OpenLLM-France/wikimedia huggingface dataset:
# Media and Ethics
## Social Media

Check your definition of social media We will discuss in class what you know about social media, what you knew before you started this course and what you know now.
* Online Filter Bubbles
* Separating Fact and Fiction
* Invest in Free Press
Social Media Assignment 1: In groups write an advising letter or email to a (real or imagined) sibling outlining what you think it is important for them to know as they start to become users of social media.
Learn more about the diversity of opinions people have about social media and what impact it is having on society. The following links are just a flavour of what is available.
* Nicholas Christakis: The hidden influence of social networks
* Social networking Privacy Experiment
* Social Media and Your Reputation
* Social Media and Language Learning
* Is Social Media Sabotaging Real Communication?
* Friendvertising
* Your friend, or an unpaid branding enthusiast?
* Facebook is no fun
Social Media Assignment 2: From your reading, choose one specific aspect or topic about social media and language, the more focused it is the better. Write two contrasting texts, one which expresses the pros and one which expresses the cons of social media with regard to your topic. Write in which ever genre you like but both texts should be the same genre. Choose the genre to best communicate your topic to the intended audience. Each text should be a maximum of 300 words.

## Journalism

* Current Issues in Journalism
Focus: Kevin Carter

### Resources

* Time Magazine
* Documentary film
* Pulitzer prize website

### Rhetoric

* SPEECH! SPEECH!

### Framing

Harry Potter is the Devil!

### Propoganda

The Media Matrix: how propaganda and mass media undermine American reality

## Advertising and Anti-Advertising

* Nike
* Adidas
* McDonalds
* PB
* Banksy and Coke
# Mobile Devices

Mobile devices are small computing devices, typically small enough to be handheld (and hence also commonly known as a handheld computer or simply handheld) having a display screen with touch input and/or a miniature keyboard and a variety of wireless connectivity options.

## Lessons

* IT Fundamentals/Mobile Devices
* Computer Support/Mobile Devices

## See Also

* Wikipedia: Mobile device
# Mobile Education/Case Studies

It's not just about technology though! See:
* Featherdale Wildlife Park in Sydney, Australia
* Mobile Science Education, Australia
# Mobile Education/Policies

Policy development is always informed by current trends and evidence of stakeholder experience. The following list is intended to provide access to policies developed by a range of educational authorities:
* Guidelines for Mobile Phones & Electtronic Devices in the School Environment, Department of Education, Northern Territory, Australia
* Cybersmart - an initiative of the Austrlaian Communications & Media Authority
# Mobile Education

The aim of this project is to gather relevant resources & identify useful activities associated with mobile education that will help guide school leaders in utilising mobile technologies for educational programs.
A distinction is made here between learning and education. While both terms share much in common, education typically implies the delivery of (organizational perspective) or access to (individual perspective) formally developed and accredited courses, ultimately for formal recognition and qualification. Learning, on the other hand, truly takes place anywhere and at any time. The methods and issues that affect learning do of course inform this project and therefore the considerations of people working in formal education spaces, such as school/college or university students, teachers or administrators.

## Topics

* Terminology
* Case Studies
* Bring Your Own Device (BYOD)
* Issues
* Policies
* Quotes

## See Also

* Advanced Distributed Learning Mobile Learning Newsletter
* MobiMOOC
* Mobile learning - Wikiversity project (Not yet checked by us
* Mobile phone - Wikipedia article (Not yet checked by us)
* MLearning - Wikipedia article (Not yet checked by us)
* Mobile collaboration - Wikipedia article (Not yet checked by us)
* Mobile Assisted Language Learning - Wikipedia article (Not yet checked by us)

## Further Inquiry

* Stanford Mobile Inquiry-based Learning Environment (SMILE)
* Shih, J. L., Chuang, C. W., & Hwang, G. J. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Educational Technology & Society, 13 (4), 50–62.International Forum of Educational Technology & Society (IFETS).
# Mobile Education/Quotes

A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability. Otherwise, they will be overwhelmed by the changes in which they are caught and whose significance or connections they do not perceive. John Dewey, 1916. Democarcy and Education
# Military medicine/Hot weather environments
## Military Medicine in Hot Weather Environments

