OpenLLM-France/wikimedia huggingface dataset:
# Propaganda
## What it is

According to britannica.com, propoganda is the "manipulation of information to influence public opinion." It says what you want it to say, usually making you look good and your opponent bad.
Wikipedia has a very good article on propaganda. Read it.

## Creating your own

Once you have an idea of what professionals are creating, you can try making some of your own for an organization you are involved with, a cause you want to fight for, or just for fun.

### Finding the Audience

To create propoganda, you must first have a target audience. You must understand this audience and be able to predict their reaction to relevant ideas and combinations of ideas. The material you have to work with doesn't need to be truthful, just convincing. If it doesn't matter who in particular you need to convince, just numbers, as in a political campaign, you may wish to target a group that you feel may be the easiest to convince.

### Generating Ideas

If you read the wikipedia page, you will have a good collection of techniques to try out. Certainly not all will be necessary for your project, and you do not want to overload your piece with too many ideas, but it is a good idea to consider all of them to see what will be the most effective for your target.

### Production and Distribution

Where you place your materials can be vital to the success of your campaign. Make sure your materials are placed where they can reach your target but (if need be) not be in the way of something or someone that will remove it before the target is reached.

### Reality Check

Once you come up with an idea and means of distribution, do a reality check. Questions to ask yourself include:
* Will this really convince anyone of anything?
* Will it offend anyone?
* Does it matter if it offends that group?

### Sample Case

Some groups like to tape fliers up in bathroom stalls. Everyone that enters the stall will see the flyer and may be your captive audience for at least a few seconds as they evaluate the flyer to see if it is worth looking at further. Since you have such little time to get them interested, many bathroom fliers have a large picture or large bold text, are colorful, or in some way draws their attention in. It is not a good idea to include large blocks of text in these because most people are not going to sit in the bathroom for an extended period of time just to read a flyer. They will either ignore it or take it with them to read later, which reduces the effectiveness of the flyer since it reaches fewer people.

## Projects

* Poster
* Flyer
* Handbill
* Banner
* Flag
* etc.
# Pronunciation

Wikiversity has a number of resources for pronunciation in a variety of languages.
* Afrikaans/Pronunciation
* Korean pronunciation
* Filipino/Pronunciation
# Proof by contradiction/Square root of 2 and Euclid/Introduction/Section

We give two classical examples for a proof by contradiction.

## Theorem

$2$
${\sqrt {2}}$

### Proof

We make the assumption that there exists some rational number whose square equals $2$, and we have to derive a contradiction from this. Our assumption means the existence of
    $x\in \mathbb {Q} \,$
fulfilling the property
    $x^{2}=2\,.$
A rational number can be written as a fraction, where numerator and denominator are integers. Hence, the rational number $x$ has the form
    $x={\frac {a}{b}}\,.$
Moreover, we can suppose that this fraction has been reduced to its lowest terms, so that the greatest common divisor of $a$ and $b$ is $1$. In fact it is enough to suppose that at least one of $a$ and $b$ are odd (if both are even we can divide both by $2$ until one gets odd). The property
    $x^{2}=2\,$
means then
    $x^{2}={\left({\frac {a}{b}}\right)}^{2}={\frac {a^{2}}{b^{2}}}=2\,.$
Multiplication by $b^{2}$ yields
    $2b^{2}=a^{2}\,$
(this is an equation in $\mathbb {Z}$ and even in $\mathbb {N}$). This equation means that $a^{2}$ is even, since $a^{2}$ is a multiple of $2$. This implies that $a$ itself is even, because the square of an odd number is again odd. Therefore, we can write
    $a=2c\,$
with an integer $c$. Putting this into the equation, we deduce
    $2b^{2}=(2c)^{2}=2^{2}c^{2}\,.$
Dividing both sides by $2$ we obtain
    $b^{2}=2c^{2}\,.$
Hence, also $b^{2}$ is even and so $b$ is even. But this is a contradiction, as $a$ and $b$ are not both even.
$\Box$
The following theorem is called Theorem of Euclid.

