OpenLLM-France/wikimedia huggingface dataset:
# Instructor Summary for Species Distribution Modeling lab

| Keywords | Description |
| Summary | In this lab, students use maximum entropy modeling to predict the distribution of various tree species based on a set of climate variables. It explores single variable modeling, multivariate modeling, examining differences due to climate change, and includes a brief discussion of ROC analysis. The lab uses the free Maxent software (written in Java) developed by Robert Schapire's group at Princeton, and includes instructions to allow students to download, install, and use the software without instructor or system administrator support. |
| AI Topics | maximum entropy modeling, learning from positive examples, ROC analysis |
| Sustainability Topics | species distribution modeling |
| Audience | Little AI or CS knowledge is assumed, so this is suitable for Introductory AI courses, or even general education courses. With adaptation, it could be used in CS for non-majors. |
| Difficulty | The lab takes students step-by-step through using the software and performing the analysis. It is estimated to take approximately 4-5 hours, and can easily be broken up along the section boundaries. |
| Strengths | It provides a great introduction to the application of machine learning to species distribution modeling based on presence data. It assumes little AI knowledge, and therefore can be used in a wide variety of courses. However, it can also be used to support in-depth discussions of Maxent, and can therefore be used in Introductory or Advanced AI courses. |
| Weaknesses | In its current form, students simply use the Maxent software and draw conclusions from the resulting figures. To be more useful in advanced AI courses, it needs to be augmented with either in-depth discussion of Maxent, or additional questions that involve in-depth analysis or implementation. |
| Dependencies | Little AI or CS knowledge is assumed, but this assignment can easily be used to augment an in-depth discussion of Maxent. The Maxent software is in Java (in a single jar file) and is therefore cross-platform. Students can download, install, and run the software without instructor or system administrator support. |
| Variants | This lab can be used to augment discussions of Maxent, where students read the papers on Maxent and go into the details of the algorithm, and then apply the algorithm to learn species distribution models. This lab can also be used to augment discussions on ROC analysis, since ROC curves are produced for each model. |
# Artificial Intelligence for Computational Sustainability: A Lab Companion/Deterministic Planning and Problem Solving
### Exercise for Planning as Constraint Satisfaction: Commuting to UBC

This is one of a set of practice exercises that were designed for the AI intro courses at UBC. It relies on two online resources: the textbook by Poole and Mackworth, 2010 and AIspace, an interactive tool for learning and exploring concepts in AI.

#### Learning Goals

Useful in Learning both about Planning and Constraint Satisfaction
* Represent a planning problem with the STRIPS representation.
* Translate a planning problem represented in STRIPS into a corresponding CSP problem
* Solving a CSP by Arc Consistency and Domain Splitting

#### Sustainability Content

The exercise is about planning how to commute to work. Once the planning problem is expressed as a constraint satisfaction problem a simple constraint can be added to make the solution a sustainable one.
go to exercise
# Artificial Intelligence for Computational Sustainability: A Lab Companion/Detailed bibliography on computational sustainability

* ↑ Todorovski, L., Džeroski, S., 1997. Declarative bias in equation discovery. In: Proceedings of the Fourteenth International Conference on Machine Learning. Morgan Kaufmann, Los Altos, CA, pp. 376–384.
* ↑ Aspinall, R., 1992. An inductive modeling procedure based on Bayes’ theorem for analysis of pattern in spatial data. Int. J. Geogr. Inform. Syst. 6 (2), 105–121. Retrieved from http://www.mendeley.com/research/inductive-modelling-procedure-based-bayes-theorem-analysis-pattern-spatial-data-1/
* ↑ Serra, M. Sànchez-Marrè, J. Lafuente, U. Cortés, M. Poch ISCWAP: a knowledge-based system for supervising activated sludge processes Comput. Chem. Eng., 21 (2), pp. 211–221. Retrieved from http://ac.els-cdn.com/0098135495002588/1-s2.0-0098135495002588-main.pdf?_tid=3c1656c5c7d8e18b440147c4ca186dc1&acdnat=1340798089_e2819310b4d62981aaeaa7bdb3cc072d
* ↑ Dzeroski, S. 2002. Environmental Applications of Data Mining. Retrieved from http://rses.anu.edu.au/cadi/Whiteconference/papers/DzeroskiAbstract.pdf
* ↑ Dzeroski, S., Todorovski, L. 2003. Learning population dynamics models from data and domain knowledge. Ecological Modelling, 170, pp. 129--140
* ↑ Phillips, S. J., Anderson, R. P., Schapire, R. E. 2006. “Maximum entropy modeling of species geographic distributions,” Ecological Modelling, no. 190, pp. 231–259.
# Australian History/1970s

