OpenLLM-France/wikimedia huggingface dataset:
# Complete Guide to Essential Oils/A to Z of essential oils/Cajuput
## Cajuput (Melaleuca leucadendra)

Cajuput oil comes from the leaves of the Melaleuca leucadendra tree. It has a sweet scent. It has an antiseptic effect.

## Properties
### Digestive

Soothes vomiting.

### Respiratory

Alleviates Complete Guide to Essential Oils/A to Z of ailments/Bronchitis|bronchitis]], laryngitis and symptoms of a cold.

### Skin

Improves acne and psoriasis.

## Caution

* Cajuput oil may irritate the skin and mucus membranes.
# Complete Guide to Essential Oils/A to Z of essential oils/Cardamom
## Cardamom (Elettaria cardamomum)

Cardamom oil comes from the seeds of the Elettaria cardamomum plant. It has a sweet, spicy scent. It has an antiseptic effect.

## Properties
### Digestive

Relieves indigestion, heartburn, wind, nausea and colic.

### Emotional

Refreshes and uplifts the mind.

### Sexual

Alleviates sexual dysfunction.
# Complete Guide to Essential Oils/A to Z of essential oils/Carrot Seed
## Carrot Seed (Daucus carota)

Carrot seed oil comes from the seeds of the Daucus carota plant. It has a sweet scent. It has calming and antiseptic effects.

## Properties
### Circulatory

Reduces water retention and detoxifies the body.

### Emotional

Soothes stress and nervousness.

### Respiratory

Relieves bronchitis and symptoms of flu.

### Skin

Improves eczema and rashes.

## Caution

* Don't use carrot seed oil during pregnancy.
# Complete Guide to Essential Oils/A to Z of essential oils/Citronella
## Citronella (Cymbopogon nardus)

Citronella oil comes from the leaves and stems of the Cymbopogon nardus grass. It has a sweet, citrus, grassy scent. It has an antiseptic effect.

## Properties
### Digestive

Soothes stomach pain.

### Immunological

Helps fight cold, flu and other infections.

### Skin

Improves oily skin and excessive perspiration.

### Other uses

Repels insects. Helps get rid of fleas in cats and dogs.

## Caution

* Citronella oil may irritate sensitive skin.
# Complete Guide to Essential Oils/A to Z of essential oils/Dill
## Dill (Anethum graveolens)

Dill oil comes from the seeds of the Anethum graveolens plant. It has a grassy scent. It has soothing and sedative effects.

## Properties
### Digestive

Alleviates indigestion, flatulence and constipation. May cure hiccups.

### Emotional

Soothes nervousness and feelings of being overwhelmed.

### Skin

Helps minor wounds to heal.

## Caution

* Don't use dill oil during pregnancy.
# Complete Guide to Essential Oils/A to Z of essential oils/Clary Sage
## Clary Sage (Salvia sclarea)

Clary Sage comes from the flowers of Salvia sclarea plants. It has a sweet scent. It has both a relaxing and an invigorating effect.

## Properties
### Circulatory

May reduce hypertension (high blood pressure).

### Emotional

Relieves stress, anxiety and depression. Uplifts the mind and alleviates fatigue.

## Caution

* Don't use clary sage oil during the first five months of pregnancy.
* Clary sage oil can cause drowsiness so don't use with alcohol.
# Complete Guide to Essential Oils/A to Z of essential oils/Clove
## Clove (Syzygium aromaticum)

Clove oil comes from the flower buds and leaves of the Syzygium aromaticum (also known as Eugenia caryophyllata) tree. It has a strong spicy scent. It has an analgesic and stimulating effect.

## Properties
### Digestive

Relieves indigestion, vomiting, flatulence and diarrhea.

### Pain

Eases toothache, sore muscles, rheumatism and arthritis.

### Respiratory

Alleviates asthma, bronchitis and symptoms of a cold.

