OpenLLM-France/wikimedia huggingface dataset:
# 1000 Songs/While shepherds watched their flocks by night (Tate and Brady)

While shepherds watched their flocks by night (Tate and Brady)
1000 Songs

## Text

While Shepherds Watched Their Flocks:
Dum nocte pastores suum
custodiunt pecus, circumfulgente gloria
descendit angelus.
"Ne timeatis!" inquit is
(nam sunt perterriti) "Magnum proclamo gaudium
vobis et generi.
In urbe David hodie
de David stripe fit Salvator Christus nomine;
et signum hoc erit:
infantem ibi quaerite
in visu hominum, vestitum valde viliter,
praesepi creditum."
Sic ille; cuius comites
nitere visi sunt, Deum magnificans cohors,
qui sic cecinerunt:
"Nunc fiat pax hominibus
et Deo gloria, et caritas inter duos
esto perpetua."
While shepherds watched their flocks by night, all seated on the ground, the angel of the Lord came down, and glory shone around.
"Fear not," said he, for mighty dread had seized their troubled mind; "Glad tidings of great joy I bring to you and all mankind.
"To you, in David's town, this day is born of David's line a Saviour, who is Christ the Lord; and this shall be the sign:
"The heavenly Babe you there shall find to human view displayed, all meanly wrapped in swathing bands, and in a manger laid."
Thus spake the seraph, and forthwith appeared a shining throng of angels praising God, who thus
addressed their joyful song:
"All glory be to God on high and on the earth be peace; good will henceforth from heaven to men begin and never cease."

### Author

Nahum Tate (1652-1715) Nicholas Brady (1659-1726)

### Translations/Challenges

Click here to see a full comparison of many different translations.

### Editor's Choice
## Music
### Tune

The standard tune in the United Kingdom and Commonwealth countries is the "Winchester Old" tune.
# 1000 Songs/Who has believed our message Is 53

Who has believed our message Is 53
1000 Songs

## Text

(1) Who has believed our message and to whom has the arm of the Lord been revealed? (2) He grew up before him like a tender shoot, and like a root out of dry ground. He had no beauty or majesty to attract us to him, nothing in his appearance that we should desire him. (3) He was despised and rejected by mankind, a man of suffering, and familiar with pain. Like one from whom people hide their faces he was despised, and we held him in low esteem. (4) Surely he took up our pain and bore our suffering, yet we considered him punished by God, stricken by him, and afflicted. (5) But he was pierced for our transgressions, he was crushed for our iniquities; the punishment that brought us peace was on him,and by his wounds we are healed.(6) We all, like sheep, have gone astray, each of us has turned to our own way; and the Lord has laid on him the iniquity of us all. (7) He was oppressed and afflicted, yet he did not open his mouth; he was led like a lamb to the slaughter, and as a sheep before its shearers is silent, so he did not open his mouth. (8) By oppression and judgment he was taken away. Yet who of his generation protested? For he was cut off from the land of the living; for the transgression of my people he was punished. (9) He was assigned a grave with the wicked, and with the rich in his death, though he had done no violence, nor was any deceit in his mouth. (10) Yet it was the Lord’s will to crush him and cause him to suffer, and though the Lord makes his life an offering for sin, he will see his offspring and prolong his days, and the will of the Lord will prosper in his hand. (11) After he has suffered, he will see the light of life and be satisfied; by his knowledge my righteous servant will justify many, and he will bear their iniquities. (12) Therefore I will give him a portion among the great, and he will divide the spoils with the strong, because he poured out his life unto death, and was numbered with the transgressors. For he bore the sin of many, and made intercession for the transgressors.
Isaiah 53 Translated in the NIV by Bible Gateway.

### Author

The Prophet Isaiah wrote Isaiah 53.

### Translations/Challenges

http://www.godvine.com/bible/isaiah/53-1
# 1000 Songs/When I survey the wondrous cross (Isaac Watts)

When I survey the wondrous cross (Watts)
1000 Songs

## Text

The song "When I survey the wondrous cross" is four stanzas of four lines that tell of the wonderment of the work that Jesus Christ performed on the cross of Calvary, and what response is the needed from us, the recipient of this work of mercy. This song promotes the concept that since Jesus Christ gave his all for us, we should give our all to him, and that anything less than our all would not be a return of love and thankfulness.

