OpenLLM-France/wikimedia huggingface dataset:
# Pinyin/Gas

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Gas is one of the four fundamental states of matter (the others being solid, liquid, and plasma).
qihtii shih wuhzhih d 4-zhoong jibeen xirngtaih zhiyi (qirta shih guhtii, yehtii, her deenglirziitii).
Gas is a particular type of gas or mixture of gases used as fuel for heating and cooking.
qihtii rarnliaoh shih 1-zhoong tehdihng huoh huhnher qihtii, yohnglair gongnuaan her zhuushir.
Gas is a liquid obtained from petroleum, used as fuel in car engines, etc.
qihyour shih lairzih shiryour d yehtii, yohngzuoh qihche engine rarnliaoh, deeng.
# Solar System/Saturn

Saturn is the sixth planet from the Sun and is the second largest planet (after Jupiter), with a diameter of 120536 kilometers (9.4 times that of Earth). Saturn is known for its spectacular rings, which can be clearly seen with a home telescope of modest size. Saturn is one of the four gas giants. Even though Saturn is much more massive than Earth, if it had a solid surface and you stood on it you would weigh only 6% more than you do on Earth. This is because you would be standing much farther from the center of the planet than you do on Earth.

## Orbit

Saturn orbits the Sun in 29.46 Earth-years, with an orbital eccentricity of 0.05 and an average distance from the Sun of 9.54 AU (Earth-Sun distances).

## Rotation

Saturn rotates prograde (in the direction of its path around the Sun) once every 10 hours 14 minutes, with an axial tilt of 25.33°.

## Physical characteristics

Saturn is the only planet that is less dense than water—in fact its density is just 0.69 that of water.

## Satellites
### Titan

Titan is the second largest moon in the solar system and has a diameter over 5% greater than that of the planet Mercury. It is the only planetary moon that has a thick atmosphere made of nitrogen. Titan has lakes made of liquid methane.
By 7.8 billion years in the future, when Sun will become a red giant star, Titan will become habitable.
* Titan in true color.
* Haze from the atmosphere of Titan.
* Image from the surface of Titan, taken by the probe Huygens.
* Diagram of Titan.

### Mimas

* Mimas
* Crater on Mimas

### Enceladus

* Enceladus
* Close up
* Terrain close up
* Plumes of Enceladus
* Orbit of Enceladus

### Tethys

* Tethys
# Solar System/Neptune

Neptune is the farthest of the eight planets from the Sun and is the fourth largest, with a diameter of 49572 kilometers (3.9 times that of Earth). It is one of the four gas giants. If Neptune had a solid surface and you stood on it, you would weigh 12% more than you do on Earth.

## Orbit

Neptune orbits the sun once every 164.79 Earth-years, at an average distance of 30.06 AU (Earth-Sun distances) and with an orbital eccentricity of 0.010, making its orbit more nearly circular than that of any other planet except Venus. Neptune is so far away from the Sun that light from the Sun takes an average of 4 hours 10 minutes 25 seconds to get to Neptune.

## Rotation

Neptune rotates about its axis prograde (in the direction of its solar orbit) once every 16 hours 6.5 minutes, at an axial tilt of 28.31°.
# Solar System/Trans-Neptunian objects

Trans-Neptunian objects, as their name suggests, are objects in the solar system that are farther from the Sun than the outermost planet, Neptune. The most famous of these, and the first discovered, is Pluto. Any trans-Neptunian dwarf planet is called a plutoid. Pluto is in the Kuiper belt of objects that begins immediately beyond the orbit of Neptune. Overlapping and beyond the Kuiper belt is the scattered disc, and far beyond the Kuiper belt is the Oort cloud. The Kuiper Belt is the source of short-period comets, and the Oort Cloud is the source of long-period comets.
Pluto, a dwarf planet in the Kuiper belt
Makemake, a dwarf planet in the Kuiper Belt
Haumea, a dwarf planet in the Kuiper Belt
Eris, a dwarf planet in the scattered disc
Sedna, a dwarf planet in the scattered disc or the Oort Cloud
# Solar System/Meteorites
## Physical characteristics

Most meteorites are very small in relative size to Earth, most of them are about the size of a giant rock or on other words: far too small to be planets, just like comets and asteroids, this bodies due to self gravitation are not round so most of them look like a potato with many holes on its surface.
# Solar System/Moon
## Size

The Moon's diameter is 3476 kilometers, or 0.2764 times that of Earth. This makes the Moon far larger relative to its planet than any other planetary moon in the solar system. In absolute terms it is the fifth largest planetary satellite in the solar system.

## Origin and evolution
### Large impact hypothesis

The large impact hypothesis is a theory that states that the Moon was formed when a Mars sized protoplanet collided with the Earth during the Hadean eon of the Earth, with the debris from the impact accreting into the moon. The named of the mars sized protoplanet is usually given as Theia. It is the most widely accepted hypothesis for the formation of the moon.
# Pinyin/Truck

See also
# Pinyin/Tunnel

A tunnel is an underground passage made by animals.
suihdaoh shih dohngwuh zhihzaoh d dihxiah tongdaoh.
# Pinyin/Tuberculosis

Search Pinyin tuberculosis
# Pinyin/Tuesday

Tuesday is the day after Monday and before Wednesday.
Xingqi`erh shih Xingqiyi zhihouh her Xingqisan zhiqiarn d rih'zi.
# Pinyin/Tropical

See also
# Pinyin/Truth

See also
Truth is generally defined as consistent with the facts or realities. However, there has not any of a truth universally accepted by scholars. Many different definitions of truth has been widely debated. And many topics related to the definition of truth can not get a consensus. Universal values and absolute truths are not exactly the same concepts, although they are always confused by the people.
zhenlii tōngcháng bèi dìngyì wéi yǔ shìshí huò shízài xiāngyīzhì. Rán'ér, méiyǒu rènhé yīgè zhēnlǐ de dìngyì bèi xuézhě pǔbiàn jiēshòu. Hěnduō bùtóng de zhēnlǐ dìngyì yīzhí bèi guǎngfàn zhēnglùn. Xǔduō yǔ zhēnlǐ dìngyì xiāngguān de zhǔtí tóngyàng wúfǎ huòdé gòngshí. Pǔshìjiàzhí yǔ juéduì zhēnlǐ shì liǎnggè bù wánquán děngtóng de gàiniàn, jǐnguǎn tāmen jīngcháng bèi rénmen hùnxiáo.
# Scouting/BSA/Family Life Merit Badge

The family is the basic unit of society and is important to both individuals and communities. The world is rapidly changing, making today's society much more complex than ever before. As Scouts earn this merit badge, they will realize why it is important to know more about family life and how to strengthen their families.
Requirements
1. Prepare an outline on what a family is and discuss this with your merit badge counselor. Tell why families are important to individuals and to society. Discuss how the actions of one member can affect other members.
2. List several reasons why you are important to your family and discuss this with your parents or guardians and with your merit badge counselor.
3. Prepare a list of your regular home duties or chores (at least five) and do them for 90 days. Keep a record of how often you do each of them. Discuss with your counselor the effect your chores had on your family.
4. With the approval of your parents or guardians and your merit badge counselor, decide on and carry out a project that you would do around the home that would benefit your family. Submit a report to your merit badge counselor outlining how the project benefited your family.
5. Plan and carry out a project that involves the participation of your family. After completing the project, discuss the following with your merit badge counselor:
6. Do the following:
7. Discuss with your counselor your understanding of what makes an effective parent and why, and your thoughts on the parent's role and responsibilities in the family.
Source: scoutbook.com/mobile

## External links

* Family Life Merit Badge with Workbook PDF, current requirements, and resources.
* Earning Merit Badges in the Boy Scouts of America
* Personal Development
* Citizenship in the Community | Citizenship in the Nation | Citizenship in the World | Communications | Family Life | Personal Fitness | Personal Management | Public Speaking | Reading | Scholarship
# Scouting/BSA/Farm Mechanics Merit Badge
## Requirement 1

Do the following:
    A. Discuss with your counselor the safety equipment, tools, and clothing used while checking or repairing farm equipment. Use this equipment, tools, and/or clothing (when needed or called for) in meeting the requirements for this merit badge.
    B. Draw a plan showing a well-equipped farm shop. Point out the shop's mandatory safety devices and features.
    C. Find all the universal warning and safety symbols on a piece of equipment and explain what they mean.
    D. Describe what a material safety data sheet (MSDS) is and tell why it is used. Obtain the MSDS for any engine coolant, oil, grease, fuel, hydraulic or transmission fluid, or other flammable or hazardous materials you use in meeting the requirements for this merit badge.

## Requirement 2

Explain how power is produced or transferred in a:
    A. Diesel engine
    B. Hydraulic system
    C. Transmission or any other power system.

## Requirement 3

Do TWO of the following:
    A. Replace the handle on any tool found on the farm.
    B. Organize a tool rack or a storage system for nails, bolts, nuts, and washers.
    C. Using a hand file, properly dress the mushroom head of a chisel or punch.
    D. Correctly grind or file a screwdriver tip.

## Requirement 4

Do ONE of the following:
    A. On an engine-powered machine: grease all fittings, change the oil and oil filter, clean the air filter, clean the radiator fins, and replace the fuel filters.
    B. For any engine-powered machine, create a pre-operational checklist; include checking the engine coolant, engine oil, hydraulic and/or transmission fluid, and battery voltage (using a voltmeter). Using your checklist, conduct a pre-operational check of that machinery or equipment.
    C. Prepare any farm machine for winter storage.

## Requirement 5

Visit an implement dealer. Interview the dealer, technician, or service manager for hints on good preventive maintenance. Ask why it is important, the costs, and what causes wear or damage. Report what you learn.

## Requirement 6

Explain each step in ONE of the following maintenance procedures:
    A. Tightening hydraulic fittings
    B. Checking the air filter
    C. Cleaning a work piece with a wire-brush wheel.

## Requirement 7

Find out about three career opportunities in farm mechanics. Pick one and find out about the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

## External links

* Farm Mechanics Merit Badge with Workbook PDF, current requirements, and resources.
* Earning Merit Badges in the Boy Scouts of America
* Professions and Trades
* Animal Science | Architecture | Automotive Maintenance | Dentistry | Drafting | Electronics | Engineering | Farm Mechanics | Game Design | Graphic Arts | Home Repairs | Journalism | Landscape Architecture | Law | Medicine | Metalwork | Plumbing | Programming | Public Health | Pulp and Paper | Salesmanship | Surveying | Textile | Truck Transportation | Veterinary Medicine | Woodwork
# Scouting/BSA/Fingerprinting Merit Badge
## Requirement 1

Give a short history of fingerprinting. Tell the difference between civil and criminal identification.

## Requirement 2

Explain the difference between the automated fingerprint identification systems (AFIS) now used by some law enforcement agencies and the biometric fingerprint systems used to control access to places like buildings, airports, and computer rooms.

## Requirement 3

Do the following:
    A. Name the surfaces of the body where friction or papillary ridges are found.
    B. Name the two basic principles supporting the science of fingerprints and give a brief explanation of each principle.
    C. Explain what it takes to positively identify a person using fingerprints.

## Requirement 4

Take a clear set of prints using ONE of the following methods:
    A. Make both rolled and plain impressions. Make these on an 8-by-8-inch fingerprint identification card available from your local police department or counselor.
    B. Using clear adhesive tape, a pencil, and plain paper, record your own fingerprints or those of another person.

## Requirement 5

Show your merit badge counselor you can identify the three basic types of fingerprint patterns and their subcategories. Using your own hand, identify the types of patterns you see.

## External links

* Fingerprinting Merit Badge with Workbook PDF, current requirements, and resources.
* Fingerprinting Merit Badge Presentation from Troop 2012 of Goose Creek District of the National Capital Area Council
# Scouting/BSA/First Aid Merit Badge/Earning the Tenderfoot Rank

b.
-Simple cuts and scrapes-First clean with soap and water then bandage the wound
-Blisters on the hand or foot- Use a lavender oil to help promote healing then apply an appropriate sized bandage and hold it down with medical tape NEVER BREAK OPEN THE BLISTER
# Scriptapedia/Debriefing
## Debriefing

This script is used to allow the modeling team to share initial impressions of the GMB session, debrief, and provide support to team members for improving GMB practice immediately after a GMB session.

### Status

Best practices

### Primary nature of group task

Evaluation

### Time

Preparation time: 0 minutes
Time required during session: 45 minutes
Follow-up time: 0 minutes

### Materials

None

### Inputs

Detailed agenda of the session

### Outputs

None

### Roles

* Debriefer who is skilled at facilitating the group process, who is culturally sensitive, and who is generally only observing the modeling exercise

### Steps

* The debriefer assembles the modeling team and announces the start of the debriefing session.
* The debriefer reviews the process the team will use to conduct the review.
* The activity begins with a check-in to see how people are doing. This is important regardless of whether the session went well or badly.
* Ask the following questions:
** How are you feeling about how this GMB session went?
** Overall, did we accomplish what the session was designed to do?
** What went well during this session?
** Were there any rough parts for you?
** What did you learn from this session?
** How could the session have been improved?

### Evaluation Criteria

* The script should result in a stronger, more cohesive team after the debrief and a list of ways to improve the process

### Authors

Amanda Lavallee, Timothy Hower, and Peter Hovmand, 2010

### History

Created in 2010 in preparation for a GMB workshop with the Buder Center at the Brown School of Social Work, Washington University.

### Revisions

Revised 2013 by Peter Hovmand to reflect current practices.

### References

None

### Notes

None
# Scriptapedia/Demo
## <Name of Script>

<Brief description of context and purpose of script>

### Status:

<Status of script, e.g., best practice, promising practice, or under development>

### Primary nature of group task:

<Divergent, Convergent, Presentation, Evaluation>

### Time:

Preparation time: <time to prepare><nowiki> minutes
Time required during session: <nowiki><time required during the session> minutes
Follow-up time: <time required for follow-up work> minutes

### Materials needed:

* <first item needed>
* <second item needed>
* <third item needed>

### Inputs:

<Inputs required from other scripts>

### Outputs:

<outputs produced by this script>

### Roles:

* <first role needed>
* <second role needed>
* <third role needed>

### Steps:

* Step 1
* Step 2
** Substep 1
** Substep 2
* Step 3
** Step 3, bullet item
** Step 3, bulleted item
* Step 4

### Evaluation Criteria:

<How would one know that this the script is working?>

### Authors:

<Who created the script, e.g., the small group exercise (not the person who documented the script).>

### History:

<What is the history of the script?>

### Revisions:

<What revisions have made to the script over the years>

### References:

<Full references to literature cited in the documentation of the literature>

### Notes:

<Any notes on variations or tips for using the script>
Navigation menu
# Scriptapedia/Demo script
## Demo script (Hovmand)

Describe the context and purpose of the script.

### Status:

Established practice Promising practice Under development

### Primary nature of group task:

Convergent Divergent Evaluative Presentation

### Time

Preparation time: NN minutes
Time required during session: NN minutes
Follow-up time: NN minutes

### Materials

* Material 1
* Material 2

### Inputs:

* Input 1
* Input 2

### Outputs:

* Output 1
* Output 2

### Roles

* Role 1
* Role 2

### Steps

* Step 1
* Step 2
** Substep 2.1
** Substep 2.2

### Evaluation Criteria:

* First criteria
* Second criteria

### Authors

List the names of the people or community that created the script along with the year

### History

History and motivation for developing the script

### Revisions

Revisions since the script was last published

### References

References

### Notes

Notes on use of script and variations
# Scriptapedia/Connection Circle Exercise
## Connection Circle

<Brief description of context and purpose of script>

### Status:

<Status of script, e.g., best practice, promising practice, or under development>

### Primary nature of group task:

<Divergent, Convergent, Presentation, Evaluation>

### Time:

Preparation time: <time to prepare> minutes Time required during session: <time required during the session> minutes Follow-up time: <time required for follow-up work> minutes

### Materials needed:

* <first item needed>
* <second item needed>
* <third item needed>

### Inputs:

<Inputs required from other scripts>

### Outputs:

<outputs produced by this script>

### Roles:

* <first role needed>
* <second role needed>
* <third role needed>

### Steps:

* Step 1
* Step 2
** Substep 1
** Substep 2
* Step 3

### Evaluation Criteria:

<How would one know that this the script is working?>

### Authors:

<Who created the script, e.g., the small group exercise (not the person who documented the script).>

### History:

<What is the history of the script?>

### Revisions:

<What revisions have made to the script over the years>

### References:

<Full references to literature cited in the documentation of the literature>

### Notes:

<Any notes on variations or tips for using the script>
# Scriptapedia/Detailed Agenda Templates
## Detailed Agenda

A detailed agenda is an elaborated schedule of the workshop, detailing the various activities or chosen scripts that will be employed during the workshop from the beginning to end. It includes information such as the date, venue, roles of team members, and a short description of the script, including any prompts that would be used during the session. The detailed agenda forms part of the facilitation manual, and is meant for use by the facilitation team.

### Detailed agenda template

GMB Workshop 1
[Date]
[Venue]
[Purpose of Workshop- Include Reference Mode, summary of organizations involved]
[Facilitation Team]
[Start time - End Time]
| Time | Activity | Description |
| Start time - End time | Name of Activity/ Script Team roles | Include details about the script, specific prompts |
| Start time - End time | | |
| Start time - End time | | |

## Public Agenda

A public agenda is an abridged version of the detailed agenda, for use with the participants of the Group model building workshop.

### Public agenda template

GMB Workshop 1
[Date]
[Venue]
[Start time - End Time]
| Time | Activity |
| Start time - End time | Name of Activity/ Script |
| Start time - End time | |
| Start time - End time | |
# Real Analysis/Reversibility

In analysis, a common mistake in proof analysis is ensuring that operations are reversible. Reversibility is a seldom discussed topic in mathematics, yet it is integral to build the foundation in order to advance in your mathematical career. To describe it simply,
any algebraic operation or theorem application which does not alter a mathematical statement's solution set.
and to be clear,
the possible range of values for a variable x given some property.
These two definitions paints the image of when operations are not reversible; irreversible. Simply, it is when an operation, by using the operation, assumes more of a variable than is given. The usual reason this topic is seldom covered, if you examine the examples provided, is that irreversible operations involve a misuse of an axiom or theorem. These mistakes usually arise when the theorem or problem must be proven without knowing the necessary properties or theorems.

## Examples Involving Operators

Early in your mathematical career, the first irreversible operation you may have faced is both the squaring operation and the division operations. We will explore these examples in depth.

### Squaring

$x^{2}=|x|^{2}$
Because both a positive value and a negative value, when squared, is the same number, any theorem involving squares must have to contend with the possibility of either a positive or negative value. This means that the solution set when exposing the variable x through square roots increases the solution set by 1, namely by introducing the negative of the given value x. Thus, by default, squaring is an irreversible operation.
For this operation to be reversible, the sign of x must be fixed. if the nature of the question forbids x from being either of the values, the possible solution set becomes fixed, namely since through forbidding a certain range of values, you can isolate the solution set.

### Division

$x(x^{2}-1)=0{\text{ and }}(x^{2}-1)=0$
This example is easily conveyed because it has a graphical component, namely through roots. By mentioning roots, it should click that this is how dividing x from the first equation to form the second equation is an irreversible operation.

## Examples Involving Inequalities

The more tricky questions regarding reversibility arises when dealing with inequalities. With equations, an irreversible operation is as simple as adding on one side without doing it for the other. However, inequalities generally permit one-sided operations.

### "Scope Adjusting"

$a<b{\text{ and }}a<c\neq a<b<c$ It is usually an irreversible action to expand an inequality's scope and then shrink it. A common rule of thumb
For this operation to be reversible, using the variables a < b and a < c ≠ d < c, you must show that a < d.

## Exercises

The following exercises will be lighter on mathematical rigor in order to prove.
* List conditions for which squaring is a reversible operation (Hint: imagine ways to restrict the variable that is squared).
# Real Analysis/Open and Closed Sets
## Terminology

The open ball in a metric space $(X,d)$ with radius $\epsilon$ centered at a, is denoted $B(a,\epsilon )$. Formally $B(a,\epsilon )=\{x\in X:d(a,x)<\epsilon \}$

## Definition

Let $(X,d)$ be a metric space. We say a set $A\subset X$ is open if for every $x\in A{\text{ }}\exists \epsilon >0$ such that $B(x,\epsilon )\subset A$.
We say a set $B\subset X$ is closed if $X\backslash B$ is open.
# Real Analysis/Pointwise Convergence

| ←Generalized Integration | Real Analysis Pointwise Convergence | Uniform Convergence→ |
Let $f_{n}(x)\,$ be a sequence of functions defined on a common domain $D\subseteq \mathbb {R} \,$. Then we say that $f_{n}(x)\,$ converges pointwise to a function $f(x)\,$ if for each $x\in D\,$ the numerical sequence $f_{n}(x)\,$ converges to $f(x)\,$. More precisely speaking:
An example:
The function
$f_{n}(x)={\frac {x^{n}}{1+x^{n}}}$ converges to the function
$f(x)=\left\{{\begin{array}{ll}1&{\text{if }}|x|>1\\{\frac {1}{2}}&{\text{if }}x=1\\0&{\text{if }}|x|<1\\\end{array}}\right.$
This shows that a sequence of continuous functions can pointwise converge to a discontinuous function.