### Skin

Improves acne and helps healing of minor wounds and burns.

## Other uses

Repels insects. Can be used as a room disinfectant.

### Caution

* Don't use clove oil during pregnancy.
* Clove oil may irritate the skin. It should only be used diluted to less than 1%.
# Brazilian Portuguese/Chapter 4

This Lesson's Vocabulary :
* Classroom Objects ||||||||||||||||||||||||||||
This Lesson's Grammar :
* Plurals of Adjectives ||||||||||||||||||||||||||||
* Further Subject-Adjective Agreement ||||||||||||||||||||||||||||
* The Verb Ir and Locational Contractions ||||||||||||||||||||||||||||

## Vocabulary

* o lápis
* o livro
* a maçã
* o relógio
* a sala de aula
* o caderno
* o papel
* a carteira
* a borracha
* os alunos (o aluno - sing.)

### Notes

* papel (paper) never takes the indefinite articles. The following are the possibilities:
    o papel
    os papeis
       Remember that to make an -l noun plural, switch the -l to -is.
       Furthermore, os papéis may also mean "the forms" or "the documents."
    o pedaço/a folha de papel (the piece/sheet of paper)
    os pedaços/as folhas de papel (the pieces/sheets of paper)
    um pedaço/uma folha de papel (a piece/sheet of paper)
    uns pedaços/umas folhas de papel (some/a few pieces/sheets of paper)
Here are a few extra vocabulary words:
o teste - quiz or multiple-choice question (you're being "tested" on it)
a prova - test (you're trying to "prove" you know it)
o exame - exam
a nota - numerical grade
a pergunta, questão - question (pergunta tends to be used more for spoken questions, questão for written ones)
a resposta - answer (think of "response")
a redação - essay
    a dissertação, a redação dissertativa - expository essay
Be careful not to mix up the meanings of teste and prova - testes are worth less than provas, which are in turn worth less than exames.

### Exercises

A. Testes e Questões Dissertativas - Multiple-Choice Questions and Written Answers
1. Qual vale mais pra nota final? (Which is worth more for the final grade?)
    A. Um Teste
    B. Uma Caneta
    C. Uma Prova
    D. Uma Borracha
2. Explique sua resposta pra primeira pergunta em inglês. (Explain your answer to the first question in English.)
3. Quais três coisas são necessárias para escrever na sala de aula (em português)? (Which three things are necessary for writing in the classroom? Answer in Portuguese.) $_{Warning:whenansweringthisone,remembertheadjectivefor"necessary"andthatinlists,acommaneverprecedes"e"-Um,doisetrês-NOTUm,dois,etrês.}$

## Grammar
### Ir

Brazilian Portuguese Verb • Chapter 4
Ir To Go :
| Eu vou | Nós vamos |
| Você vai | Vocês vão |
| Ele/Ela vai | Eles/Elas vão |

### Locational Prepositions

Brazilian Portuguese Prepositions • Chapter 4
Locational Prepositions Contractions :
| preposição | o | os | a | as | um | uns | uma | umas |
| para | pro | pros | pra | pras | prum | pruns | pruma | prumas |
| em | no | nos | na | nas | num | nuns | numa | numas |

### Exercises
## Culture

Education in Brazil, Getúlio Vargas and the Constitution of 1937? created public schools in Brazil
# Brazilian Portuguese/Getting Started
## Why Learn Portuguese?

Portuguese is a Romance language spoken by 240 million people - more than the number of German, Italian, and Polish speakers combined. It is the 7th most-spoken language in the world. It is very closely related to other Romance languages such as Spanish, Catalan, Italian, and French. Most Portuguese speakers are located in Brazil, although large numbers of Portuguese speakers are also found in Angola, Moçambique, as well as in other places in Africa and Asia.
Portuguese is considered a Category I language, meaning it is relatively easy for English speakers to pick up. As you'll see, Portuguese does carry a few similarities to English.
In this course, you'll learn Brazilian Portuguese, which is different in some aspects of grammar, vocabulary, and pronunciation from other dialects of Portuguese.
Don't be overwhelmed by accented letters in the language - keep in mind that the Portuguese language has actually been simplified over the years (provàvelmente - provavelmente; diccionário - dicionário; idéia - ideia; ambìgüidade - ambiguidade). It has actually lost an accent: the trema, which used to be used as ü, and the grave accent, which used to denote secondary stresses, today only appears as à in only one specific case.

## How to Use the Lessons

The language lessons in this textbook are made to be followed in a certain manner to ensure full absorption of the content. There are twelve sections per course, of which there are two: Basic and Intermediate. Be sure to follow these steps:
* Look over what will be presented in the lesson. Keep it in mind as you move along.
* Listen to the dialogue or text reading provided; you might not understand it completely at first, but keep in mind that you will by the end of the lesson.
* Repeat the speakers as you move along in the pronunciation section. You'll be presented with vocabulary at this time.
* Complete all of the vocabulary exercises provided.
* Read the grammar section and try to understand it thoroughly. If you have any doubts, feel free to ask about them in the Discussion section (the tab at the top) of the page.
* Complete the grammar exercises.
* Listen to the dialogue again. You'll be surprised at how much you've learned.
* Complete all the review exercises.

## Editing the Course

This course was very carefully planned so try to avoid modifications to the overall structure of the book and the order that the content is presented unless you find it absolutely necessary. Remember to keep the book well-illustrated! Illustrations help to fix things in memory. Do not hesitate, however, to contribute to the book (and sign your name on the contributors list. After all, that's what Wikibooks is there for!
This book follows many of the guidelines displayed in the Authoring Foreign Language Textbooks Wikibook.
Good luck in your studies!
# Brazilian Portuguese/Grammatical Index

E
Estar - 1
G
Gender - 1
I
Irregular Verbs
    Estar - 1
# Brazilian Portuguese/Picture Dictionary
## A

* o abacaxi
* a abelha
* o ângulo
* o arco

## B

* a bacia
* a baga
* o balde
* a banda
* a banheira
* o barco
* o batom
* o bebê
* a bola
* a bota
* o botão, -ões
* o braço

## C

* a caixa
* a cama
* o cérebro
* o cesto

## E

* a escova
* o exército

## F

* a formiga
* o freio

## G

* o galho
* a garrafa
* o gato

## L

* a lâmina
* a lâmpada
* o livro

## M

* a maçã
* a melancia
* o menino
* o morango

## O

* o osso
* o ovo

## P

* o pássaro
* a placa
* a ponte

## S

* o sino

## T

* o tijolo
# Brazilian Portuguese/Pronunciation
## Pronunciation
### Nasal vowels in Portuguese

Unlike its close neighbor, Spanish, Brazilian Portuguese makes great use of nasal vowels. You can observe this in the words bom, bem, também, and João.
    am, an, ã - amplo (ample), fantástico (fantastic), maçã (apple)
    em, en - exemplo (example), entrar (to enter)
    im, in - íntimo (intimate)
    on - onda (wave)
    um - um (one)
Be careful, though. If the m or n is followed by another vowel, before stress takes place, the sound is not nasal:
    amigo, caneta
    eminente, inimigo
    imitar, menina (slightly nasalized i)
    onífero (slightly nasalized o)
    unilateral (slightly nasalized u)

### The tilde and ç

Modern Portuguese has four accents, in order of most common use: the acute (´), the circumflex (^), the tilde (~) and the grave (`). Brazilian Portuguese had a diaeresis (¨) in the past, with the same use of that in Spanish, and all of Portuguese has cê-cedilha (ç), with the same use of that in French, though it is not regarded as an accent anymore). The accents will all be explained as they appear. Let's take a look at the trickiest one for foreigners to pronounce: the tilde. The tilde can only appear in the following combinations: ã, ãe, ães, ão, ãos, ões. They are usually preceded by the c-cedille (ç), or cê-cedilha. The cedille is only found in this form. Examples are maçã, ação, ações. Try to imitate the native speaker (the following words are in the singular and followed by the plural):
    maçã, maçãs
    cidadão, cidadãos
    avião, aviões
    mãe, mães
# Breaking the Mold: An Educational Perspective on Diffusion of Innovation

Breaking the Mold: An Educational Perspective on Diffusion and Innovation Wikibook was created as part of a graduate course on Technology Diffusion, Leadership and Change (Curriculum & Instruction 511) taught at Iowa State University in fall 2012. It is a collaborative endeavor between instructor/editor and students/authors. Not only did they write this textbook collaboratively, but they worked together on all the elements that go into textbook development, such as the development of the table of contents, book cover, and title. This textbook also benefits from two interviews with well-known change agents and scholars in diffusion of innovation.
Special thanks goes to Ann Thompson, Iowa State University Professor and Peter Korsching, Iowa State Emeritus Professor who kindly agreed to join this collaborative effort and share their insights on diffusion of innovation; and to Janet Roberts who worked with the group to set up this Wikibook.
To reference this resource use: Correia, A.-P. (2012) (Ed.). Breaking the Mold: An Educational Perspective on Diffusion of Innovation. Wikibook/textbook, available at: http://en.wikibooks.org/wiki/Breaking_the_Mold:_An_Educational_Perspective_on_Diffusion_of_Innovation

## Contents

* Preface
** Contributors' Biographies
* Adoption and Diffusion Theories
** Rogers’ Diffusion of Innovations
** Ely's Conditions to Facilitate the Implementation of Educational Technology Innovations
** Brown’s Change by Design (Design Thinking)
** Fullan’s Educational Change
* Adoption Models
** Unified Theory of Acceptance and Use of Technology
* Innovation
** Defining Innovation
* The Change Agent
** Change Agents and Education
** An Interview with Ann Thompson
** An Interview with Peter Korsching
* Change Management
** Strategies to Diagnose and Overcome Resistance to Change
* Studies and Examples
** Adoption of 1:1 Laptops
# Brazilian Portuguese/Chapter 22

Hello, this lesson is related to weather specifically about the verbs related and subjunctive present form of the verb.
To glow/shine - Brilhar
Que eu brilhe - That I glow
Que tu brilhes - That you glow
Que ele/ela brilhe - That he/she glows
Que nós brilhemos - That we glow
Que vós brilhais - That you/thy glow
Que eles/elas brilhem - That they glow
To freeze - Congelar
Que eu congele - That I freeze
Que tu congeles - That you freeze
Que ele/ela congele - That he/she freezes
Que nós congelemos - That we freeze
Que vós congeleis - That you/thy freeze
Que eles/elas congelem - That they freeze
To Pour - Derramar
Que eu derrame - That I pour
Que tu derrames - That you pour
Que ele/ela derrame - That he/she pours
Que nós derramemos - That we pour
Que vós derrameis - That you/thy pour
Que eles/elas derramem - That they pour
To Rain - Chuva -
Que chova - That it rains
Que chovam - That it rains
# Brazilian Portuguese/Contributors

Theunixgeek (talk) 14:40, 24 February 2009 (UTC) - Book Founder
Reishiro (talk)
# Chess Opening Theory/1. Nf3/1...d5/2. g3/2...c5/3. Bg2/3...Nc6

The French variation, where Black wants to play …e5 and claim even more space.
White's responses
* 4. O-O, going in the style of the traditional King's Indian Attack.
* 4. d4, the Reversed Grünfeld.
# Chess Opening Theory/1. Nf3/1...d5/2. g3/2...c5/3. Bg2/3...Nc6/4. d4

With 4. d4, White enters the reversed Grünfeld where play can be very sharp. The d-pawn immediately confronts Black's centre and forces a response.
Black may respond with 4...cxd4, entering a reversed exchange Grünfeld. However, they may also respond with 4...e6, discovering the f8-bishop's defense of the c4-pawn. The most common response is 4...Nf6.
When contributing to this Wikibook, please follow the Conventions for organization.
# King's Indian Attack
### 2...c6
## Theory Table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.Nf3 d5 2.g3 c6
| | 3 | 4 |
| King's Indian Attack | Bg2 Nf6 | |
| | c4 Nf6 | to 2.c4 c6 3.g3 |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunn's Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
# Lisitsin Gambit

2. e4 is a very counter-intuitive move, as after the pawn is captured White does not get to make a developing move but must move an already developed piece again. However, practice has shown that the knight landing on g5 is hard to chase away and creates certain tactical threats (more than simply Nxe4!) that compensate for the lost pawn. This gambit contains various traps that black must be careful not to fall into, but will lead to approximate equality if black knows what they're doing.
2...fxe4 is the only way to challenge White's idea. "The way to refute a gambit is to accept it." - Wilhelm Steinitz
2...e5 transposes to the notorious Latvian Gambit. This may actually be a good practical choice for someone who knows nothing about the Lisitsyn, as it gives Black a greater initiative, but if white knows the theory in this line as well, black doesn't get much out of it.
When contributing to this Wikibook, please follow the Conventions for organization.
# Chess Opening Theory/1. Nf3/1...d5/2. g3
## 2. g3 - King's Indian Attack

White is most likely aiming to establish a King's Indian Attack. The idea is very similar to that of the King's Indian Defence as played by Black. The extra tempo enables White to take a more aggressive approach to the system.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1. Nf3 d5 2. g3
| 2 | 3 | 4 | 5 | 6 |
| g3 Nf6 | Bg2 c6 | O-O Bg4 | d3 Nbd7 | Nbd2 e5 | = |
| ... c5 | Bg2 Nc6 | O-O e6 | d3 Bd6 | e4 Nge7 | = |
| ... c6 | Bg2 Bg4 | O-O Nd7 | d3 e6 | Nbd2 Bd6 | = |
| ... g6 | Bg2 Bg7 | O-O Nf6 | d3 O-O | Nbd2 Nc6 | = |
| ... Bg4 | Bg2 Nd7 | c4 c6 | cxd5 cxd5 | Nc3 Ngf6 | = |
| ... Nc6 | Bg2 e5 | d3 Nf6 | O-O Be7 | Bg5 Be6 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
* Nunn's Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Flank Openings (1990), Bruno Carlier, Trends Publications.
* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# King's Indian Attack
### 2...c5

Black claims more central space and controls d4.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1. Nf3 d5 2.g3 c5
| 3 | 4 | 5 | 6 |
| Bg2 Nc6 | O-O e6 | d3 Bd6 | e4 Nge7 | = |
| c4 Nf6 | cxd5 Nxd5 | Nc3 Nc6 | Bg2 e6 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunn's Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# Zukertort Opening: Ross Gambit
### 1...e5?

The move 1...e5? by black, also known as the Ross Gambit, is a dubious pawn sacrifice for black to try and kick the knight as much as possible and potentially even trap it if white's not careful. This gambit can be accepted by playing the move 2. Nxe5, however white can also decline the gambit with 2. e4 transposing to the King's Knight Opening, 2. d3 stopping ...e4, or 2. d4 attacking the pawn on e5, however allowing ...e4.
1. Nf3 e5?
# King's Indian Attack
### 3. Bg2

Obviously developing the kingside bishop, via Fianchetto where it controls the long diagonal.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1. Nf3 d5 2.g3 c5
| 3 | 4 | 5 | 6 |
| Bg2 Nc6 | O-O e6 | d3 Bd6 | e4 Nge7 | = |
| ... g6 | O-O Bg7 | d3 Nf6 | Nbd2 Nc6 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunn's Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# Dutch Defence
### 1...f5

Black's opening move aims to transpose into a Dutch Defence. 2.d4 gives a main-line Dutch, while 2.c4 and 2.g3 reserve options.
A major independent option is 2.e4. The sacrifice of White's e-pawn is borrowed from the Staunton Gambit, but the positional themes are very different since here White's king's knight can reach g5.
2.d3 is a way of preparing e4.

## Theory table

* 2.d4
* 2.c4
* 2.g3
* 2.e4
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Cascading Style Sheets/Pattern
## Introducing the (X)HTML Document Tree

The document hierarchy of an (X)HTML document can be likened to a family tree. This can be seen if we take a look at a basic example:
If we present the above example in a different way, the relationships and hierarchy of the elements becomes immediately apparent.
In describing the tree/hierarchy in this example we can say that the body element is a child of the html element, just as div is a child of body and img and p are both children of div and siblings to each other. html is the ancestor of div as div is indirectly descended from html.

## Targeting Elements within the Hierarchy

Suppose we were to create a rule such as p {color:blue;}. This would cause each paragraph throughout the document to be in blue. However, if we want to be a bit more "picky" about which elements are affected we can define the context under which this rule gets applied. If only paragraphs within div elements should be in blue the rule needs to be div p {color:blue;}. Now, say that only paragraphs in one div element, defined by a certain ID are to be blue. We could then refine our target region by having div#title p {color:blue;}.
# Cascading Style Sheets/Links

Web links on cascading style sheets:
* World Wide Web Consortium's Cascading Style Sheets Homepage
** CSS tips & tricks
** Learning CSS with non-English resources
** CSS 2.1 Specification
* Introduction to CSS - CSS Tutorials.
* Cascading Style Sheet References - L. Carlson.
* Web Design Update - A a plain text email digest newsletter. It typically goes out once a week and has a section on CSS. All web designers and developers are invited to join.
* CSS Tutorials - step by step lessons.
* Vertical-Align Misuse Vertical-Align Misuse. An attempt to demystify one of the most misused properties of CSS.
* Eric Meyer
** Eric Meyer CSS Expert Eric Meyer is a recognized expert in CSS and gives many of his resources in print away at this site.
** CSS/Edge by Eric Meyer Filled with great unique examples to learn from.
** Eric Meyer on CSS Eric Meyer's free online version of his CSS workbook
** More Eric Meyer on CSS This is his 2nd in the same series where he gives away his print resources online.
* Using CSS Overview/basics explained in clarity
* CSS and "Tables". Glish.com on CSS Box ModelTables are not evil, but you can avert much code with CSS box forms if used right.
* Online version of Webucator's CSS Manual
* W3 Schools | CSS Course All hands on, pure code. These people have other courses on HTML and other web-programming languages.
* CSS Tutorials
* CSS, HTML, XHTML Code Validator Courtesy of the World Wide Web Consortium
* Web Standards Software and Learning, A free CSS reference for cascading style sheets.
* CSS "Zen" Garden See how a single HTML file can be radically changed by dozens of different CSS files. You can even submit your own after you've learned the principles. New examples each week.
* CSS lessons
* List of Really Useful Tools for CSS Developers
* WikiKnowledge: Cascading Style Sheets, a public-domain collaboratively developed book on CSS; currently dysfunctional.
* CSS Tutorial - This CSS Tutorial will get you started with CSS in just a few minutes.
# Cascading Style Sheets/MHTML URIs

MHTML URL Reference
MHT Source(uris.mht)
When using MHTML:URIs to display Base64 images for IE, make sure to save the encoded images in a .mht file and reference it in the URL to separate the data from the stylesheet and IE specific content from other browsers. Use a URL query to call the IE specific classes
Here's a series of articles on using MHTML and server-side scripting to create cross-browser Base64 encoded image data: