OpenLLM-France/wikimedia huggingface dataset:
# Configure ISC-DHCP server

In this article, we will describe the steps and procedures required to install and configure ISC-DHCP server on a Linux machine, (specifically Ubuntu 14.04). Step 1 Installing ISC-DHCP server To install ISC-DHCP server on Ubuntu 14.04, use the following commands Update Linux files Update command will fetch the packages from its location and updates them to newer version.
Installs ISC-DHCP Server
Step 2 Configuring ISC-DHCP sever - dhcpd.conf The ISC-DHCP server configuration file is dhcpd.conf and can be accessed using the following command
This command will allow to make changes in the dhcp configuration file "dhcpd.conf" which is at specified path.
We are required to do the following modifications in dhcpd.conf file:
The following command is used to make the DHCP server an authoritative server for local network.
The following command is used to check the syntax of dhcpd.conf file for errors
The following command will allow to edit the isc-dhcp-server file, where we can manually determine the interface of the server.
We have to set the interfaces to wlan0 in our file
The following line will display the contents of the current routing tables.
Step 3 Securing DHCP server The following modifications are done to configuration file to secure the DHCP server
The DoS attack on DHCP server can be avoided by denying the DHCP decline messages and can deny supporting old bootp clients.
Step 4 Restart ISC-DHCP server Now that the isc-dhcp-server configuration is complete, we need to reload the dhcp server, so that the new configurations can be implemented
Step 5 Verifying.. Inorder to check the leases of the IP addresses assigned by the DHCP
# Corporate social responsibility/Communities

On this page you can find an overview of communities that do something with CSR.
* Butterfly Works
* Flock of Birds
* Google Village Vision
* RuralWeb
# Corporate social responsibility/Fakye/Find plugin
## Other possible plugins

* http://awpcp.com/showcase/
* https://wordpress.org/plugins/wpadverts/screenshots/
* https://wordpress.org/plugins/bepro-listings/screenshots/
# Corporate social responsibility/Fakye/Find provider

For the Fakye project we have chosen Ultra Host Ghana (http://www.ultrahostghana.com).
# Corporate social responsibility/Communities/Google Village Vision

Google Village Vision started in 2014.
# Corporate social responsibility/Fakye

* In this project we want to build an app for people who want to give away products for free.
* The project is called Fakye. Fakye is Akan language and means 'give away'.

## Status

Because we lack Android development skills we started the part-up 'Learn Android development' in February 2016. See https://part-up.com/partups/android-development-tribe-cQAvsPWSbjPKJo6uM for more info.

## To-do

| Action | Status | Month | Action holder |
| Ontology | Open | Q4 2015 | Team |
| Mockups | Open | Q4 2015 | Team |
| Find plugin | Open | Q4 2015 | Team |
| WordPress installation | Done | Q4 2015 | Richard |
| Find provider | Done | Q4 2015 | Richard |

## Possible actions

* Explore eBay
* WordPress plugins
* Build prototype:
** We considered to build our first first prototype with MIT's App Inventor.
** We also asked a programmer what it would cost to make a website.
** Maybe we should adjust the car manager plugin: https://www.wpcarmanager.com/. The maker of this plugin told us that there are beter starting points. On 10.09.15 Timboliu contacted the plugin-maker to ask for more information.
* Crowd sourcing: what do we need to start a campain? we could also focus on creating a first prototype
* Existing companies

## Questions

* Should we start with a website or only make an Android app?

## Index

* Ontology
# Corporate social responsibility/Fakye/Explore eBay

For the Fakye project we are going to look at how eBay makes it possible to sell and find products.
# Corporate social responsibility/Fakye/Ontology
## User stories

* A person needs new shoes for a wedding.
* A person wants to share some shoes.

