OpenLLM-France/wikimedia huggingface dataset:
# Google

We use Google when we search the Internet. Google was originally called BackRub and was created by Larry Page and Sergey Brin, two Stanford University graduates. Google's basic technology is called PageRank.
Google is one of the helpful program in a computer and even in mobile phones. Google gives everything and anything you asked for. It is very helpful especially for school, office or business purposes. You can search everything in google even the answer to your assignment. Google contains everything like Facebook, Twitter, Tumblr, Instagram and YouTube, these are just an example of those famous sites in Google. You can also make your own site in google if you want to do a business, advertisement and even a personal site for your blogs or articles that you have written or if you want to share something to everyone. Google also provides images to visualize something you wanna know or to view something. Even daily News updates are in google, if you want to know everything from where you at or from where your love one's at. In google almost everything is possible.
Google is very useful when it comes for literature especially for those students who are doing their thesis or research. There's a lot of studies and research papers that was published in google that can help other to have their background study. It is also one way to lessen your stress in thinking of anything because google can give you definitions of words that sometimes confuse you. Google is a very useful source, it helps everyone with everything. Just keep in mind that Google was made to help everyone that is in need, just use google in a manner way not to humiliate or don't use Google in your evil plans.

## Contents

* App engine
* Matrix
* Search
* Search and Wikiversity
* SketchUp 6, review
* Summer of Code 2010 Proposal: GIFT Conversion
* Wave for education
* Web designer
* Wikiversity
List of all Subpages.

## Synopsis

Many people think that if they create a website with a catchy name, millions of people are going to flood to their site from search engines like Google. Unfortunately, this is just a dream. People quickly realize their site does not even show up when they search Google.
At the heart of Google software is a system called PageRank. This gives every site on the Internet a rank from 0–10. So, how is this calculated? Well, the PageRank of your site is determined by the links to your web site. Each time somebody adds a link to your web site, Google interprets this as a vote for your site. The more links you have on your site, the more votes you get. But Google also looks a little deeper than just volumes of links. It analyzes the importance of the web site that has cast a vote for your site. Sites that Google assigns a high PageRank are considered important. When a highly ranked website links to your site it also increases the PageRank of your website.
To make your website visible on search engines, highly ranked websites must link to you.
# Document Assessment And Review Tool/Timely Engagement

Purpose: Compare two dates, when the youth and family were referred and when a Wraparound representative made contact with the family. Ensure timely arrangement (up to Wraparound standards).
# Wireshark/Install

Wireshark is a free and open source packet analyzer used for network troubleshooting and analysis. These activities will show you how to download and install Wireshark.

## Preparation

To prepare for this activity, you need to have a PC which you're allowed to install new software. This course will implement on Windows. However, students with Linux or MacOS can follow the similar steps, except the installation ones.

## Activity 1 - Determine System Type

To determine system type for Windows:
* Use msinfo32 (press Windows key, type "run", then type "Msinfo32") to display the system type. The system type will either be X86-based PC or X64-based PC. X86-based PC is a 32-bit system. X64-based PC is a 64-bit system.
* Close msinfo32.

## Activity 2 - Download Wireshark

To download Wireshark:
* Open a web browser.
* Navigate to http://www.wireshark.org.
* Select Download Wireshark.
* Select the Wireshark Windows Installer matching your system type, either 32-bit or 64-bit as determined in Activity 1. Save the program in the Downloads folder.
* Close the web browser.

## Activity 3 - Install Wireshark

To Wireshark Windows Installer
* Wireshark Windows InstallerSelect the Downloads folder.
* Locate the version of Wireshark you downloaded in Activity 2. Double-click on the file to open it.
* If you see a User Account Control dialog box, select Yes to allow the program to make changes to this computer.
* Select Next > to start the Setup Wizard.
* Review the license agreement. If you agree, select I Agree to continue.
* Select Next > to accept the default components.
* Select the shortcuts you would like to have created. Leave the file extensions selected. Select Next > to continue.
* Select Next > to accept the default install location.
* Select Install to begin installation.
* Select Next > to install WinPcap.
* Select Next > to start the Setup Wizard.
* Review the license agreement. If you agree, select I Agree to continue.
* Select Install to begin installation.
* Select Finish to complete the installation of WinPcap.
* Select Next > to continue with the installation of Wireshark.
* Select Finish to complete the installation of Wireshark.
Note:
* If you encounter compatibility errors, such as with installing WinPcap on Windows 8, try using Compatibility Mode.
* All steps above might be slightly different, which depends on the Wireshark versions.

