OpenLLM-France/wikimedia huggingface dataset:
# Ohio 7th Grade World History/Spread and Impact of the Black Death
## Spread of the Plague

The Black Death was one of the deadliest diseases in human history. It killed 137 million in 3 major outbreaks. The 1st outbreak was called Plaque of Justice and occurred in 542 – 543 A.D where 70,000 people were killed in the city of Constantinople. The 2nd outbreak, the focus of this research, was the deadliest and is often referred to as the Black Death. It occurred in Asia and Europe, but mostly in Europe, where about 75 million Europeans were killed during the four years (1347–1351) of the plague. The spread of the Black Death was very dangerous. Italian traders first contracted the Black Death in trade with Asians. As these traders headed home, they carried the disease with them to trading ports in Italy. The disease followed traders and their cargo further west and north. By 1349 the disease had spread to all of modern Europe and its trading ports.
Rats, found on ships and on land, represented the primary pool of the disease, even though these animals themselves are immune to the bacteria that cause plague. The disease was transmitted to humans through flea bites where a flea would first bite an infected rat and thus, become infected as well. In a second step, the infected flea would transmit the plague bacteria to human hosts when piercing their skin to suck their blood.
Some forms of plague were also spread through air. If someone inhaled air that contained infected water droplets, they would catch the disease as well. People didn’t have enough knowledge about plague to understand that rats were a primary problem in relation to the disease. Instead of eliminating the rats, they fed them and gave them shelter.

## Effects of the Bubonic Plague

The Black Death caused many changes in Europe. The Black Death killed between 33% - 50% of the European population. Roughly 70% of the people who contracted the disease died. People assumed that burning the diseased bodies would help stop the disease from spreading. The catastrophic spread of plague is thought to have been facilitated by the general lack of hygiene and cleanliness back in the day. Streets were typically littered with garbage and dirt creating an ideal environment for rodents. In addition, the first wave of each large outbreak tended to show the highest mortality rate since few people were naturally immune to the disease. Subsequent waves were accompanied by increasingly lower death tolls due to a growing level of immunity among the existing population.
The effect the disease had on people's bodies were severe trembling, high fever and swollen lymphomas on their neck that turned black and often burst open. This was called bubonic plague. A person would usually die within 3 to 5 days. Another deadlier version of plague would spread through the air and often kill people in less than a day. This type is called pneumonic plague. At the height of an outbreak, the daily death rate would be so high that special carts were sent through the streets to collect the dead bodies.
# Peacebuilding Manual/Communicating

Communication for Peacebuilding
Communication for peacebuilding takes a variety of forms – speaking or verbal, non-verbal or body signals, listening, and interpreting messages. When we communicate between cultural groups, often there are different norms and assumptions, which make communication even harder.
* Reframing. Reframing involves giving an alternative interpretation of issues or behaviour. In conflict, parties often engage in communication patterns that escalate a conflict, like trading accusations, or not listening to the other side. By reframing, the mediator validates the speaker’s experience but opens the door for alternative interpretations of the content. Changing the frame makes room for different perceptions and interpretations of issues and behaviour. For example, a mediator might reframe an action like “forming coalitions against me” to “she must really feel powerless if she finds it necessary to gather the support of others.” Reframing might involve moving a speaker from more general to specific comments, might identify underlying feelings, might neutralise attacks or identify areas of common interests.
* Restating. This is similar to reframing, except it involves restating what one party says in language that is less accusatory. The person restating does not add anything to the statement, but simply paraphrases the speaker. For example, one party might claim “she is lazy. She never helps me with the difficult tasks of running an organisation.” A mediator might rephrase this statement in the mediation: “Running an organisation is difficult and takes a lot of work.” A follow-up question that reframes the content might be whether the speaker feels overwhelmed with the amount of work involved in running an organisation. When restating, the third party should check with the speaker to make sure the paraphrase is accurate.
* Active listening. Using active listening demonstrates to the speaker that you, as a listener, are really hearing what the speaker is saying. You communicate this by reflecting the feelings of the listener (responding “you feel very strongly about this” to a comment about “I’ve had enough – I want him out of the organisation”), restating the content of the speaker’s comments, asking open-ended questions, and generally communicating empathy with the speaker. Empathy communicates that the listener really understands the speaker’s point of view. When overused, active listening can be irritating, and it is difficult to do in cross-cultural situations where perceptions and interpretations of content and underlying emotions in conversation are culturally influenced.
# Peacebuilding Manual/Conflict Response Styles