This may be described as a decade of wild decadence and rebellion in which public consciousness first burst out of the colonial mindset underpinning the economic rebuilding after the great depression. New found wealth made new forms of subsistence possible and this encouraged the formation experimental communities espousing philosophies aligned with deep ecology, humanism and communalism. Ironically this was occurring at the same time Australia's traditional markets were collapsing.
# Australian History
## Chapters

   * Preface
   * Introduction
   * Australia Before European Settlement
   * Early Explorers (Before 1770)
   * Captain Cook (1770)
   * Explorers After Cook (After 1770)
   * Colonialism in Australia
   ** Settlement of New South Wales (1788-1889)
   ** Van Diemen's Land (Tasmania) (1825-1889)
   ** Swan River (Western Australia) (1829-1889)
   ** South Australia (1836-1889)
   ** Victoria (1850-1889)
   ** Queensland (1859-1889)
   * The Road to Federation (1890-1900)
   * Early Years of Federation (1901-1909)
   * Australia Before and During World War I (1910-1919)
   * Australia Between the Wars (1920-1938)
   * The Great Depression in Australia (1930-1939)
   * World War II (1940-1949)
   * Aftermath of the War (1950-1959)
   * Australia in the Sixties (1960-1969)
   * The Whitlam - Fraser Years (1970-1979)
   * The Entrepreneurial Eighties (1980-1989)
   * Economic Rationalism, Reform, and Backlash (1990-1999)
   * Australia in the Age of Terror (2000-Present)
   * Bibliography
   * Glossary
   * Authors and Contributors

## External links

* Visit the Australian History Page at Project Gutenberg of Australia for ebooks covering Australian history
# Australian History/1930s
## The Great Depression

During the Great Depression a large number of people lost their jobs and were left with large debts that they could not pay off. The depression started on the 24th of October 1929. At the beginning of 1929, small investors in the American markets started selling off their stock. This lead to a small drop in the share prices. This small decrease in the price continued until October 24 where 13 million shares were sold at greatly reduced prices. This lead to a downward spiral of economic death. There is much speculation why the Great Depression happened in the first place. The most popular theory is that playing the share market had become another fad. People were buying without really knowing what they were buying. This pushed the shares much higher than their real value. When they started to collapse, people started to panic and tried to get out before the lost all their savings. This then slowly spread across the world. Australia who was in lots of debt was perhaps hit hardest. People lost their jobs, their houses, and nearly everything they owned. The Newly elected American President, President Hoover, came up with a plan to halt this economic spiral. His plan was called New Deals and incorporated the thinking that if he started employing lots of people to build government funded buildings, the economy might jump-start. To start with, he shutdown all banks until they could declare that they were financially stable. His plan worked, and it’s President Roosevelt who we need to thank for our modern day good and prosperous economy.
# Australian History/1990s

‹ Return to the Contents ‹ The Entrepreneurial Eighties
If Australia during the 1990s could be summed up in three terms, those terms would perhaps be "Economic Rationalism", "Reform", and "Backlash". In the wake of the entrepreneurial excesses of the 1980s, the 1990s were a decade which saw economic terms including "globalisation", "outsourcing", "downsizing" and "corporate restructure" enter everyday speech. The move from Keynesian economics to economic rationalism - a form of neoclassical economics which became increasingly popular during the decade - touched on many aspects of Australian social and political life. Many industries traditionally run by the public service - including telecommunications, public transport, electricity, gas, and major infrastructure works - were either privatised, corporatised, outsourced, or moved into private-public partnerships. Attempts were made to amalgamate several smaller Melbourne-based AFL teams, many major Australian corporations underwent restructuring, and Australian banks closed branches and increased fees (in spite of record profits).
But the changes and reforms in Australia during the 1990s were not merely political and economic. Technological changes, and debates about Australias national identity and culture, were also important forces during the decade. Culturally, these debates and reforms covered a broad array of topics, including relations and reconciliation between indigenous and non-indigenous Australians, Australia's foreign relations with its Asian neighbours and America, immigration, and the republic debate. Beyond the cultural debates, Australians were the recipients of a range of new media technologies (including the internet, pay television, and an increasing percentage of Australian households owning computers).
But the story of Australia cannot be understood in terms of economic and social reform alone, for there were countless examples of public backlash to these sometimes controversial reforms. The grass roots campaign against the amalgamation of football teams in Melbourne; election losses for the reformist governments of political figures like Keating, Kennett, and Greiner / Fahey; the rise of Hansonism; the S11-S13 protests in Melbourne; and the growth of home loan originators (in competition to the bank) could all be interpreted (in part) as part of a popular backlash which emerged in response to the decade's reforms.
Australia in the Age of Terror ›
# Australian History/1940s

Three days after Germany invaded Poland on 1 September 1939, Britain and France declared war. At the time a large majority of Australia's population was of direct British descendants (After all Australia is a British nation)and opposed the German expansion; thus supporting Britain. After the British Government declared war, Prime Minister Menzies announced that ‘Australia was also at war’.
The Australian forces had a difficult decision to make: Defend Australian soil from a possible threat (from Japan), or to support the British forces in Europe. After Japan announced its neutrality and Britain reassured that its naval base in Singapore would stop any Japanese forces advancing; Australia almost completely committed all its forces to supporting the British.
A force and supply system was put into place by Prime Minister Menzies to help prepare the nation for war. The Royal Australian Navy was placed under the control of the British; the Army began recruiting and training men; the nation was preparing its self for war.

### Development Sources

* http://www.awm.gov.au/atwar/ww2.htm
* http://www.ww2australia.gov.au/
* http://www.anzacday.org.au/history/ww2/ww2main.html
* http://www.anzacday.org.au/history/ww2/overview/ww2-01.html
* http://www.ww2roll.gov.au/
# Australian History/1980s

‹ Return to the Contents ‹ Back to The Whitlam - Fraser Era
The 1980s have been described by some as a decade of excess. Australian entrepreneurs including Alan Bond, and Christopher Skase would rise to prominence and acclaim during the decade when "greed was good". However, the excesses would end following the 1987 Stockmarket Crash, and the recession which followed in its wake. It was also a decade which, under the Hawke / Keating Federal Government, saw significant economic reforms, which would continue into the 1990s.
Economic Rationalism, Reform, and the Backlash ›
# Australian History/1950s

‹ Return to the Contents ‹ Back to World War II
The decade following the Second World War set in motion a number of significant events whose implications would shape the decades to come. Labour shortages would see a dramatic rise in postwar migration from outside the Anglo-American world.
Australia's longest serving Prime Minister, Sir Robert Menzies, would begin his second term (at the helm of the newly formed Liberal Party), and Australians would experience a prolonged period of economic prosperity as a product of 'the long boom'.
The Snowy River Scheme provided low-paid work for many immigrants to Australia at this time.
It would be a significant decade for sport and technology too, with Melbourne hosting the 1956 Olympics, and the first television telecasts which went along with it.
Forward to Australia in the Sixties ›
# C Programming/POSIX Reference/fcntl.h

fcntl.h is the header in the C POSIX library for the C programming language that contains constructs that refer to file control, e.g. opening a file, retrieving and changing the permissions of file, locking a file for edit, etc.

## Member functions

int fcntl(int __fd, int __cmd, ...)

## Member constants

int open(char* pathname, int flags, ...); int creat(const char *,int);
# C Programming/POSIX Reference/netdb.h
## Functions

getaddrinfo
# C Programming/Mixing languages
## Assembler

See Embedded Systems/Mixed C and Assembly Programming

## Cg

Make the main program (for CPU) in C, which loads and run the Cg program ( for GPU ).

### Header files

Add to C program:

### Minimal program

* by bobobobo

## Java

Using the Java native interface (JNI), Java applications can call C libraries.
See also
* Java_Programming/Keywords/native

## Perl

To mix Perl and C, we can use XS. XS is an interface description file format used to create an extension interface between Perl and C code (or a C library) which one wishes to use with Perl.
The basic procedure is very simple. We can create the necessary subdirectory structure by running "h2xs" application (e.g. "h2xs -A -n Modulename"). This will create - among others - a Makefile.PL, a .pm Perl module and a .xs XSUB file in the subdirectory tree. We can edit the .xs file by adding our code to that, let's say:
and we can successfully use our new command at Perl side, after running a "perl Makefile.PL" and "make".
Further details can be found on the perlxstut perldoc page.

## Python

Here can be found some details about extending Python with modules written in C. You might read about Cython and Pyrex as well, that makes easier to create modules in C, translating a Python-like code into C.
Using the Python ctypes module, one can write C code directly into Python.

## Further reading

* Embedded Systems/Mixed C and Assembly Programming

## References

* ↑ Lesson: 47 from NeHe Productions
* ↑ Cg Bumpmapping by Razvan Surdulescu at GameDev
* ↑ [http://www.fusionindustries.com/default.asp?page=cg-hlsl-faq | Cg & HLSL Shading Language FAQ by Fusion Industries]
* ↑ http://http.developer.nvidia.com/CgTutorial/cg_tutorial_appendix_b.html NVidia Cg tutorial. Appendix B. The Cg Runtime
* ↑ Absolutely minimal CG program for good fundamentals understanding
# Adventist Adventurer Awards and Answers/Jesus' Star

* Jesus' Star
* Eager Beaver

## Who created the stars and on what day?

Genesis 1:14-19 says that God made the sun and the moon and the stars on the fourth day, and placed them in the firmament. The sun and the moon were to rule the day and the night respectively, but day and night had already been created.
Genesis 1:14-19
14 And God said, “Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, 15 and let them be lights in the vault of the sky to give light on the earth.” And it was so. 16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the vault of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.

## How did the wise men know Jesus was born?

The Bible doesn’t tell us exactly where they came from; it only tells us that they were from a country to the east of Israel (where Jesus was born). Nor does it tell us if they rode camels—although they probably did, since they would have had to cross long sections of desert to reach their destination.
Many Bible scholars believe they probably came from the ancient country of Persia, hundreds of miles away. If so, they might have become familiar with the Old Testament’s prophecies about the coming Messiah, through Jews who had been forced to settle there centuries before. They may, for example, have known of the prophet Isaiah’s words: “For to us a child is born, to us a son is given, and the government will be upon his shoulders” (Isaiah 9:6).
What is certain, however, is that God revealed to them that the long-awaited Messiah had now been born, and they were determined to find Him and honor Him. When they finally arrived in Jerusalem, they asked where He could be found, and were told of the prophet Micah’s words that the Messiah would be born in Bethlehem. The sign God had given them in the heavens went before them, and they discovered Jesus. Immediately, the Bible says, “they bowed down and worshiped him” (Matthew 2:11).

## Identify which direction Jesus will come from?

“For as lightning that comes from the east is visible even in the west. So will be the coming
of the Son of Man”. (Matthew 24:27)
"And behold, the glory of the God of Israel came from the way of the east." (Ezekiel 43:2a, NKJV)

## Draw, cut out, or color a star.

https://www.firstpalette.com/printable/stars.html

## Locate the North Star. Visit a planetarium or view stars at night.

https://www.naturalnavigator.com/find-your-way-using/stars/
https://www.wikihow.com/Find-the-North-Star
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Jesus’s Special Supper
## Tell the story of the Last Supper.

Go to this link to listen to the story: The Last Supper

## Explain why Jesus washed the disciples’ feet as a servant.

We wash each other’s feet to show we are humble and no better than anyone else. We should be servants like Jesus was.

## Explain what the bread and the juice represents.

The bread represents the body of Jesus
The Juice represents the blood of Jesus

## Have a prayer thanking Jesus for HIS love.

Read Matthew 26:30 and sing a hymn.
Matthew 26:30
30 When they had sung a hymn, they went out to the Mount of Olives.
https://www.youtube.com/watch?v=pEYz4i2SL2k

## Make a craft to illustrate the Last Supper.

http://sabbathschoolcrafts.com/wp-content/uploads/2021/03/the-last-supper-craft.pdf
* Color and cut out.
* Fold tabs on side of table up. Fold elbows over hanging up. Fold vertical folds following fold marks either side of Jesus.
* Glue together.
* Fold tabs under food and glue anywhere on table.

## External Resources

PDF
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Jigsaw Puzzle

* Jigsaw Puzzle
* Eager Beaver

## Find and cut a large picture from a magazine, mount picture on posterboard, and cut into three pieces. (Cut into various shapes.)

https://timvandevall.com/make-your-own-jigsaw-puzzle-templates/
https://sundayschoolzone.com/activities-search/?_activities_search=puzzle

## Draw and color a picture, mount, and cut into large pieces.

https://suncatcherstudio.com/patterns/diy-jigsaw-puzzles/
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Insects

* Insects
* Little Lamb

## Listen to a book about insects.

The Very Hungry Caterpillar Story by Eric Carle
https://www.youtube.com/watch?v=75NQK-Sm1YY
https://www.youtube.com/watch?v=IGxI6v-kIOY

## Say three things you learned about insects.

https://www.youtube.com/watch?v=YjOFjzLgY0M
Insects have:
* Head, Thorax, and Abdomen
* 6 legs
* 2 antennas

## Play an action game about insects.

Instead of playing a game we sing the Insect's body parts(Tune: “Head, Shoulders, Knees, and Toes”)
Insect Body Parts
Head (Point to head.)
Thorax (Point to chest)
Abdomen – abdomen! (Point to stomach)
Head, thorax, abdomen – abdomen!
And eyes (Point to eyes.)
And mouth (Point to mouth.)
And antennae, two (Stick 2 fingers up)
Six legs (Wiggle 3 fingers on each hand.)
And there’s an insect for you!
(Leave off a verse each time you sing and hum.)

## Make an insect craft.

Clothespin Grasshopper
You need:
* Small Clothespins
* Green Paint and Brush
* Green pipe cleaner
* Tacky Glue
* 5mm Wiggle Eyes
Instructions:
Paint a small clothespin green. Let dry. Cut a one 6" piece, and two 3” pieces of pipe cleaner. Bend it into shape for the legs as shown. Glue to the clothespin. Glue on wiggle eyes. Press two pins in place for antennae.

## Recipe

Worms in the mud
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Introduction

The purpose of Adventurer Awards is to provide instructors with answers to facilitate their experience as teachers. The answers here are based in the requirements of the North American Division for the Adventurer Program
The awards are designed to be used in connection with the Adventurer curriculum. It is recommended that a variety of awards be offered to help each child have a well-rounded understanding of many interests.
Instructors should be creative and make the award meaningful to the Adventurer child. Remember to challenge the more advanced child without discouraging the lesser achiever.
The goal is to help each child experience achievement and to learn new activities and ideas in an interesting and fun way. Affirm each child, remembering that there is more than one right way. Encourage each child to do his/her best. We do not need to be perfect. God is not finished with us yet.
# Adventist Adventurer Awards and Answers/Homecraft

* Homecraft
* Builder

## External Resources

vteAdventist Adventurer Awards :