### Author

Isaac Watts wrote the text of this hymn.

### Editor's Choice
## Music

Lowell Mason (1792-1872) wrote the music for this hymn.

### Tune

The tune of this song is "Hamburg" and is in Long meter

### Arrangements

"O the wonderful cross" by Chris Tomlin is a popular and contemporary arrangement of this hymn. The version of the song has the original text but with the addition of a refrain: "O the wonderful cross, O the wonderful cross, bids me come and die and find that I may truly live, O the wonderful cross, O the wonderful cross, all who gather here by grace draw near, and bless your name.

### Editor's Choice
## Background
### Author biography

Isaac Watts was born in Southampton, England on July 17, 1674. He was a pastor, preacher, poet, and hymn writer. Watts is attributed for writing over hymns. Some well known hymns are "Joy to the world", "am I a soldier of the cross", and "When i survey the wondrous cross"

### Author's circumstances

Isaac Watts father was a nonconformist who was imprisoned twice for his religious views. Isaac Watts complained to his father about how quaint and odd the versions of the Psalms were sung in congregation. His father charged him by saying,"then give us something better, young man".

### Historical setting

In 1685, James Stuart becomes King James II of England. From 1677-1690, William Sancroft was the Archbishop of Canterbury.
# 1000 Songs/Why are you downcast O my soul Ps 042

Why are you downcast O my soul Ps 042
1000 Songs
Commentaries on Psalm 42:
   * Matthew Henry
   * Adam Clarke
Verses 2-3 sung in traditional Hebrew:
   * Hebrew
Where it is used in song:
   * Mendelssohn – (recording)
   * Handel's As Pants The Hart (HWV 251) – (explanation of HWV)* * explanation helps understand psalm’s inclusion
   * Bach's Ich hatte viel Bekümmernis (BWV 21)
Metricized Versions:
* Tate & Brady
* Sternhold & Hopkins
* New England Puritans
* Old Scottish Psalter (1635)
* Scottish Reformed Church (1650)
* Isaac Watts
* Michael Morgan
# Assistant teacher course/Teachers' handbook/Mentoring programs/Elements of Effective Practice

* Program Design and Planning
* Program Management
* Program Operations
* Program Evaluation
# Aflatoxin/Risk Management for Farmers

This learning resource is about risk management for farmers to support procedures for less exposure with Aflatoxin in daily work procedure in the context of Occupational Health and Food Safety.
# Africa

Africa is a continent consisting of many countries, nations and peoples.

## Issues

* Philips is going to invest in Africa. According to Philips, the economy of Africa is greater than Germany's economy (source: interview with Ronald de Jong (chief market leader at Philips). Ronald says Philips will invest in Africa the coming years. They need local people who understand the market.

## Schools

* School of African Studies

## Learning projects

* Africa and the First World War
* Student Collaboration: Africa Project
* Peace Studies in Africa
* A World of Peace, Love and Happiness#Save Africa

## Learning resources

* Portuguese Trade in West Africa

### Wikipedia

* Africa Portal
* Africa main article
* w: Ugandan general election, 2006

### Wikibooks

* World History/Ancient Kingdoms of Africa
* Volcanoes/Africa -needs development-
* Languages of Africa
* Swahili
* Zulu
* Wikijunior:Africa - A book about Africa and it's countries aimed at young children
* ... Search for "Africa" at Wikibooks

### Learning videos

* Corporate VC and Innovation in Africa | Keynote by Philip Kiracofe
# Africa and the First World War

This is a research project.

## Introduction and Goals

This project is aimed at collecting factual information to support further research regarding Africa and the First World War. It will include the involvement of Africans of the Diaspora, Africa's role in events leading up to the war, and the impact of the consequences of the war.

## Specific Topics
### Prelude to war

* Agadir Crisis
* Scramble for Africa

### During the war

* Volta-Bani War

#### Campaigns in Africa

* East African Campaign
* North African Campaign
* South-West Africa Campaign
* West Africa Campaign

### Aftermath

* Paris Peace Conference
# Baritone saxophone

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Baritone saxophone. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:

## The baritone saxophone

The baritone saxophone, more commonly known as the bari sax, produces a sound about one octave lower than the alto sax. The bari Sax, with its bigger mouthpiece and overall size, produces a steady tone easier, but requires a lot more air to create a tone. It was created in 1840 by Adolphe Sax. Adolphe Sax also invented the tenor sax and the alto sax, among many others.

## Styles

The baritone saxophone, much like the rest of the saxophone family, is used in a variety of musical styles. The baritone saxophone part often doubles parts with bass clarinet, tuba, trombone, and bassoon.
# Barefoot running

This is a project page for sharing information and experiences about walking and running barefoot, and also minimalist running (i.e., using minimalist footwear). There are lots of excellent resources on the web, so have a look at:
* Living barefoot
* Minimalist Runner - Barefoot, Huaraches, FiveFingers... (Google Group)
* Barefoot Ted's Adventures (blog)

## How to begin

* Go slowly, gradually
* Listen to your body
* Relax your body
* Read some "how tos"
** To run better, start by ditching your Nikes (Wired Science, 2009)
** BFT's barefoot running basics
** Barefoot running basics: Transitioning and shoes
** How to start barefoot hiking (WikiHow)
** How to start running barefoot
* Do a little bit each day, but rest for some days if you need to - it will take your feet time to adjust - start off around the house, then around the yard, then around the block, then start tackling bigger barefoot adventures

## Theory

* The human body is built for distance (New York Times, 2009)
* Learning to walk

## Minimalist footwear

* Vibram FiveFingers
* Birthday shoes
* Huaraches Running Sandals

## Barefoot running video

Task:
* Make a video (or some other media) of yourself barefoot running - style, length etc. is up to you. It is important for the video to be authentic - the goal is simply to share your barefoot running experience (whatever shape, form, size, way, place) with others (and thereby also help to share knowledge and foster relationships with a worldwide network of barefoot runners - and to inform and inspire others!)
* Upload the video and embed or post a link to the video here
* Share and discuss with others
Please post a link to your barefoot running video (or other media) here]] http://www.youtube.com/watch?v=G_e-7BEkjxg
* A little taste of barefoot running (youtube; Jtneill)

## Participants

* Jtneill
* Codyjones

## Books

* Exuberant animal: The power of health, play and joyful movement (by Frank Forencich, 2006)
* Born to run (by Christopher MacDougall, 2009)
# Barometric altimeter improvement

This article deals around the improvement of Niras CV's barometric altimeter (detailed in Elektor magazine, oktober 2009). The improvements are:
First of all, aldough there is only 1 ISA-model in the device (the one for 0m to 11000m where the temperature goes from 15°C at sealevel to -56,5¨°C at 11000 meters), one could actually consider several ISA-models (ie with the same temperature range, but with 1 degree more/less at sealevel. Since great temperature differences occur on the planet, a range should be possible of eg -50 to +50. The use of these models then allows automated fetching. The automatic fetching would be done by gathering the current GPS-location and figuring out what the ISA-model is for that location; this will depend not only of the location but also of the current time of the year (the range shifts during the year). determining the ISA-model would be done by letting the software compare the data to a certain range; if the GPS string falls into a certain predefined "rectangle" on the map, we know the ISA-model for a certain time of the year (eg January); then we look at the current time of the year (eg let's assume June), and then the ISA-model is changed to the right ISA-model for that location+time (eg ISA-model +19atOm,-52,5°Cat11000m)
Regarding the USB-GPS; I'm not sure whether any type of GPS can be used, but I assume so. Perhaps a problem could be the power supply (the USB is not only used for transmitting data but also to powers the device). If the problems are too great here, perhaps one of Elektor's older do-it-yourself GPS-receivers can be used.
# Australian Vocational Education and Training/ICAD4043A Develop and present a feasibility report

From the official document:
    "This unit defines the competency required to research and present a range of feasible scenarios to the client."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAD4043A.
This unit forms part of the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Confirm client requirements | Analyse client requirements to determine project scope, and the problem context or opportunity faced by the business Document client requirements, project scope, related problems and sources of information Confirm requirements and scope with the client |
| 2. Develop high level alternative scenarios | Compare future client requirements with current requirements Develop and document feasible solutions for client requirements Explore and document the feasibility of each solution Examine alternatives against project constraints |
| 3. Prepare and publish feasibility report | Develop a feasibility report that describes client requirements, project scope, analysis of alternative scenarios, and recommendations Submit feasibility report to appropriate person for project approval |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# Australian Vocational Education and Training/ICAA4233A Determine and apply appropriate development methodologies

From the official document:
    "This unit defines the competency required to apply traditional and non-traditional systems development methodologies."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAA4233A.
This unit forms part of the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Determine and select appropriate methodology for a given activity | Determine and define subject activity Define criteria for selection of development methodology Review and evaluate a range of traditional and non-traditional system development methodologies Select appropriate system development methodology to suit the activity |
| 2. Apply the selected development methodology | Create an initial project plan to guide developmental processes Identify appropriate task types according to development methodology Clearly describe and articulate tasks types Define appropriate control structures that need to be created during task type execution Associate each task type with a set of input/output parameters Identify resources to support methodology selection Apply appropriate methodology to solve tasks Monitor project flow and record effectiveness against project plan Review and document opportunities for improvement, lessons learned and recommendations for future projects 0Submit results to appropriate person for approval |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for learning the required skills

* A number of activities are being developed as an Introduction to software development methodologies.

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

## Notes and discrepancies

* The concepts in this unit seem to be out of the scope of the Cert IV in Websites... they're more about development methodologies for software/system development. Perhaps this unit would be more appropriate in the diploma.
# Australian Vocational Education and Training/ICAA4142A Design a website to meet technical requirements

Web Design → ICAA4142A Design a website to meet technical requirements
This page is part of the Web Design project. :
From the official document:
    "This unit defines the competency required to design a website to specifications within a particular technical and human interface environment."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAA4142A.
This unit forms part of the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Define the technical environment | Identify business requirements, hardware and software requirements Define software and hardware types to ensure that site is designed to meet business requirements Identify appropriate standards, software and hardware required to develop the site |
| 2. Define the human computer interface | Conduct user analysis to determine a user profile and user needs Determine user content and requirements Determine appropriate design principles for the site Identify appropriate operating system |
| 3. Determine site hierarchy | Identify the hierarchy of pages Ensure content is logical and accessible to user Ensure that navigation between pages is consistent and clear |
| 4. Design website | Apply appropriate information hierarchy to site design Ensure design principles are appropriate to business and user Ensure process flow is developed in a logical and simple manner Test site search engine, site map, frequently asked questions and news sections against user needs Complete and document the design |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# Australian Vocational Education and Training/ICAD3218A Create user documentation

From the official document:
    "This unit defines the competency required to create user documentation that is clear to the target audience and is easy to navigate."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAD3218A.
Also see the wikiversity Introduction to Technical Writing course.
This unit forms part of the following qualifications:
* Cert IV Websites Qualification in Australia
* Cert III Applications Qualification in Australia

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Determine documentation standards and requirements | Determine documentation requirements Investigate documentation and industry standards for requirements and determine appropriate application to user documentation Design documentation templates using appropriate software and obtain approval from appropriate person |
| 2. Produce user documentation | Conduct a review of the subject system, program, network or application in order to understand its functionality Gather existing technical, design or user specifications and supporting documentation Create user documentation based on template to record the operation of the subject system, program, network or application |
| 3. Review and obtain sign off | Submit user documentation to target audience for review Gather and analyse feedback Make changes to user documentation Submit user documentation to appropriate person for approval |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is to acquire understanding of online and printed documentation

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator: