OpenLLM-France/wikimedia huggingface dataset:
# Ido/Lesson II2
### En la restorerio

| desero | dessert |
| dineo | dinner, dining |
| disho | dish (as food) |
| drinkar | to drink |
| entreo | side dish |
| karno-disho | meat dish |
| komendar | to order (dinner, etc.) |
| tostar | to give a toast |
| manjar | to eat |
| plado | dish (as utensil) |
| repastar | to have a meal, eat |

### Exemplo-frazi

* Qua esas tua favorata restorerio? Which is your favorite restaurant?
# Ido/Lesson II5

Some useful words
Reservar = reserve
Chambro = room
A short dialogue in Ido at the reception desk:
Roger : Bon jorno
Aceptisto: Bon jorno. Quale vu standas Sioro?
Roger: Me standas bone, danko!
Roger: Me volus reservar chambro.
Aceptisti: Unulita o dulita ?
Roger: Unulita
Aceptisto: Por quanta nokti?
Roger: Por 2 nokti.
Aceptisto: Quale vu nomeskas?
Roger: Me nomeskas Roger Bru
Aceptisto:: Donez ad me irgu vua identesilo
Roger: Yen mea veh-permeso
Aceptisto: Bone, danko
Aceptisto: Yen vua klefo. Vua chambro-numero esas 10
# Ido/Lesson II4
### Urbala transport-sistemi

| aeroportuo | airport |
| automobilo | motor-car, automobile |
| autobuso | bus |
| bagajo | luggage, baggage |
| choseo | roadway, highway |
| etapeyo | stopping place (as in bus or tram stop) |
| kamiono | lorry, truck |
| *metropoliteno | metro |
| treno | train |
| pasajer-treno | passenger train |
| rel-voyo | railway |
| staciono | station |
| strado | street |
| taxio | taxi |

### Exemplo-frazi

* Ube es la strado Couturat? Where is Couturat Street?
* Kande departos la sequanta treno a Madrid? When will the next train for Madrid depart?
* Montrez a me la *metropoliteno en la mapo. Show (to) me the metro (subway/underground) in the map.
* Ho! La treno jus departis. Oh! The train just left.
# Ido/Lesson II3
### La Urbo-centro

| choseo | highway |
| edifico | building |
| hotelo | hotel |
| quartero | district or area |

### Exemplo-frazi

* La hospitalo ne es fore de la urbo-centro. The hospital is not far from the center of the city.
* Ad-dextre vi povas vidar la anciena cinemo. To the right you can see the old cinema (movie-house).
* Singla urbo havas sua povra quarteri. Every city has its slums.
# Ido/Lesson III5
### Lektado=== Reading ========= Lektar - to read ====

| libro | book |
| kayero | copy book, notebook |
| lerno-libro | text-book, manual |
| novelo | short story, novelette |
| romano | novel, book of fiction |
| rakonto | story |
| aventuro | adventure |
| epizodo | episode, event |
| fakto | fact |
| naraco | narrative |
| historio | history |
| tomo | volume, tome |
# Ido/Lesson III7
### Using Computers

Some of these words have not been oficially adopted:
| *komputoro | computer |
| mikra-procedero | microprocessor |
| chefa-procedero | central processing unit |
| klavaro | keyboard |
| montrilo | monitor |
| memoreyo | memory |
| imprimilo | printer |
| *skanilo | scanner |
| programo | software |
| dominaco-programo | operating system |
| mond-vasta reto | world wide web |

### Exemplo-frazi

* La dominaco-programo en mea komputoro* es Ubuntu Linux.
* Komputorala reto esas irga grupo di inter-konektita komputori.
* La ¨Internet¨ esas mond-vasta, publike acesebla serio di inter-konektita reti komputorala.
* La ¨World Wide Web¨ esas sistemo konsistanta ek inter-ligita ¨hypertext¨-arkivi quan onu povas acesar per la ¨Internet¨.
* Onu povas uzar la komputorala programaro, nome ¨Web Browser¨, por vidar ret-situi ed por pilotadar inter li per ¨hyperlinks¨.
* The operating system in my computer is Ubuntu Linux.
* A computer network is an interconnected group of computers.
* The Internet is a worldwide, publicly accessible series of interconnected computer networks.
* The World Wide Web is a system of interlinked hypertext documents accessed via the Internet.
* One can use a ¨Web Browser¨ to view ¨Web pages¨ and to navigate among them by using hyperlinks.
# Ido/Personal pronouns

Personal pronouns in Ido:
* me - I/me
* tu - you (intimate)
* vu - you (formal)
* il/ilu - he/him
* el/elu - she/her
* ol/olu - it
* lu - he/she/it
* ni - we/us
* vi - you (plural)
* li (ili/eli/oli) - they/them
* on - one/they/people
# Ido/Lesson III1
### Homala Korpo - The Human Body

| kapo | head |
| haro | hair (single strand) |
| hararo | hair (collective) |
| fronto | forehead |
| okulo | eye |
| brovo | eyebrow |
| orelo | ear |
| nazo | nose |
| vango | cheek |
| barbo | beard |
| boko | mouth |
| labio | lip |
| dento | tooth |
| lango | tongue |
| labio-barbo | moustache |
| kolo | neck |
| shultro | shoulder |
| pektoro | chest |
| dorso | back |
| mamo | breast |
| ventro | belly |
| tayo | waist |
| hancho | hip |
| muskulo | muscle |
| osto | bone |
| pelo | skin |
| brakio | arm |
| dopa-brakio | upper arm |
| kudo | elbow |
| avana-brakio | forearm |
| karpo | wrist |
| manuo | hand |
| polexo | thumb |
| fingro | finger |
| gambo | leg |
| kruro | thigh |
| genuo | knee |
| tibio | shin |
| suro | calf |
| pedo-kolo | ankle |
| pedo | foot |
| talono | heel |
| plando | sole |
| haluxo | big toe |
| ped-fingro | toe |
# Ido/Lesson III2
### Religio (Religion)

| animismo | animism |
| anjelo | angel |
| ateisto | atheist |
| Budhisto* | buddhist |
| deo | god |
| deino | goddess |
| deismo | deism |
| druidismo | druidism |
| Hinduo | Hindu |
| hinduismo | hinduism |
| islamo | islam, islamism |
| Judo | Jew |
| judaismo | judaism |
| Kristano | Christian |
Words marked with * are not official.
# Ido/Lesson III4
### La Universo

* La universo esas la maxim granda misterio. The universe is the greatest mystery.
* Ol es infinita, sen-fina, e sen-limita. It is infinite, un-ending, and without limit.
# ICT in Education/Preface
## Preface

One of the many challenges facing developing countries today is the preparing of their societies and governments for globalization and the information and communication revolution. Policy-makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy.
The e-ASEAN Task Force and the UNDP Asia Pacific Development Information Programme (UNDPAPDIP) share the belief that with enabling information and communication technologies (ICTs), countries can face the challenge of the information age. With ICTs they can leap forth to higher levels of social, economic and political development. We hope that in making this leap, policy and decision-makers, planners, researchers, development practitioners, opinion-makers, and others will find this series of e-primers on the information economy, society, and polity useful.
The e-primer aims to provide readers with a clear understanding of the various terminologies, definitions, trends, and issues associated with the information age. It is written in simple, easy-to-understand language. It provides examples, case studies, lessons learned, and best practices that will help planners and decision makers in addressing pertinent issues and crafting policies and strategies appropriate for the information economy.
This e-primer is also available online at http://www.eprimers.org. and http://www.apdip.net.
This e-primer is brought to you by UNDP- APDIP, which seeks to create an ICT enabling environment through advocacy and policy reform in the Asia-Pacific region, and the e-ASEAN Task Force, an ICT for development initiative of the 10-member Association of Southeast Asian Nations. We welcome your views on new topics and issues on which the e-primers may be useful.
Finally, we thank all who have been involved with this series of e-primers-writers, researchers, peer reviewers and the production team.
| Roberto R. Romulo Chairman (2000-2002) e-ASEAN Task Force Manila, Philippines | Shahid Akhtar Program Coordinator UNDP-APDIP Kuala Lumpur, Malaysia http://www.apdip.net |
# ID Board Review/Ambiguous Topics/Pneumonia
##### Etiology Specific Pneumonias

