OpenLLM-France/wikimedia huggingface dataset:
# Character Encodings/Code Tables/EBCDIC/EBCDIC 1028

IBM code page 1028 (CCSID 1028) is an is an EBCDIC code page that supports Hebrew used in IBM mainframes in Israel.

## Codepage layout

Characters are shown with their equivalent Unicode codes.
Code Page 1028 :
| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | A | B | C | D | E | F |
| 0x | NUL | SOH | STX | ETX | SEL | HT | RNL | DEL | GE | SPS | RPT | VT | FF | CR | SO | SI |
| 1x | DLE | DC1 | DC2 | DC3 | RES/ ENP | NL | BS | POC | CAN | EM | UBS | CU1 | IFS | IGS | IRS | ITB |
| 2x | DS | SOS | FS | WUS | BYP/ INP | LF | ETB | ESC | SA | SFE | SM/ SW | CSP | MFA | ENQ | ACK | BEL |
| 3x | | | SYN | IR | PP | TRN | NBS | EOT | SBS | IT | RFF | CU3 | DC4 | NAK | | SUB |
| 4x | SP | א 05D0 | ב 05D1 | ג 05D2 | ד 05D3 | ה 05D4 | ו 05D5 | ז 05D6 | ח 05D7 | ט 05D8 | ¢ 00A2 | . 002E | < 003C | ( 0028 | + 002B | | 007C |
| 5x | & 0026 | י 05D9 | ך 05DA | כ 05DB | ל 05DC | ם 05DD | מ 05DE | ן 05DF | נ 05E0 | ס 05E1 | ! 0021 | $ 0024 | * 002A | ) 0029 | ; 003B | ¬ 00AC |
| 6x | - 002D | / 002F | ע 05E2 | ף 05E3 | פ 05E4 | ץ 05E5 | צ 05E6 | ק 05E7 | ר 05E8 | ש 05E9 | ¦ 00A6 | , 002C | % 0025 | _ 005F | > 003E | ? 003F |
| 7x | | ת 05EA | | | NBSP | | | | ‗ 2017 | ` 0060 | : 003A | # 0023 | @ 0040 | ' 0027 | = 003D | " 0022 |
| 8x | | a 0061 | b 0062 | c 0063 | d 0064 | e 0065 | f 0066 | g 0067 | h 0068 | i 0069 | « 00AB | » 00BB | ‰ 2030 | − 2212 | | ± 00B1 |
| 9x | ° 00B0 | j 006A | k 006B | l 006C | m 006D | n 006E | o 006F | p 0070 | q 0071 | r 0072 | — 2014 | | „ 201E | ¸ 00B8 | ‡ 2021 | ¤ 00A4 |
| Ax | µ 00B5 | ~ 007E | s 0073 | t 0074 | u 0075 | v 0076 | w 0077 | x 0078 | y 0079 | z 007A | ‘ 2018 | ’ 2019 | “ 201C | ” 201D | † 2020 | ® 00AE |
| Bx | ^ 005E | £ 00A3 | ¥ 00A5 | • 2022 | © 00A9 | § 00A7 | ¶ 00B6 | ¼ 00BC | ½ 00BD | ¾ 00BE | [ 005B | ] 005D | ‾ 203E | ¨ 00A8 | ´ 00B4 | × 00D7 |
| Cx | { 007B | A 0041 | B 0042 | C 0043 | D 0044 | E 0045 | F 0046 | G 0047 | H 0048 | I 0049 | SHY | ⅛ 215B | | | | |
| Dx | } 007D | J 004A | K 004B | L 004C | M 004D | N 004E | O 004F | P 0050 | Q 0051 | R 0052 | ¹ 00B9 | ⅜ 215C | | | | |
| Ex | \ 005C | ÷ 00F7 | S 0053 | T 0054 | U 0055 | V 0056 | W 0057 | X 0058 | Y 0059 | Z 005A | ² 00B2 | ⅝ 215D | | | | |
| Fx | 0 0030 | 1 0031 | 2 0032 | 3 0033 | 4 0034 | 5 0035 | 6 0036 | 7 0037 | 8 0038 | 9 0039 | ³ 00B3 | ⅞ 215E | | | | EO |

