OpenLLM-France/wikimedia huggingface dataset:
# SDL (Simple DirectMedia Layer)/Graphics/Rendering images

In this section, we'll demonstrate how to render an BMP image to a window. In this chapter, we'll start writing in multiple files to keep the project organised.

### wikibook.h

We declare a SDL_Window and two SDL_Surface pointers. We use the first one as it is rendered for the window and the second as a buffer to load the image.

### wikibook.c
#### Initialisation

We set the SDL_Window a SDL_Surface using SDL_GetWindowSurface:

#### Image rendering

We first load the BMP image into a SDL_Surface using SDL_LoadBMP.
Now we've loaded the image onto its surface, we'll need to blit it to another surface, the one contained by the window, using SDL_BlitSurface. We'll then have to update the window in order to render the image using SDL_UpdateWindowSurface.

#### Freeing the memory

Destroying the surfaces is much the same as destroying the window.

### main.c

We define the time delay to be 3000 milliseconds and declare the wikibook object as static, making sure its member pointers are set to NULL. We run the appopriate member functions and that's it!
# Psychiatric Disorders/Anxiety Disorders

The anxiety disorders include disorders with symptoms of anxiety or excessive worrying, phobias and panic attack. Specific disorders include Panic Disorder, Agoraphobia without History of Panic Disorder, Specific Phobia, Social Phobia, Obsessive-Compulsive Disorder, Posttraumatic Stress Disorder, Acute Stress Disorder, Generalized Anxiety Disorder, and the Secondary Anxiety Disorders, Meaning, definition, cause, symptoms, preventions and treatments of Anxiety.
Anxiety is not, it itself, pathological, and in the right situation, appropriate anxiety is a necessary survival adaptation, motivating an individual to avoid potential or impending harm. One way to think of anxiety is as a warning signal, telling us of potential danger or harmful situations. Anxiety disorders are present when this warning system is not working properly: it may be overly sensitive, and cause the individual to overreact to minor or nonexistent dangers, or it may create so severe a reaction that the individual is too disabled to cope with the potential harm.
Anxiety involves various psychological and physical symptoms. The individual feels anxious and fearful. This is accompanied by various physical manifestations: restlessness, psychomotor agitation, shortness of breath, hyperventilation, stomach upset, chest pain and diaphoresis. Thought and cognition can be affected: a moderate amount of anxiety can actually be good for attention and concentration, however too much tends to make one distracted.
Anxiety disorders are the most prevalent of psychiatric disorders. Community samples, such as the Epidemiological Catchment Area Project, found surprisingly high lifetime prevalences (Figure 1). Clinical samples have shown anxiety disorders to be a very common reason for presentation to primary care doctors and emergency departments.
Anxiety disorders seem more common in women. They may decrease with age, and they can present differently at different ages. In children, an anxiety disorder can manifest as separation anxiety (“school phobia”). Elderly patients may tend towards somatic presentations (“stomach problems,” headaches, sleep problems).
# Psychiatric Disorders/Anxiety disorders/Panic attack

A panic attack is not a disorder in itself, but a syndrome, or cluster of symptoms that may be part of a number of disorders. It is a cardinal feature of panic disorder, but can be caused by almost any anxiety disorder (with the exception of Generalized Anxiety Disorder).
A panic attack begins quickly, and peaks within 10 minutes. The entire attack usually lasts no more than 20 minutes, and attacks that occur for over an hour are very rare. However, once the attack is finished, patients may have residual symptoms as they recover from what is a very frightening event.
Symptoms of a panic attack include the following: Palpitations, pounding heart, or increased heart rate, Sweating, Trembling or shaking, Sensations of shortness of breath or smothering, Feeling of choking, Chest pain, Nausea, Dizziness, Derealization (feelings of unreality) or depersonalization, Feeling of losing control/going crazy, Fear of dying, Paresthesias, and Chills. Among these symptoms, the most common, and perhaps most central to the disorder are the pulmonary ones: the feeling of shortness of breath and/or choking.
# Psychiatric Disorders/Basic Sciences Relevant to Psychiatry

