OpenLLM-France/wikimedia huggingface dataset:
# Component Based Development/Basics

There are 2 conceptual models that give context to http and tcp/ip. The 4 layer model, puts http in the 4th application layer, tcp in the 3rd transport layer, ip in the 2nd internet layer. The 1st layer is often called the combined link/physical layer, and may consist of MAC/ethernet and DSL for example.
In an alternative model, the OSI 7 layer model, 1st layer is physical ,e.g DSL ; 2nd layer is data link e.g. MAC; 3rd layer is internet, e.g. IPV4/IPV6/IPSEC/UDP , except for ipsec, maybe connectionless ; 4th layer is transport , often connection/oriented e.g. TCP ; 5th layer is Session , which is space and time synchronized ( connection and session) , e.g. PAP/CHAP, the S in https ; 6th layer is Presentation, and may have encryption classified her, but conceptually might include html ; the 7th layer is the application layer, and often https, along with sftp, ftp, telnet, ssh, IMAP, SMTP are lumped at this level. Html might be classified 6b/7b , as it involves presentation and often is a application level protocol nowadays.
In the context of java web programming, java web containers such as Apache Tomcat provide the framework for API implementation of javax.servlet(.http). A javax.servlet.Servlet interface describes the GenericServlet abstract class and the HttpServlet abstract class, and application programmers are meant to use inheritance to create a subclass of GenericServlet or HttpServlet to fulfil their application writing wishes. The main abstract methods to implement by programmers are
in GenericServlet , and
in HttpServlet.
The HttpServiceRequest inherits from ServiceRequest which has a getInputStream and getReader method, which allows reading of a user request. HTTPServiceRequest also has getCookies and getQueryString , getUri and getParts to get client web browser data for processing. This allows applications to do things like tracking the client without his/her knowledge but within legal boundaries that apply to traditional advertising mailing (we hope). It is also essential for processing legally agreed and implicitly consented form data that was entered by a user in the web page's form, as getQueryString returns the & separated form elements.
HttpServieResponse has a getOutputStream and getWriter method for writing a response, for example, a html page. It also allows setting Http level information, which instruct the client's web browser to do something, such as set cookies, read response headers, redirect to another page, show an error code and message, in methods such as:
This allows programming dynamic html at the lowest level of html application on a Web Container such as Tomcat.
# Component Based Development/DI

Zur Klärung der Frage, was Dependency Injection (DI) soll zuerst beschrieben werden, welche Art von Abhängigkeit (Dependency) hiermit gemeint ist.
In DI steht das D für Abhängigkeiten zwischen Klassen bzw. genauer zwischen den korrespondierenden Objekten.
Da in der Regel komplexere Objekte Funktionalitäten anderer Objekte benötigen, haben Sie diese Objekte in Membervariablen (Objektvariablen) gespeichert. z.B. (modifiziert aus M. Fowler: Inversion of Control Containers and the Dependency Injection pattern, 2004 http://martinfowler.com/articles/injection.html) :
Die Methode moviesDirectedBy verwendet hier ein Objekt von Typ MovieFinder. Man sagt MovieFinder ist abhängig von MovieLister.
Der MovieFinder ist ein Interface, für die es eine Vielzahl von Implementierungen (DBMovieFinder, ColonDelimiterMovieFinder) geben könnte.
Wenn nun aber direkt im Konstruktor des MovieLister eine konkrete MovieFinder-Instanz erzeugt, ist diese Wiederverwertbarkeit nicht gegeben, z.B durch:
Der MovieLister ist fest mit einer Implementierung des MovieFinder (ColonDelimitedMovieFinder) verbunden. Dies führt zu einer starken Kopplung. Hierdurch ist aber die Methode moviesDirectedBy bzw. der MovieLister nicht mehr für alle möglichen Ausprägungen (Implementierungen) des MovieFinder nutzbar. Außerdem lässt sich die Methode moviesDirectedBy nicht mehr testen, ohne gleichzeitig den ColonDelimitedMovieFinder mit zu testen. Ein weiterer Nachteil ist das die Abhängigkeit vom MovieLister zum MovieFinder nicht in den Methoden-Signaturen (denke an Javadoc) erkennbar ist, sondern nur in der Implementierung.
Eine Lösung des Problems ist die Abhängigkeit z4 der 26n2reten 0*3e0ent5er4ng von außen hinein zugeben, z.B. über den Konstruktor (Constructor Injection). Nicht die die Klasse selbst kümmert sich um die Auflösung der konkret genutzten Implementierung des Interface. Sie wird von außen injiziert. Daher der Name "Dependency (Abhängigkeit) Injection (Injizieren)".
Hier wird aus der Konstruktor-Signatur die Abhängigkeit ersichtlich.
Dies ist die Grundlage von Dependency Injection (DI). Dabei ergeben sich folgende Vorteile:
* Bessere Wiederverwertbarkeit
* Schwächen der Kopplung zwischen den Komponenten
* Isoliertes Testen (injizieren von Mock-Objekten) wird möglich
* Erkennen der Abhängigkeit in der Methoden-, bzw. Konstruktor-Signatur.
# Preface

