OpenLLM-France/wikimedia huggingface dataset:
# Dichotomous Key/Dioon

Key to the species of Dioon:

## Dioon

* DIO1: Leaflets straight
* DIO2: Leaflets curved or hooked

## DIO1

* DIO3: Leaflets less than fifteen millimeters wide.
* DIO4: Leaflets over fifteen millimeters wide.

## DIO2

* Dioon sonorense: Leaflets less than five millimeters wide.
* Dioon tomasellii: Leaflets over five millimeters wide.

## DIO3

* Dioon edule: Leaflet edges entire.
* DIO5: Leaflet edges with spines

## DIO4

* Dioon rzedowskii: Petiole without spines.
* DIO6: Spines present on petiole.

## DIO5

* DIO7: Leaflets inserted at 90 degrees to rachis.
* DIO8: Leaflets inserted at 45 degrees or less to rachis.

## DIO6

* Dioon mejiae: Leaflet edges entire.
* Dioon spinulosum: Leaflet edges with spines.

## DIO7

* Dioon holmgrenii: Leaflets seven to nine millimeters wide; Leaflets do not overlap.
* Dioon merolae: Leaflets en to twelve millimeters wide; Leaflets overlap.

## DIO8

* Dioon caputoi: Leaflets less than five millimeters wide; Leaflets flat and do not overlap.
* DIO9: Leaflets over five millimeters wide; Leaflets keeled and overlap.

## DIO9

* Dioon califanoi: Leaflets seven to eight millimeters wide.
* Dioon purpusii: Leaflets eight to ten millimeters wide.
# Dichotomous Key/Dipnoi

Dichotomous Key: Dipnoi :
* Kingdom: Animalia
* Phylum: Animalia
* Subphylum: Chordata
* Class: Dipnoi
Information related to Dipnoi :
* Wikipedia
* Wikispecies
* Wikicommons
* Parent key: Chordata
* Subphyla
* Vertebrata
* Key: Dipnoi
* Vertebrata
* Clerck, 1757
* Chordata keys
* Subphyla
* Myxini | Urochordata
* Classes
* Actinistia | Actinopterygii | Amphibia | Aves | Chondrichthyes | Dipnoi | Mammalia | Petromyzontida | Reptilia

## 1

* Lungs
** Paired - Neoceratodus forsteri
** Unpaired - #2: Ceratodontiformes

## 2: Ceratodontiformes

* Habitat
** South America - Lepidosiren paradoxa
** Africa - #3: Protopteridae
it is Omnivorous .teeth are strong .it depend on air in breathing. it breath in water by gills and dyring drynees through lung

## 3: Protopteridae

Could be Protopterus aethiopicus, P. amphibius, P. annectens or P. dolloi
# Dichotomous Key/Hemiptera
## 1

* Living under water or on water
** Yes - Heteroptera
** No - #2

## 2

* Has any development of wings?
** No - tiny insects on plants, only very few (or not at all) in group has wings Sternorrhyncha
** Yes - has some development of wings.#3

## 3

* Fully develop wings. wings not folder on top on the other.
** Yes - Usually wings with a lot of visible veins Auchenorrhyncha
** No - Usually colored wings, end of wing folder on top of the other. Heteroptera
# Dichotomous Key/Hexanchiformes
## 1

* Tissue on gill slits
** Protruding - Chlamydoselachus anguineus
** Not protruding - #2

## 2

* Number of gills
** Six - #3
** Seven - #4

## 3

* Number of pups in one litter
** 22 to 108 - Hexanchus griseus
** 13 or less - Hexanchus nakamurai

## 4

* Spots
** Present - Notorynchus cepedianus
** Absent - Heptranchias perlo
# Dichotomous Key/Hexapoda
## 1

* Wings
** Present - 12
** Not present - 2

## 2

* Lifestyle
** Parasitic - 3
** Not parasitic - 4

## 3

* Legs
** Hind legs adapted for jumping - Siphonaptera
** No legs adapted for jumping - Phthiraptera

## 4

* Cerci
** Present - 5
** Not present - 6

## 5

* Orientation of cerci
** Pointing towards tailing end of body - Archeognatha
** Outer two cerci point away from body - Thysanura

## 6

* Mouthparts
** Mouthparts external and easily visible - 9
** Mouthparts not easily visible - 7

## 7

* Presence of eyes
** Simple eyes present - Collembola
** No eyes present - 8

## 8

* Antennae
** Not present - Protura
** Present - Diplura

## 9

* Mouthparts
** Adapted for sucking - Hemiptera
** Adapted for chewing - 10

## 10

* Pincer-like cerci on abdomen
** Present - Dermaptera
** Not present - 11

## 11

* Forelegs
** Forelegs raptatorial - Mantodea
** Forelegs not raptatorial - 13

## 12

* Number of wings
** One pair - 17
** Two pairs - 18

## 13

* Narrow waist
** Present - Hymenoptera
** Not present - 14

## 14

* Body shape
** long and thin - Phasmatodea
** Round and stout - 15

## 15

* Body width
** Flattened - Blattodea
** Not flattened - 16

## 16

* Social structure
** Solitary - Psocoptera
** Social - Isoptera

## 17

* Wings
** Forewings reduced to knobs - Strepsiptera
** Hindwings reduced to knobs - Diptera

## 18

* Forewings
** Membranous - 19
** Not membranous - 31

## 19

* Wing texture and color
** Covered in scales or hairs - 37
** Transparent - 20

## 20

* Tail-like appendages
** Present - 21
** Not present - 23

## 21

* Comparative wing size
** Roughly equal - 22
** Forewings much larger than hindwings - Ephemeroptera

## 22

* Comparative cerci size
** Both abdominal cerci approximately equal in size - Plecoptera
** Abdominal cerci unequal in size - Embioptera

## 23

* Wing venation
** Extensive - 28
** Minor - 24

## 24

* Narrow waist
** Present - Hymenoptera
** Not present - 25

## 25

* Wing texture
** Fringed with hairs - Thysanoptera
** Not fringed with hairs - 26

## 26

* Mouthparts
** Chewing - 27
** Sucking - Hemiptera

## 27

* Position of wings at rest
** Held flat against body - Isoptera
** Held over body - Psocoptera

## 28

* Position of wings at rest
** Held away from body - Odonata
** Held against body - 29

## 29

* Beak-like head
** Present - Mecoptera
** Not present - 30

## 30

* Main wing veins
** Forked near end - Neuroptera
** Not forked near end - Megaloptera

## 31

* Mouthparts
** Sucking - Hemiptera
** Chewing - 32

## 32

* Forewings hardened
** Forewings hard - 33
** Forewings not hardened (may be leathery) - 34

## 33

* Abdominal pincers
** Present - Dermaptera
** Not present - Coleoptera

## 34

* Hind legs
** Adapted for jumping - Orthoptera
** Not adapted for jumping - #35

## 35

* Forelegs
** Raptatorial - Mantodea
** Not raptatorial - #36

## 36

* Body shape
** Broadly flattened - Blattodea
** Long and skinny - Phasmatodea

## 37

* Wing covering
** Scales - Lepidoptera
** Hairs - Trichoptera
# Dichotomous Key/Fungi
## 1

* Cells contain mitochondria
** Yes - #2: Eumycota
** No - Microsporidia

## 2: Eumycota

* Sexual spores produced in ascus; hyphae do not form clamp connections
** Yes - Ascomycota
** No - #3

## 3

* Sexual spores produced in basidium; hyphae may or may not form clamp connections
** Yes - Basidiomycota
** No - #4

## 4

* Motile, flagellate stages of life cycle
** Present - Chytridiomycota
** Not present - Zygomycota
# Dichotomous Key/Gastropoda

A branch of the phylum mollusca. Species within this branch are invertebrates that exhibit a singular foot (e.g. snails, sea hares)and often have a protective outer shell. The literal translation of Gastropod is stomach-foot.
# Christian Hymns/Watchman, Tell Us of the Night
## Background
### Text

* Author: John Bowring
* Source:

### Music

Hymn Tune(s):
* Aberystwyth
* St. George's Windsor
* Watchman

## Lyrics

Watchman, tell us of the night,
What its signs of promise are.
Traveler, o’er yon mountain’s height,
See that glory beaming star.
Watchman, does its beauteous ray
Aught of joy or hope foretell?
Traveler, yes—it brings the day,
Promised day of Israel.
Watchman, tell us of the night;
Higher yet that star ascends.
Traveler, blessedness and light,
Peace and truth its course portends.
Watchman, will its beams alone
Gild the spot that gave them birth?
Traveler, ages are its own;
See, it bursts o’er all the earth.
Watchman, tell us of the night,
For the morning seems to dawn.
Traveler, darkness takes its flight,
Doubt and terror are withdrawn.
Watchman, let thy wanderings cease;
Hie thee to thy quiet home.
Traveler, lo! the Prince of Peace,
Lo! the Son of God is come!
# Christian Hymns/When He Cometh
## Background
### Text

