OpenLLM-France/wikimedia huggingface dataset:
# Advanced Interactive Media/Design Team/Meet the Team
## Meet the Team

* Natalie Sullivan hails from the great state of Texas and the grand city of Victoria. She comes from a background in design, and is hoping to continue to pursue it in the future.
* Jonathan Coussens is a homegrown boy from Tulsa, OK. He runs track at ORU and is involved in campus life. He also has his own media company Simple Productions
* Nichole Beacham is originally from Orlando. Nichole volunteers and is actively involved at her local church and in the media department there.
* Natasha Johnson is from Dallas, Texas. Her passion consists of one thing: NASCAR. She has been a part of nationally televised and syndicated shows.
# Advanced Interactive Media/Design Team/Other Topics

Design Template Dimensions for College Weekend Recruiting Project:
* Touch Screen - 1024 x 768
* Cylinder Screens - 1024 x 400
* Director Screen - 2048 x 768 (Touch Screen Template next to Cylinder Screen Template)
* Oval Screen - 1024 x 768
# Advanced Interactive Media/Design Team/Marketing Approach
## Marketing Approach

This is to help with interaction with possible students:
1. Myspace page for Potential MMI Students 2. Facebook Group
   * These social networks are huge with all ages right now.
3. Unique packaging of our product 4. Emails and direct mail (registrar help?) 5. TV - maybe a 30 sec. TV spot to run with the other College Weekend spots on KGEB, Hour of Healing, and Make your Day Count 6. VISUALS - Have the goods, i.e. camera, audio board, etc. in the pit for the college weekenders to see. This will draw them downstairs for a tour. 7. Customize the mailings and packaging
   * Have our information packaged in a box that resembles a camera, film canister, or a DVD case. Have our label on the case and when they open it it has our information inside, a colorful brochure, maybe something like an interactive DVD, CD, etc. Possibly some of our projects from TV intro up through the Institute classes. Give them an idea what they will be doing.
8. It’s important to contact them prior to the weekend. Maybe 2-3 times before college weekend. Especially within 2 months before College Weekend. Start in summer and express our interest in them!! SEE MARKETING SCHEDULE. 9. Have something ready for them when they arrive with their name and information on it. Singling them out makes the feel welcomed and special!!

## Marketing Schedule

April
* Finish all projects
* Spring College weekend
* College Recruiting
* Push Myspace and Facebook setup
May
* Begin Summer Break
* College recruiting
* Push Myspace and Facebook setup
June
* High School out for Summer
* College recruiting
* Push Myspace and Facebook setup
July
* College recruiting
* Direct Mail about ORU and MMI
* Push Myspace and Facebook setup
August
* Return to school
* New MMI- tell about project
* Email potential MMI people
* Push Myspace and Facebook setup
September
* Push Myspace and Facebook setup
* Organization is key
* Get new MMI involved
October
* Push Myspace and Facebook setup
* Direct Mail again-Reminder to sign up for college weekend
* Email again-Reminder
* Begin set-up at end of month for the screens, etc.?
November
* Push Myspace and Facebook setup
* Final Email Reminder
* Set-up complete
* Fall College weekend
* Hand out materials at College Weekend
* FOLLOW-UP throughout the year
# Advanced Interactive Media/Design Team/Team Members

Team Manager/Leader: Natalie Sullivan
Nichole Beacham- Focus group, Design
Jonathan Cussens- Design
Natasha W. Johnson-Marketing
# Advanced Interactive Media/Designing Media -- Impacting Your Audience beyond the Eye
## Color Design

When designing a concept for a media project, there are many things to be aware of. As it is important to keep the audience interested in the product visually and as it relates to sound, the color palette and the choice of soundtrack will be affecting the audience in other ways as well. For example, color can easily suppress appetites, make the body physically weaker, and help in creating a positive or negative impression of a product. Colormaters.com reported that the human eye can see 7,000,000 colors, some of which can strain the eyes. Certain colors and color relationships can also be eye irritants, cause headaches, and cause mayhem with human vision. Other colors and color combinations are soothing. Consequently, the appropriate use of color can maximize productivity, minimize visual fatigue, and relax the whole body.

## Sound Design

As interactivity develops, greater demands are made on different facets of the whole that were never made before. On such area is that of audio. As technology has developed, the ear of the audience has become more and more critical. From the days of “Vitaphone” in the first “talkies” to today’s Dolby 7.1 Surround Sound, creating believable audio to go along with the visual aspect has been a top priority. For the cinematic pioneers, the goal was keeping the audio in sync with the film. Now, the goal is proper recording and mixing of ADR, Foley, music, and other audio elements. As interactivity develops, realism becomes more and more the chief goal. It is very likely that audio recording and playback will begin to focus on binaural quality as media becomes more immersive. We desire to hear audio in media just as we hear audio in the world around us. And why not? If media becomes more like the real world, shouldn’t audio be at least equivalent to that? Our focus in research and development in years to come should be on making sound design modeled after the real world, because media is becoming a very real, very integrated part of our world.
# Advanced Interactive Media/Design Team/Goals and Description
## Goals and Description

The role of the Design Team in the Multimedia Recruiting Project is one of the most essential and vital roles of all the teams. They are in charge of designing the look and style of all the elements of the project. They are developing design strategies and screen templates for the video and interactive teams as well as shooting VR's. They design the marketing materials and are striving to hit on alternative advertising. They will create innovative and creative electronic and print materials. They will form a focus group of high school students from the Tulsa area in order to understand the target market more in depth.
The team's goal and objective is to make the project appealing to the target market. Our vision is for not only the design be accepted and enjoyed by the target market, but also create a memorable experience that will make an impression on potential students. They understand the position of influence they have with their audience. They see beyond the design into the possibility that they have to help potential students realize a purpose for their life.
# A-level Accounting

This book is for students studying OCR A-level Accounting. It is designed to be used as an aid to understanding and revising the content needed for the four examinations.

## AS level

* F011: Accounting Principles
** Introduction to Accounting Principles
** The Trial Balance
** Accounting Concepts
** Classification of Expenditure
** Changing Asset Values
** Adjustments
** Final Accounts
* F012: Accounting Applications
** The Journal
** Correction of Errors
** Control Accounts
** Accounting Adjustments and Statements
** Organisations
** Final Accounts: Sole Trader
** Final Accounts: Partnership
** Final Accounts: Clubs and Societies
** Analysis and Evaluation of Accounting Statements
** Introduction to Budgeting
** ICT in Accounting
# A-level Applied Science

The British exam board AQA offers an A-level in Applied Science. There is as yet no textbook published. This is an attempt to rectify the matter.
Please contribute any material you want. This is a multi-author, open project; but you can contact Ewen if there is anything you would like to add but you are not sure how to do it, or if you have any suggestions.

## Contents

* Course Structure and Assessment

### AS Units

* 01 Investigating Science at Work
* 02 Energy Transfer Systems
* 03 Finding out about Substances
* 04 Food Science and Technology
* 05 Choosing and Using Materials
* 06 Synthesising Organic Compounds

### A2 Units

* 07 Planning and Carrying out a Scientific Investigation
* 08 Medical Physics
* 09 Sports Science
* 10 Physics of Performance Effects
* 11 Controlling Chemical Processes
* 12 The Actions and Development of Medicines
* 13 Colour Chemistry
* 14 The Healthy Body
* 15 The Role of the Pathology Service
* 16 Ecology, Conservation and Recycling

## Resources

Definitive details from the AQA website.
* Teachers' guide, FAQ and other resources from AQA.
* Resources from the shareIT website.
* Resources for OCR version of the course, some of which are identical to AQA's
* ↑ 4Science are offering some materials and developing more - see 4science website
# A-Level Maths & Further Maths
## Introduction

This book covers both A-Level Mathematics and Further Mathematics. It is separated by content and topics, rather than by different exam boards.
The A-Level Mathematics and Further Mathematics specifications were updated following reforms in the UK for GCE A-Level examinations. This new book is to cover all the changes in content and compile information from the previous wikibook that makes references to older specifications (specifically 2013 and earlier). The new specifications are linear and replaced module-based A-Levels. The first exams of the current specification were in 2017.
The majority of core content is set by the UK Department for Education and is assessed by exam boards, all of which add various amounts of additional content to exams. The current exam boards are AQA, Edexcel, OCR, OCR (MEI), CCEA, WJEC and CIE.

## List of Topics

A-Level Mathematics :
| Topic | AQA | Edexcel | OCR |
| A-Level Maths & Further Maths/Algebraic Expressions | ✓ | ✓ | ✓ |
A-Level Further Mathematics :
| Topic | AQA | Edexcel | OCR | OCR B (MEI) | CIE |
# A-Level Maths & Further Maths/Algebraic Expressions
### Fractions

Fractions are something that you should be comfortable using at this level, and should be second nature. Recall that ${\frac {a+b+c}{x}}={\frac {a}{x}}+{\frac {b}{x}}+{\frac {c}{x}}$ is true, but in general ${\frac {x}{a+b}}\neq {\frac {x}{a}}+{\frac {x}{b}}$. It should also be reminded that the denominator cannot be zero.

### Factorising Expressions

A factor is a number or variable that appears in multiple parts of an expression; it can be 'taken out' to help simplify an expression. For example, $ax+ay$ has a factor of $a$, so the expression can be simplified to $a(x+y)$.

### Expanding Expressions

Expanding expressions basically reverses factorising. It is easy to make a mistake when expanding brackets, so care should be taken. A common example is $(x+y)^{2}=x^{2}+y^{2}+2xy$, where many students make the mistake of suggesting it is $x^{2}+y^{2}$. Another important one to remember is the difference of two squares: $x^{2}-y^{2}=(x+y)(x-y)$.

### Indices

There are some basic rules to remember when working with indices:
$a^{1}=a$
$a^{0}=1$
$a^{m}\cdot a^{n}=a^{m+n}$
$a^{m}/a^{n}=a^{m-n}$
$(a^{m})^{n}=a^{m\cdot n}$
$a^{1/n}={\sqrt[{n}]{a}}$
$a^{-m}={\frac {1}{a^{m}}}$
These will be revisited when looking at logarithms.

### Surds

Surds are expressions involving square roots. Like indices, the basic rules are:
${\sqrt {ab}}={\sqrt {a}}{\sqrt {b}}$
${\sqrt {\frac {a}{b}}}={\frac {\sqrt {a}}{\sqrt {b}}}$
$a={\sqrt {a^{2}}}={\sqrt {a}}{\sqrt {a}}$
$a-b=({\sqrt {a}}+{\sqrt {b}})({\sqrt {a}}-{\sqrt {b}})$

### Rationalising the Denominator

By definition, square roots are irrational. This makes them difficult to work with, especially when they are in the denominator of a fraction, when trying to simplify expressions. To help with this, we use the process of 'rationalising the denominator'. To do so, we multiply the numerator and denominator by the same number, as ${\frac {a}{a}}=1$, so we avoid changing the value of the fraction, but still change the numbers we are working with.

#### Example

To rationalise ${\frac {2+{\sqrt {3}}}{\sqrt {6}}}$ the full working out would be
${\frac {2+{\sqrt {3}}}{\sqrt {6}}}={\frac {2+{\sqrt {3}}}{\sqrt {6}}}\times {\frac {\sqrt {6}}{\sqrt {6}}}={\frac {2{\sqrt {6}}+{\sqrt {3}}{\sqrt {6}}}{{\sqrt {6}}{\sqrt {6}}}}={\frac {2{\sqrt {6}}+3{\sqrt {2}}}{6}}$.
# A-Level Maths & Further Maths/Polynomials

Polynomials are expressions involving powers of a term, often x, where the power is two or more. A power of 1 would be a linear expression, and zero would make it a constant (just 1). They should become easier to understand as you work through them.

### Quadratics

Quadratics should be a familiar term from GCSE learning. Quadratic equations are algebraic equations which involve a squared term, and often a linear and constant term.
The first skill you need to have is to factorise quadratics. An example of the method to do so is below.

#### Example

Factorise $x^{2}+6x+8$. If you can recall from GCSE, you may look for two numbers that add together to make 6, and multiply to make 8. If you thought of 4 and 2, you would be correct. This method works for all quadratics where the coefficient of x$^2$ is one, such as $x^{2}+42x+377$. You just need to find the two factors, then split the x term, and factorise the first and last two terms, as below.
${\begin{aligned}x^{2}+42x+377&=x^{2}+13x+29x+377\\&=x\cdot (x+13)+29\cdot (x+13)\\&=(x+13)\cdot (x+29)\end{aligned}}$
What about when the coefficient isn't one? You may be able to take the coefficient out as a factor of the whole expression. If not, split the middle term and try to factorise; while this gets harder with bigger coefficients, it will always work, and you'll get better with more practise.
# Annotations to James Joyce's Ulysses/Circe/439
## Annotations