## Theorem
### Proof

We assume that the set of all prime numbers is finite, say $\{p_{1},p_{2},\ldots ,p_{r}\}$ is a complete list of all prime numbers. We consider the number
    $N=p_{1}\cdot p_{2}\cdot p_{3}\cdots p_{r}+1\,.$
This number can not be divided by any of the prime numbers $p_{i}$, since the reminder of $N$ by division through $p_{i}$ is always $1$. Hence, the prime factors of $N$, which exist due to fact, are not contained in the given set. This is a contradiction.
$\Box$
# Shakespeare's Sonnet 154

Shakespeare sonnet 154 (help·info) Help with ogg audio play. The little Love-god lying once asleep Laid by his side his heart-inflaming brand, Whilst many nymphs that vow'd chaste life to keep Came tripping by; but in her maiden hand The fairest votary took up that fire Which many legions of true hearts had warm'd; And so the general of hot desire Was sleeping by a virgin hand disarm'd. This brand she quenched in a cool well by, Which from Love's fire took heat perpetual, Growing a bath and healthful remedy For men diseased; but I, my mistress' thrall, Came there for cure, and this by that I prove, Love's fire heats water, water cools not love.
# Shandilya Samhita

Introduction of Shandilya Samhita
Shandilya Samhita is a Sanskrit text attributed to the Vedic sage Brahmarshi Shandilya. It is treatise on Dharma, Artha, Kama, Moksha and Bhakti. It is the collection of Shandilya Sutras to the devotion of the God. It is an ancient Indian philosophical text.
Parts of Shandilya Samhita
* Dharma Khanda
* Artha Khanda
* Kama Khanda
* Moksha Khanda
* Bhakti Khanda
It is said that the first four Khandas of the original Shandilya Samhita have been lost. Presently only the last fifth Khanda called as Bhakti Khanda of Shandilya Samhita has been survived. Here we will discuss about only Bhakti Khanda of Shandilya Samhita.

## Bhakti Khanda

Bhakti Khanda is divided into four sections. There are 20, 9, 11 and 16 chapters in the first, second, third and fourth sections respectively.

## Contents
### Section 1

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Chapter 19
Chapter 20

### Section 4
## Sources

Shandilya Samhita Bhakti Khand Of Maharshi Shandilya By Anant Shastri And Gopinath Kaviraj Saraswati Bhavan Granthamala Vol. 60 Sampurnanand Sanskrit University
# Sexual politics/Wikipedia

The classification by Mirkin phase does not imply that society will move into Phase 2. Some Phase 1 topics may forever remain such. However, Phase 1 topics require special care.
Reviewing these categories, I find conflicts and inconsistencies in classification, common with Wikipedia, and some of this may be related to the high controversy. This list is purely a guide to research and is not intended to be definitive; it may be improved with the goal of facilitating access to Wikipedia resources relating to this Wikiversity resource. --Abd (discuss • contribs) 20:06, 1 April 2015 (UTC)

## Possible former Mirkin Phase 1 topics)

These topics may now be Mirkin Phase 2 or accepted.
Homosexuality
Feminism
Pornography

## Possible Mirkin Phase 1 topics).

   * Category:Chronophilia
       Only chronophilias considered or allegedly atypical are listed.
      * Category:Pedophilia
         * Pedophilia (adult sexually active pedophilia always illegal).
         * Rind et al. controversy
         * Virtuous Pedophiles
      * Hebephilia (adult sexually active hebephilia usually illegal)
      * Ephebophilia (adult sexually active ephebophilia often illegal)
   * Child sexual abuse
   * Age of consent
   * Category:Child pornography
      * Child pornography
   * Indecent exposure
   * Category:Incest
      * Incest
   * Category:Rape
      * Rape
      * Statutory rape
# Sexually Transmitted Diseases (OSCE)

See also: Topic:Observed structured clinical examination

## Patient ID

* age
* occupation

## Permission

* "I have some routine questions."

