OpenLLM-France/wikimedia huggingface dataset:
# Canadian Criminal Procedure and Practice/Search and Seizure/Foreign Warrants
## Search warrants coming from outside of the province

Section 487.03 governs the execution of warrants from outside of the province:
   Execution in another province 487.03 (1) If a warrant is issued under section 487.01, 487.05 or 492.1 or subsection 492.2(1) in one province, a judge or justice, as the case may be, in another province may, on application, endorse the warrant if it may reasonably be expected that it is to be executed in the other province and that its execution would require entry into or on the property of any person, or would require that an order be made under section 487.02 with respect to any person, in that province.
   Endorsement (1.1) The endorsement may be made on the original of the warrant or on a copy of the warrant that is transmitted by any means of telecommunication and, once endorsed, the warrant has the same force in the other province as though it had originally been issued there.
   (2) [Repealed, 2007, c. 22, s. 7]
   1993, c. 40, s. 15; 1995, c. 27, s. 1; 2000, c. 10, s. 13; 2007, c. 22, s. 7; 2008, c. 18, s. 12.
   – CCC

## Search warrants coming from outside of Canada

Sections 10 to 16 of the Mutual Legal Assistance in Criminal Matters Act, R.S.C. 1985, c. 30 (4th Supp.) govern the use of foreign search warrants applicable to matters within the jurisdiction of Canada.

## See Also

* Mutual Legal Assistance Treaty (MLAT) between the US and Canada
# Canadian Criminal Procedure and Practice/Search and Seizure
## Search and Seizure Topics

* Rights against Search and Seizure
* Reasonable Expectation of Privacy
* Warrantless Searches
** Search by Consent;
** Search Incident to Detention;
** Search Incident to Arrest;
** Search for Abandoned Property;
** Search in Plain View;
** Exigent Circumstances
* Warrant Searches
** Execution of Warrants
* Types of Warrants
** Bodily Samples
** Wiretaps
** CDSA Warrants
** Tracking Warrant
** Foreign Warrants
** Telewarrants
* Seizure of Property
* Exclusion of Evidence
* Waiver of Charter Rights

## See Also

* Canadian Criminal Procedure and Practice/Appendix/Case Law (Charter)
# Advanced Interactive Media/Project Directors/Goals and Objectives

The Goals of the Project Director are to:
* 1) Create and enforce deadlines pertaining to the project.
* 2) Ensure that each person in the class is aware of their job and is doing it.
* 3) Help the team leaders manage their teams.
* 4) Be in continuous contact with team leaders and other students.
* 5) Create project navigation, a “how we did this” podcast, a storyboard script, and other assigned projects in a way that creatively and functionally serve the project.
* 6) Aid the teacher in project organization by taking notes in class for future references and logging information.
* 7) Help the teacher manage the class in respect to monitoring each individuals progress.
The Goals of the Design Director are to:
* 1) Design a product that not only reflects the personalities of the class but also appeals to their high school target market.
* 2) Communicate with the class all parts of the design and incorporate as much of their feedback as possible.
* 3) Lead the design team in the overall vision and direction of the project.
* 4) Make sure all deadlines are completed on time.
* 5) Communicate and coordinate with other team leaders.
* 6) Make sure the entire product has a fluid and cohesive design.
The Goals of the Audio/Video Director are to:
The Goals of the Interactive Director are to:
# Advanced Interactive Media/Problems Encountered and Solved

The ultimate frustration for interactive producers is loss of work due to hardware or software failure. The question is not if it will fail, but when. Backups at regular intervals are essential. How often? How much is your editing time worth? When you can't afford to loose work hours, it's time for another backup.

## Project Directors

* Challenges Related to All Interactive MultiMedia Development
* Audio/Video Problems
* Problems Encounted By Team Leaders
* Design Team Challenges
# Advanced Interactive Media/Project Directors/Job Description

The Project Director manages a variety of tasks including scheduling for each production team and tracking progress to insure that deadlines are met. To keep things moving, this person stays one step ahead of the rest of the class and helps each team understand their most pressing tasks. The director is also responsible to suggest an interactive navigation flow for the project to the class, and, with input from every team leader, storyboard how various media formats can be used in the end product.
As concluded by the first project director in 2007, others in this role will probably discover that about 70% of their job is spent in Facebook messaging various people. The director will take notes during class discussions, log and keep track of important decisions and post this information on Facebook and/or the WikiBook after obtaining sign-offs from the professor, client museum, Creative Animation Inc. and team leaders. To insure that the product is completed on schedule, the director will assist the teacher in identifying team members not performing up to class standards.
It is suggested that the project director create a “how we did this.” Podcast for future Advanced Interactive Media Classes. This one minute Podcast should briefly explain the production process including supporting pictures. The project director also collects student biographies for the credits page.
Organization and attention to detail is the key to the project director's success.
# Advanced Interactive Media/Project Directors/Current Deadlines

Design Director's Current Deadlines:
* Tuesday March 13, 2007 – Design Style Selected *COMPLETE*
* Thursday March 29, 2007 – Design Templates Finalized *COMPLETE*
* Thursday April 12, 2007 – Class Teaching Session *COMPLETE*
* Friday April 13, 2007 – Marketing Material and Plan Due *COMPLETE*
# Advanced Interactive Media/Schedules and Deadlines

Keep track of vital deadlines on this page.
# Advanced Interactive Media/Problems Encountered and Solved/Challenges Related to All Interactive MultiMedia Development

The first attempt to create an interactive multimedia product can be overwhelming without the benefit of previous experience. Paralysis sets in early when developers start to wonder if they're collecting the right kind of media to be accessed by interactive users.
Interactive content development is confusing because it is so similar to and yet not the same as conventional, traditional, linear media (i.e. a video documentary). All of the skills required for conventional media are required, but additional skills and different thought processes are also required.
Interactive multimedia story telling can typically require a link from still photos, to a web site, to a six second video clip and then to a PDF document. Just visualizing this mix of disparate media types can be disorienting.
# Advanced Interactive Media/Problems Encountered and Solved During the Creation of This Class Project

Some of the first things I heard from students about the process of creating an interactive, immersive, multimedia project were frustrations such as:
1. "I'm not sure what I'm supposed to be doing to get my part of the project finished. I know I'm on the ________ team but it's not clear what we're supposed to be doing right now". 2. "How is this different from other projects we've done in the MultiMedia Institute so far. Is this going to be like creating one of our video pieces, or light making my own web site?" 3. "I have to wait until the Design Team gets their work done before I can get started" - or "I have to wait until the Project Director gives us the navigation outline before I can do my part" - or "I have to wait until the Interactive Team tells us what software they're going to use before I can get started".
It makes sense that students who have never created an interactive team project before are unsure what they are to do to help their particular team accomplish their work. Interactive design is deceiving in that the processes are very similar to those used to make a video documentary or any other piece of conventional, linear media. It's confusing because rules for conventional media are not enough to finish an interactive product.
For example, video components must be planned, shot and edited for either presentation format. Interactive clips must, however, make sense when played out of sequence or all by themselves. Transitions to and from many other non-linear components must be created and, in most cases, video clips will be very short and numerous.
The sequential order for interactive development usually looks like this: 1. Define the end user, time line and budget in detail. 2. Describe and understand all possible environments where the project might be accessed (at a living room desktop computer, integrated with live actors, from a lap top, in a classroom, etc.) 3. Decide what format of media (pictures, video, PDFs, text, VRs, URL links, etc.) will communicate your story the best. 4. Describe (storyboard) for each type of media. 5. Collect media and translate, compress, reformat it into a form that can be read by the final authoring tool (in this case, Adobe's Director software). 6. Create at least one prototype for each kind of media and test it on an end-user's playback device (computer, DVD player, etc.). 7. Author the project, keeping in mind to give users what they expect as well as something they didn't expect that makes the product memorable ("sticky") and effective. 8. Test the product. 9. Debug. 10. Duplicate, if necessary, and distribute.
With this much information it is possible for every team member to tackle their part of the project while giving direction to other development teams.
# Advanced Interactive Media/Project Directors
## Project Directors

* Job Description
* Current Deadlines
* Goals and Objectives
* Other Topics
# California Public Policy and Citizen Participation/Introduction

Introduction: What is public policy?
Public policy as government action is generally the principled guide to action taken by the administrative or executive branches of the state with regard to a class of issues in a manner consistent with law and institutional customs. In general, the foundation is the pertinent national and subnational constitutional law and implementing legislation such as the US Federal code. Further substrates include both judicial interpretations and regulations which are generally authorized by legislation.
Dean G. Kilpatrick, Ph.D. states "Public policy can be generally defined as a system of laws, regulatory measures, courses of action, and funding priorities concerning a given topic promulgated by a governmental entity or its representatives."
Different forms of citizen participation
The various editors of Wikipedia's entry for Community Organizing seem to take the point of view that community organizing is the superior form of engaging the state. Be that as it may, they distinguish several classes of participation which they distinguish from community organizing per se.
Wikipedia also informs us that "Saul Alinsky, based in Chicago, is credited with originating the term community organizer during this time period. Alinsky wrote Reveille for Radicals, published in 1946, and Rules for Radicals, published in 1971. With these books, Alinsky was the first person in America to codify key strategies and aims of community organizing. He also founded the first national community organizing training network, the Industrial Areas Foundation..."

## References

* ↑ http://www.musc.edu/vawprevention/policy/definition.shtml/
* ↑ http://en.wikipedia.org/Community_Organizing
# Adventist Youth Honors Answer Book/Music/Beethoven
## Beethoven, Ludwig van (1770-1827)

* Beethoven was born in Bonn, Germany. His father and grandfather were both singers at the court of the prince of Cologne. By age eleven and a half he was the assistant organist at the court chapel and by twelve he had published some music.
* Beethoven was then shattered to realize that he was loosing his hearing. By 1802 at the age of 32, he had decided to retire, but after a while the will to create music was so strong that Beethoven continued to compose without hearing. He envisioned the musical beauty all the more vividly in his mind since he could not hear it.
* His two best know compositions are his Fifth and Ninth Symphonies. The entire fifth symphony is united as a musical idea by the four notes heard at the beginning of the piece. His ninth symphony is known for its ending piece which includes a choir singing “Ode to Joy”.
# Adventist Youth Honors Answer Book/Music/Bach
## Bach, Johann Sebastian (1685-1750)

* He was the youngest son of Johann Ambrosius Bach. When he was ten he was orphaned and went to live with his elder brother Johann Christoph. Bach was more well known when he was alive for being a great organ player than for being a composer.
* Bach had three main jobs in his career. His first job was to be organist and composer in the court of the duke of Weimar. This job brought him fame as an organ virtuoso, and during his time in this job he composed much of his keyboard music.
* Bach's second job was to provide music to the Prince of Anhalt-Cöthen. Since the prince liked a type of music called chamber music Bach was kept busy composing this type for the prince.
* When he was 38, Bach became the cantor for the St. Thomas church in Leipzig. As cantor he got to compose all the music for four churches each week. He also composed music for special occasions such as weddings and funerals. He also picked, trained, and conducted the choirs for all four churches and later took on the job of directing a university musical group that gave regular concerts.
* He is considered one of the greatest religious composers in history. He believed that music must serve the Glory of God. One of his most famous works is a prelude piece based on the well known hymn tune “A Mighty Fortress Is Our God”.
* Another of Bach's best known works is a series of six concertos called the Brandenburg Concertos. These concertos are interesting in the fact that they feature the entire orchestra section by section instead of one or two solo players.
* Bach once wrote - “The aim and final reason of all music should be nothing else but the Glory of God and the refreshment of the spirit”.
# Adventist Youth Honors Answer Book/Music/Arnell

Arnell is one of the composers in the present day and he is one great composer!
# Adventist Youth Honors Answer Book/Music/Chopin
## Chopin, Frédéric François (1810-1849)

* Chopin is considered the national composer of Poland, even though he was only half polish. His father was French, but had emigrated to Poland and married Frédéric's mother.
* He was taught music in Warsaw, Poland, but left for Paris at the age of 21 and spent the rest of his career there in France.
* Chopin is best known as a composer of music for the piano. He is, in fact, called “the poet of the piano”. A piano in a home in Chopin's time was the entertainment center for the family.
* His music is known for performing it with the characteristic of tempo-rubato - “borrowed time”. The accompaniment, usually in the left hand, was played in strict time, while above it, the right hand melody might fall behind or hurry ahead a little bit. In either case, the borrowing had to be paid back by the end of the phrase.
* Chopin wrote a number of piano pieces called Nocturnes, meaning “Night Music”. He wrote his most well known Nocturne (in C minor) in 1841.
# Adventist Youth Honors Answer Book/Music/Clefs

In order to write a scale on your own, you are going to need to study and understand a few musical terms. The following sections will help you better understand the musical theory that makes up a scale.

## Clefs

The word clef is used to describe the symbol at the beginning of the set of five lines on which notes are printed. This symbol tells the player what the notes are going to be within the five lines. In piano music both Treble and Bass clefs are used. Usually the pianists left hand plays the lower notes in the bass clef with his left hand, and the upper notes in the treble clef with his right hand.
This illustration shows a note called middle C. The note drawn in the bass clef is exactly the same note as the one drawn in the treble clef.
The set of five lines on which the notes are drawn is called a staff.

## Note Names

The notes on the treble clef have different names for the notes within the lines or on the lines of the staff than the note in the bass clef. These diagrams show the names of the notes in between and on the staff lines for both treble and bass clef.
Notes names can be seen on a piano keyboard as well. The notes played with the black keys on a piano keyboard are named with the note letter plus a symbol to indicate if the note is above or below the note named by a semitone. The symbol means the note is a semitone above the note name and is called sharp. The symbol means the note is a semitone lower and is called a flat.
Notice how the black keys can each be named with two names. This is called enharmonic spelling.

## Sharps and Flats

Sharps and flats are notated (drawn on the staff) by placing the sharp or flat symbol in front of the note on the staff. This example shows the notes D, E, F, and G.

## Scale Root

The note that the scale starts on is called the root note. Below you can see that the first note for the C Major Scale is the note named "C"

## Scale Degrees

The word degree in music simply means a number that has been assigned to each note within a scale. In the C major scale below you can see that the scale degree of E is 3, F is 4, and so on.
The scale degree number 1 will not always be assigned to the note "C". It is assigned to the starting note of the scale or key of the piece is composed in. For example a song in the key of "G" would have the scale degree 1 assigned to the note "G".
Based on what you now know about scale degrees, note names, clefs, and using the whole tone / semitone patterns shown above, you should now have enough information to write a scale in both treble and bass cleff.
# Adventist Youth Honors Answer Book/Music/Instruments

* Trumpet
* Violin
* Harp
* Saxophone
* Cello
# Adventist Youth Honors Answer Book/Music/Handel
## Handel, George Frederic (1685-1759)

* Handel was born in Halle, Germany. His dad was reasonably well off, and did not think that music was a suitable profession for George. He wanted his son to be a lawyer.
* After only one year in university, Handel moved to Hamburg, where he joined the opera orchestra playing violin. He composed his first opera at the age of twenty which was a big hit. He spent the next three years composing opera in Italy where Opera was really popular.
* He moved to England after this and took a job as composer of opera music for a company trying to bring Italian opera to England. Even though Handel composed some very good opera music at this job, it never really got as popular in England as it was in Italy so the company failed.
* Handel then started composing a type of music called Oratorio. Oratorios started out as sacred opera, but changed by dropping the acting parts, the stage scenery and backgrounds, and the costumes. Oratorios became a large piece of music that told a biblical story. Often these were grand works using an orchestra, large choir, organ, and soloist singers.
* Handel's most famous oratorio is called “Messiah”, from which almost everyone can remember the “Hallelujah Chorus”. When Handel had finished that chorus, he tearfully told a servant “I did think I did see all Heaven before me and the Great God Himself!”
# A-level Mathematics/MEI/NC
## Numerical Computation
### Contents

* Solving equations
* Integration
* Differential equations
* Approximations to functions
* Linear Algebra

### Assessment Structure

One exam of 2 hours 30 minutes, 72 marks in total. Each question is worth 24 marks, and three questions out of the four should be answered.
Most of the exam needs to be performed with the aid of a spreadsheet. Candidates therefore need access to a computer with a spreadsheet program and printing facilities throughout the exam.

