OpenLLM-France/wikimedia huggingface dataset:
# Wikiphilosophers/Time/Intelligendi conceptionis spectrum vis temporis et eius spectra in universo
## Spectrum

These arguments about time are the beliefs of User:Elías Fortaleza de la Fuerza Sánchez. Time is a conceptual spectrum through which we exist and percieve our existence in various spectra.

## Understanding Time

Understanding the relationship between time, distance/displacement, work, and energy, etc will help us understand the universe better.

## Constant

Time is a constant (s), that is not a constant. s = second

## Recording

When we keep track of time we lose track of time, no matter how little.

## Relationships
### E = $^W$/$_T$

* E = Energy
* W = Work
* T = Time
E = $^W$/$_T$; crossmultiply ET = W; divide both sides by E and T = $^W$/$_E$; note E = $^W$/$_T$, T = $^W$/$_{W/}$$_T$; T = $^{WT}$/$_W$; W cancels itself out T = T

### E = MC$^2$

E = MC$^2$; note E = $^W$/$_T$; C = speed of light; $^W$/$_T$ = MC$^2$; crossmultiply W= TMC$^2$; T = $^W$/$_{MC2}$; MC$^2$ = E; If T = T; T = $^W$/$_{MC2}$; W = Ma; T = $^{Ma}$/$_{MC2}$; M cancels itself, T = $^a$/$_{C2}$
* M = Mass
* a = Acceleration (due to gravity)

### T = a/C$^2$

T = $^a$/$_{C2}$; a = $^{ms-2=m/s2;T=m/T2/T2;T=mT2/T2,Tcancelsitself,T=m}$
* m = Distance/Displacement/Length in metres
* Speed of light (C) is changed directly to time (T) because speed = distance (moved) in time; time is constant but the distance is not, distance is represented as x, x = m, m = T; distance = mT, x = m; xT = mT = $^{mT}$/$_T$; T cancels itself T = m
* Or $^m$/$_s$ = ms$^{-1}$; m = x = $^x$/$_T$; T = m; $^x$/$_m$ = $^m$/$_m$ = 1; T = mT$^2$ = m$^3$ volume; Time = distance = volume; Time = 3-dimesional disance = volume

### T = m

As shown above, time (T) = distance in metres (m); the universe has no limits as time, measured in seconds (s), keeps passing. Time remains constant but, its unit, the second (s) keeps adding itself by 1 with each passing instant. Therefore, the universe keeps expanding by a constant figure each passing instant.

### Expansion Of The Universe

T = m; T = $^a$/$_{C2}$; m = $^a$/$_{C2}$; a = 9.81; C = 299,792,458ms$^{-1}$; m = $^{9.81}$/$_{299,792,452}$ = 1.091509705×10$^{-16}$ms$^{-1}$ as the rate of expansion of the universe in metres per second. Thus the universe keeps expanding forever and is infinite.

### Confirmation Of Universal Expansion

As shown with T = $^a$/$_{C2}$, the universe expands at a rate of 1.091509705×10$^{-16}$ms$^{-1}$; using T = $^{MC2}$/$_{S2}$ also confirms this

### T = $^{MC2}$/$_{S2}$

T = m; m = 9.81/2997924582 = 1.091509705×10-16; m = T; T = $^a$/$_{C2}$; a = ms$^{-2}$ = $^{m/s2;T=m/s2/C2;T=mC2/S2;T=((8.893086644×10-26)×(2997924582)2/S2=1.091509705×10-16ms-1}$
# Real finite-dimensional vector space/Bases with same orientation/Definition

Let $V$ denote a real finite-dimensional vector space. Two bases $v_{1},\ldots ,v_{n}$ and $w_{1},\ldots ,w_{n}$ are said to have the same orientation if the determinant of their transformation matrix is positive.
# Real finite-dimensional vector space/Orientation as equivalence class/Definition