## References

* ↑ Code Page CPGID 1028 (pdf) (PDF), IBM, archived from the original (PDF) on 2013-01-21
# Astrodynamics/Perturbations

Perturbations in astrodynamics refers to the forces that act on an object that is not from the gravitational attraction of a single, more massive body. These forces can include gravity from other bodies, drag from an atmosphere(Such as the decay of satellite orbits because of collisions with gas molecules and the craft), or the off center attraction caused by an oblate or irregularly shaped body.

## Orbital resonance

Orbital resonance is when large bodies regularly perturb other bodies with gravity. This usually ends in instability in which the orbits of the two bodies are shifted until there is no more resonance. In some cases the resonant system can be self correcting, making the resonance stable. Orbital resonances are represented with either the ratio of orbits completed in a single time interval or the ratio of their orbital periods, with both representations giving ratios inverse to each other. Examples of this are the 2:3 resonance between Neptune and Pluto and the 1:2:4 resonance between Jupiter's moons of Ganymede, Europe and Io(Ratio of orbits in a single time interval used).

## Apsidal precession

Apsidal precession is the precession of the line of apsides of an object's orbit. It is related with the orbit's argument of periapsis. It is caused by perturbations from other bodies in the system, and by gravity perturbations explained by general relativity.

## Examples

An example of a major orbital perturbation is in April 1996, when Jupiter's gravitational influence decreased comet Hale-Bopp's orbital period from 4,206 years to 2,380 years.
# Astrodynamics/Satellite Ground-Track
## Effects of Earth's Rotation

The earth rotates with respect to the orbit, which means that the orbital plane is essentially stationary in space while the earth rotates. The sine wave formed by the ground track is displaced by the number of degrees each orbit by the number of degrees that the earth rotates during the orbital period. The image below shows a satellite ground track through two of earth's rotations:

## Launch Inclination and Latitude

It should be apparent that the point and orientation of launch heavily affects the orientation of the satellite's orbit. A satellite is launched from a point A on the surface of the earth. The launch latitude and longitude are given by L and λ respectively. The satellite is launched with an azimuth angle of β.
The satellite's orbit passes through the equator on the ground-track map (the ascending node) at point B with an inclination angle from the equator of i. We can calculate i as:
    $\cos(i)=\sin(\beta )\cos(L)$
We can see from this result that a direct orbit must have a launch azimuth between 0° and 180°. A retrograde orbit must have a launch angle between 180° and 360°.
We can see that satellites cannot be put into an equatorial orbit if the launch site is not on the equator. We can also see that a launch site cannot obtain an orbital inclination smaller than the launch latitude. For that reason, launch sites closer to the equator have a larger range of possible orbits. A launch site directly on the equator can put a satellite into any orbit.
Example: USA Launch Sites
The United States has a series of launch sites in southerly states: Florida and Texas are the most well known, but there are plans for a new launch site in New Mexico as well. Launch sites in Florida have a latitude of 25°
# Chess/Optional homework/4

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 1

1. White to move and win
    This position occurred in the "Evergreen game", A. Anderssen vs. J. Dufresne, 1851.
    Hint: Sacrifice the rook, then the queen.
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 2

2. White to move and win
    This position occurred in the "Immortal game", A. Anderssen vs. L. Kieseritzky, 1851.
    Hint: Prepare to sacrifice the queen.
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
# Chess/Optional homework/2

    Name: ________________________
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 1

1. If White captures the pawn on e5, how can Black win back the pawn?
    (This position is from the Ruy Lopez Exchange variation.)
    Hint: Use the Black queen to "fork" the White knight and a White pawn.
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 2

2. If White captures the pawn on d5, how can Black win the knight?
    (This position is from the Queen's Gambit Declined.)
    Hint: Let White take your queen. Then you can take his queen!
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
# Chess/Optional homework

These optional Worksheet problems will test your / your students' ability to apply chess concepts. Try them and learn/teach!
Each handout is designed to have a 20 minute time limit; feel free to use a timer, or adjust timing depending on the skill of your players. Each handout can be print using the "Printable version" button available on the left side of page.
First, choose the groups so that no student on the same table has the same group (this allows to prevent cheating):
* Group A
* Group B
* Group C
* Group D
# Chess/Optional homework/1

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 1

1. White to move and win
    Composed by Domenico Lorenzo Ponziani in 1769
    Hint: You only need one pawn to win. Be careful not to stalemate Black!
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 2

2. White to move and win
    Composed by Irving Chernev in 1961
    Hint: Move the king first, then the pawn.
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
# Chess/Optional homework/3

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 1

1. Black to move and win
    This position occurred in the game Z. Djordjevic vs. M. Kovacevic, 1984.
    Hint: Use the Black queen to "fork" the White king and another White piece.
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |

## Problem 2

2. Black to move and win material
    This position occurred in the game K. Shirazi vs. J. Peters, 1986.
    Hint: Use the Black queen to "fork" the White king and another White piece.
Solution: ______________________________________________
______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
# Blender 3D: Blending Into Python

This is the start of a Blender/Python manual. At the moment the most useful areas are the optimization guide and the cookbook.
Python is high-level, easy to learn scripting language, that can be applied to various aspects of Blender, and MANY other things. For an introduction, download it. Then google Python Tutorial, and you'll find a wealth of excellent beginner's tutorials. Once you've mastered the basics, you can start learning Blender type stuff.

## Contents

Please feel free to add content to other areas.
* Optimize — Python/Blender Optimization Guide
* Cookbook — Blender/Python CookbookBlender 3D:
* OrphanScripts — Orphan Scripts - community maintained scripts.
* Features — Python/Features
* Blender Python C API
* 2.5 quickstart
* Reference

## Further reading

* Python Programming Language

## External links

* Blender Python 2.46 API Reference — Python API Reference. Keep this under your pillow.
# Blender 3D: Blending Into Python/Blender Python C API
## Mini Unfinished Guide to adding a C/API extension

Add blurb- what this is good for etc.
Heres a mini tutorial
* Find a variable that you can not access from BPython
* Look for a button that modifies the value in the user interface
* Write down the buttons tooltip
* Use a find tool to find the Tooltip for the button in the source code (There are some source code searching tools you can get)
* The line with the tooltip will also reference a variable. Now you know what the variable name is for the button.
* Go into Python code folder and open the relevant C file (Lamp.c, Material.c etc.)
* Find a similar exististing variable in the c file- (e.g., if your setting a flag, then find another BPy function that sets a flag)
* Look for every instance of this variable, under each instance, copy it and replace the name with your new one. make the obvious modifications.
make sure to add the setattr and getattr values for class variable names. You don't have to do this, but you probably should eventually.
Recompile and test!
Voila
Note Sometimes not all variables are seen directly from the UI. As fas as I know all blender datatypes are structs internally. To find all the variables used by this DataType- Look through the files in- Blender/source/blender/makesdna/... They are named well and you can see all the variables.
# Blended Learning in K-12/Work and Learning

Work and Learning
Although this Wikibook is primarily focused on Blended Learning in the K-12 envirornment, it is worth pointing out that Blended Learning occurs most often at the university level, and as a method of professional development in the business world.
One of the distinct advantages of Blended Learning in the workplace is that it allows employees to continue their professional development, while customizing their learning to fit their own needs. Thus an employee can immediately apply what he or she learns to their job. (Singh and Reed, 2001).
This is less applicable to a K-12 setting, except in terms of differentiation. It seems unlikely that a K-12 student would be participating in the type of work that would benefit from this type of course design. On the other hand, a Blended Learning course could allow a student to apply knowledge to other tasks, i.e. extra-curricular activities.
# Blender 3D: Blending Into Python/Features

