OpenLLM-France/wikimedia huggingface dataset:
# University of Alberta Guide/Printable version

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

# STAT/222

This is a survival guide for the STAT 222 course that all University of Alberta Computing Science students are required to take prior to completion of their degree. This guide is designed to help anyone who is completely lost in STAT 222. I started writing this guide because I am currently taking STAT 222 and I have no clue what the hell is going on. So my goal here is to pass on any knowledge that I can in terms or words that should make sense rather than a bunch of STAT 222 jargon. I only plan on filling in what I research, which is usually what I don't already know. Hopefully, as I work on this guide, others will help out by adding more and more knowledge. Eventually, this survival guide may turn into a replacement for the real text book.
If you see anything here that is incorrect, poorly stated, or for that matter, if you know something important that isn't mentioned, please by all means add your knowledge/correction to this wikibook. This wikibook should be built on the knowledge of many students working together. So please contribute what you can and help make STAT 222 a survivable course.
* Introduction
** Notation
* Formulas and Functions
** General Formulas
** Cumulative Distribution Functions
** Probability Density Functions
** Hazard Functions
** Moment Generating Functions
* Random Variable Distributions
** Uniform Distribution
** Exponential Distribution
** Gamma Distribution
** Weibull Distribution
** Normal Distribution
** Poisson Distribution
* Reliability and Continuous Random Variables
** Uniform Random Variables
** Independence and Conditional Expectations
** Exponential Distributions
** Combining Continuous Random Variables
** Gamma Random Variables
** Weibull Distributions
** Reliability and Hazard Rate
* Miscellaneous
** Uncategorized
** Downloadable Resources
* LaTeX Version
** Note that this LaTeX version will not be updated as frequently (and may even become discontinued)
* Unofficial STAT 222 Review Notes
# University of Alberta Guide/STAT/222

This is a survival guide for the STAT 222 course that all University of Alberta Computing Science students are required to take prior to completion of their degree. This guide is designed to help anyone who is completely lost in STAT 222. I started writing this guide because I am currently taking STAT 222 and I have no clue what the hell is going on. So my goal here is to pass on any knowledge that I can in terms or words that should make sense rather than a bunch of STAT 222 jargon. I only plan on filling in what I research, which is usually what I don't already know. Hopefully, as I work on this guide, others will help out by adding more and more knowledge. Eventually, this survival guide may turn into a replacement for the real text book.
If you see anything here that is incorrect, poorly stated, or for that matter, if you know something important that isn't mentioned, please by all means add your knowledge/correction to this wikibook. This wikibook should be built on the knowledge of many students working together. So please contribute what you can and help make STAT 222 a survivable course.
* Introduction
** Notation
* Formulas and Functions
** General Formulas
** Cumulative Distribution Functions
** Probability Density Functions
** Hazard Functions
** Moment Generating Functions
* Random Variable Distributions
** Uniform Distribution
** Exponential Distribution
** Gamma Distribution
** Weibull Distribution
** Normal Distribution
** Poisson Distribution
* Reliability and Continuous Random Variables
** Uniform Random Variables
** Independence and Conditional Expectations
** Exponential Distributions
** Combining Continuous Random Variables
** Gamma Random Variables
** Weibull Distributions
** Reliability and Hazard Rate
* Miscellaneous
** Uncategorized
** Downloadable Resources
* LaTeX Version
** Note that this LaTeX version will not be updated as frequently (and may even become discontinued)
* Unofficial STAT 222 Review Notes
# Units of Measurement/Time

The SI unit for time is seconds (s). 60 seconds are equal to 1 minute. 3600 seconds are equal to one hour. 86400 seconds are equal to one day.
# Units of Measurement/Volume

Volume :
| Dimension | Dimension | L$^3$ |
| Usual Symbol | Usual Symbol | V |
| Coherent units |||
| System | Unit | Symbol |
| SI | cubic metre | m$^3$ |
| CGS | cubic centimetre | cm$^3$ |
| Imperial | cubic foot | ft$^3$ |

## SI units

The base unit of volume in the SI system is the cubic meter. There are 1000 liters per cubic meter, or 1 liter contains the same volume as a cube with sides of length 10cm. A cube with sides of length of 1 cm or 1 cm$^3$ contains a volume of 1 milliliter. A liter contains the same volume as 1000 ml or 1000 cm$^3$.
# Universal Algebra

This wikibook covers universal algebra.

## Contents

* Definitions, examples
* Binary relations
* Congruences, quotiens, Noether isomorphism theorems
# Usability for Nerds/Software/Error Messages

The best error message is no error message. But error messages can not always be prevented.
Error messages should be correct and helpful. It is recommended to use systematic methods for predicting all the errors that may occur in a software system and make sure each error generates a correct error message. Thorough testing is necessary because there may be unpredicted errors which fail to generate appropriate error messages.
An error message should explain the nature and origin of the error. Avoid reference to software line numbers or addresses that are useless to the user who has no access to the source code.
A short error message may be supplemented with a Help button that gives a more detailed explanation of the error and possible remedies for solving the problem.
An error message may be followed by a menu of choices for how to recover from the situation. Assume, for example, that the user wants to save a file to a removable disk, and the system gives this error message: "Error writing file E:\hello.txt: Disk defective or not formatted." In this situation the system may present the user to the following choices:
* Cancel write operation
* Replace disk and retry
* Format disk
* Save file elsewhere
* Help
Redundant error messages should be avoided. If a particular situation generates a hundred errors of the same type then the system should not print a hundred identical error messages. If errors are signaled by a message box popping up then the system should make a single message box with multiple messages rather than multiple message boxes with one message each in case of multiple simultaneous errors.
← Help · Response Time →
# Usability for Nerds/Software/Response Time

Long response times may be annoying, but unpredictable response times are worse. It can be very stressing to the user if answers sometimes come fast and sometimes take a long time. This problem is often seen in network systems. You may use local rather than central storage and computing power whenever possible in order to reduce this problem.
There should be an immediate feedback to every command the user gives the system. If the final result is delayed then there should be a temporary feedback to tell the user that the command has been received and that the system is working on it. At least the system should indicate that it is working by showing an hourglass, a watch, a turning wheel, or something similar. But preferably, there should be a progress bar or countdown giving the user a chance to estimate how long time the operation will take.
There should always be a way to cancel or abort time-consuming operations before they are finished.
If the system is capable of setting commands with long response times in a queue and serve them on a first-in-first-out basis, then there should be a way to watch the queue and perhaps also to delete commands from the queue or change their priorities. If no watching of the queue is possible, then the system should rather have no queue at all (at least not for operations that take more than a few seconds). A system with no queue should either refuse to accept any new commands before the execution of the previous command has been finished or canceled, or it may be constructed so that a new command always cancels any previous unfinished operation.
← Error Messages · Keyboard Shortcuts →
# Usability for Nerds/Software/Default values

Whenever the user has to fill out a text field in a form or make a selection from a list, the system may preset it to a default value so that the user doesn't have to do anything if this value is acceptable. There are several ways in which the software can determine a default value:
* Always set it to the same value
* Set it to the same value as the current user entered last time
* Set it to the value used most often
* Try to guess the value from something else the user has entered
Method 3 and 4 can be quite confusing because the default value is possibly not always the same and it may change in a way that is not transparent to the user.
← Scrolling · File Organization →
# Usability for Nerds/Software/File Organization

The files on a hard disk are usually organized into directories or folders. Choosing a suitable folder for storing one's files and finding the files again are tasks that cause more problems than most software designers realize.
Many users can't overview the directory structure. When they store a file, they have no idea afterwards which directory they have put their file into. Obviously, they have big problems finding their files again when they need them. I have often seen experienced users storing all their data files in the root of the hard disk, on the desktop, or together with the program files.
Any software that allows the user to store files should encourage the user to store their files in a suitable place. One solution is to create a directory for data files belonging to the program in question and show this directory as the default the first time the user gets a "Save as" dialog box.
The procedures for storing files should of course be the same for all programs running under the same operating system. Don't invent your own file management system - use the standard dialog boxes provided by the operating system.
← Default values · Internationalization →
# Usability for Nerds/Software/Mouse Effects

There are many ways that a user interface can react to mouse events. The most commonly used mouse events are:
* Mouse click. Used for following a link, activating an icon, or selecting an item.
* Double click. Used mostly for opening a program or highlighting a word.
* Triple click. Highlights a paragraph of text.
* Right click. Used for opening a context menu.
* Middle button click. Rarely used because not all mice have three buttons.
* Scroll wheel. Used for scrolling text. Not all mice have scroll wheels, but they are much used if present.
* Mouse-over (hover). Used mostly for changing the mouse cursor on objects that can be manipulated and for showing pop-up descriptions about objects.
* Mouse drag. Used mostly for moving objects or boundaries.
* Highlight by moving mouse with button down. Used for selecting text.
* Shift key + click. Extends selection.
* Ctrl key + click. Selects multiple items.
Most of these effects are not visible, and only proficient users are aware of all of them. However, it is good to support these effects because users may expect them to work.
Many user interfaces, such as office programs and websites, are so crowded with mouse effects that it is difficult to avoid activating them inadvertently. A user may click in a window just to move the focus to that window or place the cursor. But sometimes it can be difficult to find a place to click that doesn't do anything else than that.
Double clicking is inconvenient for many users and may be replaced by a middle button click (see Mouse).
Mouse-over effects can be very disturbing, especially if the user interface is so crowded that it is difficult to find a place to put the mouse that doesn't do anything. A good alternative is to make a right-click context menu with a "What's this" option.
A mouse-over effect is useful when it changes the mouse cursor to indicate a link that can be clicked or a border than can be dragged. This effect should be immediate. But the mouse-over effect that pops up a message should be delayed for approximately one second in order to avoid too much flickering.
The mouse-over effect may change the color of a link or underline it, but never change the font size. Any mouse-over effect that changes the size of an object can cause everything below the resized object to move, which makes the whole image flicker when the mouse is moved around. This is very disturbing.
Some programs have additional mouse effects that are disturbing. Clicking on a filename in Windows will select the file. But if the file is already selected, the click will rename the file. This is unexpected and may lead to inadvertent renaming of files. Some word processors will pop up a context menu when a word is highlighted with the mouse. This is disturbing because it covers some of the text. Often a user will highlight a word just to use it as a fixation point to the eye. Any side effect of highlighting the word is unwanted in this case.
← Keyboard Shortcuts · Scrolling →
# Web 2.0 and Emerging Learning Technologies/Yappr

Yappr is a website where you can practice your English language. This offers you a variety of multimedia material which will help you to improve your listening comprehension and your pronunciation, too. Different kind of videos by native speaker allows you to listen and read the subtitles and at the same time you will find a "video screen" and a "subtitle section" next to it. The web also gives you the possibillity to login in and chage the subtitles.
In this website you can find software that helps you to improve your pronunciation. If you want to download it, you should follow three important steps. Firstly, click on the buttom to install the "Eduspeak". Secondly, select "install this add-on..." Thirdly, select install.
Main characteristics of Yappr
1. Select a phrase of the list on the right to load it. 2. Click on "record" to check your pronunciation. 3. Keep your mark. 4. Click on "hear example" to listen to a sample of recording. 5. Record your voice again to improve your pronunciation. 6. To change the categories, click on "click to choose a phrase".
If you are not interested in watching video or in speaking, you can also play games focused on vocabulary and spelling.
1- Alphabet soup: This gives you the possibility of playing according to the vocabulary you have. You have to find as many words as it is possible in three minutes. The more words you find the more coins or points you will get. 2- Bank robber: This is a very interesting game. You have to alert the guard before the thief steals all the bags of money. You have to find out the word selecting different letters. Each time you choose a wrong letter, the thief gets a bag. Guess the correct word before all bags disappear. You should prevent the bank from losing all the money, and help capturing the thief. 3- Twist list: In this game you have to create words by selecting different letters. The more words you create, the higher you score!
Teaching and learning possibilities
Yappr is a very useful website full of interesting material for teachers and also for students. You can find videos, pronunciation sets and games, too. So, it is useful for adults and for little children. For example, children can acquire a large amount of new lexical items playing games.
Students can be exposed to the language watching videos; if they can not understand the video clearly they have the option of checking with the subtitles. Also if you have an advanced level, they can practice their pronunciation.
We know how difficult is to speak in the right way or to acquire all the specific vocabulary needed. In other words, Yappr is the key website because you learn while you play. You can also encourage your students to visit this website and play with the English language.
Using multimedia material is very important nowadays. Internet and webpages have become widely used in education because of their capability to present information in an orderly, attractive way. It is believed that it can improve the effectiveness of ELT.
# Web 2.0 and Emerging Learning Technologies/WhenInTime

Main characteristics of WhenInTime:
Education tool
WhenInTime can be very useful in education as a tool to teach historical topics. Not only can it be an interactive source for teaching but it could also be an enjoyable way of learning.
For example, teachers could ask students to create their own timelines by investigating a topic such as the History of Multimedia (URL: http://whenintime.com/tl/gallahark/Multimedia_History_Timeline/).
Journalism
WhenInTime can also be a helpful tool for journalists. They can build an interactive timeline of local events in their community and embed it in their article (URL: http://whenintime.com/tl/Patch31/The_Dominick_Calhoun_Saga/)
Example links
Life of Gaddafi
http://whenintime.com/tl/people/Life_of_Muammar_Gaddafi/
This timeline depicts the life of Muammar Gaddafi from his birth to death
Barack Obama
http://whenintime.com/tl/politics/Barack_Obama_on_the_Web/
This timeline shows the social messages related to Barack Obama
Nobel Peace Prize Winners
http://whenintime.com/tl/sheel/Nobel_Peace_Prize_Winners/
This timeline shows the various Nobel Peace Prize Winners
# Web 2.0 and Emerging Learning Technologies/VoiceThread

VoiceThread is a collaborative application that can be used for collecting and sharing conversations anywhere in the globe . People can post photos, share documents, images, videos and add interactive group discussions to any website. Groups are easy to create, you can share a Voice thread with your friends, students, mates or just people you have common interests with.
Members can leave comments in many different ways. You can leave voice comments on videos, or if you want to voice your thoughts, or just comment on specific video segments, you can make drawings while you record your comment to add an extra explanation by just using webcam or mic. All this is possible thanks to its innovative Video Doodling feature.
Anyone who comments on another’s VoiceThread must be a registered user. It is very easy to use, you do not need to install any software and it supports dozens of standard file formats. Additionally, you have the possibility of embedding these archives in other websites and exporting them to MP3s or any other gadget to be reproduced later on as an independent document.
Teaching and learning possibilities
The classroom possibilities for using VoiceThread are extensive. It allows you and your students to collaboratively share your thoughts on video whilst watching simultaneously. It is a great tool for encouraging collaboration in your classroom. Students can create and comment on each others’ projects. This application gives students the possibility of creating digital stories and documentaries in a collaborative way. Additionally, by doing this, they will not only practise their language skills but also know more about other topics, such as foreign cultures and other geographical places, among others.
It holds great promise for the classroom. It allows group conversations to be collected and shared in one place from everywhere in the world, or it can be kept private for selected individuals.
The fact of sharing and creating media projects, may promote great enthusiasm for multimedia creation, Voicethread provides an easy way to listen to, to contribute or critique the narratives of their peers. It is a perfect demonstration of how digital media can be integrated into the curriculum.
Example links
VoiceThread
www.voicethread.com
If anyone is interested in knowing how Voicethread can be used, you can visit this site and watch the examples on the homepage. I encourage teachers to explore specially the classroom tab where you can find many examples of the use of Voicethread in the class.
Doodling
www.voicethread.com/about/doodling
I recommend you to watch doodling in action and you will understand how it works better, or find new ideas to your class. You can visit this page.
Wikispace
http://voicethread4education.wikispaces.com/
This is a link that will take you directly to a wikispace started by Collette Cassinelli in which you can find many contribution made by teachers who have already used this resourceful tool in the ELT classroom.
# Video Production/Workflow for translators helping video collectives with subtitle translations
### How to translate a subtitle file and return it to the project=

It is likely that the video translation will have a project page where you can download the video and the original language subtitle file and cont
The process is...
1) Download and look at the video file and the original language subtitle file to check you can translate it.
2) Email the translations project co-ordinator to check that someone isn't already translating it
2) Open it, translate it and save it (see below for instructions)
3) Email the subtitle file to the translation project co-ordinator

#### Opening Editing and Saving Subtitle Files from a Text Editor

Video creators and distributors are starting to create subtitle files for their videos. These are transcripts with timecodes included. They are very useful as they can be played on a computer linked with the appropriate video file, so that the subtitles are displayed. They can also be used to create subtitles for DVDs. These are very useful because the subtitles can be selected or not when opening the video file, and do not need to be 'burnt on' to the image as with traditional subtitling practice.
What video makers and distributors increasingly need are subtitle files (most frequently *.srt files) in as many languages as possible.
There are two main ways for translators to help the process of creating multiple versions of subtitle files in different languages.
a) Translator downloads the *.srt file and open it up in a text editor. Each subtitle will look like the section below.
If there are mistakes and the files are saved in the wrong format, it's not a disaster. A subtitle project coordinator then take the word/text documents that are created by translators and convert them to *.srt files
There is a manual page for opening and saving a file called opening and editing subtitle files in a text editor
b) Translators use the appropriate subtitle programs - subtitle workshop (pc), miyu (mac), gnome subtitler (linux) - and open and save .srt files with these tools.
(The more translators get used to working with subtitle tools and files the better. As with subtitle tools, translators can also create subtitle files, and edit existing ones adjusting their line lengths if needed.)
There are manual pages for opening and saving subtitle files in the following programmes.
subtitle workshop(pc) - http://en.wikibooks.org/wiki/Making_subtitles_in_subtitle_workshop - needs to be modified for just editing miyu (mac) - to do gnome subtitler (linux) - to do
# Vietnamese/Authors

The following people have started lessons as part of this textbook, or have made notable contributions to an existing lesson. They should be able to answer questions you may have about the Vietnamese language or Vietnamese culture:
    Minh Nguyễn
       Started the Vietnamese textbook, and at last count has started 8 lessons so far.
    Nam Đỗ
       I added some parts of my book into this course.
If you feel that you have made notable contributions to this textbook, please feel free to add your name to this list.