OpenLLM-France/wikimedia huggingface dataset:
# Does Israel commit genocide in Israel–Hamas war?

Disclaimer: Getting the debate right about this highly controversial/emotionally charged topic is difficult, given it is written by non-professionals and is not reviewed by professionals.

## Israel commits genocide in Israel–Hamas war
### Pro

* Pro The commitment of genocide is plausible per preliminary ruling of International Court of Justice (ICJ), as per Wikipedia: Allegations of genocide in the 2023 Israeli attack on Gaza.
** Objection Mere plausibility is far removed from establishing the truth of the accusation.
* Pro Arguably, the rather indiscriminate large-scale bombing of civilian infrastructure creates conditions for large-scale loss of life by starvation, etc., and it is hard to see how this is not part of the intent.
** Objection If Egypt allows Gazans as refugees into its territory (an if) and if international aid can be provided there, starvation should be avoidable. Therefore, starvation is not necessary outcome.
*** Comment Then, it is at least ethnic cleansing, creating conditions that make it hard for Gazans to return to their homes after the conflict.

### Con

* Con Genocide is a technical term and cannot be decided using lay understanding and analysis. The motion should therefore be dismissed, not because it is necessarily false, but rather because it is not fit for the kind of lay analysis attempted in a Wikidebate.
** Objection This proposition assumes that all wikidebate participants in the past, present and future cannot possibly complete "expert technical analysis", which is not necessarily true.
* Con Israel is attacking Hamas, not civilians; the civilians are collateral damage.
* Con Expanding on the above, if Israel was attacking civilians at large scale with the intent to decimate the Gaza population as much as possible, there would be much huger loss of Gazan life. Even with the Hamas-stated loss of 35,562 Gazan lives (May 21) (possibly inaccurate, and some of them are likely members of Hamas rather than civilians), that amounts to 1.5% of the Gaza population of 2,375,259.
** Objection In so far as the definition of genocide allows destruction of the group in part, even such a relatively low percentage can fit the bill.
** Objection If all it took to bar the genocide claim was to claim that the people killed make up a small percentage of the targeted population, ICJ would have never declared genocide to be plausible.
* Con Expanding on the above, as per Times of Israel, the combatant-to-civilian ratio in the war is 13:17, a witness to aim to protect civilian life (the ratio is made using Hamas-supplied total casualties and Israel-supplied Hamas combatant casualties).
** Objection The source of the ratio is not neutral/independent.
*** Objection Its the most accurate there is, hamas has almost no way to provide such data, having sufferd the large scale damage throughout the war.
# African Diaprioidea

This superfamily comprises four families, two of which are found worldwide; Ismaridae and Diapriidae.

## Ismaridae

There is only one genus in this family - Ismarus. There are 16 described Afrotropical Ismarus species. Remarkably they are hyperparasitoids that parasitize Dryinid wasps that have parasitized leafhoppers.
* Ismarus africanus, the most common ismarid in Africa
* Ismarus kakamegensis
* Ismarus watshami

## Diapriidae

These parasitic wasps generally go unnoticed because they are small (mostly 2-4 mm long) and dark (most are black). However, as a group, they are diverse, abundant and have a worldwide distribution.
Knowledge of the biology of most species is very poor, but current knowledge indicates that Diapriids are predominantly endoparasitoids of dipteran larvae and pupae, but some species are parasites of ants or beetles
The Afrotropical taxa include 30 genera in three subfamilies.

### Ambositrinae

A single extant species, Ambositra famosa, known from Madagascar, the Democratic Republic of Congo, and South Africa.

### Belytinae

There are eight Afrotropical genera in subfamily Belytinae, including:

#### Aclista

* Male Aclista
* Female Aclista
* Female Aclista

#### Belyta

* Male Belyta
* Male Belyta
* Male Belyta

### Diapriinae

There are 21 Afrotropical genera in subfamily Diapriinae, including:

#### Basalys

* Female Basalys on a daisy petal
* Compilation: Basalys mating

#### Coptera

* Female Coptera
* Female Coptera
* Female Coptera
* Female Coptera
* Male Coptera
* Male Coptera

#### Trichopria

* Female Trichopria

# References

* ↑ van Noort, S. 2024. Diaprioidea of the World. www.waspweb.org (accessed on 2 Dec 2024).
* ↑ van Noort, S. 2024. Ismarid wasps of the Afrotropical region. www.waspweb.org (accessed on 2 Dec 2024).
* ↑ Kim, Chang-Jun; Copland, Robert; Notton, David (2018). "The family Ismaridae Thomson (Hymenoptera, Diaprioidea): first record for the Afrotropical region with description of fourteen species new to science". African Invertebrates 59 (2): 127–163. doi:10.3897/AfrInvertebr.59.24403.
* 1 2 Yoder, M. J. (2010). Advances in diapriid (Hymenoptera: Diapriidae) systematics, with contributions to cybertaxonomy and the analysis of rRNA sequence data (Doctoral dissertation, Texas A & M University). https://oaktrust.library.tamu.edu/handle/1969.1/ETD-TAMU-1301
* ↑ Chemyreva, V. G., Vasilenko, D. V., & Perkovsky, E. E. (2024). ‘Where there are many cattle’in the Eocene of Ukraine: Review of Ambositra Masner (Hymenoptera, Diapriidae, Ambositrinae) from Rovno amber, with the description of three new species. Zootaxa, 5446(4), 499-516.
* ↑ van Noort, S. 2024. Ambositra famosa Masner www.waspweb.org (accessed on 2 Dec 2024).
* ↑ van Noort, S. 2024. Belytinae: Belytine wasps of Africa and Madagascar. www.waspweb.org (accessed on 2 Dec 2024).
* ↑ van Noort, S. 2024. Diapriinae: Diapriine wasps of the Afrotropical region. www.waspweb.org (accessed on 2 Dec 2024).
# Sylheti language/Asking Questions

* What is your name? -> Afnar naam kita?
* Are you good? -> Afne bala asoin ni?
* What time is it? -> Khoyta bazche?
Do you love me= kitta korra?
Q : In which college do you study ? - Afne kun collego foroin?
Q : where do you live ? - Afne khoi thakoin?
Q : I also can speak other languages - Ami aro koi ekta bashat matteh fari.
Q : Whats your good name ? - Afnar bala naam kita?
Q : My name is ______ - Amar naam _______.
Q : Are you done with your dinner ? -Raitkur khani koriya harsoin ni?
# Surreal number/Simple hackenbush

Surreal number (subpages/draftspace)
The construction of surreal numbers with birthdays yields an obvious way to count the real dyadic numbers. Here we look at a plausibility argument for a pair of sequences of dyadic numbers that converge to ${\sqrt {2}}$, one from above, and one from below. I like plausibility arguments because sometimes you have to read an entire book to understand a proof.
The parent page Surreal number described the subset of all surreal numbers associated with ordinary real numbers. Oddly, all such "real" surreal numbers includes the irrationals, despite the fact that this subset can be written as didactic rationals:
${\frac {m}{2^{n}}}$

### Hackenbush

https://hackenbush.xyz/ w:Hackenbush
See also this MUST READ: saved as Bartlett.pdf

#### Stalk rule

In fact, assuming that the base segment of the stalk is blue (for red, just take the negatives of these numbers), there is a simple algorithm to calculate the value of a stalk:
   * Count the number of blue segments that are connected to the in one continuous path. If there are n of them, start with the number n.
   * For each new segment going up, assign the value of that segment to be half of the one below it, and add it to the sum if it is blue, and subtract if it is red. :#When you reach the top of the stalk, that’s your final value.
   * For example, consider the stalk whose segments are, starting from the ground: BBBRRBRRBR. We begin with 3 because of the three blue segments. The next red adds −1/2, the next red adds −1/4, the following blue adds +1/8, and so on. Thus the value for this stalk will be:
       3 − 1/ 2 − 1/ 4 + 1/ 8 − 1 /16 − 1/ 32 + 1 /64 − 1/ 128
See also https://math.stackexchange.com/questions/556014/what-is-worth-of-a-stalk-in-red-blue-hackenbush

### Conversion to base 2 expression of a positive surreal number

It is customary to associate blue with a + sign and red with a − sign. If the string is all + signs, the surreal number is length of the string. For example +++ equals three; converting from base 10 to base 2, we have: +++=3$_{10}$ = 11$_2$.
The first minus sign converts the +− into a decimal point. This causes, +++−, to smaller than three because the third minus sign now serves to produce the decimal point. For that reason +++−=2.??$_{10}$ = 10.??$_2$. Here the ?? represents unknown digits after what is called the "decimal point" (even in base 2.)
To find these digit(s) (??) we have two rules:
* Each sign change produces a 1, and each repetition from the previous sign produces a 0 (in the base 2 form of the number.)
* After the sequence terminates, append a final 1 to the number.
The very first minus sign does not count as a sign change, since it was used to create the decimal point. For example, +−=0.1$_2$ (one−half), where the "1" after the decimal point is the appended digit as per the second rule above. On the other hand, there is one (and only one) sign change in, +−+=0.11$_2$.
Exercise: Show that +++−−+−−= 10.01101$_2$=2.40625$_{10}$
* See also stackexchange question 1237974
# Virtues/Purity
## Introduction:

Purity is the virtue of benevolence—acting without any trace of evil or selfish motives. Intentions are pure only when they are free of self-interest, egoism, desire, envy, cruelty, spite, greed, malice, lust, trickery, and dishonesty. Motives are pure only when they are free of power, control, and coercion.
Manipulation and exploitation arise from impure motives.
Pure love is giving, not taking, not a transaction, not a means to an end.
Purity can only be genuine, never faked.

## The Virtue of Purity

Purity is good because evil is not.

## Everyday Purity

Examine your motives. Strive for purity each day in these ways:
* Examine your speech. Are you being simple, straightforward, and candid, or is there some intent to deceive? Are you promoting both truth and grace?
* Examine your friendships. Are the relationships instrumental—sustained by the possibility of gaining some future ego or material benefit—or are they based purely on caring? Do you trade on your friendships?
* Examine your gift giving and charity. Do you ever give with the thought of receiving something in return, or is your giving motivated purely by caring, kindness, generosity, compassion, and love? Do you ever give complements with the hope of receiving a complement in return? Do you use flattery for personal gain?
* Examine your persuasion, influences, and charm. Do you ever intend to alter someone’s beliefs to align them with your political or religious ideology, rather than encouraging a broader examination of what is? Would you even be having this conversation if you were not trying to sell something?
* Become aware of your own hypocrisy. Notice when you are inconsistent in what you say and what you do. Strive to increase your fidelity. Beware; those who espouse purity the loudest may be the least pure. Look first to yourself.
* Identify your vices, these may include: vanity, envy, jealousy, anger, greed, overindulgence, smoking, excessive drinking, gambling, infidelity, and others. Strive to end these.
* Reflect on your own sexual behaviors. Have all participants expressed their informed, adult, consent? Is anyone ever deceived, tricked, coerced, shamed, harmed, or regretful as a result? Do the behaviors bring only enjoyment to each participant? Does the sex express caring?
* Examine your love. Is it conditional—sometimes intentionally withheld to coerce another—or is it unconditional?
Be gentle with yourself, purity is a virtue but absolute purity is unattainable.

## Assignment

Part 1: Choose one of the areas described above to examine in detail.
Part 2: For one week, for the area chosen to study, as you act keep a record of each impurity that has crept into your motives.
Part 3: Resolve to purge that impurity from yourself.
# Mobile Web Applications
## Mobile Web Applications

The best way to learn to develop mobile web applications is to develop web pages. This philosophy is how this course has been designed and built. It treats learning web development more like learning an art than a science. And when attending an art class the opportunity to jump right in starts usually on the first day, during the first hour of class.

## Considerations

* When on the Internet users prefer to use web apps rather than mobile apps on their mobile devices.
* Learners using this learning resource should find or create their own development environment capable of hosting the technologies used within this course. A review of my series of blog posts describing the setup of a rackspace cloud server can help here; http://criticaltechnology.blogspot.com/search/label/hosting
* This course will be taught more as an ART course than a SCIENCE course. So be prepared to get dirty and learn with reckless abandon.
* The creation of this course / book is as an example toward Agile Learner Design

## Conventions

* Each chapter will focus only on what it needs to meet its objective. Within any feature of technology there is often many more attributes than need to be discussed to meet a chapters objectives. It is preferred to only focus on the immediate need, rather than all that is possible with any given feature.
* Pseudocode will be used to describe all algorithms / programming logic
* Each chapter will include a business value section to describe the value of the technology will have to the business. This convention is used for two reasons; first, to get away from technology for technologies sake. And second, to provide a laypersons view into why the technology is important. The business value section answers the c-level question, "What's the value of doing this?"

## Course concept map

This concept map shows the content covered by this resource. The concept map is a work in progress as it will be added to as the course continues as suggested by the Agile Instructional Design methodology.

## Table of Contents

* ch01. Building a Mobile HTML5 page – Start by building a working mobile view
* ch02. MVC Three-Tier Architecture – The Architecture Described
* ch03. Building the Model and Controller - Bringing context to the web page
* ch04. Information Architecture – Designing the user experience
* ch05. Touching the business tier – Thinking about services
* apxA. Debugging with firebug - fixing and improving your code

## Related Badges

Mobile Web Application Badges - a set of badges awarded for demonstrating mastery of the different sections within this book.
# English-Chinese

The learning materials are written in bite sizes for learning easier, especially for beginners. This resource can be used for learning Chinese as well as English.

## Resources

* Category:English-Chinese
* See also
# Principalities and dominions of Boolean functions

| | truth tables | Zhegalkin indices |
| principality | | |
| dominion | | |
A principality is a set of n-ary truth tables whose (n+1)-ary noble equivalents form a faction. Dominions are closely related to them. The reversed truth tables of the principalities are the Zhegalkin indices of the dominion.
The following table shows the six members of the red principality, which are also shown in the matrices on the right.
A representative of the 4-ary noble faction can be seen in the bottom left corner of this image. (It is easily seen, that this tetrahedron can be permuted into six different positions.)
| 3-ary | 3-ary | 3-ary | 3-ary | 3-ary | 4-ary noble | 4-ary noble |
| truth tables | truth tables | truth tables | Ж | Ж | | 4-ary noble | 4-ary noble |
| 0001 0000 | 8 | | 136 | | 0000 0001 0001 0000 | 2176 |
| 0000 0100 | 32 | | 160 | | 0000 0001 0000 0100 | 8320 |
| 0000 0010 | 64 | | 192 | | 0000 0001 0000 0010 | 16512 |
| 0001 0100 | 40 | | 40 | | 0000 0000 0001 0100 | 10240 |
| 0001 0010 | 72 | | 72 | | 0000 0000 0001 0010 | 18432 |
| 0000 0110 | 96 | | 96 | | 0000 0000 0000 0110 | 24576 |
Overviews on Commons: 2-ary, 3-ary, 4-ary Interesting subsets are those with entries on the diagonal and in the top row of the matrix of Zhegalkin indices.
Overview: 3-ary
Principalities follow directly from the concept of nobles. Dominions are less obvious, but arguably more important.
The quaestors of each faction form a dominion. Many factions with the same quadrant belong to the same dominion. Take 0100 1011 (Ж 26) as an example. Its quadrant is 2 (even and odious). Its faction has size 6 for arity 3 and size 24 for arity 4.
faction with quaestors :
| truth tables | truth tables | Ж | quaestor |
| 0100 1011 | 210 | 26 | 9 |
| 0010 1101 | 180 | 28 | 9 |
| 0110 0011 | 198 | 38 | 5 |
| 0011 1001 | 156 | 52 | 5 |
| 0110 0101 | 166 | 70 | 3 |
| 0101 1001 | 154 | 82 | 3 |
For arity 3 the quaestors are {3, 5, 9} (yellow in this file) and for arity 4 they are {15, 51, 85, 153, 165, 195} (yellow in this file, also shown above in the bottom left corner).
As a single value these sets can be expressed as the quaestor dominion. (That is a pair of king index and quadrant.) For arity 3 it is (2, 2) and for arity 4 it is (8, 2).
Each faction can be assigned a quaestor dominion. Each great faction (a.k.a. squad) can be assigned a great quaestor dominion (which is only the king index).
# Iran

Iran is a country in Western Asia.
The official language of Iran is Persian. Persian is an Indo-European language, thus related to a.o. English.
Main ethnic group in Iran are Persians. Persians are of Aryan inheritence and the name Iran itself means the Land of Aryans.
Iranians have always called their country as Iran. Persia is a province in south of Iran but in the English language the whole country of Iran was used to be called Persia untill 1935 when Reza Shah Pahlavi, the then king of Iran asked the West to use the native name of the country also in the Western languages.
The native name of the Persian language is فارسی (transcribed as Fārsī) (compare with German/Deutsch). Using the name Farsi instead of English in an English text is as wrong as using such sentences as "I speak Deutsch" or "I am learning Italiano".
# Photogrammetry/OpenDroneMap

Open Drone Map is a Photogrammetry learning resource to create Digital Elevation Models - DEM from several images. The learning resource is following the Open Community Approach, i.e. use Open Educational Resources to learn about the Drone Mapping and DEM and application of Open Source software to accomplish the learning objectives.

## Learning Tasks

* Compare Regard3D and OpenDroneMap as software and define the use cases in which you would apply the open source for creating 3D models of the terain or building.
* What are technical similarities and what are the differences between Regard3D, Meshroom and OpenDroneMap?
# Linear form/K^3/General/Solution tuple/Exercise

Let $K$ be a field and $a,b,c\in K$.
a) Show that the vectors
    ${\begin{pmatrix}b\\-a\\0\end{pmatrix}},\,{\begin{pmatrix}0\\c\\-b\end{pmatrix}},\,{\begin{pmatrix}c\\0\\-a\end{pmatrix}}\in K^{3}\,$
are solutions of the linear equation
    $ax+by+cz=0\,.$
b) Show that these three vectors are linearly independent.
c) Under what conditions generate these vectors the solution space of the equation?
d) Under what conditions generate the first two vectors the solution space of the equation?
# Equivalence relation/Equality with respect to a property/Example

In many situations, we are not interested in objects individually, instead, we are interested in some of their specific properties. Objects that behave equally with respect to a certain property might be considered as equivalent (with respect to this property). Such an equality with respect to a certain property defines an equivalence relation. If, for example, we are only interested in the color of some objects, then objects that have (exactly) the same color are equivalent to each other. If we are interested, among a collection of animals, not for their individual properties but only for the species they belong to, then two animals are equivalent if and only if they belong to the same species. Students might be considered as equivalent if they study the same combination of subjects. Vectors can be considered as equivalent if they have the same distance to the origin, etc. An equivalence relation is typically a certain way to look at certain objects, which considers certain objects as equal.
# Equivalence relation/Fiber of a mapping/Example

Let $M$ and $N$ be sets, and let $f\colon M\rightarrow N$ denote a mapping. In such a situation, we always get an equivalence relation on the domain $M$ of the mapping by declaring two elements $x,y\in M$ to be equivalent if they map under $f$ to the same element, that is, if $f(x)=f(y)$ holds. If the mapping $f$ is injective, then the equivalence relation defined by $f$ on $M$ is the equality. If the mapping is constant, then all elements from $M$ are equivalent under the corresponding equivalence relation.
# Z/Modulo/Equivalence relation/Example

Let $d\in \mathbb {N}$ be fixed. We consider on $\mathbb {Z}$ the equivalence relation $\sim$, where two numbers $a,b\in \mathbb {Z}$ are considered to be equivalent if their difference $a-b$ is a multiple of $d$. Two numbers are equivalent if and only if it is possible to reach from one number the other number by jumps of length $d$. Using division with remainder, this means that two numbers are equivalent to each other if, upon division by $d$, they leave the same remainder.
# Equivalence relation by mapping/R/Floor/Digits/Example

We consider the floor of a real number, that is, the mapping
    $\lfloor \,\,\rfloor \colon \mathbb {R} \longrightarrow \mathbb {Z} ,t\longmapsto \lfloor t\rfloor .$
A real number $t$ is mapped to the largest integer number that is smaller or equal $t$. Here, the interval $[n,n+1)$ (with integer bound $n$, closed on the left, open on the right) is mapped to $n\in \mathbb {Z}$. With respect to this mapping, two real numbers are equivalent if and only if they lie in the same interval of this type. In the decimal expansion, this means that their digits before the point are identical.
We can also consider the digits after the point. This corresponds to the mapping
    $\mathbb {R} \longrightarrow [0,1),t\longmapsto t-\lfloor t\rfloor .$
Under the equivalence relation defined by this mapping, two real numbers are equivalent if their digits after the point are identical. This is the case if and only if their difference is an integer number.
# Equivalence relation/Equivalence class/Definition

Let $R\subseteq M\times M$ be an equivalence relation, and let $x\in M$. Then
    $[x]:={\left\{y\in M\mid (x,y)\in R\right\}}\,$
is called the equivalence class of $x$ with respect to $R$.
# Equivalence relation/System of representatives/Definition

Let $\sim$ be an equivalence relation on a set $M$. A subset $T\subseteq M$
is called a system of representatives for the equivalence relation, if for every equivalence class there exists exactly one element in $T$ of this class.
# Chess/Bishop/Equivalence classes/Example

In chess, a bishop can move diagonally and arbitrarily far in every direction. Two squares (positions) on a chess board are called bishop-equivalent if it is possible to reach, starting from one square, by finitely many bishop moves, the other square. This is an equivalence relation on the chess board. Moving diagonally, the color of the position does not change; therefore, a bishop standing on a white square will always stay on a white square. Moreover, a bishop, standing on a white square, can reach every white square. Hence, there are only two equivalence classes: the white squares and the black squares; accordingly, we talk about the light-squared and the dark-squared bishop (this is not the color of the piece).