OpenLLM-France/wikimedia huggingface dataset:
# English-Hanzi/Cellular respiration

Cellular respiration is the process of breaking sugar into a form that the cell can use as energy. This happens in all forms of life. Cellular respiration takes in food and uses it to create ATP, a chemical which the cell uses for energy.
细胞呼吸 是 将 糖 分解 成 细胞 可以 用作 能量 的 形式 的 过程。这 发生 在 所有 形式 的 生活 中。细胞呼吸 吸收 食物，并 用 它 来 产生 ATP，一种 细胞 用于 能量 的 化学物质。
# English-Hanzi/Center

A center is the middle part of something.
一个 中心 是 某事物 的 中间 部分。
# English-Hanzi/Chemical compound

A chemical compound is a chemical formed from atoms of different chemical elements. The different atoms are joined by chemical bonds. The elements stick together so strongly that the compound behaves like one substance. The chemical that is made depends upon what atoms it is made of and how they are joined together.
化合物 是 由 不同 化学元素 的 原子 形成 的 化学物质。不同 的 原子 通过 化学键 连接。元素 粘 在一起 很 强烈，以至于 化合物 就像 一种 物质。产生 的 化学物质 取决于 它 由 哪些 原子 构成，以及 它们 如何 连接 在一起。
# English-Hanzi/Cauliflower

Special:search/cauliflower prefix:English-Hanzi/
Cauliflower is a vegetable. Its color is white. It has a thick stem and a big flower head.
椰菜花 是 一种 蔬菜。它 的 颜色 是 白色 的。它 有 一个 粗大 的 梗茎 和 一个 大 的 花头。
# English-Hanzi/Celebration

Celebration is an activity that is used to celebrate something.
庆典 是 用来 庆祝 某事物 的 活动。
# English-Hanzi/Chemical composition

Chemical composition refers to the arrangement, type, and ratio of atoms in molecules of chemical substances. Chemical composition varies when chemicals are added or subtracted from a substance, when the ratio of substances changes, or when other chemical changes occur in chemicals. Chemical formulas show this information.
化学成分 是 指 化学物质 分子 中 原子 的 排列，类型 和 比例。化学物质 的 添加 或 从 物质 中 扣除 时，化学物质 的 比例 发生 变化 或 其他 化学物质 发生 变化 时，化学成分 会 发生 变化。化学公式 显示 此 信息。
# English-Hanzi/Catkin

Special:search/catkin prefix:English-Hanzi/
Catkin is the flower of a willow. It is a soft flower. Its color is white.
柳絮 是 柳树 的 花朵。它 是 柔软 的 花朵。它的 颜色 是 白色 的。
# English-Hanzi/Cell

A cell is the smallest unit of a living thing. All living things are made up of cells.
细胞 是 生物 的 最小 单位。所有 生物 都 由 细胞 组成。
# English-Hanzi/Catty

Catty is a unit of weight used in Hong Kong and Macau. It is equal to 604.8g。
司马斤 是 香港 和 澳门 使用 的 重量 单位。它等于604.8g。
# English-Hanzi/Chemical element

A chemical element is a substance that contains only one type of atom. If a substance contains more than one type of atom, it is a compound. An element can be a solid, liquid or gas. The smallest particle of such an element is an atom. Atoms are made up of protons, neutrons, and electrons.
化学元素 是 一种 只 含有 一种 原子 的 物质。如果 一种 物质 含有 多种 类型 的 原子，它 就是 一种 化合物。元素 可以 是 固体，液体 或 气体。这种 元素 的 最小 粒子 是 原子。原子 由 质子，中子 和 电子 组成。
# $_{TopicArticle}$

Ezema, C. I., Lamina, S., Onwunali, A. A., Ezugwu, U. A., Amaeze, A. A., & Nwankwo, M. J. (2015). Blood glucose response to aerobic exercise training program among patients with type 2 diabetes mellitus at the University of Nigeria Teaching Hospital, Enugu South-East, Nigeria. International Journal of Diabetes in Developing Countries, 35(2), 88-94. doi:10.1007/s13410-014-0249-0

# $_{Whereistheresearchfrom?}$

Is the location, or group, in which this research was conducted important to share? Do the authors of the research have a track-record/reputation in the field? Are there organisational/sponsorship links that may be a conflict of interest/bias the findings?

# $_{Whatkindofstudywasit?}$

- Observational, an RCT, a meta-analysis? - Does the level of evidence from these, and other types of studies, differ?

# $_{Whatdidtheresearchinvolve?}$

Provide a lay summary of what the participants did in the study? Was the methodology the best approach? What limitations exist related to the important measures taken, or other aspects of the methodology (participant recruitment for instance)?

# $_{Whatwerethebasicresults?}$

What were the important findings? How did the researchers interpret the results? Do they over-emphasis the implications of their findings?

# $_{Whatconclusionscanwetakefromthisresearch?}$

Provide your own insights on the conclusion (it may not quite be the same as the authors) How do the findings align with other research in the area (in particular more recent publications that won't be mentioned in the paper)

# $_{Practicaladvice}$

What real-world implications does this research have? Are there other considerations readers should know about before taking on this practical advice? Perhaps health/safety comments?

# $_{FurtherInformation}$

* What further reading may interested readers benefit from?
* What website, or online organisations, offer further information/support to groups that are linked to your assignment?

# $_{References}$

Add in the references using this code (if you have done the in-text referencing correctly, it will appear here - check the tips on Moodle for details, or of course the help options in wikimedia (or google it)
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 4

* Student Soapbox

## Diversity: Classroom Practices and Law

Chapter Introduction

## Special Features

Experts Take Sides
In the News
Chapter FAQ
The Scoop From Someone Who Knows

## Content Articles

4.1.2 -- What is Inclusion?
4.2.1 -- "HELP! I have students with ADHD in my classroom! What can I do?"
4.3.1 -- How should we teach English Language Learners?
4.4.2 -- Culturally Responsive Teaching
4.5.1 -- Gender Issues
4.6.1 -- Code Switching: Informal to Formal English
4.7.2 -- Lesbian, Gay, Bisexual and Transgender Students in the Classroom
4.8.2 -- Gifted students can take care of themselves, right?

## Concluding Information

Chapter Review
Additional Resources
* CLICK HERE to sign up to be an AUTHOR of this chapter.
* CLICK HERE to sign up to be an EDITOR of this chapter.
* Questions? Refer to How to Use This Book
# Disim Highway Simulator/License, Contributions and Bugs
## License

Disim 1.0 is available under the GNU General Public License (GPLv3). This license grants you the right to freely use it for your research or industrial application. On the other hand, whenever you extend or modify Disim, you have to make your changes (derived work) available to the public.
The development of Disim should indeed be a collaborative effort. Take part in this collaborative effort and help improving Disim!

## Contributions

The source code of Disim is freely accessible through Sourceforge using SVN:
If you do wish to participate to the development of Disim, please send me a request to join to project.

## Bugs

You can report any bugs or feature requests through the Sourceforge website (you will need a Sourceforge account).
# Disim Highway Simulator/Installation/Mac OS X
## Mac OS X Installation Instructions
### Installing from binaries

* Double-click on disim_VERSION.dmg
* Drag-and-drop the icons on the left on the icons on the right (effectively, copy Disim.app inside the /Applications folder and create a symbolic link to the Disim executable in the /usr/bin folder).
* Close the Finder window and eject the dmg image.
* Open a terminal and type:

### Installing from the source

* Extract Disim in your favorite folder.
* Make sure that gengetopt is installed on your system. To install gengetopt under MacOS, download and install the extremely useful Fink (http://www.finkproject.org/), then you can open a Terminal and type:
To install Fink, it is necessary to install X-Code on your system: http://developer.apple.com/technologies/tools/xcode.html.
* If you want to use the graphical interface, make sure OpenGL and FLTK 1.1 are installed. To install FLTK, open a terminal and type:
To install OpenGL, you need to install X-Code on your system. If you do not wish to use the graphical interface, you can specify it by modifying the Makefile.include file.
* If you want to use the LUA scripting capabilities, Lua 5.1 must be installed. To install Lua, type:
If you do not wish to use LUA, you can specify so in the Makefile.include file.
* Open a terminal, navigate to the Disim folder and type
* You can now start Disim with the command:
# Disim Highway Simulator/Installation/Windows
## Windows Installation Instructions

Windows is not supported for the moment, to use Disim you need to be able to compile C++ code. You may need to have Cygwin and properly install OpenGL, FLTK, gengetopt and Lua. Under cygwin, if your installation is correctly configured you should be able to open a cygwin terminal and follow the instructions of the Linux installation.
# Disim Highway Simulator/Download
## Download

Disim is open source, it is freely available on Sourceforge.
You can download:
* the latest stable source here,
* the latest binaries for Ubuntu 32-bits, Ubuntu 64-bits and MacOS X.
* and read the installation instructions.
You can grab the latest development tree using git:
# Disim Highway Simulator/Installation
## Installation

The Disim educational highway simulator is currently available and supported on Linux and Mac OS X. We provide here a brief instruction set for motivated Windows users.
# Disim Highway Simulator/Installation/Linux
## Linux Installation Instructions
### Installing from the binaries

* Double-click on the Debian package file disim_VERSION.deb
* Click on Install
* Enter your administrator password
* Open a terminal and type:

### Installing from the source

* Extract Disim in your favorite folder.
* Make sure that gengetopt is installed on your system. To install gengetopt under Ubuntu:
If you do not wish to install gengetopt, you can modify the Makefile.include file to specify that gengetopt is not present on your system.
* If you want to use the graphical interface, make sure OpenGL and FLTK 1.1 are installed (You can modify the Makefile.include file to specify that you do not wish to use the graphical interface). To install OpenGL under Ubutu:
To install FLTK under Ubuntu:
If you do not wish to install FLTK, you can modify the Makefile.include file to specify that FLTK is not present on your system.
* If you want to use the LUA scripting capabilities, make sure Lua 5.1 is installed. To install Lua under Ubuntu:
If you do not wish to use LUA, you can specify so in the Makefile.include file.
* Open a terminal, navigate to the Disim folder and type make:
* You can now start disim with the command:
# ERP Internals/Glossary/Module

A "module" is a group of related programs performing a major function within an ERP. In a few cases modules contain sub-modules.
# ERP Internals/Glossary/Mutual Fund

A company that buys and sells stocks, bonds and other investments in hopes of providing a good return to its owners.
# ERP Internals/Glossary/Outstanding

Goods or services are often provided on credit. The invoice have a Due Date. If they are unpaid by their Due Date, they are outstanding.
# ERP Internals/Glossary/Liability

A debt owed by the enterprise. Accounts Payable is a liability. See also Asset and Equity.
# ERP Internals/Glossary/Maintain

In the context of this document, to add, modify or delete information on customers, suppliers, employees, etc.
# ERP Internals/Glossary/Module Administrator

The user who can access any data and perform any function within a module including modifying the module's parameters. Contrast with Systems Administrator.
# ERP Internals/Glossary/NAICS

An international system of classifying various segments of the economy for statistical and census purposes.
# ERP Internals/Glossary/Last In First Out

In Inventory, the concept that the last item received is the first item sold. This is an unusual practise. Contrast with FIFO and Average.
# ERP Internals/Glossary/Master Production Schedule

A schedule that defines how much of each item the enterprise will produce over a series of production intervals such as days or weeks. The master production schedule is used to drive the rest of the Manufacturing module.
# ERP Internals/Glossary/National Account

A customer that has multiple locations but is treated as a single entity.
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 7

* Student Soapbox

## School Organization

Chapter Introduction

## Special Features

Experts Take Sides
In the News
Chapter FAQ
The Scoop From Someone Who Knows

## Content Articles

7.1.1 -- School Funding: Are all schools created equal?
7.2.2 -- Who's the Boss? How are individual schools governed?
7.3.1 -- What are the roles of local, state and federal agencies in education?
7.4.2 -- Should I join a Teachers' Union? What about a professional organization?
7.5.1 -- Teacher Evaluation: Who decides if I am successful, and how?

