OpenLLM-France/wikimedia huggingface dataset:
# Arithmetic and Logic Unit
#### Introduction

The Arithmetic and Logic Unit are not a single entity, but are actually composed of two separate units whose operation is highly dependent on the Select Input(S).
This input is a one-bit input that will decide whether to route the binary variables to the Arithmetic or to the Logic Circuit.

#### Arithmetic Unit

Handles basic operations such as Addition and Subtraction. The Multiplication and Division operations are dependent on the basic operations and Bit-Shifting. The Multiply and Divide operations can also be implemented using Hardwired / Microprogrammed Control.

#### Logic Unit

The Logic unit is a Hardware Unit implemented for performing basic operations such as AND, OR, NAND and NOT. A particular logical operation is selected using a 4:1 Demultiplexer.
The results of all the operations are routed into a data bus for memory addressing.

#### further reading

* Microprocessor Design/ALU
# Exercise as it relates to Disease/Physical activity promotion for over 65s

PLEASE write a reference of the article you are critiquing at the top of the page.

## What is the background to this research?

* write whatever you need to for the assignment';

## Where is the research from?

* Is the location, or group, in which this research was conducted important to share?
* Do the authors of the research have a track-record/reputation in the field?
* Are there organisational/sponsorship links that may be a conflict of interest/bias the findings?

## What kind of research was this?

* What kind of study was it? Observational, an RCT, a meta-analysis?
* Does the level of evidence from these, and other types of studies, differ?

## What did the research involve?

* Provide a lay summary of what the participants did in the study?
* Was the methodology the best approach?
* What limitations exist related to the important measures taken, or other aspects of the methodology (participant recruitment for instance)?

## What were the basic results?

* What were the important findings?
* How did the researchers interpret the results?
* Do they over-emphasis the implications of their findings?

## What conclusions can we take from this research?

* Provide your own insights on the conclusion (it may not quite be the same as the authors)
* How do the findings align with other research in the area (in particular more recent publications that won't be mentioned in the paper)

## Practical advice

* What real-world implications does this research have? Examples might includes:
** criteria for not exercising,
** recommendations on what exercises to do, how to do them,
** recommendations on monitoring and progressing exercises within specific populations,
** considerations for encouraging physical activity within a specific setting, etc
* Are there other considerations readers should know about before taking on this practical advice? Perhaps health/safety more information/resources?

## Further information/resources

* What further reading may interested readers benefit from?
* What website, or online organisations, offer further information/support to groups that are linked to your assignment?
* Consider the audience you are pitching this information for - are the links appropriate (e.g. links to research papers are probably not appropriate if the information is for patients, but it may be if it is for other allied health professionals)

## References

Add in the references using this code
(if you have done the in-text referencing correctly, it will appear here - check the tips on Moodle for details, or of course the help options in wikimedia (or google it)
And add code in so this below appears (see Moodle - 2. Creating your page and editing tips - please look on this )
# Hindi Lessons/Lesson 8

