OpenLLM-France/wikimedia huggingface dataset:
# Bards Old Time Fiddle Tunebook Supplement/Angelina Baker

Angelina Baker, sometimes sung as Angeline the Baker (Roud 18341) is a song written by Stephen Foster for the Christy Minstrels, and published in 1850. The original laments the loss of a woman slave, sent away by her owner. The lyrics have been subjected to the folk process, and some versions have become examples of the "Ugly Girl" or Dinah song.
An instrumental version, as collected by John A. Lomax under the title "Angelina the Baker" is a popular fiddle or banjo tune, and differs from the Stephen Foster melody. It is part of the old time fiddle canon, but is also played by bluegrass fiddle|bluegrass musicians. This old time tune was also played as bluegrass by Stuart Duncan at the 2007 Delaware Valley Bluegrass Festival. Duncan also played this tune at the Grand Oprey in 2008 with Bela Fleck, Sam Bush, Jerry Douglas, Brian Sutton, Stuart Duncan, & Mark Schatz on Grand Ole Opry playing "Major Honker."

## Lyrics

According to Lyle Lofgren, writing for Inside Bluegrass, publication of the Minnesota Bluegrass and Old-Time Music Association, "Foster published Angelina Baker in 1850, and it was featured on stage by the original Christy Minstrels." His report of the by now public domain lyrics is as follows.
1. Angeline the baker lives in our village green, The way I always loved her beats all you ever seen.
CHORUS: Angeline the baker, her age is forty-three, I bought her candy by the peck, and she won't marry me.
2. Her father is the miller, they call him Uncle Sam. I never will forget her, unless I take a dram. CHO.
3. Angeline is handsome, Angeline is tall, They say she sprained her ankle a-dancing at the ball. CHO.
4. She can't do hard work because she is not stout, She bakes her biscuits every day, and pours the coffee out. CHO.
5. I'll never marry no other girl, no matter where I go. I said I'd marry Angeline just twenty years ago. CHO.
6. The last time I saw her was at the county fair. Her father run me almost home and told me to stay there. CHO.

## See Also

* Facsimile from the Library of Congress
* Banjo solo

### Listening

Stuart Duncan Fiddle solo

## References

* ↑ Foster, Stephen (1850). Angelina Baker (musical score). Foster's plantation melodies. Vol. 4. as sung by the Christy Minstrels. Baltimore, New Orleans: F. D. Benteen. OCLC 23161833.
* ↑ The Center for American Music. "Professional Career". University of Pittsburgh. Retrieved 22 November 2010.
* ↑ Uncle Alec Dunford, John A. Lomax. "Angelina the Baker". Retrieved 26 November 2010.
* ↑ "It's Olt Time we don't have to be in tune" -|Telling remark, intended as humorous, indicating that this tune is OT|Lonesome River Band at Gettysburg Bluegrass Festival 082308 0000 "Angeline the Baker"|http://www.youtube.com/watch?v=rA0NMuxfAYo
* ↑ NBB at the 2007 Delaware Valley Bluegrass Festival. For more info, visit www.delawarevalleybluegrass.org
* ↑ http://www.youtube.com/watch?v=toUedUW2IYE&feature=related%7CNote data in text
* ↑ http://www.lizlyle.lofgrens.org/RmOlSngs/RTOS-AngelineBaker.html%7COriginally pub Inside Bluegrass
# Abstract Algebra/Group Theory/Subgroup/Coset/Definition of a Coset

Let g be a fixed element of Group G. Let H be a subgroup of G.
Left Coset of H by g is gH.
    $\forall \;g\in G:{\color {OliveGreen}g}H=\lbrace {\color {OliveGreen}g}\ast h\;|\;h\in H\rbrace$
Right Coset of H by g is Hg.
    $\forall \;g\in G:H{\color {OliveGreen}g}=\lbrace {h\ast \color {OliveGreen}g}\;|\;h\in H\rbrace$
Notice that such cosets are not necessarily subgroups of G.
# Theorem

Let f be a homomorphism from group G to group K. Let e$_K$ be identity of K.
    ${\text{ker}}~f=\lbrace g\in G\;|\;f(g)={\color {OliveGreen}e_{K}}\rbrace$ is a subgroup of G.