Biochemistry - An amalgam of the scientific study of Biology (the science of living matter in all its forms) and Chemistry (the science concerned with the composition, properties, and reactions of substances) as they concern the processes (usually within the cells) which occur in living organisms.
Microbiology – The scientific study of a diverse group of simple life-forms including concerned with their structure, function, and classification. In medicine, more specifically, it is the study of disease-causing microorganisms that have been identified as a means to control their pathological effects.
Pharmacology – the study of the changes produced in living animals by chemical substances. In medicine this relates to the actions of drugs, (substances used to treat disease, i.e. medicines), and their effects on the human organism.
Genetics – the science of heredity, which is how the characteristics of living things are transmitted from one generation to the next. In medicine this relates to disease states resulting from chromosomal anomalies.
Neuroanatomy and physiology
to understand how it is that Brain is the substrate for Mind.
Psychology
to understand how behaviour, and internal states such as mood and thought, are regulated.
Sociology
to understand how individuals fit within society and are influenced by it.
# Précis of epistemology/ZFC is false

For a theory to be false, it suffices that only one of its axioms is false.
Zermelo's axiom of separation: any well-defined formula determines a part of a set that contains all of its elements for which it is true, and only them.
This axiom is true by definition of a well-defined formula: a formula is well-defined when its truth, or its falsity, is determined in all cases where it is applied.
Zermelo formulated his axiom being careful not to specify which formulas are well defined, because he did not know. To formalize Zermelo's theory, Fraenkel completed it with the following principle, suggested by Skolem: all the formulas of a pure set theory, stated with first-order logic, are well defined. But this principle is false, because these formulas can contain expressions such as "for any set" or "there is a set". However, ZFC does not precisely determine the concept of set. What is a set? What is not a set? The universe of all sets can be defined in many different ways. The truth of a formula which contains "for any set" may depend on the chosen interpretation. These formulas are therefore not always well defined. Hence, Fraenkel's formulation of Zermelo's axiom of separation is false. ZFC is therefore false.
For example, ZFC makes it possible to prove the existence of the set equal to if the axiom of constructibility is true and to {} if it is false. Since the truth of the axiom of constructibility depends on the definition of the universe of all sets, this set, which ZFC allows to prove the existence, is not well defined. A set that is not well defined is not a set at all. It does not exist. ZFC allows to prove false theorems, therefore it is false.
To correct Fraenkel's error, it suffices to prohibit unbounded quantifiers in the definition of sets. For the replacement axiom, we need a theory of well-defined functional relations.
ZFC is the standard theory adopted until now, for more than 70 years, by almost all mathematicians in the world, as the foundation of mathematical knowledge.
# Psychiatric Disorders
## Table of Contents

* Introduction
* Timeline in Psychiatry
* Basic Sciences Relevant to Psychiatry
* Mental Health Status Examination
* Delirium, Dementia, and other Cognitive Disorders
* Psychotic Disorders
* Mood Disorders
* Anxiety Disorders
* Substance abuse disorders
* Personality disorders
* Childhood disorders
** Introduction
** Epidemiology
** Clinical symptoms and classification
** Assessment
** Pathogenesis
** Pharmacotherapy
** Psychotherapy
** Combined treatment
* Psychiatric Treatments

## External links

* The Merck Manual Section 15 Psychiatric Disorders
* ICD-10 "Blue Book"
* Internet Mental Health

## Medical Disclaimer

Wikibooks contains books on many medical topics; however, no warranty whatsoever is made that any of the books are accurate. There is absolutely no assurance that any statement contained or cited in a book touching on medical matters is true, correct, precise, or up-to-date. The overwhelming majority of such books are written, in part or in whole, by nonprofessionals. Even if a statement made about medicine is accurate, it may not apply to you or your symptoms.
The medical information provided on Wikibooks is, at best, of a general nature and cannot substitute for the advice of a medical professional (for instance, a qualified doctor/physician, nurse, pharmacist/chemist, and so on). Wikibooks is not a doctor.
None of the individual contributors, system operators, developers, sponsors of Wikibooks nor anyone else connected to Wikibooks can take any responsibility for the results or consequences of any attempt to use or adopt any of the information presented on this web site.
Nothing on Wikibooks.org or included as part of any project of Wikimedia Foundation Inc., should be construed as an attempt to offer or render a medical opinion or otherwise engage in the practice of medicine.
# Science: A Field Of Wonder/Preface

Each day is a continuous period of learning for all of us. We attempt to discover more about ourselves, our surroundings, and others.
Science: A Field Of Wonder is based on the competencies prescribed in the K to 12 Science curriculum of the Department of Education. This series is designed to promote interest, foster understanding of scientific knowledge, and develop basic inquiry skills.
This book makes science learning easier with the help of the following features.
* Unit Opener - This provides an overview and an introduction of the topics that will be discussed. It establishes the connections among the unit lessons.
* Chapter Opener - The chapter introduction and encourages continued reading.
* Big Idea - This feature identifies the main idea of the chapter and connects the various lessons within it.
* Learning Targets - Specific objectives are set at the beginning of each lesson.
* Pause and Think - This section poses a question which allows students to activate prior knowledge and motivates them to undertake inductive learning.
* Investigate - Related active-learning experiences are completed by students in class with partners and/or in groups.
* Vocabulary - Definitions of important terms that are crucial to student learning are provided in each lesson.
* Learn More - This feature attempts to clarify existing notions, provides supplementary content, and presents fun facts. It enriches pupils' knowledge and understanding of the concepts in focus.
* Checkpoint - This sections poses a question that reinforces concepts learned.
* Lesson Wrap-up - This section is found at the end of each lesson. It includes Sum It Up and Check Yourself.
** Sum It Up - This provides key scientific principles with visuals that incorporate the lessons in the chapter
** Check Yourself - Students are encouraged to demonstrate their understanding of the concepts learned by recalling important terms and answering critical thinking questions
* Chapter Test - Students are given chapter tests that can check their knowledge of facts and evaluate their understanding and mastery of science concepts. Science, like life is a never-ending journey of wonder and discovery. Let us therefore urge learners to come forward and take the first step.
Science, like life is a never-ending journey of wonder and discovery. Let us therefore urge learners to come forward and take the first step.
# Science: An Elementary Teacher’s Guide

Science: An Elementary Teacher's Guide was written by, and for, elementary education majors. The primary goal is to improve science education for hundreds of children by helping prepare ourselves better as their future teachers. The goal of each chapter is to provide adequate background explanations so we, the teachers of tomorrow, can understand the fundamentals of the topic for ourselves, as well as provide our future selves with specific ideas and resources for teaching the concepts to different elementary age groups.
This book is an ongoing project of Sul Ross Rio Grande College students that began in April 2016. We believe that teaching science to children will help them build a strong foundation of learning that will serve them well as they grow older and gain more knowledge. If they learn the processes involved with learning science and doing science, such as observation, hypothesis testing, and critical thinking, they will be positioned to enjoy a greater amount of success in life and contribute to solving future problems. All who read this book are invited to help us reach our goals by taking the time to improve any section. A few of our current needs include consistent formatting, more photos or illustrations, clearly stated objectives for each chapter, and well-written quiz questions that will help us test our knowledge of the concepts.

## Philosophy of Science and Teaching

* Educational Psychology and Science Teaching
* Challenges to teaching science in elementary schools
* Observing, questioning, measuring, presenting
* How do students learn?
* Diverse Populations in the Classroom
* History and methods of Western science
* Hypothesis testing, data collection, analysis, and publication
* Philosophy of Science and Teaching Quiz

## Physics

Physics Objectives
* Mass, Weight, and Inertia
* Objects in motion
* Energy, work, power, heat
* Air and Water
* Simple machines
* Light
* Sound
* Electricity and magnetism
* Kinematics
* Physics Quiz

## Chemistry

* Chemistry Objectives
* Building Blocks of Matter
* Chemical Reactions
* Water, Solutions, and pH
* Organic Molecules
* Chemistry Classroom Experiments
* Chemistry Quiz

## Earth Sciences

* A History of Planet Earth
* Rocks, earthquakes, and erosion
* Minerals
* Water Cycle
* Oceans
* Earth's Atmosphere
* Weather, seasons, and climate
* Food Chain
* Environmental stewardship
* Beyond the Earth
* Earth Science Quiz

## Biology

* Cells
* Genetics and Inheritance
* Microbes
* Plants
* Animals
* Tissues in the Body
* The Human Body: Muscles
* The Human Body: The Skeletal System
* The Human Body: The Circulatory System
* The Human Body: Brain and Nervous System
* Biology Quiz

## Additional Resources

* Additional Readings & Activities
* Preparing for the TExES exam
* Contributors
* Sandbox
# Science: A Field Of Wonder/Limitations of Science: Believe It or Not

What are superstitious beliefs? Why do people believe in superstitions? Why do superstitious beliefs still persist in many societies in many societies in this age of enlightenment and modernization?
Superstitious beliefs are ideas and practices that do not have any scientific basis. Suppose, for example, that a woman who is expecting a baby will eat twin bananas, she will give birth to twins. This is a superstitious belief. By breaking a mirror, one may experience seven years of bad luck is another superstitious belief .
Superstitious beliefs are handed down from generation to generation by word of mouth and through storytelling. Instead of taking these beliefs seriously, investigate and study carefully the issues first so that you can form valid, reliable, and scientific solutions.
# Science: A Field Of Wonder/Second Unit Opener

The human body, like a machine that has many individual parts working together, is the most complex system.
In order to keep humans and other living things alive and active, their needs like water, food, and shelter, should always be available and provided for. Where do humans and other living things get their needs?
In this unit, you will learn about humans, animals, and plants; their structures and parts; as well as their body functions that enable them to survive. You will also learn how these living things develop relationships with their ecosystems.
# Scouting/BSA/Theater Merit Badge
## Requirement 1

See or read three full-length plays or scripts. These can be from the stage, movies, television, or video. Write a review of each. Comment on the story, acting, and staging.

## Requirement 2

Write a one-act play that will take at least eight minutes to perform. The play must have a main character, conflict, and a climax.

## Requirement 3

Do THREE of the following:
    A. Act a major part in a full-length play; or act a part in three one-act plays.
    B. Direct a play. Cast, rehearse, and stage it. The play must be at least 10 minutes long.
    C. Design the set for a play or a production of a circus. Make a model of it.
    D. Design the costumes for five characters in one play set in a time before 1900.
    E. Show skill in stage makeup. Make up yourself or a friend as an old man, a clown, an extraterrestrial, or a monster as directed.
    F. Help with the building of scenery for one full-length play or two one-act plays.
    G. Design the lighting for a play; or, under guidance, handle the lighting for a play.

## Requirement 4

Mime or pantomime any ONE of the following chosen by your counselor.
    A. You have come into a large room. It is full of pictures, furniture, other things of interest.
    B. As you are getting on as bus, your books fall into a puddle. By the time you pick them up, the bus has driven off.
    C. You have failed a school test. You are talking with your teacher who does not buy your story.
    D. You are at a camp with a new Scout. You try to help him pass a cooking test. He learns very slowly.
    E. You are at a banquet. The meat is good. You don't like the vegetable. The dessert is ice cream.
    F. You are a circus performer such as a juggler, high-wire artist, or lion tamer doing a routine.

## Requirement 5

Explain the following: proscenium arch, central or arena staging, Spotlight_(theatre_lighting), floodlight, flies, center stage, stage right, stage left, stage brace, stage crew, cyclorama, portal, sound board.

## Requirement 6

Do two short entertainment features that you could present either alone or with others for a troop meeting or campfire.

## External links

* [http://meritbadge.org/wiki/index.php/TheaterTheater+Merit+Badge] with Workbook PDF, current requirements, and resources.
* How to Write a Play Review
* Earning Merit Badges in the Boy Scouts of America
* Indoor Hobbies and Arts and Crafts
* Art | Basketry | Bugling | Coin Collecting | Collections | Cooking | Dog Care | Fingerprinting | Genealogy | Indian Lore | Leatherwork | Model Design and Building | Moviemaking | Music | Painting | Pets | Photography | Pottery | Programming | Radio | Railroading | Reading | Sculpture | Stamp Collecting | Theater | Wood Carving | Woodwork
# Scouting/BSA/Textile Merit Badge
## Requirement 1

Discuss with your merit badge counselor the importance of textiles. In your discussion define the terms fiber, fabric and textile. Give examples of textiles you use every day.

## Requirement 2

Do the following:
    A. Get swatches of two natural fiber fabrics (100 percent cotton, linen, wool or silk; no blends) Get swatches of two synthetic fiber fabrics (nylon, polyester, acrylic, olefin, or spandex). Get a sample of one cellulosic fabric (rayon, acetate or lyocell).
    B. Give the origin, major characteristics, and general content of each type of fiber obtained for 2(a). Explain the difference between a cellulosic manufactured fiber and a synthetic manufactured fiber.
    C. Describe the main steps in making raw fiber into yarn, and yarn into fabric.
    D. Assume you will soon buy a new garment or other textile item. Tell your counselor what fiber or blend of fibers you want the item to be, and give reasons for your choice.

## Requirement 3

Do TWO of the following:
    A. Visit a textile plant, textile products manufacturer or textile school or college. Report on what you saw and learned.
    B. Weave a belt, headband, place mat or wall hanging. Use a simple loom that you have made yourself.
    C. With a magnifying glass, examine a woven fabric, a nonwoven fabric, and a knitted fabric. Sketch what you see. Explain how the three constructions are different.
    D. Make a piece of felt.
    E. Make two natural dyes and use them to dye a garment or a piece of fabric.
    F. Waterproof a fabric.
    G. Demonstrate how to identify fibers, using a microscope identification or the breaking test.

## Requirement 4

Explain the meaning of 10 of the following terms: warp, harness, heddle, shed, aramid, [[w:Spandex|spandex], sliver, yarn, spindle, distaff, loom, cellulose, sericulture, extrusion, carbon fibers, spinneret, staple, worsted, nonwoven, greige goods.

## Requirement 5

List the advantages and disadvantages of natural plant fibers, natural animal fibers, cellulosic manufactured fibers, and synthetic manufactured fibers. Identify and discuss at least four ecological concerns regarding the production and care of textiles.

## Requirement 6

Explain to your merit badge counselor, either verbally or in a written report, five career possibilities in the textile industry. Tell about two positions that interest you the most and the education, cost of training and specific duties those positions require.

## External links

* Textile Merit Badge with Workbook PDF, current requirements, and resources.
* Textile Merit Badge Presentation by Troop 23, Northwest GA Council, Coosa District
* Careers in Textiles & Fashion
* Earning Merit Badges in the Boy Scouts of America
* Professions and Trades
* Animal Science | Architecture | Automotive Maintenance | Dentistry | Drafting | Electronics | Engineering | Farm Mechanics | Game Design | Graphic Arts | Home Repairs | Journalism | Landscape Architecture | Law | Medicine | Metalwork | Plumbing | Programming | Public Health | Pulp and Paper | Salesmanship | Surveying | Textile | Truck Transportation | Veterinary Medicine | Woodwork