OpenLLM-France/wikimedia huggingface dataset:
# Data Mining Algorithms In R/Packages/RWeka/Weka classifiers functions
## Description

R interfaces to Weka regression and classification function learners.

## Usage

LinearRegression(formula, data, subset, na.action, control = Weka_control, options = NULL)
Logistic(formula, data, subset, na.action, control = Weka_control, options = NULL)
SMO(formula, data, subset, na.action, control = Weka_control, options = NULL)

## Arguments

formula, a symbolic description of the model to be fit.
data, an optional data frame containing the variables in the model.
subset, an optional vector specifying a subset of observations to be used in the fitting process.
na.action, a function which indicates what should happen when the data contain NAs.
control, an object of class Weka_control giving options to be passed to the Weka learner.
options, a named list of further options, or NULL (default).

## Details

There are a predict method for predicting from the fitted models, and a summary method based on evaluate_Weka_classifier. LinearRegression builds suitable linear regression models, using the Akaike criterion for model selection. Logistic builds multinomial logistic regression models based on ridge estimation. SMO implements John C. Platt’s sequential minimal optimization algorithm for training a support vector classifier using polynomial or RBF kernels. Multi-class problems are solved using pairwise classification.
The model formulae should only use the ‘+’ and ‘-’ operators to indicate the variables to be included or not used, respectively. Argument options allows further customization. Currently, options model and instances (or partial matches for these) are used: if set to TRUE, the model frame or the corresponding Weka instances, respectively, are included in the fitted model object, possibly speeding up subsequent computations on the object.

## Value

A list inheriting from classes Weka_functions and Weka_classifiers with components including: classifier, a reference (of class jobjRef) to a Java object obtained by applying the Weka buildClassifier method to build the specified model using the given control options.
predictions, a numeric vector or factor with the model predictions for the training instances (the results of calling the Weka classifyInstance method for the built classifier and each instance).
call, the matched call.
# Data Mining Algorithms In R/Packages/RWeka/Weka classifiers
## Description

R interfaces to Weka classifiers.

## Details

Supervised learners are termed “classifiers” by Weka. R interface functions to Weka classifiers are created by make_Weka_classifier, and have formals formula, data, subset, na.action, and control (default: none), where the first four have the “usual” meanings for statistical modeling functions in R, and the last again specifies the control options to be employed by the Weka learner.
By default, the model formulae should only use the ‘+’ and ‘-’ operators to indicate the variables to be included or not used, respectively. Objects created by these interfaces always inherit from class Weka_classifier, and have at least suitable print, summary (via evaluate_Weka_classifier), and predict methods.
# Data Mining Algorithms In R/Packages/RWeka/Weka converters
## Description

R interfaces to Weka file loaders and savers.

## Usage

C45Loader(file)
XRFFLoader(file)
C45Saver(x, file, control = NULL)
XRFFSaver(x, file, control = NULL)

## Arguments

file, a non-empty character string naming a file to read from or write to.
x, the data to be written, preferably a matrix or data frame. If not, coercion to a data frame is attempted.
control, an object of class Weka_control, or a character vector of control options, or NULL (default).

## Details

C45Loader and C45Saver use the format employed by the C4.5 algorithm/software, where data is stored in two separate ‘.names’ and ‘.data’ files.
XRFFLoader and XRFFSaver handle XRFF (eXtensible attribute-Relation File Format, an XMLbased extension of Weka’s native Attribute-Relation File Format) files.

## Value

Invisibly NULL for the savers.
A data frame containing the data from the given file for the loaders.
# Data Mining Algorithms In R/Packages/RWeka/Weka classifier meta
## Description

R interfaces to Weka meta learners.

## Usage

AdaBoostM1(formula, data, subset, na.action, control = Weka_control, options = NULL)
Bagging(formula, data, subset, na.action, control = Weka_control, options = NULL)
LogitBoost(formula, data, subset, na.action, control = Weka_control, options = NULL)
MultiBoostAB(formula, data, subset, na.action, control = Weka_control, options = NULL)
Stacking(formula, data, subset, na.action, control = Weka_control, options = NULL)
CostSensitiveClassifier(formula, data, subset, na.action, control = Weka_control, options = NULL)

## Arguments

formula, a symbolic description of the model to be fit.
data, an optional data frame containing the variables in the model.
subset, an optional vector specifying a subset of observations to be used in the fitting process.
na.action, a function which indicates what should happen when the data contain NAs.
control, an object of class Weka_control giving options to be passed to the Weka learner.
options, a named list of further options, or NULL (default).

## Details

There are a predict method for predicting from the fitted models, and a summary method based on evaluate_Weka_classifier.
AdaBoostM1 implements the AdaBoost M1 method of Freund and Schapire (1996).
Bagging provides bagging (Breiman, 1996).
LogitBoost performs boosting via additive logistic regression (Friedman, Hastie and Tibshirani,2000).
MultiBoostAB implements MultiBoosting (Webb, 2000), an extension to the AdaBoost technique for forming decision committees which can be viewed as a combination of AdaBoost and “wagging”.
Stacking provides stacking (Wolpert, 1992).
CostSensitiveClassifier makes its base classifier cost-sensitive.
The model formulae should only use the ‘+’ and ‘-’ operators to indicate the variables to be included or not used, respectively. Argument options allows further customization. Currently, options model and instances (or partial matches for these) are used: if set to TRUE, the model frame or the corresponding Weka instances, respectively, are included in the fitted model object, possibly speeding up subsequent computations on the object. By default, neither is included.

## Value

A list inheriting from classes Weka_meta and Weka_classifiers with components including:
classifier, a reference (of class jobjRef) to a Java object obtained by applying the Weka buildClassifier method to build the specified model using the given control options.
predictions, a numeric vector or factor with the model predictions for the training instances (the results of calling the Weka classifyInstance method for the built classifier and each instance).
call, the matched call.
# Data Mining Algorithms In R/Packages/RWeka/Weka filters
## Description

R interfaces to Weka filters.

## Usage

Normalize(formula, data, subset, na.action, control = NULL)
Discretize(formula, data, subset, na.action, control = NULL)

## Arguments

formula, a symbolic description of a model. Note that for unsupervised filters the response can be omitted.
data, an optional data frame containing the variables in the model.
subset, an optional vector specifying a subset of observations to be used in the fitting process.
na.action, a function which indicates what should happen when the data contain NAs.
control, an object of class Weka_control, or a character vector of control options, or NULL (default).

## Details

Normalize implements an unsupervised filter that normalizes all instances of a dataset to have a given norm. Only numeric values are considered, and the class attribute is ignored.
Discretize implements a supervised instance filter that discretizes a range of numeric attributes in the dataset into nominal attributes. Discretization is by Fayyad & Irani’s MDL method (the default).
Note that these methods ignore nominal attributes, i.e., variables of class factor.

## Value

A data frame
# Arabic/Book/For Contributors

صحف للمحررين

## For Editors

Information for those helping with the production of the text.
You can contribute. These pages are freely editable.
If you find a mistake, especially spelling mistakes correct it. If you find a mistake, but are not sure if it is a mistake, go to the discussion page by clicking on the discussion tab at the top of the page. Once you reach the Discussion page click edit, and add your comment to the bottom of the discussion page.
If you want to add content, please do. The best would be to add it to a new page. First do it by editing a page, and adding a link in the source. Save the page. Click on the new link you created, | it should be red, if it is not red, The address of the link is wrong. Change the link name by changing what is written before the vertical line between the groups of two brackets.
| You will then find yourself at a new page, where you can begin writing.
There are a few conventions of this book that you should follow. These conventions are on the conventions page. It is always better to check the focus of construction page to determine where your contribution is most needed.
* Book Plan
* Authoring Rules
* Book Plan
* Features to Add
* Transliteration system
* Transliteration System
* Arabic Writing representation
* Layout proposals
* Authors Links

### Tasks (How you can help)

Contribute to Unit 1 (Learning the alphabet, and reading, and writing), Especially in planning it.
* Current articles to improve
* Other tasks

## Templates

* Learn Reading
** Take-Apart Template
** Transliteration Template

## Working Grounds

* Extra Phrases

## Misc.

* LOCAL JUNK BOX
* Arabic/Verb Type/1
* Arabic/Verb Type/2
* Arabic/Verb Type/3
* Arabic/Verb Type/4
* Arabic/Verb Type/5
* Arabic/Verb Type/6
* Arabic/Verb Type/7
* Arabic/Verb Type/8
* Arabic/Verb Type/9
* Arabic/Verb Type/10
# Arabic/Basics of Conjugation

