OpenLLM-France/wikimedia huggingface dataset:
# Field Guide/Mammals/Red Squirrel

* ↑ "North American Mammals", Smithsonian-National Museum of Natural, retrieved October 4, 2012
* 1 2 3 4 Koprowski, John, "The Natural History of the Mount Graham Red Squirrel Geographical", University of Arizona, retrieved October 5, 2012
* 1 2 Layne, James (1954), "The Biology of the Red Squirrel in Central New York", Ecological Monographs, retrieved October 3, 2012
* 1 2 3 Linzey, A.V. (2008), "Tamiasciurus hudsonicus", IUCN Red List of Threatened Species, retrieved October 4, 2012
# Field Guide/Mammals/Rock Vole

* 1 2 3 Saunders, D. A. (1988), Rock vole (microtus chrotorrhinus miller), retrieved October 1, 2012
* 1 2 Linzey, A. V. (2008), Microtus chrotorrhinus, retrieved October 1, 2012
# General Engineering Introduction/Requirements

Engineers end up writing or re-writing most project specifications or requirements.
Complaining that the project is not clear enough, or that more information is needed is a mistake of young engineers. If everything was known, Engineers would not be needed. When it appears more information is needed, when something is unknown, when nobody knows what to do, rejoice! You get to be an engineer. Don't use this as an excuse to stop the project.
Choose the most simple, cheapest, easiest specifications. Find something that makes sense. Requirements turn into opportunities for conversations with your instructor or the client.
Large Primate Example
       For example, the project was to build the first draft (mock-up) of the large primate experiment that eventually flew on the space shuttle. The Principal Investigators (PIs) would be designing experiments to document bone loss and why fluids build up in the legs rather than circulating properly. The Principal Investigators needed a microprocessor system built into a pacer like package that could communicate wirelessly through the skin to monitoring equipment. The young engineer wanted to know exactly what in the body was going to be measured and what types of electric signals the measuring devices were going to create. How could the "microprocessor system" be built without knowing what it was supposed to do?
       The solution was to study all body processes, plan for all possible experiments and generalize. The fear of the Principal Investigator demanding something outside a best attempt at specifications should not stop the project. Excuses are pillars of mediocrity that build monuments to nothing.
Dos and Don'ts
       Don't chant lack of time/money over and over.
       Don't state the obvious such as 1 screw driver, paper and profit.
       Don't put yourself, the school or engineering down by listing reasons why something can not be done.
       Do list things that are needed.
Then people can be found that sell, donate, or contribute. Most engineers are very willing to help each other out.
This is the fine print of a problem statement/project proposal. Here is where detail is listed that a client may not understand. Be ready with a sound byte and anticipate what the client may not understand.
These are the details that normally only other engineers are going to be interested in. Form factors such as weight and size, strength and elasticity, durability and ease of repair, are all specifications.
Narrow the project requirements down to what can be achieved in the time, with the personnel, with the resources at hand. Rejoice where things are vague, because then you have more freedom ... create, invent, art!
# General Engineering Introduction/Problem Statement

A Problem Statement is a concise description of a problem solved by engineers. A project proposal is a more general version of a problem statement. A problem statement is also a contract negotiated between the engineering and the client or instructor.
Another name for problem statement is project proposal, but this context is vague and doesn't sharpen the focus on context, specifications, and outcomes.
Many students make the mistake of talking about solutions instead of making a problem statement. You should avoid talking about a solution. Instead, you should focus on the actual problem at hand.

## Context

Context refers to the unspoken assumptions, unknown facts, the beginning situation, the definition of completion, the people involved, the customers, and the institutional processes affected. Establishing the context is one of the most difficult tasks associated with the project at hand.
Ask a thousand questions from the most creative part of your mind. Keep the words flowing and people talking. Spend time with the people the project is being financed by and the people that are going to be affected by the changes it makes. The terms "Scope, Scale and Specifications" are more formal ways of describing project context.

## Specifications

Specifications are a short, ten-second explanations that describe what the project is about. Everyone should agree on specifications. The goal is to be as precise as possible. Good specifications outline the engineering requirements for the project, and help people involved better understand what is needed to progress in the project.
The goal here is to gather what specifications exist. Don't refrain from starting the project until everything is clear. Nothing is ever clear enough. For example, a PI (Client, principal investigator) did not know what physiology of the body to measure in order to figure out why bones shrink and fluid builds up in astronauts. The engineer started the project by purchasing generic A/D converters and instrument amplifiers rather than forcing the specification of the transducers.

## Outcomes

Describe, visualize the change. How much more efficient? What will the customer have to do? Will training be required? Will nobody notice but profit increase?
Convince the customer to change.
Describe a test procedure that can measure value to the customer.
If outcomes can not be done, a justification may be needed.

## Successful Project

Projects are judged as successful in relationship to their problem statement. Did the team solve the problem they attempted? Success can be making significant progress on a difficult problem, or it can be completely solving the problem.
Problem statements can evolve or change during the project. However, negotiate changes with your client or instructor. They may not agree to the changes.
# General Engineering Introduction/Research

Research has a very different context in engineering than what is learned in K-12.
Most students write papers by cutting and pasting various things they find on the internet. They educate themselves along the way. Students write rough drafts and then polish the English. If no paper is asked for, then students use the word "research" to refer to self education ... and rejoice they don't have to write a paper.
The above is not engineering.
Engineers research the competition, they research patents. Engineers research knowledge in a specific way that is similar to a paper, but different in form. Engineers don't research because they don't know something. Engineer's research to exhaust the known world to find where the cliff looking into the unknown is located. Don't attempt research without negotiating this with your instructor or client. They may say "no" because hey don't want your brain seduced by the past. Maybe they are more interested in your "empty mind or golden ignorance."
If you are planning to research, expect to this process on your individual pages, team pages and create a tutorial. New projects may require a lot of research. Ignorance does not.
Step 1. The procedure is that one team member starts the process and establishes an outline of what is to be searched for (scope).
Step 2. Every member of the team begins collecting links and organizes them by the same outline. Each individual member searches until they are reading/listening/watching the same information at different web sites. Blogs are searched last.
Step 3. All team member information is then pooled. If the team members expanded the scope, then step 2 may need to be repeated. If team members did not find the same links, then individual member searches were not exhaustive enough.
Step 4. Next links are categorized, and a tutorial through the body of knowledge is created. This turns into a wikiversity tutorial page.
# General Engineering Introduction/Table of Contents

Engineers Some believe engineers just play with toys. This is partially true.
* Do it First
* Design
* Solve Problems
* Attitude
Deliverables Materials and manufacturing costs are usually small compared to shipping, marketing, support and design costs.
* Notebooks
* Documentation
* Communication
Design Some believe engineers are jacks of all trades, masters of none. This is partially true.
* Artist
** Truth Beauty Goodness
** Idea
** Brainstorm
** Form Function
* Scientist
** Units Dimensions
** Approximation
** Conclusions
** Graphics
** Error Analysis
** Calculations
** Research
** Requirements
** Theory of Operation
* Entrepreneur
** CDIO Project States: Conceive, Design, Implement and Operate (CDIO)
** Scope Scale
** Problem Statement
** Decisions
** Searches
** Knowledge Base
** Justification
** Design Review
Ethics make Engineering one of the noble professions including Doctors, Lawyers and Preachers
* Philosophy
* Service
* Professionalism
* Standards
Scaffolding Three week generic introductions to projects. Projects Wikiversity links
# Clojure Programming/Examples/API Examples/do Macros
## doall

hi mum hi dad hi sister (nil nil nil)

## dorun

hi mum hi dad hi sister nil

## doto

NB: doto returns the object after modification, which is very convenient. Consider in the above example no variable binding is required to access the resultant object.
Here you can see it is much more readable using doto than the alternative which would be to create a temporary binding with let.
# Clojure Programming/Examples/API Examples/Reference Tools
## ref

See ref-set for more.
# Clojure Programming/Examples/API Examples/Structure Tools
## assoc

See struct-map for more.

## defstruct

See struct-map for more.

## struct

See struct-map for more.
# Clojure Programming/Examples/API Examples/Sequences
#### replace
## Sequence Building
#### merge

Combine two maps into a more massive map
# Clojure Programming/Examples/Cookbook
## Binding
### How to do structural binding or destructuring in function argument lists or let bindings.

Instead of accessing values in a map like this:
You can destructure the map like this:
or better yet, like this:
Instead of accessing vector elements like this:
you can destructure the vector like this:

## Modifying State
### How to write x = x+ 1

Or, a more idiomatic way would be to use inc:
The most idiomatic way is not do this at all. Why would you want to do x=x+1 in clojure?

## Sequences
### Operations
#### append or concatenate two more sequences together
### Infinite Sequences
#### generate infinite sequence of nested function calls

The infinite sequence (0 1 2 3 4 5 ....) can be defined using (range) since clojure 1.2:
or alternatively using iterate:

## Polymorphism

Overload function based on number of arguments:
Create multi-method which dispatches on the number of its arguments:
Create a multi-method which dispatches on the class of its arguments:
Create a multi-method that dispatches on the value of its argument:

## Java
### Accessing inner classes

Class definition in Java.

