OpenLLM-France/wikimedia huggingface dataset:
# The Organic Act Establishing the National Archives Administration, National Development Council
## Article 1

    The National Development Council has established the National Archives Administration (NAA) to deal with the management and use of government agency records.

## Article 2

    The NAA shall be in charge of the following matters:
    1.studying and drafting policies, legislation, and management systems for archives;
    2.supervising and assessing the management and use of government agency records, and compiling and publishing government agency records catalogs;
    3.reviewing the government agency record retention periods and disposal practices;
    4.appraising and classifying archives, setting retention periods, and settling disputed matters;
    5.acquiring, transferring, organizing, and preserving national archives , making them available for use, and planning and implementing the establishment of facilities;
    6.accepting donations of, accepting custody of, and purchasing documents or artifacts owned by private individuals or groups;
    7.planning and coordinating the building of documents and archives information systems;
    8.researching the management and use of archives, and conducting related publishing, technology development, academic exchange, and international cooperation, as well as training of archive management personnel;
    9.planning and implementing document timeliness control at government agencies under the Executive Yuan; and
    10.other matters pertaining to archives.

## Article 3

    The NAA shall have one director-general, who shall be a 13th-grade senior-level career civil servant, and two deputy directors-general, who shall be 12th-grade senior-level career civil servants.

## Article 4

    The NAA shall have one chief secretary, who shall be an 11th-grade senior-level career civil servant,

## Article 5

    The civil service ranks and occupational grades attaching to each occupational title at the NAA shall be separately set out in a staffing chart.

## Article 6

    This Act shall enter into force on the date prescribed by an order of the Executive Yuan.
This work is in the public domain because it is exempted by Article 9 of the Republic of China's Copyright Act (in effect in the "Free Area"). This excludes from copyright all government and official documents and official translations, including news releases, speeches, laws, and documents. It also excludes from copyright oral and literary news reports strictly intended to communicate facts, test questions from all kinds examinations held pursuant to laws or regulations, slogans and common symbols, terms, formulas, numerical charts, forms, notebooks, or almanacs.
Public domainPublic domainfalsefalse
# The New Student's Reference Work/Luini, Bernardino

See also Bernardino Luini on Wikipedia, and the disclaimer.
​Luini (lo͞o-ē′nē̇) or Lovino, Bernardino, a painter of the Lombard school, was born in 1490 at Luino. His skill was developed in the school of Leonardo da Vinci; indeed, many of his works were at one time attributed to that great artist. Luini's principal charm is poetic grace and beauty; he is one of the great painters whose “supremacy” Ruskin affirmed. He died about 1535.
# The New Student's Reference Work/Luke

See also Luke the Evangelist on Wikipedia, and the disclaimer.
​Luke, the reputed author of the third Gospel and of Acts. He was a friend and companion of Paul, being spoken of (Colossians iv: 14) as the beloved physician. In the third gospel Luke makes no pretension to apostolic sanction or authority but simply proposes to compile and arrange the various facts and incidents he has gathered from others. Among other material used by him were the discourses of Christ recorded by Matthew and some parts of Mark; but he must have had other sources for the details he has given concerning the birth of Jesus and for the canticles, which he alone has preserved.
# The New Student's Reference Work/Lungfishes

See also the disclaimer.
​Lung′fishes. See Mudfishes.
# The New Student's Reference Work/Lute

See also Lute on Wikipedia, and the disclaimer.
​Lute, a musical instrument not now used, introduced into Europe by the Arabians, from whose language it derives its name. The Arabian lute was made from 21 pieces of maplewood; and the strings, eight in number, were tuned in pairs. In order to accommodate the lute to the chromatic scale, the number of strings was gradually increased to 24. The lute is represented on the sculptures of the Egyptian tombs. So its antiquity is great.
# The New Student's Reference Work/Lübeck

See also Lübeck on Wikipedia, and the disclaimer.
Lübeck (lü′bĕk), a state of and free city in Germany, formerly head of the Hanseatic League and now an important shipping town, stands on the Trave, 12 miles from the Baltic and 40 northeast of Hamburg. The state possesses 115 square miles of territory, including the port near the mouth of the Trave, with a population of 105,857. The city is the great center for trade between Hamburg and the cities of Germany and the countries that border the Baltic. Among the churches is the Gothic St. Mary's, first erected 1163–70, which has two towers, 407 feet in height, masterpieces of old German sculpture. The cathedral, St. Peter's and St. James' are other ancient churches: A town-hall, hospital, library, school of navigation, zoological, antiquarian and art collections are other notable features. Population 98,620.
# The New Student's Reference Work/M

See also M on Wikipedia, and the disclaimer.
M (ěm), the thirteenth letter, is a vocal consonant. It is made with the lips and nasal passages closed, and is therefore classed as a labionasal, as in me,him, tame. It also is a liquid and even a semivowel. Before n in the same syllable it is silent, as in mnemonics. The Romans used it as a numeral (1,000) as well as a letter. M also means em, a printer's term.
# The New Student's Reference Work/Lumbering

See also Logging on Wikipedia, and the disclaimer.
​Lum′bering, an industry of great importance in the United States, Canada, Russia, Scandinavia, Germany and France, is the process of cutting and sawing timber for purposes of building and furnishing. In the United States there was more than $500,000,000 invested in lumber and timber-products in 1912. Those employed numbered over 400,000. The value of the products was upwards of $550,000,000. It is not only the direct production of lumber that counts; but large profits are made from by-products. Sawdust is sometimes compressed and heated until it may be molded into a solid mass of any required shape. In Norway it is distilled to afford acetic acid, tar and wood-naphtha. The best wood-alcohol is obtained from pine sawdust. Woodpulp is in ever increasing demand for the manufacture of paper. The lumber industry, properly so called, is divided into three branches, each of which ​represents a group of distinct operations. Logging is felling and roughly trimming timber and transporting it, preferably by water but, if necessary, by rail, to its destination. The great rivers of the United States afford unequalled opportunities for logging. Whenever possible, the logs are fastened in huge rafts and navigated down stream as the current and volume of the river may permit. Then comes the sawmill branch of lumbering. The logs are sawn into beams and planks, but not carefully trimmed. The planingmill stage is that in which the beams and boards are trimmed and manufactured to standard dimensions and uses. In lumbering the principal difficulty always is transportation. At times in the winter the roads are flooded and frozen for the readier transportation of logs. In connection with lumbering arises the national problem of how to conserve the forests. Great as are the forests of America, they cannot supply the present enormous demand. Many forests have been totally cleared. In 1912, according to the bureau of the census and the forest-service, over 40,000,000,000 feet were cut. The actual cut is believed to have been five per cent. larger or 2,000,000,000 feet more. Efforts are made by the United States Bureau of Forestry to conserve great forest-parks and to plant young trees. Treeplanting by school children and by individual citizens is and ought to be encouraged. See Forests.
# The New Student's Reference Work/Lungs

See also the disclaimer.
​Lungs. See Respiration, Organ of.
# The New Student's Reference Work/Luray Cave

See also Luray Caverns on Wikipedia, and the disclaimer.
​Luray′ Cave, a cavern near Luray, Va., remarkable not so much for size as for the great number and extraordinary shape of its stalactites. Some of these columns exceed 50 feet in length. Many are hollow, giving out bell-like notes when struck; and the colors range from waxy-white to yellow, brown or rosy-red. The cavern is lit with electric light, and attracts thousands of visitors every year.
# The New Student's Reference Work/Lundy's Lane

See also Battle of Lundy's Lane on Wikipedia, and the disclaimer.
​Lun′dy's Lane, a battle fought in Canada near Niagara Falls, during the War of 1812, between the British and Americans July 25, 1814. Early in the day General Brown, the American commander, learned that a British force under General Drummond had crossed the Niagara at Queenston to attack Fort Schlosser. To divert the British from this purpose General Winfield Scott with 1,500 men was ordered to make a demonstration upon Queenston. About sunset Scott came upon a force under General Riall posted on an eminence near Lundy's Lane. A severe fight ensued, which continued until midnight. The British were driven from their strong position, and General Riall and his staff were taken prisoners. By a fierce countercharge, however, the British recaptured the position and the guns which had been taken. The Americans withdrew toward Chippewa. General Brown arrived upon the field and took command in person sometime after sunset. Both he and General Scott were severely wounded during the engagement. The British loss was 878; that of the Americans 743.
# The Other Side of the Mountain: Mujahideen Tactics in the Soviet-Afghan War/Introduction
## INTRODUCTION

As we have throughout our history—the Philippines, Haiti,Nicaragua, Lebanon, Vietnam and Somalia—Marines will encounterguerrilla forces in the 21st century. Marines must understand potentialadversaries, and learn as much as possible about them. Themujahideen of the Soviet-Afghan War prevailed against a larger anddecisively better equipped foe, the Soviet Army. The Other Side of theMountain presents the story of the mujahideen's fight against that foe.
On 27 December 1979, Moscow ordered the Soviet Army into Afghanistan. Organized, equipped, and trained for the execution ofcombined arms operations, that force embodied the concept ofblitzkrieg. Nine years later, it withdrew in defeat. The Other Side of the Mountain was written from the reports of mujahideen combat veterans and provides a tactical look at a decentralized army of foot-mobile guerrillas waging war against a technologically superior foe. Absolute supremacy of firepower did not guarantee victory. Native knowledge of terrain and detailed study of a known adversary offsetthat advantage. In particular, the chapter on urban combat will be ofgreat interest to commanders concerned with force protection. This book and its companion volume, The Bear Went Over the Mountain: Soviet Combat Tactics in Afghanistan, published for the United StatesMarine Corps in 1996, offers a chronicle of the Afghan War by the war fighters.
The Marine Corps of the 21st century will have tremendous advan-tages over guerrilla forces. Our equipment, technology, training, and support are the best in the world. Yet, technological superiority is notin and of itself a guarantee of success. Insight into our adversary's capabilities, tactics and motivation will provide the decisive edge. The Other Side of the Mountain will help us gain this insight. I heartily recommend this book to all Marines.
    J. E. RHODES
    Commanding General,Marine Corps Combat Development Command
# The Ottawa

* related portals: Supreme Court of the United States.
* sister projects: Wikidata item.
United States Supreme Court
70 U.S. 268
The Ottawa
APPEAL from the Circuit Court of the United States for the Northern District of Illinois in a question of collision at night, on Lake Huron, between the steam propeller Ottawa and the schooner Caledonia, and by which the schooner was sunk; the decree in the Circuit as in the District Court having been against the steamer as in fault.
The controversy was one chiefly of fact; whether, for example, there was any one at all on the steamer's deck about the time of the collision besides the wheelsman then steering the vessel; whether the steamer showed lights as required; what the courses of the two vessels had been, and how far they properly or improperly held them on their approach to each other, and some others not necessary, in view of the decision, to be mentioned. The testimony was conflicting and prolix; the cross-examination of one witness alone having extended to four hundred and thirty-two inquiries. The chief point of law disputed in the controversy and the matter therefore to which the reporter more particularly directs attention was apparently this: Whether, assuming that the master was on the steamer's deck after the vessels came into such proximity as required precautions, until the moment before the collision occurred-a matter about which there were doubts-he was a competent lookout within the decisions of this court; he having been, at the time, the officer of the deck, in charge of navigating her, and having been standing with the wheelsman in the wheel-house; a place which, on this steamer, the mate swore was the best place for a lookout to be, well forward, and giving an unobstructed view; and which the counsel for the owners of the steamer, exhibiting to the court a photograph, stated was less than twenty feet from the bow.
Mr. Dexter for the owners of the steamer; Mr. Proudfoot, contra.
Mr. Justice CLIFFORD delivered the opinion of the court.

## Notes

This work is in the public domain in the United States because it is a work of the United States federal government (see 17 U.S.C. 105).
Public domainPublic domainfalsefalse
# The Philosophical Review/Volume 1/Summary: Kaindl - Wesen und Bedeutung der Impersonalien

Phil. Mon. = Philosophische Monatshefte
While according to grammar every sentence must have subject and predicate, and according to logic in every judgment of a subject a predicate concept must be asserted or denied, there seems to be no subject in such expressions as 'es donnert, mir ist wohl, es ist Tag'. Impersonals may be treated from two points of view, the psychologico-logical and the philologico-historical. The present article is devoted principally to a logical investigation of the subject. Traditional logic teaches that the judgment has two members. Some, however, (Brentano, Miklosich, Marty,) find the essence of the judgment in the act of recognition or rejection, and claim that this can as well take place with one concept as with two. When Miklosich says that in the sentence 'pluit' the subject is not only not expressed but also not even thought, he is right, but only in so far as he is thinking of an efficient subject. Here, as in the case of all impersonals, there is a subject in the wider sense. Every ​judgment as thought has two members. The expression, however, may be incomplete, either the subject or the predicate being omitted. K. investigates the conditions under which the subject is omitted, and reaches the conclusion that impersonals of all classes name some definite occurrence or state of things without any thought of an efficient subject. The subject in the wider sense is the concrete-real occurrence or state which we have in mind but do not bring to spoken expression. K. discusses further the origin and proper designation of impersonals, and the significance of the third person singular, and of the 'es' or 'it' in such expressions.
# The Philosophical Review/Volume 1/Summary: Höffding - Die Gesetzmassigkeit der psychischen Aktivitat

V. f. w. Ph. = Vierteljahrschrift für wissenschaftliche Philosophie
The moral feelings (especially the feeling of remorse or guilt) seem to many to be connected with the idea that one could in a given case have acted differently, and the validity of this idea is made the condition of the continuance of these feelings. This is to confuse the standpoint of psychology with that of ethics. The psychologist has not to prove the validity of the idea which determines the feelings, but only to show how this connection has arisen, (1) The more demands a psychical condition makes upon the interest and attention, the more do we neglect the conditioning circumstances. This is especially true of a serious decision of will, where the new state, connected with the thought of action, is in opposition to that of inner strife and consideration. (2) The decision brings with it a peculiar feeling of unrestrictedness or force which drives into the background the thought that this state has been caused. (3) The memory of the state of deliberation leads us to conceive the objective possibility of a different decision. (4) The condition of the ego looking back upon the act with remorse is widely different from that in which it made the decision, yet we ascribe to the past ego both the force which led to the decision, and that which at the present moment leads to its condemnation. (5) The future appears undetermined because we cannot form any clear picture of it without pictures of other possibilities coming in. The feeling of remorse has ethical value only as it awakens an impulse to improvement. Mere brooding over what cannot be helped is unethical. Remorse arises from the sharp contrast between what my own conviction recognizes as right, and what memory reveals to me regarding the disposition of my will. Nor can it be said that, from a deterministic standpoint, remorse does not differ in kind from the pain which is felt because of some physical or mental defect; for, (1) in the will, the real self finds its most emphatic expression, and, therefore, the self-condemnation is strongest and deepest; and, (2) a change of will is not impossible, just in virtue of its lawfulness. When we pronounce ethical judgments upon others, the question is not whether or not they could have acted otherwise; but we blame an act in order that the will may become other in future. We have no right to pronounce ethical judgment upon others except from ethical motives. Every one who expresses an ethical judgment uses forces which are among the strongest and deepest in the world, and imposes upon himself, therefore, an ethical responsibility.
# The Philosophical Review/Volume 1/Summary: Kappes - Die Erkenntnisslehre des Thomas Hobbes

Z. f. Ph. = Zeitschrift für Philosophie und philosophische Kritik
Hobbes embodies in his philosophy standpoints that are quite opposed to each other. First, he sets up a method analogous to that of geometry, then he holds that all knowledge is derived from sense-perceptions, and finally establishes motion as the principle underlying all phenomena. His method is, therefore, not inductive like Bacon's, but hypothetical-deductive. His attempt to establish science on a basis as firm as that of mathematics ends in nominalism; logic becomes for him a doctrine of naming, thinking an art of reckoning with names. Had he drawn the conclusions of his sensualism, the entire corporeal world would have become an illusion. But his strict adherence to the materialistic principle according to which all phenomena are forms of motion, prevents him from ending as a phenomenalist. The philosophy of Hobbes fails to appreciate the fact that our knowledge is the product of two factors, the subjective and the objective. As an admirer of mathematical reasoning he aims at ultimate principles that are universal and ​necessary. This leads him to nominalism. If you accept his principle that concepts are merely names, there can be no objection to his conclusions. But the concept is not only a general name, it is a general thought, which is ascribed to objects, and therefore has objective significance. It is a general idea that has objective reality. If concepts are mere names, it is inconsistent in Hobbes to base his philosophy on such notions as body, motion, and extension. Furthermore, his theory of sensation cannot explain how motion is suddenly transformed into sensation, nor even how the thought-process is derived from sensation. In spite of all contradictions, however, one thorough-going, normative principle prevails in his philosophy. It is that of motion.
Hobbes cannot be designated as a follower of Bacon, though he agrees with him in his general tendency to base the knowledge of nature on experience. He is rather to be reckoned among the pupils of Descartes, who also constructs the universe with matter and motion. Hobbes goes further than Descartes in his endeavor to explain mechanically even psychical occurrences. We may say that Hobbes was the first to consider the question as to the possibility of scientific knowledge; he is the originator of empirical epistemology. Locke's sensualism and Berkeley's phenomenalism are already implicitly contained in his doctrine of sensation. To him also physiological psychology owes its origin.
# The Philosophical Review/Volume 1/Summary: Juvalta - Di alcune cause della aversione presente per la filosofia in Italia

R. I. d. Fil. = Rivista Italiana di Filosofia
The causes of the present aversion to philosophy in Italy are (1) false conception of the object and worth of philosophy, and (2) certain prejudices due to the recent conditions of philosophy in Italy. To these must be added more serious and fundamental obstacles: (3) the dogmatical and sceptical spirit of the Italians, due in great part to their Catholic inheritance, which prevents them taking a free and untrammelled view for the sake of truth alone; and (4) the specialization of knowledge and science, which, though it may ultimately lead to a quest for unity, at present serves only to obscure that unity. Again (5) the present tendency of the Italian mind is historico-critical; and the interest in the history of philosophy, which after all is not very profound, is for the present at any rate unfavorable to original systematic philosophy. Lastly, (6) the endeavor to conciliate the practical and the scientific demands of the age in the reorganization of secondary education, has crowded out the studies which might have favored the development of philosophy.
# The Philosophical Review/Volume 1/Summary: Kirschmann - Die psychologisch-aesthetische Bedeutung des Licht und Farbencontrastes

Phil. Stud. = Philosophische Studien
The purpose of this article is to show the importance to the artist of the effects of contrasts in lights and colors. The degree of success to which an artist attains in producing in the observer the ideas and states of mind intended depends upon three factors: the spiritual constitution of the observer, the position of the work of art, and the execution of the picture by the artist. Each of these factors is treated at some length, the discussion of the last, however, making up about, three-fourths of the article. A special difficulty of the artist lies in the fact that in nature objects vary in brightness from the shining blue-white of the sky on a clear day to the absolute darkness of the deepest shadows, while the deepest black among the painter's pigments is 1-66 as bright as his clearest white. By means of the polarization-photometer K. has compared various natural objects with respect to brightness, and a table of fifteen such comparisons is given. The gray wall of a house in full daylight is to the bright sky as 1 to 50. The brightness of a very clear night sky is to that of the moon as 1 to 4800. It is only by the employment of contrasts that the artist can overcome the limited compass of brightness in the materials at his disposal. K. illustrates these contrasts of brightness by a consideration of the effects produced and means used in a number of well-known paintings. Besides contrasts of brightness those of color-tone and saturation are briefly discussed.