OpenLLM-France/wikimedia huggingface dataset:
# Engineering Handbook/Mathematics/Laplace Transformation
## Laplace Transform

    $F(s)={\mathcal {L}}\left\{f(t)\right\}=\int _{0^{-}}^{\infty }e^{-st}f(t)\,dt.$

## Inverse Laplace Transform

    ${\mathcal {L}}^{-1}\left\{F(s)\right\}={1 \over {2\pi i}}\int _{c-i\infty }^{c+i\infty }e^{ft}F(s)\,ds=f(t)$

## Laplace Transform Properties

| Property | Definition |
| Linearity | ${\mathcal {L}}\left\{af(t)+bg(t)\right\}=aF(s)+bG(s)$ |
| Differentiation | ${\mathcal {L}}\{f'\}=s{\mathcal {L}}\{f\}-f(0^{-})$ ${\mathcal {L}}\{f''\}=s^{2}{\mathcal {L}}\{f\}-sf(0^{-})-f'(0^{-})$ ${\mathcal {L}}\left\{f^{(n)}\right\}=s^{n}{\mathcal {L}}\{f\}-s^{n-1}f(0^{-})-\cdots -f^{(n-1)}(0^{-})$ |
| Frequency Division | ${\mathcal {L}}\{tf(t)\}=-F'(s)$ ${\mathcal {L}}\{t^{n}f(t)\}=(-1)^{n}F^{(n)}(s)$ |
| Frequency Integration | ${\mathcal {L}}\left\{{\frac {f(t)}{t}}\right\}=\int _{s}^{\infty }F(\sigma )\,d\sigma$ |
| Time Integration | ${\mathcal {L}}\left\{\int _{0}^{t}f(\tau )\,d\tau \right\}={\mathcal {L}}\left\{u(t)*f(t)\right\}={1 \over s}F(s)$ |
| Scaling | ${\mathcal {L}}\left\{f(at)\right\}={1 \over a}F\left({s \over a}\right)$ |
| Initial value theorem | $f(0^{+})=\lim _{s\to \infty }{sF(s)}$ |
| Final value theorem | $f(\infty )=\lim _{s\to 0}{sF(s)}$ |
| Frequency Shifts | ${\mathcal {L}}\left\{e^{at}f(t)\right\}=F(s-a)$ ${\mathcal {L}}^{-1}\left\{F(s-a)\right\}=e^{at}f(t)$ |
| Time Shifts | ${\mathcal {L}}\left\{f(t-a)u(t-a)\right\}=e^{-as}F(s)$ ${\mathcal {L}}^{-1}\left\{e^{-as}F(s)\right\}=f(t-a)u(t-a)$ |
| Convolution Theorem | ${\mathcal {L}}\{f(t)*g(t)\}=F(s)G(s)$ |
Where:
    $f(t)={\mathcal {L}}^{-1}\{F(s)\}$
    $g(t)={\mathcal {L}}^{-1}\{G(s)\}$
    $s=\sigma +j\omega$

