OpenLLM-France/wikimedia huggingface dataset:
# Civ/CivNet

CivNet put simply is a Windows version of the original civilization with multiplayer support
this being said it did contain a few new features:
King Builder This feature included, allows for the player to create a visual representation of his/her alter ego.
Map Editor As with civilization 2 a map editor was included so that the player could design their own maps, quite a useful feature, one that was lacking in the original civilization
This being said, these extra features are no compensation for the flaws built into this game:
Response time using the interface is slow.
The multiplayer feature is wrought with with lag, sometimes it can take over 5 minutes for the information about each players turn to be sent, even on a DSL connection.
The ability to play a game with simultaneous movement was a good idea, although due to the amount of lag caused by bad programming, or dodgy transmission protocol, meant a player could be attacked by the AI whilst waiting for data to be received or transmitted...
in conclusion this was a cheap effort to use an old game (civilization 1) revamp it, and attempt to pass it off as somethin entirely new. considering that Civilization II had been released at around the same time, Microprose would have been far better off enabling the already programmed multiplayer support in Civilization II and forgetting CivNet.
# Civ/Civilization II

This is a strategy guide for Civilization II, as well as its various expansion packs. They include:
* Civilization II: Conflicts in Civilization
* Civilization II: Fantastic Worlds
* Civilization II: Test of Time (PC only)

## Table of Contents

* The Basics

## Scenario Guides
### Conflicts in Civilization Scenarios

* After the Apocalypse
* Age of Discovery
* The Age of Napoleon
* Alexander the Great
* Alien Invasion
* American Civil War
* The Crusades
* The Great War
* Jihad - The Rise of Islam
* The Mongol Horde
* The War for Independence
* World War - 1979

### Fantastic Worlds Scenarios

* The Age of Reptiles
* Atlantis
* Ice Planet
* Mars Now!
* Master of Magic, Jr.
* Master of Orion, Jr.
* The Mythic History of Midgard
* The New World
* Samurai
* The World of Jules Verne
* X-COM: Assault

## Appendices

* Forms of Government
* Unit Index
* Patch History
* Test of Time Extras

## External links

* Freeciv, closely modelled on Civilization 2
# Civ/Authors
## Primary contributors

* Kef X-Schecter, alias "furrykef", created the book and some of its initial content, including compiling unit attributes and such.
* Chris Hartpence, alias Velociryx, wrote the definitive Sid Meier's Alpha Centauri FAQ on GameFAQs, which was so popular and in-depth it eventually appeared in printed form. Some of the material from his guide and his Apolyton message board posts appears here, in modified form or otherwise, with his explicit permission. (He also might write new content for the wikibook as well. :))
# Chamteela/Part 2
## Basic Phrases

The following table shows basic phrases and greetings in the Chamteela language. Refer back to Part 1 for information on the pronunciation.
| English | Chamteela |
| Hello! (to one person) | Miiyu! |
| Hello! (to multiple people) | Miiyuyam! |
| Welcome! | Suláaqaxam! |
| Good morning! | Poloov temet! |
| How are you? | Michá $u 'iiq? |
| Fine, and you? | Looviqan, 'om$an? |
| It's a beautiful day. | 'Ohóo, yawáywish temét. |
| Goodbye! | W'am' noo 'angée! |
| Yes | 'Ohóo |
| No | Qay |
| Maybe | Tee |
| Let's go. | Hati''a. |
| Don't. | To$$u. |
| I'm fine. | Looviqan. |
| Nothing. | Qay hiicha. |
| Help! | Máamayu! |
| I'm good. | Noon looviq. |
| I am pleased. | No$úun lóoviq. |
| I am sad. | No$úun nginángaq. |
| I don't know. | Te'e. |
| Delicious! | Axaxunat! |
| What's your name? | Hiiqa shu 'otung? |
| My name is _____. | Notúung _____ yaká'. |
| Thank you! | No$úun looviq! |
| Untranslatable exclamation of joy or surprise | Aaashisha! |
* ↑ "Log in or sign up to view". m.facebook.com. Retrieved 2024-03-19.
* ↑ "Greetings in more than 3000 languages - page 12". users.elite.net. Retrieved 2024-03-19.
* ↑ "Luiseño Sayings".
* ↑ ""What is your name?" in many languages". users.elite.net. Retrieved 2024-03-19.
* ↑ Elliott, Eric (1999). Dictionary of Rincón Luiseño. University of California, San Diego.
# C++ Language/GuidelinesForEditors

This wiki book describes the C++ programming language.
The goal of this writing, and what will hopefully distinguish it from other resources, is that it should be comprehensive and organized:
* Comprehensive: The goal is to cover all topics of C++. It should discuss both basic concepts (what is a variable?) and advanced concepts (e.g., template-metaprogramming). Modern aspects of the language (e.g., move semantics) are included alongside traditional ones. This book is about the language proper, excluding most libraries with the exception of the Standard Libraries and occasional references to important platform considerations.
* Organized: An effort is being made to list more basic and fundamental concepts before others, to aid a student who is linearly reading the book from beginning to ending. At the same time, the topics are given a hierarchical structure, so the book is also useful to a more experienced engineer who needs to lookup a specific issue.
Attention is being given to limit the amount of writing in this book, with the understanding that too much detail in one publication can easily scare away potential readers. Instead, this book aims to give the reader a clear initial introduction to each topic that is being discussed. And then, at the end of nearly every section of this book, will be an external link that readers can follow if they want to supplement their learning with additional details. It's important to the goals of this writing for those supplemental links to be a video (easy to digest for casual readers), in the public domain, and they must be precisely about that very specific topic that section of this book was discussing.
Contributions to this book are welcomed (as always with wikibooks). A set of conventions and structures are in mind for the formatting of this book, so please use the discussion area to talk about them with the book's existing authors, prior to making any significant planned changes to the published pages.
Thank you for reading this wiki book!
# C++ Language/Indirection/Arrays

The definition int piArray[3] = {0, 11, 22}; defines an "array" variable. In memory, space is reserved for three integers (contiguously). The array variable piArray is equivalent to a pointer which is pointing at the first of those three integers.
Additional information about arrays (includes interactive examples)
# C++ Language/Indirection/RvalueReferences/MoveSemantics

Traditionally, a class could provide a "copy-constructor" CRType::CRType(const CRType& x) {...} and a "copy-assignment operator" CRType& CRType::operator=(const CRType& x) {...}. These would get used in several situations, such as the definition of oDesti by CRType oDesti(oSource); (where oSource had already been defined as a CRType object). If CRType is some kind of custom container, then these two functions are usually implemented by deeply copying all contained items, which might be computationally-expensive.
In modern software, these are supplemented by also programming "move-constructor" and "move-assignment operator" functions that are implemented by only transferring a payload handle. Function overloading can distinguish between move-constructor and copy-constructor, because the move-constructor parameter's type is a "rvalue-reference" CRType&&.
Additional information about move-semantics (includes interactive examples)
# C++ Language/Indirection/Pointers

Evaluating the name of a pointer variable (piVar) produces a memory address. Evaluating the "dereferencing" of that pointer variable (*piVar) produces whatever value had been stored in memory at that memory address.
Additional information about pointers
# C++ Language/Indirection/RvalueReferences

Traditional C++ considered the datatype int& to be a "reference to int".
Modern C++ refines that, so int& is now more precisely a "lvalue-reference to int". That is distinguished from int&&, which is a "rvalue-reference to int".
* Move-Semantics
* Moving from this
* Perfect Forwarding
# C++ Language/Indirection/RvalueReferences/MovingFromThis

A function like AssignTo is the opposite of a common assignment operator (assigning from this object to the parameter, instead of from the parameter to this object). To specify function overloading that distinguishes between move-semantics and copy-semantics, a function like AssignTo would program either & or && immediately before the function body's opening curly-brace.
Additional information about move semantics when you move from the this pointer (includes interactive examples)
# C++ Language/Expressions/ChainOfAssignment

The "compound assignment" iVar += 2; is an abbreviation for iVar = iVar + 2;.
Programmers usually think about += only in terms of its effect (changing the value stored in iVar's memory), but that expression does also evaluate to a value. In fact, it evaluates to a "lvalue" which means that iVar+=2 is allowed to occur on the left-hand-side of some other assignment (although it would be weird to do so).
Additional information about lvalues (includes interactive examples)
# C++ Language/Expressions/Precedence

C++ follows the standard precedence rule of mathematics, where 2 + 3 * 4 is parsed the same as if it had been written 2 + (3 * 4). Other precedence rules govern all aspects of expression evaluation.
Additional information about precedence rules (includes interactive examples)
# C++ Language/Indirection

Instead of directly referring to a piece of computer memory by the name of some variable, C++ software sometimes refers to it in a more indirect way.
A "pointer" is a variable whose value is a memory address. If iVar has already been defined as a int variable, defining int* piVar = &iVar; will use the "address-of" operator (&) to obtain the address where iVar has been stored in memory — that memory address will get stored in pointer variable piVar.
On the other hand, a "reference" (int& riVar = iVar;) doesn't create any additional storage; instead, it specifies a new name (riVar) which now also refers to that same storage location that already existed for iVar.
* Pointers
* Typed NULL
* Arrays
* Reference Variables
* Rvalue-References
* Smart Pointers
# C++ Language/Indirection/ReferenceVariables

A reference (int& riVar = iVar;) must always be initialized to some kind of existing storage, and the location of that storage cannot be changed. However, the value stored at that location can be changed, so subsequently doing riVar = 99; will cause iVar to now contain 99.
Additional information about reference variables (includes interactive examples)
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...d6/3. d4/3...Nd7/4. Bc4/4...Ngf6/5. dxe5
## 5.dxe5

This move is necessary to prelude White's winning idea.

## Theory table

| 5 | 6 | 7 | 8 | 9 | 10 | |
| dxe5 dxe5? | Ng5 | | | | | +- |
| dxe5 Nxe5 | Nxe5 dxe5 | Bxf7+ Kxf7 | Qxd8 Bb4+ | Qd2 Bxd2+ | Nxd2 | +/- |
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...d6/3. d4/3...Nd7/4. Bc4/4...Ngf6/5. dxe5/5...Nxe5
## 5...Nxe5

This is the most testing move, though it also loses. Black sees that dxe5 is splattered by 6.Ng5, when f7 is defenseless.
The only winning move is 6.Nxe5.

## Theory table

| 5 | 6 | 7 | 8 | 9 | |
| Nxe5 dxe5 | Bxf7+ Kxf7 | Qxd8 Bb4+ | Qd2 Bxd2+ | Nxd2 | +/- |
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...d6/3. d4/3...Nd7/4. Bc4/4...Ne7
## 4...Ne7??

This move cramps Black's position even further and allows Ng5, when f7 cannot be comfortably defended. One example: d5 Qh5 (g6 Qf3 (Nf5 Bxd5) f5 Ne6 wins the queen) Ng6 Bxd5, and Black won't live very long due to f7.

## Theory table

| 5 | 6 | 7 | |
| Ng5 d5 | Qh5 Ng6 | Bxd5 | +- |
| | g6 Qf3 | f5 Ne6 | +- |
| | | Nf5 Bxd5 | +- |
When contributing to this Wikibook, please follow the Conventions for organization.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...d6/3. d4/3...Nd7/4. Bc4/4...Ngf6
## 4...Ngf6

Like in 3...Be7?, this natural move loses a pawn, though not instantly. 4...exd4 and then only followed by Ngf6 is preferable. The only move that wins a pawn is 5. dxe5. The Hanham variation with 3...Nd7?! is full of traps, which is why 3..Ngf6 is more common. The simplest move order can lead to catastrophe.

## Theory table

| 5 | 6 | 7 | 8 | 9 | |
| dxe5 Nxe5 | Nxe5 dxe5 | Bxf7+ Kxf7 | Bb4+ Qd2 | Bxd2+ Nxd2 | +/- |
# Alekhine Defence:Krejcik Variation

To regain the knight, White should play 4. Qh5+.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
'1.e4 Nf6 2. Bc4 Nxe4 3.Bxf7+ Kxf7'
| 4 |
| Qh5+ - | = |
When contributing to this Wikibook, please follow the Conventions for organization.
# Alekhine Defence:Krejcik Variation

Among the four legal moves, Kf6 and Ke6 aren't good options. Both moves would further expose the king.
4...g6 and 4...Kg8 are playable but none of these moves can save the knight.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
'1.e4 Nf6 2.Bc4 Nxe4 3.Bxf7+ Kxf7 4.Qh5+'
| 4 |
| ... g6 | =+ |
| ... Kg8 | =+ |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

Unorthodox Alekine Defense from EricShiller.com
# Alekhine Defense: Krejcik Variation
## 4...Ke6?!

This odd move tries to avoid the knight fork, however white can still win the knight back with 5. Qg4+!, while black's king is in the center and exposed to big danger.
1.e4 Nf6 2. Bc4 Nxe4 3. Bxf7+ Kxf7 4. Qh5+ Ke6?!
# Alekhine Defence: Krejcik Variation

White's only way to recover the pawn back is 3. Bxf7+. This move may seem like a horrible blunder that loses a bishop, but in fact it wins a knight instead. This move also prevents the king from castling, but the black king will be in a relatively safe position after 3... Kxf7 4. Qh5+ Kg8 5. Qd5+ e6 6. Qxe4 d5!

