OpenLLM-France/wikimedia huggingface dataset:
# Programming Fundamentals/Functions/Return Values

A return statement causes execution to leave the current function and resume at the point in the code immediately after where the function was called. Return statements in many languages allow a function to specify a return value to be passed back to the code that called the function. This activity introduces return values. This activity will help you understand how to use return values in a program.

## Objectives

* Understand function return values.
* Understand how function return values are specified in a program.
* Single-step through a program to observe function return values.

## Prerequisites

Learners should already be familiar with functions and parameters.

## Introduction

Review the flowchart example on the right.

### Questions

* What syntax is used to return a value from a function?
* How are return values defined inside a called function?
* How are return values referenced from the calling function?

## Activity

With a partner, perform the following:
* Using a visual programming language, create a program matching the flowchart on the right.
* Save the program.
* Test the program to verify that it works correctly.
* Trade places, so that both partners have an opportunity to "drive" the visual programming environment.
* Change the environment to display local variables and step through the program one shape at a time.
* Working together, create a list of function return values that would be used to follow the input-process-output model and convert Fahrenheit temperature to Celsius.

## Applications

* Identify specific steps which must be followed when creating a program using function return values.
* Discuss your activity experience with your classmates. What surprised you? What have you learned that you can apply to your own school or work environment?
# Programming Fundamentals/Functions/PowerShell
## Try It

Copy and paste the code above into one of the following free online development environments or use your own PowerShell compiler / interpreter / IDE.

### Online

* There are some options, but none are fully functional at this time.

### Windows

* Microsoft:Starting Windows PowerShell

### macOS / Linux

* HowToGeek: How to Install Microsoft PowerShell on Linux or OS X

## See Also

* Microsoft: Getting Started with PowerShell
* PowerShell
# Programming Fundamentals/Functions/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Programming Fundamentals/Functions/Parameters

A parameter is a special kind of variable used in a function to refer to one of the pieces of data provided as input to the function. This activity introduces function parameters. This activity will help you understand how to use function parameters in a program.

## Objectives

* Understand function parameters.
* Understand how function parameters are specified in a program.
* Single-step through a program to observe function parameters.

## Prerequisites

Learners should already be familiar with functions.

## Introduction

Review the flowchart example on the right.

### Questions

* What syntax is used to pass parameters to a function?
* How are parameters defined inside a called function?
* How are parameters referenced inside a called function?

## Activity

With a partner, perform the following:
* Using a visual programming language, create a program matching the flowchart on the right.
* Save the program.
* Test the program to verify that it works correctly.
* Trade places, so that both partners have an opportunity to "drive" the visual programming environment.
* Change the environment to display local variables and step through the program one shape at a time.
* Working together, create a list of function parameters that would be used to follow the input-process-output model and convert Fahrenheit temperature to Celsius.

## Applications

* Identify specific steps which must be followed when creating a program using function parameters.
* Discuss your activity experience with your classmates. What surprised you? What have you learned that you can apply to your own school or work environment?
# Programming Fundamentals/Functions/PHP
## Try It

Copy and paste the code above into one of the following free online development environments or use your own PHP compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* Online PHP
* paiza.IO
* repl.it
* W3Schools

## See Also

* Wikibooks: PHP Programming
# Programming Fundamentals/Functions/Pseudocode
## See Also

* Pseudocode
# Programming Fundamentals/Functions/Ruby
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Ruby compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: Ruby Programming
# Programming Fundamentals/Functions/Rust
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Rust compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* paiza.IO
* repl.it
* RexTester
* rust-lang.org
* TutorialsPoint

## See Also

* Rust
* Rust-lang: Learn Rust
# Programming Fundamentals/Functions/Scope

The scope of a variable is the region of a computer program where the variable identifier can be used to refer to that variable. This activity introduces variable scope. This activity will help you understand how to use variable scope in a program.

## Objectives

* Understand variable scope.
* Understand the difference between local variable scope and global variable scope.
* Understand how variable scope impacts variable usage in a program.
* Single-step through a program to observe variable scope.

## Prerequisites

* Learners should already be familiar with functions and parameters.
* Review Wikipedia: Scope (computer science).
* The scope of a variable is also known as its visibility, where in the program it can be seen and accessed from.
* Local scope restricts variable visibility to a given block of code (an expression, block, function, file, or module, depending on the programming language).
* Global scope has no visibility restrictions, and is generally considered bad practice due to the possibility of name collisions.

