OpenLLM-France/wikimedia huggingface dataset:
# Filmmaking Basics/Planning the Movie

Your Current Location :
| Page: | Introduction |
| Lesson: | Planning the Movie |
| Course: | Course #01 - Basic Filmmaking |
| Department: | Narrative Film Production |
| Division: | Film and Television |
| Portal: | Fine Arts Portal |
| School: | Art and Design |
| Faculty: | Humanities |
| University: | Wikiversity (English) |

## Lesson

    Lesson #003: Planning the Movie

## Pages of this Lesson

* Page 1 - The Introduction → You Are Here!
* Page 1 - Animatic
* Page 2 - Filming
* Page 3 - Animation
* Page 4 - Aspect Ratio & Frame Size

## Lesson Summary

Lesson #003: Planning the Movie - Before you begin preproduction, you have to make some decisions.
At the Wikiversity Film School, most of these decisions are made for you. In case you are interested, this is how they were decided.

## The Final Product

When you are finished making the movie, you need to have all the elements needed for the distributor. This is a huge undertaking. Most of our planning is to able to give the distributor the required deliverables.

## The Purpose of Planning

The goal is to reduce costs later by planning for all the materials needed during the filming, editing, and delivery of this movie. Better planning means lower cost.

## How many versions?

We will first make an animatic as part of our early planning.
Then we will make an animated version of our movie
Finally, we will work on a live-action version.

## Before we can begin

Before we begin, we need to make decisions such as the frame size and the frame rate. Sounds like a simple decision, right? It is not.

## Animation

Even making decisions about the animation are not easy. What style of animation will we use? Will we use programs like LightWave and Maya or will be use programs like Poser and DAZ Studio? And where will we get the models for our movie? With LightWave and Maya, we have to start from scratch. With Poser and DAZ Studio, we can buy a wide selection of models.

## Next page

Go to Page 1 to begin.

## Questions?

Contact the teacher. Robert Elliott 14:13, 28 September 2006 (UTC)
# Filmmaking Basics/Planning the Movie/Animatic
## Lesson

    WikiU Film School - Lesson #003: Planning the Movie - Overall Considerations

## Pages of this Lesson

* Title Page
* Page 1 - Animatic → You Are Here!
* Page 2 - Filming
* Page 3 - Animation
* Page 4 - Aspect Ratio & Frame Size
* Page 5 - Audio Considerations

## Current Location

    Wikiversity (English) $\Leftrightarrow$ Humanities $\Leftrightarrow$ Art and Design $\Leftrightarrow$ Fine Arts $\Leftrightarrow$ Film and Television $\Leftrightarrow$ Narrative Film Production $\Leftrightarrow$ Course #01 - Learning the Basics of Filmmaking $\Leftrightarrow$ Lesson #003: Planning the Movie $\Leftrightarrow$ Page 1 - Overall Considerations

## The Animatic

The animatic is a movie of the storyboards. In our case, the animatic is the movie of the 3D storyboards.
For convinience, the storyboard frames will be 640 by 480 square pixels.
I don't know what speed we will edit at. 12 might be too high. We shall see.
(more later...)
Robert Elliott 03:22, 30 September 2006 (UTC)
# Filmmaking Basics/Planning the Movie/Animation
## Lesson

    WikiU Film School - Lesson #003: Planning the Movie - Animation Considerations

## Pages of this Lesson

* Title Page
* Page 1 - The animatic
* Page 2 - Filming
* Page 3 - Animation → You Are Here!
* Page 4 - Aspect Ratio & Frame Size
* Page 5 - Audio

## Current Location

    Wikiversity (English) $\Leftrightarrow$ Humanities $\Leftrightarrow$ Art and Design $\Leftrightarrow$ Fine Arts $\Leftrightarrow$ Film and Television $\Leftrightarrow$ Narrative Film Production $\Leftrightarrow$ Course #01 - Learning the Basics of Filmmaking $\Leftrightarrow$ Lesson #003: Planning the Movie $\Leftrightarrow$ Page 3 - Animation Considerations

## Animation Considerations Today

While this movie will be filmed, I want to also create an animated version.
Rather than use expensive animation, we will use digital puppet for Poser and DAZ Studio which is the same programs we are using for the 3D storyboards.

