OpenLLM-France/wikimedia huggingface dataset:
# Abnormal Sexual Psychology/Voyeurism

Abnormal Sexual Psychology
* Preface   |   Contributors   |   Manual of Style   |   Warning to Readers   |   Further Reading
* DSM-IV Direct Quotation
* The material below is directly taken from the DSM-IV or the DSM-IV-TR and summarized for clarity. The material excludes the specific diagnostic texts, case summaries, and extended text of the entry, and is as short as possible. The DSM-IV is widely quoted and cited in this manner, and this usage falls under fair use.
* This Paraphilia is characterized by sexual fantasies, urges, or behaviors involving observing an unknowing and non-consenting person, usually unclothed and/or engaged in sexual activity, to produce sexual excitement.
* Diagnostic criteria for 302.82 Voyeurism
* A. Over a period of at least 6 months, recurrent, intense sexually arousing fantasies, sexual urges, or behaviors involving the act of observing an unsuspecting person who is naked, in the process of disrobing, or engaging in sexual activity.
* B. The person has acted on these urges, or the sexual urges or fantasies cause marked distress or interpersonal difficulty.
* Etiology
* There are different theories regarding this behavior. There is no one proven etiological cause.
* Treatment
* Treatment involves psychotherapy aimed at uncovering and working through the underlying cause of the behavior.
* Prognosis
* Prognosis is good although often there are other issues which may surface once the behaviors are extinguished. If this is the case, these issues must be worked through as well
* The material cited above comes from the DSM-IV-TR, ©1995-2006, American Psychiatric Publishing, Inc. The full text of the DSM-IV includes associated features, diagnostic tools based on culture, age, and gender features, prevalence, course, and familial pattern of mental disorders. It also covers diagnosis, treatment, and quality of care. The above cited material is a summary of a DSM-IV or DSM-IV-TR entry and should not be used for diagnostic purposes. The full text can be purchased here.
The DSM-IV has a rather broad definition of voyeurism that it recognizes as clinical in nature.
# Abnormal Sexual Psychology/Warning

Abnormal Sexual Psychology
* Preface   |   Contributors   |   Manual of Style   |   Warning to Readers   |   Further Reading
* Warning to Readers
* Abnormal Sexual Psychology (or ASP) covers paraphilia, which are unusual, dangerous, illegal or otherwise abnormal sexual attractions. The descriptions used in discussing these disorders are not censored. This may include graphic images of a highly sexual nature, discussions of topics that some may consider unpleasant such as necrophilia or pedophilia, and terminology which would be hard to explain to younger children.
* If you find something objectionable in this book, please do not remove it or comment to the editors or authors on it. The book is a study and text on objectionable actions and attractions, and commentary on the obvious is not constructive.
# Abstract Algebra/Authors

Authors:
* A. Mani
* Jaden Mathos
* Richard Campanha
* The Scarlet Letter
* Mathmensch
* Rgdboer
# Applied A-Level ICT/Unit 7

* Activity 1
* Activity 2
* Activity 3
* Activity 4
* Activity 5

## Tables

There should be 4 or 5 tables depending on the data model, named the following:
# American Revolution
## Table of Contents

* Introduction

### Reasons for Revolt

* The French and Indian War
* British Taxes

### The Cradle of the Revolution:Massachusetts

* Lexington and Concord
* Ticonderoga and Bunker Hill
* The Invasion of Canada
* Evacuation of Boston

### The New York and New Jersey Campaign

* The Declaration of Independence
* The British Attack New York
* American Retreat through New York and New Jersey
* The Battles of Trenton and Princeton

### The Campaigns of Saratoga and Philadelphia

* Saratoga Campaign
* Brandywine and Germantown
* Valley Forge
* French and European Aid to the Americans
* End of Fighting in the North

### The War Heads South

* Charleston and Camden
* Guilford Court House and Cowpens
* The Western Frontier
* Yorktown

### Peace

* Continued Fighting
* The Treaty of Paris

### Extra Information

* Authors
* Maps and Pictures
* People of the Revolution
* Battles
# American Revolution/Authors

If you wish to join as something more than that an occasional contributor, please add your name to this list, and what you will be doing to the right of your name.
Red4tribe-Original Author, leader of the project.
# American Revolution/Evacuation of Boston
## Fortification of Dorchester Heights