Let $V$ denote a real finite-dimensional vector space. An orientation of $V$ is an equivalence class of bases of $V$ under the equivalence relation of having the same orientation.
# Real finite-dimensional vector space/Oriented vector space/Definition

Let $V$ denote a real finite-dimensional vector space. The space is called oriented if an orientation is declared on it.
# Symmetries/Bilateria/Introduction/Section

The most important evolutionary splitting in the animal kingdom (more precisely, among the eumetazoa) is related to the symmetry of the animals. There are the radial-symmetric animals like jellyfish, and the so-called bilateria. The first ones have only one structuring direction (front and back), along which the animal can develop different features. In the plane perpendicular to this axis, only the distance to the axis makes a difference, they can rotate around the axis. The bilateria have a second structuring direction, beside front and back they have up and down; this makes the development of more complex animals possible. The genetic encoding of the space structure, the basis of this complexification, was an important step in evolution. A consequence was the Cambrian explosion.
# Symmetries/Isometries/Plane rotations/Introduction/Section

If the rotation axis of a space motion is known, then the motion is characterized by what happens on the plane perpendicular to the axis. Therefore, it is first important to understand motions in the plane that fix a point.
# Machine learning

Machine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases. A major focus of machine learning research is to automatically learn to recognize complex patterns and make intelligent decisions based on data; the difficulty lies in the fact that the set of all possible behaviors given all possible inputs is too complex to describe generally in programming languages, so that in effect programs must automatically describe programs. Artificial intelligence is a closely related field, as also probability theory and statistics, data mining, pattern recognition, adaptive control, and theoretical computer science.

## Topics

* Bird's Eye View
* Reinforcement Learning
* Unsupervised Learning
* Supervised Learning
* Statistics Fundamentals
* Artificial Neural Networks
* Transformer Architecture
* Inductive Inference
* PAC Learning
* VC Dimension

## Offsite courses
### MIT Open Learning Library

* Introduction to Machine Learning , undergraduate course 6.036.

### Mathematical Monk

* Machine Learning, 160 video lectures hosted on Youtube.

### Lecture notes

* Foundations of Machine Learning and Data Science, Nina Balcan and Avrim Blum, Carnegie Mellon University, Fall 2015
* Machine Learning, Rohil Singh, Tommi Jaakkola, and Ali Mohammad, MIT, Fall 2006.

## Readings
### Wikipedia

* Machine learning
* Artificial intelligence
* Computational learning theory
* Pattern recognition
* Genetic algorithm
* Deep learning
* Artificial neural network
* List of machine learning concepts
* Journal of Machine Learning Research
* List of datasets for machine learning research
* Quantum machine learning
* Vanishing gradient problem

### Textbooks

* Machine Learning by Tom Mitchell, published McGraw Hill, 1997.
* Deep Learning by Ian Goodfellow, Yoshua Bengio, and Aaron Courville, published MIT Press, 2016.
# African Arthropods/Crabroninae

All crabronid species known in the Afrotropics are of the subfamily Crabroninae. Several species of the subfamily Dinetinae are found in Egypt, Tunisia and Algeria (Palearctic).

## South African wasps of Tribe Crabronini

* Crabronidae - sand wasps (Dasyproctus sp.)

## South African wasps of Tribe Larrini

* Crabronidae - sand wasps (Dicranorhina kohli)
* Crabronidae - sand wasps (Liris haemorrhoidalis)
* Crabronidae - sand wasps (Liris haemorrhoidalis)
* Crabronidae - sand wasps (Tachysphex sp.)
* Crabronidae - sand wasps (Tachysphex cf asinus)
* Crabronidae - sand wasps (Tachytes sp.)

## South African wasps of Tribe Miscophini

* Crabronidae - sand wasps (Paranysson sp.)

## South African wasps of Tribe Oxybelini

* Crabronidae - sand wasps (Oxybelus sp.)
* Crabronidae - sand wasps (Oxybelus sp.)

