OpenLLM-France/wikimedia huggingface dataset:
# IB Geography/Extreme environments

This theme studies two types of extreme environment:
* Cold and high-altitude environments (polar, glacial areas, periglacial areas, high mountains in non‑tropical latitudes)
* Hot, arid environments (hot deserts and semi‑arid areas)

## Challenging Environments
### Global Distribution
#### Explain the global distribution of each of the two kinds of extreme environment
##### The distribution of cold and high-altitude environments

Cold and high-altitude environments are generally found along constructive plate margins, where fold mountains form, or polar regions. Mountainous regions have a high elevation, where atmospheric pressure is lower which causes lower temperatures. The sun's rays are received more easily however more solar radiation is reflected due to the high reflectivity of snow. At higher latitudes less heat penetrates the atmosphere as it is thicker and spread across a greater area.

##### The distribution of hot environments

Hot, arid environments are found in the tropics. These areas receive direct sunlight in summer and winter. Hadley cells in the atmosphere also cause aridity as the warm moist air rises from the equator. This condenses and precipitates and the cooler air sinks over the tropical latitudes. The air is drier as cool air cannot hold as much moisture. The air then heats as it spreads over tropical regions and rises again. Hot, arid climates can also be found in rain shadows, mountainous regions with arid areas behind them. The mountains cause relief rainfall and then the dry air blows across the landscape drying it out.

#### Describe the relief and climatic characteristics that make these environments extreme. Explain how these characteristics present challenges for resource development and human habitation.
### Population
## Physical Characteristics
### Peri-glacial Environments

A periglacial environment is a place where the temperature is seasonally below the freezing point. but never covered by ice. They have a layer of permafrost on or below the surface. Periglacial environments form where it is below 0° C for a significant amount of the year. These areas can be found:
- at high altitudes, for example Tibetan plateau in Asia

### Hot, arid environments
## Opportunities and Challenges
### Agriculture

Opprtunities:
1. nomadism (the traditional way of dealing with insufficient amounts of rainfall and pasture)
2. irrigation in areas close to rivers or oases
3. increased use of drought-tolerant species
4. irrigating with silt-laden river water to restore soil in badly eroded areas
5. land enclosure to reduce wind erosion.
# IB Geography/Freshwater issues and conflicts

Chapter 5: Freshwater – issues and conflicts • Precipitation – The transfer of moisture as dew, hail, rain, sleet or snow to the earth’s surface from the atmosphere. • Interception – the capture of raindrops by plant cover, which prevents directs contact with the soil. • Run-off – precipitation that does not soak into the ground but flows over it into surface waters. • Groundwater – Water held underground in soil or porous rock, often feeding springs or wells. • Evapotranspiration – the loss of water from vegetation and water surfaces to the atmosphere. • The global hydrological cycle is the transfer of water between sea, air and land. It includes evaporation from oceans, water vapour, condensation, precipitation, runoff, groundwater and evapotranspiration.
# Main Topics Within Urban Environments:
## Important Definitions:
### Urbanization:

Urbanization is the increasing percentage of a countries population living in cities and towns (Urban Areas).

### Sub-urbanization:

Sub-urbanization is a process which can happen due to urbanization, when a town or city starts to engulf surrounding areas (Small Villages on the outskirts of the towns, or compound housing).

## Urbanization
### What is Urbanization?

Urbanization is the increasing percentage of a countries population towards cities and towns.

#### What is it caused by?

* Rural Push
* Urban Pull

### Consequences of Urbanization

* Economic Growth
* Gentrification
# IB Geography

Students studying IB Geography are expected to be able to:
Images
* Interpret and analyse maps using latitude, longitude, direction, scale, grid references
* Interpret and (where appropriate) draw and annotate isoline, choropleth, flow, dot, topographic, and topological maps
* Interpret satellite and aerial photos and cross sections (cross profile)
Graphs
Statistical tests and indices
Research methods
Writing Skills
* Evaluate geographic information in terms of reliability, relevance, bias, and accuracy
* Synthesize information, respond appropriately to command terms and present a coherent argument

## Table of Contents
### Core Themes - Part 1 - Patterns and Change (SL/HL)

The four topics are compulsory:
* Populations in transition
* Disparities in wealth and development
* Patterns in environmental quality and sustainability
* Patterns in resource consumption

### Optional Themes - Part 2 (SL/HL)

At standard level 2 options must be studied, at higher level 3 are required.
    A. Freshwater - issues and conflicts
    B. Oceans and their coastal margins
    C. Extreme Environments
    D. Hazards and disasters - risk assessment and response
    E. Leisure, sport and tourism
    F. The geography of food and health
    H. Urban environments

### Extension Themes - Part 3 - Global Interactions (HL)

* Measuring global interactions
* Changing space - the shrinking world
* Economic interactions and flows
* Environmental change
* Social-cultural exchanges
* Political outcomes
* Global interactions at the local level
# Fractals/Mathematics/group/Basilica group

Basilica group is :
* group defined by automatum
* the iterated monodromy group of the polynomial $z^{2}-1$
* related with Basilica Julia set : "the scaling limit of the Schreier graphs of its action on level n of T is the basilica"

## Computation

The critical points of the polynomial $z^{2}-1$ are $\infty$ and $0$ .
The postcritical set is $P=\left\{0,-1,\infty \right\}$

## FR

predefined by FR package of GAP CAS. Here BinaryKneadingGroup("1") is BasilicaGroup.
or :

## References

* ↑ A Thompson Group for the Basilica by James Belk, Bradley Forrest
* ↑ R. I. Grigorchuk and A. Zuk (2002a). On a torsion-free weakly branch group defined by a three state automaton. Internat. J. Algebra Comput., 12(1-2):223–246. International Conference on Geometric and Combinatorial Methods in Group Theory and Semigroup Theory (Lincoln, NE, 2000).
* ↑ Amenability via random walks Laurent Bartholdi and Balint Virag May 19, 2003
# Fractals/Mathematics/rotating

Rotation map defines dynamical systems on the circle ( maps of the circle to itself = self-maps on the circle). The theory describing it is called Rotation Theory

#### rational

Rotation map $R$ describes counterclockwise rotation of point $\theta$ thru ${\frac {p}{q}}$ turns on the unit circle:
It is used for computing:
* itinerary
* rotation maps

#### irrational

* ROTATE IN A CIRCLE WITH A ROTATION by Sylvie Ruette (in fr.)
* Wikipedia: Irrational rotation

# References

* ↑ An Introduction to Rotation Theory by Christian Kuehn
* ↑ three-cool-facts-about-rotations-of-the-circle by David Richeson
# Futurebasic/Language/Reference/append
## Append
### Statement

✔ Appearance ✔ Standard ✔ Console

### Description

This statement moves the file mark, in the currently-open file indicated by fileID, to the end-of-file position (without overwriting any of the existing data in the file). This causes subsequent file output statements such as print#, write# and write file# to append data to the end of the file.

### Example

In the following, note that we open the output file using the "R" method. This is because opening with the "O" method causes the "end-of-file" mark to move to the beginning of the file, effectively erasing any existing data.

### Notes

No special notes.

### See Also

files$; open; close; read#
Language Reference
# Futurebasic/Language/Reference/atn
## Atn
### Function

✔ Appearance ✔ Standard ✔ Console

### Description

Returns the arctangent of expr in radians. In other words, if expr represents the tangent of some angle, then atn(expr) returns the angle. The returned angle will be in the range of -π/2 to +π/2 radians (which corresponds to -90 to +90 degrees). atn always returns a double-precision result.

### Example

Because atn(1) equals π/4, you can use atn to get a value for π.
Program output:

### Notes

No special notes.

### See Also

sin; cos; tan; asin; acos; atan
Language Reference
# Futurebasic/Language/Reference/asinh
## Asinh
### Function

✔ Appearance ✔ Standard ✔ Console

### Description

Returns the inverse hyperbolic sine of expr. This is the inverse of the sinh function, so that asinh(sinh(x)) equals x. asinh always returns a double-precision result.

### Notes

No special notes.

### See Also

sinh; acosh; atanh
Language Reference
# Futurebasic/Language/Reference/atanh
## Atanh
### Function

✔ Appearance ✔ Standard ✔ Console

### Description

Returns the inverse hyperbolic tangent of expr. This is the inverse of the tanh function, so that atanh(tanh(x)) equals x. atanh always returns a double-precision result.

### Notes

No special notes.

### See Also

tanh; acosh; asinh
Language Reference
# Futurebasic/Language/Reference/asc
## Asc
### Function

✔ Appearance ✔ Standard ✔ Console

### Revised

July 28, 2000 (Release 3)

### Description

Returns the ASCII character code for the first character in string$ or container$$. (A character code is a numeric value in the range of 0 through 255 that represents a specific character in the American Standard Code for Information Interchange (ASCII).) If string$ (or container$$) contains no characters, then asc( string$ ) returns zero.
The ASCII character codes between 32 and 127 represent standard characters which generally remain the same from one font family to another. Codes greater than 127 represent different sets of characters depending on the font. Codes below 32 usually represent non-printing "characters."

### Notes

If the string is a single-character literal, such as "G", then you should consider using the underscore-literal syntax instead, as in this example:
The above code executes much faster than ASCIIcode% = asc( "G" ).
You can use the following syntax to return the ASCII code of the n-th character in a string variable stringVar$:

### See Also

chr$; Appendix F: ASCII Character Codes
Language Reference
# Futurebasic/Language/Reference/asin
## Asin
### Function

✔ Appearance ✔ Standard ✔ Console

### Description

Returns the arcsine of expr in radians. In other words, if expr represents the sine of some angle, then asin(expr) returns the angle. The returned angle will be in the range of -π/2 to +π/2 radians (which corresponds to -90 to +90 degrees). asin always returns a double-precision result.

### Notes

No special notes.

### See Also

sin; cos; tan; atn; acos
Language Reference
# Futurebasic/Language/Reference/apple menu
## Apple Menu
### Statement

✔ Appearance ✔ Standard χ Console

### Description

This statement inserts one or more items at the top of the Apple Menu, and separates them from the existing Apple Menu items with a grey dividing line. The items you add are visible only while your application is frontmost. The string$ parameter contains the text of the item(s); to add multiple items, separate them with semicolons in string$. Certain "meta characters" in string$ have special interpretations; see the menu statement for more information.
After you add items to the Apple Menu, you can use the menu function to detect when the user selects one of the items you've added.
If you execute apple menu more than once, any items you added to the Apple Menu previously will be completely replaced.

### Example

<img src="a/applemenu01.gif" alt="" width="221" height="105" border="0">

### Notes

No special notes.

### See Also

menu function; menu statement; on menu fn; HandleEvents
Language Reference
# Futurebasic/Language/Reference/appleeventmessage
## AppleEventMessage$
### Function

✔ Appearance ✔ Standard ✔ Console

### Revised

May, 2001 (Release 5)

### Description

When your application (also referred to as your process) receives an Apple Event message and the event class is _"TEXT", FB will retrieve the event data as a Pascal string when this function is invoked.

### Notes

No special notes.

### See Also

SendAppleEvent, HandleEvents, on AppleEvent, GetProcessInfo, Kill AppleEvent
Language Reference
# Futurebasic/Language/Reference/atan
## Atan
### Function

✔ Appearance ✔ Standard ✔ Console

### Description

atan is a synonym for the atn function.

### Notes

No special notes.

### See Also

atn
Language Reference
# Futurebasic/Language/Reference/autoclip
## Autoclip
### Statement

✔ Appearance ✔ Standard χ Console

### Description

If booleanExpr evaluates as "false" (zero), this statement turns off the "autoclip" flag for the current output window. If booleanExpr evaluates as "true" (nonzero), this statement turns on the "autoclip" flag for the current output window, unless the window was created with the _noAutoClip attribute.
If a window's autoclip flag is "on," things like buttons, edit fields and picture fields are excluded from the window's "clipping region." This exclusion means that such object are "protected"—drawing commands won't draw over such areas, and the cls command won't erase them. While leaving autoclip "on" is normally a good idea, it can slow down the execution of drawing commands, especially on older Macs.
Any FB window will have its autoclip flag "on" at the time it's created, unless the _noAutoClip attribute is set in the window statement that creates it.

### Notes

No special notes.

### See Also

_noAutoClip attribute in the window statement
Language Reference
# Interlingual Energizers/Energizers

Energizers are small activities which are played to raise the energy or enthusiasm level of a group. They are often short and simple to explain. This makes them an ideal starting point when you don't speak the language of the participants very well.
You should keep certain things in mind when you facilitate energizers:
* Keep them short: Energizers are about raising the level of enthusiasm of the group. Most likely they are not that beneficial anymore when you continue playing them for hours.
* Offer more: Prepare more energizers than you're planning to use. Maybe one doesn't work, another one is too short or the group just doesn't respond as expected.
A popular type of energizers is Songs. They are easy to explain and ideal for introducing participants to aspects of another culture.
They should be used together with ice breakers (to resolve shyness in a group) and teambuilders (to strengthen the bonds in a group).

## Examples

See also the full list of energizers.
* Horse race is a simple energizers, therefore a good game to start with.
* Toaster is a more complex energizers, but it can be understood easily since the participants just have to copy the movements of the facilitators.
* Knight-Princess-Dragon is an advanced energizers. It includes complicated rules but is much fun also for older participants.

## Continue reading

* How to facilitate an interlingual energizer?
# Interlingual Energizers/Gaining attention

Facilitator :
| amount | 1 |
| language level | (simple) |
| Participants ||
| age | any |
| group size | any |
| Setting ||
| materials | nothing special |
| space | any |
| time | any |
| Outcome ||
| Gaining the attention of the group. ||
The activity Gaining attention (Deutsch: Aufmerksamkeit erlangen) is part of the collection of interlingual energizers. See a list of all activities.

## Rules

The rules is also available in 1 other languages: Deutsch
This page lists some activities which can be used to gain the attention of a group either at the beginning of a session or a moment of chaos:
* Who pays attention to me lift their hands / sits down. (You can repeat saying this with a low voice.)
* I count to 10 and until I'm done everyone takes a seat: One, two, three, four, five, six, seven, eight, nine, ten.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Ice breakers

Ice breakers or Getting to know each other games are activities which can be used to resolve the shyness of a group. They don't focus necessarily on building stronger bonds in group but on creating a comfortable atmosphere among the participants. They aim to make the participants know each other better. Often names are told within these activities.
They should be used together with energizers (to raise the level of enthusiasm) and teambuilders (to strengthen the bonds in a group).

## Examples

See also the full list of ice breakers.
* It itches here, a name game
* I like to dance, a more vivid name game

## Continue reading

* How to facilitate an interlingual energizer?
# Interlingual Energizers/Impulse chain

Facilitator :
| amount | 1-2 |
| language level | (medium) |
| Participants ||
| age | 6+ |
| group size | two groups of min 5 participants |
| Setting ||
| materials | nothing special for the basic version, see extensions |
| space | free space, either indoors or outdoors |
| time | 15 min |
| Outcome ||
| teambuilder, energizer in breaks of workshops ||
The activity Impulse chain (Deutsch: Impulskette) is part of the collection of interlingual energizers. See a list of all activities.

## Rules

The rules is also available in 1 other languages: Deutsch
* Let's build two teams.
* The teams stand in two lines facing each other.
* Please grab the hands of your neighbor.
* I'll give the two people at the beginning of the chain an impulse. You have to pass it to your neighbor as fast as possible.
* When the impulse reaches the end of the chain, you (the person at the end) runs to the target.
* The team which is first at the target wins a point.

## End of the Game

The end of the game is also available in 1 other languages: Deutsch
You got three points. You won. Congratulations!

## Possible extensions

* In a more advanced version the groups don't stand hand in hand but all facing the target. At the target a three things in different colors (e.g. a green, a blue and a red ball). Instead of giving an impulse you touch either the left shoulder, the right shoulder or the head of the person at the beginning of the chain. They have to pass on this sign to the end of the chain. The person at the end runs to one of the balls. The teams only score points if they are the first at the right ball.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/King Kong

Facilitator :
| amount | 1, not depends of the group size |
| language level | (simple) |
| Participants ||
| age | +7 |
| group size | minimum 6 |
| Setting ||
| materials | nothing |
| space | free space, indoor or outdoor |
| time | 5-10min. |
| Outcome ||
| energizer for younger children or team-builder for older participants. ||
The activity King Kong (Deutsch: King Kong, español: King Kong) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 3 other languages: español, română, Deutsch
Let's play a game in which you have to repeat what I'm saying.

## Rules

The rules is also available in 2 other languages: español, Deutsch
* Let's make a circle. (The facilitator can join or not the circle.)
* The participants have to put their hands in the shoulder of the person in front.
* The facilitator start sing and the participants repeat what he says moving in one direction:
    En la selva tropical
    king kong (the participantes have to move their hands up to down)
    Hay un baile muy sensual
    king kong
    Que lo baila todo el mundo
    king kong
    Todo el mundo sin parar
    Un salto pa'lante (the participants have to jump in front)
    Un salto pa'tras (the participants have to jump behind)
    Un salto pa'fuera (the participants have to jump out of the circle)
    Un salto pa'dentro (the participants have to jump inside of the circle)
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Horse race

Facilitator :
| amount | 1:30 |
| language level | (simple) |
| Participants ||
| age | 5+ |
| group size | min 1 |
| Setting ||
| materials | nothing special |
| space | free space outdoor or indoor |
| time | max. 5-10 min |
| Outcome ||
| Energizer for younger children or ice breaker for older participants ||
The activity Horse race (Deutsch: Pferderennen, română: cursa de cai, español: Carrera de Caballos) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 2 other languages: español, Deutsch
We are on a horse race. Which sound does the horse make? How does the horse move? …

## Rules

The rules is also available in 1 other languages: español
* We will have to avoid different obstacles. Please copy my movements!
* Those movements can be:
** left / tree: everybody bends to the left
** right / tree: everybody bends to the right
** jump: everybody jumps
** duck: everybody ducks
** grandstand: everybody waves to the audience
** pictures: everybody takes picturs
** bridge: instead of hitting you thighs you start hitting your chest and make a sound
** police: you have to stop instantly

## End of the Game

We arrived. Puh, I'm tired.

## Possible extensions

* Be creative and invent new movements / obstacles.
* This game can also be used to tell stories or introduce aspects of a different culture. E.g. for Finland: We walk. We arrive at the airport. We fly. We get off the plane. It's incredibly cold. We have to put on more clothes. We meet Santa Claus here has a huge belly…
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.