OpenLLM-France/wikimedia huggingface dataset:
# Canadian Criminal Law/Peace Officer

   s. 2
   “peace officer” includes
       (a) a mayor, warden, reeve, sheriff, deputy sheriff, sheriff’s officer and justice of the peace,
       (b) a member of the Correctional Service of Canada who is designated as a peace officer pursuant to Part I of the Corrections and Conditional Release Act, and a warden, deputy warden, instructor, keeper, jailer, guard and any other officer or permanent employee of a prison other than a penitentiary as defined in Part I of the Corrections and Conditional Release Act,
       (c) a police officer, police constable, bailiff, constable, or other person employed for the preservation and maintenance of the public peace or for the service or execution of civil process,
       (d) an officer within the meaning of the Customs Act, the Excise Act or the Excise Act, 2001, or a person having the powers of such an officer, when performing any duty in the administration of any of those Acts,
       (d.1) an officer authorized under subsection 138(1) of the Immigration and Refugee Protection Act,
       (e) a person designated as a fishery guardian under the Fisheries Act when performing any duties or functions under that Act and a person designated as a fishery officer under the Fisheries Act when performing any duties or functions under that Act or the Coastal Fisheries Protection Act,
       (f) the pilot in command of an aircraft
          (i) registered in Canada under regulations made under the Aeronautics Act, or
          (ii) leased without crew and operated by a person who is qualified under regulations made under the Aeronautics Act to be registered as owner of an aircraft registered in Canada under those regulations, while the aircraft is in flight, and
       (g) officers and non-commissioned members of the Canadian Forces who are
          (i) appointed for the purposes of section 156 of the National Defence Act, or
          (ii) employed on duties that the Governor in Council, in regulations made under the National Defence Act for the purposes of this paragraph, has prescribed to be of such a kind as to necessitate that the officers and non-commissioned members performing them have the powers of peace officers;
Peace officers do not include:
# Canadian Criminal Law/Proof of Controlled Substance
## Proof of Substance

The usual way of proving the nature of the substance is by a Certificate of Analysis. Under s. 51(1) of the CDSA, the certificate is presumed proof of the nature of the substance.
The Defence must get "reasonable notice" of the Certificate of Analysis. Reasonableness depends on the complexity of the case, amount of time passed, client's access to counsel, and the degree of prejudice created by the possibly late notice. The Crown must prove that notice was provided with notice of a "true and accurate" copy of the notice.
The Defence can ask for leave to have the Analyst brought into court for examination.

# See also

* CDSA Schedules
* Canadian Criminal Sentencing/Drug Offences
# Canadian Criminal Law/Proof of Elements
## Elements

In a Criminal trial, the crown will present evidence that will tend to establish the offence charged. Each offence in the Criminal Code is broken down into "elements" that comprise the offence. Each element must be proven beyond a reasonable doubt before a judge can consider making a verdict of guilt.
The elements of each offence are unique for each offence. For a list of elements of major offences, see Canadian Criminal Law/Offences. Common with all criminal offences in Canada are the basic requirements of an action or omission (known as the "actus reus") and a criminal intent (known as the "mens rea"). What constitutes a actus reus and mens rea depends on the offence itself. For example, a drug possession charge requires proving mens rea by establishing that the accused had knowledge of the presence of the substance on their person. An assault, however, requires proving a mens rea by establishing intended the application of force.
There are more static elements that need to be proven, such as the identity of the accused as the person subject to the offence, jurisdiction of the court over the person accused, and the timing of the offence. Identity can sometimes be a non-trivial issue where the accused was not caught in the act. Courts are very wary of wrongful convictions based on identity. The jurisdiction and time elements simply establish that the court is able to adjudicate the matter. Judges cannot concern themselves of offences outside of the province or offences without any specific time period.
Where defences are concerned, the Crown has no obligation to disprove them unless the evidence provides an "air of reality" to the availability of a defence.

