OpenLLM-France/wikimedia huggingface dataset:
# Adventist Adventurer Awards and Answers/Community Helper

* Community Helper
* Little Lamb

## Listen to a story about community helpers

Read Corduroy's Busy Street book.
https://www.youtube.com/watch?v=jt2q1cHsH6E

## Pretend to be community helpers.

Create a couple of community helpers centers. The centers should contain clothes so the children can dress up like the helper and objects to play with that represent things the helpers would use
* Doctor's Office - chairs, clip boards, pens, doctor's kit, band aids.
* Airport - luggage, chairs for inside the plane, tickets (index cards), engineer's hat, Stampers for stamping the tickers, ink pads.
* Library - books, stamps, ink pads, library cards (index cards), play reading glasses, chairs.
* Restaurant - table & chairs, menus(folded construction paper with pictures of food items glued inside), pads of paper for taking orders, play food, cups, dishes, silk flowers for the tables, cash register, play money. (we have even gone to a local TACO BELL or Pizza place, and asked for some items from them - or any other restaurant you think may be willing to donate items.
* Vet's Office - pet dishes, doctor's kit, stuffed animals, clip boards, dog treats.
* Fire Station - fire hats, hoses (old vacuum hose), construction paper flames taped on the wall, boots, play phones (or old real phones).
* Bakery - cookie cutters, chef hats, aprons, cookie sheets, cash register, plastic knives, pot holder, oven mitts.
A visit to a real fire hall and/or library should be easy for parents and kids to do and very memorable. Ask questions about what the people do there. Pretend to shelve books (maybe on the book return cart so nothing gets messed up) or handle firefighting equipment and clothing with permission. The library is also a great place to find and read the required story (and other books for the other stars).

## Play an action game using community helpers’ skills.

Climbing, running, etc

## Complete an art project about community helpers

Community Helper Puppets Print pictures of community helpers onto cardstock. Have the children color in the pictures and then cut out the figures. Give each child a popsicle stick and show them how to glue the top half of the stick to the back of the picture to create a puppet. The children can then stage a puppet show, each taking on the character of their particular community helper puppet.
Print the puppets here Community Helpers Set 1 pdf, Community Helpers Set 2 pdf , Community Helpers Set 3 pdf
Community Helper Paper Dolls Ask parents for a photo of their child. Print the photos and cut out just the face portion. Prepare paper dolls that will fit career paper doll clothing (printable online from Education.com). Cut out the paper doll clothing. Give the children the paper dolls and their own facial picture to glue onto the head. Children can then choose clothing to color and to place on their personal doll.

## External Resources

Community Helpers theme- Resources for PreKinder Teachers
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Carpenter

* Carpenter
* Helping Hand

## Discuss Jesus the Carpenter and things He may have made.

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Collector

* Collector
* Sunbeam

## Explain who a collector is.

A collector is a person who gathers things. She/He is interested in and learns about them.

## Name five popular articles that people are collecting today.

* Coins
* Stamps
* Stickers
* Buttons
* Dolls
* Model cars
* Baseball cards

## As a group plan what you want to collect and gather native items in one of the following ways
### play a game of A to Z Collection

Try the following zoo animals collection.
* Alligator
* Bear
* Camel
* Deer
* Elephant
* Flamingo
* Giraffe
* Hippopotamus
* Iguana
* Jaguar
* Kangaroo
* Lion
* Monkey
* Nyala
* Ostrich
* Penguin
* Quail
* Rhinoceros
* Snake
* Tiger
* Underwater mammals
* Vulture
* Wolf
* Yak
* Zebra

## OR Make two very different collections with at least 20 items in each.
### Objects: stamps, postcards, photographs, coins, etc.

* A Bad Case of Stripes A Bad Case of Stripes
* Brown Bear, Brown Bear, What do you See?Brown Bear, Brown Bear, What do you See?
* Click, Clack, MooClick, Clack, Moo
* The Very Hungry CaterpillarThe Very Hungry Caterpillar
* The Wizard of the Oz
* Where the Wild Things areWhere the Wild Things are

### Nature: leaves, minerals, feathers, shells, etc.
## External Resources

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Cooking Fun

* Cooking Fun
* Sunbeam

## Name the Food Groups.

* The MyPlate food guide icon.
* My Pyramid Food

### Food Groups
#### Fruits

Apples, Apricots, Bananas, Cherries, Grapefruit, Grapes, Kiwi fruit, Lemons, Mangoes, Nectarines, Oranges, Peaches, Pears, Papaya, Pineapple, Plums, Prunes, Raisins, Tangerines, etc

#### Vegetables

lettuce, potatoes, yuca root,Red & carrots, Beans, peas, etc.

#### Grains

Whole-wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal, brown rice, etc.

#### Protein Foods

beef, lamb, veal, chicken, fish, turkey, eggs, beans, peas, and nuts.

#### Dairy

Milk, cheese, yogurt, ice cream, puddings.

#### Oils

Oil, nuts, avocado

### Collect pictures from each of these food groups.

* Banana
* Rice
* Milk
* Salad
* Beef

### Use your pictures to make a collage or poster to be displayed at your club, school or church.

* Church potluck

## Describe a complete, balanced daily menu.

The Week of Healthy Menus .pdf
Breakfast:
* 3/4 cup oatmeal, cooked
* 1/2 cup skim milk
* to taste sugar
* 1 T raisins
* 1 small banana (or 1/2 lg)
* 1/2 cup orange juice
Lunch
* 1 slice whole wheat bread
* 1 slice each lettuce, tomato
* 2 ounces chicken breast
* 2 t whipped salad dressing
* 1 cup baby carrots
* 1 cup yogurt
Dinner
* 1/2 pinto beans
* 1 piece cornbread (2”x2”x2”)
* 1/2 cup mixed greens
* 1/2 cup stewed tomatoes
* 1 T tub margarine (LF)
* 17 grapes

## Help to prepare and pack a picnic lunch.
### Include foods from the six food groups.
### Share this picnic with family or friends.

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Caring Friend

* Caring Friend
* Helping Hand

## Explain how you can be a Caring Friend. Find, read and memorize I Peter 5:7.

1 Peter 5: 7 Cast all your anxiety on him because he cares for you.

## External Resources

vteAdventist Adventurer Awards :
# A-level Computing/AQA/Computer Components, The Stored Program Concept and the Internet/Hardware Devices/Input and output devices

You should already have met the internal components of the computer and the peripherals, that sit outside. We are now going to look at two different categories of peripherals. Those that input data into a computer, and those that output data from the computer.
How do we tell what is an input and what is an output device? Think about it from the computer's perspective. If a device is putting data into the computer in the form of text, sound, images, button presses etc. then it is an input device, if the device is outputting things from the computer such as sound, movement, printing, images etc., then it is an output device. It really is that easy to tell the difference, but be warned, some devices can be both input and output!
Let's take a look at two examples:
* Example: Telling the difference between input and output devices
* An LG LCD monitor
* When you are using the monitor it displays things that you are doing, such as moving windows and clicking on website links. At no point do you click on the screen or put anything into the monitor. The only thing it does is output information, therefore it is an output device. Easy!
* An optical mouse
* A mouse is used to move a little cursor around the screen, clicking and dragging as you go. if you let go of the mouse, the cursor will stop. The computer is relying on you to move the mouse, the mouse won't move on its own! Therefore it is an input device.
* Exercise: Input and output devices
* Note whether the following devices are input or output devices (or both!)
* Printer
* Mouse
* Keyboard
* Monitor
* Web cam
* Scanner
* Graphics tablet
* Joypad/Controller
* Speakers
* Answer:
* Printer - output
* Mouse - input
* Keyboard - input
* Monitor - output
* Web cam - input
* Scanner - input
* Graphics tablet - input or output (if there is a screen on it)
* Joypad/Conroller - input (output as well if it vibrates!)
* Speakers - output
# A-level Computing/AQA/Computer Components, The Stored Program Concept and the Internet/Machine Level Architecture

* From the Specification
* Internal and External Hardware Components of a Computer
* Outline the basic internal components of a computer system. (Although questions about specific machines will not be asked it might be useful to base this section on the machines used at the centre.
* Understand the need for and means of connection between components
* Processor, main memory, address bus, data bus, control bus, I/O controllers and I/O ports, secondary storage, their purpose and how they relate.
* Know that the processor, system bus and main memory are called the CPU (central processing unit), and that components external to the CPU are called peripherals. An example of a peripheral is secondary storage.
* Functional Characteristics of a Processor
* Understand the concept of addressable memory.
* Describe the stored program concept whereby machine code instructions stored in main memory are fetched and executed serially by a processor that performs arithmetic and logical operations
* Structure and Role of the Processor
* Understand the characteristics of contemporary processors
* Explain the role and operation of a processor and its major components.
* Explain the effect of clock speed, word length and bus width on performance.
* Know the following components and be able to describe their function:
* Arithmetic Logic Unit
* Control Unit
* Clock
* General purpose and dedicated registers
* Hardware and software
* Internal and external hardware components of a computer
* Functional characteristics of a processor
* Structure and role of the processor
* Machine code and processor instruction set
* The Fetch–Execute cycle and the role of registers within it
# A-level Computing/AQA/Computer Components, The Stored Program Concept and the Internet/Structure of the Internet

* The Internet and its Uses
* Internet
* World Wide Web (WWW) and routers.
* Intranet
* Understand the structure of the Internet, the role of packet switching
* Understand the difference between the Internet, the Web and an intranet.
* Internet, Intranet and World Wide Web
* Packet switching
* The Internet and its Uses
* Uniform Resource Locator (URL)
* Describe the term URL in the context of Internet working.
* Uniform Resource Identifier (URI)
* Describe the role of URIs in the context of Internet working.
* Domain Names and IP Addresses
* Explain the terms domain name and IP address.
* Describe how domain names are organised.
* Know that an IP address is split into a network identifier part and a host identifier part.
* The Internet, Intranet and World Wide Web
* Internet registries and Internet registrars
* Explain why such services are provided.
* Internet Service Providers (ISP)
* Understand the role of an ISP.
* Domain Name Server (DNS)
* Understand the purpose of Domain Name Server.
* The Client–Server Model
* Be familiar with the client–server model.
* Common Standard Protocols:
* TCP/IP - Describe the role of the four layers of the TCP/IP protocol stack, including sockets.
* FTP - FTP client software and an FTP server to transfer files using anonymous and non-anonymous access.
* HTTP - Web server to retrieve web pages in text form
* HTTPS
* TELNET - Telnet server for remote management of a server
* POP3, SMTP - E-mail server to read and send e-mail
* Well-known ports
* Client ports
* Understand the role of a web browser in retrieving web pages and web page resources and rendering these accordingly.
* Domain names
* URIs
* Client server model
* Protocols
* TCP/IP protocol stack
# A-level Computing/AQA/Computer Components, The Stored Program Concept and the Internet/Machine Level Architecture/Functional characteristics of a processor
## Addressable memory

A computer must be able to access main memory for reading and writing, they do this by using addressable memory. Main memory is a little like a set of school lockers, each with a different number. Each locker contains a block of data and if you fill up one locker you can use the next locker to expand into.
Looking at the example above you can see locker '0' contains '8975', whilst lockers 1 to 6 contain the sentence "The Cat sat on the dog!". Locker '7' is empty, locker '8' contains a boolean value and locker '9' contains the number 48. As you can see if we only used one character for the locker number then we could only ever have 10 lockers. If you limit the number of addresses you can use then you limit the amount of memory you can talk to. If you have a small address bus then you won't be able to have much main memory.
The way that data is stored in a computer is very similar:

## Stored program concept

Building on the Von Neumann architecture we get the idea of how the stored program concept works. If you have ever loaded a game on a console you might notice that:
* you need to insert a disc
* the disc spins
* the game says loading
* the game plays
This is the stored program concept in motion! Let's take apart what is happening:
* You insert an optical disk (secondary storage) with the code on
* The code is loaded into main memory
* The processor fetches, decodes and executes instructions from main memory to play game
* Exercise: Characteristics of a processor
* How many different addresses can a 8 line address bus address?
* Answer:
* $2^{8}=256$
* How does the address bus affect main memory?
* Answer:
* If you have a small address bus then you will be limited in the number of addresses you can talk to and therefore how much main memory you can directly address.
* How wide would the address bus have to be to talk to 1024 addresses?
* Answer:
* 10 lines wide since $2^{10}=1024$
* What is wrong with using a 9 bit address bus but having 700 memory locations in main memory?
* Answer:
* We can only address $2^{9}=512$ different locations. It wouldn't be able to talk to address locations $513-700$.
* Define the stored program concept:
* Answer:
* A program must be (resident) in main memory in order for it to be executed. The instructions are fetched from main memory, then decoded and executed in the CPU.
# A-level Computing/ICT Projects using LAMP/Setting up your XAMPP server/XAMPP for Windows