Peacebuilding Manual
Conflict Response Styles
1. Controlling. People who adopt this style in conflict try to force others to accept their views. They tend to ignore the needs or feelings of others. This forceful and aggressive approach is used when conflict and problems are seen as contests to be won or lost, so they want to “win at all costs.” People who use this style have a high concern for personal goals and low concern for relationships It can escalate conflict when the victim feels hurt and resentful only to hit back at a later date. This technique is also used by parents on their children to protect them from danger.
2. Collaborating or Problem solving. Known as the win-win approach where problems are solved by mutual respect and consent. People who use this style confront openly and fairly. They see conflict as a chance for better understanding. Although this is a time consuming process, it is the most effective way to get fair and lasting solutions with significant gains for both parties. People identify the wishes of both sides and are not satisfied until both parties in conflict can work towards a mutually beneficial solution. They have a high concern for both their goals and their relationships with others. People show respect for each other and for their differences. They work together to look for ways to resolve the conflict and restore relationships.
3. Accommodating. This style is used when there is high concern for relationships. Disagreements are ignored or smoothened over, points of view are not expressed and peace at any cost is the message. They are quick to accommodate others and ignore their own needs because they believe addressing their own needs might destroy the relationship. Such people prefer others to control and do not contribute to problem solving.
4. Avoiding. People who adopt this style in conflicts withdraw from the situation because they believe it is hopeless. People use this approach by withdrawing either physically or emotionally from a conflict. They stay away from situations that could lead to conflict This is because they deliberately do not want to get involved or leave the scene in order to punish others. Avoiding can either leave problems unchecked or bear pressure on others to act, both of which has its costs.
5.Compromising.'' This is a common way of dealing with conflict, where each side gains equal satisfaction. Compromisers push for some goals but try not to jeopardize relationships; they try to let others get some of their goals satisfied. The solution however is short term and could leave parties feeling dissatisfied with a sense of losing, as it closes off the option/desire for a better deal.
There are three possible outcomes to using these styles: (i) Lose – Lose: This is when both sides in the conflict do not get their needs satisfied. Most often the conflict continues or resurfaces; (ii) Win–Lose: This is when one side in the conflict has their needs satisfied or met at the expense of the other side; (iii) Win–Win: This is when both sides in the conflict work together with an aim to satisfying their respective needs.
# Peacebuilding Manual/Facilitating Dialogue

Peacebuilding Manual
Facilitating Dialogue
Facilitation of dialogue is a skill that can be especially useful during the stage of confrontation, before the situation has polarised to the point of the crisis. Of course, the application of this skill will need to be adapted to the particular culture and circumstances in which you are working. Guidelines for facilitating dialogue include:
* being clear about one’s role and objectives as a facilitator- that of assisting the process of communication without expressing your own views about the issue being discussed and of setting an atmosphere where differing views can be discussed;
* helping participants identify their own objectives – helping groups and key persons to own and support the structure and aims of the process;
* assisting participants to agree on ground rules for the dialogue- who will set the rules, decide when rules are violated or need to be changed;
* encouraging participants to listen to each other – seeking and articulating differences or common grounds, asking for personal opinions rather than political statements, listening to feelings and emotions
# Peacebuilding Manual/Cooperation

Peacebuilding Manual
Co-operation
Cooperation entails asserting ones views while also listening to others’ views and welcoming differences. When people attempt to work with others to find solutions that fully satisfy the concerns of both parties, their approach helps identify the concerns that underlie the conflict by exploring disagreement from both sides of the conflict, learning from each other’s insights, and creatively coming up with solutions that address the concerns of both.
# Peacebuilding Manual/Key Steps for Peacebuilding

Key steps for peacebuilding
# LPI Linux Certification/Automate System Administration Tasks By Scheduling Jobs
## Detailed Objectives

(LPIC-1 Version 5.0)
Weight: 4
Description:
Candidates should be able to use cron and systemd timers to run jobs at regular intervals and to use at to run jobs at a specific time.
Key Knowledge Areas:
* Manage cron and at jobs.
* Configure user access to cron and at services.
* Understand systemd timer units.
The following is a partial list of the used files, terms and utilities:
* /etc/cron.{d,daily,hourly,monthly,weekly}/
* /etc/at.deny
* /etc/at.allow
* /etc/crontab
* /etc/cron.allow
* /etc/cron.deny
* /var/spool/cron/
* crontab
* at
* atq
* atrm
* systemctl
* systemd-run
# LPI Linux Certification/Alternate Bootloaders
## Detailed Objectives (202.3)

(LPIC-2 Version 4.5)
Weight: 2
Description: Candidates should be aware of other bootloaders and their major features.
Key Knowledge Areas:
* SYSLINUX, ISOLINUX, PXELINUX
* Understanding of PXE for both BIOS and UEFI
* Awareness of systemd-boot and U-Boot
Terms and Utilities:
* syslinux
* extlinux
* isolinux.bin
* isolinux.cfg
* isohdpfx.bin
* efiboot.img
* pxelinux.0
* pxelinux.cfg/
* uefi/shim.efi
* uefi/grubx64.efi
# LMi for Minimizing Eigenvalues of a Matrix

LMi for Minimizing Eigenvalues of a Matrix

## The System

    ${\begin{aligned}A(x)=A_{0}+A_{1}x_{1}+...+A_{n}x_{n}\end{aligned}}$
Note that ${\begin{aligned}A_{i},\quad i=1,2,...,n\end{aligned}}$ are symmetric matrices.

## The Data

    ${\begin{aligned}A_{0},A_{1},...,A_{n}\quad {\text{are given matrices.}}\end{aligned}}$

## The Optimization Problem

Find
${\begin{aligned}x=[x_{1}\quad x_{2}...x_{n}]\end{aligned}}$
to minimize,
${\begin{aligned}J(x)=\lambda _{max}(A(x))\end{aligned}}$
According to Lemma 1.1 in [1] page 10, the following statements are equivalent
${\begin{aligned}\lambda _{max}(A(x))\leq t\iff A(x)-tI\leq 0\end{aligned}}$

## The LMI: The Lyapunov Inequality

Title and mathematical description of the LMI formulation.
       ${\begin{aligned}{\text{min}}\;\quad t:&\\{\text{s.t.}}\quad {\begin{bmatrix}A(x)-tI\end{bmatrix}}&\leq 0\end{aligned}}$

## Conclusion:

${\begin{aligned}x_{i},\quad i=1,2,...,n\quad {\text{and}}\quad t>0\end{aligned}}$ are parameters to be optimized

## Implementation

A link to Matlab codes for this problem in the Github repository:
https://github.com/asalimil/LMI-for-Minimizing-the-Maximum-Eigenvalue-of-Matrix/blob/master/README.md

## Related LMIs

LMI for Matrix Norm Minimization
LMI for Schur Stabilization

## External Links

A list of references documenting and validating the LMI.
* - LMI in Control Systems Analysis, Design and Applications
# LPI Linux Certification/Backup Operations
## Detailed Objective (206.2)

(LPIC-2 Version 4.5)
Weight: 3
Description: Candidates should be able to use system tools to back up important system data.
Key Knowledge Areas:
* Knowlegde about directories that have to be include in backups.
* Awareness of network backup solutions such as Amanda, Bacula, Bareos and BackupPC.
* Knowledge of the benefits and drawbacks of tapes, CDR, disk or other backup media.
* Perform partial and manual backups.
* Verify the integrity of backup files.
* Partially or fully restore backups.
Terms and Utilities:
* /bin/sh
* dd
* tar
* /dev/st* and /dev/nst*
* mt
* rsync

## further reading

* LPI Linux Certification/Maintain An Effective Data Backup Strategy
* Minimizing hard disk drive failure and data loss
# LPI Linux Certification/Adjusting Storage Device Access
## Detailed Objectives (204.2)