# Proof
## Identity

    0. $f({\color {Blue}e_{G}})={\color {OliveGreen}e_{K}}$ homomorphism maps identity to identity 1. ${\color {Blue}e_{G}}\in \lbrace g\in G\;|\;f(g)={\color {OliveGreen}e_{K}}\rbrace$ 0. and ${\color {Blue}e_{G}}\in G$ . 2. Choose $k\in {\text{ker}}f$ where ${\text{ker}}f=\lbrace g\in G\;|\;f(g)={\color {OliveGreen}e_{K}}\rbrace$ 3. $k\in G$ 2. 4. ${\color {Blue}e_{G}}\ast k=k\ast {\color {Blue}e_{G}}=k$ k is in G and e$_G$ is identity of G(usage3) . 5. $\forall \;g\in G:e_{G}\ast g=g\ast e_{G}=g$ 2, 3, and 4. 6. ${\color {Blue}e_{G}}$ is identity of ${\text{ker}}\;f$ definition of identity(usage 4)

## Inverse

    0. Choose ${\color {OliveGreen}k}\in \lbrace g\in G\;|\;f(g)=e_{K}\rbrace$ 1. $f({\color {OliveGreen}k})=e_{K}$ 0. 2. ${\color {OliveGreen}k}\ast {\color {BrickRed}k^{-1}}={\color {BrickRed}k^{-1}}\ast {\color {OliveGreen}k}=e_{G}$ definition of inverse in G (usage 3) 3. $f({\color {BrickRed}k^{-1}})=[e_{K}]^{-1}=e_{K}$ homomorphism maps inverse to inverse 4. k has inverse k$^{-1}$ in ker f 2, 3, and e$_G$ is identity of ker f 5. Every element of ker f has an inverse.

## Closure

    0. Choose $x,y\in \lbrace g\in G\;|\;f(g)=e_{K}\rbrace$ 1. $f(x)=f(y)=e_{K}$ 0. 2. $f(x\ast y)=f(x)\circledast f(y)$ f is a homomorphism 3. $f(x\ast y)=e_{K}\circledast e_{K}=e_{K}$ 1. and eK is identity of K 4. $x\ast y\in \lbrace g\in G\;|\;f(g)=e_{K}\rbrace$

## Associativity

    0. ker f is a subset of G 1. $\ast$ is associative in G 2. $\ast$ is associative in ker f1 and 2
# Abstract Algebra/Group Theory/Meaning of Diagrams in This Section

"Imagination is more important than knowledge"
If the formal is rigorous but obscures ideas behind lines after lines of proofs, what can the visual offer?
In our mind, we all have the experience that logic to a degree can depend only on image without symbols or language.
Below is an attempt to replace the formal proofs with equally rigorous diagrams.
Your suggestions in the discussion of this page is much appreciated. The problems in this attempt will also be in the discussion.
| 1. Round rectangle means groups. Big empty shapes mean sets. | 2. an object in the set. | 3. an object may or may not be in the set. | 4. an object out of a set. |
* 4. yellow*blue = green. The dotted line represent the second element in a*b.
# Abstract Algebra/Group Theory/Reasons to Write or Read This

Must we all arduously search among line after lines of proofs to glimpse mysteries and beauty in mathematics?
Had they written a text book with more illustrations?
How to Help
# Theorem

Let G be a Group. Let H be a Subgroup of G.
    Then, Cosets of Subgroup H partition Group G.

# Proof

Overview: G is partition by the cosets if
* The cosets are subsets of G
* Each element of G is in one of the cosets.
* The cosets are disjoint

## Cosets of H are Subsets of G

    0. Choose $g\in G$
       1. Choose $k\in gH$
By definition of gH
          2. $\exists \;h\in H:k=g\ast h$
As Subgroup H is Subset of G
          3. $h\in G$
By 2., and Closure on G justified by 0. and 3.,
          4. $k=g\ast h\in G$

