OpenLLM-France/wikimedia huggingface dataset:
# R (programming language)/Installation

On this page you can learn about the installation (setup) of R on a Windows PC. Please note that R is a multi platform programming language working also under MacOS X and Linux machines. The description on these should be added here as well.

## Windows
### Download

To install R under Windows operating system you have to download the binaries from the web. First go to r-project.org and click CRAN under download section on the left panel and select a mirror site, from where you could download the required content. The best idea is pick a mirror closest to your actual geographical location, but other ones should work as well. The click Windows and in subdirectories base. The windows binary is the exe file, in form R-x.x.x-win32.exe, where x denotes the actual version of the program. Regardless of the version the setup has the same steps.

### Setup

As usually in Windows, if you click just the Next button, you will install the program without any problems. There are few things, that you can alter however.
* On the welcome screen click Next.
* Read or just notice the GNU license, and click Next.
* Select the location, where R should be installed. In case you don't prefer a particular location on your hard disc, the default choice will be OK for you.
* During the next step you can specify which parts of R you want to install. Choices are: User installation, Minimal user installation, Full installation and Custom installation. Notice the required space under the selection panel (varies between 20 and 66 MB). In case you are a beginner in R, choose the default User installation.
* In this step you can choose between 2 ways. If you accept defaults, you skip the 3 "extra" steps during installation (see lower).
* You can specify the Start menu folder.
* In the next step you can choose, between shortcut possibilities (desktop icon and/or quick launch icon) and specify registry entries.
Extra steps: With these steps you can customize the R graphic user interface.
* You can choose if you want an R graphic user interface covering the whole screen (MDI) or a smaller window (SDI).
* You can select the style, how the Help screen is displayed in R. You will use help a lot, so this may be an important decision. It is up to you, which style you prefer. Please note, that the content of help file will be the same regardless of your choice. Here you specify just the appearance of that particular window.
* In the next step you can specify, whether you want to use internet2.dll. If you are a beginner, pick the Standard option here.

### Screenshots

The 3 extra steps:

## Linux

http://www.jason-french.com/blog/2013/03/11/installing-r-in-linux/

## MacOS X

First of all, you have to download the bundle package for MacOS X, so go to . Stable release to-date is 3.1.2 "Pumpkin Helmet". Simply install the package you downloaded and three main components will be installed: R framework, Tcl/Tk support for GUI and R.app (main IDE with GUI). You may want to consider another IDE, if so RStudio is a good choice. Both the bundle package and RStudio are freeware.
# R^3/Projection image/Linear mapping/Example

In many situations, a certain object (like a cube) in space $\mathbb {R} ^{3}$ shall be drawn in the plane $\mathbb {R} ^{2}$. One possibility is to work a projection. This is a linear mapping
    $\mathbb {R} ^{3}\longrightarrow \mathbb {R} ^{2}$
which is given (with respect to the standard bases $e_{1},e_{2},e_{3}$ and $f_{1},f_{2}$) by
    $e_{1}\longmapsto f_{1},\,e_{2}\longmapsto af_{1}+bf_{2},\,e_{3}\longmapsto f_{2},$
where the coefficients $a,b$ are usually chosen in the range $[{\frac {1}{3}},{\frac {1}{2}}]$. Linearity has the effect that parallel lines are mapped to parallel lines (unless they are mapped to a point). The point $(x,y,z)$ is mapped to $(x+ay,by+z)$. The image of the object under such a linear mapping is called a projection image.
# R (programming language)/Tutorials

This Programming Language resource is a "stub". Learn how you can help Wikiversity to develop it.
* R (programming language)/Tutorials/Algebra
* R (programming language)/Tutorials/Connecting Fortran and R
* R (programming language)/Tutorials/Linear algebra
* R (programming language)/Tutorials/Loading data
* R (programming language)/Tutorials/Plotting
# R (programming language)/Tutorials/Algebra
## Solving polynomial equations

To solve $ax^{k}+bx^{k-1}+\cdots +n=0$, where $a,b,\dots ,n$ are given integers, use the command
# R (programming language)/Tutorials/Connecting Fortran and R

This is to briefly describe the process of connecting the programming languages: Fortran and R. At least basic knowledge of both programming languages is assumed here.

