OpenLLM-France/wikimedia huggingface dataset:
# WYSIWYG vs. Manual Coding in HTML

There are two common methods for writing HTML documents: What-You-See-Is-What-You-Get (WYSIWYG) and manual coding. A WYSIWYG editor shows you a rendered web page as you edit the page. You do not see the actual HTML. When using manual coding, you see the HTML, but you must load the document in a web browser to view the rendered page.

## WYSIWYG

In computing, WYSIWYG (/ˈwɪziwɪɡ/ WIZ-ee-wig), an acronym for What You See Is What You Get, is a system in which editing software allows content to be edited in a form that resembles its appearance when printed or displayed as a finished product, such as a printed document, web page, or slide presentation. WYSIWYG implies a user interface that allows the user to view something very similar to the end result while the document is being created. In general, WYSIWYG implies the ability to directly manipulate the layout of a document without having to type or remember names of layout commands.

## Manual Coding

The primary advantage of manual coding is that the designer has complete control over the HTML. It is possible to keep the HTML code clean, documented, and easy to maintain by other HTML authors.
The primary disadvantage of manual coding is that the designer must save the document and load it in a web browser to see changes. Many web designers keep the text editor and web browser open at all times to reduce time required to save and view the altered documents. It's also more expensive if you're paying someone.
# WINAPI Programming/Lesson Two

This Programming Language resource is a "stub". Learn how you can help Wikiversity to develop it.
This project displays a message box...
Note: You may need to manually include the user32.lib for proper linkage...
# WINAPI Programming/Message Handling
## WINAPI Messages

After successfully creating the window in Lesson One you may have noticed it is just a window, it doesen't do anything useful. Here you will learn how to handle messages and therefore create a Window with more functionality. First you will need to reuse the code from the previous example (Simple Window). When were fiished with this lesson it will show the user the name of this program. To handle mouse clicks we need to add a WM_LBUTTONDOWN handler. Like This.

### Questions

Leave whatever questions you may have here.
Winapi Home
# UTPA STEM/CBI Courses/Engineering Economics

Topics
Depreciation Methods
Using Methods of Project Assessment
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Engineering/Data Structures and Algorithms

Topics
NP-Completeness
# UTPA STEM/CBI Courses/Engineering and Computer Science/Civil Engineering/Soil Mechanics

Topics
Phase Relationships
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Engineering/Databases

Topics
Horizontal and Vertical Partitioning of Relations
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Engineering/Computer Networks

Topics
Socket Programming
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Engineering/Computer Science

Topics
Algorithm Design
Arrays
Operating Systems
Repetition
Selection
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Engineering/Digital Systems

Topics
Introduction to Digital System Design
# What is History
### Time Estimation

Time estimation for the completion of the required material in this section.
* Lecture = 30 min.
* Required Reading & Review Questions = 30 min.
* Test Yourself Questions = 30 min.

### Lecture

Coming Soon
Outline
* A definition of history as a discipline
* The birth of history by Herodotus
* Thucydides, the founder of scientifc history

### Required Reading

* History. Read the introductory part above the Contents and Etymology and Description.
* Herodotus, Histories. Read the introduction and the first three paragraphs from History of Herodotus/Book 1.
* Thucidides, History of the Peloponnesian War. Read paragraphs 20-23 from History of the Peloponnesian War/Book 1.

### Review Questions

* Where does the word ‘history’ come from?
* What were the uses of the word ‘history’ in ancient and modern times?
* Give a definition of history as a discipline.
* Name some of the complementary disciplines that historians use in order to understand the past?
* Why did Herodotus write his Histories?
* How did Herodotus learn about the events he refers to?
* Identify the part(s) of Herodotus writing in the first three paragraphs that he makes reference(s) to different versions of the same event.
* Identify the part(s) of Herodotus writing in the first three paragraphs that he makes reference(s) to stories he heard.
* Should historians, according to Thucydides, take for granted whatever they are told? Give examples of his opinion from the assigned paragraphs.
* What is the method that Thucydides used in order to find the true course of events?
* Why does Thucydides believe that his account may not attract much interest?
* Why has he written his account?
* Does Thucydides make any differentiation among the causes of the Peloponnesian War he is going to describe?

### Test Yourself Questions

* Write a short paragraph explaining what history is.
* In a short essay compare and contrast the methods that Herodotus and Thucydides used in order to write their accounts.

### Additional Information

* Herodotus biography
* Thucydides biography and comparision with Herodotus
* Herodotus speaking. (6 min.)
* Thucydides speaking. (5 min.)
(Help for playing wikipedia media files)

### Further Reading

* Carr, Edward Hallett. What is history ? This is a short book that offers some basic answers to what history is.
* Stern, Fritz. Ed. The varieties of history: from Voltaire to the present. This is a more demanding collection of writings of a number of historians from various historical schools since the age of Enlightenment. It will give you an idea of how many different aspects of the study of history (historiography) exist.
* Introduction to Historiography
* History of Europe to 1648
# What do you do on Christmas?

Simple poll. Feel free to answer or add more questions to this. This learning project is to know how Christmas is celebrated world wide.
1. What do you do on Christmas day?
    The same as usual, with the difference I have to stay awake until after 12 am due to the fireworks and noise. --Davichito 21:17, 24 December 2008 (UTC)
    This year, I was at work, come back and watch wiki. Now I will think and dream.--Juan 21:32, 24 December 2008 (UTC)
2. What do people usually do in your country?
    People gather with family, they drink alcohol and eat food in large quantities and go to parties. Those who do not do that, usually feel depressed. Besides, people buy and give gifts to families. It is supposed that "El Niño Dios" (the God boy) gives presents to children. At 12 am people usually eat "ajiaco" or "tamales", a typical food in here. --Davichito 21:17, 24 December 2008 (UTC)
    People go otside with children. Then they come back for a Christmes Eve dinner and meet other members of their family. They have a carp soup together with carp filete and potatoe salad or schnizl. They have to sit on some coins and place some scolps into their walets. No talking. After that stayint together around the Christmas tree and singing carols. Than looking at presents, which were placed there when eating by "Ježíšek" (Little Jesus).--Juan 21:32, 24 December 2008 (UTC)
3. Do you know who was born 25th December?
    Of course: Jesus. But most people seem to forget that fact. Well, anyway, the real date is not known at all. It was just a tradition that Romans adopted. --Davichito 21:17, 24 December 2008 (UTC)
    No, I dont.--Juan 21:32, 24 December 2008 (UTC)
4. Do you make Christmas trees or Nativity scenes? Why?
    I don't. Trees do not have anything to do with Jesus. Nativity scenes do but I do not like them. I think religion a personal thing, a mind attitude. --Davichito 21:27, 24 December 2008 (UTC)
    No, Christmas trees do Ješíšek (the small Jesus baby). Yes, nativity is part of a tradition.--Juan 21:35, 24 December 2008 (UTC)
# What do you know about viruses?
## Do you recognize the answer?

   Virus are the invaders that need a host in order to survive. They are either made of DNA or RNA, when they get inside the human body, they attack the genetic information of the cell and force it to make many copies of virus. They may destroy the whole cell when they are about to leave or else they may add some of it glycoprotein that can form spikes outside their surface. Viruses are different because others may be not be able to transform tissues of the body meaning that they causes mutation.
   Zwelihle2015, 20 January 2015

## Quiz

Here must go a quiz...

## Did you know...

...that the ideal virus is such, which makes cells convey the virus genetic code to their offspring via existing genetic mechanisms, so that brood does not need to be reinfected, but could be born with that genetic code. Karin Mölling sticks to such opinion (in her book), hypothesizing that great parts of human DNA are residues of ancient viruses, and implying that evoking diseases and killing humans by viruses is a side effect in evolution.

## Readings
### Wikipedia

* Virus
* Virology
* History of virology
* Glossary of virology
* Journal of Virology
* Category:Virology
* Social history of viruses
* Introduction to viruses
* Live virus reference strain
# What is Art?

This module will attempt to define Art for the purpose of its study. We will look at the following questions:
Introduction: Wikipedia:Classificatory disputes about art

## Task 1

* Role playing exercise
       Imagine you are one of the people below
      * An twentieth century art dealer
      * An twenty first century accountant
      * Savanorola
      * A Paris Communard
Research and compose a definition for Art reflecting your role.

## Resources

* Art is like cancer by Stewart Home
# What is "programming"

Programming is coding, modeling, simulating or presenting the solution to a problem, by representing facts, data or information using pre-defined rules and semantics, on a computer or any other device for automation.

### Contents

Programming is the art and science of translating a set of ideas into a program - a list of instructions a computer can follow. The person writing a program is known as a programmer (also a coder).
The exact form the instructions take depend on the Programming Language used. Languages run the spectrum from very low level like Machine Language or Assembly, to a very high level like Java. Lower level languages are more closely tied to the platform they are targeted for, while Higher level languages abstract an increasing amount of the platform from the programmer.
In other words, low level programming languages represent the instructions in a manner that resembles more closely the way the computer actually works. High level languages do resemble more the way the human mind works. Each type is a good fit depending on the particular case. Whenever speed and resource consumption are important, low level languages can provide an advantage since they cause much less "translation" and are less generic, thus causing less load on the computer. High level languages have much more abstraction and thus are better suited for tasks where maintenance and complex design is required.
After a programmer has finished writing the program, it must be executed. Traditionally, some languages (like Basic) are interpreted, while others (like C) are compiled prior to execution. Interpreted languages are executed "on the fly" at run time, while compiled languages have a separate compilation step that must be completed prior to running. Compilers are able to make certain optimizations that are unavailable to interpreters.
The program may fail to compile or execute due to syntax errors. These are errors caused by doing something that is unknown or illegal according to the language they have used. These errors have to be corrected before the program will execute.
If the program runs, the programmer must then verify that the program is working as they intended it to. When things don't go as the programmer intended, the error is said to be a bug. To eliminate bugs, the programmer goes through a process called debugging, where he tries to isolate and fix the source of the problem.
# South African Law/Cession
## Welcome

Welcome to "Cession in South African Law" I hope you find the content useful. This course is aimed at University Students doing an postgraduate LLB. It is a 1/2 course.

## Principle works cited

* The Main reference is: Susan Scott: Cession for Students. Juta & Co 1997. The course outline will loosely follow her work, and the intention is to cover the following aspects.
* Case law from the South African Law Reports.

## Course content

The course content will be broken into various chapters or lessons and will cover the following:
* Cession in South African Law: An introduction to cession - 2. -
** A brief overview of cession
** Background history and the need for cession.
** The problem with cession.
* Cession in South African Law: Classification of cession - 3. -
** The Definition of cession.
** Various agreements distinguished.
* Cession in South African Law: The claim or object of cession - 4.
** Description of the claim.
** Transferrability of claims.
** Future and contingent claims.
** Delictus Personae.
** Agreements prohibiting the transfer of claims.
* Validity requirements -
** Formalities in cession agreements.
** The doctrine of all effort.
** The causa.
* Notice to the Debtor -
* Locus standi -
* Remedies and defences -
* Cessions in securitatem debiti -
* The distinction between cessions and pledges -
* Drafting and drawing.
* Cession in South African Law: Case law
* Index.
Practical examples and questions will also be given.
This is not a substitution for a university course and university exemptions are not given. It is an adjunct to study and may provide a simplified outline of what is covered in any university course on the subject.
Best wishes.
# South African Law/Persons
## Introduction

The course is intended to cover the South African Law of persons. The course is aimed at First Yeart University level, for students doing an undergraduate law degree. The course work is based on the UNISA syllabus and is intended as an aid to students. The course is based on the UNISA course work and the principle works cited are:
* Jacqueline Heaton & D.S.P. Cronjé, The South African Law of Persons, 5th edn. Durban: LexisNexis, 2017.
* Jacqueline Heaton & D.S.P. Cronjé, Casebook on The South African Law of Persons / Vonnisbundel oor die Suid-Afrikaanse personereg, 3rd edn. Durban: LexisNexis, 2008.
* UNISA Department of Private Law - Law of persons 2007 study guide. Eds Ferreira, Heaton, Kruger & Mailula.
Other works cited:
* Percy Sydney Twentyman Jones & Harry Osborne Buckle. The Civil Practice of the Magistrates' Courts in South Africa, 10th edn. 2 vols. Eds. H. J. Erasmus & D. E. Van Logerenberg. Claremont, South Africa: Juta, 2011.

## Topics to be covered

* Introduction
** Legal personality
* The beginning and end of Legal Personality
** The beginning of Legal personality -
** The interests of the unborn child
** The end of Legal personality
* Status
** Domicile
** Extra-martital birth
** Minority
*** The legal status of an infans
*** The Legal status of a minor
*** The Minor's contractual capacity
**** Assistance by a guardian
**** Ratification of contracts
**** Statuory exceptions.
**** Minor's contractual capacity - Misrepresentation
**** Mionor's contractual capacity - Undue Enrichment
**** Minor's contractual capacity - Restitutio in integrum.
**** Minor's capacity in other juristic acts
***** Litigation
***** Delictual liability
***** Criminal liability
**** Majority
*** Attainment of majority by various acts
**** Venia Aetas
**** Release from tutelage
**** Age of majority
**** Emancipation
** Diverse factors affecting status:
*** Status: Insanity
*** Status: Insolvency
# South African Law

This department will provide learning resources for Wikiversity participants to consider various substantive aspects of South African Law.
Courses to be covered will be
* Cession
* Agency
* Persons
* Contract
# South African Law/Cession/Case law

* This is a list of leading cases cited in South African Law. It forms part of both the South African Law Learning Project and the Wikiversity Law Reports Learning Project, a series of freely-licensed headnotes for court decisions.
* Botha v Fick 1995 (2) SA 720 (A)
* "mere consensus is sufficient to effect a cession"
* South African Law/Cession/Classification
* FNB v Lynn 1996 (2) SA 339 (A).'
* Future and contingent claims.
* South African Law/Cession/Object
* Johnson v Incorporated General Insurance Ltd.1983 (1) SA 318 (A),
* The definition of cession.
* South African Law/Cession/Classification
* Lief V Detmann1964 (2) SA 525 (A)
* Resolutive or dissolution agreement.
* South African Law/Cession/Classification
* Sasfin v Beukes 1989 (1) SA 1 (A) @ 31.
* Personal Claims; Delictus Personae
* South African Law/Cession/Object
* Trust Bank of South Africa Ltd. v Standard Bank of South Africa Ltd. 1963 (3) SA 166
* Rights in personam
* South African Law/Cession/Object
# South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Zen Garden Activity

Participants were asked to find small objects from their environment to place in a Zen garden on the dinner table, and explain to someone why they chose that object and why they placed in that specific position. The explanation was to be shared at the table by the other person.
Any comments from participants? (log in and edit this page).
# South African Law/Persons/Legal personality
## Definition

The law of persons is the branch of private law which govern:
* The determination of legal personality
* What beings are legal subjects (persons)
* The status of legal subjects
* The effect of various factors on a legal subject.

### Different kinds of legal subjects

A legal subject is any entity which has rights, duties and capacities. Sometimes those rights, duties and capacities are limited for various reasons, for example, a minor has limited capacity to act; a company can only act through its members or through its board of directors; a universitas has no feelings. There are two classes of legal subject recognised in South african law.
* Juristic persons and
* Natural persons.
Traditionally the Law of persons deals with natural persons. Accordingly we will mention juristic persons in the briefest form and move on to natural persons as soon as is decently possible.

#### Juristic persons

In roman law, the only persons recognised as having any rights and duties were natural persons. The concept was developed in Roman Dutch law to include juristic persons.
A juristic person has a separate legal personality from the persons who created it. Thus for example, a company can sue in its own name; a mutual society would have rights and obligations separate from its members; A university could have duties towards its employees...etc. For a comprehensive discussion on legal personality see Jones & Buckle: The Civil Practise of the Magistrate's Courts in South Africa' Ninth Edition. Volume II The Rules Rule 6 and commentary thereto.
A juristic person can come into being in various ways:
* By Legislation.
** Associations incorporated by general enabling legislation have legal personality. Examples of such jursitic persons are:
*** Companies: Incorporated in terms of the Companies Act Act 61 of 1973.
*** Close Corporations: - The Close Corporations Act 69 of 1984
*** Banks: - The Banks Act 124 of 1993
*** Co-operatives: - The Co-operatives Act 91 of 1981
** Associations incorporated in terms of specific legislation E.g.
*** Universities
*** Semi-state organisations.
*** Escom
*** SABC
* Associations which comply with common law requirements. These persons are known as universitates (singular: universitas).
*** The association must have continuous existance - even though the people controlling it may differ from time to time.
*** It must have rights, duties and capacities separate from its members
*** Its objects must not be for gain. If it were for gain, it would have to be registered as a company in terms of the Companies Act.
*** Examples are: Churches; Political parties; Trade unions:
* Trusts and partnerships are not legal persons. The trustees and partners of a trust or a partnership are personally liable for the liabilities of the entity, although limited personality is given by virtue of other acts, for example the Trust Property Control Act, the Income Tax Act and the like.
# Survey research and design in psychology/Lectures/Correlation

Lecture 4: Correlation
This is the fourth lecture for the Survey research and design in psychology unit of study.

## Outline

This lecture overviews non-parametric and parametric approaches to (bivariate) measures of association (dependence), i.e., correlational statistics and graphing. The lecture is accompanied by a computer-based tutorial.
This lecture explains:
* The purpose of correlation (what types of question(s) are we trying to answer?)
* Nature of covariation (what does it mean if two variables covary or “vary together”?)
* Correlational analyses
** Types of answers – What can we conclude?
** Types of correlation – Selecting appropriate correlations and graphs based on the variables' level of measurement
** Interpretation – of correlational relations and graphs
* Assumptions and Limitations
* Dealing with several correlations

## Slides

* Lecture slides (Google Slides]
* 2018 handouts:
** Download 6 slides to a page:
** Download 3 slides to a page:

## Readings

* Howitt and Cramer (2014a):
** Chapter 07: Relationships between two or more variables: Diagrams and tables (pp. 86-97
** Chapter 08: Correlation coefficients: Pearson correlation and Spearman’s rho (pp. 98-119)
** Chapter 11: Statistical significance for the correlation coefficient: A practical introduction to statistical inference (pp. 143-156)
** Chapter 15: Chi-square: Differences between samples of frequency data (pp. 196-217)
# Survey research and design in psychology/Lectures/Multiple linear regression II

Lecture 8: Multiple linear regression II
This is the eighth lecture for the Survey research and design in psychology unit of study.

## Outline

Summarises multiple linear regression and explains some advanced uses, including:
* semi-partial correlations
* analysis of residuals
* interactions
* analysis of change

## Prerequisite

* Multiple linear regression I lecture

## Readings

As per MLR I lecture, plus:
* Howitt and Cramer (2014a):
** Chapter 30: Partial correlation: Spurious correlation, third or confounding variables, suppressor variables (pp. 411-422)
** Chapter 39: The influence of moderator variables on relationships between two variables (pp. 540-561)

## Handouts

* Lecture slides (Google Slides)
* 2018 handouts:
** Download 6 slides to a page:
** Download 3 slides to a page:
# Survey research and design in psychology/Lectures/Multiple linear regression II & ANOVA I

Lecture 9: Multiple linear regression II & ANOVA I
This is the ninth lecture for the Survey research and design in psychology unit of study.

## Outline

Explains advanced use of multiple linear regression, including residuals, interactions and analysis of change, then introduces the principles of ANOVA starting with explanation of t-tests.

## Recordings

These are the 2011 lecture recordings:
* echo360 (rich media)
* mpv (video)
* mp3 (audio)
These are the 2010 lecture recordings:
* echo360 (rich media)
* mpv (video)
* mp3 (audio)