OpenLLM-France/wikimedia huggingface dataset:
# Robotics and the World/Robot Vision
## 9. Robot Vision

One of the most fundamental tasks that vision is very useful for is the recognition of objects (be they machine parts, light bulbs, etc) Evolution Robotics introduced a significant milestone in the near-realtime recognition of objects based on various points. The software identifies points in an image that look the same even if the object is moved, rotated or scaled by some small degree. Matching these points to previously seen image points allows the software to 'understand' what it is looking at even if it does not see exactly the same image.
As the hobbyist robotics market rapidly grows so too are the machine vision choices that the hobbyist has at their disposal. The CMUCam (initially created at Carnegie Mellon) is by far the most popular vision camera that can track an object based on its color and even move the camera if it is mounted on servos (small motors) to track the object. At a low price and basic usage it has become very widely used by hobby and academic roboticits.
# Robotics and the World/Robots and Artificial Intelligence
## Artificial Intelligence

Artificial intelligence (AI) is the intelligence of machines and the branch of computer science which aims to create it. Major AI textbooks define the field as "the study and design of intelligent agents," where an intelligent agent is a system that perceives its environment and takes actions which maximize its chances of success. John McCarthy, who coined the term in 1956, defines it as "the science and engineering of making intelligent machines."
The field was founded on the claim that a central property of human beings, intelligence—the sapience of Homo sapiens—can be so precisely described that it can be simulated by a machine. This raises philosophical issues about the nature of the mind and limits of scientific hubris, issues which have been addressed by myth, fiction and philosophy since antiquity. Artificial intelligence has been the subject of breathtaking optimism, has suffered stunning setbacks and, today, has become an essential part of the technology industry, providing the heavy lifting for many of the most difficult problems in computer science.
AI research is highly technical and specialized, so much so that some critics decry the "fragmentation" of the field. Subfields of AI are organized around particular problems, the application of particular tools and around longstanding theoretical differences of opinion. The central problems of AI include such traits as reasoning, knowledge, planning, learning, communication, perception and the ability to move and manipulate objects.

## Examples of Artificial Intelligence

* A Decision Tree, an example of a straightforward task programming. Many robots can perform a task well without complex AI.
* Diagram of an Artificial Neural Network, a technology sometimes used in AI.
* Environmental navigation using SLAM. Machine vision is often considered a subset of AI.
# Rock Climbing

Rock climbing is a most exciting sport that has a very rich history. This guide will take you through the basics of the sport, and help you to choose the right equipment. It also provides several training regimes designed to help you climb better, no matter what your skill level is. Plus, safety issues are also addressed.

## Table of Chapters

* Introduction
* Equipment
* Technique
* Bouldering
* Sport Climbing
* Trad Climbing
* Training
* Climbing Around the World

## Contributors

* Fastesthamster
# Robotics and the World/The Future of Robots
## 1. The Future of Robots

Robots will soon be everywhere, in our home and at work. They will change the way we live. This will raise many philosophical, social, and political questions that will have to be answered. In science fiction, robots become so intelligent that they decide to take over the world because humans are deemed inferior. In real life, however, they might not choose to do that.
Robots will be commonplace: in home, factories, agriculture, building & construction, undersea, space, mining, hospitals and streets for repair, construction, maintenance, security, entertainment, companionship, care.
Purposes of Future Robots:
-Robotized space vehicles and facilities
-Anthropomorphic general-purpose robots with hands like humans used for factory jobs
-Intelligent robots for unmanned plants
-Totally automated factories will be commonplace.
-Robots for guiding blind people Robots for almost any job in home or hospital, including Robo-surgery.
-Housework robots for cleaning, washing etc
-Domestic robots will be small, specialized and attractive.
Economic:
It will greatly affect the economy as well. Given that in the next two decades robots will be capable of replacing humans in most manufacturing and service jobs, economic development will be primarily determined by the advancement of robotics. Given Japan's current strength in this field, it may well become the economic leader in the next 20 years.
# Robotics and the World/Robot Programming
## 6. Robot Programming

