OpenLLM-France/wikimedia huggingface dataset:
# Cook Islands

* Postage meters have been used only sparingly in the Cook Islands and do not appear to be in use today.
* Only two meters are known used in the country, both machines previously used in New Zealand with similar dies but inscribed "NEW ZEALAND" rather than “COOK ISLANDS”.
1. Hawkins “Mailmaster” (LV), 1978. [Extremely rare, value unknown]
    Horizontal rectangle with simulated-perforation outer border.
    “POSTAGE/ COOK ISLANDS” at top, meter number “Y1702" at bottom.
    With “C” at both sides of the value figures.
    TM: nil
    Values seen: 6, 10, 12, 15, 20, 24 ("1" is known as a specimen)
2. Hasler “Mailmaster” (MV). [Extremely rare, value unknown]
    Horizontal rectangle with straight-line border and panels at top and bottom.
    With “COOK ISLANDS” in top panel, meter number "Y1229" and “POSTAGE” in bottom panel.
    TM: DC
    V/F: 00.00
# Cuba

    The first meter appeared in 1938. All stamps show “CUBA” in the frank. The stamps are grouped according to political era of first use:
       A - during the Republic, from 20 May 1902 to 1 January 1959
       B - during Castro regime, since 1959

## GROUP A: Stamps first issued during pre-Castro era, up to 1959

A1. Pitney Bowes “H” (LV-10), 1938.
    Square frank with simulated-perforation outer frame line.
    “CORREOS DE LA/ REPUBLICA DE CUBA” at top.
    The oval around the value figures does not touch the outer frame line.
    M# with “C” prefix.
                                                                   A. “PERMISO No.” at bottom
                                                                   B. “METRO No.” at bottom
                                                                Values: .02, .03, .04, .05, .06, .08, .09, .10, .20
A2. Pitney Bowes “H” (LV-10), 1938.
    As type A1B but oval around value figures merges with outer frame line at the sides.
    M# with “C” prefix.
    TM: DC
    Values: .01, .02, .03, .04, .05, .06, .08, .09, .10, .20, .50
A3. Pitney Bowes “R” (MV), 1946. [$25]
    Horizontal design with simulated perforation border fully enclosing the TM and frank.
    Inscribed “CORREOS DE LA/ REPUBLICA DE CUBA/ PAGADO/ CENTAVOS” at top right.
    “METRO No.” and M# at bottom center.
    M# with “C” prefix, numbers C-175 and up.
    V/F: ≋ 00
A4. Pitney Bowes “R” (MV).
    Frank without outer frame line.
    With arms of country (cap, fasces and key) between TM and frank.
    “REPUBLICA DE CUBA” at top and “FRANQUEO PAGADO” above value box.
    “CORREOS” at bottom center.
    M# with “PBC” prefix below value box.
    TM: SC
                                     V/F: ≋ 00 : ≋ 00
NOTE: Postal stationery (postal cards and possibly envelopes) were sold pre-stamped with this type of stamp.
A5. Pitney Bowes “DM” (LV-21), 1950.
    Similar to type B1, but much narrower.
    “CORREOS” above value figures.
    M# with “PBC” prefix.
    TM: SC
Values: 01 - 21

## GROUP B: Stamps first issued since U.S. embargo of Cuba began with ascension of Castro as head of government, since 1959

    NOTE: Stamps of Group A continued to be used after 1959.
B1. Pitney Bowes “DM” (LV-21). [Probably scarce, value unknown]
    Small design as Type A5. With rope ornament across top and upper left.
    Inscribed “REPUBLICA DE/ CUBA” above value figures.
    “CORREOS” below TM.
    M# with “P.B.METRO” prefix.
    TM: SC
                            Values: 01 through 21
B2. Pitney Bowes “R” (MV). [Probably scarce, value unknown]
    Frank with “REPUBLICA/DE CUBA” at top.
    With empty space between TM and value figures.
    “CORREOS” at bottom below value figures.
    TM: SC
    V/F: ≋ 00 :
B3. Postalia “D2” (MV). [Probably scarce, value unknown]
    Simple upright rectangle with coat of arms and “CUBA/ CORREOS” at top, “FRANQUEO PAGADO” at bottom.
    One seen, date only without TM.
    V/F: 0.00
# Civ/Civilization IV

This is a strategy guide for Civilization IV and its expansion packs.

