OpenLLM-France/wikimedia huggingface dataset:
# Conlang/Intermediate/Grammar/Derivation

So far we've mostly concentrated on using affixes and other processes to create slight variations on the words that we already have. For example, "dogs" is just a variation of "dog" meaning that there is more than one of them, but they still both refer to a particular kind of four-legged animal. This is called inflection.
In contrast, words like "dogpile", "doggedly", and "hot dog" are obviously related to the word "dog", but they don't refer to the same thing. It's time to dive into derivation.

## Compounding

There are two major sub-fields of derivation; compounding and affixing. Compounding means putting whole words together to form a new word, as in the following examples:
* "roommate" (noun + noun)
* "bluebird" (adjective + noun)
* "babysit" (noun + verb)
Notice that in all these compound words, the second word determines the general kind of thing the compound refers to, and the first word makes it more specific. A roommate is a kind of mate, not a kind of room; a bluebird is a kind of bird, not a shade of the color blue; to babysit is to take care of (sit with) a baby (or other child), not to baby a sit (if that means anything). Because of this we say that compound words in English follow a modifier-head order: the modifier morpheme comes first, and then the head morpheme. Some other languages have head-modifier order. Some languages also allow more than two words to be combined.
When compounding is used to generate new words, care must be taken not to violate the phonotactics of the language. In the case where an illegal phoneme combination occurs, you will have to decide how to modify the word to follow the phonotactics.

## Affixing

Affixing is when you use affixes to change the meaning of a root in a more or less predictable way. Examples from English include:

### -er, -or

    doer, worker, contractor, enabler

### un-

    unable, unworthy, undo

### pre-

    prefix, prepay, preauthorize
One of the major uses for derivational affixes is to change the type of word; turn a noun into a verb for example. In the example above you can see that the English affix -er takes a verb (such as "to work") and turns it into a noun ("worker"). There are all sorts of affixes for all the major transformations.
It's possible to apply more than one such transformation at a time; a noun like "concept" can become an adjective with the addition of "-al", "conceptual" can become a verb with "-ize", and "conceptualize" can come full circle to a noun with "-ation", conceptualization.
In some languages these means of deriving new words are more productive than in others. Languages like German and Esperanto give the individual speaker great freedom to coin new compounds and affixed words as needed, while languages like French are more restrictive, usually tending to use phrases for things German might coin a new compound for. English is somewhere in the middle of the spectrum. This may be partly a matter of culture as well as linguistic structure.
# Basic Algebra/Systems of Linear Equations/Solving Linear Systems by Linear Combinations
## Practice Problems

Use / as the fraction line!
# Basic Algebra/Systems of Linear Equations/Solving Linear Systems by Graphing

In Algebra, the linear equation is defined as an algebraic equation, in which each term has an exponent value of 1. If the linear equation is graphed, it should always result in a straight line. The system of linear equations contains two or more linear equations. While solving the system of linear equations graphically, we have to graph the equations in the same coordinate system. The point at which the straight lines intersects is called the solution of the linear equation. The solution to the system of linear equations is an ordered pair, which satisfies the given equations.
Now, let us solve the system of linear equations by the graphical method.
Consider two linear equations,
y = x-1
y= 2x+2
Now, graph the equations in the coordinate plane.
Now, the two linear equations intersect at the common point (-3, -4), which is the solution for the given system of linear equations.
# Lesson 9. Formulas
## Games and Activities for Review

* http://www.quia.com/cm/19994.html (30 second integer practice - add, subtract, multiply and divide)
* http://www.quia.com/cb/25168.html (add and subtract positive and negative numbers)
# Basic Algebra/Working with Numbers/Combining Like Terms
## Lesson

Algebra is used to make many problems simpler, and that is why a lot of algebra is about finding simple expressions which mean the same thing as harder ones. Variables are given different letters and symbols in algebra so they can be kept apart, so every time $x$ is used in an expression it means the same thing, and every time $y$ is used it means the same thing, but a different thing to $x$ (of course this is only in the same expression, different expressions can use the same letters to mean different things). Since the different letters keep the variables apart this means that an expression with many variables in many places can be made simpler by bringing them together.

## Example Problems

Here is an example of variables keeping numbers apart even if we don't know them, and this lets us combine them without changing their value: Albert has some books in his bag, he does not know how many. Beth also has some books and she does not know how many. Chris does not know how many books he has, but he knows it is the same as Beth. Dora knows she has the same number of books as Albert. In this example there are 4 lots of books, so we could write the total number of books as:
$a+b+c+d$
Since we know that Albert and Dora have the same number of books, and Chris and Beth have the same number of books, we could also write:
$a+b+a+b$
This is the same as writing:
$2a+2b$
Here we have grouped both a terms and both b terms. We could also go further, since everything is being multiplied by 2, and write:
$2(a+b)$
This is the simplest way of writing how many books there are. Not only were the variables combined, but so were the constants (in this case the number 2). We can check if they are the same by seeing what happens when Albert has 2 books and Beth has 5.
$a+b+c+d=2+5+2+5=14$
$2(a+b)=2(2+5)=2\times 7=14$

## Practice Games

Put links here to games that reinforce these skills.
* http://www.math.com/school/subject2/practice/S2U2L4/S2U2L4Pract.html
* http://www.studystack.com/matching-47007
# Basic Algebra/Systems of Linear Equations/Chapter Test

Please post your test problems this way:
* Problem:(answer,level of difficulty(easy, medium, hard))
* Example
$x+11=36$:
    ${\begin{cases}x+11=y+111\\y=-3x\end{cases}}$
$x+11=-3x+111$
$x=25$ ,($25+11=36$)
($y=36-111=-75$, medium)
# Basic Algebra/Working with Numbers/Chapter Test

Please post your test problems this way:
* Problem:(answer,level of difficulty(easy, medium, hard))
* Example 2x=6: (x=3,easy)
* Example 2x+x^2+x(=3x+x^2(form1 level))
* Example combine1:2,3:2(=6:4:2)(form2 level)
# Croatian/Main Contents/Nouns
## Cases

Croatian language has 7 cases: nominativ, genitiv, dativ, akuzativ, vokativ, lokativ, instrumental.
e.g. mačka (cat)
Nominative: mačka
Genitive : mačke
Dativ : mački
Akuzativ : mačku
Vokativ : mačko
Lokativ : (o) mački
Instrumental : (s) mačkom

#### More About Cases

Nominative: The subject of a clause is in the nominative.
Genitive: The genitive expresses possession. This case is also used after certain prepositions.
Dative: Indirect objects take the dative. The dative is also used in certain other expressions.
Accusative: The direct object of a clause is put into the accusative. Also, the objects of certain prepositions take the accusative. Verbs of motion take the accusative.
Vocative: The vocative is sometimes used when addressing people directly.
Locative: The locative indicates location, and is used to describe position with such prepositions as na and u.
Instrumental: The instrumental is used with prepostions s (with).
<–– Back to contents page
# Croatian/Main Contents/Level 2/Lesson 5
## Gdje-Kamo- Kuda??

Gdje*-where Kamo -where to Kuda-which way
Examples : Gdje si ?- Where are you ?
Possible answers:
U Orebiću sam. -I am in Orebić.
Kod kuće sam. - I am home.
U kafiću sam. - I am in the bar.
Kamo ideš? -Where are you going to?
Possible answers:
* Idem kući.- I go home.
* Idem u Zagreb.-I go to Zagreb.
* Idem na obalu.-I go on the coast.
Kuda ideš?- In which you go?
Possible answers:
Idem preko šume.-I go over the forest. I go via highway. Idem preko autoceste.
Developed form these pronouns:
* negdje-somewhere
* nigdje-nowhere
* svugdje, svagdje-everywhere
* igdje , bilo gdje-anywhere
* nekamo-to somewhere, to some place
* nikamo—to nowhere
* ikamo ,bilo kamo- to anywhere
* nekuda-in some direction
* nikuda-in no direction
* bilo kuda, ikuda- in any direction
Note:In spoken language gdje (and its derivatives ) is very rarely used. Instead of them are used dialectical forms. di-most widespread
* đe
* kadi
* gdi
etc.
# Croatian/Main Contents/Level 2/Lesson 6

Singular a) moj, tvoj,svoj (mine, yours,its {masc.}) b) moja, tvoja, svoja {f.} c) moje, tvoje, svoje {n.}
Singular :
| Gender | Nominative | Genitive | Dative | Accusative | Vocative | Locative | Instrumental |
| Masculine | Moj | Moga,Mojega | Momu,Mojemu | Moga,Mojega | Moj | Mom,Mojem | Mojim |
| Feminine | Moja | Moje | Mojoj | Moju | Moja | Mojoj | Mojom |
| Neuter | Moje | Moga, Mojega | Momu,Mojemu | Moga, Mojega | Moj | Momu,Mojemu | Mojim |
| Plural ||||||||
| Gender | Nominative | Genitive | Dative | Accusative | Vocative | Locative | Instrumental |
| Masculine | Moji | Mojih | Mojim,Mojima | Moje | Moji | Mojim,Mojima | Mojim,Mojima |
| Feminine | Moje | Mojih | Mojim,Mojima | Moje | Moje | Mojim,Mojima | Mojim,Mojima |
| Neuter | Moja | Moje | Mojoj | Moju | Moja | Mojoj | Mojom |
# Croatian/Main Contents/Level 3

Lesson 1 - Conditional sentences
Lesson 2 - Relative sentences
Lesson 3 - Temporal sentences
# Croatian/Main Contents/Level 2/Lesson 7

| Singular | Singular | Singular | Plural | Plural | Plural |
| Masculine | Neutral | Feminine | Masculine | Neutral | Feminine |
| Koji | Koje | Koja | Koji | Koja | Koje |
| Kojeg | Kojeg | Koje | Kojih | Kojih | Kojih |
| Kojem | Kojem | Kojoj | Kojim | Kojim | Kojim |
| Koji | Koje | Koju | Koje | Koja | Koje |
| Kojem | Kojem | Kojoj | Kojim | Kojima | Kojima |
| Kojim | Kojim | Kojom | Kojim | Kojim | Kojim |
# Croatian/Main Contents/Level 2/Lesson 8

| | Singular | Singular | Singular | Plural | Plural | Plural |
| case | Masculine | Feminine | Neutral | Masculine | Feminine | Neutral |
| nom. | Taj | Ta | To | Ti | Te | Ta |
| acc. | Tog(a) | Tu | To | Te | Te | Tu |
| gen. | Tog(a) | Te | Tog(a) | Tih | Tih | Te |
| dat., loc. | Tom(u,e) | Toj | Tom(u,e) | Tim | Tim | Toj |
| ins. | Tim(e) | Tom | Tim | Tim | Tim | Tom |
# Croatian/Main Contents/Phrasebook
## Croatian language

| Translation | Phrase |
| Croatian | hrvatski |
| hello | bok (informal) |
| good day | dobar dan (formal) |
| good-bye | doviđenja |
| How are you? | Kako ste [vi]? (formal), Kako si [ti]? |
| I am fine, thank you | Dobro sam, hvala |
| What are you doing? | Što [vi] radite? (formal), Što [ti] radiš? |
| nothing | ništa |
| please | molim (lit. I beg) |
| thank you | hvala |
| you're welcome | molim (polite), Nema na čemu |
| excuse me | ispričavam se (lit. I excuse myself) |
| sorry | oprosti (informal), oprostite (formal) |
| that one | onaj, taj |
| how much | koliko? |
| yes | da |
| no | ne |
| generic toast | uzdravlje! (lit. to your health), živjeli! (lit. live) |
| I don’t understand | ne razumijem |
| My name is... | Zovem se... (lit. I'm calling myself...) |
| What is your name? | Kako se zovete? (formal; lit. How are you calling yourself?), Kako se zoveš? |
| Where is the bathroom? | Gdje je zahod? |
| English | engleski |
| Do you speak English | Govorite li engleski? |
| What? | Što? |
| OK | u redu (lit. in order) |
| I don't know | ne znam |
# Contemporary Fiddlers/John Arcand

Jean-Baptiste (John) Arcand born July 19, 1942 at Winter Lake, Saskatchewan, is a Canadian fiddler. Arcand has been writing and performing since childhood, having learned the traditional Red River Métis tunes from his father Victor and his grandfather Jean-Baptiste. With over 250 original tunes written to date, he is being recognized by the Métis community for ensuring that this important tradition survives.
Arcand has recorded many albums including an album of Métis fiddle tunes with Calvin Vollrath. With Vollrath, he taught for many years at the Emma Lake Fiddle Camp, run by the Saskatchewan Cultural Exchange Society.. Arcand has been a mentor to many Canadian fiddlers over a long career. On March 28, 2003, The National Aboriginal Achievement Award for Arts and Culture was presented to Arcand at the National Arts Centre in Ottawa. He was recognized for his contributions and his commitment to the preservation of Métis fiddling. The Canadian Grand Masters Fiddling Championship awarded him a lifetime achievement award in 2003. He performed at the launch of Canada's first web-based Métis radio station.
In 2008, Arcand became a member of the Order of Canada.
The John Arcand Fiddle Fest, held each August on his acreage south of Saskatoon, is attended by fans of fiddle music from around the globe.

## Partial discography

* Meeyashin (2007)
* Les Michif (2006)
* Vicki and Me...and some of our favorites (2005)
* Thru the Years (2005)
* Original and Traditional (2004)
* Celebrating Tradition (2003)
* Echoes of the Prairie (Recorded 1994 - Re-Released 2002)
* Traditionally Yours (2001)
* Whoa-Ha-Gee (2000)
* Sugar Hill Road (1999)
* The Tunes of the Red River (1998)
* La Celebration '92 (1992)

## External links

* John Arcand's Official Homepage
* Emma Lake Fiddle Camp
* Order of Canada description of John Arcand
* John Arcand Fiddle Fest
* Saskatchewan Arts Board Tribute to John Arcand
* Canadian Grand Masters Fiddling Championship

## References

* ↑ http://web.archive.org/web/20061208114516/http://www.cbc.ca/arts/story/2005/03/11/metisradio050311.html
# Continuum Mechanics
## Introduction

* Subject of Continuum Mechanics
* Basic Assumptions of Continuum Mechanics

## Kinematics of Deformable Media

* Coordinates
** Lagrangian Description
** Eulerian Description
* Scalar and Vector Fields and Their Characteristics
* Elements of Tensor Calculus
* Deformation Theory
** Stress Tensor
* Strain Rate Tensor
* Stokes' and Gauss—Ostrogradsky Theorems

## Dynamics of Deformable Media

* Equations of Medium Motion
* Strain Tensor
* Angular Momentum Equations

## Simple Models of Continuous Media

* Ideal Liquid an Gase
* Linearly Elastic Body
* Linearly Viscous Liquid
* Examples of Equations in Curvilinear Coordinates

## Elements of Thermodynamics

* Kinetic Energy Theorem
* First Law of Thermodynamics
* Diparametric Media. Ideal Gase. Carnot Cycle
* Second Law of Thermodynamics
* Examples of Ideal and Viscous Media. Thermal Conductivity
# Contemporary Fiddlers/Andy de Jarlis

Andy de Jarlis (born André Desjarlais, 1914 – 1975) was a Canadian Métis fiddler, with "more than 200 musical compositions to his credit (jigs, reels, polkas and waltzes) as well as 38 records."
His albums include "Red River Echoes", "Red River Echoes, Vol. 2", "Square Dance with Andy Dejarlis", "Andy Dejarlis and His Early Settlers", "Old Time Waltzes", "Let's Do The Two-steps", "Andy Dejarlis's Favourite Old Time Tunes", "Jolly Old Time Music with Andy Dejarlis", "Et domino les femmes ont Chaud", "Chainez les hommes - chainez les femmes", "Tour de valse avec Andre Dejarlis et son ensemble", "Original Old-Time Music", "Good Old Time Music", "Square Dance With Calls" and "Canadian Old Time Music."

## References

* ↑ "THE VIOLIN AND THE RED RIVER JIG". Retrieved 16 March 2010. In 1969, he was the first Canadian to win the annual Broadcast Music Canada Inc. prize. When he died in 1975, Andy De Jarlis had more than 200 musical compositions to his credit (jigs, reels, polkas and waltzes) as well as 38 records.
# Contemporary Fiddlers/Jane Clark

Accomplished rock to the accompaniment of electric guitar, Clark also performs in a traditional mode. She played Hitra Norway in 2008 and performed the popularized Irish song "Whiskey in the Jar" at Hopsjo Brygga II with guitarist Shane Donnelly. As readily observable in the clip, she has a very animated style particularly with regard to her bow which at times attacks the strings with a rocker's abandon. Note also the tempo increase as the tune draws to a close - a pop characteristic contrary to traditional Irish playing.

## References

* ↑ http://www.youtube.com/watch?v=D0Z4B8caL7Y
# Contents

| bad | good |
| Introduction | Organic Chemistry/Introduction |
| Overview of Functional Groups | Organic Chemistry/Overview of Functional Groups |
| Authors | Organic Chemistry/Authors |
# Continuum Mechanics/Basic Assumptions of Continuum Mechanics
## Structure of matter

* Characteristic sizes of atoms and molecules (on example of hydrogen atom and molecule)
* Number of molecules in different volumes of different gases in different spaces
* Distribution of mass
* Molecules move chaotically

## Interactions between particles

* Gravitational (considerable among large objects, almost inconspicuous on molecule level)
* Weak
* Strong (considerable only on very short distances, large amount of energy is needed to get such distances)
* Electromagnetic - exactly what we need
Something about how to reduce phenomena of durability and elasticity to Coulomb interactions.

## Considerable physical and chemical processes

* Electrodynamics
* Phase states (examples)
* Properties of matter and components of compounds
* Chemical reactions
* Phase transitions
* Thermal motion
* Thermal expansion
* Viscosity
* Eradiation
* Polarization and magnetization
* Quantum mechanics

## Statistical and Phenomenological Description of Substances

* Futility of trying to write a system of equations to every particle
Usage of mean, summary or global characteristics is essential.
* Disadvantages of statistical description due to need of additional sometimes groundless hypotheses
* Cute phenomenological description

## About Space and Time

* Metric manifolds
* E.g. 3-dimensional Euclidean space
* We will not use pseudo Euclidean spaces
* Absolute time
* Newton mechanics
# Bicycles/Maintenance and Repair/Bottom Brackets

Chapters: 01. Introduction 02. What Style of Riding is for Me 03. Equipment and Accessories
04. Riding tips and safety tips 05. Guide to safety 06. Maintenance and repair 07. Modifications External Links

## See Also

   * Bottom bracket overhaul
# Bicycles/Maintenance and Repair/Appendix
### Company Specific Manuals

* Bontrager
* Campagnolo
* China Bicycle Manufacturer
* Fox
* Hayes
* Mavic
* Magura
* Marzocchi
* Moulton
* Progressive
* Rock Shox
* Shimano
* SRAM
# Bicycles/External Links

Chapters: 01. Introduction 02. What Style of Riding is for Me 03. Equipment and Accessories
04. Riding tips and safety tips 05. Guide to safety 06. Maintenance and repair 07. Modifications External Links

## External links
### Bicycle Communities

* Bikes not Bombs: a Boston cycle organisation with its own pdf-based bike maintenance tutorials
* CTC-The UK's National Cyclist's Organisation : A site of general interest to UK cyclists.

### Main Manufacturer Links

* Campagnolo Technical Documents : Spare parts lists and instructions
* SHIMANO Technical Documents : Spare parts lists and instructions
* SRAM Service Pages : Spare parts lists and instructions

### Respected Maintenance Sites

* Park Tool Repair Help : A well respected repair site, known widely to cyclists everywhere.
* Sheldon Brown's Home Page : The repair home page of the late Sheldon Brown, now maintained by Harris Cyclery.

### Specific Interest Pages

* Gearing 101 Tutorial: by the Cycling Site, Oregon, USA
* London-Bicycles on Public Transport: A guide to bike access on the London Underground (UK)
* London-Bicycle Hire Scheme: How and where to hire a bicycle in London (UK)
* Front Shifting: A page on front shifting by CTC, the UK Cyclist's Organisation
* Rear Shifting: A page on mixing rear drive-train gear by CTC, the UK Cyclist's Organisation
# Bestiary of Behavioral Economics/Mental Accounting

MENTAL ACCOUNTING
There are three types of accounts you should keep in your head: Consumption, Assets & Savings.
Consumption This account is associated with anything that is consumed by the person within the year. The account is basically what you live off of such as food, current bills, entertainment, etc. This account is mostly associated with people that are in their midlife. This is the group that spends more money than they actually have. Babies and elder people do not spend much of this account. Self-control is a major problem that leads to the midlife group spending so much of their income. This problem usually leads to utilizing funds from the other two accounts.
Assets This account is associated with any extra money. This account should mostly have deposits and not withdraws. It is usually passed down generations and builds up every year. Each holder contributes to it as it gets passed down. When emergencies do occur, some get their hands into this account. The elder people are the ones that mostly contribute to this account.
Savings This account can also be known as Future. It is the money you are investing to allow it to grow over the years. This account should be set up so there is one lump sump withdraw sometime during the future or early withdraws of the same amount. This money builds interest over time and the amount you initially invested grows. It is for special occasions such as college funds.
All three of the mental accounts are eminent in to keep a balance of your funds.
Reference: The Winner's Curse Paradoxes and Anomalies of Economic Life by Richard H. Thaler