## Concluding Information

Chapter Review
Additional Resources
* CLICK HERE to sign up to be an AUTHOR of this chapter.
* CLICK HERE to sign up to be an EDITOR of this chapter.
* Questions? Refer to How to Use This Book
# Economic Sophisms/33

<pagequality level="4" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"taken the place of manual labour; everywhere production superabounds; everywhere the equilibrium between the faculty of producing, and the means of consuming, is destroyed." We see, then, to what, in M. de Saint-Cricq's estimation, the critical situation of the country was owing—it was to having produced too much, and her labour being too intelligent, and too fruitful. We were too well fed, too well clothed, too well provided with everything; a too rapid production surpassed all our desires. It was necessary, then, to put a stop to the evil, and for that purpose, to force us, by restrictions, to labour more in order to produce less.
I have referred likewise to the opinions of another Minister of Commerce, M. d'Argout. They deserve to be dwelt upon for an instant. Desiring to strike a formidable blow at beet-root culture, he says, "Undoubtedly, the cultivation of beet-root is useful, but this utility is limited. The developments attributed to it are exaggerated. To be convinced of this, it is sufficient to observe that this culture will be necessarily confined within the limits of consumption. Double, triple, if you will, the present consumption of France, you will always find that a very trifling portion of the soil will satisfy the requirements of that consumption." (This is surely rather a singular subject of complaint!) "Do you desire proof of this? How many hectares had we under beet-root in 1828? 3130, which is equivalent to l-10,540th of our arable land. At the present time, when indigenous sugar supplies one-third of our consumption, how much land is devoted to that culture? 16,700 hectares, or 1-1978th of the arable land, or 45 centiares in each commune. Suppose indigenous sugar already supplied our whole consumption, we should have only 48,000 hectares under beet-root, or l-689th of the arable land."
There are two things to be remarked upon in this citation—the facts and the doctrine. The facts tend to prove that little land, little capital, and little labour are required to produce a large quantity of sugar, and that each commune of Franco would be abundantly provided by devoting to beet-root
# Economic Sophisms/39

<pagequality level="4" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"fertile that it is dearer; so that it is not accidentally, but necessarily, that the equilibrium is established, or tends to be established; and it cannot be denied that liberty is the régime which is most favourable to this tendency.
I have referred to a branch of agricultural industry; I might as well have referred to industry in a different department. There are tailors at Quimper, and that does not hinder there being tailors also in Paris, though the latter pay a higher rent, and live at much greater expense. But then they have a different set of customers, and that serves not only to redress the balance, but to make it incline to their side.
When we speak, then, of equalizing the conditions of labour, we must not omit to examine whether liberty does not give us what we seek from an arbitrary system.
This natural levelling power of the economic phenomena is so important to the question we are considering, and at the same time so fitted to inspire us with admiration of the providential wisdom which presides over the equitable government of society, that I must ask permission to dwell upon it for a little.
The protectionist gentlemen tell us: Such or such a people have over us an advantage in the cheapness of coal, of iron, of machinery, of capital—we cannot compete with them.
We shall examine the proposition afterwards under all its aspects. At present, I confine myself to the inquiry whether, when a superiority and an inferiority are both present, they do not possess in themselves, the one an ascending, the other a descending force, which must ultimately bring them back to a just equilibrium.
Suppose two countries, A and B. A possesses over B all kinds of advantages. You infer from this, that every sort of industry will concentrate itself in A, and that B is powerless. A, you say, sells much more than it buys; B buys much more than it sells. I might dispute this, but I respect your hypothesis.
On this hypothesis, labour is much in demand in A, and will soon rise in price there.
Iron, coal, land, food, capital, are much in demand in A, and they will soon rise in price there.
Contemporaneously with this, labour, iron, coal, land, food,
# Economic Sophisms/32

<pagequality level="4" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"cannot attract traffic but by conveying goods and passengers more cheaply; and they cannot convey them more cheaply but by diminishing the proportion which the effort employed bears to the result obtained, seeing that that is the very thing which constitutes cheapness. When, then, Baron Dupin deplores this diminution of the labour employed to effect a given result, it is the doctrine of sisyphism which he preaches. Logically, since he prefers the ship to the rail, he should prefer the cart to the ship, the pack-saddle to the cart, and the pannier to all other known means of conveyance, for it is the latter which exacts the most labour with the least result.
"Labour constitutes the wealth of a people," said M. de Saint-Cricq, that Minister of Commerce who has imposed so many restrictions upon trade. We must not suppose that this was an elliptical expression, meaning, "The results of labour constitute the wealth of a people." No, this economist distinctly intended to affirm that it is the intensity of labour which is the measure of wealth, and the proof of it is, that from consequence to consequence, from one restriction to another, he induced France (and in this he thought he was doing her good) to expend double the amount of labour, in order, for example, to provide herself with an equal quantity of iron. In England, iron was then at eight francs, while in France it cost sixteen francs. Taking a day's labour at one franc, it is clear that France could, by means of exchange, procure a quintal of iron by subtracting eight days' work from the aggregate national labour. In consequence of the restrictive measures of M. de Saint-Cricq, France was obliged to expend sixteen days' labour in order to provide herself with a quintal of iron by direct production. Double the labour for the same satisfaction, hence double the wealth. Then it follows that wealth is not measured by the result, but by the intensity of the labour. Is not this sisyphism in all its purity?
And in order that there may be no mistake as to his meaning, the Minister takes care afterwards to explain more fully his ideas; and as he had just before called the intensity of labour wealth, he goes on to call the more abundant results of that labour, or the more abundant supply of things proper to satisfy our wants, poverty. "Everywhere," he says, "machinery has
# Economic Sophisms/34

<pagequality level="4" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"cultivation one hectare of its soil. The doctrine consists in regarding this circumstance as adverse, and in seeing in the very power and fertility of the new industry, a limit to its utility.
I do not mean to constitute myself here the defender of beet-root culture, or a judge of the strange facts advanced by M. d'Argout; but it is worth while to scrutinize the doctrine of a statesman, to whom France for a long time entrusted the care of her agriculture and of her commerce.
I remarked in the outset that a variable relation exists between an industrial effort and its result; that absolute imperfection consists in an infinite effort without any result; absolute perfection in an unlimited result without any effort; and perfectibility in the progressive diminution of effort compared with the result.
But M. d'Argout tells us there is death where we think we perceive life, and that the importance of any branch of industry is in direct proportion to its powerlessness. What are we to expect, for instance, from the cultivation of beet-root? Do you not see that 48,000 hectares of land, with capital and manual labour in proportion, are sufficient to supply all France with sugar? Then, this is a branch of industry of limited utility; limited, of course, with reference to the amount of labour which it demands, the only way in which, according to the ex-Minister, any branch of industry can be useful. This utility would be still more limited, if, owing to the fertility of the soil, and the richness of the beet-root, we could reap from 24,000 hectares, what at present we only obtain from 48,000. Oh! were only twenty times, a hundred times, more land, capital, and labour necessary to yield us the same result, so much the better. We might build some hopes on this new branch of industry, and it would be worthy of state protection, for it would offer a vast field to our national industry. But to produce much with little! that is a bad example, and it is time for the law to interfere.