OpenLLM-France/wikimedia huggingface dataset:
# NCEA Level 1 Science/Investigating in science
## Introduction

Science is knowledge but where does this knowledge come from? Scientist use a method called the scientific method to gather information in order to create theories.
When we perform experiments, we usually follow a plan called the scientific method. This method is not a set of rules nor was it thought up by a person. Over time, the scientific method has evolved by many scientists who wanted to communicate their results to other scientists. The scientific process allows the experiment to be repeated by someone else and the results to be communicated in a similar way.
The scientific method is logically thought out. Experiments follow the same process in which people use to solve their problems and answer questions.

## Develop and carry out investigations

Investigations are where we find out the relationship between different variables. Changing one variable in a precise way may (or may not) lead to a change in another variable. The thing that you choose to change is called the independent variable. The variable that changes as a result is called the dependent variable.
For example you might investigate the effect of light intensity on the production of oxygen by a plant. The independent variable is the light intensity and amount of oxygen is the dependent variable.
# NCEA Level 1 Science/Physical world
## Assessments
### 90940 Demonstrate understanding of aspects of mechanics

4 credits External

### 90941 Investigate implications of electricity and magnetism for everyday life

4 credits Internal

### 90942 Investigate implications of wave behaviour for everyday life

4 credits Internal

### 90943 Investigate implications of heat for everyday life

4 credits Internal
# NCEA Level 1 Science/Living world
## Assessments
### 90948 Demonstrate understanding of biological ideas relating to genetic variation

4 credits External
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Demonstrate understanding of biological ideas relating to genetic variation. | Demonstrate in-depth understanding of biological ideas relating to genetic variation. | Demonstrate comprehensive understanding of biological ideas relating to genetic variation. |

### 90949 Investigate life processes and environmental factors that affect them

4 credits Internal
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Investigate life processes and environmental factors that affect them. | Investigate, in depth, life processes and environmental factors that affect them. | Investigate, comprehensively, life processes and environmental factors that affect them. |

### 90950 Investigate biological ideas relating to interactions between humans and micro-organisms

4 credits Internal
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Investigate biological ideas relating to interactions between humans and micro-organisms. | Investigate biological ideas relating to interactions between humans and micro-organisms. | Investigate, comprehensively, biological ideas relating to interactions between humans and micro-organisms. |

### 90951 Investigate the biological impact of an event on a New Zealand ecosystem

4 credits Internal
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Investigate the biological impact of an event on a New Zealand ecosystem. | Investigate, in depth, the biological impact of an event on a New Zealand ecosystem. | Investigate, comprehensively, the biological impact of an event on a New Zealand ecosystem. |
# NCEA Level 1 Science/Material world
## Assessments
### 90944 Demonstrate understanding of aspects of acids and bases

4 credits External
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Demonstrate understanding of aspects of acids and bases. | Demonstrate in-depth understanding of aspects of acids and bases. | Demonstrate comprehensive understanding of aspects of acids and bases. |

### 90945 Investigate implications of the use of carbon compounds as fuels

4 credits Internal
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Investigate implications of the use of carbon compounds as fuels. | Investigate, in -depth, implications of the use of carbon compounds as fuels. | Investigate, comprehensively, the implications of the use of carbon compounds as fuels |

### 90946 Investigate the implications of the properties of metals for their use in society

4 credits Internal
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Investigate the implications of the properties of metals for their use in society. | Investigate, in-depth, the implications of the properties of metals for their use in society. | Investigate, comprehensively, the implications of the properties of metals for their use in society. |

### 90947 Investigate selected chemical reactions

4 credits Internal
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Investigate selected chemical reactions. | Investigate, in-depth, selected chemical reactions | Investigate, comprehensively, selected chemical reactions. |
# NCEA Level 1 Science/Overview
### Introduction

"Science is, at its best, a creative pursuit driven by a search for meaning and better understanding of the world around us"
    -(The Awa book of Science; R.Priestley.Ed.)
Science influences our lives more and more each day.
As we face the excitement of new scientific discoveries and the challenges these pose, it is necessary that we equip ourselves with a good understanding of scientific ideas. A really good knowledge base will allow us to make decisions free of superstition and misinformation as the 21st century proceeds.
The open source nature of this text empowers learners to actively contribute and participate in the learning process. Success in science depends on what happens during the journey, rather than the destination and this open source alternative learning resource will engage senior science learners, nurturing, inspiring and empowering a new generation of passionate global citizens in this rapidly changing world.

### Additional tools

An extremely useful New Zealand revision website is Studyit by the Ministry of Education. Here, you can find study and exam advice, encouragement tips, subject revision, NCEA requirements and discussion forums. NCEA Level 1 is almost equivalent to GCSE so another great website is GCSE Bitesize. If you need support, check out BBC Student Life which allows you to chat to other young people about school.
# NCEA Level 1 Science/Planet earth and beyond
## Assessments
### 90952 Demonstrate understanding of the formation of surface features in New Zealand

4 credits External

### 90953 Demonstrate understanding of carbon cycling

4 credits Internal

### 90954 Demonstrate understanding of the effects of astronomical cycles on planet Earth

4 credits Internal

### 90955 Investigate an astronomical or Earth science event

4 credits Internal
# Minecraft/Authors & Contributors

This list is updated automatically by AuthorsAndContributorsBot. Please do not update it manually.
* L10nM4st3r (discuss · contribs · count · logs · block log · rfp · rights [change])
* Mbrickn (discuss · contribs · count · logs · block log · rfp · rights [change])
* Slava Ukraini Heroyam Slava 123 (discuss · contribs · count · logs · block log · rfp · rights [change])
* Kepler-1229b (discuss · contribs · count · logs · block log · rfp · rights [change])
* User1042 (discuss · contribs · count · logs · block log · rfp · rights [change])
* Kittycataclysm (discuss · contribs · count · logs · block log · rfps · rights [change])
* Jellysandwich0 (discuss · contribs · count · logs · block log · rfp · rights [change])
* Name Pun (discuss · contribs · count · logs · block log · rfp · rights [change])
* Kaidran (discuss · contribs · count · logs · block log · rfp · rights [change])
* Garfieldcat1978 (discuss · contribs · count · logs · block log · rfp · rights [change])
* Mrjulesd (discuss · contribs · count · logs · block log · rfps · rights [change])
* Qualander (discuss · contribs · count · logs · block log · rfp · rights [change])
* Quinlan83 (discuss · contribs · count · logs · block log · rfp · rights [change])
* Tropicalkitty (discuss · contribs · count · logs · block log · rfp · rights [change])
* Xemip (discuss · contribs · count · logs · block log · rfp · rights [change])
# Mindfulness
## Table of Contents

* Foreword

## Read more

Historical Background
* Buddhism
* Hinduism
* Daoism
Modern Adaptation
* Mindfulness Based Stress Reduction
* Happiness/Meditation
# Middle School Science/Introduction
## About This Book

This book is intended to be a complete replacement for science books in middle school (ages 12-15). Each section should be set up as a module that can be used independently of other modules.
Although there are many other informational textbooks, many are very complex and not suited for middle school students.
Many of the textbooks that are online lack resources for teachers. The purpose of this Wikibook is to provide teachers quiz and test questions, worksheets, and labs or activities to use in the classroom.

## Basic Module Format

The modules for each section should follow this basic format
* Concept: This is the basic idea of what this section is about. Each page should have a short concept that consists of clear, easy-to-understand sentences.
* Examples: To keep the concepts as clear as possible, put all examples explaining that concept into this section. This section is intended to be added to and exapanded the most.
* Optional module sections:
** History: A brief history of the concept, such as how it was discovered, or how it was developed.
** Review Questions: Include questions that would be good for a test or quiz
** Activities/Labs: Include activities that can that might help students understand this concept.
# Minecraft/Anvil

Minecraft
Blocks | Items | Mobs
Structures
Miscellaneous
Guides
Anvils are versatile and useful, with several uses to players with enough iron to make one.

## Obtaining

Crafting recipe:
| Iron Block | Iron Block | Iron Block |
| | Iron Ingot | |
| Iron Ingot | Iron Ingot | Iron Ingot |
This makes an anvil.
They also can be found in villages.

