OpenLLM-France/wikimedia huggingface dataset:
# Web 2.0 and Emerging Learning Technologies/Introduction of PLE
## Introduction

There have been many changes in the field of e-learning. The biggest difference is that the learner generates content. As an example,the content of the book titled with "Web_2.0_and_Emerging_Learning_Technologies" is constructed by learners who take part in the collaborative acedemic project Curt Bonk from Indiana University,USA .
The technology and tools which support the learner to produce content have made rapid proliferation, almost, worldwide, since the emergence of blog. These technologies and tools can be divided into two types. One is to help the users to create content, such as Flickr, YouTube, Slideshare, and Haokanbu from China, etc. The other is to assist users to adopt new ways of managing knowledge and improving efficiency, such as RSS,Tag,Social Bookmarking,etc. The generic term for these different technologies and tools is social software, and its purpose is to support group interaction.
(Blogs and wikibooks are parts of a PLE but not everything. I consider PLE a concept, rather than a website, software, or any other online community. In addition to some examples of web 2.0 software and websites, a deeper illustration of the emerging concept should be provided.)
In addition, the development of open source exercises a great influence on education. Open source projects such as MIT's OCW, OpenCourseWare Consortium, Wikipedia, including Linux and OpenOffice,etc., offer more opportunities.
All these changes have showed that the learner has more power controlling the learning environment. This was described by Stephen Dowens(2007) in that the management of learning migrates from the institution to the learner.This is the premise of what the PLE explores.
(A personalized learning environment (PLE), as the name suggests, is personal and differs individually. In an introduction of the concept of PLE, I expect a general idea at first and later some details and examples, which might be clearer for readers who have no idea of PLE before.)

## References

[1]Curt Bonk(2007),The Web 2.0 and Participatory e-Learning(Course Announcement),Retrieved December 8, 2007 from: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2007.htm
[2]Futurelab(2006),Social software and learning, Retrieved December 8, 2007 from: http://www.futurelab.org.uk/resources/publications_reports_articles/opening_education_reports/Opening_Education_Report199/
[3]oedb(2007),How the Open Source Movement Has Changed Education: 10 Success Stories,Retrieved December 8, 2007 from: http://oedb.org/library/features/how-the-open-source-movement-has-changed-education-10-success-stories
[4]Stephen Downes,(2007),Learning networks in practice，Retrieved December 8, 2007 from: http://partners.becta.org.uk/page_documents/research/emerging_technologies07_chapter2.pdf
# Legal, Cultural, Social, and Political Issues in the Web 2.0
## Legal Issue

The development and application of Web 2.0 emphasizes on users’ participation and sharing and aiming to collect distributed intelligence with low technical barriers and discussion (O’Reilly, 2005). Recent years, with the prevalence of Blogger, YouTube and et cetera, users’ information behaviors shift from downloading and reading to uploading and sharing. Everyone could easily be both a “consumer” and “producer.”
In such an open and free Web 2.0 era, users might take internet resources as public property, make use of them without due consideration, nor care about how others use their works or creations. These information behaviors can cause probability of the violation of cyber copyright law (Lin, 2006). As Chou, Chan and Wu (2007) concluded, students usually have three major misconceptions toward cyber copyright law: (1)The Internet content is all open for the public to use, (2) the Internet is always free and (3)all educational use is fair use. Among these three misconceptions, (1) and (3) are easily for students to encounter and violate the cyber copyright law unconsciously. For example, can I record “Lust, Caution” and upload it onto YouTube? Can I copy, transmit and broadcast others’ creation without permission in advance? If my creation is misappropriated by others, can I tolerate? For the conveniences and economic consideration, can I save a whole copyrighted journal volume?
In Web 2.0 era, students would assess richer Internet content and resources and they might produce or publish many works, widely used and cited by others. It’s very important and emergent to foster their cognition, attitudes and behaviors toward cyber copyright laws.
References
1.Chou, C., Chan, P. S., & Wu, H. C. (2007). Using a two-tier test to assess students’ understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38(6), 1072-1084.
2.Lin, K. H. (2006). Web 2.0 的資訊可互通性再想想DRM. Retrieved December 07, 2007, form http://mag.udn.com/mag/dc/printpage.jsp?f_ART_ID=50955. (in Chinese)
3.O’Reilly, T. (2005). What is Web 2.0?. Retrieved December 07, 2007, from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
# United States Postage Meter Stamp Catalog/GROUP PPS - Private Parcel Service stamps
## GROUP PPS: Franks generated by meters and franking systems operated by Private Parcel Services

Click here to return to the United States Postage Meter Stamp Catalog

#### Sub-group PPS-A: stamps originating from the UPS (United Parcel Service)

* (MSSB 98 page 1) United Parcel Service was founded in Seattle, Washington in 1907 . Today, UPS operates a common carrier service In all or parts of 50 states plus the District of Columbia .
Intrastate and interstate service is offered by UPS over broad areas.
* "Note : What you refer to as "meters" we designate as UPS Parcel Registers. Also, what you term as "meter stamps" we call UPS Parcel Register Tapes.
* "Shipper number designations and district prefixes are assigned by the Systems Department in New York.
* "Large shippers are not required to use UPS Parcel Registers . However, use of one is considered a big timesaver for a shipper sending approximately 100 or more parcels a week.
* "Customers using UPS Parcel Registers are billed weekly according to the readings taken from the registers . The customer reads the Parcel Register daily . Inc UPS driver checks the reading.
* "Pitney-Bowes and Postalia parcel registers are rented to the customers. NCR parcel registers can be purchased . The base portion of the register is bought by the customer .
UPS and the manufacturer both hold keys for the parcel registers ."
# United States Postage Meter Stamp Catalog/GROUP REV: Non-postal franks used to collect federal tax
## GROUP REV: Non-postal franks used to collect federal tax

Click here to return to the United States Postage Meter Stamp Catalog
* These stamps are also called fiscal or revenue franks.
* Meter stamps were used by the Internal Revenue Service to collect taxes levied on the transfer of property, also known as documentary transfer tax. Meter stamps were used for this purpose from 1962 until the IRS stopped using revenue stamps for this purpose.
* The earliest known date of use is December 27, 1962.
REV1. Pitney Bowes. [RR for proof tape, RRRR used on document]
    The central design pictures an eagle in flight with a rayed sun and mountains in the background.
    At right are "United States Internal Revenue" above "DOCUMENTARY" above the value figures.
    Value figures are negative digits on a solid background.
    Six-digit transaction number reads up at left.
    Meter numbers with P.B.NO prefix, seen are 1002 and several in the 1180 series.
    V/F: 000.00
NOTE: Most of the known examples of this stamp are zero cent proofs on tape. Only one document is known franked by this stamp.
Type REV-A1 in 2001 edition
REV2. Pitney Bowes, 1964. [R for proof tape, RR used on document]
    The central design pictures the U.S. Treasury building in Washington D.C. and its seal.
    At right are "UNITED STATES / INTERNAL REVENUE" above "DOCUMENTARY" above the value figures.
    Value figures are negative digits on a solid background.
    Six-digit transaction number reads up at left.
    Meter numbers in P.B. METER 10000 series.
    V/F: 000.00
NOTE: Most of the known examples of this stamp are zero cent proofs on tape. Several documents are known franked by the stamp.
# United States Postage Meter Stamp Catalog/GROUP REV: Non-postal franks used to collect tax

SRV-RI01 "Rhode Island" Pitney Bowes.
    Cigarette Tax
    Rectangular, framed with pseudo perforations
    STATE OF / RHODE [SHIELD] ISLAND / 2¢ 2¢ / CIGARETTE TAX / PB METER 00000
    Meter numbers: 20222
    V/F: 2¢ (violet)
# Windows Programming/Driver Structure

This page of the Windows Programming book is a stub. You can help by expanding it.
Drivers, unlike user-mode programs, have a number of different entry points, and each entry point is specifically designed to handle a single type of interface. In this chapter, we will talk about the required interfaces, and we will also talk about adding additional interfaces.

## DRIVER_OBJECT

Driver routines all receive a pointer to a DRIVER_OBJECT structure. The driver must fill in the appropriate fields of this structure, so that Windows can learn the whereabouts of the different access routines, and any other information about the driver.
# Windows Programming/Driver API

This page of the Windows Programming book is a stub. You can help by expanding it.
It should come as no surprise that kernel mode drivers cannot use the same functions as user-mode applications. Device Drivers, for this reason, must rely on the available kernel mode functions. This page will talk about some of the available libraries and functions that can be utilized in a driver.

