise to "pull off" (i.e., successful mentor)
* Additional handouts, demos (e.g., demo videos), online tutorials etc could be offered to minimise the technical barriers.
# Social psychology (psychology)/Assessment/E-portfolio/Marking criteria
## Marking criteria

Marking will reflect two criteria:
* Regularity/continuity (33.3%)
* Depth/insightfulness (66.6%)

### Regularity/continuity

* Regularity refers to demonstrating a consistent and continuous engagement throughout the unit. The idea is to encourage and reward ongoing, regular participation in, and reflection upon, the unit's learning activities (e.g., lectures, tutorials, readings, and assessment tasks).
* Note that regularity isn't necessarily about the date of posting, but rather about providing evidence of engagement (via reflection) across and throughout the unit's learning activities.

### Depth/insightfulness

* Depth refers to the extent of one's engagement (thinking, questioning, reading, researching, etc.) in the unit's learning activities. Length/size of contributions may be an indicator, but more important is the quality and depth of demonstrated engagement.
* There isn't a set way you to demonstrate this, but the following might be indicative: length, quality, references, links, ideas, opinions, discussion, images etc.
* Note that additional contributions that you make to Wikiversity outside of your user page plus contributions to the discussion list will also be considered as part of your e-portfolio (because it demonstrates engagement), however such participation is optional and an HD-level e-portfolio could be written without such participation.

### Rubric

This marking rubric offers generic qualitative descriptions of likely reports types for each grade:
| Grade | Description |
| HD (High Distinction) | A regular, detailed, extensive (indepth), insightful, readable, complete record of one's participation in the learning activities of the unit which demonstrates a strong knowledge of social psychology and makes particularly effective use of the Wikiversity environment. |
| DI (Distinction) | A very good record of engagement with the unit's learning activities, with notable contributions in several areas (e.g., discussion list, notable depth or insightfulness) and makes very effective use of the Wikiversity environment. |
| CR (Credit) | A sufficient and reasonably complete record of engagement with the unit's learning activities, with some evidence of notable additional effort (e.g., notable depth, insightfulness, and makes effective use of the Wikiversity environment.) |
| P (Pass) | A sufficient and satisfactory record of engagement with the unit's learning activities. |
| F (Fail) | Does not provide a sufficient or adequate record/evidence of satisfactory engagement with the unit's learning activities. |
# Social psychology (psychology)

| Guides The weekly guides help orientate students' study and learning. The discussion list will be notified once each guide becomes available. 00. Y Getting started 01. Y Week 01 02. Y Week 02 03. Y Week 03 04. Y Week 04 05. Y Week 05 06. Y Week 06 07. Y Week 07 08-09. Teaching break 10. Y Week 10 11. Y Week 11 12. Y Week 12 13. Y Week 13 14. Y Week 14 15. Y Week 15 | News A page has been added if you feel inclined to start offering some feedback and reflections about this unit. There are no lectures W6-7, teaching break is W8-9, so the next lecture is W10 - on relationships. Essay topic signup is now available. Lecture 3 is available. Congratulations to students who have set up their Wikiversity user pages. Lecture 2 is available. Lecture 1 is available. This unit is officially underway! Take a look around, especially see the guides. The first lecture is 11.30 Tuesday. Tips Have you been on the newcomer's tour of Wikiversity? Have you tried editing your user page? Try the guides for a 'checklist' of what to do. |
| Lectures #Lecture topic 01 Y Introduction 02 Y Social self 03 Y Social thinking 04 Y Aggression 05 Y Prejudice 06 Y Relationships 07 Y Groups & leadership 08 Y Prosocial behaviour 09 Y Environmental 10 Y Review | Tutorials #Tutorial topic 01 Y Introduction 02 Y Communication 03 Y Prejudice, aggression, & prosocial behaviour 04 Y Cross-cultural training 05 Y Australian zeitgeist 06 Y Assessment workshop | Assessment Overview Item %WeekDue Essay 35 15 ~End of semester E-portfolio 25 16 ~End of semester Exam 35 16 - 18 ~Final exam period Research 05 08 + 17 ~Mid-semester For exact due dates, see unit outline or assessment (ucspace). |
| See also Assessment Discussion Feedback Gallery Learning resources Lectures Outline Overview Participants Readings Staff Subpages Timetable Tutorials | External links Accompanying sites Discussion (Google Groups) Social psychology (ucspace) Past materials Social Psychology, 2007 (University of Canberra) Social Psychology, 2005/6 (Wilderdom) Other Social Psychology Network | HELP Post a message to the discussion group. Contact the staff. Wikiversity help Wikiversity colloquium Discussion The Social Psychology Discussion Group is the main place to talk with one another, ask questions, get help, etc. |
| Support site for an on-campus Social Psychology unit at the University of Canberra, 2008, with learning materials which are free and open to all . | This is the homepage for Social psychology (psychology). Subject classification: this is a psychology resource. Completion status: this resource is considered to be complete. Educational level: this is a tertiary (university) resource. Type classification: this resource is a course. Search for Social psychology (psychology) on Wikipedia. Wikibooks has a book on the topic of Social Psychology. Quality resource: this resource has been proposed for featuring on the main page of Wikiversity. |
# Social psychology (psychology)/Admin/Experimental
## Experimental

