OpenLLM-France/wikimedia huggingface dataset:
# 1000 Songs/SOLID ROCK (William Bradbury)

SOLID ROCK (William Bradbury)
1000 Songs

## Text

The Author of the text was written by Edward Mote It comes from the passage Matt. 7:24

## Music

The music was written by William Bradbury The meter is L.M. with refrain meaning Long Meter with Refrain

### Tune

The tune is SOLID ROCK The alternative tune is MELITA

### Author biography

William Batchelder Bradbury was (1816-1868) Was born October 6, 1816 in York, Maine Bradbury was 52 yrs old when he died in Montclair, New jersey Bradbury also composed the tune to Jesus Loves Me as well as Just As I Am, Sweet Hour of Prayer, along with others.
# 1000 Songs/STABAT MATER (Jacopone da Todi, Pope Innocent III)

STABAT MATER (Jacopone da Todi, Pope Innocent III)
1000 Songs
# 1000 Songs/Praise the Lord Praise the Lord from the heavens Ps 148

Praise the Lord Praise the Lord from the heavens Ps 148
1000 Songs

## Text

Praise the Lord.
Praise the Lord from the heavens; praise him in the heights above. Praise him, all his angels; praise him, all his heavenly hosts. Praise him, sun and moon; praise him, all you shining stars. Praise him, you highest of heaven and you waters above the skies.
Let them praise the name of the Lord for at his command they were created, and he established them for ever and ever-- he issued a decree that will never pass away.
Praise the Lord from the earth, you great sea creatures and all ocean depths, lightening and hail, snow and clouds, stormy winds that do his bidding, you mountains and all hills, fruit trees and all cedars, wild animals and all cattle, small creatures of the earth and all nations, you princes and all rulers on earth, young men and women, old men and children.
Let them praise the name of the Lord, for his name alone is exalted; his splendor is above the earth and the heavens. And he has raised up for his people a horn, the praises of all his people close to his heart. Praise the Lord.

### Author

Unknown http://www.sacred-texts.com/bib/cmt/barnes/psa148.htm

### Editor's Choice
## Music

"Praise the Lord! Ye Heavens, Adore Him"
"All Creatures of Our God and King"

### Tune

http://www.hymnary.org/text/praise_the_lord_ye_heavens_adore_him
http://www.hymnary.org/text/all_creatures_of_our_god_and_king
# 1000 Songs/Praise to the Lord the Almighty (Joachim Neander)

Praise to the Lord the Almighty (Joachim Neander)
1000 Songs

## Text
### Author

Joachim Neander – Born: 1650, Bremen, Germany. Died: May 31, 1680, Bremen, Germany, of tuberculosis

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

Praise to the Lord, the Almighty, the King of creation! O my soul, praise Him, for He is thy health and salvation! All ye who hear, now to His temple draw near; Praise Him in glad adoration.
Praise to the Lord, who o’er all things so wondrously reigneth, Shelters thee under His wings, yea, so gently sustaineth! Hast thou not seen how thy desires e’er have been Granted in what He ordaineth?
Praise to the Lord, who doth prosper thy work and defend thee; Surely His goodness and mercy here daily attend thee; Ponder anew what the Almighty can do, If with His love He befriend thee.
Praise to the Lord, who, when tempests their warfare are waging, Who, when the elements madly around thee are raging, Biddeth them cease, turneth their fury to peace, Whirlwinds and waters assuaging.
Praise to the Lord, who, when darkness of sin is abounding, Who, when the godless do triumph, all virtue confounding, Sheddeth His light, chaseth the horrors of night, Saints with His mercy surrounding.
Praise to the Lord, O let all that is in me adore Him! All that hath life and breath, come now with praises before Him; Let the Amen sound from His people again, Gladly for aye we adore Him.
Meter: 14.14.11.8.

