OpenLLM-France/wikimedia huggingface dataset:
# Leading Edge Devices

This page give a detailed desciption on leading edge devices as well as a background history and an explanation on the different designs solutions and their implications on the aircraft performance.

## Suggested Structure

The suggested structure for this page will be as follow:
* General understanding of effect of leading edge devices to the aircraft performance
Leading edge devices are located at the leading edge of the wing and can be deployed during different flight phases (take off, landing and cruise) in order to improve the aerodynamic performances of the the aircraft. More generally they are used during take off and landing to increase the lift and so be able to reduce the landing speed, or increase lift for take off. Also leading edge devices will create drag but the overall Lift to drag ratio is still an advantage. Following on this, the leading edge devices are retracted for cruise to decrease the drag and so have clean airfoil profile which is more efficient for cruise condition.
* History of leading edge device
The leading edge devices were used on early aircraft to improve the performance of the aircraft. One of the pioneer of the leading edge device was Handley Page who first tried this on his aircraft. First of all he used a fixed leading edge slat which provided him with high lift coefficient but the associated drag was detrimental to maximum speed. Handley page then tried to have an automatic deployment of the leading edge slat using the aerodynamic forces at the leading edge (suction). As the aircraft take off and land the speed see for more information http://en.wikiversity.org/wiki/History-of-LE-devices
* different concepts used for leading edge devices
Currently different type of devices are used on commercial and military aircraft, depending on the aircraft type and also on the overall aircraft geometry. One of the most common device is the slat track concept which is used on most of the modern passenger aircraft (Boeing 737 [[[w:B737]]] and Airbus A320 [[[w:A320]]]). Another device currently used on A380 [[[w:A380]]]is the droop nose mechanism.
The slat track mechanism is made of a track which deploy the leading edge slat, the slat once in the deployed position open a slot for the air to go through. The track is deployed and guided by rollers, both vertical and horizontal to garantuee the right deployment conpare to the wing. This is a simple and effective design.
The droop nose solution is basically increasing the wing camber while not extending by a huge amount the chord of the wing.This allows to gain lift , but does not provide a slot for the airflow to renergise over the wing when landing and so is less performant than the slat track option.

## Wikipedia links

* A good article on Leading Edge eXtension (LEX)...http://en.wikipedia.org/wiki/Leading_edge_device
* An article on slats .................................http://en.wikipedia.org/wiki/Slat
* An article on slot ..................................http://en.wikipedia.org/wiki/Leading_edge_slot
* An article on high lift device ......................http://en.wikipedia.org/wiki/High-lift_device
# Field/Binomi/Fact

Let $a,b$ be elements of a field and let $n$ denote a natural number.
    $(a+b)^{n}=\sum _{k=0}^{n}{\binom {n}{k}}a^{k}b^{n-k}$
# Field/Basic properties/Rules for sign/Fact/Proof/Exercise

Let $K$ be a field and let $a,b,c$ be elements from $K$. Show that the following rules for sign hold.
    $(-a)b=-ab=a(-b)\,.$
    $(-a)(-b)=ab\,.$
    $a(b-c)=ab-ac\,.$
# Field/Binomi/Fact/Proof

We do induction over $n$. For $n=0$ we have on one hand $(a+b)^{0}=1$ and on the other hand $a^{0}b^{0}=1$ as well. Suppose now that the statement is true for $n$. Then
    ${\begin{aligned}(a+b)^{n+1}&=(a+b)(a+b)^{n}\\&=(a+b){\left(\sum _{k=0}^{n}{\binom {n}{k}}a^{k}b^{n-k}\right)}\\&=a{\left(\sum _{k=0}^{n}{\binom {n}{k}}a^{k}b^{n-k}\right)}+b{\left(\sum _{k=0}^{n}{\binom {n}{k}}a^{k}b^{n-k}\right)}\\&=\sum _{k=0}^{n}{\binom {n}{k}}a^{k+1}b^{n-k}+\sum _{k=0}^{n}{\binom {n}{k}}a^{k}b^{n-k+1}\\&=\sum _{k=1}^{n+1}{\binom {n}{k-1}}a^{k}b^{n-k+1}+\sum _{k=0}^{n+1}{\binom {n}{k}}a^{k}b^{n-k+1}\\&=\sum _{k=1}^{n+1}{\left({\binom {n}{k-1}}+{\binom {n}{k}}\right)}a^{k}b^{n+1-k}+b^{n+1}\\&=\sum _{k=1}^{n+1}{\binom {n+1}{k}}a^{k}b^{n+1-k}+b^{n+1}\\&=\sum _{k=0}^{n+1}{\binom {n+1}{k}}a^{k}b^{n+1-k}.\end{aligned}}$
# Field/Domain/Fact

Let $K$ denote a field. Then $a\cdot b=0$
$a=0$ or
$b=0$
# Field/Basic properties/Fact

Let $K$ be a field, and let $a,b,c,a_{1},\ldots ,a_{r},b_{1},\ldots ,b_{s}$ denote elements from $K$. Then the following statements hold.
* $a0=0$ (annulation rule).
* (rules for sign).
    $(-a)b=-ab=a(-b)\,$
    $(-a)(-b)=ab\,.$
    $a(b-c)=ab-ac\,.$
* From $a\cdot b=0$ one can deduce $a=0$ or $b=0$.
* ${\left(\sum _{i=1}^{r}a_{i}\right)}{\left(\sum _{k=1}^{s}b_{k}\right)}=\sum _{1\leq i\leq r,\,1\leq k\leq s}a_{i}b_{k}$ (general law of distributivity).
# Joint Entrance Examination

Joint Entrance Examination (JEE) is an all India common entrance examination which is conducted for admission in various engineering courses like B.Tech, B.E, B.Arch and B.Planning under the direction of Ministry of Human Resource Development (MHRD). In 2012, CBSE (Central Board of Secondary Education) has announced this common examination in place of AIEEE and IIT-JEE.

## Lessons

* 2000 Screening
* AIEEE 2009
# Joint Entrance Examination/2000 Screening/Q001 X Ray Tungsten filament and electrons

* Welcome to the Highschool Help Forum!
* The forum is currently in "Beta" stage of development. You can ask questions and answer/discuss them. The basic functionalities are present. What's required is a more aesthetic look to the Static pages and a more user friendly setup. This will happen over the time gradually as we start creating some content.
* The site has a lot of tools, like posting mathematical calculations, images and diagrams; categorizing questions and so on. Having them here is NO GOOD unless you know how to use them. I am thoroughly against compiling a list of these features and then writing about them. As soon as you do not understand how to do something or use a certain feature, report that on "How To"s Section of the forum. Your queries will be answered there.
* If you have any ideas/discussion regarding the site/comments, please go to Discussions regarding Highschool Help Forum
* Lastly, thanks for joining in the site's development process! It matters!
| Original Question by Dharav Some text goes here Electrons with energy 80keV are incident on the tungsten target of an X-Ray tube. K-shell electrons of tungsten have -72.5 keV energy. X-rays emitted by the tube contain only (A) a continuous X-ray spectrum (Bremsstrahlung) with a minimum wavelength of - 0.155 A. (B) a continuous X-ray spectrum (Bremsstrahlung) with all wavelengths. (C) the characteristic X-ray spectrum of tungsten. (D) a continuous X-ray spectrum (Bremsstrahlung) with a minimum wavelength of -0.155 , and the characteristic X-ray spectrum of tungsten. Posted by Dharav 08:44, 17 August 2009 (UTC) | What's Up? Latest discussions on the forum Modern-Physics-Help Joint Entrance Examination/2000 Screening/Q006 Bohr model of an atom applied to an atom with some hypothetical particle Joint Entrance Examination/2000 Screening/Q001 X Ray Tungsten filament and electrons Joint Entrance Examination/2000 Screening/Q025 Various energies of an electron in bohr model Joint Entrance Examination/2000 Screening/Q022 Radioactive materials and decay constant User:Thewinster/HHF/Modern-Physics-Preload Physics-Help User:Thewinster/Sandbox User:Thewinster/Sandbox/Forum-Watch Joint Entrance Examination/AIEEE 2009/Q083 youngs modulus Joint Entrance Examination/2000 Screening/Q012 Rotating particle with charge q mass m Joint Entrance Examination/2000 Screening/Q017 Electrostats - energy of a configuration |
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# Gene transcriptions/Distal promoters/Quiz