## See Also

* Wireshark: Official webpage
* Wireshark User's Guide: Building and Installing Wireshark
* Wireshark Developer's Guide: Quick Setup for Developers
# Workings of gcc and ld in plain view
### Workings of the GNU Compiler for IA-32
#### Overview

* Overview (pdf)

#### Data Processing

* Access (pdf)
* Operators (pdf)

#### Control

* Conditions (pdf)
* Control (pdf)

#### Function calls

* Procedure (pdf)
* Recursion (pdf)

#### Pointer and Aggregate Types

* Arrays (pdf)
* Structures (pdf)
* Alignment (pdf)
* Pointers (pdf)

#### Integer Arithmetic

* Overview (pdf)
* Carry Flag (pdf)
* Overflow Flag (pdf)
* Examples (pdf)
* Borrow (pdf)

#### Floating point Arithmetic
### Workings of the GNU Linker for IA-32
#### Linking Libraries

* Static Libraries (A.pdf, B.pdf)
* Shared Libraries (A.pdf, B.pdf)
* Static vs. Dynamic Linking
    - Types of Linking (A.pdf, B.pdf)
    - Specifying Libraries (A.pdf, B.pdf)
    - Tracing Examples (A.pdf, B.pdf)

#### Dynamic Linking - Directories and Symbolic Links

* Shared Library Names (pdf)
* Managing Shared Libraries (pdf)

#### Dynamic Loading - API Functions

* DL API (pdf)

#### Library Search Path

* Using -L and -l only (A.pdf, B.pdf)
* Using RPATH (A.pdf, B.pdf)

#### Linking Process

* Object Files (A.pdf, B.pdf)
* Symbols (A.pdf, B.pdf)
* Relocation (A.pdf, B.pdf)
* Loading (A.pdf, B.pdf)
* Static Linking (A.pdf, B.pdf, C.pdf)
* Dynamic Linking (A.pdf, B.pdf, C.pdf)
* Position Independent Code (A.pdf, B.pdf)

#### Example I

* Vector addition (A.pdf, B.pdf)
* Swapping array elements (A.pdf, B.pdf)
* Nested functions (A.pdf, B.pdf)

#### Examples II

* analysis of static linking (A.pdf, B.pdf)
* analysis of dynamic linking (A.pdf)
* analysis of PIC (A.pdf)
go to [ C programming in plain view ]
# Psychiatric Liberation
## Course Description

Exploring the issues surrounding the treatment of the "mentally ill" in institutions and our wider society. Particularly the issues of forced treatment, pharmaceutical drugs, and stigmatization of the mentally ill.

## Wikipedia articles

* Liberation psychology
* Anti-psychiatry
* Outline of the psychiatric survivors movement

## Syllabus

* Language and "Mental Illness"
* History of Psychiatric Institutionalization
* Psychopharmaceutical drugs and herbal remedies
* Shamanism and Psychosis
* Social constructions of mental illness
* Stigma

## The Outside World

* Freedom Center
* The Icarus Project
* Support Coalition International
# Szaszian studies

Szaszian studies are the ideas and writings of psychiatrist Thomas Szasz, who was professor emeritus at State University of New York Upstate Medical University. Psychiatrist Thomas Szasz wrote and published about thirty-five books related to psychiatry and human rights.
Learning about Szaszian studies involves learning about the ideas of psychiatrist Thomas Szasz.
His first major book was The Myth of Mental Illness. Thomas Szasz co-founded the human rights organization Citizens Commission on Human Rights. Thomas Szasz supported the separation of psychiatry and state.
This area of Wikiversity exists to help you understand the ideas and theories of the late professor of psychiatry, Thomas S. Szasz.
The late eminent psychiatrist Thomas Szasz wrote a book called Psychiatric Slavery, and probably coined the term "psychiatric slavery."

