OpenLLM-France/wikimedia huggingface dataset:
# Umbraco/Samples and Articles/Templates/MasterTemplates
## Using Master Templates
### Introduction

A master template in Umbraco can be included by child templates in order to ensure that a set of pages have common elements (typically header and footer).
You will need to understand how to create Umbraco documents and template types before reading this article.

### Example of a master template

In this very simple example we are going to create a master template that will create the opening HTML and HEAD tags, open the BODY tag, insert the child template and then close the HTML tag.
In Umbraco, create a template called 'Master' (can be called anything) with the following code.
Important! a bug was reported in Umbraco 2.1 where whitespace in <?UMBRACO_TEMPLATE_LOAD_CHILD/> could cause the master/child template functionality to fail. Please copy and paste exactly as is.

### Notes on the example master template

The above template should be fairly familiar HTML. There are two Umbraco tags that need your attention:
The pageName attribute is a common element across all nodes in the Umbraco content XML. The code above simply inserts this name into the html title tag.
The above code tells Umbraco that this is the place in the markup where a child template should be inserted. We will learn how to do this in the next step.

### Creating the child template

In Umbraco, create a template called 'Child' or whatever you want.
In the left hand menu click on the template you just created.
The source of the template can be anything you want, but for this very simple example let's use the following:
Before you save the template, change the select box labelled 'Master Template' so the value is set to the master template you created in the first step of this tutorial.

### Testing your work

Choose a document type from the settings menu, or create a new blank document type.
Add the child template you created in the second step of this tutorial to the Allowed templates for your document type.
Goto the content section of Umbraco and create a node of the document type.
Now preview the node with the Temlate type set to the child template you created in the second step of this tutorial.
View the source of the preview and the results should show your master template has been included around the child template as follows:

### Further steps

You can now extend your master template to include a common stylesheet and other metadata in the HEAD element.
# Umbraco/Samples and Articles/XSLT
## XSLT

* How to create a sitemap
* How to get info from Media Library
* How to create a simple gallery (demo)
* Extend XSL using Javascript, VB or C#
* Create your own Library like umbraco.Library in C#
* Various simple XSLT methods for use in Umbraco
* Embed FlashPlayer with Swf file specified by Media Id
* Print entire Xml document sent to your XSLT
# Umbraco/Samples and Articles/XSLT/Embed FlashPlayer

This XSLT will allow you to embed a FlashPlayer instance in a page and load the content specified by 3 parameters in a macro - flashFile, width and height. To test this XSLT create a new macro with three parameters 1. FlashFile - media content type 2. width - number 3. height - number
Now you can insert this macro in a template or content page and the specified flash file will embed correctly.
# Umbraco/Samples and Articles/Templates
## Templates

* Validating User Input
* Using Master Templates
* Use different URL address
* The ASPNET_FORM tag
# Umbraco/Samples and Articles/Templates/URLsubstitution
### What is it?

Umbraco URL's look like this: 'http://www.mysite.org/subpage1/subpage1-1/somedocument1.aspx' You can make it to look like: 'http://www.mysite.org/somedocument1.aspx' or even
'http://www.mysite.org/somedocument'

### Reasons

* You need to give an "easy to remember" link to the customer
* Different charactersets.
The document name field by default is converted to an URL. If you have a document named "Странитса", it will be converted to an unacceptable link for www and the structure of your site will be broken.

### Solution

* For documents that need a new "link", the document type must be changed.
Add a new property with an alias umbracoUrlAlias, the property name is important. *incomplete - what sort of property (i.e.: label, tags, textstring)?*
* Document now has a new field, where the URL alias can be written.
When substituting url's for several nodes, maybe even in full branch, you must type full ascending path, otherwise links will be broken.
Example: If you have the first subnode named Frontpage with UrlAlias Pagefront and its child Products with UrlAlias Items, type in Products page alias field:

### Additional hints

* Navigation
When you replaced the url to get new and working links and you use XSLT transformations for generating a site navigation or sitemap, modifications are needed in XSLT file. Look at the following sample how this could be done:
WILL CONTINUE ASAP
# Umbraco/Samples and Articles/XSLT/Extend Xsl
## Extend XSL using Javascript, VB or C#

Originally from http://www.umbraco.org/frontpage/documentation/articles/sampleofthemonth.aspx
When developing using xsl, the language sometimes falls short or its difficult and time consuming to accomplish what is easily done in other programming languages.
Answering a question in the umbraco mailing list, revealed that it wasn't common knowledge that you could extend xsl with inline code of your favorite programming language, but it is in fact very easy to do so.
An example using inline server interpreted Javascript.
This above example shows how to get a random node from a nodeset, using a wrapper to the "Math.random" function from Javascript, in order to generate a random seed.
The javascript is executed serverside - in fact any defined function is compiled to MSIL (wrapped in a class definition), and thus should have little effect on the general performance - other scenarios could result in performance overheads, but - in the soon to be released Umbraco v. 2.1 - it possible to cache the output of your macroes and therefore it should be possible to maintain high performance and at the same time flexibility in the development.
You can use different programming languages, a complete list and further information can be found at http://msdn.microsoft.com/library/default.asp?url=/library/en-us/cpguide/html/cpconXSLTStylesheetScriptingUsingMsxslscript.asp
Author: Kasper Bumbech Andersen
# Umbraco/Samples and Articles/XSLT/MediaLibrary
## Reading information from the media library

Reading information from the media library is actually quite simple - It's all implemented in Umbraco. You only need to use a method in the umbraco.library in your XSLT.
To get the filename of a file in media library use the following XSLT:
# Umbraco/Samples and Articles/Templates/ASPNetFormTag
## The ASPNET_FORM tag

Often Umbraco macros will require an ASPNET_FORM tag to be wrapped around them in order to function correctly.
It is good practice to place this tag in a master template as in the following example.
# Umbraco/Samples and Articles/Templates/ValidateInput
## Validating user input

When creating Umbraco document types you can validate content entry by using regular expressions in the Validation field.

### Examples

Input must be between 5 and 10 characters:
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Circular Functions
## Preface

Formal Definition: In mathematics, the trigonometric functions (also called circular functions) are functions of an angle. They are used to relate the angles of a triangle to the lengths of the sides of a triangle.
Translation: Understanding the various functions that can be applied to and taken from (graphs) the unit circle, and includes recognizing and using the various algebraic identities to manipulate trigonometric functions and equations.

## Graphing Functions
### Sin

General formula:
* $y=a\sin(n(x-b))+c$
General Notes:
* General formula achieved isolating the coefficient of x (n), i.e. the "lonely x rule".
* A period is equal to $[{\frac {2\pi }{n}}]$
* The domain, unless restricted, is $x\in \mathbb {R}$
* The range is equal to $[\pm a+c]$, as the range of $y=\sin(x),y\in [-1,1]$, see unit circle.
* The horizontal translation of $b$ is reflected in the x-intercepts.
* Easily sketched by applying graphic transformations, from VCE Mathematical Methods

### Cos

General formula:
* $y=a\cos(n(x-b))+c$
General Notes:
* General formula achieved isolating the coefficient of x (n), i.e. the "lonely x rule".
* The domain, unless restricted, is $x\in \mathbb {R}$, as $y=\cos(x),x\in \mathbb {R}$
* A period is equal to $[{\frac {2\pi }{n}}]$, as the factor of n
* The range is equal to $[\pm a+c]$, as the range of $y=\cos(x),y\in [-1,1]$, see unit circle.
* The horizontal translation of $b$ is reflected in the x-intercepts.
* Easily sketched by applying graphic transformations, from VCE Mathematical Methods

### Tan

General formula:
* $y=a\tan(n(x-b))+c$
General Notes:
* General formula achieved isolating the coefficient of x (n), i.e. the "lonely x rule".
* A period is equal to $[{\frac {\pi }{n}}]$
* The domain, $x\in \mathbb {R} \setminus {\frac {k\pi }{2n}},k\in \mathbb {N}$, as $y=\tan(x),x\in \mathbb {R} \setminus {\frac {k\pi }{2}},k\in \mathbb {N}$, indicating the asymptotes.
* The range, unless restricted, is $y\in \mathbb {R}$, as the range of $y=\tan(x),y\in \mathbb {R}$, see unit circle.
* The horizontal translation of $b$ is reflected in the x-intercepts.
* Easily sketched by applying graphic transformations, from VCE Mathematical Methods

### Arcsin

Also known as $Sin^{-}1$ or $sin^{-}$

### Arccos

Also known as $Cos^{-}1$ or $cos^{-}$

### Arctan

Also known as $Tan^{-}1$ or $tan^{-}$
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Differential Calculus
## Preface

Formal Definition: In mathematics, differential calculus is a subfield of calculus concerned with the study of how functions change when their inputs change. The primary object of study in differential calculus is the derivative. A closely related notion is the differential. The derivative of a function at a chosen input value describes the behavior of the function near that input value. For a real-valued function of a single real variable, the derivative at a point equals the slope of the tangent line to the graph of the function at that point. In general, the derivative of a function at a point determines the best linear approximation to the function at that point.
Translation: Its all about gradients, tangents, normals, finding turning points, and the nature of turning points - fast.
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Formulae
## Preface

This is a list of all formulae needed for Units 3 and 4: Specialist Mathematics.

## Formulae
### Ellipses, Circles and Hyperbolas
#### Ellipses

General formula:
* ${\frac {(x-h)^{2}}{a^{2}}}+{\frac {(y-k)^{2}}{b^{2}}}=1$
General Notes:
* Point $(h,k)$ defines the ellipses center.
* Points $(\pm a+h,k)$ defines the ellipses domain, and horizontal endpoints - i.e. horizontal stretch.
* Points $(h,\pm b+k)$ defines the ellipses range, and vertical endpoints - i.e. vertical stretch.

#### Circles

General formula:
* $(x-h)^{2}+(y-k)^{2}=r^{2}$
General Notes:
* Point $(h,k)$ defines the circles center.
* Points $(\pm r+h,k)$ defines the circles domain - i.e. stretch.
* Points $(h,\pm r+k)$ defines the circles range - i.e. stretch.
* A circle is a subset of an ellipse, such that $a=b=r$.

#### Hyperbolas

General formulae:
* ${\frac {(x-h)^{2}}{a^{2}}}-{\frac {(y-k)^{2}}{b^{2}}}=1$
* ${\frac {(y-k)^{2}}{b^{2}}}-{\frac {(x-h)^{2}}{a^{2}}}=1$
General Notes:
* Point $(h,k)$ defines the hyperbolas center.
* Points $(\pm a+h,k)$ defines the hyperbolas domain, $[\pm a+h,\pm \infty )$.
* The switch in positions of the fractions containing x and y, indicate the type of hyperbola - i.e. vertical or horizontal. The hyperbola is horizontal in the first, and negative in the second of the General hyperbolic formulae above.
* Graphs $y=\pm (\pm a+h,k)$ defines the hyperbolas domain $[\pm a+h,\pm \infty )$.

### Trignometric Functions
#### Sin

General formula:
* $y=a\sin(n(x-b))+c$
General Notes:
* General formula achieved isolating the coefficient of x (n), i.e. the "lonely x rule".
* A period is equal to $[{\frac {2\pi }{n}}]$
* The domain, unless restricted, is $x\in \mathbb {R}$
* The range is equal to $[\pm a+c]$, as the range of $y=\sin(x),y\in [-1,1]$, see unit circle.
* The horizontal translation of $b$ is reflected in the x-intercepts.

#### Cos

General formula:
* $y=a\cos(n(x-b))+c$
General Notes:
* General formula achieved isolating the coefficient of x (n), i.e. the "lonely x rule".
* The domain, unless restricted, is $x\in \mathbb {R}$, as $y=\cos(x),x\in \mathbb {R}$
* A period is equal to $[{\frac {2\pi }{n}}]$, as the factor of n
* The range is equal to $[\pm a+c]$, as the range of $y=\cos(x),y\in [-1,1]$, see unit circle.
* The horizontal translation of $b$ is reflected in the x-intercepts.

#### Tan

General formula:
* $y=a\tan(n(x-b))+c$
General Notes:
* General formula achieved isolating the coefficient of x (n), i.e. the "lonely x rule".
* A period is equal to $[{\frac {\pi }{n}}]$
* The domain, $x\in \mathbb {R} \setminus {\frac {k\pi }{2n}},k\in \mathbb {N}$, as $y=\tan(x),x\in \mathbb {R} \setminus {\frac {k\pi }{2}},k\in \mathbb {N}$, indicating the asymptotes.
* The range, unless restricted, is $y\in \mathbb {R}$, as the range of $y=\tan(x),y\in \mathbb {R}$, see unit circle.
* The horizontal translation of $b$ is reflected in the x-intercepts.

#### Arcsin

Also known as $Sin^{-}1$ or $sin^{-}$

#### Arccos

Also known as $Cos^{-}1$ or $cos^{-}$

#### Arctan

Also known as $Tan^{-}1$ or $tan^{-}$
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Common Math Hacks
## Preface

This page serves to categorize and organize commonly used mathematical hacks, which allow their users to complete questions faster, and with a greater deal of accuracy.

## Units 3 and 4: Specialist Mathematics
### Coordinate Geometry
#### Ellipses, Hyperbolas

The values $a$ and $b$ can be fractional, as can be seen by taking the following equation:
* ${\frac {4(x)^{2}}{1}}+{\frac {16(y)^{2}}{1}}=1$ where $a={\frac {1}{2}},b={\frac {1}{4}}$
Equations found in questions may not be in the general form, and may need to be transformed via the complete the square method::

#### Circles

Equations found in questions may not be in the general form, and may need to be transformed via the complete the square method, in conjunction with extricating all variables from under root symbols; an example follows:
=== Circular Functions ===j
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Kinematics
## Preface

Formal Definition:
Translation:
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Integral Calculus
## Preface

Formal Definition: Integration is an important concept in mathematics and, together with differentiation, is one of the two main operations in calculus. Given a function ƒ of a real variable x and an interval [a, b] of the real line, the definite integral is defined informally to be the net signed area of the region in the xy-plane bounded by the graph of ƒ, the x-axis, and the vertical lines x = a and x = b.
    $\int _{a}^{b}\!f(x)\,dx\,$
Translation: Its all about finding the equation of higher level graphs and the areas of lower level ones - fast.
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Common Exam Mistakes
## Preface

This page serves to categorize and organize common exam mistakes, found in both the assessors reports, and in general usage.
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Complex Numbers
## Preface

Formal Definition: A complex number is a number comprising a real and imaginary part ($z=x+yi$), where x and y are real numbers, and i is the standard imaginary unit with the property $i^{2}=-1,i=\pm {\sqrt {-1}}$, a property that has led to the discovery of the fundamental theorem of algebra. The complex number field ($\mathbb {R} \in \mathbb {C}$) is a superset of the real number field.
Translation: i represents numbers that don't exist, and acts as a convenient placeholder, thus allowing one to get the roots of any polynomial. The fundamental theorem of algebra states that any polynomial as the same number of roots, as its highest power. All complex numbers are examples of vectors on a different plane, commonly called an Argand diagram.
# VCE Specialist Mathematics/Units 3 and 4: Specialist Mathematics/Differential Equations
## Preface

Formal Definition:
Translation:
# Technology Planning/Plan/Project Management Template

The following chart can be made in MS Excel spreadsheet as a template for future projects:
* Project Manager: (enter your name here)
* Implementation Plan for Project xxxxxxxxx and CME nnnnnn
| Step# | Pre-req | Date | Day | Time | Status | Responsible | Task | Notes |
| 10-nn | step nn | MM-DD | Mon-Sun | hh:mm | CTD | First,Last (name) | Description of task to be performed | Other info |
| 10 | | 4/12-4/14 | Sat-Mon | | CTD | Sue User | Complete parallel test and get user sign-off | Stat Svcs will sign off |
| 20 | 10 | 4/14 | Mon | | in prog | Joe Developer | Verify that all has been completed | |
| 30 | | 4/15 | Tues | 11:30 | | Joe Developer | Submit... (specify name) | |
| 40 | 10 | 4/15 | Tues | 12:00 | | Joe Developer | Submit... | Arrange special... |
| 50 | 20 | 4/16 | Wed | 9:00 | | Mike Backout | Go-No Go decision after validation of processing. Execute backout plan if validation fails | Back out needs to be complete by 12:00 so daily processsing can be run |
Important Notes for filling out spreadsheet:
(1) You must indicate the Project Name and also the main Change Record in the heading of the Implementation Plan.
(2) Please number your steps in increments of 10 to allow for the insertion of additional steps if needed during revisions.
(3) Use the TIME column for those activities with critical execution times. It can be left blank for line items that are not time specific within a day
(4) Please include the Change Record number or response letter for all references.
(5) All implementation plans must have at least one reference to a 'Go - No Go' decision that would require a backout plan to be run. That plan needs to be included.
(6) Please include contact info on the 2nd sheet for those people with tasks assigned to them.
(7) A backout plan is required for all implementations.
# Technology Supported Learning & Retention

Technology Supported Learning & Retention (TSLR) wikibook is the "textbook" to help faculty apply the Seven Principles for Good Practice in Undergraduate Education to their teaching.
In 1987, Chickering & Gamson published the now famous “Seven Principles for Good Practice in Undergraduate Education.” These principles are based on the perspective that the goal of a proper undergraduate education should be active, cooperative, and challenging.

## Technology Supported Learning & Retention (TSLR)

Each section looks at one of the best practices in higher education instruction, and then considering technologies that support those practices.
* About...
* Introduction
* 1. Student-faculty contact
* 2. Cooperation Among Students
* 3. Active/Engaged Learning
* 4. Prompt Feedback
* 5. Time on Task
* 6. High Expectations
* 7. Diverse Talents and Ways of Learning
* Course Evaluation Checklist
* Resources
* Instructional Technology Literacy Rubric
* Students say...
* Advanced Topics
* ePortfolio

## TSLR Topics Overview

Faculty are asking for information and help using technology to support student learning and retention. We have packaged everything into one place. We provide the "guide on the side" and maximum flexibility to meet faculty needs within their time constraints.
* Overview - Introduction to Technology Supported Learning & Retention (TSLR) - guided tour of technology, tools, functions, discussions, participate as a student in discussions, assignments, quizzes
* Basics - Learning Support - Introduction, develop samples within own course shell, emphasis on application of technology to support learning objectives, access to a course shell on the development system for building course content activities
* Course Management - Teaching and Learning - TSLR Introduction, Learning Support, further development of own course to address broader needs of students in a hybrid and fully online learning environment, emphasis on course management and pedagogy, special topics - importing quizzes, content, previous experience with learning support technologies

## Formerly known as TEI - Technology Enhanced Instruction

The name change to Technology Supported Learning & Retention (TSLR) from Technology Enhanced Instruction (TEI) better reflects the focus on student learning rather than faculty teaching - an important distinction. The Technology Enhanced Instruction (TEI) was the name of the original project groundwork done in 2003. However, as the basis for curriculum for 2008 and beyond, a more student-centered title is appropriate. It isn't about us (faculty and course designers), it is about all of us (students and instructors as learners). Interestingly, little needed to be changed beyond the title, as the students' learning was the primary focus of the course materials.
.. may be useful if we decide to expand offering for K-12 teachers
* Program Standard 16: Using Technology to Support Student Learning
# Technology Planning/Plan/a sample list of project management organizational tools

A sample list of project management organizational tools along with links to explanations and examples follow:
   * Flow Charts http://en.wikipedia.org/wiki/Flowchart
   * Project milestone status report http://en.wikipedia.org/wiki/Milestone_%28Project_management%29
   * Gantt chart http://en.wikipedia.org/wiki/Gantt_chart
   * Complex network diagram http://en.wikipedia.org/wiki/Network_diagram_%28project_management%29
   * Work-Breakdown Structure http://en.wikipedia.org/wiki/Work_Breakdown_Structure
   * Project Team Meetings http://en.wikipedia.org/wiki/Meeting
   * Communication to the rest of the organization http://en.wikipedia.org/wiki/Organizational_communication
# WebObjects/Web Applications/Development/SSL
### Detecting SSL

Code for detecting whether SSL is active for the current request: I'm told this won't work with IIS:
# WebObjects/Web Applications/Development/Stateless Components

Implement isStateless in your WOComponent and you will be able to manage the state yourself:

#### Chuck Hill

There is some fairly OK information on stateless and nonsynchronizing components in Practical WebObjects. In a nutshell you need to use valueForBinding/setValueForBinding to access bound values and implement a public void reset method that nulls all instance variables. This often requires design changes to your component.

#### Jean-François Veillette

Sometimes for stateless component, you need to keep variables values between the 3 phases, from takeValueFromRequest all the way to appendToResponse. Since ivars in a stateless component can't handle this case (reset will be called after each phase), you have to store the information somewhere. Just use context.userInfo dictionary, and put whatever value in there. As the name imply, the value will only be good for this request only.
# WebObjects/Web Applications/Development/Testing and JUnit
### WOUnitTest

WOUnitTest is a WebObjects framework for unit testing WebObjects applications. WOUnitTest is based on JUnit. You can download WOUnitTest from SourceForge.
CodeFab has an excellent article on WOUnitTest on their blog.