OpenLLM-France/wikimedia huggingface dataset:
# Accountancy/Balance Sheet

The Balance Sheet is a financial statement that lists the assets, liabilities, and the ownership equity of a business entity as of a specific date.
A balance sheet can be presented in many different ways. A classified balance sheet is one format where the accounts are listed in some logical manner such as:
* Assets are listed in order of liquidity with the most liquid to the least liquid form. This is usually classified into groups such as Current Assets and Fixed Assets.
* Liabilities are listed in order of when they are become due. The further subdivision may be Long Term Liabilities and Current Liabilities.
* Equity is generally presented with paid-up capital first and then various reserves and lastly the retained earnings.
The balance sheet could reflects the financial strength of a business. It depends on the type the business. A healthy balance sheet for a merchandiser would probably have a Current Ratio, i.e. Current Assets divided by Current Liabilities of 2 and a Debt Equity ratio of 1:2.
# Accountancy/Balance sheet

The Balance sheet is one of the important financial statement that helps in understanding the financial health of a company at the end of the financial year. There are 2 major components, Liabilities & Assets where Assets = Liabilities + Equity. Various financial metrics derived from Balance sheet may help you to understand the financial performance, stability, profitability, futuristic plans, ability to withstand uncertain times, cash position, and lots more about a company. It is one of the important statements considered for financial analysis & taking critical financial decisions.
# Bartending/Mixers/Simple syrup

Simple syrup is a solution of sugar dissolved in water used to sweeten cocktails (to balance tart citrus or similar). Many older cocktail recipes call for regular sugar to be added, but it is difficult to make sugar dissolve in a cold cocktail, often resulting in a grainy texture or unincorporated sugar resting at the bottom of the glass, both of which are usually undesirable. Simple syrup incorporates much more easily, and thus is a useful ingredient to have on hand.
This can be made in many ways, but is most often made by heating a 1:1 ratio of standard refined sugar and water until it begins to simmer, then removing it from heat and continuing to stir until all the sugar has dissolved. It is also possible to do the same with raw sugars such as demerara, which will result in a much more rich, caramel-like solution. Also, if one continues to heat a simple syrup solution, the sugars will break down into component sugars, resulting in a different flavour. Feel free to experiment with varieties and ratios to find the formula appropriate for your tastes and what cocktails you are making.
Regardless, it is an important ingredient to have on hand, as many cocktails call for it, and it can help greatly in rounding out and bringing together flavours.
Rock candy syrup and gomme are sugar syrups like simple syrup, though they are supersatured and thus have a much higher sugar content. Additionally, gomme contains gum arabic to help keep the sugar in solution. In practice, the three syrups can be used interchangeably with proper adjustment to the drink recipe.
# Bartending/Mixers/Tonic water

Book Citation: The following text on drinks and bartending contains information based on The Official Harvard Student Agencies Bartending Course, Third Edition, ISBN 0-312-25286-2
Tonic water is a carbonated mixer containing quinine. It is carbonated water flavored like a bitter lemon or lime, with a little sugar.
Tonic water generally is marked on a soda gun with a 'Q'; and in bottles by a yellow label. This is different from plain soda water, which is under 'S', or in a bottle with a blue label.
An interesting trait of tonic water is that quinine is fluorescent. By using a black light, you can make the liquid glow; your bar setup may be interestingly enhanced by stocking extra tonic water in clear bottles at strategic locations, and using a blacklight to produce the interesting glow. A clear-top bar with fluorescent tube blacklights run under it would also make certain drinks glow.
# Bartending/Organizations

The following organizations may be of interest to bartending professionals.

## International organizations

* International Bartenders Association (IBA)
# Bartending/Organizations/International Bartenders Association

The International Bartenders Association (IBA) was founded on February 24, 1951 in the Grand Hotel saloon in Torquay, England. The IBA was established "to represent the best bartenders in the world" through an international non-profit society.

## Certification

In 2006, the IBA launched a 40-hour Certificate in Bartending course. This certification is recognized by industry and some governments.

## Official cocktails

The International Bartenders Association has designated the following as "Official cocktails" of the IBA:

## Winning cocktails

The International Bartenders Association holds annual competitions for member bartenders.
As of 2011, the World Cocktail Championship consists of 6 competitions: Before Dinner Cocktail Competition, After Dinner Cocktail Competition, Sparkling Cocktail Competition, Fancy Drink Cocktail Competition, and the Longdrink Competition. The champion of each individual competition competes in a Super Final, together with the flairtending cocktail. The ultimate winning drink is named "World Cocktail of the Year".
# Bartending/Mixers/Ice

Ice has become more important recently in drinks. Different shapes and styles are de facto in the cutting edge mixologist's repertoire.
Styles:
       Twice Frozen (or many times frozen) achieves a similar goal to heating before freezing. The air that is in solution with the water comes out of solution and allows the ice to freeze into a more dense, harder to melt block. This is useful for martinis and other drinks that are best served cold, but should not be watered down.
       Mineral/Bottled Water can impart a different flavor in the water. This is usually used in citrus/acidic drinks where the melted water can mellow the drink out.
Shapes:
       A big block of ice allows pieces to be chipped off in the appropriate shapes and sizes. Spears can be cut to fit into the shaker for stirring a martini, or small globes can be cut to fit into a tumbler.
       Larger-than-usual cubes are useful to keep a rocks drink cold but not melt too much, this can help a scotch/rocks keep its flavor while imparting a minimal amount of water into the drink.
# Bartending/Mixers/Old Oxford University punch

* 1 cup of Brown Sugar
* 2 qt. of Boiling Spring Water
* 1 pt. Lemon Juice
* 1 750-ml. bottle of Cognac
* 1 750-ml. bottle of Demerara Rum
# Ada Programming/Attributes/'Small Numerator
## Description

typ'Small_Numerator for any fixed-point subtype yields the numerator in the representation of typ'Small as a rational number with coprime factors (i.e. as an irreducible fraction).
# Ada Programming/Attributes/'Storage Pool
## Description

Returns Storage pool of the access subtype.
Denotes the storage pool of the type of S. The type of this attribute is Root_Storage_Pool'Class.
# Ada Programming/Attributes/'System Allocator Alignment
## Description

Standard'System_Allocator_Alignment (Standard is the only allowed prefix) provides the observable guaranteed to be honored by the system allocator (malloc). This is a static value that can be used in user storage pools based on malloc either to reject allocation with alignment too large or to enable a realignment circuitry if the alignment request is larger than this value.
# Ada Programming/Attributes/'Tag
## Description

X'Tag is an Ada attribute where X is any tagged type. This attribute returns a value of the private type Ada.Tags.Tag which identifies the tagged type.
This attribute is useful to check for membership of a type in a class hierarchy. It can also be used if it is known the type is in a class hierarchy and type-specific processing must take place.

## See also
### Wikibook

* Ada Programming
* Ada Programming/Object Orientation
* Ada Programming/Attributes/'Class

### Ada Reference Manual

* 13.3 Operational and Representation Attributes (Annotated)
* Annex K Language-Defined Attributes (Annotated)
# Ada Programming/Attributes/'Storage Size
## Description

Number of storage elements reserved for the storage pool.
Denotes the number of storage elements reserved for the task. The value of this attribute is of the type universal_integer. The Storage_Size includes the size of the task's stack, if any. The language does not specify whether or not it includes other storage associated with the task (such as the “task control block” used by some implementations.)
# Ada Programming/Attributes/'Storage Unit
## Description

Standard'Storage_Unit (Standard is the only allowed prefix) provides the same value as System.Storage_Unit.
# Ada Programming/Attributes/'Target Name
## Description

Standard'Target_Name (Standard is the only allowed prefix) provides a static string value that identifies the target for the current compilation. For GCC implementations, this is the standard gcc target name without the terminating slash (for example, GNAT 5.0 on windows yields “i586-pc-mingw32msv”).
# Ada Programming/Attributes/'Stream Size
## Description

Number of bits read from or written to a stream by the default implementations of S’Read and S’Write.
If S is definite, denotes the size (in bits) that the implementation would choose for the following objects of subtype S:
* A record component of subtype S when the record type is packed.
* The formal parameter of an instance of Unchecked_Conversion that converts from subtype S to some other subtype.
If S is indefinite, the meaning is implementation defined. The value of this attribute is of the type universal_integer.
# Ada Programming/Attributes/'Stub Type
## Description