(LPIC-2 Version 4.5)
Weight: 2
Description: Candidates should be able to configure kernel options to support various drives. This objective includes software tools to view & modify hard disk settings including iSCSI devices.
Key Knowledge Areas:
* Tools and utilities to configure DMA for IDE devices including ATAPI and SATA
* Tools and utilities to configure Solid State Drives including AHCI and NVMe
* Tools and utilities to manipulate or analyse system resources (e.g. interrupts)
* Awareness of sdparm command and its uses
* Tools and utilities for iSCSI
* Awareness of SAN, including relevant protocols (AoE, FCoE)
Terms and Utilities:
* hdparm, sdparm
* nvme
* tune2fs
* fstrim
* sysctl
* /dev/hd*, /dev/sd*, /dev/nvme*
* iscsiadm, scsi_id, iscsid and iscsid.conf
* WWID, WWN, LUN numbers
# LPI Linux Certification/Automating Tasks Using Scripts
## Detailed Objective

Weight: 3
Description:
Candidates should be able to write simple scripts to automate tasks using different common scripting languages. Tasks for automation include checking processes, process execution, parsing logs, synchronising files across machines, monitoring files for changes, generating and sending e-mail alerts and notifying administrators when specified users log in or out.
* Key knowledge area(s):
** Standard text manipulation software such as awk and sed
** BASH
** cron configuration files
** at daemon usage
** Remote copying software such as rsync and scp
** Perl: basic commands
* The following is a partial list of the used files, terms and utilities:
** perl, bash, awk, sed
** crontab
** at
# LPI Linux Certification/Accessibility
## Detailed Objectives

(LPIC-1 Version 5.0)
Weight: 1
Description: Demonstrate knowledge and awareness of accessibility technologies.
Key Knowledge Areas:
* Basic knowledge of visual settings and themes.
* Basic knowledge of assistive technology.
The following is a partial list of the used files, terms and utilities:
* High Contrast/Large Print Desktop Themes.
* Screen Reader.
* Braille Display.
* Screen Magnifier.
* On-Screen Keyboard.
* Sticky/Repeat keys.
* Slow/Bounce/Toggle keys.
* Mouse keys.
* Gestures.
* Voice recognition.
# LPI Linux Certification/Adding New Hardware
## Detailed Objective

Weight: 3
Description:
Candidates should be able to configure internal and external devices for a system including new hard disks, dumb terminal devices, serial UPS devices, multi-port serial cards, and LCD panels.
* Key knowledge area(s):
** X.org
** XFree86
** Module tools
** Tools and utilities to list various hardware information (e.g. lsdev, lspci, etc.)
** Tools and utilities to manipulate legacy interfaces (RS232, LPT, etc)
** Tools and utilities to manipulate USB devices
* The following is a partial list of the used files, terms and utilities:
** modprobe
** lsmod
** lsdev
** lspci
** setserial
** usbview
** lsusb
# Moving objects in retarded gravitational potentials of an expanding spherical shell/Conclusion/