This book/class is supposed to give a hands-on experience related to the component based development.

## Getting Started

If you are new to Wikibooks, you might first want to look at Using Wikibooks. Details for creating a class project can be found at Class_Project_Guidelines. If you are completely new to Wikipedia, the Wikipedia tutorial maybe helpful to you. If you like to upload images to Wikipedia, use the File Upload Wizard. However, only upload images if you created them and you own the copyright!

## Other Wikibooks

There are also other wikibooks on subjects related that are quite useful:
* Computer Programming
Not related to the subject, but helping me to get the editing right:
* Game Creation with XNA
* Social Web

## Other Class Projects

Inspiration from successful class projects can be drawn here, which by themselves are also quite interesting and maybe helpful for this project:
* Basic Writing
* Handbook for Doctoral Students in Education
# Introduction

This class will be a tour of the Social Web. It will cover many topics, mostly just touching the surface. But there will be plenty of opportunity to digg deeper and learn more by doing.

## Idea behind this Class

There are two reasons for this class:
* learn about the social web, social media and social networks
* find out about new ways of teaching and learning

## Assignments
### Ex.1: Google Trends

Use Google Trends to see how the popularity of the keywords ’MySpace, studiVZ, Facebook, Google’ has changed over the years. Restrict your search to Germany.
Do the same for ’apple, microsoft, ibm’. How could this tool be useful to you or your company?
# Computational Complexity

Complexity theory is a central field of theoretical computer science and has had large impact on all of computer science. Complexity theory tries to find out how many resources (time, space, energy,...) are needed to perform a particular task or to solve a particular problem. It tries to classify problems into complexity classes such that problems in the same class have similar requirements on the resources needed to solve them. For instance, all problems belonging to the complexity class ${\mathcal {P}}$ have, by definition, an algorithm that solves them relatively fast, that is, in polynomial time.
When we speak of solving a particular problem, we might have in mind the problem of deciding whether a given input graph is connected. This problem can be formalized in a mathematical way as the set $L=\{G|G{\text{ is connected}}\}$, that is, the set of all connected graphs. We say that an algorithm solves a problem $L$ if it returns yes if the input is a member of $L$ and no if not. In our example, the algorithm solving $L$ would read some input graph, compute something, and then just say yes if it has found out that the input graph is connected. What is beautiful about this framework is that the set $L$ is the problem that we want to analyze.
Given a problem $L$, natural questions are:
* How fast is the fastest algorithm that solves $L$?
* How much space (e.g. hard drive) does the best algorithm solving $L$ need?
* If I do not have much space (on ancient mobile phones, say), can I still find an algorithm for $L$? Do I then still have the fastest possible?
* Assume that you have a very hard problem $L$, for which you just cannot figure out how to solve it efficiently? Can you prove that it cannot be solved efficiently?
This page has yet to be developed.
Previous | Next
# Space Complexity

This page has yet to be developed.
Previous | Next
# Compojure/Tutorials and Tips

This is a collection of examples for using the compojure web framework.

## Serving static files

Compojure does not serve static files by default, nor does it automatically deal out 404s when no route matches. Compojure doesn't make any assumptions about what you want to do; you have to be explicit.
In order to serve static files, you typically need to add in two handlers. One to serve files, and the other to raise a 404 error if the first handler fails:
as per documentation at https://weavejester.github.io/compojure/compojure.route.html
Using a namespace and :require map, such as
then your invocation of compojure.route can be simplifed:
which will automatically look in your src/resources/public directory for static files (.css, images, ...)