## Concepts

* Location: see PickupPoint
* Product
* ProductCategory
* Person
* PickupPoint
* User
# Filmmaking Basics/Animatic/Finished assignments

Narrative Film Production:
Course #01: The Basics
Lesson:
Lesson: Creating the animatic
Pages of this Lesson:
Introduction to the animatic
Preparing the storyboards
Creating the film score
Editing the animatic
Creating the sound effects
Compositing the matte painting
Graduation – Completed animatics :
Creating the animatic :
| Preproduction is completed The animatic is done This completes this course. After the animatic? Now you know the timing for the filming of the scene. Now you can begin production (live action or animation.) | Why an animatic? The animatic is a proof of concept! Look at the completed animatic. Will this movie when filmed be a success? I think you can decide very easily. |
Completed Homework Assignments from the lesson Creating the Animatic
Homework
Movies (ogg format) of the Animatics
Sir Mok has completed this course (pdf) (February 2008)
Animatic with corrections
Click here to download and view Sir Mok's animatic with instructor's corrections.
(New update: March 3, 2008; 1.8MB, 1 minute 13 seconds, stereo, 320x240 letterboxed with subtitles) - (Media:Mok_Animatic_Corrections.ogg)
Original animatic
Click here to see the original movie submitted by Sir Mok. Media:Mok_Animatic.ogg
The text means "Star Wars", and it’s pronounced “Harb El Nojoom” in Arabic language. And in Egyptian accent, it is pronounced as “Harb El Nogoom”, the “G” as in “Game”. 30 points :
* Finished
* You have completed this course.
* Contact your instructor
* Your instructor for this filmmaking class is Robert Elliott. You can email me by clicking here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Filmmaking Basics/Animatic/Preparing the storyboards

Under Construction
* Converting storyboard images to DV format.
* Preparation
* Before you can edit the storyboards into an animatic, you need to convert the still images into a format that works well with your editing program.
* Here are instructions for DV Wide Screen images for NTSC and PAL.
* For NTSC/DV widescreen at 720 X 480 the square pixel comp size is 856 X 480. For Pal DV Widescreen at 720 X 576 the square pixel comp size is 1024 X 576.
* Step #1
* Open the image
* Using GIMP, open the image on your computer.
* Step #2
* Select Canvas
* Canvas allows you to select the width of the paper without changing the width of the image. It allows us to crop the image by setting the canvas to a size smaller than the image.
* Step #3
* Break the chain
* Normally, images are cropped proportionally. In our case, we don't want to crop proportionally so we break the chain that keeps the image in perfect proportion.
* Step #4
* Set the width
* In GIMP, set the width of the canvas for DV (in this case PAL DV wide screen.)
* Step #5
* Try to SAVE
* Using GIMP, save the image. Be sure to use a new FILE name.
* You will get an error message (below).
* Step #6
* Say OK!
* This message does not make much sense. Just agree.
* Even though the image on the screen does not look like you were successful, the image is now at the proper size
# Filmmaking Basics/Animatic Dialog Recording/Room

This school is:
Wikiversity Film School - Narrative film production
This course is:
The basics of narrative filmmaking
This lesson is:
Recording the dialog for the animatic.
Pages of this Lesson:
Page 1 - Introduction
Page 2 - The software
Page 3 - The hardware
Page 4 - The room
Page 5 - The recording session procedure :
* What room do you need?
* The Room
* A quiet place
* For this lesson, any room will do. Later, you will need a room which is quiet. That is not as easy as it sounds. One reason is echos.
* The linen closet
* Lots of clothing hanging or in piles will help keep the room from having echos. If you have a room that is full of fabric or a storage room filled with boxes, this will deaden the sound nicely.
* The Next Page
* Continue this lesson on the recording procedure needed for recording the dialog for the animatic.
* Contact your instructor
* Your instructor for this filmmaking class is Robert Elliott. You can email me by clicking here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Filmmaking Basics/Animatic/Sound Effects

Very Rough Draft
Narrative Film Production:
Course #01: The Basics
Lesson:
Lesson: Creating the animatic
Pages of this Lesson:
Introduction to the animatic
Preparing the storyboards
Creating the film score
Editing the animatic
Creating the sound effects
Compositing the matte painting
Graduation – Completed animatics :
Creating the background sounds for the animatic :
| Recording background sounds Field recording If you have the capability to do sound recoring, do sound recording at our local theater. Sound library If you don't have sound recording equipment, find ambiant sounds from a sound effects library. | Don't step on the dialog Editing the ambience Add the ambiene sounds in your editing program but be careful that you do not step on the dialog. |
* The next page
* Before we can edit the movie together, we need to complete all the elements.
* Contact your instructor
* Your instructor for this class is Robert Elliott. To email me, you simply Click Here.
# Filmmaking Basics/Animatic Dialog Recording/Hardware

