OpenLLM-France/wikimedia huggingface dataset:
# TI-Basic Z80 Programming/List of Commands/For

For( TI Basic programming instruction, accessed from Catalog or programming editor. Usage: For(A,B,C[,D])...End Causes all commands from For( to End to be repeated a certain number of times. A is any letter variable, B is any numerical expression, C is numerical expression, and D is numerical expression. The For loop first loads the value of B into variable A, and then repeats the code until the End tag, adding the value of D (or 1 if D is not specified) to variable A, until A is greater than C (less than C if D is negative), and then jumps to the End tag without executing the commands. For example, the code below will display "A" two times. :For(A,1,2) :Disp "A" :End Explanation: Start - 1 is loaded into A, Disp "A" is executed, 1 is added to A (A=2), Disp "A" is executed again, 1 is added to A (A=3), A>2, so Disp "A" is not executed again and the program moves on to the next set of commands. Note that you can specify a negative value for D (For(A,2,1,-1)), which would have the same effect if replaced with the For( command in the program above, except that A will start as 2 and end as 0. A can also be used within the code inside the For loop if needed, and it is not recommended to alter A within the For loop for novice programmers, even though it is legal. Note: in argument For(A,B,C[,D]), if D is negative and C>B, -or- if D is positive or not specified and B>C, the For loop is not executed at all, but the value of B is still stored into A. Also, the increment value (D) cannot be Zero, if D=0 your program will stop with an error. If B=C, your For loop will be executed once. The values of B,C, and D cannot be changed within the For loop (they can be set to different values, but they will not affect the conditions of the loop).
# TI-Basic Z80 Programming/List of Commands/Disp

Disp (PRGM:I/O:3)
Disp displays a variable, value, or string to the screen. If the screen is full, it will scroll down a line. If the string is more than 16 characters, Disp will only show the first 15 of them, followed by an ellipse (...). During execution of the program, the user will not be able to scroll and see the rest of the line if the 16 character limit is exceeded. Strings are displayed left-justified, and values are displayed right-justified.
# TI-Basic Z80 Programming/List of Commands/Input

Input keyword is a command in TI-BASIC, a programming language used for writing programs on many Texas Instruments graphing calculators. The input command allows the programmer to prompt the user for input and store the entered value into a variable for further processing within the program.
The syntax of the input command is as follows:
Input ["prompt",] variable1[, variable2, ..., variableN]
Here's a breakdown of the components:
"prompt" (optional): It is a string that represents the message or question displayed to the user as a prompt for input. This can be used to provide instructions or ask for specific information. variable1, variable2, ..., variableN: These are the variables in which the entered values will be stored. You can specify one or more variables, separated by commas. When the input command is executed, the calculator displays the prompt message (if provided) and waits for the user to enter a value. Once the user enters the value and presses the "Enter" key, the input command stores the entered value into the specified variable(s) for further use in the program.
It's important to note that the input command expects the user to enter a valid data type that matches the variable type. For example, if the variable is expecting a numeric input, the user should provide a number; if the variable is expecting a string input, the user should enter a series of characters.
The input command is commonly used in interactive programs where user input is required to customize or control the program's behavior. It allows programmers to create dynamic and interactive experiences by enabling user interaction and providing a means to process that input within the program logic.
# TI-Basic Z80 Programming/List of Commands/If

The If statement is a simple instruction that directs the program to perform certain functions if the stated criteria is met.

## Input

If, PRGM:CTL:1, requires a criteria argument to be stated immediately afterwards which will allow the program to determine whether the following instructions are to be executed. The argument or arguments are boolean results, meaning that they will be true (resulting in a value of 1) or false (resulting in a value of 0). For example, 8>3 is true, therefore a value of 1, while 1>5 is false, therefore a value of 0. The program will only execute the instructions following the If statement if the value of the argument is anything other than 0.
Note: an argument of simply "3" is untestable since there is no criteria to compare it to (ie. >1), therefore the resulting value will remain 3 and the program will still execute the following instructions. This may be useful for when used as tricks and for optimizations.
The criteria following the If statement can be written in several forms:
This will simply display "Hello World!" since the criteria's value is 1.
This will skip the instructions to display "Hello World!" since the criteria's value is 0.
The user enters a number via the Prompt instruction and will only display the text if X (the user's input) is greater than 3.
When using If to regulate the execution of more than one instruction, Then is needed. (See the next section.) Without the Then, only the instruction immediately following the If statement will be regulated while the rest will be executed indifferent to the value of the criteria.
For example:
will display "Hello World!" followed by "My name is Seth" if X (the user's input) is greater than 3, and will display only "My name is Seth" if X is less than 3. This is because :Disp "My Name is Seth" is executed regardless what the value of X is.
# TI-Basic Z80 Programming/List of Commands/DelVar

