OpenLLM-France/wikimedia huggingface dataset:
# Dominica

The earliest stamp seen is from 1969. All stamps contain “DOMINICA” in the frank.
* 1. Neopost “205/2205” (MV). [$5]
* Square frank with scroll work in solid panels at sides, “$ ¢” and coat of arms at bottom.
* M# with “R” prefix.
* TM: BIC or unengraved
* V/F: 000 0.00
* 2. Neopost “Electronic” (MV). [$10]
* Similar to Type 1 but larger frank wider than tall.
* M# with “R” prefix.
* TM: DC
* V/F: ≋0,00
* 3. Pitney Bowes-GB “5000” (MV). [$10]
* Horizontal frank open at sides.
* Coat of arms at upper left with horizontal lines below.
* M# with “P.B.” prefix below coat of arms and lines.
* TM: DC, Date only
* V/F: ≋0.00
* 4. Pitney Bowes-GB “6300” (MV). [$5]
* Similar to Type 3 but coat of arms at upper right, and M# below value figures.
* M# with “P.B.” prefix.
* TM: DC
* V/F: ≋0.00
* 5. Pitney Bowes-GB “A900” (MV).
* Similar to Type 5 but “POSTAGE PAID” at bottom.
* Date level with value figures at same height.
* Value figures large.
* M# with “PB” prefix at left above bottom frame line
* TM: Date only
* V/F: ≋00.00
# Equatorial Guinea

The earliest meter reported is from 1980.
1. Hasler "F88" (MV). [Extremely rare, value unknown]
    Upright frank with straight single-line border.
    “CORREOS” in top panel, “EKUELE” and “GUINEA ECUA.” in two panels at bottom.
    TM: DC raised with boxed 4-digit S# below
    V/F: ∆ 000.oo
# Djibouti

    The country was known as French Somaliland or French Somali Coast until 1958 when the name was changed to the Territory of Afars and Issas. It gained independence in 1977 and changed its name to the Republic of Djibouti. The earliest date seen in from 1952.
    The stamps are grouped according to the country identification in the frank:
       A - COTE FRANCAISE DES SOMALIS
       B - TER. FRS. AFARS ET ISSAS
       C - R.P. DE DJIBOUTI or REPUBLIQUE DE DJIBOUTI
    Several meters are known used for years with obsolete country name.

## GROUP A: Frank inscribed “COTE FRANCAISE DES SOMALIS”

A1. Satas “C” (MV), 1952.
    Meter number with “SC” prefix.
    TM: SL
    V/F: 000F
A2. Satas “D” (MV), 1953.
    Post Office stamp.
    Meter number with “SD” prefix.
    TM: SL
    V/F: 000F
A3. Satas “P” (MV).
    Post Office stamp.
    Meter number with “SP” prefix.
    Date figures tall.
    Hour figure between TM and frank.
    TM: SC
                         V/F: 000
A4. Satas “R” (MV). [$5]
    Meter number with “SR” prefix.
    TM: SC
    V/F: 000

## GROUP B: Frank inscribed “TER. FRS AFARS ET ISSAS”

B1. Satas “C” (MV), 1958. [$10]
    Meter number with “SC” prefix.
    TM: SL
    V/F: 000F
B2. Satas “P” (MV).
    Post Office stamp.
    Meter number with “SP” prefix.
    Date figures tall.
    Hour figure between TM and frank.
    TM: SC
                                        V/F: 000
                                           a. Official stamp. TM contains “OFFICIEL” at bottom
B3. Satas “R” (MV). [$5]
    Meter number with “SR” prefix.
    TM: SC
    V/F: 000

## GROUP C: Frank inscribed “R.P. DE DJIBOUTI” or "REPUBLIQUE DE DJIBOUTI"

C1. Satas “C” (MV), 1977. [$25]
    Meter number with “SC” prefix.
    TM: SL
    V/F: 000F
C2. Satas “P” (MV). [$10]
    Meter number with “SP” prefix.
    Date figures tall. Hour figure between TM and frank.
    TM: SC
    V/F: 000
                                           a. Official stamp. TM contains “OFFICIEL” at bottom
C3. Satas “R” (MV), 1977
    Meter number with “SR” prefix.
    TM: SC
    V/F: 000
C4. Secap (Pitney Bowes) (MV).
    Meter number with “PBGH-D” prefix.
    Date figures widely spaced, without stops.
    TM: SC
    V/F: 0000
C5. Unidentified (MV).
    Nearly square frank with "REPUBLIQUE / DE" at top.
    The one example seen is so poor that the bottom inscription is unreadable but presumed to include "DJIBOUTI".
    The frank appears to be from a negative die leaving the inscriptions colorless against a solid background.
    TM: nil, date only
    V/F: 000
# Introduction to Sociology/Famous Sociologists