This school is:
Wikiversity Film School - Narrative film production
This course is:
The basics of narrative filmmaking
This lesson is:
Recording the dialog for the animatic.
Pages of this Lesson:
Page 1 - Introduction
Page 2 - The software
Page 3 - The hardware
Page 4 - The room
Page 5 - The recording session procedure :
* What equipment do you need?
* The basic hardware
* Built-in microphone
* If you have a built-in microphone, that is all you need for recording the dialog for your animatic.
* More advanced hardware - Optional
* You need a microphone and an audio mixer or audio interface of some kind for your computer.
* Microphone
* If you want professional quality for your projects, the microphone must be a professional microphone with an XLR connector.
* Interface
* There are three ways you can connect a microphone to a computer.
* A mixer board connected to the audio (analog) input for your computer.
* A USB pre-amp
* A FireWire pre-amp
* The Next Page
* Continue this lesson on the room needed for recording the dialog for the animatic.
* Contact your instructor
* Your instructor for this filmmaking class is Robert Elliott. You can email me by clicking here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Filmmaking Basics/Animatic Dialog Recording/Software

This school is:
Wikiversity Film School - Narrative film production
This course is:
The basics of narrative filmmaking
This lesson is:
Recording the dialog for the animatic.
Pages of this Lesson:
Page 1 - Introduction
Page 2 - The software
Page 3 - The hardware
Page 4 - The room
Page 5 - The recording session procedure :
* What software do you need?
* The Software
* Dialog recording for the animatic
* Any audio recording software will do. Recording the dialog for the animatic is very simple so no special audio program is needed.
* You can use Audacity (Linux, Windows or Macintosh) which is free.
* You can use Sound Forge on Windows.
* You can use GarageBand or iMovie on the Macintosh.
* etc.
* Professional audio software
* Later when doing ADR and live recording of musicians in sync with your movie, you will need special recording software which will play a movie clip at the same time it is recording audio. But for now, iMovie is good enough since it plays a movie while your record your music.
* The cheapest alternative - Audacity - FREE
* If you do not have a professional audio program, you can download Audacity which is free. It will work on most computers. Click here to learn more about Audacity.
* The Next Page
* Continue this lesson on the computer hardware needed for recording the dialog for the animatic.
* Contact your instructor
* Your instructor for this filmmaking class is Robert Elliott. You can email me by clicking here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Function limit/Logarithm over x-1/Exercise

Determine the function limit $\operatorname {lim} _{x\rightarrow 1}\,{\frac {\ln x}{x-1}}$.
# Function limit/b^c/b to 0/c positive/Exercise

Let $b,c>0$. Show that
    $\operatorname {lim} _{b\rightarrow 0}\,b^{c}=0\,.$
# Function space/Monotone/R/No subspace/Exercise

Show that the subset
    $M={\left\{f:\mathbb {R} \rightarrow \mathbb {R} \mid f{\text{ monotonic}}\right\}}\subseteq \operatorname {Map} \,{\left(\mathbb {R} ,\mathbb {R} \right)}\,$
is not a linear subspace.
# Functional Consciousness

Functional Consciousness
The Functional School of Consciousness Studies, is based on the currently out of vogue Functional School of psychology. However it does not fail to steal information from the newer and more freely researched Cognitive School of Psychology. The concept is that psychology will define functions of the brain, and the computer will be used to simulate these functions, which are often necessary for robotics anyway, and thus, at some point when the functional model gets close enough to the functinoality of the brain, it is thought that the simulations will become consciousness.
This is an extension of the Computational Theory of Mind, that was pioneered by Turing, who suggested a rather minimal test called the Turing Test, Some Chat Robot designers already claim that their chat-bots pass the Turing Test. Because of the loose definition of what type of experts to use for the test, they can make this claim. One of the characteristics of the Computational Theory of Mind is that it assumed that the computation needed to model the mind would be based on "Truth Preserving Functions". Some philosophers have disputed this contention, and there are functions of the mind that are very difficult to implement using logic, or "Truth Preserving Functions".
One of the current leaders in the Functional School of Consciousness studies, is Bernard J. Baars who is the main proponent of the Global Workspace Theory as described in A Cognitive Theory of Consciousness
--Graeme E. Smith 02:59, 27 January 2009 (UTC)
# Function limit/Several fractions/Exercise

