OpenLLM-France/wikimedia huggingface dataset:
# Muggles' Guide to Harry Potter/Characters/Dennis Creevey
## Overview

Dennis Creevey, brother of Colin Creevey, is a perpetually-excited Gryffindor who entered Hogwarts in Harry's fourth year.

## Role in the Books
### Goblet of Fire

Dennis Creevey, first seen wearing Hagrid's immense moleskin coat, is Sorted into Gryffindor. On reaching the House table, he tells Colin that he had fallen into the lake and was saved by the giant squid.
When Harry Potter becomes the second Hogwarts Champion, Draco Malfoy starts distributing buttons that alternate between saying "Support Cedric Diggory, the Real Hogwarts Champion", and "Potter Stinks". As Harry heads out for an appointment with Hagrid, he sees the Creeveys, Colin and Dennis, working with one of these badges, trying to charm it to say something different. On his return, he sees that they have not been successful; all that they have managed is to make the badge say "Potter Really Stinks".

### Order of the Phoenix

Both Dennis and Colin Creevey are members of Dumbledore's Army. While we don't hear much of them, it seems that Dennis is managing to master some of the more advanced charms, possibly with Colin's help, despite being only second-year.

### Deathly Hallows

Dennis and Colin are seen trying to figure out how they can stay at Hogwarts and assist in the defence before the final battle, but Professor McGonagall sends them both away.

## Strengths

Dennis is likely the youngest member of Dumbledore's Army; as a member, however, he has a thorough grounding in defensive magic at such a young age. He is gifted with the same boyish enthusiasm that his brother displays.

## Weaknesses

Dennis is young and inexperienced. He could be a skilled wizard in the future, but when we see him, he is still in the beginning stages of magical schooling.

## Relationships with Other Characters

Dennis is seen to be hanging out with his brother a lot. This shows us that he has a good relationship with his brother.
Like his brother, he also seems to idolise Harry a bit.

## Analysis

Like the Weasleys, both Creevey siblings are sorted into the same house; the author shows here that she is aware magic can be taught to more than one family member. It is of note that both Colin and Dennis are Muggle-born; it is unusual that both siblings from a Muggle family would show this trait.
Dennis is in Gryffindor; he certainly shows courage by attending DA meetings. Most people of his age wouldn't dare.

## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.
* Why do you think Dennis Creevey wanted to stay for the Battle at Hogwarts?
* How did Dennis attend the first meeting of the DA, as he was a second-year and wouldn't be allowed in Hogsmeade yet?

## Greater Picture

It is worth remembering that Colin dies during the Battle of Hogwarts. Dennis' young life is therefore marked by tragedy at this point.
# Physics with Calculus/Mechanics/Newton's Laws

Newton's laws describe what causes motion of objects. There are three laws, which can be briefly stated:
* First law: In an inertial reference frame, unless acted on by a net force, an object at rest stays at rest.
* Second law: In an inertial reference frame, force is equal to mass times acceleration (${\vec {F}}=m{\vec {a}}$)
* Third law: For every force, there is an equal and opposite reaction force (${\vec {F}}_{\mathrm {a} b}=-{\vec {F}}_{\mathrm {b} a}$)
Each of these laws will be discussed in more detail in each section.
# Physics with Calculus/Mechanics/Newton's Third Law

Newton's third law states: For every force, there is an equal and opposite reaction force (${\vec {F}}_{\mathrm {a} b}=-{\vec {F}}_{\mathrm {b} a}$). This is the basis of "conservation of momentum" to be covered later.

## Third Law (Equal and Opposite Reactions)

Now that we have the concept of force, we can begin exploring how it effects the world around us. Consider this. You are most probably sitting in a chair. How many forces are acting on you at this moment? Since you are not accelerating in any direction it would be easy to think that there are no forces, but that would be incorrect. Instead there are a great many forces that are all balanced. For instance, there is the force of gravity pulling you down. If you were magically suspended there above the Earth, the force of gravity would pull you swiftly, and ungraciously, to the ground. But you do not fall to the ground, instead you exert a force on the seat of the chair.
Here is where Newton's Third Law comes into play. You are exerting a force on the chair equal to your weight (let us assume for a moment that all your weight is resting on the chair). This is equal to:
${\vec {F}}=m{\vec {g}}\$
This is the force that you apply to the seat of your chair. However, thanks to Newton's Third Law, this is also the force that the chair applies upward on you. Because of this, the force of gravity pulling you down is countered by the force of the chair pushing you up, and you do not go sprawling all over the floor.
This is a hard concept, because it always applies, even when you might think it does not. Let us deal with a human attempting to catch a freight train. When the freight train hits the human, which has more force applied to it? The answer is, from the title of this section, that the forces are equal. The force applied to the human by the train is the same as the force applied to the train by the human. Now, you should note that a few thousand Newtons of force has a much greater effect on a human than it does on a barreling freight train, but the force is the same. It is the objects that are different, a trick that is often used to fool students on examinations.
Another example is this. You are standing on a sheet of frictionless ice. You can thrash around, you can flail your arms, but you cannot move your position (your center of mass to be precise). It is because if you try to move one way, and you apply a force to yourself, you are are simultaneously pushing yourself forwards and backwards, which results in nothing. Equivalently, if you put yourself in a basket, and pull on the handles, you can't lift yourself because while your are pulling up with your hands, you are pushing down with your feet. If you shoot a gun, you feel recoil. All of these are examples of the third law.
The third law, however, is not really a law because it is not true! In electrodynamics, it turns out, things can lift themselves by their bootstraps. However, the conservation of momentum, which is very similar to the third law, remains true.
# Physics with Calculus/Mechanics/Projectile Motion
## Projectile Motion

Using the equations we derived in the last section, we can now use them to model the motion of a projectile. A projectile is an object upon which the only force acting is gravity, which means that in all situations, the acceleration in the y direction, $a_{y}=-g$. For simplicity, we will assume that the path of a projectile, also called its trajectory, will always be in the shape of a parabola, and that the effect of air resistance upon the projectile is negligible.
The Horizontal Motion
Since the only force acting upon the object is gravity, in the y direction, there is no acceleration in the x direction.
Let us assume that the projectile leaves the origin at time t = 0 and with speed v$_i$. Then we have a vector v$_i$ that makes an angle of θ$_i$ with the x-axis. Then, using a bit of trigonometry, we have the following:
    $\cos \theta _{i}={\frac {v_{xi}}{v_{i}}}$
and
    $\sin \theta _{i}={\frac {v_{yi}}{v_{i}}}$
Rearranging for the initial velocities, we get the initial x and y components of velocity to be
    $v_{xi}=v_{i}\cos \theta _{i}$ and $\ v_{yi}=v_{i}\sin \theta _{i}$
    $x=v\cos(\theta )t$
The Vertical Motion
There is a constant acceleration down, g which is the force of gravity. Accelecration is the instantaneous rate of change of velocity so:
    ${\frac {dv}{dt}}=a=g$
therefore we can integrate acceleration with respect to time to get velocity
    $\int dv=\int gdt$
    $v=gt$
Velocity is the instantaneous rate of change of displacement so:
    ${\frac {dd}{dt}}=v$
We can also integrate velocity with respect to time to get displacement
    $\int dx=\int vdt$
    $\int dx=\int gtdt$
    $d={\frac {1}{2}}gt^{2}$
# Physics with Calculus/Mechanics/Newton's First Law

Newton's first law states: In an inertial reference frame, unless acted on by a net force, an object at rest stays at rest. This is often referred to as inertia.

## First Law (Inertia)

Inertia is based on a simple concept: an object in motion tends to remain in motion. An object at rest tends to remain at rest. This is counterintuitive to us, since we know that if we slide an object along the floor, it will slow down. Similarly, something may decide to fall off a shelf in a way that looks like it decided "all by itself". But Newton understood the basis behind this physical reality. When you slide a book along the floor it slows down, but not because of, as was sometimes thought, some property of matter that makes objects want to slow down. The book slows down because it interacts with the floor. Although this may seem a trivial difference from the way most people think about motion, it is really quite significant.
The concept of inertia refers to the tendency of an object to remain in motion, or to remain at rest. By intuition we can see that the tendency is somehow related to mass. It is easy to catch and stop a baseball; I don't recommend attempting to catch and stop a freight train. It's also a lot harder to move a loaded filing cabinet than it is to slide a single book. In order to measure how hard it was to overcome an object's inertia, Newton discovered another concept:
# Contents

Preface | Download or order book | Introduction | Foreword | Cape Town Declaration | Video: OER at OP | Literature Review | Resources and Practices | Development | Intellectual Property Policy | Educational Development | Models of Open Education | Measuring Open Education | Recommendations | Incentives and Rewards | A word on ICT | Libraries are critical | Marketing | Responses | Credits | Resources
# Open Education Practices: A User Guide for Organisations/Open education development and evaluation

The development of open educational resources and practices at Otago Polytechnic is innovative in a number of ways. Firstly, ownership and responsibility for educational media and online learning was passed to willing staff, rather than being claimed by the organisation. Secondly, staff were encouraged and supported to use popular social media channels such as Youtube and Wikipedia to publish and promote their work, and to network with other professionals and share reciprocally in their work. Thirdly, the impact this effort was having on staff was measured, including the return it brought in terms of marketing the polytechnic, and the educational outcomes for the wider community. This is an overview of such development work for the period 2006-2009. It should be noted that this period of development was exploratory and not large in scale. The analysis of the impact of OER was done based on a convenience sample of early adopting staff, and from this work, recommendations for further work are made in the final chapter.