On July 3, George Washington arrived to take charge of the new Continental Army. Forces and supplies came in from as far away as Maryland. Trenches were built at the Dorchester Neck, and they were extended toward Boston. Washington reoccupied Bunker Hill and Breeds Hill without opposition. However, these activities had little effect on the British occupation.
Subsequently, in the winter of 1775–76, Henry Knox and his engineers used sledges to retrieve 60 tons of heavy artillery that had been captured at Fort Ticonderoga. Bringing them across the frozen Connecticut River, they arrived back at Cambridge on January 24, 1776. Weeks later, in an amazing feat of deception and mobility, Washington moved artillery and several thousand men overnight to occupy Dorchester Heights, overlooking Boston.
Since it was the middle of winter and the continental army was unable to dig into the frozen ground on Dorchester Heights, rather than entrenching themselves, Washington's men used logs, branches and anything else available to fortify the position overnight. General Gage observed that it would have taken his army weeks to build Washington's earth fort. The British fleet ceased to be an asset, because it was anchored in a shallow harbor with limited maneuverability, and the American guns on Dorchester Heights were aimed at the fleet.
Washington had hoped General William Howe and his troops would either flee or try to take the hill. At early morning on March 5, Washington rallied the troops by reminding them that it was the sixth anniversary of the Boston Massacre. Initially, Howe ordered an attack on the hill that would have probably been reminiscent of Bunker Hill. However, a snow storm quickly rolled in and halted any chance of a battle. By the time the storm had subsided, Howe's aides had convinced him of the folly of an outright attack.
He sent word to the colonists that the city would not be burned to the ground if they were allowed to leave unmolested. Finally, on March 17, the British forces departed Boston and headed to Halifax, Nova Scotia, taking many loyalists with them.
# American Revolution/People of the Revolution
## Kingdom of Great Britain

* Thomas Gage, Commander of the British forces in Boston.
# American Literature/Romanticism (1810-1861)

Peter B High in his book argues that "in the early part of the nineteenth century New York City was the center of American writing". He goes on to discuss Washington Irving and James Kirke Paulding, contrasting them with James Fenimore Cooper.
# American Revolution/Introduction

Hello and welcome to the Wikibook on the American Revolution! This book was created on June 30, 2008. The goal of this book is to give a detailed outline of the major events during the Revolution as well as provide information on the reasons and the people behind the Revolution.
# Adventist Youth Honors Answer Book/Arts and Crafts/Basketry

Basketry :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1937 |

## 1. Know the names of two countries where Rattan (cane) is grown.

Most (70%) of the world's rattan grows in Indonesia, distributed among Borneo, Celebes, Sumbawa islands. The rest of the world's supply comes from the Philippines, Sri Lanka, Malaysia and Bangladesh.

## 2. Explain how to treat pithcane (reed) before weaving.

Soak the Round Reed and Flat Oval Reed for 5 to 10 minutes in warm water. If reed becomes dry while you are weaving, re-soak or spray until pliable. Do not over soak your reed; it will become mushy.

## 3. What tools would you use for
### a. Cane basket making?

Sharp Knife Peg Pair of round-nosed pliers Awl Two Bodkins Rapping iron to tap down the wave on heavy cane work Cane seat weaver Note: A blunted chisel will do instead of the rapping iron, just wind a piece of tape around the end to protect the cane.

### b. Raffia or Indian basket making?
## 4. Define
### a. Weaver singeing

To singe baskets is a method of removing reed hairs from a basket after it is finished. Using a lighter or other small torch or flame, move the flame around the basket to singe or burn up hairs. Brush your hand over the sides of the basket to knock off the burnt hairs. Hold the flame above the basket so you do not blacken the basket. It is recommended that you wet or mist the basket prior to singeing, the hairs will dry first and this will lessen the chance of burning the basket itself.
# Adventist Youth Honors Answer Book/Arts and Crafts/Braiding

Braiding :
| Arts and Crafts General Conference See also Braiding - Advanced | Skill Level 1 |
| Arts and Crafts General Conference See also Braiding - Advanced | Year of Introduction: 1972 |

## 1. Make a three-strand braid, using hair, rope, or cord.

To make a three strand braid we start with the picture on the upper left, and proceed clockwise.
* Move the blue strand from the right to the center, bringing us to the second picture.
* Move the black strand from the left to the center, bringing us to the third picture.
* Move the red strand from the right to the center, bringing us to the fourth picture.
* Move the blue strand from the left to the center, bringing us to the fifth picture.
* Move the black strand from the right to the center, bringing us to the sixth picture.
* Move the red strand from the left to the center, bringing us to the seventh picture which has the strands in the same order as the first.
The sequence of left-to-center, right-to-center, left-to-center, right-to-center repeats until the braider reaches the end of the strands or decides to quit.

