OpenLLM-France/wikimedia huggingface dataset:
# IB Music/Exam/Listening Paper

The Listening Paper consists of 4 questions for Standard Level candidates and 5 questions Higher Level candidates, to be answered in 2 hours and 2 hours 30 minutes respectively. It is divided into section A and section B, with an additional section C for Higher Level candidates. All questions are worth 20 marks each. Candidates will have to bring in unmarked scores of the prescribed works, but will be provided with a CD with unidentified tracks.
Section A (Standard and Higher Level)
This section has recently been reformed for the May 2015 examination session. Candidates can take unmarked scores of the prescribed works into the examination room. No listening tracks will be provided. The first two questions are each based on one of the two prescribed works, and both the Standard and Higher Level candidates have a choice between the two. It was previously two compulsory questions on the two set pieces. The third question is one in which a comparison between the two prescribed works is required for higher level students only. As a result of this, standard level students can study only one of the set works, significantly increasing the knowledge base for one piece.
Prescribed Works
The prescribed works for the 2011 and 2012 examinations are "El Salón México" by Aaron Copland and "Symphony No. 41 in C Major, K.551 ("Jupiter")" by Wolfgang Amadeus Mozart.
The prescribed works for the 2013 and 2014 examinations are "Yellow River Piano Concerto" by Yin Chengzong and Yu Wanghua (based on Xian Xinghai's "Yellow River Cantata") and "Symphony No. 1 in D Major, Op. 25 ("Classical Symphony")" by Sergei Prokofiev.
The prescribed works for the 2015 and 2016 examinations are "Petite Messe solennelle" by Gioachino Rossini and "An American in Paris" by George Gershwin.
The prescribed works for the 2017, 2018 and 2019 examinations are "Brandenburg Concerto, No. 2 in F Major(BMV 1047)" by Johann Sebastian Bach and "Dances of Galanta" by Zoltan Kodaly.
The prescribed works for the 2020 examinations are "Symphony No. 94 "Surprise"" by Franz Joseph Haydn and "Rhapsody on a Theme of Paganini" by Sergei Vasilyevich Rachmaninoff.
Section B (Standard and Higher Level)
The four questions in this section are based on extracts on an accompanying CD provided during the examinations. These can be from any time period, genre or culture. Questions are usually along the following lines: 'Describe what you hear in this extract, relating to appropriate issues concerning musical, structural and contextual characteristics.' Standard Level candidates have a choice between question 3 and 4 (3 has a score with it and 4 does not), but must additionally answer questions 5 and 6 (based on jazz, pop and/or world music). Higher Level candidates must do the same but the question numbers with be 4 and 5, and 6 and 7 respectively.
# IB Music/Exam/SL Group Performance

The group performance can be anything, as long as it consists of a group performing. Your part does not have to be significant- even if you only play the triangle on measure 425, you may count that piece for you group performance. The piece must be from at least 2 separate concerts, and must be the same group.
# IB Music/Exam/HL Composition

An International Baccalaureate HL Music student must compose 5 to 15 minutes of music within the span of three compositions. These should demonstrate the composer's ability to communicate musically through a wide selection of genres. For example, one student may choose to write an avant garde version of a Gregorian chant, by mixing it with the arc and lyrics of a contemporary spiritual song, and also write a Sicilienne for flute, and a 12-tone composition for piano. The scores of the pieces are sent out into the world to be assessed, along with recordings of the pieces.
# IB Music/Listening Paper

* Harmony (major/minor)
* Melody (conjunct/disjunct, melismatic/neumatic/syllabic)
* Rhythm (syncopation, duration, phrasing, tempo)
* Meter (4/4)
* Genre (type of song i.e. symphony/ art song)
* Era (ie. Romantic)
* Context (Origin, composer, history, title)
# IB Music/Music History

The Western Music section of the IB Music History Volume is divided into chapters of the various periods of music. The Non-Western Music section is divided into chapters of the various regions of the world.
Useful links for IB music history http://www.ibcram.com/Music.php

## Western music
### Chapters

* I. Medieval Period (450 - 1450)
* II. The Renaissance (1450-1600)
* III. The Baroque Period (1600-1750)
* IV. The Classical Period (1750-1820)
* V. The Romantic Period (1820-1900)
* VI. The Twentieth Century (1900 - )

## Non-Western music
### Chapters

* I. Latin American Music
* II. African Music
* III. Indian Music
* IV. Gamelan Music
* V. Chinese Music
* VI. Japanese Music
* I. Celtic Music
# IB Music/Exam/HL Solo Performance

Students have to present a solo recital of at least 20 minutes. Unlike Standard Level, this is a compulsory element of the course and is worth 25%. This has to be recorded and the student's teacher has to be in attendance. During the course students should develop their instrumental skills towards a presentation of one or more solo recitals which seeks to display the best that the student can achieve.
* Performances should be on a single instrument, or voice, but more than one is permissible.
* Any instrument, voice, style or musical genre is permitted.
* The presentation may be compiled from pieces recorded on more than one occasion.
* No more than one piece may be included which does not feature the student as a soloist.
The Recital.
* This part of the syllabus focuses specifically on the solo performer, therefore only one piece may be included which does not feature the student as a soloist.
* The programme for the presentation should be suitable for the chosen instrument or voice, with attention given to the balance of styles and character, if appropriate.
* It is not necessarily in the students interest to submit a presentation where the student performs on more than one instrument, or both sings and plays.
Assessment.
Solo performance is assessed in the first case by the teacher and is then presented for moderation.
It is marked using 4 criteria with 5 marks being awarded to each. They are as follows:
* Overall impression
* Technical competence
* Style and interpretation
* Repertoire
# IB Music/Exam/Investigation

The HL Musical Investigation must be no more than a maximum of 2000 words, and is an ethnomusicalogical study, as well as a music theory study of two distinct musical cultures.
Ethnomusicology is the study of music from different areas and times. Students must compare and contrast two different genres of music from completely different areas and times to see the relationships between the two. Examples include the relationship between ragtime and Skandinavian folk Music or the differences between the punk rock and the Indian Tabla Drums. The more obscure the difference between the two the more likely you are to score well.
The Musical Investigation must also be written as a media script---THIS IS NOT AN ESSAY OR REPORT!!!! Again, the more obscure you can be with what type of media script, the better. Examples include a festival adjudicators sheet, a magazine article, a Myspace page, etc. Have fun with this part, because this is the most creative part of the Musical Investigation.

## Advice to Writing the Musical Investigation

Try to write the Investigation in parts. Compare and contrast the Melody of each piece, then the Harmony of each piece, and so on. The reader will not follow your thought process as well as if you were to talk about Genre A and then go into how Genre B differs. Keep the similarites and differences close together - it just sounds like you know what you're talking about better.
GOOD LUCK!!!

## Examples

These are some Musical Investigations, using a website as a media format:
* Matthew Manjos: Improvisation in Baroque & Jazz
* Byron Hallett: Baroque Music & Traditional Irish Celtic
* Bebop & Opera
* Korean Folk Music & New Age Piano
# General Chemistry/Properties and Theories of Acids and Bases/Answers

1.
    a) hydrobromic acid
    b) sulfuric acid
    c) potassium hydroxide, base
    d) sulfurous acid
    e) phosphoric acid
    f) bromous acid
    g) sodium chloride, neutral salt
2. Substance: conjugate acid; conjugate base
    a) water (H$_2$O): hydronium (H$_3$O$^+$); hydroxide (OH$^-$)
    b) ammonia (NH$_3$): ammonium (NH$_4$$^+$); amide (NH$_2$$^-$)
    c) bisulfate ion (HSO$_4$$^-$): sulfuric acid (H$_2$SO$_4$); sulfate ion (SO$_4$$^{2-}$)
    d) zinc hydroxide (Zn(OH)$_2$): Zn(OH)$^+$; no conjugate base
    e) hydrobromic acid (HBr): no conjugate acid; Br$^-$
    f) nitrite ion (NO$_2$$^-$): nitrous acid (HNO$_2$); no conjugate base
    g) dihydrogen phosphate ion (H$_2$PO$_4$$^-$): phosphoric acid (H$_3$PO$_4$); biphosphate ion (HPO$_4$$^{2-}$)
3.
    a) A, E
    b) B, C
    c) A, B, C, E
    d) D
    e) No. Both acids and bases will conduct electricity.
4. Conjugate acids are underlined. Conjugate bases are in bold font.
    a) HCl + H$_2$O → H$_3$O + Cl$^-$
    b) HClO + H$_2$O → ClO$^-$ + H$_3$O
    c) CH$_3$CH$_2$NH$_2$ + H$_2$O → CH$_3$CH$_2$NH$_3$$^+$ + OH$^-$
5.
    a) strontium hydroxide: both
    b) butyllithium (C$_4$H$_9$Li): Brønsted-Lowry (reacts with protons to form C$_4$H$_{10}$ + Li)
    c) ammonia: Brønsted-Lowry
    d) potassium hydroxide: both
    e) potassium iodide: neither
6. No, pure water can still have a very minute amount of dissolved ions.
    H$_2$O + H$_2$O → H$_3$O$^+$ + OH$^-$
# General Chemistry/Properties of Matter

* Basic Properties of Matter
* Changes in Matter
* Classification of Matter
* Numbers Used to Describe Atoms
# General Engineering Introduction/Justification

Some projects must be justified for two reasons: it is unclear who the customer is or there is good evidence the customer may not change their lives to accept the fruit of the project. "Not yet illegal" projects have to approached from a very positive, well justified starting point.
For example, most student automobile related projects are hard to justify. Putting a DVD player in the dash board for one's father is not justification. The customer can not be a family member. This is a conflict of interest. The goal of an engineering project is to improve society or change the world; not benefit one's immediate family.
However an automobile project that tries to extend or change the information presented on the dashboard is a good project. A project that hacks the wireless communication in the car, that manages ECU configuration or the parses the OBD information is more easily justified.
Another example are airsoft or paintball projects. These are team sports that involve maintaining an arsenal of equipment. It is no different from any other support. And it has already evolved into robots shooting each other. The problem is that it is hard for a school to justify a project that requires engineers to work on guns .. even non-lethal guns. Insurance and political problems require very thorough justification. Justification can take a lot of time, require interviewing lots of people, taking surveys to prove need and creating long documents.
The justification need grows naturally out of a project. The exact nature of the justification can be very different from one project to the next.
# General Engineering Introduction/Notebooks/Drawing

Notebook drawings usually rewarded specifically in the notebook grading rubric in order to encourage them. Being able to sketch is an important asset of engineers. If you can do this, then do lots of it. Work your talent/gift.
Drawings can be stick figures. The best drawings look like a patent drawing. A patent drawing is an isometric or orthographic with circles and arrows pointing to features. You will get more points for more features. See the syllabus of your class for details.

## Function

The purpose of these details is function. Your drawing communicates form. Various functions can be imagined from the form, but only those specified in the drawing are protected by a patent. Someone can take your drawing, put circles with arrows pointing to the same spots and describe aa completely different function and get another patent.

## Context

Drawings have to be put in the context of the project. They have to be useful to the project. They need to push the project forward. Arbitrary, random, purposeless drawings will not be graded. An engineering notebook is not a sketch book.

## Setup

A GoingToDo triplet has to set up the drawing. The drawing will get more points if it is named and numbered. Numbering relates it to other drawings in the notebook. Naming an object enables a better conversation and sets the stage for file names, marketing .. it improves the engineering document.

## Followup

The best drawings have a description (in the GoingToDo Doing format) that is independent of the drawing. The goal is to talk about the drawing with out referring to it.
:Gillette made the first disposable razor. Before the razor, everyone sharpened knives to cut body hair. A razor is piece of metal that is thrown away rather than sharpened. The razor itself is mounted on a handle that is not thrown away. So the minimum parts are disposed of. New razors are purchased.

## Size

Make drawings only big enough to communicate the level of detail needed. Drawings too large reduce integrity and respect. Do not turn your engineering notebook into a sketch book. Purchase a sketch book for that purpose. Drawings too small make them difficult to interpret. Start small, and then make bigger drawings if necessary.

## Scanning

Do not plan on scanning your notebook either for the drawing or the English. If the drawing is important enough to appear in electronic documentation, draw it with an appropriate software package. Spend time learning new software packages on your own.

## Orthographic

Orthographic drawings are best done with software and documented electronically. Some would rather sketch an orthographic drawing in their notebook than draw an isometric. This is ok, but plan on drawing it twice.
# General Engineering Introduction/Philosophy
## Conscience

    The word "conscience" can be thought of as a blend of personal morals and society-forming instincts that are related to ethics.

## Ethics versus Morality

    Morals are not ethics. Morals are associated with a person. Ethics are associated with a group.

## Motto/Oaths

    Doctors -- "Do no Harm"
    Lawyers -- "Uphold the Law"
    Engineers -- "Create Standards"

## National Associations

    Doctors AMA
    Lawyers ABA
    Engineers National Academy of Engineering (NAE)
    Engineers National Association of Professional Engineers

## Certification

Doctors, Lawyers and Engineers take tests, go through trial periods or clinics and then possibly take another test. The exact details are determined by state law, not federal law. The AMA tracks state differences and administers licensing for doctors, the ABA for lawyers and the NCESS for engineers. Engineers typically take an FE test after their junior or senior years, work as an engineer for 3 or 4 years, and then take the PE test. PE tests are unique to the state and the field they are working in. After passing the PE test, engineers get a stamp, similar to a notary. About 1/3 of engineers end up in fields that are subject to state law and thus need to become PEs. The rest are working in fields that have no laws associated with them yet. The goal of the engineers working in new fields is to create standards and advocate for laws that expand engineering professionalism.

## Privileges/Benefits

Doctors, Lawyers and Engineers are given special privileges and benefits. In return, Doctors, Lawyers and Engineers have special responsibilities. The benefits can be grouped into:
    immunity from lawsuits ... AMA, ABA and NAE (and many other engineering societies) self police ... kick out bad members
    no capitalism ... freedom from competitive advertising/rate comparisons, freedom from anti-trust lawsuits
    freedom to innovate ... doctors innovate to improve societies health, lawyers innovate law interpretation which leads to new laws, engineers innovate to create a better standard of living

## Responsibilities

This is a service hierarchy. This means for example, if an engineer had to choose between saving lives and obeying the law, engineers save lives. If an engineer had to choose between making other engineers in the firm look good or themselves look good, they make other engineers look good. The individual engineer is last, not first.
    1 Public, Others, Customers
    2 The Law, Standards, Best Practice
    3 Engineering Profession
    4 Client
    5 Companies/Institutions/Engineering Firm
    6 Other engineers
    7 Individual Engineer
The role of an engineer after a disaster is to improve standards and best practice so that future disasters are prevented. Courts assign blame. Typically the client or the firm is responsible for the consequences, not the individual engineer.
Professional Engineers (PE's) review disasters and ethical issues in the context of the service hierarchy above and evolving standards.
# Introduction to 2D Linux Game Programming/Algorithms/Simple Software Transformations/The Zipped Code
### The Zipped Code

* The Zipped Source Code
# Introduction to 2D Linux Game Programming/Algorithms/Simple Software Transformations/The Helper Functions
### The Helper Functions

Rather than writing a function to print the 2D array of integers for every one of these simple examples, or manually ask for and validate input, these helper functions do the work for us. It also keeps the code cleaner, keeping the printing away from the algorithm we're showing.
# Introduction to ActionScript 2.0

Welcome to Introduction to ActionScript 2.0, a book on ActionScript 2.0 that anyone, including you, can edit!

## Table of contents

* Introduction
* Section I: The Bare Basics of ActionScript
** Variables and Data Type
** Operators
** Functions
** Properties and Methods
** Control Statements
** Event Handling
* Section II: The Building Blocks of a Flash Application
** Primitive Data Types
** Arrays
** MovieClips
** Date and Time
** Key and Mouse
** Dynamic Text
** Sounds
** Math Class
** Other Classes
* Section III: Object-Oriented Programming and Design
** Structure of a class
** Inheritance
** A practical example
* Section IV: Moving On to More Advanced Concepts
** Exception Handling
** Scope and Namespaces
** Packages and Interfaces
# Issues in Interdisciplinarity 2019-20/Power in the Ivy League
## Power in the Ivy League

Tentative Disciplines and Keywords:
Philosophy: Equality of opportunity, level-playing field, distributive justice, fairness, John Rawls
Economics: income disparity, first-generation, high tuition fee, (lack of) financial aid, bribery, funding, private donation, higher education as investment, mobility
Resources
Chetty, R., Friedman, J., Saez, E., Turner, N., & Yagan, D. (2017). Mobility Report Cards: The Role of Colleges in Intergenerational Mobility.doi:10.3386/w23618 (available at https://www.nber.org/papers/w23618.pdf and http://www.equality-of-opportunity.org/assets/documents/coll_mrc_slides.pdf)
"children whose parents are in the top 1% of the income distribution are 77 times more likely to attend an Ivy League college than those whose parents are in the bottom income quintile” - meaning the entry into ivy league schools are very difficult for low-income applicants
“children from low- and high-income families have similar earnings outcomes conditional on the college they attend, indicating that low-income students are not mismatched at selective colleges” - meaning that once a low-income student get into an ivy league school, they will have an equal chance to advance their income, just like their high-income counterparts. Rich and poor students benefit equally from an ivy league education.
“Rates of upper-tail (bottom quintile to top 1%) mobility are highest at elite colleges, such as Ivy League universities.”- In other words, ivy league schools are the ‘best chance’ where students can move up the social ladder BUT the schools that can best help low-income students become high-income graduates are accepting fewer and fewer students from poor families. since there is almost no growth in the students from families that are in the bottom 20%.
Admission scandal in the United States in 2019: https://www.nytimes.com/2019/03/12/us/college-admissions-cheating-scandal.html
The percentage of legacy admits doubles that of the African Americans at Princeton: http://www.dailyprincetonian.com/article/2019/04/the-problem-with-college-admissions-a-system-that-perpetuates-economic-inequality https://admission.princeton.edu/how-apply/admission-statistics
Statistics on the Ivies:https://www.nytimes.com/interactive/projects/college-mobility/princeton-university
Psychology: reputation, public and employer perception, job application, pressure, burn-out culture
Politics: soft power, divestment, protests, dynamics among players (students, faculty, higher administration, government)
Sociology: Legacy, racism, decolonization, under-representation, discrimination, K-12 schooling, inequality, alumni networks
# Issues in Interdisciplinarity 2019-20/Power of the Unconscious in Court Trials
## Introduction

The idea of the unconscious mind came up at the beginning of the twentieth century with the foundation of psychoanalysis by the scientist Sigmund Freud. He was the first to define it as the ‘reservoir of feelings, thoughts, urges, and memories outside of our conscious awareness’. He pointed out that this obscure part of the mind could justify, explain and dictate most of human behaviours stating that ‘the ego is not master in its own house’. Since then, many studies focused on the influence of the unconscious mind in decisions making. It is important to highlight that the decision making process being ‘the basic cognitive processes of human behaviors by which a preferred option or a course of actions is chosen from among a set of alternatives based on certain criteria’, is surely made unconsciously. Different criteria are taken into account by our brain in the complex process of decision making. These range from past experiences to the actual context of the situation, hence making decision-making a biased procedure. The aim of this wikibook is to explore the power and the influences of the unconscious mind within the judicial system centering our work around these questions : Are trial judgements fair ? Could we affirm that judgements are unconsciously biased ?
# Linux Networking/Traffic Shaper - Changing allowed bandwidth
## Traffic Shaper - Changing allowed bandwidth

The traffic shaper is a driver that creates new interface devices, those devices are traffic-limited in a user-defined way, they rely on physical network devices for actual transmission and can be used as outgoing routed for network traffic.
The shaper was introduced in Linux-2.1.15 and was backported to Linux-2.0.36 (it appeared in 2.0.36-pre-patch-2 distributed by Alan Cox, the author of the shaper device and maintainer of Linux-2.0).
The traffic shaper can only be compiled as a module and is configured by the shapecfg program with commands like the following:
The shaper device can only control the bandwidth of outgoing traffic, as packets are transmitted via the shaper only according to the routing tables; therefore, a ``route by source address functionality could help in limiting the overall bandwidth of specific hosts using a Linux router.
Linux-2.2 already has support for such routing, if you need it for Linux-2.0 please check the patch by Mike McLagan, at ftp.invlogic.com. Refer to Documentationnetworking/shaper.txt for further information about the shaper.
If you want to try out a (tentative) shaping for incoming packets, try out rshaper-1.01 (or newer), from ftp.systemy.it.