OpenLLM-France/wikimedia huggingface dataset:
# Elementary Spanish/Meeting people/Lesson 1
## Goals

Introduce yourself using everyday phrases. After completing all of these exercises, you should be able to understand the dialogues on this page and use all of the listed vocabulary.

## Lesson

Let's begin with a couple of short exercises to build some initial vocabulary and listening skills.

#### Exercise 1

People word vocabulary (Picture match lesson)
This is an interactive lesson where your goal is to select the picture that matches the phrase at the top of the screen. If you click on the wrong picture it will gray out and you can click again to choose another picture. If you want to start the lesson over just reload the page.

#### Exercise 2

¡Hola! (Audio lesson) Learn how to say hello and how to politely ask for help while learning Spanish.
This is an audio lesson. You can either listen online and read the transcript as you go, or you can download the lesson and listen to it on your phone or music player.

#### Example formal dialogue

Now that you have some initial grounding, let's look at a full interaction.
Context: In our dialogue two strangers, Raúl and Sofía, introduce themselves. Raúl es un hombre y Sofía es una mujer. They are in the elevator of the apartment building in which they both live. Their introduction is cut short as they have to leave the elevator.

#### Colloquial dialogue

Just like in English, Spanish has formal and informal ways to greet people and ask them about themselves. In school, your children are taught to speak formally with each other and with the teacher. In this book, we will be covering both formal and more colloquial forms of speaking. This can show you how your children are being taught and how to communicate with the wider Spanish language community in your area. Whether you wish to speak formally or informally with your children at home is a matter of personal preference.
Margarita and Juan are friends but have not seen each other in a while. Though Margarita would like to stay and chat, she is in a hurry as she needs to complete some errands.

#### Vocabulary

* Hola.
* Me llamo ____.
* ¿Cómo te llamas?
* ¿Como estas?
* Bien
* gracias
* ¿Y usted?
* Bueno
* era un placer haberte conocido.
* Adiós
* El placer es todo mío.
* ¿Qué tal?
* Nada.
* ¿Qué tal con tigo?
* Todo bien.
* Completando unos mandados.
* Hay te veo.
* cuídate.
* Tu tambien.
# Elementary Spanish/Meeting people/Lesson 2
## Goals

Learn how to ask someone for the name of a third person, how to refer to groups of people, and how to thank someone.

#### Example dialogues

Raúl is asking Sofia for the name of another gentleman in the area. Sofia uses the pronoun "él" to refer to Juan. Notice how "él" has an accent mark.
Raúl is asking Sofia for the name of another gentleman in the area but sometimes in Spanish, people will omit the pronoun because it is implied by context. Notice How Sofia omits "él".
Raul is asking for the name of a baseball team.
Raul is asking for the name of a baseball team. Notice how Sofia omits the pronoun.
Raúl and Sofia are coming up with a name for their band but Raúl does not seem to be interested in "The Hairy Kittens." "Chido" is a commonly used word in Mexico, which means awesome or cool. Every Spanish speaking area has their own word that means awesome or cool. If you know a commonly used word that means awesome or cool, please add it to the discussion page. (LINK FOR DISCUSSION!!!!!!!!!!!!)

#### Vocabulary

* Se llama
* Se llaman
* Nos llamamos
* gracias
# Elementary Spanish/Future Weekend Plans/Talking with each other
## Vocabulary

Word match activity
| Want | Querer |
| Doing | Haciendo |
| Going | Ir |
| Weekend | Fin de semana |
| What | Que |
| Where | Donde |
| Cooking | Cocinando |
| Or | O |
| Eating out | Comer en la calle / comer fuera |
| Will | Vamos a |
Querer
| YO | Quiero ______ |
| Tu | Quieres ____ |
| El/ella | Quiere ____ |
| Ellos | Quieren ____ |
| Nosotros | Queremos ____ |
For example: I want to go to the store. Yo quiero ir a la tienda.
He wants to see a movie. El quiere mirar una película.
For example: We will go to school tomorrow. Vamos a la escuela mañana.

## Possible questions for language exchange

| What are you doing _______? (this weekend, tomorrow, etc.) | ¿Qué vas hacer ______? (este fin de semana, mañana, etc.) |
| Where are you going ______? (This weekend, tomorrow, etc.) | ¿Dónde vas _____? (este fin de semana, mañana, etc.) |
| Are you cooking or eating out? | ¿Vas a cocinar o comer afuera? |
| How will you get there? | ¿Cómo vas a ir allí? |
“Are you going____?” is translated to “¿Vas ____?”
VOY
| Yo | voy a |
| Tu | vas a |
| El/Ella | va a |
| Ellos | van a |
| Nosotros | vamos a |
Practice with these terms in this interactive exercise: Question match practice

