OpenLLM-France/wikimedia huggingface dataset:
# Diagonal matrix/Definition

An $n\times n$-matrix of the form
    ${\begin{pmatrix}d_{11}&0&\cdots &\cdots &0\\0&d_{22}&0&\cdots &0\\\vdots &\ddots &\ddots &\ddots &\vdots \\0&\cdots &0&d_{n-1\,n-1}&0\\0&\cdots &\cdots &0&d_{nn}\end{pmatrix}}$
is called a diagonal matrix.
# Diabetic Foot Exam
## Inspection
### General

* gait, shoes, heels,any foot ulcer or deformity.

### Skin

* vascular insufficiency - hairlessness, pallor
* rubor at pressure points
* skin breakdown (portal for infections)
* diabetic dermopathy (brown macules) over shins
* infection: cellulitis (erythema, swelling), gangrene

### Other

* webspaces: cracked, infected, ulcers, maceration
* toe nails: dystrophic, in-grown, paronychia, Onychomycosis

## Palpation
### Pulses

* femoral
* popliteal
* posterior tibial
* dorsalis pedis

### Temperature

* use back of hand, compare shin to feet, bilaterally
* temperature should decrease slightly as you get toward the toes

### Other

* Capillary refill

## Auscultation

* Bruits: femoral, popliteal

## Neurological
### Sensory

* ↓ vibration (1st modality to lose, 128 Hz)
* ↓ light touch (microfilament)
* ↓ pin prick
* ↓ proprioception
* ↓ temperature
* (loss in glove and stocking distribution)

### Autonomic

* ↓ sweating
* dry cracked skin

### Motor

* intrinsic muscle wasting (clawed, hammer toes)
* Pes planus, Pes cavus
* Charcot joints (medial and laterial deviation at subtalar joint)

### Reflexes

* DTR: ↓ ankle jerk
# Diagonal matrix/Eigenvalues/Example

We consider the linear mapping
    $\varphi \colon K^{n}\longrightarrow K^{n},e_{i}\longmapsto d_{i}e_{i},$
given by the diagonal matrix
    ${\begin{pmatrix}d_{1}&0&\cdots &\cdots &0\\0&d_{2}&0&\cdots &0\\\vdots &\ddots &\ddots &\ddots &\vdots \\0&\cdots &0&d_{n-1}&0\\0&\cdots &\cdots &0&d_{n}\end{pmatrix}}.$
The diagonal entries $d_{i}$ are the eigenvalues of $\varphi$, and the $i$-th standard vector $e_{i}$ is a corresponding eigenvector. The eigenspaces are
    ${\begin{aligned}\operatorname {Eig} _{d}{\left(\varphi \right)}&={\left\{v\in K^{n}\mid v{\text{ is a linear combination of those }}e_{i},{\text{ for which }}d=d_{i}{\text{ holds}}\right\}}\\\end{aligned}}$
These spaces are not $0$ if and only if $d$ equals one of the diagonal entries. The dimension of the eigenspace $\operatorname {Eig} _{d}{\left(\varphi \right)}$ is given by the number how often the value $d$ occurs in the diagonal. The sum of all these dimension gives $n$.
# Diagonal matrix/Inverse matrix/2/Exercise

Determine the inverse matrix of
    ${\begin{pmatrix}-{\frac {9}{4}}&0&\cdots &\cdots &0\\0&{\frac {50}{3}}&0&\cdots &0\\\vdots &\ddots &-{\frac {5}{3}}&\ddots &\vdots \\0&\cdots &0&10^{7}&0\\0&\cdots &\cdots &0&{\frac {2}{11}}\end{pmatrix}}.$
# Astrohistory/Quiz

Astrohistory is a lecture from the radiation astronomy department.
You are free to take this quiz based on the astrohistory at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Astrohistory that has been around for more than 3,000 years is often thought of as myth.
# Astronomy

Astronomy is a natural science that studies celestial objects and phenomena. It applies mathematics, physics, and chemistry, in an effort to explain the origin of those objects and phenomena and their evolution. Objects of interest include planets, moons, stars, galaxies, and comets; the phenomena include supernova explosions, gamma ray bursts, and cosmic microwave background radiation. More generally, all phenomena that originate outside Earth's atmosphere are within the purview of astronomy. A related but distinct subject, physical cosmology, is concerned with the study of the Universe as a whole.