## Each Element of G is in a Coset of H

    1. $e_{G}\in H$ subgroup inherits identity (usage 2) 2. Choose $g\in G$ 3 $g\ast e_{G}\in gH$ definition of gH 4. $g=g\ast e_{G}\in gH$ e$_G$ is identity of G (usage 3)

## The Cosets of H are Disjoint

    0. Suppose 2 different cosets of H are not disjoint
    1. Let the 2 cosets be g$_1$H and g$_2$H where ${\color {Blue}g_{1}},{\color {OliveGreen}g_{2}}\in G$
Since they are not disjoint
       2. $\exists u\in G:u\in {\color {Blue}g_{1}}H{\text{ and }}u\in {\color {OliveGreen}g_{2}}H$
By Definition of the Cosets,
       3. $\exists {\color {Blue}h_{1}},{\color {OliveGreen}h_{2}}\in H:{\color {Blue}g_{1}}\ast {\color {Blue}h_{1}}=u={\color {OliveGreen}g_{2}}\ast {\color {OliveGreen}h_{2}}$
       Let $z={\color {OliveGreen}g_{2}^{-1}}\ast {\color {Blue}g_{1}}={\color {OliveGreen}h_{2}}\ast {\color {Blue}h_{1}^{-1}}\in H$
       4. Choose $k\in g_{1}H$
By Definition of g$_1$H
          5. $\exists \;h_{k}\in H:k=g_{1}\ast h_{k}$
          6. $z\ast h_{k}\in H$
          7. $g_{2}\ast (z\ast h_{k})\in g_{2}H$
          8. $g_{2}\ast g_{2}^{-1}\ast g_{1}\ast h_{k}\in g_{2}H$
          9. $g_{1}\ast h_{k}\in g_{2}H$
          10. $k\in g_{2}H$
       11. $g_{1}H\subseteq g_{2}H$
As we can exchange g_1 and g_2 and apply the same procedure
       12. $g_{2}H\subseteq g_{1}H$
       13. $g_{1}H=g_{2}H$ contradicting that the two coset are different (0.)
Thus, two Cosets of H are either identical or are disjoint. Hence, the Cosets of H are disjoint.
# Welcome!

Hi! Thank you for your interest in contributing to this section.

# General Directions

    1. Bite Size
       One Page, One Theorem
       Small and Well-written.
    2. Coloured Proofs
       Type HTML Latex Variable 1 Blue $\color {Blue}Blue$ Variable 2 Green $\color {OliveGreen}OliveGreen$ Inverse of Variable 2 FireBrick $\color {BrickRed}BrickRed$ Heading of Section in Proof Sienna $\color {RawSienna}RawSienna$
    3. Proof Diagrams
      * 180px x 180px
      * 3px lines make dashes visible
      * Prefer Inkscape .svg format (so others can edit it)
       Example:
       Identity: 1. Group G has an identity e$_G$. 2. e$_G$*c = c*e$_G$ = c if c is in Group G
    4. Common Symbols
       Meaning Symbol Group G Subgroup H 1st Operation $\ast$ 2nd Operation $\circledast$ Identity of Group G e$_G$

# Format

   * add {{BookCat}} to end of all pages
# C++ Language/ErrorHandling/Assertions

The assert(condition); statement is conditionally-compiled. When building a debug build-configuration, define the _DEBUG preprocessor symbol so that assert will evaluate its condition (aborting the software execution if that condition evaluates to false). When building a release build-configuration, instead define the NDEBUG preprocessor symbol so that assert efficiently generates no machine language code.
Additional information about assertions
# C++ Language/ErrorHandling/ReturningAnErrorCode

When a low-level feature of the operating system needs to report an error, it usually does so by returning an "error code". The Win32 platform has four built-in enumerations of error codes, which the C++ language has combined into a single std::error_code type.
Additional information about error codes (includes interactive examples)
# C++ Language/ErrorHandling/CppExceptionHandling

If some exceptionally problematic situation might occur in code (either your code or library functions that you call), enclose that code within try {your code} catch (...) {handler}. When your problem occurs, your code "throws an exception" by doing throw 99;, and program flow will jump to the handler (even if that requires the C++ language to "unwind" a series of called functions). That data (99 in this example) is an explanation for what went wrong; it is typed so you could actually program a sequence of catch (int aiExplanation) {handler} with catch (...) meaning "all other types".
Additional information about C++ Exception Handling
# C++ Language/ErrorHandling

There are several approaches that a C++ program could take to deal with error conditions as they occur.
* Returning an Error Code
* Assertions
* C++ Exception Handling
# C++ Language/Expressions

Much of a C++ program consists of a sequence of "expressions". An expression is some kind of "operator", along with the "operands" that it processes as its input. When the program is running, the computer "evaluates" the expression (often producing a "value" as the result of that evaluation).
* Precedence
* Chain of Assignment
# Bookbinding/Saddle stitch

A saddle stitch is appropriate for small booklets and, in general, for volumes with only a few pages. Most magazines that are not glued are saddle stitched: that is, they are held together by staples that run through the gutter. Once the pages are aligned and in the right order, this type of binding is quite straightforward. Staplers with extremely long jaws, designed specifically for saddle stitching, are available in office supply stores. Some photocopiers produce saddle-stitched volumes automatically.
If neither of these options is readily available, an improvised saddle stitch can be accomplished by using an ordinary stapler in "tacking" mode. This usually requires swinging the anvil away from the bottom, or detaching the lower jaw of the stapler. The working surface should be reasonably soft and durable, such as carpeting or a cork board. Staples can be driven through the centerline of the pages to be bound, and then bent down individually using the cap of a pen.
Saddle stitching can also be done to the individual codex, using a needle and thread, as part of the process of binding them together into a larger book.
# Botany/Conifer structure laboratory
## Chapter 14. Pinophyta Reproduction Laboratory ~ Cones

* Read Structure of conifer cones ~ material to be eventually ported over for a laboratory exercise here.
<< Return to Chapter 14
# Botany/Equisetophyta

<< Contents Page | Chapter 12 | Chapter 13 | Chapter 14 >>

## Chapter 13. Equisetophyta ~ The Club Mosses and Horsetails

The Equisetophyta is a very old division—the plants of this division were among the first plants to grow on land. Equisetophyta are sometimes referred to as fern allies, as they have the same life cycles as ferns, and have similar developments that allow them to grow taller than the bryophytes.
Read:
* Equisetophyta
** Horsetail
* Botany Study Guide ~ Wiki Contents Table Section II Book Contents Page
* Chapter 7 - Plant Systematics ~ :Chapter 8 - Microbiology ~ Chapter 9 - Algae Chapter 10 - Fungi ~ Chapter 11 - Liverworts and Mosses Chapter 12 - Ferns ~ Chapter 13 - Fern Allies ~ Chapter 14 - Conifers Chapter 15 - Flowering plants I ~ Chapter 16 - Flowering plants II
# Botany/Grasses laboratory
## Chapter 16. Laboratory Exercises: Grasses

As you have already seen, the purpose of a laboratory exercise is to give the student hands-on experience with botanical methods and materials. To do this laboratory exercise, although not absolutely necessary (photos are provided), you should collect material from outside—in this case, one or more species of grasses—to examine as you read the text. You should easily identify a grass plant, but you will want to collect a plant (we call this a specimen) that is in flower. Try to collect a whole specimen—that's correct, roots and all. A lawn grass may not be the best choice, but if you can find a tuft with a flower head, then that will suffice. It is best to work from fresh material, so if it be the case that it is the dead of winter, we suggest you may want to repeat this lab late in the spring or summer. However, we provide here a scanned specimen that you can examine very closely by down-loading the high resolution version (click on the photo, then follow link at bottom of image).
<== A collected specimen (grass) folded over and scanned to display all of a culm. Note that the culm terminates in an inflorescence and is actually one of two stems—the other, with but one leaf, is just elongating—arising at a prominent node along a stolon. Several roots are starting to form at the same node.
<< Return to Chapter 16
# Bookbinding/Thread

Traditionally, unbleached linen thread is the preferred material for bookbinding, but unbleached long-staple cotton will do almost as well. The key is that it is a natural fiber comparable in expected lifetime to the paper and the cover material, and that it have very long fibers, giving it great strength. For less traditional projects, carpet thread, strong nylon thread, or even waxed dental floss can also be used.
The thread should be heavy, heavy enough that you might be as likely to call it fine cordage as you are to call it heavy thread! Thread diameters of close to a millimeter (when uncompressed and not under tension) are quite reasonable. The thread should compress to about 1/2 millimeter when successive turns are wrapped tightly around a pencil.
Before you start sewing, it helps (but is not strictly necessary) to wax the thread with beeswax. To do this, clamp the thread against a block of beeswax with your thumb and pull it through with your other hand. The thread will tend to cut a slot in the wax, so keep changing the angle of pull to even out the wear on the wax. Do this two or three times with the full length of thread before you start sewing.
This work includes text or images adapted with permission from Bookbinding: A Tutorial © 1995 by Douglas W. Jones, who has agreed to this use under the terms of the GFDL.
# Botany

    Introduction to the Guide
    How to use this Guide
    A special note ~ How to contribute

## Table of contents
### Plant Biology

    Chapter 1 ~ An Introduction to Botany
      * Botany as a Science
      * Living Systems
      * Plants and their Uses
      * Introduction to Classification
    Chapter 2 ~ Plant cells
      * Plant Cell Structure
      * Basic Cell Function
      * Plant Cell Specializations
         * Microscopy laboratory
    Chapter 3 ~ Plant tissues
      * Meristems
    Chapter 4 ~ Plant organs
      * The Leaf
      * The Stem
      * The Root
    Chapter 5 ~ Plant reproduction
      * Vegetative Reproduction
      * The Flower
      * The Seed and germination
      * The Fruit
         * Flower laboratory
         * Seed laboratory
    Chapter 6 ~ Plant Morphology

### Plant Systematics

    Chapter 7 ~ Plant Systematics
    Chapter 8 ~ Microbiology
      * Bacteria
      * Viruses
    Chapter 9 ~ Phycology (The Algae)
    Chapter 10 ~ Mycology (The Fungi)
    Chapter 11 ~ Bryology (The Liverworts & Mosses)
    Chapter 12 ~ Division Pterophyta (The Ferns)
    Chapter 13 ~ Division Equisetophyta (The Club Mosses and Horsetails)
    Chapter 14 ~ Division Pinophyta (conifers)
    Chapter 15 ~ Division Magnoliophyta (I) (flowering plants)
      * Magnoliopsida (dicots)
    Chapter 16 ~ Division Magnoliophyta (II) (flowering plants)
      * Liliopsida (monocots)
      * Grasses
# Botany/A final note about the Guide

Botany
Both this Guide and all articles in Wikipedia are free content that can be added to or edited by anyone. It is an opportunity for the user of these documents to contribute information, or even state given information more clearly, simply by editing a page. As a student with a textbook and a lecturer (teacher), you may find yourself in possession of useful facts, another point of view on existing facts, or a report you prepared of exceptional quality. Any of these can be added to an appropriate page in this Guide or the Wikipedia. However, this caution is strongly advised: Do not place into the Guide any text or pictures taken verbatim (or close to verbatim) from a text book, web site, or other copyrighted source without permission of the copyright holder. In general, this means, anything you submit should be your own work.
To learn how to edit or contribute material to this textbook, first read the introduction at: How to Edit.
# Botany/Bryology

