OpenLLM-France/wikimedia huggingface dataset:
# Real function/Continuous/Constant/Identity/Example

A constant function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto c,$
is continuous. For every given $\epsilon$, one can choose an arbitrary $\delta$, since
    $d(f(x),f(x'))=d(c,c)=0\leq \epsilon \,$
holds anyway.
The identity
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto x,$
is also continuous. For every given $\epsilon$, one can take $\delta =\epsilon$, yielding the tautology: If
    $d(x,x')\leq \delta =\epsilon \,,$
then
    $d(f(x),f(x'))=d(x,x')\leq \epsilon \,$
holds.
# Real function/Decreasing/Definition

Let $I\subseteq \mathbb {R}$ denote an interval and let
    $f\colon I\longrightarrow \mathbb {R}$
denote a function. Then $f$ is called decreasing if
    $f(x')\leq f(x){\text{ holds for all }}x,x'\in I{\text{ with }}x'\geq x.$
# Real function/Derivative/sin^n/Exercise

Determine for $n\in \mathbb {N}$ the derivative of the function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto (\sin x)^{n}.$
# Real function/Continuous/Rules/Section
## Lemma

Let $D\subseteq \mathbb {R}$ and $E\subseteq \mathbb {R}$ be subsets and let
    $f\colon D\longrightarrow \mathbb {R}$
and
    $g\colon E\longrightarrow \mathbb {R}$
denote functions with
$f(D)\subseteq E$
* If $f$ is continuous in $x\in D$ and $g$ is continuous in $f(x)$, then also the composition $g\circ f$ is continuous in $x$.
* If $f$ and $g$ are continuous, so is $g\circ f$.

### Proof

The first statement follows from fact. This implies also the second statement.
$\Box$

## Lemma

Let $D\subseteq \mathbb {R}$ be a subset and let
    $f,g\colon D\longrightarrow \mathbb {R}$
be continuous functions. Then also the functions
    $f+g\colon D\longrightarrow \mathbb {R} ,x\longmapsto f(x)+g(x),$
    $f-g\colon D\longrightarrow \mathbb {R} ,x\longmapsto f(x)-g(x),$
    $f\cdot g\colon D\longrightarrow \mathbb {R} ,x\longmapsto f(x)\cdot g(x),$
are continuous. For a subset $U\subseteq D$ such that $g$ has no zero in $U$, also
    $f/g\colon U\longrightarrow \mathbb {R} ,x\longmapsto f(x)/g(x),$

### Proof

This follows from fact and fact.
$\Box$

## Corollary

Polynomial functions
    $P\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto P(x),$

### Proof

Due to example and fact, the powers
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto x^{n},$
are continuous for every $n\in \mathbb {N}$. Hence, also the functions
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto ax^{n},$
are continuous for every $a\in \mathbb {R}$ and therefore, again due to fact, the functions
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto a_{n}x^{n}+a_{n-1}x^{n-1}+\cdots +a_{1}x+a_{0},$
are continuous.
$\Box$

## Corollary

Let $P,Q\in \mathbb {R} [X]$ be polynomials and let $U:={\left\{x\in \mathbb {R} \mid Q(x)\neq 0\right\}}$. Then the rational function
    $U\longrightarrow \mathbb {R} ,x\longmapsto {\frac {P(x)}{Q(x)}},$
is

### Proof

This follows from fact and fact.
$\Box$
# Real function/Curve behavior/Exercise form

Discuss the behavior of the function
    $f\colon I\longrightarrow \mathbb {R} ,x\longmapsto f(x)=,$
concerning zeros, growth behavior, (local) extrema. Sketch the graph of the function.
# Real function/Continuous/Addition, multiplication, inverting/Fact/Proof

This follows from fact and fact.
# Space rotation/z-Axis/45 degree/Respect to (1,2,4), (3,3,-1), (5,0,7)/Exercise

Let
    $\varphi \colon \mathbb {R} ^{3}\longrightarrow \mathbb {R} ^{3}$
be the space rotation by $45$ degree aroand the $z$-axis counterclockwise. How does the matrix describing $\varphi$ with respect to the basis
    ${\begin{pmatrix}1\\2\\4\end{pmatrix}},\,{\begin{pmatrix}3\\3\\-1\end{pmatrix}},\,{\begin{pmatrix}5\\0\\7\end{pmatrix}}$
# Space and Global Health/UNISPACE+50 Space and Global Health