* Moodle (A test LMS site for this unit)
* Social psychology (psychology) (Sandbox site)
# Real Function/Extrema/Exercise form

Determine local and global extrema of the function
    $f\colon D\longrightarrow \mathbb {R} ,x\longmapsto f(x)=$
# Real Function/Secant/As line/Definition

For a function
    $f\colon T\longrightarrow \mathbb {R}$
defined on a subset $T\subseteq \mathbb {R}$ and two distinct points $a,b\in T$, the line through $(a,f(a))$ and $(b,f(b))$ is called the secant of $f$ at $a$ and $b$.
# Real Good Religion/Secular alternatives to prayer

Secular alternatives to prayer encompass a range of practices and activities that are not rooted in religious beliefs but are aimed at promoting well-being, mindfulness, and reflection. Here are several secular alternatives to prayer:
* Meditation:
** Mindfulness meditation involves focusing on the present moment, observing thoughts and feelings without judgment.
** Loving-kindness meditation focuses on cultivating feelings of compassion and goodwill towards oneself and others.
* Mindful Breathing:
** Engage in conscious and deep breathing exercises to promote relaxation and reduce stress. Techniques such as diaphragmatic breathing can be helpful.
* Journaling:
** Write down your thoughts, feelings, and reflections in a journal. This can provide a sense of clarity and self-awareness.
* Positive Affirmations:
** Develop and repeat positive statements to reinforce self-confidence, optimism, and a positive mindset.
* Visualization:
** Create mental images of your goals, aspirations, or moments of tranquility. Visualization can be a powerful tool for focusing on positive outcomes.
* Gratitude Practices:
** Regularly express gratitude by acknowledging and appreciating the positive aspects of your life. This can be done through verbal expression or written notes.
* Acts of Kindness:
** Engage in acts of kindness toward others. Volunteering, helping someone in need, or simply being kind can contribute to a sense of purpose and well-being.
* Nature Connection:
** Spend time in nature, whether it's a walk in the park, hiking, or simply sitting outdoors. Connecting with nature can provide a sense of peace and perspective.
* Reflection:
** Take moments for self-reflection, contemplating personal values, goals, and experiences. This can help foster personal growth and understanding.
* Progressive Muscle Relaxation (PMR):
** Practice PMR to systematically tense and then relax different muscle groups, promoting physical relaxation and stress reduction.
* Mindful Walking:
** Be present and mindful while walking, paying attention to each step and the sensations associated with movement.
* Yoga:
** Engage in secular forms of yoga that focus on physical postures, breathing, and mindfulness rather than spiritual elements.
* Silent Contemplation:
** Spend quiet time alone for reflection and contemplation without a specific religious context.
* Self-Compassion Exercises:
** Practice self-compassion by treating yourself with the same kindness and understanding that you would offer to a friend facing difficulties.
These secular alternatives are diverse, and individuals may find different practices resonate with them based on their personal preferences and beliefs. The key is to engage in activities that promote well-being, self-reflection, and a sense of connection without relying on religious or supernatural elements.
# Turkish alphabet