| Sociologist | Time Period | School of Thought | Most Well-Known Contributions |
| Comte, Auguste | 1798-1857 | positivism | coined the term "Sociology"; founder of positivism; developed the Law of three stages |
| Durkheim, Émile | 1858-1917 | structural functionalism; solidarism | well-known for several books, including: Suicide, The Elementary Forms of Religious Life; The Division of Labour in Society; started the first journal of sociology; also asserted that there are social facts |
| Marx, Karl | 1818-1883 | socialism; conflict theory | explained the origins and functioning of Capitalism; advocated socialism; argued that the history of all societies is rooted in class conflict |
| Spencer, Herbert | 1820-1903 | social darwinism | created a lengthy volume on sociology; applied Darwinian evolution to social life; coined the phrase "survival of the fittest" |
| Simmel, Georg | 1858-1918 | | most well-known for his work on social structure and life in large cities |
| Veblen, Thorstein | 1857-1929 | | most well-known for his book The Theory of the Leisure Class |
| Cooley, Charles Horton | 1864-1929 | symbolic interactionism | most well-known for his concept of the looking-glass self |
| Mead, George Herbert | 1863-1931 | symbolic interactionism | developed symbolic interactionism |
| Weber, Max | 1864-1920 | verstehen | well known for several books, including The Protestant Ethic and the Spirit of Capitalism |
| Parsons, Talcott | 1902-1979 | structural functionalism | formalized the theory of structural functionalism |
| Garfinkel, Harold | 1917-2011 | ethnomethodology | developed the methodological and theoretical approach of ethnomethodology |
| Goffman, Erving | 1922-1982 | symbolic interactionism | most well-known for his ideas involving dramaturgy and his books Stigma and The Presentation of Self in Everyday Life |
| Bourdieu, Pierre | 1930-2002 | | most well-known for his cultural capital and habitus |
# History of video games/Print version/Sixth Generation of Video Game Consoles
## References

← Fifth generation of video game consoles · Seventh generation of video game consoles →
# History of video games/Print version/Seventh Generation of Video Game Consoles
## References

← Sixth generation of video game consoles · Eighth generation of video game consoles →
# Ido/Adjectives

All adjectives in Ido end in the letter 'a'. Plurals are formed by changing the "a" to "i"
* bona - good
* bela - beautiful
* tarda - late
Names of colours are adjectives
* blanka - white blanki - whites
* reda - red redi - reds
* blua - blue blui - blues
# Ido/Alphabet

Ido shares the same alphabet as English: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z.
Vowels are pronounced much like the vowels in Spanish or Italian.
Vowels :
| Letter | IPA | Sounds Like |
| a | [a] | a in father. |
| e | [e] | e in veil. |
| i | [i] | i in marine. |
| o | [o] | o in go. |
| u | [u] | u in rule. |
These vowels are not diphthongs; do not pronounce a as in take, i as in time, o like the ou in mould, or u as in mule. There are two diphthongs: au pronounced as ow in owl, and (in a few words) eu which is pronounced like the vowels e and u run together.
Consonants :
| Letter | IPA | Notes |
| b | [b] | |
| c | [ʦ] | sounds like ts in bats except the digraph ch which sounds like church. |
| d | [d] | |
| f | [f] | |
| g | [g] | Always a hard g like 'get'. Never a soft g like 'giraffe'. (Never pronounced [ʤ]) |
| h | [h] | |
| j | [ʒ] | Never a hard j. Sounds like the s in pleasure. |
| k | [k] | |
| l | [l] | |
| m | [m] | |
| n | [n] | |
| p | [p] | |
| q | [k] | In the combination qu [kw] as in quick. |
| r | [r] | Should be a tapped r, as in AmE water |
| s | [s] | digraph sh sounds like ship. |
| t | [t] | |
| v | [v] | |
| w | [w] | |
| x | [ks] | |
| y | [j] | |
| z | [z] | |
# Ido/Authors

Lakaoso - many excerpts and examples also come from the book Ido For All.
# Identifying Rocks and Minerals/Introduction

The purpose of this book is to help you identify some of the more common rocks and minerals, such as quartz, slate, and granite. I hope that when I finish you will be ably to identify some of these rocks without being assisted by others.
Differences Between Rocks and Minerals →
# Identifying Rocks and Minerals/Properties used to identify