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    '1.e4 Nf6 2. Bc4 Nxe4'
| 3 |
| Bxf7+ | = |
When contributing to this Wikibook, please follow the Conventions for organization.
# Alekhine Defence:Krejcik Variation

Black has only one legal move: 3...Kxf7.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
'1.e4 Nf6 2.Bc4 Nxe4 3.Bxf7+'
| 3 |
| ... Kxf7 | +/= |
When contributing to this Wikibook, please follow the Conventions for organization.
# Alekhine Defense: Krejcik Variation
## 5. Qg4+!

White still manages to win the piece back and will be able to attack Black's incredibly unsafe king on E6.
1.e4 Nf6 2. Bc4 Nxe4 3. Bxf7+ Kxf7 4. Qh5+ Ke6?! 5. Qg4+!
# Alekhine Defense: Krejcik Variation
## 4...Kf6?!

This odd move tries to avoid the knight fork, however white can still win the knight back with 5. Qf3+!, while black's king is in the center and exposed to big danger.
1.e4 Nf6 2. Bc4 Nxe4 3. Bxf7+ Kxf7 4. Qh5+ Kf6?!
# Alekhine Defense: Krejcik Variation
## 5. Qf3+!

White still manages to win the piece back and will be able to attack Black's incredibly unsafe king on F6.

## A humiliating checkmate

If black chooses the insanely off-the-table move 5...Ke5??, attempting to defend the Ne4, white can force black to let loose of the knight or embarrassingly checkmate the wandering king with 6. d4+ Kxd4 7. Ne2+ Ke5 8. Bf4+ Kd5? 9. Qb3+ Kd5 10. Nbc3 (or Nec3) Nxc3 11. Nxc3 c6 12. Na4+ Kd4 Qd3# if black insists on defending the knight.
1.e4 Nf6 2. Bc4 Nxe4 3. Bxf7+ Kxf7 4. Qh5+ Kf6?! 5. Qf3+!
# Alekhine Defence:Krejcik Variation

Black declines to move a pawn, protecting their already fragile kingside pawn structure. This move also prepares for castling by hand.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
'1.e4 Nf6 2.Bc4 Nxe4 3.Bxf7+ Kxf7 4.Qh5+ Kg8'
| 5 |
| Qd5+ - | = |
When contributing to this Wikibook, please follow the Conventions for organization.
# Alekhine Defence:Krejcik Variation

White forks the Black king and knight, regaining their lost material.
Black has only one legal move, 5...e6.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
'1.e4 Nf6 2.Bc4 Nxe4 3.Bxf7+ Kxf7 4.Qh5+ Kg8 5.Qd5+'
| 5... |
| ... e6 | +/= |
When contributing to this Wikibook, please follow the Conventions for organization.
# Canadian Criminal Law/Appendix/Model Examinations
## Offences

* Canadian Criminal Law/Appendix/Model Examinations/Impaired Driving and Over 80
* Canadian Criminal Law/Appendix/Model Examinations/Drug Impaired Driving
* Canadian Criminal Law/Appendix/Model Examinations/Peer-to-Peer Investigation

## Scenarios

* Canadian Criminal Law/Appendix/Model Examinations/Eye-witnesses
* Canadian Criminal Law/Appendix/Model Examinations/Computer Forensic Analyst

## See Also

* Canadian Criminal Evidence/Model Examinations
* Canadian Criminal Procedure and Practice/Appendix/Model Examinations
# Canadian Criminal Law

This book is a reference for practitioners, police officers, and law students who need a convenient way to look up legislation, principles, and case law. The reader is assumed to already have a knowledge of criminal law.
There is no guarantee whatsoever as to the accuracy, completeness, or currency of the information provided in this or any other companion text. Nothing here should be taken as legal advice.
For recent developments on these series of books see News on Canadian Criminal Law series.
CAUTION: this wikibook ceased active development in 2012. A more up-to-date branch of this text can be found at http://criminalnotebook.ca.