## Table of Laplace Transforms

| No. | Time Domain $x(t)={\mathcal {L}}^{-1}\left\{X(s)\right\}$ | Laplace Domain $X(s)={\mathcal {L}}\left\{x(t)\right\}$ |
| 1 | ${\frac {1}{2\pi j}}\int _{\sigma -j\infty }^{\sigma +j\infty }X(s)e^{st}ds$ | $\int _{-\infty }^{\infty }x(t)e^{-st}dt$ |
| 2 | $\delta (t)\,$ | $1\,$ |
| 3 | $\delta (t-a)\,$ | $e^{-as}\,$ |
| 4 | $u(t)\,$ | ${\frac {1}{s}}$ |
| 5 | $u(t-a)\,$ | ${\frac {e^{-as}}{s}}$ |
| 6 | $tu(t)\,$ | ${\frac {1}{s^{2}}}$ |
| 7 | $t^{n}u(t)\,$ | ${\frac {n!}{s^{n+1}}}$ |
| 8 | ${\frac {1}{\sqrt {\pi t}}}u(t)$ | ${\frac {1}{\sqrt {s}}}$ |
| 9 | $e^{at}u(t)\,$ | ${\frac {1}{s-a}}$ |
| 10 | $t^{n}e^{at}u(t)\,$ | ${\frac {n!}{(s-a)^{n+1}}}$ |
| 11 | $\cos(\omega t)u(t)\,$ | ${\frac {s}{s^{2}+\omega ^{2}}}$ |
| 12 | $\sin(\omega t)u(t)\,$ | ${\frac {\omega }{s^{2}+\omega ^{2}}}$ |
| 13 | $\cosh(\omega t)u(t)\,$ | ${\frac {s}{s^{2}-\omega ^{2}}}$ |
| 14 | $\sinh(\omega t)u(t)\,$ | ${\frac {\omega }{s^{2}-\omega ^{2}}}$ |
| 15 | $e^{at}\cos(\omega t)u(t)\,$ | ${\frac {s-a}{(s-a)^{2}+\omega ^{2}}}$ |
| 16 | $e^{at}\sin(\omega t)u(t)\,$ | ${\frac {\omega }{(s-a)^{2}+\omega ^{2}}}$ |
| 17 | ${\frac {1}{2\omega ^{3}}}(\sin \omega t-\omega t\cos \omega t)$ | ${\frac {1}{(s^{2}+\omega ^{2})^{2}}}$ |
| 18 | ${\frac {t}{2\omega }}\sin \omega t$ | ${\frac {s}{(s^{2}+\omega ^{2})^{2}}}$ |
| 19 | ${\frac {1}{2\omega }}(\sin \omega t+\omega t\cos \omega t)$ | ${\frac {s^{2}}{(s^{2}+\omega ^{2})^{2}}}$ |
# Engineering Handbook/Physics

* Force
* Motion
* Oscillation
* Wave
* Electricity
* ElectroMagnetic
* PhotoElectric
* Radiation
# English-Hanzi/Mammal

Mammals are a group of vertebrate animals which form the class Mammalia. They have fur or hair and a very precise kind of temperature regulation. The females bear live young, and produce milk for the young. Parental care of the young is universal among mammals, and it is essential because live birth limits the number of offspring.
哺乳动物 是 一组 形成 哺乳动物类 的 脊椎动物。他们 有 毛皮 或 头发，并 有 非常 精确 的 温度 调节。雌性 饲养 幼儿，为 幼儿 提供 奶汁。对 哺乳动物 而言，幼儿 被 父母 照顾 是 普遍 的，而且 这 是 至关重要 的，因为 胎生 限制了 后代 的 数量。
# English-Hanzi/Machine

A machine is an equipment that can work.
机器 是 可以 工作 的 设备。
# English-Hanzi/Malaysia

Special:search/Malaysia prefix:English-Hanzi/
Special:search/Southeast Asia prefix:English-Hanzi/
Special:search/Asia prefix:English-Hanzi/
Malaysia is a country in the southeast of Asia. Its population is 32 million. Its capital is Kuala Lumpur.
Malaysia是一个在亚洲东南部的国家。它的人口是3200万。它的首都是Kuala Lumpur。
# English-Hanzi/Madrid

Madrid is the capital of Spain. Its population is 6.5 million.
Madrid 是 Spain 的 首都。它的 人口 是 650万。
# English-Hanzi/Maldives

Maldives is an island country situated to the southwest of India. Its population is 430 thousand.
Maldives是位于India西南面的岛国。它的人口是43万。
# English-Hanzi/Mackerel

Mackerel flesh is high in omega-3 oils and is intensively harvested by humans.
鲭鱼肉富含omega-3油，并由人类大量捕获。
# English-Hanzi/Magnesium

Special:search/magnesium prefix:English-Hanzi/
Special:search/mineral prefix:English-Hanzi/
Magnesium is a mineral in the body. It helps to change the food in the body to energy. It helps to control the parathyroid glands to produce hormones for the bones. Many foods are rich in magnesium such as green vegetables, wholegrains, nuts, dairy foods, fish, and meat.
镁 是 体内 一种 矿物质。它 帮助 把 身体 的 食物 变成 能量。它 帮助 控制 甲状旁腺 为 骨骼 产生 激素。许多 食物 富含 镁，如 绿色 蔬菜，全谷物，坚果，乳制品，鱼类，和 肉类。
# English-Hanzi/Manganese

Special:search/manganese prefix:English-Hanzi/
Manganese is a mineral in the body. It helps to make certain enzymes. These enzymes help to digest food. Many foods are rich in manganese, such as tea, green vegetables, wholegrains, and nuts.
锰 是 身体 的 矿物质。它 有助于 制造 某些 酶素。这些 酶素 有助于 消化 食物。许多 食物 富含 锰，如 茶叶，绿色 蔬菜，全谷物，和 坚果。
# English-Hanzi/Macau

Macau is a city in the south of China. It is governed by Macau Special Administrative Region. Its population is 650 thousand.
澳门 是 一个 在 中国 南部 的 城市。它 由 澳门特别行政区 管理。它的 人口 是 65万。
# English-Hanzi/Male sex organ

Penis is a male sex organ. It is used for sexual intercourse and urinating.
阴茎 是 男性 性器官。它 用于 性交 和 排尿。
# FOSS A General Introduction/About APDIP

The Asia-Paciﬁc Development Information Programme (APDIP) is an initiative of the United Nations Development Programme (UNDP) that aims to promote the development and application of new Information and Communication Technologies (ICT) for poverty alleviation and sustainable human development in the Asia-Paciﬁc region. It does so through three core programme areas, namely, Policy Development and Dialogue; Access; and Content Development and Knowledge Management.
In collaboration with national governments, APDIP seeks to assist national and regional institutions in the Asia-Pacific through activities that involve awareness-raising and advocacy, building capacities, promoting ICT policies and dialogue, promoting equitable access to tools and technologies, knowledge sharing, and networking. Strategic public-private sector partnerships and opportunities for technical cooperation among developing countries (TCDC) are APDIP's key building blocks in implementing each programme activity
# FOSS A General Introduction
## Table of Contents

* Preface
* Introduction
* Why FOSS?
* FOSS Success Stories
* Linux
* Intellectual Property Rights and Licensing
* Localization and Internationalization
* Case Studies
* Annex I: Glossary
* Annex II: Software Licenses
* About APDIP
* About IOSN

## Information

This book is donated by the International Open Source Network and UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:
Author: Kenneth Wong and Phet Sayo © UNDP-APDIP, 2004, 60 pages ISBN 983-3094-00-7
is located at https://www.unapcict.org/sites/default/files/2019-01/FOSS%20-%20General%20Introduction.pdf
the original (inactive) link is http://www.iosn.net/foss/foss-general-primer/foss_primer_print_covers.pdf
This wikibook is available under the terms of the GNU Free Documentation License and Creative Commons Attribution License 2.5
# FOSS A General Introduction/About IOSN

The International Open Source Network (IOSN) is an initiative of UNDP’s Asia-Paciﬁc Development Information Programme (APDIP). Its overall objective is to serve as a Center of Excellence and a Clearinghouse for Information on Free and Open Source Software (FOSS) in the Asia-Paciﬁc region. In order to accelerate the world-wide adoption of FOSS, IOSN seeks to raise awareness, facilitate networking of people, strengthen capacities, and conduct R&D.
The beneﬁciaries of IOSN are governments, IT professionals, software developers, the FOSS R&D community, academics and the NGO community. IOSN serves as a resource center to help policy-makers and decision-makers in the public sector, educational institutions, businesses and others develop policies and plans for the use of FOSS in their respective organizations. Much of IOSN’s activities are undertaken online and the IOSN portal has been developed for this purpose and serves as a comprehensive online resource center on FOSS. The IOSN portal also provides a means for the FOSS community in the region to contribute to its efforts and to interact with each other.
http://www.iosn.net
# Foundations of Computer Science/References

How to Think Like a Computer Scientist (Python)
A Balanced Introduction to Computer Science (3rd ed)
Fire in the Valley
# Foundations of Computer Science/Simulation
## Simulation

Simulation can be a very powerful way to represent real-world systems, scenarios, and experiments. Simulation is the recreation of a real-world system in a prepared and controlled environment. As we study different objects and environments we see the complexity of measuring, analyzing, and emulating events such as nature. Although it is impossible to produce 100% accuracy and detail; the two are used to attempt to create an environment as close as possible to mimicking real-world systems. In order to achieve a higher level of accuracy and detail we focus on the most important aspects of the system we hope to simulate. The higher the granularity in detail the more likely we are to accurately predict what will happen in a real world environment.
The three motivating factors behind using simulation instead of real world experimentation are:
* Control - Gives us the ability to explore problems that were utterly out of reach due to our lack of control over a real world situation. For example, if we are attempting to simulate a storm or hurricane these are events we have no control over, but studying the paths could be beneficial in predicting future effects and climate changes.
* Cost - Conducting experiments in real system can be costly both in regards to time and money. For example, instead of automotive manufacturers crashing several cars for testing they can use simulations to mimic different car crashes, angles, and scenarios without spending time and money on an actual car.
* Safety - Certain experiments can be dangerous or harmful and simulations. Scientists are able to simulate events such as virus outbreaks, aircraft engine failure, and even testing nuclear bomb material (more info on atomic bomb simulations).

## Modeling

Modeling is the process of describing how the components of a simulation looks and behaves. During this process we model the behavior and interactions of all components. Although we are using loose approximations these simulated versions can be a surprisingly accurate recreation of the real world system.
# Foundations of Constructivism/Case Examples

Case Examples in Teaching with Constructivism
    6.1. Learning About Constructivism by Authoring a Wiki Textbook
    6.2. Constructivism in Chemical Biological, Radiological, Nuclear, (CBRN)
    6.3. Constructivism in Reading Instruction
    6.4. Constructing through construction/ A unit on construction for prekindergarten children
    6.5. title here
    6.6. Literature (A fresh look)
# Foundations of Constructivism

FOUNDATIONS OF CONSTRUCTIVISM: A GUIDEBOOK FOR EDUCATORS
This textbook, Foundations of Constructivism: A Guidebook for Educators, is initiated as a collaborative writing project for a Webster University graduate course on the Foundations of Constructivism.
    Preface
* Introduction
* Major Contributors to Constructivist Theory
    2.1. John Dewey
    2.2. Jean Piaget and Lev Vygotsky
    2.3. Seymour Papert
    2.4. Ernst von Glasersfeld
* Fostering creativity and student self-expression
* Authentic (real world) learning
* Dialogue, collaboration, reflection & personalization of learning
* Case Examples in Teaching with Constructivism
    6.1. Learning About Constructivism by Authoring a Wiki Textbook
    6.2. Constructivism in Chemical Biological, Radiological, Nuclear, (CBRN)
    6.3. Constructivism in Reading Instruction
    6.4. Constructing through construction/ A unit on construction for prekindergarten children
    6.5. title here
    6.6. Literature (A fresh look)
# Important Equations and Quantities

Table 5.1: Units used in Rectilinear Motion :
| Units ||||||
| Quantity | Symbol | Unit | S.I. Units | S.I. Units | Direction |
| Displacement | ${\overrightarrow {s}}$ | - | m | m | yes |
| Velocity | ${\overrightarrow {u}}$, ${\overrightarrow {v}}$ | - | m·s$^{−1}$ | m·s$^{−1}$ | yes |
| Distance | s | - | m | m | - |
| Speed | v | - | m·s$^{−1}$ | m·s$^{−1}$ | - |
| Acceleration | ${\overrightarrow {a}}$ | - | m·s$^{−2}$ | m·s$^{−2}$ | yes |
# Important Equations and Quantities

Table 10.1: Units used in Pressure :
| Units ||||||
| Quantity | Symbol | Unit | S.I. Units | S.I. Units | Direction |
| Pressure | P | pascal (Pa) | $Kg{m^{-1}}{s^{-2}}$ | $Kg{m^{-1}}{s^{-2}}$ | No |

## Non Si Units for pressure

PSI: PSI stands for pounds per square inch. One PSI is equal to 6,894.76 Pascals
Atm: Atm stands for Atmosphere. This is the atmospheric pressure at sea level. I atm is equal to 101,325 Pascals

### Hydrostatic pressure (head pressure)

Hydrostatic pressure is the pressure due to the weight of a fluid.
    $p=\rho gh\,$
where:
* ρ (rho) is the density of the fluid (i.e., the practical density of fresh water is 1000 kg/m3);
* g is the acceleration due to gravity (approximately 9.81 m/s2 on earth's surface);
* h is the height of the fluid column (in metres). Other units can be used if the rest of the units used in the equation are defined in a consistent way.
It is important to realize that air is a fluid. This equation can be used to find the pressure created by air. This also means that if we are trying to find the pressure of a liquid open to the atmosphere, we must add in the atmospheric pressure to the pressure of the liquid to find the total pressure.
In fluid mechanics the unit used N/m2.
From the unit of density denominator have m3 and acceleration due to gravity have m/s2 one metre from density and other meter from g cancel to each other.then unit will remain as kg/. m2.s2 after that unit of h is meter which is multiply into kg we will got kg.m/s2 =N
Final result is N/m2