### Import Java Classes from Jar File

The first item in the import list is the package name followed by the names of all the classes in the package to import.
Note: you must use the package name and not the name of the jar file which contains the package of classes. If you're not sure what the package name is, from a terminal type:
Let's say you see something like: org/jfugue/Anticipator.class
Then the import statement would be:
Not:

## File IO
### Write to Output File

Writing creates a new file or will overwrite existing file
To append to existing file use "spit" with ":append" set to true
Now our file should say:

## Strings

Use str to concatenate strings:
and use apply with str as an argument to concatenate a sequence of strings:
Use interpose to join a sequence of strings with a separator:
Use re-seq to split a string at boundaries by a regular expression, here \w+ denotes a character class of all alphanumeric characters plus "_":
Reversing a string is done via reverse which returns a sequence of the characters in the string; use apply with str to turn it into a string again:
and to convert any object into a string simply supply it as an argument to the str function:

## References

* ↑ range on ClojureDocs
# Clojure Programming/Examples/API Examples/Sequence Building
## merge

Combine two maps into a more massive map
(merge {:a 1} {:b 2}) => {:a 1, :b 2}) (merge-with + {:a 1} {:a 2, :b 3}) => {:a 3 :b 3}
# Gmail/Gmail advanced

Overview — Introduction — Facts — Basics — Advanced — Last tips — Other
Now that you have learned the simple things in Gmail, we can go on to more difficult things
This section contains:
* Filters
* Invite a friend
* Labels
* Forwarding and POP/IMAP access
* Settings
* The To:, CC:, and BCC: fields

## Signing messages with PGP or Hashcash

Q: How do I "sign" messages I send through Gmail, with either PGP or Hashcash ? (I'm trying to send email to someone who is so paranoid about spam that his spam filter automatically deletes all incoming email, unless it's signed with PGP or HashCash)
* Gmail and GPG (Firefox Extension): http://firegpg.tuxfamily.org/index.php?page=home&lang=en
* Gmail and PGP: http://web.archive.org/20060427162257/madpoet.typepad.com/mad_poets_anonymous/2004/12/gmail_pgp_and_t.html
* Gmail and PGP: http://forums.pgpsupport.com/viewtopic.php?p=9803
* Gmail and Hashcash (Thunderbird Extension): http://pennypost.sourceforge.net/ThunderbirdExtension
* Gmail domain keys: http://www.poornam.com/articles_spam.php
Back - Content - Next
# Gmail/Invite a friend

Overview — Introduction — Facts — Basics — Advanced — Last tips — Other
Look on the left options bar. You will see links to compose messages, go to the inbox, view a particular label, etc. Down at the bottom, right below the label box, is the invite box. This tells you how many invites you have left and provides a box in which you can put an email address. Just put the email address of the recipient and click Send Invite.
Your GMail account may not have this box enabled, however. If there is no Invite box available, Google advises you to "be patient", as they randomly allow some users to issue invites, and other users must wait. Finally each user only has a limited number of invites they are able to offer at any given time, and you may need to wait for further invites to be available.
Right now, every user can invite, but in fact this is not needed. GMail is now available for everyone and everybody can register.
# Gmail/Labels

Overview — Introduction — Facts — Basics — Advanced — Last tips — Other
What are Labels?
Labels are a feature found exclusively in Gmail. It's more or less the same as the Folder feature found in other web mails like Yahoo! Mail & Hotmail, but definitely simpler & quicker to use.
It is a simple way to set up links to find your emails quickly, and this system is used in conjunction with their Archiving system.
How do I setup a label?
To set up a label, check the box next to the mail you want to label. Then go to the drop-down menu and click "Add New Label". Type the label name into the pop-up. Now you will see a green box on your lower left listing all the labels you have made. Click on it to find all emails with a given label.
Operator
You can use the operator label: in your filters or searchings.
For example, label:saved shows the email that you marked with a tag called saved.
# Gmail/Facts

