OpenLLM-France/wikimedia huggingface dataset:
# Intro To C++/Variables
## Creating Variables

Variables. Just the name of it can bring you back to that daunting freshman year of high school (algebra anyone?). So the basic concept is when you create a variable, you are creating or reserving a "storage bin" for your program. And you can put stuff inside that storage bin. (From now on, when I mention storage bins, I mean variables, and vice-versa). But there are labels on each variable you create (from now on, declare). Just how you wouldn't put Christmas decorations in a storage bin called old magazines, you wouldn't put words in an integer. So here are the basic variable types you need to know (at least for this tutorial):
char - a character such as a, or 7, or ). Used as char myChar = '&';
int - a number from -2147483648 to 2147483647. Used as int myInt = 2000000000;(2 billion)
bool - (boolean) true or false. Used as bool myBool = false;
float - decimal version of int. Range is from (try to stay with me here) 1.175494351 E – 38 to 3.402823466 E + 38. Used as float myFloat = 0.0283;
double - double precision version of a float (more decimal powers!). Range is from 2.2250738585072014 E – 308 to 1.7976931348623158 E + 308. Used like a float, but declared as double.
So, to create your own variable, you first have to tell the compiler what type it is. So let's create a string and output it (print it). Just delete everything in main, and add this
When compiled and ran, this will display This will be on the screen.
But take a look at this code!:
Notice how I didn't create a new line of code to display myString2 and the endl. By adding << between each variable and/or string of text, it will make your code appear shorter, and for many people, look more organized. So when you compile and run it, it will say the same exact thing as if we had separate lines for each cout we used.\n Now say we want to display an integer variable. Take a look at this code:
Here, there are 2 things you should have noticed. One being the basic one is you cout-ed a number by calling its variable. Well, that's one of the major uses of variables, and why they help programming so much. The next thing to look at is myNumber++;. What that means is add 1 to the value of myNumber. It looks a lot more neat than myNumber=myNumber+1;. Now your output should look like: 2728 Notice how the numbers are together though? You still need to end the line with variables.
One thing people may get confused with is the name of the variable. For all intents and purposes, i could have named myNumber to iL1k3pi3, and it would still function as an int. You could also name it myString, and as long as you declare it as an integer, it will still be an integer.

## string and <string> library

The string is a very important part of the C++ library. The string is a wrapper around the char object.

### various function in <string> library

| Header text | Header text | Header text |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
# Intro To C++/Reading & Writing Files
## <fstream> library and files

The standard C++ <fstream> library provides functions for working with files and can be used by adding an #include <fstream> directive at the start of the program.The declaration is as follows:
filestream-object object-name("file-name",modes)
The ofstream object is a filestream for writing data to the file and ifstream object is for reading data from the file. The ofstream object is used like the cout function that writes to standard output and the ifstream object works like the cinfunction that reads from standard input.
# Intro To C++/Functions Deprecated

Once you begin programming seriously, you are likely to find yourself writing the same (or very similar) lines of code over and over again. For instance, suppose you keep needing to collect 4 numbers from the program's user, and display both the sum and the product of these numbers. (Note: this is not meant to be a representative example. It is just an example meant to be simple enough for beginning programmers to understand). It is easy enough to do this once or twice, with code like this:
However, typing all of those commands every time you wish to do this is a bad idea. For a sequence of commands this small, you might believe that the only potential problem could be your hands getting tired from typing too much. This is indeed a problem, but it could arguably be solved by copying and pasting code from one file to another instead of typing it directly. However, for larger sequences of commands, especially complex ones, even this strategy causes problems:
Fortunately, there is a way in C++ (and almost every other noteworthy programming language in existence) to define a sequence of commands that you can run anywhere in your program. This is called defining a function.
As an example, we can define a function that will print out our sum and product as shown above.
Once this function has been defined, you can execute (or call) it by typing its name followed by "".
(The semicolon terminating the statement is not part of the function call.)
Now you can copy the above code into any file where you might need its functionality. You can then call the function using the above syntax as many times as you want. Here's a complete program incorporating this function:
Note that you must place the definition of sumAndProd above where it is first used. Otherwise, your compiler will likely complain about a "reference to an undeclared identifier" or the like. However, there is an alternate method to tell your program that a function exists without defining it right away; this technique will be explained in more detail below.
# Intro To C++/Headers

This page will be worked on.
# Intro To C++/Making statement
## Controlling with if and else