## Notes
### 1

Pressure is force divided by area, so in a sense it does have a direction as force has a direction. The term pseudovector is sometimes used for such quantities.
# Speed and Velocity

Let's take a moment to review our definitions of velocity and speed by looking at the worked example below:

## Worked Example 23 Speed and Velocity

Question: A cyclist moves from A through B to C in 10 seconds. Calculate both his speed and his velocity.
Answer:
Step 1 :
Analyse the question to determine what is given. The question explicitly gives
* the distance between A and B
* the distance between B and C
* the total time for the cyclist to go from A through B to C
all in the correct units!
Step 2 :
What is being asked? We are asked to calculate the average speed and the average velocity of the cyclist.
His speed - a scalar - will be
${\begin{matrix}v&=&{\frac {s}{t}}\\&=&{\frac {30m+40m}{10s}}\\&=&7{\frac {m}{s}}\end{matrix}}$
Since velocity is a vector we will first need to find the resultant displacement of the cyclist. His velocity will be
${\begin{matrix}{\overrightarrow {v}}={\frac {\overrightarrow {s}}{t}}\end{matrix}}$
The total displacement is the vector from A to C, and this is just the resultant of the two displacement vectors, i.e.
${\begin{matrix}{\overrightarrow {s}}={\overrightarrow {AC}}={\overrightarrow {AB}}+{\overrightarrow {BC}}\end{matrix}}$
Using the rule of Pythagoras:
${\begin{matrix}{\overrightarrow {s}}&=&{\sqrt {{(30m)}^{2}+{(40m)}^{2}}}\\&=&50m\ in\ the\ direction\ from\ A\ to\ C\end{matrix}}$
${\begin{matrix}{\overrightarrow {v}}&=&{\frac {50\ {\mbox{m}}}{10\ {\mbox{s}}}}\\&=&5\ {\frac {\mbox{m}}{\mbox{s}}}\ in\ the\ direction\ from\ A\ to\ C\end{matrix}}$
For this cyclist, his velocity is not the same as his speed because there has been a change in the direction of his motion. If the cyclist traveled directly from A to C without passing through B his speed would be
${\begin{matrix}v&=&{\frac {50m}{10s}}\\&=&5{\frac {m}{s}}\end{matrix}}$
and his velocity would be
${\begin{matrix}{\overrightarrow {v}}&=&{\frac {50m}{10s}}\\&=&5{\frac {m}{s}}\ in\ the\ direction\ from\ A\ to\ C\end{matrix}}$
In this case where the cyclist is not undergoing any change of direction (i.e. he is traveling in a straight line) the magnitudes of the speed and the velocity are the same. This is the defining principle of rectilinear motion.
* Important:
* For motion along a straight line the magnitudes of speed and velocity are the same, and the magnitudes of the distance and displacement are the same.
# Choice of Units

There are no wrong units to use, but a clever choice of units can make a problem look simpler. The vast range of problems makes it impossible to use a single set of units for everything without making some problems look much more complicated than they should. We can't easily compare the mass of the sun and the mass of an electron, for instance. This is why astrophysicists and atomic physicists use different systems of units.
We won't ask you to choose between different unit systems. For your present purposes the SI system is perfectly sufficient. In some cases you may come across quantities expressed in units other than the standard SI units. You will then need to convert these quantities into the correct SI units. This is explained in the next section.
# What is rectilinear motion?

Rectilinear motion means motion along a straight line. This is a useful topic to study for learning how to describe the movement of cars along a straight road or of trains along straight railway tracks. In this section you have only two directions to worry about: (1) along the direction of motion, and (2) opposite to the direction of motion.
To illustrate this imagine a train heading east.
If it is accelerating away from the station platform (P), the direction of acceleration is the same as the direction of the train's velocity — east. If it is braking the direction of acceleration is opposite to the direction of its motion, i.e. west.
# Guide to the Godot game engine/Plugins/Making your first plugin

Guide to the Godot game engine
<-- The basics Making your first plugin Making resources-->
Skip to bottom