## South African wasps of Tribe Palarini

* Crabronidae - sand wasps (Palarus pentheri)

## South African wasps of Tribe Trypoxylini

* Crabronidae - sand wasps (Pison sp.)
* Crabronidae - sand wasps (Trypoxylon sp.)

## South African wasp species of Subtribe Larrina Latreille, 1810 (Larrini)
### Genus Dicranorhina Shuckard, 1840

* Dicranorhina kohli (Brauns, 1899) (South Africa)

### Genus Larra Fabricius, 1793

* Larra extrema Dahlbom, 1845 (South Africa)
* Larra nigripes (Fabricius, 1793) (South Africa)
* Larra outeniqua Arnold, 1923 (South Africa)

### Genus Liris Fabricius, 1804

* Liris wasps hunt crickets
* Liris alaris felinus (Arnold, 1923) (South Africa)
* Liris antaka transvaalensis (Cameron, 1910) (South Africa, Ethiopia)
* Liris aterrimus (Smith, 1856) (South Africa)
* Liris atropos Gribodo, 1894 (Mozambique, South Africa, Zimbabwe)
* Liris bembesianus (Bischoff, 1913) (Namibia, Zimbabwe, [South Africa?])
* Liris ciliatus (Smith, 1856) (South Africa)
* Liris denticulatus (Turner, 1920) (South Africa)
* Liris diabolicus (Smith, 1873) (Kenya, South Africa, Democratic Republic of Congo)
* Liris haemorrhoidalis (Fabricius, 1804) (Old World)
* Liris memnonia (Smith, 1856) (South Africa, Afrotropics, Palearctic)
* Liris niger namana (Bischoff, 1913) (South Africa)
* Liris nugax (Kohl, 1894) (South Africa, Ethiopia, Malawi)
* Liris rufoscapus (Cameron, 1905) (South Africa)
* Liris sepulchralis (Gerstaecker in Peters, 1858) (South Africa, Afrotropics)
* Liris solstitialis (Smith, 1856) (Madagascar, South Africa, Tanzania)
* Liris subfasciatus (Walker, 1871) (South Africa, Afrotropics)
* Liris transvaalensis (Cameron, 1910) (South Africa)
# Instructional design/User testing of e-learning courses/Check Your Knowledge 4

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results

## Knowledge Check 1

Read the user testing data and then indicate whether it is quantitative or qualitative by selecting the appropriate radio button. When you are finished making your selection, click the "Submit" button.

## Knowledge Check 2

Read the user testing data and then indicate whether its severity by selecting the appropriate radio button. For the purposes of this exercise, you have already confirmed each item's veracity. When you are finished making your selection, click the "Submit" button.

## Knowledge Check 3

In the previous lesson, Conducting User Testing, you conducted your own user test on an e-learning page from Wikiversity. In this knowledge check, practice what you know about analyzing results by judging the severity of each your findings. If you believe that the item needs resolution, think about how you might go about fixing it.
| Previous | Next |
Click Next to conclude this module.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results
# Wise Affirmations/Courage

Courage is the resolve to act virtuously, especially when it is most difficult. It is acting for the good, when it would be much easier not to this time.
These affirmations encourage practicing the virtue of courage.
The affirmations are derived from the materials in the course on:
* The virtue of courage, and
* Finding Courage.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are courageous.
You can do this.
You dare to do mighty things.
You understand the danger and act according to your well-chosen values.
You are not reckless.
You draw from strength and act with courage.
You act on well-chosen values rather than impulse.
You endure when faced with obstacles.
You endure when faced with fatigue.
You exercise moral courage.
You always do your best.
You refuse temptations.
You do the right thing when facing defining moments.
You find the courage to act according to your well-chosen values.

## Recommended Reading:

Students interested in learning more about finding courage may be interested in the following materials:
* Miller, William Ian (February 19, 2002). The Mystery of Courage. Harvard University Press. pp. 360. ISBN 978-0674008267.
* Warrell, Margie (January 2, 2009). Find Your Courage: 12 Acts for Becoming Fearless at Work and in Life. McGraw-Hill Education. pp. 320. ISBN 978-0071605373.
* Oliner, Samuel P (November 5, 2004). Do Unto Others: Extraordinary Acts Of Ordinary People. Basic Books. pp. 304. ISBN 978-0813342870.
* Kidder, Tracy (August 25, 2009). Strength in What Remains. Random House. pp. 304. ISBN 978-1400066216.
# Bowling Fundamentals

Bowling is a popular recreational and competitive sport that involves rolling a weighted ball down a lane to knock down a set of pins. This article provides an overview of the fundamental aspects of bowling. It's main instructor is Contributor 118,784, however, anyone is free to contribute.

### Rules and Gameplay

Bowling is typically played with ten pins arranged in a triangular formation at the end of a 60 foot long, 42 inch wide lane. The central objective of the game is to knock down all ten pins with as few rolls of the ball as possible.
Key rules and gameplay elements include:
1. Scoring: Bowling uses a scoring system where players earn points based on the number of pins they knock down in each roll. Strikes (knocking down all ten pins in one roll) and spares (knocking down all ten pins in two rolls) earn bonus points.
2. Equipment: Players use bowling balls, made of a variety of materials. These include plastic, urethane, and reactive. Bowling balls come in various sizes and weights, usually 6 to 16 pounds. Bowling shoes with smooth soles are also worn to facilitate sliding on the lane.
3. Lane Etiquette: There are specific rules and etiquette for behavior on the bowling lanes, including taking turns, maintaining a reasonable pace, wearing bowling shoes and respecting the equipment.

### Types of Bowling

Bowling has several variations aside from tenpin, including:
1. Ten-Pin Bowling: The most common form of bowling, covered in this article. It's played with ten pins and a heavy ball, typically 6-16 pounds.
2. Nine-Pin Bowling: A variation of the game with nine pins and different scoring rules.
3. Five-Pin Bowling: Played with five smaller pins and a handheld ball, popular in Canada.
4. Candlepin Bowling: Primarily played in New England, using tall, thin pins and a small ball.

### Bowling Techniques

Effective bowling involves mastering various techniques, including:
1. Grip and Release: Understanding how to hold the ball and release it with precision is crucial for accuracy.
2. Approach and Delivery: The approach to the foul line and the delivery of the ball requires proper timing and coordination.
3. Targeting: Bowlers aim for specific areas of the lane to optimize pin action. This is achieved through what is either called hook or curve.

### Learning Resources

Bowling is a skill that can be developed through practice and coaching. Many bowling centers offer lessons and resources for amateurs.
# Latin II/Future Tense Lesson 3

Salvēte omnēs! Welcome back to Latin for Wikiversity. Here you can peruse a new lesson in Latin, in a simple format. If you would like to catch up, you can find a directory of lessons, a classified vocabulary list, and Memrise courses at the links on the right.
This lesson we’ll continue with future tense, with some irregular verbs and deponent verbs. The basic paradigms
    bō, bis, bit, bimus, bitis, bunt
    am, ēs, et, ēmus, ētis, ent
that we’ve studied in the past two lessons take care of the vast majority of (active) future tense forms, but for deponent verbs (verbs with active meaning but passive in form) we will need to be familiar with those forms as well. Basically, we are learning the passive voice forms before studying the passive voice, but you can think of it as saving time later on. Here are some sample conjugations of deponent verbs in future tense:
1st conjugation cōnor :
| Latin | English |
| cōnābor | I will try |
| cōnāberis | You will try |
| cōnābitur | He / she / it will try |
| cōnābimur | We will try |
| cōnābiminī | You (pl) will try |
| cōnābuntur | They will try |
3rd conjugation loquor :
| Latin | English |
| loquar | I will speak |
| loquēris | You will speak |
| loquētur | He / she / it will speak |
| loquēmur | We will speak |
| loquēminī | You (pl) will speak |
| loquentur | They will speak |

