OpenLLM-France/wikimedia huggingface dataset:
# SPARC Assembly/SPARC Emulators

One possible solution is to use QuickTransit from Transitive, which allows SPARC binaries to execute on Solaris/x86, Linux/x86 or Linux/Itanium systems. It can be downloaded from the Transitive Web site at: http://www.transitive.com/evaluate. Unfortunately, IBM has acquired Transitive and is no longer selling Transitive, instead integrating it into their PowerVM product. Whether Transitive will be available as a stand-alone emulator in the future or not is yet to be seen.
Another option is QEMU. QEMU supports several SPARC platforms and is capable of booting operating systems NetBSD for example which still actively supports both 32 bit and 64 SPARC. Sources for QEMU can be found at the QEMU Wiki. Or install it via your native packaging system precompiled binaries of recent versions of QEMU are available for windows at this site: http://lassauge.free.fr/qemu/.
# Programming Fundamentals/Practice: Object-Oriented Programming
## Chapter Summary

* Objects and Classes
* Encapsulation
* Inheritance and Polymorphism

## Review Questions

Answer the following statements as either true or false:
* Procedural programming and object-oriented programming cannot be done with the same compiler/IDE.
* Object-oriented programming encapsulates data and functions.
Answers:
* false
* true

## Short Answer

* Describe the fundamental differences between procedural (modular structured) programming and object-oriented programming.

## Activities

Complete the following activities using your selected programming language. Use separate functions for input, each type of processing, and output. Avoid global variables by passing parameters and returning results. Create test data to validate the accuracy of each program. Add comments at the top of the program and include references to any resources used.
* Review MathsIsFun: Area of Plane Shapes. Create a program that asks the user what shape they would like to calculate the area for. Use if/else conditional statements to determine their selection and then gather the appropriate input and calculate and display the area of the shape. Perform all area calculations using a ShapeArea class that has separate methods to calculate and return the area for different shapes. Include data validation in the class and error handling in the main program.
* Create a program that asks the user how old they are in years. Then ask the user if they would like to know how old they are in months, days, hours, or seconds. Use if/else conditional statements to display their approximate age in the selected timeframe. Perform all calculations using an AgeConverter class that accepts the age in years during initialization and has separate properties and methods to calculate and return the age in months, days, hours, and seconds. Include data validation in the class and error handling in the main program.
* Review Wikipedia: Zeller’s congruence. Create a program that asks the user for their birthday (year, month, and day) and then calculate and display the day of the week on which they were born. Use if/else conditional statements to convert the numeric day of the week to the correct string representation (Monday, Tuesday, Wednesday, etc.). Perform all calculations using a DayOfWeek class that accepts the year, month, and day during initialization and has separate properties and methods to calculate and return the day of week as a number, as an abbreviated string (Mon, Tue, etc.), and as a full string (Monday, Tuesday, etc.). Include data validation in the class and error handling in the main program.

## References

* cnx.org: Programming Fundamentals – A Modular Structured Approach using C++
* Wikiversity: Computer Programming
# Programming Fundamentals/Practice: More Array Functions

Questions, exercises, problems, etc. that support this chapter in the "Programming Fundamentals - A Modular Structured Approach using C++" collection/textbook.

## Learning Objectives

With 100% accuracy during a: memory building activity, exercises, lab assignment, problems, or timed quiz/exam; the student is expected to:
* Define the terms on the definitions as listed in the modules associated with this chapter.
* Within C++ source code be able to understand functions for arrays, specifically searching a array's values to see if a given value exists, finding the maximum value in an array and sorting an array.
* Within C++ source code be able to create functions for arrays, specifically a function for finding the smallest value in an array.
* Within C++ source code be able to modifying existing code to process different types of arrays.

## Exercises
### Exercise 1
#### Answer the following statements as either true or false:

* Linear searches require complex algorithms.
* Functions are often created for searching for the max and min values in an array.
* The bubble sort is an easy way to arrange data an array.
* There is only one method of bubble sorting.
* Sorting an array is frequently done.

## Miscellaneous Items

None at this time.

## Lab Assignment
### Creating a Folder or Sub-Folder for Chapter 20 Files

Depending on your compiler/IDE, you should decide where to download and store source code files for processing. Prudence dictates that you create these folders as needed prior to downloading source code files. A suggested sub-folder for the Bloodshed Dev-C++ 5 compiler/IDE might be named:
* Chapter_20 within the folder named: Cpp_Source_Code_Files
If you have not done so, please create the folder(s) and/or sub-folder(s) as appropriate.

### Download the Lab File(s)

Download and store the following file(s) to your storage device in the appropriate folder(s). You may need to right click on the link and select "Save Target As" in order to download the file.
Download from Connexions: Lab_20_Narrative_Description.txt

### Detailed Lab Instructions

Read and follow the directions below carefully, and perform the steps in the order listed.
* Create a source code file following the directions in the Lab_20_Narrative_Description.txt file. Name it: Lab_20.cpp
* Build (compile and run) your program.
* After you have successfully written this program, if you are taking this course for college credit, follow the instructions from your professor/instructor for submitting it for grading.

## Problems
### Problem 20a – Instructions

Give a short explanation of bubble sorting.
# Programming Fundamentals/Practice: More on Typedef

Questions, exercises, problems, etc. that support this chapter in the "Programming Fundamentals - A Modular Structured Approach using C++" collection/textbook.

## Learning Objectives

With 100% accuracy during a: memory building activity, exercises, lab assignment, problems, or timed quiz/exam; the student is expected to:
* Define the terms on the definitions as listed in the modules associated with this chapter.
* Understand how typedef is used within C++ source code be able make the code versatile that is easy to change for different data types.

## Exercises
### Exercise 1
#### Answer the following statements as either true or false:

* Most programmers rarely worry about efficiency.
* Modular/structured programming helps improve efficiency.
* Flexible coding helps improve efficiency.
* Who cares about indentation and alignment within source code. It’s a waste of time.
* Versatile code is a concept that is easy to understand.

## Miscellaneous Items

None at this time.

## Lab Assignment
### Creating a Folder or Sub-Folder for Chapter 18 Files

Depending on your compiler/IDE, you should decide where to download and store source code files for processing. Prudence dictates that you create these folders as needed prior to downloading source code files. A suggested sub-folder for the Bloodshed Dev-C++ 5 compiler/IDE might be named:
* Chapter_21 within the folder named: Cpp_Source_Code_Files
If you have not done so, please create the folder(s) and/or sub-folder(s) as appropriate.

### Download the Lab File(s)

Download and store the following file(s) to your storage device in the appropriate folder(s). You may need to right click on the link and select "Save Target As" in order to download the file.
Download from Connexions: Lab_21_Narrative_Description.txt
Download from Connexions: Lab_21_Input.txt

### Detailed Lab Instructions

Read and follow the directions below carefully, and perform the steps in the order listed.
* Create a source code file following the directions in the Lab_21_Narrative_Description.txt file. Name it: Lab_21.cpp
* Build (compile and run) your program.
* After you have successfully written this program, if you are taking this course for college credit, follow the instructions from your professor/instructor for submitting it for grading.

## Problems
### Problem 21a – Instructions

Explain the difference between flexible coding and versatile coding.
# Programming Fundamentals/Practice: Introduction to Structured Programming

Questions, exercises, problems, etc. that support this chapter in the "Programming Fundamentals - A Modular Structured Approach using C++" collection/textbook.

## Learning Objectives

With 100% accuracy during a: memory building activity, exercises, lab assignment, problems, or timed quiz/exam; the student is expected to:
* Define the terms on the definitions as listed in the modules associated with this chapter.
* Given pseudocode, write the C++ code for a program that uses if then else and while control structures.

## Exercises
### Exercise 1
#### Answer the following statements as either true or false:

* There are only two categories of control structures.
* Branching control structures are rarely used in good structured programming.
* If then else is a multiway selection control structure.
* The while control structure is part of the branching category.
* Pseudocode is better than flowcharting.

## Miscellaneous Items

None at this time.

## Lab Assignment
### Creating a Folder or Sub-Folder for Chapter 10 Files

Depending on your compiler/IDE, you should decide where to download and store source code files for processing. Prudence dictates that you create these folders as needed prior to downloading source code files. A suggested sub-folder for the Bloodshed Dev-C++ 5 compiler/IDE might be named:
* Chapter_10 within the folder named: Cpp_Source_Code_Files
If you have not done so, please create the folder(s) and/or sub-folder(s) as appropriate.

### Download the Lab File(s)

Download and store the following file(s) to your storage device in the appropriate folder(s). You may need to right click on the link and select "Save Target As" in order to download the file.
Download from Connexions: Lab_10_Pseudocode.txt

### Detailed Lab Instructions

Read and follow the directions below carefully, and perform the steps in the order listed.
* Create a source code file from the Lab_10_Pseudocode.txt file. Name it: Lab_10.cpp
* Build (compile and run) your program.
* After you have successfully written this program, if you are taking this course for college credit, follow the instructions from your professor/instructor for submitting it for grading.

## Problems
### Problem 10a – Instructions

List the four categories of control structures and provide a brief description of each category.
# Standardized English Test Vocabulary Building/D

| Word | Meaning | Story |
| dissent | protest or disagree | |
# Standardized English Test Vocabulary Building/E

| Engendered | Cause or give rise to (a feeling, situation, or condition) | Story |
# Standardized English Test Vocabulary Building/C
## The word list for C

| Word | Meaning | Story |
| CONTENTION | CONTENTION means to be DISPUTED | CON-TENSION => IMAGINE A CON IN A CHESS GAME AND THE PLAYER ON THE RECEIVING END IN TENSION HE DOES NT KNOW WHAT TO DO SO STARTS A FIGHT WITH THE OPPONENT |
| CALLOW | CALLOW means still young and unexperienced | Callow - still young and unexperienced
3- Callow = Cal + low; caliber is low.
# Standardized English Test Vocabulary Building

The aim of this book is to help people preparing for a standardized test like the SAT or GRE to quickly build their vocabulary skills. The method used to do this is to tag words with stories to help aid remember the meanings.

## Getting Started

If you are reading this book, then most probably, you will be taking an English test shortly. The basic idea about standardized English tests is that a substantial percentage of the score is dedicated to vocabulary. This could either be direct tests, for example questions based on synonyms and antonyms or indirect tests, for example questions that expect knowledge of the meaning of a word to derive a conclusion. Another important aspect on which this book relies, is that the number of words that are tested in standardized tests are not very large. Hence this book is not a dictionary of the English language. It only contains a small subset. The base list is derived from a set of words that the authors started working on. The list is expected to grow with contributions from viewers.

## How to Contribute

There can be two types of contributors. Contributors by Chance and Contributors by Choice.

### Contributors by Chance:

These are the low end contributors who we are not reading at contributing to the book in a planned fashion. If the user is looking for a specific word, but the word is not listed, he can add the word and its meaning out of the list. The story part can be left blank. If the user is browsing and has an idea for a story for a word, he can add the story to the corresponding row.

### Contributors by Choice:

These are users who want to contribute to the book in a planned fashion. The user can pick a small number of words (say 5 words), that are either not there in the list already or that are there in the list but have the corresponding story column empty. The user then marks the corresponding story column for all the words in the selected list with an asterisk "*" and then starts working on a story for these words. Once the stories are ready, the user can replace the asterisk with the actual stories. The "*" protocol will help in reducing duplicate effort. To prevent the problem of a deadlock on words, the user must clear the "*" in case he is unable to think of a story for the word within 24 hours.

## The Words

* A
* B
* C
* D
* E
* F
* G
* H
* I
* J
* K
* L
* M
* N
* O
* P
* Q
* R
* S
* T
* U
* V
* W
* X
* Y
* Z
# Standardized English Test Vocabulary Building/B
## The word list for B

| Word | Meaning | Story |
| BRAZEN | BRAZEN means shameless, insolent | Yesterday i saw a girl without 'BRA' in maruti 'ZEN'.I had never seen such a shameless girl in my life. |
| BAMBOOZLE | BAMBOOZLE means TO DECEIVE, TO PLAY TRICK | Yesterday i saw a SADHU BABA with a BAMBOO in his hand.he was deceiving people with it by playing some tricks. |
| BELITTLE | BELITTLE means to depreciate a cause | If you cannot encourage atleast dont belittle someone's quest of truthfulness |
# Standardized English Test Vocabulary Building/A
## The word list for A

| Word | Meaning | Story |
| ABASH | ABASH means to be EMBARRASS | A-BASH => "A" GOT BASHED AND BECAME "E" AS "A" WAS EMBARRASSED |
| ABASE | ABASE means to LESSEN , MITIGATE | A-BASE => "A" GOT BASHED AND BECAME "FLAT" AS IN REDUCED |
| Abjure | To Abjure means to give up | An Abdomen (Ab) is part of a jury and asks the prisoner to take an oath to give up eating fat |
| Abnegation | Self-Sacrifice | An Abdomen (Ab) is in an amphitheater and there are many gates. It is asked to pick any ("N" "E") gate to decide its fate. There are tigers behind all the gates. Hence picking any gate will be a suicide.The AB has to Self Sacrifice. |
| ABRIDGE | ABRIDGE means to be SHORTEN | A-BRIDGE => a BRIDGE IS USUALLY BUILT TO REDUCE THE DISTANCE BETWEEN TWO PLACES THEREFORE TO SHORTEN |
# Values and Functions

Problem: Indicate the identifiers, keywords, and special constants in the following piece of code. What is the value of the second a?
The identifiers are a, b, *, and +. The keywords are val, =, and ;. The special constants are 5, 9, and 2. The value of the second a is 19.
Problem: Construct a tuple with 4 positions and 3 components.
is a simple one but this one is also valid
Problem: What is the type of t?
Well the answer is
Problem: Write a function that returns the value 2 for the arguments 0, 1 and 2 and returns 3 for all other arguments.
or
Problem: Write a function that returns -1 for all negative and +1 for all positive arguments and 0 for the argument 0.
One might try to use pattern matching like in the example above but "~" is an operator and thus can not be used in an argument pattern.
Problem: Create a function min(a:int,b:int) that returns the smaller one of its 2 arguments. Do the separation of the argument values in 3 different ways. Using a cartesian argument-pattern, using a projection and using a local declaration.
Using a cartesian argument-pattern
Using a projection. Here we have to note the argument type as a 2-tuple of int*int. The value t will hold the whole tuple and thus for comparation it must be split up again.
Using a local declaration.

# Recursion

Problem: Create a function power9(x) that calculates the 9th power of x. Preferably using as few multiplications as possible.
The straight forward way to do this is could be:
But thats no clever way and it also uses lots of multiplication. We could use local declarations inside the function to shorten the code and make it more readable.
or we could use helper-functions to calculate the partial products.
But that still isnt really smart. We would have to write lots of code for a function like power66. The following code uses recursive function calls to calculate the n-th power of x.
which could be rewritten as
Problem: Calculate the greatest common denominator from 2 positive integer arguments.
Using euclids algorithm we construct the recursive function
Problem: Calculate mul(n,z)=n*z without using the * operator for $n\in \mathbb {N}$ and $z\in \mathbb {Z}$
Problem: Calculate power2(n) by only using addition and resursion. (hint: it is possible to rewrite the square function as a summation of natural numbers.)
The sum to be calculated is $power2(n)=\sum _{k=n}^{1}2*n-1$ which is the sum on the n first odd Elements of $\mathbb {N}$. Or on other words $power2(n)=1+3+\dots +2*n-1$.
# PsycholARTSical: Psyched about the arts
## Book Contents
### Part I: Theory and Practice

Classroom Management
Motivation
Behavioral Views of Learning
Cognitive Views of Learning
Sociocultural Views of Learning
Cognitive Development
Personal Development
Diversity

### Part II: Curriculum Materials and Programs

Personal Development: Classroom Community + Character Development
Assessing and Evaluating Creativity
Creativity and Mindfulness
Arts and Special Needs Students
Arts for At-Risk Students
Arts and Science/Technology
Teaching for Compassion & Wisdom
About this project

## Bibliography

* Engen, Trygg. Odour Sensation and Memory.Greenwood Publishing Group, 1991.
* Magg, John W.“Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in School.” Exceptional Children; Winter 2001; 67,2: Wilson Education Abstracts, pgs 173-186
* Rose, Leslie Stewart. “Self-Assessment Workshop.” workshop booklet. 2004
* Ross, John A. “The Reliability, Validity, and Utility of Self-Assessment.” Practical Assessment, Research & Evaluation. November 2006, 1-13.
* Woolfolk, Winne & Perry,Educational Psychology (3rd Canadian Edition). Custom Edition. Boston: Pearson Education Canada, 2005.

## External Links

Course syllabus: http://portal.utoronto.ca
# Scheme Programming/Record Types

One of the additions that R7RS provided over R5RS is the ability to define "record types", which are new data types. Record types are disjoint types just like numbers, strings, and pairs. The R7RS syntax is based on SRFI 9, where record types are just a collection of named data fields. If you are familiar with C structs, these are a similar concept. It is possible in Scheme to define objects including methods, as seen in Object Orientation.
In the define-record-type syntax, there are four parts: the name of the type, the constructor, the predicate, and a series of getters and setters.
# Scheme Programming/Using a Scheme interpreter

On most Unix machines, 'scm' can be installed. This is a Scheme interpreter which adheres to R5RS very well.
To invoke the interpreter, simply type 'scm' at the command line. It is common to write your programs into a text file using Vim or emacs, and then load them in using the 'load command':
Windows users have a number of options for getting a standards-conforming Scheme implementation. Both PLT Scheme/Racket and MIT/GNU Scheme will work. (However, keep in mind that Racket implements its own version of the language, with considerable changes in syntax).
There are a great many Scheme systems available for use, and, unfortunately, they can all behave quite differently. Portability for Scheme programs written using non-standard features are rare, so often the correctness of one's code will vary depending on the compiler or interpreter used. For this reason, when maximum portability is desired, it is wise to write all code in R5RS, as this is the most widely implemented standard. (R6RS has elicited controversy from some).

## REPL bookmarklet

While reading this book you can use bookmarklet that will create Scheme REPL directly on this wiki book, the link to bookmarklet can be found at LIPS Scheme website. You will need to run this bookmark on each page you visit, because it will be gone, after you navigate to different page.
# Scheme Programming/Scheme Datatypes

Scheme has several datatypes, there are atomic datatypes and compound datatypes, the significant difference between both is that while atomic datatypes are unique and immutable, compound datatypes are mutable, this means that we can modify them. This also means that there can be for instance two different strings
even though they have the same characters, while every character
is the same object.

## Atomic types
### Booleans

Booleans are either
(true) or
(false). Booleans are self-evaluating.

### Numbers

Numbers are self-evaluating, and are entered as expected. Scheme also supports complex numbers as for instance
. Just typing
is interpreted as a symbol in Scheme, beware.

### Characters

Characters are self-evaluating and entered as such

### Symbols

Symbols are sequences of characters, different from strings because they are not self-evaluating, and they can't contain white-space either. They are just input by typing them really, for instance
is a list in Scheme that contains three symbols.

## Compound
### Pairs and Lists

Pairs and lists are the most important compound types in Scheme. We already said that Scheme source code itself made up of lists, thus lists are obviously not self-evaluating. Typing a list which cannot be sensibly evaluated (such as one that starts with a number) will produce an error.
There is one list though which is atomic; it's called the empty list, or nil or null, depending to whom you talk. It's simply the list of no elements at all. It's represented in source code by
All other lists are in effect pairs in disguise, a pair of a and b is written like
, this is different from a list of a and b. Pairs are also not self-evaluating and often produce an error. What a list is, is just a pair, whose first element (also called its car) is the first element of the list, and whose second element (also called its cdr) is a list containing all the other elements. Thus the list:
Is just a shorthand for:

### Vectors

The problem with lists is that list-ref and list-set! are slow operations if the list is very large. For a data structure that allows fast reading and writing, Scheme provides vectors.
Here is an example of a vector of numbers:

### Strings

Strings are sequences of characters. They are contained by double-quotes.