## Function Prefixes

* include <stdio.h>
* include <iostream.h>
* include <conio.h>
class
# Windows Programming/Extending IE

This page of the Windows Programming book is a stub. You can help by expanding it.
Similarly to explorer.exe, the Microsoft Internet Explorer, iexplore.exe, can also be extended by creating a Browser Helper Object (BHO). A BHO may be a single toolbar button, an entire toolbar, or even any number of other objects in the browser. BHOs are generally programmed using C++.
# XProc/XSLT Pipe
## Motivation

You want to run a XSLT transform on a file and the source and XSLT transform are in different files.

### Source Code Link

Link to source code:
# SQL Equivalents

-XPath cannot do join-like queries, but can do union, intersection, subset, and difference like SQL
-XPath supports set operations like SQL using variations of the Union operation and the count function:
a UNION b: $a | $b
b UNION c: $b | $c
a INTERSECTION b: $a[count(.|$b) = count($b)]
a INTERSECTION c: $a[count(.|$c) = count($c)]
(Intersection takes the union of $b with any node in $a and returns the set of nodes in $a that are also in $b)
a DIFFERENCE b: $a[count(.|$b) != count($b)] | $b[count(.|$a) != count($a)]
a DIFFERENCE c: $a[count(.|$c) != count($c)] | $c[count(.|$a) != count($a)]
(Difference takes the union of the differences of $a with $b or $c and returns the set of nodes unique to $a versus $b or $c)
a SYM DIFFERENCE b: $a[count(. | $b) != count($b)] | $b[count(. | $a) != count($a)]
(Symmetrical difference takes the union of the differences from both sides and returns the set of nodes unique to both $a and $b)
a SUBSET OF b: count($b | $a) = count($b) and count($b) > count($a)
b SUBSET OF a: count($b | $a) = count($a) and count($a) > count($b)
(Subset means that the union of $a with $b returns the same set of nodes and either $a or $b is larger)
XPath can be embedded in an xpointer to make a smart url:
http://www.abcpub.co.uk/sitemap.xml#xpointer(//url)
# XProc

XProc is a World Wide Web Consortium recommendation language for designing XML pipelines.

## Current Status

Update: We just set up a subversion repository for the source code for the examples: http://code.google.com/p/xproc-examples
Please let us know if you would like contribute source code to the examples.

## About this Project

Jim Fuller started this project and encourages contributions, give me a shout if you need help.
All new text and example programs must conform to the Creative Commons Attribution/Share-Alike License 3.0 and the GFDL.

## Table of Contents
### The XProc vocabulary

XProc is made up of three categories of things: core elements, ancillary elements, and a standard step library. The core elements give logic constructs, conditional and iterative processing statements and try/catch error mechanisms:

### Example Scripts
#### Beginning Examples

These examples are for people who are just getting started with XProc.
* Simple Pipe - A simple pipeline where the source and XSLT are inline.
* XSLT Pipe - An example where the source and XSLT files are in three separate files.
* Multiple XSLT Pipe - An example where multiple XSLT transformations occur one after the other on a single XML input.

#### Intermediate Examples
### Systems that Support XQuery
## References

* W3C web site for XProc
* XProc W3C Draft Spec is in last call now

## Other sources
### XProc pipeline Libraries

* Nascent EXProc effort by Norman Walsh

### Discussion Groups

* XProc dev for implementers and users of Xproc.
# XProc/Multiple XSLT Pipe
## Pipeline incorporating multiple XSLT transformations

The following pipeline uses a sequence of three different transforms with each successive XSLT transformation using the results of the previous one. Each stylesheet is specified within a pipeline/xslt element that at minimum contains a stylesheet input with the stylesheet specified in an input/document/@href.

## Parameters for multiple XSL transformations

To pass parameters into the stylesheets from the XProc script use the with-param element. In the following example the first and third stylesheets both have a parameter named "foo". In the first stylesheet it is desired to have a "foo" parameter value be "one". In the third stylesheet it is desired to set a "foo" parameter to "three".
# References

CSS2XPath Live Test
XPath Tester
XPath Tutorial
XPath Primer
Introduction to XPath
Things to Know and Avoid When Querying XML Documents with XPath
XPath and Namespace Primer
Little Black Corners of XPath
Executing XPath Queries with Namespaces in the URL
One-Based Indexes in XPath
Are multiple XPath Predicates the same as the Boolean "and" Operator
XPath in JavaScript, Part 3
XPath in JavaScript, Part 2
XPath in JavaScript, Part 1
Implementing XPath
Implementing XPath, Part II
XPath Tips
What's New in XPath 2.0
XQuery and Data Abstraction
XPath Functions and Numeric Operators
Cool things you can do with XPath in XForms
Practical data binding: XPath as data binding tool, Part 1
Practical data binding: XPath as data binding tool, Part 2
Working XML: Get started with XPath 2.0
How XQuery extends XPath
Avoid the dangers of XPath injection
Introduction to using XPath in JavaScript
Using XPath
XPath Reference
XPath Functions
XPath Axes
PrintTicket, names, and XPath
XPath - What is an XmlNode, and what does node return?
Deep XML Geekery: XPath and not
XPath Powers: Calculating Totals
Powerful Declarative Logic: Phone Number Parsing
Enforcing unique values in a repeating list
Use XPath to Perform a Case-Insensitive Search with MSXML
XPath Visualizer
Using XPath with cURL
Using XPath with PHP to Scrape Web Pages
XPath CSS Class Matching
XPath vs CSS Selectors
More XPath vs CSS Selectors
XPath in Five Paragraphs
# XProc/Simple Pipe
## Motivation

You want to create a pipeline that runs a simple XSLT transform.
# XQuery/Adder
## Motivation

We would like to create a simple XQuery that takes two arguments and returns the sum of the two numbers.

## Example Program Using URL Parameters (HTTP GET)

Call this like http://kitwallace.co.uk/xqbook/interaction/adder.xq?arg1=123&arg2=456.

## Accumulating Adder

To make this into an interactive application, we can extend the script to create an XHTML document containing a Form.
The script computes the new sum from the URL parameters (if any) and returns a minimal XHTML document containing a Form which both reports the sum and prompts for new inputs. Note the embedded XQuery expressions (in curly braces) which interpolates the computed values into the created XML element. The state of the computation, the value of the accumulator, is retained in a hidden input in the form.
Try this http://kitwallace.co.uk/xqbook/interaction/adder2.xq

## Clearing the accumulator

To support the operation of clearing the accumulator, we can add a couple of submit buttons to the form. The presence of the 'Clear' action is used to set the inputs to zero.
Try this with http://kitwallace.co.uk/xqbook/interaction/adder3.xq

## Example Using Session Variables

An alternative way of holding the state of this computation is in session variables. The session module in eXist provides the necessary functions.
Try this with http://kitwallace.co.uk/xqbook/interaction/adder4.xq
# XML - Managing Data Exchange/Quick Windows installation

Currently (04/05/06) MySQL 5.1 does not come with the installer (Beta Version). Here are instructions to help you with the installation. Details information can be found in the online manual . If you follow these recommendations correctly, you should need to get rid of any previous MySQL running in your System.
1. Extract the archive to the desired install directory. Traditionally, the MySQL server is installed in C:\mysql. If you do not install MySQL at C:\mysql, you must specify the path to the install directory in an option file.
2. An option file can be created and modified with any text editor (Wordpad..). For example, if MySQL is installed in C:\someDirectory\mysql and the data directory is in C:\mydata\data, you can create an option file containing a [mysqld] section to specify values for the basedir and datadir parameters:
[mysqld]
basedir=C:/someDirectory/mysql
datadir=C:/someDirectory/mysql/data
I used the option file found in a previous version of MySQL and just modified it for this version's directory.
3. To start the server, enter this command:
C:\> "C:\someDirectory\MySQL\bin\mysqld" --console
When the server finishes its startup sequence, you should see something like this, which indicates that the server is ready to service client connections:
mysqld: ready for connections Version: '5.1.7-beta' socket: '' port: 3306
The server continues to write to the console any further diagnostic output it produces. You can open a new console window in which to run client programs.
The MySQL server can be started manually from the command line. This can be done on any version of Windows.
To start using MySQL 5.1, you should start a console window and enter this command:
C:\> MySQL -u root
You can stop the MySQL server by executing this command:
C:\> "C:\someDirectory\MySQL\bin\mysqladmin" -u root shutdown
Note: If the MySQL root user account has a password, you need to invoke mysqladmin with the -p option and supply the password when prompted.
To Start MySQL as a Windows Service more information can be found in the MySQL 5.1 Manual .
# XML - Managing Data Exchange/RDF/Answers

Question
Answer
| 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 | <?xml version="1.0"?> <rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/"> <rdf:Description rdf:about="http://www.cio.com/archive/101504/km.html"> <dc:title>Less for Success</dc:title> <dc:creator>Alice Dragoon</dc:creator> <dc:subject> <rdf:Bag> <rdf:li>knowledge management</rdf:li> <rdf:li>technology investments</rdf:li> </rdf:Bag> </dc:subject> <dc:description>Forget the big bang approach. When it comes to demonstrating the value of knowledge management, a piecemeal strategy works best.</dc:description> <dc:publisher>CXO Media</dc:publisher> <dcterms:issued>October 15, 2004</dcterms:issued> <dc:format>text/html</dc:format> <dc:language>en</dc:language> <dcterms:isPartOf rdf:resource="http://www.cio.com/archive/101504/index.html"/> </rdf:Description> </rdf:RDF> |
# XML - Managing Data Exchange/Parsing XML files/Answers

* import javax.xml.parsers.*;
* import org.xml.sax.*;
* import org.w3c.dom.*;
* import java.io.*;
* public class SPParser
* static Document doc;
* public SPParser(String filename)
* //filename S/B the name of the XML file to parse
* File file = new File(filename);
* try
* DocumentBuilderFactory factory = DocumentBuilderFactory.newInstance;
* DocumentBuilder parser = factory.newDocumentBuilder;
* doc = parser.parse(file);
* System.out.println(file + " is well-formed.");
* catch (SAXException e)
* System.out.println( e.getMessage);
* catch (IOException e)
* System.out.println( e.getMessage);
* catch (ParserConfigurationException e)
* System.out.println("Could not locate a JAXP parser");
* public void readData(Node n)
* System.out.println("Printing data and attributes");
* NamedNodeMap attributes = n.getAttributes;
* String strAttributes = "Production Company- '" + attributes.item(0).getNodeValue;
* if (attributes.getLength == 2) //There are two attributes in the movies.xml file
* strAttributes += "' , Loaned To - '" + attributes.item(1).getNodeValue + "' ,";
* else
* strAttributes += "' , Not out , ";
* NodeList values = n.getChildNodes;
* String dataString = "Movies Data: " + strAttributes;
* int ancestor = 0;
* for (int i = 0; i < values.getLength; i++)
* Node child = values.item(i);
* if (child.getNodeType != Node.TEXT_NODE)
* String insert = child.getFirstChild.getNodeValue;
* if (insert.trim.length != 0 && ancestor == 0)
* dataString += "Movie Title - '"+insert+"', ";
* ancestor = 1;
* else if (insert.trim.length != 0 && ancestor == 1)
* dataString += "Director - '"+insert+"'.";
* ancestor = 0;
* }//End of for-loop
* System.out.println(dataString);
* System.out.println;
* }//End of insertStatements
* public static void main(String args)
* SPParser p = new SPParser("movies.xml");
* NodeList n = doc.getElementsByTagName("movie");
* for (int i = 0; i < n.getLength; i++)
* p.readData(n.item(i));
* }//End of main
* }//End of SPParser class
# Topology/Vector Spaces

A vector space $V$ is formed by scalar multiples of vectors. The scalars are most commonly real numbers but can also be complex, or from any field.

## Definition

A vector space $V$ on a field $F$ is a set $V$ equipped with two binary operations: common vector addition on elements of $V$ and scalar multiplication, by elements of $F$ on elements of $V$. These operations are subject to 8 axioms (u,v, and w are vectors in $V$ and a and b are scalars in $F$):
1. Associativity (addition): (u+v)+w = u+(v+w).
2. Associativity (scalar and field multiplication): a(bu) = (ab)u
3. Distributivity (field addition): (a+b)u = au+bu
4. Distributivity (vector addition): a(u+v) = au+av
5. Identity element (addition): $\exists$ 0 $\in V$ such that u+0 = u $\forall$ u $\in V$
6. Identity element (scalar multiplication): 1u = u
7. Commutativity: u+v = v+u
8. Inverse element: $\exists$ -u $\in V$ such that u+(-u) = 0 $\forall$ u $\in V$