Military clinicians practicing medicine in warm or hot weather environments (such as the desert) must have specialized knowledge on how to predict, prevent, and treat medical problems related to the heat.
This course will provide an overview of the problems that heat causes with respect to military operations, the human psychological and physiological responses to heat, the prevention of warm weather injuries, the presentation and management of common heat injuries, and military medical operational planning considerations for warm weather environments.
This course contains nine modules:
Module 1: Introduction to Heat Problems in Military Operations
* Definitions and Epidemiology
* The Six “Agents” of Heat Effects
* An overview of Heat Illness
* Host Factors
* Effects of Heat on Operations
* Effects of dehyderation on Operations
Module 2: Human Adaptations
* Importance of Tissue Temperature
* Body Temperature and Heat Transfer
* Balance Between Heat Production and Loss
* Heat Dispersion
* Thermoregulatory Control
* Thermoregulatory Responses in Exercise
* Factors that Alter Heat Tolerance
Module 3: Physical Exercise in Hot Climates
* Body Temperatures
* Physiological Response and Limitations
* Physical Exercise Performance
* Strategies to Sustain Physical Performance
* Biomedical Issues
Module 4: Psychological Aspects
* Psychological Performance in Hot Environments
* Underlying Mechanisms
* Changes in Performance Unique to the Military
* Military Applications
Module 5: Pathophysiology of Heat Stroke
* Pathophysiology of Heatstroke
* Heat Illness
* Prophylaxis and Treatment
Module 6: Prevention of Heat Illness
* Improving Heat Tolerance
* Medical Screening for Risk
* Reducing Heat Stress
* Tools for Prevention
Module 7: Exertional Heat Illness
* Clinical Features
* Heat Illness Syndromes
* Clinical Management
* Epidemiology and Prevention in the Military
* Surveillance and Reporting
Module 8: Case Study: Heat Stroke in the Israeli Defence Force
* A Preventable Condition
* Question of Diagnosis
* Clinical and Pathological Pictures
* Management and Prognosis
Module 9: Practical Medical Aspects of Military Operations
* Heat as a Threat
* Planning for Deployment
* Tips for Medical Officers
School:Medicine
# Military medicine/Cold weather environments
## Military Medicine in Cold Weather Environments

Military clinicians practicing medicine in cold weather environments must have specialized knowledge on how to predict, prevent, and treat medical problems related to the cold.
This course will provide an overview of the historical problems of cold weather in a military context, the human psychological and physiological responses to cold, the prevention of cold injuries, the presentation and management of common cold injuries, and military medical operational planning considerations for cold environments.
This course contains nine modules:
Module 1. The Effects of Cold on the Conduct of Warfare.
* Ancient history to World War One
* World War One
* Research up to World War One
* World War Two
* Research during World War Two
* Korean War
* Falklands War
* Historical Trends in Management
Module 2. The Human Physiologic Response to Cold
* Core and Peripheral Temperatures
* Neurological Thermoregulation
* Systems Thermoregulation
* Military Relevant Issues
Module 3. Human Psychological Effects to Cold
* Prolonged Severe Cold Stress
* Hypothermia and Behaviour
* Effects of Mild to Moderate Cold Stress
* Practical Application to Military Operations
Module 4. The Prevention of Cold Injuries
* Cold Injury Potential
* Cold Injury Prevention
Module 5. Freezing Injuries
* Evolution of understanding
* Clinical Picture
* Management
* Squalae
* Evaluation for Return to Duty
Module 6. Non-Freezing Cold Injury
* Clinical Features
* Etiology and Pathogenesis
* Experimental Approaches to Treatment
* Treatment
* Pharmacologic Considerations
* Protection and Prevention
Module 7. Hypothermia
* Epidemiology
* Clinical Picture
* Rewarming Options
* Field Stabilization
* In Hospital Management
* Outcome and Disposition
Module 8. Cold Water Immersion
* Regulation of Body Heat Content
* Physiological Responses to Immersion
* Gender Differences in Thermoregulation
* Protective Clothing
* Near Drowning
* Acclimatization
Module 9. Military Operations in the Cold Environment
* The Role of Preventive Medicine
* Survival Skills for Medical Personnel in a Cold Weather Environment
* Management of Casualties
School:Medicine
# Motivation and emotion/Book/2014/Personal control and emotion

Perceived Control and it's Effect on Emotions
# Point-biserial correlation coefficient

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
A point-biserial correlation coefficient is a type of correlation which indicates the relationship between a dichotomous variable and a continuous variable.
# Point mass

The idea of a point mass in Physics
Some physical phenomena are complex to describe so it is very useful to make some simplifications. One of the them is the idea of a point mass, an object with finite mass whose dimensions we deem negligible, so it is specified completely with a geometric point in space. The simplification of a body as a point mass is appropriate occasionally. For example, the Earth can be specified successfully as a point mass when we study its trajectory around the sun, but the simplification fails when we study the propagation of shock waves within the earth.
# Poker

Poker is a family of gambling card games. All poker variants involve betting as an intrinsic part of play, and determine the winner of each hand according to the combinations of players' cards, at least some of which remain hidden until the end of the hand. Poker games vary in the number of cards dealt, the number of shared or "community" cards, the number of cards that remain hidden, and the betting procedures.

## Readings

* Wikipedia: Poker

## Lessons
### How to Play Texas Hold 'Em

The following refers to the Texas Hold 'Em form of poker:
One player has the "dealer button," a plastic disc with the word "dealer" written on it, that indicates the player as being the dealer for that round. The player to the dealer's left is known as the "small blind" while the player to the small blind's left is the "big blind." In order to ensure that every game is worth at least some money, the big blind is forced to bet the minimum bet and the small blind is forced to bet half the minimum bet.
The dealer begins dealing the cards one at a time, going clockwise around the table until all the players have two cards.
A game of Texas Hold 'Em consists of four rounds of betting. During a round of betting, players have three options:
* Fold: The player quits the round, giving their cards back to the dealer. The player doesn't need to bet any money to do this, but any money they've already bet remains in the pot.
* Call: The player bets as much money as the highest bet on the table.
* Raise: The player bets even more money than the highest bet.
After the first bets have been made, the dealer draws 3 cards and places them face up on the table. The players then have a second round of betting. After this, the dealer places another card on the table and initiates a third round of betting. Finally, the the dealer draws and places the last card and starts the final betting round.
Once the last bets have been made, the players reveal their hands. The player with best combination of cards is the winner and receives all the money in the pot.
* Straight flush: The player has five cards of sequential rank that are all of the same suit. The highest valued poker hand is the "royal flush," a straight flush consisting of an ace, a king, a queen, a jack, and a 10.
* Four of a kind: The player has four cards that are the same rank.
* Full house: The player has three cards that are the same rank and two cards that are the same rank.
* Flush: The player has five cards that are all of the same suit, but not of the same rank.
* Straight: The player has five cards of sequential rank, but the cards aren't of the same suit.
* Three of a kind: The player has three cards that are the same rank.
* Two pair: The player has two pairs of cards that are the same rank.
* One pair: The player has two cards that are the same rank.
* High card: None of the player's cards have the same rank and their cards aren't in sequence or the same suit. The player's hand is his or her highest value card; their "high card."
Before the next game starts, the dealer passes the dealer button to the player on their left. The roles of the big blind and small blind are also moved one player to the left.
# Polar and cylindrical coordinates/Angle naive/Multiplication in C/Introduction/Section

We discuss several important applications of trigonometric functions like polar coordinates, understanding angles and the trigonometric functions in a naive way.

## Example

An angle $\alpha$ and a positive real number $r$ define a unique point
    $P=(x,y)=(r\cos \alpha ,r\sin \alpha )=r(\cos \alpha ,\sin \alpha )\,$
in the real plane $\mathbb {R} ^{2}$. Here, $r$ is the distance between the point $P$ and the zero point $(0,0)$ and $(\cos \alpha ,\sin \alpha )$ means the intersecting point of the ray through $P$ with the unit circle. Every point $P=(x,y)\neq 0$ has a unique representation with $r={\sqrt {x^{2}+y^{2}}}$ and with an angle $\alpha$, which has to be chosen accordingly (the zero point is represented by $r=0$ and an arbitrary angle). The components $(r,\alpha )$ are called the polar coordinates of $P$.

## Example

Every complex number $z\in \mathbb {C}$, $z\neq 0$, can be written uniquely as
    $z=r(\cos \alpha ,\sin \alpha )=(r\cos \alpha ,r\sin \alpha )=r\cos \alpha +(r\sin \alpha ){\mathrm {i} }\,$
with a positive real number $r$, which is the distance between $z$ and the zero point (thus, $r=\vert {z}\vert$) and an angle $\alpha$ between $0$ and below $360$ degree, measured counterclockwise starting with the positive real axis. The pair $(r,\alpha )$ constitutes the polar coordinates of the complex number.
Polar coordinates in the real plane and for complex numbers are the same. However, the polar coordinates allow a new interpretation of the multiplication of complex numbers: Because of
    ${\begin{aligned}(r\cos \alpha +{\mathrm {i} }r\sin \alpha )\cdot (s\cos \beta +{\mathrm {i} }s\sin \beta )&=rs(\cos \alpha \cos \beta -\sin \alpha \sin \beta )+{\mathrm {i} }rs(\cos \alpha \sin \beta +\sin \alpha \cos \beta )\\&=rs(\cos(\alpha +\beta )+{\mathrm {i} }\sin(\alpha +\beta ))\end{aligned}}$
(where we have used the addition theorems for sine and cosine), one can multiply two complex numbers by multiplying their modulus and adding their angles.
This new way of looking at the multiplication of complex numbers, yields also a new understanding of roots of complex numbers, which exist, due to the fundamental theorem of algebra. If $z=r\cos \alpha +r{\mathrm {i} }\sin \alpha$, then
    $w={\sqrt[{n}]{r}}\cos {\frac {\alpha }{n}}+{\sqrt[{n}]{r}}{\mathrm {i} }\sin {\frac {\alpha }{n}}\,$
is an $n$-th root of $z$. This means that one has to take the real $n$-th root of the modulus of the complex number and one has to divide the angle by $n$.