## Use

They can do three main things:
* Combine two items of the same type and material together to repair them.
* Combined a damaged iktem with the mineral used to craft them to repair them. This repairs a quarter of the durability, so you could potentially use more materials than was used to craft it. Sometimes it may be better to just craft a new item, unless it is enchanted or only slightly damaged.
* Combine two items together to combine its enchantments. This is the most expensive operation, costing the most experience points. Try swapping the two items to see which way is cheeper.
Each of the above costs experience points. On each use, the anvil is slowly damaged, eventually breaking.
# Minecraft/A Guide to Redstone

Minecraft
Blocks | Items | Mobs
Structures
Miscellaneous
Guides
There are many things you can do with redstone. You could make traps, contraptions, clocks, a computer, games, elivators, farms, lag machines, and the list goes on and on.

## The basics
### Redstone dust

When placed, it lies flat on the ground. When unpowered, it is dark red in color. When it is powered, the redstone will glow bright red and emit the redstone charge to adjacent blocks, including other redstone dust. Redstone power can travel a maximum of 15 blocks by deafult, but this can be increased or decreased in several ways. The strength of redstone depends on the distance to the original power source. 0 is unpowered, 15 is the strongest.

### Redstone ticks

Redstone ticks are the name of every time redstone is processed. There are ten per second, which is half of normal ticks.

## Power sources

There are many ways to power redstone, anything from shooting at a target block, to standing on a pressure plate.

### Manual activators

These are best suited for the opening of iron doors, redstone doors, farm switches, ect. They require you to forcefully activate them yourself.
* Button - can be pressed for a temporary redstone charge
* Lever - can be pressed for a toggleable redstone charge
* Target Block - can be shot at for a temporary redstone charge, with power level based on how close you were to hiting the bullseye

### Trap activators

These are used for traps that can deter or even kill other players or mobs, great for protecting your base. Although that is not their only use.
* Pressure Plate - activated when stepped on
* Weighted Pressure Plate - activated when a certain amount of items or mobs are on top
* Tripwire - can be placed on walls and connected with string. When someone or something steps on the string, a redstone charge is emitted
* Trapped Chest - when opened, emits a redstone charge based on how many people have opened it at once
# Middle School Science/Glossary/T
## T

* Tissue: A group of similar cells that work together to perform a certain function within an organism.
# Lojban/cmene

Cmene are Lojbanized names. Cmene must be spelled phonetically according to the Lojban style (it is important to remember: W --> U, Y --> I, Sh --> C, Ch --> Tc, J (English) --> Dj, J (French) --> J, etc. if using the latmo lerselcmi (Latin alphabet)). All cmene must terminate with a glottal stop [.], and must additionally have a consonant immediately precede the glottal stop. If the name begins with a vowel (which includes "Y"), then it must also be immediately preceded by a glottal stop. If the cmene does not terminate with a consonant (excluding the glottal stop), then one must be inserted. The common convention is to insert an "S" at the end. However, any consonant will work.
# Lojban/Unambiguous grammar

One of the goals of lojban was to create a language with unambiguous grammar. The idea was to create a language unambiguous enough that a computer could read it successfully.
This is largely achieved through the predicate logic of the language, specifically with the place structure each bridi is assigned, and by drawing attention to those ambiguities that cannot be eliminated.
The place structure based predicate system that the bridi use is at the center of the attempt by the makers of lojban to reduce and clarify ambiguities. As an example, the word tavla has the following place structure
x1 talks to x2 about subject x3 in language x4
If a speaker says
mi tavla
Although the person the speaker is speaking to is not mentioned, the place structure indicates that there must be an x2 for x1 to talk to, and likewise you must have spoken about some subject x3, and in some language x4. The place structure was created to run in order of importance based on the bridi and the subject with which it deals. The presence of such places in the bridi make their exclusion in the utterance obvious; even if they remain unstated. Thus, although ambiguity remains, the ambiguity is noted and does not slide by as it might in another language.
Lojban further augments the bridi place structure's unambiguity by requiring a marker to denote figurative speech (pe'a). This means that any metaphors or other figurative language is marked, thus preventing the confusion normally common when a listener does not realize that a statement is meant figuratively or misinterprets the intended meaning of the figurative language.
All of Lojban's punctuation is spoken and written out, preventing the errors possible in English when a comma or period is removed or added in error.
The lack of default gender or tense superficially seems to add to ambiguity, but has the actual effect of limiting ambiguity, because nothing is assumed regarding these things before hand. As with place structure, ambiguity is not removed, but highlighted. The speaker knows that an event must have taken place during a particular time or place and that certain nouns should have genders assigned to them, and is free to request more information about the tense or other modifiers since they are not assumed to be a default- such as the present or male (as in the case of gender).
# Lojban Made Easy/L1

Alphabet and Pronunciation :
| Letter | Sound | IPA |
| A | father | /a/ |
| B | boy | /b/ |
| C | sheep | /ʃ/ |
| D | dog | /d/ |
| E | bet | /ɛ/ |
| F | fat | /f/ |
| G | goat | /g/ |
| I | machine | /i/ |
| J | pleasure | /ʒ/ |
| K | king | /k/ |
| L | late | /l/ |
| M | mat | /m/ |
| N | Nine | /n/ |
| O | open | /o/ |
| P | pie | /p/ |
| R | river | /ɹ/ |
| S | snake | /s/ |
| T | top | /t/ |
| U | moon | /u/ |
| V | vase | /v/ |
| X | loch | /x/ |
| Y | about | /ə/ |
| Z | zebra | /z/ |
| ' | hello | /h/ |
Alphabet and Pronunciation :
| Letter | Sound |
| ai | hi |
| au | how |
| ei | may |
| oi | boy |
| ia | yacht |
| ie | yet |
| ii | year |
| iu | you |
| ua | water |
| ue | wet |
| ui | we |
| uo | woah |
| uu | womb |

## Practice

Pronounce the word given.
* .i
* .a
* .e
* .a
* .o
* .u
* .e'i
* lu'a
* se'inai
* gu'onai
* diklo
* tumla
* tunlo
* stasu
* kabri
* vitke
* pandi
* ransu
* tercakyjme
* backemselrerkru
* seljinru
* penydjuxa'a
* vokygenkantu
* xagmaubi'o
* xacysantyse'u
* finprxipoglosu
* mxyzptlk
* smacrkobaiu
* samcrkasava
# Lojban/Using words as adjectives

Suppose you want to describe to a friend the way in which a dog runs. You could just say:
.i lo gerku cu bajra
The dog does run. (".i" merely clarifies the beginning of a new sentence)
The dog runs.
This is totally accurate, but not very descriptive. Fortunately, Lojban allows you to connect gismu (root words) together in a way similar to adjectives and adverbs, but even easier. If you wanted to specify the color of the dog, you could modify the previous statement to say:
.i lo xekri gerku cu bajra
The black-type dog does run.
The black dog runs.
This is significantly more descriptive. Since combining words in this way to form an idea is so simple, order is important. Notice what happens if "black" and "dog" are reversed:
.i lo gerku xekri cu bajra
The dog-type black-thing does run.
The dog-like blackness runs.
The meaning has changed: the thing that is running is not necessarily a dog, but something black that is merely dog-like, insinuating that you don't really know what black thing it is that's running, but merely that it looks like a dog.
If you also wanted to comment on how the dog is running, you could use the same technique, as in:
.i lo xekri gerku cu sutra bajra
The black-type dog does quick-type run.
The black dog quickly runs.
.i lo xekri gerku cu mutce sutra bajra
The black-type dog does much-type quick-type run.
The black dog very quickly runs.
This kind of convenient word combination in Lojban is one of the reasons for the cmavo 'cu' (translated as "does"). Without we have:
.i lo xekri gerku mutce sutra bajra
The black-type dog-type much-type fast-type run-thing.
The black-doggish-very-quick-runner.
In other words, Lojban word rules turn the statement into a long compound noun, while adding a 'cu' separates the ideas into a valid statement.
# Lojban/Vocabulary
## Vocabulary 1