The distribution for Windows 2000, 2003, XP, Vista, and 7. This version contains: Apache, MySQL, PHP + PEAR, Perl, mod_php, mod_perl, mod_ssl, OpenSSL, phpMyAdmin, Webalizer, Mercury Mail Transport System for Win32 and NetWare Systems v3.32, Ming, FileZilla FTP Server, mcrypt, eAccelerator, SQLite, and WEB-DAV + mod_auth_mysql.
# A-level Computing/OCR/Basic Principles of Hardware, Software and Applications/Machine Level Architecture

* Logic Gates
* Boolean Algebra
* Three Box Model
* Structure of Processor
# A-level Computing/ICT Projects using LAMP/Setting up your XAMPP server/XAMPP for Linux

The distribution for Linux systems (tested for SuSE, RedHat, Mandrake and Debian) contains: Apache, MySQL, PHP & PEAR, Perl, ProFTPD, phpMyAdmin, OpenSSL, GD, Freetype2, libjpeg, libpng, gdbm, zlib, expat, Sablotron, libxml, Ming, Webalizer, pdf class, ncurses, mod_perl, FreeTDS, gettext, mcrypt, mhash, eAccelerator, SQLite and IMAP C-Client.
# A-level Computing/ICT Projects using LAMP/Setting up your XAMPP server/XAMPP for Mac OS X

The distribution for Mac OS X contains: Apache, MySQL, PHP & PEAR, SQLite, Perl, ProFTPD, phpMyAdmin, OpenSSL, GD, Freetype2, libjpeg, libpng, zlib, Ming, Webalizer, mod_perl.
# A-level Computing/ICT Projects using LAMP/Setting up your XAMPP server/XAMPP for Solaris

The distribution for Solaris (developed and tested with Solaris 8, tested with Solaris 9) contains: Apache, MySQL, PHP & PEAR, Perl, ProFTPD, phpMyAdmin, OpenSSL, Freetype2, libjpeg, libpng, zlib, expat, Ming, Webalizer, pdf class.
# A-level Computing/OCR

This book aims to inform about the current content of the OCR A-Level Computing H446 Specification. It is not endorsed by OCR and is simply a collection of notes on the topic. This WikiBook may not contain completely accurate information, however it is intended to be similar to a revision guide and as such the information contained within it may have been simplified to aid understanding.

# Table of Contents
## Unit 1 Computer systems

Unit 1.1 The characteristics of contemporary processors, input, output and storage devices
* Unit 1.1.1 Structure and Function of the Processor
* Unit 1.1.2 Types of Processor
* Unit 1.1.3 Input, Output and Storage
Unit 1.2 Software and software development
* Unit 1.2.1 Systems Software
* Unit 1.2.2 Applications Generation
* Unit 1.2.3 Software Development
* Unit 1.2.4 Types of Programming Language
Unit 1.3 Exchanging data
* Unit 1.3.1 Compression, Encryption and Hashing
* Unit 1.3.2 Databases
* Unit 1.3.3 Networks
* Unit 1.3.4 Web technologies
Unit 1.4 Data types, data structures and algorithms
* Unit 1.4.1 Data Types
* Unit 1.4.2 Data Structures
* Unit 1.4.3 Boolean Algebra
Unit 1.5 Legal, moral, cultural and ethical issues
* Unit 1.5.1 Computing Legislation
* Unit 1.5.2 Moral and Ethical Issues

## Unit 2 Algorithms and programming

* Unit 2.1 Elements of Computational Thinking
* Unit 2.2 Problem Solving and Programming
* Unit 2.3 Algorithms

