OpenLLM-France/wikimedia huggingface dataset:
# Horticulture/Oxalis corniculata

Creeping wood sorrel :
| Binomial: | Oxalis corniculata |
| Type: | Perennial |
| Conditions: | Dry, dense soils |
| Seed Dispersal: | Explosive capsules |
| Vegetative Spread: | By stolons |
Creeping wood sorrel (Oxalis corniculata), also known as yellow wood sorrel and procumbent yellow sorrel, is a somewhat delicate-appearing, low-growing, herbaceous plant in the family Oxalidaceae. It is commonly found as a weed of lawns, gardens, and pathways.

## Description

This woodsorrel is a low-growing, herbaceaous plant with a narrow, creeping stem that readily roots at the nodes. The trifoliate leaves are subdivided into three rounded leaflets and resemble a shamrock. Some varieties have green leaves, while others have purple leaves, like the Oxalis corniculata var. atropurpurea shown in the photo. The leaves have inconspicuous stipules at the base of each petiole.
The fruit is a narrow, cylindrical capsule, 1 to 2 cm long and noteworthy for its explosive discharge of the contained, 1 mm long seeds.

## Ecology

This species is cosmopolitan in its distribution, and its place of origin is unknown. It is regarded as weed in gardens, agricultural fields, and lawns.

## Uses

The leaves of wood sorrel are edible, having a tangy taste. A drink can be made by infusing the leaves in hot water for about 10 minutes, sweetening and then chilling. The entire plant is rich in Vitamin C. Although wood sorrel is safe in low dosages, it can inhibit calcium absorption by the body if eaten in large quantities over a length of time.

## Control

Control of this plant can be difficult because it can grow back from small stem and root fragments.
* Mowing: Mowing is ineffective
* Cultivation: Cultivation is ineffective unless diligently repeated
* Mulching (for prevention): mulching is effective in late winter for preventing the germination of dormant seed
* Pulling: Pulling is effective, but great care must be taken to get the entire plant out
* Flame: Flameweeding is effective when appropriate
* Barriers: Barriers provide excellent control
* Disposal: Hot composting only

## References

* 1 2 Lee Allen Peterson, Edible Wild Plants, Houghton Mifflin Company, New York City (1977), p. 104.
# Horticulture/Outdoor Plants

* Flowers
* Foods
* Grasses
# Horticulture/Outdoor Plants/Foods

* Apples
* Artichoke
* Asparagus
* Avacodo
* Bananas
* Beans
* Blackberries
* Blueberries
* Broccoli
* Brussel Sprouts
* Cabbage
* Cantalope
* Carrots
* Cauliflower
* Celery
* Clementines
* Corn
* Garlic
* Grapefruit
* Grapes
* Leeks
* Lemons
* Lettuce
* Limes
* Mushrooms
* Oranges
* Onions
* Peaches
* Pears
* Peas
* Pineapple
* Potatoes
* Raspberries
* Spinach
* Squashes
* Strawberries
* Tomato
* Watermelon
# Horticulture/Outdoor Plants/Grasses

* Bamboo
* Setaria
# Horticulture/Outdoor Plants/Perennials
## Flowers

* Aster (Aster)
* Butterfly Weed (Asclepias tuberosa)
* Daylily (Hemerocallis)
* Goldenrod (Solidago)
* Chrysanthemums (Chrysanthemum)
* Hellebores (Helleborus)
* Lesser Periwinkle (Vinca minor)
* Nippon Daisy (Nipponanthemum nipponicum)
* Siberian Iris (Iris sibirica)

## Grasses

* Bamboo
# Horticulture/Paeonia obovata

Woodland Peony :
| Binomial: | Paeonia obovata |
| Type: | herbaceous perennial |
Paeonia obovata is one of the herbaceous peonies, native to Japan and eastern Asia. It is grown in part for the spring flowers, but even more so for the attractive fruits.
# Horticulture/Outdoor Plants/Flowers
## Perennials

* Aster tataricus
* Asclepias tuberosa Butterfly Weed
* Hemerocallis Daylily
* Goldenrod
* Hardy Chrysanthemums
* Helleborus Hellebores
* Vinca minor Lesser Periwinkle
* Nipponanthemum nipponicum Nippon Daisy
* Iris sibirica Siberian Iris
# Horticulture/Outdoor Plants/Foliage
## Perennials

* Houttuynia cordata
# Horticulture/Packera obovata

Ragwort :
| Binomial: | Packera obovata |
| Family: | Asteraceae |
Packera obovata is a wildflower native to eastern North America, where it grows in low meadows and fields. It is sometimes included in native wildflower mixes.
# Habermas Commentary/Topics/Linguistification

Habermas first defines “linguistification of the sacred” on TCA2 p. 77. There, it means that people’s behavior or thinking ceases to be guided by fears of the sacred, and instead becomes guided by criticizable validity claims. This, he thinks, is an improvement: the sacred becomes “sublimated” into those validity claims. Basically, you stop behaving as you are told by norms that are protected by unquestionable sacred authority, and instead you experience a release or freeing of the potential for rational, communicative action.
# Hacking/Background knowledge/Computer architecture/6502 assembly

6502 assembly contains a grand total of 151 valid opcodes; we can ignore the 105 undefined opcodes that some sources reference. Because of this small set, 6502 assembly language allows us to quickly conjure hypothetical machines based on non-existent hardware, define memory mappings for this hardware, and then proceed to define simple programs for the hardware.
This page of the Hacking Wikibook takes advantage of this to submerge the reader deeper into the guts of a bare CPU; although other CPUs have different instruction sets, the core function of operating flags, registers, memory, and the stack remain the same. More advanced CPUs utilize protected memory; but even then, the function of delivering and handling a signal matches closely with the function of delivering and handling an interrupt.

## Further reading

* 6502 Assembly
# Hacking/Attack/Penetration

Examples
    Denial-of-service attack
    Downgrade attack to impose usage of weaker protection. For example POODLE attack.
    Brute-force attack
    Exploit vulnerabilities
    Crack authorization
    Cracking of wireless networks
    Session hijacking by theft of a session key
    Spoofing attacks: DNS spoofing, ARP spoofing, MAC spoofing
    Fuzzing to crack trust boundaries
    Man-in-the-middle attack.
    Privilege escalation
Stages of The unified kill chain related to penetration stage:
    3. Delivery - Techniques resulting in the transmission of a weaponized object to the targeted environment.
    4. Social engineering - Techniques aimed at the manipulation of people to perform unsafe actions.
    6. Persistence - Any access, action or change to a system that gives an attacker persistent presence on the system.
    7. Defense evasion - Techniques an attacker may specifically use for evading detection or avoiding other defenses.
    8. Command & control - Techniques that allow attackers to communicate with controlled systems within a target network.
    11. Privilege escalation - The result of techniques that provide an attacker with higher permissions on a system or network.
    12. Execution - Techniques that result in execution of attacker-controlled code on a local or remote system.
    13. Credential access - Techniques resulting in the access of, or control over, system, service or domain credentials.
    14. Lateral movement - Techniques that enable an adversary to horizontally access and control other remote systems.
Tools:
    https://docs.rapid7.com/metasploit/listeners
    https://www.bettercap.org/modules/ethernet/spoofers/
    https://www.bettercap.org/modules/ethernet/proxies/
    bettercap net.fuzz
See also:
    Cyberattacks
# Hacking/Background knowledge

    Scientia potentia est
       "Knowledge is Power"
    Programming
       AutoIt
       C Programming, C
       Python
       A Glimpse At Assembly, 6502 : Assembly
       Security testing
    Networking
       TCP/IPv4
       HTTP Strict Transport Security
       MAC address
       Packet analyzer
       Promiscuous mode, Monitor mode
       eapol
       NAT — Network address translation
    Wi-Fi
       Wi-Fi, Wireless security, Wireless access point, SSID
       AES-CCMP
       WPA 2003 — 2018-WPA2 — current
       TKIP 2002 — 2012
       WEP 1997 — 2004
    Encryption
       Plaintext
       Initialization vector
       Pre-shared key
       Password strength
       Hash function
       Message authentication code
See also
    Basic Computer Security/Further Reading
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 3/The Scoop From Someone Who Knows

EDUCATIONAL MILESTONES OF THE 20TH CENTURY ==
BY JENNIFER NEMO
LEARNING TARGETS
- To learn about the roots of the U.S. education system.
- Understand the major changes that led to the system we use today.
How?
I will accomplish this by interviewing Mrs. Ann Poorman who is a well respected teacher at Southern Cayuga High School for the past twenty years. Mrs. Poorman is an English teacher who holds an interest in history and the education system. She is a well studied and knowledgeable person to ask about the history of the U.S. Education system.
THE INTERVIEW
When did the U.S. really begin to form a public education system?
regards to the widespread education of our children in the 20th century we can thank the industrial revolution. Before the spread of urban life and mass industry very few children had the opportunity to go to school for any length of time. Children were required to work the fields on the family farm or help with the family business. In the beginning of the 20th century more people were moving to cities and the need for education became greater than ever. The children who were educated usually came from wealthy families.
What was the curriculum like?
The curriculum in the beginning of the 20th century was consisted of basic knowledge skills that could be used to work or run an industrial company such as math, reading, writing, and science.
So, much like our curriculum today?
Yes, however students today have the opportunity of electives. Foreign language, music, art, technical education, and clubs were not available to the average public school child. In fact most students never made it to the high school level.
What other major changes to the education system have occurred in the 20th century?
The invention of the car led to more children having access to school. Desegregation affected the public school system ensuring that all children receive the same education. Post WWII the increase in children led to the government spending more on education than ever before. -New schools were built. Older schools built additions -Programs like Head Start were formed to help weld the link between poverty and education.
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# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 3/Editor Sign-Up Page

* Students...
* To sign up for an editor duty, click "edit this page", and sign your username (using four tildes) directly after the name of the duty you want to claim.
* Remember, each editor duty will be completed by only one student. This means, if a username appears next to a duty, that duty is not available. Please choose another editor duty in this or another chapter.
* EXAMPLE:
* Chapter Introduction PbakerODU (talk) 19:21, 11 May 2009 (UTC)
* This indicates that PbakerODU correctly signed up for this editor duty.

## Editor Duties

Chapter Introduction Sbutl016 (talk) 15:56, 16 May 2009 (UTC)
Chapter Review Ehern004 (talk) 18:39, 17 May 2009 (UTC)
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* Questions? Refer to How to Use This Book
# GTK+ By Example/Writers/Resources
## References and Resources to expand this book

Please do not copy information from these resources, use them to establish that you are correct.
* GTK+ tutorial
* ZetCode's GTK+ Tutorial]
* Custom GTK+ Widget
For questions and discussions, check out this Gtk+ Forum hosted by Nabble. It currently archives all the Gtk mailing lists into a forum to allow cross search and browsing
# Galician/Introduction

Welcome to Wikibooks' Galician language textbook. This book should help you to learn the basics of Galician, even if you start out with no knowledge of the language.

## What is the Galician language?

Galician, or Galego, is a romance language spoken in Galicia, an autonomous community in the Northwest of Spain recognised as historical nationality in 1978 Spanish Constitution. With a common base with Portuguese, as both languages have developed from the Galician-Portuguese branche of Western Ibero-Romances, is one of the four official languages of the Kingdom of Spain since 1981, when the Statute of Autonomy was passed in referendum.
Galician is spoken by more than 2 million people, mainly in Galicia, but also in another autonomous communities of Spain, Europe and Latin America because of diaspora, with many having left their homeland in the 1950s and 1960s.

## Political and social situation

The situation between Portuguese and Galician is surprisingly similar to that of Bulgarian and Macedonian. Portuguese speakers (whether be in Portugal, Brazil or in southern Africa) will insist that Galician is a dialect of their own language, while most of the rest of the Iberian peninsula will tell you otherwise. The arguments include: written Galician resembles Spanish in many ways, but the differences between spoken Portuguese and spoken Galician are very blurry. They can speak and understand one another without the need of a translator.

## Aims of this book

The goal of this book is to teach the reader about the Galician language.
# Galician/Lesson 1/Family

This is the most common vocabulary referring to family members:
pai = father
nai = mother
fillo = son
filla = daughter
avó = grandfather
avoa = grandmother
bisavó = great-grandfather
bisavoa = great-grandmother
tío = uncle
tía = aunt
curmán = cousin (male)
curmá = cousin (female)
cuñado = brother-in-law
cuñada = sister-in-law
sogro = father-in-law
sogra = mother-in-law
xenro = son-in-law
nora = daughter-in-law
home/marido = husband
muller = wife
sobriño = nephew
sobriña = niece
neto = grandson
neta = granddaughter
irmán = brother
irmá = sister
# Galician/Common Phrases
## Galician (Romance)

| Translation | Phrase | IPA |
| Galician: | Galego |
| hello: | Ola |
| good-bye: | adeus |
| please: | prégolle, por favor |
| thank you: | graciñas; grazas |
| sorry: | síntoo |
| that one: | aquel (m.); aquela (f.) |
| how much?: | ¿Canto custa?; ¿Canto é? |
| yes: | si | /ˈsɪ/ |
| no: | non |
| I don’t understand: | Non o entendo |
| Where's the bathroom?: | ¿Onde está/queda o baño?; ¿Onde está/queda o lavado? |
| generic toast: | ¡Saúde! |
| Do you speak English?: | ¿Fala vostede inglés? (formal), ¿Falas inglés? (informal) |
| Do you speak Galician?: | ¿Fala vostede galego? (formal), ¿Falas galego? (informal) |
# GTK+ By Example/Writers
## Please Add Links

Both readers and writers will need these links as they read and write.
Please Add
* Official Developer Documentation links
* External Tutorial links.
these are very valuable, and everyone will benefit by you adding your links.

## Plans

I think I started off with the wrong approach before, this book should start at the beginning and walk people through using GTK+, it has a very complicated system for a person who is not use to it.

## Print version

GTK+ By Example/Print version
# Galician/Lesson 1/Alphabet

The Galician alphabet has 23 letters as well as 6 digraphs.
Let's see a list of the 23 letters:
| Letter | Name of the letter | IPA Pronunciation | Sound compared to English | Example | Example translation |
| A a | a | [a] | a as in father | amor | love |
| B b | be | [b] | as in bee | beber | to drink |
| C c | ce | before e and i [θ], everywhere else [k] | as in thin, as in account | cea, casa | dinner, house |
| D d | de | [d] | as in dance | dedo, deda | finger, toe |
| E e | e | [e], [ɛ] | as in met | peto | pocket |
| F f | efe | [f] | as in fan | feliz | happy |
| G g | gue | [g] | as in get | gañar | earn |
| H h | hache ('agá' before new RAG rules in 2003) | [ʔ] | silent | home | man |
| I i | i | [i] | as in see | igual | equal |
| L l | ele | [l] | as in light | lugar | place |
| M m | eme | [m] | as in mat | mundo | world |
| N n | ene | [n] | as in nine | nadar | swim |
| Ñ ñ | eñe | [ɲ] | as in venue | raíña | queen |
| O o | o | [o], [ɔ] | as in boat or as in lot | todo | all |
| P p | pe | [p] | as in pot | por | for |
| Q q | que | [k] | as in cat | que | what |
| R r | erre | [ɾ], [r] | no English equivalent | rato | mouse |
| S s | ese | [s͇] | a slightly softer 'sh' sound | menos | less |
| T t | te | [t] | as in tail | tempo | time |
| U u | u | [u] | as in do | lugar | place |
| V v | uve | [b] | as in bone | verdade | truth |
| X x | xe | [ʃ], [ks͇] | as in leash | xantar | lunch |
| Z z | zeta | [θ] | as in thunder | razón | reason |
The letters j (iota), k (ca), w (uve dobre), and y (i grego) don’t appear in native Galician words and aren’t an official part of the Galician alphabet, with the exception of loan words such as walkie-talkie, jazz or yiddish.
# Galician/Lesson 1/Colours

These are the most common colors in Galician language:
Branco = white
Negro/Preto = black
Cinzo/cincento = grey
Vermello = red
Azul = blue
Verde/verdescente = green
Amarelo = yellow
And others not so common:
Laranxa = orange
mourado = violet
castaño/pardo/marrón = brown
# Handbook of Genetic Counseling/Van Der Woude syndrome

Van Der Woude syndrome

## Eiology

* autosomal dominant
* interstition deletion of IRF6 (interferon regulatory factor 6) on 1q32-41

## Symptoms

* lower lip pit(s) (80%)
* watery mucoid discharge, excessive salivation
* hypodontia
* absent incisors (central/lateral), canines, and/or bicuspids
* cleft lip with/without cleft palate (with/without missing second premolars)
* cleft uvula

## Treatment

* surgical correction of the fistulas (accessory salivary glands)
# Foundations of Education and Instructional Assessment/Standardized Testing

    What is the case for standardized testing?
    What is the case against standardized testing?
    What are Advanced Placement tests?
    What college placement tests are available?
    Why are there achievement gaps between races and economic classes?
    What do teachers need to know about using assessment results to improve their instruction?
# History of Embrun/Under a new name/The Corporate Lumber Industry

< Back to Embrun from 1856-1867

## Under a new name: The Corporate Lumber Industry
### The Two Embrun Corporations

In 1867, control of the lumber industry in Embrun reverted from government control to corporate control. On July 5th, 1867, the Embrun Lumber Company was formed and quickly started hiring the lumber workers. They purchased huge amounts of land south of Embrun. They made money very fast and grossly contributed to even greater prosperity in Embrun in the late 1860s.
However, the Embrun Lumber Company didn't treat its employees well. Employees were working for many hours from Monday to Saturday, even in the winter, and payed its employees ridiculously low amounts, knowing that many of its employees would not be able to find another job.
A group of disgruntled employees formed the Embrun Forestry Corporation in August 1867 (exact date not known). It offered employees much fairer work hours and higher paychecks. Numerous employees defected to the Embrun Forestry Corporation. The Embrun Forestry Corporation bought nearly every inch of forested land that the Embrun Lumber Company had not yet bought. A rivalry formed between the two companies.
The Embrun Lumber Company had much more land grants to forests than the Embrun Forestry Corporation. The Embrun Lumber Company owned four times more land than the Embrun Forestry Corporation. However, the Embrun Forestry Corporation was much more strategic. They only bought out land that contained high-value trees such as Oak, whereas the Embrun Lumber Company merely bought out forests not caring what the value of the trees where. Because of this, the Embrun Forestry Corporation had greater profits than the Embrun Lumber Company. This allowed the Embrun Lumber Company to offer more money to its employees. This caused even more Embrun Lumber Company employees to defect to the Embrun Forestry Corporation. By February 1868, the Embrun Forestry Corporation had 87% of Embrun's lumber workers.
The Embrun Forestry Corporation soon viewed the Embrun Lumber Company as an unworthy rival, so instead they started a minor rivalry with Casselman Forest Products Incorporated, the only other lumber company in the region. This created a rivalry between Embrun and Casselman that still exists in the eyes of some (although to a much smaller degree).
Since the employees were all defecting to the Embrun Forestry Corporation, the Embrun Lumber Company couldn't chop down as many trees in one month as the Embrun Forestry Corporation could in one day. Because of this, they went bankrupt in 1871. The Embrun Forestry Corporation purchased the Embrun Lumber Company, taking complete control of the Embrun Lumber Industry.

### The Lumber War with Casselman

COMING SOON
Continue to Life in Embrun in 1883 ›
# History of Flight/Lighter than air

Two French brothers by the names of Joseph-Michel and Jacques-Étienne Montgolfier came up with the idea of an air balloon. They made a big bag out of silk and blew hot air into the bag. The silk bag then was attached to a basket. Under the basket was smoke from the fire which helped the air to go to the silk bag and allow the balloon to rise.
The very first passengers by the balloon were three animals. The honor goes to a duck, rooster, and a sheep. They flew over one mile in a 6000 feet high altitude.
# History of Florida
## Table of Contents

* Introduction
* Native American and Colonial “Florida," 1497-1821
* Antebellum Florida: Territory to Statehood, 1821-1861
* Florida from Civil War to the Gilded Age, 1861-1900
* Modern Florida, 1900-1945
* Florida and the American Dream, 1945-present
* The "Sunshine State" in Popular Culture, 1865-present
* Further Reading
# History of Embrun/Under a new name/Life in Embrun in 1856

< Back to Under a new name

## Under a new name: Life in Embrun in 1856

The new Embrun, Province of Canada was prosperous in 1856 and had a population of 201.
The winter of 1855-56 was a cold winter for the village. The winter was also one of the snowiest on record. The people living by the river knew that the floodwaters would be a terrible problem that spring.
And it was. As the snow melted, runoff from the land caused the river to swell and overflow into the riverside parts of the village and form a band of water so thick it was almost a lake. The 'river-dwellers' had by now learned to evacuate the area during flood season. But the 1856 flood came on so fast that many of the 'river-dwellers' didn't have time to evacuate. 5 'river-dwellers' died and two homes collapsed. The dock, which now was used only for scenic purposes as the boats stopped running in 1854, broke in the massive floodwaters.
When May came, the swelled river finally showed signs of receding, and by May 14th the river was back at normal levels. The entire town worked at rebuilding the homes, but didn't bother rebuilding the dock.
The summer brought prosperity. Shops were now popping up in the town, ran by citizens of Embrun who didn't want to work in the lumber industry. By July there was a blacksmith, a general store, a cabinet maker's store and many more. Embrun was becoming more self-sufficient and less reliant on bigger cities such as Cornwall or Bytown (which by now was called Ottawa).
Also, there were a few farmers that worked in fields and raised livestock in the deforested parts of the countryside around Embrun. These farmers provided food for the village. These farms were run by people who didn't want to work in shops or in the lumber industry. However, agriculture was not a large industry in Embrun.
Continue to Embrun from 1856-1867 ›
# History of Flight

* About
* Authors
* Contributing
* Introduction
* Timeline
* Antiquity
* Middle Ages
* 19th Century
* Lighter than air
** Airship
* Heavier than air
** Jet Engine
* Unmotorised