## Resources
### Learning areas

* School:Physics and Astronomy

### Courses

* Introduction to astronomy
* Astronomy college course
* Principles of radiation astronomy

### Learning resources

* Activities
* Airborne
* Analysis
* Atmospheres
* Backgrounds
* Earth orbits
* Entities
* Explorations
* Astronomy
* Laboratories
* Lectures
* Mathematics
* Observatories
* Problems
* Regions
* Sounding rockets
* Sources
* Theory
* Units

### Wikipedia readings

* Astronomy
* Outline of astronomy
* Astronomy (Template)
* History of astronomy
* Glossary of astronomy
* Outline of space science
* Observational astronomy
* Spherical astronomy
* Timeline of astronomy
* Portal:Astronomy
* International Astronomical Union
* Planetary science
* List of astronomy acronyms
* List of common astronomy symbols
* List of astronomical observatories

### External

* Astronomy with an online telescope
* Introduction to Astronomy (MIT Open Courseware)
* Super-Earths and Life (Harvard)
* In this non-mathematical look at astronomy, students will learn what people have traditionally thought about space and how scientists currently study it.
# Astronomy and Astrology in Ancient Mithila University

<Ancient Mithila University
Astronomy and astrology were also flourishing fields of study in ancient Mithila. There were many astronomers and astrologers who composed works on the movements of planets, stars, and constellations, and their influence on human life.
Uddalaka Aruni, who lived around the 8th century BCE. He discovered the theory of three elements of life: fire, water, and earth. He also proposed that the sun and the moon are not the same size, and that the moon reflects the light of the sun.
Yajnavalkya was the great astronomer of the university who studied the motions the Sun, the Moon and the Earth. He also explained the different relationships between them. On the basis of these relationships he explained many natural phenomena like day, night , seasons etc. He wrote his astronomical treatise "Shatapatha Brahmana".
During mediaeval period some of the notable names were Varunci, who wrote Bhargavamuhurta in the 11th century, Harinatha, who wrote Sanketakakaumudi and Phalita-Jyotisa in the 13th century, and Vidyapati, who was a poet and scholar in the 14th century.
One of the most notable astronomers in mediaeval period of the Ancient Mithila University was Hemangada Thakura, who was also the king of Mithila from 1571 to 1590 CE. He wrote an astronomical treatise called Grahan Mala, which predicted the dates of eclipses for 1088 years from 1620 to 2708 CE. He also gave accurate calculations of the lunar and solar motions, the planetary periods, and the precession of the equinoxes. He was influenced by the works of Aryabhata, Brahmagupta, and Bhaskara.
# Astronomy college course/Apparent regrograde motion/Quiz01/1

Remember this as direct motion is the usual direction. Storm Wolter.
# Astrochemistry

Astrochemistry is a relatively new domain of chemistry but is very important because it helps us to know how the Universe was made.
We know that all the Universe is made of material and chemical elements. All the elements have an age. For example Lead was born from the transformation of Uranium 4.6 milliard years ago. Let's talk about stars! Our Sun is also a "chemistry object". We know that the stars are made of Hydrogen which is permanently transformed into Helium so that the stars became big "plasma balls" -- Plasma being the 4th state of aggregation after solid, liquid, and gas.
A recent article, "Milky Way Fortified with Calcium" by Sara Goudarzi, February, 2007 discloses that our Galaxy, the Milky Way, "is fortified with Calcium".
This course is a cooperative effort from the school of chemistry and the department of radiation astronomy of the school of physics and astronomy.

## Lectures

* Astrochemistry/Lecture
* Atmospheric astronomy
* Why planets lose their atmospheres
* Gaseous-object astronomy
* Intergalactic medium
* Interplanetary medium
* Interstellar medium
* Liquid-object astronomy
* Meteorites
* Minerals
* Mineral astronomy
* Molecule astronomy
* Nebulas
* Radiation chemistry
* Rocky-object astronomy and
* Rocks

## Laboratories

* Astrognosy/Laboratory
* Chemical analysis of the spectrum of Vega
* Rocks/Meteorites/Laboratory

## Quizzes

* Atmospheric astronomy/Quiz
* Chemicals/Quiz
* Comets/Quiz
* Gaseous-object astronomy/Quiz
* Intergalactic medium/Quiz
* Interplanetary medium/Quiz
* Interstellar medium/Quiz
* Liquid-object astronomy/Quiz
* Meteorites/quiz
* Minerals astronomy/Quiz
* Minerals/Quiz
* Nebulas/Quiz
* Radiation astrochemistry/Quiz
* Rocks/Quiz
* Rocky-object astronomy/Quiz
# Astronomy Project

Welcome to the Astronomy Learning Project. This learning project offers activities that allow Wikiversity participants to learn astronomy "on the job" by participating in analysis of astronomical observations. Participants in this project access public astronomy data to explore objects in our universe.