The following properties are very useful for identification purposes for minerals use only! For a rock where a suitiblely-sized portion of a suspected mineral can be accessed for testing you may measure mineral properties but don't be tempted to apply them to the rock as a whole. Rocks as in petrology vs mineralogy follow a different set of related but different observations
(Note a principle of analysis is to always use a freshly broken surface to avoid ambiguous findings such as weathering and alterations):
* Hardness
* Cleavage
* Luster
* Color
* Streak rock powder
* Fracture
* Misc test such as "crystal habit" magnetisim, effervescence, ( acid reaction) radiactivity, ultraviolet response(UV) ductility, tenacity and specific gravity-- (also referred to as "heft" in the field).
In rock characacterization there are also these categories each with specific petrographical descriptors.
* Texture
* Structure
* Fabric
* Composition
These are described in detail later
You will need a few tools for measuring various aspects of rocks. Not all of them are required, but the more of them that are available to you, the more successful you will be in identifying specimens.
* Specific Gravity apparatus
* streak plate-- unglazed back of a porcelain tile for determining "streak" color
* Magnifying glass
* Hardness kit (you can use the following as a hardness kit as explained later.)
** Fingernail
** Copper penny
** Knife blade
** Window glass
** Steel file
Note a cautionary tale. As technology in materials advanced softness multiplied. A "nail" today may no longer be what iron nails were in Moh's day. Likewise, pennies in the US are no longer copper. In fact metals are measured in Rockwell Hardbess. You can find cross referenced hardness tables on the internet
← Types of Rocks · Hardness →
# Ido/Commands

To form commands or give orders simply choose the root verb and add "ez". For example, from the verb manjar (to eat) we get manjez (eat!)
* apertez - open!
* drinkez - drink!
* donez - give!
* irez - go!
* sideskez - be seated!
* staceskez - stand up!

### Examples

* Apertez la fenestro! - Open the window!
* Donez la plumo a me! - Give the pen to me!
* Drinkez vua kafeo! - Drink your coffee!
# Ido/Comparatives and superlatives
## Comparison of adjectives

* granda, plu granda, maxim granda big, bigger, biggest
* bela, plu bela, maxim bela beautiful, more beautiful, most beautiful
As you can see from the above examples, in English there are two different systems for comparing adjectives. Ido has only one method of comparison which is equivalent to the English in the second example above. This means that instead of 'bigger' Ido says 'more big' (plu granda), instead of 'prettiest', 'most pretty' (maxim beleta) and so on.
* Chinia es la maxim populoza naciono de la mondo. - China is the most populated nation of the world.

### Comparatives

In Ido adjectives are compared by:
* plu . . . kam - more . . . than
* min . . . kam - less . . . than
* tam . . . kam - as . . . as
* ne tam . . . kam - not so . . . as
* maxim . . . de - most . . . of
* minim . . . de - least . . . of
* tre - very

### Examples

* El es PLU gracila KAM Elena. - She is more graceful than Elena.
* Me esas TAM richa KAM il. - I am as rich as he.
* Ol esas la MAXIM bela de omni. - It is the finest of all.
* Il esas TRE brava. - He is very brave.
* Me preferas ico KAM ito. - I prefer this to that.
# ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Neisseria spp
## Medically Important Neisseria Species

* Neisseria gonorrheae
* Neisseria meningitidis
# ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Neisseria spp/Neisseria meningitidis
## Histology

* May be Encapsulated, or unencapsulated. Nearly all invasive N. meningitidis are encapsulated, or surrounded by a polysaccharide capsule

## Management

* ↑ https://www.cdc.gov/meningitis/lab-manual/chpt02-epi.html#:~:text=Neisseria%20meningitidis,-N.&text=meningitidis%20may%20either%20be%20encapsulated,surrounded%20by%20a%20polysaccharide%20capsule.
# ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)
## Growth on MacConkey Agar
#### Glucose Fermenting and Oxidase Positive

* Pasteurella spp
* Vibrio Spp
* Aeromonas spp

#### Glucose Fermenting and Oxidase Negative

* Enterobacteriaceae
** Lactose non-fermenting
*** Salmonella spp
*** Shigella
*** Yersinia spp
** Lactose fermenting
*** Escherichia coli
*** Citrobacter spp
*** Klebsiella spp (Anaerobic)
*** Serratia spp

#### Glucose Non-Fermenting

* Pseudomonas spp
* Stenotrophomonas maltophilia
* Acinetobacter baumannii
* Burkholderia cepacia

## No Grow on MacConkey Agar

* Bartonella henselae
* Bordetella spp
* Brucella
* Campylobacter spp
* Capnocytophaga spp
* Francisella spp
* Haemophilus spp
* Helicobacter spp
* Legionella spp
* Streptobacillus moniliformis