## Essay ideas and discussion questions

You can write an essay about the ideas of Thomas Szasz to absorb his ideas more thoroughly. You can do research before writing the essay.
* What were Thomas Szasz's most influential ideas?
* Why did psychiatrist Thomas Szasz advocate for banning the insanity defense and civil commitment?
* What was psychiatrist Thomas Szasz's reasoning for claiming that civil commitment and the insanity defense were the foundation of psychiatric slavery.
* Do you agree with the lines of reasoning and theories that Thomas Szasz proposes? Why or why not?
* How does professor Thomas Szasz use epistemological reasoning to support his claims about psychiatry?
* How did psychiatrist Thomas Szasz describe problems in living?
| Readings and learning materials Szaszian related readings are as follows. Philosophy and humans as moral agents Here Reliable epistemologies - Emeritus professor Thomas Szasz relied significantly on epistemological reasoning when arriving at the conclusions that he had. Wikipedia Thomas Szasz Books by Thomas Szasz Controversy surrounding psychiatry Liberation by Oppression Gaslighting in psychiatry Wikisource Ten Days in a Mad-House - In his book Psychiatry: The Science of Lies, psychiatrist Thomas Szasz discusses the writings of Nellie Bly. "The book comprised Bly's reportage for the New York World while on an undercover assignment in which she feigned insanity to investigate reports of brutality and neglect at the Women's Lunatic Asylum on Blackwell's Island." External readings Slavery and psychiatry The Myth of Mental Illness - The classic essay The Myth of Mental Illness which was the precursor to his book The Myth of Mental Illness Szaszian The Origins of American Health Libertarianism - This is not directly related to Szasz. However, Szasz was a libertarian psychiatrist and this may relate to Szaszian studies] Medicalization: Scientific Progress or Disease Mongering? | See also Szaszian theory Discussion related to Szaszian studies Slavery‎‎ Anti-psychiatry Should suicide be legal? Epistemology Medicalization On Wikipedia Mad studies External links Thomas Szasz quotes at WikiQuote Thomas Szasz quotes at BrainyQuote Thomas Szasz quotes at Goodreads Thomas Szasz Papers |
# Cosmic Influx Theory (Draft)
## Introduction

The Cosmic Influx Theory (CIT) proposes a novel perspective on gravity, planetary structuring, and cosmic evolution, integrating the Lorentz Transformation of Mass-Energy (LTME) with gravitational phenomena. The theory suggests that an ether-like energy influx continuously increases mass-energy in celestial bodies, contributing to planetary growth, geophysical activity, and gravitational effects.
CIT introduces the Preferred Distance (D$_{pref}$), derived from the Root Mean Square Velocity (VRMS) of planetary systems, as a key factor in structuring planetary orbits. This theory challenges conventional gravitational models by linking the gravitational constant (G) to the Lorentz transformation and vacuum energy properties.
This **draft version** is still under development and will be moved to the main Wikiversity page upon completion.
# Sequence AsterDrop

* sequences related to seals
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| 1 | 0 | 1 | 4 | 20 | 132 | 1172 | 14084 |
Compare: sequence Aster

### row sums of TwistedBirchDrop

🌊    triangle TwistedBirch (~A139382)    row sums Aster (A135922) :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 1 | 0 | | | | | | | 1 |
| 2 | 1 | 1 | 0 | | | | | | 2 |
| 3 | 1 | 4 | 1 | 0 | | | | | 6 |
| 4 | 1 | 11 | 13 | 1 | 0 | | | | 26 |
| 5 | 1 | 26 | 90 | 40 | 1 | 0 | | | 158 |
| 6 | 1 | 57 | 480 | 670 | 121 | 1 | 0 | | 1330 |
| 7 | 1 | 120 | 2247 | 7870 | 4811 | 364 | 1 | 0 | 15414 |
💧    triangle TwistedBirchDrop    row sums AsterDrop :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 0 | 0 | | | | | | | 0 |
| 2 | 0 | 1 | 0 | | | | | | 1 |
| 3 | 0 | 3 | 1 | 0 | | | | | 4 |
| 4 | 0 | 7 | 12 | 1 | 0 | | | | 20 |
| 5 | 0 | 15 | 77 | 39 | 1 | 0 | | | 132 |
| 6 | 0 | 31 | 390 | 630 | 120 | 1 | 0 | | 1172 |
| 7 | 0 | 63 | 1767 | 7200 | 4690 | 363 | 1 | 0 | 14084 |
# Sequence BasilDrop

* sequences related to seals
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| 1 | 1 | 3 | 7 | 15 | 31 | 67 | 147 |
Apparently this is Clover with all entries except the first reduced by 1.
Compare: sequence Basil

### layer sums of hyperpyramid WisteriaDrop

c:Category:Number hyperpyramid WisteriaDrop
# Document Assessment And Review Tool/Wraparound Key Elements

Key Elements include youth, the youth's family, relevant community members (school or juvenile staff) and other relevant people (like a doctor; possible peer partners) participation, an inventory of the youth's/youth's family/team member's/other relevant people strengths, an inventory of the family's beliefs and values, a documentation of the youth's support hub, long-range vision for family.
If lack of an engagement is present, then E14 sets to address this (including if there has been viable ways to reach out to them). Needs statement (E15) is present to identify and deter problematic behavior for the youth and for the family moving forward. E17 puts a limit to this with 3 needs statements ONLY. E18 - E21 sets to make sure the strategies in the care plan are comprehensive, contain balance, contain certain strategies for positive connection with the community and their natural supports.
E22 - E23&E25 details proper review/documentation every meeting (including progress). E24 sets the standard of having specific and measureable outcomes, or descriptions of "what would be different if an underlying need was met".
# Document Assessment And Review Tool/Safety Planning

A yes to F1 requires that a crisis plan is set in place. F2 assesses whether the crisis plan has identifiable triggers that serve as a 'warning' to a crisis situation, and the ratings assess the quality of such listing. F3 looks at whether specific interventive actions have been identified to migitate such a situation.
# Document Assessment And Review Tool/Crisis Response

* How many crises took place with the youth?
* Was the crisis report updated 24 hours following the incident?
* Was a CFTM held at least 72 hours after such a crisis?
# Document Assessment And Review Tool/Transition Planning

This section only applies to families in the "transitioning" or "exiting" stage.
* Is the family in the transition phase? y/n
* Does the transition phase contain "needs, services, and supports" that will exist after formal wraparound has ended?
* Does a post-wraparound crisis management plan exist?
* A planned/documented celebration has taken place? y/n
* Reason for transitioning
# Wikidialogue/Are true beliefs more useful than misbeliefs?

Socrates: Tell me, my friend, do you believe that falsehoods can be as useful as truths?
Glaucon: Certainly, Socrates. Many people live happier lives believing in comforting illusions rather than confronting harsh realities.
Socrates: But would you say that happiness built on falsehood is more stable than happiness built on truth?
Glaucon: Perhaps not, but some false beliefs, such as faith in an afterlife or in luck, offer hope and motivation.
Socrates: Does it not concern you that such beliefs, if false, could lead people to make choices that may not serve them well in reality?
Glaucon: It could, but in some cases, a false belief might inspire courage or perseverance, much like a soldier believing in an assured victory.
Socrates: Yet if the soldier marches into battle on a false promise of victory, would he not be unprepared for defeat? Would it not be better for him to base his courage on strategy and realistic assessment rather than a comforting illusion?
Glaucon: That is a fair point. However, what about the placebo effect? A person who believes in a false cure sometimes recovers simply because they think they will.
Socrates: Ah, but is it the false belief that cures, or the mind’s ability to heal under the impression of treatment? If a true treatment exists, should we not prefer that to an illusion?
Glaucon: I see your argument. But consider social cohesion—myths and traditions often unite communities, even if they are not strictly true.
Socrates: But does a society built on falsehood not risk division when truth emerges? History shows us that many great upheavals occur when deceptions are exposed.
Glaucon: Then you would say that truth is always preferable?
Socrates: I say that truth, while sometimes difficult, provides the strongest foundation for personal and collective well-being. Temporary comfort from misbelief is outweighed by the long-term stability and progress that truth allows.
Glaucon: You have given me much to ponder, Socrates.
# Wikidialogue

Wikidialogue is a collaborative learning project created to encourage dialogue that provides insight toward identifying and solving important problems. This augments the existing Wikidebate and Broad political discourse platforms. The distinction is the use of dialogue—gaining insight and creating alternatives for creative solutions— rather than the more common debate paradigm.
Contributors are encouraged to complete the Wikiversity course on Practicing Dialogue, prior to contributing to this forum, and to adhere to the principles of dialogue. Contributors may also wish to complete the course on Socratic methods.
It is also helpful for contributors to declare how they know, what there is, and what we ought to do.

## Dialogues

* How can we better preserve human dignity?
* When does human life begin?
* Does reality exist?
* Is nuclear energy essential for our clean energy future?
* How can we effectively and compassionately restrain a jerk?
* Is the bible a reliable reference regarding matters of fact?
* Is land ownership fair and just?
* What is the purpose of government?
* Does free will exist?
* What is the meaning of life?
* What is justice?
* Is capital punishment morally justified?
* Are true beliefs more useful than misbeliefs?
* Is courage a moral virtue?
# Triangle Aspen

* sequences related to seals
Compare: triangle Ash
🌊    triangle Ash    row sums Daisy (A006116) :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 · 1 1 | | | | | | | | 1 |
| 1 | 1 · 1 1 | 1 · 1 1 | | | | | | | 2 |
| 2 | 1 · 1 1 | 2 · 1 2 | 1 · 2 2 | | | | | | 5 |
| 3 | 1 · 1 1 | 3 · 1 3 | 3 · 2 6 | 1 · 6 6 | | | | | 16 |
| 4 | 1 · 1 1 | 4 · 1 4 | 6 · 2 12 | 4 · 6 24 | 1 · 26 26 | | | | 67 |
| 5 | 1 · 1 1 | 5 · 1 5 | 10 · 2 20 | 10 · 6 60 | 5 · 26 130 | 1 · 158 158 | | | 374 |
| 6 | 1 · 1 1 | 6 · 1 6 | 15 · 2 30 | 20 · 6 120 | 15 · 26 390 | 6 · 158 948 | 1 · 1330 1330 | | 2825 |
| 7 | 1 · 1 1 | 7 · 1 7 | 21 · 2 42 | 35 · 6 210 | 35 · 26 910 | 21 · 158 3318 | 7 · 1330 9310 | 1 · 15414 15414 | 29212 |
💧    triangle Aspen    row sums Dahlia (~A182176) :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 0 | 1 · 1 1 | | | | | | | 1 |
| 2 | 0 | 1 · 1 1 | 1 · 2 2 | | | | | | 3 |
| 3 | 0 | 1 · 1 1 | 2 · 2 4 | 1 · 6 6 | | | | | 11 |
| 4 | 0 | 1 · 1 1 | 3 · 2 6 | 3 · 6 18 | 1 · 26 26 | | | | 51 |
| 5 | 0 | 1 · 1 1 | 4 · 2 8 | 6 · 6 36 | 4 · 26 104 | 1 · 158 158 | | | 307 |
| 6 | 0 | 1 · 1 1 | 5 · 2 10 | 10 · 6 60 | 10 · 26 260 | 5 · 158 790 | 1 · 1330 1330 | | 2451 |
| 7 | 0 | 1 · 1 1 | 6 · 2 12 | 15 · 6 90 | 20 · 26 520 | 15 · 158 2370 | 6 · 1330 7980 | 1 · 15414 15414 | 26387 |
# Triangle Elm

* sequences related to seals
A076831
🌊    triangle Elm (A076831)    row sums Clover (A076766) :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 1 | 1 | | | | | | | 2 |
| 2 | 1 | 2 | 1 | | | | | | 4 |
| 3 | 1 | 3 | 3 | 1 | | | | | 8 |
| 4 | 1 | 4 | 6 | 4 | 1 | | | | 16 |
| 5 | 1 | 5 | 10 | 10 | 5 | 1 | | | 32 |
| 6 | 1 | 6 | 16 | 22 | 16 | 6 | 1 | | 68 |
| 7 | 1 | 7 | 23 | 43 | 43 | 23 | 7 | 1 | 148 |
💧    triangle Lime (~A034253)    row sums Heather (~A034343) :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 0 | 1 | | | | | | | 1 |
| 2 | 0 | 1 | 1 | | | | | | 2 |
| 3 | 0 | 1 | 2 | 1 | | | | | 4 |
| 4 | 0 | 1 | 3 | 3 | 1 | | | | 8 |
| 5 | 0 | 1 | 4 | 6 | 4 | 1 | | | 16 |
| 6 | 0 | 1 | 6 | 12 | 11 | 5 | 1 | | 36 |
| 7 | 0 | 1 | 7 | 21 | 27 | 17 | 6 | 1 | 80 |
# Triangle Tilia

* sequences related to seals
~A076832
triangle Tilia (~A076832) :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 0 | 1 | | | | | | | 1 |
| 2 | 0 | 1 | 2 | | | | | | 3 |
| 3 | 0 | 1 | 3 | 4 | | | | | 8 |
| 4 | 0 | 1 | 4 | 7 | 8 | | | | 20 |
| 5 | 0 | 1 | 5 | 11 | 15 | 16 | | | 48 |
| 6 | 0 | 1 | 7 | 19 | 30 | 35 | 36 | | 128 |
| 7 | 0 | 1 | 8 | 29 | 56 | 73 | 79 | 80 | 326 |
Difference of neighbors gives entry of Lime. In other words: The rows of Lime sum up to those of Tilia. Thus the diagonal is Heather (whose entries are the row sums of Lime).
This triangle is "interesting", but it does not seem to count anything related to seals.
It looks like those marked with a drop, but its summation seems just as meaningless.
summation :
summation of Tilia :
| kn | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | sums |
| 0 | 1 | | | | | | | | 1 |
| 1 | 1 | 1 | | | | | | | 2 |
| 2 | 1 | 2 | 2 | | | | | | 5 |
| 3 | 1 | 3 | 5 | 4 | | | | | 13 |
| 4 | 1 | 4 | 9 | 11 | 8 | | | | 33 |
| 5 | 1 | 5 | 14 | 22 | 23 | 16 | | | 81 |
| 6 | 1 | 6 | 21 | 41 | 53 | 51 | 36 | | 209 |
| 7 | 1 | 7 | 29 | 70 | 109 | 124 | 115 | 80 | 535 |
# Equirectangular projection/Maps and Distortion
## Equirectangular Projection for Maps

The following image shows an equirectangular projection of the world. The standard parallel is the equator (plate carrée projection)

## Distortion

Equirectangular projection with Tissot's indicatrix of deformation and with the standard parallels lying on the equator. The deformation of a circle into an ellipse is visible on different location the world map.

### Deformation of a Circle - Distortion Indicator

The deformation of the circle is an indicator for the distortion of the image.

### Areas of Interest

In the image above the distortion in the planar projection is
* minimal close to the equator and
* maximal at the south pole and north pole.
Rotating circle over the equator (e.g. intersecting with North and South Pole) can be used to have projections with minimal distortion in the area of interest.

### North Pole and South Pole

The strongest distortion can be found at the north pole and south pole in the following true-colour satellite image of the earth. In the equirectangular projection the top horizontal line of pixels represent the single pixel for the north pole on the sphere model of the earth. Similar to that the south pole as one pixel is stretched out bottom line of pixels in the equirectangular projection.

## Learning Activities

* Explain why a projection of a sphere to a two dimensional plane can preserve some parameters can be kept and some parameters are transformed and create a distortion.
* What are the benefits and constraints of an equirectangular projection (e.g. in the context of navigation of vehicles?