OpenLLM-France/wikimedia huggingface dataset:
# French/Lessons/Demain, dès l'aube

* Slavery under Napoleon
* Algerian War of Independence
* Candide, (ou l'Optimisme)
* Rêveries du promeneur solitaire
* Boule de Suif
* Les Fleurs du Mal
* Demain, dès l'aube
* Agreement of past participles with avoir
Lessons · Vocabulary · Grammar · Appendices · Texts

# Demain, dès l'aube
### Demain, dès l'aube

Demain, dès l'aube, à l'heure où blanchit la campagne,
Je partirai. Vois-tu, je sais que tu m'attends.
J'irai par la forêt, j'irai par la montagne.
Je ne puis demeurer loin de toi plus longtemps.
Je marcherai les yeux fixés sur mes pensées Sans rien voir au dehors, sans entendre aucun bruit Seul, inconnu, le dos courbé, les mains croisées, Triste, et le jour pour moi sera comme la nuit.
Je ne regarderai ni l'or du soir qui tombe Ni les voiles au loin descendant vers Harfleur, Et quand j'arriverai, je mettrai sur ta tombe Un bouquet de houx vert et de bruyère en fleur.
Questions de compréhension - répondez en français
1. Par où ira le personnage? 2. Pourquoi part-il? 3. Sur quoi seront fixés les yeux du personnage? 4. Qu'est-ce que c'est que la surprise à la fin du poème? 5. Choississez l'image que vous aimez le plus. Traduisez-la en anglais, en vous servant d'un dictionnaire.

## Revision: Quelques mots de négation

We can find in this poem several ways of negating a word, phrase, or idea. You should already be familiar with ne...pas, amongst others.

### « Sans rien voir au dehors »

Already you should remember the construction ne...rien. For instance, Il ne sait rien. Elles ne feront rien aujourd'hui. You will notice that in the phrase sans rien voir au dehors, there is no ne. This is because the sans already gives the sentence a negative aspect [remember that sans does not require a ne].

### «Je ne regarderai ni l'or du soir qui tombe, ni les voiles »

Perhaps you have already encountered the ne...ni...ni construction, which translates to 'neither/nor'. This construction can be inverted as normal: Ni les professeurs ni leurs élèves ne sont pour cette nouvelle loi.
← Les Fleurs du Mal ·  Level four lessons  · Agreement of past participles with avoir →
Slavery under Napoleon · Algerian War of Independence · Candide, (ou l'Optimisme) · Rêveries du promeneur solitaire · Boule de Suif · Les Fleurs du Mal · Demain, dès l'aube · Agreement of past participles with avoir
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# Cognitive Science: An Introduction/The General Function of Reasoning

"Reasoning" is not well-defined, but in this book we'll use it to refer to deliberative, mostly conscious processing. It can be distinguished from faster, more old brain processing such as emotional processing. One way to look at the function of reasoning is to allow us to override our emotional impulses for longer-term goals. For example, your old brain might want you to eat the chocolate cake, but your reasoning system puts the brakes on that out of a longer-term desire to lose weight (Greene, 2013, 137).
References
Greene, J. (2013). Moral tribes: Emotion, reason, and the gap between us and them. The Penguin Press, HC.
# Cognitive Science: An Introduction/Vestibular Systems

Vestibular systems are used by agents to balance and to know which way is up and which way is down.

## Vestibular Systems in Humans and Other Vertebrates

For humans, there are curved tubes in the ear with little rock-like objects that roll freely and touch sensitive hairs along the lining of the tube. The rocks fall to the bottom of the tube because of gravity, and, depending on which hairs are being touched, the mind gets a sense of up and down. When a human head moves, these rocks are tossed around, allowing the head to feel that it is moving in a particular direction.

## Vestibular Systems in Plants

Plants use vestibular systems; they it to know where to grow roots, trunks, and branches, for example. Roots must grow down, and branches and stems must grow upward. Where human gravity detectors are only in the inner ear, in plants they are at many places in the stems and root tips. They have cells that contain little balls called “statoliths,” which fall to the bottom of the cell, indicating which way is down. Humans and other vertebrates use a similar kind of thing called on “otolith.”

## References

* ↑ Groh, J. M. (2014). Making space: how the brain knows where things are. Cambridge, MA: Harvard University Press. Page 180.
* ↑ Chamovitz, D. (2012). What a plant knows: A field guide to the senses. Scientific American: New York. Pages 92--102.
# Cognitive Science: An Introduction/What is an Architecture?

Cognitive scientists create descriptions of the processes of minds. When they do this with human minds, one question that arises is this: what, if any, aspects of human minds are common to all humans? We know, for example, that some people speak English and others speak Chinese. So it can't be that speaking any particular language is common to all human beings.
But some things appear to be universal. The aspects of mind that are universal, for all healthy human individuals, constitute the human mind's cognitive architecture. It is the underlying processing capacity for all human minds. It gets used to learn to do culturally and individually-specific things. So even though speaking English is not a part of our cognitive architecture, it might be that some capacity to learn language is a part of it.
It is generally assumed that the basics of perception, classification, attention, and memory can all be described as a part of the human cognitive architecture. But how to we find evidence that something is architectural, rather than learned in the life of the individual?
When trying to find universals in human cognition, scientists take two approaches: First, they test infants who have not had an opportunity to learn very much. For example, infants only minutes old orient their attention to human faces (citation needed). Because they have spent their life in darkness, it is impossible that they learned to orient to them. As such, we interpret this finding as evidence that detection of faces, and the drive to orient to them, is an inborn and universal aspect of human nature.
Second, we might look for cross-cultural effects. The idea here is that a universal of human nature would show up in many cultures. It's important, in these cases, to look particularly closely at cultures that have not had very much interaction with other cultures. What is tricky about this is that all human cultures evolved on planet Earth--a place with gravity, predators, plants, etc. This means that, in spite of the geographical differences we see around the world, there are some constants. When a behavior shows up cross-culturally, it can be difficult to know if all cultures evolved the same behaviors as responses to the same kind of environmental learning, or if the human genome evolved those behaviors long ago, when our ancestors evolved in the African savanna, or some combination of the two.
But when these two lines of evidence converge, it's pretty good evidence of a human universal.
# Fundamentals of Nutrition/Clinical Nutrition

In recent years, the understanding of nutrition and its impact on health has grown considerably and has gained more recognition. Scientists have established several diseases caused by severe nutrient deficiencies usually as a result of malnutrition but more recently there has been an association between several long-term mild nutritional deficiencies with some chronic diseases such as cardiovascular diseases, cancers, metabolic disorders, etc. Whether these mild deficiencies in these situations are caused by the progression of the disease itself or the nutrient deficiencies allow for the progression of the disease is uncertain but probably both as we will see later on. However, the growth of the nutritional field and its connection to health and disease prompts several groups of people to make unsubstantiated claims about nutrients and diseases that have neither been tested nor scientifically validated. In the next chapters we explore the relationship between nutrients and different diseases.
However, it is essential to acknowledge that the information should not be taken as being completely accurate. This is because the literature is controversial and should be expected in an applied field like nutrition. One of the main reasons for this is the large number of different variables and the complexity of interactions that involves these variables on human health. Ideally, when all the variables are considered, then results should be reproducible. Nutrients, interact and influence physiological processes but also interact with each other and different groups of people may manifest the same condition and yet metabolize nutrients differently making straight forward conclusions out of studies difficult. Needless to say, the text in this section should be supported by journal articles and textbooks that will be included at the end.
* Nutrition and Cardiovascular Disorders
* Nutrition in Metabolic and Hormonal problems
* Nutrition, Eating disorders and Obesity
* Nutrition and the Digesitve system
* Nutrition and Cancer
* Nutrition and Neurodegenerative disorders
* Nutrition and Fertility problems
* Nutrition and Kidneys problems
* Nutrition and infections
* Nutrition and the Ageing process
* Nutrition and Psychiatric problems
# Fundamentals of Nutrition/Nutrition through the life cycle

The following chapters shall discuss the nutritional requirements of healthy people and how they are affected by age.
* Infants
* Children
* Adolescents
* Adults
* Elderly
* Pregnancy
# Fundamentals of Nutrition/Nutritional Biochemistry

Nutrition is the nourishment of an organism to support its functions, with substances called nutrients. In humans, nutrition more specifically refers to the consumption, absorption, utilization and excretion of essential chemical compounds found in foods and drinks that are required by the body to produce energy as well as to assist the body to grow and develop. Nutrients also help the body prevent or fight diseases more effectively. There are six major classes of nutrients which include carbohydrates, fats, proteins, vitamins, minerals and water. Other substances have been identified that play an important role in human health such as phytochemicals, but are not yet considered being essential. Nutrients cannot be created by the body and thus must be obtained through diet. Diet, in turn, refers to the total consumption of food by an organism and is sometimes used interchangeably with nutrition, although the two terms have different meanings.
Nutritional science is the study of nutrients, their function and how they are involved in health and disease. The goal is to ensure specific nutritional guidelines suitable for different groups of people depending on their age, sex, activity level and special groups such as in pregnancy or disease. It is a relatively new discipline and began to evolve the last 100 years, even though the importance of diet to maintain health was recognised a lot earlier. It is an applied subject that draws information from many other biological areas particularly biochemistry, therefore a good understanding of biochemistry is required to fully understand nutrition. Nutritional scientists employ many of the techniques used in biochemistry, although nutritionists are more health oriented and concerned particularly with nutrients. In fact, the wealth of knowledge of nutrition is greatly attributed to biochemists.
In the following chapters we discuss the biochemistry of nutrients and how they are metabolised in the body.
1. Energy Metabolism
2. Carbohydrates
3. Lipids
4. Proteins
5. Vitamins
6. Minerals
7. Other substances
# Fundamentals of Nutrition

Status: This book is under construction.
This wikibook is intended to provide scientific information about the field of nutrition. It will cover introductory as well as advanced level material.
The book will undergo some changes both in its structure and its content until it is completed. If you have any thoughts or suggestions about anything, feel free to discuss it here.
It is important to note that the information in the book more specifically applies to human nutrition.

# Sections

* Nutritional Biochemistry
* Nutrition through the life cycle
* Clinical Nutrition
* Sports Nutrition
* Public Health and Global Nutrition
# Curl/The IDE

The VLE (Visual Layout Editor) is adequate. The online help (Curl Documentation Viewer) is an outstanding resource. With the IDE installed the online examples in the help are 'live' output from code that can be edited, restored and saved as an applet. This feature is usually only found in an advanced IDE such as Smalltalk.
The VLE is an interesting place to start: the source code for the VLE is installed as part of the IDE installation - it is written in Curl and constitututes a very large example.
There is a java-type packaging system that encourages modular software. Imported packages are usually a part of compilation (on the fly) and code reuse.
Curl provides an OCC (Occasionally Connected Computing) set of features for applications which can also run when not connected to the Internet: this includes client-side persistent data and local protected storage for each user of a web application.
One of the web GUI challenges is 'stretchy' widgets provided in Curl by using make-elastic. This is a feature required in most RIA applications.
# Curriculum Design and Technology Integration

Preface -- Why a Wikibook for Studying Curriculum Design Technology?

## Chapter 1 Curriculum Influences & Changing Definitions

* Curriculum Influences and Changing Definitions in Information Society
* How are these definitions & influences changing with the emergence of information society and globalization? What is the role of personal computing devices in this change?

## Chapter 2 Curriculum Models, Frameworks & Media

* Backwards, Design, Cognitive Thought & Hunkins Models of Curriculum Design
* The Deliberation Model & Hunkins Model of Curriculum Design

## Chapter 3 Sample Applications of Software & Media Use in the Creative Curriculum

* A. Woodland - Living & Non Living Things - Pre-School
* A. Calvin - Every Vote Counts - Kindergarten
# Curl/Version numbers

The version number in applets, scripts and packages specifies the Curl API that has to be supported by the Curl Engine, i.e. by the plug-in. It is possible to have several APIs installed at the same time. Currently, Curl Inc. offers versions 5.0.3, 4.0.5 and 3.0.11 for download.
Within an application the Version number cannot be changed, i.e. each package has to be written for the same API. This eliminates the problems with downwards-compatibility.
However, it is possible to use other version by creating sub-applications, that are applications which run within an application. There is a (limited) possibility to exchange information between the main-applet and sub-applets.
# Curl/Linux support

Curl supports several versions of Linux now, but if you are a Linux fan, you can, of course, make Curl run on almost any Linux desktop.
Hardware:
Pentium® 166 MHz
Minimum of 64 MB RAM
46 MB hard disk space
Supported browsers:
* Firefox 2.0, 3.0
* Konqueror 3.x, 4.x
* Opera 9.5, 10
# Curl/Setting up

Before you can run any Curl application you have to install the Curl Engine. It is available as the Curl Runtime Environment (RTE) which is a browser plug-in, or as the Curl IDE which is a development environment that includes the RTE.
Both are available from Curl Inc..
After downloading just open the installation file. An installation wizard will guide you through the installation.
After the installation just goto any website that features a Curl application.
Calling an applet will start the Curl Engine and the applet will run.
Note, that Curl has a security policy which uses a privilege system. Some applets needs privileges, e.g. applets that are run from your local machine. Privileges are necessary if the applet requires access to your local file system, etc. In order to give privileges you have to enter the location of the application into the Curl Surge Control Panel, under menu item "Privileged Locations".
# Isotopes

Two atoms are considered to be the same element if they have the same number of protons (atomic number). However, they do not have to have the same number of neutrons or overall atomic mass. Atoms which have the same number of protons but different numbers of neutrons are called isotopes. For example, the hydrogen atom has one proton and no neutrons. Therefore its atomic number is Z=1 and atomic mass is A=1. If a neutron is added to the hydrogen nucleus, then a new atom is formed with atomic mass A=2 but atomic number is still Z=1. This atom is called deuterium and is an isotope of hydrogen.
# Models of the Atom

Atom :
Model of the atom - 3-D Helium atom - ground state :
Helium atom model Showing nucleus with two protons (blue) and two neutrons (red), orbited by two electrons (waves). :
Classification :
* Smallest recognised division of a chemical element
Properties :
| Mass: | ≈ 1.66 × 10^-27 to 4.52 × 10^-25 kg |
| Electric charge: | zero |
| Diameter: | 10 pm to 100 pm |
See Also :
| A New Model of the Atom | for an alternate view of how to understand atomic structure. |
# Structure of the Atom

Atoms are very small and cannot be seen with the naked eye nor can they be seen in microscopes using the eye. One million atoms fit across the width of a strand of hair.
They consist of two main parts: the positively charged nucleus at the centre and the negatively charged elementary particles called electrons which surround the nucleus in their orbitals. (Elementary particle means that the electron cannot be broken down to anything smaller and can be thought of as a point particle.) The nucleus of an atom is made up of a collection of positively charged protons and neutral particles called neutrons.
Interesting fact: the neutrons and protons are not elementary particles. They are actually made up of even smaller particles called quarks. Both protons and neutrons are made of three quarks each. There are all sorts of other particles composed of quarks which nuclear physicists study using huge detectors - you can find out more about this by reading the essay in Chapter ??
NOTE :Insert diagram of atomic structure - see lab posters
Atoms are electrically neutral which means that they have the same number of negative electrons as positive protons. The number of protons in an atom is called the atomic number which is sometimes also called Z.
NOTE :check A and Z
The atomic number is what distinguishes the different chemical elements in the Periodic table from each other. In fact, the elements are listed on the Periodic table in order of their atomic numbers. For example, the first element, hydrogen (H), has one proton whereas the sixth element, carbon (C) has 6 protons. Atoms with the same number of protons (atomic number) share physical properties and show similar chemical behaviour. The number of neutrons plus protons in the nucleus is called the atomic mass of the atom.
# Valency
## Capacity for bonding

Covalent bonding is a form of chemical bonding characterized by the sharing of one or more pairs of electrons, by two atoms. In order to produce a mutual attraction atoms tend to share electrons, so as to fill their outer electron shells. Such bonds are always stronger than the intermolecular hydrogen bond and similar in strength or stronger than the ionic bond. Commonly covalent bond implies the sharing of just a single pair of electrons. The sharing of two pairs is called a double bond and three pairs is called a triple bond. Aromatic rings of atoms and other resonant structures are held together by covalent bonds that are intermediate between single and double. The triple bond is relatively rare in nature, and two atoms are not observed to bond more than triply.
Covalent bonding most frequently occurs between atoms with similar electronegativities, where neither atom can provide sufficient energy to completely remove an electron from the other atom. Covalent bonds are more common between non-metals, whereas ionic bonding is more common between two metal atoms or a metal and a non-metal atom.
Covalent bonding tends to be stronger than other types of bonding, such as ionic bonding. In addition unlike ionic bonding, where ions are held together by a non-directional coulombic attraction, covalent bonds are highly directional. As a result, covalently bonded molecules tend to form in a relatively small number of characteristic shapes, exhibiting specific bonding angles.
# Inside atomic nucleus

Amazingly enough, the human mind that is contained inside a couple of liters of human's brain, is able to deal with extremely large as well as extremely small objects such as the whole universe and its smallest building blocks. So, what are these building blocks? As we already know, the universe consists of galaxies, which consist of stars with planets moving around. The planets are made of molecules, which are bound groups (chemical compounds) of atoms.
There are more than stars in the universe. Currently, scientists know over 12 million chemical compounds i.e. 12 million different molecules. All this variety of molecules is made of only a hundred of different atoms. For those who believe in beauty and harmony of nature, this number is still too large. They would expect to have just few different things from which all other substances are made. In this chapter, we are going to find out what these elementary things are.