OpenLLM-France/wikimedia huggingface dataset:
# Category Theory
## Welcome to the Category Theory International Project !

* "In mathematics, category theory deals in an abstract way with mathematical structures and relationships between them. Categories now appear in most branches of mathematics and in some areas of theoretical computer science and mathematical physics, and have been a unifying notion. Categories were first introduced by Samuel Eilenberg and Saunders Mac Lane in 1942-1945, in connection with algebraic topology."
* This is an International Project on Category Theory, Higher Dimensional Algebra and their Novel Applications, such as:
* Topoi,
* n-Categories
* Nonabelian Algebraic Topology,

## Applications and Applied Mathematics

* Categorical Dynamics,
* Computational Theory and Logic,
* Quantum Physics and Quantum Algebraic Topology,
* Complex Systems and Relational Biology,
** Mathematical Medicine
** Ecosystems
** Biosphere
* Sociology
* Categorical Ontology
* Philosophy of Science
* (Specify your own novel application field, such as Anabelian Geometry, Noncommutative Geometry, Nondistributive Logics, Monassociative Mathematics, NonNewtonian analysis, etc)
w:Category theory topics w:Homological algebra: w:Abelian category • w:Sheaf theory • w:K-theory
w:Topos theory • w:Enriched category theory • w:Higher category theory
w:Monoidal category • w:Closed category • w:Dagger category
More category theory topics
# Category Theory/RelatedPortals

Category Theory/RelatedPortals:
* Portal:Mathematics
** Portal:Mathematics
* Portal:Physical Sciences
* Physics portal
* Mathematics portal
Category Theory/RelatedPortals/Projects
Mathematics-related content development projects also exist on pages in "School:" or "Topic:" namespaces.
Schools: Mathematics - Computer Science - Economics - Olympiads-School:Biophysics-Category Theory Projects
Topics: (Edit within the MathDeps Template)
| Elementary Mathematics College Algebra Euclidean Geometry Ideas in Geometry High School Mathematics Introductory Algebra and Geometry Primary School Mathematics Trigonometry | Pure mathematics Algebra Fundamental Mathematics Analysis Category theory Graph Theory Number Theory Philosophy of Mathematics Topology Set Theory | Applied Mathematics Actuarial Mathematics Finance Applied Calculus, Analysis, and Differential Equations Applied Category Theory Board Game Studies Combinatorics Discrete Mathematics Engineering Mathematics Knot Theory Numerical Analysis Mathematical Physics Quantum Algebraic Topology Statistics |
Category Theory/RelatedPortals/RelatedPortals
| Portal:Algebra | Portal:Analysis | w:Portal:Category theory | Portal:Computer science | Portal:Cryptography | Portal:Discrete mathematics | w:Portal:Geometry |
| Algebra | Analysis | Category theory | Computer science | Cryptography | Discrete mathematics | Geometry |
| w:Portal:Logic | Portal:Mathematics | Portal:Number theory | Portal:Physics | Portal:Science | Portal:Set theory | Portal:Statistics | Portal:Topology |
| Logic | Mathematics | Number theory | Physics | Science | Set theory | Statistics | Topology |
| General | Foundations | Number theory | Discrete mathematics |
| Wikipedia Books: Mathematics |
# History of Piano Playing/Leopold Godowsky
## Reference/External links

* Leopold Godowsky plays Chopin Sonata no. 2 opus 35 (3/3)
# History of Quebec and Canada/Study Guide/Module 2: Canadian Society during the French Regime

Home| Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7:

## Module 2: Canadian Society during the French Regime
### Unit 1: Settlement in the St. Lawrence Valley

Topic 1: Factors Affecting Settlement
Topic 2: Seinorial System
Topic 3: Jean Talon's Policies
Unit 2: Political Structure of New France(1663-1760)
Topic 1: Mother Country/Colony Relations
Topic 2: Royal Government
Unit 3: Social Structure of New France
Topic 1: Roles of the Church
Topic 2: Social Groups
# History of Piano Playing
## Pianists

* Vladimir de Pachmann
* Leopold Godowsky
* Emil von Sauer
# History of Piano Playing/Vladimir de Pachmann
## Reference/External links

