OpenLLM-France/wikimedia huggingface dataset:
# Vienna Game, Falkbeer Defence
## Frankenstein-Dracula Variation

The funny "Frankenstein-Dracula Variation" name was given to this variation by Tim Harding. It reflects on the scary nature of the variations implied.
White is temporarily a pawn down. They may put this immediately to rights with:
    4. Nxe4
following up the inevitable 4...d5 with 5. Bxd5. But then 5...Qxd5, and the knight finds itself pinned against the vulnerable g2 square. So Nxe4 should not be played with the intention of recovering the pawn. By extension, White's solid third move was in fact a gambit!
The more active response to the loss of the pawn is
    4. Qh5!
And as White seeks to enact revenge with a series of checkmate threats, all hell breaks loose. This is one of the sharpest of all chess variations, right along side such bloodthirsty openings as the Sicilian Dragon and Evans Gambit.
At low playing levels, a variant commonly seen is 4. Bxf7?!, followed by 4...Kxf7 5. Nxe4 d5 6. Qh5+ Kg8. With this method, White recovers the pawn, but his opponent has a powerful pawn centre, and his slightly exposed King does not offer enough compensation to White (7. Ng5 Qe7).

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 e5 2. Nc3 Nf6 3. Bc4 Nxe4
| 4 |
| Qh5 - | = |
| Nxe4 - | =/+ |
| Bxf7 - | =/+ |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* ↑ Ludek Pachman, Eröffnungspraxis im Schach.
# CRE Loaded Features/Configuration/WYSIWYG Editor
## PRODUCT DESCRIPTIONS use WYSIWYG HTMLAREA?

It actually uses the tinyMCE editor.
this is a nifty tool, if you can use MS word you will have no trouble suing this.
WYSIWYG = what you see is what you get.

## Newsletter Email Layout Height

If you get this error message;
Define MainPage
TEXT_FILE_DOES_NOT_EXIST
When you try to edit your main page in Creloaded
Replace the corrupt file within the creloaded directory
# CRE Loaded Features/Introduction

This section gives a brief description of each heading in the CRE Loaded menus. Each section will link to the page listed in the contents as and when these pages are filled.

## Administrator

You can assign permissions to individuals or groups here.

## Configuration

The place where most general values for your cart are entered and used - from the name of the store to the size of the pictures.

## Catalog

Your products, their blurbs, pictures and attributes are dealt with here. A very useful way to upload products called Easy Populate is present here too.

## Info System

A place to put things such as Shipping and Returns Policies. Also the place where the main page can be edited.

## NewsDesk

Update your customers with the latest news on your products. Allow customers to review your products.

## FAQDesk

A simple way to deal with those frequently asked questions.

## Modules

Dealing with those external sites vital to a mail order business - shipping and payments.

## Vouchers/Coupons

Entice customers with discounts.

## Customers/Orders

Everything you need to know about your customers details. Everything you need to know about what they ordered and where to deliver.

## Affiliates

Encourage websites to advertise your products.

## Locations/Taxes

Setup relevant tax rates and classes of taxable goods here.

## Localization

Currencies, languages and order status names.

## Design Controls

Administrate templates and Infoboxes

## Links Manager

Create links to other sites.

## Reports

View reports on how people view your site.

## Tools

Email your customers, backup your database.
# Development Cooperation Handbook/Stories/Diffusing Conflicts

