OpenLLM-France/wikimedia huggingface dataset:
# PlanetPhysics/Deformation Quantization

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Deformation quantization is formally defined as the study of associative $*$--products of the form $f*g=fg\sum _{n>0}[{\hbar }^{n}C_{n}(f,g)]$, where $\hbar$ is a formal parameter (similar to Planck's constant, but allowed to vary), and $C_{n}$ are plane curves over ${\mathcal {C}}$ that are undergoing an Abelian quantization.
The concept is intensely studied by physical mathematicians, and has been intensively developed in recent years in the context of smooth Poisson manifolds, perhaps because of its potential applications in theoretical physics. Thus, it would be natural to consider such deformations `in the direction of Poisson brackets' by choosing $C_{1}(f,g)=\{f,g\}$ (cf. Drinfel'd), which is naturally antisymmetric. However, independently of the symplectic structure, one can consider more general deformations than that defined above, because the antisymmetry of $C_{1}$ brings no significant loss of generality for any quantization on a smooth (finite dimensional) manifold. Furthermore, the famous result of Hochschild, Kostant and Rosenberg implies that any $*$--product on a regular, commutative algebra is equivalent to an algebra defined as above with an antisymmetric $C_{1}$.
An especially interesting study is concerned with the deformation quantization on varieties with singularities. The cohomological implications of such singularities should lead to some very interesting mathematical properties and also to novel mathematical results.
# PlanetPhysics/Derivation of Heat Equation

Let us consider the heat conduction in a homogeneous matter with density $\varrho$ and specific heat capacity $c$.\, Denote by \,$u(x,\,y,\,z,\,t)$\, the temperature in the point \,$(x,\,y,\,z)$\, at the time $t$.\, Let $a$ be a simple closed surface in the matter and $v$ the spatial region restricted by it.
When the growth of the temperature of a volume element $dv$ in the time $dt$ is $du$, the element releases the amount $-du\;c\,\varrho \,dv\;=\;-u'_{t}\,dt\,c\,\varrho \,dv$ of heat, which is the heat flux through the surface of $dv$.\, Thus if there are no sources and sinks of heat in $v$, the heat flux through the surface $a$ in $dt$ is
   ${\begin{matrix}-dt\int _{v}c\varrho u'_{t}\,dv.\end{matrix}}$
On the other hand, the flux through $da$ in the time $dt$ must be proportional to $a$, to $dt$ and to the derivative of the temperature in the direction of the normal line of the surface element $da$, i.e. the flux is $-k\,\nabla {u}\cdot d{\vec {a}}\;dt,$ where $k$ is a positive constant (because the heat flows always from higher temperature to lower one).\, Consequently, the heat flux through the whole surface $a$ is $-dt\oint _{a}k\nabla {u}\cdot d{\vec {a}},$ which is, by the Gauss's theorem, same as
   ${\begin{matrix}-dt\int _{v}k\,\nabla \cdot \nabla {u}\,dv\;=\;-dt\int _{v}k\,\nabla ^{2}u\,dv.\end{matrix}}$
Equating the expressions (1) and (2) and dividing by $dy$, one obtains $\int _{v}k\,\nabla ^{2}u\,dv\;=\;\int _{v}c\,\varrho u'_{t}\,dv.$ Since this equation is valid for any region $v$ in the matter, we infer that $k\,\nabla ^{2}u\;=\;c\,\varrho u'_{t}.$ Denoting\, ${\frac {k}{c\varrho }}=\alpha ^{2}$,\, we can write this equation as
   ${\begin{matrix}\alpha ^{2}\nabla ^{2}u\;=\;{\frac {\partial u}{\partial t}}.\end{matrix}}$
This is the differential equation of heat conduction, first derived by Fourier.
# PlanetPhysics/Derivation of Wave Equation From Maxwell's Equations