The GNAT implementation of remote access-to-classwide types is organized as described in AARM section E.4 (20.t): a value of an RACW type (designating a remote object) is represented as a normal access value, pointing to a “stub” object which in turn contains the necessary information to contact the designated remote object. A call on any dispatching operation of such a stub object does the remote call, if necessary, using the information in the stub object to locate the target partition, etc.
For a prefix T that denotes a remote access-to-classwide type, T'Stub_Type denotes the type of the corresponding stub objects.
By construction, the layout of T'Stub_Type is identical to that of type RACW_Stub_Type declared in the internal implementation-defined unit System.Partition_Interface. Use of this attribute will create an implicit dependency on this unit.
# Ada Programming/Attributes/'Succ
## Description

X'Succ(Y) is an Ada attribute where X is any discrete type and Y is a value of that type. This attribute represents the discrete value that has a position number of one greater than the input parameter.
The returned discrete value type is the base type of discrete type. If the input parameter is the Last value of the discrete type, then a CONSTRAINT_ERROR exception will be raised.

## See also
### Wikibook

* Ada Programming
* Ada Programming/Attributes/'Pred

### Ada Reference Manual

* 13.3 Operational and Representation Attributes (Annotated)
* Annex K Language-Defined Attributes (Annotated)
# Bad Science/Placebo/Tests
## The Placebo Effect: Do You Believe Your Teacher?

Tests To Do!

### Testing Your Reaction Times

How fast do your nerves send and receive messages? Involuntary reflexes are very fast, travelling in milliseconds. The nerve impulses in the neurons that control these reflexes act without even bothering to be processed by the brain! In fact, the fastest impulses reach 520 kilometres (320 miles) per hour! Our conscious muscular response to a stimulus takes a much longer route. See just how fast your brain and nerves respond to stimuli in this experiment.

#### Method

This activity is designed to measure your reaction time in catching a dropped metre ruler.
1. Sit with your forearm on a table surface so the hand extends over the edge.
2. Have your partner hold the metre stick with the zero end just above, but not touching, your thumb and fingers.
3. Ask your partner to release the metre stick without warning.
4. Catch the stick as quickly as you can between your thumb and fingers.
5. Record the centimetre mark where you caught the stick.
6. Repeat steps 3, 4 and 5 ten times. Have your partner vary the waiting time before each drop. Record the results on a chart.
7. Cross out the highest and lowest numbers on your chart, so only eight numbers are left. Find the mean (average) of these numbers and record it.
8. Repeat this experiment with your partner catching the stick. Record the results.
9. Convert the distance into your reaction time with the chart below.
Here is a table to convert the distance on the ruler to the reaction time. For example, if you caught the ruler at the 20 cm mark, then your reaction time is equal to 0.20 seconds (200 ms). Remember that there are 1,000 milliseconds (ms) in 1 second.
| Distance on ruler | Time |
| 5 cm | 0.10 s (100 ms) |
| 10 cm | 0.14 s (140 ms) |
| 15 cm | 0.17 s (170 ms) |
| 20 cm | 0.20 s (200 ms) |
| 25.5 cm | 0.23 s (230 ms) |
| 30.5 cm | 0.25 sc (250 ms) |
| 43 cm | 0.30 s (300 ms) |
| 61 cm | 0.35 s (350 ms) |
| 79 cm | 0.40 s (400 ms) |
| 99 cm | 0.45 s (450 ms) |
Testing Your Memory
See if you can remember all the objects after memorising the objects for one minute.
Remember, no peeking!
# Bad Science/Interpretation/Data Sheet
## Scary Medical Statistics: Lost In Interpretation!

Data Sheet
70 patients took part in this study. Half of them had a snack of bread and jam, and the others a high glucose drink.
Their blood samples were taken at various intervals after their snack or drink (0, 30, 60 and 90 minutes).
Results for blood glucose levels are given in the tables shown here.
Blood glucose levels are expressed in millimoles per litre (mmol/l).
How can you analyse these results?
What would you expect the results to show?
How could these results be manipulated to give a different conclusion?
If you want, each table can be copied and pasted into a spreadsheet (such as Microsoft Excel).

### Bread and jam

| Time (mins) | 0 | 30 | 60 | 90 |
| Patient Number | | | | |
| 1 | 6.5 | 11.2 | 9.7 | 7.5 |
| 2 | 6.3 | 7.9 | 9.6 | 6.7 |
| 3 | 4.6 | 6.9 | 7.7 | 6.9 |
| 4 | 8.7 | 13.6 | 9.9 | 11.4 |
| 5 | 7.3 | 10.2 | 9.6 | 8.5 |
| 6 | 6.1 | 11.7 | 11.5 | 10.3 |
| 7 | 5.5 | 8.0 | 6.9 | 7.3 |
| 8 | 6.6 | 7.8 | 8.9 | 8.6 |
| 9 | 8.2 | 12.0 | 8.8 | 5.9 |
| 10 | 4.1 | 9.0 | 9.4 | 6.8 |
| 11 | 6.3 | 15.2 | 26.3 | 9.9 |
| 12 | 7.7 | 8.7 | 8.4 | 7.4 |
| 13 | 4.4 | 10.2 | 5.5 | 7.9 |
| 14 | 6.3 | 15.5 | 9.4 | 8.0 |
| 15 | 6.1 | 7.6 | 13.5 | 9.8 |
| 16 | 10.0 | 8.1 | 7.6 | 7.1 |
| 17 | 8.3 | 13.3 | 14.3 | 7.8 |
| 18 | 10.5 | 8.6 | 7.8 | 8.7 |
| 19 | 5.3 | 7.9 | 4.8 | 4.6 |
| 20 | 5.2 | 10.6 | 8.8 | 6.0 |
| 21 | 3.8 | 8.8 | 10.8 | 8.2 |
| 22 | 3.6 | 5.2 | 6.7 | 6.0 |
| 23 | 3.7 | 11.3 | 10.4 | 9.2 |
| 24 | 4.3 | 7.3 | 6.4 | 5.2 |
| 25 | 4.7 | 7.8 | 8.8 | 7.3 |
| 26 | 5.6 | 5.1 | 5.7 | 4.4 |
| 27 | 7.2 | 7.2 | 5.2 | 5.4 |
| 28 | 4.2 | 6.1 | 8.4 | 8.0 |
| 29 | 4.1 | 6.0 | 5.2 | 4.7 |
| 30 | 3.3 | 6.6 | 5.2 | 5.8 |
| 31 | 4.0 | 6.2 | 5.3 | 5.1 |
| 32 | 4.8 | 6.8 | 5.3 | 5.1 |
| 33 | 4.1 | 6.5 | 5.9 | 3.9 |
| 34 | 4.6 | 7.0 | 6.1 | 5.6 |
| 35 | 4.7 | 7.1 | 6.9 | 5.2 |

### High glucose drink

| Time (mins) | 0 | 30 | 60 | 90 |
| Patient Number | | | | |
| 1 | 5.1 | 9.9 | 9.4 | 5.5 |
| 2 | 4.9 | 11.5 | 6.6 | 7.7 |
| 3 | 7.1 | 5.6 | 7.3 | 8.1 |
| 4 | 4.4 | 11.6 | 8.6 | 8.1 |
| 5 | 4.9 | 9.1 | 7.9 | 7.4 |
| 6 | 4.2 | 7.2 | 6.6 | 6.9 |
| 7 | 6.7 | 15.6 | 7.2 | 4.7 |
| 8 | 4.2 | 7.5 | 5.4 | 6.4 |
| 9 | 6.3 | 9.1 | 7.6 | 7.1 |
| 10 | 6.2 | 10.4 | 9.2 | 7.7 |
| 11 | 6.9 | 8.1 | 7.3 | 5.0 |
| 12 | 8.1 | 11.2 | 7.7 | 8.3 |
| 13 | 12.0 | 11.0 | 9.8 | 8.9 |
| 14 | 4.6 | 11.0 | 7.2 | 6.8 |
| 15 | 5.0 | 10.4 | 9.3 | 8.4 |
| 16 | 7.8 | 13.0 | 7.6 | 7.2 |
| 17 | 4.8 | 6.6 | 6.2 | 5.7 |
| 18 | 4.5 | 7.2 | 5.7 | 5.2 |
| 19 | 3.6 | 8.5 | 8.6 | 6.4 |
| 20 | 4.3 | 8.2 | 8.9 | 8.6 |
| 21 | 5.3 | 12.3 | 7.8 | 6.9 |
| 22 | 4.5 | 7.3 | 6.8 | 5.2 |
| 23 | 5.0 | 8.3 | 5.1 | 5.9 |
| 24 | 3.7 | 5.9 | 5.3 | 5.1 |
| 25 | 4.2 | 8.5 | 6.6 | 5.3 |
| 26 | 4.2 | 8.2 | 5.7 | 5.1 |
| 27 | 4.7 | 8.4 | 8.3 | 6.2 |
| 28 | 4.6 | 9.2 | 6.6 | 4.3 |
| 29 | 3.7 | 8.0 | 5.2 | 4.9 |
| 30 | 4.7 | 8.9 | 5.6 | 5.9 |
| 31 | 4.1 | 9.8 | 7.1 | 6.0 |
| 32 | 3.3 | 6.0 | 5.2 | 4.8 |
| 33 | 3.9 | 7.0 | 10.4 | 8.8 |
| 34 | 4.4 | 8.6 | 5.7 | 5.2 |
| 35 | 4.1 | 7.2 | 5.7 | 4.7 |
# Bad Science/Introduction

This book is based on articles from the Bad Science column written by Dr. Ben Goldacre. A British doctor and journalist, author of the "Bad Science" column in the Guardian Saturdays newspaper. Most of his writing is focused in telling just how the media sometimes gets it wrong reporting on "pseudoscience" (false science) as true science, this subject is also covered on his website/blog, www.badscience.net.
"Science is all about taking someone's idea, their hypothesis, and then looking at the experimental evidence for that. For example, the genius of Aqua Detox is, they claim the toxins come out of your feet, and the water goes brown: but we can test why the water goes brown for ourselves, with our own experiment. And I reckon your own home-made "detox" equipment will be an awful lot cheaper than their £1000 machine..."
"Bad Science" for the classroom, created by Planet Science and Dr. Goldacre with the help of teachers: brings fun activities to do with students as a way to demonstrate that not everything you read as science is in reality "proper" science.
These activities are aimed at 14-16 year olds, but there's nothing to say you can't try these with any age group... it's all in the name of scientific literacy... let’s not all get hypnotised by pseudoscience!
# Bad Science/Placebo
## Bad science... the placebo effect!

Do you believe your teacher?
From healing to sugar-coated capsules with no "active" ingredients, and from health food stores supplying various ointments and potions to maintain "well being" to a plethora of crushed up grasses and vines that really do make you feel on top of the world!
Perhaps this is a real scientific breakthrough, no more need for the pharmaceutical industry, but perhaps some of these claims are just a matter of what’s in our minds….
What the students had to say about this activity:
* "I found it interesting how your mind can trick you!"
* "I could tell it was decaffeinated coke by the taste!" (From a pupil in the caffeinated cola group!)
* "The reaction time tests were good fun"
* "It was funny that I speeded up just because I thought I had to"
The following are a selection of PDF documents for teachers and students.
* whiteboard
* Tests to do
* Ben's Article: What's Wrong With The Placebo Effect?
* Aqua Detox Meets The Public

### Activities

* Teacher's Notes
* Student's Worksheets
* Background Notes
* Consent Form

### Further links

* Real research on the placebo effect by Professor Irving Kirsch (now at the University of Plymouth) can be seen in one of his scientific papers here.
* Another point for discussion is the Nocebo effect. Nocebo is Latin for "I will harm", and is an ill effect caused by the belief that something is harmful.
* For example, "…more than two-thirds of 34 college students developed headaches when told that a non-existent electrical current passing through their heads could produce a headache." See: The Skeptics Dictionary.
In one episode of the popular U.S. hospital drama, ER, the drug "Obecalp" was prescribed. This was none other than "placebo" spelt backwards… obviously the patient didn’t have a clue!
# Bad Science/Interpretation/Worksheet
## Scary Medical Statistics: Lost In Interpretation!

Student Worksheet
What’s the likelihood of that!?
On the scale below, write down some events…just anything you think that would definitely happen, could happen, or would never be seen in a million years!
Why is it so important that we get numbers and probabilities right?
Using the Number Generator on the website, were you able to predict the number:
a) when guessing a number between 1 and 10?
b) when guessing a number between 1 and 1,000,000?
How easy or difficult did you find this and why?
Now, working in pairs or in groups, using materials supplied by your teacher, invent some data! Write a short paragraph of what you did, and what you used, in the space below:
Record your results in a table/graph/pie-chart in the space below:
How can you interpret this data (as if you are a newspaper journalist) so that you’re:
a) telling the truth and informing readers of what you were trying to investigate,
or
b) telling the scariest story ever i.e. manipulating the data so that it doesn’t really say what you set out to investigate?
What’s your snappy headline going to be?
# Ada Programming/Keywords/use
## Use clause

There are two versions of use clauses, a use_package_clause and a use_type_clause.

### At library level

This use_package_clause makes the content of a package directly visible. If applied on the library level, its scope is the complete library unit.
A use clause never hides anything that is already directly visible without it. All use clauses in effect in a certain scope act on the same level: Two homographs in different packages must still be named as selected components.
If readability is your main concern then you should avoid this kind of use clause. Either make it more local or use a use_type_clause.

### At declaration level

The effect is the same as above, but the scope is the directly enclosing declaration region.

### For types

Use type clauses come in two versions.
makes the operators of the type directly visible.
makes the primitive operations of the type directly visible.

## Representation clauses

The keywords for, use and at are used for representation clauses.
A record representation clause specifies the Layout aspect of a record.
An enumeration representation clause specifies the Coding aspect of an enumeration type.
See Ada Programming/Representation_clauses.

## See also
### Wikibook

* Ada Programming
* Ada Programming/Keywords

### Ada Reference Manual

* 2.9: Reserved Words
* Annex P: (informative) Syntax Summary
* 8.3: Visibility
* 8.4: Use Clauses
* 13.3: Operational and Representation Attributes
* 13.4: Enumeration Representation Clauses
* 13.5.1: Record Representation Clauses

### Ada Quality and Style Guide

* 3.1.3 Capitalization
# Ada Programming/Keywords/then

This keyword is used in:
* 'if' statements
* 'and then' shortcut operator
* Asynchronous select

## See also
### Wikibook

* Ada Programming
* Ada Programming/Keywords

### Ada Reference Manual

* 2.9 Reserved Words (Annotated)
* Annex P (informative) Syntax Summary (Annotated)

### Ada Quality and Style Guide

* 3.1.3 Capitalization
# Ada Programming/Keywords/with

This keyword is used in:
* With clauses
* Extension declarations in OOP
* Subprogram and package parameters in generics
* Aspects (Ada 2012)

## See also
### Wikibook

* Ada Programming
* Ada Programming/Keywords

### Ada Reference Manual

* 2.9 Reserved Words (Annotated)
* Annex P (informative) Syntax Summary (Annotated)

### Ada Quality and Style Guide

* 3.1.3 Capitalization
# Ada Programming/Keywords/tagged

This keyword is used in object-oriented type declarations (tagged types).

## See also
### Wikibook

* Ada Programming
* Ada Programming/Keywords

### Ada Reference Manual

* 2.9 Reserved Words (Annotated)
* Annex P (informative) Syntax Summary (Annotated)

### Ada Quality and Style Guide

* 3.1.3 Capitalization
# Ada Programming/Keywords/terminate

This keyword is used in task termination.

## See also
### Wikibook

* Ada Programming
* Ada Programming/Keywords

### Ada Reference Manual

* 2.9 Reserved Words (Annotated)
* Annex P (informative) Syntax Summary (Annotated)

### Ada Quality and Style Guide

* 3.1.3 Capitalization