OpenLLM-France/wikimedia huggingface dataset:
# Understanding Air Safety in the Jet Age

Civilian airliners rarely crash, but when they do it is big news and leads to serious questions about the safety of flying. Is flying really the safest form of travel? It depends how "safety" is measured. To understand the risk, and make decisions, it's helpful to understand how incidents and accidents occur, and the factors that add to your chances of avoiding or surviving an incident.
This book examines the history of civilian air safety since the beginning of the jet age. The first commercial civilian jet airliner was the de Haviland Comet. It first flew in prototype form in 1949 with the first production aircraft flying on 9 January 1951. The first flight with paying passengers, Comet registration G-ALYS, took off on 2 May 1952. The first accident happened less than a year later on 3 March 1953. A Comet 1A, registration CF-CUN, failed to take off on a delivery flight and crashed killing all 11 people on board. It was the beginning of a grim toll of incidents and accidents that continues to this day. However, all is not "doom and gloom". By making sensible choices, you affect the odds of being involved in an incident, and your chances of surviving it. Also, knowing what to expect in an accident and planning what to do if it happens will help.

## Part 1: Introduction

* How Safe is Flying?
* The Dawn of the Jet Age

## Part 2: Mechanical Failure

* Metal Fatigue
   * Terror at 22,000 ft - United Airlines Flight 811
   * Impossible Landing - United Airlines Flight 232
* Structural Failure
* Fire
   * Fire Down Below - ValuJet Flight 592
* Getting the Basics Right
   * Hanging on by the Fingertips - British Airways Flight 5390

## Part 3: Design Failure

* Falling from the Sky - The DC10 Panic
   * Disaster Foreshadowed - American Airlines Flight 96
   * Explosive Decompression - Turkish Airlines Flight 981
   * The Final Straw - American Airlines Flight 191
* Falling from the Sky Again - The 737 Max Panic
* Bad Design, Bad Maintenance - TWA 800

## Part 4: Human Factors

* Pull Up! Pull Up!
* Terrorism and Pilot Suicide
   * Mass Murder by Pilot - Germanwings Flight 9525
* Taking Shortcuts
   * Air Florida Flight 90

## Part 5: Acts of God?

* Wildlife Encounters
   * Bird Strikes
      * A Dip in the Hudson - Cactus 1549
* Ice and Rain

## Part 6: Surviving Disaster

* Common Themes
* Being a Survivor

## Information for Contributors

* Style Guide and Authors
This book is dual licensed under the GFDL and Creative Commons Attribution-ShareAlike 3.0 Unported License.
# Umbraco/Templating/Templates

Templates in Umbraco defines the general layout of the public website, the template combined with a document, outputs a webpage – by ensuring that content and presentation is separated in different layers of the application, it’s guaranteed that you can change one layer without compromising the other. Umbraco itself does not generate any HTML, the webpages of the public website, are 100% generated from the HTML in the templates and data from the documents (for some webpages, a subset of the HTML comes from macros – more on that subject later).
This means that the web developer is 100% in charge of what kind of the HTML output that is served when a user visits the website.
# Structural Biochemistry/Cell Signaling Pathways/Immune Signaling
## Introduction

In immune system, the signal for cells leads to activation of different cell specific immune activities. Ligands that binds with receptors on the cell-membrane of immune systems to trigger reactions, signal transductions. Cytokines are secreted by immune cells in response to cellular signaling, and bind to specific membrane receptors, which then signal the cell via second messengers, often tyrosine kinases, to alter cellular activity (gene expression). Interleukins comprise the largest class of cytokines, and are manufactured by one leukocyte to act on other leukocytes as signaling ligands. Cytokines are often produced in cascades. Immunes signaling serves a variety of functions. There are two types of immune systems, including innate immunes system and adaptive immune system.

