OpenLLM-France/wikimedia huggingface dataset:
# Historical Rhetorics/Plato's Relationship to Rhetoric/McComiskey, Bruce. "Disassembling Plato's Critique of Rhetoric in the ''Gorgias'' (447a-466a)."

McComiskey, Bruce. "Disassembling Plato's Critique of Rhetoric in the Gorgias (447a-466a)." Rhetoric Review 11 (1992): 79-90.
McComiskey argues that despite (some of) recent scholarship's acceptance/valorization of Plato's articulation of the sophists (Gorgias in particular) Plato's manipulation of Gorgias' epistemology is disdainful, hostile, unfair - not to mention inaccurate - and results in the achievement of his intention: to discount Gorgias/sophistic rhetoric to the extent that he could attain his (largely democratic) audience's confidence in his (oligarchic) ideology. McComiskey argues that the primary reason for Plato's intentional manipulation of Gorgias' rhetoric pertains to the historical/political context (a successful writer-audience relationship could only be achieved if Plato (who espoused oligarchy) could influence his primarily democratic audience to see the error in their epistemology and adopt an oligarchic perspective). McComiskey's evidence for this argument is articulated through his analysis of the methodology Plato employs to manipulate Gorgias' epistemological ideology.
Plato's primary audience was the (democratic-minded) Adenine citizenry, which means that such an audience would undoubtedly have sided with (democratic-minded) Gorgias; therefore, Plato rhetorically manipulates Gorgias' epistemology (his art; "techne") as foundational and ahistorical so that the (democratic-minded) audience would see the error in Gorgias/sophistic relativistic ideology and adopt Plato's philosophy (i.e. rejecting rhetoric and ultimately espousing oligarchy).
Gorgias' techne versus Plato's techne:
* For Gorgias/sophists, all knowledge is opinion - everything is relative to a kairotic moment; therefore, if rationality depends on some sort of reference to perfect knowledge in order to judge its legitimacy, no argument can ever be entirely rational (for Gorgias, techne is aesthetic)
* Plato's Gorgias allows Socrates to claim that Gorgian rhetoric is irrational, that it does not refer to an immutable standard of truth, and that it does not quality as a techne (art) (for Plato, techne is philosophical)
* Plato misrepresents Gorgias' perspective concerning of (aesthetic) techne as foundational (rather than critical/interpretive/creative) in an effort to delegitimize Gorgias' techne (and thus garner the audience's support of oligarchy, etc.)
Conclusion: "... since Plato's audience ... was largely democratic in political orientation, he misrepresented Gorgias' epistemology in order to ease the anticipated hostility toward the text and to make Gorgianic rhetoric appear absurd" (McComiskey 214)
For additional information on "Disassembling Plato's Critique of Rhetoric in the Gorgias (447a-466a)" click here
# Historical Rhetorics/Plato's Relationship to Rhetoric/Clark, Randall Baldwin. “Geriatrics.”

Clark, Randall Baldwin. “Geriatrics.” The Law Most Beautiful and Best: Medical Argument and Magical Rhetoric in Plato’s Laws. New York: Lexington Books, 2003. 71—88. Historical Rhetorics/Plato's Relationship to Rhetoric/Clark, Randall Baldwin. “Geriatrics.”
Clark’s book uses historical research about Ancient Greek medical practices in order to better understand Plato’s rhetorical philosophy in Laws. One of Plato’s latest works, Laws imagines an Athenian explaining to a Cretan and Spartan why the highest purpose of legislation is not to ensure victory in war, but the good of the people, and that the best legislation garners citizen compliance without the use of brute force. In order to achieve this, magistrates must write laws which not only demand order, but persuade their citizens to abide by it of their own free will, just as a good physician artfully dialogues with and gently persuades a patient toward better health and medical treatment (Plato 719—720).
In the chapter titled “Geriatrics,” Clark argues that Plato’s rhetoric is “medicinal” in three ways. First, unlike in the Gorgias where Socrates equates rhetoric with a false form of health and healing, in Laws Plato depicts the doctor as the paragon of persuasion, showing that his healing art is dependent on his rhetorical art, and bedside manner. In this way, the Athenian shows that Legislation too, is dependent on the art of persuasion. Second, Clark outlines how the Athenian’s own rhetoric follows a Hippocratic model of medicine, by beginning with dialogical questioning, speaking affably with the patient and his friend, and providing a prescription for the sickness only after he has brought his patient along in happy agreement. In this way, Clark says, Plato appeals to the historical moment in which Hippocratic, or technical, medicine began to revolutionize Greek culture: “artful rather than capricious . . . persuasive rather than forceful, . . . the Hippocratic physician . . . soon became the standard for the enlightened rule of one man over his fellows . . . Sophists, philosophers, statesmen, and their ilk—all attempted to appropriate the cachet to their respective endeavors. . . . technical medicine became the very model for the arts of rhetoric, education, philosophy and politics” (76-77).
~Jessica Masri Eberhard
# Exercise as it relates to Disease/Resistance training interventions for older type 2 diabetics - u3099901
## References