Distal promoter is a lecture and an article as part of the gene transcription series.
You are free to take this quiz based on the distal promoter at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* There may be additional genes in at least one of the distal or pre-promoter regions of A1BG.
# Gene transcriptions/Degenerate nucleotides/Quiz

Degenerate nucleotides is a lecture as part of the gene transcription series.
You are free to take this quiz based on the degenerate nucleotides at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG is transcribed by promoters that use degenerate nucleotides.
# Gene transcriptions/Boxes/Zs/Quiz

Z box is a lecture of the gene transcription series.
You are free to take this quiz based on the Z box at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template.
This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A TATC box is not used to transcribe A1BG.
* A W box is used to transcribe A1BG.
* An X box is used to transcribe A1BG.
* A Y box is not used to transcribe A1BG.
* A Z box is not used to transcribe A1BG.
# Gene transcriptions/Core promoters/Quiz

Core promoter is a lecture as part of the gene transcription series.
You are free to take this quiz based on the core promoter at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG has four core promoters.
# Full stack web programming

Full Stack Web Programming
* HTML : Hyper text markup language
* CSS : Cascading Style Sheet
* JavaScript : Javascript
* PHP : Personal Home Page (php hypertext preprocessor)
* MySQL : database

## See Also

* Server-Side Scripting
# Function/Finitely many values/No staircase function/Exercise

Give an example of a function $f\colon [a,b]\rightarrow \mathbb {R}$ which assumes only finitely many values, but is not a staircase function.
# Fuel oil management system

Fuel oil management system (FOMS) is a recent development in the field of electric power by which the fuel oil level in any power plant or any industry can be monitored and controlled using programmable logic controller and supervisory control and data acquisition.
# Full octahedral group/List of all subgroups

The list of subgroups as shown in Full octahedral group, but including lists of all 48 permutations of the respective example solid.

## Subgroups of order 24

T$_d$ S$_4$ green orange [3,3] :
solids :
O S$_4$ blue red [4,3]$^+$ :
solids :
T$_h$ A$_4$ × C$_2$ [3$^+$,4] :
solids :

## Subgroups of order 16

D$_{4h}$ Dih$_4$ × C$_2$ [2,4] :
solids :

## Subgroups of order 12

T A$_4$ [3,3]$^+$ :
solids :
submatrix :
D$_{3d}$ Dih$_6$ [2$^+$,6] :
solids :
submatrix :

## Subgroups of order 8

D$_{2h}$ C$_2$$^3$ white [2,2] :
solids :
D$_{2h}$ C$_2$$^3$ green [2,2] :
solids :
C$_{4h}$ C$_4$ × C$_2$ [4$^+$,2] :
solids :
C$_{4v}$ Dih$_4$ green red [4] :
solids :
submatrix :
Permutations of the square for comparison :
| Permutations of the square for comparison | Cube permutations that leave the z-axis fixed |
D$_{2d}$ Dih$_4$ blue orange [2$^+$,4] :
solids :
D$_{2d}$ Dih$_4$ green orange [2$^+$,4] :
solids :
D$_4$ Dih$_4$ blue red [2,4]$^+$ :
solids :

## Subgroups of order 6

C$_{3v}$ S$_3$ green [3] :
solids :
D$_3$ S$_3$ blue [2,3]$^+$ :
solids :
S$_6$ C$_6$ [2$^+$,6$^+$] :
solids :

## Subgroups of order 4

S$_4$ C$_4$ orange [2$^+$,4$^+$] :
solids :
C$_4$ C$_4$ red [4]$^+$ :
solids :
C$_{2h}$ = D$_{1d}$ V inv white [2$^+$,2] :
solids :
C$_{2h}$ = D$_{1d}$ V inv green [2$^+$,2] :
solids :
C$_{2v}$ V green blue yellow [2] :
solids :
C$_{2v}$ V yellow white [2] :
solids :
C$_{2v}$ V green white [2] :
solids :
D$_2$ V blue white [2,2]$^+$ :
solids :
D$_2$ V white [2,2]$^+$ :
solids :

## Subgroups of order 3

C$_3$ C$_3$ [3]$^+$ :
solids :

## Subgroups of order 2

S$_2$ C$_2$ inv [2$^+$,2$^+$] :
solids :
C$_s$ = C$_{1v}$ C$_2$ yellow [ ] :
solids :
C$_s$ = C$_{1v}$ C$_2$ green [ ] :
solids :
C$_2$ C$_2$ white [2]$^+$ :
solids :
C$_2$ C$_2$ blue [2]$^+$ :
solids :
# Function/Derivative/Determine/Exercise form

Determine the derivative of the function
    $f\colon D\longrightarrow B$
# Function/1+ln x -1 over x/Bijection/Exercise

We consider the function
    $f\colon \mathbb {R} _{+}\longrightarrow \mathbb {R} ,x\longmapsto f(x)=1+\ln x-{\frac {1}{x}}.$
a) Prove that $f$ gives a continuous bijection between $\mathbb {R} _{+}$ and $\mathbb {R}$.
b) Determine the inverse image $u$ of $0$ under $f$, then compute $f'(u)$ and $(f^{-1})'(0)$. Draw a rough sketch for the inverse function $f^{-1}$.
# Function/Continuously differentiable/Derivation not 0/Local bijection/Exercise

Let $f\colon I\rightarrow \mathbb {R}$ be a continuously differentiable function (defined on an open interval), and let $a\in I$ be a point with $f'(a)\neq 0$. Show that there exist open intervals $J\subseteq I$ with $a\in J$ and $J'\subseteq \mathbb {R}$, such that the restricted function $f\colon J\rightarrow J'$ is bijective.
# Hysteretic damper

Hysteretic damper is intended to provide better and more reliable seismic performance than that of a conventional structure at the expense of the seismic load energy dissipation. There are four major groups of hysteretic dampers used for the purpose, namely:
   * Fluid viscous dampers (FVDs)
Viscous Dampers have the benefit of being a supplemental damping system. They have an oval hysteretic loop and the damping is velocity dependent. While some minor maintenance is potentially required, viscous dampers generally do not need to be replaced after an earthquake. While more expensive than other damping technologies they can be used for both seismic and wind loads and are the most commonly used hysteric damper.
   * Friction dampers (FDs)
Friction dampers tend to be available in two major types, linear and rotational and dissipate energy by heat. The damper operates on the principle of a coulomb damper. Depending on the design, friction dampers can experience stick-slip phenomenon and Cold welding. The main disadvantage being that friction surfaces can wear over time and for this reason they are not recommended for dissipating wind loads. When used in seismic applications wear is not a problem and there is no required maintenance. They have a rectangular hysteretic loop and as long as the building is sufficiently elastic they tend to settle back to their original positions after an earthquake.
   * Metallic yielding dampers (MYDs)
Metallic yielding dampers, as the name implies, yield in order to absorb the earthquake's energy. This type of damper absorbs a large amount of energy however they must be replaced after an earthquake and may prevent the building from settling back to its original position.
   * Viscoelastic dampers (VEDs)
Viscoelastic dampers are useful in that they can be used for both wind and seismic applications, they are usually limited to small displacements. There is some concern as to the reliability of the technology as some brands have been banned from use in buildings in the United States.
Each group of dampers has specific characteristics, advantages and disadvantages for structural applications.
# IBM

This page has been set up as part of the FLOSS4Science portal for people looking for corporations with a view to collaboration on FLOSS for Science development.
So far there are just a few links to pages which seem relevant with some association with IBM.

## Discussion questions

* What can you learn from IBM?
* How can studying IBM improve your knowledge and skills related to business?

## IBM and FLOSS for Science

* Open source in the biosciences
* OpenDX
* Open source in the lab.
# Maritime Health Research and Education-NET/Cohort protocols/Nordic Occupational Skin Questionnaire-50 Cohort Protocol

Occupational skin diseases is the one of the most frequent and important occupational diseases, that however have had little attention among the maritime workers. The Nordic Occupational Skin Questionnaire - NOSQ-2002 a has been developed to overcome the lack of attention as a screening instrument to point out work areas where it is relevant to give more attention. Especially as mentioned in the Background chapter, irritative, toxic and allergic skin and airway diseases are important in fish harvesting and seafood proses. According to Haz Map guidelines the attention is especially in one or more of the following work processes in fishing: (1) eviscerating fresh fish by removing heads, fins, scales, bones, and entrails; (2) shucking and packing fresh shellfish; (3) manufacturing frozen seafood; and (4) processing fresh and frozen marine fats and oils Use of a standard questionnaire for screening of skin complaints and hazardous exposures would be relevant as one of other tools for identification of the needs. The Nordic standard questionnaire on occupational skin diseases for surveys among workers is available in eight languages.
https://nfa.dk/da/Vaerktoejer/Sporgeskemaer/NOSQ-2002/NOSQ2002-UK
# Maritime Health Research and Education-NET/Contribution to UNs 17 Sustainable Development Goals

Goal 3: Good health and well-being for all workers
Goal 4: Quality Education Goal 5: Gender Equity Goal 8: Decent Work and Economic Growth Goal 10: Reduced Inequity (Compliance with MLC2006 and the C188) Goal 12: Responsible Consumption and Production (Ships’ SOx and NOx emissions) Goal 14: Life underwater observations on compliance with good waste management
Goal 17: Partnerships to achieve the Goals
# Maritime Health Research and Education-NET/Basic procedure for project collaboration with the universities
## Recommendations for the procedures in MAHRE-NET collaboration with the Universities

* A student Coordinator is established
* MAHRE-NET meets with the Coordinator and the Dean to inform and discuss about the project
* MAHRE-NET, the Dean, the class Coordinator and the students obtain agreement on the project and a date for start
* MAHRE-NET makes the electronic questionnaire ready and makes a pilot test
* The ICOH code of ethics is known and adapted like the national code of ethics
* OMEGA-NET cohorts statement on research integrity and responsible research practice including data sharing is followed
* The European Code of Conduct for Research Integrity for self-regulation in all research is followed
* Coordinator informs the class and give his/her e-mail address to all in the class
* Each member of the class sends an empty mail to the Coordinator.
* Coordinator sends the link with the electronic questionnaire to all class mail addresses and collect data on his laptop.
* Coordinator sends the first reminder after 1 week and the second after 1 week more
* The Coordinator sends the anonymous Excel file with the response data to the MAR-NET team
* MAHRE-NET team analyses the data and/or support the Coordinator to do this
* A report of the data analysis is written and given to the Coordinator
* The Coordinator sends a copy to the class, the Dean and the University Safety Council
* Safety Council meets to discuss any possible preventive things that should be done
* Safety Council makes minutes of the meeting, the decisions and start implementation
* The questionnaire round is repeated after the plan in the protocol (after 1-2 years)
* Agreement that the institution who collect the data is the data owner
* Agreement that data can be reused by other researchers according to OMEGA-NET agreements
* Agreement that reuse of data is by acknowledgement to data owners and by sending copy of article and thesis
* Data are stored safely by the collecting institution and by other users
* We are aware and follow the Data protection rules for the university (SDU see below)
Signed by the head of the Department/Faculty/institution
Date ______________Name________________ Sign______________________
Data protection regulations
# Maritime Health Research and Education-NET/Cohort protocols/GHQ12 Cohort protocol/Invitation to the schools
## Focus on prevention in the psychosocial study environment at the maritime universities

We know that a small part of a youth cohort gets a diagnosis of mental illness and it's about taking things in stride. The international network for maritime health research and education, Mahre-Net, wants to provide a scientific basis for the UN's Global Sustainability Goals especially goals: 3, 4, 8,10 and 17 in the maritime areas. Surveys on the psychosocial study environment at maritime universities have successfully been completed by the students in the maritime schools in several countries. The questionnaires are on mental health, bullying, sexual harassment, smoking, alcohol, and the students ‘suggestions on how to create an inspiring learning environment. The maritime Schools are invited to participate as well where the students can use the survey as the basis for their study thesis. The results can be used in teaching on wellbeing and the management can, together with the students, use the results to propose concrete improvements to the education. It will contribute to creating interest among the young people in the maritime industry and they can use this knowledge later as seafarers. The survey model is prepared to be used for the seafarers as well. Contact OJ from Mahre-Net: o147248@gmail.com