OpenLLM-France/wikimedia huggingface dataset:
# The Descent of Man/Chapter VII

In the beginning of this chapter Darwin says he intends to ask what are the origins of the races and the value of the differences among races as to classification. After noting that non-Caucasian people from different cultures were dissimilar in many ways, he then lists the reasons why naturalists might classify them as different species. These reasons include differences in habitat, physical features, intelligence, emotional makeup, and even body lice.
Darwin then argues against these reasons. He points out that individuals differ from others within their group or culture, and unlike lower animals, they are able to interbreed with other groups of people. Furthermore,individual differences are outweighed by the many general similarities among all races. The characteristics of two ancient stocks of pig could be seen in modern pigs, but this could not be said for man which argues against more than one ancestral line according to Darwin. He describes the similarities of culture, nonverbal language and mental processes among the races which Darwin prefers to call "subspecies" if such a differentiation must be made at all.
In discussing the reasons for the extinction of ancient peoples, Darwin points to competition and the struggle for existence. He mentions cases where contact with "civilized" nations has led to the deaths of native peoples and explores the possible reasons for the mortality increase. Darwin argues against most reasons offered by others and states the main cause is sterility brought on by changes in living conditions most of which happened as a result of contacts with Europeans. He adds that interbreeding appears to increase fertility in at least some cases. He also surmises that the changes in living conditions could have been caused by contact with other native peoples too.
In the last paragraphs Darwin discusses the opposing views on the reasons for different shades of human pigmentation and the relationship of pigmentation to yellow fever immunity. The chapter ends with a note on the comparison of the brains in humans and apes. Darwin reiterates that there are fewer differences between the brains of a chimpanzee and a human than between a chimp and a lemur. He also quotes one of his critics on this point and offers further arguments as counterpoint.
# The Design and Organization of Data Centers/Appendix A
## Air conditioning

Common Values

## Chiller calcs

Assuming that all wattage consumed will end up as dissipated heat (servers do very little mechanical work or yield very little light);
Wattage times 3.41 = BTU/hr
Example:
Server draws 10 amps at 120vac
# The Design and Organization of Data Centers/Appendix B

Towards Operational Excellence
The Data Center Journal
Email list: datacenter@shorty.com
# The Design and Organization of Data Centers/Air Conditioning
## Sizing

Air conditioners are rated by tonnage. One ton equals 12,000 BTU per hour.
Equipment heat output is rated in BTUs.
Conversion rates and guides can be found in the appendix.
Use this to size the cooling load!
* Free online HVAC heat load calculator
Northern Air Conditioning Orange County NY

## Redundancy issues

Your air conditioner will fail. It is only a matter of when and whether you have one to back it up.

### Emergency Fan ventilation

Can you ventilate into the building or the outside? What is the outside summer temperature?

### Multiple air conditioners

Spare
Over-sized
Mov-n-cools
Alarm fail over
Thermostatic fail over
Differential temperature settings
Layout your air conditioners to minimize temperature variation across the room.

## Humidity Control

Found in larger systems
Eliminates static problems
Requires addition of plumbing

## Hot Aisles and Cold Aisles

Data centers are often separated into hot aisles and cold aisles. The back of the racks or cabinets face the hot aisle, because the hot air is blown in that direction. The fronts of 2 rows of cabinets face each other, and cold air is blown into this aisle to be forced through the front of the servers and out the back into the hot aisles.
Return air ducts are above the hot aisles, while cold air is blown up from underneath the floor into the cold aisle and sometimes into the front of the server cabinets.
# The Design and Organization of Data Centers/Contractors
## Finding possible contractors

Landlord may do some physical work. Remember to deal with lease issues.
Look for contractors experienced in data center construction.
Get references, check them using a reference call checklist

## Getting quality quotes

Get a minimum of three quotes.Some will completely ignore what you say is important.
Write up quote specifications in detail. This allows you to send the same information to multiple vendors, and compare the quotes fairly, as well as hold vendors to what you want done in the future.
Suggested quote requirements and specifications:
* Break down costs into line items which allows for easier
cost analysis and comparison between quotes.
* Three similar project references.
* Completion dates based on date of signed PO.
* Level of documentation to be delivered.
* A thorough cleaning. You don't want dust in your computers and causing false fire alarms.
* Commentary and explanation on why their solution is the
best solution.