* Schumann Novelette No. 1 de Pachmann Rec. 1923
* Chopin Nocturne in B Major de Pachmann Rec.1925
* Vladimir de Pachmann (1848-1933): Chopin - Etude in Gb op.10
* Chopin-Godowsky Revolutionary Etude for Left Hand Pachmann
* Chopin Impromptu Op. 36 de Pachmann Op.36
* a silent film of Pachmann making Duo-Art piano roll recording in 1923
# History of Quebec and Canada/Study Guide

History of Quebec and Canada Study Guide
This guide has been prepared for Quebec High School students enrolled in the Secondary IV History of Quebec and Canada Course. Topics emphasized in these courses include the French empire in America, Canadian society under the French regime, the Conquest and the early days of British rule, the beginnings of responsible government, Quebec and Confederation, industrial development, and contemporary Quebec.
How to use the Study Guide
1-Go through each of the Lessons in History starting with Module 1.
2-Complete the Topic Test Questions at the end of each topic and the Synthesis Test Questions at the end of each Module.
3-Go back over the Lesson until you're able to answer the questions.
4-Once you have completed the Module, test yourself with the Self Scoring Module Tests.
5-If you're still having trouble, try the Test+Tutorial , where you can get "hints" and references to the correct answers.
Lessons in History
* Module 1
* Module 2
* Module 3
* Module 4
* Module 5
* Module 6
* Module 7
# History of Quebec and Canada/Study Guide/Module 1: The French Empire in North America

Home | Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7:

## Module 1 : The French Empire in North America
### Unit 1: Occupation of the Territory

    Topic 1: Reasons for Exploration
    Topic 2: Cartier's Voyages
    Topic 3: Geographic Conditions

### Unit 2: Amerindian Civilization

    Topic 1: Sociocultural Organization
    Topic 2: Mutual Influences

### Unit 3: The Fur Trade

    Topic 1: Concepts of Colonization
    Topic 2: Mercantilism
    Topic 3: Territorial and Military Consequences
# History of Quebec and Canada/Study Guide/Module 3: The Conquest and the start of British Rule

Home | Module 1: | Module 2: | Module 3: | Module 4: | Module 5: | Module 6: | Module 7: Module 3: The Conquest and the start of British Rule
Unit 1: The Conquest of New France (1760)
Topic 1: Causes for the French Defeat
Topic 2: Major Effects of the Change in Empires
    The Articles of Capitulation and Military Government
    Treaty of Paris (February 1763)
    Royal Proclamation(October1763)
Unit 2: The Province of Quebec and the American Revolution
Topic 1: Quebec Act 1774
Topic 2: Consequences of American Independence
# Federal Writers' Project – Life Histories/2020/Spring/Section25

This project is associated with English 105.025 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2020/Spring/Section25/
Use the following to create a new life history subpage:
# Dyeing

Dyes Substances used to impart colour to textiles, leather, paper, etc. Compounds used for dyeing (dyestuffs) are generally organic compounds containing conjugated double bonds. The group producing the colour is the chromophore; other noncoloured groups that influence or intensify the colour are called auxochromes. Dyes can be classified according to the chemical structure of the dye molecule. For example, azo dyes contain the –N=N– group (see azo compounds). In practice, they are classified according to the way in which the dye is applied or is held on the substrate.
Acid dyes are compounds in which the chromophore is part of a negative ion (usually an organic sulphonate RSO2O−). They can be used for protein fibres (e.g. wool and silk) and for polyamide and acrylic fibres. Originally, they were applied from an acidic bath. Metallized dyes are forms of acid dyes in which the negative ion contains a chelated metal atom. Basic dyes have chromophores that are part of a positive ion (usually an amine salt or ionized imino group). They are used for acrylic fibres and also for wool and silk, although they have only moderate fastness with these materials.
Direct dyes are dyes that have a high affinity for cotton, rayon, and other cellulose fibres. They are applied directly from a neutral bath containing sodium chloride or sodium sulphate. Like acid dyes, they are usually sulphonic acid salts but are distinguished by their greater substantivity (affinity for the substrate), hence the alternative name substantive dyes.
Vat dyes are insoluble substances used for cotton dyeing. They usually contain keto groups, C=O, which are reduced to C-OH groups, rendering the dye soluble (the leuco form of the dye). The dye is applied in this form, then oxidized by air or oxidizing agents to precipitate the pigment in the fibres. Indigo and anthroquinone dyes are examples of vat dyes. Sulphur dyes are dyes applied by this technique using sodium sulphide solution to reduce and dissolve the dye. Sulphur dyes are used for cellulose fibres.
Disperse dyes are insoluble dyes applied in the form of a fine dispersion in water. They are used for cellulose acetate and other synthetic fibres.
Reactive dyes are compounds that contain groups capable of reacting with the substrate to form covalent bonds. They have high substantivity and are used particularly for cellulose fibres.
# Dynamic Host Configuration Protocol

