OpenLLM-France/wikimedia huggingface dataset:
# Basic Computer Security/Working
## Welcome, Contributors

This page is a workspace for contributors. It will include notes on formatting, templates, and other conventions used in this wikibook. Please feel free to add your name to the contributors' list!

## Templates

Each page should contain the navigation template. to correctly insert this template into a page, add:
to the very beginning of the page.
Doing this will ensure that each page has the appropriate links for the other pages in its chapter as well as links to the other chapters.

## Contributors

* Anonymous - Many users have contributed anonymously. Thanks to those of you who have done so. =)
* banzaimonkey - Oversight and development of post-merge book and expanded layout.
* Ryan524 - Original inceptions of this book, including the Virii and Spyware pages.
* TheJC - Further work on the original Spyware page.
* Chachu207 - Original work on the Passwords page.
* RohitUpadhyay - Further work on the original Virii page.
* Wesley Gray- General editing. Contributions to the anti-virus and browser pages.
# Basic Computing Using Windows

* Computers and Peripherals
* Operating Systems and Controls
* The Desktop
* File Systems
* Concepts and Settings
* Networks and the Internet
** FTP
* Email, Chat-rooms, and IM
* Appendices
** Switching the Control Panel to Classic View
** Connecting to the Internet
** Dual Booting
** Contributors
A basic guide to using computers that run Windows®.
Download the entire book as a PDF File. This can be done in two ways: you can right-click on the link "PDF version" and choose "Save target as" to save the PDF on your computer for viewing at any time or left-click on the link to view it without saving.
# Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/NLA/stride

| previous module: "Introduction To NLA Editor" | • Table of Contents • Glossary | next module: "Relative Vertex Keys" |
At the moment, one of the best documentation for Blender Stride features can be found here: Blender Stride Tutorial, which takes on where the Official Blender Stride Page takes off. Good luck! A simpler and shorter, but still very good tutorial can be found here: Blender wiki: NLA Editor and Stride Path.
| previous module: "Introduction To NLA Editor" | • Table of Contents • Glossary | next module: "Relative Vertex Keys" |
# Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/ipo/index

| previous module: "Timeline Window" | • Table of Contents • Glossary | next module: "Data Type" |

## Graph Editor

The Graph Editor is meant to work with curves, which mostly represent key-frame transitions or drivers.
| previous module: "Timeline Window" | • Table of Contents • Glossary | next module: "Data Type" |
# Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/Mesh/index

| previous module: "Armature Object in Pose mode" | • Table of Contents • Glossary | next module: "Connection between Armature and Mesh" |
This section will explain how to deform your mesh using the armature.
There are two ways to tell Blender which vertex will go with which bone: Vertex group, and Envelope.
There is also a tool useful when animating which is part of the mesh object: the Shape key, to create a preset deformation. For example: deform the face to look like a smile.
* Connection between Armature and Mesh
* Envelope
* Vertex Groups & Weight Paint
* Shape Key
| previous module: "Armature Object in Pose mode" | • Table of Contents • Glossary | next module: "Connection between Armature and Mesh" |
# Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/index

| previous module: "Introduction" | • Table of Contents • Glossary | next module: "Armature Object" |
Here I'll show you all the stuff you need to know about the interface when animating. Where is it? How does it work? Why use it?
We are going to talk about:
* Armature Object
* Mesh Object
* Constraints
* Timeline Window
* IPO Window
* Action Window
* NLA Window
| previous module: "Introduction" | • Table of Contents • Glossary | next module: "Armature Object" |
# Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/Mesh/env

| previous module: "Connection between Armature and Mesh" | • Table of Contents • Glossary | next module: "Vertex Groups & Weight Paint" |

## What is Envelope

Envelope is a new visual tool to help you rig your characters faster and easier. It can often save you a lot of time. Each bone has a special area around it, allowing you to tell Blender what part of the geometry will follow each bone. This zone is customizable so you can move, scale and blend them together.

