OpenLLM-France/wikimedia huggingface dataset:
# 18th century European scholarly societies and academies/Peterborough Gentlemen's Society

Name of Society: Peterborough Gentleman's Society
Alternate Name(s): Peterborough Book Society (starting 1820)
Country: England
City: Peterborough
Active dates: 1730 - 1899
The Peterborough Gentlemen's society, known sometimes as the Peterborough Book society after 1820, was founded by Reverend Timothy Neve. This societes' mission statement was 'improvement of literature and promotion of friendship and good neighbourhood'. They began as some what of a book club but once they started meeting less and less regularly after 1760 and began focusing on buying for the society books they became a kind of lending library, hence how they got their alternative name in 1820. They helped establish a library in Peterborough before they had low membership troubles near the end of the 19th century. Eventually these membership troubles became too much and the society broke apart with all of the books being transfered into the public library system.
# 18th century European scholarly societies and academies/Reale Accademia delle Scienze e Belle-Lettere di Napoli
## Summary

Name of Society: Reale Accademia delle Scienze e Belle-Lettere di Napoli
Country: Italy
City: Naples
Years Active: 1778-1788
Reale Accademia delle Scienze e Belle-Lettere di Napoli or in English Royal Academy of Science and Humanities of Naples was a short lived Academy that was conceived in 1778 and was legitimized by King Ferdinado IV in 1780 and disbanded in 1788, however there is some debate over whether the disbanding of the society happened in 1788 or 1787. This academy is considered a partial ancestor of the present day Societa' Nazionale Di Scienze, Lettere E Arti in Napoli.
# 18th century European scholarly societies and academies/Royal Humane Society
## Summary

Name: Royal Humane Society
Aleternative Names: Royal Society for the recovery of persons apparently drowned, Institution for affording immediate Relief to Persons apparently dead, from drowning
Country: England
City: London
Founding Date: 1774
The Society was founded in 1774 by two doctors, William Hawes and Thomas Cogan. The doctors were attempting to promote the new medical technique of resuscitation which at the time was considered contreversial. The Society is now a charity organization that gives honorary awards for acts of bravery.
# Assistant teacher program/Forum/Comprehensive schools until grade 10

Comprehensive schools or other schools that end with grade ten may need special considerations.

## Assistant teachers

In a school with grades five to ten but assistant teacher qualification only in grades eight and nine the pool of available assistant teachers could be very small in comparison to schools with grade twelve and even grade thirteen.

## Mentors

Schools that end with grade ten may need other sources for mentors and may have to treat mentors as a very scarce resource.
# Assistant teacher program/Forum/Mandatory assistant teacher office only for high-track students
## Mandatory assistant teacher office only for high-track students

In a comprehensive school with several tracks one could decide to make an assistant teacher program mandatory only for high-track students or students who attended a sufficient number of high-track courses.
Low-track students may be less qualified as assistant teachers and a school may be able to demand mandatory participation in an assistant teacher program for high-track students more convincingly than for all students.
One could also argue that high-track students did receive an advantage through separation from low-track students and that only high-track students consequently had a moral obligation to compensate the effect.
On the other hand one could argue that low-track students might benefit even more, in the role of assistant teacher, from the motivation and the academic goals of an assistant teacher effort. In a comprehensive school there may be some students who remain unqualified as assistant teachers but many low-track students could potentially benefit from joining an assistant teacher effort. A student who had learned to see things from the perspective of a teacher in an academically less challenging subject could be expected to benefit from the experience in academically more challenging subjects, even if he remained unqualified to be an assistant teacher in those subjects.