## Basic requirements

* R - R should be installed on your computer. In this tutorial R version 2.10.1 (2009-12-14) was used on a Windows XP machine. For information about setup visit the installation how-to.
* The Fortran program - You have to have a program source code, that you want to use in R. Please note, that R is able to call only subroutines. In case of functions a so called "wrapper subroutine" should be used. You find more about this here.

### Sample program

Copy the program below to a text file, and name it: multiply.f

## Making a dll

In order to connect these two programming languages you need to compile the Fortran code. You will need a Fortran compiler for this one. The following example assumes a gfortran compiler.
To make a dll (Dynamic-link library) from the source code, open the command prompt, navigate to the directory with the source code and type:
Where multiply.f is the name of the file which contains the source code.
In Lahey Fortran compiler you should use the -dll switch instead of -shared.

## Inside R

* Open R. The simplest case is to move the newly created dll file to the working directory of R. (Note: type getwd to find out your working directory.)
* You have to load the dll file to R. For this use dyn.load like this:
Where d:/work/R_work_files/general/multiply is the path to the dll file.
* To test if it was loaded correctly, type:
If you get "[1] TRUE", you are ok. If not, find out the cause of it (some hints are here).
* The last thing you have to do is call the compiled Fortran subroutine from R using ".Fortran" like this:
and you will get:
Where $c equals 10, which is exactly 5 times 2 .

## Move to R function

The process below is optional, but it makes the usage of the "final product" much more simple and user friendly.

### Source code

* Open a new script, paste the following code there and save it as fortranConnection.r
Note: As an outcome you are interested just in the value of c, so the return value will be res$c and not the whole res.
* In R open Files> Source R code..., find fortranConnection.r and source it in.
* Use your brand new R function as:
Which leads to not-so-surprising result:

## Special cases

* Some compilers leave a trailing underscore after the subroutine name inside the dll file. If the is.loaded test above gives a FALSE for you, try this as one of the possible solutions:
* Also other compiler specific issues might come in, such as for Lahey the following line could be inserted into the Fortran source code:
Where mySubroutine is the subroutine name to be exported to a dll file. More information here.
# R (programming language)/Tutorials/Plotting

This tutorial demonstrates how to plot data in R.

## Note

* This stub content was copied from an import of b:R Programming/Tutorial originally to How to use R/Tutorials/Introduction.

## Load the data

* Given the data file data.txt located at <path>:
* This data can easily be loaded into R using the following commands:

## Plot the data

* Plotting can then be performed as follows:
* Export of the plot to pdf is easilty performed by adding pdf("filename.pdf") prior to the plotting, and dev.off after the plotting.
* Export to png can simmilarly be performed by calling png("filename.png") prior to the plotting, and dev.off after the plotting. png("r_plot.png", width = 420, height = 340) will, for example yield the following figure:
This Software resource is a "stub". Learn how you can help Wikiversity to develop it.
# Word similarity dataset

Word similarity dataset is a dataset with similarities between words, often pairs of words. Such datasets are often used to evaluation tools that provide methods for lexical semantics, such as semantic similarity. Researchers have established several word similarity datasets.
| Name | Year | Pairs | Range | Reference |
| Rubenstein-Goodenough (RG) | 1965 | | 0.02–3.94 | Contextual correlates of synonymy |
| Miller-Charles (MG) | 1991 | | | Contextual correlates of semantic similarity |
| WordSim-353 | 2001 | 353 | | Placing search in context: the concept revisited |
| MEN | 2012 | | | Multimodal distributional semantics |
| SimLex-999 | 2014 | 999 | 0.23–9.80 | SimLex-999: Evaluating Semantic Models with (Genuine) Similarity Estimation |
| SimVerb-3500 | 2016 | 3500 | | SimVerb-3500: A Large-Scale Evaluation Set of Verb Similarity |
# Word processing quiz questions
### Word processing quiz
## Beginner

