OpenLLM-France/wikimedia huggingface dataset:
# Usability for Nerds/WYSIWYG

The acronym WYSIWYG stands for what you see is what you get. It is a common buzzword in the design of user interfaces. It means that when you write or draw something in a computer program, then the screen should look exactly as the final document will look when you print it out.
The advantage of the WYSIWYG principle is obvious, but it cannot stand alone. Assume that you have made a spreadsheet like this:
Suddenly, you discover an error: The total price should be 90, not 110. On a strictly WYSIWYG view you may be able to change the bottom line from 110 to 90, but you cannot see or change the underlying formula. What you need is a detailed view where you can focus on the underlying formula:
Now, you can see that the discount has been added, where it should be subtracted, and you can easily correct the formula.
Actually, I would like to have both a WYSIWYG view and a view of the underlying codes or formulas in any software program that can make a visual end product. The two views should be shown side by side so that you can focus on a detail in the WYSIWYG windows that looks wrong and then see in the code window why it is wrong and modify the codes to make it right. Whenever you make a change in one of these windows, this change should be reflected immediately in the other window. Word Perfect is the only program I have seen that fully implements this principle. The picture below shows the user interface with the code window below the WYSIWYG window.
← Error tolerance · Speak the user's language →
# Usability for Nerds/Web design
## Web design

* Accessibility to Handicapped Users
* Navigation
* Avoid Frames
* Animations
* Cookies
* Printer-friendly web pages
* Compatibility of web pages
# Usability for Nerds/Web design/Accessibility

It is a good idea to make your web pages accessible to handicapped people, even if this is not your primary target audience, because the guidelines listed below have beneficent side effect that will improve the usability to other users as well. Another interesting side effect comes from the observation that the kind of barriers that prevent blind people from reading your pages also prevent search engines from reading your text. In other words, a page that is accessible to blind people is also more likely to be found by a search engine.
Some guidelines from the Web Accessibility Initiative of the World Wide Web Consortium:
Text format. Don't use graphics for making text. Don't make ASCII art. Avoid file formats that can't easily be converted to plain text.
Images and animations. Use the "alt" attribute to describe the function of each visual element.
Image maps. Use client-side map and text for hotspots.
Multimedia. Provide captioning and transcripts of audio, and descriptions of video.
Hypertext links. Use text that makes sense when read out of context. For example, avoid "click here".
Page organization. Use headings, lists, and consistent structure. Use Style sheets for layout and style where possible.
Graphs and charts. Summarize or use the "longdesc" attribute.
Scripts, applets, and plug-ins. Provide alternative content in case active features are inaccessible or unsupported.
Frames. Avoid frames, or make a "<noframes>" alternative and meaningful frame titles.
Tables. Make line-by-line reading sensible. Summarize.
Check your work. Use the checklist at www.w3.org/TR/WAI-WEBCONTENT and the resources at http://www.w3.org/WAI/eval/
Drop down menus. See the discussion at terrillthompson.com/blog/474.
See also the general page on accessibility.
Navigation →
# Usability for Nerds/Web design/Animations

Web designers love to make animations for artistic reasons, to attract attention, and to show off their technical prowess.
However, animations cause many usability problems:
* Animations are most often annoying and distracting.
* They detract attention away from informative text.
* They may not be compatible with all client devices, browsers, screens, etc.
* Animations slow down access.
* Flashing and flickering objects can cause seizures in people with epilepsy.
* Animations cause problems to people with visual or cognitive handicaps
You should therefore think twice before deciding to make animations on a web page. Informative pages should generally not have animations, while hobby pages and pages selling art and entertainment products may have animations. Never let an animation cover the whole screen. Always place a menu on top of the screen so that the user can quickly get to the point if they don't want to spend time watching your animation or wait for it to download and start. Videos and sound should never start automatically when a page is visited, but only when the user clicks on it.
← Avoid Frames · Cookies →
# Usability for Nerds/Web design/Compatibility of web pages