## Partners

* sexual activity
** currently
** total number of partners
*** risk behaviour of partners
** orientation - men, women, or both

## Sexual Practices

* anal, oral, vaginal
* use of protection
** consistency of use

## ROS

* discharge, bleeding
* pain with intercourse, on urination
* sores, lumps
* itching, genital warts

## Risks
### Sexual risks

* Have you or your current partner . . .
** have or ever had an STD
*** diagnosis, treatment
** tested for HIV
** blood transfusion (between 1978-1985)
** multiple partners
** impaired judgement from EtOH or drugs
** sexual contacts during travel
** pay for sex or receive money for sex

### Street drugs

* type, route
* needle care

### Miscellaneous

* needle stick injury (HCW, dentists, dental hygienists)
* tattoo
* sexual abuse
# Shaker Table
## Idea

A "shaker table" is an oscillating platform that can be used to test structures by simulating earthquakes. These platforms can also be used to demonstrate physics concepts like resonance. A physics professor at Howard Community College requested that a shaker table be developed for instructional use. It was also used as a kid-friendly STEM demonstration at the 2014 Science & Engineering Festival in Washington, DC.
* Multi Axis Shaker Table
* Earthquake Simulator
* Educational Earthquake Toy

## Conceive

Not applicable - Conception has been informally described above. Students start with design or implement.

## Design

* Manual shaker table - In spring 2014, students will build(implement) the design documented here http://nees.org/resources/2907.
* Automatic shaker table - As of spring 2014, students are actively working on designing a single-axis, variable frequency, Arduino-controlled shaker table that does not require manual operation. The design documentation will be posted here when complete.

## Implement

* Manual shaker table - build the design mentioned above
* Automatic shaker table - students to build after design is complete

## Operate

* Manual shaker table - test and demo for 2014 National Engineers Week in February at Howard Community College
* Automatic shaker table - demo at USA Science & Engineering Festival, and used by physics/engineering faculty at HCC
Possible demonstrations:
* NEES Teaching Demonstration: Earthquake-proof K'nex Buildings
* ASEE paper with multiple experiments
* Structural resonance (find the resonant frequency of various K'NEX towers)
* K'Nex Buildings: Cross Bracing and Pendulum Tuned Mass Damper
* Earthquake resistant structural design
# ICT in Education/Change Projects/2016B Bangladesh Inclusion the ICT and Pedagogy

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Bangladesh Integrating ICT in science teaching in secondary level: A model classroom

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Bangladesh Integrating ICT in Life Skill Education

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Zimbabwe ICT Capacity Building Centre

Title of the change project : ICT capåcity building centre for mathematics and science teachers
Change agent : Promise Mubwandarikwa
Email :promubwanda@gmail.com
Name of the organisation :Bindura Salvation Army Primary School
Country : Zimbabwe
Started date :20 July 2016
Status (finished/ongoing) : Ongoing
1. Background of the project (problem): There is a drop in the enrolments in mathematics and science in schools even though there is a national ICT policy in the country.
2. Objectives :
* setting up a digital library for teachers and pupils.
* Production of digital learning tools for science and mathematics students
* Intergrative platform for teachers
3. Stakeholders :
* Rural scholars
* Rural teachers
* Rural school adminstrators
* Policy makers in education sector
4. List of Activities :
* Provide current information through internet use
* Focus group discussions
* Offer short in-service on use of ICT
5. Expected result ;More teachers and students will be able to use ICT in their science and mathematics lessons
6. Actual result : More teachers and students will have more knowledge on the use of ICT
7. The Project organisation : Bindura Salvation Army Primary School
# ICT in Education/Change Projects/2015a Out SARIS Mobile Application

Jamila Mfaume
Change agent
Email: jamilamfaume@gmail.com
Name of the organization: Open University of Tanzania
Title of the change project: OUT SARIS Mobile Application
Country: Tanzania
Started date:
Status (finished/ongoing): Ongoing
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2016B Bangladesh Learn Math Using Math Tricks

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# Real series/Cauchy-product/Definition

For two series $\sum _{i=0}^{\infty }a_{i}$ and $\sum _{j=0}^{\infty }b_{j}$ of real numbers, the series
    $\sum _{k=0}^{\infty }c_{k}{\text{ with }}c_{k}:=\sum _{i=0}^{k}a_{i}b_{k-i}$
is called the Cauchy-product of the series.
# Real series/Direct comparison test/Fact

Let $\sum _{k=0}^{\infty }b_{k}$ be a convergent series of real numbers and ${\left(a_{k}\right)}_{k\in \mathbb {N} }$ a sequence of real numbers fulfilling $\vert {a_{k}}\vert \leq b_{k}$ for all $k$.
    $\sum _{k=0}^{\infty }a_{k}$
is
# Real series/Ratio test/Fact

Let
    $\sum _{k=0}^{\infty }a_{k}$
be a series of real numbers. Suppose there exists a real number $q$ with $0\leq q<1$, and a $k_{0}$ with
    $\vert {\frac {a_{k+1}}{a_{k}}}\vert \leq q\,$
for all $k\geq k_{0}$ (in particular $a_{k}\neq 0$ for $k\geq k_{0}$).
$\sum _{k=0}^{\infty }a_{k}$
# Real series/Ratio test/Fact/Proof

The convergence does not change (though the sum) when we change finitely many members of the series. Therefore, we can assume $k_{0}=0$. Moreover, we can assume that all $a_{k}$ are positive real numbers. Then
    $a_{k}={\frac {a_{k}}{a_{k-1}}}\cdot {\frac {a_{k-1}}{a_{k-2}}}\cdots {\frac {a_{1}}{a_{0}}}\cdot a_{0}\leq a_{0}\cdot q^{k}\,.$
Hence, the convergence follows from the comparison test and the convergence of the geometric series.
# Real series/Direct comparison test/Fact/Proof

This follows directly from the Cauchy-criterion.
# Real series/Quotient/Convergence/Quotient criteria/Exercise

Let $\sum _{n=0}^{n}a_{n}$ be a real series with $a_{n}\neq 0$ for all $n$. Suppose that the sequence of fractions
    $x_{n}={\frac {a_{n+1}}{a_{n}}}\,$
converge to a real number $x$ with $-1<x<1$. Show, using the ratio test, that the series converges.
# Real series/Not negative/Convergence/Bounded/Exercise

Let $\sum _{k=0}^{\infty }a_{k}$ be a real series with $a_{k}\geq 0$ for all $k$. Show that this series converges if and only if it is bounded from above.
# Real series/Cauchy-product/Absolute convergence/Fact

Let
    $\sum _{k=0}^{\infty }a_{k}{\text{ and }}\sum _{k=0}^{\infty }b_{k}$
be absolutely convergent series of real numbers.
Cauchy product $\sum _{k=0}^{\infty }c_{k}$ is absolutely convergent and for its sum the equation
    $\sum _{k=0}^{\infty }c_{k}={\left(\sum _{k=0}^{\infty }a_{k}\right)}\cdot {\left(\sum _{k=0}^{\infty }b_{k}\right)}\,$
# Real series/Inverse of squares/Convergence/Example

We want to determine whether the series
    $\sum _{k=1}^{\infty }{\frac {1}{k^{2}}}=1+{\frac {1}{4}}+{\frac {1}{9}}+{\frac {1}{16}}+{\frac {1}{25}}+\ldots \,$
converges. We use the direct comparison test and example, where we have shown the convergence of $\sum _{k=1}^{n}{\frac {1}{k(k+1)}}$. For $k\geq 2$ we have
    ${\frac {1}{k^{2}}}\leq {\frac {1}{k(k-1)}}\,.$
Hence, $\sum _{k=2}^{\infty }{\frac {1}{k^{2}}}$ converges and therefore also $\sum _{k=1}^{\infty }{\frac {1}{k^{2}}}$. This does not say much about the exact value of the sum. With much more advanced methods, one can show that this sum equals ${\frac {\pi ^{2}}{6}}$.
# Real series/Introduction/Section
## Definition

Let ${\left(a_{k}\right)}_{k\in \mathbb {N} }$ be a sequence of real numbers. The series $\sum _{k=0}^{\infty }a_{k}$ is the sequence ${\left(s_{n}\right)}_{n\in \mathbb {N} }$ of the partial sums
    $s_{n}:=\sum _{k=0}^{n}a_{k}\,.$
If the sequence ${\left(s_{n}\right)}_{n\in \mathbb {N} }$ converges, then we say that the series converges. In this case, we write also
    $\sum _{k=0}^{\infty }a_{k}$
for its limit,
All concepts for sequences carry over to series if we consider a series $\sum _{k=0}^{\infty }a_{k}$ as the sequence of its partial sums $s_{n}=\sum _{k=0}^{n}a_{k}$. Like for sequences, it might happen that the sequence does not start with $k=0$ but later.

## Example

We want to compute the series
    $\sum _{k=1}^{\infty }{\frac {1}{k(k+1)}}.$
For this, we give a formula for the $n$-th partial sum. We have
    $s_{n}=\sum _{k=1}^{n}{\frac {1}{k(k+1)}}=\sum _{k=1}^{n}{\left({\frac {1}{k}}-{\frac {1}{k+1}}\right)}=1-{\frac {1}{n+1}}={\frac {n}{n+1}}\,.$
This sequence converges to $1$, so that the series converges and its sum equals $1$.

## Lemma

Let
    $\sum _{k=0}^{\infty }a_{k}{\text{ and }}\sum _{k=0}^{\infty }b_{k}$
denote convergent series of real numbers with sums $s$ and $t$
* The series $\sum _{k=0}^{\infty }c_{k}$ given by $c_{k}:=a_{k}+b_{k}$ is also convergent and its sum is $s+t$.
* For $r\in \mathbb {R}$ also the series $\sum _{k=0}^{\infty }d_{k}$ given by $d_{k}:=ra_{k}$ is convergent and its sum is $rs$.

### Proof

$\Box$

## Lemma

Let
    $\sum _{k=0}^{\infty }a_{k}$
be a series of real numbers. Then the series is convergent if and only if the following Cauchy-criterion holds: For every $\epsilon >0$ there exists some $n_{0}$ such that for all
    $n\geq m\geq n_{0}\,$
the estimate
    $\vert {\sum _{k=m}^{n}a_{k}}\vert \leq \epsilon \,$

### Proof

$\Box$

## Lemma

Let
    $\sum _{k=0}^{\infty }a_{k}$
denote a convergent series of real numbers. Then
    $\lim _{k\rightarrow \infty }a_{k}=0\,.$

### Proof

This follows directly from fact.
$\Box$
It is therefore a necessary condition for the convergence of a series that its members form a null sequence. This condition is not sufficient, as the harmonic series shows.

## Example

The harmonic series is the series
    $\sum _{k=1}^{\infty }{\frac {1}{k}}.$
    $1+{\frac {1}{2}}+{\frac {1}{3}}+{\frac {1}{4}}+{\frac {1}{5}}+{\frac {1}{6}}+{\frac {1}{7}}+{\frac {1}{8}}+\ldots .$
This series diverges: For the $2^{n}$ numbers $k=2^{n}+1,\ldots ,2^{n+1}$, we have
    $\sum _{k=2^{n}+1}^{2^{n+1}}{\frac {1}{k}}\geq \sum _{k=2^{n}+1}^{2^{n+1}}{\frac {1}{2^{n+1}}}=2^{n}{\frac {1}{2^{n+1}}}={\frac {1}{2}}\,.$
Therefore,
    $\sum _{k=1}^{2^{n+1}}{\frac {1}{k}}=1+\sum _{i=0}^{n}\left(\sum _{k=2^{i}+1}^{2^{i+1}}{\frac {1}{k}}\right)\geq 1+(n+1){\frac {1}{2}}\,.$
Hence, the sequence of the partial sums is unbounded, and so, due to fact, not convergent.
The following statement is called Leibniz criterion for alternating series.