## New Sentences

| Latin | English |
| Gāius sīgnum feret. | Gaius will bear the standard. |
| Lac domum adferent (afferent). | They will bring/carry the milk home. |
| Abībimus. | We will go away. |
| Aderisne? | Will you be present? |
| Cīvēs Americāna fīam. | I will become an American citizen. |
| Multa ante diem Veneris fīent. | Many things will be done/ happen before Friday. |
| Mārcus īre volet. | Marcus will want to go. |
| Laborāre nōlent. | They will not want to work. |
| Cōnābor. | I will try. |
| Paula iterum cōnābitur. | Paula will try again. |
| Lūciam sequentur. | They will follow Lucia. |
| Latīnē loquar. | I will speak Latin. |
| Dē Rōmā antīquā loquēris/ loquēminī. | You will speak about ancient Rome. |
| Māter tēcum loquētur. | Mother will speak with you. |
| Īnfāns mox nāscētur. | The baby will be born soon. |
| Nāscēntur, vivent, et morientur. | They will be born, they will live, and they will die. |
| Computātrō ūtar. | I will use the computer. |
| Sol crās oriētur. | The sun will rise tomorrow. |
| Nōn oblīvīscar. | I will not forget. |
| Mārcus Lūciae recordābitur. | Marcus will remember Lucia. |
| Hoc nōn patiētur. | He will not allow this. |

## Practice

Practice and learn the words and phrases in this lesson :
| Step one | First learn the words using this lesson: Future Tense vocabulary |
| Step two | Next try learning and writing the sentencing using this: Future Tense Sentences |
| Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) ||
As always, if there are questions or comments, leave them on the talk page and we will do our best to respond. Vōbīs grātiās agō et valēte!
# Latin II/Imperatives Lesson 2

Salvēte omnēs! Welcome back to Latin for Wikiversity. Here you can pursue a new lesson in Latin, in a simple format. If you would like to catch up, you can find a directory of lessons, a classified vocabulary list, and Memrise courses at the links on the right.
From our previous lesson, remember that imperatives are expressed in either singular or plural, addressing one person or more than one. This lesson, we’ll work on some imperatives that come from irregular or deponent verbs, and some combinations of imperatives and infinitives.
There are some verbs that have extra-short singular imperatives:
Very short Latin commands :
| Verb | Command sing | Command pl | English |
Deponent verbs form the imperative singular by changing the final -is of the 2nd person singular form to an -e. They form the imperative plural the same way as the 2nd person plural.
Latin deponent verb commands :
| Verb | Command sing | Command pl | English |

## New Sentences

| Latin | English | Notes |
| Ī / Īte domum! | Go home! | |
| Abī! / Abīte! | Go away! | |
| Exspectā! / Exspectāte! | Wait! | |
| Vēnde / Vēndite domum. | Sell the house. | |
| Sequere / Sequiminī mē. | Follow me. | |
| Fac / Facite id iterum! | Do it again! | |
| Fer / Ferte auxilium! | Bring help! | |
| Affer / Afferte mihi cultrum! | Bring me a knife! | |
| Aufer / Auferte ab eō gladium! | Take the sword away from him! | From aufero, auferre, abstuli, ablatus = take away |
| Dīc / Dīcite mihi omnia! | Tell me everything! | |
| Dūc / Dūcite Lūciam ad hortum nostrum. | Lead (take) Lucia to our garden. | |
| Loquere / Loquiminī Latīnē, quaesō. | Speak Latin, please. | |
| Loquere / Loquiminī mēcum. | Talk to me / Speak with me. | |
| Ūtere / Ūtiminī hoc pōculō. | Use this cup. | |
| Cōnāre / Cōnāminī dormīre. | Try to sleep. | |
| Mementō / Mementōte ōstium claudere. | Remember to close the door. | |
| Nōlī / Nōlīte mātris tuae (vestrae) oblīvīscī! | Don’t forget your mother! | n.b. nōlī is used with infinitive form to complete its meaning; oblīvīscor is used with gen. case. |
| Jace / Jacite pīlam! | Throw the ball! | |
| Lavā / Lavāte manūs! | Wash your hands! | |
| Mementō morī. | Remember that you will die | literally, remember to die |
| Dā mihi, amābō, plūs sōlānōrum tūberōsōrum tūnsōrum et iūris! | I’ll have some more mashed potatoes and gravy! | From Latin for Even More Occasions, by Henry Beard. 6th graders love this one! |