How to Program a Robot
Step1- Buy a factory-built robot. There are a few different manufacturers, but the most popular and well-established maker of domestic robots is the iRobot company. You can visit their site by following the link posted below.
Step2- Set the internal clock on your factory-built robot. It may come with an atomic or radio-controlled clock already in it, which means you will only have to turn it on to set the time. Once the robot is set to the right date, schedule the times that you would like the robot to operate. For cleaning robots, it’s usually when you are away from the home. Some robots also may require the measurements of the room it is to be traveling in.
Step3- Build a robot. This step is for the far more advanced robot users. The parts and construction of a robot largely depend on what the robot’s primary function will be. If you want the robot to carry things around, it will probably look like an arm mounted on wheels. Because of the large variety of different robots and the complex nature of their construction, it is advised to seek out specific plans for the robot you wish to build.
Step4- Write the code for your robot. Again, this seems like a vague and huge task for one step, and it is. There are a couple of different programming languages you can write your code in depending on the software you are using. The code that you write will also depend on what the robots primary function is. Since you don’t want your robot to get stuck in a corner, a common piece of programming deals with what to do when in such a situation. The programming should vaguely resemble basic reasoning. For example, IF left sensor detects an object THEN turn the wheels to the right. Programming requires a lot of foresight and trial and error.
Step5- Test your programming. This is important for both factory and home-built robots. Run the robot through all possible situations it may encounter and take note of how it performs. Go back and fix the code as you see fit.
# Robotics and the World/Task Planning and Navigation
## 8. Task Planning and Navigation

Task planning for mobile robots usually relies solely on spatial information and on shallow domain knowledge, such as labels attached to objects and places. Although spatial information is necessary for performing basic robot operations (navigation and localization), the use of deeper domain knowledge is pivotal to endow a robot with higher degrees of autonomy and intelligence. Defining specific types of semantic maps is key, which integrates hierarchical spatial information and semantic knowledge. Semantic maps can improve task planning in two ways: extending the capabilities of the planner by reasoning about semantic information, and improving the planning efficiency in large domains. Several experiments demonstrate the effectiveness of solutions in a domain involving robot navigation in a domestic environment.
For any mobile device, the ability to navigate in its environment is one of the most important capabilities of all. Staying operational, i.e. avoiding dangerous situations such as collisions and staying within safe operating conditions (temperature, radiation, exposure to weather, etc.) come first, but if any tasks are to be performed that relate to specific places in the robot environment, navigation is a must. In the following, we will present an overview of the skill of navigation and try to identify the basic blocks of a robot navigation system, types of navigation systems, and closer look at its related building components.
Robot navigation means its ability to determine its own position in its frame of reference and then to plan a path towards some goal location. In order to navigate in its environment, the robot or any another mobility device requires representation i.e. a map of the environment and the ability to interpret that representation. Then we talk about robot which is very useful for college and school students. Navigation can be defined as the combination of the Three fundamental competences:
# Saylor.org's English Composition/Exclamation Points and Question Marks
## Exclamation Marks

"Cut out all those exclamation points. An exclamation point is like laughing at your own joke"---F. Scott Fitzgerald
An exclamation point (!) is a punctuation mark intended to emphasize strong feelings or high volume or delivery (as if one would shout this fact). Generally, in academic writing, exclamation points are not only unnecessary, they are inappropriate, unless they are originally included in text that you are quoting. Even if you, the author, find a particular fact exciting, noteworthy or interesting, using exclamation marks in academic writing is unnecessary. If academic writing is strong enough, it is apparent to readers what facts should be considered the most important.

## Question Marks

The use of question marks (?) is fairly straightforward. If you write a question (rhetorical or otherwise), you should include a question mark at the end. At the same time, don't add question marks to sentences that answer questions.
Does F. Scott Fitzgerald dislike exclamation marks.
should be revised as:
Does F. Scott Fitzgerald dislike exclamation marks?
# Saylor.org's English Composition/Apostrophes

The apostrophe (') is a punctuation mark with an unfortunate tendency to be misused. As it exists, there are three uses of the apostrophe in the modern English language.
* The marking of the omission of one or more letters (as in the contraction of do not to don't).
* The marking of [possessive case (as in the cat's whiskers).
* The marking as plural of written items that are not words established in English (as in P's and Q's, the late 1950's). (This is considered incorrect by some. The use of the apostrophe to form plurals of proper words, as in apple's, banana's, etc., is universally considered incorrect and is called a greengrocer's apostrophe.)
While this seems fairly straightforward, there are few errors of apostrophe use that are commonly made. In the case of singular possessive words that end with the letter 's', it is generally accepted to add an apostrophe but not an extra s (Jesus', Moses', Thomas'). In the case of plural possessive, there is often confusion, as well. Say you're talking about a dog owned by a family named the Thompsons. Do you write "the Thompsons dog", "the Thompson's dog", "the Thompsons' dog". The answer, like the case of singular possessive that end with 's' is "the Thompsons' dog". If you chose the first you would imply that it was a type of dog called Thompsons and the second would make it seem as if only one Thompson owned the dog, when then entire family of Thompsons did.
Going a step further, problems often arise when compounding plurals and possessives. Look at these distinct examples: My friend's cat's food (the food of my one friend's one cat) My friends' cat's food (the food of my multiple friends' one cat) My friend's cats' food (the food of my one friend's multiple cats) My friends' cats' food (the food of my multiple friends' multiple cats)
When apostrophes become confusing like this, one sympathizes with would-be reformers of the English language, such as George Bernard Shaw, who hope to rid the language of this particular punctuation mark. But just imagine seeing:
"My friends cats food"
and trying to figure out what that meant from context alone.
# Saylor.org's English Composition/Articles

