OpenLLM-France/wikimedia huggingface dataset:
# Breton/Level 1/Lesson 2/Quiz

Ex 1)
Write down the dialogue in Breton, or copy and paste, without the English translations. Read it out clearly, then more naturally 'with feeling'. Imagine yourself actually there in the pub.
Switch off the screen, or if using a PC, minimize your internet box.
Now, read out the Breton and write down the translations from memory. If you're not sure about a sentence, move on, you may remember later on.
Try first with this example :
Good luck with the course! Chañs vat gant ar gentell!
Chañs vat gant ar gentell
Enter the English sentences :
Point added for a correct answer:
Points for an incorrect answer:
Ignore the questions' coefficients:
1
Nozvezh vat Yann
2
Nozvezh vat Laouenna. Mat an traoù ganit
3
Mat ar jeu, meur c'hras. Ha te
4
Mat tre, mersi dit
5
Petra ez emaout oc'h ober
6
Ez emaon o teskiñ brezhoneg er Wikiversite. Ha te
7
Ez emaon o teskiñ brezhoneg ivez
8
Splann! Penaos eo da vamm. N'eo ket hi klañv
9
Emañ mat yec'hed dezhi bremañ, meur c'hras
10
Sell! Diwezhat eo! Red eo din mond bremañ. Kenavo
11
Kenavo, ha chañs vat gant ar gentell warc'hoazh
12
Mersi braz
13
Nozh vat deoc'h c'hwi holl
14
Nozh vat Yann
Check any mistakes, and read out the correct version two or three times. Click on "Reset" to start again. Do this again later on if you have over 1/2 incorrect. If correct, do it again tomorrow. Keep doing this until you can speak the sentences fluently and write them out with ease.
Ex 2)
If confident , do the same but translate English-Breton (small letters only, no block letters) :
Try first with this example :
It's up to you now, good luck with the course! Dit a zo bremañ, chañs vat gant ar gentell!
It's up to you now, good luck with the course!
Enter the Breton sentences :
Point added for a correct answer:
Points for an incorrect answer:
Ignore the questions' coefficients:
1
Good evening John!
2
Good evening Laouenna. How are you?
3
Fine, thanks. And you?
4
Okay, thank you!
5
What are you doing?
6
I'm Learning Breton with Wikiversity. And you?
7
I'm learning Breton too!
8
Great! How's your mother. Isn't she ill?
9
She is fine now, thanks.
10
Oh look, it's late! I have to go now. Goodbye!
11
Goodbye, and good luck with the course tomorrow!
12
Thank you.
13
Good night to you all!
14
Good night John!
Ex 3)
Make up a short passage using the vocabulary you've learnt in the past 2 lessons of Breton Unan.
You can have it male-male, female-female, male-female or between several people.
Remember: If there are several people, when referring to all of them you should use the plural form (eg. c'hwi instead of te)
If you have purchased a Breton dictionary, or learnt any other Breton, it's fine to use that. The more you use it, the more easily it comes. :
# C++ Language/Objects/Destructors

If a class constructor's implementation has any side-effect (e.g., allocation of memory, or opening of a file), then you usually desire the opposite side-effect to happen whenever that class' instances are going to get destroyed. The compiler knows when it's going to be destroying an object, but the programmer needs to specify that side-effect behavior within a "destructor" function which is written as CRType::~CRType {body}.
Additional information about destructors
# C++ Language/Objects/Inheritance

A "derived" class "inherits" all members from its "base" class. A derived class is defined as class CRDerived : public CRBase {members};.
* Polymorphism Syntax
* Qualification Syntax
* Restricted Overriding
* Multiple Inheritance
# C++ Language/Objects/Constructors/MemoryFull

The C language's malloc returned NULL if memory was full when that allocation was attempted.
C++'s CRType* poObj = new CRType; instead throws a std::bad_alloc exception.
Alternatively, you could use std::set_new_handler to specify a callback that will be repeatedly called until enough memory is available.
Additional information about memory being full
# C++ Language/Objects/Constructors/Ordering

When an object is being instantiated from a class definition, you should usually initialize its data members. Immediately after reserving enough memory to store the object, C++ will automatically call a "constructor" function to perform that data-member-initialization. You implement your constructor as a member function having the same name as the class name, optionally with parameters, having no return type at all.
When there's a hierarchy of classes, bass-class-constructors will be called before a derived-class-constructor.
Additional information about the order in which constructors get performed
# C++ Language/Objects/Constructors/PlacementNew