## Practice

Practice and learn the words and phrases in this lesson :
| Step one | First learn the words using this lesson: Imperatives vocabulary |
| Step two | Next try learning and writing the sentencing using this: Imperatives Sentences |
| Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) ||
We have more imperatives for you in the next lesson. Valēte!
# Latin III/Gerunds Lesson 1

Salvēte omnēs! Welcome back to Latin for Wikiversity. This lesson introduces the gerund, a verbal noun that expresses ongoing action. Think of it as the "-ing" form of the verb when used as a noun in English, as in "Running is good exercise" or "I am fond of reading."

## The Gerund

The gerund is formed by adding -nd- plus case endings to the present stem of the verb (remove -ō from first principal part for 1st and 2nd conjugation; for 3rd and 4th, remove -ō and add 'e'). The gerund only exists in the neuter singular, and lacks a nominative case - the infinitive is used instead. For example:
From amō (1):
* Gen: amandī = of loving
* Dat: amandō = for/to loving
* Acc: amandum = loving (only used with prepositions)
* Abl: amandō = by/with loving
From moneō (2):
* Gen: monendī = of warning
* Dat: monendō = for/to warning
* Acc: monendum = warning
* Abl: monendō = by/with warning
From regō (3):
* Gen: regendī = of ruling
* Dat: regendō = for/to ruling
* Acc: regendum = ruling
* Abl: regendō = by/with ruling
From audiō (4):
* Gen: audiendī = of hearing
* Dat: audiendō = for/to hearing
* Acc: audiendum = hearing
* Abl: audiendō = by/with hearing

## New Vocabulary

| Latin | English |
| ars, artis, f. | art, skill |
| difficultās, difficultātis, f. | difficulty |
| facultās, facultātis, f. | ability, opportunity |
| studium, studiī, n. | zeal, enthusiasm, study |
| ūtilis, ūtile | useful |

## New Sentences

| Latin | English | Notes |
| Legere est ūtile. | Reading (to read) is useful. | Infinitive used for nominative |
| Ars scribendī difficilis est. | The art of writing is difficult. | Genitive gerund |
| Tempus legendī venit. | The time for reading has come. | |
| Cupidus sum discendī. | I am eager for learning. | Genitive with adjective |
| Aqua ūtilis est bibendō. | Water is useful for drinking. | Dative of purpose |
| Ad docendum parātus sum. | I am prepared for teaching. | Accusative with ad |
| Docendō discimus. | By teaching, we learn. | Ablative of means |
| Mārcus facultātem legendī habet. | Marcus has the ability of reading. | |
| Difficultātem scrībendī superāvit. | He overcame the difficulty of writing. | |
| Dē vivendo cogitō. | I think about living. | Ablative with preposition |
| In legendō tempus consumit. | He spends time in reading. | |
| Studium discendī utile est. | The enthusiasm for learning is useful. | |
| Sine legendō nōn est doctrina. | Without reading there is no learning. | |
| Causā docendī vēnit. | He came for the sake of teaching. | Purpose with causā |

## Practice

Practice and learn the words and phrases in this lesson :
| Step one | First learn the words using this lesson: Gerunds vocabulary |
| Step two | Next try learning and writing the sentencing using this: Gerunds Sentences |
| Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) ||
In our next lesson, we will explore the gerundive and more complex uses of the gerund. Valēte omnēs!