## Edit Envelope

You can edit this white zone in Editmode or posemode by going in Envelope display mode (Buttons Window → Armature → Display Options → Envelope), selecting bones and using SKEY or CTRL-ALT-SKEY.
In Editmode: you can select the Tip, the Body or the Root and scale using SKEY. This area in the middle will assign a weight of 1 to all vertices contained in here. All vertices with a weight of 1 will completely follow this bone. The white transparent area around the center is a zone of influence which loses power as you go away from the center. This area is scaled when selecting the body of a bone and doing CTRL-ALT-SKEY. In Posemode: You can only scale the zone of influence with ALT-SKEY when in Envelope display mode. It's real time, and lets you tweak the influence while you animate. So if you notice there is a vertex not following in the new pose you just did: Just select the bone it should follow, and scale the zone a bit until the vertex goes back with his friends. Example:

## Envelope Options

It's possible to enable/disable the use of Envelope in the Modifier stack using the "Envelope" toggle.
There are also two important buttons in the Armature Bones panel: Deform and Mult.
Enabling the Deform button will tell Blender to deform geometry with this bone. It's useful because in a more complex rig not all the bones are there to deform, some bones are just there to move other bones.
The Mult option will tell Blender to multiply the weight it gets from envelope (let's say 0.7) with the weight you painted in weight paint (let's say 0.5). The result will be 0.5*0.7=0.35 so in fact you just tweaked the envelope influence to 0.3 when it was at 0.7. If you don't want vertices to be part of the zone, you can always paint it with 0, as 0*(something) will always give 0. This way you can give custom shape to your envelope. More on weight paint on next page.
In this example of a formerly flat surface you can see that all the selected vertices are not following the bone when it is moved upwards. This is because I painted a weight of 0 on them. In weight paint you'll see nothing. But just the fact that they are part of the group with a weight of 0 will make that possible. If Mult is off and you have both a vertex group and envelope, Blender will add value.
| previous module: "Connection between Armature and Mesh" | • Table of Contents • Glossary | next module: "Vertex Groups & Weight Paint" |
# Blender 3D: Noob to Pro/Advanced Tutorials/Advanced Animation/Guided tour/NLA/index

| previous module: "Dope Sheet" | • Table of Contents • Glossary | next module: "Introduction To NLA Editor" |

# The NLA Window

It's quite easy and maybe that's why there's no specific tutorial. Let's say you want to make two actions, AC:Hit and AC:Kick. Start with posing Hit and an Action will automatically be created in the Action Editor consisting of all the Bones that use Action IPO's. That's done so return to Frame 1 which will be your default Stance of AC:Hit.
Now, in the Action Editor, click the X (delete) next to AC:Hit and the datablock menu will disappear. (If you Add New instead of deleting then it will copy selected bones to the new action and you don't always want that). If you want a new default pose for AC:Kick, then Pose it or the same stance will be used as was the default in AC:Hit. Pose and Keyframe your Kick action and name it.
Over in the NLA Editor you can now use Shift-A to add NLA-Strips of your Actions, Grab and Scale them and use the Transform Properties tab to input how they Blend.
If you select an Action with the dropdown menu, at first its name will appear in the NLA window along with its keys. To make this Action into an NLA strip, point at the Action's name in the NLA and press CKEY.
Close any open Actions by clicking the scary X in the Action Editor. If you don't do this, only this action will play. Now in the NLA editor, play the animation.
If you see any keys (diamonds) in the NLA window, instead of strips (rectangles), you're still editing an action. It's so much easier if you have both the Action and NLA windows open so you can see whether an Action is open or not.

## Walkthrough

With no Actions selected, both the Action Editor and the NLA Editor appear empty. Here, the NLA Editor window does list one Object called -Empty because that object is not an armature but it has some IPO curves attached.
Select an Action you've already made. Here, an Armature named Yui has bones involved in a one-frame action called -AtEase.
Convert the listed Action to an NLA Strip in the NLA Editor by pressing the CKEY with the mouse hovering over the Action to be converted. No change in the Action Editor; it is still available as an Action.
Once converted, note the changes in the NLA Editor. The Action icon appears next to the Armature's name: . This is actually a button though it does not look like it, and you can toggle it between the Action and NLA Strips icon by clicking on it: .
| previous module: "Dope sheet" | • Table of Contents • Glossary | next module: "Introduction To NLA Editor" |
# Blended Learning in K-12/Types of Blended Learning

As stated previously, K-12 may be the last to utilize Blended Learning but it has certainly gone beyond the 'trickle down effect.' There is a growing trend to use technology in K-12 classrooms and more grants and financial opportunities are making Blended learning a reality. Because there are multiple tools available for use when incorporating Blended Learning in the K-12 classroom by a teacher, it is important to highlight what is available to create a blended learning environment. According to "Building Effective Blended Learning Programs" by Harvey Singh, "Blended Learning Programs may include several forms of learning tools, such as real-time virtual/collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended learning mixes various event based activities, including face-to-face classrooms, live e-learning, and self-paced learning" (Singh, 2003).
"From a course design perspective, a blended course can lie anywhere between the continuum anchored at opposite ends by fully face-to-face and fully online learning environments." (Rovai and Jordan, 2004) This chapter presents explanations of the various types of tools available to create a blended learning environment in the classroom. The following categories will be used to organize major types:
* The use of Multimedia and Virtual Internet Resources in the classroom. Examples include the use of videos, virtual field trips, and interactive websites.
* The use of Classroom Websites in the classroom. Included is a growing list of examples of useful blended learning websites.
* The use of Course Management Systems. Examples include the use of Moodle, WebCT and Blackboard.
* The use of Synchronous and Asychronous Discussions in the classroom. Examples of resources available include Yahoo Groups, TappedIn, Blogs, and Elluminate.
# Blended Learning in K-12/Types of Blended Learning/Classroom Websites Course Management Systems

The use of classroom websites and Course Management Systems (CMS) aid in the process of creating a blended learning environment. An article written by Klaus Schmidt, The Web-Enhanced Classroom, discusses four components necessary for successfully enhancing a course via the internet. The four components include: Administration, Assessment, Content and Community (Schmidt, 2002). One way to implement these components into a web-enhanced course is to use a Course Management System (CMS). A CMS allows for the administration of a web-enhanced course through the various tools included with the software. For example, a teacher is able to distribute handouts, set assignment deadlines, collect assignments and give quizzes from one location. This frees up time for the teacher, as stated by Schmidt, “A well-developed administrative component allows a teacher to spend more time interacting creatively with students and addressing higher level thinking skills rather than on mundane activities.” Enhanced communication between the teacher and students is another administrative benefit gained from using a CMS. A teacher is able to post announcements to the entire class or send an individual email. Instant feedback on assignments can be sent and grades can be accessed by the student at any hour of the day. In addition, grading policies and deadlines can be clearly communicated in a CMS. Communicating between teacher, student, and even parent, can also occur more frequently with the use of a CMS. A teacher can distribute material to the class ahead of time; uing a CMS means that “assignments and lecture notes can be posted in advance, and students can have continual access to them” (Zirke, 2003).
Although a variety of CMS exist, this section focuses on three CMS examples (Moodle, WebCT, Blackboard).

## Moodle

According to the moodle Website, "Moodle is a course management system (CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators create effective online learning communities" (2005).

## Blackboard

Teacher Vivian Evans, gives a personal account of Blackboard, stating that "Blackboard has got some good features...It supports synchronous chat and discussion threads in a way that is very clear. Site administration is another strength. You can control who has access to your site. You can also look back at what happened previously by clicking on a past date to see what was discussed" (Evans, 2005).
# Blended Learning in K-12/Self-paced and live

In blended learning, instructors use facets of self-paced instruction and live, collaborative learning to moderate the offline setting.
Self-paced learning is an instructional tool where the learner is in control and manages the pace of learning. (Singh, 2001) The on-demand nature of self-paced learning makes it optimal for the offline atmosphere of blended learning. Here, learners not only control the pace of instructional information, but they also do not face the time restrictions of a face-to-face classroom. The use of the Internet and the World Wide Web allows learners to have access to information at all times. Generally, the responsibilities of self-paced learning are consistent with the instruction of a face-to-face traditional classroom. The instructor is responsible for supplying the instructional material, and the learner is responsible for reading, comprehending, and familiarizing him/herself with the material.
Self-paced instruction will often come in the form of asynchronous formats including:
* Documents & Web Pages
* Web/Computer Based Training Modules
* Assessments
* Surveys
* Simulations
* Recorded lectures, discussions, or live events
* Online Learning Communities and Discussion Forums (Singh, 2001)
Collaborative learning is a process where learning takes place through group or cooperative efforts. (Hiltz, 1999) A live, collaborative learning environment depends on dynamic communication between learners that fosters knowledge sharing. (Singh, 2001) In live, collaborative learning atmospheres the communication process between learners is just as meaningful and vital as an educational end product. Collaborative learning emphasizes the following factors:
* active participation and interaction among learners
* knowledge viewed as a social construct
* environments that facilitate peer interaction, evaluation, and cooperation
* learners who benefit from self explanation when more experienced or knowledgeable learners contribute
* learners who benefit from internalization by verbalizing in a conversation (Hiltz, 1999)
Hiltz, Starr. "Impacts of College-Level Courses via Asynchronous Learning Networks: Some Preliminary Results". Journal of Asynchronous Learning Networks. Volume 1, Issue 2. August 1997. <www.sloan-c.org/publications/jaln/v1n2/v1n2_hiltz.asp>
Singh, Harvi and Chris Reed. “A White Paper: Achieving Success with Blended Learning.” Centra White Paper. October 2, 2005. 2001. <http://www.centra.com/download/whitepapers/blendedlearning.pdf >
# Ada Programming/Libraries/MultiPurpose
## AdaCL, Ada Class Library

    Filtering of text files, string tools, process control, command line parsing, CGI, garbage collector, components.

## Matreshka

    Core components for information system development: Unicode support (case conversions and folding, collation, normalization); regular expression engine; XML processor; FastCGI, SQL database access.

## paraffin

    "A suite of Ada 2005 generics to facilitate iterative and recursive parallelism". Features include load-balancing and monitoring of stacks.

## See also
### Wikibook

* Ada Programming
* Ada Programming/Libraries

### References

* ↑ "Iterative and recursive parallelism generics for Ada 2005". Retrieved 2012-08-28.
# Ada Programming/Libraries/MultiPurpose/AdaCL
## Library functions
### Filtering of text files

This functionality is used for example in creating the extended booch components. It is also used in conjunction with AdaCL.CGI to create dynamic web pages.

### String tools

A Get_Line which really works. Raw String I/O. Search and Replace in strings. A special string type with support for Internationalization.

### Process control

Execution of external programs (inclusive redirection of standard input and standard output) Wait for a specific process on asynchronous execution. Read and Write to the process standard input and standard output. See os.html for more details.

### Command line parsing

A high level command line parser for gnu style command lines.
A secount command line parser with support for internationalisation

### CGI

A thick binding to the Common Gateway Interface (CGI). This most complete of all Ada binding to the Common Gateway Interface (CGI) and the only binding to support file upload “multipart/form-data”.

### Garbage collector

An optional thick binding to the Boehm-Demers-Weiser conservative garbage collector. Removes the need to deallocate memory.

### Components

Extension kit for the Ada95 Booch Components. Stores limited objects. This too, eases up memory management.

## Library links
### Author

    Martin Krischik Per Sandberg Björn Persson Olga Krischik

### Homepage

    http://adacl.sourceforge.net

### Project Info

    http://sourceforge.net/projects/adacl

### SVN Archive

    http://adacl.svn.sourceforge.net/adacl/

### Download

    http://sourceforge.net/projects/adacl/download

## Sample code
### Process control

This little tool triggers a rescan of the scsi bus on Linux system. I need it for the scanner and the USB Compact-Flash card reader which are both hot pluggable.
* scanscsi.ads (view) (download)
* scanscsi-Main.adb (view) (download)

## See also
### Wikibook

* Ada Programming
* Ada Programming/Libraries
* Ada Programming/Libraries/Distributed

### Ada Reference Manual

- none apply -
# Ada Programming/Libraries/SAL

SAL is a collection of stuff that the author has found useful in his projects.
A large part of SAL provides a coherent set of generic abstract data types, intended to be yet another entry in the "Standard Ada Library" discussion. The goal in this part of SAL was to provide Ada packages that take full advantage of the flexibility and power of Ada generics, while at the same time making things relatively easy for the casual user. This was written well before the Ada 95 and 2005 Containers library, and is mostly superseded by that library.
Another large part of SAL provides math operations for kinematics and dynamics of masses in 3 dimensional space. Cartesian vectors, quaternions, orthonormal rotation matrices, moments of inertia, forces, acceleration, velocity are supported, in 3 and 6 degrees of freedom (translation and rotation). The author has used this library for both robotics and satellite simulation.
There are also extensions to the AUnit testing framework, a config files package, and other useful things.

## Author

    Stephen Leake

## Homepage

    http://stephe-leake.org/ada/sal.html
# Ada Programming/Libraries/Standard/Apex

Please note that you cannot actually compile this package.
# Ada Programming/Libraries/Interfaces.C.Streams
## See also
### Wikibook

* Ada Programming
* Ada Programming/Libraries
* Ada Programming/Libraries/Interfaces

### GNAT Reference Manual

* Interfacing to C Streams
# Ada Programming/Libraries/Interfaces.C.Strings

This language feature is available from Ada 95 on.
Interfaces.C.Strings is a unit of the Predefined Language Environment since Ada 95.

## See also
### Wikibook

* Ada Programming/Libraries/Interfaces
* Ada Programming/Libraries/Interfaces.C

### External examples

* Search for examples of Interfaces.C.Strings in: Rosetta Code, GitHub (gists), any Alire crate or this Wikibook.
* Search for posts related to Interfaces.C.Strings in: Stack Overflow, comp.lang.ada or any Ada related page.

### Ada Reference Manual
#### Ada 95

* B.3.1: The Package Interfaces.C.Strings

#### Ada 2005

* B.3.1: The Package Interfaces.C.Strings

#### Ada 2012

* B.3.1: The Package Interfaces.C.Strings

### Open-Source Implementations

FSF GNAT
* Specification: i-cstrin.ads
* Body: i-cstrin.adb
drake
* Specification: interfaces/i-cstrin.ads
# Ada Programming/Libraries/Interfaces.COBOL

This language feature is available from Ada 95 on.
Interfaces.COBOL is a unit of the Predefined Language Environment since Ada 95.

## See also
### Wikibook

* Ada Programming/Libraries/Interfaces

### External examples

* Search for examples of Interfaces.COBOL in: Rosetta Code, GitHub (gists), any Alire crate or this Wikibook.
* Search for posts related to Interfaces.COBOL in: Stack Overflow, comp.lang.ada or any Ada related page.

### Ada Reference Manual
#### Ada 95

* B.4: Interfacing with COBOL

#### Ada 2005

* B.4: Interfacing with COBOL

#### Ada 2012

* B.4: Interfacing with COBOL

### Open-Source Implementations

FSF GNAT
* Specification: i-cobol.ads
* Body: i-cobol.adb
drake
* Specification: interfaces/i-cobol.ads
* Body: interfaces/i-cobol.adb
# Ada Programming/Libraries/Interfaces.Fortran

This language feature is available from Ada 95 on.
Interfaces.Fortran is a unit of the Predefined Language Environment since Ada 95.

## See also
### Wikibook

* Ada Programming/Libraries/Interfaces

### External examples

* Search for examples of Interfaces.Fortran in: Rosetta Code, GitHub (gists), any Alire crate or this Wikibook.
* Search for posts related to Interfaces.Fortran in: Stack Overflow, comp.lang.ada or any Ada related page.

### Ada Reference Manual
#### Ada 95

* B.5: Interfacing with Fortran

#### Ada 2005

* B.5: Interfacing with Fortran

#### Ada 2012

* B.5: Interfacing with Fortran

### Open-Source Implementations

FSF GNAT
* Specification: i-fortra.ads
* Body: i-fortra.adb
drake
* Specification: numerics/i-fortra.ads
* Body: numerics/i-fortra.adb