OpenLLM-France/wikimedia huggingface dataset:
# PlanetPhysics/Computer 2

Any automaton ${\mathcal {C}}$ which is capable of either executing a set of logical instructions $\mathbb {I}$ (that is called a program , $\mathbb {P}$) or whose operation is defined either by an algorithm/ set of algorithms Failed to parse (unknown function "\A"): {\displaystyle \A} or a recursive function ${\mathcal {F}}_{R}$ is called a computer .

### Remarks

Occasionally, and incompletely, a computer is simply being defined as ""a machine that manipulates data according to a list of instructions. . First of all, implicit in the latter description is the concept of sequential machine or automaton that has a precise mathematical definition, and is not simply just any `machine'. Secondly, the vague term of "list of instructions" needs actually be replaced by a "set of {\mathbf logical} instructions", which is precisely defined, for example by algorithms or recursive functions as in the top definition of the computer term.
Notably, and contrary to widespread misconceptions in old-age philosophy ( e.g. Descartes, John von Neumann, etc.), AI and the computer community, complex, living systems and the human brain cannot be adequately described or represented by any computer, computer model, or classical automaton; this is, in essence, because the latter cannot be adequately modelled by any recursive function, finitary algorithm or (computer) program. Furthermore, any computer can be encoded with a categorical commutative diagram. On the other hand, most organisms-- that possess variable topology and varying transition functions $\delta _{v}$ (viz. entry on automata)-- may only be encoded by the unique limit of a sequence of non-commutative categorical diagrams which is not necessarily finite, and that cannot be recursively computed.
# PlanetPhysics/Compact Object

Let us consider an additive category ${\mathcal {A}}$ with arbitrary direct sums (also called coproducts ).
An object $X$ of ${\mathcal {A}}$ is called compact if, for an arbitrary set of objects of ${\mathcal {A}}$ and a morphism $f:X\to \bigoplus _{\alpha \in I}M_{\alpha },$ there exists some finite set $S\subset I$ such that $Im~f$ is a subobject of $\alpha \in \bigoplus _{\alpha \in S}M_{\alpha }.$
# PlanetPhysics/Compactness Lemma

An immediate consequence of the definition of a compact object $X$ of an additive category ${\mathcal {A}}$ is the following lemma.
{\mathbf Compactness Lemma 1.}
An \htmladdnormallink{object {http://planetphysics.us/encyclopedia/TrivialGroupoid.html} $X$ in an abelian category ${\mathcal {A}}$ with arbitrary direct sums (also called coproducts) is compact if and only if the functor $hom_{\mathcal {A}}(X,-)$ commutes with arbitrary direct sums, that is, if $hom_{\mathcal {A}}(X,\bigoplus _{\alpha \in S}Y_{\alpha })=\bigoplus _{\alpha \in S}hom_{\mathcal {A}}(X,Y_{\alpha })$}.
{\mathbf Compactness Lemma 2.} {\em Let $A$ be a ring and $M$ an $A$-module. (i) If $M$ is a finitely generated $A$-module, then (M) is a compact object of $A$-mod. (ii) If $M$ is projective and is a compact object of $A$-mod, then $M$ is finitely generated.}
{\mathbf Proof.}
Proposition (i) follows immediately from the generator definition for the case of an Abelian category.
To prove statement (ii), let us assume that $M$ is projective, and then also choose any surjection $p:A^{\bigoplus I}\twoheadrightarrow M$, with $I$ being a possibly infinite set. There exists then a section $s:M\hookrightarrow |A^{\bigoplus I}$. If M were compact, the image of $s$ would have to lie in a submodule $A^{\bigoplus J}\subseteq A^{\bigoplus I},$ for some finite subset $J\subseteq I$. Then $p|A^{\bigoplus J}$ is still surjective, which proves that $M$ is finitely generated.
# PlanetPhysics/Complex Valued Continuous Functions With Compact Support on Hlc

\section{Class of complex-valued continuous functions with compact support on a a locally compact Hausdorff space $H-{lc}$.}
Let $H_{lc}$ be a locally compact Hausdorff space. Then, one defines the notation Failed to parse (syntax error): {\displaystyle C_c (H_{lc)} } as the space of complex-valued continuous functions with compact support on $H_{lc}$.
{\mathbf Note:} For simplicity, this is also denoted as $C_{c}(X)$ even though it is tacitly assumed that the topological space $X=H_{lc}$.
# Polish language/Rock climbing/Holds

