OpenLLM-France/wikimedia huggingface dataset:
# Programming Fundamentals/Functions/Lua
## Try It

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

## See Also

* Lua.org: Reference Manual
# Programming Fundamentals/Functions/COBOL
## Try It

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

## See Also

* TutorialsPoint: COBOL
* GnuCOBOL Manual
# Programming Fundamentals/Functions/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Programming Fundamentals/Functions/Fortran
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Fortran compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* RexTester
* TutorialsPoint

## See Also

* TutorialsPoint: Fortran
* Fortran90.org: Best Practices
# Student Projects/Asexual reproduction in plants

Asexual Reproduction in Plants
Asexual reproduction is a process in which new organism is produced from a single parent without the involvement of gametes or sex cells. Many unicellular and multicellular organisms reproduce asexually. In this process, parent organism either splits or a part of parent organism separates to form a new organism. There are four types of asexual reproduction. They are, vegetative propagation, budding, fragmentation, spore formation.
Vegetative propagation:
In vegetative propagation, parts of old plants like stems, roots, buds are used to grow a new plant. The buds which are present in dormant state in old plant are provided with suitable conditions like moisture and warmth so that they grow and develop to form a new plant. Some examples are potato plant, banana, onion, sugarcane.
Budding:
The word bus means small outgrowth. In the process of budding, a small bud grows on the body of parent organism and when the time comes it detaches itself to form a new organism. Example is yeast.
Fragmentation:
Fragmentation occurs in multicellular organisms. The multicellular organism breaks into two or more pieces on maturation. Each piece then grows into a new organism. Example is spirogyra.
Spore formation:
The parent plant produces hundreds of reproductive units called spores in its spore case. When this spore case of the plant bursts, these spores travel in air and land on food or soil. Here they germinate and produce new plants.
# Student Projects/Basic ICT tools for teachers

ICT tools are those soft wares which help in creating electronic content for teaching learning activities. These are very much useful for teachers who wish to bring their teaching content to online platform. The main advantage is that it can be accessed from anywhere in the world. Lot of opensource soft wares are available for this purpose. A few of such are listed below :
1) exe learning- For creating texts,multimedia materials,interactive activities etc.
2)VUE- For Creating concept maps
3)Openshot-A simple video editing software
4)Audacity-For editing audio
5)Free Cam-For screen recording PC
# Workshop for Australian education policy/Draft new sections

Main page  Current policy  Challenges and opportunities  Change existing policy  Draft new sections  Structure proposed policy
# World History

World history or global history is a field of historical study that emerged as a distinct academic field in the 1980s. It examines history from a global perspective. It is not to be confused with comparative history, which, like world history, deals with the history of multiple cultures and nations, but does not do so on a global scale. World history looks for common patterns that emerge across all cultures. World historians use a thematic approach, with two major focal points: integration (how processes of world history have drawn people of the world together) and difference (how patterns of world history reveal the diversity of the human experiences).

## Resources

* Global Civilization I
* Honors World History Guide
* AP World History

## See Also

* Category: World History
* Wikipedia: World history
# Workshop for Australian education policy/Change existing policy

Main page  Current policy  Challenges and opportunities  Change existing policy  Draft new sections  Structure proposed policy

## Copyright and commons

Licences for
* shared resources
* collaborative projects
* participative courses
* international collaborations
* access for homeschooling
* lifelong learning
* workplace learning
* Aboriginal community cultural licences

## Negotiating opportunities and risks

* due care
* collecting/hosting information regarding minors
* rights of the child for expression
* using technologies for sharing with peers, mobile phones, myspace, games
* using technologies for supervised learning
* access at home and at school
# World Languages

This learning project introduces world languages by geographic region.

## Languages by Continent

* Africa
* Antarctica
* Asia
* Europe
* North America
* Oceania
* South America

## Languages by Country

* Canada

## See Also

* School:Language Studies
* Wikipedia: World language
# Workshop for Australian education policy/Current policy

Main page  Current policy  Challenges and opportunities  Change existing policy  Draft new sections  Structure proposed policy
# Test and Quiz/Sandbox/Flashcards

    Used in a class declaration to specify that a class is not to be instantiated, but rather extended by other classes. Used in a method declaration to declare a method without providing the implementation. An abstract class can have abstract methods that are not implemented in the abstract class, but in subclasses. All methods declared in an interface are implicitly abstract.