| Lebanon | MDG8: Develop a Global Partnership for Development |
⇒ playlist on Youtube
⇒ Lebanon 2 - Italian civilian-military cooperation
⇒ Episode 8: Develop a Global Partnership for Development
Diffusing Conflicts
Project implemented by UNIFIL
Lebanon , November 2010
UN project, co-financed by the Ministry for External Affairs, Government of Italy
Not only do non-government organisations work in international cooperation projects; military personnel too are very active.
Although there is criticism concerning the employment of people, trained for fighting, in projects that aim at restoring peace, the United Nations encourages the participation of military units in activities of cooperation that require sophisticated expertise and strict discipline.
In November 2010, we went to South Lebanon to see the work being done by Italian forces along the country's border with Israel. The Italian forces were part of UNIFIL or the United Nations Interim Force in Lebanon.
UNIFIL was created to help restore peace and security along Lebanon's border with Israel.
Besides acting as a buffer force between the Israeli army and the Hezbollah militias, the tasks of UNIFIL include clearing land mines and providing humanitarian assistance to the poor communities in South Lebanon.
While humanitarian work is sometimes carried out directly by military units working in bilateral or intergovernmental cooperation projects, development cooperation involves civil society organisations that are more experienced in involving local stakeholders for designing and managing projects. In Bint Jbeil, there is a huge waste disposal area where you can also find the debris of Lebanese buildings that were destroyed by the 2006 Israeli air attacks. Here, the Italian army, COSV, an Italian NGO working in the field of development and the agency of the Italian government for development cooperation, have together assisted the municipality of Bint Jbeil in building a waste treatment plant, introducing composting technologies and raising awareness amongst the local population on differentiated waste collection methods.

### Video Clips

On Youtube ⇒ Diffusing Conflicts - playlist ⇒ Utilisation of collected resources for TV broadcast - playlist

## Cooperation stories

⇒ Heritage and Community - Baalbek

## See also

⇒ UNIFIL
⇒ COSV
Mandating resolutions by the United Nations:
* Security Council extends UN force in Lebanon until 31 July, unanimously adopting Resolution 1655 (2006)
* Security Council extends United Nations force in Lebanon, unanimously adopting Resolution 1697 (2006)
* Security Council calls for end to hostilities between Hizbollah, Israel, unanimously adopting Resolution 1701 (2006)
# Development Cooperation Handbook/Stories/Heritage and Community

| Lebanon | MDG8: Develop a Global Partnership |
⇒ Playlist on Youtube
⇒ Lebanon 2 - Italian civilian-military cooperation
⇒ New Goals 1 - Recognize and protect our diverse identities and our common heritage
Heritage and Community Project implemented by Government of Lebanon Baalbek, Lebanon, October 2010
Project co-financed by the Italian Government
Baalbek (بعلبك) is a town in the Beqaa Valley of Lebanon, east of the Litani River. It is famous for its monumental temples of the pagan age, when the city was named Heliopolis (λιούπολις), and was one of the largest sanctuaries in the Roman Empire.
Baalbek was severely hit during the 2006 Israel incursion into Lebanon. On August 4, 2006, Israeli helicopter-borne soldiers, supported by bomb attacks from their aircrafts, entered the Hikmeh Hospital in Baalbek. Their purpose was to capture senior members of the Hezbollah group that were considered responsible for kidnapping two Israeli soldiers that were thought to be hidden in the building. Vibrations caused by bombs during this conflict were reported to having damaged the archeological heritage of Baalbek. UNESCO had offered to help coordinate the restoration efforts in the monuments. And the Italian Government had funded a cooperation project that helped preserve the heritage and revive the infrastructure utilised for managing water resources.
Italian experts have been supporting Lebanese authorities in better conservation and management of archaeological sites, setting up information points, organising exhibitions and setting up museums.

### Video Clips

On Youtube ⇒ Heritage and Community playlist
On Youtube ⇒ Utilisation of collected resources for TV broadcast - playlist

## See also

⇒ Baalbek - UNESCO World Heritage List ⇒ Baalbeck International Festival
Related stories: ⇒ Palmyra, Italian Archaeological Mission - ⇒ playlist
⇒ Preservation and Development - Citadel - Damascus
⇒ Responsible Development - Varanasi - ⇒ playlist
⇒ Youth & Heritage - Sweida - ⇒ playlist
⇒ Preservation and Development - MAM - Damascus - ⇒ playlist
⇒ Muisca Indigenous Heritage ⇒ playlist
On Wikipedia: ⇒ Cultural heritage ⇒ List of heritage registers ⇒ World Heritage Site
⇒ Heritage tourism
European Union policies: ⇒ Cultural heritage policies in EU
⇒ Culture in EU development cooperation ⇒ Thematic briefing note on the external cooperation projects in the field of cultural heritage
# Development Cooperation Handbook/Stories/Development Education

