OpenLLM-France/wikimedia huggingface dataset:
# Robotics/Types of Robots/Contest Robot

Here are a few examples of contests with robots: (Here's a list of different contests)

### Fire fighter

In a fire fighter contest the robot has to find the flame of a candle and extinguish it.
See this site for an example.

### Maze or obstacle course navigator
#### Maze

Find the way through the maze as fast as possible.
For example: see this site.
For a video examples:
* video 1
* video 2
* video 3 (multiple contestants--both successful and not)

#### Obstacle Course

There are many different obstacle course to build for a robot contest. The Melexis Safety Trophy has tin cans with small candles inside and concrete bricks as obstacles and tennis balls (which the robot had to touch) for extra points. Another contest uses traffic signs with arrows to direct the way.
See this site for an example.

### Soccer robot

Robots playing soccer. The goal of this type of contest is to build a team of robots that can work together.
See this site for an example.

### Sumo Robot

In this type of contest 2 robots are placed on a playground within a large circle. The goal is to push the other robot out of this circle.
See here for an example.

### further reading

* "Knox Computer Club Robot Sumo Competition"
* "Building a Sumo robot" by ian 2006
* How to make a "Mini Robot Sumo Ring" by David Cook
# Robotics/Types of Robots

In general, robots are classified based on their capabilities. Some standard classifications of robots include their domain of operation, degree of autonomy, and the goal they are designed to fulfill.

### Domain of Operation

Robots can be designed and built for any environment imaginable. One popular way of classifying robots is by what environments they're designed to operate in. Some typical examples include:

#### Stationary

    These robots are fixed in one place and cannot move. This category includes robotic arms, computerized machine tools, and most other Industrial Robots.
    Industrial Robots are robots used in mass production e.g. welding robots, CNC plate cutters or CNC drills. The large majority of these robots are stationary and tethered to a computer.

#### Ground

    These robots are designed to operate on the surface of the earth or other planet, and are usually sub categorized by their drive train:
   * Wheels
   * Tracks
   * Legs

#### Underwater

    Also known as Autonomous Underwater Vehicles, these are designed to operate underwater, possibly at great depth.

#### Aerial

    Unmanned Aerial Vehicles are various kinds of robotic flying machines, including planes and helicopters.

#### Microgravity

    Robots that have been designed to operate in low-gravity environments, such as earth orbit.

#### other specific Hazardous Environments
### Degree of Autonomy

Autonomy is the quality of being self-controlled. One measure of autonomy is the amount of human control that is required for the robot's operation. An autonomous robot can operate properly without intervention indefinitely and can deal with unexpected problems gracefully. Teleoperated robots constantly require humans to send the robot control signals. These are only the endpoints; there is a continuum of possibilities between them.
A robot can also be classified by how self-contained it is. Power, logic circuitry, and other things may be located either on the main chassis or connected via a cable tether or wireless link from another location.

### Goal

Robots are also routinely categorized by the goals they are designed to achieve. These include contests, personal enrichment, manufacturing, and entertainment.
# Robotics/Types of Robots/Tracked

This type of robot uses tracks like tanks for movement. it's very effective in outdoor environments, especially on loose sand. However on concrete it's less effective than wheeled vehicles.
# Robotics Kinematics and Dynamics

This wikibook is to become an online textbook on the kinematics and dynamics of robots. One of its purposes is to provide a more theoretical and in-depth look into the field of robotics mechanics.

## Table of Contents

* Description of Position and Orientation
* Serial Manipulator Position Kinematics
* Serial Manipulator Differential Kinematics
* Serial Manipulator Statics
* Serial Manipulator Dynamics
* Parallel Manipulator Kinematics
* Parallel Manipulator Dynamics

## Software

The Robotics Toolbox is a public MATLAB library that can be downloaded for free from http://www.petercorke.com/Robotics_Toolbox.html. It would be nice if some example code would eventually be added to the different examples this wikibook is to contain.
Another free interesting robotics toolbox for MATLAB, released under GNU GPL license is DAMAROB: www.damarob.altervista.org This toolbox evaluates kinematic and dynamic model of a manipulator in symbolic-math matrix form. (that is Jacobian, Inertia, coriolis-centrifugal, gravity matrices) It provides html documentation with examples and includes exclusive features as WRL model generation for 3D animations, closed loop inverse kinematics algorithms, robust and adaptive control algorithms.