Determine for the following functions if the function limit exists and, in case, what value it takes.
* $\operatorname {lim} _{x\rightarrow 0}\,{\frac {\sin x}{x}}$,
* $\operatorname {lim} _{x\rightarrow 0}\,{\frac {(\sin x)^{2}}{x}}$,
* $\operatorname {lim} _{x\rightarrow 0}\,{\frac {\sin x}{x^{2}}}$,
* $\operatorname {lim} _{x\rightarrow 1}\,{\frac {x-1}{\ln x}}$.
# Function limit/b^d/d to 0/Exercise

Let $b>0$. Show that
    $\operatorname {lim} _{d\rightarrow 0}\,b^{d}=1\,$
holds.
# Function space/Continuous/R/Subspace/Exercise

Show that the subset
    $S={\left\{f:\mathbb {R} \rightarrow \mathbb {R} \mid f{\text{ continuous}}\right\}}\subseteq \operatorname {Map} \,{\left(\mathbb {R} ,\mathbb {R} \right)}\,$
is a linear subspace.
# Function limit/Sine 1 over x/Several factors/Exercise

Determine for the following functions, if the limit function for $x\in \mathbb {R} \setminus \{0\}$, $x\rightarrow 0$, exists, and, in case, what value it takes.
* $\sin {\frac {1}{x}}$,
* $x\cdot \sin {\frac {1}{x}}$,
* ${\frac {1}{x}}\cdot \sin {\frac {1}{x}}$.
# Functional Consciousness/A Cognitive Theory of Consciousness

A Cognitive Theory of Consciousness
Author Bernard J. Baars
Published by Cambridge University Press in 1988
This book explores Consciousness from the point of view of the Functional school of Consciousness Studies. It lays out a number of models of Consciousness, and then goes into the functions that Cognitive Science has defined as being important to consciousness.
# Function space/Differentiable/R/Subspace/Exercise

Show that the subset
    $S={\left\{f:\mathbb {R} \rightarrow \mathbb {R} \mid f{\text{ differentiable}}\right\}}\subseteq \operatorname {Map} \,{\left(\mathbb {R} ,\mathbb {R} \right)}\,$
is a linear subspace.
# Floating point

This course serves as an introduction to floating point arithmetic, and is for those who desire to learn about floating point representation and errors that can propagate due to a problem in floating point operations. Unlike other pages regarding floating point arithmetic, this page course will focus on readability and instruction. For additional details, you can see the floating point article on Wikipedia (here).

### Lesson One: Introduction

The first lesson will describe who this lesson is for, and will go over what we are learning and how floating errors have been significantly costly, ending lives and costing the economy billions of dollars.
Lesson One

### Lesson Two: All Your Base, Your Base, Base, Base

This lesson will delve into how to convert numbers to and from binary and decimal.
Lesson Two

### Lesson Three: Binary Machines

This lesson will go over the way an arbitrary computer stores numbers, and gives exercises. Topics covered include the "hole-at-zero" and computer epsilon.
Lesson Three

### Lesson Four: IEEE standard

This lesson will go over the IEEE standard, and how most computers store numbers.
Lesson Four

### Lesson Five: Roundoff Problems

This lesson will analyze problems created with roundoff error.
Lesson Five
# Floating point/Lesson Two
### Introduction to Binary

Computers have to store numbers as either a '0' or a '1.' Thus, binary digits must be used, where a number is represented as a string of zeros and ones.
In the decimal (10-based) system, a number is written as we normally write it. The placement of the number indicates how many of each power of ten the number has. For instance,
572001.5 = 5 × 10$^{-1}$ + 1 × 10$^0$ + 0 × 10$^1$ + 0 × 10$^2$ + 2 × 10$^3$ + 7 × 10$^4$ + 5 × 10$^5$
The number ½ is written as 0.5 = 5 × 10$^{-1}$.
Instead of using '10' as the above indicates we do in decimal, we use a '2' in binary. Thus, 0.5 = 1 × 2$^{-1}$ = 0.1 (base 2).

### Conversion into binary

To convert a number into binary, consider it's decimal and it's whole parts.
Let's say we have to convert the number 452.5505 into binary. The first part is the whole number. We need to divide the number by 2, and then note the remainder. Repeat the process.
452 ÷ 2 = 226 R 0
226 ÷ 2 = 113 R 0
113 ÷ 2 = 56 R 1
56 ÷ 2 = 28 R 0
28 ÷ 2 = 14 R 0
14 ÷ 2 = 7 R 0
7 ÷ 2 = 3 R 1
3 ÷ 2 = 1 R 1
1 ÷ 2 = 0 R 1
Thus, the remainders are 0, 0, 1, 0, 0, 0, 1, 1, and 1. Go backwards; the result is 111000100.
This works because by dividing by 2, we are determining the number of places. The remainder tells us if we need to add an additional number to that binary spot.
For the decimal, we do the opposite. We multiply by 2, and we record the non-decimal.
.5505 × 2 = 1.101 (1)
.101 × 2 = .202 (0)
.202 × 2 = .404 (0)
.404 × 2 = .808 (0)
.808 × 2 = 1.616 (1) ... and so on.
The number is then 1111000100.10001..., base 2.

### Conversion out of Binary

To convert out of binary, simply use the definition.
110.01 = 1 × 2$^{-2}$ + 0 × 2$^{-1}$ + 0 × 2$^0$ + 1 × 2$^1$ + 1 × 2$^2$
110.01 = 6.25

### Problems with conversion into binary

When numbers are converted into binary, sometimes, an otherwise easy-to-notate number becomes burdensome to store. An example is 0.1.
0.1 × 2 = 0
0.2 × 2 = 0.4
0.4 × 2 = 0.8
0.8 × 2 = 1.6
0.6 × 2 = 1.2
0.2 (repeats)
0.1 (base 10) thus repeats as 0.0001100110011...
This can cause a problem if the user is not aware of the issue. If a number has a finite representation in decimal, it does not necessarily have this in binary.

### Matlab Code

In Matlab, there is code which will convert integers from binary to decimal and vice versa. The command is dec2bin and bin2dec. The bin2dec command must be entered as a string, so single quotes must be put around the number. Below is an example of the command.

### Homework

1. Convert the following decimal numbers into binary: 46, 578.2, 205.4.
2. Convert the following binary numbers into decimal: 1001.1, 10, 111.01

### Source

Cheney Ward and David Kincaid. Numerical Methods and Computing. Belmont, CA: Thomson, 2004.
# Floor/Calculation/1/Exercise

Compute the floor
    $\left\lfloor {\frac {513}{21}}\right\rfloor .$
# Floating point/Lesson Five

When an error is created in the computer, we have to understand how error is propagated and whether we can trust an answer. Additionally, it is good to know where problems can occur.

### Operations

Two types of error can occur in normal mathematical operations ( +, -, ×, and ÷ ) in floating point arithmetic. The first is called a benign error. Benign errors are roundoff errors that occur when the exact quantities are known and in one step, there is an error. Catastrophic error, on the other hand, results when unknown quantities are put through a mathematical operator and the result becomes extraordinarily wrong. For two numbers a and b, this can happen in addition and subtraction in the following ways:
1. a - b if a - b ≈ 0
2. a + b if a is much larger than b
Demonstration:

### Rounding

The IEEE standard does not operate in a similar manner to the way that was described in the section. In reality, when a number is calculated an interval is placed around the number, [x, y]. This interval is then processed as a calculation and all subsequent calculations are processed on this interval. If one machine number is left in the final interval, the computer selects that number. Otherwise, it needs more precision and uses it.

### Sources

UIUC, CS 257 Lecture Notes Spring 2008 http://docs.sun.com/source/806-3568/ncg_goldberg.html