UNISPACE+50 addresses Global Health by Thematic Priority 5: Strengthened space cooperation for global health
The Expert Focus Group is based on the work of Action Team 6 resp. UNISPACE III recommendation 6 "Improve Public Health Services".
* UNISPACE I, held in 1968,
* UNISPACE II, held in 1982, and
* UNISPACE III, held in 1999.
The year 2018 will mark the 50th anniversary of the first UNISPACE conference of United Nations for the Exploration and Peaceful Uses of Outer Space in 1968. So year 2018 will mark the 50th anniversary of first UNISPACE Conference - called officially UNISPACE+50. COPUOS, the Committee on the Peaceful Uses of Outer Space, proposed a plan in 2015 at its fifty-eighth session in Vienna to review the contribution in last 50 years and look into the future, how the previous contributed to that objective and how global space assets could contribute to the Agenda for Sustainable Development and sustainable development goals. In line with the general aims of UNISPACE+50 to chart the future role of COPUOS. Global Health is one contribution together with other subsidiary bodies and the United Nations Office of Outer Space Affairs, to support activities of Global Health risk mitigation as contribution to the member states.
Systemic thinking applied on social, technical, governmental and non-govermental activities can be linked in a more complex space agenda when more participants by addressing the aims within a capacity building programme in Wikiversity. Language moduls and concepts Public-Private-Versioning contribute in the context to capacitiy building to a multinational participatory access to that content to bring benefits under the four UNOOSA pillars of
* space economy,
* space society,
* space accessibility and
* space diplomacy.

## Learning Task

* Explain how the annivesary is used to chart the future application of Space Technology in Global Health (analyse the information on WHO Event to strengthen collaboration between the health and space domain
# Space telescopes

Telescopes in space or on the Moon are ideal for peering into space. In space there is no atmosphere to blur light for observation. Telescope arrays add more viewing power for observation. Robots can construct the prefabricated parts to build telescopes.

## Limitations of ground based telescopes

On ground, the telescope mirrors must be calibrated on a micro level with pistons, determined by a laser guided star to compensate against the turbulence of the atmosphere: the mirror must physically warp to make accurate views of celestial bodies. In outer-space the need for this mirror adjustment is eliminated since there is no atmosphere there.

## Existing orbital telescopes

* Hubble
* Spitzer
* RadioAstron - Russian radio telescope
* SOHO - Solar telescope
* NuSTAR
* Interface Region Imaging Spectrograph - Solar telescope launched from air. Video of launch.
* Chandra X-ray Observatory

## Planned orbital telescopes

* James Webb Space Telescope

## Improving practicality
### Suborbital launch

Some space telescopes have already been launched from air. Pegasus rockets have launched the IRIS, and NuSTAR space telescopes.
It would be interesting if a telescope array could be built together like lego blocks in space, that can always be added to.

## Moon

The moon can provide a solid base for Astronomical telescopes. Scientists wouldn't have to worry about sustaining the telescope in orbit if it were placed on the Moon. The far side of the moon is shielded from Earth based light and noise radio signals, that would otherwise interfere with the telescope.
One problem with putting telescopes on the Moon is that the Moon's exosphere is not always free from water vapor, this amount is still relatively low compared to Earth.
Space based companies are taking interest in placing a telescope on the Moon. Moon Express, Inc. and International Lunar Observatory Association have visions of establishing the International Lunar Observatory on a crater rim on the Moon. A lunar observatory or at least a precursor test is planned for 2016, and the observatory is to be accessible through the internet.
# Space and Global Health/Self-assessment-sandbox
## Learning Task

* Learn about the approach of Self-Assessment
* Explore the features of a Wikiversity quiz and write questions for self-assessment.

## Sandbox for Questions

The following quiz was imported from Wikipedia/Quizzes (partially imported at 2017/08/16). The questions can be modified, questions can be added, please feel free to transform the multiple choice into self-assessment.
# Space and Global Health/Software/AccessMod

World Health Organisation (WHO) supported collaborative efforts together with a team of experts in geographic mapping to conduct analysis on geographic access to health services. Health care facilities are a key resource to health risk for standard health care. Mobile devices can be used to guide patient to an appropriate health care facility that provide an appropriate health care according to an detected health problem. Health care facilities as resources may cover the needs of population (health risks) or the available health care service may not cover the current demand or calculated demand in case of natural disasters, epidemiological scenarios. The modelling of access to certain service incorporates the access time for the patient to access the service at the health care facility. The modelling results are used to inform policy discussions in low-and middle-income countries regarding inequities across regions. Barriers can be cause by geographic conditions and even unawareness that may create obstacles for the population accessing quality health care.
Accessmod is an Open Source analytic tool on (GitHub), used by WHO as Geographic Information System (GIS) software that works in conjunction with commercial and OpenSource Geographic Information Systems and has included additional analytical functions, such as
* (Capacity) capacity modelling. Later if real time data is available to national governmental ministries of health, the routing of patients can be based on total capacity of each facility to deliver services and the current occupation of the facility.
* (Planing Health Scenarios) AccessMod can run scale up scenarios. These are important functions related to strategic planning and forecasting population health needs.
* (Mobile Devices) guiding and informing patients about appropriate decision for aquisition of specific health care.
(see GitHub Wiki about WHO AccessMod and Github Source of AccessMod5 ).

## Learning Activities

Use mathematical modelling to expose a health care system with an epidemiological problem (e.g. infectious disease) and implement these models in an OpenSource software of you choice (e.g. Octave, R, ...).
* What are challenges, requirements and constraints to validate the model?
* Identify different modelling results (e.g. based on historic events, worst case scenario, ...) and conclude different options for improving preparedness.
* How does the access to the health care service change of time? How can you visualize improvement of health care delivery due to additional preparedness measures?
# Space and Global Health/Topics/Health Care Facilities

Health Care Facilities are the backbone of health care services. So the knowledge about where they are is crucial for the health care delivery.

## Learning Task

* Learn about Open Data repository HealthSite.io.
* Explore the Quality Assurance Model behind HealthSite.io and explain why it is important to which crowd sourced locations and meta data about the health care facility are already checked by an institution you trust.
# Space science informatics
## Earth and Space Science Informatics Area

This is an effort to see how one would start a division of Earth and Space Science Informatics at the Wikiversity. Having never done this before, we need to figure out how to create a subdivision of the general Informatics section. One particular area of interest is online resources that embed pointers to scientific datasets and tools for interacting with those datasets. The goal is to use this as a mechanism for incorporating Earth and space science datasets into the world wide web.
One concern is what happens if the wikiversity does not catch on after considerable effort has been used to create educational resources in the ESSI division. It will be important to have a mechanism for reusing the materials elsewhere without a major conversion effort.
    The mediawiki code is available at Sourceforge and database backups should be available at http://meta.wikimedia.org/wiki/Main_Page.
Many ESSI topics are in the area of data systems:
* delivery systems
** real-time push or subscription such as the Unidata LDM/IDD and BRSS Antelope.
** retrospective pull or on-demand client/server protocols such as OPeNDAP and the Open Geospatial Consortium (OGC) Web Coverage Service (WCS) and Web Feature Service (WFS).
* discovery facilities
* data access tools
* metadata creation and service mechanisms
* analysis and display clients
Currently there is a strong movement to make such capabilities available in the form of web services:
* data services
* catalog/metadata services
* data processing services
# Social psychology (psychology)/Lectures/Social thinking/Instructor notes

* At the start, summarise about essay signup
* The 3 sections seems to work OK
* Still went over time - didn't finish last section (only had 18 mins)
** Part 1: 11.30 - 12.37
** Part 2: 12:43 to 1:08?
** Part 3: 1:08 to 1:33!!
* 2009 draft already started - make sure to use this one (from laptop)
* Warn students re starting/end time of next lecture - and inform about DVD in library
* Include Cross-cultural cognitive dissonance material from Jenny Owen's 2008 essay.
# Social psychology (psychology)/Lectures/Subpages

* Social psychology (psychology)/Lectures
* Social psychology (psychology)/Lectures/Aggression
* Social psychology (psychology)/Lectures/Aggression/Instructor notes
* Social psychology (psychology)/Lectures/Environmental
* Social psychology (psychology)/Lectures/Environmental/Instructor notes
* Social psychology (psychology)/Lectures/Environmental psychology
* Social psychology (psychology)/Lectures/Groups
* Social psychology (psychology)/Lectures/Groups and leadership
* Social psychology (psychology)/Lectures/Groups and leadership/Instructor notes
* Social psychology (psychology)/Lectures/Instructor notes
* Social psychology (psychology)/Lectures/Introduction
* Social psychology (psychology)/Lectures/Introduction/Instructor notes
* Social psychology (psychology)/Lectures/List
* Social psychology (psychology)/Lectures/Prejudice
* Social psychology (psychology)/Lectures/Prejudice/Instructor notes
* Social psychology (psychology)/Lectures/Prosocial
* Social psychology (psychology)/Lectures/Prosocial/Instructor notes
* Social psychology (psychology)/Lectures/Prosocial/Notes
* Social psychology (psychology)/Lectures/Relationships
* Social psychology (psychology)/Lectures/Relationships/Instructor notes
* Social psychology (psychology)/Lectures/Review
* Social psychology (psychology)/Lectures/Review/Instructor notes
* Social psychology (psychology)/Lectures/Social self
* Social psychology (psychology)/Lectures/Social self/Instructor notes
* Social psychology (psychology)/Lectures/Social thinking
* Social psychology (psychology)/Lectures/Social thinking/Instructor notes
* Social psychology (psychology)/Lectures/Stub
* Social psychology (psychology)/Lectures/Subpages
# Social psychology (psychology)/Lectures/Review/Instructor notes
## Sources

* Outline/overview slide of each lecture
* Summary/Conclusion slide of each lecture
* Textbook questions
* Exam bank items
* Textbook brief version
* Tricia's 2003 summary lecture
* Other summary lectures from other units

## 2005

* This was the year with no textbook – so the slides were based on the readings; these could be reconsidered, particularly the Psychology and Everyday Life reading, and incorporated/brought in

## 2006-2007

* A summary lecture wasn't given, in part because the final lecture slot was used for the final exam.

## 2008

* Overall – 7/10, but, as usual, was on the run, not as well prepared as desirable, etc. But given that the slides were created quickly, a solid review effort.
* This was effectively a new lecture – 69 slides cobbled together quickly based on Tricia's 2003 lecture and outline/overview/summary slides from each of the previous 9 lectures
* In general, I think this lecture should be continued to give the unit some sense of returning to its original goals and reviewing those, marking out signposts along the way
* Preamble was longer than for other lectures, but I think this was OK – it told the bigger picture story before diving in; suggest transcribing and edited and put on the web too
* Timing was OK – arrived/started late – up to 10 mins; no break; finished with 2 mins to go
* Performance: 7/10 – underprepared, particularly on latter topics
* Several current, contemporary, spontaneous examples were given during the lecture – could use even more – transcribe what these were:
** Looking-glass self: Weight loss with full-length mirror on fridges
** John McCain's choice of Sarah Palin as VP running mate in 2008 USA presidential election – was he smitten and irrational?
** Hot drink / attraction study
* It helped that I'd prepared half the exam beforehand – some concepts were salient
* Slides were not put up beforehand :(
* Slides were revised afterwards :)
* Add exam questions – say 1 per topic from this lecture

## To do

* Listen to the 2008 previous lecture – would be useful preparation both beforehand, but particularly also on the way in
* Add some more slides on the latter topics
* Review and increase correspondence between given lecture key points, review content, and exam.
# Social psychology (psychology)/Lectures/Social self

* Resource type: this resource contains a lecture or lecture notes.
* Completion status: this resource is considered to be complete for the purposes of the Social psychology (psychology) unit in 2008, but others are welcome to add to it. Click on one of the external links to see the lecture.
# Social psychology (psychology)/Lectures/Social self/Instructor notes
## 2008

* Good, but too long
** Check what slide number I got up to.
* Replaced title image: Instead of M. C. Escher's "Hand with Reflecting Sphere" (http://en.wikipedia.org/wiki/Hand_with_Reflecting_Sphere), a public domain image was found and used.

## 2007
### Admin

* Blog Feeds
* Blog Posts
* Active Blogs
* Online Engagement - meaning

### Self

* Maybe add a list of self-constructs and improve definitions
* Relate self to social ? This was a bit weak.
# Social psychology (psychology)/Lectures/Relationships
## Purpose

The aim of this lecture is to introduce and discuss social-psychological aspects of interpersonal relationships and, in particular, attraction, exclusion, and close relationships.
# Social psychology (psychology)/Lectures/Relationships/Instructor notes
## What was done in 2008

* Removed animations
* Replaced many proprietary images (there are still several to be worked on) and added many free culture images
* Rationalised some slides (e.g., several are now hidden)
* Kept the Social Exclusion video in
* Adjusted master slides to aid visual clarity
* Didn't read chapter – near 0 pre-knowledge – this was poor