## Organizing your code around servlets

The only benefit two Compojure servlets offer over one is a clear division of functionality. If, for instance, your site has an administrator interface that is very different from the public site, you may wish to construct two servlets; one for public access, and one for the administrator control panel.
Another situation where you would want more than one servlet is if one of your servlets was constructed in Java. For example, Jetty includes a servlet for handling Cometd requests, ContinuationCometdServlet. In the application I'm building with Compojure, I bind this servlet to "/_cometd/*", and my main Compojure servlet to "/*".
But for normal use I'd be inclined to put everything in one servlet. If you take a look at frameworks like Ruby on Rails, all of the routing information is kept in one file. Compojure servlets serve a similar purpose, in that they act as a gateway to the Clojure functions that make up your site. The actual servlet itself should contain very little logic, and it should read almost like a high-level overview of your whole site.

## Reading a date in a form

The following code defines the input-date-field function, which can be used just like any other input helper functions. The form will return the date in unixtime format. The parameters are: name of the form field, current value, and the start and end years for the year select.
# Component Based Development

* This book is the result of two courses taught at HTW Berlin and at GSO Hochschule Nuremberg. It is a class project, hopefully turning into a real wikibook at some later point in time.
Preface

## Introduction

This class is an introduction to component based development.

## Basics

Review of HTML, HTTP and networking fundamentals.

## Serverside Programming

Introduction to servlets, JSP and tag libraries.

## Objectrelational Mapping

We introduce JPA and Hibernate.

## Model View Controller

In this context two technologies are interesting, JSF and Apache Struts.

## Dependency Injection

Spring is a good example for dependency injection.

## Webservices

Webservices, notably SOAP and REST have established themselves firmly.

## Enterprise Topics

Here we may talk about JMS and EJB.

## Scalability

Here we may talk about Grinder, Proxies and the Cloud.

## Security

Don't leave home without it.

## Software Tests

How to test enterprise applications.

## Modular Software
### Additional Chapters

* Build Systems

## Appendices

* Authors
# Table of Contents

This book is intended as an introductory textbook in Computability Theory and Complexity Theory, with an emphasis on Formal Languages. Its target audience is Computer Science and Math students with some background in programming, data structures, and discrete math, such as a sophomore in a Computer Science program.
* Introduction
* Formal Languages
** Chomsky Hierarchy
*** Regular Languages - sample DFA inputs
*** Context Free Languages - sample PDA inputs
*** Context Sensitive Languages - sample LBA inputs
*** Unrestricted Languages - sample TM inputs
** Other Language Classes
*** Counting Languages - sample CA inputs
* Computability
** Decidability
** Reducibility
* Complexity
** Time Complexity
*** P
*** P-Complete
*** NP
*** NP-Complete
** Space Complexity
*** L
*** NL
*** NL-Complete
*** PSPACE
*** PSPACE-Complete
* References and Further Reading
# Ethical Debates in Connected Culture 2019
## Preamble

This is the opening page to the Ethical Debates in Connected Culture 2019 Wikibook.
As the title suggests, this is a book which seeks to record contributions to the understanding of a specific set of topics, loosely grouped under the subject area of "Cultural Experience of Connected Media", of particular salience to 2019.
It is put together through the combined talents and efforts of a cohort of students taking the postgraduate module CMCPP10 during the Autumn Semester 2019 at the University of Stirling in Scotland, UK. It is an assessed educational project. We would like to thank the Wikibooks community for assistance given in the course of this project, and also encourage leniency in dealing with our work - we are all beginners in the world of wiki here, but are keen to learn!
The aim of this educational project is, firstly, for students to record the content of their learning and their contributions to this book will reflect their studies on one of the featured themes. This will appear in the form of a series of Collaborative Essays, and therefore this Wikibook is a sort of edited collection or anthology, much like examples found in academic publishing. However, secondly and most importantly, the hope is that students will learn the values associated with working at different levels as individual researchers, as research teams, and as part of a research community on Wikimedia and other open knowledge platforms. That is to say: producing knowledge; collaboration and sharing; and peer-reviewing the work of others for the good of the community throughout Wikimedia, but in particular on Wikibooks.
Students will thus gain hands-on experience of a wiki environment, and what it is like to be part of a knowledge-building community, within the auspices of one of Wikimedia's large projects (i.e. Wikibooks) and make something that adds to currents in the academic field of digital media and society.
Note that while this is a class project, anyone may contribute as Wikibooks does not permit "ownership" of material.

## Table of Contents

Privacy 1: The Private Sphere
Privacy 2: Surveillance
Property and Commons
Offence and Antisocial Communications
Freedom of Information
Sensitive Topics 1: Violence
Sensitive Topics 2: Sexuality and Body Norms

## List of Contributors

This Wikibook is being put together as an on-going a collaborative class project by the following Wikimedian contributors. Together, they form a cohort of students studying the Living in a Connected World module as part of their postgraduate degree programme in the Division of Communications, Media and Culture, University of Stirling, Scotland, UK. Doubtless, there are other contributors within the Wikibooks and Wikipedia community who have contributed advice, support, suggestions and content in collaboration with these students. Your help and advice is most appreciated. Thank you!
       Contributors, please feel free to sign your username on the contributors page here

## Glossary

A list of definitions of key terms to be found in this Wikibook, student contribs from all project groups welcome. See here.
# Ethical Debates in Connected Culture 2019/Contributors

* GregXenon01 (discuss • contribs) 17:06, 27 September 2019 (UTC)
* XiaolinSun (discuss • contribs) 14:25, 28 September 2019 (UTC)
* Klp00015 (discuss • contribs) 14:26, 28 September 2019 (UTC)
* Ruaraidh98 (discuss • contribs) 14:26, 28 September 2019 (UTC)
* Nicolasmall (discuss • contribs) 14:28, 28 September 2019 (UTC)
* MingchenTeng (discuss • contribs) 14:30, 28 September 2019 (UTC)
* Knowers (discuss • contribs) 15:08, 28 September 2019 (UTC)
* Nicole0000119 (discuss • contribs) 11:15, 23 October 2019 (UTC)
* Diane820 (discuss • contribs) 16:06, 23 October 2019 (UTC)
* Baizihao123 (discuss • contribs) 20:33, 30 October 2019 (UTC)
* Zhang xinli2012 (discuss • contribs) 11:33, 2 November 2019 (UTC)
* Sara Hamad El Niel (discuss • contribs) 15:16, 2 November 2019 (UTC)
# Estonian/Verbs

A verb normally occurs between the subject and object of a sentence. The subject is in the nominative ("nimetav") case, and the object is in the case that communictates the intended meaning.

## First Estonian verbs

| English Infinitive | Estonian Infinitive | Indicative Present | Indicative Present | Indicative Present | Indicative Present | Indicative Present | Indicative Present |
| English Infinitive | Estonian Infinitive | I mina | you sina | he/she tema | we meie | you teie | they nemad |
| to be | olema | olen | oled | on | oleme | olete | on |
| to know | teadma | tean | tead | teab | teame | teate | teavad |
| to want | tahtma | tahan | tahad | tahab | tahame | tahate | tahavad |
| to see | nägema | näen | näed | näeb | näeme | näete | näevad |
| to hear | kuulma | kuulen | kuuled | kuuleb | kuuleme | kuulete | kuulevad |
| to eat | sööma | söön | sööd | sööb | sööme | sööte | söövad |
| to look for | otsima | otsin | otsid | otsib | otsime | otsite | otsivad |
| to read | lugema | loen | loed | loeb | loeme | loete | loevad |

## Example Phrases With Object in Nominative (nimetav) Case

* Kõik stseenid lõigiti ära.
** All scenes were cut out.
* Nad ehitasid seinad.
** The built the walls.
* Hunt ajas silmad suureks.
** The wolf made his eyes big.

## Example Phrases With Object in Partitive (Osastav) Case

Estonian has no definite or indefinite articles, so "a/an" and "the" can be used interchangeably.
Words that might need explanation are in blue and can be hovered over to reveal their meaning and/or case.
* See on tüdruk
** This is a/the girl
* Ta sööb õuna
** He/She eats a/the apple
* See maja on minu kodu
** This house is my home
* Ta tahab õuna
** He/She wants an/the apple
* Sina tead seda
** You know that
* Ma kuulen sind
** I hear you
* Ma loen raamatut
** I read a book
* Poiss otsib tüdruku koera
** The boy is looking for the girl's dog
# Estonian/Vocabulary

Vocabulary (Sõnavara)
Pronunciation is written according to Pronunciation respelling key
| Sõna | IPA | Word |
| ja | [ee-a] | and |
| laps | [lap-s] | child |
| mees | [me-s] | man |
| naine | [NAEYE-ne] | woman |
| poiss | [poyss] | boy |
| tüdruk | [TEW-druk] | girl |
| õun | [own] | apple |
| toit | [toyt] | food |
Grammatika
| Nominative | Genitive | Partitive |
| laps | lapse | last |
| mees | mehe | meest |
| poiss | poisi | poissi |
| tüdruk | tüdruku | tüdrukut |
| õun | õuna | õuna |
| toit | toidu | toitu |
| naine | naise | naist |
Väljendid
Here are some phrases that do not include verbs.
Words that are in forms that haven't been learned yet are in blue and can be hovered over to reveal their meaning and case.
* Mehe ja naise laps
** The man and woman's child
* Lapse õun
** The child's apple
* Naine, laps ja õun
** Woman, child and apple
* Poisi ja tüdruku toit
** The boy's and girl's food
# Estonian/Word Formation

Each word is formed from some stem, to which are attached some combination of prefixes, suffixes, an infixes that further specify fundamental meaning. Furthermore, within the context of a phrase or sentence, each word takes on additional prefixes, infixes or suffixes that add situational meaning. The Estonian Language Institute publishes with each grammatical dictionary a list of morphological types (muuttüübid) that provide a classification number for these situational forms for nouns, adjectives and verbs according to a type number for words that decline or conjugate in a similar way. There are 26 types for words that decline (nouns and adjectives) and 11 types for words that conjugate (verbs).
# Eternal Darkness: Sanity's Requiem

Eternal Darkness: Sanity's Requiem is a psychological thriller/survival horror console game exclusively for the Nintendo GameCube, largely inspired by (but not directly adapting) the works of H. P. Lovecraft. Developed by Canadian developer Silicon Knights, it was released on June 24, 2002 and published by Nintendo.
# Eternal Darkness: Sanity's Requiem/Story
## Characters

These are the playable characters of Eternal Darkness. They are listed here chronologically, and not necessarily the order in which they are played during the game.
* Pious Augustus (26 BC) - A Roman Centurion in his late 20s, at war in the Middle East. Becomes the game's chief antagonist.
* Karim (565 AD) - A Persian swordsman, sent into the desert to find a treasure (one of the Ancients' essences) for his love, Chandra.
* Anthony (814 AD) - A French messenger for Charlemagne the Frank.
* Ellia (1150 AD) - A Cambodian slave girl and court dancer for Suryavarman II. She yearns for adventure.
* Roberto Bianchi (1460 AD) - A traveling Venetian artist and architect, taken as a prisoner of war while roaming abroad. He is forced to work for a warlord, helping with the construction of the Pillar of Flesh.
* Paul Luther (1485 AD) - A Franciscan monk on a pilgrimage to see the ancient relic the Hand of Jude, detained by the Inquisition.
* Maximillian Roivas (1760 AD) - A rich doctor in colonial Rhode Island, ancestor of both Edward and Alex. Something is amiss in the mansion he recently inherited from his father, Aaron.
* Peter Jacob (1916 AD) - A field reporter during World War I, staying at Oublie Cathedral, now a field hospital.
* Edward Roivas (1952 AD) - A clinical psychologist, Alex's grandfather, led to the Tome by Max's ghost. His servants are attacked by a dreadful presence.
* Edwin Lindsey (1983 AD) - An archaeologist exploring in Cambodia under the auspices of a mysterious benefactor.
* Michael Edwards (1991 AD) - A Canadian firefighter sent to extinguish the oil fires in the Middle East after the Gulf War.
* Alexandra Roivas (2000 AD) - A student at a university in Washington. The game's main protagonist, she is investigating her grandfather's gruesome death.
# Esperanto/Appendix/Web resources
## Tools For Learning Esperanto

* Interactive Telephone Reseller Training
* Free online Esperanto courses and learning resources
* Esperanto Department at Wikiversity
* Free text-only Esperanto course
* Free online Esperanto flashcard sets on Quizlet (user-generated)

## Online Books About Esperanto

* Esperanto: A Complete and Comprehensive Grammar
* The Esperanto Teacher, A Simple Course for Non-Grammarians at Project Gutenberg
* The Esperanto Book by Don Harlow
* Esperanto: A Language for the Global Village by Sylvan Zaft
* About Language Problems by Claude Piron
* Plena Manlibro de Esperanta Gramatiko- An online Esperanto grammar, in Esperanto.

## Software to Learn Esperanto

* Kurso de Esperanto, an interactive course in 25 languages to learn Esperanto (freeware)

## Chatrooms
### Online

* Lernu!
* Retbabilejo.net to practice your esperanto speaking with microphone with other esperanto speakers.

### Other

IRC: ##esperanto on irc.freenode.net Jabber: esperanto@conference.jabber.org (For more information on this, see Kiel uzi Jabber) MSN: Add "tuj@lernu.net" to your user list (interfaces with the chatroom at Lernu!)

## See Also

* The Esperanto version of wikibooks
* esperanto.net
* Lernu!- An online resource containing lessons, books, short stories, games, and a chatroom.
* Kurso Saluton! - International Course.