The C++ if keyword performs the basic conditional test. If something is true, then perform action. And it's syntax looks like this:
if(test-expression){statements-to-perform-when-true}
We could want the different action if that relationship is false. By appending else statement, it is possible.if-else statement looks like this:
if(test-expression){statements-to-perform-when-true} else{statements-to-perform-when-true}

## Controlling with switch

When we have multiple case to check, using if-else statement repeatedly is not efficient.In this case, switch is more useful. The switch works in the different way. A given variable-value in parentheses try to find out a matching value among several case values in braces and execute the statements according to case value. Each statement finish with semicolon. Each value in braces finish with break;. break; let the switch block stop as the statement is executed and switch block satisfied the program. The switch syntax is as follows:
switch(variable-value){ case value1: statements-to-be-executed;break; case value2: statements-to-be-executed;break; ................... case valuen: statements-to-be-executed;break; default:statements-to-be-executed; }

## Looping

A loop is a piece of code in the program that automatically repeat. The three type of loop in C++ programming are for loop, while loop and do while loop. The syntaxes are as following table:
| for loop | for(initializer; test-expression;incrementer){statements-to-be executed} |
| while loop | while(test-expression){statements-to-be executed} |
| Do while loop | do{statements-to-be executed}while(test-expression) |

## Declaring & Defining Functions

In C++, a function is a group of code that provides some functionality to the program. When a function is called from the main program, the statements in a function are executed. Functions make program code easier and help working several programmer together. Tested functions can be reused. Each function needs to be declared at the start of the program. The syntax of a function prototype declaration is as follows:
return-data-type function-name(arguments-data-type list)
Function could be defined outside main function after declaration of function. The syntax of a function looks like this:
return-data-type function-name(arguments-data-type list){statements-to-be-executed}
# Mapudungun/Raguileo/Lessons/NumbersExercises2
## Number exercises
### Kayu memory exercise

Think of long kayak with six persons falling off a waterfall.

### From "kayu" to "mari"
#### Regle

| 6 | - kayu |
| 7 | - regle |
| 8 | - pura |
| 9 | - ayja |
| 10 | - mari |

#### memory exercise - Pura

Pura looks similar to the English word pure. A man is forced to drinks 8 glasses of pure water, he feels bad.

#### Crossword

| 6 | - kayu |
| 7 | - regle |
| 8 | - pura |
| 9 | - ayja |
| 10 | - mari |
Try to fit the names of the numbers in the crossword.
* U

#### Translation exercise

Iñce nien pura fotvm. I have eight sons.
Translate
| fey niey | - he has |
| alka | - rooster |
Fey niey mari alka

## Mari

Even tho mari is used when greeting people it also means the number ten.
Back to Numbers page
# Mapudungun/Raguileo/Lessons/Lesson 1
## Dialogue one

- ¡Mari mari peñi! - Mari mari - ¿cumleymi? - Kvmelen, ¿eymi kay? - Iñce kafey
- Greetings brother! - Greetings
- How are you?
- Im fine, and you?
- Me too
* You might have noticed the reverted exclamation- and questionmarks, it works just like a normal exclamation- or questionmark but you have them in the beginning of the sentence. This comes from the Spanish, the language that is spoken in Chile and Argentina.
* The word "peñi" in the first sentence doesn't literally translate to brother when greeting. Also, it can only be used by men. A woman would say "lamgen" (sister) to both women and men greeting someone.

## Dialogue two

- Mari mari lamgen
- Mari mari - ¿cumleymi? - ¿Cem pimi? - ¿cumleymi? - Kvmelen, pewkajal
- Greetings sister - Greetings
- How are you?
- What did you say?
- How are you?
- Im fine, bye
* Mari mari and pewkajal is used during the daytime. During the evening and nighttime you use puh may which means good evening.
# Mapudungun/Raguileo/Lessons/Numbers
## Introduction to Mapuzugun numbers

| 0 | Sero |
| 1 | Kiñe |
| 2 | Epu |
| 3 | Kvla |
| 4 | Meli |
| 5 | Kecu |
| 6 | Kayn |
| 7 | Reqle |
| 8 | Pura |
| 9 | Ayja |
| 10 | Mari |

## Exercises

* Exercises numbers zero to five
* Exercises numbers six to ten
# Mapudungun/Raguileo/Lessons/Createwords

Mapudungun is a w:polysynthetic language where words are made up of particles, small words that changes different aspects of the word. By the use of these particles a verb can be turned into a noun, a noun into a verb and a adjective into a noun. A verb can be changed from present tense to past or future, a lot of changes are made by adding these particles.
Amun - To go, I went or I have gone.
Amuan - Im going to go. Amulen - I am going.
# Mapudungun/Introduction
## Introduction

Welcome to this wikibook, I hope you will enjoy reading it! Mapudungun is a language spoken by the Mapuche people. They live in Chile and Argentina.