* Author: William O. Cushing
* Source:

### Music

Hymn Tune(s):
* Precious Jewels

## Lyrics

When He cometh, when He cometh
To make up His jewels,
All His jewels, precious jewels,
His loved and His own.
Like the stars of the morning,
His brightness adorning,
They shall shine in their beauty,
Bright gems for His crown.
He will gather, He will gather
The gems for His kingdom;
All the pure ones, all the bright ones,
His loved and His own.
Like the stars of the morning,
His brightness adorning,
They shall shine in their beauty,
Bright gems for His crown.
Little children, little children,
Who love their Redeemer,
Are the jewels, precious jewels,
His loved and His own.
Like the stars of the morning,
His brightness adorning,
They shall shine in their beauty,
Bright gems for His crown.
# Chronicles of Narnia/Books
## Detailed Plot Summaries

The links below lead to a full overview of the books and the content contained within them.
There is a great deal of debate about the order in which these books should be read. At each stage in the publication of the series, the author has said he did not believe there would be any others, so the order in which they are written is not the order in which the events within them occur. In order of publication, the seven books of the series are:
* The Lion, the Witch, and the Wardrobe (1950)
* Prince Caspian (1951)
* The Voyage of the Dawn Treader (1952)
* The Silver Chair (1953)
* The Horse and His Boy (1954)
* The Magician's Nephew (1955)
* The Last Battle (1956)
Going by the order of the events within the books, the reader should start with The Magician's Nephew, then read The Lion, the Witch, and the Wardrobe and The Horse and His Boy. However, by doing so, one misses out on the growing sense of wonder one experiences when first reading The Lion, The Witch, and the Wardrobe, with its gradual revelations of the wonders of the land of Narnia. While this book does not wish to fan the fires of this debate by choosing one reading order over another, the authors feel that because of this slow revelation, The Lion, the Witch, and the Wardrobe should be read first, followed by The Horse and His Boy, as the events in that book take place during the reign of High King Peter. The remaining books may then be read in any order, though publication order seems to work reasonably well. The Previous / Next links in the articles about the books will follow that order.
# Christian Hymns/Wake, Awake, for Night Is Flying
## Background
### Text

* Author: Philip Nicolai
* Translator: Catherine Winkworth
* Source: Chorale Book for England

### Music

Hymn Tune(s):
* Wachet Auf

## Lyrics

Wake, awake, for night is flying,
The watchmen on the heights are crying;
Awake, Jerusalem, at last!
Midnight hears the welcome voices,
And at the thrilling cry rejoices:
Come forth, ye virgins, night is past!
The Bridegroom comes, awake,
Your lamps with gladness take;
Hallelujah!
And for His marriage-feast prepare,
For ye must go to meet Him there.
Zion hears the watchmen singing,
And all her heart with joy is springing,
She wakes, she rises from her gloom;
For her Lord comes down all-glorious,
The strong in grace, in truth victorious,
Her Star is risen, her Light is come!
Ah come, Thou blessed Lord,
O Jesus, Son of God,
Hallelujah!
We follow till the halls we see
Where Thou hast bid us sup with Thee!
Now let all the heavens adore Thee,
And men and angels sing before Thee,
With harp and cymbal's clearest tone;
Of one pearl each shining portal,
Where we are with the choir immortal
Of angels round Thy dazzling throne;
Nor eye hath seen, nor ear
Hath yet attain'd to hear
What there is ours,
But we rejoice, and sing to Thee
Our hymn of joy eternally.
# Christian Hymns/The Only Son from Heaven
## Background
### Text

* Author: Elizabeth Cruciger
* Translator: Arthur T. Russell, alt.
* Source: Psalms and Hymns

### Music

Hymn Tune(s):
* Herr Christ Der Einig Gotts Sohn

## Lyrics

The only Son from heaven,
Foretold by ancient seers,
By God, the Father, given,
In human shape appears;
No sphere His light confining,
No star so brightly shining
As He, our Morning Star.
O time of God appointed,
O bright and holy morn!
He come the King anointed,
The Christ, the virgin-born;
His home on earth He maketh,
And man of heav’n partaketh,
Of life again an heir.
O Lord, our hearts awaken,
To know and love Thee more,
In faith to stand unshaken,
In Spirit to adore,
That we still heav’n-ward hasting,
Yet here Thy joy foretasting,
May reap its fullness there.
# Chronicles of Narnia/Books/Prince Caspian

← The Horse and His Boy | The Voyage of the Dawn Treader →
For general information on this book, please see the Wikipedia article Prince Caspian.

## Chapters

    Chapter 1: The Island
    Chapter 2: The Ancient Treasure House
    Chapter 3: The Dwarf
    Chapter 4: The Dwarf Tells of Prince Caspian
    Chapter 5: Caspian's Adventure in the Mountains
    Chapter 6: The People that Lived in Hiding
    Chapter 7: Old Narnia In Danger
    Chapter 8: How They Left The Island
    Chapter 9: What Lucy Saw
    Chapter 10: The Return of the Lion
    Chapter 11: The Lion Roars
    Chapter 12: Sorcery and Sudden Vengeance
    Chapter 13: The High King In Command
    Chapter 14: How All Were Very Busy
    Chapter 15: Aslan Makes a Door in the Air

## Overview

The second book published in the Narnia series, this book is written largely from the point of view of the four Pevensie children, and of Prince Caspian, Crown Prince of Narnia under a regent, his uncle King Miraz. While its prime audience is children aged 8 to about 11, the story has enough depth to make it a satisfying, if short, read for even adult readers, and the characters show realistic development over the course of the book.

## Book Highlights

* New places visited: Aslan's How
* Title refers to: Prince Caspian
# Christian Hymns/What Child Is This
## Background
### Text

* Author: William C. Dix
* Source:

### Music

Hymn Tune(s):
* Greensleeves

## Lyrics

What Child is this who, laid to rest,
On Mary's lap is sleeping?
Whom Angels greet with anthems sweet,
While shepherds watch are keeping?
This, this is Christ the King,
Whom shepherds guard and Angels sing;
Haste, haste, to bring Him laud,
The Babe, the Son of Mary.
Why lies He in such mean estate,
Where ox and ass are feeding?
Good Christians, fear, for sinners here
The silent Word is pleading.
Nails, spear shall pierce Him through,
The cross be borne for me, for you.
Hail, hail the Word made flesh,
The Babe, the Son of Mary.
So bring Him incense, gold and myrrh,
Come peasant, king, to own Him;
The King of kings salvation brings,
Let loving hearts enthrone Him.
Raise, raise a song on high,
The Virgin sings her lullaby.
Joy, joy for Christ is born,
The Babe, the Son of Mary.
# Cricket/Clothing

The clothes of cricket players are defined by their country's flag. For example, Indian cricket players have blue dress since the Indian flag has a common colour i.e. blue. However, in Test Cricket, all players wear traditional white clothing as they reflect heat better and therefore are more comfortable to wear in the hot sun.
# Cricket

Cricket is a team sport played between two teams of eleven players on each side. It is a bat-and-ball game. Cricket is played between two teams of 11 players each on a field around 120 yards by 180 yards oval. One team bats while the other fields and bowls at any given time during a match. The batting team gets to place two players in the middle to score runs for the team while the fielding or bowling team tries to get the "wickets" by getting the batsmen out.
The main implements of the game are a wooden bat for the batting player(s) and a leather ball for the fielding players. Both sides get to bat at least once during a game. There are a lot of exceptions but the major rule of thumb is the team batting second has to score the same or more runs than the "target", which is the first team's score plus one most of the time.
There are One Day international matches, other Limited Over matches and Test matches that are played at different times of the year.

## Table of Contents

* Players
* Equipment
* Clothing
* Game types
* Rules
* Scoring
* Competitions
* Glossary
# Creativity - An Overview/Creative Problem Solving Process (CPS)

The Creative Problem Solving Process (CPS), also known as the Osborn-Parnes CPS process, was developed by Alex Osborn and Dr. Sidney J. Parnes in the 1950s. CPS is a structured method for generating novel and useful solutions to problems. CPS follows three process stages, which match a person's natural creative process, and six explicit steps:
| Process Stage | Steps |
| Explore the Challenge | Objective Finding (identify the goal, wish or challenge) |
| Explore the Challenge | Fact Finding (gather the relevant data) |
| Explore the Challenge | Problem Finding (clarify the problems that need to be solved in order to achieve the goal) |
| Generate Ideas | Idea Finding (generate ideas to solve the identified problem) |
| Prepare for Action | Solution Finding (move from idea to implementable solution) |
| Prepare for Action | Acceptance Finding (plan for action) |
CPS is flexible, and its use depends on the situation. The steps can be (and often are) used in a linear fashion, from start to finish, but it is not necessary to use all the steps. For example, if one already has a clearly-defined problem, the process would begin at Idea Finding.
What distinguishes the Osborn-Parnes CPS process from other "creative problem solving" methods is the use of both divergent and convergent thinking during each process step, and not just when generating ideas to solve the problem. Each step begins with divergent thinking, a broad search for many alternatives. This is followed by convergent thinking, the process of evaluating and selecting.
This method is taught at the International Center for Studies in Creativity, the Creative Problem Solving Institute, and CREA Conference. It is specifically acknowledged as a key influence for the Productive Thinking Model.