⇒ Brussels 1 ⇒ MDG 8: Develop a Global Partnership for Development
Development Education
Brussels, Belgium
June 2011
⇒ Development Education Conference playlist
# Development Cooperation Handbook/Stories/Emergency Surgical Hospital

| Sierra Leone | MDG4: Reduce child mortality |
Youtube ⇒ playlist
Sierra Leone 2 – production
⇒ MDG 4 Reduce child mortality
Emergency Surgical Hospital
Project implemented by Emergency Goderich, near Freetown, Sierra Leone, December 2010
Project financed by individual contributions
Emergency is an Italian non-governmental organisation that provides medical care to victims of war and other forms of violence.
In 2001, during the civil war in Sierra Leone, Emergency built a surgical hospital in Goderich, a village in the suburbs of Freetown.
The war in Sierra Leone is over but health care in the country is still in a state of emergency.
Emergency provides free treatment in poor countries where health care is not free. It promotes a culture of peace and respect for human rights and contrasts violence in all its forms. Its anti-war militancy sometimes put the organization in opposition with political establishments. But everybody acknowledges that its hospitals are models of commitment and equal efficient treatment for all.
Initially started as a surgical hospital, it gradually began admitting also orthopaedic patients. In 2002, Emergency built a Pediatric Outpatient Department for the treatment of malaria, anemia and respiratory infections. In 2005, the infant mortality rate in the country was the highest in the world, largely caused by easily curable diseases like malaria, diarrhoea, malnutrition and common infections.
Poverty and ignorance aggravates the incidence of malnutrition and low hygiene standards. The pediatric clinic of Emergency runs a project for health and hygiene education. Emergency has been collaborating with the University of Parma since June 2008 to test a new protein-rich food for malnourished children made with cheap and easily available ingredients.
Although staying in public hospitals does not cost, patients in Sierra Leone must pay fees for treatments, medicines, operations and doctors. This means that poor people that cannot afford treatments and other medical services are left to misery and death. Even minor problems, like fractures, can degenerate into serious and irreversible deformities. Malaria is very widespread and is one of the major causes of high mortality among children. People frequently suffer from gastrointestinal and respiratory infections while scabies and worms are prevalent among children.

### Video clips

On YouTube ⇒ Emergency Hospital - playlist

## See also

On YouTube ⇒ Emergency Hospital - playlist
⇒ Emergency (NGO)
⇒ Emergency (ONG)
* Emergency Italia home page
* Emergency USA home page
* Emergency UK home page
* May 20th, 2012 New York Times Magazine cover article by Luke Mogelson
# Critique of the 1776 Commission Report/Page 1, Col. 1, PP 1

Original Text:
In the course of human events there have always been those who deny or reject human freedom, but Americans will never falter in defending the fundamental truths of human liberty proclaimed on July 4, 1776. We will — we must — always hold these truths.
Analysis & Rebuttal:

## History Content

Summary:
    [history placeholder]
[Analysis & Rebuttal from regarding History Content in the Original Text -- What events happened and when? Who was involved? Who was affected? What factors or conditions led to or caused historical events? ]

## Memory Content

Summary:
    [memory placeholder]
[Analysis & Rebuttal from regarding Memory Content in the Original Text -- what is remembered about history? What has been omitted or forgotten?]

## Rhetoric

Summary:
    [placeholder]
[Analysis & Rebuttal from regarding Rhetoric in the Original Text.]

## Viewpoint

Summary:
[Analysis & Rebuttal from regarding Viewpoint in the Original Text, especially whose viewpoints are included and excluded.]

## Authorship

Summary:
    [authorship placeholder]
[Analysis & Rebuttal from regarding Authorship in the Original Text, especially sources, omissions from sources, and plagiarism]

## Other

[Any other Analysis & Rebuttal that does not fit in the categories above]
# Critique of the 1776 Commission Report/Original text/Page 6
## II. THE MEANING OF THE DECLARATION (continued)
### p6_c1_pp1

More fundamentally, by the time of the American founding, political life in the West had undergone two momentous changes. The first was the sundering of civil from religious law with the advent and widespread adoption of Christianity. The second momentous change was the emergence of multiple denominations within Christianity that undid Christian unity and in turn greatly undermined political unity. Religious differences became sources of political conflict and war. As discussed further in Appendix II, it was in response to these fundamentally new circumstances that the American founders developed the principle of religious liberty.

### p6_c1_pp2

While the founders' principles are both true and eternal, they cannot be understood without also understanding that they were formulated by practical men to solve real-world problems. For the founders' solution to these problems we must turn to the Constitution.

## III. A CONSTITUTION OF PRINCIPLES
### p6_c1_pp3

It is one thing to discern and assert the true principles of political legitimacy and justice. It is quite another to establish those principles among an actual people, in an actual government, here on earth. As Winston Churchill put it in a not dissimilar context, even the best of men struggling in the most just of causes cannot guarantee victory; they can only deserve it.

### p6_c2_pp1

The founders of the United States, perhaps miraculously, achieved what they set out to achieve. They defeated the world's strongest military and financial power and won their independence. They then faced the task of forming a country that would honor and implement the principles upon which they had declared their independence.

### p6_c2_pp2

The bedrock upon which the American political system is built is the rule of law. The vast difference between tyranny and the rule of law is a central theme of political thinkers back to classical antiquity. The idea that the law is superior to rulers is the cornerstone of English constitutional thought as it developed over the centuries. The concept was transferred to the American colonies, and can be seen expressed throughout colonial pamphlets and political writings.

### p6_q1

"The safety of a republic depends essentially on the energy of a common national sentiment; on a uniformity of principles and habits; on the exemption of the citizens from foreign bias, and prejudice; and on that love of country which will almost invariably be found to be closely connected with birth, education and family." — Alexander Hamilton
# Critique of the 1776 Commission Report/Preface

This textbook is an annotated/augmented text based on the President’s Advisory 1776 Commission Report, published by the White House, United States of America, January 2021 (public domain).
This critique is needed because the 1776 Report includes many errors, omissions, and contested assertions, and lacks context to help readers evaluate its content and messages independently. We justify this strong assertion via the content of this textbook.

## Presentation

For easy reading and interpretation, the original paragraphs of the 1776 Report are presented side-by-side with the corresponding the analysis/ rebuttal. Color coding and interactive buttons allow the reader to switch between the different categories of analysis.

## Content

The paragraph-by-paragraph analysis and rebuttal of the 1776 Report includes these categories:
* History and Memory content -- historical facts, historical analysis, what we remember about history, why those memories are prominent, etc.
* Rhetoric -- how the content is presented and to what end, e.g. factual statement, values statement, example, story, hyperbole, generalization, argumentation, etc.
* Viewpoints -- whose viewpoints are expressed, and whose are excluded, and the implications
* Pedagogy -- the educational process or methods expressed or implied
* Authorship -- who authored the 1776 Report, issues about references, sources, and plagiarism
Appendix I. Declaration of Independence from the 1776 Report is not included in the side-by-side analysis because it is simply the text of the Declaration, without any addition content by the report authors.
Consistent with all Wikibooks, this textbook adopts a neutral point of view, and therefore does not include essays or arguments regarding the values expressed in the 1776 Report, including philosophy (ethics, morals), social justice, politics, personal motives or biases of the authors, and similar. Readers interested in these perspectives and arguments are encouraged to look at the Further Reading section.

## Intended audiences

* Teachers and students of Civics and US History -- high school and undergraduate college
* Educational policy makers for high schools and undergraduate colleges
* Teachers and students of communications, rhetoric, cultural studies, and education -- undergraduate college
# Croatian/Main Contents/Common Phrases

* Yes : Da
* No : Ne
* I am ... : Ja sam ...
* My name is ... : Ja se zovem ...
* How are you? : Kako si / Kako ste? (informal way / formal way)
* Thank you : Hvala ti / Hvala vam (informal way / formal way)
* Sweet : Slatko
* Love : Ljubav
* I love you : Volim te
* What's your name? : Kako se zoveš / Kako se zovete? (informal way / formal way)
* Thanks : Hvala
* Good morning : Dobro jutro
* Good day : Dobar dan
* Bad : Loše
* Terrible : Užasno
* Good : Dobro
* Great : Odlično
<–– Back to contents page
# Croatian/Main Contents
## Introduction/Predgovor

This book aims to be a complete guide to the Croatian language. From the basics, to the most advanced concepts of grammar and speech. It also aims to provide some miscellaneous information in relation to Croatia and the Croatian language (for example: history of the Croatian language, different dialects, how the Croatian language evolved, etcetera).

## The Lessons and Reference/Lekcije i preporuke

The lessons are put into levels. Each level focuses on a certain part of Croatian, to help build up your knowledge of the language, also known simply as Croatian. For example, the first level is mostly vocabulary. After studying and learning all the levels and lessons, hopefully the reader will be able to speak Croatian fluently. The levels are mainly for people who want to learn Croatian seriously as another language. If you wish to learn some of the language quickly because of business, a holiday or just out of curiosity, the reference is here for a quick guide. If you are familiar with another Slavic language (cf. Russian, Polish, Czech,Serbian,Bulgarian etc...), then you are at an advantage as Croatian shares the same noun declinations and sentence structures as her sister languages.
Reference is not a guide, however nor is it similar to the lessons. It is large portions of this South Slavic language put into a small area so the reader can look up verbs quickly without having to go through the lessons to find it. However, if you want to learn some more vocabulary, please use Level 1, not Reference to look up the word you want. Level 1 is not rigidly structured, so it is easy to use, like a dictionary.

## Under Construction/U izradi

This book is currently under construction. The squares next to each page, level or lesson, shows whether the content inside is completed or not. Below shows what stages these squares show:

## Levels/Razine

Level 1 is now completed. Level 2 is being made, and there will be a level 3 soon
Level 1 - Vocabulary and stress
Level 2 - Basic grammar
Level 3 - Forming sentences

## References

Phrasebook
Country FAQ Common Phrases Fundamentals Nouns Vocabulary
Croatian • Hrvatski Jezik :
| Levels | Level 1 • Level 2 • Level 3 | (view) |
| Reference | FAQ • Numbers • Verbs • Phrasebook • Print version |
# Croatian/Main Contents/Country

Croatia is a southern European country bordering Slovenia to the Northwest, Hungary to the Northeast, Serbia to the East, Bosnia and Herzegovina to the South and East, and Montenegro to the South. It is a Southern Slavic Country. It has a long coastline on the Adriatic sea. The language spoken in Croatia is Croatian, and this language is similar to Serbian and Bosnian. The Croats have traditionally used only the Latin alphabet, and the Serbs and Bosnians the Cyrillic one. Nowadays Serbs and Bosnians are also using Latin alphabet.
<–– Back to contents page
# Canadian Criminal Sentencing/Offences/Possession of Unauthorized Firearm
## Legislation

   Possession of firearm knowing its possession is unauthorized 92. (1) Subject to subsections (4) and (5), every person commits an offence who possesses a firearm knowing that the person is not the holder of
       (a) a licence under which the person may possess it; and
       (b) a registration certificate for the firearm.
   Possession of prohibited weapon, device or ammunition knowing its possession is unauthorized (2) Subject to subsection (4), every person commits an offence who possesses a prohibited weapon, a restricted weapon, a prohibited device, other than a replica firearm, or any prohibited ammunition knowing that the person is not the holder of a licence under which the person may possess it.
   Punishment (3) Every person who commits an offence under subsection (1) or (2) is guilty of an indictable offence and liable
       (a) in the case of a first offence, to imprisonment for a term not exceeding ten years;
       (b) in the case of a second offence, to imprisonment for a term not exceeding ten years and to a minimum punishment of imprisonment for a term of one year; and
       (c) in the case of a third or subsequent offence, to imprisonment for a term not exceeding ten years and to a minimum punishment of imprisonment for a term of two years less a day.
   ... Evidence for previous conviction (6) Where a person is charged with an offence under subsection (1), evidence that the person was convicted of an offence under subsection 112(1) of the Firearms Act is admissible at any stage of the proceedings and may be taken into consideration for the purpose of proving that the person knew that the person was not the holder of a registration certificate for the firearm to which the offence relates.
   – CCC

## Application

See Canadian Criminal Sentencing/Offences/Weapons Offences

## Ancillary Orders

* Weapons Prohibition
* Forfeiture of weapon
* DNA Order