OpenLLM-France/wikimedia huggingface dataset:
# Final Fantasy/Items

There are very few usable items in Final Fantasy. They are:
* Heal Potion (Potion)
* Pure Potion (Antidote)
* Soft Potion (Gold Needle)
* Tent (Sleeping Bag)
* Cabin (Tent)
* House (Cottage)
Note also that some quest items need to be used in the proper location in order to have their effect. Also, some equipped items can be used during battle.
# Final Fantasy/Items/Soft Potion

| Price | 800 G |
| Battle Use | No |
| Field Use | Yes |
The Soft Potion is a powerful elixir that restores a character who has been petrified to his natural state. Unfortunately, the Soft Potion cannot be used in the middle of a battle so any hero afflicted by petrification cannot be helped until the foes that caused the condition are defeated or escaped from. The effect of the Soft Potion is similar to that of the Soft spell.
Soft Potions may be bought in the following cities:
Final Fantasy Origins: Gold Needle
# Final Fantasy/Key Items/Crystal

The Crystal Eye is a magical item that the blind witch Matoya needs to be able to see. It has been stolen from her by persons unknown.
# Final Fantasy/Items/Pure Potion

| Price | 75 G |
| Battle Use | Yes |
| Field Use | Yes |
The Pure Potion is a potent restorative elixir that cures the status effect Poison when used on a poisoned character.
Pure Potions are especially important to have in the Swamp Cave.
Pure Potions may be found in:
Pure Potions may be bought in the following cities:
* Coneria
* Pravoka
* Elfland
Final Fantasy Origins: Antidote
# Final Fantasy/Key Items/Herb

The Herb is the key ingredient of a magical potion that is the only remedy for the sleeping curse cast upon the Prince of Elfland by the dark elf Astos. It is said that the blind witch Matoya is the only person capable of creating this potion.
# Final Fantasy/Items/Heal Potion

| Price | 60 G |
| Battle Use | Yes |
| Field Use | Yes |
The Heal Potion is a cheap but effective way of restoring heroes to full health. An adventuring group that lacks the ability to cast white magic will find the Heal Potion to be indispensable, while even the mightiest of White Wizards eventually run out of restorative ability and are forced to resort to the use of Heal Potions.
It is a good idea to have as many Heal Potions as possible at all times. They come in handy for healing between battles when one does not want to waste spell charges.
Heal Potions may be found in:
* Temple of Fiends
* Matoya's Cave (x2)
Heal Potions may be bought in the following cities:
* Coneria
* Pravoka
* Elfland
Final Fantasy Origins: Potion
# Final Fantasy/Items/House

| Price | 3000 G |
| Battle Use | No |
| Field Use | Yes |
The House is the ultimate restorative item. Using the House has almost all of the same effects as staying at an Inn. It greatly restores the health of all heroes as well as refilling their magic. Like the Tent and Cabin, it can only be used on the overworld. It also allows the game to be saved.
Houses may be bought in the following cities:
Final Fantasy Origins: Cottage
# Final Fantasy VI/Sidequest/Gau

This sidequest requires no leveling up.

## Part I, Getting Gau in your Party

Simply enter the Veldt with three or fewer members. After fighting Gau will show up and join your party, just as if he had previously "leaped" and was re-joining your group. Just for reference the Veldt is now near the upper right portion of the map, and to the southwest of the weird triangle island where the zone-eaters live. You'll recognize it from the music, the fact that you don't earn any experience there, and that you encounter monsters from all stages of the game.

## Part II, Gau's Father

This quest requires Sabin and Gau. I would recommend waiting to complete this one until you have all the members of your party as some of them say amusing things during the extra scenes. You get no reward for completing it, just a wonderful feeling of satisfaction. On the island between Narshe and the Veldt, which also features the unusual forest with Tyrannosaurs and Brachosaurs, the best monsters to fight in the game, there's a lone house on the left side of the island. Enter it with Sabin and Gau and you'll go through a sequence of getting Gau ready to meet his father.
# Chinese (Mandarin)/Transport

| Mandarin - Simplified Han character 汉字 - 简化字 | Hanyu Pinyin 汉语拼音 | English 英语 |
| 汽车 | qìchē | car, automobile |
| 飞机 | fēijī | airplane |
| 火车 | huǒchē | railway train |
| 自行车/脚踏车（台湾：单车） | zìxíngchē/jiǎotàchē (Taiwan: dānchē) | bicycle |
| 巴士/公交车（台湾：公车） | bāshì/gōngjiāochē (Taiwan: gōngchē) | bus |
| 出租车（台湾：计程车） | chūzūchē (Taiwan: jìchéngchē) | taxi |
| 地铁/捷运 | dìtiě/jiéyùn | metro, subway, underground |
| 船 | chuáng | ship |
| 飞机场/机场 | fēijīchǎng/jīchǎng | airport |
| 车站 | chēzhàn | station, railway station, metro station, subway station, bus station |
| 地铁站/捷运 | dìtiězhàn/jiéyùnzhàn | subway station, metro station |
| 火车站 | huǒchēzhàn | railway station |
# Chinese (Mandarin)/Traditional/Lesson 6

| Lessons: | Main - Pron. - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 |
| Subpages: | Simplified - Exercises - Stroke Order |

# Lesson 6: Where are you going? 你去哪裡?

| 王明：你好，李紅。 李紅：嗨！王明。你去哪裡？ 王明：我去圖書館。你呢？ 李紅：回家。 王明：再見。 李紅：再見。 | Wang Ming: Nǐ hǎo, Lǐ Hóng. Li Hong: Hài! Wáng Míng. nǐ qù nǎ lǐ? Wang Ming: Wǒ qù túshūguǎn, nǐ ne? Li Hong: Huí jiā. Wang Ming: Zài jiàn. Li Hong: Zài jiàn. | Wang Ming: Hello, Li Hong. Li Hong: Hi, Wang Ming. Where are you going? Wang Ming: I'm going to the library. What about you? Li Hong: Going home. Wang Ming: See you again. Li Hong: See you again. |
NOTE: It's also appropriate with close friends (ones who you would use "你" (nǐ) instead of "您" (nín) with) to greet with "哎" (ai4), the closest equivalent in English being "Hey". This can precede or even take place of the traditional "你好" greeting, and partially serves as an attention-getter. However, if the pronunciation of "哎" (aì) is stretched/lengthened, it may sound as if you are complaining about something, which uses the same word.

### Vocabulary

* 嗨 / hài = hi
* 去 / qù = go
* 哪裡 / nǎ lǐ or 哪兒 / nǎr = where
* 圖書館 / túshūguǎn = library
* 再見 / zàijiàn = bye, goodbye (literally: see you again)
| Lessons: | Main - Pron. - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 |
| Subpages: | Simplified - Exercises - Stroke Order |
# Chinese (Mandarin)/Traditional/Lesson 8

| Lessons: | Main - Pron. - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 |
| Subpages: | Simplified - Exercises - Stroke Order |

# 我叫王明。 My name is Wang Ming.
## Dialogues

You can check out the translation here

### Dialogue 1

| 王明：我叫王明。你叫甚麼名字？ 李紅：我叫李紅。 王明：她的名字是甚麼？ 李紅：她的名字是周朱麗。 王明：周朱麗是一個很好的名字。 李紅：是, 但是我比較喜歡你的名字。 王明: 為甚麼比較喜歡我的名字? 李紅: 因為你的名字聽起來很聰明。 王明: 哪裡, 我不敢當。 | Wáng Míng: Wǒ jiaò Wáng Míng. Nǐ jiaò shěnme míngzì? Lǐ Hóng: Wǒ jiaò Lǐ Hóng. Wáng Míng: Tā de míngzì shì shěnme? Lǐ Hóng: Tā de míngzì shì Zhoū Zhū Lì. Wáng Míng: Zhoū Zhū Lì shì yīgè hěn hǎo de míngzì. Lǐ Hóng: Shì, dànshì wǒ bǐjiào xǐhuan nǐ de míngzì. Wáng míng: wèishénme bǐjiào xǐhuan wǒ de míngzì? Lǐ hóng: yīnwèi nǐ de míngzi tīng qǐlai hěn cōngmíng. Wáng míng: nǎli, wǒ bùgǎndāng. |

### Dialogue 2
## Translation of the text

| Chinese characters | Sentences breakdown | English translation |
| Text 1 王明：我叫王明。你叫甚麼名字？ 李紅：我叫李紅。 王明：她的名字是甚麼？ 李紅：她的名字是周朱麗。 王明：周朱麗是一個很好的名字。 李紅：是, 但是我比較喜歡你的名字。 王明: 為甚麼比較喜歡我的名字? 李紅: 因為你的名字聽起來很聰明。 王明: 哪裡, 我不敢當。 | Text 1 Wang Ming: I called Wang Ming. You called what name? Li Hong: I called Li Hong. Wang Ming: Her name is what? Li Hong: Her name is Zhou Zhu Li. Wang Ming: Zhou Zhu Li is very good (possessive) name. Li Hong: Yes, but I relatively (implied: more) like you (possessive) name. Wang Ming: Why (lit: for what) relatively like me (possessive) name? Li Hong: Because you (possessive) name sounds like (lit: hear-startup, hear-start-come) intelligent. Wang Ming: Where, I (negative) dare to serve as. | Text 1 Wang Ming: My name is Wang Ming. What is your name? Li Hong: My name is Li Hong. Wang Ming: What is her name? Li Hong: Her name is Zhou Zhu Li. Wang Ming: Zhou Zhu Li is a very good name. Li Hong: Yes, but I like your name more. Wang Ming: Why do you like my name more? Li Hong: Because your name sounds very intelligent. Wang Ming: Oh come on, you're flattering me. |
| Lessons: | Main - Pron. - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 |
| Subpages: | Simplified - Exercises - Stroke Order |
# Chinese (Mandarin)/Traditional/Transport

| Mandarin - Traditional Han character 漢字 - 繁體字/正體字/傳統漢字 | Hanyu Pinyin 漢語拼音 | English 英語 |
| 汽車 | qìchē | car, automobile |
| 飛機 | fēijī | airplane |
| 火車 | huǒchē | railway train |
| 自行車/腳踏車（台灣：單車） | zìxíngchē/jiǎotàchē (Taiwan: dānchē) | bicycle |
| 巴士（台灣：公車） | bāshì (Taiwan: gōngchē) | bus |
| 捷運/地鐵 | jiéyùn/dìtiě | metro, subway, underground |
| 機場/飛機場 | jīchǎng/fēijīchǎng | airport |
| 車站 | chēzhàn | station, railway station, metro station, subway station, bus station |
| 捷運站/地鐵站 | jiéyùnzhàn/dìtiězhàn | metro station, subway station |
| 火車站 | huǒchēzhàn | railway station |
# Chinese (Mandarin)/Using Tones/Examples

Going to the Chinese pronunciation Category on Wikicommons, you will find hundreds of short audio recordings from native speakers, most with the pinyin and tone marks on their info pages or within the filename. Download some to hear the differences in the tones. Try clicking one with your eyes closed or having someone else choose a word so that you can test your listening skills by guessing the tones that were said.
# Foundations of Education and Instructional Assessment/School Organization

    Are all schools created equal?
    How are individual schools governed?
    What are the roles of local, state and federal agencies in education?
    Should I join a union or professional organization?
    Who decides if I am successful, and how?
# Foundations of Education and Instructional Assessment/Sociological Influences

    What is the effect of poverty on learning?
    How do we combat learned helplessness?
    How does racism affect students?
    How do we create safe schools?
    What are the ways in which sex education can be taught?
    What is the influence of peers and youth culture inside and outside the classroom?
    What effect does student mobility have on productivity?
# Collaborative Networked Learning: A Guide/Introduction/Intermediate

Collaborative Networked learning, therefore, would occur in the context of a group with a mission or agree-upon-purpose.
The work involves the structuring and restructuring of conceptual knowledge. The final product is a message, an external artifact of the group knowledge at a particular point in time,which communicates the knowledge of the group. The message might take the form of a program, a report, a strategy document, a diagram, a drawing etc. Learning-work involves the cognitive processes of assimilation—intake of information from the environment, accommodation—restructuring to fit new into the old, present structure, and integration—directly fitting information into existing structure. And most importantly it involves the resolution of conflict between old and new structures,which can lead to innovation.
Two communication processes or type of dialogs are involved in learning-work: (1) Intra-personal communication—integration, and accommodation—involves processing within the individual. (2) Interpersonal communication involves assimilation—the intake of information from the environment—and representation of one's knowledge structure in a form and medium that can be shared with another person. As one person,shares ideas with another person, the process becomes an on-going loop from assimilation through representation of knowledge structures.
At any point the learner may represent his/her ideas in order to test out hypotheses to gain agreement or validation. When members of a mission oriented group create shared knowledge structure and produce an artifact such as a written report or a software program, for example, they engage in learning to created a product which is their collective knowledge.
As you study the different parts of the guide, it may be useful to keep this model in mind and use it as a basis for developing your own insight and focusing your knowledge creation process.
Return to CNL Guide Main Page
# Conlang/Beginner/Context

Think about why your conlang is used. The context in which your language is used can make the meaning it communicates different from the meaning encoded in its words and grammar. For example, in English, if your friend tells you "Bob has lost his marbles", depending on the situation your friend probably doesn't mean that Bob has misplaced a number of small glass spheres — though if you had just suggested that the three of you play a game of marbles, it's possible your friend is after all talking about the equipment needed for the game. The ways that meaning depends on context are partly cultural; so by thinking about these things, you can avoid accidentally imposing your own culture on the language you create.

## Some things to consider

There are lots of complex ways context can affect the meaning of language; but some fairly simple techniques can get you well started. Some ideas:
* What do people say to each other when they meet or when they part company? Some languages, of course, use the same thing for both, like Hawaiian aloha or Italian ciao. J.R.R. Tolkien said he created The Lord of the Rings to set up a situation where people would greet each other with Elen síla lúmenn' omentielvo! (A star shines on the hour of our meeting).
* What other social phrases do people say to each other in various situations? Often there is something you say to people when they sneeze (such as "Bless you"). In Cameroon, there's a word to say to someone to acknowledge/sympathize that they're working hard.
* How are people named? This varies enormously between cultures. Gaius Julius Caesar had personal name Gaius, and belonged to the Caesar family within clan Julia.
* What subjects are not polite to discuss openly in which situations, and is there a way to politely talk around them? Sometimes, bringing up a subject can be a form of insult.
* Are there idioms, that is, phrases whose meaning cannot be deduced from the parts of the phrase? (Lose one's marbles is an idiom.)
* Are there formal and informal modes of the language — and when should they be used? In Spanish, one might speak to one's parents using a formal pronoun, but to God using an informal pronoun.
# Conlang/Appendix/Word list

These lemmas, sets of inflected words (e.g. be, is, am, are...) make up 50% of English text.
| Rank | Word |
| 1 | the |
| 2 | be |
| 3 | to |
| 4 | of |
| 5 | and |
| 6 | a |
| 7 | in |
| 8 | that |
| 9 | have |
| 10 | I |
| Rank | Word |
| 11 | it |
| 12 | for |
| 13 | not |
| 14 | on |
| 15 | with |
| 16 | he |
| 17 | as |
| 18 | you |
| 19 | do |
| 20 | at |
| Rank | Word |
| 21 | this |
| 22 | but |
| 23 | his |
| 24 | by |
| 25 | from |
| 26 | they |
| 27 | we |
| 28 | say |
| 29 | her |
| 30 | she |
| Rank | Word |
| 31 | or |
| 32 | an |
| 33 | will |
| 34 | my |
| 35 | one |
| 36 | all |
| 37 | would |
| 38 | there |
| 39 | their |
| 40 | what |
| Rank | Word |
| 41 | so |
| 42 | up |
| 43 | out |
| 44 | if |
| 45 | about |
| 46 | who |
| 47 | get |
| 48 | which |
| 49 | go |
| 50 | me |
| Rank | Word |
| 51 | when |
| 52 | make |
| 53 | can |
| 54 | like |
| 55 | time |
| 56 | no |
| 57 | just |
| 58 | him |
| 59 | know |
| 60 | take |
| Rank | Word |
| 61 | people |
| 62 | into |
| 63 | year |
| 64 | your |
| 65 | good |
| 66 | some |
| 67 | could |
| 68 | them |
| 69 | see |
| 70 | other |
| Rank | Word |
| 71 | than |
| 72 | then |
| 73 | now |
| 74 | look |
| 75 | only |
| 76 | come |
| 77 | its |
| 78 | over |
| 79 | think |
| 80 | also |
| Rank | Word |
| 81 | back |
| 82 | after |
| 83 | use |
| 84 | two |
| 85 | how |
| 86 | our |
| 87 | work |
| 88 | first |
| 89 | well |
| 90 | way |
| Rank | Word |
| 91 | even |
| 92 | new |
| 93 | want |
| 94 | because |
| 95 | any |
| 96 | these |
| 97 | give |
| 98 | day |
| 99 | most |
| 100 | us |
# Conlang/Beginner

The Beginner level of this book is designed to allow students with no prior knowledge of conlanging or linguistics to readily create their own language that isn't a relex of English (nor of any other existing language). It introduces you to the fundamentals of constructing languages, and aims to keep technical terminology to a bare minimum.

## What's in this level?

Each section is designed to cover the basic principles of a different aspect of languages, both natural and constructed. The sections are:
* Sounds: This section describes the role of sounds within language. If you only speak English, you may be surprised to learn what sounds are common in other languages!
* Words: Words are formed in many different ways around the world; this section will begin to explore those different methods.
* Grammar: This section shows how word order or words themselves are changed to show meaning. After all, a collection of words is not a language!
* Context: People don't always say what they mean. This section helps you think about how your language is used.
* Writing: Almost all languages have a visual representation, known as writing. Many conlangers invent elaborate writing systems before they even begin work on the language itself.
* Learning Your Conlang: Describes basic techniques to gain fluency in your conlang.
# Guide to The Lord of the Rings/Races/Dragon
## The Race of Dragons

| Dragons | Worms |

## Divisions

| Cold-drakes | Long-worms | Urulóki |
| Fire-drakes |

## Titles and Surnames

| Black | Golden | Worm |
| Dragon of Erebor | Great Worm | Worm of Morgoth |
| Father of Dragons | Magnificent |

## Individual Dragons

| Ancalagon | Scatha | Smaug |
| Glaurung |
# Guide to The Lord of the Rings/Songs/The King Beneath the Mountains

The King Beneath the Mountains was a song sung by the people of Lake-town upon the arrival of Thorin Oakenshield and the Company. It was a prophecy made after the fall of Erebor and Dale about Thrór and Thráin.

## Lyrics

The King beneath the mountains,  The King of carven stone, The lord of silver fountains  Shall come into his own!
His crown shall be upholden,  His harp shall be restrung, His halls shall echo golden  To songs of yore re-sung.
The woods shall wave on mountains  And grass beneath the sun; His wealth shall flow in fountains  And the rivers golden run.
The streams shall run in gladness,  The lakes shall shine and burn, All sorrow fail and sadness  At the Mountain-king's return!

