OpenLLM-France/wikimedia huggingface dataset:
# Adventist Youth Honors Answer Book/Camping/Sleeping bags

Aside from the 3 main shapes of the bag listed below, a more important issue is what is in the bag and how it is stitched. The warmer bags are feather filled (duck down) and the bags are rated by a weight ratio. Other bags have synthetic fiber, also rated by a weight ratio.
Good bags will show either 3 or 4 season or may give an outside temperature value they would keep you warm in. Some bags are rather large and hard to get into your pack. There are now better more compact bags available.

## Storing your bag

    Do not leave it squashed into its outer bag. Hang it up on a hanger to let the bag breathe when not in use.

## Rectangular

The rectangular sleeping bag is probably the most common, and are popular for light use. They are not suitable for backpacking because they provide the least amount of warmth and the most amount of weight. As the name implies, they are rectangle-shaped. While this makes them comfortable and roomy, the wide opening near the top is a major source of heat loss. Unlike a mummy bag it does not have a hood that can be drawn around the head to retain heat.

## Mummy Bag

The mummy bag is shaped like a sarcophagus. It is narrow at the feet (but tall there to allow just enough room for the feet), tapers at the waist, widens again at the shoulders, and then tapers down near the head. The top is very much like the hood of a winter coat, complete with drawstrings to close up the gap and keep heat in. Because they conform so well to the human shape, there is very little wasted space inside. This is good because your body has to heat all that space, and because the extra insulation and material thusly removed does not have to be carried (meaning it's lighter).

## Barrel Bag

The barrel bag is a modified mummy bag. It is roomier than the mummy bag and provides almost the same warmth at the cost of additional weight.
# Adventist Youth Honors Answer Book/Arts and Crafts/Model Cars

Model Cars :
| Arts and Crafts General Conference | Skill Level 1 |
| Arts and Crafts General Conference | Year of Introduction: 1928 |

## 1. Build at least one plastic model car from the parts supplied in a kit. Car must be stock in every respect.

Plastic model kits can be bought at most hobby shops and craft stores. You can also find them on the Internet, consignment shops, yard sales, thrift stores, and at large retailers.
The requirement that the car be "stock" means that the car must be assembled as per the basic instructions that come with the kit. It does not mean that it must be a racing "stock" car.
Most kits require glue, a craft knife (or sprue cutter), tweezers, and a paint brush. Some kits are snap-together, but the better ones require glue. These items can be purchased in the same places that sell model cars.

## 2. Build a second car using extra accessories included in the kit or create alterations using putty and/or parts from other kits. (Decals don't count). Include paint job.

Some car kits come with extra parts that can be used to modify or change the outlook of the finished car. Take these parts or another entire car kit and mix them to create an entirely new car look. An example would be to take the "chrome" side exhaust from a dodge viper or older corvette model and apply it to the sides of another vehicle or the spoiler from an foreign model car or even a "tuner car" and add it to a car without a spoiler to make it look more sporty.
The paint may come with the model, or you may have to buy it separately. If you buy it separately, then try some different paint jobs.

## 3. Write or give orally a report on the history of automobiles. Be sure to include interesting steps in the development process such as notes on engine sizes, automatic transmissions, power steering, computerized controls, etc.

You might look in the encyclopedia for some information about automobile history, car history, or any other number of variations. Try looking up other books in a near by library. If there is a museum that has an exhibit or focuses on cars, try these, as they almost always have excellent information. You might also try informational websites like http://www.about.com or http://www.themuseumofautomobilehistory.com/.
# Adventist Youth Honors Answer Book/Arts and Crafts/Model Boats

Model Boats :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1991 |

## 2. Identify and define these words
### a. Displacement

Displacement is the volume of water a boat's hull moves out of the way when it floats. The displaced water is the same weight as the boat as long as the boat is floating. If the boat sinks then the amount of water being displaced is equal to the volume of the boat instead of the weight.

### c. Propeller pitch

Propeller pitch is the distance a propeller would move in one revolution if it were moving through a soft solid, like a screw through wood. For example, a 21-pitch propeller would move forward 21 inches in one revolution.

### d. Thrust and lift

Thrust is the force exerted by a propeller to move a boat through the water. As the boat moves forward, it may experience lift, which is a force that will raise the boat slightly.

### e. Mono hull

The body of the boat.

### f. Hydro

something similar to a speed boat. (hydroboat)

### g. Bow

The front of the boat.

### h. Keel

has two distinct meanings related to two different types of boats: one a riverine cargo-capable working boat, and the other a classification for small- to mid-sized recreational sailing yachts.

### i. Transom

The wide, usually flat area at the very back of a boat. This is where an outboard motor is typically mounted. This is also where you usually find the name of the boat on larger vessels.

### j. Cavitation

Inefficient low-pressure pockets on propellers form bubbles that collapse against the blades resulting in premature wear. Cavitation causes vibration, noise and serious damage to a propeller.

### k. Heeling

Heeling is normal, sideways tipping. Heeling is a result of the force of wind on the sails. Some heeling is inherent in sailing; as the force of the wind is transferred into forward motion, any excess is transferred into sideways motion, some of which is slippage and some of which is heeling. A boat that has too much sail set so that it heels over beyond a certain angle will sail less efficiently.
When a boat is heeled, the center of effort changes. The center of effort is the pivot point of the sails and is related to the center of lateral resistance, which is below the waterline. One way to reduce heeling is to move the center of lateral resistance upwards by raising the centerboard or daggerboard. The boat will have less resistance below the waterline and consequently less heel.

### l. Planing

is the mode of operation for a waterborne craft in which its weight is predominantly supported by hydrodynamic lift, rather than hydrostatic lift (buoyancy).
# A-level Computing/AQA/Paper 2/Fundamentals of communication and networking/Public and private IP addresses
## Public and Private IP addresses

The problem arising from the lack of IP version 4 addresses was predicted long before it became a issue. To this end a number of solutions have been devised along the way. One such solution is the idea of public and private IP addresses.
If we wish to build our own enclosed network and not connect it to the internet, we are of course at liberty to use any IP addresses we want. However should our network ever get connected to the Internet we do not want to have potential conflict with an Internet addresses. To this end, a range of IP addresses have been specified to be private and only used on Internal Networks. These networks are not to be connected 'directly' to the Internet. These are then Private IP addresses. The remaining addresses are then Public IP addresses and devices with these addresses can be directly connected to the Internet.
(NOTE - The word 'directly' used here does not refer to a physical connection, but refers to some modification to the IP packets.)
In addition it may be that we have a network of over 1000 devices but have only been allocated a Class C address. This has insufficient host addresses for our needs. Hence we use a private address range for our internal communications and borrow addresses from the Class C range whenever we go out to the Internet. (More of this later in NAT)
The private IP addressed are further explained in RFC 1918
| Address | Subnet Mask | Range |
| 10.0.0.0 | 255.0.0.0 | 10.0.0.0 - 10.255.255.255 |
| 172.16.0.0 | 255.240.0.0 | 172.16.0.0 - 172.31.255.255 |
| 192.168.0.0 | 255.255.0.0 | 192.168.0.0 - 192.168.255.255 |
Hence if you look at your home or college network, it is most likely that you will be using a private address for your device.
* Exercise: Private and Public Addresses
* Your device has the IP address 192.168.48.11. Will you be able to be directly connected to the Internet with this?
* Answer:
* NO . This is a private IP address.
* You are on your laptop in a WiFi area and notice the allocated IP address is 172.38.14.11. Will your IP traffic go out directly onto the Internet?
* Answer:
* YES. The address is a public IP address
Should an IP packet get out to the Internet with a private IP address as the source address, internet routers should delete it. However if it gets to its destination and a reply is returned, the original sources address, will now be the destination address on the returning packet. Internet routers will not deliver the packet and will just delete them. Thus we call them non-routable addresses. This is technically not correct as we would route them in our internal network. It is just out on the public Internet they are unroutable.
# Angry Birds/Birds

Every bird in Angry Birds has its own unique ability, which often affects the trajectory of their shots.
* Red bird (Red) - Standard
* Blue bird (Jay, Jake and Jim A.K.A. The Blues ) - Splits into 3 birds
* Yellow bird (Chuck) - Speed up
* Black bird (Bomb) - Explodes
* White bird (Matilda) - Drops an egg bomb
* Green bird (Hal) - Goes back like a boomerang
* Terrence - Standard but bigger
* Orange bird (Bubbles) - Inflates
* Pink Bird (Stella) - Lifts things up with bubbles
# Angels and Demons/Background

This is a guide to the real events, things, and ideas that the book uses as parts of its storyline and setting, and how they are used in the book.
* The secret brotherhood at the heart of the book is the Illuminati.
* The Lockheed Martin X-33 was a real space launch vehicle, whose prototype was 85% complete before NASA cancelled the project.
* CERN
* Freemasonry
* Henry A. Wallace was the Vice President of the United States and is alleged to be a Freemason who caused the Illuminati symbol to be included on U.S. 1 Dollar Bill
* Antimatter
# Angry Birds

Angry Birds is a mobile game where you fling birds with different abilities at structures with green pigs in them.

## Table of Contents
### General Gameplay

* Birds
* Structure materials
* Enemies
* How to Play
# Android/Testing/Unit Testing/Delegate Finals

Methods such as 'showDialog' are final, and cannot be overridden. Although Robolectric provides a means for you to change their implementation, it's sometimes convenient to use a simpler pattern - extending the class under test and overriding the new non-final method:
# Android/Testing/Unit Testing/Monitor supermethods

Some monitoring behaviour is common: Activities can start other activities, for instance, and testing those calls involves recording the intents issued during the test. Robolectric offers this behaviour with its ShadowContextWrapper.getNextActivity, but the following may be a more useful strategy in certain circumstances.

## Code under test

Activity that starts another activity.

## Test

Extend the activity under test, overriding the startActivity method:

## Misc

This is a wrapping-up of being able to monitor an activity:
# Angels and Demons

Welcome to the wiki-based annotated text and analysis Wikibook for the novel Angels and Demons by Dan Brown.

## Contents

* Background — background information on the mythology upon which the book is based
* Divergence from reality — where and how the book diverges from reality

## Book goals

* Offer critical commentary and analysis of the book presented to help others better understand detailed situations
# Android/Testing/Unit Testing/Injecting Static Methods

You cannot redefine a static method by inheritance, but you will often want to provide a test implementation of static methods (which include the 'new' operator).
A tool like PowerMock does allow for the redefinition of static methods, but if you don't get along with it, you can still work around the issue: if you're using dependency injection, you can write trivial classes to wrap static methods and substitute them with little intrusion into your code. If you're not using real DI (due to the start-up time, for instance), the following may help you start.
If you decide to stick with this manual DI, you may find that certain methods (particularly Android ones) turn up regularly enough in different classes' tests to make it worth creating an external non-static utility class to inject. There'd be a temptation to let this grow into a grab-bag class containing all the statics you have ever needed (which probably isn't a problem beyond being a sprawling mess and potentially concealing that a class under test is doing too much), but you would want to guard against the temptation to sneak in things which aren't strictly statics "because it's a handy singleton in which to hide a bit of state" (which would be wrong).
If you're a fan of 'single responsibility', you'll see that this StaticInjection should really be broken up into separate chunks - the beginnings of proper full-scale DI (albeit static DI, rather than the dynamic style of Guice etc.).

## Code under test

Adding an inner class allows you to provide default behaviour in a production environment, but special behaviour in tests. The example shows that it's not just Android that likes declaring methods static.
If you find your StaticInjection class growing too much, you're probably doing too much in your Activity - try to follow the 'single responsibility' principle.

## Test

A test would either subclass and override bits of StaticInjection, or use mocking to constrain which bits of the StaticInjection were used:

## Misc

The above example depends on these trivial classes:
# A History of Japan: From Mythology to Nationhood/Structure

This page is designed to give guidance on the basic structure on the wikibook Japanese History. There may be some parts of this page you disagree with in which case it would be good if changes could be discussed on the discussions page of Japanese History. Please do not add heading when there is nothing under them. Any Pages Which are unfinished, renamed from the original structure or not worth being added to a finished book shall be removed. It is necessary to realise that although the project continues to evolve it must stay in a state which can be read easily as a book ie don't add chapters outlining what you will write but create them in the sandbox.

## Chapter Headings

Chapter headings should be done by era name. These chapter headings should be designed to show the content of the page within the book as a while. It should be designed to show on era as a whole with headings within the chapter dividing the chapter up. ie "World War II" is better than Many chapters at the level of "The Battle of Midway".
The chapter headings I would recommend for now until the amount of information in one chapter is such that it could be considered a suitable candidate to become two chapters is this:
Introduction
Prehistory through the Jomon Period
The Yayoi Period
The Kofun or Yamato Period
The Asuka Period
The Nara Period
The Spread of Buddhism in Japan
The Early Heian Period
The Middle Heian Period
The Late Heian Period
The Kamakura Period
The Kenmu Restoration
The Nanboku-chō Period
The Muromachi Period
The Warring States Period
The Azuchi–Momoyama Period
The Edo Period
The Meiji Restoration
The Meiji Period
The Taisho Period
The Rise of Militarism
World War II
The American Occupation of Japan
Post-War Japan
Japan Today
These headings are designed to be easy for someone new to this subject to follow.
If you disagree with anything in here, and would like to change anything please discuss this here before editing the structure of this book or {{Japanese HistoryTOC}}.
# Biostatistics with R/Simple Linear Regression and Correlation
## Summary of Formulars with R

| Formular Number | Name | Formular | Formular with R |
| 9.2.1 | Assumption of linearity | Example | Example |
| 9.2.2 | Simple linear regression model | Example | Example |
| 9.2.3 | Error (residual) term | Example | Example |
| 9.3.1 | Algebraic representation of a straight line | Example | Example |
| 9.3.2 | Least square estimate of the slope of a regression line | Example | Example |
| 9.3.3 | Least square estimate of the intercept of a regression line | Example | Example |
| 9.4.1 | Deviation equation | Example | Example |
| 9.4.2 | Sum-of-squares equation | Example | Example |
| 9.4.3 | Estimated population coefficient of determination | Example | Example |
| 9.4.4–9.4.7 | Means and variances of point estimators a and b | Example | Example |
| 9.4.8 | z statistic for testing hypotheses about b | Example | Example |
| 9.4.9 | t statistic for testing hypotheses about b | Example | Example |
| 9.5.1 | Prediction interval for Y for a given X | Example | Example |
| 9.5.2 | Confidence interval for the mean of Y for a given X | Example | Example |
| 9.7.1–9.7.2 | Correlation coefficient | Example | Example |
| 9.7.3 | t statistic for correlation coefficient | Example | Example |
| 9.7.4 | z statistic for correlation coefficient | Example | Example |
| 9.7.5 | Estimated standard deviation for z statistic | Example | Example |
| 9.7.6 | Z statistic for correlation coefficient | Example | Example |
| 9.7.7 | Z statistic for correlation coefficient when n < 25 | Example | Example |
| 9.7.8 | Standard deviation for z Ã | Example | Example |
| 9.7.9 | Z Ã statistic for correlation coefficient | Example | Example |
| 9.7.10 | Confidence interval for r | Example | Example |
| Symbol Key | | | |
# Biostatistics with R/Some Important Sampling Distributions
## Summary of Formulars with R

| Formular Number | Name | Formular | Formular with R |
| 5.3.1 | z-transformation for sample mean | $Z={\frac {{\bar {X}}-\mu _{x}}{\sigma /{\sqrt {n}}}}$ | Example |
| 5.4.1 | z-transformation for difference between two means | $Z={\frac {({\bar {X}}_{1}-{\bar {X}}_{2})-(\mu _{1}-\mu _{2})}{\sqrt {{\frac {\sigma _{1}^{2}}{n_{1}}}+{\frac {\sigma _{2}^{2}}{n_{2}}}}}}$ | Example |
| 5.5.1 | z-transformation for sample proportion | $Z={\frac {{\bar {p}}-p}{\sqrt {\frac {p(1-p)}{n}}}}$ | Example |
| 5.5.2 | Continuity correction when x < np | $Z_{c}={\frac {{\frac {x+.5}{n}}-p}{\sqrt {pq/n}}}$ | Example |
| 5.5.3 | Continuity correction when x > np | $Z_{c}={\frac {{\frac {X+.5}{n}}-p}{\sqrt {pq/n}}}$ | Example |
| 5.6.1 | z-transformation for difference between two proportions | $$ | Example |
| Symbol Key | | | |
# Biostatistics with R/Survival Analysis
## Summary of Formulars with R

| Formular Number | Name | Formular | Formular with R |
| 14.2.1 | Example | Example | Example |
| 14.2.2 | Example | Example | Example |
| 14.2.3 | Example | Example | Example |
| 14.2.4 | Example | Example | Example |
| 14.2.5 | Example | Example | Example |
| Example | Example | Example | Example |
| Example | Example | Example | Example |
| Example | Example | Example | Example |
| Example | Example | Example | Example |
| Example | Example | Example | Example |
# Biostatistics with R/Regression Analysis: Some Additional Techniques
## Summary of Formulars with R

| Formular Number | Name | Formular | Formular with R |
| 11.4.1–11.4.3 | Representations of the simple linear regression model | Example | Example |
| 11.4.4 | Simple logistic regression model | Example | Example |
| 11.4.5 | Alternative representation of the simple logistic regression model | Example | Example |
| 11.4.6 | Alternative representation of the multiple logistic regression model | Example | Example |
| 11.4.7 | Alternative representation of the multiple logistic regression model | Example | Example |
| Symbol Key | | | |
# Biostatistics with R/Some Basic Probability Concepts
## Formular with R

| Formular Number | Name | Formular | Formular with R |
| 3.2.1 | Classical probability | $P(E)={\frac {m}{N}}$ | Example |
| 3.2.2 | Relative frequency probability | $P(E)={\frac {m}{n}}$ | Example |
| 3.3.1–3.3.3 | Properties of probability | $P(E_{i})\geq 0$ $P(E_{1})+P(E_{2})+\dots +P(E_{n})=0$ $P(E_{i}+E_{j})=P(E_{i})+P(E_{j})$ | Example |
| 3.4.1 | Multiplication rule | $P(A\cap B)=P(A|B)P(B)=P(A)P(B|A)$ | Example |
| 3.4.2 | Conditional probability | $P(A|B)={\frac {P(A\cap B)}{P(B)}}$ | Example |
| 3.4.3 | Addition rule | $P(A\cup B)=P(A)+P(B)-P(A\cap B)$ | Example |
| 3.4.4 | Independent events | $P(A\cap B)=P(A)P(B)$ | Example |
| 3.4.5 | Complementary events | $P({\overline {A}})=1-P(A)$ | Example |
| 3.4.6 | Marginal probability | $P(A_{i})=\sum {P(A_{i}\cap B_{j})}$ | Example |
| | Sensitivity of a screening test | $P(T|D)={\frac {a}{(a+c)}}$ | Example |
| | Specificity of a screening test | $P({\overline {T}}|{\overline {D}})={\frac {d}{(b+d)}}$ | Example |
| 3.5.1 | Predictive value positive of a screening test | $P(D|T)={\frac {P(D|T)P(D)}{P(T|D)P(D)+P(T|{\overline {D}})P({\overline {D}})}}$ | Example |
| 3.5.2 | Predictive value negative of a screening test | $P({\overline {D}}|{\overline {T}})={\frac {P({\overline {D}}|{\overline {T}})P({\overline {D}})}{P({\overline {T}}|{\overline {D}})P({\overline {D}})+P({\overline {T}}|D)P(D)}}$ | Example |
| Symbol Key | $D$= disease $E$= Event $m$= the number of times an event E_i occurs $n$= sample size or the total number of times a process occurs $n$=Population size or the total number of mutually exclusive and equally likely events $P({\overline {A}})$= a complementary event; the probability of an event A, not occurring $P(E_{i})$=probability of some event E_i occurring $P(A\cap B)$=an “intersection” or “and” statement; the probability of an event A and an event B occurring $P(A\cup B)$=an “union” or “or” statement; the probability of an event A or an event B or both occurring $P(A|B)$=a conditional statement; the probability of an event A occurring given that an event B has already occurred $T$=test results | $D$= disease $E$= Event $m$= the number of times an event E_i occurs $n$= sample size or the total number of times a process occurs $n$=Population size or the total number of mutually exclusive and equally likely events $P({\overline {A}})$= a complementary event; the probability of an event A, not occurring $P(E_{i})$=probability of some event E_i occurring $P(A\cap B)$=an “intersection” or “and” statement; the probability of an event A and an event B occurring $P(A\cup B)$=an “union” or “or” statement; the probability of an event A or an event B or both occurring $P(A|B)$=a conditional statement; the probability of an event A occurring given that an event B has already occurred $T$=test results | Example |