## Book definition

Scope: This book is currently planned to be an introduction to the Mapudungun language.

## Political struggle (mostly for contributors)

* The written language of mapudungun is the subject of a political struggle where there is more than one way of writing the language, there are different alphabets. It can be argued that those who get influence over the written language can affect the mapuche identity. The idea with this wikibook is to let the different alphabets have a section each.
* As a contributor to the book I will show my opinion by working on the alphabet I choose. I wish however that the debate about which alphabet is most suited shall be kept on other webpages.
# Mapudungun/Motivation
## What are you doing here?

Dear reader, you are most welcome! I ask the question for you to think about what makes you motivated and in which ways you learn the best. Motivation is situation-based, if you are motivated depends on many factors. Did someone force you to learn mapudungun? Probably not. Would you be motivated by that pressure? Or do you need there to be no pressure? What makes you unmotivated for a certain task? How do you avoid those things?

## Are you a listener?

Every student learns things in a unique way. Different circumstances makes it easier or harder for a person to learn. Motivation is a huge part. Other parts include if you learn best by listening to a teacher, by teaching others, by working in groups or alone.
* Does visual beauty help you learn, do colours and shapes make you remember things easier?
* Do you learn best by moving around, or sitting still? Do you like having music in the background?
* Do you need a pen and paper to write things down or to draw something to stimulate your brain?
* Do you want to learn something by taking easy lessons first and then harder ones? Maybe you like to go straight for the hardest lessons and browse the easier ones as needed.
The exercises in this wikibook will use different ways to make learning easier, choose the exercises that fit you the best and do not bother with those that do not work for you.

## What is your goal?

How do you know that you have learned something? Often the feeling of knowing more of a language comes in waves. You can study but not feel that you know more, than one day you end up having to use the language and you notice that it works a little bit better than before.

## Teacher or no teacher

There is a quotation that reads "people learn quite a lot in school despite the presence of teachers". Are you accustomed to learn without the interference of a teacher or are you used to lessons being planned by the teacher?
# Mapudungun/Raguileo/Lessons/NumbersExercises1
## Number exercises
### Sero

Zero is conveniently sero in mapuzugun. It takes almost sero effort to learn.

### From "kiñe" to "kecu"
#### "Kiñe, epu, kvla, meli" in colours

Visualize the picture below in your head, four numbers in a kind of a circle.
* The big yellow one to the left. The word meli reminds abit of a yellow mellon.
* Epu to the right, blue like water.
* How do you remember the green and the red?
| 1 | - kiñe |
| 2 | - epu |
| 3 | - kvla |
| 4 | - meli |
| 5 | - kecu |

#### Kecu - memory exercise

The first three letters in kecu sounds like the first part of the word ketchup .

#### Crossword

| 1 | - kiñe |
| 2 | - epu |
| 3 | - kvla |
| 4 | - meli |
| 5 | - kecu |
Try to fit the names of the numbers in the crossword.

#### Alka - reading about roosters

One rooster and one man. Kiñe alka ka kiñe wenxu.
Translate
| ka | - and |
| caw | - father |
| fotvm | - son |
Meli alka ka kiñe wenxu Kecu caw ka kiñe fotvm Epu caw ka kvla alka
Back to Numbers page
# Mapudungun/Raguileo/Lessons/Moods
## Moods

Mood or modality is about how the speaker relates to what is being said. English four moods that are being used these days. They are:
* Indicative indicates an assertion ("the house is red"), a question ("is that your car?") or denial ("I did not do that").
* Imperative indicates a command ("paint that house!"), an advice ("Bring a spare coat!") etc.
* Subjunctive is used in a variety of cases such as "If I were a millionaire I would buy a house".
* Infinitive mood is used in dictionaries: "to eat".
Moods changes the inflection of verbs in Mapudungun. There are three moods.

### Realis mood

This mood is used when it is known how something is. For example:
I have a house or I don't have a house.
Iñce nien kiñe ruka or Iñce nielan kiñe ruka.

