OpenLLM-France/wikimedia huggingface dataset:
# Turing/Answers To Programming Language Exercises
### Lecture 1

Introduction to Turing Programming Language
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.

### Lecture 2

Variables and Types in Turing
Exercises:
1.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)
2.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.

### Lecture 3

Control Structures and Logical Expressions in Turing
1.Make the user input a user name and password. (Hint: If statement)
2.Make the program give the user as many tries as they want, or if you want a challenge, 5 tries (Hint: Loop)
3.Re-do exercise 2 (input 10 values from an array) from the last one, with for statements

### Lecture 4

Functions and Subroutines 1.Make a function that calculates the number times 6, plus 3 divided by 2
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.)
# Turing/Hello World

This is a very simple short lesson. It will simply consist of making text display on the screen. Now in your Turing IDE type:
Now run your program. You should now see "Hello World" on the screen. Lets play around with this now. What happens if I where to change the code as follows?
When this runs you should notice that "Hello" and "World" are now on separate lines. Now lets try making it look like the first one (when the program runs) but keep the two put statements on two lines.
Now run your program. Looks like the first one, right? Well this will require an explanation of how the put command works. By default the cursor starts at the top left of the screen then scans left to right, top to bottom. When you say put "Hello " it writes "Hello " on the line where the cursor currently is then goes to a new line. By putting the .. at the end of the put statement it says write "Hello " to the screen but DO NOT go to the next line. Finally lets try this:
Once again it looks like the first one. The comma allows you to concatenate the two strings together. This can be done with most data types as they are implicitly converted to strings for you at run-time.
For example, if you had a variable called "a", and you wanted to print out "The value of a is:" with the value of "a" after it, then you would write:
This makes the Turing IDE print out "The value of a is: ", and after it, it adds the value of "a". If "a" was 4, then "The value of a is: 4" would be printed out.
This concludes our first lesson.
* Project: Turing
* Previous: Introduction — Turing/Hello World — Next: Variables and Types
# Turing/Event-Driven Design

Event-driven design is used in most GUI programs. Text-based text-editors like edit.com are event-driven to the extent that they wait for an event then execute their code. Real-time event-driven code must allow for the user to not input any information in a given iteration of the main program loop.
The computer checks for keyboard and mouse data at more or less regular intervals, and executes subroutines based on this data. Event-driven logic is required for real-time-tactics programs or other 'live' simulations. On the other foot, strategy and zero-player-games are well suited to a 'pause-often' or 'turn-based' model.
# Web Science/Part1: Foundations of the web/Web content/Cascading Style Sheets/quiz

These challenges are here to help you flex your CSS skills, and see where you need to practise more!
If you're new to CSS, have a read through the first page of Wise Women's Getting Started with Cascading Style Sheets, which introduces CSS along with some everyday examples.

## CSS Challenge 1 – Fonts and Colours

This first challenge only involves changing your fonts and colours - no layout or other more advanced CSS here! Copy-n-paste the HTML to get started, and click on the image to see what your page should look like!
Hints:
* You'll need to link your HTML to a new stylesheet.
* You can use the following fonts list for help: http://www.w3.org/Style/Examples/007/fonts
* Don't worry if your text doesn't wrap at the same word -- it will depend on the size of your browser window.

## CSS Challenge 2 – Shakespeare's Sonnet

This second challenge will help you to re-cap your CSS text formatting skills, as well as start using margins and padding. Copy-n-paste the HTML to get started, and click on the image to see what your page should look like!
You can also try to get your page to look like the page from the image on the right (challenge 2-A), which uses a few more advanced (though not too hard) CSS techniques.
If you can improve on the design (shouldn't be too hard!) without increasing the difficulty of this challenge, great! I'll happily replace the image!
Hints:
* The thumbnails are not very representative, but this challenge requires you to create a fixed-width layout that is centred in the browser window. Click on an image for a closer view.
* Hint 2: to get the wrap division to stay centred, you'll need to set the left and right margins to a_t_ (you've got to fill in the blanks).