## Introduction

Review the flowchart example on the right.

### Questions

* How many name variables and parameters are used in the program?
* What happens when two different functions use the same variable identifier? Does the identifier refer to the same variable or different variables?
* Does the program display "Alice" and "Alice", or "Alice" and "Bob", or "Bob" and "Alice", or "Bob" and "Bob"? Why?
* Does this program use local scope or global scope for variables and parameters?
* What would happen if the program used the other type of scope?

## Activity

With a partner, perform the following:
* Using a visual programming language, create a program matching the flowchart on the right.
* Save the program.
* Test the program to verify that it works correctly.
* Trade places, so that both partners have an opportunity to "drive" the visual programming environment.
* Change the environment to display local variables and step through the program one shape at a time.
* Working together, answer the questions listed above.

## Applications

* Identify situations in which local variable scope is preferred in a program.
* Identify situations in which global variable scope is necessary in a program.
* Discuss your activity experience with your classmates. What surprised you? What have you learned that you can apply to your own school or work environment?
# Programming Fundamentals/Functions/Perl
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Perl compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* TutorialsPoint

## See Also

* Wikibooks: Perl Programming
# RuralWeb/Projects

Learning circles deal about a specific theme: a group of 15 people who follow the same e-course, and come together to discuss the course, motivate each other. A trainer or teacher in the ICT centre can facilitate the group.

## How to ...?

How to facilitate learning circles? See: manual-learning-circles
How to make an explainer slide share? See: manual-how-to-make-an-explainer-slide
How to add or imrpove information at Wikiversity? See: wikiversity-manual

## Learning Circles

| Topic | Header text | Header text |
| social business | Example | Example |
| RuralWeb/improving websites | Example | Example |
| ICT-education | Example | Example |
| E-Agriculture | Example | Example |
# RuralWeb/Questions

* Can Ruralweb only help when computers/ internet is available? Ruralweb can help with for instance provide information about OLPC.
* In which parts of Ghana is OLPC (https://en.wikipedia.org/wiki/OLPC) already active?
# RuralWeb/governance
## Advisory Board

Issue holder: Inemarie
Buddy: Tim (and other possibly!)
Taken en verantwoordelijkheden Een RuralWeb-ambassadeur heeft de volgende taken/ verantwoordelijkheden]
* Een RuralWeb-ambassadeur is aanspreekpunt voor mensen die op zoek zijn naar meer informatie over RuralWeb.
* Een RuralWeb-ambassadeur is op de hoogte van de laatste ontwikkelingen binnen RuralWeb.
* Werkt bij voorkeur aan één of meer projecten
ToDo:
# RuralWeb/how we do projects

On this page you can find information about how we do projects at RuralWeb.

## Selecting projects

* How do we select projects?

## Understanding the challenge

* We analyse the situation.
** What is it that the customer wants?
** What technology does the customer already has?
** What is the available budget for the project or does the customer need an estimation?

## Agile/RUP

TD: add information about Agile, RUP

## Modelling

We always start our projects with a semantic model (see semantic model for more info).
# RuralWeb/community involvement

On this page you can find information about how we want to get more community involvement.
One of the ideas is to ask some community members to become RuralWeb-ambassador.
RuralWeb-ambassadors can train new members about how to edit content on the wikiversity.
In Q1 2014 we want to train some ambassadors on editing content. You will learn the following:
* How to create new pages.
* How to add tables.
* How to add images.
# RuralWeb/Vision

RuralWeb focuses on the creation of content and knowledge sharing. RuralWeb doesn't focus on hardware and providing internet.

## To be processed

* Ruralweb is:
** A community of IT-specialists (Dutch and African people)
** Helping each other with IT-work:
*** creating IT work
*** help to solve IT problems
*** etc.
* Vision on ICT
** The future will probably be in model driven development (Mendix, Triggre, Pega), but also hardcore development skills (Java, SQL, etc.) will be necessary to solve the more complex issues.
# Plasmas/Plasma objects/Nucleosynthesis/Quiz

Nucleosynthesis is a lecture and an article about the production of chemical elements via nuclear fusion, fission, or related processes.
You are free to take this quiz based on nucleosynthesis at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{charge ontology}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Nucleosynthesis occurs above the surface of the Sun.
# Plasmas/Plasma objects/Quiz

Plasma objects is a lecture and article about astronomical and other types of objects composed primarily of plasmas.
You are free to take this quiz based on plasma objects at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} and {{charge ontology}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!
# Plasmas/Plasma objects/Lightning/Quiz

Lightning is a lecture and an article from the charge ontology research project on the origin and constitution of lightning.
You are free to take this quiz based on lightning at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, or in the {{charge ontology}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Lightning is an effort by the Earth to balance charges impinging on the ionosphere from the solar wind.
# Reticuloendothelial cells

Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.
Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. Everyone is invited to help add useful content to Wikiversity. If you need help learning how to add content, see the editing tutorial and Welcome, newcomers. Visit the Colloquium if you have any questions.
# Retrocomputing

Retrocomputing is the use of older computer hardware and software long after these systems are considered obsolete. It is usually classed as a hobby and recreation rather than a practical application of technology. In some cases retrocomputing is pursued as a faithful preservation activity, but it also includes activities that "'remix' fragments from the past with newer elements or joining together historic components that were never combined before."
It can be of practical use when legacy systems are kept in production after the manufacturer has discontinued support. This is often the case in real-time and control applications. The recovery of important data from retired equipment is another reason to preserve and restore them.
Much of the information known about these systems is from people who worked on the machines when they were new and continue to collect and preserve them today. This body of knowledge is a resource that can be of use to academics studying digital heritage preservation.
This project is a history of computer science and technology resource that serves to gather a collection of "how-to" guides and other information useful to those pursuing the hobby and others who may put this information to practical use or scholarly study.

## Resources

The first resources are wikified versions of old Frequently Asked Questions (FAQ) files that began in the 1990s. These were compiled and maintained by volunteers who would gather the most common questions and the most helpful answers posted to discussion forums. The FAQ file was then distributed to email lists or newsgroups.
* DEC Professional Computer FAQ
* DEC VAX-11/750 FAQ‎
* Honeywell 316
# Responsive Web Design

Here are some tools and projects regarding responsive web design
Website Wireframe These wireframes can be used for the planning phase of a responsive web design.
Responsive Image Sizing Project The Filament Group's Responsive Image Sizing project is geared toward overcoming one obstacle in responsive web design, the image.
Resizing Text A JQuery Plug-in to help overcome resizing of gigantic display text for responsive web design.
# PlanetPhysics/Weak Homotopy Double Groupoid

a weak homotopy double groupoid (WHDG) of a compactly--generated space $X_{cg}$, (weak Hausdorff space) is defined through a construction method similar to that developed by R. Brown (ref.) for the homotopy double groupoid of a Hausdorff space . The key changes here involve replacing the regular homotopy equivalence relation from the cited ref. with the weak homotopy equivalence relation in the definition of the fundamental groupoid, as well as replacing the Hausdorff space by the compactly-generated space $X_{cg}$. Therefore, the weak homotopy data for the weak homotopy double groupoid of $X_{cg}$, ${\boldsymbol {\rho }}^{\square }(X_{cg})$, will now be: \\
   Failed to parse (SVG (MathML can be enabled via browser plugin): Invalid response ("Math extension cannot connect to Restbase.") from server "http://localhost:6011/en.wikiversity.org/v1/":): {\displaystyle \begin{matrix} (\boldsymbol{\rho}^{\square}_2 (X), \boldsymbol{\rho}_1^{\square} (X) , \partial^{-}_{1} , \partial^{+}_{1} , +_{1} , \varepsilon _{1}) , \boldsymbol{\rho}^{\square}_2 (X), \boldsymbol{\rho}^{\square}_1 (X) , \partial^{-}_{2} , \partial^{+}_{2} , +_{2} , \varepsilon _{2})\<blockquote><math>3mm] (\boldsymbol{\rho}^{\square}_1 (X) , X , \partial^{-} , \partial^{+} , + , \varepsilon). \end{matrix}}
# PlanetPhysics/Weak Interaction

The weak interaction (or `weak force') is one of the four known fundamental types of interactions in physics. It is only stronger than the gravitational force, but the range over which weak interaction occurs is very short (\(10^{-18}\)m), thus making its effects even harder to detect accurately. The weak interactions affect markedly all of the left--handed leptons and the very heavy quarks, such as the top and bottom quarks. Main (electroweak) field carriers of the weak interaction are the $W$ and $Z$ bosons. The weak interaction is the only interaction that violates parity and changes flavours, thus allowing for the heavier (less stable) quarks decay. The electroweak interaction is also responsible for the beta decay process, and thus is part of many naturally occuring radiation processes. An unified quantum treatment of the electroweak interaction and elctromagnetic field theory (QED), with the former involving the symmetry of the `special unitary' Lie group SU(2), was first reported by Physics Nobel Laureate Stephen Weinberg (for a recent textbook by the latter please see ref.). The $SU(2)$ symmetry is currently part of the Standard Model (SUSY) of physics.
# PlanetPhysics/Wave Equation of a Charged a Particle in an Electromagnetic Field

Here we repeat the arguments from the wave equation of a particle in a scalar potential and extend it to a more general case where the potential $V$ is an explicit function of time, specifically a particle with charge $e$ in an electromagnetic field derived from a vector potential $\mathbf {A} (\mathbf {r} ,t)$ and a scalar potential $\phi (\mathbf {r} ,t)$. In the latter case, the classical relation
   $E_{cl.}=H(\mathbf {r} _{cl.},\mathbf {p} _{cl.})={\frac {p_{cl.}^{2}}{2m}}+V(\mathbf {r} _{cl.})$
must be replaced by the relation
   $E={\frac {1}{2m}}\left(\mathbf {p} -{\frac {e}{\mathbf {A} }}(\mathbf {r} ,t)\right)^{2}+e\phi (\mathbf {r} ,t).$
Considerations of the behavior of wave packets on the "geometrical optics" approximation lead us to the wave equation
   $i\hbar {\frac {\partial }{\partial t}}\Psi (\mathbf {r} ,t)=\left[{\frac {1}{2m}}\left({\frac {\hbar }{i}}\nabla -{\frac {e}{\mathbf {A} }}\right)^{2}+e\phi \right]\Psi (\mathbf {r} ,t)$
It is the Schr\"odinger equation of a charged particle in an electromagnetic field. On the right hand side of equation (3), the operator $\left({\frac {\hbar }{i}}\nabla -{\frac {e}{\mathbf {A} }}\right)^{2}$
designates the scalar product of the vector operator ${\frac {\hbar }{i}}\nabla -{\frac {e}{\mathbf {A} }}$ by itself; in other words, the function which results from its action on $\Psi$ is the sum of the expression
$\left({\frac {\hbar }{i}}{\frac {\partial }{\partial x}}-{\frac {e}{A}}_{x}\right)\left({\frac {\hbar }{i}}{\frac {\partial }{\partial x}}-{\frac {e}{A}}_{x}\right)\Psi =-\hbar ^{2}{\frac {\partial ^{2}\Psi }{\partial x^{2}}}-{\frac {e\hbar }{ic}}\left(A_{x}{\frac {\partial \Psi }{\partial x}}+{\frac {\partial }{\partial x}}(A_{x}\Psi )\right)+{\frac {e^{2}}{c^{2}}}A_{x}^{2}\Psi$
and of two other expressions which are obtained from it by substituting $y$ and $z$ for $x$, namely
$-\hbar ^{2}\nabla ^{2}\Psi -2{\frac {e\hbar }{ic}}(\mathbf {A} \cdot \nabla \Psi )+\left(-{\frac {e\hbar }{ic}}(\nabla \cdot \mathbf {A} )+{\frac {e^{2}}{c^{2}}}A^{2}\right)\Psi$
In all of this one must realize that the components of the operator $\nabla$ and those of the operator $\mathbf {A}$ do not in general commute with each other.
The Schr\"odinger equation for a particle in a potential $V(\mathbf {r} )$,
   $i\hbar {\frac {\partial }{\partial t}}\Psi (\mathbf {r} ,t)=\left(-{\frac {\hbar ^{2}}{2m}}\nabla ^{2}+V(\mathbf {r} )\right)\Psi (\mathbf {r} ,t)$
and equation (3) are the generalizations of the wave equation of a free particle and the same remarks apply to them. They are indeed linear, homogeneous, partial differential equations of the first order in the time. Furthermore, they can be deduced from the classical relations by the correspondence relation
$E\rightarrow i\hbar {\frac {\partial }{\partial t}},\,\,\,\,\,\,\mathbf {p} \rightarrow {\frac {\hbar }{i}}\nabla$
# Novial/Li Verdi Kordie/Lektione 5

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# Novial/Li Verdi Kordie/Lektione 6

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