## abstract

1 new card
# Terraforming/Mars
## Learning Tasks

* (Duration) Terraforming takes time and activities and interventions of today will have an impact many years later. Explain the scientific workflow, how the duration of terraforming can be calculated and estimated. Explain similarities and differences between terraforming and forrest management according to time and duration of intervention! e.g. plant trees today might result in harvesting the wood in 100 years. What is the motivation of people to plan so many years ahead?
* (Human Interventions on Earth) Interventions on earth of mankind formed the earth in way like no other species did before. What are the similarities an differences between the way mankind changes the global ecosystem on earth (e.g. climate change) and terraforming of other planets? Is there anything we can learn from terraforming to keep our earth "in good shape" and visualized our impact on earth, (e.g. Earth Overshot Day) or vice versa what are the lessons learnt from climate change that can be used in the context of terraforming.
* (Drivers and Activities) What kind of activities or drivers could you identify beyond commercial objectives and exploitations of resources for application on earth. What are potential obstacles and requirements and constraints that can be challenge?
* (Transport and Resource Management) Transportation of resources or tools to other planets for terraforming is necessary and expensive. Explain the role of resource management for terraforming to use existing resource on the planet to perform terraforming. What are steps before terraforming that are required prior to any interventions planned for other planets.

### Wikipedia

* Terraforming of Mars
* Mars
* Colonization of Mars

### Wikibooks

* Colonising Mars
# Test and Quiz/Sandbox

/Timedredirect /Flashcards /Chat
The mw:Extension:Quiz extension is now working on wikiversity, enjoy !
Purge page
User:Trevor MacInnis came up with this little system, all I did was put the parts together. Still, it only updates every minute.
2119425
2119425
Which one is C?
| A Wrong | B Wrong | C Right - you win a WikiCookie! :-) | D Wrong |
* Question goes here
| A text goes here Answer for A goes here | B text goes here Answer for B goes here | C text goes here Answer for C goes here | D text goes here Answer for D goes here |
Test and Quiz –
test
-on betat this gives buttons...
here is some of the code from wikiweb's test...
<form method="post" action="wiki.cgi" enctype="multipart/form-data"> <input type='hidden' name='form_evaluation' value='1' /><input type='hidden' name='action' value='form_evaluation' /><input type='hidden' name='lang' value='1' /><input type='hidden' name='formpage' value='WikiQuizz' /> <input type='hidden' name='cur_page' value='WikiQuizz' />
* 1. Was ist ein WikiWeb?
| <img src='/image/p.gif' border='0' width='50' height='1'> | <input type='radio' name='frage_0' value='0'> Ein Spezialnetz zum Fang von Wikiaru-Lachsen. <input type='radio' name='frage_0' value='1'> Ein Autorensystem für Webseiten. <input type='radio' name='frage_0' value='2'> Ein Netzwerk von Unterhaltungsprogrammen. Auswertung  /answer form Instructions: Edit the Q1= and Q2= to your choice Question goes here A text goes here   B text goes here   C text goes here   D text goes here   This will be C's answer Question goes here A text goes here   B text goes here   C text goes here   D text goes here   Question 3: this is an essay question. Create a subheader named ==Question three== and answer it by editing below. You have 59 more days to finish this test, which was started on 11/2 <random> Text 1 @@@ Text 2 @@@ Text 3 </random> 37 Roll again /randomorder . 2 10 (03) |
# Test-retest reliability
## Pre-requisites

Before reading this section, make sure you understand:
* Correlation

## Test-retest reliability

Test-retest reliability is the correlation between test scores taken at one time and another time.
An alternative, to help deal with potential practice effects, is alternate form reliability which is the correlation between two different forms of a test which are each completed at different times.

## Tutorial exercise: Test-retest Reliability

* leq01.sav (contains self-ratings of three constructed scales):
** Time Management,
** Emotional Control and
** Self-Confidence collected approximately 1 month apart (Time 0 and Time 1).
* Calculate the test-retest reliabilities for each scale.
# Terrorism

Terrorism implies the use of violence to terrorize a population or government for certain political,religious or ideological purpose.Today Terrorism is associated with war-like activities that violate human and civil rights.The treat of terrorism has become a worldwide concern with several parts of the world ruling under frequent terrorist strikes.With little concern for human lives, terrorists continues to strike with impurity, leaving death & destruction as trail, wherever they choose to inflict their blows.Terrorism is the plague of the 21st Century global mass media terrorize populations with the reports of shocking terrorist attacks.
Its hard to curb terrorism for several reasons
* Terrorists are well organized with a point plan
* They are unseen and camouflaged
* They are outrageous, resolute, fearless and stubborn.
* Terrorists have support of the civilians who are on their side.
Terrorism is our nightmare, unseen danger that may cost us our life.Terrorism is a criminal act, since no fight for justice can be justified by murders of innocent people.There have been several terror attacks in India, resulting in grievous loss of lives and properties.Without extricating the roots of terrorism our governments will never achieve positive results.The major areas where terrorist attacks in India are Jam-mu and Kashmir, east-central and south-central India and seven sisters.
Terrorism is a response to oppression,poverty and discrimination. Unemployment also have been a major cause due to which terrorist groups lure the young generation to it.Terrorism is an asymmetric form of conflict because it always divides all the participants involved. It is a strategy and a tactic,a duty and a crime a reaction to oppression and an inexcusable abomination. When human rights are universally respected terrorism will not have a justifiable sort under its feet.
Cultivate love,not hate in your heart.Try to understand what driver terrorists.Remember,terrorism is like a love triangle it is different from a terrorist's victim's or public opinion's perspectives.

## Discussion questions

* Can drone technology be used to mitigate or stop terrorism?
* How might artificial intelligence and aerial drones be utilized to stop terrorism potentially?
* What motivates individuals to engage in terrorism?
* What measures are currently taken to reduce and stop terrorism?
* Psychiatrist Thomas Szasz labeled psychiatric coercion as medicalized terrorism. What does it meant to medicalize something? What does Thomas Szasz mean when he proclaimed this? Is this a valid statement? Why or why not?
# Turing/Control Structures and Logical Expressions

For all of these codes, don't forget to put end if/loop/for at the end of the if/loop/for statement.

## If statements

Now, try this code:
* If the user enters "Hello, world" then the output is "Hello"
* If the input is "Bananas" then the output is "Bananas are good"
* If the input is anything else, then the ouput is "Bye."

## Loops

Loops do exactly what they sound like. The program from the loop to the end loop Try this code:
This program should output numbers indefinitely from 0 up. Now, let's say that we want to only put the numbers from 0 to 100. We need to put an 'exit when' statement.

## For statements

For statements are really useful. The program:
is the same as
If that was confusing, a for statement pretty much gives the variable 'i' all the values from small to big.
would output
They are really useful for assigning values to an entire array, for example, this program gives the value '0' for every value in the array.

## Exercises

* Make the user input a user name and password. (Hint: If statement)
* Make the program give the user as many tries as they want, or if you want a challenge, 5 tries (Hint: Loop)
* Re-do exercise 2 (input 10 values from an array) from the last one, with for statements
* Project: Turing
* Previous: Variables and Types — Turing/Control Structures and Logical Expressions — Next: Functions and Subroutines
# Turing/Functions and Subroutines
## Functions

I never use these, so I can't really say anything useful about them, except that they are used to make calculations that you often use. Let's say you want to make a program that gets radii and outputs the area of the circle.

## Procedures

These are great for things that you do often or just to make your program look more organized. Let's say that you want to get the keyboard input, then the mouse input, then the keyboard input and then output both, get the mouse input and then output both. Instead of copying and pasting bits of code, you can have procedures and call them when needed.

## Exercises:

* Make a function that calculates the number times 6, plus 3 divided by 2
* Make a procedure that puts 'hi' and then one that gets a string. Then call on them at random. (Hint: Use Rand.Int: Rand.Int (1,5) randomly outputs a number between 1 and 5.)
* Project: Turing
* Previous: Control Structures and Logical Expressions — Turing/Functions and Subroutines — Next: Basic Graphical User Interfaces
# Turing/Introduction

breakdown of syntax:
put - outputs string (in this case) following the put command
"..." - string, which was output. A string is essentially a sequence of characters.
Another example:
Here, the first "put" will print out the string "first line". Then the second "put" will print out the string "second line". Notice that the strings are on separate lines. This is because "put" prints out a newline after the string. "first line" will be printed, then a newline, then "second line" and finally a newline (what you get when you hit Enter).
Imagine you had a very long program. There might be many statements (a line of code that does something). Your code could become unreadable. This is where comments come in handy.
You might have noticed "%" in several places in this code segment. To make a comment, you simply put "%", and everything after is a comment. Comments can even be placed after statements (but not before, as the statement would become part of the comment). The most common use is to explain code, and the function of a program. Another use is to temporarily stop a section of code from running by prefixing a "%" to the statements. This is known as commenting out.
Exercises:
1. Make a program that outputs a string on one line and then another one on the next.
2. Make the second example print out both strings on the same line, without removing the second put. Note: You will have to do some research on this.
* Project: Turing
* Previous: Turing — Turing/Introduction — Next: Variables and Types
# Turing/Basic Graphical User Interfaces
## Introduction

Graphic User Interface (GUI) in Turing is based on the Cartesian co-ordinate system. X is the horizontal axis and Y is the vertical one. A normal window is 639 (x) by 399 (y) pixels, but can be changed with the setscreen ("graphics:x;y") for example setscreen ("graphics:100;200") changes the window to 100 x 200 pixels. You can only use GUI in graphics mode.

## Draw unit Commands

Since Turing is object oriented, all of the simple GUI commands are part of one unit. The commands are below. They must have draw in front of them e.g. drawarc, drawfillbox except for cls, which can be either Draw.Cls or cls. Instead, they can have 'Draw.' in fron of them, but they must be capitalized e.g. Draw.Arc or Draw.FillBox or Draw.MapleLeaf.
* arc † (centre x,centre y,initial angle, final angle, colour)
* box † (x1, y1, x2, y2, colour)
(x1,y1) is one corner (traditionally bottom left) and (x2,y2) is the opposite (top right)
* cls
* dot (x,y,colour)
* line (x1, y1, x2, y2, colour)
(x1,y1) is one end and (x2,y2) is the other end
* mapleleaf † (x1, y1, x2, y2, colour)
The maple leaf is drawn in an imaginary box, with the corners (x1,y1) and (x2,y2)
* oval † (center x, center y, radius x, radius y, colour)
* polygon † (x1, y1, x2, y2, x3, y3 ..., colour)
The parameters are the corners of the figure. It can have up to 255 points.
* star † (x1, y1, x2, y2, colour)
Same as maple leaf
† These commands can have fill added before them, making a filled box, oval, polygon etc.

## Animation

By using loops, you can animate these shapes. You will need a mathematical formula (or formulae) to calculate these.

### 1 Direction

The simplest way to move a shape is one way. For this program, we will move it right.

### Diagonally

Move 2 axis: replace drawfilloval (shapeX, 100,10,10,1) with

### A group

You have to move all the shapes. However, if the shapes are at different places, then you need to add a coefficient. To add another circle 20 pixels above and 10 left, add this line of code
# Turing/Previous

This is a placeholder for Portal:Engineering and Technology --> School:Computer Science --> Topic:Computer Programming --> Topic:Turing
Please insert a description of Turing and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too.

## Prerequisites

None
However you do need to download the Turing IDE.

## Course Description

This course will cover the Turing programming language from the start for new students to programming. This course is recommended for those with no programming experience. Although Turing is an Object Oriented language this will only be touched on in this course.

## Lessons

* Introduction
* Lesson 1: Hello World
* Lesson 2: Variables and Constants
* Lesson 3: Selective Structures
* Lesson 4: Loops
* Lesson 5: Basic Graphics (Drawing)
* Lesson 6: Advanced Graphics (Animation)
* Lesson 7: GUI
* Lesson 8: Introduction to Objects
* Conclusion

## Enrolled

Please sign below if you are participating in this topic. Use 4 tildes (~) to sign.
# Turing/Variables and Types
## Code

Try this code:
This code does two things
* makes "text" a variable (the first line of code)
* allows the user to input the value of "text" (the second line of code)
A variable is essentially the variable in math. However, in a programming language, a variable can hold a character, number, or a string. Before you use a variable, you have to declare it. There is a simple way to do that:
There are several important parts in this code segment. First, there is the keyword "var". It basically means that whatever comes next is a variable declaration. "foo" is the name of the variable you are defining. After, there is a colon. After the colon is the keyword "int". This says that foo is an integer. This statement essentially declares foo as an integer. This will be further explained in the next section.

## Variable Types

There are four types of variables:
| type | what it is | syntax |
| boolean | true or false | var a : boolean |
| integer | numbers with no decimals | var b : int |
| real number | numbers with decimal places | var c : real |
| string | series of characters | var d : string |

## Working With Variables

In the previous section, we saw all the variable types. Now we need to learn how to use them. Suppose we had two integers, called "foo" and "bar". We can do many things with these two variables.

## Arrays

Another useful type of variables is an array. It can store many different variables at once. For example, a 10 by 10 array can store 10 times 10 variables, or 100 different values. The syntax is as follows:
You can choose the variable type and the size by changing the numbers and the "int" to boolean for example. If you choose to add more dimensions, you can, for example:
The way you assign or call variables is as follows:

## Exercises

Exercises:
* Make a program that has the user input their name and then prints it out (Hint: to print a variable, you cannot put quotation marks around it)
* Make a variable that stores 10 names in an array, and if you want, prints them out. You will learn a more efficient way of doing this next lesson.
* Project: Turing
* Previous: Introduction — Turing/Variables and Types — Next: Control Structures and Logical Expressions
# Turkish
## Turkic Language

Welcome to the Turkish Language Division of the Schools of Language and Literature and Linguistics.
The Turkish language is a very old language (rooted to at least 7th century BC (Orhun Tablets), although it is known that the language was formed well before then).
The learning resource here is still being developed, so your help is very welcome. In this Turkic Language Division, you can find in the future resources about both grammatical aspects of the Turkish Language and its vocabulary.

## Available resources

* Turkish Alphabet
* Basic words
* Numbers
* Pronouns
* Plural
* Colors

## Task List

Turkish Grammar I - Türkçe Dilbilgisi I Thelorien 18:08, 20 April 2007 (UTC)
Turkish Vocabulary I - Türkçe Kelime Bilgisi I Thelorien 18:15, 20 April 2007 (UTC)
* Create a new Turkish resource
* Enter the title of your new page into the box below and click the button. This will create a new page for you and start off the page with some boilerplate.