* Viral Pneumonia
* Bacterial Pneumonia
* Noninfectious Pneumonias
** Eosinophilic Pneumonia
** Acute Respiratory Distress Syndrome (ARDS)

##### Setting Specific Pneumonias

* Community-Acquired Pneumonia (CAP)
* Healthcare-Associated Pneumonia (HCAP)
* Ventilator-Associated Pneumonia (VAP)
# ID Board Review/Ambiguous Topics

This page is dedicated to help re-contextualize some of the topics from the ABIM blueprint and fill in any gaps. While the Blueprint is helpful in determining what topics can and likely will be covered on the test, it is not the easiest way to learn about patient workups and diagnoses.
Treatment regimens and workups are often based on clinical presentations (e.g. CAP, HCAP, VAP, etc) and empirical treatments rather than pathogen morphology (which is how the blueprint is written).
* Endocarditis
* Meningitis
* Pneumonia
* Sexually Transmitted Diseases
# ID Board Review/Abbreviations

Abbreviations Used in Infectious Diseases :
| Abbreviation | Definition. |
| ABIM | American Board of Internal Medicine |
| CMV | Cytomegalovirus |
| EBV | Epstein-Barr Virus |
| HAI | Healthcare Associated Infections |
| HCAP | Healthcare Associated Pneumonia |
| HIV | Human Immunodeficiency Virus |
| ID | Infectious Diseases |
| IC | Infection Control |
| IP | Infection Prevention |
| Pts | Patients |
| VAP | Ventilator Associated Pneumonia |
# ID Board Review/Antimicrobial Therapy

Antimicrobial therapies account for almost a tenth of the ABIM ID Certification exam. In addition to knowing the appropriate drug for the appropriate bug, physicians should expect questions on drug susceptibility testing/resistance drug pharmacokinetics (absorption, distribution, metabolism, and excretion), appropriate dosing, drug-drug interactions, and adverse effects/toxicities.

# Antivirals (non-HIV)

See HIV Treatment Regimens for HAART

# Outpatient Parenteral Antimicrobial Therapy & Pharmacology

* Outpatient parenteral antimicrobial therapy (OPAT)
* Susceptibility testing
* Drug resistance
* ADME (absorption, distribution, metabolism, and excretion) Tables
* Dosing Tables
* Drug interactions Tables
* Toxicities Tables
* ↑ https://www.abim.org/Media/mucpauyz/infectious-disease.pdf
# ID Board Review

Welcome to the ID Board Review Table of Contents
This page is to help easily navigate all of the Chapters, and Appendices of the book. The Chapters closely follow the layout of the ABIM ID Certification Exam Blueprint, and the Appendices are useful resources and tools to assist learning the material covered in the chapters. For any general suggestions on how the book can be improved, please leave a note in this page's discussion section (near top left of page).

## Overview/Book Table of Contents
### Prefaces

* i Title Page
* ii Book Introduction and Disclaimer
* iii Book Table of Contents
* iv Exam Content, Categories and Structure
* v Page Formats

### Chapters

* Chapter 1 - Bacterial Diseases
* Chapter 2 - General Internal Medicine, Critical Care Medicine and Surgery
* Chapter 3 - HIV
* Chapter 4 - Antimicrobial Therapy
* Chapter 5 - Viral Diseases and Prions
* Chapter 6 - Travel and Tropical Medicine
* Chapter 7 - Fungi
* Chapter 8 - Immunocompromised Host (Non-HIV)
* Chapter 9 - Infection Prevention and Control
* Chapter 10 - Vaccinations

### Appendixes

* Appendix I - Ambiguous Topics
* Appendix II - Practice Questions
* Appendix III - Endemic Areas
* Appendix IV - Abbreviations
* Appendix V - Contributions
# ID Board Review/Ambiguous Topics/Sexually Transmitted Diseases

Sexually Transmitted Diseases/Infections (STIs) is a very broad topic, that encompasses bacteria and viruses, including HIV. A good resource is the CDC STD Treatment Guidelines.
* Genital Ulcers
* Urethritis and Cervicitis
* Vulvovaginitis
* Pelvic Inflammatory Disease (PID)
* Epididymitis
* Proctitis
* Prostatitis
* Chlamydial Infections
* Gonococcal Infections
* Syphilis
* Human Papilloma Virus (HPV)
* Mycoplasma genitalium
# 104.4 Manage Disk Quotas

Candidates should be able to manage disk quotas for users
Key Knowledge Areas
* Set up a disk quota for a filesystem.
* Edit, check and generate user quota reports.
Quota Setup
Disk quotas allow system administrators to allocate the maximum amount of disk space a user or group's files and data may take up on a machine. This functionality can be crucial on a Linux machine that is used as a file server to prevent the hard disks from filling up and causing system instability.
The quota tools allow administrators to set up quotas without having to reboot. Here are the steps.
Edit /etc/fstab and add usrquota to the options
Remount the partition:
* # mount -o remount <device>
Start the quota stats:
* # quotacheck -ca
The preliminary aquota.user database file is generated at the top of the directory.
Editing and Quota Reporting
Edit quotas for each user:
* # edquota -u <user>
Here a soft/hard limit must be set for both the number of blocks and inodes available for each user.
The system will allow the user to exceed the soft limit during a certain grace period. After the grace period has expired the soft limit will be enforced as a hard limit.
Start enforcing quotas:
* # quotaon -a
Users can query the quota status with quota. The system administrator can generate reports with repquota or quotastats.
Used files, terms and utilities:
* quota
* edquota
* repquota
* quotaon
Previous Chapter | Next Chapter
# 104.6 Create and change hard and symbolic links

Candidates should be able to create and manage hard and symbolic links to a file
Key Knowledge Areas
* Create links.
* Identify hard and/or softlinks.
* Copying versus linking files.
* Use links to support system administration tasks.
When we copy a file with the cp command, a duplicate of that file is created, sometimes however we want to provide an link to an existing file but want that path to point to the exact same file as the original. In this case we will use symbolic links.
Symbolic Links
A soft link to a file or a directory is a special file type that simply contains the name of the file that it “points to”.
* # ln -s mytext.txt myext.sym
Soft links can be created across filesystems. By running ls -l we can identify whether a directory entry is a soft link or just an ordinary file from the output. A symbolic link is shown as follows when we run the ls -l command
mytext.txt -> mytext.sym. Notice that the reference count is 1 for both files.
-rw------- 1 root root 223 Sep 29 09:10 mytext.txt
lrwxrwxrwx 1 root root 9 Sep 29 09:10 mytext.sym -> mytext.txt
To find all symbolic links to a file you can use the find command for example
find / -lname mytext.txt
will find all symbolic links to the file mytext.txt.
Hard Links
A hard link is an additional name for the same inode and as such the reference count of the file increases by one for every new hard link.
* # ln mytextfile.txt mytextfile.link
In the listing notice that the reference count is 2 and that both files have the same size. In fact they are identical.
-rw------- 2 mark mark 223 Sep 26 09:06 mytextfile.txt
-rw------- 2 mark mark 223 Sep 26 09:06 mytextfile.link
Hard links can only be created within the same filesystem. Using ls, a hard link can be identified by the reference count shown in the output, as in the above example. Another way of finding files with hard links is to obtain the file's inode number and then run the find command with the inode number as a parameter. To find the inode of a file run the command:
* # ls -i mytextfile.txt
* 8652338 mytextfile.txt
This will output the inode number of the file, next run the find command as follows:
* # find / -inum 8652338
Used files, terms and utilities:
* ln
Previous Chapter | Next Chapter
# Dutch/Example 11