The Dynamic Host Configuration Protocol (DHCP) is a network management protocol used on UDP/IP networks whereby a DHCP server dynamically assigns an IP address and other network configuration parameters to each device/computer on a network.
* Static vs dynamic IP addressing
* Reservations
* Scopes
* Leases
* Options (DNS servers, suffixes)
* IP helper/DHCP relay
Available DHCP Servers:
* ISC-DHCP (DHCP) Configuration
* Cisco IOS dhcp server

## Activities

* Configure a DHCP server for your network using isc-dhcp-server package
* Cisco IOS/Cisco IOS DHCP Server configuration
# Dynamic programming

In computer science, dynamic programming is a method of solving problems exhibiting the properties of overlapping subproblems and optimal substructure that takes much less time than naïve methods.
The term was originally used in the 1940s by Richard Bellman to describe the process of solving problems where one needs to find the best decisions one after another. By 1953, he had refined this to the modern meaning. The field was founded as a systems analysis and engineering topic which is recognized by the IEEE.
The word "programming" in "dynamic programming" has no particular connection to computer programming at all. A program is, instead, the plan for action that is produced. For instance, a finalized schedule of events at an exhibition is sometimes called a program. Programming, in this sense, is finding an acceptable plan of action.

## Algorithms that use dynamic programming

* Many string algorithms including longest common subsequence
* The Cocke-Younger-Kasami (CYK) algorithm which determines whether and how a given string can be generated by a given context-free grammar
* The use of transposition tables and refutation tables in computer chess
* The Viterbi algorithm (used for hidden Markov models)
* The Earley algorithm (a type of chart parser)
* The Needleman-Wunsch and other sequence alignment algorithms used in bioinformatics
* Levenshtein distance (edit distance)
* Floyd's All-Pairs shortest path algorithm
* Optimizing the order for chain matrix multiplication
* Subset Sum algorithm
* knapsack problem
* The dynamic time warping algorithm for computing the global distance between two time series
* The Selinger (a.k.a System R) algorithm for relational database query optimization
* De Boor algorithm for evaluating B-spline curves
* Duckworth-Lewis method for resolving the problem when games of cricket are interrupted
* The Value Iteration method for solving Markov_decision_processes
# Dynamical Weyl group

Plan:
$A_{s_{1}s_{2}}(\lambda )=A_{s_{1}}(s_{2}\cdot \lambda )A_{s_{2}}(\lambda )$
* ${\mathfrak {g}}$ -----simple Lie algebra
* $\lambda$ -----------weight
** c -------dominant weight
** $\lambda$-----has singular vector
** $\mu :(\lambda ,\mu )$ and $(\lambda +c,\mu +c)$---- generic
* $M_{\lambda }$--------Verma module
* $V$ -------------finite-dimensional module
** $\lambda$-weight,
** $V[\lambda ]$ -weight subspace
** $v\in V[\lambda -\mu ]$
* $\pi$-------------dominant weight
* $V_{\pi }$----------finite-dimensional module
* $Hom_{\mathfrak {g}}(M_{\lambda }\rightarrow M_{\mu }\otimes V)$----space of g-invariant homomorphismata
* $Hom_{\mathfrak {g}}(M_{\lambda +c}\rightarrow M_{\mu +c}\otimes V)$----space of g-invariant homomorphisma
* $Hom_{\mathfrak {g}}(M_{\lambda }\rightarrow M_{\mu }\otimes V)\rightarrow Hom_{\mathfrak {g}}(M_{\lambda +c}\rightarrow M_{\mu +c}\otimes V)$
* For $\lambda ,\mu$ generic, $Hom_{\mathfrak {g}}(M_{\lambda }\rightarrow M_{\mu }\otimes V)\cong V[\lambda -\mu ]$
* For $\lambda +c,\mu +c$ generic, $Hom_{\mathfrak {g}}(M_{\lambda +c}\rightarrow M_{\mu +c}\otimes V)\cong V[\lambda -\mu ]$
* For $\lambda$ sufficiently large, $s_{c}$ is an isomorphism.
* $w=s_{1}s_{2}$
* $A_{s_{1}}(\lambda )$ -----------dynamical Weyl operator
* $A_{s_{i}}$----commutes with $s_{c}$
$A_{s_{1}s_{2}}(\lambda )=A_{s_{1}}(s_{2}\cdot \lambda )A_{s_{2}}(\lambda )$
# Dynamics
## Introduction

This course will cover dynamics from the perspective of classical mechanics. The suggested audience will be advanced undergraduate and graduate students in engineering. The expectation is that students will have familiarity with ordinary differential equations, vector calculus, and linear algebra. The course will draw on material openly available with inspiration from key relevant texts.

## Topics

* Kinematics
* Newtonian Dynamics
* Analytical Dynamics
* Linearization
* Solving Ordinary Differential Equations
* Tips or Suggestions for Editing
# Dyed rice activity

Create dyed rice for use in activities. For this activity you can use normal craft paint (called tempura paint or poster paint) to colour the rice.

## Materials

* Rice
* Craft paint
* Zip closure plastic bag

## Directions

* Add approximately 1 cup of rice to the bag
* Squirt paint onto the rice. Approximately 1 tablespoon per cup of rice works best.
* Shake the bag to evenly distribute the paint
* Leave for 2-3 hours to dry

## Activities

A number of activities can be done with the dyed rice.
* Sensory play: Make multiple colors of rice, and have fun filling a bin or play try and mixing the colors together. Combine play with toys.
* Art activities: Put glue on paper, and add rice to make artwork.
# Dynamic Host Configuration Protocol/Configure a DHCP server for your network

Most Routers offer DHCP services but you can also configure a DHCP server your computer for you network.
Using Ubuntu you can install isc-dhcp-server.
Install isc-dhcp-server:
Configure your new installed DHCP server:
# Dutch Language/The verb "to be" in Dutch

Learning Dutch - Lesson 2: The verb "to be" in Dutch

## Lesson overview

* You will learn the verb "to be" in several tenses.

## Present Simple

Ik ben = I am Jij bent = You are Hij/zij/het is = He/she/it is Wij zijn = We are Jullie zijn/u bent = You are Zij zijn = They are Gij zijt = Thou art

## Past Simple

Ik was = I was Jij was = You were Hij/zij/het was = He/she/it was Wij waren = We were Jullie waren/u was = You were Zij waren = They were

## Present Perfect

Ik ben geweest = I have been Jij bent geweest = You have been Hij/zij/het is geweest = He/she/it has been Wij zijn geweest = We have been Jullie zijn geweest/u bent geweest = You have been Zij zijn geweest = They have been

## Past Perfect

Ik was geweest = I had been Jij was geweest = You have been Hij/zij/het was geweest = He/she/it has been Wij waren geweest = We had been Jullie waren geweest/u was geweest = You had been Zij waren geweest = They had been
Notes: Just learn the present and past simple by heart. With the perfect's just put "geweest" after the simple form.

## Handy sentences with to be

Ik ben groot = I am tall Ik ben klein = I am short Ik ben ... jaar oud = I am ... years old Ik was jong = I was young Ik ben oud = I am old Ik was jong, maar nu ben ik oud = I was young, but I am old now.
Notes: Learn "to be" by heart, and you will quite easily make Dutch sentences. We will soon cover more advanced "to be" grammar.
* Dutch Language
** Dutch Language/Introduction
** 1: Greetings
** 2: The verb "to be" in Dutch
** 3: Food
** 4: Animals
** 5: Clothing
** 6: Adjectives
** 7: Possessives
** 8: Questions
** 9: Places
** 10: Seasons
** 11: Jobs
** 12: Presentence
** 13: Countries and Languages
** 14: Er vs There
** 15: Body
# Informal learning activities/Pbf

*  [[w:{{{1}}}, {{{2}}}|{{{3}}}]]{{../{{{4}}}}} ({{{5}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}}, {{{2}}} is the Wikipedia link, {{{3}}} is the name to be displayed, {{{4}}} is the country or area abbreviation, and {{{5}}} is the hint to the nature of the item.
# Informal learning activities/Pk

Pkstn
This inserts a link to the country or area, in this case Pakistan, into a Places & Buildings item.
# Informal learning activities/Pbd

*  [[w:{{{1}}} {{{2}}}|{{{1}}}]]{{../{{{3}}}}} ({{{4}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} {{{2}}} is the Wikipedia link, {{{1}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{4}}} is the hint to the nature of the item.
# Informal learning activities/Pbe

*  [[w:{{{1}}} {{{2}}}|{{{1}}} {{{2}}}]]{{../{{{3}}}}} ({{{4}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} ({{{2}}}) is the Wikipedia link, {{{1}}}&nbsp;{{{2}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{4}}} is the hint to the nature of the item.  This is for double names.
# Informal learning activities/Pg

Prtgl
This inserts a link to the country or area, in this case Portugal, into a Places & Buildings item.
# Informal learning activities/Pbc

*  [[w:{{{1}}} ({{{2}}})|{{{1}}}]]{{../{{{3}}}}} ({{{2}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} ({{{2}}}) is the Wikipedia link, {{{1}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{2}}} is the descriptive part of the name.
# Informal learning activities/Pbg

*  [[w:{{{1}}} {{{2}}}|{{{2}}}]]{{../{{{3}}}}} ({{{4}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}} is the Wikipedia link, {{{2}}} is the main name to be displayed, {{{3}}} is the country or area abbreviation, and {{{4}}} is the hint to the nature of the item.
# Informal learning activities/Pbk

*  [[w:{{{1}}} {{{2}}} ({{{3}}})|{{{1}}}]]{{../{{{4}}}}} ({{{3}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}} ({{{3}}}) is the Wikipedia link, {{{1}}} the main name to be displayed, {{{4}}} is the country or area abbreviation, and {{{3}}} is the hint to the nature of the item.
# Informal learning activities/PbK

*  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{1}}}]]{{../{{{4}}}}} ({{{2}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}} {{{3}}} is the Wikipedia link, {{{1}}} the main name to be displayed, {{{4}}} is the country or area abbreviation, and {{{2}}} is the hint to the nature of the item.
# Informal learning activities/Pbh

*  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{1}}}]]{{../{{{4}}}}} ({{{3}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}} {{{3}}} is the Wikipedia link, {{{2}}} is the name infix and {{{1}}} is the main name to be displayed, {{{4}}} is the country or area abbreviation, and {{{3}}} is the hint to the nature of the item.
# Federal Writers' Project – Life Histories/2021/Summer/105/Section 06

This project is associated with English 105.006 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Summer/105/Section 06/
Use the following to create a new life history subpage:
# Informal learning activities/STI

* [[wikt:{{{1}}}#English|{{{1}}}]] ({{{2}}})
This template is simply an almost identical version of STi that must be used when the item immediately follows a heading so that the otherwise excessive blank space is reduced.
# Informal learning activities/SAO

SAtlOcn
This inserts a link to the country or area, in this case the South Atlantic Ocean, into a Places & Buildings item.
# Informal learning activities/SA

SAfrc
This inserts a link to the country or area, in this case South Africa, into a Places & Buildings item.
# Informal learning activities/STC

* [[w:{{{1}}}|{{{2}}}]] ({{{3}}})
This is simply a version of STc (q.v.) that needs to be used when the item immediately follows a heading.
# Informal learning activities/SM

{{{1}}}
This provides a simple way of getting a smaller bold font for {{{1}}}.
# Informal learning activities/STA

* [[w:{{{1}}}|{{{1}}}]] ({{{2}}})
This is simply a version of STa (q.v.) that needs to be used when the item immediately follows a heading.
# Informal learning activities/STK

* [[wikt:{{{1}}}#{{{2}}}|{{{1}}}]] ({{{3}}})
This template is simply an almost identical version of STk that must be used when the item immediately follows a heading so that the otherwise excessive blank space is reduced.
# Informal learning activities/SKr

SthKr
This inserts a link to the country or area, in this case South Korea, into a Places & Buildings or Buildings and Places item.
# Informal learning activities/SL

SrLn
This inserts a link to the country or area, in this case Sierra Leone, into a Places & Buildings item.