The articles in English are the definite article 'the' and the indefinite articles 'a' and 'an' (and sometimes some).
The rules of English grammar require that in most cases a noun, or more generally a noun phrase, must be "completed" with a determiner to clarify what is the referent of the noun phrase.[1] The most common determiners are the articles the and a(n), which specify the presence or absence of definiteness of the noun. Other possible determiners include words like this, my, each and many – see English determiners. There are also cases where no determiner is required, as in the sentence John likes fast cars.
The definite article the is used when the referent of the noun phrase is assumed to be unique or known from the context. For example, in the sentence The boy with glasses was looking at the moon, it is assumed that in the context there will be only one boy with glasses, and only one moon, that could be being referred to. However the definite article is not used:
* with generic nouns (plural or uncountable): cars have accelerators, happiness is contagious, referring to cars in general and happiness in general (compare the happiness I felt yesterday, specifying particular happiness);
* with many proper names: John, France, London, etc.
The indefinite article a (before a consonant sound) or an (before a vowel sound) is used only with singular, countable nouns. It indicates that the referent of the noun phrase is one unspecified member of a class. For example, in the sentence An ugly man was smoking a pipe, it is assumed that in the context there is no specific ugly man, and no specific pipe, that is known to be being referred to.
With plural or uncountable nouns when the referent is indefinite, zero article is often used (the same as in the generic definite case described above). However in such situations the determiner some is often added (or rather any in negative contexts and many questions). For example:
* There are apples in the kitchen or There are some apples in the kitchen;
* We do not have information or We do not have any information;
* Would you like tea? or Would you like some tea? or Would you like any tea?
Additionally, articles are not normally used:
* in noun phrases that contain other determiners (my house, this cat, America's history), although it is possible to combine articles with certain other determiners, as in the many issues, such a child
* with pronouns (he, nobody), although again certain combinations are possible (as the one, the many, the few).
* preceding noun phrases consisting of a clause or infinitive phrase (what you've done is very good, to surrender is to die).
# Saylor.org's English Composition/Avoid “To Be” – Reaching for Colorful Verbs

Like passive verbs, forms of "to be" ("am," "is," "are," "was," "were," "be," and "been") are relatively weak verbs; they express a state of being instead of colorful action. "To be" seems to work in practically any sentence, but there are a variety of better, more interesting verbs that can take the place of the static verb "to be." Overusing "to be" verbs can be a way of telling instead of showing (e.g., "John was a fan of 40s music"), and using too many "to be" verbs can contribute to wordiness. Consider the difference, for example, between "be in favor of" and "support" or "be indicative" and "indicate." Reread some of your old writing with this in mind, and you suddenly may notice the repetitiveness of the use of "to be" verbs. When editing a paper, strive to notice any and all times a form of 'to be' is used and think of ways to re-write the sentence with a more interesting verb. Thesauruses are your friends. Compare these sentences:
The fireworks were bright and noisy. They were lighting up the night sky.
The fireworks exploded and boomed, lighting up the night sky.
Just like that, your writing becomes simpler, cleaner, less repetitive and more interesting.
# Saylor.org's English Composition/Defining Your Audience

In writing, as in the rest of life, context is everything. Just as you would never wear pajamas to a formal job interview, nor would you ever write a formal paper with casual language, slang, jargon, sloppy grammar, and other similar writing deficiencies. Knowing who you're writing for is as important for a writer as knowing what you're writing and why you're writing in the first place. Are you writing for your professor? Your boss? Your friends? Your grandmother? The kind of writing you'd present to each of these people is likely going to vary quite considerably. For your professor, you will likely have formal research papers with a mix of facts and analysis. For a boss, you might have to write memos or progress reports, where raw data is the most important component. Writing for friends and family members can be considerably less formal. Defining your audience becomes all the more important when you consider that "writing" means more than just things in books, magazines or newspapers. The act of "writing" is a broad concept that encompasses anything that uses the written word to convey an idea or emotion: bumper stickers, film and television scripts, e-mails, text messages, notes you send your friends in class, even wikibook texts. In each of these cases, it's important to be aware who you're writing for just as much as it's important to know why you're writing.
At the same time, when you define your audience, you determine what sort of facts you cover in your writing. Say you're writing a paper for a biology class where your audience is your professor (and any other readers in the field of biology), is it necessary to spend a considerable amount of your paper covering background of relatively basic biological concepts? Not at all, and in fact, your professor is more likely than not to think that you're thinking you're padding the essay with obvious information. Now, if you were writing a textbook for a high school biology class, your audience would now be considerably different, and you would naturally explain many more "basic" concepts in detail.
Similar to the idea of writing as conversation, you don't have to agree with the audience you're writing for. In fact, if writing is meant to be a tool to persuade, then you naturally with be writing for audiences who do not initially see from your point of view. Take for example, political writing. Certainly, there are times when political writing is used to speak to those who already agree with the political position and "rally the base". However, it is sometimes most practical for political writing to attack or persuade the opposition to see why their policies are "wrong".
# Saylor.org's English Composition/Ethos

In rhetoric, ethos is one of the three artistic proofs (pistis (πίστις)) or modes of persuasion (other principles being logos and pathos ) discussed by Aristotle in 'Rhetoric' as a component of argument. Speakers must establish ethos from the start. This can involve "moral competence" only; Aristotle however broadens the concept to include expertise and knowledge. Ethos is limited, in his view, by what the speaker says. Others however contend that a speaker's ethos extends to and is shaped by the overall moral character and history of the speaker—that is, what people think of his or her character before the speech is even begun (cf Isocrates).
According to Nedra Reynolds, Professor of Writing & Rhetoric, "ethos, like postmodern subjectivity, shifts and changes over time, across texts, and around competing spaces"(Reynolds, 336). However, Reynolds additionally discusses how one might clarify the meaning of ethos within rhetoric as expressing inherently communal roots. This stands in direct opposition to what she describes as the claim "that ethos can be faked or 'manipulated'" because individuals would be formed by the values of their culture and not the other way around (Reynolds, 336). While its meaning and application within literature might differ over time, this classical interpretation persists.
There are three categories of ethos.
In a sense, ethos does not belong to the speaker but to the audience. Thus, it is the audience that determines whether a speaker is a high- or a low-ethos speaker. Violations of ethos include:
Completely dismissing an argument based on any of the above violations of ethos is a formal fallacy, rendering the dismissal of the argument invalid.
The term "source credibility" has been used as the construct examined in the social sciences. Though recent work has found support for the existence of the three dimensions identified above, work from the 1950s through the 1980s consistently revealed two dimensions (competence and character) with other dimensions such as dynamism found only when broad approaches equating credibility with "person perception" were taken.
# Saylor.org's English Composition/Academic Writing

Upon successful completion of this unit, the student will be able to:
* Demonstrate an understanding of the theoretical concepts that underlie academic writing.
* Practice the techniques of written argumentation and persuasion.
* Identify and practice developing the essential components of a written argument.
* Practice techniques for identifying and writing for a specific audience.
* Practice techniques for forming basic persuasive appeals.
* Practice the most common logical structures used in academic writing.
* Practice techniques for identifying and avoiding logical fallacies in persuasive writing.
* Demonstrate competence in various rhetorical strategies and logical structures by developing, analyzing, and revising original essays.
# Saylor.org's English Composition/Conditionals

In English, there are three contexts for conditional sentences.
The first context involves the possible outcome of an event that is likely to occur:
    If + Present Simple/Present Progressive + Present Simple/Present Progressive/Future Simple/Future Progressive/Imperative
   * If + I miss the bus, + I will be late for school
The second context involves the possible outcome of an event that is less likely to occur; various sentence structures are possible for this context:
    If + Present Perfect/Present Perfect Progressive/Preterite/Past Continuous + Full Infinitive + Conditional Present/Conditional Present Progressive
   * If + I was + to miss the bus, + I would be late for school.
    In some dialects: If + Imperfect Subjunctive + Full Infinitive + Conditional Present/Conditional Present Progressive
   * If + I were + to miss the bus, + I would be late for school.
    In some dialects: If + modal auxiliary "should" + Bare Infinitive + Conditional Present/Conditional Present Progressive
   * If + I should + miss the bus, + I would be late for school.
    The latter two formulations, with the imperfect subjunctive or the modal construction, can be modified to use subject-verb inversion instead of the conjunction if:
   * Were I + to miss the bus, + I would be late for school.
   * Should + I miss the bus, + I would be late for school.
The third context involves the hypothetical outcome of an event that did not occur:
    If + Pluperfect/Pluperfect Progressive + Conditional/Conditional Progressive/Conditional Perfect/Conditional Perfect Progressive
   * If + I had missed the bus, + I would have been late for school.
    Here too the conjunction if can be replaced by subject-verb inversion:
   * Had I missed the bus, + I would have been late for school.
In each formulation it is possible to reverse the order of the clauses; however, the protasis must always follow the word "if" or exhibit subject-verb inversion:
   * If + I miss the bus, + I will be late for school can be adjusted to I will be late for school + if + I miss the bus.
   * Should + I miss the bus, + I will be late for school can be adjusted to I will be late for school + should + I miss the bus.