Overview — Introduction — Facts — Basics — Advanced — Last tips — Other
Gmail is a free, search-based webmail service that includes 15 gigabytes of storage. The backbone of Gmail is a powerful Google search engine that quickly finds any message an account owner has ever sent or received. That means there's no need to file messages in order to find them again.
When Gmail displays an email, it automatically shows all the replies to that email as well, so users can view a message in the context of a conversation. There are no pop-ups or untargeted banner ads in Gmail, which places relevant text ads and links to related web pages adjacent to email messages.
* Cost: Free
* Storage: 15,360 megabytes
* Superior spam protection using innovative Google technology
* Languages: Messages can be sent and read in most languages. The Gmail interface is available in 39 languages: US and UK English, simplified and traditional Chinese, Bulgarian, Catalan, Croatian, Czech, Danish, Dutch, Estonian, Filipino, Finnish, French, German, Greek, Hebrew, Hindi, Hungarian, Icelandic, Indonesian, Italian, Japanese, Korean, Latvian, Lithuanian, Polish, Portuguese, Romanian, Russian, Serbian, Slovak, Slovenian, Spanish, Swedish, Thai, Turkish, Ukrainian, and Vietnamese.
* Access: Free automatic forwarding, POP3 access and IMAP access (not a full implementation)
Back - Content - Next
# Gmail/Forwarding and POP/IMAP

Overview — Introduction — Facts — Basics — Advanced — Last tips — Other
To use your Gmail account with a third party mail service, you can configure it to work with POP3 or IMAP.

## Enabling POP3/IMAP

* Log onto your Gmail account at http://www.gmail.com
* Click settings in the top right corner
* Click the "Forwarding and POP/IMAP" tab
* Click Enable POP for all mail or Enable IMAP
* Click save changes
# Gmail/Gmail basic

Overview — Introduction — Facts — Basics — Advanced — Last tips — Other
Now you (might) have Gmail. So it's time to learn how to use Gmail. Soon you think it's easy, and will be able to say "That's right, Gmail is easy to use."
* The Design
* Send mail
* Read mail
* Search
* Contacts
* Stars
Back - Content - Next
# Dichotomous Key/Lepidoptera
## 1

* Frenulum
** Present - #2
** Not present - #3: Butterflies

## 2

* Antennae
** Clubbed - Australian Skipper
** Not clubbed - #4: Moths

## 3: Butterflies

** Antennae
** Placed far apart on a large head - Hesperiidae
** Near each other - #5

## 4: Moths

* Mimicry
** Wasps - Sesiidae
** Other or none - #8

## 5

* Number of functional legs
** Two - Nymphalidae
** Four - #6

## 6

* Larva produce sugary solution to attract ants
** Yes - Lycaenidae
** No - #7

## 8

* Anal claspers
** Not present on last anal segment - Drepanidae
** Present on last anal segment - #9

## 9

* Larvae sit with head and anal segments raised
** Yes - Notodontidae
** No - #10
# Dichotomous Key/Hirudinea

Dichotomous Key: Annelida :
* Kingdom: Animalia
* Phylum: Annelida
* Annelida keys
* Order
* Gnathobdellae | Pharyngobdellae
* Family
* Order:Rhynchobdellae: Glossiphoniidae | Pisciolidae

## 1

* Reversible proboscis
** Present - #3: Rhynchobdellae
** Not present - #2:Arhynchobdellae

## 2

* Teeth
** Present - Gnathobdellae
** Not present - Pharyngobdellae

## 3: Rhynchobdellae

* Body shape
** Flat - Glossiphoniidae
** Cylindrical - Pisciolidae
# Dichotomous Key/Laricoideae

1: Laricoideae includes Larix, Cathaya, and Pseudotsuga.
    2: Deciduous.............................Larix
    2: Evergreen
       3: Leaves needle-like, 2.5-5 cm long, ciliate margins when young, grow in spiral patterns around stem; cones 3-5 cm long, 15-20 scales, each scale bearing two winged seeds; grows in southern China in provinces of Guangxi, Guizhou, Hunan and southeast Sichuan; found on steep, narrow mountain slopes at 950-1800 m altitude........Cathaya
       3: Medium to extremely large trees; often resemble species of Abies; cones pendulous, persistent scales, three-pointed bract sticking out between scales...................Pseudotsuga
# Dichotomous Key/Lycopodiophyta
## 1

* Leaves
** Quill-shaped and hollow - Isoetopsida
** Scale-like - #2

## 2

* Location of sporangia
** Leaves - Lycopodiopsida
** Stem - Selaginellopsida
# Dichotomous Key/Magnoliophyta
## 1: Monocot or Dicot

* Number of cotyledons
** One - 2
** Two - 3

## 2: Liliopsida

* Pollen apertures
** Annulate - 5
** Not annulate - 9

## 4

* Number of ovules per carpel
** One - 10
** More than one - Arales

## 5: Commelinanae

* Stem consistency and cause
** Woody due to fibrous sclerenchyma - Arecales
** Stem not woody, or woody due to secondary growth - 6

## 6

* Seeds
** Seeds arillate - Zingiberales
** Other - 7

## 7

* Pollen apertures
** Annulate - Commelinales
** Other - 8

## 8

* Leaf shape
** Leaves flat or involuted, 2-ranked - Poales
** Other shape - Dasypogonaceae

## 9

* Endosperm
** Present - #4
** Not present - Alismatales

## 10

* Perianth parts
** Undifferentiated and petaloid - Liliales
# Dichotomous Key/Lagomorpha

Dichotomous Key: Mammalia :
* Kingdom: Animalia
* Phylum: Chordata
* Class: Mammalia
* Parent key: Mammalia
* Subclasses
* Marsupialia - Monotremata - Placentalia
* Key: Mammalia
* Orders
* Afrosoricida - Artiodactyla - Carnivora - Cetacea - Chiroptera - Dermoptera - Insectivora - Lagomorpha - Macroselidae - Marsupialia - Monotremata - Perissodactyla - Pholidota - Primates - Proboscidea - Rodentia - Scandentia - Sirenia - Xenarthra

## 1

* Ear length
** Short - #2: Ochotonidae
** Elongated - #3: Leporidae
# Dichotomous Key/Hominidae
## 1

* Comparative length of fore- and hindlimbs
** Forelimbs longer - Ponginae
** Hindlimbs longer - Homininae
# Dichotomous Key/Homininae
## 1

* Method of locomotion
** Upright walking - Homo sapiens
** Knuckle-walking - 2

## 2

* Social structure
** One male with many females - Gorilla
** Many males and many females - Pan
# Dichotomous Key/Hominoidea

* Carnivora keys
* Families
* Canidae | Felidae | Herpestidae | Hyaenidae | Mephitidae | Mustelidae | Nandiniidae | Odobenidae | Otariidae | Phocidae | Procyonidae | Ursidae | Viverridae

## 1

* Wrist
** Ball and socket joint - Hylobatidae
** Other - Hominidae
# Italian/Vocabulary/Hobbies and Leisure Activities
## Sport

* Il calcio = football
* Il basket = basketball
* Il tennis = tennis
* Il nuoto = swimming
* La corsa = running
* Il ciclismo = cycling
* Il golf = golf

## Hobby

* La lettura = reading
* La pittura = painting
* Il giardinaggio = gardening
* La musica = music
* Il cinema = cinema
* La fotografia = photography
* La cucina = cooking
* La scrittura = writing

## Leisure Activities

* Il viaggio = traveling
* Il campeggio = camping
* La pesca = fishing
* L'escursionismo = hiking
* Il ballo = dancing
* Il teatro = theater
* Il gioco da tavolo = board game
* Il videogame = video game
# Italian/Vocabulary/School

school - la scuola
pupils - gli allievi
teacher - il professore/ la professoressa
subject - la materie
english - inglese
italian - italiano
uniform - la divisa
timetable - l'orario
exam - l'esame
theme/essay - il tema
cafeteria - la mensa
gym - la palestra
homework - i compiti
to work - lavorare
to try - provare
# Italian/Vocabulary/Greetings and Introductions

| English | Italian |
| Hello/Hi | Ciao, Salve |
| Good morning / Good day | Buona mattina / Buon giorno |
| Good afternoon | Buon pomeriggio |
| Good evening | Buona sera |
| Good night | Buona notte |
| Goodbye | Arrivederci |
| Farewell | Addio |
| Hello, my name is | Ciao, mi chiamo |
| How Are You? | Come Stai? / Come va? |
    Welcome! — Benvenuto!
    Hello. — Buon giorno. (formal) Ciao. (informal)
    Goodbye. — Ciao. (informal) Arrivederci. (formal)
    See you. — Ci vediamo.
    Good morning. — Buon giorno.
    Good afternoon. — Buon pomeriggio.
    Good evening. — Buona sera.
    Good night. — Buona notte.
    How are you? — Come sta? (formal) Come stai? (informal)
    Fine, thank you. — Bene, grazie.
    And you? — E Lei? (formal) E tu? (informal)
    What is your name? — Come si chiama? (formal) Come ti chiami? (informal)
    My name is ___ . — Mi chiamo ___ .
    Nice to meet you. — Piacere di conoscerla. (formal) Piacere di conoscerti. (informal)
    Please. — Per favore.
    Thank you. — Grazie.
    You're welcome. — Prego.