OpenLLM-France/wikimedia huggingface dataset:
# Biblical Studies/New Testament Commentaries/The Gospel of Mark/Chapter 6

Provide the information in the following categories:
a. Background Information: i. Historical Context: What do contemporary readers need to know that author assumed his first readers probably took for granted? ii. Literary Context: How may the constituent parts of a given chapter be better appreciated by information about the structure of the book as a whole?
b. Explanation: i. Analysis: What does a verse-by-verse examination of the constituent words and phrases suggest about the meaning of the chapter? Consideration will be given to their use in the Old Testament and other nearly contemporary literature. ii. Paraphrase: In light of these considerations an expansive, highly interpretive paraphrase of each chapter will be offered. The paraphrase attempts to avoid technical, theological jargon so as to allow contemporary secular English readers to understand the point of the chapter.
c. Implications: i. Reception: How has this chapter been received and understood by readers across the centuries since its origin? ii. Influence: What are the apparent theological and practical implications of this chapter within the entire Christian canon of Scripture? What has this chapter contributed to the views of contemporary Christianity?
# Biblical Studies/New Testament Commentaries/The Gospel of Mark/Introduction

Information needed about author, date, occasion, purpose, relation to other Gospels, etc.
Author:
Date:
Readers & Circumstances:
Special Purpose:
Emphasis
Jesus' death and resurrection Key to understanding Jesus Prior to those events it was impossible to understand him
For Mark Jesus cannot be understood as the Christ apart from his destiny in the cross and resurrection. The title Jesus uses to describe himself is “Son of man” [adapting Paul J. Achtemeier]
Outline:
Introduction (1:1-15) – the antecedents Following Jesus (1:16—8:21) �
# Biblical Studies/New Testament Commentaries/The Gospel of Matthew

The Gospel According to Matthew
Contents Overview
| Introduction | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | Chapter 6 | Chapter 7 | Chapter 8 | Chapter 9 | Chapter 10 | Chapter 11 | Chapter 12 | Chapter 13 | Chapter 14 | Chapter 15 | Chapter 16 | Chapter 17 | Chapter 18 | Chapter 19 | Chapter 20 | Chapter 21 | Chapter 22 | Chapter 23 | Chapter 24 | Chapter 25 | Chapter 26 | Chapter 27 | Chapter 28
# Castle of the Winds/System Requirements

Castle of the Winds requires a computer running at least Windows 3.x. Other than that, the requirements are almost a non-issue today (except for users of Macintosh and other non-Windows platforms) because of the great advances in computer technology since CoTW’s publication date of 1989, combined with Epic's policy of supporting older systems.
The requirements are a 640x480 monitor (which can be monochrome), and Windows 3.x or higher. The game has been tested on Linux with WINE, but caused reliability issues for some WINE users. The game manual also specifies a 286 or faster CPU, and 2 megabytes of RAM. It is possible (though awkward) to play the game entirely from the keyboard.
# Castle of the Winds/Monsters

Castle of the Winds includes 90 types of monsters, plus several bosses.

## Animals

Animals range from the merely annoying Giant Rat and Giant Bat to the ferocious Cave Bear and White Wolf.

## Dragons

Dragons are of six different ages, with increasing strengths. From youngest to oldest, they are: Young, Young Adult, Adult, Old, Very Old, Ancient. (Dragons do not actually age in-game, because according to legend this takes hundreds of years.) Dragons are of four different colours, each with its own elemental attack:
* Red (breathe fire)
* Blue (breathe lightning)
* White (breathe cold)
* Green (breathe poison gas; least deadly if Neutralize Poison spell is known)

## Devils

Devils can open gates to summon their allies.

## Elementals

Seven types of Elementals exist: Air, Water, Fire, Earth, Dust, Ice and Magma.

