OpenLLM-France/wikimedia huggingface dataset:
# Spatial Ecotoxicology

Spatial ecotoxicology is the study of the spatial pattern of risk and spatial effects of toxic chemicals on biological organisms. The toxic chemicals have a spatial distribution and transport in the environment and the food chain. Furthermore, on the population, community, ecosystem, and biosphere level spatial distributions of individuals are considered in their exposure. Spatial ecotoxicology requires the multidisciplinary fields of ecotoxicology, which integrates toxicology and ecology to determine the spatial distribution, propagation and processing of toxic chemicals.
The ultimate goal of this approach is to be able to reveal and to predict the spatial effects of pollution within the context of all other environmental factors. Based on this knowledge, the most efficient and effective action to prevent or remediate any detrimental effect can be identified. In those ecosystems that are already impacted by pollution, ecotoxicological studies can inform as to the best course of action to restore ecosystem services and functions efficiently and effectively.

## Learning tasks

* Explain spatial patterns that can been detected by study design - exposure to chemicals and cases of cancer or other diseases associated with the exposure.
* What are the challenges in creating evidence of a systemic link between exposure to chemicals and public health?
# The Advancement of Tertiary Teaching and Learning/Free Knowledge Communities and FLOSS in Education

This section of the wiki is dedicated to the development of support resources for FLOSS in education and Free Knowledge Communities. From time to time, there are forums, conferences and events that can support and promote the ongoing development of these resources. Moderators and organisers wishing to contribute to this intitiative are encouraged to list their activities here.

## Active intiatives supporting the development of resources for FLOSS in Education

* Ongoing UNESCO (IIPE) forum on Free/Libre Open Source Software for e-learning

## Guidelines for developing resources

The resources listed here are being designed as "just-in-time" professional development resources to assist academics and teachers in higher education with their e-learning activities. They are intended to be used as workshop handouts or digital readings that can be incorporated into online learning courses. Each resource should:
* NOT require more than 15 - 20 minutes reading time (less is fine but try to keep the resource short and to the point);
* aim to improve the quality of "e-teaching";
* be technology neutral (for instance, the resources should not be dependent on specific LMS systems);
* aimed at teachers that do not have much experience with e-learning;
To enhance reusability try to avoid embedding specific learning objectives, workshop activities or planned online interactions. These can be added later by facilitators who will customise the resource for their own context and target audience. If you are new to the MediaWiki software - you will find help here.

## Resources to support FLOSS in Education

* What is FLOSS?
* Describing Free Knowledge Communities
* Selecting a FLOSS Learning Management System
* Drivers for migrating to FLOSS in e-learning
* Regional and National case studies of FLOSS in education
# The Advancement of Tertiary Teaching and Learning

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about The Advancement of Tertiary Teaching and Learning. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:

## Areas of study

* E-Learning
* Scholarship of teaching
* Theory of learning
* Free Knowledge Communities and FLOSS in Education
# The Advancement of Tertiary Teaching and Learning/E-Learning
## Getting started with e-learning

You can contribute to this initiative by editing or modifying existing resources. Alternatively, you may wish to add a new resource to the list. Please read the guidelines below before contributing to the initiative.

## Guidelines for contributions

The resources listed here are being designed as "just-in-time" professional development resources to assist academics and teachers in higher education with their e-learning activities. They are intended to be used as workshop handouts or digital readings that can be incorporated into online learning courses. Each resource should:
* NOT require more than 15 - 20 minutes reading time (less is fine but try to keep the resource short and to the point);
* aim to improve the quality of "e-teaching";
* be technology neutral (for instance, the resources should not be dependent on specific LMS systems);
* aimed at teachers that do not have much experience with e-learning;
To enhance reusability try to avoid embedding specific learning objectives, workshop activities or planned online interactions. These can be added later by facilitators who will customise the resource for their own context and target audience. If you are new to the MediaWiki software - you will find help here.

## Resources to support good teaching practice

* Why should I use e-learning in my teaching
* Making courses more interactive
* Teaching with blogs
* Teaching with wikis
* The learning design process
* Selecting the right media

## Resources describing the technologies of e-learning

The resources described here are designed for academics and teachers who do not necessarily have a strong technical background. They are described from a teaching-learning perspective.
* An overview of the technologies of e-learning
* Unravelling the web of interoperability specifications
* Interaction technologies
* Blogging unplugged
* Wikis unplugged
* Podcasting
* ePortfolios

## Links to other resources

* Wikipedia article
# Introduction to Robotics/Visuals/FOR NEXT Control Flow

How a FOR / NEXT loop works.
# Introduction to Robotics/Visuals/Nested Loops

MyCount never reaches 200
# Introduction to Robotics/Sensors/Lecture

Sensors: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
In this lecture we are going to discuss some of the common sensors, how they work, and how to use them to enhance the BoeBot.
# Introduction to Robotics/Sensors/Lecture/Teachers