* 1 2 Castaneda, C., Layne, J. E., Munoz-Orians, L., Gordon, P. L., Walsmith, J., Foldvari, M., Roubenoff, R., Tucker, K. L., & Nelson, M. E. (2002). A randomized controlled trial of resistance exercise training to improve glycemic control in older adults with type 2 diabetes. Diabetes Care, 25(12), 2335-2341.
# Flora of New York/Preface

Flora of New York is intended as aid in determining whether or not a particular plant taxon is native to New York State. If it is native, the book will indicate how likely that type of plant is to be found now and in the foreseeable future. If the plant is not native, the book will show how much of a problem that plant is likely to be in New York.

## Flora

The term Flora, as used in the title of this book, for one thing of-course means "plants," as in "flora and fauna." But the term "flora" has also been used for a type of book that describes the plants growing in a particular region, as in John Torrey and Asa Gray's 1838 work, A flora of North America. Torrey also wrote A Flora of the State of New-York in 1843. It's doubtful whether his book will ever become a true Torreyesque "Flora," so there is no article "A" introducing the title. Nor is there a "The," as that might sound like a promise to include all the plants of the state, and nobody needs that kind of pressure. There will be an attempt however to include all of the plants listed in the New York Flora Atlas, an online publication of the New York Flora Association. Currently this only includes the vascular plants, which for now, for practicality, will be a limitation also imposed on this book.

## Classification scheme

The classification scheme for the angiosperms has been taken largely from James Reveal's paper "An outline of a classification scheme for extant flowering plants," published in Phytoneuron in 2012, and being kept up to date online as of 15 May 2013.

## References

* ↑ This may invoke a scene from Bambi, but seems preferable to "Vegetables of New York," as in "Animal, Vegetable or Mineral."
* ↑ A flora of North America: containing abridged descriptions of all the known indigenous and naturalized plants growing north of Mexico, arranged according to the natural system by John Torrey and Asa Gray, New York: Wiley & Putnam, 1838.
* ↑ A Flora of the State of New-York: Comprising Full Descriptions of All the Indigenous and Naturalized Plants Hitherto Discovered in the State: with Remarks on Their Economical an Medicinal Properties Carroll and Cook, 1843 - 572 pages.
* ↑ New York Flora Atlas. New York Flora Association
# Flora of New York/Rosales 1

| ← Fabales | Flora of New York — Rosales 1 | Flora of New York — Rosales 1 | Flora of New York — Rosales 1 | Flora of New York — Rosales 1 | → Rosales 2 |
| ← Fabales | Table of contents | Genus index | Protected species index | Invasive species index | → Rosales 2 |
The order Rosales in this book has been further split from two parts (Rosales 1 and Rosales 2) to five parts, which are now:
* Flora of New York/Rosoideae 1
* Flora of New York/Rosoideae 2
* Flora of New York/Amygdaloideae 1
* Flora of New York/Amygdaloideae 2
* Flora of New York/Rhamnaceae … Urticaceae
Any links to this page should probably be fixed.
/maint
# Flora of New York/Rosales 2

| ← Rosales 1 | Flora of New York — Rosales 2 | Flora of New York — Rosales 2 | Flora of New York — Rosales 2 | Flora of New York — Rosales 2 | → Juglandales |
| ← Rosales 1 | Table of contents | Genus index | Protected species index | Invasive species index | → Juglandales |
The order Rosales in this book has been further split from two parts (Rosales 1 and Rosales 2) to five parts, which are now:
* Flora of New York/Rosoideae 1
* Flora of New York/Rosoideae 2
* Flora of New York/Amygdaloideae 1
* Flora of New York/Amygdaloideae 2
* Flora of New York/Rhamnaceae … Urticaceae
Any links to this page should probably be fixed.
# Flora of New York/RPSL

New York Rare Plant Status Lists, March 2019, Compiled by Stephen M. Young, New York Natural Heritage Program.
# Flora of New York/Rosaceae-intro

* The grouping of the Rosaceae (rose family) taxa used here is based on the Angiosperm Phylogeny Website, Eriksson (2003), Longhi (2014), Sun et al. (2018). X. Chen et al. (2020).
* The subfamilies Rosoideae and Amygdaloideae are present in New York.
* Rosaceae
* Dryadoideae
* Cercocarpus
* Dryas
* Rosoideae
* Ulmarieae
* Filipendula
* Rosodeae
* Colurieae
* Geum (avens)
* Waldsteinia (barren strawberry)
* Rubeae
* Rubus (brambles)
* Roseae
* Rosa (roses)
* Potentilleae
* Potentillineae
* Argentina (siverweed)
* Potentilla (cinquefoil)
* Fragariinae
* Fragaria (strawberries)
* Dasiphora (shrubby cinquefoil)
* Drymocallis (tall cinquefoil)
* Sibbaldia (three-toothed cinquefoil)
* Comarum (marsh cinquefoil)
* Agrimonieae
* Agrimoniinae
* Agrimonia (agrimony)
* Sanguisorbineae
* Poteridium (American burnet)
* Poterium (salad burnet)
* Sanguisorba (burnet)
* Amygdaloideae
* Niellieae
* Physocarpus
* Spiraeeae
* Spiraea
* Lyonothamneae
* Lyonothamnus floribundus
* Amygdaleae
* Prunus
* Sorbarieae
* Sorbaria (false spiraea)
* Osmaronieae
* Exochorda (pearlbush)
* Kerrieae
* Rhodotypos (jetbead)
* Kerria (Japanese rose)
* Gillenieae
* Gillenia
* Maleae
* Lindleyinae
* Kageneckia
* Vauquelinia
* Malinae
* Crataegus (hawthorn)
* Amelanchier (shadbush)
* Cydonia (quince)
* Pyracantha (firethorn)
* Sorbus (mountain ash)
* Pyrus (pear)
* Photinia
* Cotoneaster
* Chaenomeles (quince)
* Malus (apple)
* Aronia (chokeberry)
* ↑ Stevens, P. F. (2001 onwards). Angiosperm Phylogeny Website. Version 14, July 2017 (and more or less continuously updated since). Accessed 4 Jan. 2024
* ↑ Torsten Eriksson, Malin S. Hibbs, Anne D. Yoder, Charles F. Delwiche, and Michael J. Donoghue (2003). "The phylogeny of Rosoideae (Rocaceae) based on sequences of the internal transcribed spacers (ITS) of Nuclear Ribosomal DNA and the TRN/F region of Chloroplast DNA." Int. J. Plant Sci. 164(2): 197–211.
* ↑ Sara Longhi, Lara Giongo, Matteo Buti, Nada Surbanovski, Roberto Viola, Riccardo Velasco, Judson A. Ward & Daniel J. Sargent (2014). "Molecular genetics and genomics of the Rosoideae: state of the art and future perspectives." Horticulture Research 1, Article number: 1.
* ↑ Fengjie Sun, Jiahui Sun, Shuo Shi, Jinlu Li, Jing Yu, Ling Wang, Xueying Yang, Ling Guo, Shiliang Zhou 2018. Phylogeny of Maleae (Rosaceae) Based on Multiple Chloroplast Regions: Implications to Genera Circumscription. BioMed Research International. Hindawi.
* ↑ Chen, Xun, Li, J., Cheng, T., Zhang, W., Liu, Y., Wu, P., Yang, X., Wang, L., & Zhou, S. 2020. Molecular systematics of Rosoideae (Rosaceae). Plant Syst. Evol. 306:9.
# Flora of New York/h-subtr

Subtribe {{{1}}}
# Flora of New York/hybrid-of

Hybrid of  {{{1}}} &  {{{2}}}
# Flora of New York/iTax-break2

|-style="background-color:#f0f0f0; font-size:11px; line-height:11px" |colspan=2| | | | | | | | | | | | | | | | | | | | | | | | |
# Flora of New York/header

| Flora of New York | Flora of New York | Flora of New York | Flora of New York |
| Table of contents | Genus index | Protected species index | Invasive species index |
# Flora of New York/hybride-de

Hybride de  {{{1}}} et de  {{{2}}}
# Flora of New York/iTax

|-style="background-color:#ffffff; font-size:12px; line-height:13px" | |{{#if:|[[Flora_of_New_York/{{{fny-page}}}|{{{taxon}}}]] |{{{vernac}}} |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|– |align=center|–
# Flora of New York/iTax-break

|-style="background-color:#f0f0f0; font-size:11px; line-height:11px" | | | | | | | | | | | | | | | | | | | | | | | | |
# Flora of New York/h-tribe

Tribe {{{1}}}
# Flora of New York/h-subsect

{{{1}}} subsect. {{{2}}}
# Foundations and Assessment of Education/Edition 1/How to Use This Book
## How to Use this Book

Explanation of Book Components
Creating a Wikibooks Account and Username
Signing Up for an Article
Creating your About the Author Page (aka your User Page)
Wikibook Article Descriptions
Editor Duty Descriptions
Writing your Article with Wiki Code
Colors, Fonts and Sidebars
Posting an Article and Posting a Picture
Peer Reviewing
Providing Feedback to Your Peer Reviewers
Rating Articles
Writing an Author Reflection
Writing a Reader Response
# Foundations and Assessment of Education/Edition 1/Foundations table of Contents/Chapter 9/Chapter Introduction
## Chapter 9 Introduction: Effective Schools

"The pathway to educational excellence lies within each school." Terrance Deal
As a parent, you want to believe that when your child is at school they are in a safe environment and in an adequate facility. Everyone you ask has a different idea about what makes an effective school. There are so many reasons why this is important. Education is the key to success. Schools need to put forth the best education they can to allow students to have the greatest opportunities.
How important is support for all teachers? Do you think Pre-K is the answer? How beneficial is school/community partnerships? How does creating a positive learning environment make an effective school? All of these topics will be discussed in the following chapter.
After reading the following articles you will learn the importance of effective schools, and the characteristics of how to achieve one.
* Rate This!
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 9/Editor Sign-Up Page

* Students...
* To sign up for an editor duty, click "edit this page", and sign your username (using four tildes) directly after the name of the duty you want to claim.
* Remember, each editor duty will be completed by only one student. This means, if a username appears next to a duty, that duty is not available. Please choose another editor duty in this or another chapter.
* EXAMPLE:
* Chapter Introduction PbakerODU (talk) 19:21, 11 May 2009 (UTC)
* This indicates that PbakerODU correctly signed up for this editor duty.

## Editor Duties

Chapter IntroductionAferg006 (talk)aferg006
Chapter Review Scrai010 (talk) 02:49, 15 May 2009 (UTC)
Additional ResourcesJnewh001 (talk) 15:31, 12 May 2009 (UTC)
* Questions? Refer to How to Use This Book
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Note to Readers

Thanks for your interest in our new book! This book is the newest iteration of a project that began way back in the Fall of 2006. Students enrolled in a course called Introduction to the Social and Cultural Foundations of American Education wrote, read, studied and were tested on their very own textbook--Social and Cultural Foundations of American Education.
Beginning in the Spring of 2008, students began writing a similar text called Foundations of Education and Instructional Assessment. Modifications were made, and features were added to increase the iteractivity between students. Now, times have changed at Old Dominion University. Introduction to the Social and Cultural Foundations of American Education and Foundations of Education and Instructional Assessment(the courses), no longer exist. They have been replaced with Foundations and Assessment of Education—hence, the name of our new book.
Like the first two iterations, this new book will be written, read and studied by Undergraduate college students enrolled in their first education course. If you're familiar with the original Wikibook, some of the content in this book may look familiar. Just the same, we hope you enjoy the new content and the creative ways in which that content is presented.
# Foundations and Assessment of Education/Edition 1/How to Use This Book/Colors, Fonts and Sidebars
## Colors

Here's a link to a webpage that lists the codes for lots of different colors

## Fonts

To change the font type or font color, see my code here. You can type font color="#type the six-digit code" to change the color and face="Type in the name of the font here". FYI not all fonts will work. All this code needs to be inside carrots <>. If you don't want a font to be used for the entire paper you need to "turn the font off" by typing </font> when you want it to go back to normal. I suggest using normal black font for all of your text except for sidebars or other parts you might want to highlight. Don't just write your text in purple and green for fun. Our eyes would hurt!!

## Sidebars

* Come to the
* Salem Witch Trials: An exciting blend of entertainment
* for the entire family will be provided including
* dunking, exorcism, and hanging.
To make a side bar like mine, hit "edit this page" and scroll down until you see the coding surrounding the Salem Witch Trials content. You can then copy and paste this code directly into your Wiki article and modify it in the ways I describe below. You can also copy the coding from other Wiki articles you like.
If you would like your side bar to use different colors than these, check out this website which lists the codes for a wild assortment of colors:http://www.computerhope.com/htmcolor.htm
Once you find a color you like, copy the color code and paste it over the background (or border) color code # I have listed.
* Copy this code if you would like your side bar to be a little more subdued and look like this!
If you would like to have a thinner (or thicker) border around your side bar, you can adjust the number in "border: solid 10px". For example, change it to 1px for a very thin border.
If you would like to change the color of the text, see my note above.
I made the text in my sidebar larger than normal. You can change it back to regular size by deleting the <big> that is listed right before and after my sidebar text.
You can decide how big to make your side bar (by changing the width percentage—mine is at 60%) and whether you want to center it or align it to the left or right (ALIGN=CENTER or ALIGN=RIGHT, etc.).
I centered the text in my sidebar by writing <center> before my text.
# Greek Mythology/Titans/Coeus

Coeus was a child of Uranus and Gaia; and was one of the Titans. Coeus' role is no longer known.
# Greek Mythology/Titans/Atlas

Atlas is said to be holding the entire weight of the sky on his shoulders as a punishment for his participation in the Titanomachy. He is probably the most well known of the titans.
After losing the Titanomachy, Zeus punished him by forcing him to carry the sky on his shoulders. Later, during Herakles' Twelve Labors (specifically the task of retrieving the golden apples), Atlas gave Herakles the burden of the sky as he agreed to fetch the golden apples from the Garden of the Hesperides, who were his daughters. Atlas planned never to take upon himself the sky again; but after Herakles learned this, he asked if Atlas would at least help him adjust the weight of the sky upon his shoulders. Atlas agreed, but in doing so, took the sky back from Herakles, who immediately fled.
# Greek Mythology/Stories/Trojan War

The Iliad, a Greek epic poem was written by the blind poet, Homer. It describes the Trojan War which took place in the twelfth or thirteenth century B.C.E. between the Greeks and Trojans. It presents a host of characters both human and divine.
The Trojan War began when the young prince of Troy, Paris, stole Helen of Sparta from her husband Menelaus, the King of Sparta. Menelaus and his brother Agamemnon gathered soldiers from all over Greece to besiege Troy and take Helen back. The war lasted for ten years and was finally brought to an end by the famous Trojan Horse. The Trojan Horse was a giant, hollow, wooden horse built by the Greeks. A small party of Greek soldiers hid inside the horse, and it was left at the gates of Troy, while the rest of the army sailed away, supposedly in defeat. The Trojans believed it to be an offering to the gods, and carried it into the city, unaware of the soldiers concealed inside. The Trojans held a festival celebrating the end of the war, getting drunk and tired, leaving them defenseless late in the night. After the festival was over, the Greeks climbed out and opened the gates of the city for their army, which ambushed the vulnerable city and burned it to the ground.
# Greek Mythology/Titans/Hyperion

Hyperion was god of the sun and a Titan. His mate and sister was Theia.
# Greek Mythology/Stories/The Sphinx

The Sphinx was an ancient Egyptian creature that had the body of a winged lion, and the face of a woman. She terrorized the city of Thebes like this: she would ask anybody traveling on the road to Thebes a riddle. If they answered it, she would let them go. However, if they didn't say the right answer, she would kill them. This continued for a long time, until one day, a stranger by the name of Oedipus encountered the Sphinx on the way to Thebes. The sphinx asked him this riddle: What creature goes on four feet in the morning, two at noonday, and three in the evening?
Oedipus correctly answered man, and the sphinx gruesomely killed herself by jumping from a high rock. An alternative version tells that she devoured herself. (The answer to the riddle is man, since a man crawls on four feet when he is very young [morning], walks on two feet in the middle of his life [noonday], and walks with the help of a cane [the 'third leg'] near the end of his life [evening])
# Greek Mythology/Titans/Crius

Crius was a child of Uranus and Gaia; and was one of the Titans. Crius' role is no longer known.
# Greek Mythology/Theoi Ouranioi/Anemoi

The Anemoi were a group of wind gods, each with his own direction. Aeolus, the God of Storms, was the leader or the Anemoi and the only member who controlled all four directions. Boreas controlled the north wind and brought winter, Notus controlled the south wind and brought autumn. Zephyrus brought the west wind and brought spring and early summer. Eurus controlled the east wind.
In Roman mythology, the Anemoi were the Venti, Latin for "wind". They all had different names but had similar occupations with the Greek versions.
# Greek Mythology/Theoretical Issues

The feel of the stories about the Olympian gods is strangely like the feel of the stories about the gods of Ugarit. The stories from Ugarit are, roughly, seven hundred years earlier and the pantheon there is completely different. One striking fact is that in both cases the gods lived on the top of a high mountain to the north.
It has been suggested that the catalog of ships in the Iliad is not myth, in the sense of being non-historical, but a historical survival from earlier days, perhaps as many as five centuries before. There is no implication that the list originally has anything to do with Troy.