| | Beginner level | Beginner level | Beginner level | Beginner level | Beginner level | Beginner level | Beginner level | Beginner level | Intermediate level | Intermediate level | Intermediate level | Intermediate level | Intermediate level | Intermediate level | Intermediate level | Intermediate level | Advanced level | Advanced level | Advanced level | Advanced level | Advanced level | Advanced level | Advanced level | Advanced level |
| | Cycle 1 | Cycle 1 | Cycle 1 | Cycle 1 | Cycle 2 | Cycle 2 | Cycle 2 | Cycle 2 | Cycle 3 | Cycle 3 | Cycle 3 | Cycle 3 | Cycle 4 | Cycle 4 | Cycle 4 | Cycle 4 | Cycle 5 | Cycle 5 | Cycle 5 | Cycle 5 | Cycle 6 | Cycle 6 | Cycle 6 |
| Main | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 | Lesson 7 | Lesson 8 | Lesson 9 | Lesson 10 | Lesson 11 | Lesson 12 | Lesson 13 | Lesson 14 | Lesson 15 | Lesson 16 | Lesson 17 | Lesson 18 | Lesson 19 | Lesson 20 | Lesson 21 | Lesson 22 | Lesson 23 | Main |
| Practice | Lesson 1A | Lesson 2A | Lesson 3A | Lesson 4A | Lesson 5A | Lesson 6A | Lesson 7A | Lesson 8A | Lesson 9A | Lesson 10A | Lesson 11A | Lesson 12A | Lesson 13A | Lesson 14A | Lesson 15A | Lesson 16A | Lesson 17 | Lesson 18 | Lesson 19 | Lesson 20 | Lesson 21 | Lesson 22 | Lesson 23 | Practice |
| Examples | Vb. 1 | Vb. 2 | Vb. 3 | Vb. 4 | Vb. 5 | Vb. 6 | Vb. 7 | Vb. 8 | Vb. 9 | Vb. 10 | Vb. 11 | Vb. 12 | Vb. 13 | Vb. 14 | Vb. 15 | Vb. 16 | Lesson 17 | Lesson 18 | Lesson 19 | Lesson 20 | Lesson 21 | Lesson 22 | Lesson 23 | Examples |
| | Quiz | Quiz | Quiz | Quiz | Quiz | Quiz | Quiz | Quiz |
| | Main page | Main page | Main page | Main page | Introduction | Introduction | Introduction | Introduction | Pronunciation | Pronunciation | Pronunciation | Pronunciation | Vocabulary | Vocabulary | Vocabulary | Vocabulary | Index | Index | Index | Index | News | News | News | |
Intermediate level: cycle 3 Voorbeeld 11 ~ Example 11
Volkslied ~ Folksong
* • De Lutine

## Het Lied van de Lutine

On October 9th, 1799 a British ship, HMS Lutine attempted to take a large amount of gold (estimated to be worth some 100 million pounds in 2015 currency) from Yarmouth to Cuxhaven in Germany. This was part of the war effort of the Second Coalition against Revolutionary France of which the Batavian Republic was an ally. When sailing past Vlieland and Terschelling a strong northwesterly gale drove the ship into the sound and onto a sandbank where it perished. All but one of the 240 passengers perished and the gold was lost. Many people have tried to recuperate it since and found a few pieces here and there but most of it is still somewhere deep in in sand.
There is a Dutch folksong about what happened.
# Indonesian/Contents

* ( v • d • e )
* Indonesian Language Course
* (discussion)
* Learning the Indonesian Language  •  Downloadable and Print Versions
* Lessons •
* Grammar •
* Appendices •
* Texts •
* About •
* Q&A •
* Planning
* Introductory  •
* Level One  •
* Level Two  •
* Level Three  •
* Level Four
* Begin the Wikibooks Indonesian Language Course!
Lessons
Information • Introductory • Print Versions • Q&A • Planning
Basic:  Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions
Beginner:  Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali
Expert:  Me and you • Slang language • Money • Transportation
Texts
* (discussion)
* National Songs :
* Berkibarlah Benderaku •
* Indonesia Raya •
* Rayuan Pulau Kelapa
* Miscellaneous :
* Pancasila
# Indonesian/Essential words and easy words

This might be a useful resource for teachers, or someone designing a course. The ideal way to introduce these words would be through examples; the very easy words can be introduced incidentally, without requesting the student to memorize it. This encourages the student, by giving them something they can discover and understand without it being spelled out.