## Theorem

Let ${\left(x_{k}\right)}_{k\in \mathbb {N} }$ be an decreasing null sequence of nonnegative real numbers. Then the series $\sum _{k=0}^{\infty }(-1)^{k}x_{k}$

### Proof

$\Box$
# PlanetPhysics/Direction Cosine Matrix to Euler 132 Sequence

Starting with a direction cosine matrix (DCM), we need to determine the three Euler angles. The connection is made by comparing the DCM elements with the combined Euler 132 Sequence. It is important to note that the 12 combinations of Euler angles for a given sequence can be found from a given DCM. The DCM matrix is
   $DCM=\left[{\begin{matrix}A_{11}&A_{12}&A_{13}\\A_{21}&A_{22}&A_{23}\\A_{31}&A_{32}&A_{33}\end{matrix}}\right]$
The Euler 132 sequence is
   $R_{2}(\psi )R_{3}(\theta )R_{1}(\phi )=\left[{\begin{matrix}c_{\psi }c_{\theta }&c_{\psi }s_{\theta }c_{\phi }+s_{\psi }s_{\phi }&c_{\psi }s_{\theta }s_{\phi }-s_{\psi }c_{\phi }\\-s_{\theta }&c_{\theta }c_{\phi }&c_{\theta }s_{\phi }\\s_{\psi }c_{\theta }&s_{\psi }s_{\theta }c_{\phi }-c_{\psi }s_{\phi }&s_{\psi }s_{\theta }s_{\phi }+c_{\psi }c_{\phi }\end{matrix}}\right]$
If we examine the element in coloum 1 row 2, then by inspection
$A_{21}=-sin(\theta )$
Solving for $\theta$ yields
   $\theta =sin^{-1}(-A_{21})$
Care must now be taken when evaluating the inverse sine. It is a multivalued function, which will have values of $\theta$ and $\pi -\theta$. Analytically, the convention is to choose the principle value such that
$-\pi /2\leq \theta \leq \pi /2$
If a numerical program is used, a function asin usually does this for us. The next step is to analyze the ratio ${\frac {A_{23}}{A_{22}}}$. Using these values from the Euler sequence we get
${\frac {A_{23}}{A_{22}}}={\frac {cos(\theta )sin(\phi )}{cos(\theta )cos(\phi )}}$
Rearranging and using the tangent yields
$tan(\phi )={\frac {A_{23}}{A_{22}}}$
Solving the quadrant ambiquity caused by the inverse tangent is done by examining the signs of the numerator and denominator. Denoting y as the numerator and x as the denominator, then the quadrant is chosen by:
quadrant 1 </math> \left[ \begin{matrix} y & x \\ + & + \\ \end{matrix} \right] $soifxandyarebothpositive,then<math>0\leq \phi \leq \pi /2$. Similarily for the other quadrant possibilites
quadrant 2 </math> \left[ \begin{matrix} y & x \\ + & - \\ \end{matrix} \right] $quadrant3$ \left[ \begin{matrix} y & x \\ - & - \\ \end{matrix} \right] $quadrant4$ \left[ \begin{matrix} y & x \\ - & + \\ \end{matrix} \right] $Ofcourse,itismuchsimpliertouseacalculatorornumericalprogramthatusestheatan2functionwhichwillchoosetheprinciplevalue.InasimilarfashionwecanfindthefinalEuleranglebylookingattheratio<math>{\frac {A_{31}}{A_{11}}}$ which gives the relation ${\frac {A_{31}}{A_{11}}}={\frac {sin(\psi )cos(\theta )}{cos(\psi )cos(\theta )}}$
Canceling terms and rearrangeing gives us
$\psi =tan^{-1}({\frac {A_{31}}{A_{11}}})$
which uses the same method to resolove quadrant ambiguity as above. To summarize, we will give the formulas for the conversion from a direction cosine matrix to the Euler 132 angles in Matlab syntax. Be careful how you implement this in other numerical programs. In Matlab it goes atan2(y,x) and in Mathematica it is ArcTan[x, y].
$\phi =atan2(A_{23},A_{22})$ $\theta =asin(-A_{21})$ $\psi =atan2(A_{31},A_{11})$