## Common problems

Watch out for bait and switch. Find out if the contractor or project manager that comes in and does the quoting will be the one actually working on the job.
For town permits, use one and only one point of contact, as this can get quite confusing and is critical in the final stages.
Always get quotes for jobs over a certain level, say, $10,000. This can save money and keep your favorite contractors quotes low.
Coordinate between your contractors. When installing a drop-ceiling in combination with a gas fire suppression system, make sure that the tile retaining clips are put into place AFTER any wiring has been done in the ceiling, as security and phone wires may be run up there.
Contractors won't do all your work. Consider having an assistant to do gopher and grunt work such as building furniture.
Remember, time used to get the quote adds on to the final completion date.
# Using GNOME/Menu bar

The Menu bar in GNOME is a item on the panel. It is split into two sections : Applications and Actions.
Applications is a menu of available applications installed, organized by category.
Actions is a list of actions available for the system. The actions are :
* Run Application...
* Search for files...
* Recent Documents
* Take Screenshot...
* Lock Screen
* Log out
# Using GNOME/Platforms

GNOME is written to run on the Linux operating system only. It used to use the X11 display technology, but now supports Wayland as well.
# Using GNOME/Preferences

GNOME is designed with good defaults in mind. However, it also allows configurability. Hence GNOME allows you to change your preferences. Here is a guide to the available preferences.
* Desktop Background
* File Management
* Font Preferences
* Keyboard
* Keyboard shortcuts
* Menus and toolbars
* Mouse
* Network Proxy
* Screen Resolution
* Sound
* Theme
* Windows

## Accessibility

* Assistive technology support

## Advanced

* CD Database
* File Types and programs
* Login Photo
* Panel
* Preferred Applications
* Screensaver
* Sessions
# Using GNOME/Run Application

Run application lets you run an Application by its command name directly, rather than selecting it from the menu.
To use "run application".
* Select "Run Application" from the menu (Note: this menu item is now gone as of Gnome 2.12)
* Press Alt+F2 keys.
Options
# Using GNOME/Sticky notes

< Using GNOME/Applets
Sticky notes is an applet that displays windows that look like Post-its, little self-adhesive reminders.
To add to the panel, right click on the place you want the Sticky notes applet to appear, select Add to panel..., Sticky notes. It will appear as a yellow icon that looks like a block of post-it notes.
To create a note right click on the applet and select New Note. A window will appear in which you can type your message. The window can be resized by dragging either of the lower corners. The note will overlay any other windows and will follow you from workspace to workspace. To hide the notes select 'Show notes' from the applet icon menu to uncheck that item.
Sticky notes can be any colour you like, and any font. Right click on the title of the sticky and choose properties.
A locked sticky note cannot be edited.
# Using GNOME/Terminal

When "Terminal" is clicked a command line terminal opens, using BASH. The prompt takes the form of fred@desktop where fred is the name of the user entered when setting up Gnome on first use and desktop is the name of the computer. Linux commands may be entered directly at the terminal.

## Profiles

Gnome terminal supports profiles, which allows you to use different colour schemes, change fonts, terminal name, turn on effects and do many other things.
# Using GNOME/Terminology

This guide uses various technical terms. This chapter explains ones used.
* Keyboard
* Mouse
* Icons
* Tips and Warnings
* Other Jargon
Back to contents page
# Using GNOME/Other Jargon
## Controls

"Controls" or "Widgets" are elements that make up the desktop and applications.

## Dialogs

Dialogs are windows that ask you a question or provide information.
More Glossary
# Using GNOME/Menus

A menu is a list of actions or commands. They maybe menus in menus (submenus) There are three main types of menu used in GNOME
* Panel menu bar
* Panel main menu
* Application menus
Back to contents page
# Scriptapedia/ScriptsMap and Design Logic
## What is a "ScriptsMap"?

A "ScriptsMap" is a tool for sequencing individual scripts into a well-coordinated plan for a group model building workshop. It serves as a framework for "effectively combining particular sequences of scripted activities, products, and deliverables into a formal network" which facilitators can utilize to design appropriate and effective workshops based on their desired outcomes (Hovmand et. al., 2011; Ackermann et. al., 2010).

