OpenLLM-France/wikimedia huggingface dataset:
# Syphilis

Syphilis is often referred to as the great imitator because the symptoms that it presents are often mistaken for another disease. Syphilis is most common in women between the ages of 20-24 but also is seen in men between the ages of 35-39 years old. The incidence of syphilis doubled in both sexes between the years of 2000-2006.
Syphilis is typically spread through direct contact with the genitals, anus, or mouth of an infected person. It can also be transmitted from mother to child during birth.
The primary stage of syphilis is designated by the formation of a single or multiple chancres. Typically this is 21 days after infection but can take up to 90 days. The secondary stage is characterized as a subtle to severe rash appearing typically on the hands and feet. Associated symptoms include: fever, swollen lymph glands, sore throat, patchy hair loss, headaches, weight loss, muscle aches, and fatigue. The Late or Latency stage does not have the symptoms associated with the first two stages. Therefore, many people incorrectly believe that they no longer have the infection. The latency stage can take 10-20 years to appear after the onset of the disease. Due to severe internal damage this stage includes symptoms such as: difficulty coordinating muscle movements, paralysis, numbness, gradual blindness, dementia, or death.
Fortunately, syphilis is easily detected through a blood test and can be treated with strong antibiotics. Syphilis can cause extreme developmental disorders, seizures, or even death if infected newborns are untreated.
# Survey research and design in psychology/Assessment/Lab report/Detailed marking criteria/Qualitative analysis

Qualitative analysis for the lab report (G students)

## Overview

The marking criteria for graduate students in this unit includes a qualitative analysis of one or both open-ended questions in the lab report. An additional word count of 500 words (+ 10%) is available.
On one hand, this extra requirement may see like an a burden. On the other hand, this is an opportunity to provide a more indepth report, with additional word count available.
There are two possible approaches to analysis of the open-ended data (choose one):
* Qualitative - analyse key themes and provide a "thick description" (rich summary), including illustrative quotes
* Quantitative - code the themes into categories and then provide a statistical/graphical summary (preferably using multiple response analysis which is similar to frequencies, but takes into account that respondents can have more than one response)
These approaches are described in more detail in these tutorial notes, which also have an accompanying screencast: Qualitative analysis (Tutorial notes).
There is also a recorded lecture available on this topic which provides additional background: Qualitative research (Lecture)
Note that the sample HD lab report includes a qualitative analysis.
# Survey research and design in psychology/Assessment/Lab report/Feedback/2015

* This page summarises commonly-repeated feedback about the lab reports in 2015.
* This feedback is supplementary to the a priori Lab report guidelines which include marking criteria.
* Feedback from other years is also available - General feedback about the lab report

## Marking distribution

This will be finalised when all reports have been marked Descriptive statistics:
* Mean 66.4
* Median 68.0
* SD 36.21
* Min 0
* Max 100
* N 131
Grade breakdown:
* HD 22%
* DI 18%
* CR 18%
* P 24%
* F 18%

## Title

* Check APA formatting regarding, header, page numbering and placement of abstract.
* Check that title accurately conveys the contents of the report

## Abstract

* Check that the abstract accurately conveys the contents of the report
* To improve the abstract, include more information about the practical implications of the results.

## Introduction

* Title should be presented at the top of the page above the introduction as per APA formatting
* Provide logically derived and clearly stated research questions/ hypotheses are logically derived and clearly stated.
* Review relevant research literature.

## Method
### Participants

* Generally, this was a well written section, with good overviews of the characteristics of the current sample.
* To improve, provide comparisons with the wider UC population

### Measures

* Provide a brief summary of the development of the survey instrumentation
* Describe the proposed factors and items.
* Include definitions when explaining the proposed factors.

### Procedure

* Identify the target population, sampling frame, and sampling technique used.
* Comment on any procedural abnormalities.
* Provide more detail about what happened during and after the participants had completed the surveys (e.g. thanked for their time, instructed to keep to first page of the survey etc.).

## Results
### Data screening

* Provide more detail on the number of cases that were removed or retained during the data screening process.

### Factor analysis

* Generally, a well-handled analysis by most.
* Assumption testing was thorough.
* Provide the inter-item correlations in an Appendix (as per marking criteria).
* Be transparent in the labelling of each identified factor and provide a description.
* Provide the correlations between the composite scores for each factor.

### Multiple linear regression

* Specify the IV’s and DV’s used within this analysis and indicate any recoding or manipulations that have occurred to form these variables.
* Assumption testing was thorough.
* Present the correlations between items, and provide an interpretation for what they mean.

## Discussion

* Good use of research literature to interpret results.
* Provide more detail about the strengths and weaknesses of the study.
* Comment on the statistical power of the study.
* Provide more information on the practical implications of the results.
# Survey research and design in psychology/Assessment/Lab report/Feedback

These pages provide general feedback about Survey Research and Design in Psychology lab report assessment exercise submissions:
* 2018
* 2017
* 2016
* 2015
* 2014
* 2013
* 2011
# Writing a simple greeting bot for MediaWiki/Introduction to MediaWiki scripting access

On this page you will get an introductory overview over how MediaWiki works and in which ways it can be accessed from scripts.

## Fundamentals

MediaWiki is a PHP web application based on HTTP. Because of that, scripts communicate with MediaWiki in a series of requests and responses. To get the contents of a page, for example, the script sends a request to the server hosting MediaWiki (e.g. http://en.wikiversity.org/). The server then responds with the page content plus some additional statistical information. Each script action, such as loading or saving a page, requires a new set of requests and responses.

### Exercise 1 - A simple C# request

Note: the following code example uses C# and the .NET Framework. The use of an Integrated development environment (IDE) is strongly recommended. For Windows users, Microsoft provides a free C# IDE called Visual C# Express. For Linux and Mac users, there is a free IDE called MonoDevelop available.
In this exercise, we will send a request to retrieve the contents of Wikiversity's main page in a file:
Let's take a closer look at what this code does. We
* We create an Uri object to hold the address of the page, in this case Wikiversity:Main Page.
* We create a new HTTP request object by calling WebRequest's Create page with the address of the page we want. If you are not familiar with HTTP at all, I suggest taking a quick peek at w:HTTP.
* We then set the user agent and content type headers typical for HTTP requests. Although innocent looking, these are actually quite important: MediaWiki refuses any request which does not provide these two headers.
* By calling GetResponse, the request is sent and a response retrieved.
* We read the content of the response and save it to a local file called "Main page.txt".
If you open the file, you will see the same content that would be shown if you went to Wikiversity:Main Page with your browser and look at the source of that page (the menu option is commonly called View source oder Page source in graphic browsers).

## Where to go next

Writing a simple greeting bot for MediaWiki/Signing in
# Writing a simple greeting bot for MediaWiki

In this project, you will be able to learn the basic concepts of scripting MediaWiki. We will cover concepts like basic HTTP requests, the query and API interfaces to MediaWiki, how to sign on to a MediaWiki installation and retrieve information, and how to save changes to pages.
Note: The examples used in this project will use C# and the .NET Framework. It should not be too difficult to port the code to other object-oriented languages such as C++, Java or VB.NET.

## Steps

* Introduction to MediaWiki scripting access
* Signing in
* api.php
* Reading a page
* Reading and processing logs
* Editing and saving a page

## Participation

If you're interested in participating in this project, please list yourself below. Also, feel free to use the talk page for comments and suggestions.
# Writing a simple greeting bot for MediaWiki/Signing in

On this page you will learn how to login into MediaWiki so you can perform edits with an extra bot account.

## Overview

First we will send our username and password to the api. It will give us some "cookies" and a token.

### Exercise 1 - New functions

We will create a new class that represents a MediaWiki site like Wikiversity or Wikipedia in a specific language. This class will be used to send data to the wiki and even to sign in.
First we will create a new function to send data. The code is based on the last site: Introduction to MediaWiki scripting access.
The new thing is the POST data. Http requests can handle GET and POST data, for more information read w:Http#Request_methods. We need POST requests for example to login or to edit a page. Another thing is that we send and get cookies now. Cookies are informations we have to save and send back later. They will contain a key or token so we can authenticate us later and do not have to send our username and password all the time.
This is the function to login. We will use the function postData and send our user information to the api.

### Exercise 2 - A class for MediaWiki sites

Before we start to code the new class we first have to think how it should work. We will create a "class diagram" where we write all functions and properties the new class shoudl have without code. A class diagram is a table which informations about this aspects.
* class Site
* Properties
* string site
* string apipath
* string username
* string password
* Functions
* void login
* string postData(string url, string postData)
After we now have an overview which functions and properties the class should have, we can start to create the class.
# Writing systems and scripts
## Classification

Writing systems and scripts are basically classified into three types:
Alphabetic scripts Logographic scripts Syllabic scripts

## Alphabetic Scripts

An alphabetic system uses characters known as letters to signify spoken sounds. These letters can be placed in different orders to create words. The first alphabets are believed to have originated from Egypt and Mesopotamia. The Phoenician alphabet is the ultimate ancestor of many modern scripts including Hebrew, Arabic, Latin and Greek, but is not considered a 'true alphabet' because it lacked separate letters to represent vowels. The Greek alphabet is widely considered the first 'true alphabet', as it adapted the Phoenician alphabet to represent vowels. A well known example of an alphabetic script is that of the Latin or Roman alphabet. It was developed in Europe, influenced by the Greek alphabet but its use has spread throughout the world.
# Theory of Programming Languages/Functional Programming

Functional programming is a programming paradigm—a style of building the structure and elements of computer programs—that treats computation as the evaluation of mathematical functions and avoids changing-state and mutable data. It is a declarative programming paradigm, which means programming is done with expressions. In functional code, the output value of a function depends only on the arguments that are input to the function, so calling a function f twice with the same value for an argument x will produce the same result f(x) each time. Eliminating side effects, i.e. changes in state that do not depend on the function inputs, can make it much easier to understand and predict the behavior of a program, which is one of the key motivations for the development of functional programming.

## Resources

* Foundations of Functional Programming

## See Also

* Wikipedia: Functional programming
# Theory of Programming Languages/Help

This is the help page for Theory of Programming Languages. Please feel free to post whatever questions you may have here. Asking questions is an integral part of the learning process so do not hesitate to post here, even if you feel it is tangential.
It is recommended that each new topic should be in its own section. A new topic may be started with a pair of double equal-sign characters like so:
Please start new topics below this line.
# Theory of Programming Languages/Conclusion

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science
* Objective
* Conclusion
* Intro: Health is the important thing that makes people live a good life style. Health is the level of functional efficiency of the body and the full metabolism of human's. The world organization defined human health as a complete of physical mental and social will being and just get away from diseases. Many people have no idea how they get a good health for a long age . This essay will discuss the activities and the way that help people to look after their health.
* There are many activities could give beneficial impact in our health such as running reduces cancer, especially breast cancer , Activating blood circulation and protecting the body from heart disease and Exercise regularly reduces the chance of Alzheimer's disease also jumping rope is type of sport that is useful for foot , burn fat and maintain fitness. Anders Grunis in his study on the benefits of riding bicycle for health in no more than one hour per week to avoid coronary artery disease.
# Theory of Programming Languages/Flow Control

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science
* Objective
* Flow Control
* fsd
* fewf
* Assignments
Completion status: this resource is a stub, which means that pretty much nothing has been done yet.
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# Theory of Programming Languages/Imperative Programming

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science
* Objective
* In this lesson, students will learn about the imperative paradigm of programming.
* Students will be able to answer these questions:
* How do imperative programs function?
* Why are loops important in imperative programs?
* Imperative programming
* BASIC (which stands for Beginner's All-purpose Symbolic Instruction Code) was an imperative language used on most microcomputers of the 1970's.
* Imperative programming - not unlike the imperative tense in human languages - is based on commands. This is different than declarations which are the staple of declarative languages. Rather than making claims about the universe, programmers only issue instructions for what a program should do. Almost all computers follow an imperative paradigm at a hardware level - the CPU follows instructions from machine code line-by-line. Therefore it is unsurprising that most computer languages are imperative in nature.
* Executing instructions linearly need not be a limitation for programmers. Loops, an important component of procedural programs, allow a sequence of instructions to be executed multiple times. Branches, jumps, and procedure calls further extend functionality of programs by allowing the point of execution to shift.
* Let's look at an example of some imperative programming - consider this simple example in BASIC:
* (Although you may be unfamiliar with imperative languages, try to read this program as best as you can.)
* 5 LET S = 0
* 10 MAT INPUT V
* 20 LET N = NUM
* 30 IF N = 0 THEN 99
* 40 FOR I = 1 TO N
* 45 LET S = S + V(I)
* 50 NEXT I
* 60 PRINT S/N
* 70 GO TO 5
* 99 END
* As you may have been able to gather, this program loops through a given input, and computes the average.
* Assignments
* Look up five languages which are imperative. Find some sample code from each and follow the point of execution, examining the functionality of the program.
* Write some imperative pseudocode for these problems:
* Finding the square root of an inputted number.
* Computing the length of a list.
* Using at least one function call, computing the factorial of an input.
Completion status: this resource is just getting off the ground. Please feel welcome to help!
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# Theory of Programming Languages/General Syntactic Structure

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science
* Objective
* In this lesson students will learn about syntax and semantics, and consider the logical structure of a basic mathematical statement.
* Students will be able to answer:
* What is the difference between Syntax and Semantics?
* Within the field of computer science, what is a Statement?
* General Syntactic structure
* By understanding the distinction between syntax and semantics, computer scientists have been able to develop hundreds of well used computer languages.
* Within the realm of computer science, "Syntax" means the way that logical ideas are written, this is in contrast with "Semantics" which is the meaning of the ideas themselves. To understand the difference between Semantics and Syntax, consider this example:
* The date "March 4th, 1990" can be written in many formats. The european format of writing dates is DD/MM/YYYY (where D denotes the day, M the month, and Y the year). The American format is MM/DD/YYYY. Therefore:
* 4/3/1990 - European format
* 3/4/1990 - American format
* These examples have the same meaning, which is "March 4th, 1990". This means they have the same Semantics. Now, to consider another case:
* 3/4/1990 - European format
* 3/4/1990 - American format
* These examples have different meanings, the European format is "April 3rd, 1990" while the American format is "March 4th, 1990". Their Syntax is the same - they are written the same way. But their Semantics are different - the meanings are not the same.
* The distinction between Semantics and Syntax will become more significant as this course continues. For now, remember that Syntax is structure and Semantics is meaning
* Like English, letters are used to write words in Programming Languages - but these words are connected together to form "Statements" rather than sentences. The syntax of a mathematical statement may vary between programming languages, but the semantics will remain the same. Consider this example:
* The statement A + B can be written in many different syntaxes while retaining the same semantics:
* 1] A + B
* 2] (+ A B)
* 3] AB+
* Example 1 uses infix notation.
* Example 2 uses prefix notation.
* Example 3 uses postfix notation.
* In the examples above, different syntax is used while the semantics remain the same. Often semantics are represented using a simple tree structure. The semantic tree for all of the examples is:
* a b
* Whole programs can be reduced to a semantic tree - this is because programs are composed of logical statements, and as we have learned above we can represent statements as semantic structures.
* Assignments
* Write several complicated mathematical statements, write them in Postfix, Prefix, and Infix notation.
* Draw the syntactic tree for these statements.
* Read the sections about Semantics and Syntax from your textbook.
Completion status: this resource is just getting off the ground. Please feel welcome to help!
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# Theory of Programming Languages

This is a core course in the Computer Science Core Courses
* Introduction
* The logic and structure behind programming holds true through the decades. Punch cards from the 1960s utilize the same paradigms programmers use today.
* Welcome to the course! Understanding the underlying logic behind programming languages is vital for comprehending Computer Science concepts - ranging from programming to systems design. This course is designed to acquaint you with the subject matter and give you a groundwork for further study.
* Due to the open nature of Wikiversity you are free to browse through these courses at whatever pace you desire. However, before you begin this course you should consider reviewing the material covered in the perquisite courses (listed below) to ensure that you are prepared to learn this content.
* In each lesson there is an objective at the top of the page, review these points and keep them in mind as you go through the lesson. At the end there is an assignment to test your understanding and further explain the material. Once you have finished the entire course you may move on to the next course in the computer science category.
* (Note: Many of these lessons are stubs, and they need a lot of help. Please excuse the mess - and help out if you can!).
* Prerequisites
* Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.
* Introduction to Computer Science
* Introductory Discrete Mathematics for Computer Science
Lessons
Educational level: this is a tertiary (university) resource.
Completion status: this resource is just getting off the ground. Please feel welcome to help!
Subject classification: this is a mathematics resource.
Subject classification: this is an information technology resource.
Introduction to Theory of Programming Languages
General Syntactic Structure
Imperative Programming
Static Programs
Flow Control in Programming
Object Oriented Programming
Functional Programming
Logic Programming
Conclusion
Textbooks
Programming Languages Via Wikibooks.
Next Course
Introduction to Theory of Computation :
* Active Participants
* Despite the best efforts of the authors, the material in this course is imperfect. If you have a question or otherwise need help with this course, please post on the Help Page.
* You may also contact those involved with developing this course below. When new active participants sign in please use 4 tildes (~) to correctly display the username.
* Azotochtli (talk) 20:44, 28 July 2012 (UTC)
* We also encourage you to join as an instructor. If you can't teach the course anymore, please remove your name from the list of active participants.
* Related Wikiversity resources
* Discrete Mathematics for Computer Science
* Introduction to Computer Science
* Introduction to Information Technology – needs work. Will you help out?
* Bibliography
* Programming Languages, concepts and constructs by Ravi Sethi 1996