## Proof of Specific Elements

* Identity
* Jurisdiction and Time
* Intent and Knowledge
* Possession
* Ownership
* Duty of Care
* Causation
* Criminal Organization
* Continuity
* Injuries
* Intent to Traffic
# Canadian Criminal Law/Offences/Weapons Trafficking
## Legislation

   Weapons trafficking 99. (1) Every person commits an offence who
       (a) manufactures or transfers, whether or not for consideration, or
       (b) offers to do anything referred to in paragraph (a) in respect of
   a firearm, a prohibited weapon, a restricted weapon, a prohibited device, any ammunition or any prohibited ammunition knowing that the person is not authorized to do so under the Firearms Act or any other Act of Parliament or any regulations made under any Act of Parliament.
   ... R.S., 1985, c. C-46, s. 99; 1995, c. 39, s. 139; 2008, c. 6, s. 10.
   Possession for purpose of weapons trafficking 100. (1) Every person commits an offence who possesses a firearm, a prohibited weapon, a restricted weapon, a prohibited device, any ammunition or any prohibited ammunition for the purpose of
       (a) transferring it, whether or not for consideration, or
       (b) offering to transfer it,
   knowing that the person is not authorized to transfer it under the Firearms Act or any other Act of Parliament or any regulations made under any Act of Parliament.
   ... R.S., 1985, c. C-46, s. 100; R.S., 1985, c. 11 (1st Supp.), s. 2, c. 27 (1st Supp.), ss. 14, 203, c. 27 (2nd Supp.), s. 10, c. 1 (4th Supp.), s. 18(F); 1990, c. 16, s. 2, c. 17, s. 8; 1991, c. 40, s. 12; 1992, c. 51, s. 33; 1995, c. 22, ss. 10, 18(F), c. 39, s. 139; 1996, c. 19, s. 65; 2008, c. 6, s. 11.
   Transfer without authority 101. (1) Every person commits an offence who transfers a firearm, a prohibited weapon, a restricted weapon, a prohibited device, any ammunition or any prohibited ammunition to any person otherwise than under the authority of the Firearms Act or any other Act of Parliament or any regulations made under an Act of Parliament.
   ... R.S., 1985, c. C-46, s. 101; 1991, c. 40, s. 13; 1995, c. 39, s. 139.
   – CCC
# Bulgarian/Restaurants
## At the restaurant/cafe, etc.

* Малко (málko) = A little
* Много (mnógo) = A lot
* По-малко (pó málko)= Less
* Повече (póveche)= More
* Всичко(то), цяло(то) ( vsíchko(to)/ tsyálo(to) ) = All
* Закуска (zakúska) = Breakfast
* Обяд (obyád) = Lunch
* Вечеря (vechérya) = Dinner
* Вегетарианец (males) (vegetaryánets), вегетарианка (female) (vegetaryánka) = Vegetarian
* Кошер (koshér) = Kosher
* Наздраве! (nazdráve!) = Cheers!
* Сметката, моля, aко обичате (Smétkata, mólya, ako obíchate, formal) or Може ли сметката? (mózheli smétkata?, informal) = Can I have the check, please?

## Напитка (napítka) = Beverage

* Топли / Студени предястия (tópli / studéni predyástia) = warm / cold starters
* Кафе (kafé) = Coffee
* Чай (chay) = Tea
* Сок (sok) = Juice
* Вода (vodá) = Water
* Бира (bíra) = Beer
* Вино (víno) = Wine
* Лед (led) = Ice

## Spices

* Сол (sol) = Salt
* Захар (záhar) = Sugar
* Пипер (pipér) = Pepper

## Месо (mesó) = Meat

* Телешко (téleshko) = Beef
* Свинско (svínsko) = Pork
* Риба (ríba) = Fish
* Пилешко (píleshko) = Poultry
* Пържола (parzhóla) = Steak

## Зеленчук (zelenchúk) = Vegetable

* Картоф (kartóf) = Potato
* Пържени картофи (pə́rzheni kartófi) = French fries (lit.: fried potatoes)
* Салата (saláta) = Salad

## Miscellaneous

* Сандвич (sándvich) = Sandwich
* Олио (ólio) = Oil
* Оцет (otsét) = Vinegar
* Хляб (hlyab) = Bread

## Десерт (desért) = Dessert

* Сладолед (sladolét) = Ice cream

## Тоалетна (toalétna) = Restroom

* Извинете, къде е тоалетната? (Izvinete, kədé e toalétnata?) = Excuse me, where is the restroom?
# Bulgarian/Questions
## Common question words

* Защо? (formal and informal) (zashtó?), Що? (very informal) (shto?) = Why?
* Какво? (kakvó?) = What?
* Къде? (kadé?) = Where?
* Как? (kak?) = How?
* Кога? (kogá?) = When?

