OpenLLM-France/wikimedia huggingface dataset:
# Football (Soccer)

Football (also known as soccer or association football) is a sport played between two teams of eleven players with a spherical ball. It is played by 250 million players in over 200 countries, making it the world's most popular sport. The game is played on a rectangular field with a goal post at each end. The object of the game is to score goals by using any part of the body besides the arms and hands to get the football into the opposing goal.
The goalkeepers are the only players allowed to touch the ball with their hands or arms while it is in play and then only in their penalty area. Other players mostly use their feet to strike or pass the ball, but may use their head or torso to strike the ball instead. The team that scores the most goals by the end of the match wins.
If the score is tied at the end of the game, either a draw is declared or the game goes into extra time and/or a penalty shootout depending on the format of the competition. The Laws of the Game were originally codified in England by The Football Association in 1863. Association football is governed internationally by the International Federation of Association Football (FIFA; French: Fédération Internationale de Football Association) which organises a World Cup every four years.

## Table of contents
### The Basics

This section covers all the basics, rules and definitions of football.

### The Leagues And Teams

The different leagues around the world that play football competitively.

### The Trophies And Cups

All leagues do have special trophies and cups and special events too. This section covers the major events and cups.

### The History

This section covers the history of the game including invention, sister sports and more.

## Wikinews

Wikibooks sister project Wikinews covers the latest news of the game.

## Sources

* Wikipedia, Soccer [redirect to Association football], introduction and history
# Fool Proof Mathematics/CP1/Argand diagrams

Considering that a complex number is made of 2 parts, we can represent each complex number as coordinates, or vectors, on 2 planes: a real number, x-axis, and imaginary, y-axis, planes:
Using vector notation the above complex number can be represented as the vector $a \choose b$. Therefore we can add and subtract complex numbers as vectors. Alternatively, we can represent each complex number by the angle it makes with the positive real axis and its' magnitude. Firstly, the angle is known as the argument: Argument Complex Analysis, the principal argument being in the region: $-\pi <\arg z\leq \pi$. The magnitude can be calculated as:$|z|={\sqrt {a^{2}+b^{2}}}$. We can derive the modulus-argument form of a complex number given these facts and using basic trigonometric functions:
${\begin{aligned}|z|&=r,\arg z=\theta \\z&=a+bi\\\cos \theta &={\dfrac {a}{r}},\sin \theta ={\dfrac {b}{r}}\\z&=r(\cos \theta +i\sin \theta )\end{aligned}}$Several identities for complex numbers can be derived by using this form, which are displayed below. Due to the triviality of the derivations they have been omittedt:

###### ${\begin{aligned}|z_{1}z_{2}|&=|z_{1}||z_{2}|\\\arg(z_{1}z_{2})&=\arg z_{1}+\arg z_{2}\\|{\dfrac {z_{1}}{z_{2}}}|&={\dfrac {|z_{1}|}{|z_{2}|}}\\\arg({\dfrac {z_{1}}{z_{2}}})&=\arg z_{1}-\arg z_{2}\end{aligned}}$Worked Examples:

${\begin{aligned}z_{1}=3(\cos {\dfrac {5\pi }{12}}+i\sin {\dfrac {5\pi }{12}})\\z_{2}=4(\cos {\dfrac {\pi }{12}}+i\sin {\dfrac {\pi }{12}})\\\end{aligned}}$
Find $|z_{1}z_{2}|$, $\arg(z_{1}z_{2})$
${\begin{aligned}|z_{1}z_{2}|&=|z_{1}||z_{2}|\\|z_{1}|&=3,|z_{2}|=4\therefore |z_{1}z_{2}|=12\\\arg(z_{1}z_{2})&=\arg z_{1}+\arg z_{2}\\\arg z_{1}&={\dfrac {5\pi }{12}},\arg z_{2}={\dfrac {\pi }{12}}\therefore \arg(z_{1}z_{2})={\dfrac {\pi }{2}}\end{aligned}}$
Hence write $z_{1}z_{2}$in modulus-argument form then Cartesian formː
${\begin{aligned}z_{1}z_{2}&=12(\cos {\dfrac {\pi }{2}}+i\sin {\dfrac {\pi }{2}})\\z_{1}z_{2}&=12(0+i)=12i\end{aligned}}$
We can construct a triangle on the complex plane using 2 complex numbers where z$_2$−z$_1${\textstyle z_{2}-z_{1}}makes the 3rd length.
# FontLab/Scripting/Compatibility

Generally, versions of FontLab require specific (single-dot) versions of Python, and may not work with newer or older versions.
FontLab 5.1.x Mac works with Python 2.6.
FontLab Studio 5.0.4 Windows requires Python 2.4.x. It will not work with older or newer versions.
FontLab Studio 5 Mac requires Python 2.3.x. It can be made to work with newer versions, as long as Python 2.3.x is not present on the system or the folder is renamed. See http://www.fontlab.com/python/
# Fool Proof Mathematics

A level Mathematics and Further Mathematics course designed with a proof-based emphasis to understanding as well as incorporating additional content to prepare the student for a degree in the field.