## Obligate Anaerobic GNR

* Bacteroides spp

## Alternative GNR Classifications
### Curved GNRs

* Vibrio cholerae
* Campylobacter jejuni
* Helicobacter spp
# ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Haemophilus spp
## Species

* Haemophilus influenzae B

## Microbiology

* One of the HACEK Organisms

## Diagnosis

* Like other fastidious HACEK Organisms, Haemophilus spp require longer incubation periods on growth media.
# ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Haemophilus spp/Haemophilus influenzae B
## Microbiology

* The Haemophilus spp is one of the HACEK Organisms
# ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli
## Medically Important Gram-Negative cocci and coccobacilli

* Neisseria spp
** Neisseria gonorrheae
** Neisseria meningitidis
* Moraxella catarrhalis
* Haemophilus Spp
# ITTE Computing/Induction

Have you been a tutor to ITT students for two years or less? ITTE offers a range of support to help you settle into your new role and be an effective trainer.

### New tutors' email list

Share concerns, ideas and experiences with others in the same situation as you via ITTE's exclusive email list for new tutors.

### Mentor support

If you would like the support of an experienced colleague but have queries you'd rather not ask someone in your own institution, ITTE will find a mentor to help and guide you through your first uncertain months.

### Induction programme

Like an opportunity to meet with other new tutors, discuss matters of personal concern and interest about your role and learn from an experienced tutor? Join ITTE's free induction programme in July. The programme sessions run alongside the IT in Teacher Education Annual Conference.

### Building networks

Sponsored places are offered at the IT in Teacher Education Annual Conference (ITTE), held in early July each year. This is an opportunity to find out about current issues in teacher education, follow up your interests through discussion with others, and establish useful network links with like-minded professionals.
To find out more:
Download Word document: INFOforNewTutors.doc (60K)
To register your interest in any of the above, download this form and send it to the ITTE Induction Project Manager:
Download Word document: FORMforNewTutors.doc (56K)
If you have any queries, contact Margaret Danby, the Project Manager, using the email link below.
author: Margaret Danby
# ITIL v3 (Information Technology Infrastructure Library)/Service Transition

The role of Service Transition is to deliver services that are required by the business for the operational use.
# ITTE Computing

In October 2011, the Association for Information Technology in Teacher Education (ITTE), together with partners Core-Education and the University of Bedfordshire, were awarded funding from JISC/HEA for a ‘Digital Literacy and Creativity’ project. The project focuses on the use of Open Educational Resources (OER) to raise the level of digital literacy in higher education. As part of this project, some of the ICT-Tutors resources will be revised and updated and, where this occurs, the ‘new’ resources will be hosted on the ITTE website.
The materials were originally made available under the Open Government Licence (OGL).
* Welcome
* Acknowledgements
* Privacy Statement

## Sources of Support

* Induction
* Research Support
* TTRB
* Support Associations
* Keeping Up to Date

## Tutor Issues

* Transition from School to HE
* Training Trainee Teachers
* QTS Standards
* Delivering High Quality Training
* Mentoring and Coaching
* Primary Support
* Auditing ICT Skills
* Teachers' TV
* ICT Skills Test
* Routes into Teaching
* ITT Legislation
* Quality Assurance

## Teaching and Learning

* Teaching & Learning
* Issues
* Primary Issues
* Teaching at KS3
* Teaching at KS4
* Teaching at KS5
* 14-19 Reform
* Transition
* Models of Teaching
* Personalisation
* E-safety
* ICT in Teaching
* ICT and SEN
* Diverse Backgrounds
* Behaviour Management
* Creativity
* Citizenship
* Sustainable Development
* Working with Adults

## Assessment

* Introduction
* E-Assessment
* Exam Boards
* Portfolios
* Examples

## Research

* The contribution of research
* Research on Teaching and Learning ICT
* Doing research

## Other

* Extneral Examiners

## Resources

* Introduction
* Books
* Websites
* Video
* Software

## Glossary

* Glossary
# ITIL v3 (Information Technology Infrastructure Library)/Service Strategy

Service Strategy is the center and origin point of the ITIL Service Lifecycle. It provides guidance on clarification and prioritization of service-provider investments in services. More generally, Service Strategy focuses on helping IT organizations improve and develop over the long term. In both cases, Service Strategy relies largely upon a market-driven approach.
This is a view of ITIL where IT and business align their visions. Its key topics covered include service value definition, business-case development, service assets, market analysis, and service provider types. List of covered processes:
* Strategy Management
* Service Portfolio Management
* IT Financial Management
* Demand Management
* Business Relationship Management
Importance of this view is because this phase that is responsible to define service value. When defining a service is important to have in mind four Ps for strategy: Perspective, Position, Plan, Pattern.
Strategy activities are:
* Define market
* Develop strategic offer
* Develop strategic assets
* Prepare for execution

## Service Strategy
### Principles

When defining a service, strategist must have in mind list of principles, as stated below:
* Value creation
* Service assets
* Service provider types
* Service structure

### Stages

Stages for definition of strategy are:
* Define
* Analyze
* Approval
* Charter

### Service provider types

There are three types of service providers, that may include service provided as well providers for the service:
* Internal service provider: exists within an organization and provides service solely for a unique business unit
* Shared service unit: exists within an organization, but provides service for more than one business unit
* External service provider: operates outside organization

## Processes

Service strategy has two processes: Service Portfolio Management and IT Financial Management, as depicted below.

### Service Portfolio Management

Owned by service portfolio manager, it is composed of four sub-processes:
* Strategic service assessment: assesses current service in the market.
* Service strategy definition: to define overall goals of the service, as well to define customer and customer segmentation.
* Service portfolio update: adjusts services offered in portfolio based on strategy definition.
* Strategic planning: defines, initiates and controls the program and projects required to execute Service Strategy.
* Demand Management: Service Strategy.

### IT Financial Management

Owned by financial manager, it is composed of four sub-processes:
* Financial management support: defines necessary structure for management of financial planning data and costs.
* Financial planning: determines required financial resources over next planning period.
* Financial analysis and reporting: analysis of financial costs provisioning and service profitability.
* Service invoicing: issues invoices for the provisioned service.
# ITTE Computing/Acknowledgements
## Acknowledgements

Phases 1 and 2 of this induction project have been completed.

### Phase 1 - 2004-2006

The IT Network ITT Induction Project, funded by the Training and Development Agency for Schools (TDA) from 2004 until 2006, developed this website and provided an induction programme for new secondary ICT tutors each year.
The project was guided by a steering group with representatives drawn from the major UK ICT subject associations.
The team of contributors who developed the content for the website in Phase 1 were:
* Richard Bennett, University of Chester
* Margaret Hancock, Independent consultant
* Michael Hammond, University of Warwick
* Steve Kennewell, University of Wales Swansea
* David Longman, Richard Clarke and Lynne Jones, University of Wales Newport
* David Short, Park View School, Chester le Street, Durham
* Neil Stanley, Liverpool John Moores University
* Georgina Stein and Nyree Scott, client [c&it] research, development & publication unit, Canterbury Christ Church University College
* Mary Webb, Kings College, London
* John Woollard, University of Southampton

### Phase 2 - 2006 - 2009

ITTE took over the project from the IT Network in the summer of 2006. The TDA agreed to fund the project for a further three years. Whilst the brief was similar to that in phase 1, the project scope was widened to include primary and post-16 ICT tutors. We also aimed to give more recognition to the fact that trainee teachers, too, may find the materials useful. A summary of the ITTE project proposal, including proposed new resources, can be downloaded here:
Download Word document: Phase2outline.doc (40K)
The project was guided by a steering group, the membership of which was:
* Roger Keeling, chairman
* Margaret Danby, project manager
* Sarah Younie, ITTE
* Ken Powell, ITTE
* Graham Jarvis, ITTE
* Richard Bennett, ITTE
* Chris Higgins, ITTE and project treasurer
* Sandra Crapper, independent
Original web design and development was by Mike Matson
The Induction Programme tutor is Dr Ken Powell, Canterbury Christ Church University College.
The team of contributors who have developed and updated resources in Phase 2 are:
* Martyn Lawson, St Martin's College, Lancaster
* Andy Connell, Keele University
* John Woollard, University of Southampton
* Anthony Edwards, Liverpool Hope University
* Michael Hammond, University of Warwick
* Alan Rodgers, Newman College
* Roger Keeling, ex Newman College
* Pete Bradshaw, Nottingham Trent University
* Helen Smith, University of Cumbria
* Debbie Simpson, University of Cumbria
* Richard Bennett, University of Chester
* Neil Stanley, Liverpool John Moores University
* Gareth Honeyford, University of Northampton
* Clare Furlonger, Bath Spa University
* David Longman, University of Wales Newport
* Margaret Hancock, Mfirst Ltd
* Andrew Csizmadia, Newman College
* Helena Gillespie, University of East Anglia
* John Sharrock, Liverpool Hope University
* Moira Savage, University of Worcester
* Julie Hughes, University of Wolverhampton