## Humans and Humanoids

Human and humanoid monsters include:
* The Evil Warrior and Berserker (fight hand-to-hand)
* The Bandit (fires arrows)
* The Wizard and Necromancer, who can cast: Slow, Summon Monster (both)/Summon Undead (Necromancer), Phase Door, Teleport, the three bolts, and Heal Medium Wounds, as described in Castle of the Winds/Magic.
* The Smirking Sneak Thief (who can steal items and then teleport away)
* The Kobold (a tiny, weak humanoid)
* The Huge Ogre
* The Gruesome Troll
* Goblins (including the weak basic Goblin, the Goblin Fighter and the Hobgoblin).
* Giants of five types (Hill, Stone, Frost, Fire, Two-Headed)

## Undead

Many undead creatures have attribute-draining attacks, some temporary, some permanent.
* Skeletons and Walking Corpses, which do not have special powers.
* Shadows, Shades, and Spectres, which can walk through walls but do not have draining attacks.
* The Eerie Ghost, which drains Strength and Dexterity temporarily.
* Vampires, which drains maximum HP. This damage can be healed by visiting a Temple of Odin.
* The Dark Wraith, Pale Wraith and Abyss Wraith, which drain intelligence and mana irreversibly.
* The Tunnel Wight, Barrow Wight and Castle Wight, which drain strength, dexterity and constitution irreversibly.

## Other Creatures

In addition to the monsters listed above, the following are found in CoTW:
* The Rat-Man, Wolf-Man, Bear-Man and Bull-Man
* Animated Statues in wood, bronze, iron and marble.
* The Slime (immobile, immune to physical but not magical attacks)
* The Carrion Creeper and Manticore, both fantasy beasts
* The Gelatinous Glob (approximately the same monster known in Dungeons & Dragons as the Gelatinous cube)

## Bosses

In addition to the regular monsters, several bosses exist.
# Castle of the Winds/References and External Links
## References
### Other wikis

* Castle of the Winds article on Wikipedia

### Rick Saada’s Website

* Website for Rick Saada, creator of the game

### Fan sites

* Unofficial Castle of the Winds Homepage
* The Temple of Odin, another CoTW site with downloads of the game available
* Castle of the Winds, a third website.

## Sites not used in the article
### Fan sites

* RPGClassics.com Castle of the Winds Shrine. Some tables on this page contain inaccurate names, and others are incomplete.

### FAQs and walkthroughs

* GameFAQs.com FAQs and walkthroughs for the game, in plain text format (not illustrated)
# Castle of the Winds/Obtaining the Game

Since CoTW is now public domain, it is now available free on several fan sites. However, creator Rick Saada also makes it available on his own Website.
# Castles of England

Arundel Castle
Welcome to the Wikibook on The Castles of England
This book is about castles in England, their development and design through the medieval period. Castles developed throughout this period in response to the changing demands placed on them. Before the beginning of the period covered, England was under threat from invaders like the Vikings, driving people to construct fortifications to protect their land and holdings. Following the Norman invasion, more powerful castles were required so that the Normans could consolidate their hold over the country. Castles continued to develop in response to more effective siege weapons and the various civil wars and conflicts. Finally, as England became more peaceful, the castle became more a comfortable home than a defensive structure, although still needing to be strong enough to defend against small roving bands of men.
As an understanding of history is necessary to place the castle design in context, each chapter begins with an outline of the history of the period before moving on to cover castle designs and describe some example castles in detail. The book concludes with modules on the defensive and domestic features of a castle as well as describing the common techniques for assaulting a castle.
A glossary and a time line illustrating the development of castles through history can be found at the end of the book along with a reference section detailing every castle in England.

## Part 1: English Castles Through History

* The Development of the Castle
* Norman Castles (14 January 2009)
* Civil War Castles (12 January 2009)
* Baronial War Castles (12 January 2009)
* Tudor Castles (12 January 2009)
* Later History of Castles (12 January 2009)
* Castle Life (19 January 2009)

## Part 2: Understanding English Castles

* English Castle Design (17 January 2009)
* Domestic Area Design
* Construction Techniques (20 January 2009)
* Castle Estates (15 January 2009)
* Methods of Attack (12 October 2011)
* Time Line (12 February 2009)
* Glossary (14 January 2009)
* Further Reading and References

## Part 4: Additional Information

* Style Guide and Authors
This book is dual licensed under the GFDL and Creative Commons Attribution-ShareAlike 3.0 Unported License.
# Castle of the Winds/Technical Notes
## Graphics

All terrain tiles, some landscape features, all monsters and objects, and some spell/effect graphics take the form of Windows icons. A tile is thus the size of an icon, 32 pixels square. This means that they can be applied to shortcuts, if desired, with no extraction process. Since they are public domain, they can also be used for other software.
Multi-tile graphics, such as ball spells and town buildings, are bitmaps included in the executable file.
No graphics use colours other than the Windows standard 16-colour palette (plus transparent). They exist in monochrome versions as well, suggesting that the game will run even if Windows’ video mode is set to monochrome.
The map view is identical to the playing-field view, except for being scaled to fit on one screen. (This actually increases the size of some levels on 1280x1024 screens.) A simplified map view is available to improve performance on even slower computers.
# Cognition and Instruction/Preface

There is a significant body of research and theory on how cognitive psychology can inform teaching, learning, instructional design and educational technology. This book is for anyone with an interest in that topic, especially teachers, designers and students planning careers in education or educational research. It is intended for use in a 13-week undergraduate course and is structured so students can study one chapter per week. The book is more brief and concise than other textbooks about cognition and instruction because it is intended to represent only knowledge that can be mastered by all students in a course of that duration. The book prepares students who wish to pursue specialized interests in the field of cognition and learning but is not a comprehensive or encyclopedic resource.
The need for brevity has forced difficult decisions about what topics to include. We have chosen to exclude giftedness, special education, learning disabilities, autism spectrum disorder, and related topics. These aspects of educational psychology, so important for teachers, deserve fuller treatment than can be given here. For similar reasons we have mostly excluded the important topics of classroom management and assessment of learning. The book has no coverage of Piaget's stage theory of cognitive development (or any other stage theory) as decades of research have qualified and limited its reach to the point where it contributes little to our current understanding of cognitive learning processes in educational contexts.
The later chapters in the book are dedicated to cognitive aspects of learning in the subjects of reading, mathematics and science. There are plans to add another chapter on writing. These chapters are intended for all students of cognition and instruction, not only those who will specialize in these subjects. Each subject-oriented chapter deals with cognitive phenomena that are particularly salient in one subject but also play a role in other subjects. For example, the barriers to learning presented by persistent, alternative conceptions acquired from prior experience have most often been studied in the context of science education but appear in many other contexts. Although there is no chapter on history and social studies, theory and research relevant to that subject is introduced in the chapters that deal with critical thinking, argumentation and learning from text and multimedia.

## References

* ↑ American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf (PDF, 662KB).
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Low field NMR

Low field NMR is a branch of nuclear magnetic resonance (NMR) that is either related to Earth's field NMR, or to NMR at a man-made very low magnetic field and shielding from (or compensating of) the Earth's magnetic field. With magnetic fields on the order of μT or nT, SQUIDs are typically used as detectors.
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Lyc photon

Lyc photon or Ly continuum photon or Lyman continuum photon are a kind of photon emitted from stars. Hydrogen is ionized by absorption of Lyc photons. Lyc photons are in the ultraviolet portion of the electromagnetic spectrum of the hydrogen atom and immediately next to the limit of the Lyman series of the spectrum with wavelengths that are shorter than 91.1267 nanometres and with energy above 13.6 eV.
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Magic angle

The magic angle is a precisely defined angle, the value of which is approximately 54.7°. The magic angle is a root of a second-order Legendre polynomial, $P_{2}(\cos \theta )=0\,$, and so any interaction which depends on this second-order Legendre polynomial vanishes at the magic angle. This property makes the magic angle of particular importance in solid-state NMR spectroscopy.

## Mathematical definition

The magic angle θ$_m$ is
    $\theta _{m}={\rm {{arccos}{\frac {1}{\sqrt {3}}}={\rm {{arctan}{\sqrt {2}}\approx 54.7^{\circ }}}}}$,
where arccos and arctan are the inverse cosine and tangent functions respectively.
θ$_m$ is the angle between the space diagonal of a cube and any of its three connecting edges, see image.

## Magic angle and dipolar coupling

In nuclear magnetic resonance (NMR) spectroscopy, the dipolar coupling D in a strong magnetic field depends on the orientation of the internuclear vector with the external magnetic field by
    $D(\theta )\propto 3\cos ^{2}\theta -1$
Hence, two nuclei with an internuclear vector at an angle of θ$_m$ to a strong external magnetic field, have zero dipolar coupling, D(θ$_m$)=0. Magic angle spinning is a technique in solid-state NMR spectroscopy which employs this principle to remove or reduce dipolar couplings, thereby increasing spectral resolution.

## Application to medical imaging: The magic angle artifact

The magic angle artifact refers to the increased signal on sequences with short echo time (TE) (e.g., T1 or PD Spin Echo sequences ) in MR images seen in tissues with well-ordered collagen fibers in one direction (e.g., tendon or articular hyaline cartilage). This artifact occurs when the angle such fibers make with the magnetic field is equal to $\theta _{m}$.
Example: This artifact comes into play when evaluating the rotator cuff tendons of the shoulder. The magic angle effect can create the appearance of supraspinatus tendinitis.

## References

* ↑ Bydder M, Rahal A, Fullerton G, Bydder G (2007). "The magic angle effect: a source of artifact, determinant of image contrast, and technique for imaging". Journal of magnetic resonance imaging. 25 (2): 290–300. doi:10.1002/jmri.20850. PMID 17260400.{{cite journal}}: CS1 maint: multiple names: authors list (link)
# 2. e5

While advancing the e-pawn to gain space looks somewhat natural, it is rarely seen by masters and never by players above 2500. Black has a number of ways to equalize quickly but the most common plan is to develop the light-squared bishop to f5 or g4 and then play e6. This results in a position similar to the French Defense, but where black's bishop is developed outside the pawn chain; therefore black is usually left with an improved French Defense. Black's most common move is to play 2...c5 making it awkward for white to continue 3. d4, and this move has scored very well for black. White may play d4 anyway and allow the trading of a center pawn for a wing pawn, or may prepare it with 3. c3, or may abandon d4 and play 3. f4. Less commonly black has played 2...Bf5 which also equalizes. More exotic tries include 2...d4!? with a complicated position and often an unusual pawn structure, and 2...e6?! allowing a transposition to the French Defense.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
          1. e4 d5 2. e5
| 2 | 3 | 4 | 5 |
| ‎ c5 | c3 Nc6 | d4 Bf5 | Nf3 e6 | =/+ |
| ‎ ... | f4 Nc6 | Nf3 Bg4 | Be2 e6 | =/+ |
| ‎ ... | Nf3 Nc6 | Bb5 Bg4 | h3 Bxf3 | =/+ |
| ‎ Bf5 | d4 e6 | Nf3 c5 | c3 Nc6 | =/+ |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# 3. c4

This move defends the d-pawn and essentially forces black to play a gambit. Black has two main options. The first is 3...c6, and now white should not capture the pawn, but instead play 4. d4 (or 4. Nc3 which will transpose), and after 4...cxd5 the position has transposed into the Caro-Kann Panov-Botvinnik Attack. Because this line used to be considered good for white, 3. c4 used to be the overwhelming choice of strong players. There are three reasons this is no longer the case. First, the Panov-Botvinnik is no longer considered good for white. Second, 3. d4 is now considered a serious try at an advantage for white. Third, the rise of 3...e6, the so-called Icelandic Gambit or Palme Gambit. The theoretical standing of this gambit is debated, but it scored quite well against unprepared opponents when it first rose to prominence, and continues to score surprisingly well today.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
          1. e4 d5 2. exd6 Nf6 3. c4
| 3 | 4 | 5 | 6 |
| ‎ c6 | d4 cxd5 | | | = |
| ‎ ... | dxc6 Nxc6 | Nf3 e5 | d3 e4 | =/+ |
| ‎ e6 | d4 exd5 | | | = |
| ‎ ... | dxe6 Bxe6 | Nf3 Nc6 | d4 ‎ | +/- |
| ‎ ... | dxe6 Bxe6 | Nf3 Qe7 | Qe2 ‎ | ∞ |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# Chess Opening Theory/1. e4/1...d5/2. exd5/2...Nf6/3. d4
## Scandinavian Defense: Modern Variation
### 3. d4

