OpenLLM-France/wikimedia huggingface dataset:
# Spiritual warfare
## Spiritual warfare 101

Satan looks for weakness, and exploits places in our life where our vital defenses are in shambles.
The art of turning oneself over to God is at the heart of Spiritual Warfare. Paul’s “living sacrifice” (Romans 12:1) is where daily "spiritual warfare" begins. .The Believer / Spiritual Warrior yields the throne of Self to Jesus.

## Spiritual Warfare and the Brazen Altar
### Introduction

This Lesson will walk you through a Biblical exegesis of the Brazen Altar as it relaters to the vital cornerstone of a Christian’s own Spiritual Warfare.

### Purpose

This Lesson will...
1) Review the salient points of the Laver as it pertains to the Human Spirit and unequivocal yielding to the Ruler-ship of Christ in one’s life.;
2) Require that you study the compact exegesis of the Brazen Altar / the Five Sacrifices;
3) Encourage you to look at "living sacrifice" as something that can be done, both deliberately and realistically, on a day-by-day / hour-by-hour basis;
4) Explore emotion, mind, will …both as to their "candidacy" for the living sacrifice, and ~~ as the bedrock strategy in Spiritual Warfare.

### Learning Hints

As you read the Sources, look for the following:
1) The "constructive logic" of {A} through {E} in the Lesson Three Review;
2) The many instances of the “number five-factor" in the exegesis of the Brazen Altar;
3) The Mentor's reasoning (both Biblical and Psychological) as to the distinction between Soul and Self;
4) Illustrations as to how a day with Soul and Self on the Altar becomes the “Front-Line” battle of Spiritual Warfare.
For the Teaching, go to:

## Wikipedia

* Spiritual warfare
# Split

A split is a physical position in which the legs are in line with each other and extended in opposite directions. Splits are performed in various athletic activities, including dance, figure skating, gymnastics, martial arts, synchronized swimming, and yoga.
When executing a split, the lines defined by the inner thighs of the legs form an angle of approximately 180 degrees. This large angle may demonstrate excellent flexibility of the proper muscles. Consequently, splits are often used as a stretching exercise to warm up.
* A standing split in figure skating.
* An oversplit in gymnastics.

## The physics of dance

Note how the head remains in nearly the same place for the last 4 frames of the strattle split leap. During this time the center of gravity is rising, but because the arms and legs are continuing to rise. See also Wikipedia:Ballon (ballet) and Wikipedia:Center of mass.
# Programming Fundamentals/Conditions/C++
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C++ compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* C++
* Wikibooks: C++ Programming
# Programming Fundamentals/Arrays/Swift
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Swift compiler / interpreter / IDE.
* paiza.IO
* repl.it
* Online Swift Playground

## See Also

* Apple: Swift Programming Language
# Programming Fundamentals/Conditions/C
## Try It

Copy
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: C Programming
# Programming Fundamentals/Conditions/COBOL
## Try It

Copy and paste the code above into one of the following free online development environments or use your own COBOL compiler / interpreter / IDE.
* JDoodle
* paiza.IO
* TutorialsPoint

## See Also

* TutorialsPoint: COBOL
* GnuCOBOL Manual
# Programming Fundamentals/Conditions/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Programming Fundamentals/Conditions/BASIC
## Try It

Copy and paste the code above into one of the following free online development environments or use your own BASIC compiler / interpreter / IDE.
* repl.it

## See Also

* Wikibooks: BASIC Programming
# Programming Fundamentals/Arrays/VB.NET
## Try It

Copy and paste the code above into one of the following free online development environments or use your own VB.NET compiler / interpreter / IDE.
* paiza.IO
* TutorialsPoint

## See Also

* Wikibooks: Visual Basic .NET
# Programming Fundamentals/Conditions/Block
## Try It

Go to Blockly Demo or use your own Block compiler / interpreter / IDE.
* Blockly
* Gameblox
* Micro:bit
* Scratch
* Snap
* Tynker

## See Also

* Blockly
# Start-up finance/Fundraising

Fundraising outside your own community.
Isaac Waithaka from Kenya is raising almost €3.000 at 1%Club for an ICT centre, and then be able to use RuralWeb. See: https://onepercentclub.com/en/#!/projects/compassion-heart-computer-project
Herman Kizito send in a proposal to Making All Voices Count for ICT training to youth and partner with RuralWeb. http://ideas.makingallvoicescount.org/a/dtd/Needy-Youths-Production-and-Skills-Training-YPST/13446-26650
[It would be wonderful if Isaac and Herman could share the way how they got at the website of 1%Club / Making All Voices Count, and also how they managed during the process of crowdfunding / voting]
# Start-up finance/Market research

Market research is essential for successful business. Market research consists of:
* profile of market:
* situational analysis;
* potential;
* competitors.
The P’s (product; place; price; promotion) are currently 4C’s (Client =product owner; Community; Costs; Communication).
# Start-up finance/Collateral security

Collateral Security: Collateral is the physical proof required by a bank before a loan (usually an amount considered huge) is given to a loan applicant e.g. a car, house, plot of land etc. This property (collateral) will be confiscated by the bank in case the applicant defaults in payment of the loan.
The bank has to perform a risk assessment for the business model. There is always the possibility that a start-up business model fails and therefore the banks requires (e.g. for young entrepreneurs) to have access to values or properity of the loan applicant, who presented the business proposals to loan provider for financial support.

## Learning Task

* (Role Play) You need two learners. One learner is playing the role of loan applicant and other learner plays the role of a stuff member in a bank.
** (Business Idea) The loan applicant wants to create a business of renting a battery trailer for electric cars. For the electric car it is a challenge that it take a long time to load the battery of an electric car before the car can leave the charge facility. The business idea The battery trailer
** (Role: Loan Applicant) What are your arguments for the business model and are you aware of the potential risks? Where do you want to role out the business model. Do you know how much customers could benefit from your service?
** (Role: Loan Provide) What is your return of investment? How do you calculate your risk of loosing the loan or parts of it? What are your checks for the business model of the applicant
* Learning Task tailored to Developing Countries: Develop a start-up business model that provides a service with mobile devices, that allows other small and medium business entrprises to sell their products to local and regional markets. Calculate the money that is necessary for your business model and perform the role play between Loan Applicant and Staff Member of the Bank.
# Start-up finance/Franchise-businesses

[extended with more actual good experiences]
Examples:
# Stars/X-rays/Quiz

X-ray stars is a lecture in the X-ray astronomy of stars. It is part of the X-ray astronomy/Course.
You are free to take this quiz based on X-ray stars at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Stars that are in different classes based on their photosphere temperatures may be in the same class based on their X-ray spectra.
# Stars/Yellows/Quiz

Yellow stars is a lecture from the radiation astronomy department for possible inclusion in the course on the principles of radiation astronomy.
You are free to take this quiz based on yellow stars.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
Enjoy!

## Hypotheses

* Yellow stars allow the study all the astronomical objects of the Solar System.
# Stars/X-ray classification/Quiz

X-ray classification of stars is a lecture in the X-ray astronomy of stars. It is part of the X-ray astronomy/Course.
You are free to take this quiz based on X-ray classification of stars at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Stars that are in different classes based on their photosphere temperatures may be in the same class based on their X-ray spectra.
# Sine series times cosine series/R/Coefficients up to 6/Exercise

Determine the coefficients up to $z^{6}$ in the series product $\sum _{n=0}^{\infty }c_{n}z^{n}$ of the sine series and the cosine series.
# Sine times cosine/R/Taylor polynomial in 0/Degree 4/Exercise

Determine the Taylor polynomial of degree $4$ of the function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \sin x\cos x,$
at the zero point.
# Sing free

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       I haven't had time to finish it, but their free introductory course looks fantastic. I know nothing about the prices or quality of their other courses, but this page looks promising.

## Partially completed songs

Every song needs to be improved and we need a more songs. If you wish to contribute, leave a message at User talk:Guy vandegrift

### Songs

    Twinkle
    Red River Valley
    Amazing Grace
    Jingle Bells
    Three blind mice

### Scales and exercises

    Major sixth M6
    Prelude and Fugue in C major (ear training)
    Great_Gate_of_Kyiv_(ear_training) UNDER CONSTRUCTION

### For editors of this project

    Draft:Sing free/Tables and images
    Draft:Sing free/Transclusions

## All you need to "sing free" is ...

* A computer with speaker and microphone. Headphones are recommended but not required.
* Acces to a tuner. Links to free online tuners: theonlinemetronome.com | www.onlinemictest.com
* When this resource is more developed, we need to supplement this page with something like Audacity.

### How to change tempo (fast/slow)

Many people like to learn a song by practicing it at different tempos.
The easiest way to do this is to click on the three vertical dots, as shown to the right. Then select "Playback speed".
For those interested in editing or creating songs, it is generally not difficult modify the script for the Score extension. Generally speaking, this should always be done by first copying into your sandbox, or creating a version of the song in the Draft:Sing free.

### Two ways to change the key (pitch) of a song

* Request a key change of any song by leaving a message at user talk:Guy vandegrift.
* Modify the \transpose command in the source code as shown below:

## Appendix

Help: w:Help:Score | s:Help:Sheet music | lyrics | chords | instruments
* https://itsybitsykidsmusic.com/index.php/portfolio/free-lead-sheet-with-chords-twinkle-twinkle-little-star/
* Ear training
* w:User:Guy vandegrift/Lectures/Just and equal tuning
* w:Vocal_range and w:Piano_key_frequencies#List
* Music/Software/Lilypond and Music/Software/Lilypond/MIDI

### Subpages of Sing free

* Amazing Grace
* Amazing Grace/Other versions
* Four octave scale
* Great Gate of Kyiv (ear training)
* Jingle Bells
* Major sixth M6
* Physics of music
* Prelude and Fugue in C major (ear training)
* Red River Valley
* Sandbox
* Scales
* Songs
* Tables and images
* Three blind mice
* Twinkle
* What you need

### Subpages of Draft:Sing free

* Amazing Grace
* Consonant intervals list (ear training)
* Physics of music
* Prelude and Fugue in C major (ear training)
* Students
* Students/Guest
* Tables and images
* The physics of music
* Transclusions
* Voice training
# Sine function/Iteration/Convergence/Exercise

For an initial value $x_{0}\in [0,{\frac {\pi }{2}}]$, we consider the sequence defined by the recursive relation
    $x_{n+1}:=\sin x_{n}\,.$
Decide whether ${\left(x_{n}\right)}_{n\in \mathbb {N} }$ converges and, if applicable, determine its limit.
# Sine plus cosine/Extrema/Exercise

Determine the extrema of the function
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto f(x)=\sin x+\cos x.$
# Sine series and cosine series/Beginning/Circle formula/Exercise

Compute
    ${\left(1-{\frac {1}{2}}X^{2}+{\frac {1}{24}}X^{4}\right)}^{2}+{\left(X-{\frac {1}{6}}X^{3}+{\frac {1}{120}}X^{5}\right)}^{2}.$
Is the result surprising, how can you explain it?
# Sine times cosine/Curve behavior/Exercise

Discuss the behavior of the function
    $f\colon [0,2\pi ]\longrightarrow \mathbb {R} ,x\longmapsto f(x)=\sin x\cos x,$
concerning zeros, growth behavior, (local) extrema. Sketch the graph of the function.
# Sine and cosine/Real/Properties/Fact

The functions
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \cos x,$
and
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto \sin x,$
have the following properties for $x,y\in \mathbb {R}$.
* We have $\cos 0=1$ and $\sin 0=0$.
* We have $\cos {\left(-x\right)}=\cos x$ and $\sin {\left(-x\right)}=-\sin x$.
* The addition theorems and hold.
    $\cos(x+y)=\cos x\cdot \cos y-\sin x\cdot \sin y\,$
    $\sin(x+y)=\sin x\cdot \cos y+\cos x\cdot \sin y\,$
* We have
    $(\cos x)^{2}+(\sin x)^{2}=1\,.$
# Sine and cosine/Real/Properties/Fact/Proof

(1) and (2) follow directly from the definitions of the series. (3). The $2n$-th summand (the term which refers to the power with exponent $2n$) in the cosine series (the coefficients referring to $x^{i}$, $i$ odd, are $0$) of $x+y$ is
    ${\begin{aligned}{\frac {(-1)^{n}(x+y)^{2n}}{(2n)!}}&={\frac {(-1)^{n}}{(2n)!}}\sum _{i=0}^{2n}{\binom {2n}{i}}x^{i}y^{2n-i}\\&=(-1)^{n}\sum _{i=0}^{2n}{\frac {1}{i!(2n-i)!}}x^{i}y^{2n-i}\\&=(-1)^{n}\sum _{j=0}^{n}{\frac {x^{2j}y^{2n-2j}}{(2j)!(2n-2j)!}}+(-1)^{n}\sum _{j=0}^{n-1}{\frac {x^{2j+1}y^{2n-2j-1}}{(2j+1)!(2n-2j-1)!}},\end{aligned}}$
where in the last step we have split up the index set into even and odd numbers.
The $2n$-th summand in the Cauchy product of $\cos x$ and $\cos y$ is
    ${\begin{aligned}\sum _{j=0}^{n}{\frac {(-1)^{j}(-1)^{n-j}}{(2j)!(2(n-j))!}}x^{2j}y^{2(n-j)}&=(-1)^{n}\sum _{j=0}^{n}{\frac {x^{2j}y^{2(n-j)}}{(2j)!(2(n-j))!}}\\\end{aligned}}$
and the $2n$-th summand in the Cauchy product of $\sin x$ and $\sin y$ is
    ${\begin{aligned}\sum _{j=0}^{n-1}{\frac {(-1)^{j}(-1)^{n-1-j}}{(2j+1)!(2(n-1-j)+1)!}}x^{2j+1}y^{2(n-j)+1}&=(-1)^{n-1}\sum _{j=0}^{n-1}{\frac {x^{2j+1}y^{2(n-1-j)+1}}{(2j+1)!(2(n-1-j)+1)!}}\\\end{aligned}}$
Hence, both sides of the addition theorem coincide in the even case. For an odd index the left-hand side is $0$. Since in the cosine series only even exponents occur, it follows that in the Cauchy product of the two cosine series only exponents of the form $x^{i}y^{j}$ with $i,j$ even occur. Since in the sine series only odd exponents occur, it follows that in the Cauchy product of the two sine series only exponents of the form $x^{i}y^{j}$ with $i+j$ even occur. Therefore terms of the form $x^{i}y^{j}$ with $i+j$ odd occur neither on the left nor on the right-hand side. The addition theorem for sine is proved in a similar way. (4). From the addition theorem for cosine, applied to $y:=-x$, and because of (2), we get
    ${\begin{aligned}1&=\cos 0\\&=\cos {\left(x-x\right)}\\&=\cos x\cdot \cos {\left(-x\right)}-\sin x\cdot \sin {\left(-x\right)}\\&=\cos x\cdot \cos x+\sin x\cdot \sin x.\end{aligned}}$
# Sine function/Approximating polynomials/Various conditions/Exercise

Let $f(x)=\sin x$. Determine polynomials $P,Q,R$ of degree $\leq 3$, fulfilling the following conditions.
(a) $P$ coincides with $f$ at the points $-\pi ,0,\pi$.
(b) $Q$ coincides with $f$ in $0$ and in $\pi$ up to the first derivative.
(c) $R$} coincides with $f$ in $\pi /2$ up to the third derivative.
# Programming Fundamentals/Strings/C
## Try It

Copy
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: C Programming
# Programming Fundamentals/Strings/Clojure
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Clojure compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* repl.it
* RexTester
* TutorialsPoint

## See Also

* Wikibooks: Clojure Programming
* Clojure for the Brave and True
* TutorialsPoint: Clojure
* ClojureDocs: Clojure Core
# Programming Fundamentals/Strings/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Wikibooks: JavaScript
# Programming Fundamentals/Strings/Lua
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Lua compiler / interpreter / IDE.
* CodeChef
* Ideone
* repl.it
* TutorialsPoint

## See Also

* Lua.org: Reference Manual
# Programming Fundamentals/Strings/C++
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C++ compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* C++
* Wikibooks: C++ Programming
# Programming Fundamentals/Strings/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Programming Fundamentals/Strings/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: Java Programming
# Programming Fundamentals/Strings/PHP
## Try It

Copy and paste the code above into one of the following free online development environments or use your own PHP compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* Online PHP
* paiza.IO
* repl.it
* W3Schools

## See Also

* Wikibooks: PHP Programming
# Programming Fundamentals/Strings/COBOL
## Try It

Copy and paste the code above into one of the following free online development environments or use your own COBOL compiler / interpreter / IDE.
* JDoodle
* paiza.IO
* TutorialsPoint

## See Also

* TutorialsPoint: COBOL
* GnuCOBOL Manual
# Programming Fundamentals/Strings/Flowchart
## Try It
### Free Online Flowchart Tools

* Diagramo
* Draw.io

### Free Downloadable Flowchart IDEs

* Flowgorithm
* LARP
* RAPTOR
* Visual Logic

## See Also

* Flowgorithm
* Raptor (programming)
# Spanish/Verbs/dar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

* to give -
# Spanish/Verbs/comer/Definition

to eat
# Spanish/Verbs/decir

to tell; to say
# Spanish/Verbs/caminar/Definition

to walk
# Spanish/Verbs/escribir
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

To write

## Conjugations
### Present Tense (indicative)

Escribir in the Present Tense :
| escribo | escribimos |
| escribes | escribís |
| escribe | escriben |

### Preterite Tense (indicative)

Escribir in the Preterite Tense :
| escribí | escribimos |
| escribiste | escribisteis |
| escribió | escribieron |

### Imperfect Tense (indicative)

Escribir in the Imperfect Tense :
| escribía | escribíamos |
| escribías | escribíais |
| escribía | escribían |

### Future Tense (indicative)

Escribir in the Future Tense :
| escribiré | escribiremos |
| escribirás | escribiréis |
| escribirá | escribirán |

### Present Subjunctive

Escribir in the Present Subjunctive :
| escriba | escribamos |
| escribas | escribáis |
| escriba | escriban |

### Past Subjunctive (also called imperfect subjunctive)

Escribir in the Past Subjunctive :
| escribiera | escribiéramos |
| escribieras | ecribierais |
| escribiera | escribieran |
# Spanish/Verbs/comer/Present Tense

Comer in the Present Tense :
| como | comemos |
| comes | coméis |
| come | comen |
# Spanish/Verbs/dormir

to nap
# Spanish/Verbs/escribir/Definition

To write
# Spanish/Verbs/comer
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

to eat

## Conjugations
### Present Tense (indicative)

Comer in the Present Tense :
| como | comemos |
| comes | coméis |
| come | comen |
# Static electricity/Howard Community College

    Fall 2011
    Spring2012
    Fall2012
    Fall2014
# Static electricity/Howard Community College/Fall2012

* p2-502-mw
* p3-502-hkm