Web designers must realize that browsers are different and that web pages look different in different systems. Don't tell the user to download a particular browser or plug-in. It is OK to use advanced modern technologies, but make sure there is an alternative for users who don't have this technology or have disabled it for whatever reason.
An advanced web site should be tested in many different environments, which may include:
* A slow connection.
* Standards-compliant browsers (e.g. latest versions of Firefox and Opera).
* Browsers with non-standard DOM models (Explorer).
* Devices without support for style sheets (Lynx, robots).
* Different screen resolutions and numbers of colors.
* Different operating systems (Windows, Mac, Linux, Solaris, various smartphone systems).
* Different security settings (e.g. cookies and Java turned off).
* Small portable devices.
* Aural and tactile devices for blind people, if applicable.
* Alternative pointing devices (other than a mouse).
* Printing on monochrome and color printers if the page contains text that users might want to print out.
In some cases it may be necessary to add a browser-sniffer that detects the user's browser and provides a code that is suitable for that particular browser, but this should be a last resort because it cannot take future browsers into account.
It is a problem to test web pages in different versions of Internet Explorer because this browser is so deeply integrated into the Windows operating system that each Windows installation can only have one version of Explorer installed, and it may be impossible to downgrade it. You may need a virtual machine for each version of Explorer.
← Printer-friendly web pages
# Usability for Nerds/Web design/Printer-friendly web pages

A user may want to print out a web page if it contains a lot of text or important information that the user wants to save.
A page with a light text on a dark background color may look nice on a screen, but not when it is printed out on paper. Furthermore, the page may contain a lot of menu bars and gimmicks that just take up space on the paper to no use. Some web designers want to help their users getting a nice printout without disturbing colors and menus. There are various ways to solve this problem:
Making a link to a printer-friendly version of the same page. This method is easy to understand for the user. Unfortunately, the link to a printer-friendly version rarely fits into the existing menu system: The menu contains topics, not technical options. Putting in a link that doesn't fit into this context disturbs the user. If you place the link elsewhere it will either be too glaring and disturbing, or it will be ignored.
Making a Print button on the page. This is equally disturbing. The user is likely to prefer the usual printing method, not knowing that this button gives a better result.
Using style sheets to specify different styles for different media. This method works automatically whenever the user prints a page. (You can make unwanted things disappear by applying the style display:none). A minor disadvantage is that the user doesn't expect the page to look differently when printed out.
Every page that a user may have a reason to print out should use one of these options if it contains elements that would be disturbing on a printout.
← Cookies · Compatibility of web pages →
# Welsh/Mynediad/Lesson 14
## Grammar

| Welsh Verbs • Lesson 14 • audio (info •x kb • help) Ffurfiau (Gorffenol) Past Tense Endings |
| Cymraeg | English | Cymraeg | English |
| Fi (I) | -ais i | Ni (We) | -on ni |
| Ti (You) | -aist ti | Chi (You) | -och chi |
| Fe (He) | -odd e/o | Nhw (They) | -on nhw |

## Review

* Each verb in Welsh has a stem. Adding an ending to this stem changes the tense of the verb.
* Usually, the stem of a verb is everything minus the last vowel. However, there are exceptions to this rule. Learn the exceptions one-by-one as you come across them.
* Remember, any object after a short form verb takes a soft mutation.
# Welsh/Mynediad/Lesson 11

Goals:

## Exercises

* Introducing yourself
* Talking about you and your family
* Talking about your holidays

