OpenLLM-France/wikimedia huggingface dataset:
# Annotations to James Joyce's Ulysses/Wandering Rocks/215
## Annotations

Pater and Ave (Latin) On a Thursday, the prayers for None begin with the Pater Noster (Our Father), followed by the Ave Maria (Hail Mary).
Deus in adiutorium (Latin) On Thursdays, after the Ave Maria the Divine Office for None continues with a short response based on Psalms 70:1 (Vulgate 69:1):
Psalms 70:1 :
| Make haste, O God, to deliver me; Make haste to help me, O Lord. | Deus in adiutorium meum intende; Domine ad adiuvandum me festina. Amen. |
Res in Beati immaculati : Principium verborum tuorum veritas : in eternum omnia iudicia iustitiæ tuæ (Latin) On Thursdays, after Psalms 70:1 the Divine Office continues with the hymn Rerum Deus Tenax Vigor. Following this Father Conmee recites Psalms 119:129-176 (Vulgate 118). Psalm 119, the longest in the Bible, is an acrostic poem; it is divided into twenty-two stanzas, one for each of the letters of the Hebrew alphabet; each verse in a given stanza begins with that stanza's letter. In the Vulgate Latin translation, the opening words of the psalm are Beati immaculati (Blessed are the undefiled). The recitation of this psalm in the Divine Office for None begins with the seventeenth stanza, Pe. Father Conmee has reached the final verse (160) of the twentieth stanza, Resh (Res in Latin), which is quoted above: Principium ... tuæ (Thy word is true from the beginning: and every one of thy righteous judgments endureth for ever).
Sin : Principes persecuti sunt me gratis : et a verbis tuis formidavit cor meum (Latin) Sin: Princes have persecuted me without a cause: but my heart standeth in awe of thy word.. Father Conmee resumes where he left off by reading Psalms 119:161 (Vulgate 118), the opening verse of the twenty-first stanza, which is named for the Hebrew letter Shin (Sin in Latin).

## References

* ↑ Breviarum Romanum 45. Gifford (1988) 264. Thornton (1968) 225.
* ↑ Psalms 70
* ↑ Gifford (1988) 264. Thornton (1968) 225. Breviarum Romanum 46.
* ↑ Gifford (1988) 265. Thornton (1968) 225. Breviarum Romanum 46.
# Card Games/Blackjack

To play Blackjack (other times called "21") one must have all the cards of a deck except the jokers.

## Goal

The goal of Blackjack is to get 21, the best score, or less by adding up the value of the cards. Numbered cards have the value of the number on the card. Face cards (Jack, Queen, and King) have a value of 10. The Ace card can have a value of one or 11.
The player with the highest score less than 21 compared to the other players wins the game. Any player with a score greater than 21 loses the game. This is called a "bust" also known as a "boot".

## Dealing

To deal in Blackjack one (first shuffles deck) and then gives a card to each player in a clockwise rotation with the first card dealt face-down then the second card dealt face-up. After the dealing each player should have only two cards.

## Playing

Each player has two cards with one exposed to the other players. The player can not hold both cards in his hands as not to be seen. The player looks at the face-down card by lifting one edge to look at the number and not to expose the entire card to the other players.
If the player has 21 the player automatically wins unless tied with another player. If the player has less than 21 the player says "hit me" so that the dealer can give a card to the player. Once the player reaches a number higher than 21 the player "busts" or loses. If a player doesn't want to risk busting and stays with a number less than that of 21 he must have the highest number compared to the other players if that it is less than 21.

## Further reading

* Basics of Blackjack Premise of the Game.
# Card Games/Bridge

Contract Bridge is a popular game in the United Kingdom.
For more information on Bridge, see the Wikibook on Bridge.
# Card Games/Clock

Clock, sometimes called clock solitaire, is a card game played by one person. The goal is to put all the cards into their right time space before finding all the Kings. It is a game of luck.

## Goal

The goal of the game is to move all the cards in the 13 piles into different places around the clock with each card in the right spot. All four ace cards should be in the one o'clock spot, all four "2" cards should be in the 2 o'clock spot and so on. Look at the picture to see where all the cards should be. The "jack" cards go in the eleven o'clock space and the "queen" card goes into the twelve o'clock space. The Kings go in the center.

## Set-up

* Find a pack of cards. There should not be any jokers in the pack. Mix up all the cards.
* Split up all the cards into 13 piles. Each pile should have the same number of cards.
* Take 12 of the card piles and make them into a circle shape. Put the 13th pile in the middle of all the cards. You'll want the card piles to be in this shape. Make sure that all the cards are facing down towards the table that you're playing on.
Note: The 13th pile, the one in the middle of the circle is also called "the hand".

## How to play

* Take the top card from the hand and look at it.
* Put the card that you just picked up and put it on its right place on the piles. If it's a "six" card, put it on the six o'clock pile at the bottom of the circle. If you picked a "three" card, put it on the three o'clock pile on the right, and so on.
* Pick up another card from the pile you put the first card on. Look at it, then put it on its pile. Again, if it's a "9" card, put it on the nine o'clock spot and so on. Do this over and over. The game is over when all the cards are in the right spots, or when all the kings are in the middle. If the game ends because all the Kings are in the middle, you lose, but if the game ends because the cards are all on their right spots then you win.

## External links

* Guide to games: Clock patience – theguardian.com
# Card Games/Canasta

Canasta is a card game that is like rummy. It is played with two decks of cards, including jokers.

## Object of the Game

The object of the game is to get 5,000 points before your opponents. You get points for making canastas (300 or 500 points), red threes (100 points each, but 800 if you get all four), and for cards melded. You lose points for cards in your hand. Usually, 4-6 hands must be played.

## Terminologies

There are terminologies used in the game that you must know before you play:
* Meld: Players score points by forming melds, which are groupings of three or more cards of a similar rank, with or without the use of wild cards.
* Canasta: A meld of seven equal cards is called a canasta. There are two types of Canastas; one with identical cards, and the other with cards of the same colour that follow each other.
* Natural Canasta: A natural canasta is one that has seven or eight cards of the same value without any wild card. Seven or more cards of the same colour that follow each other without a wild card are also called a natural canasta.
* Mixed Canasta: Seven or eight cards of the same value with the wild card is what is called a mixed canasta. Seven or more cards of the same colour that follow each other, with a wild card, is also called a mixed canasta.
When you create a Canasta, square up the pile in a way that the top card remains visible. The pile should have a red as a top card if it’s a natural Canasta, and a black card on the top if it’s a mixed Canasta.
* Wild Cards: These are the jokers and the twos that work as wild cards in the game. They can replace a natural card in the game.
* Special Cards: The Blacks are the cards that help hinder the opponent. You can prevent the opponent from taking the discard pile when you throw this card into the discard pile. The next player will now have to draw a card from the deck (as you have blocked the discard pile). The Red cards bring bonuses to the team that owns them.

## End of Game

The game ends when all cards have been drawn or a player "goes out". A player can go out if he has melded or discarded all cards in hand and has at least 500 points in canastas. When the game is ended, players get points for cards melded and lose points for cards in hand. Those points are:
* Jokers: 50 points
* Aces and 2s: 20 points
* 8, 9, 10, J, Q, K: 10 points
* 3, 4, 5, 6, 7: 5 points

## External links

* Canasta Rules
# Card Games/Bartok

Bartok, also known as Warthog or Bartog is a member of the Crazy Eight Family. It's a fast paced and simple game, that can easily become much more complex as the game goes on. The only limit is your imagination.
There is typically no scoring system and the goal is simply to empty your hand.
Players 2+

## How to play

The dealer deals 7 cards to each player and turns the last card face up. This is the waste pile.
The player to the dealers left then takes their turn. They can play any card of the same number or suit on to the waste pile.
Play continues clockwise until someone goes out.
If a player cannot play, they must draw a card and end their turn.
Should the deck run out, simply take the top card off of the waste pile, place it face up to make a new waste pile, then turn the remaining waste pile face down to create the new deck.
When down to one card, the player must call out "Bartok", failure to do so, if noticed will require a card be picked up. This punishment applies to all broken rules if noticed before the next player plays.
The winner is now the dealer and a new round begins. The winner must now make up a new rule to continue playing. As an example; Aces now allow you to change suit. Another example would be; If a Black Jack is played the next player has to recite a limerick.
The rules added can be as strange and bizarre as you want, sky's the limit.
# Bahai Education/Education in Principle/I-300. Universal Curriculum

I-300. UNIVERSAL CURRICULUM
a. universality of education, all may become equally educated, whether girls or boys, and receive the same education: 'Abdu'l-Baha, in Bahá'í Education, #82, pp. 33-34
b. same course of education for man and woman...daughters and sons must follow the same curriculum of study, thereby promoting the unity of the sexes: PUP:175
c. all standards of training and teaching throughout the world of mankind should be brought into conformity and agreement; a universal curriculum should be established: PUP:182
d. children should receive material and divine education at the same time: 'Abdu'l-Baha in DMAS 10/18/1914, in SW VII:15, pp. 141-144
# Bahai Education/Education of Female Students

VIII. EDUCATION OF GIRL STUDENTS

## VIII-100. WILL ESTABLISH EQUALITY OF MEN AND WOMEN

a. chief cause of mental and physical inequalities of the sexes are derived from custom and training and are not innate: SW III:3
b. if educational opportunities were made equal and similar, man and woman would equalize in attainment: PUP:75, 108, 233, 318, 375
c. He promulgated the adoption of the same course of education for man and woman. Daughters and sons must follow the same curriculum of study, thereby promoting unity of the sexes.
('Abdu'l-Bahá, "The Promulgation of Universal Peace", p. 175)

## VIII-200. TAKES PRECEDENT OVER EDUCATION OF BOYS

a. school for girls taketh precedence over the school for boys, for they are the first educators of children: 'Abdu'l-Baha, in Bahá'í Education, #85, p. 34
b. particular attention to school for girls, for the greatness of this wondrous Age will be manifested as a result of progress in the world of women: 'Abdu'l-Baha, in Bahá'í Education, #70, p. 27
c. education of woman is more necessary and important than education of man, for woman is the trainer of the child from its infancy: PUP:133, 175

## VIII-300. CURRICULUM IN COMMON WITH BOYS

a. various branches of knowledge: SWAB:#94, 124
b. good behaviour: SWAB:#94, 124
c. proper way of life: Ibid.
d. cultivation of good character: Ibid.
e. chastity: Ibid.
f. constancy: Ibid.
g. perseverance: Ibid.
h. strength: Ibid.
i. determination: Ibid.
j. firmness of purpose: Ibid.
k. whatever will nurture the health of the body and its physical soundness: Ibid.

## VIII-400. CURRICULUM UNIQUE TO GIRLS

(Note: Given the above statement on girls and boys sharing an equal curriculum, the following suggestions on topics for study could either be simply context dependent on the needs in Iran at the time of the writing of the concerning Tablets or due to the fact that such meetings were advised as voluntary activities (and part of a type of meeting also mentioned in conjunction with teaching youth how to teach the Baha'i Faith, etc.) unrelated to what is recommended for public school curricula. The advice to study agricultural sciences, and in other places for women to demonstrate their equality to study history, etc., can be read as encouraging equalization rather than professional specialization)
a. household management: Ibid.
b. education of children: Ibid.
c. whatever applies to the needs of girls: Ibid.
d. how to guard children from disease: Ibid.
e. industrial and agricultural sciences: PUP:283
# Bahai Education/Education in Principle/I-200. Education Obligatory

I-200. EDUCATION OBLIGATORY
a. We prescribe unto all men that which will lead to the exaltation of the World of God amongst His servants, and likewise, to the advancement of the world of being and the uplift of souls. to this end, the greatest means is education of the child. To this must each and all hold fast. We have verily laid this charge upon you in manifold Tablets as well as in My Most Holy Book. Well is it with him who deferreth thereto. We ask of God that He will assist each and every one to obey this inescapable command that hath appeared and been caused to descend through the Pen of the Ancient of Days: Baha'u'llah, Bahá'í Education, #6, p. 2
b. It is the bounden duty of parents to rear their children to be staunch in faith: Baha'u'llah, Bahá'í Education, #12, p. 3
c. Unto every father hath been enjoined the instruction of his son and daughter: KA:K48
d. incumbent upon everyone to acquire knowledge...arts and material means...wisdom and utterance and the arts and crafts of the world: TB:39
e. acquisition of knowledge incumbent upon everyone: TB:51
f. education is obligatory in this Age: SWAB:#98, 126-127
g. in no case may a child be deprived of education: SWAB:#101, 128
h. education of children is among the most meritorious acts of mankind: SWAB:#103, 129; #106, 133
i. Baha'u'llah counsels the education of all members of society. No individual should be deprived of intellectual training, although each should receive according to capacity. None must be left in the grades of ignorance: PUP:108
j. all must receive training and instruction...Universal education is a universal law: PUP:300
k. the necessity of education for all mankind: PUP:317
l. all mankind shall be educated: PUP:435 m. all mankind should attain knowledge and acquire an education, necessary principle of religious belief and observance, new in this Dispensation: PUP:455
n. universality of education: 'Abdu'l-Baha, in Bahá'í Education, #82, pp. 33-34
o. among the greatest of all services is the education of children: 'Abdu'l-Baha, Compilation of Compilations, I, #18
p. the primary, the most urgent requirement, is the promotion of education: SDC:109
# Bahai Education/Education in Principle

I. EDUCATION IN PRINCIPLE
    I-100. Education Necessary
    I-200. Education Obligatory
    I-300. Universal Curriculum
    I-400. Objectives of Education
# Chess/Puzzles/Directmates/Three-move 7/Solution

1.Nd5! Kxd5
1... d3 leads to 2.Rh4+ Kxd5 3.b4#
2.Rh4! d3
2... e4 leads to 3.Rh5#
3.b4#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Three-move 8/Solution

1.Qf1! g3
1...Bb2 leads to 2.Qb1! and 3.Qxh7# or 3.Qxb2#(if 2... g6)
1...Bc3(Bd4) leads to 2.Qd3!, and then similar to the above
1...Be5(Bf6) leads to 2.Qf5!, and then similar to the above
1...g5(g6) leads to 2.Qxa1#
2.Ng6+! hg
3.Qxh3#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Two-move 3/Solution

1. Qd7!
1... Qxh7 2. Qe8#
1... Kxh7 2. Nf6#
1... g6 2. Qf7#
1... Kf8 2. Rxh8#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Two-move 2

Starting from the following position, white starts and mates in two moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
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| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by L. Kubbel (1924).
Solution
# Chess/Puzzles/Directmates/Two-move 3

Starting from the following position, white starts and wins in two moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
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| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by S. Veselenchuk (1985).
Solution
# Chess/Puzzles/Directmates/Two-move 1

Starting from the following position, white starts and wins in two moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
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| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by L. Kubbel (1924).
Solution
# Chess/Puzzles/Directmates/Two-move 4

Starting from the following position, white starts and wins in two moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
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| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by V. Leonov (1981).
Solution
# Chess/Puzzles/Directmates/Three-move 8

Starting from the following position, white starts and wins in three moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by Sam Loyd (1869).
Solution
# Chess/Puzzles/Directmates/Two-move 1/Solution

The solution is: 1. Qa2
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
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| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
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| 8 | | | | | | | | | 8 |
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| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
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| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
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| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
If 1... Nc8... 2. d8=N#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

### Other attempts

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
* The move 1. Qb3+ fails because the line 1...Nb5 2. Qxb5+ Kxa8 is mate in three, not two.
* Likewise 1. Qb8+ fails to Kc6 2. Qb6+ Kxd7
* And 1. c8=Q+ Nxc8 2. dxc8=Q+ Ka7 3. Qf7# is also one move too slow.
# Chess/Puzzles/Directmates/Two-move 2/Solution

The solution is: 1. Qe3
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
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| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Both other moves (1... Kc4 and 1... a4) allow 2. Qxc5#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
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| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
# Complete Guide to Essential Oils/A to Z of essential oils/Cinnamon
## Cinnamon (Cinnamomum verum)

Cinnamon oil comes from the leaves and bark of the Cinnamomum verum (Cinnamomum zeylanicum) plant. It has a warm, spicy scent. It has calming and antiseptic effects.

## Properties
### Emotional

Soothes depression and exhaustion.

### Gynecological

Reduces menstrual pain.

### Pain

Relieves arthritis and rheumatism.

### Respiratory

Relieves bronchitis and symptoms of flu.

## Caution

* Don't use cinnamon oil during pregnancy.
* Cinnamon may irritate the skin.
# Complete Guide to Essential Oils/A to Z of essential oils/Coriander
## Coriander (Coriandrum sativum)

Coriander oil comes from the seeds of the Coriandrum sativum plant. It has a warm, spicy scent. It has both calming and stimulating effects.

## Properties
### Circulatory

Detoxifies the whole body.

### Digestive

Relieves indigestion, flatulence, wind and stomach cramps.

### Emotional

Soothes nervousness and exhaustion. Uplifts and refreshes the mind.

### Pain

Relieves arthritis, rheumatism and migraine.

### Respiratory

Relieves symptoms of cold and flu.