Maxwell was the first to note that Amp\`ere's Law does not satisfy conservation of charge (his corrected form is given in Maxwell's equation). This can be shown using the equation of conservation of electric charge:
   $\nabla \cdot \mathbf {J} +{\frac {\partial \rho }{\partial t}}=0$
Now consider Faraday's Law in differential form:
   $\nabla \times \mathbf {E} =-{\frac {\partial \mathbf {B} }{\partial t}}$
Taking the curl of both sides:
   $\nabla \times (\nabla \times \mathbf {E} )=\nabla \times (-{\frac {\partial \mathbf {B} }{\partial t}})$
The right-hand side may be simplified by noting that
   $\nabla \times ({\frac {\partial \mathbf {B} }{\partial t}})=-{\frac {\partial }{\partial t}}(\nabla \times \mathbf {B} )$
Recalling Amp\`ere's Law,
   $-{\frac {\partial }{\partial t}}(\nabla \times \mathbf {B} )=-\mu _{0}\epsilon _{0}{\frac {\partial ^{2}\mathbf {E} }{\partial t^{2}}}$
Therefore
   $\nabla \times (\nabla \times \mathbf {E} )=-\mu _{0}\epsilon _{0}{\frac {\partial ^{2}\mathbf {E} }{\partial t^{2}}}$
The left hand side may be simplified by the following Vector Identity:
   $\nabla \times (\nabla \times \mathbf {E} )=-\nabla ^{2}\mathbf {E}$
Hence
   $\nabla ^{2}\mathbf {E} =\mu _{0}\epsilon _{0}{\frac {\partial ^{2}\mathbf {E} }{\partial t^{2}}}$
Applying the same analysis to Amp\'ere's Law then substituting in Faraday's Law leads to the result
   $\nabla ^{2}\mathbf {B} =\mu _{0}\epsilon _{0}{\frac {\partial ^{2}\mathbf {E} }{\partial t^{2}}}$
Making the substitution $\mu _{0}\epsilon _{0}=1/c^{2}$ we note that these equations take the form of a transverse wave travelling at constant speed $c$. Maxwell evaluated the constants $\mu _{0}$ and $\epsilon _{0}$ according to their known values at the time and concluded that $c$ was approximately equal to 310,740,000 ${\mbox{ms}}^{-1}$, a value within ~3\
# Literature review
## Overview

A literature review is a synthesis of past academic discussion and research findings.

## Primary and secondary research

Literature reviews can be considered secondary research, which may then lead on to original research (primary research). Sometimes the boundary between primary and secondary research is not clear (e.g., a critical review of previously published ideas and data can lead to the discovery of new ideas).

## Types

Literature reviews can be:
* Scoping (Munn et al., 2018)
* Traditional or narrative
* Systematic (Munn et al., 2018)
* Meta-analytic
* Meta-synthesis
# Little Golano

LITTLE GOLANO is a simulation-game constructed as a teaching-tool for the topics of conflict analysis and resolution, collaboration, negotiation, mediation and international law. It is set in a scenario that is primarily fictitious – but still blends in and incorporates real events, history and detail, forming a ‘pseudo-reality’: a situation familiar enough to spark interest, motivation and identification, yet controlled and delineated to allow for maximum learning and skill-building.
This simulation was the winner in the international 2010-11 “Collaborative Public Management, Collaborative Governance, & Collaborative Problem Solving” teaching case and simulation competition sponsored by E-PARCC, part of the Maxwell School of Syracuse University’s Collaborative Governance Initiative, a subset of the Program for the Advancement of Research on Conflict and Collaboration (PARCC).
The background scenario depicts a fictional dispute between the United States and Mexico, over a piece of land claimed by both countries. Claims to the land go back a hundred years, to a fictional war between the countries and the fictional treaty that ended it. Underlying this presenting issue is a broad range of national and local interests, which must be resolved in order for a peaceful solution to be reached. However, power imbalances, as well as time pressure, present major obstacles to resolution. A team of UN mediators convenes negotiating teams from each country, in an attempt to reach a negotiated settlement.
Designed for dedicated and committed participants, Little Golano engrosses participants in the simulated environment for a long period of time, ranging between one to three days, or from about six to sixteen hours. This investment engenders three potential learning outcomes: In-depth understanding of the complexities of managing international conflict; Advanced skill-building in conflict resolution, negotiation and mediation skills; (optional) Experience with the nuances of categorizing, researching, pleading and negotiating issues of international law.
This file contains full simulation material, and detailed simulation setup and management instructions have been provided. Additionally, an extensive Debriefing Guide is provided to address the wide variety of training-goals this simulation can achieve.
# Literature/Tables/Subject-meaning-trigon-full

| overt cultural design | World 2 subject | covert natural sign |
| coding | | coping |
| project World 3 | meaning | object World 1 |
# Literature/Tables/Subject-meaning-trigon

| | Subject | |
| coding | | coping |
| Project | meaning | Object |
# Literature/World Brain

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|World Brain]]
# Literature/Tables/Subject-meaning-hexagon

| overt | Subject | covert |
| coding | | coping |
| cultural | | natural |
| Project | | Object |
| design | meaning | sign |
# PlanetPhysics/Bibliography for Mathematical Biophysics