See Vocabulary 1.
* doi
* coi
* be'e
* je'e
* je'enai
* co'o
* re'i
* re'inai
* zo
* ma
* la
* mi
* smuni
* gismu
* lujvo
* tanru
* sumti
* bridi
* cmavo
* cmene

## Vocabulary 2

See Vocabulary 2.
* le
* cu
* ti
* ta
* tu
* goi
* ko'a
* zo'o
* zo'onai
* broda
* blanu
* cusku
* ciska
* prenu
* remna
* nanmu
* ninmu
* gasnu
* zukte
* rinka
# Lojban/Vocabulary 2
## Word list

* le
* cu
* ti
* ta
* tu
* goi
* ko'a
* zo'o
* zo'onai
* broda
* blanu
* cusku
* ciska
* prenu
* remna
* nanmu
* ninmu
* gasnu
* zukte
* rinka
# Powhatan/Lesson 3
## Numbers

| English | Powhatan | Script |
| 1 | NeKut | ᓀᑯᐦᑦ |
| 2 | Ninzh | ᓂᓐᒾ |
| 3 | Nuhs | ᓄᐦᔅ |
| 4 | Yo | ᔪ |
| 5 | PoRansk | ᐳᘓᓐᔊ |
| 6 | KaMaTinzh | ᑲᒪᑎᓐᒾ |
| 7 | TaPaWas | ᑕᐸᐘᔅ |
| 8 | NuSwash | ᓄᐦᓴᐧᔥ |
| 9 | KeKaTos | ᑫᑲᑐᔅ |
| 10 | KeSKik | ᑫᖘᒃ |
| 20 | NinzhSaPu'E'Sku | ᓂᓐᒾᓴᐳᐦᐁᖙᐦ |
| 30 | NuSaPu'E'Sku | ᓄᐦᓴᐳᐦᐁᖙᐦ |
| 40 | YoSaPu'E'Sku | ᔪᓴᐳᐦᐁᖙᐦ |
| 50 | PaRanKesTaSaPu'E'Sku | ᐸᘓᓐᑫᔅᑕᓴᐳᐦᐁᖙᐦ |
| 60 | KoMaTinzhTaSaPu'E'Sku | ᑲᒪᑎᓐᒾᑕᓴᐳᐦᐁᖙᐦ |
| 70 | TaPaWasTaSaPu'E'Sku | ᑕᐸᐘᔅᑕᓴᐳᐦᐁᖙᐦ |
| 80 | NusWashTaSaPu'E'Sku | ᓄᐦᔅᐘᔥᑕᓴᐳᐦᐁᖙᐦ |
| 90 | KiKaTaTaSaPu'E'Sku | ᑭᑲᑕᑕᓴᐳᐦᐁᖙᐦ |
| 100 | NeKuToTiSiNo | ᓀᑯᐦᑐᑎᓯᓄ |
| 300 | NuSwo°KaSaNak | ᓄᐦᓱᐧᑲᓴᓇᒃ |
| 1,000 | NeKutWenKwa | ᓀᑯᐦᑦᐍᓐᑲᐧ |
# Pozdrav, Džonatane!

Pozdrav, Džonatane! (Hello, Jonathan!) is the story of a young Englishman who goes to visit his friend in another European country...or so it would seem.
It is written entirely in the language Interslavic, and is based on the book Salute, Jonathan! which was crated to learn the Occidental language. As a grammatically more complex language, the Interslavic version diverges in places from the original book in Occidental.
Pozdrav, Džonatane! begins with very simple language. The words the reader knows are repeated and new words are added slowly and in context, so that no dictionary is required to read it. By the end of the book you will understand the entire Interslavic grammar, will have a somewhat large vocabulary and will be very used to the language - after all, you will have finished a whole book in it already!
The method in the book is based on the same used in books such as English by the Nature Method, Le français par la méthode nature, and L'italiano secondo il metodo natura, as well as Hans Ørberg's Lingua Latina per se Illustrata.
Curious about the true nature of the story in the book? You will begin to get clues as to the true story as the chapters progress. Pozdrav, Džonatane! is in fact a full translation of a classic book that you are likely very familiar with. Read on to find out!

## Chapters

Chapter 1 --