DelVar TI Basic function, accessed from the Catalog: Usage: DelVar (any user variable, system variables are illegal). For example, :DelVar Str1 :DelVar Pic3 Unofficial usage (not shown in TI manual): DelVar is the only function that does not have to have a colon or newline after it, therefore "DelVar Str1DelVar Str2DelVar Str3" is legal and will delete strings 1-3. DelVar can be followed with any command, for example "DelVar ADisp A" will always display 0.
# TI-Basic Z80 Programming/List of Commands/Else

Else
TI Basic command, accessed from within the program editor or from the Catalog (2nd+0)

## Usage

If...Then...Else...End

## Result

Causes all commands from Else tag to End tag within the If loop to be executed only if the condition for the If loop is false. Note that Then must be used, that is If...Else...End is illegal.
# TI-Basic Z80 Programming/List of Commands/Goto

Goto moves a program to the given label. If the label does not exist, that causes an error.
In the above example, the program would branch from Goto WB and move to Lbl WB. The WB on the Goto and Lbl tells the program what label to goto.

## See also

TI-Basic_Z80_Programming/List_of_Commands/Lbl for information on acceptable label names and usage of this and the label command.
# HowTo

Since this class is hands-on, you will need to sign up for a couple of web sites. Required are a blog (not necessarily at blogger.com) and a wikibooks account, all others are optional. If you prefer, you can create an ’alter ego’ for this class and basically stay completely anonymous. In that case you should follow the setups as described below.
Important: You may NOT want to use your real name in any of the accounts below.

## Setup a Yahoo Email Account

* Go to http://www.yahoo.com/ and click on the ’Sign Up’ icon (usually in the upper. Enter the information suggested.
* Make sure you go to settings and change them to your needs. You should notice that by default much of the information of your account is public.

## Setup a Google Account

* Go to https://mail.google.com/ and click on ’CREATE AN ACCOUNT’. Enter the information suggested.
* Make sure you go to account settings and change them to your needs. You should notice that by default much of the information of your account is public.

## Setup a Blog at Blogger

* Go to the homepage of Blogger (http://www.blogger.com). Enter your Google email account and password. There are alternatives like blog.de and many more, which one you use does not really matter.
* The next page will show you your existing blogs (in case you have any) and allows you to create a new blog. For this class you may want to create a new blog. Remember the name, because the other students in class need to know your blog, so that they can write comments to your posts. In the next step you have to select a template, and you are ready to blog.
* My blog for this course is available at http://SocialWebOhm.blogspot.com.

## Setup a Twitter Account

* First, go to https://twitter.com/. On the right you will find the SignUp area. Fill in your name, email and pick a decent password.
* Once you’re signed in, go to the help pages, go to Twitter Basics, and follow the Twitter Tour (https://support.twitter.com/groups/31-twitter-basics/topics/182-announcements-and-new-stuff/articles/20169519-twitter-tour-let-us-show-you-around).
* Also read the help article about ’How To Use Twitter Lists’.
* Now that you are setup, search for ’socialwebohm’ in the search box. Under people you should find me and a tweet related to the class. You can become a follower by clicking on my profile (image) and click on the ’Follow’ button.

## Setup a Wikibooks Account

* For writing articles to the wikipedia or wikibooks (they use the same database), you can either make edits anonymously, your computer current IP-address is then used as your user name, or you can signup with wikipedia, which is the preferred way.
* Go to the main page of the English version of Wikibooks: http://en.wikibooks.org/wiki/Main_Page. In the upper right corner, you can click on ’Log in / create account’ to create a new account. You may pick anything for your username.
* You can actually create your own ’homepage’ by simply clicking on your user name.
# Authors

This book is a class project, thus the original authors were students who participated in the class.