## Making your first plugin

So now you know how to make a simple plugin, how can you make a helpful one?
* Bottom panels
* Docks
* Menus
* Gizmos
* Settings

### Guide to the Godot game engine

    Getting started
       Installation
       What is a node?
       Programming
       Resources and importing
       Signals and methods
       Your first game
    Making it work
       Debugging
       Input
       Physics
       Saving and loading
       Multiplayer
    Making it look good
       UI skinning
       Animation
    Advanced help
       Servers (singletons)
       Platform specific
       Optimisation
       Encryption
       Exporting
       Plugins
    Miscellaneous
       Helpful links
       Authors and contributors
       Print version
<-- previous back to top next -->
# Guide to the Godot game engine/Programming/GDScript/Global scope

Guide to the Godot game engine
Global scope Keywords-->
Skip to bottom
The GlobalScope is where all the more... Global... Methods and constants are. These include math functions like sin and cos. It also has random number generators, such as randi.
See Godot's documentation for more: https://docs.godotengine.org/en/latest/classes/class_@globalscope.html and: https://docs.godotengine.org/en/latest/classes/class_@gdscript.html
Do not confuse it for keywords.
GDScript
* Global scope
* Keywords
* If statements
* If conditions
* Data types
* Manipulate the SceneTree
* Making nodes
* Tips and Tricks
# Guide to the Godot game engine/Plugins/Creating resources

Guide to the Godot game engine
<-- Making your first plugin Creating resources Importers-->
Skip to bottom
To make a new Resource, you need to make a new script (that is not attached to a node). Here is an example:
A simple example that shows a resource that can store either an int or a String.
The _get_property_list must return an Array of Dictionarys, each with the following values:
* name (String): the property's name.
* type (int): A constant that begins with TYPE_*.
The following are optional:
* hint (int): PROPERTY_HINT_* constants.
* hint_string (String)
* usage (int): PROPERTY_USAGE_* constants.
property_type is too simple to need to be changed or defined with _get_property_list. Instead, export is used, along with setget to process when it is changed.
When property_type is set, the type of property is changed.
Real-world examples include storing keys or images. A resource just holds data for other scripts, it doesn't actually process it itself.

## Guide to the Godot game engine

    Getting started
       Installation
       What is a node?
       Programming
       Resources and importing
       Signals and methods
       Your first game
    Making it work
       Debugging
       Input
       Physics
       Saving and loading
       Multiplayer
    Making it look good
       UI skinning
       Animation
    Advanced help
       Servers (singletons)
       Platform specific
       Optimisation
       Encryption
       Exporting
       Plugins
    Miscellaneous
       Helpful links
       Authors and contributors
       Print version
<-- previous back to top next -->
# Guide to the Godot game engine/Plugins/The basics

Guide to the Godot game engine
The basics Making your first plugin-->
Skip to bottom
Plugins are powerful. People have made image editors, spritesheet makers, height-map terrains and fog. With the right knowledge and skills, along with the right resources, you can make almost anything. And this guide will help with that.
First, let's start simple. To make a plugin, you need to create a script that extends EditorPlugin.
1. Go to the Script tab. Press "File", "New Script..." and a popup will appear.
2. Change "Inherits" to "EditorPlugin". Press the folder next to "Path". Create an "addons" folder (lowercase "a") in the "res" dir. If the folder already exists, just open it. Create a new folder. Call it "My plugin". Set the script name to "main.gd". Press "Open" and "Create".
3. Put tool at the very top of the script. Do not forget this! Then type the following code:
4. Open a text file editor, and write this text:
5. Save the file as "plugin.cfg" in the same folder as "main.gd".
6. Go to "ProjectSettings", open the "Plugins" tab and search for your plugin. If it is not there, press "Update". Check the box next to "Enable".
7. Check the "Output" dock. You should see "Hello!" printed on it.

## Guide to the Godot game engine

    Getting started
       Installation
       What is a node?
       Programming
       Resources and importing
       Signals and methods
       Your first game
    Making it work
       Debugging
       Input
       Physics
       Saving and loading
       Multiplayer
    Making it look good
       UI skinning
       Animation
    Advanced help
       Servers (singletons)
       Platform specific
       Optimisation
       Encryption
       Exporting
       Plugins
    Miscellaneous
       Helpful links
       Authors and contributors
       Print version
back to top next -->