<< Contents Page | Chapter 10 | Chapter 11 | Chapter 12 >>
Chapter 11. Bryology ~ The Liverworts and Mosses
Bryology is the study of nonvascular complex plants classified in the Division Bryophyta.
The Bryophytes have several adaptations that allow them to grow on land, but are still tied to moisture for their reproduction. Their size is also restricted because they do not have vascular tissues, which limits their height and keeps them close to the nutrition and moisture of the ground. Rhizoids anchor them to the ground, but do not conduct water or nutrients as roots do. Some mosses have developed pores, but they do not open and close as stomata do.
Most mosses look like undifferentiated green mold on rocks, but while they are non vascular, they have complex forms and parts. They have what appear to be leaves coming off their stalks, but are not leaves because they have no veins. Most notable in their anatomy is the peculiarity of their life cycle. The haploid organism is actually most of what we would call the moss. That green mat is the gameteophyte contains half of the DNA, or one full set of chromosomes. When the female gametophyte is fertilized with motile sperm from the male gametophyte, the diploid sporophyte grows directly out of the gametophyte. So out of an ordinary spiky green moss stalk, a tall curved stalk grows, with a large cap on it. That structure is the sporophyte. It will produce spores (that are haploid) that will propagate more haploid mosses. Each successive evolutionary adaptation of plants has reduced the haploid stage in size, and increased the diploid, or sporophyte stage. In ferns, the next evolutionary innovation based in bryophytes, the gametophyte stage functions the same way as here, the haploid spores make a haploid organism, which after fertilization grows a full diploid sporophyte from it. However, what we know as a fern is the diploid organism, the gametophyte is a very small heart shaped organism at the base of the fern.
Read:
Questions
* Botany Study Guide ~ Wiki Contents Table Section II Book Contents Page
* Chapter 7 - Plant Systematics ~ :Chapter 8 - Microbiology ~ Chapter 9 - Algae Chapter 10 - Fungi ~ Chapter 11 - Liverworts and Mosses Chapter 12 - Ferns ~ Chapter 13 - Fern Allies ~ Chapter 14 - Conifers Chapter 15 - Flowering plants I ~ Chapter 16 - Flowering plants II
# Botany/Contributors
## Contributors

While Wikibooks offers somewhat clearer opportunities for "authorship" than Wikipedia, there remains the fact that anything put here is really just a contribution, and everyone who furthers the effort is a contributor. In this respect there are no "authors". If you are interested in developing a particular subject within the field of botany as part of this textbook, please start the module and link it here. We will work out the chapter arrangement after you get started. Of course, you can also just expand on an existing chapter.
* Eric Guinther is a biologist and environmental consultant living in Kane'ohe, Hawai'i. He envisioned this particular textbook "project" and developed the approach of creating a textbook around articles found in Wikipedia. By then working specifically on those articles referred to, the quality and quantity of the Study Guide to the Science of Botany was gradually enhanced. These efforts were done with the steady help of numerous talented contributors at Wikipedia who, collectively, would have no interest in working on a textbook project per se. Ultimately, the user of the guide benefits from the textbook's approach: 1) by having more control over the depth into any subtopic pursued and 2) being limited in that pursuit only by that considerable information available at Wikipedia and other linked websites.
* Ransom Akinlade is a final year student of the department of Botany, Obafemi Awolowo University, Ile Ife. He developed a keen interest in this project and he regularly contributes to the articles foi=und therein.
* Other anonymous Wikibook contributors (see individual page histories).
* Numerous other Wikipedia contributors.
<<Return to Contents Page
# Ada Programming/Attributes/'Atomic Always Lock Free
## Description

The prefix of the Atomic_Always_Lock_Free attribute is a type. The result indicates whether atomic operations are supported by the target for the given type.
# Ada Programming/Attributes/'Bit Order:3

The 'Bit_Order attribute is not intended to convert data between a big-endian and a little-endian machine (it affects bit numbering, not byte order). The compiler will not generate code to reorder multi-byte fields when a non-native bit order is specified.

## References

* ↑ AI95-00133-01 (1996-05-07). "Controlling bit ordering". Class: binding interpretation. Ada Rapporteur Group. Bit_Order clauses are concerned with the numbering of bits and not concerned with data flipping interoperability.
* ↑ ISO/IEC 8652:2007. "13.5.3 Bit Ordering (9/2)". Ada 2005 Reference Manual. Retrieved 2008-06-02. Bit_Order clauses make it possible to write record_representation_clauses that can be ported between machines having different bit ordering. They do not guarantee transparent exchange of data between such machines. {{cite book}}: Unknown parameter |chapterurl= ignored (|chapter-url= suggested) (help)
* ↑ Thomas Quinot (2013). "Gem #140: Bridging the Endianness Gap". AdaCore. Retrieved 2013-01-31. the order in which the bytes that constitute machine scalars are written to memory is not changed by the Bit_Order attribute -- only the indices of bits within machine scalars are changed. {{cite web}}: Unknown parameter |month= ignored (help)