## Background
### Author biography

Joachim Neander grew up as the son of a teacher and a grandson of a musician. Seeking a higher education, Neander began to studie theology at Bremen University from 1666 to 1670. After graduating from Bremen University, Neander went on to be the principle of the Reformed Lateinschule in Düsseldorf. After living a life of following Christ, Neander died due to illness in 1680.
# 1000 Songs/RENDEZ A DIEU (Louis Bourgeois)

RENDEZ A DIEU (Louis Bourgeois)
1000 Songs
# 1000 Songs/Praise the Lord Praise God in his sanctuary Ps 150

Praise the Lord Praise God in his sanctuary Ps 150
1000 Songs

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

* Praise ye the LORD. Praise God in his sanctuary: praise him in the firmament of his power.
* Praise him for his mighty acts: praise him according to his excellent greatness.
* Praise him with the sound of the trumpet: praise him with the psaltery and harp.
* Praise him with the timbrel and dance: praise him with stringed instruments and organs.
* Praise him upon the loud cymbals: praise him upon the high sounding cymbals.
* Let every thing that hath breath praise the LORD. Praise ye the LORD.
    http://www.biblegateway.com/passage/?search=psalm%20150&version=KJV

## Background
### Author's circumstances

This book is a great example of how we should all be at the end of our lives. The Psalmist went through all sorts of struggles and pains that we all face. But, at the end of this great book, what does he do? He ends with praise and adoration to his Heavenly Father. He knew that above all else, God deserves to be praised in every circumstance. It does not matter who you are or where you have been. God wants His people to praise Him everyday not because we have to, but rather, because we want to.
# 1000 Songs/Praise the Lord Sing to the Lord a new song Ps 149

Praise the Lord Sing to the Lord a new song Ps 149
1000 Songs
# 1000 Songs/STILLE NACHT (Franz Gruber)

STILLE NACHT (Franz Gruber)
1000 Songs
# 1000 Songs/Praise the Lord Praise O servants of the Lord Ps 113

Praise the Lord O servants of the Lord Ps 113
1000 Songs

## Music
### Tune

LYRICS
http://www.hymnlyrics.org/lyricso/o_praise_the_lord_ye_servants_of_the_lord.html
# 1000 Songs/Print thine image pure and holy (Thomas Hansen Kingo)

Print thine image pure and holy (Thomas Hansen Kingo)
1000 Songs
# Aircraft piloting/Attitude flying
## ATTITUDE FLYING

In contact (VFR) flying, flying by attitude means visually establishing the airplane’s attitude with reference to the natural horizon. [Figure 3-1] Attitude is the angular difference measured between an airplane’s axis and the line of the Earth’s horizon. Pitch attitude is the angle formed by the longitudinal axis, and bank attitude is the angle formed by the lateral axis.
Rotation about the airplane’s vertical axis (yaw) is termed an attitude relative to the airplane’s flightpath, but not relative to the natural horizon.
In attitude flying, airplane control is composed of four components: pitch control, bank control, power control, and trim.
* Pitch control is the control of the airplane about the lateral axis by using the elevator to raise and lower the nose in relation to the natural horizon.
* Bank control is control of the airplane about the longitudinal axis by use of the ailerons to attain a desired bank angle in relation to the natural horizon.
* Power control is used when the flight situation indicates a need for a change in thrust.
* Trim is used to relieve all possible control pressures held after a desired attitude has been attained.
The primary rule of attitude flying is: ATTITUDE + POWER = PERFORMANCE
This article incorporates text from the public domain edition of Airplane Flying Handbook by the US Federal Aviation Administration.
# Aircraft piloting

This page contains collective resources about aircraft flying. It can be complementary to the airplane flying handbook. Piloting specific resources that are not a part of the handbook can go here. This is not a definite guide, but it is designed to be helpful.

## Resources

* Pilot basic information
* If flying were like driving
* Straight-and-level flight
* Attitude flying
* Slow flight stalls and spins
* Human Factors
* Aviation resources
# Apostles' Creed

The Apostles' Creed is the second most widespread Christian statement of faith after the Nicene Creed.
It is widely used by a number of Christian denominations for both liturgical and catechetical purposes, most visibly by liturgical Churches of Western tradition, including the Latin Rite of the Roman Catholic Church, Lutheranism, the Anglican Communion, and Western Orthodoxy. It is also used by evangelical Protestant denominations such as Presbyterians, Methodists, Congregationalists and many Baptists. It is not used by Southern Baptists, who consider themselves a "non-creedal" church.
Note that the Apostles' Creed is not the same as the Nicene Creed.

## History

The origins of the Creed are lost. The earliest appearance in its current form was in Latin, in the De singulis libris canonicis scarapsus ("Concerning the Single Canonical Book Scarapsus") of St. Priminius (Migne, Patrologia Latina 89, 1029 ff.), written between 710-724. This puts it 400 years after the Nicene Creed was created, so the possibility of this influencing it cannot be ruled out. In the Catholic church the apostles' creed was superseded by the Nicene Creed as a statement of core belief.

## Text

The apostles' creed, using the translation in the Official Catechisms of the Catholic Church.
I believe in God, the Father almighty, creator of heaven and earth. I believe in Jesus Christ, his only Son, our Lord. He was conceived by the power of the Holy Spirit and born of the Virgin Mary. He suffered under Pontius Pilate, was crucified, died, and was buried. He descended into hell. On the third day he rose again. He ascended into heaven and is seated at the right hand of the Father. He will come again to judge the living and the dead. I believe in the Holy Spirit, the holy catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting. Amen.
# Application Streaming

Application streaming is a form of on-demand software distribution. In these scenarios, only essential portions of an application's code need to be installed on the computer: while the end user performs actions in the application, the necessary code and files are delivered over the network as and when they are required.

## Resources

* Amazon AppStream

## See Also

* Wikipedia: Application streaming
# Application Layer

The application layer is the highest layer in the protocol stack, and contains many of the technologies that power the web, yet we take it for granted nearly every day. In this topic, we examine in great detail the architectures contained within this layer, and the how we use them.

## Architectures

The Application Layer is used in three ways:
* Client-Server
* Peer to Peer
* Hybrid

### Client-server

The Client Server Model operates mainly on the concept of an always-on server, to whom a client may connect to. The server normally has a static IP address, and an associated DNS record to allow hosts to look it up. Clients may come and go, and are never directly connected to each other. Applications that communicate between hosts using the client server model must send information through the server, which may be problem if the server happens to go offline.
An example of the Client Server Architecture is the web server and browser. Wikiversity is hosted on a number of mediawiki servers, which are always on, allowing you and other people from across the globe to view this web page.

### Peer to Peer

Also known as P2P, the peer to peer architecture does not require the use of centralised servers. Instead, hosts communicate directly with each other. Hosts may have dynamic IP addresses and may join or leave such networks at any time.
A greatly known example of P2P is the bittorrent file sharing protocol.

### Hybrid

Hybrid architectures use a combination of both P2P and client server architecture.
An example of this is the Skype protocol. A central server stores each user's address book and IP address. When one person wants to make a call to another, Skype provides the IP address to the destination host and a peer to peer connection is established between the two users.

## Common Ports used in the Application Layer

| Protocol | Port |
| FTP/data (File Transfer Protocol) | 20 |
| FTP/control (File Transfer Protocol) | 21 |
| SSH (Secure Shell) | 22 |
| Telnet | 23 |
| SMTP (Simple Mail Transfer Protocol) | 25 |
| DNS (Domain Name Service) | 53 |
| DHCP (Dynamic Host Control Protocol) | 68 |
| HTTP (Hypertext Transport Protocol) | 80 |
| POP3 (Post Office Protocol, ver 3) | 110 |
| NTP (Network Time Protocol) | 123 |
| IMAP (Internet Message Access Protocol) | 143 |
| SSL (Secure Socket Layer) | 443 |
| SMTP (Simple Mail Transfer Protocol/"submission") | 587 |

## Technologies used in the Application Layer

* Domain Name System
* Voice over Internet Protocol

## See Also

* Internet Protocol Analysis - Application Layer
# Application Streaming/Amazon AppStream

Amazon AppStream 2.0 is a fully managed application streaming service that provides users with instant access to their desktop applications from anywhere.

## Readings

* Amazon: What Is Amazon AppStream 2.0?
* Amazon: Amazon AppStream 2.0

## Multimedia

* YouTube: Introducing Amazon AppStream 2.0
* YouTube: How do I create an AppStream 2.0 image and deploy it to my fleet?

## Activities

* Try sample applications.
** Review Amazon: Try sample applications on Amazon AppStream 2.0.
** Test one or more sample applications.
* Set up sample applications.
** Review Amazon: Get Started with Amazon AppStream 2.0: Set Up With Sample Applications.
** Set up sample applications to become familiar with AppStream management.
* Create a custom image.
** Review Amazon: Launch an Image Builder to Install and Configure Streaming Applications.
** Create a custom image using an application of your choice.
* Create a fleet and stack.
** Review Amazon: Fleets and Stacks.
** Create a fleet and stack to deploy your custom image.
# Application of Articulation Strategies

* Discussion
* Please think about following questions, and post your answers. Also feel free to comment on other's postings.
* (Click "edit" for this section, and add your answer below each question or posting. When commenting other's postings, please add ":" before your comment.)
* 1. Mr. Anderson teaches geography in a middle school of Indiana. One day, he is teaching his 16 students about the factors that affect average temperature. Instead of doing a lot of talking himself, Mr. Anderson decides to make students think and discover.
* a. If Mr. Anderson uses the Inquiry Teaching way of articulation, what would he ask students to do?
* b. Do you think the Assisted Monologue strategies will work here?
* If yes, what will the activities be like? If no, why?
* 2. Remember the context you described in the practice of cognitive apprenticeship? Let's go further with that situation.
* a. When are you going to use articulation method in your process of instruction?
* b. Which way/strategy of articulation will you use?
* c. What will you ask your students to do specifically?
* d. What if students cannot answer some of your questions? What would do you do? Please provide one or two examples.
* Click to see Exemplar answers to Question 1.a

## References of This Lesson

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Retrieved from http://links.jstor.org/sici?sici=0013-189X%28198901%2F02%2918%3A1%3C32%3ASCATCO%3E2.0.CO%3B2-2 Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L.B. Resnick (Ed.), Cognition and Instruction: Issues and Agendas. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED284181 Collins, A., & Brown, J. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 1-18. Retrieved from http://elc.fhda.edu/transform/resources/collins_brown_holum_1991.pdf Collins, A., & Stevens, A.L. (1982). Goals and strategies of inquiry teachers. In R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 2). Hillsdale, NJ: Erlbaum. Collins, A., & Stevens, A.L. (1983). A cognitive theory of interactive teaching. In C.M. Reigeluth (Ed.), Instructional Design Theories and Models: An Overview. Hillsdale, NJ: Erlbaum.
Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective process in written composition. Cognitive Science, 8, 173-190.
| CA Articulation home page | Cognitive Apprenticeship | Practice of CA | Articulation | Application of Articulation |
# Application of Integration by Parts
## Application of integration by parts

$\int f(x)g'(x)\,dx=f(x)g(x)-\int f'(x)g(x)\,dx$

### Product of a polynomial and an exponential
#### Example 1

To Find $\int xe^{x}\,dx$
Let
    $f(x)=x$ and $g'(x)=e^{x}$
then
    $\int xe^{x}\,dx=xe^{x}-\int e^{x}\,dx=xe^{x}-e^{x}=(x-1)e^{x}+C$

#### Example 2

To Find $\int x^{2}e^{x}\,dx$
Let
    $f(x)=x^{2}$ and $g'(x)=e^{x}$
then
    $\int x^{2}e^{x}\,dx=x^{2}e^{x}-2\int xe^{x}\,dx=x^{2}e^{x}-2(x-1)e^{x}=(x^{2}-2x+2)e^{x}+C$
by using the result from example 1

#### Example 3

To find $\int x^{5}ne^{2}x\,dx$
here n is an integer
By mathematical induction and using the above two examples
    $\int x^{n}e^{x}\,dx=(x^{n}-{n}x^{n-1}+n(n-1)x^{n-2}-n(n-1)(n-2)x^{n-3}+...+(-1)^{n}n!)e^{x}+C$
Anish27 23:28, 10 November 2011 (UTC)
# Applied mathematics/Music

Music and its chords can be geometrically mapped out. Visual differences can be detected between different genres or musicians.
# Apply design elements in photography/About the course

In each stage of the course we will look at the theory of a particular design element, put that theory into practice, then review and discuss our efforts. At the end of the course we finish with a folio and exhibition.
We are currently studying five elements in the course:
* Frame
* Line
* Shape
* Colour
* Light
For each theory we will review a different genre or style of photography, with the aim of preparing you to apply that particular element in your own work, and to talk about how you and others can use the theory.
For example, we start with the design element of “Frame”. The theory of Frame will be presented in a lecture and then you’re asked to apply that theory in a Task of shooting three images using the theory. You’ll then complete a Design Evaluation Report as a way of helping you to understand and talk about the theory in action. To close each theory, we will review and discuss the work in small group meetings. All your work will be saved in the (private) online course gallery.
We will repeat this process of theory, task, and review for each new design element.
The tasks for each theory are not difficult – they’ve been designed to be something that you would normally capture in your day as you go along – definitely not a large production shoot, but the challenges they provide help to strengthen your understanding of your work and refine your shooting style.
To end the course, you will produce two images for a subject of your choice and then write up a short written description about how you have used the design elements in your images and in your work in general.
To get the most out of this unit, you will need to invest in the process and work your way through the tasks as outlined, following each step - as the course is progressive and builds on each stage.
Regarding skill levels, we are all exposed to a broad range of images each and every day and as a result we are a visually literate society, generally with a sophisticated visual language, so advanced skills are not a prerequisite. Those with advanced skills are able to take the knowledge from this course and embed this in their own practice with the aim of really being able to extend themselves and gain a stronger understanding of their own work and the work of others. Those who are just starting out will find that they are able to compose with greater proficiency, gain a solid understanding of their own shooting style, build on their skill base and be able to view the work of others with greater awareness.
I look forward to working with you, and seeing your work emerge in this course. There is a language and grammar of photography out there.
# Applied mathematics/Basics
## Readings

Wikibooks: Basic Math for Adults
# Apply design elements in photography/Frame

We will be concentrating on the specific design element of the Frame. Included in this brief is a range of materials on the theory of Frame. These will help you to tackle this task.
You should have already chosen your subject for photography work in this course.
Please complete the tasks below, BEFORE your small group meeting.

## Study the theory of Frame

Youtube playlist - Frame
In the Frame series, we discuss the development of photography's relationship to the frame reflecting on the changing influences that have shaped how photographers compose and construct images and meaning. These two are in one playlist that plays the video consecutively. If you'd like to move around the clips - you can go to the playlist button on the left hand top section in the video window and you are able to select which video you would like to watch from the list.

## Produce three images

Produce 3 images that demonstrate the different approaches to framing mentioned in the theory materials Process your images and ensure each file is no larger than 5meg Send copies of your images and a completed Self Evaluation Report (below) to your teacher.

## Complete a Self Evaluation Report

The purpose of the self evaluation report is to help you communicate images in words.
Complete the Self Evaluation Report for Frame

## Attend your small group meeting

Time: TBA Date: TBA Room: TBA Video meeting link: TBA