## Common questions

* Как си? (Kak si?) = How are you?
* Какво правиш? (kakvó právish) = What are you doing?
* Какво работиш? (Kakvo rabótish?) (informal) = What do you do?
* Къде отиваш? (Kədé otívash) = Where are you going?
* Гладен ли си? = (Gláden li si?) = Are you hungry?
* Жаден ли си? = (Zháden li si?) = Are you thirsty?
* Кога ще се върнеш? (Kogá shte se və́rnesh?) = When are you coming back?
* Кога ще се видим (пак)? (Kogá shte se vídim (pak) = When are we going to see each other (again)?
# Burmese Grammar Guide/Comparison Of Formal And Colloquial Speech

Comparing formal and colloquial speech.
| Formal | Colloquial | English | Class |
| ဤ | ဒီ/ဒါ | this | demonstrative pronoun |
| ထို | ဟို | that | demonstrative pronoun |
| တွင် | မှာ | at | postposition |
| ၌ | မှာ | at | postposition |
| များ | တွေ | plural marker | ? |
| ၏ | ရဲ့ | possessive marker | ? |
| ၏ | တယ် | present/past tense | ? |
| နှင့် | နဲ့ | and/with | conjunction |
| လျှင် | ရင် | if | conjunction |
| ၍ | ပြီး | and | conjunction |
| သော | တဲ့ | adjective marker | ? |
| သည့ | တဲ့ | adjective marker | ? |
| သည | တယ် | present/past tense | ? |
| သည | က | subject marker | ? |
| သို့ | ကို | to (spatial) | postposition |
| ရန် | ဖို့ | in order to | postposition |
| ခန့် | လောက် | about | postposition |
# Bulgarian/Tourism
## Tourism

* Хотел (hotél) = Hotel
* Стая (staya) = Room
* Резервация (rezervátsia) = Reservation
* Има(те) ли свободни места за тази вечер? ( Ima(të) li svobódni mestá za tázi vécher?) = Are there any vacancies for tonight?
* Няма места/място; Всичко е заето; Пълно е. (Nyáma mestá/myásto; vsíchko e zaéto; pə́lno e.) = No vacancies
* Паспорт (paspórt) = Passport
* (Туристическа) карта ( (turistícheska) kárta) = Map
* Туриситическа информация (Turistícheska informátsia) = Tourist Information
* Къде е...? (Kadé e...?) = Where is ...?
* Улица (úlitsa) = Street
* Булевард (bulevárd) = Boulevard
* Площад (ploshtát) = Square
* Тоалетна (toalétna) = Restroom
* Плаж (plazh) = Beach
* Писта (písta) = Ski run
* Бар (bar) = Bar
* Кръчма (krə́chma) = Kruchma, traditional Bulgarian tavern with food and drinks
* Клуб (klub) = (Night) club
* Банкомат (bankomát) = ATM
* Кредитна карта (kréditna kárta) = Credit card
# Bulgarian/Verbs
## Common Irregular Verbs
### Съм (səm) - To be

* Аз съм (Az səm) - I am
* Ти си (Ti si) - You are (singular)
* Той/Тя/То e (Tóy/Tyá/To e) - He/She/It is
* Ние сме (Níe sme) - We are
* Вие сте (Víe ste) - You are (plural)
* Те са (Te sa) - They are
# Burmese Grammar Guide/Emphasis Particles

Burmese makes use of many emphasis particles that often have no direct equivalent in English.
* -ပဲ
* -လေ
* -လေး
* -တော့
* -ပ့ေါ
# Bulgarian/Transportation
## Transportation/roads Vocabulary

* Колко струва билета? (Kólko strúva biléta?) = How much is the fare?
* Билет (bilét) = Ticket
* Един билет за... (ако обичате)/моля. ( (Edín) bilét za... ako obíchate/mólya. = One ticket to ..., please.
* Къде отиваш? (Kadé otívash?) (informal) = Where are you going?
* Къде отивате? (Kadé otívate?) (formal) = Where are you going?
* Къде живееш? (Kadé zhivéesh?) (informal) = Where do you live?
* Къде живеете? (Kadé zhivéete) (formal) = Where do you live?
* Влак (Vlak) = Train
* Трамвай (Tramváy) = Tram
* Автобус (Aftobús) = Bus
* Метро (Metró) = Subway, Underground, Metro
* Летище (Letíshte) = Airport
* Гара (Gára) = Train station
* (Автобусна) гара ( (avtobúsna) gára) = Bus station
* (Автобусна) спирка ( (avtobúsna) spírka) = Bus stop
* (Метро)станция ( (Metro) stántsiya) = Subway station, Underground station, Metro station
* Заминаване (zaminávane) = Departure
* Пристигане (pristígane) = Arrival
* Агенция за коли под наем (Agéntsia za kolí pod náem) = Car rental agency
* Паркинг (párking) = Parking
* Улица (úlitsa) = Street
* Булевард (bulevárd) = Boulevard
* Квартал (kvartál) = Neighbourhood
* Площад (ploshtát) = Square
* Тоалетни (toalétni) = Restrooms
# ETD Guide/Training the Trainers

We believe that all universities should have ETD programs. Clearly that will be the case, when one considers the situation in the long term (e.g., 10 years). Why not join now, so that students over the next decade can benefit? Why not participate, so that the research of universities is more widely shared? Why not develop local infrastructure, so that students are properly prepared for the Information Age, save money, and save money for the university?
Training efforts should aim to make clear the benefits of working with ETDs. They should assuage concerns, and make obvious how changes can be made in a smooth transition from current practice.
Next Section: Initiatives to support ETD projects in Latin America
# ETD Guide/Training the Trainers/Guidelines and Tutorials for ETDs

The inclusion of courses and tutorials with online demonstrations can facilitate a better understanding of all the production and submission process. With a comprehensive guide for ETD creation, the students can learn how to create ETD in word processing software, how to convert to PDF format and the submission procedure.
* Requirements and Guidelines for the Preparation of Master's and Doctoral Theses - Penn State University (http://www.gradsch.psu.edu/thesis/thesis.guide.html)
* Thesis and Dissertation Guide - North Carolina State University (http://www.fis.ncsu.edu/grad_publicns/thesdis.htm)
* Informationen für Autoren - Humboldt-Universität zu Berlin (http://dochost.rz.hu-berlin.de/epdiss/)
* Resources Cyberthèses [Université de Montréal] [Université de Lyon] (http://mirror-fr.cybertheses.org/)
* ETD Workshop Outline - North Carolina State University (http://www2.acs.ncsu.edu/grad/ETD/etdworkshop.htm)
Next Section: Specific Guidelines
# ETD Guide/Training the Trainers/Creating an online database of problem solving solutions

A quite important document must be at the users' disposal together with the various tools implemented for the electronic edition of scientific documents:
* User’s guide for the preparation of the documents
* User’s guide for the conversion itself
* Pedagogical toolkit for the training of authors...
This first edition, as complete as it may be, is nevertheless insufficient. It must be completed by the online diffusion of a database listing all the problems usually encountered and their solutions (FAQ) eventually completed with links to specific documents with examples.
Most of the time, such a database cannot be a priori completely defined and will have to be enriched as the number of users grows and their mastery of the various tools increases.
The collection of the questions and problems are done very efficiently thanks to the creation of discussion lists or forums opened to the users. It is recommendable to group the frequent questions or problems by subject, to offer an easier and friendly consultation.
Then, two methods considered for the construction of the database of solutions:
* Synthesis, based on the discussion list, prepared by some "experts" used to supply the database with questions and answers. The information available for the users is validated.
* The content of the forum indexed directly; the information is not validated, and it is thus the users themselves who will have to make a sort in the list of answers they get for their request. If this second method is lighter in terms of administration and management, its efficiency depends on the quality of the posted messages (questions and answers): precise and clear subject, good presentation of the problem, argumentation of the answer, etc.
Whichever the adopted solution may be, its implementation may rest on usual free software classical list and database servers.
The online diffusion of the so constructed FAQ must still have the name and e-mail of a member of the technical staff or a visible link to the discussion list in order to answer the questions not taken into account in the database.
As an example, CyberThèses proposes a forum construct with a MySql database and interfaced with Php, and will develop a second database from validated information.
Next Section: Help develop a broad local team
# ETD Guide/Training the Trainers/Help develop a broad local team

The core of the ADT Program was developed at The University of New South Wales Library (UNSW Library) as the lead institution. The team at UNSW Library included the overall coordinator & designer; technical manager & programmer; metadata consultant as well as the web coordinator & designer. This team developed the model from the conceptual to reality. The most important thing was not to lose focus, to keep the model as close to the original project description proposal as possible and to not overly complicate processes - in fact keep them as simple as possible. It was seen as critical to develop a workable model for the project partners to test and further refine.
During the development and testing process, all 7 original partners were consulted and had input at all stages. Two workshops for all 7 members were held approximately 12 months apart. These were used to discuss all aspects of the ADT model as well as to agree on the standards and protocols used. The agreed standards are at the core of the distributed model of the ADT Program. Without the involvement of an effective team to lead the process, and the effective input of the broader team, arriving at the desired outcome would have been very difficult.
The ADT Program is now effectively working across all 7 original member sites. Membership to the ADT has now been opened up to all Australian universities. It is anticipated that all Australian universities will become members and thus form a comprehensive national program. The benefits of a broad membership team are many: shared infrastructure, shared software development, shared metadata, shared documentation and training as well the shared satisfaction that comes with effective collaboration for the common good. The membership to the ADT may in time also include others in the region such as New Zealand and others.
Next Section: Standards, cooperation, and collaboration
# ETD Guide/Training the Trainers/Outreach/helping others

An effective mechanism for providing support is to identify centres of expertise which are prepared to assist others in setting up their ETD system. These centres of expertise can be regional, national or within an international geographic or linguistic region. The benefits flowing from these centres of expertise include assistance with designing processes, assistance with implementing software, especially if a common software product is being used, assistance in use of metadata and continuing support as systems evolve. Another very important function of a centre of expertise is provision of a focus around which a group can develop which can offer a self-support function and an environment taking into account local or regional conditions for continuing discussion and development of ETD programs as the technology continues to evolve. This latter is essential if ETD programs are to prosper.
The centre of expertise concept also has the great advantage of reducing significantly the learning curve in starting up an ETD program and consequently the timeframe and cost of new programs.
Next Section: Developing Centres of Expertise where appropriate and helpful
# ETD Guide/Training the Trainers/Developing Centres of Expertise where appropriate and helpful

An effective mechanism for providing support is to identify centers of expertise, which are prepared to assist others in setting up their ETD system. These centers of expertise can be regional, national or within an international geographic or linguistic region. The benefits flowing from these centers of expertise include assistance with designing processes, assistance with implementing software, especially if a common software product is used, assistance in use of metadata and continuing support as systems evolve. Another very important function of a center of expertise is provision of a focus around which a group can develop which can offer a self-support function and an environment taking into account local or regional conditions for continuing discussion and development of ETD programs as the technology continues to evolve. This latter is essential if ETD programs are to prosper.
The centre of expertise concept also has the great advantage of reducing significantly the learning curve in starting up an ETD program and consequently the timeframe and cost of new programs.
Next Section: Expanding ETD initiatives
# ETD Guide/Training the Trainers/Demonstrations, explanations

Many technological choices such as encoding formats, computing tools, dissemination tools, and copyrights, have an important impact on the ETD project’s success. It is necessary an overview of the different aspects of producing, disseminating, archiving theses in electronic formats, implementation and management of ETD projects.
At the present time several universities have initiated individual or cooperative projects for publishing and distributing theses, with different strategies approach : NDLTD (Networked Digital Library of Theses and Dissertations) with 103 member universities, Cyberthèses (Université de Montrèal, Université de Lyon, Universidad de Chile, Université de Genève with about 10 member universities) , Digital Australian Theses Program (8 Australian universities) and Dissertationen Online (5 German universities).
Next Section: Initiatives and Projects