## Pure

Algebra, quadratics

## Core Pure

Year 1
Complex numbers
Argand diagrams
Series
Polynomials
Volumes of revolution
Matrices
Linear transformations
Proof by induction
Vectors
Year 2
Complex numbers
Series
Calculus
Volumes of revolution
Polar coordinates
Hyperbolic functions
Differential equations

## Further Pure I and II

Book 1:
Vectors
Conic sections
Inequalities
t-formula
Taylor series
Calculus
Numerical methods
Differential equations
Book II:
Number theory
Groups
Complex numbers
Recurrence relations
Matrix algebra
Integration techniques
# FontLab/Multiple Masters
## Multiple Master Fonts

A Multiple Master font is a (PostScript Type1) font that contains, a number of styles of a font family in one font. These styles are called masters. Between the masters this specific font format allows interpolation to create instances of this family. The interpolation is defined for up to four dimensions. The result is that a Multiple Master font can interpolate between 16 masters.

## Chapter Outline

* Planning Multiple Master Fonts this information helps you building a MM font
* Define Axis defining the axis for your MM font
* Assign Masters assign the Masters to your MM font
* Setting up the Master adjust the outlines of your masters to match the requirements for the MM format
* Import Kerning for Masters import the kerning values for the different Masters
* Value Patterns for the Axis setting up the graduation of the axis of MM fonts
* Defining a Primary Instance set up the values for the instance that should be used by default
* Multiple Master Font Generation generating the MM font
* Generate an Instance Generate an interpolated/extrapolated instance

## Resources

* Adobe Tech Note #5087: Designing Multiple Master Typefaces
* Adobe Font Developer Tools and AFDKO download page
# English for B2 Students/Progress Test 2

Change the following into Question tags.
1.Mary is coming. 2.You arent eating that. 3.You bought a car. 4.Stacy likes cooking. 5.Mom cant bake. 6.I cant sing.
# The World of English

Aim of this lesson: Practice some common questions and their replies and familiarise yourself with common adjectives and their dependent prepositions. listen
English for B2 students Speaking • Unit 1
Common Questions :
| Question | Example answer |
| Where are you from? | I'm from Hungary. |
| What languages do you speak | I speak Hungarian and a little English. |
| What languages do you want to learn? | I would like to learn Italian and Spanish because they are beautiful languages. |
| What languages did you study at school? | When I was at school I studied German, and English. |
| What countries have you visited? | I have visited Greece, and Croatia.....? |

## Grammar Focus - Answering Questions

It is often difficult in English to know which tense to use when having a conversation with somebody. We often don't have time to think about the uses of each tense and then make a decision. Look again at the questions at the start of this unit. What tenses are the questions in? Now look at the answers given - what tenses are they in?

### Responding to questions

* Where are you from? Present Simple
* I am from Ireland. Present Simple
* What countries have you visited? Present Perfect
* What languages did you study at school? "Past Tense"
* I have visited France, Italy and Poland. Present Perfect
When speaking with someone it is important to listen to the question as this will help you phrase your answer. We generally use the same tense in our reply as in the question.

## Vocabulary Focus - Adjectives with Prepositions

* I am interested in ancient history
Is it possible to say 'I am interested at...?' or 'I am interested on...?
Many adjectives are used with specific prepositions. It is important to learn many of the most common adjective + preposition pairs as this will make you sound much more natural.

### Adjectives + Prepositions

English for B2 students Vocabulary • Unit 1
Adjectives & Prepositions :
| Form | Example |
| interested + in | I am interested in history |
| good + at | I am good at football |
| keen + on | I am very keen on rock music |
| worry + about | I am worried about my cat |
| scared + of | I am scared of spiders |

## Speaking about yourself

Now that you've studied the grammar and vocabulary above you should practice answering these questions. Remember to listen to (or read) the questions carefully as this will help you phrase your answer.
* What are you interested in?
* What language do you want to learn?
* What do you worry about?
* What are you scared of?
* What do you want to eat?