### Assumed knowledge

Knowledge of C1, C2, C3, C4 and NM is assumed.
# A-level Mathematics/MEI/FP3
## Examination Structure

Candidates answer three questions out of five options, each worth 24 marks. The paper is 1 hour and 30 minutes. The total is 72 marks.
It is worth noting that: Candidates are expected to know the content for C1, C2, C3, C4, FP1 and FP2.
Candidates attempting Option 5 are expected to be familiar with elementary concepts of probability and with expected values.
For Option 5, Markov Chains, a calculator with the facility to handle matrices is required.

## Topics Covered

* Option 1: Vectors
* Option 2: Multi-Variable Calculus
* Option 3: Differential Geometry
* Option 4: Groups
* Option 5: Markov Chains
# Introduction to Mechanics 2

Mechanics 2 (or M2) is a 45 hour unit in mechanics which builds on Mechanics 1, therefore good knowledge of Newton's laws wouldn't go a miss. M2 is treated as an A2 examination although there is no reason it couldn't be done in AS further maths.

## Contents

Friction
Moments
Centre of mass
Energy Impulse and momentum
# Sections

* Interpolating polynomials
* Truncating the polynomial
# A-level Mathematics/MEI/FP2/Polar Co-ordinates

Cartesian coordinates are a system of looking up a point on a grid relative to the origin, at 0,0. You can express Cartesian coordinates in the format (x,y).
Polar coordinates are another system, but rather in terms of perpendicular distance, you use the Pythagorean distance and the angle. You can express Polar coordinates in the format (r, θ) where r is the radius, or distance, and θ (theta) is the angle. Angles are generally expressed in radians anticlockwise from the x axis. For instance, the point (1,1) in Cartesian coordinates, would translate to (√2,π/4) in polar coordinates.
To translate set of Cartesian coordinates into Polar coordinates:
$r={\sqrt {x^{2}+y^{2}}}$
$\tan \theta =(y/x)$
Where x=0, θ=0, but if x=0 and y=0, θ is undefined.
Rearranging $\tan \theta =(y/x)$ for θ yields $\theta =\arctan(y/x)$, however this will always give two values as a $\arctan(positive)$ could mean that x=negative and y=negative or that x=positive and y=positive, and $\arctan(negative)$ could mean that x=positive and y=negative or x=negative and y=positive. So you need to check the quadrants.
Likewise, to convert a set of Polar coordinates into Cartesian:
$x=r\cos \theta$
$y=r\sin \theta$
# A-level Mathematics/MEI/NM
## Numerical Methods

The Numerical Methods module provides an introduction into this new area of mathematics. In this module, you will study methods for basic algebra and calculus. You will study algorithms, and will be described geometrically and derived from first principles. This module is unique to the MEI spec

### Chapters

* Approximation
* The solution of equations
* Solving equations
* Integration
* Numerical integration
* Approximating functions
* Numerical Differentiation
* Rates of convergence in numerical processes

### Assessment Structure

One exam of 1 hour 30 minutes, 72 marks in total. All questions should be answered.
* Section A (36 marks): 5-7 questions, at most 8 marks each
* Section B (36 marks): 2 questions, about 18 marks each.
One piece of coursework, worth 18 marks (20% of the total assessment for this unit). This should be an investigation of a problem suitable for numerical solution using one of the methods in this module. More details can be found towards the end of the NM section in the specification.

### Assumed knowledge

Knowledge of C1 and C2 is assumed.
# A-level Mathematics/MEI/NM/Approximation
## Sections

* Errors
* Working with errors
* Questions