OpenLLM-France/wikimedia huggingface dataset:
# How to Ace FYLSE/June 2013 Exam
## Introduction

* June 2013

## Contracts
### Fact Summary

Seller posted a good online for sale. Buyer saw the post and found that it was worth more than the posted price. There Buyer saw a note posted by Judy, another Facebook friend of Seller, stating: “The doll is worth way more than you think. Don’t sell it.” Buyer then left a note stating, “I’ll take the doll for $450. buyer.” Later, she called Sally and said, “This is Barbara, and I’ll buy the doll for $450.” Sally replied, “Sorry, you’re too late.” Barbara looked again at Facebook and saw a new note from Sally stating: “Thanks for the information, Judy. The doll is going straight to eBay.”

### Outline

Did Barbara enter into an enforceable contract with Sally? Discuss. If Barbara entered into an enforceable contract with Sally, what remedies, if any, does she have? Discuss.

## Torts
### Fact Summary

A held his saw in from of B and approached to B and B climbed high into the tree. A sawed through the tree and B fell and got seriously injured. C, a passerby, was struck by a car and sustained serious injuries while assisting B. D watched the incident suffered severe emotional distress.

### Outline

Q1. Is Bill likely to prevail on any intentional tort claim against Abe?
Assault Battery False imprisonment
Q2. Is Cindy likely to prevail on a negligence claim against Abe? Negligence
Q3. Is Debbie likely to prevail on a negligent infliction of emotional distress claim against Abe? NIED

## Criminal Law
### Fact Summary

A and B climbed the fence to a horse ranch, crossed the yard, opened the door to the barn and stepped inside. C, the owner of the ranch pointed a rifle at A and B and accidentally discharged it with startled the horses. A and B fled and let out the horses which caused a motorist to die.

### Outline
#### Crimes of A

* Solicitation
* Conspiracy
* Homicide
* Murder
* Voluntary Manslaughter
* Involuntary Manslaughter
* Criminal negligence
* Defenses

#### Crime of B

* Conspiracy
* Pinkerton
* Burglary
* Homicide
* Defenses

#### Crime of C

* Assault
* Defense of Property
* Receiving Stolen Property

### Fact Summary

In a series of nighttime burglaries, a burglar broke into houses when the owners were away and stole items of value. The burglar ate cookies found at each house and therefore became known as the “cookie bandit.” Wanting to protect his property and prevent a burglary while he was out of town for the weekend, Dan planned to lace some cookies with cyanide and leave them on his kitchen counter. He believed his plan was lawful because he had been told by a police officer that he could use deadly force to prevent a burglary. He asked his friend Ann to help him obtain cyanide. She tried to talk him out of his plan, but he assured her that it was lawful. She then got him some cyanide. He laced some cookies with it, left them on the kitchen counter, and went out of town for the weekend. During Dan’s absence, his neighbor Jane entered his house, together with her five-year-old son, Victor. Each weekend, Jane cleaned Dan’s house. While Jane was cleaning, Victor found the cookies, ate one, and died.
# Toshiba Dynabook G4
## CPU

* CPU: Intel Pentium 4M 1.7 GHz

## Memory

* Memory: 256MB
* Memory Type:

## Video Graphics Display

* Video Graphics Chipset: Nvidia Geforce4 440 GO
* Screen Size:
* Maximum Screen Resolution:

## Audio

* Audio Chipset:
# Tecra A10
## CPU

* CPU:

## Memory

* Memory:
* Memory Type:

## Video Graphics Display

* Video Graphics Chipset: Nvidia Quadro NVS 130M (???MB)
* Screen Size:
* Maximum Screen Resolution:

## Audio

* Audio Chipset:

## Pointing Device

* Pointing Device Type: Touchpad
# Lateral Thinking Puzzles
## Introduction

Lateral thinking puzzles or situation puzzles have challenged many a brain for a long time, we hope that this collection will do the same. We have included many classic examples and other ones not found elsewhere. These could greatly improve skills such as your IQ and other thinking skills. It is often better to do these in a group. One would first read out the question, and the rest will ask yes/no questions, the goal is to eventually get to the solution. The leader may provide clues in the clues section and there may be more than one solution to a puzzle.
There is no particular order of the puzzles in this book, however, you can consult the category if you are looking for a specific puzzle.

## Puzzles

* From There to Here
* Sticky Leaves
* A Strange Drink
# Lateral Thinking Puzzles/A Strange Drink/Clues

* Q: Could the bartender hear him? A: Yes
* Q: Was the bartender angry for some reason? A: No
* The water was asked for in a strange way
# SATELLITE A100-259
## CPU

* CPU:Intel
* CPU Type:Intel® Celeron® M Processor 380 clock speed : 1.6 GHz Front Side Bus : 400 MHz 2nd level cache : 1 MB

## Memory

* Memory: 1,024 (512 + 512) MB maximum expandability : 2,048 MB
* Memory Type: DDR2 RAM (533 MHz)

## Video Graphics Display

* Video Graphics Chipset: ATI Xpress 200M Graphic Card

## Operating System / Platform

* Operating System / Platform : Windows® XP Home Edition

## Hard disk

* Hard disk: capacity : 60 GB certification : S.M.A.R.T. drive rotation : 5,400 rpm

## Display

* Display: size: 15.4 " type : Toshiba TruBrite® WXGA TFT display internal resolution : 1,280 x 800

## DVD Super Multi drive (Double Layer)

* DVD Super Multi drive (Double Layer): compatibility : CD-ROM, CD-R, CD-RW, DVD-ROM, DVD-R, DVD-R(DL), DVD-RW, DVD+R, DVD+R(DL), DVD+RW, DVD-RAM
maximum speed : Read: 24x CD-ROM, 8x DVD-ROM/ Write: 24x CD-R, 4x CD-RW, 10x HS CD-RW, 16x US CD-RW, 8x DVD-R, 4x DVD-R (Double Layer), 6x DVD-RW, 8x DVD+R, 4x DVD+R (Double Layer), 8x DVD+RW, 5x DVD-RAM type : DVD Super Multi (Double Layer) drive

## Internal video modes

* Internal video modes: The following internal video modes are supported: :
resolution : 1,280 x 800 , maximum number of colours : 16.7 Million

## Max External Video Modes

* Max External Video Modes: Max Resolution : 2,048 x 1,536
Max Colours : 4.3 billion Max Refresh Rate : 100 Hz Non-interlaced resolution with max refresh rate : 1,600 x 1,200

## Interfaces

* Interfaces: 1 × DC-in
1 × external monitor 1 × RJ-11 1 × RJ-45 1 × TV-out (s-video) 1 × i.LINK® (IEEE 1394) 1 × external microphone 1 × headphone (stereo) 4 × USB 2.0

## Expansion

* Expansion: 2 × memory slots

## Wireless communication

* Wireless communication: Compliancy : Wi-Fi®
Network Support : 802.11b/g integrated Manufacturer : Atheros Wireless Technology : Wireless LAN

## Sound system

* Sound system: supported audio format : 16-bit stereo
speakers : built-in stereo speakers manufacturer : Toshiba Bass Enhanced Sound System

## Battery

* Battery: technology : lithium-ion

## AC adaptor

* AC adaptor: input voltage : autosensing AC adapter (100/240 V) for worldwide usage
output voltage : 19 V output current : 3.42 A

## weight

* weight: 2.72 kg
# Lateral Thinking Puzzles/From There to Here/Clues

* It is something which you see every day.
* You have just seen at least two, in fact.
# Lateral Thinking Puzzles/A Strange Drink

A man walks into a bar and asks for a drink. The bartender pulls out a pistol and points it at him. The man says, "Thank you," and walks. Why?
# Lateral Thinking Puzzles/A Strange Drink/Solution

The man had hiccups
# Lateral Thinking Puzzles/From There to Here

I can travel from there to here by disappearing, And here to there by reappearing. What am I?
# Japanese/Lessons/Introduction/Ogenki desu ka/Questions using ka

| Japanese | Links to the interesting stuff go here ... once they have been compiled and the pages checked. |
In this unit, you will learn how to ask and answer yes/no questions.

## Try It

Try to ask and answer the following questions using the vocabulary given. For questions, use 〜ですか。 〜 desu ka?, and for answers, use はい、〜です。 hai, 〜 desu. If you are in a classroom, participate with your fellow students. If you are studying independently, converse with yourself. It may help to record yourself with a tape recorder, cell phone, computer, etc.
Ex: Are you well? Yes, I am. (元気(げんき))
* 元気(げんき)ですか。
* はい、元気(げんき)です。
* Are you happy? Yes, I am. (幸(しあわ)せ)
* Are you sick? Yes, I am. (病気 (びょうき))
* Is she pretty? Yes, she is. (奇麗(きれい))
* Is he cheerful? Yes, he is. (陽気(ようき))
* Are you students? Yes, we are. (学生(がくせい))
* Is that rude? Yes, it is. (失礼 (しつれい))

## Understand

Duration: 3-5 minutes

### Grammar
#### Particles

Japanese particles (助詞 joshi) are a Japanese part of speech consisting of suffixes or short words which follow other words such as nouns, verbs and adjectives, to indicate a wide range of grammatical and discursive (communicative) functions. For instance, particles are used to indicate, or mark, the subject, direct object, and so on; in English, this task is normally performed by word order. Particles may also indicate the speaker's assertiveness, certitude, or other feelings. Note that a particle cannot exist by itself, it always follows another word or phrase.

#### Question Marker: か ka

One example of a particle is the question marker か ka, so-called because it is placed at the end of a phrase to indicate that that phrase is a question. Look at the following examples:
* 元気(げんき)です。 "I'm fine."
* 元気(げんき)ですか。"How are you?"
* 学生(がくせい)です。 "She is a student."
* 学生(がくせい)ですか。 "Is she a student?"
* スミスさんです。 "That's Mr. Smith."
* スミスさんですか。 "Is that Mr. Smith?"
Because か ka always comes at the end of a sentence, it is called a sentence-final particle. You have already been exposed to another sentence-final particle (ね ne) in the first lesson. More details about this, as well as other examples of sentence-final particles, will be given in future lessons.

## Discuss

Duration: 0-5 minutes
If in the classroom, use this time to discuss questions the students may have.
Please post any questions you have about the lesson here, and a contributor will answer.
# Japanese/Lessons/Lesson 6

Hiragana are one of the 3 scripts of the Japanese Language. It is the one that is usually learned first. If you are serious about learning Japanese you should learn the Hiragana and Katakana until they are second nature to you.
see Japanese/Kana [ Japanese/Kana chart ]
# Japanese/Lessons/Introduction/Lesson 1/Unit 1-1/Answers

1.
2.
3. Konnichiwa. Watashi wa "Last Name" "First Name" desu. Hajimemashite.
# Japanese/Lessons/Introduction/Lesson 1/Unit 1-4/Answers

Drill 1
* O-hayou
* O-hayou gozaimasu
* Arigatou gozaimasu
* Arigatou
* Gakusei desu.
* Gakusei da.
# Japanese/Lessons/Lesson 3

| Japanese | Links to the interesting stuff go here ... once they have been compiled and the pages checked. |

## Lesson 3

In this lesson you will learn how to say phone numbers and ask what someone else's phone number is in Japanese, and learn how to talk about your age.

### 電$^{でん}$話$^わ$番$^{ばん}$号$^{ごう}$・Phone Numbers

例$^{れい}$一
* 電話番号は何$^{なん}$ですか？・でんわばんごうはなんですか？
** ５５５の５５５５です
* Question: Denwa bangou wa nan desu ka? - (What is your phone number?)
** Answer: _ _ _ no (の) _ _ _ _ desu (です). - (Phone number)
Example: With the phone number 987-6543, one could appropriately respond to the question, "Denwa bangou wa nan desu ka?" by saying, "Kyuu hachi nana no (acts as a dash) roku go yon san desu."
NOTES: Always use the word yon for four and the word nana for seven in phone numbers. Zero can be either zero - ゼロ (in a Japanese accent) or maru - まる (丸$^{まる}$ - circle). If one would like to ask another's cellphone number add keitai in front of the denwa. ex. 携$^{けい}$帯$^{たい}$電話番号は何ですか？・けいたいでんわばんごうはなんですか？ Often times, Japanese will use Ku(く） instead of Kyuu（きゅう） for nine（九） because of superstition.

### 年$^{ねん}$齢$^{れい}$・Age

Saying age in Japanese follows a consistant pattern, as demonstrated below.
| Age | Rōmaji | Kanji | Hiragana |
| 1 | issai | 一歳$^{さい}$ | いっさい |
| 2 | nisai | 二歳 | にさい |
| 3 | sansai | 三歳 | さんさい |
| 4 | yonsai | 四歳 | よんさい |
| 5 | gosai | 五歳 | ごさい |
| 6 | rokusai | 六歳 | ろくさい |
| 7 | nanasai | 七歳 | ななさい |
| 8 | hassai | 八歳 | はっさい |
| 9 | kyuusai | 九歳 | きゅうさい |
| 10 | jyussai | 十歳 | じゅっさい |
| 11 | jyuuissai | 十一歳 | じゅういっさい |
| 12 | jyuunisai | 十二歳 | じゅうにさい |
* There is a notable exception to this rule. Age 20 is properly referred to as 二$^は$十$^た$歳$^ち$ (hatachi).
年齢の問$^{もん}$題$^{だい}$・Questions about age:
例二
* 何歳ですか？・なんさいですか？
** 二十歳です。・はたちです。
Translation:
* Question: Nan sai desu ka? - (How old are you?)
** Answer: your age sai desu. - (I am ___ )
例三
* お幾$^{いく}$つですか？・おいくつですか？
** 八十三歳です。・はちじゅうさんさいです。
Translation:
* Question: O ikutsu desu ka? - (May I ask your age?)
** Answer your age sai desu. - (I am ___ )
PRACTICE: Repeating these questions outloud with different ages will help ones memory of the numbers, questions and ages.

### 語$^ご$彙$^い$・Vocabulary

| English | Rōmaji | Kanji | Hiragana |
| phone | denwa | 電話 | でんわ |
| number | bangou | 番号 | ばんごう |
| what | nani/nan | 何 | なに/なん |
| what age | nansai | 何歳 | なんさい |
| cellular phone | keitaidenwa | 携帯電話 | けいたいでんわ |
| how many | ikutsu | 幾つ | いくつ |
# Japanese/Lessons/Lesson 8/Katakana Chart

Katakana are used in Japanese generally for foreign words. These along with Hiragana are basic letters which should be learned. See Japanese/Kana [ Japanese/Kana chart ] for the list of standard katakana and their combinations.
# How to Write a Program/Enhancing code

Usually create variables that will represent certain data types that you want to represent or simulate in your program in comparison to the particular problem needing to be solved or real world simulation-i.e. the basis for your program
Then create or use function/methods that you want your program to perform in order to achieve a specific tasks or real world simulation.
This is usually done in block methods or modules, in which you encapsulate or wrap all necessary data (representations) and methods (and arguments/parameters) into an object / class, which best simulates the basis of what the program is supposed to represent...this is turn is called generating code.

## Continuous improvement

Many developers recommend always keeping the code in a state that is ready to build and release to customers at any time. Some projects have a nightly build, while other people recommend checking in a ready-to-build coherent group of edits every 20 minutes.
* ↑ Richard Brooksby. "Product Quality through Change Management". 1999.
# How to Write a Research Paper in History/Additional resources
## Historiography Introductions

John H. Arnold, History: A Very Short Introduction (London: Oxford University Press, 2000). ISBN 0-19-285352-X
Marc Bloch, The Historian's Craft (New York: Vintage Books, 1953).
Peter Burke, What is Cultural History? (Cambridge: Polity, 2004). ISBN 0-7456-3074-X
John Tosh, The Pursuit of History Revised Third Edition (London: Longman, 2002). ISBN 0-582-77254-0

## Research and Writing Guides

Mary Lynn Rampolla, A Pocket Guide to Writing in History Third Edition (Boston: Bedford/St. Martins, 2001). ISBN 0-312-24766-4
Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, The Craft of Research Second Edition (Chicago: The University of Chicago Press, 2003). ISBN 0-226-06568-5 How to write a research paper
Gibaldi, Joseph (2003). MLA Handbook for Writers of Research Papers Sixth Edition. Modern Language Association of America. ISBN 0-87352-986-3.
# How to Write a Research Paper in History/Citing your sources

The most important part of citing your sources is following your teachers' instructions and obtaining a copy of the correct style manual in its current edition. Style manuals vary widely amongst themselves and between editions. For example, the American Psychological Association made major revisions in citation style between the fourth and fifth editions. Do not assume that teachers in the same school use the same style manual. If in doubt, ask early in the writing process.
Learning a citation style well can be very useful, at least in a few standard forms. Memorizing the format for books and journal articles, for example, will probably mean you will not have to consult your style guide for the vast majority of your citations. This will save time (and misery) and allow you to concentrate more on the actual writing of the paper than on the formalistic aspects of citation.
Citation itself is very important for two major reasons. First is that citation allows you to give adequate credit to what others have said — this is important in order to ward off plagiarism and all of its evils, and is additionally valuable because "credit" is one of the primary currencies of academia (even if you don't regard it as such, your professor probably will).
Citation also allows the reader to know where your sources are located and what sources you have consulted—useful to your paper graders both in assessing both your argument as well as how much work you have done, and necessary in general to appreciate the value of a historical paper.

### How to Cite

In-text citations: Author’s last name, year, page number(s) if applicable. For subsequent citations of the same source use the same format as the first.
References list: At the end of your paper include a full list of all sources cited. Author(s), title, date, publisher and place of publication (for books), journal name, volume, issue, page numbers (for articles), and any other relevant details.
Next section: Additional resources
* ↑ Prasad, Suhani. "How To Cite Sources". www.checkforplag.com. Retrieved 2024-07-04.{{cite web}}: CS1 maint: url-status (link)
# How to Write a Program/Requirements analysis

This in itself is the topic of many large books and the career of many well paid consultants. Google will guide you into that vast realm.
And doubtless other wiki editors may expand hugely on the topic. But here I will merely state
Rule 2 : Analysis Paralysis is the greatest danger your program will ever face.
You may have heard that many programming projects fail or are delivered way over time and over budget.
The dead truth is that most programs simply are never even started!
They freeze up and die in an perpetual analysis phase.
You certainly could do worse than generate the artifacts prescribed by the Rational Unified Process, but save that for when you really have something huge to do.
Start by writing down, very simply, what you want the program to do.
Don't get fancy now, half a page handwritten absolute maximum. Trust me.
Lets try that now...
I want to drive the Povray ray tracer from ruby.
Well, scratch that one out. It's a techno goal. As soon as you see specific technologies on your page, scribble them out and try again...
I want to draw cool pictures with mathematically precise placement of maybe thousands of objects.
Ah. That is better. But too fuzzy.
Well, actually I was trying to draw a string in povray and I got frustrated with the scene description language and I wished for the power of my favourite language. But my favourite language doesn't do raytracing. I found the modelers like kpovraymodeler drove me nuts and weren't doing what I wanted.
Oo, nice. This is what the customer was trying do.
Rule 3: When someone, including yourself, tells you to "Write a Program to do...", make a few loose notes and then ignore him.
Always, always, always get up, and go over to their work place and understand first what they are trying to do. I promise you from hundreds of experiences if you just obey them, and create the program they (and/or yourself) told you to, you will write the wrong program!
Write down a couple of ways in which you want to interact with it. These are called use cases and Google will give you a million pages on them. I will have finished the program before you have read half the important pages on the topic... :-)
* I want to be able to create my objects in my pet programming language and have them appear as pretty pictures on the screen.

## Further reading

* c2:UseCase, c2:UserStory, c2:UseCaseScenario, c2:UseCaseTemplate, c2:UserStoryAndUseCaseComparison
* http://usecases.org/
* Ali Bharami "Object Oriented Analysis And Design",a good book for a beginner.
# How to Write a Research Paper in History/Doing research

You've got your topic (or at least a general idea of something to explore), you've got an idea of where your primary sources might be — what now? This section will cover the basics of doing historical research and note taking.

## Taking notes

Taking notes may seem like a straightforward thing to do, but there are a few pitfalls which can be easily avoided which will save you a lot of time in the end.
When taking notes, make sure to write as much information on the source's citation as you have available. You likely won't need all of this information for your final paper (formal citation will be covered later), but it will help you find the source again should you need to (as well as help anybody else who would like to find the source and contacts you). If you are dealing with boxed collections (usually full of individual folders), definitely make sure to note which boxes and which folders you looked at — even if you don't find anything useful in them. This will help you later if you suffer pangs of doubt about whether or not you missed something important.
There is no "right way" to take notes. The goal of notetaking is to have enough information as to use it later. Sometimes this will mean copying out long quotations, sometimes it will be brief summary notes. Most archives will make photocopies for you (for a price), which is another good reason to keeping careful track of citation information (should you later desire copies of something you looked at). When taking notes from books, keep careful track of which page numbers any information is coming from, as it will allow you to cite it thoroughly and convincingly.
After you've taken your notes, make a backup copy, whether they are on a computer or on actual paper. Never keep only one copy of your notes in any form, unless you enjoy re-doing a lot of tedious work. Never send your only copy of notes in any form of post or mail. Never leave them anywhere where water could even possibly do them damage. The historical discipline is full of stories of hard work gone to nought because of a tragic and unlikely accident.
Next section: Organizing your work
# How to Write a Research Paper in History

Many people who have not written a research paper in the genre of History often have difficulty with understanding where to start. This Wikibook is an attempt to outline some of the basics for writing a research paper in History, ideally at the collegiate or graduate level.

## Table of contents

* Picking a topic
* Finding sources
* Doing research
* Organizing your work
* Thinking on your own
* Writing the paper
* Citing your sources
* Additional resources
# Lincoln-Douglas Debate/National Forensic League

The National Forensic League is the major governing body for high school forensics. Each year, the National Forensic League conducts its National Speech Tournament, contested between high school competitors from all of the NFL's districts. As the major governing body, the NFL drafts and publishes resolutions as agreed upon by coaches who are members of the NFL's Wording Committee.