## Different Types of Cytokine Receptors

* Hematopoietin family receptors
* Colony-stimulating factors (CSFs)
* Interferon family receptors
* Tumor Necrosis Factor family receptors
* Chemokine family receptors

## Immune Signaling in Innate Immune System

The innate immune system, known as non-specific immune system and first line of defense, defends the host from infection by other antigen in a non-specific manner. It means that the cells of the innate system recognize and respond to pathogens in a generic way. Innate immune systems provide immediate defense against infection. Pattern recognition receptors (PRR) are a class of innate immune response-expressed proteins that respond to pathogen-associated molecular patterns (PAMP) and endogenous stress signals termed danger-associated molecular patterns (DAMP). The evolutionarily more recent adaptive immune response employs diverse surface receptors that display decremental binding affinities for epitope stimuli.

## Immune Signaling in Adaptive Immune System

Unlike the innate immune system, it confers long-lasting or protective immunity to the host. Antigens act as ligands for BCR, while epitope peptide•MHC complexes act as ligands for TCR. Hematopoietic growth factors stimulate cell division in immune and blood cell lines.
Reference
1. http://signaling-receptor.blogspot.com/2007/12/immune-signaling.html
2. Kagan, J.C, Signaling Organelles of the Innate Immune System, Volume 151, Issue 6, 7 December 2012, Pages 1168–1178
* ↑ http://signaling-receptor.blogspot.com/2007/12/immune-signaling.html
* ↑ http://signaling-receptor.blogspot.com/2007/12/immune-signaling.html
* ↑ http://signaling-receptor.blogspot.com/2007/12/immune-signaling.html
# Writing Better University Essays/The structure

There is a simple structure that you can follow for your essays. The details of this approach are discussed in detail in the subsequent sections. The key idea of this approach is writing in a structured manner, focusing on answering the question or problem presented by the assignment. Not only does this approach help you make sure your answer is relevant, but also will it guide your reader through your writing. There are specific parts to your essay that you should never leave out, such as an introduction and a conclusion. These and the remaining parts should be developed and based upon your answer to two primary questions: Who am I writing for, and what is my purpose? The answers to these two questions should determine what is included, what is important and what is unnecessary in your essay. Whilst the approach outlined here is very useful for general essays, bear in mind that at times your university work will take different forms. For example, if you must write a report or dictionary entry, these structures may need adapting. The key ideas presented here, however, can be applied to other forms of writing as well.
First of all, you delimit. By this I mean that in your introduction, you address the question and set the focus of the essay. You should not only state how you understand the question or problem, but also how you decide what ideas are not relevant. Next up, you’ll need to define key terms. The idea is the same as before: to demonstrate that you’re aware of different interpretations, but also making sure that your readers understand things in the same way.
The main part of your essay is where you do the actual writing. Here you follow the outline you devised during preparation, making sure that it all links to a coherent answer. Next, it’s important to discuss the implications of your answer. If you discuss strengths and weaknesses of an approach, this is where you want to evaluate them. Now you’re done, and you demonstrate this in your conclusion. The conclusion demonstrates that you have actually delivered what you promised in the introduction.
* Delimiting the question
* Defining key terms
* Main part
* Discussion
* Conclusion
Next: Delimiting the question
# Writing a Research Paper
## What's a research paper?

A paper involving hands-on or library-based research, or both. Expectations for research papers differ depending on discipline.
For specific guidance for history, see How to Write a Research Paper in History.

## Selecting a Topic

* Step One: Things to Consider
** What do you really care about (in school or out of school)?
** If you had all the time in the world, what would you spend your time doing? Studying?
** What do you want to learn more about?
Your answers may range from the very academic (e.g., plant science, Gettysburg Address) to non-academic subjects (e.g., car mechanics, basketball, etc.).
* Step Two: Pose an Analytical Question
Once you have narrowed down a subject matter to study more thoroughly, you need to pose an analytical question about the subject or topic. Using “why” or “how” often works much better than “what,” and promotes better critical thinking. Use open-ended questions, such as:
*** I have always wondered why _________________________________________.
*** I have always wondered how _________________________________________.
*** I wonder why/how ______________________ about _____________________.
*** What about __________________________would you like to learn more about?
* Step Three: Take it a Step Further
Fill in the blanks for the subject, and then focus on the content to be learned. For example:
** I wonder how ___________________________________________ about the Civil War.
Student Response: I wonder how soldiers on one side of the battle were able to gain information about the other side during the Civil War when computers, radar and military intelligence were not available as they are today.
Now we are getting somewhere.
* Step Four: Finding the Current “Academic Conversation”
Whatever the subject, there is probably a conversation occurring about it (or a conversation has occurred sometime in the past). Whether the topic is highly academic or only slightly in the academic circle, there is most likely something people have already said about the issue. Find it! Research!
* Step Five: Drawing Conclusions/Making Inferences
As you read your research, you are drawing conclusions and making inferences; ultimately you are forming an opinion – a position! You will defend your position in a thesis statement.