## Comments

* Timing was better than 2007; approximately 30 in attendence
* Tended to read “down into the slides” a bit too much; rather than look at audience
* Skipped some slides back and forth; some re-ordering helpful; several slides skipped
* Somewhat mellowish/tiredish/stayed low key; 6.5/10
* The audio contains several additional comments
* Beauty activities worked well – add some more
* Add heat map of beauty marketing (available on web)
* Breaking before social exclusion
* Showing the social exclusion video at the start of Pt2
** It could be good to add a briefer summary slide of the consequences of social exclusion and to find /show relevant references (and effect sizes)
* Add slide/reference to Gottman's studies - “thin slices” (did provide a useful summary)
* Lienke's Law mentioned
* Showed 4 relationship adds at the end; worked; maybe 3 enough though (e.g. leave out plane add)

## What's to be done

* Not all 2007 comments were addressed
* Not all animations were removed – grrrr (mostly the remaining ones are towards the end).
* If possible, reduce some image file sizes – the handout is almost 3MB

## 2007
### Summary

* This was "OK" e.g., 7/10 - no more.
* Intrinsically interesting topic
* I was a bit mellow/flat, but OK.

### Slides

* Several slides were skipped - see video
* Took too long on initial material, so Social Exclusion was skipped
* Also, video on social exclusion wasn't shown bec. no audio from laptop - need additional cord.
* Basic structure of material is pretty good.
* Add slide back in about Harlow's Monkeys.
* Some proprietary images from the textbook used; replace these.
* What is love? Some more romantic, widespread, definitions?
* More activities (e.g., attractiveness) - these invariably worked nicely - build more of these.
* Not all animations removed
* Summary to be developed / relate to assessment items

### Assessment

* Add some assessment items around slides only presented in the lecture (i.e., around attractiveness)
* Need to generate assessment items for additional lecture content e.g., Hatfield's model

## 2005

* 6 topics - 3 in each lecture half - overall, good scope and efficient - aiming to give 15-20 minute insight into each
* Time was about right; finished a few minutes early and had time to indulge a bit with each section
* At lecture break time, I showed the trailer for "An Inconvenient Truth" - could replace with trailer for Blue Eyes / Brown Eyes and Rwanda 3rd year videos.
(note that the trailer needed to be downloaded and buffered before the lecture started)
* Use document projector to show / pupil / faces from Manwatching and the Manwatching cover
# Social psychology (psychology)/Lectures/Review
## Purpose

The purpose of this lecture is to review the previous series of nine undergraduate lectures on social psychology.

## Readings

None.
# Pascal Programming

Pascal is an imperative and procedural programming language, which Niklaus Wirth designed in 1968–69 and published in 1970, as a small, efficient language intended to encourage good programming practices using structured programming and data structuring. It is named in honor of the French mathematician, philosopher and physicist Blaise Pascal.

## Introduction

Welcome. This page is dedicated to helping introduce aspiring programmers to the Pascal language. The list below provides links to different sections; feel free to help expand the page!
* Basics
* Learning Resources
* Syntax
* Programs
* Advanced

## Basics

Pascal is a relatively straightforward language. It is widely used as a first programming language in computer science classes. It is used extensively for teaching beginning programming in countries outside the USA. It can be self-taught by a highly motivated student. Having a mentor can facilitate formal classes and independent students. This page hopes to fill that function.

## Learning Resources

* Wikibooks: Pascal Programming

## Turbo Pascal

Turbo Pascal is a software development system that includes a compiler and an integrated development environment (IDE) for the Pascal programming language running on CP/M, CP/M-86, and MS-DOS.
* Turbo Pascal Units, aka TPUs

## See Also

* Wikipedia: Turbo Pascal
# Passover/Pesach

Passover (in Hebrew: Pesach) is today perhaps the most important of the three agricultural festivals deliniated in the Torah (the other two being Shavuot and Sukkot). It is celebrated each year begininning on the 15th of Nissan, which may fall anytime from early to late spring. By astronomical measures, the 15th of Nissan is the first full moon after the spring solstice.
Observances associated with Pesach include the selling of chametz, eating of matzah (unleavened bread), and other ritual foods, and reading from the Haggadah.
Pesach commemorates the Exodus from Egypt.

## see also

* Passover