## Self-Exam

PRESENT TENSE QUESTIONS
* Which of the following answers makes sense to Sut dych chi?
** Iawn
** Your age
** Your name
** Your profession
* Which of the following answers makes sense to Beth yw'ch enw chi?
** Iawn
** Your age
** Your name
** Your profession
* Which of the following answers makes sense to Beth yw'ch gwaith / swydd chi?
** Iawn
** Your age
** Your name
** Your profession
* How would you say, (I'm) fine, thank you
** Iawn, diolch.
** Iawn, croeso.
** Meddw, diolch.
** Enw, diolch.
* How would you say, My name is Peter.
** Fy enw i yw Peter.
** Dwi'n byw yn Peter.
** Dwi'n hoffi Peter.
** Mae e'n Peter.
* How would you say, I live in Swansea (Abertawe).
** Fy enw i yw Abertawe.
** Dwi'n byw yn Abertawe.
** Dwi'n hoffi Abertawe.
** Mae e'n Abertawe.
* How would you say, I like to read.
** Fy enw i yw darllen.
** Dwi'n byw yn darllen.
** Dwi'n hoffi darllen.
** Mae e'n darllen.
* How would you say, He's eating now.
** Fy enw i yw bwyta nawr.
** Dwi'n byw yn bwyta nawr.
** Dwi'n hoffi bwyta nawr.
** Mae e'n bwyta nawr.
* Ask the question, Do you like cooking?
** Ydych chi'n hoffi coginio?
** Ydych chi'n rhedeg nawr?
** Ydych chi'n hoffi ysgrifennu?
** Ydych chi'n hapus?
* Answer the question, Ydych chi'n mynd i'r parti? with a Yes, I am response.
** Ydw. Dwi'n mynd i'r parti.
** Ydy. Dwi'n mynd i'r parti.
** Ydyn. Dwi'n mynd i'r parti
** Ie. Dwi'n mynd i'r parti.
* Answer the question, Ydy e'n siopa?' with a "Yes, he is response.
** Ydw. Mae e'n siopa.
** Ydy. Mae e'n siopa.
** Ydyn. Mae e'n siopa.
** Ie. Mae e'n siopa.
SOFT MUTATION QUESTIONS
* What are the 9 letters that can mutate? List them and their soft mutations.
* True or False: The word i (to, for) causes a soft mutation.
* True or False: The word o (from, of) causes a soft mutation.
* True or False: The word yn (in) causes a soft mutation.
Translate the following:
* I'm going to Cardiff (Caerdydd)
** Dwi'n mynd i Caerdydd.
** Dwi'n mynd i Gaerdydd.
** Dwi'n mynd i Baerdydd.
** Dwi'n mynd i Aerdydd.
* I'm from Pontypridd.
** Dwi'n dod o Bontypridd.
** Dwi'n dod o Gontypridd.
** Dwi'n dod o Ontypridd.
** Dwi'n dod o Fontypridd.
* I'm going to Tonypandy.
** Dwi'n mynd i Donypandy.
** Dwi'n mynd i Gonypandy.
** Dwi'n mynd i Onypandy.
** Dwi'n mynd i Fonypandy.
* I'm from Gwent.
** Dwi'n dod o Dwent.
** Dwi'n dod o Gwent.
** Dwi'n dod o Fwent.
** Dwi'n dod o Went.
* His car
** Ei gar e
** Ei far e
** Ei dar e
** Ei ar e
NASAL MUTATION QUESTIONS
* I live in Cardiff (Caerdydd)
** Dwi'n byw yng Nghaerdydd.
** Dwi'n byw ym Mhaerdydd.
** Dwi'n byw yn Naerdydd.
** Dwi'n byw yn Nhaerdydd.
ASPIRATE MUTATION QUESTIONS
# Welsh/Mynediad/Lesson 12
## Grammar

| Welsh Verbs • Lesson 12 • audio (info •x kb • help) Gwneud (Gorffenol) Past Tense of Gwneud |
| English | Cymraeg | English | Cymraeg |
| I did, I made | Gwnes i | We made, We did | Gwnaethon ni |
| You made, you did | Gwnest ti | You made, you did | Gwnaethoch chi |
| He made, He did | Gwnaeth e (South Wales) / Gwnaeth o (North Wales) | They made, They did | Gwnaethon nhw |
Beth wnest ti?
    What did you do?
Gwnes i fy ngwaith papur
    I did my paperwork.
Gwnes i orffen y prosiect
    I finished the project.
Beth wnaeth e?
    What did he do?

## Review

* The past tense of gwneud can be combined with any verb to make it past tense. This is a formal, long way of saying the past tense.
# Welsh/Mynediad/Lesson 15
## Grammar

| Welsh Verbs • Lesson 15 • audio (info •x kb • help) I (Ffurfiau Personal) Personal forms of 'I' |
| Cymraeg | English | Cymraeg | English |
| I + Fi (For/to me) | i fi | I + Ni (For/to us) | i ni |
| I + ti (For/to you) | i ti | I + chi (For/to you) | i chi |
| I + Fe ; I + Hi (For/to you him ; her) | iddo fe ; iddi hi | I + Nhw) | iddyn nhw |
Mae rhaid i fi astudio nawr.
    I need to study now.
    Lit. There is a need for me to study now.
Oes rhaid i ti astudio nawr?
    Do you need to study now?
    Lit. Is there need for you to study now?
Does dim rhaid i fi astudio nawr.
    I don't need to study now.
    Lit. There is no need for me to study now.
# Welsh/Mynediad/Lesson 16
## Grammar

Future Tense [affirmative] :
| English | Cymraeg | English | Cymraeg |
| I will, I will be | Bydda i | We will, We will be | Byddwn ni |
| You will, You will be | Byddi di | You will, You will be | Byddwch chi |
| He will, He will be She will, She will be | Bydd e (SW) Bydd o (NW) Bydd hi | They will, They will be | Byddan nhw |
# Welsh/Mynediad/Lesson 10
## Dialogue

A: Ble est ti ddoe? (informal) B: Es i i Lundain.
    A: Where did you go yesterday?
    B: I went to London

## Vocabulary

* Ddoe - Yesterday

## Grammar

| Welsh Verbs • Lesson 10 • audio (info •x kb • help) Mynd (Gorffenol) Past Tense of Mynd |
| English | Cymraeg | English | Cymraeg |
| 'I went, I did go | Es i | We went, We did go | Aethon ni |
| You went, you did go | Est ti | You went, you did go | Aethoch chi |
| He went, He did go | Aeth e (South Wales) /Aeth o (North Wales) | They went, They did go | Aethon nhw |
Es i i'r parti ddoe.
    I went to the party yesterday.
A: Aethoch chi i Gaerdydd yr wythnos diwethaf?
B: Do. Es i i'r Stadiwm Mileniwm i weld gêm.
    A: Did you go to Cardiff last week?
    B: Yes (I did). I went to the Millenium Stadium to see a game.
A: Ble est ti ar dy wyliau di 'te?
B: Es i i Ffrainc.
    A: Where did you go on holiday (lit. on your holidays), then?
B: I went to France.
Aeth Peter i'r dref.
    Peter went to (the) town.
Aethon nhw ddim i'r parti.
    They didn't go to the party.

## Review

* Do for a past-tense Yes response (did), Naddo for No for a past-tense No response (didn't)
* You may hear a positive marker with these short forms of verbs. Fe is commonly used in the south, while Mi is commonly heard in the North. These words do not have an English equivalent.
# Welsh/Mynediad/Lesson 13
## Grammar

| Welsh Verbs • Lesson 13 • audio (info •x kb • help) Cael (Gorffenol) Past Tense of Cael |
| English | Cymraeg | English | Cymraeg |
| I got, I received | Ces i | We got, We did get | Cawson ni |
| You got, you did get | Cest ti | You got, you did get | Cawsoch chi |
| He got, He did get | Cafodd e/o | They got, They did get | Cawson nhw |
| She got, She did get | Cafodd hi |
# World History/Authors

Maps | Resources | Contributors' Corner
All Power to the Supreme People's Soviet of the World History Project!, namely, the "Staff" :).

## "Staff"-ers

Red4tribe is a contributor, and a mapmaker. He is currently leading the cleanup and expansion of this project.
Naryathegreat|(talk)- Naryathegreat is one and the same on Wikibooks and Wikipedia.
Alsocal is a contributor and proofreader.
Constantijn is a contributor and essayist.
A.Cython is a contributor and proofreader.
Sutherland4l is a contributor and editor.
We are currently in need of:
Regular contributors Proofreaders/Peer Reviewers Map makers Essayists
If you would like to become a member of the team (other than as a normal contributor) and listed here, contact a team member.
# World History/California Content Standard

http://www.cde.ca.gov/re/pn/fd/documents/hist-social-sci-frame.pdf
http://www.cde.ca.gov/be/st/ss/hstgrades9through12.asp
# World History/Conflicts
## Greek and Hellenistic

* Persian Wars
* Peloponnesian Wars
* Alexander the Great
* Trojan War

## Rome: Republic and Empire

* Punic Wars -- Carthage and Hannibal
* Gallic Wars -- Julius Caesar, Vercingetorix
* First Triumvirate Struggle
* Second Triumvirate Struggle
* The Barbarian Invasions

## Medieval

* The Crusades -- Urban II, Saladin
* Hundred Years' War
* Vikings
* Battle of Tours
* Battle of Hastings

## Renaissance

* Wars of the Roses
* European Religious Wars
* Thirty Years' War
* War of the Three Henrys

## Enlightenment

* English Civil War
* Glorious Revolution
* Seven Years' War (French and Indian War)
* American Revolution
* French Revolution

## Industrial

* Revolutions of 1848
* American Civil War

## Modern

* Franco-Prussian War
* Russo-Japanese War
* World War I
* Chinese Civil War
* World War II

## Post Modern & Contemporary

* Cold War & Proxy Conflicts
** Malayan Emergency
** Korean War
** Vietnam War
** Soviet Invasion of Afghanistan
** Falklands War
* War on Terror
** American Invasion of Afghanistan
** American Invasion of Iraq
* War in Ukraine
# World History/Changes in East Asia

Maps | Resources | Contributors' Corner
# World History/Changes in Eurasia - Mongol Conquest and Aftermath

Maps | Resources | Contributors' Corner

## Mongol Conquest

As Europe lived through its High Middle Ages, the largest empire the world had yet seen emerged in Asia. In the early 1200's, a chief called Chingis Khan (formerly spelled "Ghengis," from the Persian) unified the Mongols with other nomadic steppe tribes. The unified Mongols were called the Golden Horde. Chingis (meaning "oceanic;" before his coronation his name was Temujin) had numerous skillfull generals, the most noted of them being Subutei Bagatur and Jebe Bagatur (no relation, Bagatur in Mongolian simply means 'brave'. The names of all Mongol generals and leaders have multiple spellings).

## Russian Conquest

In the year 1240, the Mongols invaded the Slavic people of Russia. The Mongols imposed taxes on the kings but let the kings rule. In the year 1480, Ivan the Great ended Mongolian dominance after the Standoff on the Ugra river.

## Asian Conquest

By 1260, the armies of Mongol Empire had swept with overwhelming force out of the Asian steppes, utterly destroyed ancient and powerful kingdoms in the Middle East, and reached as far west as Egypt and Poland before halting their advance. During the same period, Mongol assaults on China wore down the Sung dynasty and let them establish the Da Yuan ("Great Beginning") dynasty. The Mongols' military tactics, based on the swift and ferocious use of mounted cavalry, crushed even the strongest European and Islamic forces that took the field against them. They also learned primitive cannon and firearm technologies and brought them to the West.
Despite two attempted ambitious amphibious invasions, Mongol attempts to invade Japan failed.

## Aftermath of the Conquest

The Mongol Empire would become the largest empire at its peak, stretching from China as far as Russia. Mongol rule in these areas integrated them from the rest of the world, and stimulated trade between Europe and Asia. This would have profound effects that would continue many centuries after the disintegration of the empire (which was caused by the need for different styles or government in different areas, and war between Chingis' successors), including stimulating Europeans to explore the world looking for Asia's riches.

## References

* ↑ "Asian Topics on Asia for Educators || Medieval Japan". afe.easia.columbia.edu. Retrieved 21 January 2024.
# SQL Dialects Reference/SQL XML

The ISO publication (ISO/IEC 9075-14) is part of the SQL standard. Formerly it was named SQLX or SQL/XML. It defines the data type XML and functions acting on this data type as well as functions creating and handling XML objects (elements, attributes, ...) within this data type. Oracle denotes the data type XMLType.
| Function | Description | DB2 | SQLite | MonetDB | MySQL | PostgreSQL | Firebird | OpenLink Virtuoso | Oracle | MSSQL |
| Version | Software Version(s) Supported | V9 | N/A | V11+ | Planned | 8.3+ | N/A | 3.5-4.x | 9-10x | Proprietary XML Extensions |
| XMLElement | Create an XML Element | XMLElement | N/A | xmlelement | Planned | xmlelement | N/A | XMLElement | XMLElement | .query |
| XMLForest | Create an XML Fragment from passed-in components. | XMLForest | N/A | xmlforest | xmlforest | Planned (patch exists) | N/A | XMLForest | XMLForest | FOR XML clause |
| XMLColAttVal | Create an XML fragment and then expands the resulting XML so that each XML fragment has the name "column" with the attribute "name" | | N/A | N/A | Planned | Planned | N/A | XMLColAttVal | XMLColAttVal | FOR XML clause |
| ExtractValue | Takes as arguments an XML instance and an XPath expression and returns a scalar value of the resultant node. | | N/A | N/A | Planned | Planned | N/A | ExtractValue | ExtractValue | .value |
| XMLTransform | Takes as arguments an XML instance and an XSL style sheet, which is itself a form of XML instance. It applies the style sheet to the instance and returns an XML. | | N/A | N/A | Planned | Planned | N/A | XMLTransform | XMLTransform | N/A |
| XMLSequence | Takes input and returns either a varray of the top-level nodes in the XML, or an XMLSequence type an XML document for each row of the cursor. | | N/A | xmlsequence | Planned | Planned | N/A | XMLSequence | XMLSequence | .nodes |
| XMLConcat | Takes as input a series of XML instances, concatenates the series of elements for each row, and returns the concatenated series. | XMLConcat | N/A | N/A | Planned | Planned (patch exists) | N/A | XMLConcat | XMLConcat | N/A |
| UpdateXML | Takes as arguments an XML instance and an XPath-value pair, and returns an XML instance with the updated value. | | N/A | N/A | Planned | Planned | N/A | UpdateXML | UpdateXML | .modify |

## Notes

* ↑ The MSSQL 2005 and higher xml data type .query method performs this function.
* 1 2 The MSSQL 2000 and higher FOR XML clause of the SQL SELECT statement performs a similar function.
* ↑ The MSSQL 2005 and higher xml data type .value method performs this function.
* ↑ In MSSQL 2005 and higher the xml data type and SQLCLR can be used to create functions/procedures that simulate this functionality.
* ↑ The MSSQL 2005 and higher xml data type .nodes method performs this function.
* ↑ In MSSQL 2005 and higher the + string concatenation operator can be used in conjunction with explicit conversions of xml data type instances to character data types to simulate this function.
* ↑ The MSSQL 2005 and higher xml data type .modify method performs this function using XML DML.