Lesson 8: Modal Verbs.
Modal verbs are those such as "to want", "can" (to be able to), " to need to," "to have to" etc... This lesson covers how to use such verbs in Hindi, in particular these four.
(1). Can /be able to/ = sakna (सकना) You only have to know that it's added to the root of the main verb. "I can read hindi" - in that sentence "the main verb" is "read". So:
Verb stem + SAKNA / सकना (sakta/sakte/sakti/sakti~) + To be (hona, conjugeted) = Can + Verb
Oh, of course, you must "conjugate" the verb sakna as I taught you (i.e. add ta/te/ti/ti~ to its stem "sak"). Here are some examples:
मैं हिंदी में लिख सकता हुं. (mai~ hindi me~ likh sakta hu~) = I can write in Hindi. मैं हिंदी कुछ कुछ बोल सकता हुं. (mai~ hindi kuch kuch bol sakta hu~) = I can speak a very little Hindi. मैं वह नहीं समझा सकता हुं. (mai~ voh nahi~ samajha sakta hu~) = I cannot explain that. लडकी अच्छी राटी कर सकती हैं. (ladki acchi roti bana sakti hai~) = The girl can make tasty bread.
(2). Must (to have to)
To express the idea "to have to," Hindi uses the pattern: "to me ... it is." Thus "I have to go" in Hindi becomes "to me it is to go". "To have to" uses the Dative case, which requires the use of special pronouns which I haven't explained to you yet. For now I'll just say that "mai~" becomes "mujhe" (to me) and "tu" becomes"tujhe" (to you), while for the plural we add the particle "ko". I hope you remember it from the previous lesson. So "ham ko" = "to us".
Examples:
मुझे जाना हैं. (mujhe jana hai.) = (to me / to go / is) = I have to go. तुझे खाना हैं. (tujhe khana hai.) = (to you / to eat / is) = You have to eat. भरात में हमको हिंदी बोलना हैं. (bharat me~ hamko hindi bolna hai) = (India in / to us / hindi / to speak / is) = In India we have to speak Hindi.
(3). Need (Chahie - चाहीए)
"Chahie" is used in similar manner as "to have to." Again, we say "to me," "to you," "to us,: "to the person," etc., i.e. the dative case. Instead of placing the conjugated verb "to be" at the end of the sentence place "chahie":
मुझे जाना चाहीए. (mujhe jana chahie) = I need to go. (Similar to meaning and construction with "mujhe jana hai"...) मुझे पानी चाहीए. (mujhe pani chahie) = I need water.
(4). Want (chahna = चाहना)
Verb infinitive + CHAHNA / चाहना (chahta/chahte/chahti/chahti~) + To be (hona, conjugeted) = Want to + Verb
मैं जाना चाहता हुं. (mai~ jana chahta hu~) = I want to go. वह खाना चाहता है. (voh khana chahta hai) = He wants to eat. हम हिंदी सीखना चाहते हैं. (ham hindi sikhna chahte hai~) = We want to learn Hindi. मैं चाबल चाहता है. (mai~ chaval chahta hu~) = I want rice.
That'll end this lesson. Enjoy the next lesson, where you'll learn how to count to 20 and learn some wh-questions as well...
# Hindi Lessons/Lesson 9

Lesson 9: Numbers up to 20. Wh-questions and other question-words.
Here is a table of the numbers up to 20:
| Number | Hindi | Transliteratoin | Number | Hindi | Transliteration |
| 1 | एक | ek | 11 | ग्यारह | gyarah |
| 2 | दो | do | 12 | बारह | barah |
| 3 | तीन | thin | 13 | तेरह | terah |
| 4 | चार | char | 14 | चौदह | chaudah |
| 5 | पांच | panch | 15 | पन्द्रह | pandrah |
| 6 | छः | chha (chhe) | 16 | सोलह | solah |
| 7 | सात | sath | 17 | सत्रह | satrah |
| 8 | आठ | aath | 18 | अठारह | athharah |
| 9 | नौ | nau | 19 | उन्नीस | unnis |
| 10 | दस | das | 20 | बीस | bis |
Next come the question words:
* क्या (kya) = What?
* कौन (kaun) = Who?
* कहां (kaha~) = Where?
* क्यों (kyo~) = Why?
* कैसा / कैसे / कैसी (kaisa/kaise/kaisi) = How?
* कितना / कितने / कितनी (kitna/kitne/kitni) = How much?, How many?
So, basically, that was the lesson, but I forgot something to tell you about. It's concerning the numbers. The Devanagari script even possess its own letters for writing the numbers, but those are not used much in our time. However I'll give them here too:
* १ = 1
* २ = 2
* ३ = 3
* ४ = 4
* ५ = 5
* ६ = 6
* ७ = 7
* ८ = 8
* ९ = 9
* १० = 10
As you can see they resembles the ""Arabic"" ciphers we use, and it should be so, since actually the Arabic ciphers are INDIAN ciphers. The writing system, on base 10, developed in India, where people used to write numbers with the letters you see above... Later Arabs adopted that system and brought it all over the word, thus it became known as "Arabic numbers"... By the way, written in Devanagari, the year, in which I'm writing these lesson will look as २०१०...
# Hinduism
## Contents

* Introduction
* Etymology of the words Hindu and Hinduism
* Religious Symbols of Hinduism
* Hindu Temples
* The Vedas
* The Puranas
* Hindu Festivals
* Hindu Deities
* Dictionary
# Hinduism/Etymology of the words Hindu and Hinduism

Long before the birth of Jesus and Muhammad, the word Hindu was variously used in the context of gentle, beautiful, amiable, adorned, rightful person, who is also the conqueror of enemies.
Alexander led an expedition up to Punjab which is in India’s western borders. This is not now a part of ancient Bharat. At that time, he had the desire to visit the Hindkoot Parvat or Hindukush.
The word Hindu is mentioned in one of the scriptures of Zoroastrians called ‘Shaatir’. In the Zoroastrian (Parsi) holy book Avesta the word Hindu is also stated. It was written hundreds of years before Alexander. So this is the truth.
Interestingly, the Afghan city of Balkh was once called Hindwar. According to the Rigveda, ‘Sa’ and ‘Ha’ are the same thing. These are Sanskrit and according to grammatical and divine rules, they both are used as the same alphabet in particular places and purposes. The Vedic scholar knows about it.
In “Bhavishya Puran” variously refers to the country as Sindhusthan, Hindusthan, or Hindustan. It is called the perfect abode of “Aryas”. Also, in Kalka Purana, the ‘Hindavah’ word is used. ‘Veda margoyam’, people treading on the path of Vedas were called Hindu’.
Indu and Sindhu were, therefore, considered as synonyms. The “Brihaspati Agama” text makes a very specific reference to the word ‘Hindustan’. Also, in "Aashvamedhik Parv" of Mahabharat, ‘Aryavarta’ is called Hindustan or Sindhustan.
A Hindu is one who is virtuous, shuns violence but is simultaneously capable of destroying anarchic elements, and protector of the Vedas and cattle. It must also be noted that the word Hindu also occurs in "Ramkosh" and "Parijaat Haran" Naatak. Play is the closest word to translate the word Naatak. Remember, these are references and all Hindus got the highest regard for these means of information and knowledge.
Another word which is more accurate than Hindu, is Bhaaratiya. People of India are believed to be the descendants of King Bharat. From his name comes the original name of India, Bhaarat, and, those residing in Bhaarat are Bhaaratiye.
# Georgia Water/Laws/Comprehensive Statewide Water Management Planning Act

Comprehensive Statewide Water Management Planning Act, O.C.G.A. §§ 12-5-520 to 525

## Summary of the Act
### General Summary

This Act asks EPD to develop and propose a comprehensive statewide water management plan. This Act doesn’t change any water laws or policies; instead, it merely asks EPD to develop a state plan, which will then be considered by the legislature in 2008. Any proposed changes to water laws or policies will be considered in the planning process.

### Policy

The policy behind the Act states, “Georgia manages water resources in a sustainable manner to support the state’s economy, to protect public health and natural systems, and to enhance the quality of life of all citizens.” The EPD plan should be consistent with this statement.

## Specific provisions of the Act
### The Water Council

    The Water Council, created by this Act, consists of various legislative members and appointments and the heads of state departments with water related responsibilities. The Water Council is responsible for providing input in the planning process, coordinating input from various state departments, and ultimately approving the version of the plan that will be submitted to the legislature for final approval. EPD must present a draft plan to the water council by July 1, 2007.

### Public Participation

    EPD must solicit input from stakeholders and the public in the development of the water plan. Relevant stakeholders include businesses, nonprofit organizations, local governments, and others.

### Process for Plan Adoption and Approval

    The water plan will be presented for approval by the General Assembly by the 2008 legislative session. There are four possible ways for the water plan to go into effect:
   * The General Assembly approves the proposed plan
   * If the General Assembly rejects the first proposed plan, the Water Council may submit alternative plans through the 20th day of the session
   * The General Assembly can enact its own version of a plan, or
   * If no plan is approved or enacted by the legislature, then the initial version of the first plan presented to the General Assembly will automatically take effect.

## References

* O.C.G.A. §§ 12-5-520 to 525
# Georgia Water/Laws/Clean Water Act

U.S. Clean Water Act (1966, 1972, 1987)

## General Description

The Clean Water Act (CWA) establishes the basic structure for regulating discharges of pollutants into the waters of the United States.

## Function

The CWA gives EPA the authority to implement pollution control programs such as setting wastewater standards for industry.
The CWA requires that water quality standards be set for all contaminants in surface waters.
The CWA makes it unlawful for any person to discharge any pollutant from a point source into navigable waters, unless a permit was obtained under its provisions.

## The "Hole" in the CWA

While the CWA regulates pollutant discharges originating from point sources, non-point sources are not regulable under the CWA. Thus, certain types of water pollution- water runoff from roads and airports, pesticides, etc.- are not regulable despite having an adverse effect on water quality. However, those entities that are subject to CWA regulations can typically be relied upon to exert pressure on those not subject to the regulations, due to the formers ability to discharge being based upon the total pollution in the water body (regardless of the source).
# Georgia Water/Laws/Coastal Zone Management Act

U.S. Coastal Zone Management Act

## General Description

This Act declares a national interest in land use decisions previously viewed as local in nature by acknowledging that a rapidly growing population is endangering the fragility and beauty of the coastal zone.

## Purpose

The purpose of the CZMA is to preserve the unique values of the coastal lands and waters by encouraging states to devise land and water use plans for coastal protection.
# Georgia Water/Laws/Coastal Management Act

Georgia Coastal Management Act, O.C.G.A. § 12-5-320

## Summary of the Act

“The Coastal Management Act provides enabling authority for the State to prepare and administer a coastal management program. The Act does not establish new regulations or laws; it is designed to establish procedural requirements for the Department of Natural Resources to develop and implement a program for the sustainable development and protection of coastal resources. It establishes the Department of Natural Resources as the State agency to receive and disburse federal grant monies. It establishes the Governor as the approving authority of the program and as the person that must submit the program to the federal government for approval under the federal Coastal Zone Management Act. It requires other State agencies to cooperate with the Coastal Resources Division when exercising their activities within the coastal area.” Department of Natural Resources, Comprehensive Wildlife Conservation Strategy, Appendix G

## References

* O.C.G.A. § 12-5-320
* Department of Natural Resources, Comprehensive Wildlife Conservation Strategy, Appendix G
# Georgia Water/Laws/Coastal Marshlands Protection Act of 1970

Coastal Marshlands Protection Act of 1970, O.C.G.A. § 12-5-280

## Summary of the Act

“This legislation created the Coastal Marshlands Protection Committee which grants, denies, revokes, and amends all permits provided for by the Act and details the process to handle grievances of a party in relation to any rules or regulations adopted by the Board of Natural Resources. The Act outlines the powers and duties of the DNR and the Board of Natural Resources as to coastal marshlands. Marshlands may not be filled, drained, dredged, or otherwise altered without a permit from the committee. The Act indicates the process for obtaining a permit and explains the points reviewed by the committee prior to issuing or denying a permit. It authorizes the inspection of marshlands by officers and conservation rangers of the DNR to verify compliance with the rules, regulations, and permits, and enforcement in the case of noncompliance.” Department of Natural Resources, Comprehensive Wildlife Conservation Strategy, Appendix G

## References

* O.C.G.A. § 12-5-280
* Department of Natural Resources, Comprehensive Wildlife Conservation Strategy, Appendix G
# Georgia Water/Laws/Beach Sand and Channel Dredging

Beach Sand and Channel Dredging, O.C.G.A. §§ 52-9-1 to 2

## Summary of the Act

The Chapter deals with beach erosion caused by dredging for navigation purposes in tidal inlets, rivers, and harbors. It is Georgia state policy that there should be no net loss of sand from the island beaches because of dredging. If feasible, any sand dug out of navigation channels is to be used to replenish adjacent coastal beaches. If the sand is dumped somewhere else, then sand from an alternate location must be brought in to replenish coastal beaches if the dredging has caused beach erosion. The sand replenishment activity must be done with the approval of the Department of Natural Resources and the local authority and must be done in a way that protects coastal marshlands and nesting sea turtles.

## References

* O.C.G.A. §§ 52-9-1 to 2
# Georgia Water/Laws/Canal Companies

Canal Companies, O.C.G.A. §§ 52-4-1 to 16

## Summary of the Act
### General Description

    This Chapter governs canal companies and the construction and maintenance of canals. Many of the sections cover business aspects of canal companies, including business incorporation, registration, location, and issuance of capital stock.

### Powers of Canal Companies

    Canal companies are authorized to build canals and branch canals, which may include constructing dams or other means to divert water.

### Environmental Protections

    When building a canal or dam, a canal company cannot destroy or obstruct the navigation of a river or stream. The company must also place and maintain fishways in any dam.

## References

* O.C.G.A. §§ 52-4-1 to 16
# Georgia Water/Laws/Agencies

Statutes listed by Administering Agency

## Administered by State Agencies
### Administered by Georgia Environmental Protection Division (EPD)

* Environmental Policy Act
* Erosion and Sedimentation Act of 1975
* Flint River Drought Protection Act
* Groundwater Use Act
* Mountain and River Corridor Protection Act
* Natural Areas Act
* Planning Act of 1989
* Safe Dams Act of 1978
* Safe Water Drinking Act
* Scenic Rivers Act of 1969
* Surface Mining Act
* Surface Water Use Act
* Water Quality Control Act
* Water Supply Act
* Waterwell Standards Act

### 2. Administered by Georgia Department of Natural Resources

* Beach Sand and Channel Dredging
* Boat Safety Act
* Coastal Management Act
* Coastal Marshlands Protection Act of 1970
* Endangered Wildlife Act of 1973
* Game and Fish Code
* Heritage Trust Act of 1975
* Land Conservation Act
* Nongame Wildlife Conservation Programs Act of 1985
* Protection of Tidewaters Act
* Right of Passage Act
* Shore Protection Act
* Wildflower Preservation Act of 1973