Bibliography for mathematical biophysics, mathematical biology, and theoretical biology/biophysics
This is a partial bibliography for a specific area of Applied Mathematics: in Life Sciences and also Mathematical Medicine.
# PlanetPhysics/Bibliography for Non Newtonian Calculus

For the PlanetPhysics article "non-Newtonian calculi", please go to http://planetphysics.us/encyclopedia/NonNewtonianCalculi2.html
# PlanetPhysics/Bibliography for Quantum Algebraic Topology and Categories

\subsubsection{A list of references in: Algebraic topology, quantum algebraic topology, n-logic algebraic categories, Theory of Categories, functors, natural transformations, Topoi and categorical ontology.}
This is an extensive, but not intended to be comprehensive, list of selected references for several areas of both abstract and applied mathematics relevant to Quantum Algebraic Topology. A more extensive bibliography on category theory can be found on the web at the Plato, Stanford Encyclopedia of Philosophy web site.
# PlanetPhysics/Bibliography for Mathematical Biophysics and Mathematical Medicine
### Literature on mathematical biophysics, mathematical biology and theoretical biology/biophysics

This is a partial bibliography for an area of applied physics/ mathematics concerned with mathematical and physical applications to life sciences and medicine.
# PlanetPhysics/Bibliography for Mathematical Physics Foundations
## Bibliography for mathematical physics foundations

A1. Axiomatics and \htmladdnormallink{categories {http://planetphysics.us/encyclopedia/Cod.html} in the foundations of physics}
# Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Seminars on the ILO/IMO Guidelines on medical examinations of seafarers/Seminar 2 Working as seafarer with T2DM
## Zoom Seminar No 2,

Objectives: Support the seafarers for a long life working with T2DM & HTN
Ideas for multicenter epidemiological study T2DM/HTN screening
# Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Seminars on the ILO/IMO Guidelines on medical examinations of seafarers/Seminar 4 Education for seafarers' doctors on T2DM

https://www.cdc.gov/diabetes/managing/education.html
https://www.seen.es/portal/documentos/texto-completo-abordaje-integral-dm2-2022
# Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Revision of the Ships Medical Chest
## Contribute to the Revision of the EU Ships Medical Chest

During sailing it shall be possible to measure blood pressure in individuals having treatment for high blood pressure. At least two automatic apparatus should be available on all ships in case one of the devices breaks Ships Medical Chest
Self-monitoring of blood glucose for non-insulin-treated adults with Type 2 diabetes is necessary. Instructions and relevant equipment in the medical chest on board (Glucometer test kit) is needed to be added to the actual revision of the International Medical Guide for Ships and the Medical Inventory lists. A few crew embers on board shall know how to measure blood glucose and to treat severe hypoglycemia using glucagon, which must be present on all ship chests.FG
# Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/SDGs in Maritime Health Review e-journal

Researchers and academic staff in universities are key players in promoting SDGs. Contribution of scientists in different disciplines enlightens policy-makers and politicians on certain goals that need to be addressed in the future as well as on the extent of success or failure in achieving a certain goal. The SDGs are based on the presence of serious global problems that need to be addressed and solved through research and innovation. Researchers are in a position to provide genuine solutions and inventions to various national and international problems facing the pathway to achieving the 2030 agenda [10]. Local and international authorities need to adopt research results and recommendations made by academic staff and put them into a practical agenda to strengthen partnership with all stakeholders and to accelerate the practical steps toward achieving SDGs. Sweileh WM. Bibliometric analysis of scientific publications on “sustainable development goals” with emphasis on “good health and well-being” goal (2015–2019). Globalization and Health. 2020 Jul 28;16(1):68.
The meaning is that one and I don’t know when a publication come out what can you be useful. I want to do a new search for new articles within the Maritime health area
Will the goal to strengthen the STD 17 goals mainly are most often good health and well-being for all. What we can do is to ask who will and can implement this wishes it has been expressed in the in the manuscript. What should be done by the shareholders going through one by one, legal, ship gup owners, seafarers, unions, schools, government. What is the need for further research.
I will goal is to bring this knowledge to all shareholders and to ask especially students all companies to discuss what can be done.
We made a contract with persons will say they can come with a short abstract and a reference. And try to give an answer to these things. It must not be more than 100 to 200 words in all.
What is the need for further research to observe the implemenation. I will goal is to bringWhat is the need for further research. I will goal is toWhat is the need for further research.
What is the need for further research.What is the need for further research
We have to give promise that teh ones who are contributers they really come with something
Our journal will be edited in Wikipages and link to the news send to CMSS Newsletter, fagskolestidsskrifter og universitet, skoler i det maritime, rederier, vi spørger dem og de skal melde fra.
# Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Seminars on the ILO/IMO Guidelines on medical examinations of seafarers/Seminar 1 Diagnostics T2DM
## Zoom Seminar,

Objectives: To discuss the validity of the T2DM & HTN diagnostics
Should Urin-sticks still be part of the seafarers medical examinations? Is glucometer a valid screening tool? FINDRISC/ DIABSCORE useful for T2DM screening? Ideas for multicenter epidemiological study T2DM/HTN screening :
* Should Urin-sticks still be part of the seafarers medical examinations?
# Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Seminars on the ILO/IMO Guidelines on medical examinations of seafarers/Seminar 3 Education for seafarers with T2DM

Maritime Workers and Global Health: need to improve scientific knowledge and prevention
Supporting seafarers with pre-diabetes on board
MARITIME Welfare WMU
MARI-Well
Maritime Mental Health and Welfare
ISWAN Seafarers welfare, fitness and overweight to prevent Diabetes type 2
SEAHEALTH DK
Cope with sleep and nightwork
Cooking course for young seafarers
# Sheet of paper/20 times 30/Box with greatest volume/Exercise

From a sheet of paper with side lengths of $20$ cm and $30$ cm we want to realize a box (without cover) with the greatest possible volume. We do it in this way. We remove from each corner a square of the same size, then we lift up the sides and we glue them. Which box height do we need to realize the maximum volume?
# Shannon's Law

The Shannon-Hartley Capacity Theorem, more commonly known as the Shannon-Hartley theorem or Shannon's Law, relates the system capacity of a channel with the averaged received signal power, the average noise power and the bandwidth.
This capacity relationship can be stated as:
$C=W\log _{2}\left(1+{S \over N}\right)$
where:
C is the capacity of the channel (bits/s)
S is the average received signal power
N is the average noise power
W is the bandwidth (Hertz)
Shannon's work showed that the values of S,N, and W set a limit upon the transmission rate. [1]
It is important to note that doubling the bandwidth will NOT double the available capacity. The parameter N, is often defined as the average noise power in an AWGN (Additive White Gaussian Noise) system, is dependent upon bandwidth. In order to double the capacity, the argument within the logarithm, "1 + signal to noise ratio" must be squared.
$C=W\log _{2}\left(\left(1+{S \over N}\right)^{2}\right)$
$C=2W\log _{2}\left(1+{S \over N}\right)$
# Sharing Ideas/Community

* Sharing Ideas
* Ideas appreciate when shared
* Introduction
* Activities
* Resources
* Community
* Links
Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.
# Sharing Ideas/Links

* Sharing Ideas
* Ideas appreciate when shared
* Introduction
* Activities
* Resources
* Community
* Links
Links to
* Related resources which incorporate some or all of this module.
* User pages and home pages of significant contributors.
* Outputs produced by learners (e.g. new profiles, case studies, etc.)
etc.

## Outcomes

* Add links to great ideas
* Blog
* Wiki

## Courses Using this Module/Unit

* Student Social Entrepreneurship
# Sharing Wikiversity on Reddit

This is about appropriately sharing Wikiversity content on Reddit. Wikiversity is a site that is designed to help people learn. Wikiversity consists of a great deal of content licensed under a Creative Commons license. Sharing valuable content from Wikiversity to appropriate locations on Reddit can benefit those that see it potentially. Also, users from Reddit might choose to contribute content to Wikiversity, which can also spread benefits to more people.
Ideally, using Wikiversity ought to benefit you. If this is so, then in theory, sharing Wikiversity with others should benefit them as well.
This resource is about how to share Wikiversity with others on Reddit. Reddit consists of sub-Reddits which are communities related to various topics. There are tens of thousands of sub-Reddits on Reddit. There are many communities. Be sure to follow Reddits content policies when posting pages to this site there. Adhere to terms of service.

## Tips for submitting to Reddit

Here are some tips for submitting content to Reddit that people will see and be glad that they saw. They might even up-vote what you post there. The more up-votes something gets, usually means that more individuals will see it.
* Post to relevant sub-Reddits.
* Post to smaller and medium sized sub-Reddits. Often time popular sub-Reddits (those with many subscribers/followers) will have strict content policies and will auto-remove many posts for various reasons, including title formatting. Small to medium (in terms of subscriber numbers) sub-Reddits will often autoremove less content and have fewer posting rules/guidelines.
* Only post something to a relavent sub-Reddit if you think that most people seeing it will be glad that they saw it in their Reddit feed, and also might potentially benefit from the link.
* Remember to include a CC-BY-SA license notice with any content copied from Wikiversity. Links back to Wikiversity without content do not require a license notice.
* If a subreddit happens to be under hostile moderation that removes on-topic content without notice and neglects inquiry respectfully asking for explanation, you may seek out an alternative subreddit with a similar purpose and interest group.
* Add your own tip here!

## Potentially relevant sub-Reddits

Here are some Reddits in which Wikiversity content submissions might be a good fit. This list is by no means exhaustive.
* /r/SelfEducation
* /r/Education

## Example submissions

* Wikiversity - Free Sociology "Courses". Could we get some experts to help fill in the blanks? - This got 10 up-votes and 5 comments.
# Shear matrix/Product form/Exercise

Show that the shear matrix
    $A_{ij}(a)=E_{n}+aB_{ij}\,$
may be written as a matrix product $M\circ N\circ L$,where $M$ and $L$ are diagonal matrices and $N$ is a shear matrix of the form $A_{ij}(1)$.
# PlanetPhysics/Inertia Tensor

The inertia tensor is straight forward to calculate in theory from equation (1). However, in practice finding the inertia tensor of an object is quite involved and high precision is needed in applications such as spacecraft design.
   $I=\left[{\begin{matrix}\sum _{i}m_{i}(r_{i}^{2}-x_{i}^{2})&-\sum _{i}m_{i}x_{i}y_{i}&-\sum _{i}m_{i}x_{i}z_{i}\\-\sum _{i}m_{i}y_{i}x_{i}&\sum _{i}m_{i}(r_{i}^{2}-y_{i}^{2})&-\sum _{i}m_{i}y_{i}z_{i}\\-\sum _{i}m_{i}z_{i}x_{i}&-\sum _{i}m_{i}z_{i}y_{i}&\sum _{i}m_{i}(r_{i}^{2}-z_{i}^{2})\end{matrix}}\right]$
Units for the inertia tensor are $[kg/m^{2}]$. Terminology to reference the elements of the inertia tensor are the moments of inertia, which are the diagonal elements, $I_{11}$, $I_{22}$, and $I_{33}$.
and the products of inertia, which are the off-diagonal elements. A quick inspection of (1) reveals that the inertia tensor is symmetric, so the the products of inertia are
$I_{12}=I_{21}$ $I_{13}=I_{31}$ $I_{23}=I_{32}$
To help build intuition on working with the inertia tensor, a few simple cases are looked at. For the example of a solid sphere, we found that the moment of inertia of a Solid Sphere was
$I={\frac {2}{5}}MR^{2}$
This value was just the rotational inertia about a single axis that was a diameter of the sphere. It is easy to see that the general case about any of the sphere's body axes, x,y or z is taken care of by the inertia tensor with the moments of inertia being
$I_{11}=I_{22}=I_{33}=I$
and the products of inertia equal to 0. For this case of the body axes being diameters of the sphere, then the body axes are also the principle axes and this says a lot about the symmetry of the chosen axes. For an axis of rotation that is not a diameter of the sphere, then there will be non-zero products of inertia and no more symmetry, so this axis is not a principle axis. If you visualize moving the origin of the body axes anywhere other than the orgin, then the set of coordinate body axes are not principle axes of rotation.
Another simple case is for the moment of inertia of a solid cylinder. Here we find that the diagonal elements are different based on their symmetry. For the moment of inertia about the z axis, we found
$I_{33}={\frac {1}{2}}MR^{2}$
and for the symmetric axes of x and y
$I_{11}=I_{22}={\frac {1}{4}}MR^{2}+{\frac {1}{12}}ML^{2}$
If you imagine a very dense pencil, where R is small and L is large, you might have an inertia tensor that looks like
$I=\left[{\begin{matrix}100&0&0\\0&100&0\\0&0&10\end{matrix}}\right]$
Notice how this gives us a feel for how the mass of the body is distributed. For a stubby cylinder, like a disk the inertia tensor would be something like
$I=\left[{\begin{matrix}10&0&0\\0&10&0\\0&0&100\end{matrix}}\right]$
# PlanetPhysics/Insulator

An insulator is a material that does not allow Electric Charge to move freely.