## CSS Challenge 3 – 2-column layout

This one will get you fiddling with margins and padding!
Hints:
* You'll need to set a fixed width for your wrap, and then float the navigation div.
* You may also want to fiddle with widths/margins of the navigation and content divisions!
* For this and the next few challenges, you may want to first look through MaxDesign's Two columns with colour tutorial.

## CSS Challenge 4 – 2 Columns with a header and footer

This time you've got an extra header and horizontal navigation to worry about!
Hints:
* For some ideas for styling the horizontal nav bar, see listamatic.
* You'll need to fiddle with paddings/margins to get the divs bumped up against each other.
* If you get stuck, try following 456BereaStreet's 2-column layout tutorial
# Cascading Style Sheets
## Learning goals

* be able to name at least 2 important point why to use style sheets
* know how the cascading process works
* know the basic syntax of cascading stylesheets

## Quiz

These challenges are here to help you flex your CSS skills, and see where you need to practise more!
If you're new to CSS, have a read through the first page of Wise Women's Getting Started with Cascading Style Sheets, which introduces CSS along with some everyday examples.

## CSS Challenge 1 – Fonts and Colours

Hints:
* You'll need to link your HTML to a new stylesheet.
* You can use the following fonts list for help: http://www.w3.org/Style/Examples/007/fonts
* Don't worry if your text doesn't wrap at the same word -- it will depend on the size of your browser window.

## CSS Challenge 2 – Shakespeare's Sonnet

If you can improve on the design (shouldn't be too hard!) without increasing the difficulty of this challenge, great! I'll happily replace the image!
Hints:
* The thumbnails are not very representative, but this challenge requires you to create a fixed-width layout that is centred in the browser window. Click on an image for a closer view.
* Hint 2: to get the wrap division to stay centred, you'll need to set the left and right margins to a_t_ (you've got to fill in the blanks).

## CSS Challenge 3 – 2-column layout

Hints:
* You'll need to set a fixed width for your wrap, and then float the navigation div.
* You may also want to fiddle with widths/margins of the navigation and content divisions!
* For this and the next few challenges, you may want to first look through MaxDesign's Two columns with colour tutorial.

## CSS Challenge 4 – 2 Columns with a header and footer

Hints:
* For some ideas for styling the horizontal nav bar, see listamatic.
* You'll need to fiddle with paddings/margins to get the divs bumped up against each other.
* If you get stuck, try following 456BereaStreet's 2-column layout tutorial
# Web content
## Learning goals
## Associated units

* In this lesson you will learn some basics on the Question: Why Web Content needs structure and proper markup.
* Understand the Domain Object Model and the DOM tree
* Understand that HTML is just a special dialect of XML
* Understand the relationship between HTML and XML
* Be able to write simple HTML code having learned a few example elements of HTML (headings, paragraphs, lists, tables, links, anchors, emphasize, input fields; but also few dirty ones like italics, color,...)
* See that HTML really is just another simple mark up and has nothing to do with programming
* Be able to structure web Content using HTML and create pages following a specified structure.
* Know about the style attribute and how to use it within HTML elements
* Know already realize that there are some limits using the style attribute
* be able to create websites that follow a certain style guide
* See the problems with inline styles
* Understand that a style sheet gives you freedom
* being able to explain people why they should use style sheets
* be able to name at least 2 important point why to use style sheets
* know how the cascading process works
* know the basic syntax of cascading stylesheets
* know how to include a media file like a graphic to your webpage.
* understand that images like jpg, gif and bitmaps are hard for machines to understand.
* Know how to use a XML based format to create images that are easy to understand for machines and humans an can even make use of stylesheets.
* Understand that metadata is necessary to communicate the semantics of content
* See that using metadata for ranking in search results is a bad idea
* get introduced to modern ways of publishing media data as RDFa
* Understand the separation between content, structure, layout and meta data
* Review HTML, CSS, XML, SVG and RDFa
* Understand what makes a clean HTML markup ("separation of concerns") vs. unclean one ("mixing responsibilities"); and implications (better or worse maintenance, better or worse personalization, better or worse accessibility)
# HTML for web document structures
## Learning goals

* Be able to write simple HTML code having learned a few example elements of HTML (headings, paragraphs, lists, tables, links, anchors, emphasize, input fields; but also few dirty ones like italics, color,...)
* See that HTML really is just another simple mark up and has nothing to do with programming
* Be able to structure web Content using HTML and create pages following a specified structure.

## Script

In the previous lecture we have seen how to structure content using XML. The core idea was that we write down what the content is about, e.g. a record or an artist, and how such content may be structured, e.g. that a record stores something that an artist created. Thus the XML document that we created structured the content in a way that was rather independent of its use. One piece of software may use it to answer database queries. Another piece of software may use it to ship data from one database to another. And, finally our browser may use the structure to display the content. The browser can do so, but the resulting display does not look very nice yet, hence we undertook the effort in the previous lesson to transform the XML document into some HTML document that could be displayed in a much nicer way.
But, how is the resulting HTML document related to XML? Actually, the result is also an XML document. But the result is a document that does not talk about entities like artists, but about entities like headings, lists, list items, emphasized pieces of texts, and so on. Thus, HTML is really a kind of XML subdialect, one also calls it an application of XML, that has standard element names for document structures and not for almost arbitrary content structures.
Minimal HTML document
What are some sample categories are relevant for document structure?
* headings
* paragraphs
* lists
* emphasizing of text
* tables
The core idea is that elements define a structure and attributes provide additional information.
You may interactively type the HTML code examples into http://www.w3schools.com/tags/tryit.asp?filename=tryhtml_br and immediately display the result by submitting your HTML code.
# Web Science/Part1: Foundations of the web/Web Architecture/Web Content/Markup Languages
## Learning objectives

* Understand the difference between content and structure
* Understand that this difference is realized in different markup languages, such as:
* Understand the basics of XML
* Be able to define an own markup schema (informally, not using DTDs or XML schema) and apply it

### sublessons

* Topic:Web_Science/Part1:_Foundations_of_the_web/Web_Architecture/Web_Content/Problem_Setting_for_Web_Content_Formats
* Topic:Web_Science/Part1:_Foundations_of_the_web/Web_Architecture/Web_Content/Working_with_XML
# Wikimedian Demographics/Wikiversity

This Wikimedian Demographics subresource is dedicated to Wikiversity.

## Available Surveys

The surveys listed below are available for topics specific to Wikiversity:
* (none yet)

## Requested Surveys

Surveys have been requested for the topics listed below:
* Is it easy to find what you're looking for?
* Content quality
* Do you understand the scope of the project?
* Do you support consumer research projects?
* How did you discover Wikiversity?
* Namespaces
* Custodianship

## New Surveys

These surveys have been developed, and will be announced on :
* (none yet)

## Survey Announcement Forums

New surveys will be announced < regular date >:
# Wikimedian Demographics/Wiktionary

This Wikimedian Demographics subresource is dedicated to Wiktionary.

## Available Surveys

The surveys listed below are available for topics specific to Wiktionary:
* (none yet)

## Requested Surveys

Surveys have been requested for the topics listed below:
* Is it easy to find what you're looking for?
* Content quality
* Completeness

## New Surveys

These surveys have been developed, and will be announced on :
* (none yet)

## Survey Announcement Forums

New surveys will be announced < regular date >:
# Wikimedian Demographics/Women and Wikimedia

This is a page to organise a survey on "Women and Wikimedia projects", as part of the Wikimedian Demographics project. Hopefully, this page will generate a list of useful questions to be asked, and facilitate discussion on the survey's methodology, and how it might be best implemented. (Eg. is this to be answered only by women, or is it a questionnaire about women?) There is also a page on Wikimedian Demographics/Gender issues which will coordinate all surveys related to gender - general gender-related ideas/issues can be raised here, on that page, or on Talk:Wikimedian Demographics.

## Questions

* Are you male or female (m/f)? (This would be moot, if the survey is only to be answered by women.)
* Are you an admin of any Wikimedia projects? (y/n) (Is this necessary/interesting?)
* Have you found there to be issues related to your gender while contributing to Wikimedia projects? (y/n)
** If so, has this issue been addressed either personally, or in general? (y/n - perhaps yp ["yes, personally"], yg, and n?)
** If it has been dealt with, how would you rate this as having being dealt with, on a scale from 0-5? (o = very badly; 5 = very satisfactorily)
* Have you perceived a gender-related problem related to someone else in the community?
** If so, has this issue been addressed either personally, or in general? (y/n) (could we have yp,yg, and n?)
** If it has been dealt with, how would you rate this as having being dealt with, on a scale from 0-5? (o = very badly; 5 = very satisfactorily)

## Methodology

What questions do or don't lend themselves to yes/no answers? Cormaggio 12:20, 30 January 2008 (UTC)

## Discussion

What kinds of questions would be useful here? Are the questions of something being "dealt with" too naive? Cormaggio 12:20, 30 January 2008 (UTC)

## Resources

* Milos Rancic's interview survey
* Wikichix
# Wikimedian Demographics/Wikispecies

This Wikimedian Demographics subresource is dedicated to Wikispecies.

## Available Surveys

The surveys listed below are available for topics specific to Wikispecies:
* (none yet)

## Requested Surveys

Surveys have been requested for the topics listed below:
* (none yet)

## New Surveys

These surveys have been developed, and will be announced on :
* (none yet)

## Survey Announcement Forums

New surveys will be announced < regular date >:
# 3x3-matrix/235/Jordan/Example

We want to apply fact to
    $M={\begin{pmatrix}0&2&3\\0&0&5\\0&0&0\end{pmatrix}}\,.$
We have
    $M^{2}={\begin{pmatrix}0&2&3\\0&0&5\\0&0&0\end{pmatrix}}\cdot {\begin{pmatrix}0&2&3\\0&0&5\\0&0&0\end{pmatrix}}={\begin{pmatrix}0&0&10\\0&0&0\\0&0&0\end{pmatrix}}\,$
and
    $M^{3}=0\,.$
Therefore,
    $V_{1}=\operatorname {kern} M=\langle e_{1}\rangle ,\,V_{2}=\operatorname {kern} M^{2}=\langle e_{1},e_{2}\rangle {\text{ and }}V_{3}=K^{3}.$
We have
    $V_{3}=V_{2}\oplus \langle e_{3}\rangle \,,$
so that wir can choose
    $U_{3}=\langle e_{3}\rangle \,.$
We have
    $Me_{3}={\begin{pmatrix}3\\5\\0\end{pmatrix}}\in V_{2}\,.$
Hence,
    $V_{2}=V_{1}\oplus U_{2}\,$
with
    $U_{2}=\langle {\begin{pmatrix}3\\5\\0\end{pmatrix}}\rangle \,.$
Finally,
    $M^{2}e_{3}=M{\begin{pmatrix}3\\5\\0\end{pmatrix}}={\begin{pmatrix}0&2&3\\0&0&5\\0&0&0\end{pmatrix}}{\begin{pmatrix}3\\5\\0\end{pmatrix}}={\begin{pmatrix}10\\0\\0\end{pmatrix}}\,.$
Therefore,
    ${\begin{pmatrix}10\\0\\0\end{pmatrix}},\,{\begin{pmatrix}3\\5\\0\end{pmatrix}}\,,{\begin{pmatrix}0\\0\\1\end{pmatrix}}$
is a basis with the intended properties.
The inverse matrix to
    $B={\begin{pmatrix}10&3&0\\0&5&0\\0&0&1\end{pmatrix}}\,$
is
    ${\begin{pmatrix}{\frac {1}{10}}&-{\frac {3}{50}}&0\\0&{\frac {1}{5}}&0\\0&0&1\end{pmatrix}},$
therefore,
    ${\begin{aligned}B^{-1}MB&={\begin{pmatrix}{\frac {1}{10}}&-{\frac {3}{50}}&0\\0&{\frac {1}{5}}&0\\0&0&1\end{pmatrix}}{\begin{pmatrix}0&2&3\\0&0&5\\0&0&0\end{pmatrix}}{\begin{pmatrix}10&3&0\\0&5&0\\0&0&1\end{pmatrix}}\\&={\begin{pmatrix}{\frac {1}{10}}&-{\frac {3}{50}}&0\\0&{\frac {1}{5}}&0\\0&0&1\end{pmatrix}}{\begin{pmatrix}0&10&3\\0&0&5\\0&0&0\end{pmatrix}}\\&={\begin{pmatrix}0&1&0\\0&0&1\\0&0&0\end{pmatrix}}.\end{aligned}}$
# 3x3-matrix/037/Jordan/Example

We want to apply fact to
    $M={\begin{pmatrix}0&0&3\\0&0&7\\0&0&0\end{pmatrix}}\,.$
We have
    $M^{2}=0\,.$
Therefore,
    $V_{1}=\operatorname {kern} M=\langle e_{1},e_{2}\rangle {\text{ and }}V_{2}=K^{3}.$
We have
    $V_{2}=V_{1}\oplus \langle e_{3}\rangle \,,$
so that we can choose
    $U_{2}=\langle e_{3}\rangle \,.$
We have
    $Me_{3}={\begin{pmatrix}3\\7\\0\end{pmatrix}}\in V_{1}\,.$
Therefore,
    $V_{1}=\langle {\begin{pmatrix}3\\7\\0\end{pmatrix}},e_{1}\rangle =U_{1}\,.$
Hence,
    ${\begin{pmatrix}1\\0\\0\end{pmatrix}},\,{\begin{pmatrix}3\\7\\0\end{pmatrix}}\,,{\begin{pmatrix}0\\0\\1\end{pmatrix}}$
is a basis as looked for. With respect to this basis, the linear mapping is described by the matrix
    ${\begin{pmatrix}0&0&0\\0&0&1\\0&0&0\end{pmatrix}}.$
# 3x3-matrix/370/Jordan/Example

We want to apply fact to
    $M={\begin{pmatrix}0&3&7\\0&0&0\\0&0&0\end{pmatrix}}\,.$
We have
    $M^{2}=0\,.$
Therefore,
    $V_{1}=\operatorname {kern} M=\langle e_{1},7e_{2}-3e_{3}\rangle {\text{ and }}V_{2}=K^{3}.$
We have
    $V_{2}=V_{1}\oplus \langle e_{3}\rangle \,,$
so that we can choose
    $U_{2}=\langle e_{3}\rangle \,.$
We have
    $Me_{3}={\begin{pmatrix}7\\0\\0\end{pmatrix}}\in V_{1}\,.$
Therefore,
    $V_{1}=\langle {\begin{pmatrix}7\\0\\0\end{pmatrix}},7e_{2}-3e_{3}\rangle =U_{1}\,.$
Hence,
    ${\begin{pmatrix}0\\7\\-3\end{pmatrix}},\,{\begin{pmatrix}7\\0\\0\end{pmatrix}}\,,{\begin{pmatrix}0\\0\\1\end{pmatrix}}$
is a looked-for basis. With respect to this basis, the linear mapping is described by the matrix
    ${\begin{pmatrix}0&0&0\\0&0&1\\0&0&0\end{pmatrix}}.$
# Invertible matrix/Finite order/C/Diagonalizable/Fact

Every invertible matrix $M\in \operatorname {GL} _{n}\!{\left(\mathbb {C} \right)}$ of finite order
# Invertible matrix/Finite order/C/Diagonalizable/Fact/Proof

The matrix is trigonalizable and can be brought, due to fact, into Jordan normal form. We show that the
Jordan blocks
    ${\begin{pmatrix}\lambda &1&0&\cdots &\cdots &0\\0&\lambda &1&0&\cdots &0\\\vdots &\ddots &\ddots &\ddots &\ddots &\vdots \\0&\cdots &0&\lambda &1&0\\0&\cdots &\cdots &0&\lambda &1\\0&\cdots &\cdots &\cdots &0&\lambda \end{pmatrix}}$
are trivial. Because of the finite order, $\lambda$ is a root of unity. By multiplying with $\lambda ^{-1}E_{n}$, we can assume that we have a matrix of the form
    ${\begin{pmatrix}1&a&0&\cdots &\cdots &0\\0&1&a&0&\cdots &0\\\vdots &\ddots &\ddots &\ddots &\ddots &\vdots \\0&\cdots &0&1&a&0\\0&\cdots &\cdots &0&1&a\\0&\cdots &\cdots &\cdots &0&1\end{pmatrix}}$
(with $a\neq 0$). If this is not an $1\times 1$-matrix, then there exist two vectors $u,v$, where $u$ is an eigenvector and where $v$ is sent to $v+au$. The $k$-th iteration of the matrix sends $v$ to $v+kau$, and this is never $v$, contradicting the property of being of finite order.
# Affine space/Affine generating system/Introduction/Section
## Lemma
### Proof

$\Box$
In particular, for every subset $T\subseteq E$ in an affine space $E$, there exist a smallest affine subspace containing $T$.

## Lemma
### Proof

$\Box$

## Definition

Affine subspace/Affine generating system/Definition
A point generates, as an affine space, the point itself, two points generate the connecting line.
# Affine space/Finite point family/Affinely independent/Definition

Let $E$ be an affine space over a $K$-vector space $V$, and let
    $P_{1},\ldots ,P_{n}$
be a finite family of points in $E$. We say that this family of points is affinely independent,
if an equality
    $\sum _{i=1}^{n}a_{i}P_{i}=\sum _{i=1}^{n}b_{i}P_{i}\,$
wit
    $\sum _{i=1}^{n}a_{i}=\sum _{i=1}^{n}b_{i}=1\,$
is only possible if
    $a_{i}=b_{i}\,$
for all $i=1,\ldots ,n$.
# Artificial Consciousness/Neural Correlates/Neural Models/HH Neuron
## The HH Neuron (Neural Network Model)

Hodgkins and Huxley defined the basic Spiking Neuron Model in 1952 when they determined that it was the interaction between the Potassium current and the Sodium Current, that determined the voltage characteristics of the Giant Squid Ason. From their pioneering work, came the more comprehensive ion channel definition that makes up our current model of the Neuron. At that time, ion channels were just one of a number of possible interpretations and their work thinned down the population somewhat by elimination of some of the possibilities.
The primary difference between the HH neuron and the Hebbian Neuron, is the second order or Spiking function of the neuron. This can be expressed simply by integrating the two separate ion currents and multiplying them together before applying the adjustment for logrythmic function, and subtracting the threshold.
That it took until 1952 to isolate the formula for Axon membrane function should not be surprising, because the nature of the axon membrane is such that the technology to stabilize the currents needed to be developed, before they could be adequately measured, this required the invention of the Space clamp and voltage clamp mechanisms, and was slowed down by the involvement of scientists in the second world war.
That scientists are now wondering if they need the spiking behavior to properly model the processing functions of the neurons, simply means that we have moved on from the necessity of adequately mapping the electrical characteristics of the membrane, in order to understand what is going on in the neuron. Now that we have modelled it, we can consider it's validity as a model of neural function, out of a position of knowledge rather than ignorance. In the end we might not need a spiking neuron to simulate the brain, but we have one if we need it.