The basics of Conjugation
A verb is a word that indicates an action, or an existence.
Conjugation is all about how verbs change between sentences depending on a number of factors. The three most important factors are person, gender, and number.
Unlike English, in Arabic gender matters, and there are three numbers singular, dual, and plural (where plural means more than 2). In Arabic words have gender which effects conjugation.
The Persons of the Verb in Arabic
In the first Person Arabic works Exactly the same as English, I corresponds to ana and we corresponds to nahnu.
In the Second Person, Arabic does not use the same word for singular and plural. Instead they are different.
Therefore if you were talking to one person you address him with anta but if you were talking to a group you would use antum.
In Arabic it is important to distinguish genders properly in the second person. One reason is that purposely using the wrong gender can show great disrespect to a person. So use anti when talking to a girl. antenna however is special because you must only use it when speaking to a group of exclusively females.
The dual however doesn't have a gender. Mainly because
But There is also a dual, so if you were talking to 2 people you would not say antum but rather antumaa.
THIRD PERSON huwa,hiya humaa hum[u],hunna
Notice that in the English third person singular there were three pronouns: he , she , and it . In Arabic there are only two because Arabic has no word that works as a pronoun like it does. Because Arabic words have gender there is no need for it. huwa corresponds to he and hiya corresponds to she . huwa corresponds to it when the noun replaced is masculine. hiya corresponds to it when the noun is feminine.
In English we use it for inanimate things only. In Arabic when there are 3 or more inanimate things they must be treated like the third person feminine singular in all grammatical respects.
FIRST PERSON an‰ naxynu SECOND PERSON anta,anti antumaa antum,antunna THIRD PERSON huwa,hiya humaa,humaa hum[u],hunna
Using Plurals to show respect: Although in expressions like "el-salaamu rhalaikum" where the pronoun used is plural no matter who you are addressing, Arabic tends to not use plurals to show respect. The most commonly known is the use of "we" instead of "I" when one thinks one is extremely great. To show respect to someone you avoid using the personal pronouns, and address the persons presence instead.
Titles also work: سَيِّد, سَيِّدة حاجّ, أُستاذ
Verb Classes
Arabic Verb classes are numbered from 1-15. Class 11 is very rare, classes 11-15 are for the most part theoretical. Verb class 1 is the simplest and most common. The general function of most verb classes is well understood. For example,verb class 7 usually gives a reflexive/intransitive meaning. Class 2 gives an emphatic meaning, Class 3 gives the meaning of trying. However these are abstract meanings or functions and serve better as mnemnomic tools to a user of Arabic than anything else.
These Verb Classes do not change the set of endings, they only change the root form.
# Arabic/Being Polite

Being polite is important. It is rather simple to be polite in Arabic. Just learn some of these and use them, at the right time. And remember a few golden rules.
أهلا
ahlan ah-lan Hello
It means more than hello, but its usage is very similar to hello.
*السلام عليكم
al_salaamu `alaykum as-sa-laa-mu-`a-lay-kum Peace be upon you. This is a very common greeting, although its usage is approved religiously. It is very common among Muslims; even muslims who understand no Arabic attempt to say it, whenever greeting someone. It's always better to say this greeting.
*مع السلامة
ma`a al_salaamah(-ti) ma-`as-sa-laa-mah with peace Only said when leaving someone. If you said this when you just met someone, it would seem awkward.
الله يسلمك
allahu salmik(a/i) aL-laa-hu-sal-mik (May) God keep you in peace. Often a reply to مع السلامة (ma`a alsalaamah).
أهلا وسهلا
ahlan wa sahlan ah-lan-wa-sah-lan Usage: Expressing great happiness at seeing someone.
وداعا
wa-daa-`an bye
شكرا
shukran shuk-ran thanks
شكرا لك
shukran shuk-ran-lak(a/i) thank you
شكرا جزيلا
shukran jazeelan shuk-ran-ja-zee-lan thanks a lot
Note this is not the sarcastic usage in Arabic.
من فضلك
min faDlik(a/i) min-faD-lik please
أرجوك
arjook(a/i) ar-jook I'm begging you.
تفضل
tafaDDal ta-faD-Dal Please help yourself (when speaking to a man).
تفضلي
tafaDDalee ta-faD-Da-lee Please help yourself (when speaking to a woman).
تفضلوا
tafaDDaloo ta-faD-Da-loo Same as above but when talking to a group, as long as the group is not all female.
كيف حالك
kayfa Haaluk kay-fa-Haa-luk How are you doing? You must know this saying, every Arab asks every other Arab of the same gender and his son this question.
بـخيـر
bikhair bi-khair fine Only used when answering "How are you doing?"
الـحمد لله
al_Hamdu lillaah al-Ham-du-lil-Laah Thank God. Of course its meaning is not that simple. Often used to answer "كيف حالك؟ ", and said when good news is heard (like a relative passed their final exam). Literally it means: Praise be to God, that is, when answering the above questions with al-Ham-du-lil-Laah, you're praising God for the goodness received.
مرحبا
MarHabaan "Hello", when talking to anyone
# Arabic/Book/Features to Add

* Audio for all phrases
* Add حركات Harakaat to Arabic text
* Code for a table of Pronouns, 1st,2nd, and 3rd Person so that we can use it to show verb conjugations.
* A front cover picture, and title in Arabic writing. Sort of like a splash screen
# Arabic/Book/Authoring Rules

These are rules, subject to change, and capable of being broken.
* Teach mainly the Standard Arabic (often known as "fuS-Ha"). Parts explaining more local language should be distinct from the Standard. Links to pages about learning another dialect may be linked to the appropriate sections.
* Provide exercises for lessons. Provide keys (pages with the answers for the exercises).
* An Arabic word must be represented in Arabic Script.
* Transliteration should be provided, for the beginner levels (i.e. Most if not all levels).
* Phrases should have each word translated, along with the whole phrase translated. This will be explained in an article.
* Keep it simple. If you can teach it without using grammatical terms, do it. Grammatical terms should be included where they would be helpful, to experienced language learners, but the text must be understandable, that is, without the user needing to understand the grammatical terms.
# Arabic/Basics of Conjugation/Past tense
### Conjugating the Past Tense

For basic past tense conjugation, called الماضي in Arabic, the root of the verb, that is دَرَسَ or سَكَنَ, is then followed by a suffix according to who or what it is referring to.
    When looking at an Arabic-English dictionary the verb will be listed under the root. This root is also the singular male form of the verb. It is very important to note what form the root of the verb takes (this is for when one wants to become advanced). This can cause the root of the verb to change in accordance to the conjugation.
The past tense can be negated by placing “لا” or "ليس" in front of the word, "ما" in Levantine Arabic.
The Past Tense Conjugation :
| | English Pronoun | Arabic Pronoun | دَرَسَ (study) | سَكَنَ (live) |
| Singular | I | أَنا | دَرَسْتُ | سَكَنْتُ |
| Singular | You (m.) | أَنْتَ | دَرَسْتَ | سَكَنْتَ |
| Singular | You (f.) | أَنْتِ | دَرَسْتِ | سَكَنْتِ |
| Singular | He | هُوَ | دَرَسَ | سَكَنَ |
| Singular | She | هِيَ | دَرَسَتْ | سَكَنَتْ |
| Plural | We | نَحْنُ | دَرَسْنا | سَكَنَّا |
| Plural | You (m. pl.) | أنْتُمْ | دَرَسْتُم | سَكَنْتُم |
| Plural | You (f. pl.) | َّأَنْتُن | دَرَستُنَّ | سَكَنْتُنَّ |
| Plural | They (m.) | هُم | دَرَسوا | سَكَنُوا |
| Plural | They (f.) | هُنَّ | دَرَسنَ | سَكَنَّ |
# Arabic/Book/Authors links

Links that Authors might want to see, but are unimportant to users go here.
A delinked page is one where links to it are removed so that users do not encounter it. Pages that don't fit, and/or are incomplete, and/or do not go into the book, should be delinked. If it is not useful, or another page already does a better job, a page should be delinked to ease navigation for the user.

## Delinked Pages

* Reading Arabic
* Forming words from letters
# Arabic/Book/Junk

Links for pages that do not belong go here.
# Arabic/Book/Layout

This is a place for putting a proposal for how the lessons should be set up. How the book should be split up (chapters, units), and what each part of the book will focus on. For example if the pronouns should be learnt before, learning any verbs, would be indicated by a proposal. The proposals can be simple, make sure they are clear.
I propose: that the fundamental, unit. The unit which teaches how to read Arabic, should be worked on the most. And at the same time, the planning of the book (what each chapter/unit will teach), and the sequence of the lesson, and what each lesson will teach should be figured out. Once what a lesson will teach is planned, a link to a page for the lesson should be added to the appropriate unit/chapter. In the page setup for that lesson information on what the lesson would teach should be added.
Hasan Aljudy: I propose that the book should emphasize on learning Arabic through the Arabic alphabet, and rely less and less on transliteration; if we must, then rely on (and provide) sound files(by your own voice, if you must). Readers should become accustomed to reading Arabic words; since unlike English, the pronunciation of most words in Arabic can be inferred from the letters and the Harakat. Once you get yourself acquainted with the rules, (i.e. knowing the differences between the Harakat and the actual vowel letters (alef, waw, ya'), etc.) inferring the pronunciation shouldn't be too hard.
I agree with your proposal, and propose that, the book should not use any transliteration past the 2nd Unit. Any transliteration past the 2nd Unit is not a necessity, transliteration past the 1st Unit will not be necessary either once the 1st Unit is finished. I still think that transliteration is extremely useful, but I do believe we should not rely on it. --TwoThirty 08:11, 31 March 2006 (UTC)
# Cosmetic Science/Welcome
## Welcome

This book is intended to be a comprehensive teaching tool for newcomers to cosmetic science. In addition, it also serves as a convenient reference for gurus and formulators. For beginners, the best approach is to read the book in order. Check out the Ingredients Glossary when you need formulating tips for a particular ingredient.

### Guidelines for Contributors

* Cite all sources and use reputable references (See Introduction: Research Methods).
* Explain concepts in simplest terms, but include technical terms with an explanation.
* Use the Discussion tab to raise issues about accuracy, organization, new topics, etc.
* Add yourself to the list of contributors.
# Cosmetic Science/Purpose
## Why Learn Cosmetic Science?

The cosmetics industry is swamped with marketing hype, often promoting ingredients or treatments with little to no evidence of efficacy. The internet is filled with claims about home remedies and industrial ingredients, but those claims tend to have just as little evidence. With known scientific principles and the available scientific literature online, we can predict what will work without relying on unbacked claims. Here's how learning cosmetic science can change your life as both a shopper and DIYer.
* Get Better Results
* Save Time and Money
* Avoid Pseudoscientific Thinking

## Scientific Outreach

Cosmetic science has great potential for engaging more people, especially young women, in STEM topics. It encompasses both biology and chemistry, and relates these subjects to very common concerns. In the US, the cosmetics industry has an annual revenue of about $57 billion with the following market share:
* Skincare 34.1 %
* Haircare 24.1 %
* Make-Up 16.6 %
* Perfumes 12.7 %
* Toiletries, deodorants 11.2 %
* Oral Cosmetics 1.3 %
Additionally, 58% of girls between 8 and 18 wear make-up. Among these consumers, 65% of them started between the ages of 8 and 13. An even greater proportion of teenagers probably use skincare, considering the market share size in comparison and the prominence of marketing for acne-related products. This makes cosmetics a highly common interest amongst a group whom educators are trying to imbue with appreciation and understanding of the sciences.
Through cosmetic science, people can learn to experiment whether by formulating or testing products. They can become more scientifically literate by learning how to read scientific studies to address their skin concerns. They can become better critical thinkers by looking beyond marketing claims and using the back label to judge the potential efficacy of the product. Cosmetic science could be one step towards more people realizing that science is not restricted to professionals in lab coats. It is a discipline that can be applied to many aspects of daily life.

## Scope of this book

After reading this book readers should have a full understanding of how cosmetics work and how to formulate products at home. This book aims to explain all related concepts at the level of high school chemistry and biology. However, there will be a brief explanation of organic chemistry concepts.
Not included in this book:
* Thorough evaluations of ingredient safety and efficacy (See links at Introduction: Research Methods for more information)
* Specific formulas to follow, other than occasional examples
* Product recommendations

## References

* ↑ , Romanowski, P. (n.d.). 7 Types of Cosmetic Story Ingredients. Retrieved June 25, 2017, from http://chemistscorner.com/7-types-of-cosmetic-story-ingredients/
* 1 2 , "Cosmetic Industry Statistics." Statistic Brain. February 05, 2016. Accessed June 21, 2017. http://www.statisticbrain.com/cosmetic-industry-statistics/.