### Design Logic

While the 'ScriptsMap' provides the framework for organizing individual scripts into a well-integrated plan, it is important to be clear of the design logic underlying the sequencing of those scripts. The design logic refers to the rationale for arranging individual scripts in a particular order. Ideally, the ordering of scripts should be aligned with the final outputs of the workshop that the facilitating team hopes to produce. In some cases, the facilitating team might also consider alternating divergent scripts and convergent scripts so as to allow discussion related to the participants' mental models, and then to facilitate consensus-building.

## References

Ackermann, Fran, David F. Andersen, Colin Eden, and George P. Richardson. (2010). ScriptsMap: A tool for designing multi-method policy-making workshops. Omega, 39, 427-434.
Hovmand, P., Rouwette, E. A. J. A., Andersen, D. F., Richardson, G. P., Calhoun, A., Rux, K., & Hower, T. (2011). Scriptapedia: a handbook of scripts for developing structured group model building sessions.
# Scriptapedia/Style Guide
## Style Guide
### Citing Scriptapedia

Content from Scriptapedia should be appropriately cited when used in publications and derivative works. The suggested format for citing Scriptapedia is:
Hovmand, Peter S., Etiënne A. J. A. Rouwette, David F. Andersen, and George. P. Richardson. 2015. Scriptapedia.

### In-Text References

When referring to the entire body of Scriptapedia, italics should be used.
When referring to a specific script from Scriptapedia, quotations marks should be used (e.g. "Graphs Over Time" script).

### Dialogue

For scripts with specific dialogue to be said to participants, please insert such text in quotation marks (e.g. Tell participants, "Great job!").
# Scriptapedia/Scheduling the Day
## Scheduling the Day

This script is used to create a master plan for the GMB workshop.

### Status

Best practices

### Primary nature of group task

Offline

### Time

Preparation time: 0 minutes
Time required during session: 180 minutes
Follow-up time: 0 minutes

### Materials

* Paper
* Pen

### Inputs

None

### Outputs

Final schedule of GMB session

### Roles

* Facilitator
* Modeler with moderate to expert skills in SD
* Gatekeeper with knowledge of what the participants might be expecting from the GMB

### Steps

* The team should aim for a detailed plan that alternates convergent and divergent tasks.
** The tasks are used to elicit variables and model structure as well as incorporate reflection.
* The facilitator, modeler, and gatekeeper discuss the agenda for the GMB session using 15-20 minute time blocks to discuss each activity to be included.
** Some tasks may take more than 15-20 minutes to plan.
* The facilitator, modeler, and gatekeeper revise the agenda after the first version has been completed. The agenda may be revised multiple times.

### Evaluation Criteria

* A complete and detailed agenda for the GMB session is created. A three to four column planning sheet is a good format for the agenda. It should include:
** Scheduled times for the activities
** The public agenda to be shared with the group
** A detailed agenda for the modeling team
** Notes on the preparation and materials needed for each part of the meeting or session

### Authors

Richardson and Andersen

### History

Originally described in Luna-Reyes et al. (2006).

### Revisions

None

### References

Luna-Reyes, L. F., Martinez-Moyano, I. J., Pardo, T. A., Cresswell, A. M., Andersen, D. F., & Richardson, G. P. (2006). Anatomy of a group model-building intervention: Building dynamic theory from case study research. System Dynamics Review, 22(4), 291-320.

### Notes

None
# Scriptapedia/Structure Elicitation with Preliminary Model
## {Name of Script}

{Brief description of context and purpose of script}

### Status:

{Status of script, e.g., best practice, promising practice, or under development}

### Primary nature of group task:

{Divergent, Convergent, Presentation, Evaluation}

### Time:

Preparation time: {time to prepare} minutes Time required during session: {time required during the session} minutes Follow-up time: {time required for follow-up work} minutes

### Materials needed:

* {first item needed}
* {second item needed}
* {third item needed}

### Inputs:

{Inputs required from other scripts}

### Outputs:

{outputs produced by this script}

### Roles:

* {first role needed}
* {second role needed}
* {third role needed}

### Steps:

* Step 1
* Step 2
** Substep 1
** Substep 2
* Step 3

### Evaluation Criteria:

{How would one know that this the script is working?}

### Authors:

{Who created the script, e.g., the small group exercise (not the person who documented the script).}

