OpenLLM-France/wikimedia huggingface dataset:
# Adventist Investiture Achievement Awards
## Introduction

Adventist Investiture Achievement Awards is an instructor's guide for teaching the requirements of the new (summer 2011) Investiture Achievement Awards to members of Pathfinder Clubs and Adventist Youth Societies. Pathfinders and Adventist Youth are youth clubs operated by the Seventh-day Adventist Church.

## Investiture Achievement Award Index

There are 6 Investiture Achievement Awards that have been approved by the North American Division. These are presented below. The stage icons indicate the percentage of the Investiture Achievement Awards that have comprehensive answers.
Friend Companion Explorer Ranger Voyager Guide
The answers here are based on the requirements as adopted for the North American Division.
This answer book is being written by Pathfinders for Pathfinders. Anyone (even non-Pathfinders) can contribute new answers or edit existing answers, and the reader is encouraged to become an active participant in the development of this continually evolving work.

## Guidelines for Contributors

If you wish to contribute, welcome! Here are some guidelines.
The requirements for every award are in the process of being entered. Instruction for meeting the requirement, or an answer to the question posed by the requirement should follow the requirement. Look at some of the existing answers to see how they are structured before you begin. Press the "edit this page" link to see how wiki markup is done, and be sure to check out the "editing help" link that appears at the bottom of a page being edited.
Please do not copy content from copyrighted sources without securing permission first. This especially applies to the answers in the official Answer Books by Leland Davis. It also applies to content that other people have written for various Pathfinder websites and to images you find on the Internet. Please read the Wikibooks:Copyrights section for more information. It is OK to gather information from these resources, and you are encouraged to consult multiple sources - but with few exceptions, you must put answers in your own words.
Resources in the public domain can be incorporated here without any constraints. This includes original works by the US government and anything published in the US before 1923. You also may copy content (modified or verbatim) from Wikipedia, and you may use any images you find in the Wikimedia Commons. Be aware though that many Wikipedia articles are written at a very high level, often requiring a college education (or medical degree!) to fully understand.
Keep your audience in mind when writing. Try to use language that is geared toward the typical instructor that will be teaching this award. It's OK to use technical terms as long as they are explained in the text.
# Agatha Christie's Detectives
## Introduction

The aim of this wikibook is to present the characteristic features of the most known detectives created by Agatha Christie. It will be divided into two chapters: one concerning Hercule Poirot and Jane Marple and the other presenting Tommy and Tuppence Beresford. Now I will focus on the first chapter leaving the second one to be developed by other wikibook users. The chapter about Hercule Poirot and Jane Marple will be divided into 3 sections: Hercule Poirot's profile, Jane Marple's profile and conclusion. The profiles will be based on the analysis of three Agatha Christie's works (two short stories and one novel) about each detective.
In order not to reduplicate the content of Wikipedia pages, the plots of the books are not broadly summarized. For those readers who would like to familiarize themselves with the plots I will include internal Wikipedia links to the pages summarizing each work (in subchapters devoted to the detectives).

## Table of Contents

* Hercule Poirot and Jane Marple
* Tommy and Tuppence Beresford
# An Introduction to Molecular Biology/Quiz time
## Note

Dear Readers
If you have problem regarding any question in quiz please let me know.
Thanks
with regards
kaushlendra tripathi
# An Introduction to Molecular Biology/Glossary

Alanine
Alpha helix
Aminoacids
Aliphatic compounds
Asparagine
# Pokémon/Pokédex/Cinderace

Cinderarce the striker pokemon it normally looks like a foot ball player in a rabbit's body juggling a pebble turning it into a burning fire ball Wich it uses to scotch it's enemies
# Pokémon/Pokédex/Eternatus

an alien pokemon that came from space in commit containing an element called gigantamax the alien feeds for the radiation caused by gigantamax energy making it reach it's strongest level known as eternamax eternatas (joke alart)Wich makes it look like a giant hand
# Write Yourself a Scheme in 48 Hours
## Contents

* Overview
* First Steps: Compiling and running
* Parsing
* Evaluation, Part 1
* Error Checking and Exceptions
* Evaluation, Part 2
* Building a REPL: Basic I/O
* Adding Variables and Assignment: Mutable State in Haskell
* Defining Scheme Functions: Closures and Environments
* Creating IO Primitives: File I/O
* Towards a Standard Library: Fold and Unfold
* Conclusion & Further Resources
* Answers to Exercises
# Islam In The World/With Animals

It was narrated from Ibn ‘Umar (may Allaah be pleased with him) that the Prophet (peace and blessings of Allaah be upon him) said: “A woman entered Hell because of a cat which she tied up and did not feed, nor did she allow it to eat of the vermin of the earth.
(So whoever does an atom’s weight of good will see it, And whoever does an atom’s weight of evil will see it)

## References

* ↑ (Narrated by al-Bukhaari, 3140; Muslim, 2242. There is also a similar report from Abu Hurayrah).
* ↑ Keeping a dog, touching it and kissing it
# Kannada/Days and Months
## Days And Months in Kannada

As per Kannada the week begins on Sunday and ends on Saturday.

## Lunar calendar days (14)

Padyah (day 1), Bidhigay (day 2),Thadhigay (day 3), Chowthi (day 4), Panchami (day 5) Shashtee (day 6), Sapthamee (day 7), Ashtami (day 8), Navamee (day 9), Dashamee (day 10), Ekadashee (day 11), Dwadhashe (day 12), Traiyodashee (day 13), Chaturadashee (day 14) and Poornimay (full moon 🌝 ) or Aamavasyah New moon 🌚)— starts from top again.

## Days

| English | Pronunciation | Kannada |
| Day(s) | dhina(gallu) | ದಿನ(ಗಳು) |
| Sunday | bhanuvaara/ravivaara | ಭಾನುವಾರ/ರವಿವಾರ |
| Monday | somavaara | ಸೋಮವಾರ |
| Tuesday | mangalavaara | ಮಂಗಳವಾರ |
| Wednesday | budhavaara | ಬುಧವಾರ |
| Thursday | guruvaara | ಗುರುವಾರ |
| Friday | shukravaara | ಶುಕ್ರವಾರ |
| Saturday | shanivaara | ಶನಿವಾರ |

## Months in a year

| English | Pronunciation | Kannada |
| Month(s) | maasa(galu) | ಮಾಸ(ಗಳು) |
| April | Chaitra | ಚೈತ್ರ |
| May | Vaishaakha | ವೈಶಾಖ |
| June | Jyeshta | ಜ್ಯೇಷ್ಠ |
| July | Aashadha | ಆಷಾಢ |
| August | Shravana | ಶ್ರಾವಣ |
| September | Bhaadrapada | ಭಾದ್ರಪದ |
| October | Aashvija | ಆಶ್ವಿಜಾ |
| November | Kaarthika | ಕಾರ್ತೀಕ |
| December | margashira | ಮಾರ್ಗಶಿರ |
| January | Pushya | ಪುಷ್ಯ |
| February | Maagha | ಮಾಘ |
| March | Phaalguna | ಫಾಲ್ಗುಣ |
As per Kannada, the year starts from chaitra maasa (March/April month) which is also celebrated as Yugadi/Ugadi. This is inherited from the Hindu calendar, which is why the months don't match with the Gregorian calendar. When speaking in Kannada and you want to refer to a particular month, you can always use the English name of the month.
# The Devonshire Manuscript/Wyll ye se / What Wonderous love hathe wrought

* ←To make an ende of all this strif || width="200" align="right" | Deme as ye list vppon goode cause→
* The Devonshire Manuscript facsimile 84r
f. [84r] 1 Wyll ye se / What Wonderous love hathe wrought$^1$ 2 then come and loke at me 3 there nede no where els to be sought 4 yn me / ye maye thim see / 5 ffor vnto that that men maye ssee 6 most monstruous thing of kinde 7 my self maye beste com{_o}parid bee 8 love hathe me soo assignid 9 there is a Rok in the salte floode 10 a Rook of suche nature / 11 that drawithe the yron from{_o} the woode 12 and levithe the ship vnsure / 13 She is the Rok . the ship am I 14 that Rok my dedelie ffoo / 15 that drawithe me there / where I muste die / 16 and Robbithe my harte me ffroo / 17 A burde there fliethe and that but on 18 of her this thing enswethe / 19 then that when{_e} her dayes be spent and gone / 20 withe fyre she renewithe / 21 and I withe here maye well com{_o}pare 22 my love that is alone 23 the flame whereof doth aye repare 24 my lif when yt is gone / fs

## Notes & Glosses

1. This line is larger, darker, and longer than the others.

## Commentary

Attributed to Sir Thomas Wyatt, this poem was entered by H8. The speaker compares the lady’s power to a magnetic stone and a phoenix -- images which rarely appear in this manuscript. Rebholz notes that Wyatt loosely imitated the first two stanzas of Petrarch's Rime 135 for this poem.
H8 entered the first line in larger characters than the rest of the lyric. He or she also frequently overlines a word in this section, but his or her overlining leaves the significance of the words indeterminate. H8 also entered “I finde no peace and all my warre is donne" (82r-82v) with extensive overlining.

#### Works Cited

* ↑ R.A. Rebholz, ed. Sir Thomas Wyatt: The Complete Poems. London: Penguin, 1978. 234.
* ↑ ibid., 502.
# Greek Mythology/Beasts/Cyclops

The Cyclopes (singular Cyclops) were the three sons of Uranus and Gaia, the first king and queen of the Titans. They were imprisoned by their father into Tartarus, who feared their strength along with their three brothers, who had fifty heads and a hundred hands, also known as Hekatonchires. Their names were Brontes, Steropes and Arges.

## Origin

The word Cyclops means round eye. They were born of Gaia, creator of the earth and her husband Uranus.

## Appearance

Cyclopes are usually shown as having one, round eye in place of where their two eyes should be, although sometimes they are depicted as having two empty eye sockets and an eye in the middle of their forehead. Sometimes they are depicted very ogre-like, like other times depicted almost, if not all human. They were massive in size and resembled a human in many ways.

## Abilities

The Cyclopes were known for their great strength, and also their ability of craftsmanship. They created Zeus' lightning bolts, in return for freeing them, while he was fighting the Titans. They also forged Poseidon's trident. They were also known for going around eating humans. They worked as Hephaestus helpers under the volcano Etna making Zeus's lightning, but were killed by Apollo as revenge for Zeus's killing his son Asclepius. Cyclopes are also very well known for their powerful resistance to fire.

## Other Information

One of Poseidon's sons, Polyphemus, was a cyclops. Polyphemus plays an important part in the Odyssey, as one of the monsters that beset Odysseus and his crew on their way back to Ithaca. The Cyclopes were also the helpers of one of the gods after Zeus brought them out of the underworld. In Greek Mythology Cyclops play an important role. They are found in many books including Percy Jackson, and Heroes of Olympus series. They are very massive!
# Inside DVD-Video/Subpicture Streams

Subpictures are used to display subtitles as well as menu buttons, overlaid on the video. These are stored in an MPEG stream (private stream 1) as a sequence of Sub-Picture Units (SPUs). SPUs may be broken across multiple MPEG stream packets.
Each SPU contains an image bitmap with 2 bits per pixel, split into odd and even fields, stored using a run-length-encoded (RLE) compression format. This is accompanied by a sequence of commands that control the actual display of the bitmap, including the choice of which four colours from the PGC colour table to use. There is also a time delay that can be specified before executing the commands.
(see here for more details for now)
A complete SPU cannot exceed 65535 bytes, because the length header field is only 16 bits. However, an uncompressed full-screen subpicture image can be as large as 103680 bytes (= 720 * 576 / 4) for PAL, or 84600 bytes (= 720 * 480 / 4) for NTSC, and RLE compression performs poorly when there are only short runs of identical pixels. Any image which cannot be RLE-compressed to fit within the limit is simply not allowed.
Subpictures may be turned off or on under user control, or their display may be forced so they are always visible. User-controllable subpicture display is useful for showing subtitles, while forced subpictures are useful for buttons in menus—you don’t want the user wondering where the buttons have gone!
At most one subpicture stream can be visible at a time, overlaid on the video image, which will show through wherever the subpicture pixels are not fully opaque.

## Widescreen Considerations

One subtlety to keep in mind with widescreen video is that in this case subpictures are scaled to fit the screen, not the video. Specifically, if widescreen video is being shown “letterboxed” on a narrowscreen TV, the subpicture display area will still include the parts occupied by the black bars above and below the video image. As they say, “this is a feature, not a bug”; presumably, the point is to allow you to use the black area to show subtitles, leaving the video image untouched. The PGC header allows you to specify up to four alternative subpicture streams to be substituted as appropriate, depending on the following situations:
* narrowscreen footage (“normal”) being viewed on all TVs
* widescreen footage being viewed on a widescreen TV
* widescreen footage being letterboxed on a narrowscreen TV
* widescreen footage being shown in “pan-and-scan” mode on a narrowscreen TV
(Though of course narrowscreen video will only use the first one, and widescreen will not use the first one.)
# Summary of Specification Limits

The following limits are imposed by the DVD-Video spec.
Each title can have one video stream, up to 8 audio streams, and up to 32 subpicture streams.
There can be no more than 99 titlesets, no more than 99 menus in the VMG or a titleset, and no more than 99 titles in a titleset.
Each title may be made up of up to 999 PGCs. Each PGC may consist of up to 255 programs. The pre- and post-sections of a PGC put together can contain no more than 128 VM instructions.
Since there is only one VOB file (VIDEO_TS.VOB) in the VMG, the total amount of video in the VMG menus must fit into 1073709056 bytes (524272 sectors of 2kiB each). In each titleset, all the menu video must fit in the first VOB (VTS_nn_0.VOB), so is limited to the same amount.
Up to 9 different angles are allowed for multi-angle.
There can be up to 36 buttons on-screen at once for narrowscreen footage, but only 12 at once for widescreen, because of the need to provide up to 3 different versions of the subpicture stream, one for use on widescreen TVs and the other two on narrowscreen.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5
## 3. Bb5 - Spanish Game

The essential move marking the Spanish Game, or Ruy Lopez. "It is the double king's pawn opening most commonly used in master play; it has been adopted by almost all players at some point in their careers and many play it from both the White and Black sides."
White threatens to trade off Black's c6-knight, leaving the e5-pawn undefended. It's not an immediate threat, because after 4. Bxc6 dxc6 5. Nxe5, Black can win the pawn back with 5... Qd4 or 5... Qg5.
Black can respond in a variety of ways. The most common move is the Morphy Defence 3... a6. This forces White to make a decision about the Bishop - retreat or exchange.
Many other moves are available, some neglecting completely the protection of the knight and the pawn and continuing development.
The opening is named after the 16th century Spanish priest Ruy López de Segura. The popular continuation is: 3... a6 4. Ba4 Nf6 5. O-O Be7 6. Re1 b5 7. Bb3 O-O 8. c3 d5 9. exd5 Nxd5 10. Nxe5 Nxe5 11. Rxe5 c6 12. d4 Bd6 13. Re1 Qh4 14. g3 Qh3.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
    1. e4 e5 2. Nf3 Nc6 3. Bb5
| | 3 | 4 | 5 | 6 | 7 | Eval |
| Morphy Defence | ... a6 | Ba4 Nf6 | O-O Be7 | Re1 b5 | Bb3 O-O | = |
| Berlin Defence | ... Nf6 | O-O Nxe4 | d4 Nd6 | Bxc6 dxc6 | dxe5 Nf5 | = |
| Smyslov Defence | ... g6 | c3 a6 | Ba4 d6 | d4 Bd7 | O-O Bg7 | += |
| Classical Defence | ... Bc5 | O-O Nd4 | Nxd4 Bxd4 | c3 Bb6 | d4 c6 | += |
| Schliemann Defence | ... f5 | Nc3 fxe4 | Nxe4 d5 | Nxe5 dxe4 | Nxc6 Qg5 | += |
| Bird's Defence | ... Nd4 | Nxd4 exd4 | O-O Bc5 | d3 c6 | Ba4 Ne7 | += |
| Steinitz Defence | ... d6 | d4 Bd7 | Nc3 exd4 | Nxd4 g6 | Be3 Bg7 | += |
| Cozio Defence | ... Nge7 | O-O g6 | c3 Bg7 | d4 exd4 | cxd4 d5 | += |
| Cozio Defence | ... Nge7 | O-O a6 | Bc4 b5 | Bb3 d6 | d4 h6 | += |
| Vinogradov Variation | ... Qe7 | Bxc6 dxc6 | d4 Bg4 | dxe5 Bxf3 | Qxe5 Qxf3 | += |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Nunn's Chess Openings. 1999. John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# US History/Introduction
## Content and Contributions

This is, to the best of our knowledge, the world's first open content US History Textbook. The users are invited to tweak and refine this book until there is nothing better available. The authors are confident that this will happen because of the success of the Wikipedia site.
← Preface · Pre-Columbian →
# Social and Cultural Foundations of American Education

    Development Process
    Foreword
* Philosophy and Ethics
* Dynamic Learning Environment
* The History of American Education
* Educational Change and the Future of Education
* Some of the Barriers to Effective Education
* Classroom Issues
* The Forgotten Half: Those Who Do Not Succeed in American Schools
* Staffing Practices
* Administering the Schools
* Curriculum Development
* Technology in Education
* School/Community/Parental Relationships
* Multiculturalism
* Knowing What We Know, Knowing What They Know
* Assessment Practices in Education
* Acknowledging Differences and Complexity
* Accountability
* Choice
* Student Assessment and Feedback
* Special Needs
* Hot Topics in Education
    Expanded Table of Contents
# Social and Cultural Foundations of American Education/Foreword

This is a textbook created and edited as part of an education course, ECI 301, at Old Dominion University in Norfolk, VA. The book's primary contributors have been undergraduate, pre-service teachers.
Our goals for this project are manifold, but I would like to take a minute to highlight some of those that we consider most important. First, we want to prove that a student-authored textbook can be of a quality equal to that of a traditional textbook. After all, it seems counter-intuitive to imagine that students could learn from a textbook that is too sophisticated for them to have written themselves. Furthermore, this text should serve as proof that, due to the vast availability of information via the Internet, traditional textbooks written by intellectual elites are no longer necessary to the same degree they were before the Information Age. Next, the process of creating this text will serve to empower pre-service teachers with knowledge of technology and other skills such as effective communication and self-/peer-editing that will serve them well when they enter the classroom later, as teachers.
If you have stumbled onto this book by mistake, we encourage you to take a few minutes and read a chapter or two. After reading, feel free to click the blue rating buttons at the bottom of each page. This will help us identify the highest- and lowest-quality sections.
Each section of each chapter of this book was researched and developed by the students. Several versions of the articles were developed by different individuals, both within the same class and over several semesters. The students evaluated their peers' articles to determine which ones were the most useful and those versions are the ones seen linked from the contents page of each chapter.
# Social and Cultural Foundations of American Education/Dynamic Learning Environment

    Why is engagement important?
    How can we motivate students?
    What roles do fun and joy play in the learning environment?
    What is the role of edutainment?
    What are various strategies that can be employed for meaningful learning?
    How can we teach students to evaluate resources for learning?
    How can teachers continue to educate themselves?
    How can we promote learning from peers?
# Social and Cultural Foundations of American Education/Philosophy and Ethics

    What are the philosophies of education?
    What is the purpose of schooling?
    What is the philosophy of Wikipedia and Wikibooks?
    What does it mean to be an ethical teacher?
    What does equality mean in American education?
    How should teachers teach ethics?
# Social and Cultural Foundations of American Education/History

    What are the markers of the 17th Century?
    What are the markers of the 18th Century?
    What are the markers of the 19th Century?
    What are the markers of the 20th Century?
    What are the markers of the 21st Century?
# Social and Cultural Foundations of American Education/Educational Change

    What is the Allen/Cosby theory of change?
    How has the NCLB act formed visions of change?
    What are the goals for educational change?
    What are the desired outcomes of educational change?
    What is the role of standards?
    How can we train Americans to compete in a constantly changing world work force?
    Why are all subjects are essential to be taught?
    Why do we need health and physical education in our schools?
    How should foreign languages be taught?
    How can we improve early childhood education (3- and 4-year-olds) for all?
    How can we find other ways to finance American schools?
    How can we educate students for creativity, innovation, and entrepreneurship?
# Social and Cultural Foundations of American Education/Barriers

    How is obsolescence a barrier?
    How is mobility a barrier?
    How is equity a barrier?
    How is accountability a barrier?
    How can class size act as a barrier?
# Social and Cultural Foundations of American Education/Classroom Issues

    How do we discipline?
    What are reward systems, and do they work?
    Are teachers isolated?
    How do student dynamics impact learning?
    What is the role of motivation?
    Can discipline be done positively?
    How can resistance to working with others be overcome?
# Social and Cultural Foundations of American Education/Forgotten Half

    Who is the curriculum designed for, and why?
    What are the alternatives?
    What is the Hope Factor?
    How do we combat learned helplessness?
    How do differences in perception and reality affect learning?
# Social and Cultural Foundations of American Education/Staffing Practices

    Are teachers interchangeable?
    What are the positives and negatives of class size?
    Credentialism—how has this impacted education?
    What are the roles of paraprofessionals?
    How can we recruit, select, and train new teachers?
    Should teachers be allowed to unionize?
# Social and Cultural Foundations of American Education/Administration

    What is the role of the principal?
    How should personnel be evaluated?
    What does it mean for leadership to be ethical?
    What are the legal issues?
    How are schools financed?
# Social and Cultural Foundations of American Education/Curriculum Development

    What is the standards movement?
    Can schools integrate vocational and academic learning?
    Why is special education an issue for all teachers?
    How do we plan lessons, and why is it important?
    How has technology impacted instructional design?
    What constitutes an effective instructional method?
    Is a national curriculum needed?
    What factors influence curriculum design?
    What is the importance of early intervention in reading performance?