OpenLLM-France/wikimedia huggingface dataset:
# Game of Games/Materials
### What’s needed

* People, and a means to communicate
* Desire to play and a Social Contract to adhere to
* A place and time to meet and play, in person or virtual
** Game Table / Room (Virtual or physical)
** Snacks
** Chairs
* Pen & Paper or Electronic means to record information (such as TheBrain)
* Laminator, Printer, Screen, phone, tablet, ...
Note: There are usually low Budget ($) or High Budget ($$$$$) options

## Documents
### Pen & Paper

* Index Cards (Laminated)
* Pencils, Markers

#### Sheets

* Social Contract
* Player Sheet
* Character Sheet
* Fact Sheet

#### Software

* The Brain

### Reference Materials

* Books
* Online Resources
* Movies, …

## Randomizers
### Dice

* A number of dice of different shapes from D6, D8, D10, D12 to D20
* or random generator on your phone, tablet or computer
* Coins, of any currency, can also function as D1
* Cups / Dice Cups

### Cards

* Tarot Cards

## Tokens
### Currency

* Bills & Coins
* Tokens/Resources

### Miniatures

* Playmobil, Lego or other miniatures of your choice
* Equipment items if desired/needed
* Maps
* Building
* Vehicles

### Coins
## Timers

* Sand Time
* Alarm Clock
* ↑ Players & Roles
* ↑ Characters
# Game of Games/Players & Roles

In a classic role-playing game there are two types of roles Game/Dungeon Masters and Players. That does lead to a lot of work, responsibility, creativity as well as power, let’s call it agency, for one person. Upon further examination there are really more roles that are sometimes unspoken and assumed that can be divided in the following:

### Demiurge

Creates the world and the laws of nature that govern in. In many cases that can be deferred to source material, be it the works of J.R.R. Tolkien (The Lord of the Rings), Robert E. Howard (Conan, Solomon Kane, …) or a world of your own invention.

### Director (Narrator)

Similar to what a director would do with a camera in a movie, establishes the focus and perspective of the scene, which s/he. Decides who the spotlight is on, as well as what actions, activities, topics, etc …

### Fate/Story (Future)

Establishes Theme, Mood, drives the story forward, puts people and places together. This is the overarching as well as the individual Characters decisions who’s agency is part of this Is this the player role? But also the Antagonist (be it person, environment, …) Sometimes we know the end but not how we got there and have to work in reverse That could be true for conflict resolution as well.

### Chronicler (Past)

Records the facts that have been established, as well as by whom.

### Arbiter/Judge

The person or whose judgment or opinion is considered authoritative
It’s possible to have a lot or all the roles in on player, but more likely then not it would make sense to divide them for greater enjoyment and involvement of everyone.
Player Sheet
# Game of Games/Players & Roles/Player Sheet

| Player | |
| Name | Given, Last and Nick/Preferred Name |
| Age | |
| Education | Elementary School Middle School High School College |
| Language | English |
* Roles
* Demiurge
* Arbiter
* Fate
* Director
| Contact Method | Address/Number | Days/Hours | Preference |
| Email | user@domain.com | Mo-Fr: 8-5, Sa-Sun: 8-8 | 1 |
| Text | (888) 888-8888 | | |
| Phone | (888) 888-8888 | | 2 |
| Skype | | | 3 |
| In Person | | | 4 |
* Interests
* Story Telling
* Gaming
* Character Development
* World Creation
* Exploration/Discovery
- # Negative
+ # Positive
Conflict
Mystery & Problem Solving
Interpersonal Relationships
Inner Dialog
Character Growth
Mood
Suspense
Comedy
Drama
Horror
| Veils | |
| Violence | Gore |
| Sexuality | Homosexuality |
| Religion | |
| Politics | |
| Death | |
| Prejudice | |
* Knowledge/Authority
* Mathematics
* Language Arts
* History
* Physics
* Chemistry
| Element | Aspect | Agency |
| Character | | |
| Organization | | |
# Game of Games/Terminology

* Term
* Player
* Character
* Scene
* Veil
* Dice
# Game of Games/Setting

* Timeline
* Locations

## Scenes

* Location (Universe, Geographic, Dimension, ...)
* Day/Time
* Environmental factors, weather, lighting, temperature, gases, ...
* Who (Character) or what (Object) is there, why and in what condition ...
* What's are the stakes and possible resolutions
# Horticulture/Barbarea vulgaris

Yellow Rocket :
| Binomial: | Barbarea vulgaris |
| Family: | Brassicaceae |
| Weediness: | weedy |
Barbarea vulgaris, also called as Bittercress, Herb Barbara, Rocketcress, Yellow Rocketcress, Winter Rocket, and Wound Rocket, is a biennial herb native to Europe.

## Description

During the autumn and winter, the plant has only a basal rosette of glossy leaves. As it bolts and flowers in the spring, it also has pinnately divided leaves arranges sparsely on the stem. The yellow flowers are borne in dense terminal clusters above the foliage in spring. It grows to about 8-32 inches.

## Growing Conditions

It is naturalised in many parts of North America as a weed. Winter Cress prefers moist, disturbed fields.

## Uses

Greens are edible and have a similar taste to other mustard greens, but become sour when the plant bolts.

## Control

* Mowing: Effective
* Cultivation: Cultivation is effective for seedlings.
* Mulching (for prevention): Mulches provide good control
* Pre-emergents (organic): Corn Gluten Meal, applied starting in late summer.
* Disposal: Hot piles only if seeds are present
# Horticulture/Aster tataricus

Tatarian Aster :
| Binomial: | Aster tataricus |
| Type: | Perennial |
| Light requirements: | Full sun |
| Water requirements: | Drought tolerant |
| Soil requirements: | Well-drained |
| USDA Hardiness Zone: | 3-8 |
| Bloom season: | Late autumn |
| Fruit season: | Winter |
| Weediness: | Aggressive spreader |
| Pollination: | Insects |
Tatarian Aster is a tall, upright perennial native to Asia but grown elsewhere in gardens.

## Description

The plant overall is coarse, with large leaves and thick stems. The flowers are borne in late autumn, with yellow disk florets and purple ray florets.
The species can grow up to 2.5 m (8 ft) tall, but shorter cultivars are available.

## Growing conditions

Does best in full sun. Plants tend to flop if grown in very rich soils. Hardy in USDA zones 3-8.

## Uses

Generally grown as a "back of the border" plant, for its tall flowers in the fall. Excellent as a cut flower.

## Maintenance

Cut back half-way in mid summer to encourage bushiness. The plant spreads aggressively, so will need to be reined in by digging out the outer crowns or dividing every two or three years.
The plant does not readily self-seed.

## Propagation

Easily divided.

## Pests and diseases

Pest and disease issues are not common, though deer browsing can be a problem if deer populations are high. See Aster for discussion of pest and disease issues.

## References

* Christopher Brickell and Judith D. Zuk (1997). The American Horticultural Society A-Z Encyclopedia of Garden Plants. DK Publishing. p. 150.
# Horticulture/Asteraceae

Asteraceae (formerly and often still referred to as Compositae) is a large family of broadleaf plants known for their distinctive inflorescences, called heads.
Most members of this family are excellent nectar sources, and thus help play a part in attracting predatory insects and pollinators to the garden.

## Genera and species

Genera and species discussed in Horticulture include:
* Ambrosia (Ragweed)
* Aster
* Chrysanthemum
* Cichorium (Chicory)
* Dahlia
* Erigeron (Fleabane)
* Helianthus (Sunflower)
* Lactuca (Lettuce)
* Rudbeckia (Coneflower)
* Senecio (Groundsel)
   * Senecio vulgaris (Common Groundsel)
* Taraxacum (Dandelion)
# Horticulture/Bemesia argentifolii

Silverleaf Whitefly :
| Type: | Insect |
| Binomial: | Bemesia argentifolii |
| Family: | Aleyrodidae |
| Order: | Hemiptera |
| Metamorphosis: | Simple |
The silverleaf whitefly (Bemisia argentifolii, formerly referred to as sweetpotato whitefly-strain B Bemisia tabaci) is one of several whiteflies that are currently important agricultural pests. The silverleaf whitefly was first found in poinsettia crops in Florida in the mid-1980's. It was found to have moved on to tomatoes and other fruit and vegetable crops less than a year later. Within five years, the silverleaf whitefly had caused over $100 million in damage to the Texas and California agriculture industries.

## Description

The adult silverleaf whitefly is about 1 millimeter in length and pale yellow in color.

## Symptoms and Signs

In addition to inflicting typical whitefly-type damage on plants, this species can transmit plant viruses such as geminiviruses. The broad mite (Polyphagotarsonemus latus) also uses the whitefly as a dispersal mechanism by clinging to the legs of the fly and dropping off at another plant.

## Host plants

* Abelmoschus (Okra)
* Acacia
* Amaranthus
* Arachis (Peanut)
* Arum
* Aster
* Asystasia
* Begonia
* Brassica
* Callistemon (Bottle Brush)
* Canna
* Capsicum
* Carica (Papaya)
* Centaurea (Bachelor’s Buttons)
* Chenopodium
* Citrullus
* Coccinia (Scarlet Gourds)
* Coleus
* Colocasia (Taro)
* Convolvulus
* Cucumis
* Cucurbita
* Dahlia
* Dendranthema
* Euphorbia
* Ficus
* Gerbera
* Glycine (Soybean)
* Fuchsia
* Gossypium
* Hibiscus
* Hydrangea
* Impatiens
* Ipomoea
* Iris
* Lactuca (Lettuce)
* Lagerstroemia (Crepe Myrtle)
* Lantana
* Lycopersicon
* Malva
* Mandevilla
* Medicago
* Persea (Avocado)
* Petunia
* Phaseolus
* Physalis (Ground Cherry)
* Plumeria
* Primula
* Rosa
* Solanum
* Verbena
* Viola

## Control

This particular pest has been shown to be a good candidate for biological pest control, as it has several natural enemies, including parasitic wasps such as Encarsia and Eretmocerus.

## References

* ↑ Fan, Yuqing (Jul 1998). "Dispersal of the broad mite, Polyphagotarsonemus latus (Acari: Tarsonemidae) on Bemisia argentifolii (Homoptera: Aleyrodidae)". Experimental & Applied Acarology. 22 (7): 411–5. doi:10.1023/A:1006045911286. Retrieved 2007-02-21. {{cite journal}}: Unknown parameter |coauthors= ignored (|author= suggested) (help)
* University of California Riverside
* University of Hawaii
* University of Florida
# Hobo tourism/Subject

The acticle, which complements the main material on the topic, briefly explains the meaning of the title, which allows each reader to decide whether he wants to see himself as such by joining the few ranks of hobo tourism supporters.
Subject of hobo tourism aka international bum (ru: международный бомж, бомж-турист, бомж международного класса) — traveler, using informal methods wanderings the world.
It’s a lifestyle where, for a certain period of time, you transform into another person, you move from country to country, don’t know what’s coming. Whoever chooses this path must for a while forget about comfort and be prepared for a few months of difficult, sometimes exhausting life of a vagrant, who crosses many state borders during one trip. The camping mat replaces the bed; the lake, the river or the faucet in the stall of the station toilet — the shower; and during the night in the open air you can get under the rain. In addition to the above, you need to be prepared for tropical fever and do not exclude the possibility of robbery by native gopniks and other criminal personalities.

## Materials in Wikisource project

* Viktor Pinchuk "Notes of an international tramp"
* Viktor Pinchuk "In bullpen – voluntarily"

## Links

Examples for use the term "international bum" (ru:международный бомж) in Russian-language literature and periodicals:
* Нахимов В. "Пособие для международных бомжей". avp.travel.ru (in Russian). Retrieved April 22, 2023.
* Дрёмова Н. В. "Путешественник Виктор Пинчук — «международный бомж»". upload.wikimedia.org (in Russian). Retrieved April 22, 2023.
* Viktor Pinchuk. "Notes of an international tramp". en.wikisource.org. Retrieved April 22, 2023.
# High School Engineering/Nature of Engineering

This chapter explores the nature of engineering. As you read this chapter, you will discover: what engineers do; some of the skills needed to be an engineer; various types of engineering careers and specializations; the educational requirements to be an engineer; licensure of engineers; the impact engineering has had on society; and some possible scenarios for the future of engineering.

#### Learning Objectives

After working through this chapter, you should be able to
* describe what engineers do,
* describe the education and skills necessary for engineering,
* describe the impact of engineering on society.

#### Lessons

* Discovering Engineering
* What Makes an Engineer?
* Global and Societal Impact of Engineering
← Introduction · Discovering Engineering →
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Engineering/Introduction

Much of our modern society depends on engineered artifacts to function, but many members of modern society are not aware of the engineering techniques and practices that have developed the technology and infrastructure on which we rely. iPods, cell phones, airplanes, bridges, buildings, vehicles, computers, etc. are designed and created by engineers. This textbook introduces engineering techniques and practices to high school students. The goals of this book are to help students gain an appreciation for engineering and its role throughout human history, understand what engineers do, understand the skills and processes engineers bring to their work, and appreciate how the work of engineers shapes and is shaped by their society. The authors hope that this book may inspire students to pursue a career in engineering.
The text is written to meet draft ASEE K-12 standards for engineering. Each chapter corresponds to an outcome in the draft standard. While the standards have not yet been finalized and formally adopted, the wiki format allows the text to evolve in response to changes in the standards, so that the text's content and structure will fully support them.
Nature of Engineering →
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Engineering/Engineering Design

Before beginning this chapter, look around you for a moment and notice how much of your environment has been designed by humans. Perhaps you are reading inside a building; people designed, engineered, and constructed it. This book has been designed; if you are reading it in a paper format, the paper, ink, and binding have been manufactured, while if you are reading it electronically, the computer on which you are reading has been designed and fabricated.
Almost every aspect of modern life depends on and is affected by technological artifacts such as bridges, buildings, vehicles, cell phones, computers, and so on. These technological artifacts are designed and created by engineers; the process by which engineers create is often called the engineering design process. ABET, the organization that accredits undergraduate university and college engineering programs, has developed the following definition of the engineering design process.

#### Learning Objectives

After working through this chapter, you should be able to do the following:
* Explain what a design process is.
* Explain how engineering design differs from other design processes.
* Explain the different steps in the engineering design process.
* Apply each step of the engineering design process to design a product or process.
* Describe how the implementation the design process affects the quality of the resulting design.

#### Lessons

* The Design Process
* The Design Process in Action
← Water and Engineering · The Design Process →
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Engineering/Engineering and Society

A characteristic of human beings is that we develop tools and technology to adapt our environment to meet our needs. Engineers contribute to the development of many innovations that improve life.
In this chapter, we will begin by investigating how engineers work to meet human needs; we will describe a few of the greatest engineering accomplishments of the past and consider needs that engineering must meet in the future. We then consider an example of how engineering has dramatically improved health and well-being for most of the developed world: providing clean drinking water as well as treatment for wastewater.

#### Learning Objectives

After working through this chapter, you should be able to
* explain the relationship between engineering and societal needs,
* explain how engineering has influenced water systems in our lives,
* describe the impact of an engineering solution related to water from an ethical viewpoint.

#### Lessons

* To Engineer Is Human
* Water and Disease
* Water and Engineering
← Global and Societal Impact of Engineering · To Engineer Is Human →
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Engineering/Engineering in Ancient Civilizations

This section focuses on major structures created by engineers in ancient civilizations. One of the greatest engineering accomplishments in the ancient world, and certainly one of the best-known, was the construction of the Egyptian pyramids. The Egyptian pyramids were built in the period from approximately 2700 to 2200 BC. Figure 1 shows the pyramids at Giza. Three factors were important to Egyptian engineering. The first was that the Egyptian pharaohs were willing to devote almost unlimited time and resources to the construction of the pyramids. There was an almost unlimited availability of skilled human labor (animals did not provide significant labor in the pyramid construction). Second was the ability to organize all of these workers in a very efficient way. Egyptian laborers worked under the absolute control of a single head engineer and his subordinates. The third was that there were sources of sandstone, limestone, and granite very close to the sites of the pyramids. The pyramids were probably constructed using earth ramps to raise the stones to the level necessary; the ramps were later removed. Egyptian engineers worked from plans drawn on papyrus. Egyptian engineers had an excellent knowledge of geometry and measurement, which is apparent from the accuracy with which the pyramids were constructed. In addition to the pyramids, Egyptian engineers built many temples and other buildings.
The Romans are also known for their engineering works. These works include road systems, aqueduct systems to provide drinking water, and monuments and buildings. By AD 200, the Roman road system included 44,000 miles of well-constructed roadway. Roman roads tended to follow a straight line up and down hills, rather than bending to follow level contours. This was because the roads were primarily designed for military use and marching soldiers, not for transportation of cargo.
The Roman aqueducts are famous engineering accomplishments as well. The Romans built aqueducts to move water from its source in springs or rivers to Roman cities. We are familiar with the arched bridges used to carry aqueducts across valleys; the aqueduct shown in Figure 2 is one such bridge.
One common theme that runs through these engineering accomplishments is that these projects were very large, especially for the ancient civilizations in which they were pursued. In addition to good engineering, their implementations required large commitments of resources by governments to support large groups of laborers and provide significant amounts of material. Thus, the engineers that led these projects needed skills far beyond technical ability. They needed to understand and be able to work within the social structures of their times to obtain the resources for their projects. They needed to understand the capabilities of the laborers who would work on the projects.
← Historical Themes · Engineering in Medieval and Renaissance Europe →
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# ID Board Review/Bacterial Diseases/Cardiovascular Infections

The ABIM ID blueprint does not elaborate on which specific Bacterial Cardiovascular Infections will be tested. As such, please understand that this page is filled with topics that the Wikibook author(s) believe are likely to be high-yield based on their knowledge, and not strictly based on the ABIM blueprint.

## Cardiovascular Infections

* Infective Endocarditis
* Sepsis
* Septic Shock
# ID Board Review/Bacterial Diseases/Anaerobes/Klebsiella spp
## Histology

* Anaerobic Gram-negative Rods (GNR)
* It is an Enterobacteriaceae, meaning it is Glucose Fermenting and Oxidase Negative
# ID Board Review/Bacterial Diseases/Anaerobes
## Anaerobic Gram-positive rods

* Clostridioides difficile
* Clostridium perfringens

## Anaerobic Gram-negative rods

* Klebsiella
* Bacteroides spp
* Prevotella spp
# ID Board Review/Bacterial Diseases/Chlamydia
## Species of Chlamydia

* Chlamydia trachomatis
* Chlamydia pneumoniae
* Chlamydia psittaci
# Historical Geology/Paleocurrents

In this article we shall look at how we can use sedimentology to determine the direction of paleocurrents: former currents of wind or water.
The reader may find it helpful at this point to go back and look at the main article on rivers and on deserts to place the following article in its proper perspective.

## Cross-bedding

It is possible to determine the past direction of currents of wind or water by examination of sedimentary structures in rocks.
In ripples and dunes formed by wind or water, the cross-beds consist of the remnants of beds formed by sediment cascading down the lee face of the dune. Where the stoss side of a ripple is preserved, it has a shallower slope than the lee side. These considerations allow us to deduce the former direction of currents by studying the arrangement of sediment laid down by them. For example in the photograph to the right we can see that the current (of wind, in this case) that formed the cross-beds was traveling roughly from left to right.
In the case of streams and rivers, the current direction is necessarily downstream. In the case of desert sand and desert winds, you might not suppose that there is a direction associated with the current: the wind is, after all, proverbially capricious; but it is not quite so capricious as a layperson might think. Pretty much any spot on the face of the earth has a prevailing, though not constant, direction in which the wind blows: for example in the Sahara the prevailing wind is north-easterly, and this is reflected by the motion of the dunes and the sets of cross-beds that they deposit.

## Clast size

On a larger scale, the direction in which a river flows is indicated by the average clast size on its bed: there is a tendency for smaller clasts to be found further downstream.
The reason for this is that if at any point in its course the river slacks off due to becoming broader and/or deeper, this will diminish its capacity to carry the larger of the clasts that it has carried up to that point, and so they will be deposited. The river may well regain speed after that point, so that it could carry clasts of that size once more; but by that time they have already been deposited further upstream.

## How do we know?

We can verify that these relationships between currents, sedimentary structures, and clast size hold good in the present.
Now in this case the principle of actualism is if anything even more compelling than usual, because we are dealing here with really basic laws of physics. Is it even conceivable that in the past the laws of fluid dynamics could have been so different that (for example) the stoss side of a ripple would be steeper than the lee?
The agreement between current direction as inferred from ripples and as inferred from clast size is another reason for confidence in these methods.
← Sediments and climate · Biogeography and climate →