## Glossary of Terms

* Glossary
# A-level Computing/ICT Projects using LAMP/Setting up your XAMPP server

Many people know from their own experience that it's not easy to install an Apache web server and it gets harder if you want to add MySQL, PHP and Perl. XAMPP is an easy to install Apache distribution containing MySQL, PHP and Perl. XAMPP is really very easy to install and to use - just download, extract and start.
At the moment there are four XAMPP distributions:
* XAMPP for Linux
* XAMPP for Windows
* XAMPP for Mac OS X
* XAMPP for Solaris
To install XAMPP you only need to download and extract XAMPP, that's all. There are no changes to the Windows registry (not true if you use the Windows installer version of XAMPP) and it's not necessary to edit any configuration files. It couldn't be easier!
To check that XAMPP is working some sample programs are included, there is a small CD collection program (written in PHP using MySQL) and a small guest book software (written in Perl) and several other demonstration utilities.
If you decide that XAMPP isn't needed any more just delete the XAMPP directory and it's completely removed from your system.
However if you use the Windows installer version of XAMPP it's recommended to use the uninstall feature. As every installer the installer will make registry entries to remember the install.
Ref: http://www.apachefriends.org/en/xampp.html Accessed 2/3/2011
# A-level Computing/OCR/Basic Principles of Hardware, Software and Applications

Computer systems are made up of Hardware, Software, and Applications. Hardware refers to the physical components of a computer, such as the monitor, keyboard, mouse, hard drive and system board. Software refers to the set of instructions that directs the hardware to accomplish a task. The best known example of software is a computer's operating system, which provides a way for the user to interact with the hardware. Software uses hardware to perform four basic functions: input, processing, storage, and output. An application is specialized software that performs a certain function, such as word processing or media reproduction.
There are several topics in this unit:
# A-level Computing/Exam Tips

This page contains a number of tips or hints that will be useful for the examinations:
* Do not use brand names when answering exam questions. These will gain no credit, so give a generic answer (For example, use word processor rather than Microsoft Word)
* Always give binary to the required number of bits, even if this means adding leading zeros
* Ensure you consider the number of marks that can be awarded for the question. Each mark will normally be for different aspects i.e. a 2 mark question may be of the form - define XYZ (1st mark) and compare XYZ to ABC (2nd mark)
* Structure your answer from general concept to any specific point. For instance, if asked how the computers in an office can share files, the answer would be "A network is required for computers to communicate with each other. An intranet should be set-up in star topology with a switch and a Network Interface Card (NIC) for each computer, to ensure optimum speed and reliability."
* Attempt as many previous papers as possible and pay attention to the technical terms used in the mark scheme.
* If the question asks for a specific number of points, do not attempt to answer more points. If the question asks for two points and the candidates answers four points, the first two would be taken as answers and graded accordingly.
# A-level Computing/OCR/Basic Principles of Hardware, Software and Applications/Machine Level Architecture/Boolean Algebra
## Boolean Algebra

Boolean Algebra had very little practical use until digital electronics and computers were invented. Digital computers use the binary number system, which has only two stats, 0 and 1. Boolean algebra is ideal for this table
| X | MEANING |
| TRUE | IT IS RAINING TODAY |
| FALSE | IT IS NOT RAINING TODAY |
Boolean Equation: An equation that expresses a Boolean's output Q in terms of Boolean inputs X,Y and Z etc.. To which one or more Boolean functions, such as OR, AND and NOT, are applies, more in the Logic gates section.
# African American Vernacular English/Grammar

Generally, AAVE is similar to Mainstream American English (MAE), but some grammatical features are unique when compared to the standard. For instance, a double negative (It ain't worth nothing, Now I'm not no professor but I know what you're talking about) does not make a positive, but rather signifies emphasis. Certain prepositions/verbs, e.g. "be", "gonna"(going to) can signify aspect, leading to phrases such as "He be working" that would normally be considered off.

## Is AAVE "Bad Grammar"?

No. Though its rules differ from those of Standard English, they are internally consistent and one can tell if a grammatical concept is being misused. Though historically its teaching has been met with much controversy, the grammatical features are agreed not to be flaws in the speech of individual speakers.
African American Vernacular English/TOC