## Conclusions

* An animated version will also be created.
* The Character Animation will be done with DAZ Studio or Poser
* The scenery Animation will be done with Vue
To be completed shortly... Robert Elliott 03:33, 30 September 2006 (UTC)
# British Empire

British Empire
Back
Course Overview
· Tudor Origins of the British Empire (1485-1603)
· Consolidation at Home and Abroad (1603 - 1707)
Next :
       For previous material on this page, please see archive

## Course Structure

This course is divided into periods, with different levels for each period.
* Introductory: This covers a basic grasp of key dates. Self-assessment is provided through a quiz.
* Intermediate: This goes a bit deeper as regards key issues. Self-assessment is provided through a quiz.
* Advanced: This covers the course more fully, involves following up links and references. It is assessed through assignments.
| Period | Dates | Introductory | Intermediate | Advanced |
| Tudor Origins | 1485 - 1603 | Timeline | To come later | To come later |
| Consolidation at Home and Abroad | 1603 - 1707 | Timeline | To come later | To come later |
| Growth during the Eighteenth Century | 1707 - 1776 | To come later | To come later | To come later |
| Age of Revolutions | 1776 -1815 | To come later | To come later | To come later |
| The British Empire after Napoleon | 1815 - 1870 | To come later | To come later | To come later |
| High Colonialism | 1870 - 1914 | | To come later | To come later |
| First World War | 1914 - 1920 | To come later | To come later | To come later |
| Decline | 1920 - 1939 | | To come later | To come later |
| Dissolution | 1939 - ? | To come later | To come later | To come later |
# World War I -- Life Histories/Section 001/Jessica Smith

Welcome to the learning project on North Carolina during World War I!

## Page summary

This page provides an overview of the commerce, politics, and citizens of the state of North Carolina during World War I. This page also provides information about individual North Carolinians who participated in the war.

## Prehistory

Life in North Carolina before the United States entered the war.

## Activities during World War I

The economy, political sentiment, and enlisted soldiers from the State.

## Life after the War

How did the First World War change the economic, political, and cultural landscape of North Carolina?

## Readings and other resources

Each individual page may link to other North Carolinians involved in the war, or a suggested reading selection. For example:
* The Documenting the American South project at the University of North Carolina at Chapel Hill
# Esperanto/Introduction

Komuneco is the Esperanto word for "commonality".
Komuneco aims to develop:
* A global network of learning communities
* A shared community of practice
* A commitment to social and cognitive justice
# Speedcubing

* Speedcubing is the hobby of solving rubik's cubes in the shortest time possible, by the end of this topic you should be able to solve a rubik's cube and with enough practice be able to solve in under 1 minute.
* Rubik's Cube in solved state
* What you need before you start
* Rubik's cube
* Stackmat or other timing device(optional)
* Silicone based lubricant(optional)
* Syllabus
* Beginners
* Lesson 1: Introduction to speedcubing and terminology
* Lesson 2: The cross and first layer
* Lesson 3: The middle layer
* Lesson 4: Mid term review
* Lesson 5: Top cross(orienting edges)
* Lesson 6: Orienting Corners
* Lesson 7: Permuting Corners
* Lesson 8: Permuting edges
* Intermediate
* Lesson 1: How to prepare a good speedcube
* Lesson 2: F2L
* Lesson 3: OLL
* Lesson 4: PLL
* Advanced
* Lesson 1: Finger tricks
* Teachers-Students
# Speedcubing/Middle

To permute and lock each edge without the colors white or yellow, find and edge without the colors white or yellow, align it with one of the middle layer cores, and then see which core the top piece needs to lock into.
If it is on the right, follow this algorithm: U, R, U, R', U'
If it is on the left, follow this algorithm: L', U', L, U
These are the steps used to orient and permute each side of the middle layer.
# Speedcubing/Edges

Here are the algorithms used to solve the yellow cross:
If you see only the yellow core piece, then use this algorithm: Fw, R, U, R', U', Fw', y, F2, R, U, R', U'
If you see an right angle running from the side of the cube facing you, and then turning 90 degrees going straight to your right, use this algorithm: Fw, R, U, R', U', Fw'
If you see a line, then use this algorithm: F2, R, U, R', U', F2'
# Finite set/Injective and surjective mappings/Cardinality/Exercise

Let $m\geq n$. How many injective mappings do exist from $\{1,\ldots ,n\}$ to $\{1,\ldots ,m\}$, and how many surjective mappings do exist from $\{1,\ldots ,n\}$ to $\{1,\ldots ,m\}$?
# Alternating group/Even permutation is product of three-cycles/Exercise

Show that every even permutation $\sigma \in S_{n}$, $n\geq 3$, can be written as a product of cycles of length $3$.
# Search Engines

A web search engine is a software system that is designed to search for information on the World Wide Web..

