OpenLLM-France/wikimedia huggingface dataset:
# English-Hanzi/Yoga is a group of physical, mental and spiritual practices

Yoga is a group of physical, mental and spiritual practices or disciplines that originated in ancient India. Yoga is one of the six schools of Hindu tradition.
瑜伽是起源于古代印度的一组身体，心理和精神的实践或学科。瑜伽是印度教传统的六个派别之一。
# English-Hanzi/Yoga is an exercise mainly composed of a series of postures

Yoga is an exercise mainly composed of a series of postures, sometimes accompanied by breathing exercises, and usually ends with lying down or meditating to relax.
瑜伽是一种主要由一系列姿势组成的运动，有时还伴有呼吸运动，通常以躺下或冥想放松为结束。
# English-Hanzi/Yoga betters your bone health

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Special:search/bone prefix:English-Hanzi/
It’s well documented that weight-bearing exercise strengthens bones and helps to ward off osteoporosis. Many postures in yoga require that you lift your own weight. And some, like Downward- and Upward-Facing Dog, help strengthen the arm bones, which are particularly vulnerable to osteoporotic fractures. In an unpublished study conducted at California State University, Los Angeles, yoga practice increased bone density in the vertebrae. Yoga’s ability to lower levels of the stress hormone cortisol may help keep calcium in the bones.
有 证据 表明，负重 运动 加强 骨骼，有助于 阻止 骨质疏松症。许多 yoga 姿势 需要 提高 自己 的 体重。有些，像 向下 和 向上 的 对抗运动，帮助 加强 特别 容易 发生 骨质疏松性 骨折 的 手臂 骨骼。在 Los Angeles 的 California 州立 大学 进行 的 一项 未发表 的 研究 中，yoga 练习 增加 椎骨 的 骨密度。yoga 降低 应激 激素 皮质醇 水平 的 能力 可能 有助于 保持 骨骼 中 的 calcium。
# English-Hanzi/Yoga prevents cartilage and joint breakdown

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Special:search/cartilage prefix:English-Hanzi/
Special:search/joint prefix:English-Hanzi/
Each time you practice yoga, you take your joints through their full range of motion. This can help prevent degenerative arthritis or mitigate disability by “squeezing and soaking” areas of cartilage that normally aren’t used. Joint cartilage is like a sponge; it receives fresh nutrients only when its fluid is squeezed out and a new supply can be soaked up. Without proper sustenance, neglected areas of cartilage can eventually wear out, exposing the underlying bone like worn-out brake pads.
每次 练 yoga，关节 会 得到 全 范围 的 运动。这 可以 通过 “收紧 和 松弛” 通常 不 使用 的 软骨 区域，来 帮助 防止 退化性 关节炎 或 减轻 残疾。关节 软骨 像 海绵，只有 当 其 流体 被 挤出 并且 渗入 新 的 供应 时 才 吸收 新鲜 的 营养 物质。没有 适当 的 滋养，软骨 区域 最终 会 磨损，暴露 出 下面 的 骨 像 磨损 的 制动片。
# English-Hanzi/Yoga drops your blood pressure

If you’ve got high blood pressure, you might benefit from yoga. Two studies of people with hypertension, published in the British medical journal The Lancet, compared the effects of Savasana (Corpse Pose) with simply lying on a couch. After three months, Savasana was associated with a 26-point drop in systolic blood pressure (the top number) and a 15-point drop in diastolic blood pressure (the bottom number)—and the higher the initial blood pressure, the bigger the drop.
yoga 运动 可 改善 高血压。有关 高血压 患者 的 两项 研究 发表 在 英国 医学 杂志 “柳叶刀” 上，比较 Savasana 姿势（挺卧式 姿势）对 简单 躺 在 沙发 上 的 影响。三个 月 后，Savasana 锻炼 使 收缩压（顶部 数字）下降 26点，使 舒张压（底部 数字）下降 15点 - 初始 血压 越高，下降 越大。
# English-Hanzi/Yoga improves your flexibility

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Improved flexibility is one of the first and most obvious benefits of yoga. During your first class, you probably won’t be able to touch your toes, never mind do a backbend. But if you stick with it, you’ll notice a gradual loosening, and eventually, seemingly impossible poses will become possible. You’ll also probably notice that aches and pains start to disappear. That’s no coincidence. Tight hips can strain the knee joint due to improper alignment of the thigh and shinbones. Tight hamstrings can lead to a flattening of the lumbar spine, which can cause back pain. And inflexibility in muscles and connective tissue, such as fascia and ligaments, can cause poor posture.
提高 灵活性 是 yoga 的 第一个 和 最 明显 的 好处 之一。在 你的 第一 堂课，不要 介意 做 背弯 时 可能 不能够 触摸到 脚趾。但 如果 你 坚持 下去，你 会 注意到 一个 逐渐 松动，最终，似乎 不可能 的 姿势 将 成为 可能。你 也 可能 会 注意到 疼痛 开始 消失。这 不是 巧合。紧绷 的 臀部 可能 会 由于 大腿 和 胫骨 的 不协调 而 使 膝关节 紧张。紧绷 的 腿筋 可能 导致 腰椎 变平，这 可能 导致 背痛。在 肌肉 和 结缔组织，例如 筋膜 和 韧带，不灵活 时，可 导致 不良 的 姿势。
# English-Hanzi/Yoga drains your lymphs and boosts immunity

When you contract and stretch muscles, move organs around, and come in and out of yoga postures, you increase the drainage of lymph (a viscous fluid rich in immune cells). This helps the lymphatic system fight infection, destroy cancerous cells, and dispose of the toxic waste products of cellular functioning.
当 收缩 和 伸展 肌肉，运动 器官，以及 转换 yoga 姿势 时，就 会 促进 淋巴（一种 粘性 液体 富含 免疫 细胞）的 排毒。这 有助于 淋巴 系统 对抗 感染，破坏 癌细胞，并 处置 细胞 运作 产生 的 有毒 废物。
# English as an Additional Language/Pronunciation of past tense ending - Regular verbs
## Pronunciation of Regular (+ed) Verb Endings

In English, the past simple form of regular verbs end in ed.
* play -> played
* shout -> shouted
* kick -> kicked
* cry -> cried
There are 3 possible pronunciations of the suffix (ending) ed:
* /d/ - the most common form, pronounced simple d (example: played)
* /t/ - common for some verbs whose final letter is k, p, ch or sh (example: kicked, stopped, watched, washed)
* /id/ - not very common but many foreign learners of English use this pronunciation for all verbs. It is used after verbs ending with a d and t sounds (example: decided, congratulated, uploaded, created, dated, fated, hated, jaded, mated, etc.)
# English as an Additional Language/Questions and Compounds
## Interrogatives

Questions in English often start with an interrogative which describes the type of information being asked for. Some examples are:
| Interrogative | Example question | Example answer |
| what | What is this? | This is an apple |
| who | Who is that? | That is my teacher. |
| where | Where is the restroom? | The restroom is down-stairs. |
| when | When does class start? | Class starts at six o'clock. |
| why | Why are you studying English? | I'm studying English because of my work. |
| how | How does my dress look? | Your dress looks great! |
Note how the word order changes between the question and the answer.

## Yes-no questions

In yes-no questions (so-called polar questions) the word order is usually the same, but instead of the interrogative comes a verb to make a Verb-Subject-Object sentence. Below are some examples of yes-no questions:
| Verb | Example question | Positive answer | Negative answer | Negative answer with positive explanation |
| do | Do you like apples? | Yes, I like apples. | No, I don't like apples. | No, I like/prefer oranges. |
| be | Is this red? | Yes, this is red. | No, this isn't red. | No, this is blue. |
| be | Are you studying English? | Yes, I'm studying English. | No, I'm not studying English. | No, I'm studying French. |
| be | Will you sing a song? | Yes, I'll sing a song. | No, I won't sing a song. | No, I will read a story. |
Usually, simple positive or negative answers will be shorter. It is enough to say: "Yes, I do.", "No, I don't.", "Yes, it is.", "No, it isn't", etc.
# English as an Additional Language/Rail Travel

RAIL TRAVEL Buying a train ticket
A young traveller goes up to the ticket office in a Railway Station in England:
* Traveller: "A ticket to Coventry, please."
* Clerk: "Is that a single or a return?"
* Traveller: "A return, please. "
* Clerk: "That's five pounds seventy then."
* (The traveller hands over a ten-pound note.)
* The Ticket Clerk takes the money and gives out a two part ticket along with some coins.
* Clerk: "Four pounds thirty is your change. Platform 3, you'd better hurry."
* Traveller: "Thanks"
The young traveller checks his change and hurries off as the Ticket Clerk serves the next passenger.
(Note that the exchange tends to be hurried and clipped. Flowery, extended sentences aren't needed, just the required information, a little courtesy, and a check of the coins and the tickets. Mistakes do happen, especially if you are in a hurry.)
A quick check now can save problems later:
The traveller rushes back to the ticket office, and tries to speak to the same Ticket Clerk:
* Traveller: "Sorry, these tickets say Daventry not Coventry"
* Clerk: "You said Daventry, sir."
* Traveller: "I'm sure I did not. I wanted a ticket to Coventry."
* Clerk: "Let's have a look then."
* (The Clerk takes the tickets back and examines the two pieces of the ticket.)
* Clerk: "OK. Return to Coventry, same fare."
* (The Clerk prints out two new parts to the ticket.)
* Clerk: "Here you go. Coventry, return."
* (The Clerk passes the new ticket back to the Traveller.)
* Traveller: "Thank you very much."
The traveller hurries off again with the correct tickets, just in time to board the train to Coventry.
There are many ways to ask the same question (or be asked):
* "Is this the train to Liverpool?"
* "Is this the train for Liverpool?"
* "Does this train go to Liverpool?"
* "This the Liverpool train?" (notice that the "is" can be left out in general speech)
* "Going to Liverpool?"
* "Liverpool train?"
* "Liverpool?" (although this can be confusing, meaning many things in just one word.)
(Note that some of these sentences are technically incorrect, but are acceptable in general speech. When writing English, outside of character dialogue or quotation, be specific and grammatically correct.)
# English as an Additional Language/Progressives

The progressive in English describes actions that were ongoing at one point in time. It can also be called the continuous.

## Past Progressives

The past progressive describes an action that was ongoing in the past but is no longer going on.
Example conjugation for "to eat" :
| Pronoun | Was or Were? | Verb stem | -ing |
| I | was | eat | ing |
| He | was | eat | ing |
| She | was | eat | ing |
| It | was | eat | ing |
| You | were | eat | ing |
| They | were | eat | ing |
| We | were | eat | ing |
The past progressive can be used to describe an action that was ongoing before it was interrupted.
E.g. Sally was eating pasta before the guests arrived.
It can also be used to describe two actions that were going on simultaneously.
E.g. While he was cooking dinner, I was in bed sleeping.
The past perfect progressive describes an action that started and was continuously going on until one point in the past.
Example conjugation for "to fight" :
| Pronoun | Had | Been | Verb stem | -ing |
| It | had | been | fight | ing |
| He | had | been | fight | ing |
| She | had | been | fight | ing |
| It | had | been | fight | ing |
| You | had | been | fight | ing |
| They | had | been | fight | ing |
| We | had | been | fight | ing |
E.g. I had been fighting with my brother for the entire morning.

## Present Progressive

The present progressive describes an action that is still being actively done. Unlike in other languages, the simple present cannot be substituted for the present progressive as the simple present only describes general facts.
Example conjugation for "to exercise" :
| Pronoun | Am, Is or Are? | Verb stem | -ing |
| I | am | exercis | ing |
| He | is | exercis | ing |
| She | is | exercis | ing |
| It | is | exercis | ing |
| You | are | exercis | ing |
| They | are | exercis | ing |
| We | are | exercis | ing |
The present progressive can be used to describe an action that is currently ongoing.
E.g. They are exercising right now.
It can also be used to describe a planned future action.
E.g. She is catching a train tomorrow.
# English as an Additional Language/Proverbs and Sayings

A bird in the hand is worth two in the bush.
It's raining cats & dogs.
(Someone / something is) driving me crazy.
It takes two to tango.
All is fair in love and war.
# English as an Additional Language/Relative clauses

Relative clauses are used to expand sentences and provide extra information.
* I live with my mother.
* I live with my mother, who's very strict.
The second sentence is a relative clause. It uses a relative pronoun (who) to provide extra information about the object of the sentence (mother). In English you have a choice of relative pronouns to use. The following section lists the most common relative pronouns.

## Who (or that)

Who is used to refer to people.

## Which (or that)

Which is used to refer to object (including animals).

## Where

Where is used to refer to places.

## Whose

Who is used with people when you are referring to an object which is owned / possessed by that person.

## When

When is used to refer to times and occasions.
# English as an Additional Language/Possessives

We use possessives when we talk about things which are owned by somebody or a direct relation to someone or something. In many languages it is common to talk about possession using a structure like 'object of subject' where the object is owned or possessed by the subject. This is possible in English but it generally sounds unnatural - This is the garden of my mum.
Usually in English we use possessives - This is my mum's garden

## Singular Possessives

This is simple. Simply add 's to the end of the noun if the owner or possessor is singular (I only have one mother).
* Tom's pen
* Ross's new house
* Sarah's DVD player
* The dog's dinner (dinner of one dog)

## Plural Possessives

If the owner or possessor is plural - i.e. many people own it - then we add the ' after the 's' of the plural noun.
* The dogs' dinner (dinner of many dogs)
# F Sharp Programming/Exercise Solutions

This section holds the solutions to the exercises in this book.
The solutions are on separate pages to ensure that you don't inadvertently see the solution to the next problem - which would spoil all the fun!
# F Sharp Programming/Essential Syntax

Every language-type has its own unique way of expression.
# GCSE Science/Ecology
## Definition

Ecology is the scientific study of the interactions among organisms and the interactions between the organisms and their environment. Every living organism and component of an environment cannot exist as a separate entity. Instead, they are interrelated and form a complex system.

## Components of ecosystems

An environment consists of living organisms and non-living organisms. The living organisms in an environment are called the biotic components and the non-living factors are called the abiotic component. The biosphere is where this organism exist in.
# GCSE Science/Edexcel/Chemical Patterns

This edexcel module is splt into three sub-models. You should study all three of them to complete all the material in the module.
* Atomic Structure
* The Periodic Table
* Rates of Reaction
# GCSE Science/Electricity

Information on the Oxford, Cambridge and RSA examinations is available from the OCR Website.
* Static Electricity
** GCSE Science/Uses of static electricity
** GCSE Science/Advanced static electricity topics
* Electrolysis
* GCSE Science/Circuits
** GCSE Science/Current, voltage resistance and Ohm's law
** GCSE Science/Three useful components
** GCSE Science/Circuits Part2
** GCSE Science/Parallel and series circuits
* Safety in Mains Circuits
* Power
* Electromagnetism
** GCSE Science/Magnetic effects of a current
** GCSE Science/Uses of electromagnets
** GCSE Science/The motor effect
** GCSE Science/Induction
** GCSE Science/Generating electricity
** GCSE Science/Transformers

## End of Module tests

* Multiple choice
* Terminal exam questions
See also Electronics.
# GCSE Science/Electricity multiple choice practice question 1

A kettle is fitted with a 13A fuse. Which one of the following statements is correct?
* The fuse's main purpose is to protect a person should the live wire touch the metal case
* The current in the live wire is kept at 13A by the fuse
* The fuse is a special sort of resistor. It keeps the current below 13A by resisting any extra current
* If the current goes above 13A the fuse will melt, and so break the circuit
# GCSE Science/Disease
## What are infectious diseases?

Infectious diseases are diseases which can be passed from one person to another.
There are a number of organisms that can cause infectious diseases
* Fungi
* Bacteria
* Viruses

### Fungi

A fungus is neither a plant or an animal, it is an organism in its own kingdom, the Fungi. They can be uni-cellular or multicellular. Like animal and plant cells, fungal cells are eukaryotic. This means that they have a nucleus that contains DNA. Fungi reproduce by producing spores. An organism usually becomes infected by a fungus via a cut or through being breathed into the lungs. The fungus feeds off of the cells of the infected organism.
An example of an infectious disease caused by a fungus is Thrush. This is caused by the yeast Candida. This normally survives in people's throats without any issue. If there are changes to the conditions in the throat, Candida can then start damaging the patient's throat cells, causing symptoms of the disease.

### Bacteria

These are small, single-celled organisms. They are much smaller (approximately 10 times smaller) than animal and plant cells. Unlike plant and animal cells, bacteria lack a nucleus and membrane-bound organelles. This means that they are classed as being prokaryotes. Bacteria reproduce by splitting into two via a process called binary fission. This is very similar to mitosis, which is how cells in multicellular organisms replicate. Bacteria cause disease by growing and damaging the cells of an organism or by producing toxins.
There are many bacterial infections. One example is Strep Throat, which is a bad sore throat caused by the basterium Streptococcus.

### Viruses

Viruses are many times smaller than bacteria. An electron microscope is needed to even be able see a virus. They do not have cells and cannot reproduce on their own, they rely on the host body cell reproducing them. They are made of a protein outer case protecting and enclosing a small amount of DNA or RNA (depending on the virus).
Viruses enter body cells and then effectively hijack the cell, causing the cell to reproduce vast quantities of virus. Eventually the virus will burst out of the cell, in the process killing the cell and harming the infected organism. This can cause symptoms of the disease. Alternatively the virus can affect the DNA of the organism, causing it to function abnormally.
An example of a disease caused by a virus is the common cold

## Artificial defence against disease

Ignaz Semmelweis was a doctor who first came up with the idea of infectious diseases being spread easily. In the hospital he worked in, he was able to observe medical students performing dissections, then delivering babies. Many women died from diseases. Semmelweis believed these were passed on by the doctors unwashed hands. Upon telling the doctors to wash their hands, death rates fell.
# GCSE Science/Current, voltage resistance and Ohm's law answers

1= 1.5 A 2= 0.5 ohm 3= 10 ohm
# GCSE Science/Electricity multiple choice practice question 1 answer 1

Sorry this is the wrong answer.
The fuses main purpose is to protect the kettle from having too much current pass through it. It probably would blow if there is a short circuit between the live and earth wires, but it's really the earth wires job to protect a person.
# Futurebasic/Language/Reference/inc long
## INC LONG/WORD/BYTE
### Statements

Appearance Standard Console

### Syntax

INC {LONG|WORD|BYTE} (addr&) Description: This statement increments the long integer, short integer or byte which begins at the specified address in memory; that is, it adds 1 to the value in memory and stores the result back into the addressed location. If the long integer, short integer or byte is already at its maximum possible value, then the statement will cycle it back to its minimum value. Example: INC LONG (myAddr&) ...is equivalent to: POKE LONG myAddr&, PEEK LONG(myAddr&) + 1 Also: INC WORD (myAddr&) ...is equivalent to: POKE WORD myAddr&, PEEK WORD(myAddr&) + 1

### See Also

INC; DEC LONG/WORD/BYTE; DEF CYCLE
# Futurebasic/Language/Reference/if
## IF
### Statement

Appearance Standard Console

### Syntax

IF expr THEN {dest1|statement1 [:statement2 ...]} ¬

### Description

Conditionally executes one or more statements, or jumps to an indicated line, based on the value of expr. If expr is evaluated as "true" or as nonzero, then the program either jumps to the line indicated by dest1, or it executes statement1, statement2, etc. If expr is evaluated as "false" or as zero, and you've included the ELSE clause, then the program either jumps to the line indicated by dest2, or it executes statement3, statement4, etc. Each of the statement's can be any executable statement except a "block" statement such as FOR, WHILE, DO, etc. expr can be either a numeric expression, a "logical" expression, or a string. A logical expression normally contains "data comparison" operators, and can be evaluated as being either "true" or "false." Here are some examples of logical expressions: x! > 19.7 myName$ = "RICK" 6*7 <= 42In FB, numeric expressions and logical expressions are interchangeable. When a numeric expression is used in the context of a logical expression, then it's considered "true" if it's nonzero, or "false" if it's zero. For example: IF x+3 THEN BEEP Here, the BEEP will be executed if and only if x+3 is not zero. When a logical expression is used in the context of a numeric expression, then it's evaluated as -1 if it's true, or as 0 if it's false. For example: found = (fileName$ = seekName$) Here, if fileName$ equals seekName$, the value -1 is assigned to found; otherwise, found is assigned a value of 0. You can use the operators AND, OR, NOT within expr. Note, however, that these three are considered to be arithmetic operators, not logical operators. This can lead to some unexpected results if you're not careful. For example, this expression: firstNumber& AND secondNumber& may evaluate to zero (false), even when both firstNumber& and secondNumber& are each nonzero (true). When you wish to use AND, OR, or NOT in the context of a logical expression, you should use operands which always evaluate either to -1 or to 0. For example: firstNumber& <> 0 AND secondNumber& <> 0 This expression behaves "logically," because (firstNumber&<>0) is always -1 or 0; and likewise (secondNumber&<>0) is always -1 or 0. The expr can also be a string. When a string is used in the context of a logical expression, it's evaluated as "true" if and only if the length of the string is greater than zero. Note: The IF statement is a one-line structure. To create a conditional structure spanning multiple lines, use the LONG IF statement. Use caution when comparing floating point values to zero or to whole numbers. The following expression may not evaluate as expected: IF x# = 1In this statement, the compiler compares the value in x# to an integer "1". Since SANE and PPC math both use fractional approximations of numbers, the actual value of x#, though very close to one, may actually be something like 0.99999999 and therefore render unexpected results.

#### See Also

LONG IF; AND; OR; NOT; SELECT CASE
# GOTO
## Syntax
## Description

Causes program execution to continue at the statement at the indicated line number or statement label. The target statement must be within the same "scope" as the GOTOstatement (i.e., they must both be within the "main" part of the program, or they must both be within the same local function). Also, you should never use GOTO to jump into the middle of any "block" statement structures (such as FOR...NEXT, SELECT...END SELECT, LONG IF...END IF, etc.).
GOTO is sometimes useful in the "main" part of the program, to branch around certain structures such as ENTERPROC procedures. However, excessive use of GOTO can lead to code that is difficult to read and maintain. The use of GOTO is generally discouraged; FutureBasic's other branching and looping structures offer a better solution.

## See Also

LOCAL FN; GOSUB; FOR; LONG IF; SELECT; ENTERPROC