## Example

A spatial variant of the polar coordinates are the so-called cylindrical coordinates. A triple $(r,\alpha ,z)\in \mathbb {R} _{+}\times [0,2\pi [\times \mathbb {R}$ is sent to the Cartesian coordinates
    $(x,y,z)=(r\cos \alpha ,r\sin \alpha ,z)\,.$
# PlanetPhysics/Epimorphism2

Definition 0.1
A morphism $e:A\to B$ is an epimorphism if for any two morphisms $f,g:B\to C$, $f\circ e=g\circ e$ implies $f=g$.
# PlanetPhysics/Equation of Catenary Via Calculus of Variations

Using the mechanical principle that the centre of mass places itself as low as possible, determine the equation of the curve formed by a flexible homogeneous wire or a thin chain with length $l$ when supported at its ends in the points \,$P_{1}=(x_{1},\,y_{1})$\, and\, $P_{2}=(x_{2},\,y_{2})$.\\
We have an isoperimetric problem
   ${\begin{matrix}{\mbox{to minimise}}\quad \int _{P_{1}}^{P_{2}}\!y\,ds\end{matrix}}$
under the constraint
   ${\begin{matrix}\int _{P_{1}}^{P_{2}}\!ds\;=\;l,\end{matrix}}$
where both the path integrals are taken along some curve $c$.\, Using a Lagrange multiplier $\lambda$, the task changes to a free problem
   ${\begin{matrix}\int _{P_{1}}^{P_{2}}\!(y\!-\!\lambda )\,ds\;=\;\int _{x_{1}}^{x_{2}}(y\!-\!\lambda ){\sqrt {1\!+\!y'^{2}}}\,|dx|\;=\;{\mbox{min}}!\end{matrix}}$
(cf. example of calculus of variations).
The Euler--Lagrange differential equation, the necessary condition for (3) to give an extremal $c$, reduces to the Beltrami identity $(y\!-\!\lambda ){\sqrt {1\!+\!y'^{2}}}-y'\!\cdot \!(y\!-\!\lambda )\!\cdot \!{\frac {y'}{\sqrt {1\!+\!y'^{2}}}}\;\equiv \;{\frac {y\!-\!\lambda }{\sqrt {1\!+\!y'^{2}}}}\;=\;a,$ where $a$ is a constant of integration.\, After solving this equation for the derivative $y'$ and separation of variables, we get $\pm {\frac {dy}{\sqrt {(y\!-\!\lambda )^{2}\!-\!a^{2}}}}\;=\;{\frac {dx}{a}}$ which may become clearer by notating\, $y\!-\!\lambda :=u$;\, then by integrating $\pm {\frac {du}{\sqrt {u^{2}\!-\!a^{2}}}}\;=\;{\frac {dx}{a}}$ we choose the new constant of integration $b$ such that\, $x=b$\, when\, $u=a$: $\pm \int _{a}^{u}{\frac {du}{\sqrt {u^{2}\!-\!a^{2}}}}\;=\;\int _{b}^{x}{\frac {dx}{a}}$ We can write two equivalent results $\ln {\frac {u\!+\!{\sqrt {u^{2}\!-\!a^{2}}}}{a}}\;=\;+{\frac {x\!-\!b}{a}},\qquad \ln {\frac {u\!-\!{\sqrt {u^{2}\!-\!a^{2}}}}{a}}\;=\;-{\frac {x\!-\!b}{a}},$ i.e. ${\frac {u\!+\!{\sqrt {u^{2}\!-\!a^{2}}}}{a}}\;=\;e^{+{\frac {x-b}{a}}},\qquad {\frac {u\!-\!{\sqrt {u^{2}\!-\!a^{2}}}}{a}}\;=\;e^{-{\frac {x-b}{a}}}.$ Adding these allows to eliminate the square roots and to obtain $u\;=\;{\frac {a}{2}}\!\left(e^{\frac {x-b}{a}}+e^{-{\frac {x-b}{a}}}\right),$ or
   ${\begin{matrix}y\!-\!\lambda \;=\;a\cosh {\frac {x\!-\!b}{a}}.\end{matrix}}$
This is the sought form of the equation of the chain curve.\, The constants $\lambda ,\,a,\,b$ can then be determined for putting the curve to pass through the given points $P_{1}$ and $P_{2}$.
# PlanetPhysics/Epicentre

The point on the earth directly above the Hypocentre of an earthquake. It is specified by two position coordinates.
# PlanetPhysics/Equivalent Representations of Groupoids

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are called equivalent if $\mu _{1}\sim \mu _{2}$, and if there also exists a fiber-preserving isomorphism of analytical Hilbert space bundles Failed to parse (unknown function "\grp"): {\displaystyle v: (U_{\grp}* \mathbb{H}_1)|_U \longrightarrow (U_{\grp}* \mathbb{H}_2)|_U} , where $U$ is a measurable subset of Failed to parse (SVG (MathML can be enabled via browser plugin): Invalid response ("Math extension cannot connect to Restbase.") from server "http://localhost:6011/en.wikiversity.org/v1/":): {\displaystyle U_{\grp}} of null complementarity; the isomorphism $v$ also has the following property: ${\hat {v}}[r(x)]{\hat {L}}_{1}(x)={\hat {L}}_{2}{\hat {v}}[d(x)]$ for Failed to parse (SVG (MathML can be enabled via browser plugin): Invalid response ("Math extension cannot connect to Restbase.") from server "http://localhost:6011/en.wikiversity.org/v1/":): {\displaystyle x \in \grp |_U } .
# PlanetPhysics/Essential Subcategory

A category ${\mathcal {B}}_{E}$ is defined as an essential subcategory of category ${\mathcal {A}}$ if every object of ${\mathcal {A}}$ is isomorphic to some object of ${\mathcal {B}}_{E}$.
# PlanetPhysics/Equilibrium

In the mechanics, a body is in (mechanical) equilibrium , if it is either at rest or moves in a straight line with constant velocity and is not in an accelerated rotational motion.\, This means that the vector sum of all forces and the vector sum of all torques acting on the body vanish.
A system is in thermodynamic equilibrium , if its observable (macroscopic) properties do not alter with time.\, This contains
* the thermal equilibrium , i.e. the temperature is the same in every point;
* the chemical equilibrium , i.e. the consistency does not alter;
* the mechanical equilibrium , i.e. there is no macroscopic motion within the system.
# PlanetPhysics/Equilibrium and Statics

In common speech, anything is likely to be called static if it is not changing. While a particle at rest or with unchanging position is considered to be static, we also consider a particle to be static if its velocity is not changing. This point of view is expressed by Newton's laws of motion according to which a state of uniform motion of a particle with any velocity is simply natural and does not require the action of any force, independently of whether the velocity is zero or has a large magnitude. If, then, the particle is not accelerated, there is no resultant force acting upon it. This does not preclude the possibility that the particle is subject to the action of two or more forces whose vector sum or resultant is zero. Such a set of forces is said to be in equilibrium . It is the study of sets or systems of forces in equilibrium that constitutes the subject of statics .
In speaking of the state of rest or the state of motion of a particle or a body, we need to explain with respect to what it is at rest or in motion. It is found that Newton's laws of motion do not hold with respect to every arbitrary system of coordinates. If we deal only with particles or bodies whose velocities are considerable less than the velocity of light, however, Newton's laws of motion do hold with a remarkable degree of accuracy provided all positions are determined with respect to an inertial system of coordinates. An inertial system of coordinates is any system which is either at rest relative to the "fixed" stars, or is moving with a constant velocity but without any rotation relative to the fixed stars. Any static particle or body, subject to a system of forces in equilibrium, may be considered to be at rest relative to some inertial system of coordinates. For many purposes, we may consider a set of axes fixed with respect to the earth to be an inertial system. This seems a rather reasonable approximation when we consider that it requires a year for the earth to traverse its orbit, and that the earth rotates about the axis through its poles with only half the angular velocity with which the hour hand of a clock revolves. For certain problems, however, particularly those involving large velocities or large displacements, large errors may be introduced by treating axes fixed relative to the earth as inertial axes. Particles and bodies at rest relative to the earth as inertial axes. Particles and bodies at rest relative to the earth may for nearly all present engineering purposes be considered to be at rest relative to an inertial system.