## Lessons

* Internet Fundamentals/Search Engines
* Popular Search Engines
* Distributed P2P Search Engines

## Discussion questions and essay ideas

* What open source Internet search engines exist?

## See Also

* Wikipedia: Web search engine
* Wikipedia: List of search engines
# Simulacrumism

Simulacrumism is the philosophy that suggests that it will soon become increasingly difficult and eventually even impossible to distinguish between human-made work and AI-generated creations.
The term was made up by S. Perquin and was originated from the term simulacrum, which refers to a representation or image that no longer has a direct link to reality but instead forms its own, autonomous version of reality. In Jean Baudrillard's work, particularly in Simulacra and Simulation, he explores how reality is increasingly replaced by simulations that distort our understanding of what is "real". The concepts of similitudo (likeness) and simulacrum (image or imitation) were originally developed by the ancient Greek philosopher Plato.

## Desciption

AI is capable of mimicking human creativity, decision-making and even emotional responses. As a result, we might reach a point where it's no longer clear whether something was created by a human or a machine because both are presented as a similar kind of "reality". Work that was once solely the domain of humans—such as art, literature and even professional tasks—could be fully replicated by AI systems, and the "authenticity" of the work would no longer matter.
# Boolf prop/3-ary/cohort weight

Number of blocks: 5 Integer partition: 2⋅1 + 1⋅14 + 1⋅56 + 1⋅184
| # | cohort weight | block |
| 1 | ∞ | [0] |
| 1 | 8 | [1] |
| 14 | 4 | [2, 3, 4, 5, 8, 9, 16, 17, 32, 33, 64, 65, 128, 129] |
| 56 | 2 | [6, 7, 10, 11, 12, 13, 14, 15, 18, 19, 20, 21, 24, 25, 34, 35, 36, 37, 40, 41, 48, 49, 50, 51, 66, 67, 68, 69, 72, 73, 80, 81, 84, 85, 96, 97, 104, 105, 130, 131, 132, 133, 136, 137, 144, 145, 152, 153, 160, 161, 164, 165, 192, 193, 194, 195] |
| 184 | 1 | |
# Boolf prop/3-ary/legion weight

Number of blocks: 5 Integer partition: 2⋅1 + 1⋅6 + 1⋅30 + 1⋅218
| # | legion weight | legion faction | block |
| 1 | ∞ | Ж ∞ | [0] |
| 1 | 8 | 255 1 Ж 255 | [1] |
| 6 | 4 | 15 17 Ж 15 | [2, 3, 4, 5, 16, 17] |
| 30 | 2 | 3 85 Ж 3 | [6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 18, 19, 20, 21, 32, 33, 34, 35, 48, 49, 50, 51, 64, 65, 68, 69, 80, 81, 84, 85] |
| 218 | 1 | 1 255 Ж 1 | |
# Vector space/Bilinear form/Definition

Let $K$ be a field, and let $V$ denote a $K$-vector space. A mapping
    $V\times V\longrightarrow K,(v,w)\longmapsto \left\langle v,w\right\rangle ,$
is called a bilinear form, if, for all $v\in V$, the induced mappings
    $V\longrightarrow K,w\longmapsto \left\langle v,w\right\rangle ,$
and for all $w\in V$, the induced mappings
    $V\longrightarrow K,v\longmapsto \left\langle v,w\right\rangle ,$
are $K$-linear.
# K^n/Bilinear forms/Arbitrary coefficients/Special cases/Example