## References

* Selig, J.M.: Introductory robotics, Englewood Cliffs (N.J.): Prentice Hall, 1992
* Craig, J.J.: Introduction to robotics: mechanics and control, Reading (Mass.): Addison-Wesley, 1986
* Sciavicco L., Siciliano B.: Modeling and control of robot manipulators, New York (N.Y.): McGraw-Hill, 1996
* Asada H., Slotine J.-J. E.: Robot analysis and control, New York (N.Y.): John Wiley & Sons, 1986
* Robotics: another wikibook which provides a more hands-on, practical approach.
# Saylor.org's English Composition/Focus, Cohesion, Style

Upon successful completion of this unit, the student will be able to:
* Demonstrate an understanding of concepts of style and apply them to academic writing.
* Practice applying stylistic techniques to a variety of writing exercises and assignments.
* Demonstrate competence in analysis, persuasion, and stylistic variations by developing, analyzing and editing essays that embody various rhetorical, stylistic, and logical requirements.
# Saylor.org's English Composition/Grammar Capsule: Common Offenses

Perfect use of grammar is never easy in the English language. The English language prides itself on its versatility and adaptability. Unlike other languages, there is no governing body that officially sets the rules of English grammar. Although there are certainly conventions that if deviated from will make your writing seem amateurish. The good thing is that many people make the same mistakes. Habitually so. In this sense, it's easy to anticipate some of these common offenses by knowing how to identify them.
# Saylor.org's English Composition/How Writing as a Process Differs from Writing as a Product

One of the great misconceptions of writing that the end product is more important than the process by which that product is achieved. This is not necessarily true. A good writing 'product' will only be achieved through an adequate writing process. Writing as a product implies something very static. A solid block of text that always was and always will be. Writing as a process reflects the realities of writing. Sometimes writing is just difficult. You can suffer from writer's block and you can't think of anything to write. Or you can have a sudden burst of energy and fill a page, only to realize upon revision that what seemed so brilliant at 3 am now makes no sense at all. Some people find this aspect of writing to be frustrating. However, if you accept writing as a process, you can begin to appreciate these are merely natural stages of the writing process. Good writing takes time and effort. Writing as a process requires you to rethink your ideas and contemplate dramatic revisions ranging from adding additional paragraphs to scraping your argument altogether.
# Saylor.org's English Composition/Parallelism

In grammar, parallelism is a balance of two or more similar words, phrases, or clauses. The application of parallelism in sentence construction can sometimes improve writing style, clearness, and readability.
"I went to the store, I went to the mall and I went to bed" can be reduced to "I went to the store, to the mall, and to bed" through a parallel construction with "I went"
# Saylor.org's English Composition/Plagiarism and How to Avoid It

In simplest terms, plagiarism is the use of the work of someone else and claiming it to be yours. While this sounds like something you would obviously never do, there are many gray areas where people accidentally plagiarize when they don't mean to. Usually, this occurs when someone forgets to cite a piece of information in a paper that is either a direct quote or a paraphrasing from an author. The most important thing about avoiding plagiarism is that you can never be too safe. When in doubt, cite. When not in doubt, but it's clearly not your own interpretation/analysis, cite. Even if a sentence is largely your analysis of one fact, if you introduce that fact in that same sentence, cite the fact at the end of the sentence.
Unless you have achieved a level of mastery of your subject (likely no one who is pursuing an undergraduate degree), most of the information you use in a paper did not spring forth from your brain with no original source. With the exception of basic facts that are considered "common knowledge", you should cite where you got your facts about mitochondrial DNA, the Hapsburg Empire, symbolism in Emily Dickinson's poetry, Jung's theory of the collective unconscious, or whatever other subject on which you might be writing.
It is also important to be aware of self-plagiarism. That is, you shouldn't lift whole paragraphs from one paper you wrote into another, without citing yourself (after first asking your professor if this is an acceptable practice for the assignment).
Plagiarism is one of the most serious violations of academic or professional integrity a person can make. Those who plagiarize are often caught (it's hard to fool professors who have read widely across their respective fields) and the penalties are severe and last a lot longer than merely receiving an 'F' grade. Plagiarism is not a crime per se, but it can lead to possible accusations of copyright violation which is a crime.
# Saylor.org's English Composition/Gender-Sensitive Language

Compared to many other languages, English is relatively "ungendered". That is, for the most part nouns in English are not considered 'masculine' or 'feminine' and articles and pronouns do not vary a great deal as they do in other languages. The only truly gender-sensitive issues that occur in the English language concern the use of pronouns for people of a specific gender (men, women, boys, girls, fathers, mothers, sisters, brothers, etc.) What this means, of course, is that the pronoun to a masculine noun like 'man' or 'boy' is going to be 'he' or 'him'. The pronoun to a feminine noun like 'woman' or 'girl' is going to be 'she' or 'her'. Unlike many other languages, the pronoun for a noun that doesn't have a specifically designated gender is simply 'it' or 'they' (if plural). The table is 'it'. The phone is 'it'. The cup of coffee is 'it'.
While all this seems straightforward, there is a common mistake often made in writing involving gender-sensitive writing. Say you're writing about a classroom of students and you write "The teacher told each student to present their book report..." Perfectly acceptable? Technically, no. The correct sentence would read "The teacher told each students to present his/her book report..." Why is this so? The use of 'their' indicates the possessive of the plural 'they'. However, the inclusion of 'each student' is not plural. 'Each student' is an individual. Because the class is comprised of both male and female individuals we can't just use the singular "his" or "her" without the inclusion of the other. It's a messy construction, but it's technically correct.
# Saylor.org's English Composition/Italics and Emphasis

When you're writing, what do you do to emphasize a particularly important idea to your readers? It's sloppy writing to explicitly state that you're making a really important point. Additionally, you can't capitalize, bold or make your text larger to set it apart. The solution to show emphasis is to italicize your text (which you can do with any work processing software with the I icon. When you stress something with italics, it doesn't need to be a complete sentence, rather you can merely be stressing the importance of one or two words. Indeed, sometimes when you might be tempted to point out the amazing quality of a fact with an exclamation point, italicization is a much better tool to use. For example take this hypothetical "fact":
"My friend taught himself how to read over ten thousand words per minute!"
"My friend taught himself how to read over ten thousand words per minute."
Other times that italics should be used when writing include titles of books, plays or movies or foreign words that have not come into common usage in the English language (for example "laissez-faire" and "entrepreneur" are both French words, but they have been completely integrated with the English language). A Tale of Two Cities by Charles Dickens takes place during the French Revolution, the era of Liberté, Égalité, Fraternité.
# Saylor.org's English Composition/Pathos

Pathos represents an appeal to the audience's emotions. Pathos is a communication technique used most often in rhetoric (where it is considered one of the three modes of persuasion, alongside ethos and logos), and in literature, film and other narrative art.
Emotional appeal can be accomplished in a multitude of ways:
* by a metaphor or story telling, common as a hook
* by a general passion in the delivery and an overall emotion and sympathies of the speech or writing as determined by the audience. The pathos of a speech or writing is only ultimately determined by the listeners/readers.
Arguing that the city shouldn't demolish the park to build a mall because it would make adorable puppies sad is an example of an argument that uses pathos. Inherent to the argument is the notion that people love happy adorable puppies and hate adorable puppies to be sad.
# Taxi Language/Dialogue 4
## Dialogue 4 What’s your name?

I work at the bankDialogue 4 :
| 1 | MAX | I don’t know your name yet. What’s your name? |
| 2 | ANNA | My name is Anna. |
| 3 | MAX | Anna, what a beautiful name! |
| 4 | ANNA | And what about you? What’s your name? |
| 5 | MAX | Max. |
| 6 | MAX | Thanks for helping me Anna. I was feeling hopeless, thanks a lot. |
| 7 | ANNA | You’re welcome. |
| 8 | MAX | I’m late for work. Are you going to the city centre too? |
| 9 | ANNA | Yes, I am. I am also going to work. |
| 10 | ANNA | Where do you work? |
| 11 | MAX | I work at the Central Bank. |
| 12 | ANNA | You work at the Central Bank? No way! Me too. |
| 13 | MAX | Really? I’ve never seen you there. I can’t believe it. |
| 14 | ANNA | Me neither. |
| 15 | MAX | (To the taxi driver) Stop, please. It’s here. |
| 16 | MAX | How much is it, please? |
| 17 | TAXISTA | 6 pounds. |
| 18 | MAX | Here you are. Keep the change and have a nice day. |
| 19 | TAXISTA | Thank you. |
| 20 | MAX | Anna, I'm late. I’m afraid I have to go. |
| 21 | ANNA | Yes, yes, of course. I’m also in a hurry. Thank you and have a nice day. |
| 22 | MAX | You too. Bye. |

## Text

* Max doesn’t know Anna’s name and he asks her. Max works at the Central Bank. He is a banker. He has never seen Anna at work. He can’t believe it. Why have they never seen each other before?
* Anna has never seen Max either. It’s strange. They work at the same company, but they haven’t seen each other before. Anna thinks Max is very nice.

# Song

Artist: Queen
Title: Who Wants To Live Forever
Link: Song
Lyrics: Interesting words are highlighted with bold letters
There's no time for us, There's no place for us, What is this thing that builds our dreams, yet slips away from us.
Who wants to live forever, Who wants to live forever.....? There's no chance for us, It's all decided for us, This world has only one sweet moment set aside for us.
Who wants to live forever, Who dares to love forever, When love must die.
But touch my tears with your lips, Touch my world with your fingertips, And we can have forever, And we can love forever, Forever is our today, Who wants to live forever, Who wants to live forever, Forever is our today, Who waits forever anyway?

## Vocabulary

Max's vocabulary :
| Max spends the day working at the bank. | Max doesn’t have time to cook. He usually eats in a restaurant. | When Max has no time, he buys something and eats it at the office. | On Saturdays, Max goes to the cinema with his friends. |
Anna's vocabulary :
| Anna often goes to the pharmacy to buy medicines for her son. | Anna’s son goes to school. | Some days in the afternoon, Anna’s son goes to the library to study. | On Sundays, Anna likes going to the beach. |
# Taxi Language/Dialogue 3
## Dialogue 3. Anna and Max go in the taxi

I work in the bankDialogue 3 :
| 1 | MAX | Taxi! Taxi! |
| 2 | MAX | Again! Damn it! It's the same every day! We need more taxis in this city! |
| 3 | MAX | Taxi! Taxi! |
| 4 | MAX | I need a taxi. I’m going to be late again! |
| 5 | MAX | Hello Anna! |
| 6 | ANNA | Hi Max! Are you late again today? |
| 7 | MAX | Yes.! |
| 8 | ANNA | Taxi! |
| 9 | MAX | Thank you! You're good at calling taxis. I'm useless. |
| 10 | ANNA | Do you take a taxi every day? |
| 11 | MAX | Yes. Every day. Monday, Tuesday, Wednesday, Thursday and Friday. |
| 12 | ANNA | Uf...It’s very expensive to go to work by taxi every day! The bus is cheaper. |
| 13 | MAX | Yes, that’s true. But the taxi is more comfortable and faster. I like going by taxi. I prefer the taxi. |
| 14 | MAX | Are you getting in? Are you coming with me? |
| 15 | ANNA | Yes, I’ll come with you today. |

## Text

* Max is rich and he prefers going by taxi. Every day he takes a taxi. He goes to work by taxi. Today is Friday and Max works. However, tomorrow is Saturday and Max won’t work. Max rests at the weekend.
* Anna works on Monday, Tuesday, Wednesday, Thursday and Friday. She doesn’t work on Saturday or Sunday. So, she only works on working days. Max and Anna only work from Monday to Friday. They don’t work at the weekend, they rest.

# Song

Artist: Pink Floyd
Title: Another Brick In The Wall Part II
Link: Song
Lyrics: Interesting words are highlighted with bold letters
We don't need no education We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey teacher leave them kids alone
All in all it's just another brick in the wall
All in all you're just another brick in the wall
We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey teacher leave us kids alone
All in all you're just another brick in the wall
All in all you're just another brick in the wall

## Vocabulary

Max's vocabulary :
| The Second World War started in 1939 and lasted for 6 years. | The Sun is the centre of the solar system. Every year, the Earth circles once around the Sun. A year has 365 days. | This year, Max will earn more money than last year. He’ll be even richer but he won’t be able to go on holidays. |
Anna's vocabulary :
| It often rains in London | It is sunny in Barcelona today | The year has 4 seasons: spring, summer, autumn and winter. | In Manila it’s always very hot. It’s hot during the day and also at night. It’s hot in the winter and in the summer. | This year, Anna wants to go on holidays during the summer. |
# Tcl Programming

Tcl (Tool Command Language) is a dynamic programming/scripting language based on concepts of Lisp, C, and Unix shells. It can be used interactively, or by running scripts (programs) which can use a package system for structuring, hence allowing to do much with little code. Tcl is available for Linux, Windows, Mac OS X, as well as other platforms, as open-source software under BSD-like license, or as pre-built binaries.
This book also discusses the GUI toolkit Tk in considerable extent, even though it's not in the title. For most users, Tcl/Tk form a single conceptual entity.

## Chapters

    Tcl: The Tool Command Language
    Commands and functions
    expr: The arithmetic & logic unit
    Tcl in internationalization
    Regular expressions
    Interaction and debugging
    Working with files
    Tcl examples
    Tk: The cross-platform GUI toolkit
    Tcl/Tk examples
    TCL and ADP
    Appendix
# Taxi Language/Dialogue 2
## Dialogue 2: Anna doesn't want to get in the taxi.

Are you coming with me?Dialogue 2 :
| 1 | MAX | Are you coming? Are you getting in? |
| 2 | ANNA | No, I’m not, thank you. |
| 3 | MAX | Are you sure you don’t want to come? |
| 4 | ANNA | No, no thanks. I am afraid, I have no money. |
| 5 | MAX | Don't you have any money? |
| 6 | ANNA | No, I don’t. I’m poor . I don’t have money. |
| 7 | MAX | I’ll pay for the taxi . Get in, please. I’ll pay for it. |
| 8 | ANNA | Thanks, but I prefer to walk. I like walking. |
| 9 | ANNA | And anyway, I usually read on the bus. I’m reading a very interesting book. |
| 10 | MAX | OK, it is up to you. One more thing, you are very beautiful. |

## Text

* Max wants Anna to get in the taxi. Max has a lot of money and wants to pay for the taxi. Max is rich. He can take a taxi.
* Anna takes the bus. She doesn’t want to get in the taxi. She says she has no money and she prefers to walk. She can read on the bus. She’s reading a book which she’s enjoying very much.

## Vocabulary

Max's vocabulary :
| Max has a good car | Max has a lot of money | Max wants to take a taxi | Max is a very elegant man |
Anna's vocabulary :
| A book | Anna has a child | Anna has a small house | Anna wants to read a book | Anna is a very beautiful woman |

# Song

Artist: Elvis Presley
Title: Love Me Tender
Link: Song
Lyrics: Interesting words are highlighted with bold letters
Love me tender Love me sweet Never let me go You have made my life complete And I love you so
Love me tender Love me true All my dreams fulfilled For my darling I love you And I always will
Love me tender Love me long Take me to your heart For it's there that I belong And we'll never part
Love me tender Love me true All my dreams fulfilled For my darling I love you And I always will
Love me tender Love me dear Tell me you are mine I'll be yours through all the years Till the end of time
Love me tender Love me true All my dreams fulfilled For my darling I love you And I always will
# Supplementary Physics and Chemistry

SUPPLEMENTARY PHYSICS AND CHEMISTRY

# Physics
## Laws of Physics

* Stoichiometry

## Physics Topics

* Atomic Physics
* Atomic, Molecular, and Optical Physics
* Basic Physics
* Medical Physics
* Physics of Plasma
* Experimental Physics
* Physics of Margins
* Solid State Physics
* Physics of Fundamental Particles
* Applied Physics
* Quantum Physics
* Computational Physics
* Introductory Physics
* Molecular Physics
* Physics of Light
* Nuclear Physics

### Practical and Theoretical Physics
# Chemistry
## Chemistry Topics

* Organic chemistry
* Acid and base chemistry
* Submit chemistry
* Analytical chemistry
* Atmospheric chemistry
* Solid state chemistry
* Food chemistry
* Medicinal chemistry
* Supramolecular chemistry
* Space chemistry
* Chemistry of carbohydrates
* Colloid chemistry
* Pure chemistry
* Environmental chemistry
* Mineral chemistry
* Textile chemistry
* Theoretical chemistry
* Nuclear chemistry
* Cheminformatics