## Citing your sources

Citing your sources serves several purposes: it shows where you drew information from, it enables interested readers to find out more by providing them with the tools to locate those sources, and it gives credit to the authors whose work you used. It is also a crucial part of preventing plagiarism.
# Writing a Good Book for Children

Many people may find it difficult to write books for children—this book is designed to help the reader write high quality children's books.

## What is a good book for children?

A good book for children is funny, exciting and makes them laugh. A good children's book is one that children like to read!

## How to write a good book?
### Brainstorming

In order to write a good book for little children, you must do the following:
* Use funny words.
* Do not use inappropriate language.
* Use a readable font (large enough for everyone to read).
* Write with a variety of different genres.
* Use bright colors while drawing a picture to catch the child's eye.
* Keep the reader interested in the book.
* Make sure that the theme of the story is clear and understandable so the children can relate to what is happening in the story and be interested in what happens next.
* Write about something you learned or experienced when you were in that children's age group you want to write about.
* Make the characters' characteristics interesting and clear.
* Ask children's opinions and suggestions on what you are writing.
* Make sure that the plot of the story make the children feel emotional e.g. Happy, sad, angry
* Use Different Size Fonts For Certain Age Groups
* Make sure that the pictures depict this very well
* Use peoples experiences
* Depending on your race you may have different ideas than others. Try to add that into your writing.
* Religion may also change your writing.
* Include the different aspects of the people (genre, environment, background and such)
* Include a large font for the little children to easily read the book even if he or she is far away from the book.
* A easy text for children to understand since their very little.
* A lot of pictures to keep the reader interested.
* Chapter books are not usually good for little children.
* Use a simple thought so that the child will understand and remember what has happened so far.
* Make sure there is a beginning, a middle and an end
* Use dictionaries
* Use easy pictures so children can understand
* Provide the child with at least one "ah-ha!" moment
* Use some children's interests
* Don't write about violence or it will influence the children badly
* Write a catchy title
* Decide on age group to write book for.

## Authors

* Yasya
* Huskii
* Lady_Aquarius23
* Moneybunny
* Pendragonking
* Cheetah1
* Soccer228
* Skirtsz18
* Milkyway 120
* Jeansz18
* Sunshine_12
* Poison
* Mexico9
* Coolgirl3000
* Mashka
* Tom kananzy
* lRainbowz,x
* Mexico9
* Camila PrincessXOXO
* Starz11
* Fonzie
* Tigerpeach
* Bfriend
* Balletgrl360
* Siar8
* Puppies12
* Beaver
# Written ASL

Welcome to the Written ASL wikibook, a free textbook for learning about writing and notational systems for ASL and other sign languages. This book is still under development, and we need your help! Let us know of any problems or suggestions at our Discussion page, and check out our Contributor's Guide if you want to pitch in!
Introduction
History of Written ASL  
Philosophical Approaches  
Contributor's Guide  
SignWriting
Basic Description.
Basic Handshapes
Planes
Contact Symbols
Movement Arrows
Location Symbols
Finger Symbols
Putting it All Together
Advanced Symbols
SignWriting on the Computer
ASLwrite
Basic Description.
Digits and the Digibet
Mapping your Movements
Holds and Diacritics
Location and Locatives
Grammatical and Extramanual Marks
Strategies for Writing Clearly
Literature, Poetry, and Art
si5s
Basic Description.
Basic Handshapes
Diacritics
Movement Lines
Location and Locatives
Grammatical and Extramanual Marks
Reserved Characters
Marginal Systems
Basic Description.
Stokoe Notation
Hamburg Notational System
Signographie
ASL-phabet
Latin-Based Systems
Other Notation Systems
Resources
Wikipedia has related information at Written ASL
A printable version of Written ASL is available. :
# Welcome