C++'s new operator allocates memory, and then executes some constructor within that memory. Low-level software might already have some memory pre-allocated for a new object, only wanting to run its constructor. To do so, call a "placement new" as CRType* poVar = new (preallocation) CRType;.
Additional information about placement new
# C++ Language/Objects/Inheritance/RestrictedOverriding

A library author can use the final keyword to prevent an application programmer from further overriding a virtual-function.
An application programmer can use the override keyword to require that the virtual-function he's implementing must have also existed within the base class.
Additional information about restricted overriding
# C++ Language/Objects/Constructors/KeepingDefaultConstructor

The compiler provides a do-nothing implementation of the "default constructor" (one that has no parameters), if the programmer hasn't manually provided a custom implementation for it. But traditionally, if the programmer writes any other constructor (having some other overloaded signature of parameters), then this built-in default constructor was not provided by the compiler.
If you do write some other constructor, but you still also want the compiler to provide its built-in default constructor, request it with CRType = default;.
Additional information about keeping the default constructor
# C++ Language/Objects/Inheritance/MultipleInheritance

A C++ class may inherit from multiple base classes. However, that practice is often discouraged unless all but one of the base classes are "interfaces" (in C++, an "interface" takes the form of an "abstract class" having "pure" virtual functions that define an API without providing their own implementations).
Additional information about multiple inheritance
# C++ Language/Objects/Inheritance/PolymorphismSyntax

Frequently, an object is allocated by instantiating the derived class, but "pointed-at" by a pointer variable whose type is "pointer-to-base-class": CRBase* poBase = (CRBase*)(new CRDerived);. If CRBase and CRDerived have provided two different implementations of the same DoAction member function, then poBase->DoAction would call the base class' implementation. But if the member function had been marked by the virtual keyword, then poBase->DoAction would instead "polymorphically" call the derived class' implementation.
Additional information about polymorphism syntax
# C++ Language/Objects/Inheritance/QualificationSyntax

An overriding implementation of DoAction can non-polymorphically refer to a base class' implementation as __super::DoAction.
Additional information about qualification syntax
# An Introduction to Dragon/Lessons/Variables
## Variables

To create a new variable, you just need to determine the variable name & value. The value will determine the variable type and you can change the value to switch between the types using the same variable name.
Syntax:
.. tip::
The operator '=' is used here as an assignment operator and the same operator can be used in conditions, but for testing equality of expressions.
.. note::
The variable will contain the real value (not a reference). This means that once you change the variable value, the old value will be removed from memory (even if the variable contains a list or object).

## Dynamic Typing

Dragon uses dynamic typing:

## Deep Copy

We can use the assignment operator '=' to copy variables. We can do that to copy values like strings & numbers, and even complete lists & objects! The assignment operator will do a complete duplication for us. This operation is called a deep copy.

## Weakly Typed

Dragon is a weakly typed language. This means that the language can automatically convert between data types (like string & numbers) when that conversion makes sense.
# An Introduction to Molecular Biology
## Contents

* Macromolecules and Cells
* Nucleus
* Cell Cycle
* DNA the unit of life
* Replication of DNA and its repair
* RNA:The ribonucleic acid
* Transcription of RNA and its modification
* Genetic Code
* Gene Expression
* Protein synthesis
* Function and structure of Proteins
* Quiz time
* Glossary
# An Introduction to Molecular Biology/Glossary/Alanine

Alanine (abbreviated as Ala or A) is an α-amino acid with the chemical formula CH$_3$CH(NH$_2$)COOH. The L-isomer is one of the 22 proteinogenic amino acids.
# CDuce/Types/Records

type T = { a=Int b=Char c=?Char}
# CDuce

* Toplevel
* Directives
* Types

## External links

* http://www.cduce.org/
# CDuce/Types/Int

CDuce integers are arbitrarly large, positive or negative. The three literals 9 09 009 correspond to the same integer. It corresponds also to the type "integer of value nine" which is a singleton set containing the integer 9.
The expression
define the type Foo which corresponds to the set containing the first four positive integer. An other way to construct a set of consecutive integers:
The sets of strictly positive and strictly negative integers, and constructions from them
# CCNA Voice Certification/Analog Versus Digital
## Analog Phones

Analog phones use electrical signals to send voice and signaling over a line. Each analog phone's circuits consist of two wires: a positive ground (also called the tip) and a negative battery (also called the ring). When the phone's receiver is on the hook, the tip and ring wires are separated and the circuit is broken. When the receiver is lifted off the hook, the wires connect and allow an electrical current to flow between the telephone company and your phone. This method of signaling is known as loop start signaling and is typically used in a home environment.
While loop start signaling may be okay in a home environment, it is not without its flaws. For instance, have you ever picked up a phone and started dialing only to realize that someone else was already on the line? This is known as glare, a problem with loop start signaling that occurs when you pick up a phone with an incoming call before the phone has time to ring. This doesn't cause a very large problem at your house, but in a business environment that runs a key system incoming calls could accidentally be redirected to employees trying to make outgoing calls.
# CDuce/Directives
## #help

The CDuce directive #help lists the available toplevel directives:

## #quit

The CDuce directive #quit permits to quit (e.g. exit) the toplevel interpreter. The keys Ctrl-C and Ctrl-D do the same thing.

## #env

The CDuce directive #env lists among other things the defined types.

## #print_type

The CDuce directive #print_type shows a representation of a CDuce type.
# CDuce/Toplevel

The CDuce toplevel interpreter is launched by the command
or better, by
The directive #quit;; permits to exit the interpreter.
# CDuce/Types

integers, characters, records
boolean connectives
coercion
# CDuce/Types/Boolean connectives
## Universal type

"Any" is the set of all the values. "_" is the same thing, but is preferred in patterns context.
# CDuce/Types/Char

The type Char corresponds to the set of all the Unicode characters.

## Character literals

A Unicode character literal is enclosed in single quotes :
Five special characters are escaped:
Arbitrary unicode value can be witten in decimal or hexadecimal way
are corresponding all to the same character. Please note the mandatory ";".
As for the Int type, intervals of characters can be defined. The Byte type is defined in standard way by
The types String and Latin1 are respectively defined as sequences of Char and Byte.
# CDuce/Types/Coercion
## Upward static coercion

x has the value 7 and is of the type 7 (the singleton containing the integer seven)
These two upward coercions give the same thing: the value 7 of type Int. This is possible because the singleton 7 is a subset of the integers set.

## Dynamic coercion

The static downward coercion is not possible
But the dynamic downward coercion is possible:
An exception is raised at execution is coercion is not possible
The message contains "Empty" because the dynamic coercion give the conjunction type. This can be seen writing
which appears having the type 5--8
Note that for upward coercion the static nethod is more efficient and gives better error handling. Furthermnore, due to the conjunction mechanism, the upward coercion cannot be dynamic:
continues to be of type 1--8, not Int.
# COSTP World History Project/Project

This is a starter page for our major push to create an open content
textbook that meets the California content standards for 10th grade World History.
Go to contents of the California Open Source Textbook Project's K-12 World History Project
California Content Standards
California Open Source Textbook Project (COSTP) COSTP began as a public/private undertaking; it was the first organization created to address the high cost, content range, and consistent shortages of K-12 textbooks in California. The latter goal is currently well on its way to being accomplished. COSTP has evolved over recent years to establish and spread the Open Textbook, Open Educational Resource (OER), Open Courseware, and Open Education memes to K-12 and postsecondary educational institutions, worldwide. Many Open source textbook and courseware projects have started up since COSTP’s inception.
COSTP's aim is to use California State K-12 Standards to develop open-licensed eBooks and printed textbooks that will be approved for adoption by California's State Board of Education for use in California public schools at far less cost than current commercial textbook offerings, thus helping the State of California save money (more than $200M per year) while providing more robust content for its public schools.
In order for open source books to pass peer review (and thus approval for public school adoption) at the California State Board level (this is also true in most other states), textbook content must conform to the written state K-12 education framework standard, or it can be specially submitted to the Governor for approval. This is a sine qua non for adoption; no exceptions are made.
The COSTP World History Project on Wikipedia was used a placeholder pilot that helped to prove the open source concept in the K-12 textbook sector. The COSTP World History Project was successful in helping California education officials understand - even in its current basic beginnings - the value of the open source content approach applied to K-12 textbooks.
Please visit http://www.opensourcetext.org for more.
# CPAM with TWW
### Challenge

In an IT organization which administrate all kind of computer systems, following abstracted diagram shows the systems are segregated into varied sub-systems islands by NIS name services. Each NIS islands has its own set of accounts, netgroups and varied same software.
Oftentimes we found ourselves got lock-in by a particular OS because of a few software applications run only on that OS. Adopting the CPAM (cross-platform application management) concept with the right implementation tools can prepare your application or IT information systems to be more portable. You don't have to stay with a particular OS if you don't want to.
Also it is the software applications that run on computer that we need from computer.
The limited human computing resource is better to be spent on improving quality of software instead of on porting same software to all kind of different OS.
This book explains the CPAM concept and a solution implemented by an OpenSource support company (TWW Inc.) This solution can be used to develop and manage OpenSource and commercial applications across operating systems in a consistent way.
One example of application that can be installed across OS platforms is Oracle database server. It provide customer an easy and consistent way to install Oracle server. No matter which supported OS you want to install Orcale server on, runInstaller is the universal command to install oracle server. But runInstall can only use to install Oracle application. What about other application that need to be installed across platforms ? So we need a cross-platform package management system that can provide same command to manage all kinds of applications.
In this three subsets book, We introduce the CPAM concept and one of its best implementations. Then we introduce how to use applications that created by using TWW HPMS toolsets. Also we provide best practices for consumers to install and use CPAM applications.
In developer's guide we focus on the TWW HPMS itself and provide guidance when you want to port the tool to an unsupported OS. We will analyze the TWW tool set and other similar tool sets.
In Reference Manual we provide a FAQ, HOWTO and a brief overview about all kinds of package management systems.

### Solution

We hope your IT system will looks like following before you can really consolidate down to one or two OS.

## Contents

* User Guide
* Developer Guide
* References Manual
# GNUstep and TWW HPMS

GNUstep aim to enable same source code to generate same software application with lease efforts. The approach is an intrusive approach with it own merits. we believe by incorporate CPAM ablitity within GNUstep. it can be most errogant and humble, intrusive and compatible.

## GNUstep package by TWW HPMS tools

Following are quick examples for GNUsteppers. It is not a HellowWorld type of easy example. The package source still need to be refined. Goal of gnustep-core-1.0.sb is to digitalize this document at http://www.gnustep.org/resources/documentation/User/GNUstep/gnustep-howto.html.

### Software Build: gnustep-core-1.0.sb in a XML file

* This sb file can reproduce the build process with following command
* Following command will list out the software modules in a GNUstep core
* gnustep-core-1.10.sb
Note: HPUX portion of instruction is most like not correct.

### Package build: gnustep-core-1.0.pb in a XML file

This pb file can reproduce the package build process with following command to generate a native package for a local PMS.
pb -1 gnustep-core-1.10.pb
Note: HPUX portion of instruction is most likely not correct.

### Makefile entry to automate the sb,pb and package upload to package depot

This is a snipped makefile for showing the gnustep-core-1.10 task in a makefile.
# Authors

T.J. Yang
# Vienna Game, Falkbeer Defence

White has had the tables rudely turned on them! White must move the bishop or allow Black to free themselves by capturing it. Keeping up the pressure on f7 would be a good idea, and for reasons that will emerge later they wish to keep d5 free...
    5. Bb3
5. Qxe5 is also plausible but is a complete anti-climax; once the queens are exchanged (5...Qe7 6. Qxe7+ Bxe7) Black's game will be easier by orders of magnitude. If Black needs more action, they can try 5...Be7 6. Qxg7 Bf6 7. Qg4 Nc6 (threatening Ne5 and Nd4 attacking c2) but after 8. Bb3 Black has about nothing for the pawn and the king is not safe.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 e5 2. Nc3 Nf6 3. Bc4 Nxe4 4. Qh5 Nd6
| 5 |
| Bb3 - | = |
| Qxe5 - | = |
When contributing to this Wikibook, please follow the Conventions for organization.
# Vienna Game
## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 e5 2. Nc3 Nf6 3. Bc4
| 4 | 5 | 6 |
| d3 Na5 | Nge2 Nxc4 | dxc4 Bc5 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. Bc4/3...Nxe4/4. Nxe4
## 4. Nxe4