Here is the temp location for features Campbell and Vince from MetaVR wish to add for improved modelling in simulation.
* Vert Select to UV Selection.
* UV Window, Align weld- to be able to welt to the left, right,top,bottom.
* Relax vertex to surrounding.
* Relax vertex- make the vertex evenly spaced and fit the surrounding faces/verts.
* Rotate along edge.
* Projection UV mapping modifier. (use cameras?)
* Move uv island to another edge non connected edge
* BuildingGenerator: BuildingGenerator — building Generator
# Ada Style Guide/Portable Dining Philosophers Example

← Improving Performance · References →
This chapter presents an elaborate implementation of Edsger Dijkstra's famous Dining Philosophers; a classical demonstration of deadlock problems in concurrent programming. This example demonstrates the portability of Ada packages and tasking and illustrates many of the Ada 95 quality and style guidelines. Since many of the guidelines leave the program writer to decide what is best, there is no single best or correct example of how to use Ada. Instead, you will find several styles that differ from your own that may deserve consideration.
This version of the Dining Philosophers example was provided by Dr. Michael B. Feldman of the George Washington University and Bjorn Kallberg of CelciusTech Systems, Sweden. This example was compiled using the GNAT Ada 95 compiler, version 2.07, on a Sun platform.
References →
# Common Node Editor HotKeys

* MMB — drag to scroll around the view
* MW — zoom in and out.

# Compositing Nodes

* VKEY — (Blender 2.5) zoom-out backdrop.
* ALT+VKEY — (Blender 2.5) zoom-in backdrop.
# Outline Window HotKeys

Mouse
* CTRL+LMB — edit an object name.
# Render Window HotKeys

A
* AKEY — toggle between display of RGB and alpha channels.
J
* JKEY — toggles between image buffers in render window
Z
* ZKEY — toggle between normal and zoomed display.
Mouse
* LMB — show information about pixel under mouse pointer.
* MW — zoom in/out.
# Scripts Window HotKeys

Q
* CTRL+QKEY — quit currently-running script.
# Analytical Chemiluminescence/Hypohalites and halates
## B12. Hypohalites and halates

Chemiluminescence reactions involving hypohalites and related oxidants have been exploited for a wide variety of analytical applications, primarily for the determination of free chlorine, halides and a variety of compounds in pharmaceutical preparations and natural waters. Proposed mechanisms of the light-producing pathways are insufficiently supported by spectroscopic evidence but, where emission spectra are known, large differences show that numerous different emitters are involved. A deeper understanding of the light-producing pathways and hence the relationship between analyte structure and chemiluminescence intensity is required.
Two examples of the use of halates in chemiluminescence will now be mentioned. A novel flow-injection system for the determination of formaldehyde has been described. It is based on a strong enhancement by formaldehyde of the weak emission from the reaction between potassium bromate and rhodamine 6G in sulfuric acid. The method has been applied to determine formaldehyde in the air samples and a possible mechanism has been proposed.
The oxidation reaction between periodate and polyhydroxyl compounds has also been studied. A strong emission, especially in the presence of carbonate, is observed when the reaction takes place in a strongly alkaline solution (but not in acidic or neutral solution) without any other chemiluminescence reagent. Background and chemiluminescence signals of the sample are enhanced by oxygen and decreased by nitrogen. The chemiluminescence spectrum shows two main bands (at 436-446 nm and 471-478 nm). Based on these, a possible chemiluminescence mechanism has been proposed. Two emitters contribute to the chemiluminescence background, singlet oxygen and carbonate radicals.
The addition of polyhydroxyl compounds or hydrogen peroxide causes enhancement of the chemiluminescence signal. This reaction system has been developed as a flow injection assay for hydrogen peroxide, pyrogallol, and α-thioglycerol. The ions involved in the reaction - periodate, carbonate and hydroxyl - can be immobilized on a strongly basic anion-exchange resin and highly sensitive chemiluminescence flow sensors for each analyte have been assembled.