Prima facie (Latin) On the face of it. Prima facie is a legal term implying that the facts of the case are sufficiently clear to be accepted without proof unless evidence to the contrary is shown. The solicitor J. J. O'Molloy is arguing that there was clearly and indisputably no attempt on Bloom's part to have carnal knowledge of Mary O'Driscoll.
# Annotations to James Joyce's Ulysses/Ithaca/668
## Annotations

Semper paratus (Latin) Always ready. This is the motto of several families, including Armitage, Clifford, Constable, Dallas, Hopkinson, Johnstone, Knowles, Leckey, Mounsey, Phillpotts, Roydes, Stewart, Upton, Usticke, Welles and Wells. Of these only Clifford is relevant to Bloom's life, and that is probably only a coincidence.
L. L. D. honoris causa (Latin) Doctor of Laws for the sake of the honour. That is to say, Bloom imagines that he has been conferred with an honorary doctorate. LL. D. is an abbreviation for the Latin Legum Doctor (Doctor of Laws), the double L referring to Canon Law and Civil Law.

## References

* ↑ Gifford (1988) 591. Thornton (1968) 476.
* ↑ Gifford (1988) 591.
# Additional Aspects

The simplistic view on elasticity presented in this section is useful in many ways. It should be noted however, that it is incomplete. The chapter Continuum Mechanics presents a theory of how 2D and 3D stress and strain fields interact. Moreover, the material property $E$, may be influenced by several factors, including: temperature, aging and rate of deformation. Therefore, keep in mind that there is more to come on this subject later on in the book.
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials/Measures/Plasticity

* Introduction
* 1D Stress
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials

* Introduction
* Measures
* Materials Science
* Typical Engineering Materials

# Introduction

The physical nature of engineering materials can be described by a set of measurable properties. This chapter defines these measures and discusses their implications in a broad sense. It also covers Material Science, i.e. the science of producing materials with intended properties, and outlines different types of engineering materials and their characteristic qualities. Later in the book, some of these matters will be further investigated by the powerful theories of Continuum Mechanics, FEM etc., which will bring a much more potent and general understanding of solid materials.
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials/Measures

* Introduction
* Elasticity
* Plasticity
* Ductility
* Hardness
* Resilience

# Introduction

This section covers both qualitative and quantifiable physical properties of solids.
A viable knowledge of mechanical engineering rests on a basic understanding of engineering materials; and the behavior of such materials is the empirical foundation upon which the entire science of solid mechanics is built. Although this is the very beginning, a basin of information is presented that facilitate powerful and sophisticated reasoning by even the simplest means.
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials/Measures/Ductility

A material's capacity to endure plastic deformation without breaking is called ductility. Mild steel, copper and gold are all examples of ductile materials.
The picture to the left displays a test specimen which has undergone a ductile failure during tensile load.
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials/Measures/Elasticity/Tensile Testing
## Tensile Testing

Young's modulus can be measured by tensile testing of specimens such as the one in the picture below.
Equation (1) gives
Although, the procedure may seem perfectly straight forward at a glimpse, there are certain things that should be noted. Firstly,... Continue here
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials/Typical Engineering Materials

* Metals
* Non-metals
# Advanced Structural Analysis/Part I - Theory/General Properties of Materials/Measures/Plasticity/1D Stress

* Introduction
* Definition of Yielding
* Repetitive Tensile Loading
* Repetitive Compressive Loading
* Reversed Loading
# Ada Programming/Attributes/'Reduce
## Description

This attribute represents a reduction expression, and is in the form of a reduction_attribute_reference.
# Ada Programming/Attributes/'Range Length
## Description

typ'Range_Length for any discrete type yields the number of values represented by the subtype (zero for a null range). The result is static for static subtypes. Range_Length applied to the index subtype of a one dimensional array always gives the same result as Length applied to the array itself.
# Ada Programming/Attributes/'Preelaborate Initialization
## Description

Returns whether the type of S has preelaborable initialization.
For a nonformal composite subtype S declared within the visible part of a package or a generic package, or a generic formal private subtype or formal derived subtype:
This attribute is of Boolean type, and its value reflects whether the type of S has preelaborable initialization.
# Ada Programming/Attributes/'Preelaborable Initialization
## Description

Returns whether the type of S has preelaborable initialization.
# Ada Programming/Attributes/'Priority
## Description

Returns the priority of P.
Denotes a non-aliased component of the protected object P. This component is of type System.Any_Priority and its value is the priority of P. P'Priority denotes a variable if and only if P denotes a variable. A reference to this attribute shall appear only within the body of P.
# Ada Programming/Attributes/'Ref
## Description

’REF denotes the effective address of the first of the storage units allocated to the object. ’REF is not supported for a package, task unit or entry. The two forms for this attribute are X’REF and SYSTEM.ADDRESS’REF(N). Only use X’REF in machine code procedures. Use SYSTEM.ADDRESS’REF(N) anywhere to convert an integer expression to an address.

#### X’REF

The attribute generates a reference to the entity to which it is applied. In X’REF, X must be either a constant, variable, procedure, function, or label. The attribute returns a value of the type MACHINE_CODE.OPERAND. Only use it to designate an operand in a code-statement. Precede the instruction generated by the code-statement in which the attribute occurs by additional instructions needed to facilitate the reference, such as loading a base register. If the declarative section of the procedure contains pragma IMPLICIT_CODE (OFF), a warning generates if additional code is required.

#### SYSTEM.ADDRESS’REF(N)

The effect of this attribute is similar to the effect of an unchecked conversion from integer to address. However, use SYSTEM.ADDRESS’REF(N) instead in the following listed circumstances. In these circumstances, N must be static. In SYSTEM.ADDRESS’REF(N), SYSTEM.ADDRESS must be type SYSTEM.ADDRESS. N must be an expression of type UNIVERSAL_INTEGER. The attribute returns a value of type SYSTEM.ADDRESS, which represents the address designated by N.
* With any of the runtime configuration packages: Use of unchecked conversion in an address clause requires the generation of elaboration code, but the configuration packages are not elaborated.
* In any instance where N is greater than INTEGER’LAST: Such values are required in address clauses that reference the upper portion of memory. To use unchecked conversion in these instances requires the expression be given as a negative integer.
* To place an object at an address, use ’REF.

## Example

In the following example, the integer_value converts to an address for use in the address representation clause. The form avoids UNCHECKED_CONVERSION and is useful for 32-bit unsigned addresses.
# Ada Programming/Attributes/'Range
## Description

The meaning of the attribute depends on the meaning of the prefix X.
If X is a scalar subtype, X'Range represents the range of valid values for that subtype, i.e. it is the same as the subtype itself.
If X is a constrained array subtype or an array object, X'Range denotes the index range of X.
In any case, X'Range is equivalent to X'First .. X'Last, but X is only evaluated once.
If X is multidimensional, the attribute needs a static parameter N to identify the N-th index; 'Range (1) is the same as 'Range.
X'Range (N) is equivalent to X'First(N) .. X'Last(N), but X is only evaluated once.

## See also
### Wikibook

* Ada Programming

### Ada Reference Manual

* 13.3 Operational and Representation Attributes (Annotated)
* Annex K Language-Defined Attributes (Annotated)
# Ada Programming/Attributes/'Read
## Description

Reads the value of X from Stream.
# Ada Programming/Attributes/'Put Image
## Description

Writes an image of the value of X.
# Adventist Adventurer Awards and Answers/Reading III

* Reading III
* Builder

## External Resources

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Reading IV

* Reading IV
* Helping Hand

## External Resources

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Reporter

* Reporter
* Helping Hand

## Name some reporters in the Bible and tell what they reported

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/President's Challenge Award

* President's Challenge Award
* Special Award Patches
The President's Challenge website offers three awards for students who meet the program qualifications:
    Download the whole program for children 6 to 17 years old → Get Fit and Be Active!

## The Presidential Physical Fitness Award

This award recognizes students who achieve an outstanding level of physical fitness. Boys and girls who score at or above the 85th percentile (based on the 1985 School Population Fitness Survey) on all five events are eligible for this award.

## The National Physical Fitness Award

Students who score above the 50th percentile on all five events - demonstrating a basic, yet challenging, level of physical fitness are eligible for this award.

## The Participant Physical Fitness Award

Students whose scores fall below the 50th percentile on one or more events receive this award for taking part in all five events of the Physical Fitness Test

## External Resources

President's Challenge - The President's Challenge Physical Activity and Fitness Program