### Administered by other Georgia state agencies

* Dumping Navigation Impediments
* Intracoastal Waterway
* Local Government Public Works Construction Law
* Navigation Companies
* Pilots and Pilotage
* Ports Authority Act
* Uniform Conservation Easement Act

## Administered by Federal Agencies
### Administered by EPA

* U.S. Clean Water Act
* U.S. Safe Water Drinking Act

### Administered by the Department of the Interior

* U.S. Endangered Species Act
* U.S. Federal Aid in Sport Fish Restoration Act
* U.S. Federal Aid in Wildlife Restoration Act
* U.S. Wild and Scenic Rivers Act

### Administered by Other Federal Agencies

* U.S. Coastal Barrier Resources Act
* U.S. Coastal Zone Management Act
* U.S. Convention on International Trade in Endangered Species
* U.S. Executive Order 13112
* U.S. Land and Water Conservation Fund Act
* U.S. Marine Mammal Protection Act
* U.S. Migratory Bird Treaty Act
* U.S. National Environmental Policy Act
* U.S. National Invasive Species Act
* U.S. Plant Protection Act
# Georgia Water/Laws/Boat Safety Act

Georgia Boat Safety Act, O.C.G.A. §§ 52-7-1 to 77

## Summary of the Act
### General Description

    This Act governs use of motor boats, yachts, jetskis, and other boats. It is illegal operate a boat or supervise a minor while under the influence of alcohol or drugs.

### Boat regulations

    Boats are divided into four classes: Class A is less than 16 feet in length; Class 1 between 16 and 26 feet; Class 2 is between 26 and 40 feet; and Class 3 is 40 feet or more. All motorized boats must have a registration number, which should be displayed on the front half of the boat (52-7-6). Every boat must contain the following: at least one personal floatation device for every person on board, lights from sunset to sunrise, a whistle or horn, and a fire extinguisher (52-7-8). A life preserver must be worn while riding a jetski. The jetski must have an working lanyard-type engine cutoff switch or a self-circling device (52-7-8.2).

### Sewage and Toilets

    It is illegal to discharge waste from a boat toilet into fresh water. Any marine toilet must have a holding tank that can only be emptied by pumping out. A holding tank may only be pumped out at an approved facility.

## References

* O.C.G.A. §§ 52-7-1 to 77
# Electrodynamics

This book is going to cover the topic of electrodynamics using vector calculus. We will provide a brief refresher to the topics of vector calculus, but this book does not intend to teach that topic to students who do not have any background in it. For more information about calculus and vector calculus topics, see Calculus and Linear Algebra. Because this book is part of a series of books on Modern Physics, the reader is assumed to have a background in relativity theory, or to be able to concurrently read the Special Relativity book.
This book is going to discuss the electric and magnetic fields and forces, and related subjects. It is intended to be read by advanced undergraduates in the field of physics or engineering.
This book is new and needs a lot of work. This is a wiki, so you can contribute.

## Contents

This book is part of a series on Modern Physics:
Waves General Mechanics Special Relativity Quantum Mechanics Electrodynamics Nuclear Physics
* Introduction
* History
* Vector Calculus Review

### Electrostatics

* Electric Charge
* Coulombs Law
* Electric Field
* Gauss's Law
* Electric Energy
* Ohm's Law
* Laplace's Equation

### Magnetostatics

* Magnetic Fields
* Biot-Savart Law
* Magnetic Potential
* Ampere's Law
* Magnetization
* Lorentz Force

### Electrodynamics

* Faraday's Law
* Maxwell's Four Equations
* Solving Maxwell's Equations
* Poynting Vector
* Electromagnetic Mass
* Displacement Current
* Conservation Theorems
* Energy and Potentials

### Electric Materials

* Dipoles and Multipoles
* Conductors
* Dielectrics

### Electromagnetic Waves

* Electromagnetic Radiation
* Lienard-Wiechert Potentials
* Radiation Fields
* Polarization
    See also: Waves

### Tensor Calculus

* Tensors
* Electrostatic Stress Tensor
* Magnetic Stress Tensor

### Relativity

* Lorentz Transformation
* Four-Vectors
* Electromagnetic Field Tensors
* Maxwell's Equations
* Magnetic Monopoles
* Relativistic Electromagnetism

### Resources

* Glossary
* List of Equations
* Units and Labels
* Notation
* Resources
* Licensing