This is the most popular of White's third move options. It gives back the pawn but occupies the center and attempts to gain time. White often combines this with c2-c4 to gain a space advantage. Black can play 3...Qxd5 which will often transpose to a main line, but more popular choices are 3...Nxd5 and 3...Bg4. The former is the more respected option but Black tends to suffer in the resulting cramped positions. This has led to the rise of the Portuguese Variation or Jadoul Gambit with 3...Bg4. This allows White to hold onto the pawn in a few ways but ensures quick development for Black and avoids many downfalls of other variations of the Scandinavian.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
    1. e4 d5 2. exd5 Nf6 3. d4
| 3 | 4 | 5 | 6 |
| ‎ Nxd5 | Nf3 g6 | c4 Nb6 | Nc3 ‎ | +/= |
| ‎ ... | Nf3 Bg4 | Be2 e6 | O-O ‎ | +/= |
| ‎ Bg4 | f3 Bf5 | g4 Bg6 | c4 e6 | +/- |
| ‎ ... | Nf3 Qxd5 | Be2 Nc6 | h3 ‎ | +/= |
When contributing to this Wikibook, please follow the Conventions for organization.
# Chess Opening Theory/1. e4/1...d5/2. exd5/2...Qxd5/3. Ke2
## Scandinavian Defence

This move is interesting, as it is a blunder that allows 3...Qe4#.
1. e4 d5 2. exd5 Qxd5 3. Ke2??
# Scandinavian Defence

By moving the queen to a5, she cannot be attacked again, she can pin the knight if White dares to advance their d pawn, and she can later move to b6 to target the b2 pawn. This also sets the stage for developing black's pieces while setting up some threats, a much better option than ...Qd8. White's main plans here are Nf3 and d4, continuing to control the center and developing his pieces. Black can give their queen escape squares with a timely ...c6 in case it gets into danger, and can develop their pieces and go for an e7-e5 advance.
Other than 4. Nf3 and 4. d4, white also has the option of 4. Bc4, another simple development move. Most of these lines generally transpose into each other and the Scandinavian in itself doesn't have all that much theory due to it not being played too often. White generally maintains a small advantage in Scandinavian Defense middlegames, but black can generally hold the balance if they play correctly (white has a ~57% score, which is not particularly good for black, but it's not particularly bad either).
Even 4. g3!? and 4. Be2 (a rather safe option) are completely playable and score similarly to the main moves.
White also has the option of 4. b4!? (the Leonhardt Gambit), a gambit that gives white an opportunity to attack with moves like Rb1, a4, and Ba3, while maintaining a lead in development. While theory suggests that white doesn't get enough compensation for the pawn, computer analysis with more recent engines on high depths have shown that white still gets good compensation. Furthermore, over the board, it is quite hard to prove that black can maintain the extra pawn safely into a better endgame due to the attacking opportunities that white gets. Historically, Lasker, Capablanca, and Keres have attempted this line with decent success:
Lasker vs Fortujin 1-0
Capablanca vs Portela 1/2-1/2 Keres vs Kibbermann 1-0
Other than these lines, occasional moves like Rb1?!, a3!? (intending b4 next), h3?!, Nge2, Qe2?!, and f4?! have been tried, but there is little data on those moves, so a definitive conclusion cannot be reached about that. Most of these moves do seem to be playable according to engine analysis, however (Qe2 and f4, not so much).
Note that 4. Bb5+? just loses a tempo to 4... c6!. Don't just check your opponent for no reason (a common beginner mistake). Attempting scholar's mate is also unlikely to succeed, because black can just play e6.
# Scandinavian Defence: Modern Variation

In this variation of the Scandinavian Defence, black elects to play Nf6 after exd5 instead of the more traditional reply, Qxd5. This decision allows black to develop a piece before capturing the pawn, and to potentially trade off their knight with 1. e4 d5 2. exd5 Nf6 3. Nc3 Nxd5 4. Nxd5 Qxd5. The trade of the knight also eliminates white's primary queen threat of Nc3 targeting d5.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 d5 2. exd5 Nf6
| 3 |
| d4 - | = |
| Bb5+ - | = |
| c4 - | = |
| Nc3 - | |
| Nf3 - | |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Scandinavian Defense: Mieses-Kotrč Variation

White should now play 3. Nc3 to threaten the queen and gain a tempo, avoiding 3. b3??, losing a rook to Qe5+ or 3. g3??, losing the rook on h1. Though 3.d4 has been played by masters, why give a quick target to attack on d4?
White also has 3. Nf3, but after that, 3... Bg4 gives black some annoying counterplay.
What is interesting here is that there is a move that leads to mate in 1 for black. After 3. Ke2??, Qe4# follows.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 d5 2. exd5 Qxd5
| 3 |
| Nc3 - | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.