### Conditional mood

This mood is used... For example:
If we go... or If they don't leave....
If making a sentence that is negative a extra particle (no) is used in this mood.

### Volitive mood

This mood is used when expressing a hope, a wish or fear for something.For example:
I don't want to go or I want to eat it.
# Mapudungun/Cover

* English Wiktionary has related information at Mapudungun language.
* Wikipedia has related information at Mapudungun language
# Mapudungun/Raguileo/Lessons/Anatomy
## Kalvl - The body
### Logko - The head

Age = Face Logko = Head Kewvh = Tongue kuralge = Eyeball Pilun = Ear Mejfvwvh = the lips mvjo = the brain Foro = Bone or tooth Wvh = Mouth Ge = Eye Mejfvwvh = The lips Mvjo = Brain Rulmewe = throat, esophagus Tob = forehead Topeb = nape of the neck Wvh = mouth Yu = nose Zoñv = wrinkle Zvñin = Eyebrow

### The rest of the body

Cag = leg or thigh Cagvj = finger or toe cagvjhamuh = toe cagvjkuwv = finger Falke = shoulder
Foro = bone or tooth Fvnilo = muscle Gvñunkuwv = wrist hamuh = foot jawepvxa = abdomen Jike = thigh Kusakusa = kidney Kuxi = vagina or vulva Kuwv = hand Kvnvfvncag = buttock kvxaw = testicle Lipag = arm Luku = knee palipalihamuh = ankle Peb = neck Piwke = heart Pohoh = lung Pvnvn = penis Pvxa = stomach Rvgkoy = heel wili = nail Xawa = skin Xariwtuwe = waist Xoxome = rectum Xoy kuwv = wrist Xulixuli = elbow
# LaTeX/Rules and Struts

* LaTeX
* Getting Started
* Introduction
* Installation
* Installing Extra Packages
* Basics
* How to get help
* Common Elements
* Document Structure
* Text Formatting
* Paragraph Formatting
* Colors
* Fonts
* List Structures
* Special Characters
* Internationalization
* Rotations
* Tables
* Title creation
* Page Layout
* Customizing Page Headers and Footers‎
* Importing Graphics
* Floats, Figures and Captions
* Footnotes and Margin Notes
* Hyperlinks
* Labels and Cross-referencing
* Initials
* Mechanics
* Errors and Warnings
* Lengths
* Counters
* Boxes
* Rules and Struts
* Technical Text
* Mathematics
* Advanced Mathematics
* Theorems
* Chemical Graphics
* Algorithms
* Source Code Listings
* Linguistics
* Special Pages
* Indexing
* Glossary
* Bibliography Management
* More Bibliographies
* Special Documents
* Scientific Reports (Bachelor Report, Master Thesis, Dissertation)
* Letters
* Presentations
* Teacher's Corner
* Curriculum Vitae
* Academic Journals (MLA, APA, etc.)
* Creating Graphics
* Introducing Procedural Graphics
* MetaPost
* Picture
* PGF/TikZ
* PSTricks
* Xy-pic
* Creating 3D graphics
* Programming
* Macros
* Plain TeX
* Creating Packages
* Creating Package Documentation
* Themes
* Miscellaneous
* Modular Documents
* Collaborative Writing of LaTeX Documents
* Export To Other Formats
* Help and Recommendations
* FAQ
* Tips and Tricks
* Appendices
* Authors
* Links
* Package Reference
* Sample LaTeX documents
* Index
* Command Glossary

## Rules

The \rule command in normal use produces a simple black box:
* \rule[raise]{width}{thickness}
The parameter thickness determines the height, whereas width determines the width of the produced rule. With the optional parameter raise, you can optionally raise or lower the produced rule above or below the baseline.
Here is an example (the thin lines are located at the baseline):
* \rule{3mm}{.1pt}%
* \rule[-1mm]{5mm}{1cm}%
* \rule{3mm}{.1pt}%
* \rule[1mm]{1cm}{5mm}%
* \rule{3mm}{.1pt}
This is useful for drawing vertical and horizontal lines.