## List of Authors

Rplano; P. M.;
# Social Statistics/Noted Contributors

The initial copy for this text was produced by Salvatore Babones and was donated into the public domain specifically for reproduction at Wikibooks. In June 2020, Robin Maillard collaborated to this book by adding all the figures in the chapters.
← Key Terms · Course Adoptions →
# Social Web

* This book is the result of the course 'Social Web', taught in the media engineering program at GSO Hochschule Nuremberg. It is a class project, hopefully turning into a real wikibook at some later point in time.
* The class was accompanied by
* a Blog: Social Web Ohm
* this Wikibook: Social Web
* a Facebook page: Social Web Class
* a Twitter account: @SocialWebOhm
* some lectures on YouTube: Social Web Class
* and also used the university's Moodle system.
Preface

### Introduction

This class is a tour of the Social Web. It covers many topics, mostly just touching the surface. But there will be plenty of opportunity to digg deeper and learn more by doing.

### Blogs, Microblogs and Podcasts

We will heavily use blogs and touch a little on microblogs. They are a big help in documenting and in communicating. We may also record the lectures and post them on YouTube.

### Collaboration

The Wikipedia is a very good example for collaboration. Although the edits are done by individuals, the result is a team effort, a collaboration. Here we will learn about group sizes and team building.

### Social Networks

The social networks are the most popular form of the social web. They range from personal, professional to dating networks and many more.

### Social Gaming

Social games have been around for some 5000 years. Basically any game involving more than one player is a social game. But that is not what we mean by a social game.

### Teaching and Learning

The revolution that is currently under way is not only restricted to the net, but is also entering the class room. Let’s see how teaching and learning are affected by the social web and its technologies.

### Corporations and Marketing

If you expect to read about how companies can make lots of money using the social web here, you have come to the wrong place. There is tons of good books on that subject, so no need for another one. Instead we learn a little about new ways to raise and save money, and a few facts about marketing in the social web.

### Government

With the advent of Web 2.0 and especially the social web, democracy has reached the internet. Where before a few companies owned all the information, controlled all the access, and the primary medium was broadcast, this has changed. But even more, not only has the idea of democratization reached the internet, also, the ideas of the social web start to have an influence on democracy.

### Privacy and Security

With the advent of the internet, with search engines and social web, with internet banking and hackers, the terms privacy and security have gotten a new meaning. To protect and control them has become an important issue.

### Arts and Sciences

The social web also influences the sciences and the arts. We will look at a few interesting projects, and you will learn that there are many, many more.

### Additional Chapters

* Bookmarking
* Location
* SEO
* HowTo

### Appendices

* Authors
* Licensing
# Social Bookmarking and Tagging

Bookmarks exist since the start of the internet. Yahoo in the beginning was nothing but a collection of bookmarks. All of us keep bookmarks, some in our favorite browsers, some as simple text or html files, and some of us share them and tag them.

## Social Bookmarks

Bookmarking services such as Delicious (www.delicious.com) allow you to store, manage, organize and search bookmarks to internet resources (usually web pages) online. A central aspect is the tagging: you describe a resource with either a word, words or a sentence. When many people do that, then this collection of tags is called folksonomy. Tagging is actually a very valuable service, which help especially search engines in providing better search results. This is actually a form of ’human computing’.
Delicious is one of the more popular social bookmarking services, others are StumbleUpon, MisterWong and many more.

### Activity:

* Go to the Delicious web site (www.delicious.com) and search for ’3d printers’. Note that it can be used like a human-powered search engine.
* A nice way to visualize tag relationships (and hence folksonomy) can be done with the Del.icio.us tag browser (http://www.hubmed.org/touchgraphs/deltags.php).

## Social News

Slashdot (http://slashdot.org/) was one of the first social news websites, where users submit stories and editors pick the best stories for the front page. Digg (http://digg.com/) took that idea further, and instead of editors used a voting system. Users can ’digg’ (i.e. like) or ’bury’ (i.e. dislike) articles. Other popular social news sites are Reddit and Newsvine. A similar idea is behind Facebooks’s ’Like’ button, Google’s ’+1’ or the ’Tweet’ button from Twitter.

### Activity:

* Visit Slashdot (http://slashdot.org/) and read some of the stories posted there. If you have a real interesting story to tell, then you may also post one to Slashdot. If you do, and if makes it to the front page, tell us, you will get an immediate ’A’ for the class!
* Go to one of the large news web sites, such as CNN, BBC World, or Spiegel Online. Click on one of the featured articles and look for the ’Share’ button or small icons for the respective web sites such as Delicious or Digg. Click on one to see what happens.

## Assignments
### Ex.1: Bookmarking

For this class start an account on Delicious or MisterWong or similar bookmarking service. During this semester, collect and share links related or unrelated to this class.

## References

* ↑ Social bookmarking, en.wikipedia.org/wiki/Social_bookmarking
* ↑ Slashdot, en.wikipedia.org/wiki/Slashdot
* ↑ Social news, en.wikipedia.org/wiki/Social_news
# Vedic Mathematics/Sutras/Ekadhikena Purvena

Ekadhikena Purvena (One More than the Previous) is a sutra useful in finding squares of numbers (like 25x25, 95x95, 105x105, 992x992 etc) and special divisions like 1 divided by 19, 29, 39, …. 199 etc. just in one step.

## Division

To Divide 1 by numbers ending with 9 like 1 divided by 19, 29, 39, ….. 119 etc. is a tedious work,using conventional method. Some of these numbers like 19, 29, 59 are prime numbers and so cannot be factorized and division becomes all the more difficult and runs into many pages in the present conventional method and the chances of making mistakes are many.
The Vedic Solution is obtained by applying the Sutra (theorem) Ekadhikena Purvena which when translated means By one more than the previous one

### Method 1

For example, take $1/19$. In the divisor(19), previous one or the number before 9 is 1. By sutra,Eka adhika or by adding 1 more to the previous one, we get 2. Lets call the previous one+1 (here 2) as "x". In this method,we start from the end. There will be (divisor-1) terms in the answer. Now,
* Assign last number to be 1. Now,multiply it with "x".ie,
2 1 (1*x)|1
* Now go on multiplying with "x" for (divisor-1)/2 times (here,$(19-1)/2=9$) ,ie,
Result : 9 4 7 3 6 8 4 2 1 Process:(4*x+1)|(7*x)|(3*x+1)|[6*x+1(carry of last multiplication)]|(8*x)|(4*x)|(2*x)|(1*x)
* In the next step,we write the complement of 9 from the last number onwards,(divisor-1)/2 times
Result : 0 5 2 6 3 1 5 7 8 9 4 7 3 6 8 4 2 1 Process : (9-i)|(9-h)|(9-g)|(9-f)|(9-e)|(9-d)|(9-c)|(9-b)|(9-a)|i|h|g|f|e|d|c|b|a
* Now, prefix 0.,and this is your final answer, more accurate than a value that your calculator or computer can give.
$1/19$ = 0.0 5 2 6 3 1 5 7 8 9 4 7 3 6 8 4 2 1
Following the same steps,$1/29$,$1/39$,$1/49$..can also be found in seconds,if you practice it.
For example,$1/29$ = 0.0 3 4 4 8 2 7 5 8 6 2 0 6 8 9 6 5 5 1 7 2 4 1 3 7 9 3 1 ($29-1=28$ terms)

### Method 2

Using the same method, we can find $1/7$, $1/13$ etc. also.ie,
$1/7$ = $(7/7)*(1/7)$ = $7*(1/49)$, where $1/49$ can be found out by above method.
Also, $1/13$ = $(3/3)*(1/13)$ = $3*(1/39)$.

### Method 3

$1/7$=$7/49$ previous digit is 4 so multiply 7 by 4+1 (=5,x) Result : 0 . 1 4 2 8 5 7 Process:0.(4*x+1)|(2*x+4)|(8*x+2)|(5*x+3(carry of last multiplication))|(7*x)
($7-1=6$ terms)

## Multiplication

This sutra can also be used to multiply two numbers.Consider numbers AB,AC in tenths place and B/C in ones place and B+C=10. Then, AB x AC=(Ax(A+1))(BxC) For example,
* 44 x 46 = (4 x (4+1)) (4 x 6) = (4 x 5) (4 x 6) = 2024
* 37 x 33 = (3 x (3+1)) (7 x 3) = (3 x 4) (7 x 3) = 1221
* 11 x 19 = (1 x (1+1)) (1 x 9) = (1 x 2) (1 x 9) = 209
Method-2 (CROSS MULTIPLICATION) AB X CD = (A X C) ((A X D) + (B X C)) (B X D) {START FROM LEFT HAND SIDE. OBVIOUSLY CARRY SHOULD BE ADDED TO THE PRESIDING PART AS IN CONVENTIONAL METHOD} 23 x 48 = (4 X 2) ((2 X 8) + (3 X 4)) (3 X 8) = (8) (28) (24) = (8+2) (8+2) (4) = (10+1) (0) (4) = 1104 THIS METHOD CAN BE USED IN 'N' NO OF DIGITS.
# Vedic Mathematics/Sutras/Urdhva-Tiryagbyham

< Vedic Mathematics/Sutras
Multiplication of a 2 figure integer $ab$ by another 2 figures integer $cd$ :
${\begin{matrix}a&&b\\\vert &\times &\vert \\c&&d\\a*c&ad+bc&b*d\end{matrix}}$ For Example, 12 × 23 = ( 1×2 ) | ( 1×3 + 2×2 ) | ( 3×2 ) = 276
or in base 10:
$(10a+b)(10c+d)=100(a*c)+10(ad+cb)+(b*d)$
of course, the cases where $(ad+cb)>10$ or $b+d>10$ are to be considered.
Let us take the above example in another way. While multiplying 2 digit numbers with each other,
* Step 1: the product of the last digits in both numbers becomes the last digit of the result. Therefore the last digit of the result is 2*3=6
* Step 2: the first digit of the first number is multiplied with the second digit of the second number i.e.1*3=3. Now,the last digit of the first number is multiplied with the first digit of the second number i.e.
** 2*2=4. Both these numbers are now added
** 3+4=7. This becomes the second digit of the result
* Step 3: The first digit of the product is obtained by multiplying the first digits of both numbers, i.e. 1*2=2
Our final answer is 276.
# Vedic Mathematics/Techniques

Vedic Mathematics :
| Previous: Sutras | Techniques | Next: Addition And Subtraction |

## Introduction

Whether you believe the stories surrounding the source of the Vedic Mathematics techniques or not, what is important are the techniques themselves. By mastering these techniques you will not only radically improve your numeracy and arithmetic ability, you will also begin to understand that mathematics is a fluid and fascinating subject in which there are usually many different ways to solve any particular problem. You will see that many of the tedious algorithms that you were taught in school, (e.g. long division and multiplication), are but one way to solve a problem. While these 'school' techniques are often general purpose, (e.g. long multiplication allows you to multiply any pair of numbers), in many cases they are very inefficient; their very generality means they have to cover all possibilities and so can't take advantage of the specifics of any particular problem. If instead you use a technique optimised for the particular problem you are working on, you can take advantage of properties that aren't always present in the general case and so solve the problem with a lot less work
It should be noted that, although many of the following techniques may be contained in the 1965 book Vedic Mathematics by Sri Bharati Krsna Tirthaji, they are not unique to that book. Many of the techniques are also part of other arithmetic systems, (e.g. the Trachtenberg system), and most are common knowledge among those who enjoy the challenge of mental arithmetic. In fact the term 'Vedic Mathematics' is now sometimes used to encompass the general idea of solving arithmetic problems with a wide range of different techniques, each optimised for particular circumstances, these techniques not being limited to those in Sri Bharati Krsna Tirthaji's book.
So, do you want to know how to multiply 89 and 97 in your head in seconds? The solution is given below:-
* First solve 9×7, ie, 63.(Carry over 6){Let 3 here be z}
* Do cross multiplication & add the carried over no. done in previous step, ie solve (8×7)+(9×9)+6), ie, 143.(Carry over 14){Let 3 here be y}
* Then solve (8×9)+14, ie, 86.{Let 86 be x}
* Then join x, y & z to form xyz, ie, here xyz will be 8633.
Further, there is another technique to solve this problem.

## Table of contents

* Addition And Subtraction
* Multiplication
* Division
Vedic Mathematics :
| Previous: Sutras | Techniques | Next: Addition And Subtraction |
# Vedic Mathematics/Sutras/Chalana-Kalanabyham

Chalana-Kalanabhyam means 'Differential Calculus'. It is used to find the roots of a quadratic and to factorising expressions of 3rd, 4th, and 5th degree.
Chalana-Kalanabhyam” is a Sanskrit phrase used in Vedic Mathematics. The term translates to “by movement and by position.” It’s one of the sixteen Sutras, or word formulae, proposed by Sri Bharati Krishna Tirthaji in his book “Vedic Mathematics,” each of which he claimed represented a mathematical principle.
The Chalana-Kalanabhyam Sutra mainly applies to simplify specific algebraic equations, especially quadratic and cubic ones.