OpenLLM-France/wikimedia huggingface dataset:
# Scienceshow/Guides/Capillary Pressure
## Purpose

This is a template for new guides and recipes. Make a brief statement about the purpose of this specific guide you're making. Remember that no copyrighted material can be added to this book without the authors explicit accept and please ackowledge sources of information and ideas with links to websites and references.
Status for this guide: Finished, Not yet finished, Check recipes...(leave the appropriate)

## Safety
### Safety Class

Choose a fitting safety class for this description
* Too dangerous! (We do not make this experiment because …)
* Very dangerous (Should only be attempted after careful training)
* Dangerous - Please be aware of this or the other thing... (Untrained people can do this experiment under supervision and guidance)
* Harmless (The most dangerous thing is this insignificant little petitesse)

### Required Safety Equipment

* The show performer: Glasses / Lab coat / Nothing / Fire extinguisher / Wet towel and a bucket of water / Eye flushing bottle
* Audience/participants: Safety screens / Hearing protection (a finger in the ear is often a help).

## Materials

You'll need the following - make a list
* item 1: formula, CAS number, supplier , Safety issues (describe the most important ones), Storage, link to safety datasheet

## Procedure

Preparation time, Performance time, Clean-up time.

### Step by step

* Start by…
* End with explaining how to properly get rid of waste products

### Alternative methods

Other ways to do the experiment

### Dangers

Now the reader knows the experiment, give a closer description of possible dangers.
* Important, be aware of…
* Consider the…

### Other Factors

What other things can sometimes affect the result of the experiment. Maybe the humidity or cleanliness of the glass ware is an issue.

### Show notes

What to consider when preparing. How to make it more spectacular. What can be difficult to achieve 'on stage' that normally is easy when practising.
What other experiments are good to that have in relation to this one?
What should you beware of that can make the experiment boring?

## Explanation
### What's taking place

Here you can give a more quantitative and mathematical description of what happens. What fundamental laws are involved or demonstrated by this experiment etc. Remember to explain jargon/expressions from the laboratory.

### In the real world

Do you meet things like this in daily life - give examples!

### Uanswered Questions

Things we do not yet know and should find an answer to - maybe how it actually works etc.

### More Information

* Websites with more info the end.

## Remember

This is just a guide and it can contain both errors and omissions. Always make experiments in small versions before proceeding to larger quantities where things could become dangerous. Ask around if you have any doubts before starting and do not start on a procedure you do not feel you understand and is qualified to perform.
# Scienceshow/Cryogenics

Cryogenics experiments
Freezing Water
Creating Solid LN2
Shrinking Balloon
Growing Balloon
The Fountain
Shooting Corks
Shrinking Hammer
Speed of Sound
Freezing Tennis Balls
Freezing O-rings
Superconductor
Nitrogen Over Hands
Liquid Oxygen
Banana Hammer
LN2 Ice Cream

## External links

* LN2 overview
# Scienceshow/Equipment

This section contains handling instructions for certain pieces of experimental equipment.
Vandegraaff Cleaning
# Scienceshow/Cryogenics/The Fountain

* Status for this guide: Not yet finished
* Scienceshow/Physics, Scienceshow/Cryogenics

## Safety
### Safety Class

* Very dangerous (Should only be attempted after careful training)

### Required Safety Equipment

* The show performer: Glasses / Cryogenic gloves
* Audience/participants: None.

## Materials

* One brass tube, 5cm across, 40 cm high. This brass tube is closed on one end and open on the other.
* One cork with two holes in it which fits on the brass tube
* Two glass tubes which fit into the holes in the cork, 40cm long
* Liquid nitrogen
* Water
* A stable table

## Procedure

Preparation: Stick the glass tubes into the cork. Make sure the glass tubes stick out about 5 cm above the cork.
Put on safety goggles and cryogenic gloves.
Put some water onto the table, and put the tube in this - with the closed side down. Pour the liquid nitrogen into the tube. Now put the cork with the glass tubes down into the brass tube. This will cause a massive fountain of liquid nitrogen to squirt out of the glass tubes.
The waste product (liquid nitrogen) will evaporate into the air.

