OpenLLM-France/wikimedia huggingface dataset:
# Development Cooperation Handbook/Defining Cooperation

Defining Cooperation
We have seen that there is no unique world view of what "development" is and in fact by defining "development", one take a stand in the ongoing discussion on what are the determinants of development and growth. Is there an analogous debate on what "cooperation" is and what are the conditions that make cooperation possible?
"Cooperation" is not as controversial a concept as "development" is. It is easier to agree that cooperation is good thing and that it is preferable to conflict. Even those who support a competitive business environment think that cooperation is good and that open competition better enables alliances and cooperation. The problem is with identifying what enables cooperation. Sometimes, promoting conflicts is also seen by many as a means to motivate cooperation, as conflict tends to bring together those who have a "common enemy". But real cooperation happens only where the choice comes from reciprocal trust, not from shared fears. We find real cooperation where a conscious "win-win" game is played instead of "I win if you lose" modality of relationship.
The classic way of justifying cooperation is to indicate its "usefulness" in economic terms. Of course "A cooperative environment generates more prosperity than a hostile environment". But this is not sufficient to convince people to cooperate! If I become cooperative in a hostile environment, I would make myself more vulnerable! If my community is subjected to exploitation, being cooperative with the exploiters will surely alienate me from my community. If I cooperate with those who do injustice, I will be party to injustice. So the "utility" of cooperation is a good result of cooperation, but it cannot be the issue that converts hostility into amicability. There has to be an ethical drive. There has to be a human choice. It requires virtue and not just interest.
Etymologically, cooperation means "work done together" (from Latin com-"with" + operare-"to work"). This "together" however is not just physical closeness. It is a togetherness made possible by reciprocal trust. It requires consensus among co-workers about the objectives of the work and an accepted work mode. When there is true co-operation, co-workers enable each other's tasks and share a sense of belonging to a collective "working entity". Co-operation is communication in action.
In the chapter "Cooperation and Communication" we will analyze the modality of human relationships that enable, or disable, cooperation. In the practical section of this handbook, we will look at the practical elements of managing cooperation within "organizations" and within partner organizations that come together for achieving the objectives of a program or a project.

## See also

Issue 8 ⇒ How to design and manage successful cooperation programmes?
⇒ "Cooperation and Communication"
⇒ Organizations ⇒ Partner organizations
⇒ Project
⇒ The social games
On Wikipedia ⇒ Game Theory
# Development Cooperation Handbook/Defining Development/Development Mantras

Development Mantras
by Vrinda Dar and Stefano De Santis
Mantra 1.
Choose Development
Good governance fosters a healthy communication climate
A healthy communication climate generates trust;
Trust generates cooperation;
Cooperation generates opportunities;
And availing opportunities generates development;
This is the virtuous circle of empowering governance.
Mantra 2
Capitalise Development
Empowered governance fosters healthy competition;
Healthy competition enables quality offer;
Quality offer meets global demand;
Meeting global demand generates wealth;
Wealth invested renews community capital;
This is the virtuous circle of solidarity and competition
Mantra 3
Share Development
When solidarity and competition feed into each other;
The local and the global enable each other;
Governmental authority is at the service of the community;
And economic growth becomes a resource for preservation;
Then values and resources are transmitted to future generations;
This is the path of sustained development
Back to the ⇒Table of Content
# Development Cooperation Handbook/Defining Development/Development Mantras/Mantra 1

Through community based outreach, consultative processes, local capacity building, creating an enabling environment and carrying out financial interventions, a development actor/ entity/ organization creates platforms and mechanisms of interaction among communities and their municipalities for sustainable development. The methodology of facilitating constructive dialogue and proactive participation contributes to increased community engagement and municipality effectiveness for local economic development based on common local interest and a wider community consensus.
Back to the ⇒Table of Content
# Development Cooperation Handbook/Defining Development/Development Mantras/Mantra 3

When national policies contribute to empowering communities and foster good local governance through local development, it becomes possible to use local resources efficiently and effectively for sustainable national development. As capacity of people is strengthened and their voices begin to be heard, they become capable of being owners and managers of their resources and of choosing the life they have reason to value. Constraints exist at the policy level that impinge on the rights of people to organize, access information, own and manage assets and participate fully as members of civil society. The more people are involved upstream in the planning and decision making process, inform and improve policies, legislative frameworks and implementation processes and procedures, the more likely they are to own a development intervention, contribute to it and sustain it. Efforts are thus required to create an enabling policy environment that allows all stakeholders to participate as active partners of development processes.
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# Development Cooperation Handbook/Cooperation and Communication/The relational content of communication/The relationship between power and authority

The relationship between "power" and "authority"
When we confront the relationship between "power" and "authority", we tackle the basic elements in the dynamics of human relationships. This issue is related to what we said before regarding the difference between "teaching to be free" or "teaching to obey". In fact the difference in the teaching approach depends upon whether the human relationship is based on power or on authority.
In normal speech, the two concepts of power and authority are somehow mixed. The term power can be used in a more positive way than it is often used and the term authority in a more negative way than it is often used. Here, instead, we will differentiate them. What is important is not the terms one uses but the concepts. What we want to do is to differentiate two opposite ways of obtaining obedience from the people.
A typical relationship of authority is that which takes place between the teacher and the learner. The teacher must be given the authority. His authority must be aroused and proved in the context of teaching. The feeling of being a father-like figure is something that must be generated in the communication process. This generation is the result of the way that the students react to the teacher. If the students negate the authority of the teacher, he starts becoming impotent in his teaching. It’s difficult, of course, to say precisely who starts this process. In this relationship, it is the teacher who serves. He is taking care of the learners. The learners benefit and not the teachers from the relationship itself. That’s why the learners normally have to pay the teachers, directly or indirectly (society pays). And it is precisely because the teacher serves, that authority is given to the teacher.
In a social set-up, the typical relationship is this: If I’m taking care of the need of the community and I’m doing something on behalf of the community, the community should give me the authority. This is because what I’m doing is not in my individual interest, but of social interest and has a shared benefit. So society must give me a special recognition, because I’m doing things in the service of the society, and not for myself. This is a typical relationship of authority. Now, remember that authority is established by the social group. Somebody is holding the authority, but that person cannot decide that he/she has the authority. I can, for instance, say, that I’ve been given authority by a social set-up and so I have authority on some individuals. But I cannot say that I have authority upon the same social set-up that has not given me that authority.

## See also

Decision Making in Groups
Leading and Managing
on Wikipedia
* Authority
# Development Cooperation Handbook/Cooperation and Communication/The three major varieties of communication

Depending on which one of the intended result of the intention of communicating we can distinguish three main modalities of communication pragmatics:
* Propaganda: When we aim at convincing their counterpart in a modality that responds to our interests or convictions.
* Information: When we want to be as impersonal as possible, where what really matters is the "objective" content of the communication and the human relationship amongst the actors is not considered important (and not made explicit).
* Education: When the communication is a service given to the beneficiaries, with the objective of enlarging three horizon of possibilities and choices .
In a gratifying human relationship the counterparts are able to shift roles and change the amongst these three fundamental modalities in order to better achieve their objective and reinforce their social identity.
However each one of these modality has its own adequate methodology; the approach that can be considered adequate in one modality may be counterproductive in the other modality.
Communication is never an objective in itself, but it is always a means to produce an effect, that according to the three modalities of human relationship that we identified can be:
* increase the power of the protagonist by generating persuasion in the target audience;
* allow the counterpart to make informed choices by providing knowledge of facts and intentions;
* educate so that the counterpart can extend her/his horizon of possible choices.

## See also

Issues 9 ⇒ Media and the international communication climate
In other sections of this handbook ⇒ Organization development
In the documentary story ⇒ The project objectives
In Wikipedia ⇒ Organization development
on other Wikibooks
   * Organizational Learning Processes
   * Learning Agents
# Development Cooperation Handbook/Defining Development/Development Mantras/Mantra 2

Through sector specific value chain analysis in rural economic sectors, based on stakeholder consultations and supported by technical assistance and financial interventions, new economic opportunities can be created, contributing to improved local livelihoods and an increase in incomes and jobs. These analyses combined with investment priorities identified by citizens within the same sectors can help determine real needs and economic opportunities in rural areas.
Back to the ⇒Table of Content
# 4chan Chronicle/The Australian Hack

2014 was marked with problems for the site. 4chan has long ago cemented a reputation of being the shithole of the Internet, and the majority of the netizens dismiss the site as such. This has led to a problematic case: Whenever someone wants to spread dirty information on someone or has data that could cause a major problem, they drop them on /b/. /b/’s culture tailored itself to encourage anything that would cause chaos (and make porn threads), while the rest of the site kept on with the general “with us or against us” mentality with rather dire consequences and strong reactions whenever moderation crackdowns happened. Several boards would end up hating moot out of misconceived ideas about the site’s purpose, and wild mass guessing and rumor spreading ran amok. A general feeling of betrayal set up on many boards, and moot gets labeled as an SJW due to his connections to the tech world and the games industry, which has mixed greatly with Internet Culture. This in turn led moot to abuse the rebelling boards. The beginning of 2015 marks the most tumultuous period in 4chan history, when 4chan’s owner and admin for 11.5 years, moot, steps down from adminhood.

## Time of Troubles

(Apr 21 2014)
During mid-2014, 4chan was hacked into by a /int/ user. The hacker, who was upset over a female French tripfag FWG cutting contact with him, hacked into 4chan to obtain her information. He logged in as moot’s account and began to shitpost and insult her, then proceeded to post all her dox, including ban history, posts per IP (it turned out she samefagged and replied to her own posts constantly) address and social media accounts. Eventually he moved on to posting screenshots of /j/, the report system, the ban list from the inside, a screenshot from the #janiteam IRC and a partial list of staff members. The hacker then outed cadfael as being the /sp/ janitor, and vowed to make a second hack to dig info on him. /int/’s reaction was a complete shitstorm, and the site followed suit when news of the janitor leaks spread. Moderator reaction was to freeze the site, for 6 hours, wait for moot to get rid of the hacker and delete every screen and mention of the leaks. This of course led to a bigger Streisand effect, but the mods didn’t give deleted the leaks on sight. The drama didn’t end then, as /jp/ became aware of its resident janitor Saegrimir and /a/ doxed their janitors Troid and BigN. It is unknown if those janitors where fired, resigned or are still on the staff. It is known that Troid became a mod. However, efforts to discredit him never stopped, and a particular user has been harassing the staff demanding to demod him as later as September 2015.
# 4chan Chronicle/Styling Guide
## The Basics

* Wikibooks Editing - Learn how to edit a wiki, and how to read wikitext. It's pretty easy, don't be afraid.

## Link Templates

Link templates are used to provide wikilinks for memes, esoteric language, or other topics of interest on other wikis.
* Bibliotheca Anonoma - Hosts stories, art, and literature from many different eras of 4chan's history.
* KnowYourMeme Wiki - Currently the most comprehensive, well researched wiki about memes around. Link to this for most references.
* LURKMOAR Wiki - An important secondary source for most information about early 2006-2008 4chan history.
* Encyclopedia Dramatica - Another important record of 4chan history, memes, and raids. But many pages are total satire, and should be taken with a grain of salt.
* Featured Link templates - Special boxes that point to articles on other websites or wikis, with more information about a topic.
* Create your own - Here's how you create a Link Template.

## Structural Template

* Translate Extension - MediaWiki has the powerful Translate Extension to facilitate page translation.
** Page Translation Example - Here's how you set it up on a page.
** High-priority languages are (in order): Japanese, Spanish, French, Russian, Chinese.
# Children's and Youth Literature Writer's and Reviewer's Guide/Educational Aspects
## Educational aspects
### The role of literature in upbringing and education
#### Societal perspective-taking

Societal perspective-taking describes understanding for the influence of sociocultural backgrounds and societal value systems on the perspectives of otherwise possibly different-minded observers and is thus more developed than perspective-taking of children, which usually does not require understanding beyond a given situation and the persons immediately involved in the situation. Other than children teenagers may begin to develop a degree of understanding for societal perspectives. Societal perspective-taking can be furthered with storylines that relate the influence of sociocultural backgrounds and societal value systems or motivate to consider their influence. The promotion of perspective-taking is indirectly conducive to emotional intelligence and creativity.

### Deductions and theory formation

Deductions and theory formation are encouraged in novels that allow extensive speculation about the plot or events and issues on the fringe of the story that may nevertheless be interesting for the reader. As an author you can encourage speculation with a constructivist approach. The reader can be allowed to try out different ways to disassemble or assemble the given information in order to make sense of it or in order to build a greater understanding than any or most of the characters in the novel. The third-person limited narrative and an unreliable narrator can, for instance, contribute to the motivation of the reader to form an independent view of the events, especially if other characters of the novel do appear to disagree with the views or understanding of the narrator.

### The author as an ethicist

The role of the author as an ethicist could be seen to contradict the use of an unreliable narrator or moral theory formation at all. An ethicist may seem to require credibility that is at least missing in the novel itself, if characters and the narrator make dubious moral evaluations. Especially children, who may not make a proper moral evaluation themselves, are unlikely to recognize the author as an independent entity. The role of the author is, of course, to motivate moral evaluation and thus to pose relevant, interesting or educational questions.
Inside the story, especially in children's literature, the author can establish an entity that takes the role of an ethicist but may not always be available or the author can make the narrator resolve moral dilemmas at some point in the novel. An unreliable narrator can reestablish a degree of credibility by referring to an ethicist inside or outside of the novel for the purpose.

## References

* 1 2 Kant, Immanuel (1900) [Compiled 1803 by Theodor Rink]. On education (Über Pädagogik). trans. Annette Churton, introd. by C. A. Foley Rhys Davids. (1 ed.). Boston: Heath. OCLC 2342855.
# Children's and Youth Literature Writer's and Reviewer's Guide/Educational Science Fiction
## Hard educational science fiction
### Criteria

This section proposes a set of criteria for hard educational science fiction.
| Age group specification and specification of required knowledge | |
| Glossary of technical terms | |
| Interactive experiments and simulations | (only possible in electronic publications or as add-ons on the web page or CD of the book) |
| Scientific errors in the story are explained | |
| Recommended exercises are present in the text and are interesting for the reader | |
| Motivation to think further | e.g. a cliffhanger requires the solution of an exercise (only possible in electronic publications or as add-ons on the web page or CD of the book) |
| Soft sciences are not ignored (social sciences, philosophy, ethics) | |
| Mentoring and scientific discussions between characters are present in the story | |
| Intercultural competence criteria apply | |
| Realistic psychology is presented in the story with occasional discussion of psychological issues. | |
It is recommend that evaluation based on this criteria catalogue should use a range of 0 to 3 points per criterion, resulting in a range from 0 to 30 points. 0 points would mean "not present at all"; 3 points would mean "very well done". A value of -1 can be assigned to state that the criterion is not met but that the opposite (if that is possible) appears to apply.
# Children's and Youth Literature Writer's and Reviewer's Guide

If you think too much about how novels are written they may lose some of their magic. As a frequent reader of novels you might want to stop reading this guide here. A reviewer should find this guide helpful but the primary target audience are beginning authors or authors who want to reconsider the design phase of their novels. The book also tries to offer criteria for evaluation.

## Chapters

* Audience and Genre
* Storyline
* Educational Aspects
* Didactic Method
* Psychology and Personality
* Metaphors
* Role Modelling
* Sociology and culture
* Philosophy
* Educational Science Fiction
* Perspectives and context
* Helping the reviewer

## See also

* Meta-schoolbook Writer's Guide
* The Parents, Teachers, Friends Testing Guide for Dummies

## References

* ↑ Kant, Immanuel (1900) [Compiled 1803 by Theodor Rink]. On education (Über Pädagogik). trans. Annette Churton, introd. by C. A. Foley Rhys Davids. (1 ed.). Boston: Heath. OCLC 2342855.
# Agrodatabase/42 - Pathogens - Taxonomy

* Insecta-Coleoptera
* Insecta-Diptera
* Insecta-Hemiptera
* Insecta-Hymenoptera
* Insecta-Isoptera
* Insecta-Lepidoptera
* Insecta-Orthoptera
* Insecta-Thysanoptera
# Agrodatabase/42 - Pathogens - Taxonomy/Insecta-Diptera

| Family | Code EPPO | Scientific name | Cmmon name |
| Agromyzidae | LIRISP | Liriomyza sp | leaf miner of vegetables |
| Anthomyiidae | HYLEPL | Delia platura | seedcorn maggot |
| Anthomyiidae | PEGOHY | Pegomya betae | beet leaf miner |
| Cecidomyiidae | CONTME | Contarinia medicaginis | cotton midge, Contarinia |
| Cecidomyiidae | CONTSO | Contarinia sorghicola | sorghum midge |
| Cecidomyiidae | PRDILO | Prodiplosis longifila | citrus gall midge |
| Diptera | 1DIPTO | Diptera | LARVAE OF DIPTERA |
| Drosophilidae | SCATMU | Scaptomyza multispinosa | Scaptomyza |
| Ephydridae | HYDRGR | Hydrellia griseola | rice leaf miner |
| Lonchaeidae | DASIIN | Dasiops inedulis | fly, Dasiops |
| Stratiomyidae | CHIZVI | Chiromyza vittata | fly Roots |
| Tephritidae | ANSTSP | Anastrepha sp. | fruit fly, Anastrepha |
| Tephritidae | DACUOL | Bactrocera oleae | olive fruit fly |
| Tephritidae | CERTCA | Ceratitis capitata | Mediterranean fruit fly |
| Tephritidae | RHAGCE | Rhagoletis cerasi | cherry fruit fly |
| Tipulidae | TIPUSP | Tipula sp. | Tipula |
| Anthomyiidae | HYLERA | Delia radicum | cabbage fly |
# Agrodatabase/42 - Pathogens - Taxonomy/Insecta-Isoptera

| Family | Code EPPO | Scientific name | Common name |
| Rhinotermitidae | HETTSP | Heterotermes spp. | subterranean termite |
| Termitidae | PCORTR | Procornitermes triacifer | Termite Mound |
| Termitidae | SYNTMO | Syntermes molestus | termite, Syntermes |
# Agrodatabase/42 - Pathogens - Taxonomy/Insecta-Hymenoptera

| Family | Code EPPO | Scientific name | Common name |
| Formicidae | ATTASP | Atta sp. | Cutter ants, Atta |
| Tenthredinidae | ERICLI | Caliroa cerasi | pear slug |
| Tenthredinidae | HOPLBR | Hoplocampa brevis | pear sawfly |
# Dichotomous Key/Bolitaenidae
## 1

* Ligula
** Present - Bolitaena pygmaea
** Not present - Japetella diaphana
# Dichotomous Key/Cathaya

1: Cathaya
    2: Extant.........................Cathaya argyrophylla