* Identify three current Word Processing applications that are available (But not different versions of the same product! Bonus points for each extra one)
* Identify the file extension of word processing document on your computer

## Intermediate

* Identify the file extension used for templates in your word processing application.
* When creating headings in your word processing documents, rather than using the font formatting tools (such as Bold, font size, font family etc.), what should you do?
* Describe the menus that you need to navigate to view different toolbars in your word processing application (for example, File->Save is for saving files).
* Describe what you would do to change the margins of your document.
* Describe what you would do to add a footer to your document.
* Describe one way that you can add a table to your document.
* Describe how you would add an image to your document.

## Advanced

* Identify three different file-formats that you can use when you save your word processing files (1 bonus point for each extra one, 3 bonus points if you can identify an ISO standard file format).
* Need a mail-merge question.
# Work integrated learning

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
Work integrated learning (WIL) is an educational experience which involves applying discipline knowledge to, or in, a real-world professional context.
WIL is becoming increasingly popular in higher education in Australia.
# Words of peace

* A World of Peace, Love and Happiness
* peaceflag
Some of the worlds languages with (between the brackets) an english way of writing the word, peace.
* Afrikaans: Vrede
* Albanian: Paqja
* Arabic: سلام (as salam) —
* Bosnian: Mir
* Bulgarian: Мир (mir)
* Catalan: Pau
* Chamorro: Pهs
* Chinese: 和平 (he ping, hépíng) —
* Croatian: Mir
* Czech: Mír —
* Danish: Fred
* Dutch: Vrede —
* English: Peace —
* Esperanto: Paco
* Estonian: Rahu
* Filipino: Kapayapaan
* Finnish: Rauha
* French: Paix —
* Galician: Paz
* Georgian: მშვიდობა (mšvidoba)
* German: Frieden
* Greek: ειρήνη (eirini)
* Hebrew: שלום (shalom)
* Hindi: शांति (shanti)
* Hungarian: Bיke (béke)
* Icelandic: Friًur
* Indonesian: Damai / Perdamaian
* Italian: Pace —
* Japanese: 平和 (heiwa)
* Korean: 평화 (pyeong hwa)
* Latin: Pax
* Lithuanian: Taika
* Macedonian: ּטנ (mir)
* Maltese: Paci
* Norwegian: Fred
* Persiana:آشتی (ashti) / صلح (solh)
* Polish: Pokój (pokuj)
* Portuguese: Paz —
* Punjabi: Aman; Shanti
* Quechua: Thak
* Romanian: Pace
* Russian: мир (mir) —
* Serbian: ּмир (mir)
* Sinhala: සාමය
* Slovak: Mier / Mir
* Spanish: Paz
* Swedish: Fred
* Tahitian: Pau
* Tajik: ׁףכҳ (sulh)
* Thai: สันติภาพ (sântiphāp)
* Tibetan: ཞི་བདེ་ནི་ (zhi-bde-ni)
* Turkish: Barış
* Ukrainian: Мир (mir) —
* Vietnamese: Hעa bלnh
# Work-Based Learning

This unit provides opportunities for students to develop skills, knowledge and new learning outcomes relative to their professional skill base and to use these skills to enhance workplace competency.

## Aims

a) To undertake/develop techniques in relation to specialist practices in Environmental Management
b) To explore new learning opportunities and capitalise on their strengths
c) To develop specified areas of professional theory and practice
d) To develop group working and collaborative skills; EMP

## Unit Learning Outcomes

On successful completion of the unit students should be able, at M level, to:
1. Interpret, analyse and explain data, information techniques and theories relating to environmental management.[www.esa-international.eu/recent-news.html]
2. Demonstrate a capacity for independent judgement, critical reasoning and the development of reflective skills.
3. Appraise and critically interpret techniques and methodologies related to environmental management.
4. Select and recommend a range of techniques appropriate to your data collection, analysis and implementation.