### Dangers

* Be sure to always wear gloves and glasses when doing this experiment
* Be sure to NEVER do this experiment twice in a row, while the equipment is still cold. If the equipment is still cold, the lower temperature difference will cause the liquid nitrogen to evaporate slower. This means that you get liquid nitrogen sprayed all over you!
* Keep your head below the tube when doing this experiment. Liquid nitrogen which lands in your neck is less dangerous than liquid nitrogen which lands in your face

### Other Factors

As said above, the higher the temperature difference between the equipment and the liquid nitrogen, the larger the effect. Therefore, it is possible to increase the effect of this experiment by heating the equipment with a blow drier beforehand.

### Show notes

It is very important that you need two people to do this experiment; one pours the liquid nitrogen into the fountain tube, the other one puts the cork on. If you try to do both by yourself, so much liquid nitrogen will have evaporated that the effect will be much less.

## Explanation
### What's taking place

The liquid nitrogen evaporates, creating more pressure in the tube. Because the glass tubes are below the waterline of the liquid nitrogen, the liquid nitrogen is pushed out instead of the gas.

### In the real world

Espresso machines work like this; steam is built up in a chamber, and the boiling liquid is pushed through coffee powder.

## More Information

* Websites with more info the end.

### Acknowledgements

Experiment developed by Stichting Rino Page made possible by EuroPhysicsFun

### References

See Wikipedia:Footnotes for an explanation of how to generate footnotes using the <ref> and </ref> tags.
* ↑ example reference
This opensource material is from The Wiki Science Show Book in English. There is an overview of available guides. It is based on the template for new guides. Related media files can be found on Wikimedia Commons ScienceShow.
* Links to this guide in other languages: English.
# Scienceshow/Guides/Amorphous Metals

This is a template for new guides and recipes. Make a brief statement about the purpose of this specific guide you're making. Remember that no copyrighted material can be added to this book without the authors explicit accept and please acknowledge sources of information and ideas with links to websites and references.
Status for this guide: Finished, Not yet finished, Check recipes...(leave the appropriate)

## Safety
### Safety Class

Choose a fitting safety class for this description
* Too dangerous! (We do not make this experiment because …)
* Very dangerous (Should only be attempted after careful training)
* Dangerous - Please be aware of this or the other thing... (Untrained people can do this experiment under supervision and guidance)
* Harmless (The most dangerous thing is this insignificant little petitesse)

### Required Safety Equipment

* The show performer: Glasses / Lab coat / Nothing / Fire extinguisher / Wet towel and a bucket of water / Eye flushing bottle
* Audience/participants: Safety screens / Hearing protection (a finger in the ear is often a help).

## Materials

You'll need the following - make a list
* item 1: formula, CAS number, supplier , Safety issues (describe the most important ones), Storage, link to safety datasheet

## Procedure

Preparation time, Performance time, Clean-up time.

### Step by step

* Start by…
* End with explaining how to properly get rid of waste products

### Alternative methods

Other ways to do the experiment

### Dangers

Now the reader knows the experiment, give a closer description of possible dangers.
* Important, be aware of…
* Consider the…

### Other Factors

What other things can sometimes affect the result of the experiment. Maybe the humidity or cleanliness of the glass ware is an issue.

### Show notes

What to consider when preparing. How to make it more spectacular. What can be difficult to achieve 'on stage' that normally is easy when practising.
What other experiments are good to that have in relation to this one?
What should you beware of that can make the experiment boring?

## Explanation
### What's taking place

Here you can give a more quantitative and mathematical description of what happens. What fundamental laws are involved or demonstrated by this experiment etc. Remember to explain jargon/expressions from the laboratory.

### In the real world

Do you meet things like this in daily life - give examples!

### Unanswered Questions

Things we do not yet know and should find an answer to - maybe how it actually works etc.

### More Information

* Websites with more info the end.

## Remember

This is just a guide and it can contain both errors and omissions. Always make experiments in small versions before proceeding to larger quantities where things could become dangerous. Ask around if you have any doubts before starting and do not start on a procedure you do not feel you understand and is qualified to perform.
# Roman Culture/Mother
## Roman Mothers

Sunhee Jung ANCS202
In Rome, all women are expected to become a mother. In Rome women are always in authority of men; father, husband, or guardian. Women did not have any capacity of independent without men (The exception was six Vestal Virgins). Only freemen are only allowed to be wed, and have to the age to wed. The legal age of twelve, girls are wed to someone who might be several decay order. Even though the idea of marrying off women in such a young age is taboo in modern time, it was common practice. Understand that life expectancy in ancient time is much different from modern time; women were high risk of the death due to risk of birth. It was important for women to be fertile. If she was not, she was divorced by her husband. During the ancient time there was high rate of infant deaths, so even with giving six births doesn’t mean all of them will survive their infanthood. It was the upper class women that had more children, since she had the access to take care the children. It was the father who had the authority in the house, and had the power to disown his infant (This became illegal by 374 AD). It was the mother’s job to educate the children about Roman culture, and expected to invest the son’s political career. Also daughters are expected to learn about Roman culture so that she could teach her own children later on her life. The mothers raised their sons to be a successful leader that influenced the Rome in greater way. When husband past away, and then the family will be free of his care, but will have another guardian. The daughter is most likely under the uncle or her brother (as long as he is in legal age) till she is wed. By legal status, being under a care of father is not different from under a care from her husband. The ideal mother is to be honorable, chaste, and fertile. The famous mothers are known due to her success to raise their sons to be the leader of the Rome.

## References

* Women in Roman Law and Society By Jane F. Gardner
* http://www.womenintheancientworld.com/index.htm
* http://www.moyak.com/papers/roman-women.html
# Roman Culture/Roman Myths/Jupiter

Jupiter was the most important and celebrated god of ancient Rome. Jupiter was the deity to which life, light, and heavenly phenomenons were attributed (Berens, 1880, p. 38). The Romans considered Jupiter to be the protecting entity of their empire, and they even believed that Jupiter would provide them with the greatest empire the world had ever seen (Dwight, 1855, p. 118-120). It was for this reason that Jupiter was honored before engaging in battle. The Romans attributed Jupiter with all the powers of the heavens namely rain, thunder, and his primary weapon, lightning (Smith, 1867, p. 659). In the heavens, Jupiter is the prevailing force- “he frowns and Olympus trembles; he smiles, and the sky brightens” (Dwight, 1855, p. 297). As the supreme divinity of the heavens, Jupiter answered to no force and was the absolute authority of the fates of men (Marden & Devitt, 1903, p. 1604). Jupiter was the deciding factor of both life and death in man. Jupiter’s supremacy over all other gods appears almost monotheistic, for the Roman people freely identify him as the most powerful and dominant force in the heavens (Tukey, 1916, p. 300). The Roman people worshipped Jupiter more extravagantly and more frequently than all other gods; therefore, the worship of Jupiter is almost monotheistic. Jupiter was the most powerful and the greatest of the gods so much so that the Romans sometimes called him Jupiter-Optimus-Maximus (Smith, 1867, p. 659). Jupiter reigned over all earthly matters, including being the guardian of law, justice and virtue (Dwight, 1855, p. 122).
The most celebrated temple dedicated to Jupiter lay on Capitoline Hill in Rome (Berens, 1880, p. 38). Before going into battle, sacrifices were provided to Jupiter in hopes of attaining victory (Marden & Devitt, 1903, p. 1604). The Roman people’s need to appease Jupiter before engaging in battle exhibits his supremacy over the other gods and the extent of his sway in the Roman world. Jupiter was not just honored before going into battle but was regularly honored on the ides of every month and upon the beginning of every Roman week by the sacrifice of a ram (Dwight, 1855, p. 122). As the reigning divinity of light, the color white was sacred to him. Therefore, all animals sacrificed for him were white in color (Dwight, 1855, p. 122). Jupiter was even honored with the sacrifice of aquilicium when the people wished for rain (Smith, 1867, p. 659).

## References

* Berens, E.M. (1880). The myths and legends of ancient Greece and Rome. London: Blackie and Son.
* Dwight, M.A. (1855). Grecian and Roman mythology. New York: A.S. Barnes and Co.
* Marden, O. S., & Devitt, G. R. (1903). The consolidated encyclopedic library volume vi. New York: Emerson Press.
* Smith, W. (1867). Dictionary of Greek and Roman biography and mythology. Boston: Little, Brown, and company.
* Tukey, R. H. (1916). Studies in Greek and Roman religion. The American Journal of Theology, 20(2), 298-301.
# Roman Culture/Medicine

In the early Roman empire, many doctors were freed Greek slaves. Some of the ancient texts that we have recovered have scorned ancient “doctors” at all levels of society. Doctors did not need any formal training and often times consisted of shadowing another doctor as an apprentice. Unethical practices were fairly common, thus doctors were accused of being quacks, charlatans, and charging exorbitant prices. However, not all people in the medical profession were running immoral practices. Hippocrates came into prominence as a doctor and came from the Greek island of Cos. Today, he is often termed the father of Western medicine, and one of his texts now termed the Hippocratic Oath is still used to define good medical practice and morals. Another prominent doctor is Galen, who was born in AD129 and greatly contributed to the understanding of many scientific disciplines. He used dissections of monkeys and pigs to generate incredibly detailed anatomical drawings. Under Emperor Augustus he was able to write detailed medical texts as well as develop surgical instruments. Both doctors relied on the now discredited theory of humorism. Humorism is the theory that the body is made up of four parts, blood, black bile, phlegm, and yellow bile. The excess or deficiency of one of the parts would affect the health of a person. The theory is often considered to have origins from ancient Egypt, but was not developed into a system until the Greeks.
The militaristic nature of the Roman empire aided in the development of medical advances. Doctors began to be recruited by Emperor Augustus and even formed the first Roman Medical Corps for use in the aftermath of battles. Surgeons had knowledge of various sedatives including morphine from extracts of poppy seeds and scopolamine from herbane seeds. They became proficient at amputation to save patients from gangrene as well as tourniquets and arterial clamps to stem blood flow. Over multiple centuries, the Roman empire led to great gains in the field of medicine and formed much of the knowledge we know today.

## References

"Life, death, and entertainment in the Roman Empire". David Stone Potter, D. J. Mattingly (1999). “Greek Medicine.” http://www.nlm.nih.gov/hmd/greek/greek_oath.html “Medicine & Surgery in Ancient Rome.” http://www.crystalinks.com/romemedicine.html
# Roman Culture/Roman Army
## Scutum

A large body shield that measures 2.5 ft. wide and 4 ft. tall. During the Roman republic was oval shaped, but in later years of the first century AD a rectangular shape was then used. Scutum’s were usually painted with the insignia of the Army Unit, and was stored in a leather case which had the same insignia form pieces of leather sewn onto the face of the cover. In battle when Romans would charge their enemy the Roman soldiers would hold their shields in front of themselves, so that the force of impact would knock their enemies to the ground. Soldiers would often rest their scutum on the ground and fight from behind it while crouched. This would lower the soldier’s center of gravity, which would make it harder for them to be knocked off balance, and allow more of their body to be protected.
EDIT: 12-10-11 Rojen: scanned for spelling errors, plagiarism, and if image was free to use. could not determine free use.

## Gladius

The Gladius was a sword used by the Roman Army. The Gladius was a small sword that was about 18-24 inches long, that was mainly used for close combat. The reason for it being small was due to better efficiency in battle rather than using a big sword which would make it hard to fight with. Eventually the Glaidus became obsolete to the Spatha that was used by the Calvary.