## References

* ↑ "Creative Problem Solving: Resources for CPS Practitioners". OmniSkills, LLC. Retrieved 2010-06-08.
* ↑ What is CPS?. Creative Education Foundation, 2010. Retrieved on 2010-06-13.
* ↑ "ICSC Course Descriptions". International Center for Studies in Creativity. Retrieved 2007-12-22.
* ↑ "Creative Problem Solving Institute". Creative Education Foundation. Retrieved 2007-12-22.
* ↑ "Programs". CREA Conference. Creativity European Association. Retrieved 2008-01-07.
* ↑ Hurson, Tim title = Think Better: An Innovator's Guide to Productive Thinking (2007). New York, New York: McGraw Hill. pp. xii. ISBN 978-0071494939. {{cite book}}: Missing or empty |title= (help); Missing pipe in: |first= (help)
# Economic Sophisms/109

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"nature. It is indeed a product upon which no human labour has ever been bestowed.
M. DE SAINT-CRICQ: Yes; nature has undoubtedly created the coal, but labour has imparted value to it. For the millions of years during which it was buried 100 fathoms under ground, unknown to everybody, it was destitute of value. It was necessary to search for it—that is labour; it was necessary to send it to market—that is additional labour. Then the price you pay for it in the market is nothing else than the remuneration of the labour of mining and transport.
Thus far we see that M. de Saint-Cricq has the best of the argument; that the value of raw materials, like that of manufactured commodities, represents the cost of production, that is to say, the labour worked up in them; that it is not possible to conceive of a product possessing value, which has had no human labour bestowed on it; that the distinction made by the petitioners is futile in theory; that, as the basis of an unequal distribution of favours, it would be iniquitous in practice, since the result would be that one-third of our countrymen, who happened to be engaged in manufactures, would obtain the advantages of monopoly, on the alleged ground that they produce by labour, whilst the other two-thirds—namely, the agricultural population—would be abandoned to competition under the pretext that they produce without labour.
The rejoinder to this, I am quite sure, will be, that a nation derives more advantages from importing what are called raw materials, whether produced by labour or not, and exporting manufactured commodities. This will be repeated and insisted on, and it is an opinion very widely accredited.
# Economic Sophisms/115

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"that she has not received the money gratuitously, but has given us in exchange a thousand horses, which we have judged to be worth the £20,000.
Is it worth while exposing seriously such an abuse of language? Yes; for these terms are used seriously both in newspapers and in books.
Do not let it be supposed that these are instances of a mere lapsus linguæ on the part of certain ignorant writers! For one writer who abstains from so using them, I will point you out ten who admit them, and amongst the rest, the D'Argouts, the Dupins, the Villeles—peers, deputies, ministers of state,—men, in short, whose words are laws, and whose sophisms, even the most transparent, serve as a basis for the government of the country.
A celebrated modern philosopher has added to the categories of Aristotle the sophism which consists in employing a phrase which includes a petiiio principii. He gives many examples of it; and he should have added the word tributary to his list The business, in fact, is to discover whether purchases made from foreigners are useful or hurtful. They are hurtful, you say. And why? Because they render us tributaries to the foreigner. This is just to use a word which implies the very thing to be proved.
It may be asked how this abuse of words first came to be introduced into the rhetoric of the monopolists?
Money leaves the country to satisfy the rapacity of a victorious enemy. Money also leaves the country to pay for commodities. An analogy is established between the two cases by taking into account only the points in which they resemble each other, and keeping out of view the points in which they differ.
Yet this circumstance—that is to say, the non-reimbursement in the first case, and the reimbursement voluntarily agreed upon in the second—establishes betwixt them such a difference that it is really impossible to class them in the same category. To hand over a hundred pounds by force to a man who has caught you by the throat, or to hand them over voluntarily to a man who furnishes you with what you want, are things as different as light and darkness. You might as well assert that it is a matter of indifference whether you throw your bread into the river, or eat it, for in both cases the bread is destroyed. The vice of this reasoning, like that applied to the word tribute, consists in asserting an entire similitude between two cases, looking only at their points of resemblance, and keeping out of sight the points in which they differ.