## Struts

A special case is a rule with no width but a certain height. In professional typesetting, this is called a strut. It is used to guarantee that an element on a page has a certain minimal height. You could use it in a tabular environment or in boxes to make sure a row has a certain minimum height.
In LaTeX a strut is defined as
* \rule[-.3\baselineskip]{0pt}{\baselineskip}

## Stretched rules

LaTeX provides the \hrulefill command, which work like a stretched horizontal space. See the Lengths chapter.
# LaTeX/Tables of Contents and Lists of Figures
## Basic Idea and general commands

Basic LaTeX provides ways to automatically generate a table of contents (ToC, \tableofcontents) and list of tables/figures (LoT, \listoftables/LoF, \listoffigures) based on the titles or captions. To typeset a table of contents (or LoT/LoF) LaTeX needs helper files; that means every ToC update needs at least two LaTeX runs.
For the article class, those lists are unnumbered sections internally. For the standard report and book class, they are unnumbered chapters; each starting on a new page.
Unnumbered chapters and sections do not appear in the table of contents by default. How to get them to appear.
A table of contents has a depth. By default, three sectioning levels are present in the table of contents. You can specify to which level the ToC should show details.
\setcounter{tocdepth}{<number>}

## Different titles for the document and the list

The sectioning commands, as well as \caption, provide an optional argument that can take a different title. Usually, this is used to give a shorter caption for the ToC or LoF/LoT.

## A table of contents for each chapter

Package etoc can get you a table of contents for single chapters. Following a small example.

## Customizing the table of contents

If you want to customize your table of contents, you can choose from a few packages for the standard classes. However, memoir and KOMA-script have built-in methods to customize, using packages breaks functionality of the classes.

## Common problems
### Numbers overlap the titles

LaTeX uses a defined space for entries in the table of contents, which means that long chapter or section numbers sometimes overlap the title. One easy solution is to override this by adding \renewcommand{\numberline}[1]{#1~} to the preamble. Using a dedicated package for ToC customization might be better, though.
# LaTeX/Sample LaTeX documents

* LaTeX
* Getting Started
* Introduction
* Installation
* Installing Extra Packages
* Basics
* How to get help
* Common Elements
* Document Structure
* Text Formatting
* Paragraph Formatting
* Colors
* Fonts
* List Structures
* Special Characters
* Internationalization
* Rotations
* Tables
* Title creation
* Page Layout
* Customizing Page Headers and Footers‎
* Importing Graphics
* Floats, Figures and Captions
* Footnotes and Margin Notes
* Hyperlinks
* Labels and Cross-referencing
* Initials
* Mechanics
* Errors and Warnings
* Lengths
* Counters
* Boxes
* Rules and Struts
* Technical Text
* Mathematics
* Advanced Mathematics
* Theorems
* Chemical Graphics
* Algorithms
* Source Code Listings
* Linguistics
* Special Pages
* Indexing
* Glossary
* Bibliography Management
* More Bibliographies
* Special Documents
* Scientific Reports (Bachelor Report, Master Thesis, Dissertation)
* Letters
* Presentations
* Teacher's Corner
* Curriculum Vitae
* Academic Journals (MLA, APA, etc.)
* Creating Graphics
* Introducing Procedural Graphics
* MetaPost
* Picture
* PGF/TikZ
* PSTricks
* Xy-pic
* Creating 3D graphics
* Programming
* Macros
* Plain TeX
* Creating Packages
* Creating Package Documentation
* Themes
* Miscellaneous
* Modular Documents
* Collaborative Writing of LaTeX Documents
* Export To Other Formats
* Help and Recommendations
* FAQ
* Tips and Tricks
* Appendices
* Authors
* Links
* Package Reference
* Sample LaTeX documents
* Index
* Command Glossary
The easiest way to learn how to use latex is to look at how other people use it. Here is a list of real world latex sources that are freely available on the internet. The information here is sorted by application area, so that it is grouped by the scientific communities that use similar notation and LaTeX constructs.

## General examples

Tutorial examples, books, and real world uses of LaTeX.
* caption.tex, simple.tex, wrapped.tex
* small2e.tex and sample2e.tex. The "official" sample documents...
* A short example of how to use LaTeX for scientific reports by Stephen J. Eglen.
* The not so Short Introduction to LaTeX by Tobias Oetiker is distributed with full latex sources.

## Semantics of Programming Languages

Articles on programming language research, from syntax to semantics, including source code listings, type rules, proof trees, and even some category theory. A good place to start is Mitchell Wand's Latex Resources, including a sample file that also demonstrates Didier Remy's mathpartir package. The following are latex sources of some articles, books, or presentations from this field:
* Pugs: Bootstrapping Perl 6 with Haskell. This paper by Audrey Tang contains nice examples on configuring the listings package to format source code.