## References

Scutum
[[File:[url=http://www.flickr.com/photos/8048432@N05/2698004539/][img]http://farm4.staticflickr.com/3236/2698004539_16a03a91cf.jpg[/img][/url] [url=http://www.flickr.com/photos/8048432@N05/2698004539/]portrait.ftmac2008.marius[/url] by [url=http://www.flickr.com/people/8048432@N05/]Legio IX Hispana[/url], on Flickr]]
Kelly, Patrick, Greyson Brown, Sam Barris, Nathan Bell, Bill Grandy, and Alexi Goranov. "The Shield: An Abridged History of Its Use and Development." Http://www.myarmoury.com. Web. <http://www.myarmoury.com/feature_shield.html>.
Gladius
"Roman Military Equipment: Weapons - Gladius, Spatha, Pugio,Pilum." Roman Numismatic Gallery. Web. 11 Dec. 2011. <http://www.romancoins.info/MilitaryEquipment-Attack.html>.
“Roman Gladius.” Photo. RomanCoins.info 11 Dec. 2011. <http://www.colorado.edu/Classics/clas4091/Graphics/Gladius.jpg>
"Roman Military Equipment: Weapons - Gladius, Spatha, Pugio,Pilum." Roman Numismatic Gallery. Web. 11 Dec. 2011. <http://www.romancoins.info/MilitaryEquipment-Attack.html>.
# Sensory Systems/TOC
## Sensory Systems

* Introduction

## Human Anatomy and Physiology

* Visual System
* Auditory System
* Vestibular System
* Somatosensory System
* Olfactory System
* Gustatory System

### General Features

* Physiology of Pain
* Change of Sensory Processing Through Disuse
* Association Cortex

## Technological Aspects

* Neurosensory Implants
* Computer Models
* An Introduction to Control Systems

## Other Animals

* Birds
* Fish
* Other Marine Animals (Octupus, Jellyfish, ...)
* Arthropods (Spiders, Insects, Ants, ...)
* Other Non-Primates (Rodents, Snakes, ...)
* Interspecies Comparison of the Visual System

## Additional Information

* Authors
* Sources
* Appendices
# Scouting/BSA/Hiking Merit Badge

* Show that you know first aid for injuries or illnesses that could occur while hiking, including hypothermia, heatstroke, heat exhaustion, frostbite, dehydration, sunburn, sprained ankle, insect stings, tick bites, snakebite, blisters, hyperventilation, and altitude sickness.
* Explain and, where possible, show the points of good hiking practices. including the principles of Leave No Trace, hiking safety in the daytime and at night, courtesy to others, choice of footwear, and proper care of feet and footwear.
* Explain how hiking is an aerobic activity. Develop a plan for conditioning yourself for 10-mile hikes, and describe how you will increase your fitness for longer hikes.
* Make a written plan for a 10-mile hike, including map routes, a clothing and equipment list, and a list of items for a trail lunch.
* Take five hikes, each on a different day, and each of at least ten continuous miles. Prepare a hike plan for each hike.*
* Take a hike of 20 continuous miles in one day following a hike plan you have prepared.*
* After each of the hikes (or during each hike if on one continuous "trek") in requirements 5 and 6, write a short report of your experience. Give dates and descriptions of routes covered, the weather, and interesting things you saw. Share this report with your merit badge counselor.
* Earning Merit Badges in the Boy Scouts of America
* Merit Badges Required to Attain Eagle Scout
* Camping | Citizenship in the Community | Citizenship in the Nation | Citizenship in the World | Communications | Cooking | Cycling OR Hiking OR Swimming | Emergency Preparedness OR Lifesaving | Environmental Science OR Sustainability | Family Life | First Aid | Personal Fitness | Personal Management |
* Earning Merit Badges in the Boy Scouts of America
* Sports and Outdoor Hobbies
* Archery | Athletics | Backpacking | Canoeing | Camping | Climbing | Cycling | Fishing | Gardening | Geocaching | Golf | Hiking | Horsemanship | Kayaking | Motorboating | Orienteering | Pioneering | Rifle Shooting | Rowing | Shotgun Shooting | Skating | Small-Boat Sailing | Snow Sports | Sports | Swimming | Water Sports | Whitewater | Wilderness Survival
# Scouting/BSA/Geology Merit Badge

The BSA Geology Merit Badge is used so you can learn about the resources that we use like Fossil Fuel
* Earning Merit Badges in the Boy Scouts of America
* Nature and Conservation
* Astronomy | Bird Study | Environmental Science | Fish and Wildlife Management | Fishing | Forestry | Gardening | Geology | Insect Study | Mammal Study | Nature | Plant Science | Reptile and Amphibian Study | Soil and Water Conservation | Weather