#### References

* ↑ Francis PS, Barnett NW, Lewis SW, et al., Luminescence, 2004, 19(2), 94-115.
* ↑ Li BX, Liu ML, Zhang ZJ, Xu CL, Anal. Sci., 2003, 19(12), 1643-1646.
* ↑ Lin J-M and Yamada M, Anal. Chem., 1999, 71(9), 1760-1766.
# Analytical Chemiluminescence/Lophine and pyrogallol
## B2. Lophine and pyrogallol

These are the earliest-known chemiluminescence reagents. Lophine (2,4,5-triphenyl-1H-imidazole) exhibits lemon yellow chemiluminescence in solution and is one of the few long-lasting chemiluminescent molecules. It forms dimers that have piezochromic and photochromic properties. It has been proposed as an analytical reagent for trace metal ion detection. Lophine chemiluminescence was discovered by B. Radziszewski in 1877.
Pyrogallol is determined by means of chemiluminescence at 500 nm which accompanies the oxidation by hydrogen peroxide of autoxidized pyrogallol in the presence of chromium(III) and formaldehyde. Using air-segmented continuous flow analysis, the LOD (3s) was 6.0 × 10$^{−9}$ mol dm$^{−3}$ and the calibration was linear up to 10$^{−4}$ mol dm$^{−3}$. The method has the potential to be extended to other phenols The chemiluminescent oxidation of pyrogallol has been known for more than one hundred years.

##### References

* ↑ Macdonald A, Chain K W and Nieman T A, Lophine chemiluminescence for metal ion detection, Anal. Chem., 1979, 51(13), 2077-82
* ↑ Kearney N J, Bridgeland E S, Jewsbury R A, Martin N D, Kelly S J and Korn S R, Determination of Pyrogallol Using Continuous Flow With Chemiluminescence Detection, Anal. Comm., 1996, 33, 241-243
# Analytical Chemiluminescence/Luciferins
## B3. Luciferins

Luciferases are enzymes that catalyse light-emitting reactions in living organisms - bioluminescence. They occur in several species of firefly and in many species of bacterium. Firefly Luciferases are extracted by differential centrifugation and purified by gel filtration. Lyophilised luciferase with added stabiliser keeps for several months at ―4 °C.
Luciferins are substrates of luciferases . Firefly luciferin emits at 562 nm on reaction with oxygen, catalysed by luciferase in the presence of adenosine triphosphate (ATP) and magnesium ions, emission being directly proportional to luciferin concentration over the range 0.01-1000 nmol dm$^{―3}$. The ATP dependence of firefly luciferin bioluminescence is exploited in many ATP determinations and assays for the products of enzymatic reactions that utilize or produce ATP, e.g., kinases and substances involved in reactions catalysed by them.
The crustacean Cypridina hilgendorfii has a luciferin of very different chemical structure, but the mechanism of its bioluminescence is the same as that of the firefly except that no co-factor is required. Analogues of Cypridina luciferin have also been synthesised and used to detect superoxide of pathological origin. Scavengers of superoxide radicals, e.g., tea leaf catechins, quench Cypridina chemiluminescence, enabling their antioxidant activities to be conveniently measured.
Figure B3.1 – Principle of bacterial bioluminescence, in which light is emitted by the oxidation of a long-chain fatty aldehyde by flavine mononucleotide, which is regenerated in a coupled reaction. NAD(P)H, nicotinamide adenine dinucleotide (phosphate; FMN, flavine mononucleotide.
Luminous bacteria are found widely in marine environments. Bacterial luciferase, which acts in accordance with the outline mechanism shown in Figure B3.1, does not have a luciferin substrate as such. Instead the light emission comes from a complex of luciferase, flavine mononucleotide and a long-chain fatty aldehyde. Thus bacterial bioluminescence is associated with a pyridine nucleotide rather than with the adenine nucleotide involved in firefly bioluminescence.

##### References

* ↑ McCapra F in Turner A P F, Karube I and Wilson G S, Biosensors: Fundamentals and Applications, Oxford, Oxford University Press, 1987. p 617.