## Evidence you will provide

1. A work-based project and amastery of concepts and strategies appropriate to your project.
2. The capability to develop, evaluate and analyse such concepts, theories and models and provide innovative responses to complex and unpredictable situations.
3. An ability to manage dilemmas and value-conflicts and find ways forward in problematic situations.
4. Dealing with issues beyond the immediate area of practice, and take a critical approach to the thinking and assumptions that are being used.
5. Good project management making use of practical, methodologically sound research that contributes to the learning outcomes and/or your organisation’s business.

## Reflective Learning Report

Make use of your online portfolio on WEB Victory.
# Theology/Seminary Notes/OT02

Primitive and Classical Prophecy
Ephraimite Prophecy-This line runs from the Elohist narrative strand in the Penteteuch,deemed to have originated in the kingdom of Samaria,through prophetic and Levitical groups that opposed the monarchy throughout the history of the same kingdom,then to Hosea,Jeremiah,and the Deuteronomic program.Gave pride of place to Moses as the first and paradigmatic prophet mediator.
Judean Prophecy-First attested during the reign of David in the persons of Gad and Nathan,it was taken up by Amos,Isaiah,and other preexilic,exilic,and postexilic figures in the Latter Prophets with the exception of Hosea and Jeremiah.Characterized by support of the Davidic monarchy and emphasis on Jerusalem.
Nabi-From the Hebrew root meaning "to bubble forth,as from a fountain",hence "to utter".This Hebrew word is the first and the most generally used for a prophet.
Mari
Deir Alla
Justice and Righteousness-These twinned concepts (Hebrew mispat,sedaqa) connote the maintenance of right order,of societal structures,and judicial procedures respectful of the rights of all classes.The critical prophet is saying that a society that neglects that order,even one in which religious practice flourishes,does not deserve to survive.
Urim and Tummin
Message Formula
Sigmond Mowinckel
Baal
Early Capitolism
Josiah
Wife of Whoredom - Slut, one of low character, Jerry Springer Headliner
Rib Pattern
Syro-Ephramite War
Sennacherib
Julius Wellhausen
Herman Gunkel
Max Weber
Mesha Stella
Hepatoscopy
Deuteronomistic History
Rechabite
---The nature and purpose of prophecy in the anchient near east.
---The criteria for "true" prophecy in Isreal.
---The Eighth century historical situation and how the prophets addressed it.
---The logic of Amos' vision reports
---The theological message of the book of Hosea or The nature and importance of Isreal's unfaithfulness and how that is described/depicted.
# Theology/Seminary Notes/Timeline from Reformation Handout

Time Line
1304 B Petrarch
1415 D Hus
1453 D Constantine XI http://www.youtube.com/watch?v=H8dByaJ2X1A
1498 D Savonarola
1516 Erasmeus NT
1517 95 Theses http://www.youtube.com/watch?v=aTnrtOJLRFk
1519 Charles V becomes Emperor
1520 Three Tretises
1521 Magellan Sails World
1521 Loci Communes
1523 First Zurich Disputation
1523 D Hutton
1525 Battle of Pavia http://www.youtube.com/watch?v=gK4jrTfqV28&feature=related
1525 Peasant's War
1526 Battle of Mohacs http://www.youtube.com/watch?v=W0yK2PLlGBk
1527 Henry VIII seeks divorce
1527 Sack of Rome http://www.youtube.com/watch?v=k8nwZs_gN9M
1527 Schleitheim Confession
1529 Marburg Colloquy
1530 Diet of Augsburg
1531 D Zwingli
1534 Affair of Placards 17 October 1534. One posted on the bedchamber door of King Francis I at Amboise
1536 First Institutes
1540 Society of Jesus
1542 D Contarini
1545 Council of trent
1546 D Luther
1546 Smalkald War
1547 D Henry VIII
1547 D Francis I
1549 Zurich Concensus
1553 D Servetus
1555 Peace of Augsburg
1559 D Menno Simons http://www.flickr.com/photos/blythedesign/2314976302/
1559 Last Institutes
1561 Colloquy at Poissy
1563 Heidelburg Cathechism
1572 Massacre of St Bartholomew's day
1578 D Bullinger
1584 D William of Orange
1598 Edict of Nantes
1675 Helvetic Consensus Formula http://www.theopedia.com/Helvetic_Consensus_Formula
# Theology as Seen in Prophets and Psalms/Shape of Prophetic Corpus

Be firm and steadfast, so that I may give this people what I promiced. Josh 1:6 is the core and whole of the old and the new testaments. It is what the bible is about. There is information on how it all started. "This is the world and it was created." A history of how the covanant began and with whom. The Old Testament is History, Law and Correction. The New is History Teachings and Promice. All of these are set to hold up the simple idea that God wants to reward his people and bring them to know Him.
# Theology as Seen in Prophets and Psalms/Nature of Prophets and Prophecy

Dtr 18:20-22 Is the Biblical test for false prophets and false prophecy. A false prophet either speaks for false gods or attributes to the Lord things that the Lord did not command him to speak. The criteria for prophecy is thus: One; It must be uttered in the name of the Lord. The Message Formula gives the clue that this is not just an opinion or an off-the-wall comment by a prophet. So, with out the marker it cannot be taken as a prophecy, pretended or otherwise. Only when he/she is delivering the word of the Lord. Two; The prophecy must not fail. But no timeframe is established for the fulfillment of a prophecy. This is very subjective. If however, a known prophet of God proclaimed that X would happen because God said it would then faith would follow that it will occur. Now the Deuteronomy test doesn't say that a man is a false prophet because his prophecy failed, only that the failed prophecy is false. This being the case, it is incorrect to conclude, that one false prophecy makes for a false prophet. The danger in so defining the Deuteronomy test is a tendency to "explain away" the prophecy and thus the prophet. The work is done for us, however, the process of determining the truth or falseness of a prophet would be completely subjective were it not for the fact that certain words of true prophets are canonnized.
This may seem like proving something by saying it is so. To that I would say that it is faith that determines belief and not belief that determines faith.
# Should Wiktionary votes cast be required to have a rationale?

In various places where iconized votes are cast, including formal votes, Beer parlour polls and discussions and requests for deletion, users often post rationale-free and comment-free supports or opposes. Should this be disallowed?
Related questions: Should Wiktionary formal votes use pure numerical consensus?

## Wiktionary votes cast should be required to have a rationale
### Pro

* Pro Requiring rationale bolsters the idea that arguments matter and that mere unanalyzed opinions should not prevail.
* Pro It helps prevent or reduce government by the unthoughtful and inarticulate.

### Con

* Con That is excessive, requiring editors to articulate the obvious.
** Objection Not really; only one editor has to articulate the matter and the other editors can say "per editor Joe".
* Con That results in an hard-to-read echo chamber, where editors try to outdo each other in articulation.
** Objection Not really; only one editor has to articulate the matter and the other editors can say "per editor Joe".
*** Objection True in principle, but the policy of requiring rationales is still likely to contribute to people trying to articulate on their own.
**** Objection That is not obvious. But if it is true, the policy can also say something to the effect of: if you have no genuinely new arguments to add, it is often preferable that you state "per editor so-and-so" over rearticulation of what has already been said.
**** Objection People articulating on their own does not need to be a bad thing: one trying to put someone else's argument into their own words often activates the thinking and imaginative parts of the mind and can often discover elements of arguments that are new.
***** Objection This scales poorly: if we have 500 voters and each tries to do original articulation, the poor closing editors has to aggregate and collate 500 arguments. This task is greatly relieved if one says merely "per editor so-and-so".
****** Comment True enough. Then, editors should be encouraged to use the "per editor X" form whenever they see the vote or discussion has already a lot of participants delivering solid arguments.
****** Comment Wiktionary processes usually do not have so many voters; they are glad to get 50 voters, and it is all too usual to get on the order of 10. This issue exists in principle but does not occur in practice.