## Exercises

Try these questions to see if you can answer these questions and use adjectives correctly.
Complete the following sentences using the correct preposition:
* My sister's afraid ..... spiders and I'm scared ..... dogs.
English for B2 students
* Aims • Unit 1 • Unit 2
• Unit 3 • Unit 4 • Unit 5
• Unit 6 • Test 1
* Unit 7 • Unit 8 • Unit 9
• Unit 10 • Unit 11 • Unit 12
• Test 2
This is the lesson page - the answers are not to be inserted here, but to be found here
# Mary is wearing a beautiful, old dress

Aim of this lesson: review adjectives, look at gradable and ungradable adjectives and focus on the order that adjectives are used in sentences.

## Gradable and Ungradable Adjectives

Adjectives in English can be gradable or ungradable. A gradable adjective is one which can be graded using words like 'quite' and 'very'. Ungradable adjectives can not be graded - it's not possible to say 'She is very starving' because the adjective 'starving' is already a strong adjective because it means 'very hungry'.
Examples of gradable adjectives: big, small, pretty, ugly, cold, hot, tired
Examples of ungradable adjectives: enormous, tiny, stunning, hideous, freezing, boiling, exhausted (these adjectives are the ungradable forms of the above gradable adjectives, i.e. very big = enormous, etc.)

## Adjective Order

We can say 'an old blue sweater' but not 'a blue old sweater'.
Adjectives must be used in a specific order.
* Opinion (splendid, silly)
* Size (big)
* Age (new)
* Shape (round)
* Colour (blue, blonde)
* Origin (Italian)
* Material (wool, plastic)
* Purpose (sleeping, heating)
When using more than one adjective use them in the above order. It's rare to use more than 2 or 3 adjectives together.

## Exercises

Try putting these sentences into the correct order. The answers can be found here:
* I have a (striped, beautiful, new) jumper.
* She has (black, long, curly) hair.
# English for B2 Students/Progress Test 1
## Progress Test for Units 1 to 6

Try these exercises without consulting the previous units. For answers click here. (Please write your answers on a printout, don't edit them into this page.) Good luck!!

### Grammar

Complete the following sentences using the most appropriate verb form:
Today has been a very long day so far. I ______ (travel) over 100 kilometres to visit my Auntie. Thankfully, now I _______ (rest) and ______ (eat) dinner before I continue with my journey. Tomorrow will also be a long day. I have to wake up at 6am because my train ______ (leave) at 7am. Then later I ______ (have) lunch with my Auntie. I love visiting my Auntie and have very happy memories. When I was a child we ________ (go) there every summer for two weeks but unfortunately I don't have time to visit as often nowadays.

### Vocabulary

Complete these sentences:
* Are you scared _____ anything?
* Have you ever ___ (=practiced) __ judo or karate?
* How many years has your auntie been married ___ your _____ ?
* Have you ever been _____ America?
* Have you ever taken your car on a _____ [boat which carries vehicles]?
* If you had €1,000,000, what ____ you buy?
* Where are you going _____ holiday this summer?
* When you were at school did you ever(= skip it) _____ _____ [not go to school because you didn't want to]?
English for B2 students
* Aims • Unit 1 • Unit 2
• Unit 3 • Unit 4 • Unit 5
• Unit 6 • Test 1
* Unit 7 • Unit 8 • Unit 9
• Unit 10 • Unit 11 • Unit 12
• Test 2
# Control Systems/Digital Systems

| The Wikibook of: Control Systems and Control Engineering | Table of Contents | All Versions | PDF Version |
| The Wikibook of: Control Systems and Control Engineering | | | Glossary |

## Preface

This is the Digital Systems version of the Control Systems book. This represents a subset of pages from that book that deal specifically with digital systems. Topics covered here will include digital systems, difference equations, Z-transforms, and other topics specific to digital systems.

### Warning

    This is a child version of the Control Systems parent book. The pages listed here constitute a suggested reading order of the material, and are not a stand-alone book. Do not edit these pages in a way that make them incompatable with the main narrative of the parent book. If you have questions, comments, or suggestions about this version, leave a message on the main book discussion page.
For a list of all child versions of this book, see All Versions.

## Table of Contents

* Control Systems
# Control Systems/Cover

The Wikibook of automatic
And Control Systems Engineering With Classical and Modern Techniques And
Advanced Concepts
# Control Systems/Classical Controls

| The Wikibook of: Control Systems and Control Engineering | Table of Contents | All Versions | PDF Version |
| The Wikibook of: Control Systems and Control Engineering | | | Glossary |

## Preface

This is the Classical Controls version of the Control Systems wikibook. This book represents a subset of the topics covered in the parent book. Topics covered here will include a basic introduction to systems theory, integral transforms, and basic control techniques using classical control methods. This book should be suitable for a single semesters study, at the undergraduate level, in classical control engineering.

### Warning

    This is a child version of the Control Systems parent book. The pages listed here constitute a suggested reading order of the material, and are not a stand-alone book. Do not edit these pages in a way that make them incompatable with the main narrative of the parent book. If you have questions, comments, or suggestions about this version, leave a message on the main book discussion page.
For a list of all child versions of this book, see All Versions.

## Table of Contents
### Systems Introduction

* Control Systems/Introduction
* Control Systems/System Identification
* Control Systems/Digital and Analog
* Control Systems/System Metrics
* Control Systems/System Modeling

### Transform Domain

* Control Systems/Transforms
* Control Systems/Transfer Functions
* Control Systems/Sampled Data Systems
* Control Systems/System Delays
* Control Systems/Poles and Zeros

### System Representation

* Control Systems/Gain
* Control Systems/Block Diagrams
* Control Systems/Feedback Loops
* Control Systems/Signal Flow Diagrams
* Control Systems/Bode Plots
* Control Systems/Nichols Charts

### Stability

* Control Systems/Stability
* Control Systems/Routh-Hurwitz Criterion
* Control Systems/Root Locus
* Control Systems/Nyquist Stability Criteria
* Control Systems/System Specifications

### Controllers and Compensators

* Control Systems/Controllers
* Control Systems/Compensators

### Appendices

* Control Systems/Physical Models
* Control Systems/Z Transform Mappings
* Control Systems/Transforms Appendix
* Control Systems/System Representations
* Control Systems/Matrix Operations
* Control Systems/MATLAB

### Glossary, Resources, Licensing

* Control Systems/Glossary
* Control Systems/List of Equations
* Control Systems/Resources
* Control Systems/Licensing
* Control Systems
# Control Systems/Common Nonlinearities

| The Wikibook of: Control Systems and Control Engineering | Table of Contents | All Versions | PDF Version |
| The Wikibook of: Control Systems and Control Engineering | ← Nonlinear Systems | Noise Driven Systems → | Glossary |
There are some nonlinearities that happen so frequently in physical systems that they are called "Common nonlinearities". These common nonlinearities include Hysteresis, Backlash, and Dead-zone.

## Hysteresis

Continuing with the example of a household thermostat, let's say that your thermostat is set at 70 degrees (Fahrenheit). The furnace turns on, and the house heats up to 70 degrees, and then the thermostat dutifully turns the furnace off again. However, there is still a large amount of residual heat left in the ducts, and the hot air from the vents on the ground may not all have risen up to the level of the thermostat. This means that after the furnace turns off, the house may continue to get hotter, maybe even to uncomfortable levels.
So the furnace turns off, the house heats up to 80 degrees, and then the air conditioner turns on. The temperature of the house cools down to 70 degrees again, and the A/C turns back off. However, the house continues to cool down, and then it gets too cold, and the furnace needs to turn back on.
As we can see from this example, a bang-bang controller, if poorly designed, can cause big problems, and it can waste lots of energy. To avoid this, we implement the idea of Hysteresis, which is a set of threshold values that allow for overflow outputs. Implementing hysteresis, our furnace now turns off when we get to 65 degrees, and the house slowly warms up to 75 degrees, and doesn't turn on the A/C unit. This is a far preferable solution.

## Backlash

•Backlash refers to the angle that the output shaft of a gearhead can rotate without the input shaft moving. Backlash arises due to tolerance in manufacturing; the gear teeth need some play to avoid jamming when they mesh. An inexpensive gearhead may have backlash of a degree or more, while more expensive precision gearheads have nearly zero backlash. Backlash typically increases with the number of gear stages. Some gear types, notably harmonic drive gears (see Section 26.1.2), are specifically designed for near-zero backlash, usually by using flexible elements.
E.g.: Mechanical gear.

## Dead-Zone

A dead-zone is a kind of non linearity in which the system doesn't respond to the given input until the input reaches a particular level or it can refer to a condition in which output becomes zero when the input crosses certain limiting value.

## Inverse Nonlinearities
### Inverse Dead-Zone

| ← Nonlinear Systems | Control Systems | Noise Driven Systems → |
# GLPK/Scalable Vector Graphics

Scalable vector graphics (SVG) is an XML file format to describe two dimensional graphics. SVG 1.1 is the most recent version of the specification.
With a little effort, the MathProg printf statement can be used to generate SVG code.

## Examples
### Traveling salesman problem

The task in the traveling salesman problem is to find the shortest cyclic path through a given set of cities, visiting each city exactly once, and then returning to the start.
The model below shows how to output the solution as a scalable vector graphic.
Run the model (40 seconds on a Intel Core i5 processor):
This is what the created output file out.svg looks like (some lines removed):
The resulting file can be viewed in an up-to-date web browser (like Firefox 3.6 or Internet Explorer 9) or viewed and modified using a (multi-platform) SVG editor (like Inkscape).

### Clustering

The example below concerns a clustering problem. Out of 500 towns select 20 to be cluster centers and assign the other towns to the cluster such that the sum of the population weighted euclidian distances between towns and centers is minimized.
# GLPK/Precompiled options

Precompiled binaries offer an alternative to manual compilation. But keep in mind that hand compiled binaries may provide advantages despite the extra work involved.

## Specific operating systems

The following operating systems have dedicated pages describing how to obtain and install precompiled files:
* Windows
* Mac OS X
* Linux
# GLPK/R

R is a free software environment for statistical computing and graphics. The R project is responsible for R. Packages for R are provided by the Comprehensive R Archive Network (CRAN). R is cross-platform and supported on Windows, MacOS X, and Linux.
In addition, R scripts (as can gnuplot scripts) can be use to process GLPK output directly, without the use of dedicated R packages.

## Rglpk

Package Rglpk is provided by CRAN — which also contains the reference manual.
To install from repository within R:
To install from local archive within R:
Debian-based Linux users can also install Rglpk via the Debian package r-cran-rglpk. But it would pay to check on currency.
Rglpk provides two functions:
* Rglpk_read_file reads a linear problem from a file in either of the following formats: fixed MPS, free MPS, CPLEX, and GMPL.
* Rglpk_solve_LP solves a linear and mixed linear problems.
The following commands solve a problem provided in GMPL file /home/user/test.mod

## glpkAPI

The package glpkAPI has not been maintained since 2015.

## glpk

The deprecated package glpk has been archived by CRAN. It was based on GLPK 4.8 and never updated since 2006.
# GLPK/Ruby

Ruby is a general-purpose object-oriented programming language.

## rglpk

rglpk is a Ruby language binding for GLPK. It is licensed under the GNU Lesser General Public License, version 2.1. Rglpk is available as a gem (a packaged Ruby library) hosted on http://rubygems.org/gems/rglpk. The project homepage is http://rglpk.rubyforge.org/rglpk/.

### Prerequisites

Before installing rglpk, an appropriate version of GLPK must be installed. Use the following procedure to find out which version of GLPK is required
* open http://rubygems.org/gems/rglpk
* follow the download link (cookies must be enabled) and save the file
* unpack the gem file — it is in tar.gz.tar file format (you can unpack it with 7-zip or tar)
* unzip data.tar.gz
* read file ChangLog.md
For instance, GLPK 4.44 is needed for rglpk-0.26.

### Installation on GNU Linux

rglpk is installed using the following command
Under Debian Wheezy, the following also worked

### Installation on Windows
#### Prerequisites

* Ruby Installer, available at http://rubyinstaller.org/
* DevKit, available at http://rubyinstaller.org/add-ons/devkit/
The development kit must be set up as described at https://github.com/oneclick/rubyinstaller/wiki/Development-Kit.

#### Building GLPK

As noted above, the GLPK version must match the rglpk version.
* download ftp://ftp.gnu.org/gnu/glpk/glpk-4.44.tar.gz
* extract the glpk-4.44.tar.gz to C:\temp
The following instructions worked for Ruby Installer 1.9.3-p0. Adjust the directories to suit your system

#### Building rglpk

Building and installing the gem is straightforward

### Checking the installation

You can check the installation by issuing

## Ffi-glpk

Ruby-FFI is a ruby extension for programmatically loading dynamic libraries, binding functions within them, and calling those functions from Ruby code.. You can install ffi with
Ffi-glpk uses FFI to load the GLPK library and supplies wrapping for some of the API functions. It is published under a BSD license.
Ffi-glpk can be downloaded from .

## References

* ↑ "ffi". RubyGems.org. Retrieved 15 October 2011.
* ↑ "[annonce] ffi-glpk extension demonstrator for jruby". lists.gnu.org. Retrieved 15 October 2011.