## 2. Make a zipper pull or a key chain using the four-strand round or square braid.

This is an easy project that does not take very much time. To start, you will need: a keyring or other ring/fastener, and two strands of gimp (flat, plastic string), each strand about 3–4 feet long.
Fold each strand in half and thread through the ring/fastener. Then begin braiding.
* Step 1: Cross over two strands that are opposite each other (see illustration).
* Step 2: Thread the cross-strands through: "over 1, under one".
* Step 3: Pull tight
Repeat until the zipper pull or key chain reaches the desired length (4-5 inches).

## 3. Make a four-strand hanger cover.

First, you must learn to do the four strand braid (not the round or square braid). The way to remember this is "under 2, over 1." Follow the illustration.
To make a hanger cover, just do this braid around the hanger.

## 4. Make a four-strand round braid lanyard.

Follow the instructions for a four-strand braid from requirement 3 above, starting with two 8–9 foot strands folded in half. At the end, start doing a square braid around the first part, forming a loop. This can be adjusted when you are done.

## 5. Know how to start and end all projects.

How to start or end depends on the material being braided.

### Starting
#### Rope, string, or lace

    Lay the ropes (or strings or laces) parallel to one another with the ends even and tie an overhand knot in the entire bundle.

#### Hair

    Bind the hair you wish to braid using an elastic band near the head. Divide into the desired number of equal-diameter strands.

#### Leather

    A wide leather strap can be cut into strips, but left intact near one end.

### Ending
#### Rope, string, or lace

    Tie the bundle into an overhand knot.

#### Hair

    Bind the braid with a rubber band or a decorative hair elastic.

#### Leather

    Glue the strands in place, rivet them to another piece, or firmly sandwich them between two other pieces of leather.
# Adventist Youth Honors Answer Book/Arts and Crafts/Braiding - Advanced

Braiding - Advanced :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1976 |

## 1. Have the Braiding Honor.

Instructions and tips for earning the Braiding honor can be found in the Arts and Crafts chapter.
# Arabic/Plan
## Phrase display

Provide the phrase/sentence/clause in arabetics:
ذهب الولد إلى المدرسة
Provide: Transliteration representing the phonemes: Dħahaba el waladu ilaà el madrasäti.
Transliteration representing newscast pronunciation: dħa-ha-bal-wa-la-du-i-lal-mad-ra-sa
Stopping pronunciation: dħa-hab al-wa-lad i-la al-mad-ra-sa
Non-stopping pronunciation: dħa-ha-bal-wa-lad-i-lal-mad-ra-sa-ti

## Book Divisions

* Alphabet
* Basic Words and Reading, Subject Pronouns, Possessive adjectives
* Sentence fragments, questions, and basic sentences
* More sentences, Verbs
* Vocab and Morphology
* Verbs in depth
Order:
* Nouns
* Adjectives
* Two-word equational sentences
* Two-word Sentence Fragments (Adding adjectives)
* Three-word equational sentences
* Relative Pronouns: haadhaa, haadhihii
* Question words: what, and "hal"
* Subject Pronouns: anâ, anta, anti
* Making a equational sentence negative: laisa
* Linking verbs: badaa,
* More Linking Verbs: sžaara, asžbahža صار, أصبح
* Past of to be:kaana, and Negative:
* Negation of past of to be: maa kaana ما كان, lam yakun لم يكن
* Verb: "dhahaba", and preposition "ilaa" (only "dhahaba", and "dhahabat")
* Names of places: madrasa, maktaba, maktab
* Possessive adjectives: my, our, his, her
* Coordinate conjunctions: and, but, or
* Genetive construction (إضافة)
* Preposition: fii في
* ka, and mithlu كـَ, مِثْل
* huwa, hiya هو, هي
Verbs
* to eat akala أكل
* to drink: sharaba شرب
* Introduce 1st Person perfect: ex. akaltu
* to arrive: jaa'a جاء
* to come: ataa أتى
* to run: jaraa جرى
# Arabic/Problem Informing

If you have a problem with any page in this book, there is something you can do. Here are some options.

## Inform the editors

The easiest thing you can do is:
** Click the "discussion" tab of that page
** Click the "edit this page" tab
** explain the problem, in the bottom of the large textbox
If you want to make a request start with "==User Request==" without the quotation marks. If you have a problem start with "==User: Problem==" without the quotation marks
** press the "Save page" button.

## Editing it yourself

If you know the problem, and know how to fix it. Click the "edit this page" tab, make changes, write what you did in the "Summary:" text box. Then click the "Save page" button.
# Arabic/Noun cases

Noun Cases exist in Arabic. This allows words to be moved around far more freely than English allows. So why would a language allow such movement of words? Well stylistic reasons of course. A person composing the sentence in their head might put the most important info at the beginning. It's all about style. Think about the following sentences: The dog jumped over the house. Jumped the dog over the house. Over the house, jumped the dog.
Notice that the first of those three sentences sounds like completely regular English. Now the other sentences have the words switched around, It doesn't sound like completely regular English, it sounds poetic, in a strange sort of way (It also sounds wrong). Now in Arabic this is done more often than English, because of habit. Arabic also does this (moves words around, keeping same meaning) more often than English because it can afford to without confusing Arabs, or changing the meaning. So how can Arabic do something with words in a sentence that English cannot, simple: noun cases.
Other languages are known for noun-cases, but Arabic uses them in the simplest way. Arabic noun-cases are indicated by vowels Dammah, fatHah, kasrah, and their doubled counterparts (collectively called "tanween"). These marks go at the end of a noun, and are rarely indicated in writing (except for the Quran, and children's books).
Even though Arabic allows more free word order, It is not completely free. There are limits and there is a default way words go in sentences. Most deviation happens in poetry.
What is important is to learn how to recognize noun cases to help get the meaning of the sentence.
Nominative- ُ ٌ Accusative- َ ً Genitive-ِ ٍ
# Arabic/Parts of speech

There are three parts of speech in the Arabic language:
- Nouns أَسمَاءٌ
- Verbs أَفعَالٌ
- Particles حُرُوفٌ

## Nouns أَسمَاءٌ

Nouns are words that are not affected by tense. Nouns include, in addition to what is typically considered a noun, adjectives and adverbs. Nouns generally have three elements: the word الكَلِمَةٌ, the i3raab اَلإِعرَابُ, and the tanween اَلتَنوِينُ. The actual noun is the biggest element and denotes the meaning of the noun. The i3raab gives the grammatical case of the noun. It is the final vowel in the noun. This will be further explained in future lessons. And finally, the tanween is the indefinite article.
Examples:
| English | A book | A pen |
| Arabic | كِتَابٌ | قَلَمٌ |
The noun (كِتَابٌ) is comprised of the three elements.
1- كِتَاب
2- ُ
3- Tanween
The first element is the actual noun. This is the element that gives the meaning of “book.” The second element, اَلإِعرَابُ, is the vowel ُ in the end of the actual noun. Generally, the vowel is ُ but can also be َ or ِ, depending on the grammatical case. The last element is the tanween. Orthographically, the tanween is part of the i3rab. It is a dent in ُ to make it ٌ. Notice that these two are different. The i3rab and tanween will become more important in the following lessons. For now, it is important to recognize them as separate entities. The i3rab and tanween complex can have three main types: ٌ, ً, and ٍ. They have the sounds -un, -an, and -in respectively. The tanween is removed when adding the definite article, which will be explained in the next lesson.

## Verbs أَفعَالٌ

Verbs are words that are affected by tense. There are three main tenses in the Arabic language. The past tense اَلمَاضِيُ that describes the past. The present اَلمُضَارِعُ that describes the present and the future. The imperative tense اَلأَمرُ which describes the imperative verbs. Notice that the future tense is part of the present. The word اَلمُضَارِعُ actually means present and future, though there is no word to describe it in English.
| Tense | Verb | English |
| Past | كَتَبَ | (He) wrote |
| Present Future | يَكتُبُ سَيَكتُبُ | (He) writes (He) will write |
| Imperative | اُكتُب | Write! (masculine) |
Note that the verbs also have an i3raab. As you can see, the i3raab changes depending on the tense. It can also change in other circumstances. The verbs do not have a tanween, as they cannot be undefined.

## Particles حُرُوفٌ

A particle is any speech that is not a word. Particles do not have meaning on their own. An example of a particle in English is the preposition “in.” When said, it does not have a meaning except when it is combined with a word, as in “in the book.” There are various types of particles and they will be introduced as needed.
# Arabic/Reading Arabic

Like many other semitic languages such as Hebrew, Arabic is read from right to left. Aside from that one unusual bit, you will be surprised how quickly you can learn to read it.
Arabic letters that sound like English: :
| Letter | Name | Sounds like | as in |
| أ | 'alif | a | cat |
| ب | bâ | b | banana |
| ت | tâ | t | table |
| ج | jîm | j | jam |
| ن | nûn | n | name |
| و | wâw | w | wind |
| ل | lâm | l | lesson |
Now let's try these words:
# Exercise 1

* ذاكَ كَبيرُ.
* تاكَ جَميلُ.
* هَذا قَبيحُ.
* ذَلِكَ جَيِّدُ.
* تِلكَ قَبيحةُ.
* تِلكَ جَيِّدةُ.
* تاكَ جَميلةُ.
* هَذا رَخيصُ.
* ذَلِكَ غالِ.
* تِلكَ رَخيصةُ.
* هَذا كَبيرُ.
* تِلكَ غالِيةُ.
ا

# Key

2. That is pretty. 4. That is good. 6. That is good. 8. This is cheap. 10. That is cheap. 12. That is expensive.
# Arabic/Professions

       مُهَندِس/مُهَندِسَة mu-han-dis/a
       مُدَرِّس/مُدَرِّسة mu-dar-ris/a (مُعَلِّم/مُعَلِّمة mu'-al-lim/a)
       طَبيب/طَبيبة Ta-beeb/a
       كاتِب/كاتِبة ka-tib/a
       مُحامي/مُحامية mu-Haa-mee/a
       مُمَثِّل/مُمَثِّلة mu-math-thel/a
       وَِزير/وَزيرة wa-zeer/a
# Adventist Youth Honors Answer Book/Edible Wild Plants/Blueberry

Blueberry :
* Description: Blueberries are shrubs varying in size from 10 cm tall to 4 m tall; the smaller species are known as "lowbush blueberries", and the larger species as "highbush blueberries". The leaves can be either deciduous or evergreen, ovate to lanceolate, and from 1-8 cm long and 0.5-3.5 cm broad. The flowers are bell-shaped, white, pale pink or red, sometimes tinged greenish. The fruit is a berry 5-16 mm diameter with a flared "crown" at the end; they are pale greenish at first, then reddish-purple, and finally turn blue or dark purple on ripening. They have a sweet taste when mature, with variable acidity.
* Where found: Native to North America and eastern Asia.
* Availability: The blueberry season typically runs from May to October, peaking in July
* Use: Blueberries are used in jellies, jams, and pies, baked into muffins, and are an ingredient of many other snacks and delicacies.
# Adventist Youth Honors Answer Book/Ecology quotations
## Spirit of Prophecy

This text is one possibility:
    Through the influence of Jezebel and her impious priests, the people were taught that the idol gods that had been set up were deities, ruling by their mystic power the elements of earth, fire, and water. All the bounties of heaven--the running brooks, the streams of living water, the gentle dew, the showers of rain which refreshed the earth and caused the fields to bring forth abundantly--were ascribed to the favor of Baal and Ashtoreth, instead of to the Giver of every good and perfect gift. The people forgot that the hills and valleys, the streams and fountains, were in the hand of the living God, that He controlled the sun, the clouds of heaven, and all the powers of nature. - Conflict and Courage, page 198
Another excellent text is chapter 2 of Patriarchs and Prophets, which describes how Adam was given dominion over the newly created Earth.

## Bible

Psalm 8 asserts that God has put man in charge of the Earth:
    $^{6}$You have made him to have dominion over the works of Your hands;
       You have put all things under his feet,
    $^{7}$All sheep and oxen—
       Even the beasts of the field,
    $^{8}$The birds of the air,
       And the fish of the sea
       That pass through the paths of the seas. - NKJV
If He has put Man in charge of these things, then Man is responsible for their well-being.
# Adventist Youth Honors Answer Book/Edible Wild Plants/Chicory

Chicory :
* Description: Chicory is a spindly plant with purple (though sometimes pink or white) flowers. The petals are narrow, notched at the tips, and numerous. The flowers fold up in the afternoon, opening again in the morning.
* Where found: Originating from Europe, it was naturalized in North America, where it has become a widespread roadside weed.
* Availability: Early spring (leaves), Fall to Spring (roots)
* Use: The roots are washed, roasted, ground, and brewed as a coffee substitute (use 1.5 tsp per cup of water). In the spring the white, underground portion of the leaves are an excellent addition to salads, and the green above-ground portions can be boiled and eaten as greens.
# Adventist Youth Honors Answer Book/Edible Wild Plants/Clover

Clover :
* Where found: Found worldwide in fields and yards
* Availability: Spring, Summer, Fall
* Use: The flowers can be eaten raw, added to salads, boiled in soups, or dried and ground to flour. They can also be used to make fritters. Red clover is shown here, but white clover is just as good (but a little smaller, so it takes more work to collect). The leaves and stems are also edible in salads or as greens.