Thanks for dropping by! If you need some help using Wikibooks, check out the resources below. If you have any ideas for how to flesh out the articles, be bold and start a discussion, or go just straight to creating and editing articles. Right now, our biggest priorities are getting new contributors, creating the important chapters, and compiling all the sources for different writing systems. Our goal is for this wikibook to be the best place to go for anyone interested in learning how to write ASL.

## Development Stages

For each chapter that has been created, the following icons show how complete they are:
Only a few sentences of placeholder text exists.
Page has some content, but needs to be significantly expanded and clarified by drawing on external sources.
Some important information is there, but page is still incomplete, or unreliable. Page needs to be fleshed out by adding information, examples, and citations.
Much of the important information is there, but it needs to be touched up or organized. This is still rough, but usable.
The information is essentially complete. However, additions and improvements can still be made, especially as new information emerges.

## Resources

What is Wikibooks
Contributing
Correcting Errors
Creating An Account
Starting A New Wikibook
How To Structure A Wikibook
Authoring Foreign Language Textbooks
Discussion and Consensus
How To Edit A Wikibook
Policy and Guidelines
# Written ASL/History

Until William Stokoe's notation in the 1960s, notation for ASL signs was never systematically attempted. Since then, several systems have emerged, but most are not widely used outside of a single organization or individual. In the past few years, three systems (SignWriting, ASLwrite, and si5s) have emerged to prominence.

## Stokoe

Stokoe Notation was developed in the 1960s for the DASL.

## SignWriting

SignWriting was devolped in 1974 by Valerie Sutton, a dancer who had developed DanceWriting two years earlier. SignWriting is used in over 40 countries and is also used for the ASL version of Wikipedia.

## ASLwrite and si5s

The si5s writing system was developed by Robert Arnold in collaboration with others, and first released at the Deaf Nation World Expo in 2010. The system was well-received, selling textbooks across the US and being taught at Gallaudet. In 2011, an ASLwrite website was established to promote early Si5s and begin writing a dictionary. Later, Robert Arnold decided to pursue a private path for Si5s with ASLized, and also reformed the si5s system, reducing the number of written digits by adding diacritics which are combined with base digits to make complex digits. At this point, the “early Si5s” tree had effectively split into two branches: the official si5s with a new digibet, and the writing of the ASLwrite community, which has has become open-soure and evolved as well, changing many digits and replacing the "reserved" symbols with phonemic writing.

## References

* ↑ "Who Uses SignWriting?". signwriting.org. Retrieved 2016-04-24.
* ↑ http://www.si5s.org/mission-history/
* ↑ https://www.quora.com/Why-did-ASLwrite-split-from-si5s
# Writing Better University Essays/Using feedback

In many cases your essays are not only graded, but your markers give you feedback on the writing. In order to improve your essay writing skills, you should spend a few moments to read the comments and try to take them as useful criticism. Often it’s a good idea to leave the essay on its own for a day or so, after getting it back. This way you have time to cool down after receiving the mark. Marks are often different from what we expect, either better or worse. Coming back to the essay a day after, you’re able to make the most of the criticism: make it work for you.
A good idea is to go through the comments and identify three good points, and three points you want to work on. For example, your teaching assistant may comment that your overall structure was good. Make a note of it. Then again, maybe you didn’t include enough examples, so that would be something to work on. Even essays with full marks usually come with a few hints what could be done better.
I use a table to collect the grade, three positive and three negative points. When writing the next essay, it’s time to dig out this table, and focus on the three points to improve. Probably you’ll want to choose only one of them, but make a real effort to improve on this one. When planning the essay, as outlined on page 3, you spend a few extra moments just focusing on what you want to do better. It’s by going through this process that you really learn from the feedback on your essays: this is how you develop writing skills.
Next: Common Essay Problems
# United States Government/The Judicial Branch-Criticism

* Should citizens being able to overrule the Supreme Court?
* Does the judicial branch upset the principle of checks and balances?
# United States Government/The Judicial Branch-Criticism/Should citizens being able to overrule the Supreme Court?