## Contents

* Introduction
* Proof of Elements
** Identity
** Jurisdiction and Time
** Intent and Knowledge
** Causation
** Possession
** Continuity
** Duty of Care
** Ownership
** Injuries
** Criminal Organizations
** Intent to Traffic
** Weapons
** Firearms
* Doctrines of Liability
** Parties
** Recent Possession
** Included Offences
** Attempts
** Conspiracy
* Principles of Interpretation
* Offences
** Terrorism Offences
** Weapons Offences
** Sexual Offences
** Disorderly Conduct
** Offences of Violence
** Homicide
** Gambling and Gaming
** Hate Speech and Libel
** Administration of Justice Offences
** Motor Vehicle Offences
** Property Offences
** Corruption Offences
** Drug Offences
* Defences
** Intoxication
** Automatism
** Provocation
** Necessity
** Duress
** Entrapment
** Self-Defence and Defence of Another
** Defence of Property
** Officially Induced Error
** Corrective Force
** Accident and Mistake
** Alibi
** De Minimus
** Due Diligence
** Consent
** Abandonment
* Appendix
** Offence Charts
** CDSA Schedules
** Checklists
** Model Examinations
** Table of Cases
# Canadian Criminal Evidence/Testimonial Evidence
## Introduction

Testimonial evidence, also known as viva voce evidence or oral testimony, is evidence given by a witness in the form answers to posed questions.

### Purpose of Testimonial Evidence

Testimonial evidence is the best way to ensure the most reliable and credible evidence is available for the trier of fact to consider.
Witnesses are encouraged to be honest, accurate, and complete by requiring them to give evidence under the requirements that:
* the witness give an oath or affirmation to their evidence;
* their personal presence is necessary;
* they will be subject to cross examination
* ↑ R v Baldree 2012 ONCA 138 at 44

## Topics

* Competence and Compellability
* Refreshing Memory
* Video Testimony
* Witness Screens
# Canadian Criminal Law/Appendix/Model Examinations/Drug Impaired Driving
## DRE Expert
### Background

* Name / employer / duration of employment / current position
* employment on date of offence / on duty on day of offence

### Qualification

* Any special training with respect to Drug Impairment cases
* Identify what is a Drug Recognition Expert
* Training coverage
** Identify drug categories based on symptoms
** Evaluation process and recording process
** Interpretation of results
* Go through the categories:
** Central nervous system depressant, inhalants, dis-associative aesthetic, cannabis, central nervous system stimulant, hallucinogens, narcotic analgesic
* Go through training:
** name of course / where is it available / who developed it / standardized program
** starting at first program, list all educational programs completed, including duration (hours/days)
** whether training involved actual testing / circumstances of these evaluations / ability to confirm results / any supervision
** Go through the test involved (types of drugs detected, indicia of impairment)
** success in the course / any certification / by what organization / time and duration of certification / requirements to be certified / requirements to maintain certification
** Any other relevant training
** gave training / presentations on the topic
** Admit Resume
* Experience
** number of prior arrests for DRE case / # of times you have made evaluations / # of times you have testified in court on DRE case / # of times qualified (when and where)
** documenting all prior evaluations / method of documenting / reviewed before court
** confirming DRE opinion through toxicology report (blood or urine) / does not record quantity / knowledge of dissipation rates
# Constructivist Theories in Education/Introduction

In a way, this book is about itself. One of the dominant trends in Constructivist theory stresses the social and cultural basis of human knowledge. Wikibooks is a prime example of this idea.
So,
    Let us build our knowledge on knowledge construction...
    Let us educate ourselves on what this entails for education...
    Let us get practical so that teachers can make a conscious effort to use constructionist theory with their kids...
Access to technology is in the schools, let's use constructivism with kids, even little kids to get them thinking and interested in learning for learning's sake. It needs to hit the grass roots and move once and for all out of the theoretical stages. Bridging, scaffolding, whatever you want to call it, children have to be exposed to this therefore educators have to understand the practical application.
       Is it realistic to suggest constructivism for very young children...
          Building on prior knowledge should be easy...
             Access prior knowledge...
                Provide new information...
                Build or construct from there...
How about kids using blogs as well as wikis. Both seem to be naturals for constructivism. It is just up to teachers to figure out how to move from just posting a daily journal or daily assignments to considering the audience and engaging in responding, rethinking, analyzing. It has started at the university level and at the high school level; it is even happening in the classrooms of the younger kids. One thing though, 'defining proper use of blogs and wikis' , seems as if it would serve no purpose. It is important to know how blogs and wikis can be used, but it may not be constructive to define 'how'.
Teachers, you are already using this theory, building from the known. Discussion and community is essential.
Guided Reading and Making Words may be considered constructivist. Below is a section of this page for specific uses and development of constructivist theories. Classroom teachers will need practical applications.