## SkyCam

The SkyCam project uses an automated camera system to periodically record images of the entire sky from dusk until dawn. These images will be incorporated into other learning projects that include real-time scientific data as dynamic curricular content.
* SkyCam
* SkyCam/Examples
* SkyCam/Installation
* SkyCam/Prior work
* SkyCam/Telescope
* SkyCam/Testing

## Observational Astronomy

Astronomers can gain an understanding of objects in the universe by studying them with a telescope. In this learning project computer programs will be used to view and study images or measurements taken with a telescope to learn basic concepts in astronomy.
* Observational astronomy
* Observational astronomy/Extrasolar planet
* Observational astronomy/Image processing
* Observational astronomy/Meteor observing
* Observational astronomy/Planning
* Observational astronomy/RZ Cas
* Observational astronomy/Supernova
* Observational astronomy/Variable stars

## Pages

* Asteroid Surveys
* Binary Stars and Extrasolar Planets
* Cosmological simulations
* Earth-impact events
* Epsilon Aurigae
* Galactic evolution - participants analyze data from the Galaxy Evolution Explorer (GALEX) Mission
* Galaxy Zoo - an off-wiki project for galaxy classification.
* International Year of Astronomy
# Digital Media and Information in Society/Student Journals/Hunter Kaminski/Telegraph Postcolonial

The Telegraph helped create globalization as we know today. The telegraph is also is an important role of establishing postcolonial relations across the region, because telegraph was used as a colonial power and was transformed into a controlling power by maintaining authority, and quickly releasing commands.
Link: https://link.springer.com/chapter/10.1007/978-3-642-32934-0_5
Link: https://chat.openai.com/share/7669a161-20b9-4b79-a7cb-8fba92959d0f
# Digital Media and Information in Society/Student Journals/Jasjacksonftw/Critcal Analysis of Telephone

Data Collection: Data for this critical analysis was gathered through a combination of sources, including historical records, interviews with telephone operators, and an examination of the evolving role of operators in the telecommunication industry. The data collected encompasses narratives, historical documents, and accounts of telephone operators' experiences over time. Additionally, data on the technological transformations in the telecommunications sector and the effects on operator roles were examined.
Critical Analysis: The critical analysis framework used in this study blends elements of ethnographic research with critical theory. It seeks to uncover the social, cultural, and political dimensions of the telephone operator's role. The analysis considers the historical context of the telephone industry and its relation to gender, class, and race dynamics. It also explores the effects of technological advancements on the work of operators, including the shift from manual switchboards to automated systems.
Intriguing Conclusion: The most intriguing conclusion of this critical analysis is the revelation of how technological progress, while bringing efficiency and convenience, has obscured the contributions of telephone operators. As automated systems have replaced manual switchboards, the human element of this work has been rendered invisible. The conclusion highlights the need to reevaluate the significance of these roles and recognize the socio-political factors that have contributed to their invisibility. Additionally, the study underscores the importance of acknowledging and celebrating the largely unacknowledged labor of telephone operators, especially those who have been historically marginalized.
Muller, M.J. Invisible Work of Telephone Operators: An Ethnocritical Analysis. Computer Supported Cooperative Work (CSCW) 8, 31–61 (1999). https://doi.org/10.1023/A:1008603223106
# Digital Media and Information in Society/Student Journals/Hunter Kaminski/Telephone Postcolonial

The Telephone was used as a tool in colonial control. Telecommunication was a symbol as independence and nation building. Telecommunication was also used to shape globalization by changing ideas and economic development. The telephone also reflected changing social dynamics and relationships in postcolonial societies.
Link: https://rai.onlinelibrary.wiley.com/doi/abs/10.1111/1467-9655.12450
Link:https://chat.openai.com/share/8e834fc0-1bee-45cd-a01f-f902fd424047
# Digital Media and Information in Society/Student Journals/Hunter Kaminski/Television question

The question about the Television I asked Chat GPT was about post colonial theory. The one question I chose was How did the growth of television during this period impact representations of race, identity, and cultural diversity in the United States? The answer for the question is:
The growth of television in the 1950s-70s influenced race, identity, and cultural diversity in the U.S. by both reinforcing stereotypes and promoting more diverse portrayals, reflecting societal shifts.
Reflection: To be honest, I honestly would have never thought about the question and answers chat GPT gives if i was prompt to do the same thing. It also pretty interesting how chat created those questions. Chat GPT said by intersection of Television and postcolonial during the time given, which i thought is pretty cool.
Link:https://chat.openai.com/share/83f4fc4d-475e-4b66-8232-7ff7bfa769da
# Digital Media and Information in Society/Student Journals/Jasjacksonftw/Critical Analysis of Telegraphy

Critical Framework
Critical Framework is a method that goes beyond the surface of language to uncover the underlying power structures and ideologies present in discourse. It aims to critically analyze how language is used to construct meaning and representation.
Data Collection:
The study analyzed a sample of 60 news articles and editorial pieces from four newspapers: Al-Ahram, Al-Masry Al-Youm, The Telegraph, and The Washington Post. These articles covered the events of the Egyptian Revolution from January 25 to February 17, 2011, which included the period immediately following the resignation of President Hosni Mubarak. Key Findings:
Summary
The study examined media coverage of the Egyptian protest movement's downfall of President Hosni Mubarak's regime in newspapers like Al-Ahram, Al-Masry Al-Youm, The Telegraph, and The Washington Post. Key findings include national newspapers emphasizing protester violence and using victimizing language, while international papers provided a more balanced view, supporting the protesters. The intriguing conclusion suggests a link between adherence to the protest paradigm and reporting style: closer alignment results in war-reporting, while deviation leans toward peace journalism.
# Digital Media and Information in Society/Student Journals/M1dn1ght F0r3st
### December 4th, 2023
#### sandbox

User:M1dn1ght F0r3st/sandbox

### August 30th, 2023
#### Hello everyone!

This is my first journal.

#### ChatGPT Conversation

I had a conversation with ChatGPT about Color Theory and Color Psychology and how it affects our day-to-day lives: https://chat.openai.com/share/9f3845dc-5425-439e-9865-39305f99ca59

### September 1st
#### 09/01 quizzes

I am writing this to verify that I have indeed completed the required work in Wikiedu that is due on 09/01. Along with this, I will write a journal entry about today and what I have done below.

#### 09/01 Journal entry

Today, Friday, September 1st, I went into downtown with one of my friends using the bus. We walked around, got lunch, and then tried to figure out the bus system, which was quite confusing as either of us had never used public transport before. I am now exhausted and trying to get all of my assignments in before the deadlines.

### September 13th
#### 09/13 wiki evaluation

https://en.wikipedia.org/wiki/User:M1dn1ght_F0r3st/Evaluate_an_Article

### September 14th
#### 09/13 ChatGPT

https://chat.openai.com/share/be42af6d-26b7-4c3f-a649-07c1e9630622

### September 20th
#### 09/13 ChatGPT conversation

https://chat.openai.com/share/72939a8f-9b09-4a9a-9811-96b3fa1e8073

### September 27th, 2023
#### 09/27/23 ChatGPT conversation about Early Literacy and the Manuscript Age.

https://chat.openai.com/share/95e4d481-809e-46ea-ae8f-6a99db65e153

### September 29th, 2023
#### 09/29/23 ChatGPT conversation about Lolicore as a music genre.

https://chat.openai.com/share/a0ac5488-cca2-42fb-8f29-dda92da6fd93

### October 1st, 2023
#### 10/01/23 ChatGPT conversation about Later Literacy and the Age of Printing.

https://chat.openai.com/share/52f9b109-c7c4-4a1c-8df7-9af6f3d14452

### October 30th, 2023
#### 10/30/23 (LATE due 10/23/23) Theoretical Framework: Telegraph, Telephone, Phonograph, Photograph

Summary: Cultural materialism and radical behaviorism both emphasize the environment over heredity and reject the idea that the mind is the primary cause of behavior. They stand against biological reductionist and cognitive paradigms. However, the extent to which they oppose cultural idealism, an anthropological equivalent of cognitivism, is uncertain. The author suggests that radical behaviorism is insufficient in this regard due to its neglect of cultural systemic properties.
Article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2223157/

### November 13th, 2023
#### Topic

https://en.wikipedia.org/wiki/Music_psychology
# Electricity/Alternating current
## AC (Alternating Current)

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

## Symbol

    o---[~]---o

## Alternating Current and conductor
### Resistors

Voltage
    $v(t)=i(t)Z_{R}$
Current
    $i(t)={\frac {v(t)}{Z_{R}}}$
Power
    $p(t)=i(t)v(t)$
Impedance
    $Z_{R}={\frac {v(t)}{i(t)}}=R+X_{R}=R$
Reactance
    $X_{R}=0$

### Capacitors

Voltage
    $v(t)={\frac {1}{C}}\int i(t)$
Current
    $i(t)=C{\frac {d}{dt}}v(t)$
Power
    $p(t)={\frac {1}{2}}Cv^{2}(t)$
Impedance
    $Z_{C}={\frac {v_{C}(t)}{i_{C}(t)}}=R_{C}+X_{C}$
    $Z_{C}=R+{\frac {1}{\omega C}}\angle -90^{o}=R+{\frac {1}{j\omega C}}=R+{\frac {1}{sC}}$
Reactance
    $X_{C}={\frac {1}{\omega C}}\angle -90^{o}={\frac {1}{j\omega C}}={\frac {1}{sC}}$
Phase angle difference
    $Tan\theta =\omega T$
Time constant
    $T=RC$
    $X_{R}=0$
Frequency respond
    Low frequency . $\omega =0$ , $X_{C}={\frac {1}{\omega C}}=00$ . Capacitor open circuit
    High frequency. $\omega =00$ , $X_{C}={\frac {1}{\omega C}}=0$ . Capacitor short circuit

### Inductors

Voltage
    $v(t)=L{\frac {d}{dt}}i(t)$
Current
    $i(t)={\frac {1}{L}}\int v(t)dt$
Power
    $p(t)={\frac {1}{2}}Li^{2}(t)$
Impedance
    $Z_{L}={\frac {v_{L}(t)}{i_{L}(t)}}=R_{L}+X_{L}$
    $Z_{L}=R+\omega L\angle 90^{o}=R+j\omega L=R+sL$
Reactance
    $X_{L}=\omega L\angle 90^{o}=j\omega L=sL$
Phase angle difference
    $Tan\theta =\omega T$
Time constant
    $T={\frac {L}{R}}$
Frequency respond
    Low frequency . $\omega =0$ , $X_{L}=\omega L=0$ . Inductor shorts circuit
    High frequency. $\omega =00$ , $X_{L}=\omega L=00$ . Inductor opens circuit

## See Also

* Capacitor
* Maxwell's Equations
# Electrical Power Transmission

Welcome to the Home page for Transmission of Electrical Power
In this course we will discuss transmission and distribution systems of electrical power. At the end of this course, you should be familiar with the principles of electrical power transmission systems as applied in real life.
You are advised to read carefully through the material and attempt all quizzes in this course. Don't forget to follow the safety code outlined in this course.

## Course Outcomes

At the end of this course the student is expected to have understood the following:
* Basic principles of supply systems
* Mechanical & electrical design of overhead lines
* Performance of transmission lines

## Prerequisites

It is important that the student be at ease with the following courses since the concepts taught will be employed here:
* Electrical Engineering Fundamentals
* Electric Circuit Analysis

## Organization

This course consists of:
* 4 Lessons → [ 4 weeks ]
* 1 Quiz Test → [ 1 Day ]
All this should take about 4 weeks. Plan your time wisely; start a journal and track your progress. If you work consistently and keep to your planned study time, you will well.
Here are some of the resources to help you understand and make better use of your personal learning experience:
* The history of free learning
* Learning by doing
* How to use wiki technology as a free learner

## Lessons

* Introduction
* OverHead Lines (Mechanical)
* OverHead Lines (Electrical)
* Line Performance

## Resources

Wikiversity has a respectable body of content related to this course, you are advised to use the resources wisely to achieve your success. This course includes a formula sheet that can help you with formulae and principles. However, do not rely on the formula sheet entirely without understanding essential course material.
# Electrical systems/Conductors

Conductors are limited by the Ampacity, which can vary with size, temperature and type of material.