Supreme Court decisions are often controversial; therefore giving citizens the right to approve or reject Supreme Court decisions would increase political participation. Court decisions often involve the most fundamental moral and political issues and citizens care enough to vote on them.
# SuperCard Programming/Basics/Project Structure
## Projects

SuperCard files are usually refered to as projects.
A project can be:
* edited and played in Supercard
* played in the Supercard Player
* turned into a Macintosh Application with the Standalone builder.
A SuperCard project can contain:
* Windows, these windows contain one or more cards which contain the interface elements:
** buttons
** fields
** graphics
* Menus
* Resources
Supercard Projects can use:
* external files
* QuickTime movies
* sounds
* text
* other files
A Supercard project must contain one window, but the other elements are optional.
Using SuperTalk we can find out a lot about a project from:
and

## Windows

SuperCard displays its contents in standard (or custom) Macintosh windows.
The windows can be Dialog, Movable, Palette, Plain, Scrolling, Shadow or Standard Style. You can also create custom windows of any shape in these styles: customWindow, customDialog, customPalette.
A project can be made up of one or many windows, the windows in a project can be any of the possible styles.
Windows do not have any parts, they contain cards which contains the other interface elements.
You can retrieve a list of cards and backgrounds with
describe(windowDescriptor, all)

## Cards

Windows can be thought of as a pack of cards. Cards can be thought of as slides in a slide show or index cards of a rolodex.
A window contains at least one card.
Cards contain the interface elements: buttons, fields and graphics. Cards can also display video, QuickTime and other media. Cards have two layers the card layer and a background layer that is shared by one or more cards.
A list of objects on a card can be obtained with SuperTalk:
describe(cardDescriptor,all)

## Background

Objects on a background appear on all the cards that share that background. Navigation buttons are an example of common background content. If you create a new card it will share the background with the current card. Creating a new Background will create a background and the first card of that background.
A list of objects on a Background can be obtained with SuperTalk:
describe(backgroundDescriptor,all)

## Parts

Parts or Objects There are three main types of card parts. These can be on the card or the background layer:
* buttons
* fields
* graphics
Parts are added to a card (or background) by choosing the appropriate tool and drawing them. For example you can choose the Round Rectangle button tool from the RTE's tool palette and draw a button. You can then double click it with the pointer tool and its info dialog will open and you can set it properties.
Parts can also be created with a SuperTalk script. In SuperTalk scripts parts can be referred to in three ways, by id, name or number. The id is given to an object by SuperCard when it is created in such a way it will be unique. The name can be give to an object via the Object Info dialog or with SuperTalk, it is not necessarily unique and can be changed. The Number is the objects stacking order.
# SuperCard Programming/Tips & Tricks

* Sending a URL to the default browser
* Stacks as document templates
# SuperCard Programming/Basics/Fields
## Fields

Fields in SuperCard are used to store text.

### Field Properties

Fields have Style properties.
Text is an intrinsic property of a field. In fact, the text property of a field doesn't need to be named when getting or setting it. In fact, this can seem counter intuitive when compared to other languages and programming environments. To get or set the text of a field, you simply get or put a literal string or a variable into or out of the field. See the examples below under Field Syntax.

### Field Syntax
#### Getting the contents of a field

It might seem like you should be able to simply do the following:
However, fields either belong to cards or backgrounds, so you must specify this when getting or setting the text in a field:

#### Putting (i.e. setting) the contents of a field

Just as when getting the contents of a field, you must specify card or background when putting data in: