OpenLLM-France/wikimedia huggingface dataset:
# A Beginner's Arduino Guide/Arduino Sketch

Arduino Sketches are lines of code that the user of an Arduino device writes in easy to understand language to tell the Arduino what to do.
These lines of code are then converted to machine language (complex language that the Arduino can understand) and stored (uploaded) into the Arduino device.
Writing and uploading sketches are usually done using an Integrated Development Environment (IDE) e.g the Arduino IDE (an all-in-one piece of software for working with Arduino devices)
The Arduino sketches are written by default using the Arduino language which has its unique keywords, expressions and rules.

## Arduino Sketch Structure

The Arduino Sketch is made up of two parts 'Setup' and 'Loop'
The setup configures (adjusts the settings of) the Arduino device while the loop contains the actions that the user wants the Arduino to perform
# AVCE Information and Communication Technology/Presenting information/Styles of writing and use of language
## Writing Style

When creating a document of any type there are two important factors to take in to consideration when deciding what writing style to use:
* Who the reader is
* What the purpose of the document is

### The Reader

You always need to consider your audience to help you understand what kind of language they are likely to understand and what writing style they might prefer. If you were writing for young children then you would need to use simple language, short sentences and plenty of graphics and colour. If you were writing for an older audience you would be able to use more complicated language and a more formal style.

### Purpose

If you are writing a letter to apply for a job, then using formal language and complicated words are likely to impress. However, if you are writing a user-guide for a novice computer user on a piece of software it will just make the guide hard to understand and overly complicated.
Some examples of different types of document are:
* Business letters
* Informal letters
* Reports
* Legal Contracts
* Invoices
* Order Forms
* Newsletters
* Questionnaires
* Advertisements
Each of these documents will have a different purpose which will make certain styles of writing more or less appropriate. As an example a legal contract will use very complicated language to ensure that there are no loop-holes and that everything is described in very minute detail, whereas a company newsletter will use informal language and be easy to read.
# AVCE Information and Communication Technology/Programming/Program specification

A program specification is a break-down of what is required of a new program. Writing a specification is the first stage of any development process. A good specification will leave no room for doubt about exactly what is required from a program. It will be specific and allow a finish product to be compared to it to determine whether the project has been successful.

## User Needs

All computer programs are created with an end-user in mind; the person who will eventually use the program being written on a regular basis. In order to write a specification for a new program a conversation with the end-user is required to determine:
* What system, if any, is currently in-place.
* What the program outputs will be.
* What form the output needs to take.
* What processing is required to generate the necessary output
* What inputs are required.
* Where those inputs are going to come from.
* What user-actions are possible or desirable.

## Writing a Specification

When writing a program specification you need to be able to accurately and precisely define:
# A Beginner's Arduino Guide/Introduction
## Who is this book for?

This book is intended as an introductory guide for getting set up in Arduino. It is intended as a guide for anyone who wants to program microcontrollers, but doesn't have any background. However, Arduino involves electronics and programming, so an understanding on these would be very helpful before starting.
# Cryptography/Breaking transposition ciphers

Earlier, we discussed how Permutation cipher and Transposition ciphers work for people who know the secret key. Next, we'll discuss how, in some cases, it is possible for a person who only has the ciphertext -- who doesn't know the secret key -- to recover the plaintext.
The frequency distribution of the letters in any transposition or permutation ciphertext is the same as the frequency distribution for plaintext.

## breaking columnar transposition ciphers

The frequency distribution of digrams can be used to help break columnar transposition ciphers.

## breaking turning grille ciphers

Turning grilles, also called Fleissner grilles, ...
A guess at some sequence of two or more consecutive holes of the grill in one position of the grill (by a "known word" or an expected common digraph) can be "checked" by seeing if those holes, after the grill is rotated a half-turn, produce reasonable digraph.

## References

* ↑ Prof. H. Williams. "Transposition Ciphers". section "Analysis of columnar transposition ciphers". Retrieved 2014-05-01.
* ↑ Helen Fouché Gaines. "Cryptanalysis: A Study of Ciphers and Their Solution". 1956. section "The Turning Grille". p. 29 to 36.
* ↑ "Elementary Course in Cryptanalysis: Assignment 9: Grille Transposition Ciphers".
# Cryptography/Caesar cipher

A Caesar cipher (also known as a shift cipher) is a substitution cipher in which the cipher alphabet is merely the plain alphabet rotated left or right by some number of positions. For instance, here is a Caesar cipher using a right rotation of three places:
To encipher a message, simply look up each letter of the message in the "plain" line and write down the corresponding letter in the "cipher" line. To decipher, do the reverse. Because this cipher is a group, multiple encryptions and decryptions provide NO additional security against any attack, including brute-force.
The Caesar cipher is named for Julius Caesar, who allegedly used it to protect messages of military significance. It was secure at the time because Caesar's enemies could often not even read plaintext, let alone ciphertext. But since it can be very easily broken even by hand, it has not been adequate for secure communication for at least a thousand years since the Arabs discovered frequency analysis and so made all simple substitution cyphers almost trivially breakable. An ancient book on cryptography, now lost, is said to have discussed the use of such cyphers at considerable length. Our knowledge is due to side comments by other writers, such as Suetonius.
Indeed, the Caesar cypher is much weaker than the (competently done) random substitution ciphers used in newspaper cryptogram puzzles. The most common places Caesar ciphers are found today are in children's toys such as secret decoder rings and in the ROT13 cipher on Usenet (which, of course, is meant to be trivial to decrypt)...
# Cryptography/Collisions

A hash function is said to collide when two distinct inputs to the hash function yield the same output.
For example, when the following blocks are input into the md5 hash function they both yield the same output.

## References

"MD5 Collisions, Visualised". Retrieved 2010-03-11.
# Cryptography/Common flaws and weaknesses

Cryptography relies on puzzles. A puzzle that can not be solved without more information than the cryptanalyst has or can feasibly acquire is an unsolvable puzzle for the attacker. If the puzzle can be understood in a way that circumvents the secret information the cryptanalyst doesn't have then the puzzle is breakable. Obviously cryptography relies on an implicit form of security through obscurity where there currently exists no likely ways to understand the puzzle that will break it. The increasing complexity and subtlety of the mathematical puzzles used in cryptography creates a situation where neither cryptographers or cryptanalysts can be sure of all facets of the puzzle and security.
Like any puzzle, cryptography algorithms are based on assumptions - if these assumptions are flawed then the underlying puzzle may be flawed.
Secret knowledge assumption - Certain secret knowledge is not available to unauthorised people. Attacks such as packet sniffing, keylogging and meet in the middle attacks try to breach this assumption.
Secret knowledge masks plaintext - The secret knowledge is applied to the plaintext so that the nature of the message is no longer obvious. In general the secret knowledge hides the message in way so that the secret knowledge is required in order rediscover the message. Attacks such as chosen plaintext, brute force and frequency analysis try to breach this assumption
# Cryptography/Computer Security is More Than Encryption

Computer security has three main elements that can easily be remembered using the acronym CIA: Confidentiality, Integrity, Availability.
* Confidentiality is the task of ensuring that only those entities (persons or systems) cleared for access can read information. Cryptography is a key element in ensuring confidentiality.
* Integrity is the task of ensuring that information is correct, and stays that way.
* Availability is the task of ensuring that systems responsible for delivering, storing and processing information are accessible when needed, by those who need them. This includes, for example, protection against denial of service (DoS) attacks.

## See also

* UNIX Computing Security
# Adventist Adventurer Awards and Answers/Glue Right

* Glue Right
* Sunbeam

## Learn how to control the glue by practicing different methods of applying glue.

Go to TPT and download it

## Read and discuss Proverbs 18:24.

One who has unreliable friends soon comes to ruin, but there is a friend who sticks closer than a brother.

## Make craft or picture using glue the right way.

http://www.housingaforest.com/painting-on-wet-glue/
https://www.coffeecupsandcrayons.com/homemade-silly-putty-recipe/
http://simpleplayideas.com/glue-suncatcher
https://www.jojoebi-designs.com/2010/02/salt-painting.html

## External Resources

vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Guide

* Guide
* Busy Bee

## Describe what a guide does.

A guide is a person who leads anyone through unknown or unmapped country. This includes a guide of the real world (such as someone who conducts travellers and tourists through a place of interest), as well as a person who leads someone to more abstract places (such as to knowledge or wisdom).

## Be able to lead someone to the following locations

* post office
* grocery store
* phone booth
* police station
* church
* school

## As a group, organize a trip to and visit one of the following

* museum
* fire station
* art festival
* water-treatment plant
* monument
* police station
* factory

## You have been a guide to different places, but who is our guide according to Psalm 48:14?

* Psalm 48:14 (NIV)
* For this God is our God for ever and ever; he will be our guide even to the end.

## External Resources

Bible NIV - Bible Gate Way
Adventurer Manual - KFW Adventurers
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Germs
## What Is a Germ?

But germs are tiny organisms, or living things, that can cause disease. Germs are so small and sneaky that they creep into our bodies without being noticed. In fact, germs are so tiny that you need to use a microscope to see them. When they get in our bodies, we don't know what hit us until we have symptoms that say we've been attacked!

## What does the Bible say about how Jesus related to sickness?
### James 5:14-15

* James 5:14-15 (NKJV)
* Is anyone among you sick? Let him call for the elders of the church, and let them pray over him, anointing him with oil in the name of the Lord. And the prayer of faith will save the sick, and the Lord will raise him up. And if he has committed sins, he will be forgiven.

## Where do you find Germs?

Germs also known as microbes can be found everywhere. In the soil, air we breathe, food we eat. pets and even in our bodies.

## Name 3 types of germs?

* Bacteria- can be good and bad- some makes you sick while others destroy disease causing organisms.
* Viruses-reproduce inside your body damaging your cells and make you sick
* Fungi- are germs that cause harm to the body, but some are good to eat like mushrooms and yeast used in making bread.

## What are some illnesses caused by bacteria?

Ear infection, sore throat, pneumonia.

## What are good bacteria used for?

Medicines, vaccines, used in certain foods, helps us digest our food, helps balance our immune system. Children are constantly playing in areas where they can be exposed to germs. They need to be made aware that even though there are germs just about everywhere, they can still have fun but need to make sure they wash up and clean toys after playing

## Make a germ craft.?

You can also go to the following webpage and make a Germ Experiment
# Adventist Adventurer Awards and Answers/Good Samaritan

* Good Samaritan
* Multi-Level

## What is promised to those who help those with a need?

For example: Prov 28:27, 1 John 3:17, Prov 19:17, 1 Samuel 2:8, Prov. 21:13, or Matthew 5:3.

## Read and discuss Matthew 25:35-40.

Encourage discussion

## What agencies are available to help someone with a need?

Adventist Community Service, Dorcus, ADRA, Red Cross, Salvation Army, Samaritan Purse, Local food banks

## How does your local church help those with a need?

Invite several church members to share with the club how and who they help.

## Discuss ways you can help those who have a need.

Such as, collect cloths, food, help with finding shelter; participate in a fundraiser for a family or an agency.

## Participate in two activities to help someone in need, such as:

Obtain proper authorization, permission, applicable permits and insurance to do the chosen activity.
* A family in need in your community and help them
* Feed the homeless in your community
* Collect canned goods for a homeless shelter of food drive/bank
* Volunteer at a soup kitchen, homeless shelter, or city food pantry
* Participate in a clothing drive, hand out blankets and/or socks, etc.
* Or an idea of your own.

## Discuss your experiences from the activities your choose.

Follow event with a lively discussion.
# Adventist Adventurer Awards and Answers/Gardener

* Gardener
* Sunbeam

## Describe what a gardener does.

A gardener is a person who cares and looks after plants in a garden.

## Name three different types of gardens, and describe the items that grow in each.

* Herb Garden
** Representative Plants – chives, rosemary, parsley, sage, oregano, lavender, basil and mint are the most common. They have gained lots of popularity with increasing interest in decreasing salt from dietary consumption.
* Flower or Cutting Garden
** Representative Plants – rose, dahlias, liatris, goldenrod, asclepias (if you singe the cut ends of the stems), dwarf blue mist spirea, sunflower, shasta daisy, boltonia, yarrow and coreopsis. Pink turtlehead, beebalm, gaillardia, gaura and rudbeckia are also quite nice in arrangements. The key to success is planning ahead so that something is in bloom at all times.
* Edible Landscaping
** Representative Plants – blueberry, fall bearing raspberry, cabbage, peppers, broccoli, lettuce, spinach, leeks and beets. All of these are well-behaved and won’t go spreading hither and yon throughout ornamental beds.
* Vegetable Garden
** Representative Plants – Veggies such as squash, pumpkins, sweet corn, okra and sweet potato are good options.

## Name two gardens mentioned in the Bible.

The First Garden is the Garden of Eden (Genesis 2:8).The Second Garden is the Garden of Gethsemane (Matthew 26:36-46). The Third Garden is beside Golgotha (John 19). The Fourth Garden is in the Glory of God (Revelation 22).

## List at least three tools you need for gardening.

Watering can, Hose, Spade, gardening fork, Trowel, Hoe

## Demonstrate how to use these tools properly and how to take care of gardening tools after use.

Oil, clean the tool before returning to a clean dry safe place for the tool.

## Share a plant, garden produce or flower from your garden with your family or with a friend or neighbor.

I made a paper mache with seeds in it. With the adventures to give to a friend. and they made one for themselves to care for and grow.

## External Resources

http://greenwoodproject.com/2011/02/different-types-of-gardens/
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Fruits of the Spirit

* Fruits of the Spirit
* Helping Hand

## Choose a “Fruit of the Spirit” from Galatians 5:22-23

The fruits are: love, joy, peace, patience, kindness, faithfulness, gentleness and self-control. N.I.V.
You might use this Objective Lesson to show the difference between a good fruit and a bad fruit Known By Our Fruits

#### KNOWN BY OUR FRUITS

What would you rather eat a rotten banana or one that is nice and ripe?
Materials:
* One rotten banana
* One good banana
What you will do during class:
You will show the children the bad banana first and get their reaction. Then you will display the good banana and get a different reaction. This Object Talk will help the children know the difference between producing good fruit and bad fruit in their daily walk with Christ.
What you will say:
As you show everyone the bad rotten banana ask, "Who would like to eat this banana? Why would you choose not to eat it? How can you tell this banana will not taste very good?" Then show everyone the good banana and ask, "Now who would like to eat this banana? Why would you choose to eat it? How can you tell this banana will taste good? Our lives are like one of these two pieces of fruit. People will know who we are by the type of fruit we produce. Matthew 7:20 say 'Thus by their fruit you will recognize them'. What kind of fruit do you want to produce? Will the fruit of your life be good, like this good banana, or not so good, like this rotten banana?"

## Find a Bible verse that goes with your “Fruit of the Spirit”.

* Matthew 7:20 (NIV)
* Thus, by their fruit you will recognize them.

## Learn a song or make-up a song depicting your chosen “Fruit of the Spirit.”.

* I love this song about The Fruit of the Spirit
* Music for piano The Fruit of the Spirit
FRUIT OF THE SPIRIT
Brentwood Kids
The Fruit of the Spirit's not a coconut,
The Fruit of the Spirit's not an coconut.
If you want to be a coconut, you might as well hear it,
You can't be a Fruit of the Spirit.
Cause the fruit is:
The Fruit is Love, Joy, Peace, Patience, Kindness, Goodness, Faithfulness, Gentleness and Self Control.
* Sing additional verses with these fruits:
Banana
Watermelon
Cherry
Strawberry
Grape

## Make a craft that represents or helps you to understand the meaning of your chosen “Fruit of the Spirit.”

Children can make their own basket of fruit complete with labeled fruits of the spirit. This is printable from ChristianPreschoolPrintables
Fruit of the Spirit Basket
Have children color and cut out the different fruits and help them to glue them to the basket. You can use brown construction paper to make baskets instead if you like.

## External Resources

New International Version Bible Gateway
Fruit of the Spirit Danielle's Place
Fruit of the Spirit Lapbook Lapbook Lessons
vteAdventist Adventurer Awards :
# Adventist Adventurer Awards and Answers/Gadgets And Sand

* Gadgets And Sand
* Eager Beaver

## Draw a picture of beans in sand bucket, or make a picture out of beans.

vteAdventist Adventurer Awards :
# Traxler Counterattack

9... Bb6

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. O-O d6 8. c3 Bg4 9. Qb3 Bb6
| | 10 | 11 | 12 |
| 1 | Bxc6 bxc6 | h3 h6 | hxg4 hxg5 | d4 Qd7 |
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# Traxler Counterattack

10... bxc6

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. O-O d6 8. c3 Bg4 9. Qb3 Bb6 10. Bxc6 bxc6
| | 11 | 12 | 13 | 14 |
| 1 | h3 h6 | hxg4 hxg5 | d4 Qd7 | Qd1 Qxg4 |
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# Traxler Counterattack

9. Qb3

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. O-O d6 8. c3 Bg4
| | 9 | 10 | 11 | 12 |
| 1 | Qb3 Bb6 | Bxc6 bxc6 | h3 h6 | hxg4 hxg5 | d4 Qd7 |
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# Traxler Counterattack

10. Bxc6

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. O-O d6 8. c3 Bg4 9. Qb3 Bb6
| | 10 | 11 | 12 |
| 1 | Bxc6 bxc6 | h3 h6 | hxg4 hxg5 | d4 Qd7 |
When contributing to this Wikibook, please follow the Conventions for organization.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Nxf7/5...Bxf2/6. Kf1/6...Qe7
## 6... Qe7

White must now take their one and only opportunity to complete their fork and capture the rook before the game gains some complications. Otherwise Black will set up a very dangerous file with Rf8 aiming down at the king.
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# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Nxf7/5...Bxf2/6. Kf1/6...Qe7/7. Nxh8
## 7. Nxh8

At the moment, White has a deceivingly uncoordinated attack on the Black king, but things can go very wrong very fast if Black allows moves like Bf7+ or Qh5+, preventing the Black king from ever castling to safety. For this reason, Black cannot afford a tempo moving their f2 bishop away or capturing with Nxe4. Instead, their best move is to cut off White's bishop with the move 7...d5.
This is not simply a free pawn, and leads to interesting offensive opportunities for Black.
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# Traxler Counterattack

11. h3

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
    1.e4 e5 2.Nf3 Nc6 3.Bc4 Nf6 4.Ng5 Bc5 5. Bxf7+ Ke7 6. Bd5 Rf8 7. O-O d6 8. c3 Bg4 9. Qb3 Bb6 10. Bxc6 bxc6 11. h3
| | 11 | 12 | 13 | 14 |
| 1 | h3 h6 | hxg4 hxg5 | d4 Qd7 | Qd1 Qxg4 |
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# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Nxf7/5...Bxf2
## 5...Bxf2+

The main idea of the Traxler Counterattack. Ignoring White's fork, Black aims to gain tons of space on the board and move all their pieces out to attack the wide open king. Impressively, Black will be able to gain their lost material if played correctly.
White can capture with Kxf2, but Black more easily be able to launch a counterattack, starting with Nxe4+. Thus experienced players generally prefer Kf1.
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# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Nxf7/5...Bxf2/6. Kf1
## 6. Kf1

The bishop sacrifice is declined, not allowing Nxe4 with check. The position is now very unclear and both sides must play precisely to maintain their initiative. In addition, a fight for the center will likely play a big factor in the game for the next couple of moves.
Black should save their queen with its only move: 6...Qe7.
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# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Nxf7
## 5. Nxf7

White managed to fork Black's queen and rook as usual in the Fried Liver Attack, only to get hit by the shocking sacrifice 5...Bxf2+.
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