## References

* ↑ The Hobbit, Chapter X: "A Warm Welcome"
# Guide to The Lord of the Rings/Places/The Shire

The Shire is the home of the Hobbits.
# Guide to The Lord of the Rings/Races

| Ainur | Dragons | Dwarves |
| Elves | Ents | Hobbits |
| Men | Orcs | Trolls | Balrogs |
# Guide to The Lord of the Rings/Races/Orc

Orcs are small and evil creatures that were created by Morgoth. Their exact origin is not known although they are generally believed to be corrupted descendants of captured elves. They evolved before the rising of the Sun and Moon and consequently are generally fearful of daylight, living in dark places.
# Guide to The Lord of the Rings/Races/Balrog
## Physical Description

Tolkien had changed the specifics overtime, but Balrogs retained many notable characteristics. They are large, muscular humanoids, with black bodies and usually flames coming from bodily parts (Mostly the head). No mention of clothes or armor is mentioned with the Balrogs, but they are noted to wield a variety of weapons, including flaming swords, flaming whips with many thongs, and blackened maces and axes.
Other interpretations are based on comments Tolkien had made throughout his texts, with Durin's Bane considered "a thing of slime" after being quenched in the waters below Moria. The biggest discussion is on whether or not Balrogs had wings (Or were capable of flight.), as Tolkien had used both metaphor and description to describe the wings of Balrogs, and alternating on the same page:
—The Lord of the Rings, II:5, "The Bridge of Khazad-dûm"
and
—Ibid.
Like most discussions, the image is mostly up to interpretation of the readers, and either description appears to be correct as the other. Without Tolkien himself to mediate, it is possible that the discussion will continue as long as Tolkien has readers. Visual interpretations tend to follow the Winged argument, and present Balrogs with wings, though often unusable for flight.

## Notable Balrogs

Across Tolkien's Legendarium, there are very few Balrogs of note, and only one was named. (May contain spoilers)

### Gothmog

Gothmog was mentioned in the Quenta Silmarillion, and took part in some of the battles that took place, primarily the Second (Dagor-nuin-Giliath) and Fifth (Nírnaeth Arnoediad) battles. Gothmog itself is Sindarin for "Dread Oppressor"

### Durin's Bane

During the Third Age, the dwarves in Khazad-Dum had delved to deep in their search for Mithril, and awoke the sleeping Balrog below. Known only by titles given to it by others, such as "Nameless Terror", "Flame of Udun" and "Durin's Bane", the Balrog had killed many in Khazad-dum, including Durin VI and giving him the name "Durin's Bane" when he awoke. He was finally finished after a fight with Gandalf beginning at the Bridge of Khazad-dum and ending atop a peak inside Durin's Tower.
# Guide to The Lord of the Rings/The Fellowship of the Ring

The Fellowship of the Ring is the first part of The Lord of the Rings by J R R Tolkien.
# Guide to The Lord of the Rings/The Hobbit

The Hobbit is a book and is the prequel to the Lord of the Rings.

## Chapters

    Chapter 1: An Unexpected Party
    Chapter 2: Roast Mutton
    Chapter 3: A Short Rest
    Chapter 4: Over Hill and Under Hill
    Chapter 5: Riddles in the Dark
    Chapter 6: Out of the Frying-Pan into the Fire
    Chapter 7: Queer Lodgings
    Chapter 8: Flies and Spiders
    Chapter 9: Barrels Out of Bond
    Chapter 10: A Warm Welcome
    Chapter 11: On the Doorstep
    Chapter 12: Inside Information
    Chapter 13: Not at Home
    Chapter 14: Fire and Water
    Chapter 15: The Gathering of the Clouds
    Chapter 16: A Thief in the Night
    Chapter 17: The Clouds Burst
    Chapter 18: The Return Journey
    Chapter 19: The Last Stage

## Overview

The Hobbit is set in a time of fantasy and lore and follows the quest of home-loving hobbit Bilbo Baggins to win a share of the treasure guarded by Smaug the dragon. Bilbo's journey takes him from light-hearted, rural surroundings into more sinister territory.
The story is told in the form of an episodic quest, and most chapters introduce a specific creature or type of creature of Tolkien's geography. Bilbo gains a new level of maturity, competence, and wisdom by accepting the disreputable, romantic, fey, and adventurous sides of his nature and applying his wits and common sense. The story reaches its climax in the Battle of the Five Armies, where many of the characters and creatures from earlier chapters re-emerge to engage in conflict.

## Extended Analysis

* Themes
* Analysis