### History:

{What is the history of the script?}

### Revisions:

{What revisions have made to the script over the years}

### References:

{Full references to literature cited in the documentation of the literature}

### Notes:

{Any notes on variations or tips for using the script}
# The Lyrics of Henry VIII/Sy fortune mace bien purchase (Unattributed)

[ff. 50$^v$-51$^r$]
Sy fortune mace bien purchase enuers amors que tant mon detenu non bien mamour on soit tous mes a puis si me semble il que rennan obtenu puis que de vous a prouchez Ie ne puis 5

## Textual Commentary

“Sy fortune mace bien purchase” appears in three voices in H. The piece is listed in the manuscript’s table of contents as the forty-first work. Stevens notes that it is probably Anglo-French (Stevens M&P 404) as well as the lack of connection between this song and those of similar titles (in the Buxheimer Organ-book or Oxford, Bodleian MS Canonici Misc. 213 [f. 109r]; MCH8 105#46).
This piece is reprinted in Stevens M&P (404) and Stevens MCH8 (37).

## Textual Notes
### Texts Collated

H$^{1,2,3}$ (ff. 50$^v$–51$^r$).
    2 que tant mon detenu] mon detenu H$^2$
    3 non bien mamour] omit H$^2$, Mon bien mamor H$^3$
    4 me semble] ne semble H$^2$; rennan] nay reyne H$^2$, ren H$^3$
    5 obtenu puis que de vous] obtenu puis que de vous / puis que de vous H$^1$
# The Lyrics of Henry VIII/The thowghtes within my brest, Farthing

[ff. 29$^v$-30$^r$]
The thowghtes within my brest. They greue me passyng sore That I can not be prest to serue you euer more.

## Textual Commentary

“The thowghtes within my brest” is a lyric of departure, with emphasis on the lover’s regret at not being able to offer service to his beloved any longer. The text of the first stanza echoes another lyric of departure—that of Cornish’s “A the syghes that cum fro my hart” (H 22) in H—though Cornish’s lyric is of a different emphasis.
    2 They greue me passyng sore Cf. repetition in Cornish’s “A the syghes that cum fro my hart” (H 22), as well as sore’s rhyme, “euer more” (l. 4).
    3 prest Ready in mind, disposition, or will (OED a 2); cf. “Whilles lyue or breth is in my brest” (H 43.26).
“The thowghtes within my brest” is through-set for three voices, although Stevens suggests that there might be verses missing (M&P 392). While this lyric has been mistakenly attributed in the past to Henry VIII, the scribal ascription clearly reads “T. ffardyng” (f. 30$^r$).
This lyric is indexed in Robbins Index & Suppl. 3486.5, Boffey, and Ringler MS TM1599. It is reprinted in Flügel Anglia 233, Stevens M&P 392, and Stevens MCH8 22.

## Textual Notes
### Texts Collated

H$^{1,2,3}$ (ff. 29$^v$–30$^r$).
    4 serue] ser H$^1$
# Uzbek/Nominal and Verbal Words

There are two main types of words in Uzbek: nominals and verbals. Nominals are those words wich are equivalent to English nouns and adjectives, or which have a noun-like character; for example, қora, "black" and kўз 'eye'.
In Uzbek, nominals include classes of words that in English are called nouns, pronouns, adjectives, and some adverbs. An Uzbek "noun" may be equivalent to an English adjective or noun:
қора kўзларим My black eyes
Verbals are those words which are equivalent to English verbs and some adverbs; for example, қелмоқ 'to come' (infinitive)and бўлиб ыыас, беінгыы (герёнд).
In addition, there are a small number of particles, conjunctions, and similar words which do not take suffixes; for example учун forand ва and.
The last syllable of an Uzbek word receives the stress. however, certain endings and particles at the end of words are not stressed.
# VCE Chemistry/History of The Periodic Table

This area of study focuses on the historical development of, and the relationship between, the Periodic Table and atomic theory. Students investigate trends and patterns within the Periodic Table and use subshell notation to describe the electronic configuration of elements. They explore the link between the electronic configuration of an element and the type of bonding in which it participates. Students are introduced to many of the major qualitative and quantitative ideas fundamental to chemistry including empirical and molecular formulas and the mole concept. They undertake practical activities that build their understanding of the Periodic Table.
# VCE Chemistry

The purpose of this text is to produce a reliable and free textbook, specifically tailored toward the needs of students studying VCE Chemistry in an attempt to gain the Victorian Certificate of Education (VCE). The eventual aim is to provide a practical alternative to standard textbooks, complete with exercises and worked examples.

## Contents
### Unit 1: The Big Ideas of Chemistry
#### The Periodic Table

* History of The Periodic Table
In 1856, Mendeléev, a Russian scientist,was the first to construct a Periodic Table. He pointed out that elements with similar properties kept recurring at regular intervals or periods. He predicted that there were undiscovered elements which could fill these gaps .He even predicted the possible properties of these elements.
* Different Views on Matter
* The Current Periodic Table
The modern Periodic Laws states that the properties of the elements are a periodic function of their atomic numbers.
* Relative Atomic Mass and the Mole

#### Materials

* Metals
* Ionic Compounds
* Covalent molecules, networks and layers
* Carbon Compounds
* Surfaces, Bonding and Nano-particles

### Unit 2: Environmental chemistry
#### Water

* Solubility
* Precipitation
* Acids and Bases
* Stoichiometry
* Redox Reactions and Corrosion
* Green Chemistry

#### The Atmosphere

* Atmospheric Make-up
* Environmental Issues
* Gases in the Atmosphere
* Properties of Gases

### Appendices: Unit 1 and Unit 2

* Units 1 and 2: Glossary
* Periodic Table

### Unit 3: Area of Study: Analytical Chemistry
#### Chemical Analysis

* Analysis via mass
* Volumetric Analysis
* Analysis of acids and bases
* Analysis of oxidants and reductants
* Chromatography
* Spectroscopy
* Combinations of analysis

### Unit 4: Chemistry at work
#### Industrial Chemistry

* Reaction Speed
* Reaction Yield
* Precipitation
* Equilibria with Acids and Bases
* Benefits and Risks of Industrial Chemistry
* Production of Ammonia
* Production of Nitric Acid
* Production of Sulfuric Acid
* Production of Ethene

#### Supplying and Using Chemistry

* Fossil Fuels
* Alternative Energy
* Energy in Chemical Reactions; heat and electricity
* Batteries and cells
* Electrolysis

### Appendices: Units 3 and 4

* Units 3 and 4: Glossary
# Voter's Guide/Australia/Issue Guide/Truth in Government

Truth in Government has been an ongoing issue ever since on August 29, John Howard announced that the 2004 election would be based on trust.
The Australian electorate tends to be very cynical about its politicians and the things they do, especially when it comes to keeping promises.
Forty-three former diplomats sent a petition to the Prime Minister about the war in Iraq. They felt that the Prime Minister was getting bad advice and making decisions which affected the issue of Truth in Government.
# Voter's Guide/United States/U.S. presidential election, 2008
## 2008 U.S. Presidential Election

Below are the presidential candidates for the Democratic and Republican parties. Names in italics are candidates that have dropped out of the race.

### Democratic Candidates

* Barack Obama
* "Hillary Clinton"
* John Edwards
* Mike Gravel
* Dennis Kucinich
* Joe Biden
* Evan Bayh
* Chris Dodd
* Bill Richardson
* Tom Vilsack

### Republican Candidates

* John McCain
* Ron Paul
* Mike Huckabee
* Rudy Giuliani
* Duncan Hunter
* Alan Keyes
* Mitt Romney
* Fred Thompson
* Sam Brownback
* Jim Gilmore
* Tom Tancredo
* Tommy Thompson
# Voter's Guide/Australia/Issue Guide/Education

Education was early an important issue in the 2004 Australian legislative election, when in January 2004, John Howard said, in effect, that there were no values in the public schools.
This invited backlash from schools and families, particularly those who go to Government schools.
Teachers of all education levels had strikes all through 2004.
The issue of how much funding to give non-Government schools heated up significantly during the election campaign. Mark Latham announced in the television debate that he would cut or freeze funding from non-Government schools like Kings' in Sydney that are in the SES 1 bracket of Government Funding to schools.
Higher education was important in the campaign too. The Liberals announced that they would fund students who took up a trade, and that they would build new technical schools of excellence. Labor said, however, that they would reduce the 25% HECS on university students, and create 12,000 TAFE and university places.