This is not the best option, Black gets a better position because the unfortunate position of the white knight on e4.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 e5 2.Bc4 Nf6 3.Nc3 Nxe4 4.Nxe4
1.e4 e5 2.Bc4 Nf6 3.Nc3 Nxe4 4.Nxe4 d5 5.Bxd5 Qxd5 6.Qf3 Qe6 7.d3 Nc6 8.Ne2 Bd7 9.Be3 Nb4 *
| 4 | 5 | 6 | 7 | 8 | 9 |
| Nxe4 d5! | Bd3 dxe4 | Bxe4 f5 | Bf3 Bd6 | d3 O-O | Ne2 c6 | =/+ |
| ... ... | Bb3?! dxe4 | ∓ | | | | |
| ... ... | Bxd5 Qxd5 | Qf3 Qe6 | d3 Nc6 | Ne2 Bd7 | Be3 Nb4 | ∓ |
When contributing to this Wikibook, please follow the Conventions for organization.
# Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. Bc4/3...Nxe4/4. Qh5/4...Nd6/5. Bb3
## Vienna Game, Falkbeer Defence

The position is imbalanced; Black is ahead by a pawn but behind in development. In searching for his next move he may choose two radically different developments: with
    5...Nc6,
an apparently strength-cementing move, he enters into an extremely tactical opening, the so-called Frankenstein-Dracula variation, leading to a forced exchange sacrifice and a highly sharp position. On the contrary, with
    5...Be7
he opts for a quiet continuation.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 e5 2. Nc3 Nf6 3. Bc4 Nxe4 4. Qh5 Nd6 5. Bb3
| | 5 | 6 | 7 | 8 | 9 | 10 |
| Frankenstein-Dracula variation | ... Nc6 | Nb5 g6 | Qf3 f5 | Qd5 Qe7 | Nxc7+ Kd8 | Nxa8 b6 | ∞ |
| | ... Be7 | Nf3 Nc6 | Nxe5 g6 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

Ludek Pachman, Eröffnungspraxis im Schach.
# Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6
## Vienna Game, Falkbeer Defence

As White, you still have designs on playing f4, but Black with their knight sortie has challenged your control of d5. Should you fight back, or ignore this distraction?
    3. f4: White has had enough of Black's e-pawn, and feels an open f-file would be useful in their later attack.
    3. Bc4: White again restrains themselves from the committal f4 and places another piece where it controls d5. With a little co-operation from Black, White may now head towards one of the most terrifying opening positions yet discovered...
Less critical alternatives are:
    3. a3: the Mengarini Variation, preventing Bb4, but this bishop has at least one other good square.
    3. d3: Having challenged Black to some old-fashioned fisticuffs, White sadistically transposes to a solid King's Indian Attack.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 e5 2. Nc3 Nf6
| | 3 |
| | f4 d5 | = |
| Four Knights | Nf3 Nc6 | = see 2. Nf3 Nf6 3. Nc3 |
| | Bc4 Nc6 | = |
| Mengarini Variation | a3 - | = |
| | d3 - | = |
When contributing to this Wikibook, please follow the Conventions for organization.
# Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. Bc4/3...Nxe4/4. Qh5/4...Nd6/5. Bb3/5...Be7
## Vienna Game, Falkbeer Defence

White can immediately restore material balance with 6. Qxe5 or add another attacker on the e5-pawn with 6. Nf3. After Qxe5 White threatens Qxg7 forcing Black to castle, after which the game can continue in various ways.
If White goes for 6. Nf3 instead, Black will respond with Nc6 and White will take the pawn with Nxe5 threatening Nxf7. Now, Black could castle or trade knights but it is better to kick out White's active queen with 7...g6 forcing White to retreat the queen to e2 or counterattack with Nxc6.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 e5 2. Nc3 Nf6 3. Bc4 Nxe4 4. Qh5 Nd6 5. Bb3 Be7
| 6 | 7 |
| Qxe5 O-O | = |
| Nf3 Nc6 | Nxe5 g6 | = |
When contributing to this Wikibook, please follow the Conventions for organization.