While climbing, a climber may find different hold on his way to the top. According to diffivulty of the route he/she has chosen, the holds may be easy or difficult to grab. They gave different sizes and shapes which calls either for more technical skills or strength. Here you may find most popular types of holds listed along with the Polish terminology:
* Jug - Klama - a massive hold that is easy to grab and enables to pull yourself efficiently.
* Crimping - Łuczek - small hold having a form of an egde. You may use your fingers only as it is too small to be grabbed by the hand.
* Monodoigt - Dziurka na jeden palec - a small finger hole that allows to use the middle finger to pull yourself. Very demanding type of hold.
* Sidepull - Odciąg - a vertical hold that works best when the climber maintain a certain distance from it.
* Thumb pinch - Ścisk - a small hold that a climber may grip with fingers, usually vyrtically. It requires certain strength and it's not the easiest type of hold.
# Polish language/Rock climbing/Grading systems

Here you can find the table where most of climbing grade systems are listed. In Poland, we use the one that is called "skala Kurtyki" and its not included in the table. Polish grading system is a mix of Eastern Europe and Central Europe type and you can see it here - > Polish grading system
# Polish language/Rock climbing/Polish terminology

English-Polish dictionary of equipment:
This section presents a basic list of items which were not borrowed from the English language.
In order to explain the meaning and usage of less known climbing material, definitions, or links
are provided.
( A white powder used by climbers to put on hands to prevent sweating ) Check here:Chalk
( A material bag used to carry chalk while climbing or bouldering)
(A small lamp attached to a material string that can be put on head and used while climbing or walking while it's getting dark. It is frequently used by climbers on the camping site)
# Polish language/Rock climbing/Route characteristics

There are certain features of a route that are visible from the first glance. Providing that the route does not have many meters, any climber may analyse the line of the climb and possible difficulties while standing on the ground. Below, you may find some route characterictics that reveal the level of difficulty of the climb.
* Vertical wall - Ściana pionowa If the route runs on vertical wall it may be assumed that it is quite easy as there is no obstacle in the form of gradient. However, some vertical climbs can be really demanding if the holds are really small. Than the climber needs to go for very technical movements in order to ascent the climb.
* Overhang - Przewieszenie A route that is overhanging is demanding for a climber as it requires a lot of strength. Only more difficult routes with high grades have a section of rock that overhangs. This type usually puts a climber into a lot of struggle. As it is visible in the picture on the right: the man is going to face the rock hanging above his head which may be a challenging part of the climb. See also here :Overhanging
* Chimney - Komin - Two rock formations that are distanced from each other and force the climber to use both of them by spreading hands and legs in order to keep balance and move upwards. A demanding type of the route that calls for a good sense of balance and technical skills.
* Crack - Rysa - Climbing along the crack involves blocking your hands inside the crack and pulling yourself. This characteristic of the route is also very demanding and technical. Climbers often tape their hands before climbing cracks in order to avoid hand injuries.
# Political History of Nigeria
## Political History Of Nigeria From 1960-2019

From 1960 to 2019, Nigeria's political history was marked by significant events and transitions. Nigeria gained independence from British colonial rule in 1960, becoming a federal republic in 1963. However, political instability and ethnic tensions led to a series of military coups and counter-coups in the 1960s and 1970s. The Biafran War (1967-1970) also had a major impact on the country.
In 1979, Nigeria transitioned to civilian rule, but the democratic government was short-lived due to a military coup in 1983. Military rule persisted until 1999 when a return to civilian governance occurred after years of pressure from both domestic and international sources.
The Fourth Republic, established in 1999, saw Nigeria's politics marked by alternating periods of democratic governance and issues such as corruption, ethnic tensions, and economic challenges. Presidents like Olusegun Obasanjo, Umaru Yar'Adua, and Goodluck Jonathan were central figures during this period.
The 2015 elections brought Muhammadu Buhari to power, promising to address corruption and security issues. His tenure was marked by efforts to combat Boko Haram insurgency and economic reforms.
In 2019, Buhari was reelected for a second term. Throughout these years, Nigeria faced challenges such as political corruption, religious and ethnic tensions, economic inequality, and security concerns.
* 1 2 "33. Nigeria (1960-present)". uca.edu. Retrieved 2023-08-24.
* ↑ "Biafra: From First Coup to Final Defeat | AHA". www.historians.org. Retrieved 2023-08-24.
* ↑ "Obasanjo: How I escaped being killed during 1976 coup". TheCable. 2020-12-28. Retrieved 2023-08-24.
* ↑ www.dawodu.com https://www.dawodu.com/dimka.htm. Retrieved 2023-08-24. {{cite web}}: Missing or empty |title= (help)
* ↑ "Nigeria's Fourth Republic and the Challenge of a Faltering Democratization". asq.africa.ufl.edu. Retrieved 2023-08-24.
* ↑ "Nigeria 2015 presidential election: Significance and challenges ahead". Brookings. Retrieved 2023-08-24.
* ↑ Elections and Governance in Nigeria's Fourth Republic. CODESRIA. 2016. ISBN 978-2-86978-639-4. https://www.jstor.org/stable/j.ctvh8r3wf.
# Polish language/Foods and Animals

Foods and Animals :
| Polish | English |
| Bigos | Hunter's stew |
| Pączki | Filled doughnuts |
| Pierogi | Polish dumplings |
| Kielbasa | Meat sausage |
| Dzik euroazjatycki | Wild boar |
| Bocian biały | White Stork |
| Sarna europejska | Roe Deer |
| Łoś euroazjatycki | European Elk |
# Polish language/Rock climbing/Borrowings
## Borrowings

This section is devoted to rock climbing vocabulary that was borrowed from English to Polish.
* Grigri - one of the most popular belay devices. The name was successfully imported by Polish climbing environment.
* ATC
Another belay device which name Polish climbers took from English. In Polish, however, it is also called kubek.
* Bouldering
The term Bouldering has been also borrowed. Polish climbers tend to use original, or slighlty changed spelling, like buldering. The equipment used while climbing by this technique is called crashpad - a piece of materace which protects climbers from hitting the ground when falling.
* Tape – in Polish: tape , the word is used by climbers in its original form. It is used to protect possible hand injuries from further damage, although its usefulness does not end on that.
* Carabiner – in Polish: karabinek. The word was slightly changed. This device is widely used in
climbing, either by the climber and the belayer.
* Friends – in Polish: friendy. Another calque from English. This piece of equipment is used to insert
in the rock while performing Trad Climbing.
# Nutrition and Wellness
## Introduction

This course focuses on three practical problems: "What should I do regarding ensuring wellness?", "What should I do regarding food choices?" and "What should I do regarding preparing food?". Nutrition and Wellness focuses on making choices that promote wellness and good health; analyzing relationships between psychological and social needs and food choices; choosing foods that promote wellness; obtaining and storing food for self and family; preparing and serving nutritious meals and snacks; selecting and using equipment for food preparation; and identifying strategies to promote optimal nutrition and wellness of society. Lab experiences are centered on various practical problems and each lab experience provides an opportunity to enhance the practical application of nutrition principles in real life situations.

## Goals

* The goal of the course is for students to incorporate the use of practical problem solving into nutrition and wellness choices.
* The student assignments reinforce the importance of good writing skills and process skills.
* Learning to balance nutrition and wellness decisions improves a person’s ability to effectively balance work and family.

## Courses

* Chapter 1: Wellness and Food Choices
* Chapter 2:
# Nvivo

Qualitative research seeks out the why, not the how of its topic through the analysis of unstructured information things like interview transcripts, emails, notes, feedback forms, photos and videos. It doesn't just rely on statistics or numbers, which are the domain of quantitative researchers.
You might be a student, a sociologist, a healthcare worker, a business analyst or a marketer. You might not even consider yourself a researcher. But if you're analyzing audio, videos, pictures or documents, then chances are you're involved in qualitative research.
Qualitative research software like NVivo, helps people to manage, shape and make sense of unstructured information. It doesn't do the thinking for you; it provides a sophisticated workspace that enables you to work through your information.
Collecting and analyzing this unstructured information can be messy and time consuming using manual methods. When faced with volumes of materials, finding themes and extracting meaning can be a daunting task.
# Nutrition facts labels

Nutrition Facts Labels
“The Federal Food Drug and Cosmetic Act and its amendments are responsible for the requirement of food labels. Food labeling is required for most prepared foods, such as breads, cereals, canned and frozen foods, snacks, desserts, drinks, etc. Nutrition labeling for raw produce (fruits and vegetables) and fish is voluntary.” (US Food and Drug Association, August 2008)
There are eight major sections to note when reading a nutrition label: serving size; total calories and calories from fat; percent daily values; nutrients to limit, such as total fat, sodium, and cholesterol; nutrients to get plenty of, such as vitamins, minerals, and fiber; additional nutrients; the ingredients list; and the footnotes. The daily values on nutritional labels use Recommended Daily Intakes. Optimum Daily Intakes are an updated finding on nutritional needs.
Labels are to be read with discretion. One of the first things to look at on a nutrition facts label is the number of servings. This is important because the rest of the label’s information will be based off of one serving size, which may or may not be what the consumer believes is one serving. If one were to eat more or less than the listed serving size, the total amount of nutrients would also be more or less.
Total calories and calories from fat tell how much energy the food contains. Taking note of the calories is important and helpful when managing weight gain, loss, or maintaining current weight.
Percent daily values are also to be considered. These values are given based on a 2,000 calorie/day diet. Some individuals require a higher calorie intake and some require less, therefore it is important to adapt certain diets to adhere to specific needs. Individuals are different so it key to use the percent daily values as a starting block or more general estimate.
Nutrients to limit are listed right below the total calories and calories from fat. They typically consist of fat (including Trans fats and saturated fats), cholesterol, and sodium. These nutrients tend to increase risk of heart disease, high blood pressure, and cancer. It is recommended to aim for low intakes of these nutrients.
Some nutrients that should be focused on include fiber, Vitamins A and C, calcium, and iron. Higher percentages of these in food products are usually better for most diets due to lack of proper nutrient intake.
Additional nutrients include those such as carbohydrates and sugars. Healthy sources of these nutrients include whole grains, fruits, and vegetables. Starchy foods, such as white breads and enriched carbohydrates, should be limited to achieve adequate nourishment.
Ingredients lists show what products are in the food. Items are listed in descending order by weight. The list also indicates any allergens present in the food product.
Footnotes remind individuals that all percentages are based on diets of 2,000 calories per day, so it is important to keep in mind personal daily caloric needs may be more or less than what is listed.
References: American Dietetics Association; Mayo Clinic; US Food and Drug Association; Department of Health and Human Services
# RuralWeb/semantics

In 2014 RuralWeb will start a learning project on semantics.
Some questions we want to answer:
* What is semantics? An example of a semantic model can be found on the following page: semantic model.
* Why should you learn about semantics?
On the English Wikiversity you can already find information about semantics: see semantics.

## Issuelog

* domains
* concepts
* VDML
# RuralWeb/values

RuralWeb’s philosophy and values:
Our philosophy for the platform is that people themselves can start working on what they want to achieve, but with a back-up consisting of hundreds of members at the platform who can help out, think along, share ideas and opportunities. So that local initiators have the opportunity to reach their personal, professional or social goals.
What’s more RuralWeb stands for open content. That means the content is (co-)created for ánd by its users. In other words: Users are also the product owner. Therefore, we value transparency and democratic decision making, but also being trustworthy and providing good quality and easy accessible information. And therefore we stimulate ideas, input, content and activities initiated by the community (partners and users) who know the local context and needs.
* Content will be no (t only) book knowledge + an exchange of actual experiences;
* Engage people (it’s about the people, not about the technology)
* It’s all about Capacity Building: information mapping through focus groups; help desk, ..
* RuralWeb makes information visible and accessible for communities
* RuralWeb facilitates coaches that train within their own community!
* Learning by doing.
* Use speech and video more and less writing and reading
RURALWEB’s ASSETS:
* Facebook users (52 million in Africa, and the number increases every day).
* Local ICT centres – who have direct relations with RuralWeb’s users.
* Content by and for users from developing countries.
# RuralWeb/wiki-training

RuralWeb uses Facebook and the wikiversity to share knowledge. On this page we want to create a wiki-training for new RuralWeb-members.

## Issues

* Ambassadors: we are thinking about a train-the-trainer concept, where RuralWeb-ambassadors can train new RuralWeb-members; do you think this is a good idea? please leave your comments on this page.

## Index

* comments: when you want to leave a comment you can use symbol : to jump in a sentence, :: for the next jump, :::, etc. ; you can also leave your signature, using the signature-button or use four tildes ~~~~
* subpages: To make new subpages you can use the following code: [[/subpage/]].
* signature: use the signature-button to add your signature or use four tildes ~~~~
# RuralWeb/technology research

In Q1 2014 RuralWeb wants to do some research on what technology African business use/ should use.
* Questions:
** Below some questions we could ask.
*** What is the name of your company?
*** What is the url of your website?
*** How many people work for your company?
*** What technology does your company use?
*** Do you have people in your company with IT skilss?
*** How many people and what skills do they have?
*** Do you already use (or have plans) to use cloud technology?
*** Which cloud products are you using/ going to use?
* Companies
** Make a list of possible companies we can interview.
# RuralWeb/tooling

< Ruralweb
* issueholder: Tim Ruijters
* buddy: Inemarie Dekker
At this moment Ruralweb is a website and two Facebook pages.
Since 2013 we are experimenting with the wikiversity and home.mendix.com (a free online Agile tool).
RuralWeb hopes the telecom providers will make the wikimedia projects free accessible (see https://www.youtube.com/watch?v=0nTVAmstteM#t=75).

## Issues

* website
# RuralWeb/website

< RuralWeb

## Issues

* Install wordpress on server
* Reconsider host
* Design: we could look at some WordPress showcases (http://wordpress.org/showcase/) and get inspired

## Questions

* Which tool is used to build this website?
* Are there any plans to improve the website?
** What can be improved?
# Social psychology (psychology)/Assessment/Exam

Overview
An end-of-unit exam is designed to assess knowledge of:
Lectures
(x10; slides and (recorded) audio)
Tutorials
(x5; Wikiversity pages; the last tutorial isn't assessable - it was about the assessments)
Readings
(x13 textbook chapters + examinable e-reserve readings (i.e., environmental psychology)) :
* Format
* 150 randomly-ordered multiple-choice questions in 180 minutes, with about 10 to 15 questions per major lecture/reading topic (with a mixture of easy, medium, and high difficulty items).
* As a rough guide, expect the weighting to be approximately lectures (40%), tutorials (10%), and readings (50%), but note that topics which are covered in lectures and readings are most likely to be assessed.
* Open-book - you can take in any hard-copy printed or written notes, including the textbook.
* Practice exam questions
* Textbook practice questions are available via the free textbook online resources at CengageNOW (requires purchasable access code)
* Tips
* Probably the single best way of preparing is to try the chapter quizzes from the CengageNOW website (because a significant portion of the exam questions are likely to be drawn from the textbook's question bank).
* Try to quickly answer as many questions as possible, without looking at your materials (saves time), then go back to the questions which you think you can answer with the help of your materials with the remaining time.
* As you go through the exam paper, try to guess at least which topic the question belongs to - or where you might find the answer - this will make it easier when you come back to it.
* Rule out answers you don't think can be right - and at least guess an answer from the remaining possibilities for all remaining items.
* It might be quicker to answer each question on the question booklet, and then come back to filling out the answer sheet at the end - but be careful not to leave yourself short of time!
* It is assumed that you have engaged with and digested relations between social psychology and the three key multimedia features - i.e., Ghosts of Rwanda, The Australian Eye, and Social disengagement.
* External links
* Exam (ucspace)
# Social psychology (psychology)/Assessment/Research participation
## Overview

* Research participation means engaging with research by participating in psychological studies which are currently underway (i.e., contributing data to these studies as a participant).
* UC students should refer to the official research participation page which includes a link to the list of available studies.
* Reflection on this participation could also be appropriate for the e-portfolio.