## Table of Contents

* The Basics$^1$
* Leader Traits
* Diplomacy

## Appendices

* Forms of Government
* Unit Index
* Terrain Reference
* Patch History
* Warlords Extras
[1] Chapter common to more than one guide

## Modding

* Modding
# Civ IV Diplomacy
## Basics

Diplomacy is the means by which the player in Civ IV can interact with other factions, negotiate trade agreements, trade technology, build alliances and gain suppoprt for a war. The mechanics are similar to those used in Civ III: things you can trade are displayed on the right of the screen, and items you may ask for in return lie on the left.
Any ongoing deal may be canceled after 10 turns without a declaration of war. An ongoing item, such as money per turn, may not be traded for an immediate item, such as a city.

## Whom to attack during democracy, when and how

When your civilization has become a democracy, declaring war on a nonagressive competitor can be very costly in terms of discontent citizens. Instead of bribing your citizens with luxuries and entertainers to keep them content, you can try to offer money to a third competitor to declare war against the nonagressive competitor. Your citizens will never find out and remain happy at a much lower cost.
If you are the strongest civilization you should do this: Bribe as many civilizations as possible to attack the weakest competitor (let's call him John). When John's army is weakened, he still has a lot of valuable land and cities you can take. That is worth the cost of temporary discontent. The new land and its undefended cities will become permanent assets compared to the discontent that is only temporary.
If a civilization threatens your position as number one in terms of military power, you should bribe the other competitors to attack the threatening civilization instead of bribing them to attack the weakest competitor. When you become number one, you start bribing the other civilizations to declare war against the weakest competitor. Repeat this process until you have assimilated all the other civilizations one by one.

## Trading

This is the list of things, to my knowledge, one can trade in a diplomacy screen. During War, a cease fire or peace treaty may be offered.

### Potential Trade Items

* Gold, lump sum.
* Gold per turn
* World map
* Open Boarders Agreement
* Defense Pact
* Permanent alliance
* Technology
* Resources
* Cities
* 'Make peace with'
* 'Declare War on'
* 'Stop Trading With'
* Adopt (civics)
* Convert (religion)

#### Gold

Requires: Currency This can either be in the form of a one off payment, or a series of payments. The lump sum offered or demanded cannot exceed the total available to that civilisation at that time. This prevents you from actually bankrupting anyone. Likewise, Gold Per Turn cannot exceed the faction’s current net gain per turn.

#### World Map

Requires: Paper
Etc. (watch this space)

## Modifiers

These are very important. Your interactions with other civilisations, as well as your civics, juxtaposition and religion can affect their opinion of you. This is measured with modifiers. Positive modifiers make them like you more, negative ones make them dislike you.
# Civ/Civilization III/Terrain Reference

| Name | Food | Shields | Commerce | Upgrades | Notes |
| Coast | 1 | 0 | 2 | Can be upgraded +1 Food with Harbor | Water square |
| Desert | 0 | 1 | 0 | Can be upgraded +1 Shields with Mine and +1 Food with Irrigation |
| Flood Plains | 3 | 0 | 0 | Can be upgraded +1 Shields with Mine and +1 Food with Irrigation |
| Forest | 1 | 2 | 0 | None | Can be cleared to Grassland |
| Grasslands | 2 | 0/1 | 0 | Can be upgraded +1 Shields with Mine and +1 Food with Irrigation |
| Hills | 1 | 1 | 0 | Can be upgraded +2 Shields with Mine | Cannot be entered by wheeled units except on road |
| Jungle | 1 | 0 | 0 | None | Can be cleared to Plains |
| Mountains | 0 | 1 | 0 | Can be upgraded +2 Shields with Mine | Cannot be entered by wheeled units except on road |
| Ocean | 1 | 0 | 0 | Can be upgraded +1 Food with Harbor | Water square |
| Plains | 1 | 1 | 0 | Can be upgraded +1 Shields with Mine and +1 Food with Irrigation |
| Sea | 1 | 0 | 1 | Can be upgraded +1 Food with Harbor | Water square |
| Tundra | 1 | 0 | 0 | Can be upgraded +1 Shields with Mine |
# Civ/Civilization III/Forms of Government

There are six kinds of governments in Civ 3--anarchies, despotisms, monarchies, communisms, republics, and democracies.

### Anarchy

An anarchy is basically a mass state of chaos in a nation. In Civilization, nothing can be created by your cities, and the economy infrastructure collapses, leaving you either in debt or losing gold. Many cities also fall into civil disorder. However, a state of anarchy is necessary for a change in government, and is only temporary. Anarchies usually only last 2 to 4 turns.

### Despotism

A despotism is where a ruler has complete and utter control over all of his subjects and people, and may also be commonly known as a dictatorship or totalitarianism. A nation begins with this government at the start of the game. Gold is easily produced, but not in large quantities. It costs the lives of citizens to rush construction projects, which is an annoying aspect of a despotist government.

### Monarchy

A monarchy is (obviously) a nation that is ruled by either a king, queen, or both a king and queen. Many of the troublesome aspects of a despotism no longer exist in a monarchy, and the economy is slightly boosted. The monarchy is a great mid-age government to play with.

### Communism

A communism, also known as a socialism, is an ideal where everything and everybody is equal; nobody is more successful than each other. In a communism, all cities are equal; they are producing shields and commerce at the same amount, regardless of what resources appear around them. Communist governments do not receive the economic boost that democracies do. However, communisms would be the ideal modern government for those who love going to war.

### Republic

The prelude to a democracy in Civilization III, a republic is a government where the people of the country chooses what the country does and where the country is headed economically, politically, and with war. The economic infrastructure is boosted in a republic, and more than a monarchy, as each person has all of their personal freedoms. However, should a country go to war, civil disorder might strike the nation's cities due to the war-weary protestors of your nation.

### Democracy

In Civilization III a democratic government is literally just a republic with one difference: the people elect other people to decide what way the country will be headed. In a democracy, the economic infrastructure is amplified once again, and many Civ III players who become a democracy should be earning hundreds of gold per turn if they handle their nation correctly. A democratic nation should be the ideal choice for those who wish to build.
# Civ/Civilization III

This is a strategy guide for Civilization III and its expansion packs.

## Table of Contents

* The Basics$^1$
* Civilization Traits
* Diplomacy

## Appendices

* Forms of Government
* Unit Index
* Terrain Reference
* Patch History
* Conquests Extras
[1] Chapter common to more than one guide

## External links

* "Must read" strategy discussions from the Apolyton.net website
* Game FAQs and guides from GameFAQs.com
# Civ/Civilization III/Diplomacy

Diplomacy in Civilization III isn't all that powerful against an AI opponent. The only real power that I can see are in making treaties, war, trading, or demanding tribute.

## Treaties

When you start the game you are all alone with no one around you, but as you grow and expand your nation you find neighboring civilizations. These civs can either be your ally or foe. Obviously you can destroy him or her, or you can make peace, which is probably a good choice. Early in the game you can only make peace treaties with warring nations. This itself is not very effective because you can break that treaty at any time that you wish. As you progress in the game you can build Embassies. These embassies allow you to make "advanced" treaties such as Right of Passage (RoP) or Declaration of War. The RoP allows your and your allies units to freely traverse each others' terrain. You don't exactly have to be an ally to make a RoP, actually you can have one with a nation that you don't like.........End for now.........
# Civ/Civilization III/Patch History

Patches are reliable. Final Versions of Game do not need these patch and the patches themselves will not permit installation.
# Cg Programming/Unity/Smooth Specular Highlights

This tutorial covers per-pixel lighting (also known as Phong shading).
It is based on Section “Specular Highlights”. If you haven't read that tutorial yet, you should read it first.
The main disadvantage of per-vertex lighting (i.e. of computing the surface lighting for each vertex and then interpolating the vertex colors) is the limited quality, in particular for specular highlights as demonstrated by the figure to the left. The remedy is per-pixel lighting which computes the lighting for each fragment based on an interpolated normal vector. While the resulting image quality is considerably higher, the performance costs are also significant.

## Per-Pixel Lighting (Phong Shading)

Per-pixel lighting is also known as Phong shading (in contrast to per-vertex lighting, which is also known as Gouraud shading). This should not be confused with the Phong reflection model (also called Phong lighting), which computes the surface lighting by an ambient, a diffuse, and a specular term as discussed in Section “Specular Highlights”.
The key idea of per-pixel lighting is easy to understand: normal vectors and positions are interpolated for each fragment and the lighting is computed in the fragment shader.

## Shader Code

Apart from optimizations, implementing per-pixel lighting based on shader code for per-vertex lighting is straightforward: the lighting computation is moved from the vertex shader to the fragment shader and the vertex shader has to write the vertex input parameters required for the lighting computation to the vertex output parameters. The fragment shader then uses these parameters to compute the lighting. That's about it.
In this tutorial, we adapt the shader code from Section “Specular Highlights” to per-pixel lighting. The result looks like this:
Note that the vertex shader writes a normalized vector to output.normalDir in order to make sure that all directions are weighted equally in the interpolation. The fragment shader normalizes it again because the interpolated directions are no longer normalized.

## Summary

Congratulations, now you know how per-pixel Phong lighting works. We have seen:
* Why the quality provided by per-vertex lighting is sometimes insufficient (in particular because of specular highlights).
* How per-pixel lighting works and how to implement it based on a shader for per-vertex lighting.

## Further reading

If you still want to know more
* about the shader version for per-vertex lighting, you should read Section “Specular Highlights”.
< Cg Programming/Unity
# Lentis/Happy Slapping

Happy slapping is a fad in which someone assaults an unwitting victim while others record the assault (commonly with a camera phone or a smartphone).
Filming attacks seems to be common in modern bullying, and not unique to happy slapping. The core defining feature of happy slapping is an effort by the attacker to make the assault seem like a comical surprise at the victim's expense.
When the "happy slapping" craze first started, it was seen amongst youngsters as harmless fun. Despite the increased level of violence, this perception sometimes persists. Often those found performing such activities will say they were just "happy slapping", asserting their belief that no significant harm was caused to the victim- often contradicting empirical evidence- with the stated premise typically being that the violence had been a form of practical joke on the assailed.

## Promotion in Popular TV

It is a mistake to see the phenomenon of happy slapping as purely an effect of availability of video cameras. Popular culture, including advertising has presented it as a role model. In the award-winning "You've been Tango'd" advert a youth is shown being slapped on the face by a jolly orange creature, and it is presented as humorous fun.
A surgeon who had done one too many operations to fix broken jaws of children who had been 'tangoed' wrote to the advertisers behind the "You've been Tango'd" ad and got them to change the 'slap' to a kiss.

## Escalation

Happy slapping can be understood to be more than mere slapping, and may include punching or even actual bodily harm. Sometimes the assault is performed with other crimes, such as mugging, and can lead to manslaughter. This escalation can be further evidenced through new unhealthy, deadly ways as shown in this photo: http://www.nolubida.com/happyslappinglogohp.jpg.

## Use with video technology

Although the concept of filming a crime is an old one, the ease and general availability of video cameras in mobile phones means that such attacks need not be planned carefully beforehand and are more easily watched and circulated for comedy purposes afterwards.

## Prediction

* Add references to Science Fiction.

## Credits

* Much of the initial content of this page came from the similarly named Wikipedia page.

## References

* ↑ Akwagyiram, Alexis (2005-05-12). "Does 'happy slapping' exist?". BBC News. http://news.bbc.co.uk/1/hi/uk/4539913.stm. Retrieved 2007-05-23.
* ↑ 1994 Video of slap-happy advert "You Know when You've been Tangoed. UK. HHCL Ad agency. (http://www.adslogans.co.uk/hof/IE006910.html)
* ↑ 100 Greatest Adverts, TV Program, ITV, UK.
* ↑ "'Happy slap' youths admit killing". BBC News. 2010-06-16. http://news.bbc.co.uk/1/hi/england/london/10331547.stm.
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/19 May, 2007

1. Balanced Constructivism: Challenging Within Boundaries
2. Learning how to Learn (and Teach): Experimenting with One's Own Learning (and Teaching) Styles
3. Perspective
4. Reform in Reality: How can educators' good ideas actually be implemented in the real world?
5. Teachers as Content Authorities: How can teachers teach effectively without "knowing everything"? What is an appropriate level of student participation in the teaching process? Switching roles (teacher/learner) across a continuum at appropriate times.
6. Linking the Unknown to the Known
7. Educational By-Products: Learning One Thing After Being Taught Another
8. Maximizing the Effectiveness of Dialogue: Effectively Using Conversation in Education
# Change Issues in Curriculum and Instruction/Note to Contributors

This book will be started by students in a graduate level education course at Old Dominion University in Norfolk, VA. One of the purposes of this text is to consider some of the ways in which the ever-changing global landscape is impacting the ways education is taking place. Further, the text will discuss some of the ways in which the global changes can help improve the educational system in America and beyond.
Anyone interested in the topics discussed is more than welcome to contribute. Thanks for your help, and enjoy the book.
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/24 May, 2007

1. Distraction:
2. Effective Consumption of Information: Navigating the Ocean of Information
3. The Right Tool for the Job: How can we find the appropriate tools (software, etc.) to achieve our various educational objectives?
4. Wiki and Rhetoric: Re-evaluating Rhetorical Principles Based on Web 2.0 Innovations
5. Involving Parents in the Learning Process Through Web 2.0 Innovations
6. Addressing Resistance: Converting the Web 2.0 Nay-Sayers
7. Making Connections Through Web 2.0: Between Parents and Teachers, Teachers and Teachers, Teachers and Students, etc.
8. Diverse Curricular Support Materials: YouTube and other Web 2.0 Innovators Providing Diverse Educational Resources
9. Tailoring Web 2.0: How can we make these technologies engaging for diverse groups of people?
10. Helping Collaboration Exist in a Standards-Based Educational Environment
# Change Issues in Curriculum and Instruction/Foreword

During the summer of 2007, this book will be written and edited by graduate students attending a course at Old Dominion University. Thanks for your contributions.
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating

On the links from this page, you can find some of the Change Issues we discussed in the 741/841 class but are not found in the Table of Contents as specific article topics.
I urge those of you enrolled in the 741/841 course to add to the lists of issues linked from this page based on your notes or thoughts about our in-class discussions. For those of you not enrolled in the ODU course, please feel free to add issues to these lists or comment on the issues we've listed.
If desirable, issues from these lists can be made into links whose pages can host more in-depth discussions and explanations.
* 15 May, 2007
* 17 May, 2007
* 19 May, 2007
* 24 May, 2007
* 28 May, 2007
* 31 May, 2007
* 5 June, 2007
* 7 June, 2007
* 12 June, 2007
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/15 May, 2007

1. Moving up the Food Chain: Become comfortable with questioning our own / the system’s assumptions and traditions about the way education should work.
2. Moving Beyond “Wrong” = “Bad”: Realize that mistakes are not purely bad.
3. Redefining “Cheating”: Last century’s definition is no longer necessarily the best one.
4. Knowing What You Don’t Know vs. Knowing What You Know: Understand that the former is probably more important.
5. Feedback and Isolation in Digital Environments: When isolation can be physical and/or psychological, what can be done to allow for meaningful feedback?
6. The Digital Divide: The various issues that surround access to technology play a major impact on the extent to which and ways in which technology can be effectively employed in today’s educational system in American and beyond.
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/12 June, 2007

1. Ethics in Education
2. Multicultural Education
# Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/17 May, 2007

1. Recursive Learning: Learning does not always happen in linear fashion.
2. How School Policy Should be Influenced by Social Software
3. What Teachers Need to Know about Social Software: How do we know what to use? How do we find it? How do we use it effectively?
4. Differentiation: Meeting the Educational Needs of All Learners
5. Multi-Tasking: Plusses and Minuses—Understanding the dynamics of multi-tasking
6. Sychronous vs. Asynchronous Learning: What are the advantages and disadvantages of both? Is there a "happy medium"?
7. Mobilizing Social Software: Effective Use of Technology to Help Promote Critical Thinking in the Teaching and Learning Process
8. Teaching "Collabulation": How can we teach students to develop their own systems of classification along with their peers and the community?
9. Online Games: Effective Use in an Educational Environment
10. Digital Divide: How long do we wait to implement these new technologies without waiting too long?
11. Age-Specific Social Software: How can social software be classified with respect to age-appropriateness? Can these software transcend age brackets?
12. Cellphones: Should students have their teachers' cell phone numbers?
13. Social Software as a Crutch: At what point does social software stop being productive and start functioning as an excuse for irresponsibility?
14. The Social and Cultural Implications of Social Software: How Technologies Can Amplify Every System's Strengths and Weaknesses
15. Social Software Adding Meaning to Student Work
# Clojure Programming/External Articles
## Beginner Friendly

2014-04-06 -- Clojure from the ground up (done in the nREPL)

## GUI

2011-12-07 -- A Seesaw Tutorial (done in the REPL)

## I/O

2010-11-13 -- The Ins and Outs of Clojure: Part One

## Java

2010-11 -- Extending Java Classes Using Proxy
# Clojure Programming/Examples/REPL Socket

As of Clojure 1.8, a built-in socket server is available that offers REPL functionality, see the API documentation for the clojure.core.server namespace.