Let $V=K^{n}$, and let $a_{ij}\in K$ denote fixed numbers, for $1\leq i,j\leq n$. Then, the assignment
    $({\begin{pmatrix}x_{1}\\\vdots \\x_{n}\end{pmatrix}},{\begin{pmatrix}y_{1}\\\vdots \\y_{n}\end{pmatrix}})\longmapsto \Psi (x_{1},\ldots ,x_{n},y_{1},\ldots ,y_{n})=\sum _{i,j}a_{ij}x_{i}y_{j}$
is a bilinear form. In case
    $a_{ij}=0\,$
for all $i,j$, this is the zero form; in case
    $a_{ij}=\delta _{ij}={\begin{cases}1,{\text{ if }}i=j\,,\\0{\text{ else}}\,,\end{cases}}\,$
we have the standard inner product (where the expression makes sense for every field; the property of being positive definite does only make sense for an ordered field). In case $n=4$ and
    $\Psi (x_{1},\ldots ,x_{4},y_{1},\ldots ,y_{4})=x_{1}y_{1}+x_{2}y_{2}+x_{3}y_{3}-x_{4}y_{4}\,,$
we talk about a Minkowski-form. For $n=2$ and
    $\Psi (x_{1},x_{2},y_{1},y_{2})=x_{1}y_{2}-x_{2}y_{1}\,,$
this is the determinant in the two-dimensional case.
# Bilinear form/Nondegenerate/Definition

Let $K$ be a field, and let $V$ denote a $K$-vector space. A bilinear form
    $V\times V\longrightarrow K,(v,w)\longmapsto \left\langle v,w\right\rangle ,$
is called nondegenerate, if for every $v\in V$, $v\neq 0$, the induced mapping
    $V\longrightarrow K,w\longmapsto \left\langle v,w\right\rangle ,$
and, for every $w\in V$, $w\neq 0$, the induced mapping
    $V\longrightarrow K,v\longmapsto \left\langle v,w\right\rangle ,$
is not the zero mapping.
# Bilinear form/Via mapping to dual space/Fact

Let $K$ be a field, let $V$ denote a $K$-vector space with its dual space ${V}^{*}$. Let
    $\Theta \colon V\longrightarrow {V}^{*}$
be a linear mapping.
    $\Psi (u,v)=(\Theta (u))(v)\,$
defines a bilinear form
$V$
# Bilinear form/Via mapping to dual space/Fact/Proof

Since $\Theta (u)\in {V}^{*}$, the evaluation at a vector $v\in V$ yields an element of the base field. The linearity in the second component rests on the fact that $\Theta (u)$ belongs to the dual space. The linearity in the first component rest on the linearity of $\Theta$.
# Physics/Essays/Fedosin/Planck mass

Planck mass (m$_P$) is the unit of mass in the system of natural units known as Planck units. It is defined so that
    $m_{P}={\sqrt {\frac {\hbar c}{G}}}=1.2209\cdot 10^{19}\,{\text{GeV/c}}^{2}=2.17644\cdot 10^{-8}\,{\text{kg}},$
where c is the speed of light in vacuum, G is gravitational constant, and $\hbar$ is the reduced Planck constant.
Particle physicists and cosmologists often use the reduced Planck mass, which is
    ${\sqrt {\frac {\hbarc}{8\pi G}}}$ = 4.341 × 10$^{-9}$ kg = 2.435 × 10$^{18}$ GeV/c$^2$.
The added factor of $1/{\sqrt {8\pi }}$ simplifies a number of equations in general relativity.
The name “Planck mass” honors Max Planck, who was the first to propose the mass. The Planck mass is not so far from Stoney mass $m_{S}\$ and connects with it through fine structure constant $\alpha ={\frac {e^{2}}{2\varepsilon _{0}hc}}$ in the way: $m_{P}={\frac {m_{S}}{\sqrt {\alpha }}}\ .$

## Derivations
### Dimensional analysis

The formula for the Planck mass can be derived by dimensional analysis. In this approach, one starts with the three physical constants ħ, c, and G, and attempt to combine them to get a quantity with units of mass. The expected formula is of the form
    $m_{\text{P}}=c^{n_{1}}G^{n_{2}}\hbar ^{n_{3}},$
where $n_{1},n_{2},n_{3}$ are constants to be determined by matching the dimensions of both sides. Using the symbol L for length, T for time, M for mass, and writing "[x]" for the dimensions of some physical quantity x, we have the following:
    $[c]={\mathsf {LT}}^{-1}\$
    $[G]={\mathsf {M}}^{-1}{\mathsf {L}}^{3}{\mathsf {T}}^{-2}\$
    $[\hbar ]={\mathsf {M}}^{1}{\mathsf {L}}^{2}{\mathsf {T}}^{-1}\$.
Therefore,
    $[c^{n_{1}}G^{n_{2}}\hbar ^{n_{3}}]={\mathsf {M}}^{-n_{2}+n_{3}}{\mathsf {L}}^{n_{1}+3n_{2}+2n_{3}}{\mathsf {T}}^{-n_{1}-2n_{2}-n_{3}}$
If one wants dimensions of mass, the following equations must hold:
    $-n_{2}+n_{3}=1\$
    $n_{1}+3n_{2}+2n_{3}=0\$
    $-n_{1}-2n_{2}-n_{3}=0\$.
The solution of this system is:
    $n_{1}=1/2,n_{2}=-1/2,n_{3}=1/2.\$
Thus, the Planck mass is:
    $m_{\text{P}}=c^{1/2}G^{-1/2}\hbar ^{1/2}={\sqrt {\frac {c\hbar }{G}}}.$

## Significance

Unlike all other Planck units and most Planck derived units, the Planck mass is a macroscopic amount, having a scale more or less conceivable to humans. For example, the body mass of a flea is roughly 4000 to 5000 m$_P$.
The Planck mass has the Schwarzschild radius equals to its Compton wavelength divided by $\pi \$. The Planck mass is also the mass of the Planck particle, a hypothetical tiny black hole whose Schwarzschild radius equals the Planck length.
The Planck mass is an idealized mass thought to have special significance for quantum gravity when general relativity and the fundamentals of quantum physics become mutually important to describe mechanics.
# Boolf prop/3-ary/atomvals

Number of blocks: 8 Integer partition: 4⋅2 + 3⋅10 + 1⋅218
| # | atomvals | block |
| 2 | | [0, 255] |
| 218 | {0, 1, 2} | |
| 10 | {1, 2} | [3, 12, 48, 60, 63, 192, 195, 207, 243, 252] |
| 10 | {0, 2} | [5, 10, 80, 90, 95, 160, 165, 175, 245, 250] |
| 2 | {2} | [15, 240] |
| 10 | {0, 1} | [17, 34, 68, 102, 119, 136, 153, 187, 221, 238] |
| 2 | {1} | [51, 204] |
| 2 | {0} | [85, 170] |
# Endomorphism/Diagonalizable/Algebraic and geometric multiplicity/Fact/Proof

If $\varphi$ is diagonalizable, then we can assume at once that $\varphi$ is described by a diagonal matrix with respect to a basis of eigenvectors. The diagonal entries of this matrix are, due to example, the eigenvalues, and these occur as often as their geometric multiplicity tells us. The
characteristic polynomial can be read off, due to example, directly from the diagonal matrix, every diagonal entry $\lambda$ constitutes a linear factor $X-\lambda$.
For the other direction, let $\lambda _{1},\ldots ,\lambda _{k}$ denote the different eigenvalues, and let
    $\mu _{i}:=\mu _{\lambda _{i}}(\varphi )=\dim _{K}{\left(\operatorname {Eig} _{\lambda _{i}}{\left(\varphi \right)}\right)}\,$
denote the (geometric and algebraic) multiplicities. Due to the condition, the characteristic polynomial factors in linear factors. Therefore, the sum of these numbers equals $n=\dim _{K}{\left(V\right)}$. Because of fact, the sum of the eigenspaces
    $\operatorname {Eig} _{\lambda _{1}}{\left(\varphi \right)}\oplus \cdots \oplus \operatorname {Eig} _{\lambda _{k}}{\left(\varphi \right)}\subseteq V\,$
is direct. By the condition, the dimension on the left is also $n$, so that we have equality. Due to fact, $\varphi$ is diagonalizable.
# Linear algebra (Osnabrück 2024-2025)/Triangular matrix/Characteristic polynomial/Eigenvalues/Example/Examplereferencenumber

Example 23.5
# International law/Human Rights
##### Human Rights

Human rights. Human rights as the word in itself are very powerful. it can be translated into many different languages. But, the very most common interest is the idea of the political and moral beliefs of our humanity. Human rights set off a very broad concept of what it truly means to share our values, as they are gifted in our lives. human rights are defined as to be a right that is guaranteed to each and everyone one of us, that is not defined by where or who we are and where we come from. Religion, Race, region, and nations, are all considered in the categories of human rights that should be protected. media and other sources highlight the importance of our living conditions and how they can be upheld in every circumstance and belief of our own kind. Human Rights are very powerful, for I believe they are gifted and it is gifted by our creator. For religion had a strong emphasis on human rights and to embrace and never abuse it. For injustice can lead to the idea of abusing human rights. Now some people might consider the idea of what role shall it play in our society and our beliefs in life? human rights can play an important role in our lives and ideas and skills that we must consider in our lives, such as the idea of politics or morals. it is shared through many tribes and nations in this word. the world of politics still should emphasize the importance of how it can lead it throughout many other nations and communities. The right to education, relations, freedom, etc. Freedom can be categorized into many categories such as the idea of religion and beliefs. freedom and diversity also are considered as the subcategories of human rights, Now the way freedom is defined is the belief to have a choice in everything that is perceived towards them. both choice and freedom have a very strong effect on a human if it is abused. The abuse of human rights can be discriminated against both men, women, and even children free will had been given to mankind and humanity to show and encompass the theory and belief of each other and to embrace and use it for the right cause. As if the free will has the power behind choice and freedom but only for the right cause in our lives.
# Physics/Essays/Fedosin/Stoney mass

Stoney mass ($m_{S}$), is one of the base units in the system of natural units called Stoney units. It is a quantity of mass defined in terms of fundamental physical constants.
The Stoney mass is defined as:
    $m_{S}=e{\sqrt {\frac {\varepsilon _{g}}{\varepsilon _{0}}}}={\sqrt {\alpha }}m_{P}=1.859\cdot 10^{-9}\$ kg,
where
    $\varepsilon _{g}={\frac {1}{4\pi G}}\$, and $G\$ is the gravitational constant,
    $\varepsilon _{0}\$ is the electric constant,
    $\alpha \$ = (137.035999074)$^{−1}$ is the electric fine structure constant,
    $e\$ is the elementary charge.
The Stoney mass is $\alpha ^{-1/2}\approx 11.706$ times less than the Planck mass $m_{P}\$.

## History

Contemporary physics has settled on the Planck scale as the most suitable scale for a unified field theory. The Planck scale was however anticipated by George Stoney.
The Stoney scale has been re-discovered by M. Castans and J. Belinchon, and by Ross McPherson, in connection with the Large number coincidences.

## Stoney mass vs elementary electric charge

The elementary charge is a unit of the Stoney scale. The Coulomb force between two such charges is:
    $F_{C}={\frac {1}{4\pi \varepsilon _{0}}}\cdot {\frac {e^{2}}{r^{2}}}.\$
The Newton force between two Stoney masses is:
    $F_{N}={\frac {1}{4\pi \varepsilon _{g}}}\cdot {\frac {m_{S}^{2}}{r^{2}}},\$
From the equality of the above forces
    $F_{C}=F_{N}\$
we find out the relationship between Stoney mass and Stoney charge:
    $m_{S}=e{\sqrt {\frac {\varepsilon _{g}}{\varepsilon _{0}}}}.\$
Note that, George Stoney first proposed the term electron for the particle with elementary electric charge due to O’Hara and Keller.
# Bilinear form/Gradient/Section
## Lemma
### Proof

$\Box$
If a finite-dimensional vector space is endowed with a fixed nondegenerate bilinear form, then there exists, for every linear form, a uniquely determined vector that describes this linear form. More precisely: there exists a vector $y\in V$ such that
    $L(v)=\left\langle y,v\right\rangle \,$
holds for all $v\in V$, and a vector $z\in V$ such that
    $L(v)=\left\langle v,z\right\rangle \,$
holds. In this situation, $y$ is called the left gradient for $L$ with respect to the bilinear form, and $z$ is called the right gradient. For an inner product and, more generally, for any nondegenerate symmetric bilinear form, the two concepts coincide, and we just talk about the gradient. For a Euclidean vector space, we formulate this relation explicitly.

## Corollary
### Proof

$\Box$