## Essential words

These are very common words - learn these early on and it will make understanding and learning easier.
| Indonesian | English | Suggested association |
| sudah | already | Indonesian has no "tense" - words such as sudah and belum are used instead. |
| belum | not yet | |
| lagi | again; (happening) now | |
| ada | there is; present | |

## Easy words

| Indonesian | English | Notes |
| sarung | sarong | (sarong is the Malaysian form) |
| nama | name | |
| orang | person | Orang hutan ("orang utan" in English) means forest person. |
| hutan | forest | Orang hutan ("orang utan" in English) means forest person. |
| bir | beer | |
| matahari | sun | Heard of the famous spy Mata Hari? She took her name from Malay. |
| mata | eye | mata hari means eye of the day |
| hari | day | mata hari means eye of the day |
| lampu | lamp or light | |
| kecap | soy sauce |
| sekolah | school | |
| nasional | national | Indonesian has many words which have come from Dutch - some are very similar to the English equivalents. |
| kulkas | refrigerator | Sounds like "cool case". Another Dutch word. |
| bakteria | bacteria | Many medical and scientific words are similar to the English word - with practice, you can often guess them. |
| guru | teacher | Any teacher is a "guru" - so a school teacher is a guru sekolah. One of dozens or hundreds of Sanskrit words. |
| mantra | Magical prayer, for example by a dukun (shaman) | from Sanskrit |

## Speakers of other languages

If the learner speaks:
* Portuguese (or Spanish),
* Dutch (or Flemish)
* Sanskrit (or Hindi or Urdu)
* Chinese (Mandarin? Hokkien?), or
* Arabic
then they can find some words they might recognize at Wikipedia:List of loan words in Indonesian.
If you do yoga and know some Sanskrit terms, you may recognize some words such as:
* "gajah" meaning elephant
* "surya" meaning sun

## See also

* Indonesian/Adding vocabulary with word association
# Indonesian/Grammar/Adjectives

For the western student, adjectives in Indonesian are a little difficult. Many adjectives are really stative verbs - that is, they are verbs that describe the state of things. For example merah (red) looks like an adjective in
* Mobil merah itu adalah mobil saya.
* that red car is my car.
but like a verb in
* Mobil itu merah.
* that car is red.
where "merah" is the verb "to be red".
However, the relative pronoun "yang" (which/who) easily disappears from sentences in Indonesian, therefore "merah" is probably also a verb (to be red) in the first sentence too
* Mobil (yang) merah itu adalah mobil saya.
* that car, which IS RED, is my car.
If in doubt it is better to assume that an adjective is really a stative verb rather than a true adjective.
Nouns can be turned into stative verbs by means of the prefix ber-something, which roughly translates the english affix be-something-ed and means having, using or wearing something e.g.
* berkacamata - be spectacled (kacamata = spectacles)
* berhasil - successful (beharvested) (hasil = yield or harvest)
# Indonesian/Children's songs

Children's songs can help with learning basic language.

## Burung Kakatua

| Bahasa Indonesia | Kata per kata | Bahasa Inggris |
| Burung kakatua | Bird cockatoo | Cockatoo |
| Hinggap di jendela | perch at window | Perched on the windowsill |
| Nenek sudah tua | Grandma already old | Grandma is already old |
| Giginya tinggal dua | Teeth-her left two | She only has two teeth left |

## Topi saya bundar

Another popular childrens' song sung to the same tune as Burung Kakatua, often as a second verse.
Saya = I/me, topi = hat, so Topi saya = my hat.
| Bahasa Indonesia | Kata per kata | Bahasa Inggris |
| Topi saya bundar | Hat me (or my) round | My hat is round |
| Bundar topi saya | Round hat me | Round is my hat |
| Kalau tidak bundar | If not round | If it is not round |
| Bukan topi saya | Not hat me | It is not my hat |