Turkish uses a modified version of the Latin alphabet. There are 29 letters in the Turkish alphabet. Inside these 29 letters, there are 8 vowels.
Here is the list of Letters in the Turkish Alphabet with their readings:
| A | a | u as in uncle |
| B | b | b as in bed |
| C | c | j as in jet |
| Ç | ç | ch as in chance |
| D | d | d as in day |
| E | e | e as in end |
| F | f | f as in fat |
| G | g | g as in get |
| Ğ | ğ | makes preceding vowel long |
| H | h | h as in hay |
| I | ı | e as in open |
| İ | i | i as in finish |
| J | j | su as in measure |
| K | k | k as in king |
| L | l | l as in lemon |
| M | m | m as in mess |
| N | n | n as in net |
| O | o | o as in oat |
| Ö | ö | i as in bird (British) |
| P | p | p as in pet |
| R | r | r as in red |
| S | s | s as in said |
| Ş | ş | sh as in share |
| T | t | t as in take |
| U | u | oo as in wood |
| Ü | ü | u as in cute |
| V | v | we as in wet |
| Y | y | y as in yet |
| Z | z | z as in zip |

## Letters Not Used in Turkish

The Turkish alphabet doesn’t have the Xx and Ww letters. When we want to translate and pronounce foreign words that have these letter the Xx is usually written as iks and the Ww is written as Vv.
Turkish also doesn't have Consonant Clusters which are letters like ch, sh, th, wh.
Every letter inside a Turkish word is pronounced.

## The Soft G (Ğ)

The Soft G (Ğğ) is a special letter which has no pronunciation inside a word.It used after a vowel sound like Aa, Ee, Iı, İi, Oo, Öö, Uu, Üü to make the sound longer.
Some word examples:
| Ağaç | Beğen | Doğu | Öğlen |
| Uğraş | Iğdır | Ciğer | Düğüm |
* ↑ "Turkish Alphabet - Pronunciation and Lesson". Turkishaholic. Retrieved 2020-11-14.
# Turkish/Basic words

Here are a few basic Turkish words to get you started:
Word :
| Turkish | English |
| Evet | Yes |
| Hayır | No |
| Lütfen | Please |
| Teşekkür ederim | Thank you |
| Merhaba (listen) | Hello |
| Hoş geldiniz | Welcome |
| Hoşça kal | Goodbye |
| Nasılsın? | How are you? |
| İyiyim | I am good |
| Sağ | Right |
| Sol | Left |
| Seni Seviyorum (listen) | I love you |
Some additional beginner Turkish sentences that will get you started with Turkish:
| Selam | Hello (informal) |
| İyi günler | Good day |
| İyi akşamlar | Good evening |
| İyi geceler | Good night |
| Günaydın | Good morning |
| Tünaydın | Good afternoon |
| Nasılsın? | How are you? |
| Nasılsınız? | How are you? (Formal) |
| Naber (Ne haber)? | What's up? |
| İyiyim | I'm fine |
| İyilik, sağlık | (Everything’s good) as usual |
| İyi değilim | I'm not good |
| Sen nasılsın? | How are YOU? |
| Siz nasılsınız? | How are you? (Polite) |
| Senden naber (ne haber) ? | What's up with you? |
| Ben de iyiyim. | I’m fine too. |
| Ben de iyi değilim | I'm not okay either |

## See Also

* Turkishaholic.com
# Turkish/News

Do you want to help create the Turkish Wikiversity ? Click here for general info + here if you want to help immediately.