Sensors: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
We will be using the ultrasonic sensor to measure distance. The ultrasonic sensor uses sound waves to determine the distance to an object. The waves travel from the emitter at the speed of sound until they hit a distant object. The sound waves bounce off the object and are detected by the sensor. The sensor measures the amount of time it took to hear the echo. It will be your job to convert that time measurement into a distance measurement.
# Introduction to Robotics/Sensors/Lab/Teachers

Sensors: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## NOTE:

There are various sensor packages available, some specifically for the BoeBot, and some that can be modified to work with the BoeBot. This lab will be broken into various sections depending on what sensors are available for use. The instructors will be able to mix and match lab activities from different sections to produce a complete lab, or multiple labs.

## Preparation

There are multiple types of sensors available, some from the Parallax website, and some others from other vendors. There are various types of sensors available, and we will give some examples of what to get and where to get them from:
* Parallax Sensor Kit includes ultrasonic (distance) sensor, dual-axis accelerometer, electric compass, and LCD display.
* IR Remote Kit includes an IR remote control and an IR receiver
The lab assignment this week is going to be broken into a number of different parts, depending on what kinds of sensors and additional parts are available to the students.
# Introduction to Robotics/Sensors/Lecture/Students

Sensors: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
Name:_________________________________
Date: 10 / 7 / 2024 Sound Waves

## Speed of sound

    $D=Ct$
    D is the distance, measured in meters.
    C is the speed of sound in air, measured in meters per second.
    t is the amount of time the wave travels, measured in seconds.
    At 72°, sound travels at 344.8m/s.

## Convert to Centimeters

    We convert to centimeters because they are more useful, and it helps to remove fractions from our calculation.
    $D=Ct\times {\frac {100cm}{1m}}=100Ct$

## For the BoeBot

    $D={\frac {100CT}{2}}$
    Because the sound wave must travel to the object and back.
    The BoeBot measures t in "clock cycles", which are each 2μseconds. We must convert the equation to use seconds instead of clock cycles:
    $D={\frac {100Ct}{2}}\times {\frac {2}{1,000,000}}={\frac {Ct}{10,000}}=0.03448t$

## Fractional Math

    The BoeBot can do some limited math with fractions.
    The "**" operator is used as follows:
    $A**B=A\times {\frac {B}{65536}}$
    We calculate that:
    We can use the following code to convert time to distance:
    Distance = Conversion ** time

## Finding the Conversion Constant

    $Conversion=0.03448\times 65536=2260$
# Introduction to Robotics/Visuals

This is a listing of all visual aides used in the course. An option is given to print these visual aides. However, since they are intended for use on a projection media, they are not guaranteed to be suitable for printing.

## Block 1

* SI Units (Print)
* SI Prefixes (Print)

## Block 3

* Resistor Color Codes (Print)
# Propositional logic/Tautology/Commutativity law/Truth table/Exercise

Prove, using truth tables, that the following statements are tautologies.
* $\alpha \wedge \beta \longleftrightarrow \beta \wedge \alpha$.
* $\alpha \vee \beta \longleftrightarrow \beta \vee \alpha$.
# Propositional logic/Propositions/Applied sciences/Introduction/Section

A proposition is a structure of language (a sentence) that can be either true or false. It might be the case that it is difficult to decide whether the proposition is true or false. The important thing is that the predicates true and false are reasonable predicates for the structure due to its syntactic and semantic form.
The condition that the meaning of a sentence is completely clear is usually not fulfilled by statements of the natural language. Let's have a look at the sentence
    This horse is fast.
On one hand, we do not have any information about what horse we are talking, and the validity of the statement depends probably on the horse. On the other hand, the meaning of "fast“ is not so clear that even if we knew about which horse we are talking, it is difficult to agree whether we want to consider it as rather fast or not. Further examples are
    Martians are green.
    I eat my hat.
    Heinz Ngolo and Mustafa Müller are friends.
In a natural language, we have the possibility to produce a situation (by adding information, considering the context, making agreements) where one can clarify the meaning of the statement. In logic and in mathematics however this kind of solution is not allowed. Instead, the meaning of the proposition has to be clear from the terms used in the proposition alone, and these terms have to be defined in advance. Some mathematical statements are (maybe true, maybe false)
    $5>3$.
    $5<3$.
    5 is a natural number.
    We have $7+5=13$.
    Prime numbers are odd.
If we understand these statements and in particular the concepts and symbols involved, then we recognize that we are dealing with a proposition that may be true or false, and this holds independently whether we know its validity. Whether a structure of language is a proposition does not depend from our knowledge whether it is true or false, nor on the effort necessary to decide whether it is true or false. In the following we present some mathematical objects which are not propositions:
    5
    5+11
    The set of prime numbers
    $A\cap B$
    A sum of five squares
    $\int _{a}^{b}f(t)dt$.
Instead of dealing with concrete propositions, in the following we take up the position that a proposition is just a propositional variable $p$ which may have the logical value (truth value) true or false. We are then interested on how the assignment of logical values behaves when we construct new propositions from old propositions.
# Propositional logic/Find an expression for the truth function/fftf/Exercise

Find a quite simple expression from propositional logic, which describes the following truth function, given by a truth table.
| $p$ | $q$ | $?$ |
| t | t | f |
| t | f | f |
| f | t | t |
| f | f | f |
# Propositional logic/Find an expression for the truth function/ttft/Exercise

Find a quite simple expression from propositional logic, which describes the following truth function, given by a truth table.
| $p$ | $q$ | $?$ |
| t | t | t |
| t | f | t |
| f | t | f |
| f | f | t |
# Propositional logic/Logical connectives/Applied sciences/Introduction/Section

Starting from several propositions, one can build new propositions. From the proposition
    I eat my hat
one can build the
negative proposition
    I do not eat my hat,
from the two propositions
    Martians are green
and
    I eat my hat
one can produce the following new propositions.
    Martians are green and I eat my hat
    Martians are green or I eat my hat
    If Martians are green, then I eat my hat
    If it is not true that Martians are green, then I eat my hat
    If Martians are green, then I do not eat my hat
    If it is not true that Martians are green, then I do not eat my hat
    Martians are green if and only if I eat my hat
Here, the two propositions involved are not changed (maybe some slight changes due to grammar), they are just brought together into a new logical relationship. Such a logical combination (operation) is characterized by the fact that its logical value is determined by the logical values of the propositions involved and the meaning of the logical combinations (in propositional logic, these are called logical connectives). The proposition
    Martians are green and I do not eat my hat
is true if and only if both propositions are true. This is the logical meaning of the and-connective. A further connection between the two statements is not necessary.
To contrast, let us consider a proposition like
    The green Martians eat hats
Here a completely new proposition arises, where just some words or predicates of the two propositions occur, but its logical value can not be deduced from the given propositions.
We have a logical connective of propositions if the logical value of the whole proposition can be deduced from the logical values of the propositions involved. The logical connectives determine how the logical value of the compound proposition has to be computed from the logical values of the propositions involved.
# Propositional logic/Tautology/Associativity law/Truth tables/Exercise

Prove, with the help of truth tables, that the following statements are tautologies.
* ${\left(\alpha \wedge \beta \right)}\wedge \gamma \longleftrightarrow \alpha \wedge {\left(\beta \wedge \gamma \right)}$.
* ${\left(\alpha \vee \beta \right)}\vee \gamma \longleftrightarrow \alpha \vee {\left(\beta \vee \gamma \right)}$.
# Understanding FPGA Design
## Programmable Logic Devices

* PLA
* PAL
* GAL
* CPLD
* FPGA

## FPGA Architectures

* Basic structure of FPGAs (pdf)
* FPGA based on SRAMs (pdf)
* FPGA based on ROMs with anti-fuses (pdf)
* FPGA based on Non-volatile Memories (pdf)
* Features of FPGAs

## Circuit Level Characteristics

* Logic Cell Circuit
* IO Cell Circuit
* Interconnect Circuit

## FPGA Development Phases

* Design
* Simulation
* Synthesis
* Implementation (pdf)
* Programming

## Clocking Scheme

* Clock Control
* Clock Domain
* Reset Signals
* Xilinx DCM & 2-phase clock, Contraining technique
* Xilinx XPower, Power and Energy Aware Design?

## Using ROM

* VHDL Example Code ( pdf )

## Latch based design

* Latch in FGPA ( pdf )

## Dual Edge Triggered Flip Flop based design

See Electrical & Computer Engineering Studies
# Understanding FPGA Image Processing Algorithms

See D. Bailey's Book "Design for Embedded Image Processing on FPGAs"
See an EURASIP papar
See a median filter paper
See A. Shahbahrami, "FPGA Implementation of Parallel Histogram Computation"
See E. Garcia, “Implementing a Histogram for Image Processing Applications"
See Q Xu, “A Distributed Canny Edge Detector: Algorithm and FPGA Implementation"
go to [ Electrical_&_Computer_Engineering_Studies ]
# Thelemic Mysticism
## Thelema and the Middle Path

In the past the link between the philosophy of Thelema and the practice of magick has been closely linked. The middle path as the sole means of attainment is not often discussed in depth. It is the aim of this course to educate the student on the tasks and trials of advancing up the path of the mystic.

## Differences between magick and mysticism

Magick and mysticism have a very strong relationship to each other that is often explored simultaneously by practitioners. However, there are those who would choose only one of these methods to achieve enlightenment. Both paths can be mapped out according to the Tree of Life.
The path of the Magickian leads the practitioner through each sephirah and path as one gains an understanding and grasp of each and is ready to progress further. This can be thought of in completion as exhausting the possibilities of creation.
The path of the Mystic differs in that it leads one straight up the middle pillar of the tree from Malkuth to Kether without deviating from balance and harmony. This can be thought of in finality as the focusing of energies towards the divine.

## Yoga

An important part of Crowley's work was his discussion of Yoga. Crowley's work with Raja Yoga has been instrumental in the development of the esoteric sciences in the western world. Today, Yoga is a major part of the curriculum and training of Magickians.
This system of spiritual attainment has been used for thousands of years in India and has been worked into a science. There are eight parts to Raja Yoga: Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana, and Samadhi. The students progression and mastery over each limb of the system leads to a fuller understanding and mastery over the elements of nature itself.

## Thelemic Doctrine

There are many mystically oriented texts originating from Crowley himself. Many of these exercises are intended to bring one closer and eventually to union with whatever deity one would choose. This type of work is intended to unite dualities within the self to bring one more in line with their own True Will.

### Resources

* Pranayama Without Tears - Introduction to the practice of Yoga
* Liber Astarte - Union by Devotion

### Related links

* Department of Thelemic Studies
* THELEMA 101: Basics
* THELEMA 102: Metaphysics - The Thelemic Universe
* THELEMA 103: Ethics
* THELEMA 104: The Practice of Thelema
# Theology/Seminary Notes

A seminary, theological college, or divinity school is an institution of secondary or post-secondary education for educating students (sometimes called seminarians) in theology, generally to prepare them for ordination as clergy or for other ministry.
The resources in this learning project are a collection of notes created by seminary students.

## Resources

* 06012009
* Economy of Creation
* Historical Christian Theology
* OT01
* OT02
* Partee First Semester
* Seminary Chapbook
* Theology weened on Greek Philosophy
* Timeline from Reformation Handout
# Theology/Seminary Notes/Economy of Creation

The Theaetetus of Plato By Myles Burnyeat, M. J. Levett page 327
In short did God create the whole universe 6000 years ago or has the canvas grown as people wandered about it. Was the garden a zone (zone - a locally circumscribed place characterized by some distinctive features) in an expanse of nothing. It wouldn't even need to be an island because there would be no need to consider a body of water much less a sea, surely the great cosmic expanse that the Hubble is exploring today would have been of no economic use during the voyage of Noah. It would be revealed in the World of Warcraft. Unprecieved space is undrawn in the economy of creation in that man made world. Human's are limited in gigabits and God is limited in nothing. Still the tree that falls in the wood is heard by God only if it is his pleasure to hear it.
I think that many of the stories make literal sence in an Economy of Creation. Adam and Eve in a finite garden with decorative lights in the sky. One in the Day one in the night. Cain kills his brother and needs a mate. We have a city and some social structures. Those social stuctures start milling around and acting negatively. Flood the whole "place". Create rain and rainbows. Harvest and seasons. They unite and build a tower. Create histories, cultures, dialects. It just seems to make sence. As science progresses God invents. A woman is cold on a cold day God in Love inspires her to rub her hands. God invents friction and she discovers warmth. She gives it a word an shows a friend they experiment and friction becomes fire. God smiles and stokes the Sun with great forests of wood. Who nows if smoke was invented to make a meal taste better. If one morning the fire had no smoke and the following day it did. Who would note it? In a week what was would be forgotten and what now is would be commonplace. Whole generations would erupt from nowhere as a creature whould crest a hill. Whole societies would be created with History thoughts and vices to serve the interest and pleasure of God. To test or to rest those in God's keeping.
Why the earth could be comfortably flat for centuries before God invented and columbus discovers a landmass. The form is drawn with ear to prayer of sailor and delight of creator with pen. Darwin sets off on a voyage of fate, we discover and all the while God is curious and involved in the movement and shifts of biology, geology, physics and space.
What mysteries exist on the fringe of our vision. Will the prayers of Alien seekers be answered in the nearby reaches? Will scientists say, "It was there all along but the radioactive dust that shielded us has moved. Radioactive dust does that. We were suprised to discover that it did but now that we look at the dust it is clearly moving. What is amazing is that that particular cloud is nine billion years old and if it hadn't been that old we wouldn't have seen Planet J. Bla Bla Bla." Or will we find a damaged relic in Antartica that "Puts the nail in the coffin of creationists."