## Discussion

* Talk:Assistant teacher program/Forum/Mandatory assistant teacher office only for high-track students
# Assistant teacher program/Forum/Problems of teachers
## Problems of teachers
### Problems an assistant teacher program can solve
#### Lack of respect

Some teachers get less respect from a class than others. The problem is easily attributable to a teacher's demeanor but the problem can be alleviated with an assistant teacher program.
Teachers who have problems to silence a noisy class because they don't impress the young pupils enough can leave it to the assistant teachers to take care of the noisiest pupils. A possible result can be that the class never discovers that the teacher alone might have had probems to silence the class. The individual assistant teacher alone may be similarly unable to silence the class but the individual assistant teacher has a much smaller problem to solve.
A teacher may also be given more respect because the pupils more rarely experience the teacher asking them directly to be silent. The psychological effect can be that the pupils don't experience a situation as often where they, intentionally or unintentionally, misuse the attention of the teacher (e.g. as a mistaken goal).

### Problems an assistant teacher program can cause
#### Resentments between assistant teachers and pupils

In an ideal case this shouldn't happen because the assistant teachers aren't meant to allow it but the problem obviously isn't impossible. The result can be situations which are more difficult to control in spite of the assistant teachers because some assistant teachers contribute to interruptions instead of helping to avoid them.
A quick solution in the class room is to swap pupils (not assistant teachers, because that could undermine the authority of the assistant teacher), so that the difficult pupil moves to a different group, which is supervised by a different assistant teacher. A long-term solution can be to use the problem to teach assistant teachers and pupils to take care of their own problems and to find an agreement outside the class, possibly in a formal procedure organized by the assistant teachers or a class council.

## Discussion

* Talk:Assistant teacher program/Forum/Problems of teachers
# Assistant teacher program/Forum/Employing assistant teachers in the same grade
## What are the advantages and disadvantages of employing assistant teachers in the same grade?
### Advantages

Assistant teachers employed in the same grade can increase the motivation effect for their peers to want the same qualification and the subject matter is more demanding and can constitute a more interesting intellectual challenge for the assistant teachers.

### Disadvantages

Peers in the same grade may show much less respect for the office of an assistant teacher and the assistant teachers may be much more motivated to disregard their office among their peers.

## Employing assistant teachers in the same grade

Teaching students in the same grade as the assistant appears to be more challenging than teaching pupils who are several years younger than the assistant. One could subsequently allow assistant teachers to teach in their own grade as a next step in qualification, after success with younger pupils. A mixed age group of assistant teachers from different grades could provide mutual support if working in tandem, to hande older or difficult pupils with authority issues. Employing assistant teachers from the outset in their own grades is not recommended because the inexperienced assistants will have a dual challenge of dealing with content, and facing peers with whom they have undoubtedly developed relationships outside the setting. Assistant teachers as peers may create a situation that is even more difficult instead of easier to control. There are exceptions: the student director of an orchestra or band has, by virtue of the title the post carries, the authority to direct peers. The same can be said for the leadership training given to athletes in key roles, such as quarterback. These assistant teachers could be successful in working even in situations where they are younger than the pupils. They've already gained the necessary experience in group management.
# Assistant teacher program/Forum/Guidance counseling and mentoring
## Guidance counseling and mentoring

Mentoring and guidance counseling have a self-evident connection. A good cooperation between mentors and school counselors should probably put school counselors in the role of instructors and advisors for the mentors. Mentors can thereby learn to be counselors for their protégés in affairs that do not require the expertise of a school counselor or may be difficult to notice for a school counselor.
Factors Identifying At-Risk Youth:
* Two or more grades behind in school
* Emerging sexual behavior, early parenting
* Comes from a home where one or both parents didn't finish school
* Discipline problems, detention, suspension
* Economically disadvantaged
* Drug or alcohol abuse by youth or parent(s)
* Unable to get along with teachers
* Outside employment competes with schoolwork
* Truant
* Comes from welfare or single-parent household
* Criminal justice offender
* Struggling with a language barrier
* Has emotional or physical disabilities
Having one or more of these factors implies that the youth has needs that may or may not be met in school, home, or in school counseling. The purpose of mentoring is to empower a young person with the skills to close the gaps in unmet needs in their lives. With the assistance of mentors and other support services, youth can begin to address personal, school, and home issues.
# Assistant teacher program/Forum/Assistant teachers for courses during the afternoon
## Assistant teachers for courses during the afternoon

In an all-day school scenario assistant teachers can also be used for courses during the afternoon but it may be important not to allow the assistant teacher effort to be reduced to homework supervision. Homework supervision can be part of an assistant teacher effort but it is insufficient as the sole purpose of the effort because the assistant teachers receive motivation from doing creative group work themselves in oder to prepare lessons and from being educators.

## Discussion

* Talk:Assistant teacher program/Forum/Assistant teachers for courses during the afternoon
# Assistant teacher program/Forum/Relaxation time
## Relaxation time

In an all-day school assistant teachers might want to organize a relaxation time during the lunch break. If pupils stay in school after noon simply the continual presence of many (sometimes noisy) people can be stressful.
Assistant teachers can offer activities that allow pupils to relax and, if possible and demand exists, to have a siesta. It should, for instance, be possible to organize some mats or deckchairs and to close some halls or corridors for service for half an hour. The assistant teachers need to organize a group of people who maintain order, admonish visitors to be silent and organize the removal of mats and deckchairs afterwards. Admission to the rooms could be restricted during two successive quarter-hour shifts.
# AP Biology/Natural Selection

Introduces Darwin’s theory, the concept of natural selection, and evolution.

## Objectives and Skills

Topics may include:
* Evidential support for evolution and common ancestry
* The mechanisms of natural selection and speciation
* Environmental and human-caused factors in evolution
* Charting species ancestry through phylogenetic trees and cladograms
* Extinction
* Models of the origin of life on Earth
# AP Computer Science Principles/Apply a creative development process when creating computational artifacts
## Apply a creative development process when creating computational artifacts

This is Learning Outcome 1.1.1 for Computer Science Principles. It is in the Big Idea 1: Creativity category and is one of the outcomes related to Computational Thinking Practice P2: Creating Computational Artifacts
# AP Computer Science Principles

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.
Advanced Placement examinations (AP exams) are exams offered in United States by the College Board and are taken each May by students. The tests are the culmination of year-long Advanced Placement (AP) courses. AP exams (with few exceptions) have a multiple-choice section and a free-response section.

## Outline

* Creative Development
* Data
* Algorithms and Programming
* Computer Systems and Networks
* Impact of Computing

## See Also

* Wikipedia: Advanced Placement exams
# AP Computer Science Principles/Computer Systems and Networks

The Internet is a network that most students use on a regular basis to look up information, to socialize with friends, and in many cases to complete their school work.

## Objectives and Skills

Topics may include:
* The Internet
* Fault Tolerance
* Parallel and Distributed Computing
# AP Computer Science Principles/Creative Development

Collaboration is crucial when developing computing innovations, because having multiple perspectives offers opportunities to improve the design of innovations.

## Objectives and Skills

Topics may include:
* Collaboration
* Program Function and Purpose
* Program Design and Development
* Identifying and Correcting Errors
# AP Computer Science Principles/Data

It is important for students to develop a breadth of understanding of how computers handle data and how students can use those same data to solve problems.

## Objectives and Skills

Topics may include:
* Binary Numbers
* Data Compression
* Extracting Information from Data
* Using Programs with Data
# AP Biology/Heredity

Introduces how traits are passed down from one generation to the next.

## Objectives and Skills

Topics may include:
* The process and function of meiosis
* The concepts genetic diversity
* Mendel’s laws and probability
* Non-mendelian Inheritance
* Factors affecting inheritance and gene expression

## Pedigree

* Dominant - One of the parents must have the trait; every affected child of non-affected parents has one affected parent.
* Recessive - Neither parents are required to have it as they're heterozygous; the male parent is affected, but there is an offspring with parents that are not affected; if any affected individual has 2 parents to which they're not affected, then it's recessive.
* Autosomal - Both males and females are equally liked; parents aren't affected. Son or daughter is affected; affected son with an affected parent.
* Sex-linked - Males are more affected.
* X-linked - Carrier's female.
* Polygenic traits - Traits controlled by multiple genes instead of just one gene.
* Recombinant phenotypes - Combinations of traits that are different from either parent. Crossing over causes this.
* Non-disjunction - Failure of the chromatids of the homologous chromosomes/sister chromatids to separate.
* Polyploidy - A condition in which the cells of an organism have more than two paired (homologous) sets of chromosomes.
* Trisomic - Down Syndrome
* Monosomic - Turner's Syndrome

### Alteration of chromosome structure

* Deletion - Removes a chromosomal segment.
* Duplication - Repeats a segment.
* Inversion - Reverses a segment within a chromosome.
* Translocation - Moves a segment from 1 chromosome to another, non-homologous one.

### Inheritance from Dad

Deletion of a particular segment of chromosome 15 causes...
* Prader-Willi Syndrome - Intellectual disability, catatonia, excessive weight gain, and small hands and feet.
* Angelman syndrome - Uncontrollable laughter and jerk movements.

## See Also

* Cell biology/Meiosis
# AP Computer Science Principles/Algorithms and Programming

All programming languages, whether block-based or text-based, use similar programming structures and commands. Having a basic understanding of how these building blocks are combined to form algorithms and abstractions in one language makes it easier to apply these same understandings to other programming languages.

## Objectives and Skills

Topics may include:
* Variables and Assignments
* Data Abstraction
* Mathematical Expressions
* Strings
* Boolean Expressions
* Conditionals
* Nested Conditionals
* Iteration
* Developing Algorithms
* Lists
* Binary Search
* Calling Procedures
* Developing Procedures
* Libraries
* Random Values
* Simulations
* Algorithmic Efficiency
* Undecidable Problems
# Aikido/Glossary
## Concepts

* Ma-ai - proper distance
* Zanshin - focus or conentration
* Mushin - awareness (empty mind)
* Centering -
* Extension - pushing out ki energy
* Blending - synchronizing motion or energy
* Unbendable - using ki to make an arm or leg unbendable

## Attacks

* Shomenuchi - Strike to front of the head
* Yokomenuchi - Strike to side of the head
* Katatetori - one hand grabs one hand
* Katatori - label grab
* Hijitori - elbow grab
* Morotetori (Ryotemochi) - two hands grab one hand
* Ryotetori - two hands grab two hands
* Maigeri - front kick
* Munetsuki - punch to the head or face
* Ushiro Ryokatatori - both shoulders grabbed from behind
* Ushiro Tekubitori - both wrists grabbed from behind
* Ushiro Kubishime - choke from behind with free hand grabbing wrist

## Defenses

* Ikkyo - first defense
* Nikkyo - second defense
* Sankyo - third defense
* Yonkyo - forth defense
* Gokyo - fifth defense
* Rokyo - sixth defense
* Kotegaeshi - wrist twisting defense
* Shihonage - four direction throw
* Jujinage - figure ten entaglement
* Kokyunage - breath throw
* Koshinage - hip throw

## Movement

* Irimi - entering movement
* Tenkan - turning movement
* Tenshin - backwards movement
* Ura - turning movement
* Omote - entering movement
* Uchi-kaiten - inside move
* Soto-kaiten - outside move

## Technique Categories

* Tai-waza - body techniques
* Ushiro-waza - attacks from behind
* Suwari-waza - attacks while kneeling
* Hanmi-handachi - attacker standing, defender kneeling
* Atemi-waza - pre-emptive strikes
* Henka-waza - changing techniques
* Kaeshi-waza - counter techniques
* Kihon-waza - basic techniques
* Oyo-waza - applied techniques
* Jo-nage - defenses against the Jo
* Jo-tori - defenses using the Jo
* Tachi-tori - sword attack defenses
* Tanto-tori - knife attack defenses
# Aikido/Journaling

Some students of Aikido keep a journal of what they learn in class. Taking notes on the mat is impractical at best, so if you are going to take notes, it will have to be done after class. This is best done immediately after class when things are still fresh in your mind. If you can't recall the technique names, ask one of your fellow students. They are usually glad to help.
If you are artistically inclined, try drawing diagrams of the important points or concepts.
(insert a diagram here)
Much of Aikido just has to be practiced over and over until your body remembers what to do. Journaling (note taking) can help you to learn the philosophy, conceptual points, dangers, short cuts and tricks, etc.
# Aikido/Ask Questions

Sometimes, no amount of watching technique being demonstrated is sufficient to do it yourself. You have to have some understanding of a technique before your can even see the subtleties present in the movements. If that's the case, how do you learn? Simple - ask questions.
Every school is different. Some instructors do not encourage questions during the class, often because that's the way they were taught. If questions are permitted, don't be afraid to ask about something that you don't understand. This might extend beyond understanding the movements of the technique. You might ask why something is done in a particular way (vs. some other way). You might ask about terminology, since often it's in Japanese, a language foreign to most of us.

## Things to Remember

Here are some things to remember when asking questions:
* Be polite and respect your teacher.
* Don't interrupt to ask a question or the answer when given.
* Try not to ask the same question over now or later.
* Focus on the answer - Don't be distracted by what might be going on around you.
* Be concise about the question - Your teacher doesn't have time for vague or overly complex questions.

## Asking Outside of Class

If your teacher feels that asking questions during class is inappropriate, he might be more open about it after class or perhaps in a social situation. Most teachers like teaching and they value an interested and motivated student, so it might be just a matter of finding the right opportunity or setting to ask.

## Asking Other People

Sometimes it's easier (and perhaps less embarrassing) to ask questions of your fellow students. Students at your level of proficiency are likely to be struggling with exactly the same things you are. Maybe one of them has figured it out a bit sooner than you. Students slightly more advanced than you are likely to remember the problems that you are facing right now. Finally, advanced students are most likely to have the answers you are looking for.
Regardless of who you ask, you're likely to encounter people who are uninterested in answering you. Perhaps they are too focused on their own training to worry about yours or have another reason. Don't be discouraged by this sort of thing. Ask someone else. In time, you'll learn who is willing to share their knowledge and who won't.
# Aikido/Principles
## Extension

Extending ki

## Distance

Ma-ai

## Awareness

Mushin

## Concentration

Zanshin

## Breathing

Kokyu
# Aikido/Reinforce Good Results

Practicing any martial art requires endless hours of repetition. Motions are often very subtle and vary slightly depending on the circumstances. It's fairly easy to tell when a technique doesn't work. It takes to much effort. Your attacker doesn't end up where he should. You miss the grip, turn wrong, step wrong, etc. The number of ways that things can go wrong are many.
Occasionally, especially when you are very new to Aikido, you'll get it right. The motions are right, your attackers goes just were he is supposed to, and it all seems virtually effortless. Still, as a beginner, you may not even recognize that the technique is correct, or close to correct. This is one very important reason to practice under the guidance of a good teacher. Your teacher will tell you when you are doing it right. More often he (or she) will tell you what you did wrong and it's important to listen and try to understand what changes you need to make to improve your technique. Later, as you become more skillful, you'll recognize when you do a technique right.
When your teacher tells you you're doing it right, or when you recognize it for yourself. Take a brief moment to acknowledge yourself. Try to memorize the feeling of what it means to do this particular technique in this situation right. If you do this on a regular basis, you may find that it enhances your learning. Your teacher and fellow students are not always going to pat you on the back for getting a single throw right - but you can.
This isn't about ego-gratification or narcissism. It's about creating a positive feedback cycle in your aikido training. As you get more advanced, it can be something as simple as a nod to yourself or a quick smile. Aikido is very much about creating reflexes and trained responses. Self reinforcement can accelerate body training by allowing your mind to feel a brief moment of satisfation - then its back to work.