OpenLLM-France/wikimedia huggingface dataset:
# GtkRadiant/Entity Types

Entity Types
GtkRadiant
There are two different types of entities, namely brush entities and non-brush entities, each type containing several subgroups. The screenshot to the right shows the entity creation menu containing all the subgroups available. The important ones are highlighted. Your entity menu might look different depending on what game you map for, but the highlighted entries should exist no matter what.

### Brush entities

Brush entities are entities which need to be paired with at least one brush to work. This entity type is populating the subgroups func and trigger. To create a brush entity, first create a brush and select it, then right-click anywhere in the 2D grid to bring up the entity menu and select the entity.
* func contains entities to get brushes moving. So you will use this type of entities to create doors, elevators, moving platforms, rotating things, etc.
* trigger contains trigger entities which can trigger things like doors, lights, elevators etc. Here the brush connected to the entity will serve as the trigger area. As soon as someone enters the area, something happens. (See Linking Entities)

### Non-brush entities

Non-brush entities are the ones populating the rest of the subgroups. To create a non-brush entity, just right click in the 2D view and select a subgroup which isn't func or trigger and select any entity from the sub menu and a colored (or grey) box will appear. Some entities like light are not in subgroups.
* fx entities are used to add special effects such as fire, sparks, smoke to the map.
* info usually only contains spawn point entities, i.e. places for your character to spawn. These are usually bigger boxes which have the size of the player. A map without any of these in it won't run, so they're very important.
* light entities are simply light emitting entities, for more info, see this.
* misc contains the entities misc_model and misc_model_static, used to put models (premade objects) into your map. For more info about these click here. You can usually find some game-specific entities here as well.
* target entities are all entities which need to be triggered by a trigger entity in order to do anything. With these entities, you can do some advanced things, so check out the subgroup, most entities in there are quite self explanatory.
* ammo, weapons and items are used to add the game specific items or weapons to the map.
# Indian Civil Services Examination Handbook/Urbanization
### Previous years questions

Discuss the various social problems which originated out of the speedy process of urbanization in India. (200 words) [2013]
# Indian Civil Services Examination Handbook/Role of women
### Books
## Role of women
### Previous years questions

How does patriarchy impact the position of a middle class working woman in India? (150 words) [2014]
Discuss the various economic and socio-cultural forces that are driving increasing feminization of agriculture in India. (150 words) [2014]

## Women's organization
### Previous years questions

"Male membership needs to be encouraged in order to make women's organization free from gender bias," Comment, (200 words) [2013]
# Indian Civil Services Examination Handbook/Secularism
### Previous years questions

How do the Indian debates on secularism differ from the debates in the West? (150 words) [2014]
# Indian Civil Services Examination Handbook/World’s physical geography
### Previous years questions

What do you understand by the theory of 'continental drift? Discuss the prominent evidences in its support. (100 words) [2013]
What do you understand by the phenomenon of 'temperature inversion' in meteorology? How does it affect weather and the habitants of the place? (100 words) [2013]
Major hot deserts in northern hemisphere are located between 20-30 deg N latitudes and on the western side of the continents. Why? (200 words) [2013]
There is no formation of deltas by rivers of the Western Ghats. Why? (100 words) [2013]
Explain the formation of thousands of islands in Indonesian and Philippines archipelagos. (150 words) [2014]
# Indian Civil Services Examination Handbook/Regionalism
### Previous years questions

Growing feeling of regionalism is an important factor in generation of demand for a separate State. Discuss. (200 words) [2013]
# French For Football/Notes
## Working Notes

    Words And Phrases
    Analysis Of Vocabulary
    Football History
    World Cup
# French For Football/Grammar/Verbs

* Irregular verb conjugations
* Verb negations
* Pronominal verbs
* Verb tenses

## General notes

* The masculine form and feminine form of the third person are conjugated in exactly the same manner. Instead of mentioning both, only the masculine form will be used for the sake of brevity. One may assume that il includes elle and ils includes elles unless the context clearly indicates otherwise.
* In tables showing the endings or conjugations of verbs, an accent mark is shown without a letter below it indicates that the accent mark is placed above the last letter of the stem.
* Derivatives of a verb are conjugated in the same manner as that verb. For instance, devenir and revenir follow the same patterns as venir. In this appendix, when the conjugation of the root verb is given, it is assumed that the reader will know that derivative verbs are similarly conjugated.
* The verb tenses here are organized by mood. The general uses of a particular mood will be covered in the page linked to by the section heading.
* Literary tenses, which are only used in formal writing, are in italics.

## Acknowledgments

Based on original text from French/Grammar/Verbs dated 23 October 2009.
# Identity Development

Identity development (ID) is concerned with how people classify or establish themselves, and how this changes throughout the course of development.
There are five identity developments:
* ID1: Discuss the formation and development of gender roles.
* ID2: Explain cultural variations in gender roles.
* ID3: Describe adolescence.
* ID4: Discuss the relationship between physical change and development of identity during adolescence.
* ID5: Examine psychological research into adolescence.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

## ID1

Discuss the formation and development of gender roles.

## ID2

Explain cultural variations in gender roles.

## ID3

Describe adolescence.

## ID4

Discuss the relationship between physical change and development of identity during adolescence.

## ID5

Examine psychological research into adolescence.
# General Framework

The general frameworks (GF) are the equivalent to the general learning outcomes of the biological, cognitive, and sociocultural levels of analysis.
There are two general frameworks:
* GF1: To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour?
* GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GF1

To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GF2

Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# General Framework

The general frameworks (GF) are the equivalent to the general learning outcomes of the biological, cognitive, and sociocultural levels of analysis.
There are two general frameworks:
* GF1: To what extent do biological, cognitive and sociocultural factors influence human development?
* GF2: Evaluate psychological research relevant to developmental psychology.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GF1

To what extent do biological, cognitive and sociocultural factors influence human development?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GF2

Evaluate psychological research relevant to developmental psychology.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# General Framework

The general frameworks (GF) are the equivalent to the general learning outcomes of the biological, sociocultural, and developmental levels of analysis.
There are two general frameworks:
* GF1: To what extent do biological, cognitive and sociocultural factors influence human development?
* GF2: Evaluate psychological research relevant to developmental psychology.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GF1

To what extent do biological, cognitive and sociocultural factors influence human development?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GF2

Evaluate psychological research relevant to developmental psychology.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# IB Psychology/Options/Developmental psychology

Developmental psychology is the scientific study of how our behaviour and psychological processes change as we pass through different life stages. There are 4 overarching headings in developmental psychology, which together contain 13 learning outcomes.

# Developmental Psychology

    General Framework
       GF1: To what extent do biological, cognitive and sociocultural factors influence human development?
       GF2: Evaluate psychological research relevant to developmental psychology.
    Cognitive Development
       CD1: Evaluate theories of cognitive development.
       CD2: Discuss how social and environmental variables may affect cognitive development.
    Social Development
       SD1: Examine attachment in childhood and its role in the subsequent formation of relationships.
       SD2: Discuss potential effects of deprivation or trauma in childhood on later development.
       SD3: Define resilience.
       SD4: Discuss strategies to build resilience.
    Identity Development
       ID1: Discuss the formation and development of gender roles.
       ID2: Explain cultural variations in gender role
       ID3: Describe adolescence.
       ID4: Discuss the relationship between physical change and development of identity during adolescence.
       ID5: Examine psychological research into adolescence.
# Implementing Treatment

The implementing treatment (IT) outcomes are to do with the process of how psychological disorders are addressed.
There are four implementing treatment outcomes:
* IT1: Examine biomedical, individual and group approaches to treatment.
* IT2: Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.
* IT3: Discuss the use of eclectic approaches to treatment.
* IT4: Discuss the relationship between etiology and therapeutic approach in relation to one disorder.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# IT1

Examine biomedical, individual and group approaches to treatment.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# IT2

Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# IT3

Discuss the use of eclectic approaches to treatment.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# IT4

Discuss the relationship between etiology and therapeutic approach in relation to one disorder.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Psychological Disorders

The psychological disorders (PD) outcomes concentrate on the actual abnormal functioning of the human psyche.
There are three psychological disorders outcomes:
* PD1: Describe symptoms and prevalence of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.
* PD2: Analyse etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.
* PD3: Discuss cultural and gender variations in prevalence of disorders.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# PD1

Describe symptoms and prevalence of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# PD2

Analyse etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# PD3

Discuss cultural and gender variations in prevalence of disorders.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Inside DVD-Video

This book is intended to be a complete collection of all the technical information that is publicly known about DVD-Video discs. The official DVD-Video specifications are only available to those willing to sign non-disclosure agreements and pay hefty licence fees; nevertheless, a lot of dedicated people have managed to reverse-engineer nearly all of the format, to the point where it has become possible to create Free Software authoring tools like DVDAuthor and playback tools like Ogle and VLC.

## Target Audience

This book is aimed at a technical audience; anybody working on software for authoring or playing DVD-Video, or otherwise messing about with DVD-Video, who needs to have a detailed understanding of the data layout.

## Terminology

The terminology and abbreviations used follow what seems to be standard when talking about DVD-Video. Thus, a “chapter” is referred to as a “Part of Title” and abbreviated “PTT” (though it is explained that this happens to mean a “chapter”). There are also various data structure field names that seem to be standard.

## References
### Documents

(Don’t do verbatim copying of these.)
* A useful overview of DVD-Video data structures is available at mpucoder.com. Subsets of this (differing in some details) are also available at MPlayerHQ and SourceForge.
* Bunch of old draft MPEG-related specs here.
* Publishing in the Age of DVD

### Source Code

* Ogle is a now-moribund effort at a DVD-Video player, which is still useful as a reference for some subtle points, and also for testing authoring output.
* DVDAuthor is an open-source authoring tool which has accumulated some useful information in its source code.
* FFmpeg knows all the details of generating DVD-Video-compliant MPEG files.

### See Also

* The Wikipedia article
* Multimedia info collected by Steve Dibb.

## Table of Contents

* Overview
* Directory Structure
* MPEG Format
* IFO Files
* Subpicture Streams
* NAV PACKs
* The Interaction Machine
** Instruction Set Details
* Summary of Specification Limits
* Glossary
# Inorganic Chemistry/Qualitative Analysis/Systematic Inorganic Analysis

This sub-book discusses how to perform a systematic analysis on inorganic material to ascertain its composition.
# High School Trigonometry/Authors
## Mara Landers

Mara Landers holds a B.A. in mathematics from Swarthmore College, and an M.A. and PhD in mathematics education from the University of California, Berkeley. Dr. Landers has worked as a mathematics educator since 1997, including teaching, tutoring, educational research, and curriculum and assessment development. Dr. Landers is currently an assistant professor of mathematics at Los Medanos College in Pittsburg, CA.

## Brenda Meery

Brenda Meery is a high school mathematics teacher in Glace Bay, Nova Scotia. She has been teaching for thirty-three years and has been involved in the implementation of math courses at the high school level. In addition to this involvement, she has been a presenter at many provincial training sessions for math teachers. While teaching full time, she managed to raise four daughters who have since left the nest and are successful in their chosen fields. Teaching has been a diverse yet rewarding experience and a career that she would recommend.
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Trigonometry/Fundamental Identities
### Reciprocal Identities

$\sin u=\left({\frac {1}{\csc u}}\right)$
$\cos u=\left({\frac {1}{\sec u}}\right)$
$\tan u=\left({\frac {1}{\ cotu}}\right)$
$\csc u=\left({\frac {1}{\sin u}}\right)$
$\sec u=\left({\frac {1}{\cos u}}\right)$
$\cot u=\left({\frac {1}{\tan u}}\right)$

### Pythagorean Identities

$\sin ^{2}u+\cos ^{2}u=1$
$1+\tan ^{2}u=\sec ^{2}$
$1+\cot ^{2}u=\csc ^{2}u$

### Quotient Identities

$\tan u=\left({\frac {\sin u}{\cos u}}\right)$
$\cot u=\left({\frac {\cos u}{\sin u}}\right)$

### Co-Function Identities

$\sin(\left({\frac {\pi }{2}}\right)-u)=\cos u$
$\cos(\left({\frac {\pi }{2}}\right)-u)=\sin u$
$\tan(\left({\frac {\pi }{2}}\right)-u)=\cot u$
$\csc(\left({\frac {\pi }{2}}\right)-u)=\sec u$
$\sec(\left({\frac {\pi }{2}}\right)-u)=\csc u$
$\cot(\left({\frac {\pi }{2}}\right)-u)=\tan u$

### Even-Odd Identities

$\sin(-u)=-\sin(u)$
$\cos(-u)=cos(u)$
$\tan(-u)=-\tan(u)$
$\csc(-u)=-\csc(u)$
$\sec(-u)=\sec(u)$
$\cot(-u)=-\cot(u)$
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Trigonometry/Circular Functions

* Radian Measure
* Applications of Radian Measure
* Circular Functions of Real Numbers
* Linear and Angular Velocity
* Graphing Sine and Cosine Functions
* Translating Sine and Cosine Functions
* General Sinusoidal Graphs
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Trigonometry/Complex Numbers

* Recognize Complex Numbers
* Standard Form of Complex Numbers
* The Set of Complex Numbers
* Complex Number Plane
* Quadratic Formula
* Sums and Differences of Complex Numbers
* Products and Quotients of Complex Numbers
* Operations on Complex Numbers
* Trigonometric Form of Complex Numbers
* The Quotient and Product Theorem
* De Moivre's Theorem
* nth Root Theorem
* Powers and Roots of Complex Numbers
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# High School Trigonometry/Double-Angle Identities

$\sin {2u}=2\sin {u}\cos {u}$
${\begin{aligned}\cos {2u}&=\cos ^{2}{u}-\sin ^{2}{u}\\&=2\cos ^{2}{u}-1\\&=1-2\sin ^{2}{u}\end{aligned}}$
$\tan {2u}={\frac {2\tan {u}}{1-\tan ^{2}{u}}}$
This material was adapted from the original CK-12 book that can be found here. This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License
# Horticulture/Choristoneura rosaceana

Obliquebanded Leafroller :
| Type: | Insect |
| Binomial: | Choristoneura rosaceana |
| Family: | Tortridae |
| Order: | Lepidoptera |
| Metamorphosis: | Complest |
| Damaging stages: | Larval |
The Obliquebanded Leafroller is a pest of orchard crops and many ornamentals. It is native to North America, but has been accidentally introduced into other parts of the world.

## Description

Leafrolling Caterpillars are green with black heads, adults are small, light brown moths.

## Symptoms and Signs

Rolled, tied and chewed leaves, minor feeding on fruits. Damage can be extensive on rosaceous plants.

## Host plants

* Acer
* Aesculus
* Betula
* Cirsium
* Crataegus
* Corylus
* Cornus
* Cotoneaster
* Dianthus (Carnation)
* Fragaria (Strawberry)
* Fraxinus
* Lonicera
* Malus
* Picea
* Pinus
* Platanus
* Populus
* Prunus
* Pyracantha
* Quercus
* Rhododendron (Rhododendron, Azalea)
* Rosa
* Rubus
* Salix
* Sorbus
* Spirea
* Syringa (Lilac)
* Tilia
* Tsuga
* Vaccinium
* Verbena
* Viburnum

## Control

* Cultural controls: Avoid excess nitrogen fertilisation, to avoid overy fleshy growth.
* Trapping: Pheromone traps are used for monitoring in orchards.
* Pesticides: Resistant in many areas to Organophosates
* Predators and parasites: Wasps and flies
* Biocontrols (microscopic): Bacillus thuringensis

## References

* Ontario Ministry of Agriculture, Food, and Rural Affairs
* W.T. Johnson & H.H. Lyon; et al. (1978). Insects That Feed on Trees and Shrubs (Fifth Edition ed.). John Wiley & Sons, New York. pp. 216–217. {{cite book}}: |edition= has extra text (help); Explicit use of et al. in: |last= (help)