The considerations described above show that retarded gravitational potentials can contribute to the explanation of the accelerated expansion of the visible part of the universe, if the outer spherical shell of the universe would consist of expanding dark matter with a huge mass. However, this would also hold in a steady state universe and even if the outer dark shell of the universe would not move at all. But in the latter case any moving mass in that shell would reach the shell in a finite time.
It can also be considered that the effect of the retarded gravitational potentials will accelerate moving objects the more, the faster they move, and therefore, the closer they are to the spherical shell of dark matter. Furthermore, also objects within smaller spherical shells that not only are surrounded by expanding dark matter, but also by expanding visible objects will experience the retarded gravitational potentials of these visible objects, and therefore, will experience an additional acceleration which is directed outwards.
Computing the corresponding Schwarzschild distances results in two remarable points in time where we today can observe the cosmic microwave background at a cosmic age of 380,000 years as well as the farest known galaxy at a cosmic age of 290 million years.
Due to Newton's third law (actio = reactio) the shell experiences the same retarded gravitational forces as the moving masses within the shell. These forces will cause a deceleration of the shell which is the stronger the closer the masses within the shell are to it.
The high velocity of visible objects near the outer dark rim of the universe as well as the huge mass of the expanding dark matter in front of them seem to be the reason for the extreme redshift of their light that can be observed. The observation that this redshift is greater than expected for distant objects led to the assumption that the further away these objects are, the more they are accelerated. One reason for this could be found in the effects of the retarded gravitational potentials of a massive dark outer shell. Furthermore, the additional gravitational redshift leads to a higher value than expected only by the relativistic Doppler effect, which is in accordance with the observations of very far and young galaxies such as JADES-GS-z14-0.
However, the computation of the accelerations of moving objects due to retarded forces becomes extremely expensive, if the outer shell is neither homogeneous, nor spherical or symmetrical. Furthermore, relativistic effects could cause time dilatation and mass increase that would have to be considered, too. Finally, is would be necessary to consider the loss of mass in the visible universe over the time, since visible matter may traverse the event horizon that is caused by the huge mass of the outer shell of the universe.
# Moving objects in retarded gravitational potentials of an expanding spherical shell/Java program

← Table with computed results

## Java program

The following Java program can be used to numerically compute the Schwarzschild distances for different linear mass densities. It implements a numerical integration for the effective masses as well as the numerical solvation for the Schwarzschild distances.
# Pinyin/His

See also
# Pinyin/Historic

See also
# Pinyin/Hit

See also
# Pinyin/History

See also
History is all the events that happened in the past.
lihshii shih guohquh fasheng d suooyoou shihqirng.
# Pinyin/Hill

See also
# Pinyin/Himalaya

Himalaya is a mountain range between China and India.
Himalaya shih ZG her India zhijian d shanmaih.
# Pinyin/Highly

See also
# Pinyin/Hold

See also
to hold: to have somebody or something in your hand, arms, etc.
nar'zhe; zhuazhuh; baohzhuh; tuozhuh; jia'zhe: yohng shoou, shooubih deeng woh'zhe moourern huoh moouwuh
# Main Page

Featured books • Wikijunior • Cookbook • Browse books • Help • Forum • Using Wikibooks
* Computing
* Engineering
* Humanities
* Languages
* Mathematics
* Miscellaneous
* Recreational activities
* Science
* Social sciences
* Standard curricula
* Wikijunior
* All subjects
Wikiversity Learning resources
Wikipedia Encyclopedia
Wiktionary Dictionary and thesaurus
Wikiquote Quotations
Wikisource Documents
Wikispecies Species directory
Wikinews News reports
Wikivoyage Travel guide
Wikidata Knowledge database
Commons Media repository
Meta Coordination
MediaWiki MediaWiki software
Phabricator MediaWiki bug tracker
Wikimedia Labs MediaWiki development
The Wikimedia Foundation is a non-profit organization that depends on your voluntarism and donations to operate. If you find Wikibooks or other projects hosted by the Wikimedia Foundation useful, please volunteer or make a donation. Your donations primarily helps to purchase server equipment, launch new projects, and develop MediaWiki—the software that makes Wikibooks possible.
# Main Page/Sisters

Wikiversity Learning resources
Wikipedia Encyclopedia
Wiktionary Dictionary and thesaurus
Wikiquote Quotations
Wikisource Documents
Wikispecies Species directory
Wikinews News reports
Wikivoyage Travel guide
Wikidata Knowledge database
Commons Media repository
Meta Coordination
MediaWiki MediaWiki software
Phabricator MediaWiki bug tracker
Wikimedia Labs MediaWiki development
The Wikimedia Foundation is a non-profit organization that depends on your voluntarism and donations to operate. If you find Wikibooks or other projects hosted by the Wikimedia Foundation useful, please volunteer or make a donation. Your donations primarily helps to purchase server equipment, launch new projects, and develop MediaWiki—the software that makes Wikibooks possible.
# Main Page/Wikijunior

This randomly chooses a featured Wikijunior book to display on the Main Page. Create and semi-protect a new Featured Wikijunior book template, add it to the list in alphabetical order, and then update the total on this page (X in {{Rand|X|Seed}}).