# Contents

Preface | Download or order book | Introduction | Foreword | Cape Town Declaration | Video: OER at OP | Literature Review | Resources and Practices | Development | Intellectual Property Policy | Educational Development | Models of Open Education | Measuring Open Education | Recommendations | Incentives and Rewards | A word on ICT | Libraries are critical | Marketing | Responses | Credits | Resources
# Open Education Practices: A User Guide for Organisations/Resources

This article was written by Dr Bronwyn Hegarty for Educational Technology the magazine for managers of change in education. Eight attributes of open pedagogy are presented using current research to illustrate the concept of openness for Open Educational Practice (OEP).The author asks the question "how can an open pedagogy benefit learners and teachers alike, and precipitate creative and inclusive communities in an OEPosphere?"
Preface | Download or order book | Introduction | Foreword | Cape Town Declaration | Video: OER at OP | Literature Review | Resources and Practices | Development | Intellectual Property Policy | Educational Development | Models of Open Education | Measuring Open Education | Recommendations | Incentives and Rewards | A word on ICT | Libraries are critical | Marketing | Responses | Credits | Resources
# RPG Maker 2003

This book is a guide for anyone who would like to learn how to program a game using the program RPG Maker 2003. It will give you the ability to create maps, make unique characters and items, code special events, and much more. It will introduce every concept (to the best of it's ability) from the blatantly obvious to those much more in depth.
Make sure you don't get confused. This book will probably be of NO help whatsoever for RPG Maker 2000 or RPG Maker VX, as well for any other future or past versions. It specifically focuses on functions within the RPG Maker 2003 version.
It will try its best to give you all of the information needed to create your video game, so good luck, and be the best game maker you can be!

## Table of Contents

* Interface
** The Tools
** The Chip Sets
** The Map
** Resources
** The Database
*** Hero
*** Class
*** Skill
*** Item
*** Monsters
*** Monster Groups
*** Attributes
*** Conditions
*** Animations
*** Animations 2
*** Battle Layout
*** Terrain
*** Tileset
*** String
*** System
*** System 2
*** Common Events
** Switches
** Variables
* Tutorials

## External Resources

* Official Website
# ROSE Compiler Framework/call graph analysis
## source files

src/midend/programAnalysis/CallGraphAnalysis/CallGraph.h
rose/tutorial/callGraphAnalysis.C and buildCallGraph.C
class interface

## Data structures

SgGraph
* FunctionData: for a function decl, stores (callee?) function declaration list(functionList)*** , hasDefinition , findPointsToVirtualFunction:
* FunctionData::FunctionData find all callees and fill functionList for each node(function)
* FuntionData * list --> callGraphData
* CallGraphCreate typedef DAGCreate<CallGraphNode, CallGraphEdge> CallGraphCreate;
** CallGraphNode * nodeList: label, hasDefinition, functionDeclaration,
** CallGraphEdge : label

### graph edge
## Driver: CallGraphBuilder

* CallGraphBuilder::buildCallGraph CallGraph.C L1553
** queryMemoryPool for all function declarations, including member function declarations
get the first nondefining declaration only
** Create FunctionData for each of them
** add FunctionData into callGraphData list.
FunctionData::FunctionData //CallGraph.C L1096
* get defining declaration
* querySubTree(def, V_SgFunctionCallExp)
* several cases : how about function pointers passed as parameters?
** dotStartOp : CallTargetSet::solveMemberFunctionPointerCall **
** .func and ->func: CallTargetSet::solveMemberFunctionCall**
** pointer dereference exp: CallTargetSet::solveFunctionPointerCall **
** memberfunctionRefExp: very simple
** functionRefExp: very simple
CallGraph.h

### function nodes

first nondefining declaration has precedence compared to defining declaration.

## Usage
### create a call graph

You can pass a predicate to filter out some functioins
No predicate is fine also:
* src/3rdPartyLibraries/MSTL/DOTGraphInterface.h
(gdb) p *i $5 = (CallGraphNode &) @0x9abc060: {<GraphNode> = {<GraphElem> = {_vptr.GraphElem = 0x65d1d00, gc = 0x0, count = 1}, <No data fields>}, label = {static npos = 4294967295, _M_dataplus = {<std::allocator<char>> = {<__gnu_cxx::new_allocator<char>> = {<No data fields>}, <No data fields>}, _M_p = 0x9abbecc "__builtin_copysign"}}, functionDeclaration = 0xb7e60008, hasDefinition = false}

### traverse the graph

see SgGraph
class hierarchy

### obtain nodes

A function can have multiple call graph nodes: why?

### dot graph generation

./tutorial/buildCallGraph.C
# ROSE Compiler Framework/cmake
## overview

EDG 4.x-based ROSE also supports cmake build system.
Here is the CMake command to configure ROSE:
Needs
* boost
* jdk: export JAVA_HOME=/home/demo/opt/jdk1.8.0_25/
* libxml2
$ CC=gcc CXX=g++ cmake ../rose/ -DBOOST_ROOT="$BOOST_HOME" -Denable-cuda:BOOL=off -DCMAKE_BUILD_TYPE:STRING=Debug -DCMAKE_INSTALL_PREFIX:PATH="$(pwd)/../install"
Afterward, simply run "make" and then "ctest".
A real example:
* mkdir cmakebuild; cd cmakebuild
* CC=gcc CXX=g++ cmake ../rose-edg4x.git/ -DBOOST_ROOT=/home/demo/opt/boost_1.45.0_inst -Denable-cuda:BOOL=off -DCMAKE_BUILD_TYPE:STRING=Debug -DCMAKE_INSTALL_PREFIX:PATH="$(pwd)/../rose-install"

## general impression

Very hard to read screen output to find what went wrong.
* Some are internal error messages happening as part of detecting environments
* real error messages are buried in the middle. The process went on and printed out lots of other info. after the first error occurs.
* when checking /home/demo/cmakebuild/CMakeFiles/CMakeError.log, there content are polluted with error messages for expected compilation failures (cpp files which cannot be compiled ).
It confuses users to find the real errors blocking the configuration process.
One example:

## build on Ubuntu 14.04 Trusty: not working

check CMakeFiles/CMakeError.log for details. The screen output is not helpful sometimes.

### boost iostreams and thread

More at ROSE Compiler Framework/boost
may not be installed by default due to missing dependencies
solution
* boost iostreams: install libbz2
* boost_thread copy dummy files to workaround this
Expected complete list -- Boost version: 1.45.0 -- Found the following Boost libraries:
http://www.boost.org/doc/libs/ lists 113 libraries as 1/24/2015
file system:

### gcc version mismatch

CMake Error at cmake/DownloadEDG.cmake:32 (message):
Call Stack (most recent call first):
This does not help!!
CC="gcc-4.4" CXX="g++-4.4" cmake ../rose-edg4x.git/ -DBOOST_ROOT=/home/demo/opt/boost_1.45.0_inst -Denable-cuda:BOOL=off -DCMAKE_BUILD_TYPE:STRING=Debug -DCMAKE_INSTALL_PREFIX:PATH="$(pwd)/../rose-install"
cmake/DownloadEDG.cmake

### java

solution export JAVA_HOME=/home/demo/opt/jdk1.8.0_25/

### zlib

sudo apt-get install zlib1g-dev

### libxml2

LIBXML2_INCLUDE_DIR (ADVANCED)
sudo apt-get install libxml2-dev
mysql.h //
mysql_config --include -I/usr/include/mysql demo@ubuntu:~/opt/boost_1.45.0_inst/lib$ ls /usr/include/mysql decimal.h my_attribute.h my_global.h mysqld_ername.h my_sys.h

### /usr/include/sys/cdefs.h

ERROR: Could not find "/usr/include/sys/cdefs.h" system header file ... (referenced by ROSE specific "sys/cdefs.h" header file)
config/create_system_headers
demo@ubuntu:~/cmakebuild$ locate cdefs.h ...
/usr/include/x86_64-linux-gnu/sys/cdefs.h
workaround
* sudo ln -s /usr/include/x86_64-linux-gnu/sys /usr/include/sys

### png lib

sudo apt-get install zlib1g-dev

### c++ source tests

Are these errors something errors users should concerned? Or just internal probes to detect things?
Shown up in /home/demo/cmakebuild/CMakeFiles/CMakeError.log and confuse the hell out of users.
    //Ivan Cabral°
2603:8080:b005:e996:4f0:bbc8:a101:cb49
# ROSE Compiler Framework/liveness analysis

There are several implementations of liveness analysis in ROSE.

## Basics

A classic data flow analysis performed by compilers to calculate for each program point the variables that may be potentially read before their next write, that is, the variables that are live at the exit from each program point.
* backward data flow analysis
* may analysis

## Examples

Another one
The set of live variables at line L2 is {b, c}, but the set of live variables at line L1 is only {b} since variable c is updated in line 2. The value of variable a is never used, so the variable is never live.
* x is not live before the loop (live-in): x=a[i] redefines x before x is used, x is not live after the loop(live-out): x=10 redefines x before x is used.
* a is live-in, and live-out
* x is live-in, but not live-out

## Implementation 2

You must use the latest version of ROSE from https://github.com/rose-compiler/rose-develop
cd rosebuildtree/projects/CodeThorn/src // note: must go into src directory, not to top of CodeThorn!
make analyterix
./analyterix --lv-analysis myprog.C
in rose_myprog.C the lv-analysis results are annotated as comments.
Note:
* Typing make directly under projects/CodeThorn will fail since it builds all stuff, requiring a third party library called SPOT

### sample input and output

Input:
Output:

### relevant source files

src/midend/abstractLayer/Labeler.h /.C // AST Node with labels
projects/CodeThorn/src/LVLattice.h // liveness analysis lattice

## Implementation 1

This is being phased out in favour of newer version

### SageInterface functions

Two functions are provided to call the analysis and obtain live variables for loops.
Some internals if you want to expand it to support any scope statements

### source files

src/midend/programAnalysis/defUseAnaysis/LivenessAnalysis.cpp

### debug

buildtree/tests/roseTests/programAnalysisTests/variableLivenessTests/
runTest inputcode.c
a few dot files will be generated
* cfg.dot
* dfa.dot
* var.dot // this is the one with variables showing up
Programming API to generate a dot graph

### dot graph output

sourcetree/src/midend/programAnalysis/defUseAnalysis
dfaToDot.h dfaToDot.cpp
Two steps:
* collect all CFG nodes into a multimap: template <typename NodeT, typename EdgeT> void DfaToDotImpl<NodeT, EdgeT>::explore(NodeT n)
* print out nodes and edges: template <typename NodeT, typename EdgeT> void DfaToDotImpl<NodeT, EdgeT>::processNodes(SgNode*)
TODO:
* write to dot graph does not work properly in the middle
# ROSE Compiler Framework/transformation tracking

An experimental feature to keep track of transformation

## Design

The transformation tracking or IR mapping information
* each AST node is assigned a unique integer ID, based on a preorder traversal of the AST.
* a transformation generated node (affected node) is connected with one or more input nodes.
* stored in std::map<AST_NODE_ID, std::set<AST_NODE_ID> > , map from an affected node to its input node sets
This is a rarely used feature. To avoid memory/computation overhead, we store information in separated memory , not directly extending AST node's members.
The tracking is based on unique IDs of AST nodes. To disable memory reuse of deleted AST nodes, it is recommended to configure ROSE with
* --enable-memory-pool-no-reuse Enable special memory pool model: no reuse of deleted memory (default is to reuse memory)

## APIs

The source code and API functions are defined in https://github.com/rose-compiler/rose-develop/tree/master/src/midend/programTransformation/transformationTracking
From
from transformationTracking.cpp: internal two maps/tables store IDs and memory addresses
# Peeragogy Handbook V1.0/Print version

The current, editable version of this book is available in Wikibooks, the open-content textbooks collection, at
https://en.wikibooks.org/wiki/Peeragogy_Handbook_V1.0
# DESCRIPTION:

Read a net file from thru the disk cache. Returns binary, else none on error.
READ-THRU is a function value.

# ARGUMENTS

* url -- (Type: url file)

# REFINEMENTS

* /progress
** callback -- Call func [total bytes] during transfer. Return true. (Type: any)
* /update -- Force update from source site
* /expand -- Auto-decompress after transfer.
* /check -- Update only if version, checksum/secure, or date/size do not match.
** info -- (Type: any)
* /to -- Specify a file target, not cache.
** local-file -- (Type: file none)
# Rebol Programming/reblue

REBLUE is a tuple of value: 38.58.108
# Rebol Programming/rebol-link?

It's set by rebol to true if are you using Rebol/Link; otherwise it is set to false.
Rebol/Link is a client for Rebol IOS for group communications, for more information look a these pages:
* http://www.rebol.com/ios/ios-intro.html
* http://www.rebol.com/ios/ios-faq.html
# Rebol Programming/rebol-command?

It's set by rebol to true if are you using Rebol/Command; otherwise it is set to false. For more information about Rebol/Command look this page: http://www.rebol.com/command.html