## Dialogues

In the following dialogue, Pablo shares his weekend plans with Jorge.
Jorge: ¿Qué vas a hacer este fin de semana?
Pablo: Quiero pasarla con mi familia.
Jorge: ¿Qué quieres hacer con tu familia?
Pablo: Quiero comer comida deliciosa con mi familia.
Jorge: ¿Vas a cocinar o comer en un restaurante?
Pablo: Yo voy al mercado de agricultores para comprar productos locales con mi familia entera.
Jorge: ¡Eso suena excelente!
Pablo: Tenemos conversaciones de las vitaminas en cada fruta y vegetal que compramos.
Jorge: Eso es muy impresionante. ¿Cómo llegan al mercado de agricultores?
Pablo: Normalmente, caminamos por en parque hacia Grand Army Plaza.
Jorge: Suenan como planes muy saludables para el fin de semana.

## Links and Resources

* Word match activity
* Question match practice
# Elementary Spanish/Future Weekend Plans/Talking with your children
## Vocabulary

| Park | Parque |
| Playground school playground | campos de juegos / plaza de niños patio de recreo |
| Movies | Cine |
| Pool | Piscina |
| Beach | Playa |
| Play date | Cita de jugar |
| Want | Querer |
| Go | Ir |
| Read | Lectura |
| Watch TV | Ver la Televisión |
| Draw | Dibujar |
| Write | Escribir |
| Vegetables | Vegetales |
| Meat | Carne |
| Pasta | Pasta |
| Bread | Pan |
| Rice | Arroz |
| Eggs | Huevos |
| Fruit | Fruta |
| Farmers market | mercado de los agricultores |

## Possible questions to ask your child

| What do you want to do ____? (this weekend, tomorrow, etc.) | ¿Qué quieres hacer ____? (este fin de semana, mañana) |
| Where do you want to go ____? (this weekend, tomorrow, etc.) | ¿Dónde quieres ir ____? (este fin de semana, mañana) |
| What will we need to buy? | ¿Qué vamos a necesitar comprar? |
| Would you like to have a playdate ____? (this weekend, tomorrow, etc.) | ¿Quieres tener una cita de jugar _____? (este fin de semana, mañana) |
| Who would you like to see ____? (this weekend, tomorrow, etc.) | ¿Quién quieres mirar ______? (este fin de semana, mañana) |
Practice with these terms in this interactive exercise: Question practice activity

## Dialogue

In the following dialogue, Isaiah plans the day with his son, Javier.
Isaiah: Hola, corazón. ¿Qué quieres hacer este fin de semana?
Javier: ¡Quiero tener una cita de juegos con Carla!
Isaiah: Perdon, corazón. No podemos tener una cita de juegos con Carla. La familia de Carla acamparan este fin de semana.
Javier: O. Entonces quiero ir a la playa.
Isaiah: ¿Quieres ir al mercado de agricultores en la mañana y luego tener un picnic en la playa en la tarde?
Javier: Eso suena divertido. ¿También podemos llevar cosas para dibujar? Quiero dibujar cosas en la playa.
Isaiah: Si, corazón. ¿Qué quieres hacer para anochecer?
Javier: ¿Podemos ir al cine?
Isaiah: Vamos a mirar que cansado estas después de la playa. Podemos mirar una película en la casa si estas muy cansado.
Javier: ¡Esta bien!

## Links and Resources

* Question practice activity
Vocabulary Flash Cards
# Elementary Spanish/IntroTemplateTeacherPage

Teacher Page: Introductions
Activity Suggestions: 1. Students can go through the dialogue sections to find all the verbs.
2. Studnets can work together, using the verbs from the section to create their own dialogue in groups of two. 3. Students can listen to the dialogue examples below and try to transcribe them in groups, first in Spanish, and then translating them to English.
Introduction Dialogue Examples: Dialogue Lesson 1
# Control Systems/Policy

| The Wikibook of: Control Systems and Control Engineering | Table of Contents | All Versions | PDF Version |
| The Wikibook of: Control Systems and Control Engineering | | | Glossary |

## Policy

This page represents some local policies concerning this book and the community of people who work on this book.

## Authors

Any person who has made a contribution to this book may list themselves as an author on the Licensing Page.

## Deleting Pages

Should a page from this book need to be deleted, it should be nominated on the Main Talk Page of the book. Nominations to delete individual pages from this book should not be taken to WB:VFD.

## Language

This book was originally authored using American English, and it is requested that future authors of this book attempt to maintain that style.

## Images

Publication and distribution of this book is more difficult if it must be accompanied by the full text of multiple licenses. The GFDL and the CC-BY-SA licenses are already being included with this book. It is requested, therefore, that all future text contributions and images in this book be released under those licenses.
All images added to this book should be properly documented in the Licensing Page.

## Advertising

This book has a good book template located at Template:Goodbook/Control Systems. As a featured book, this template may be rotated onto the main page. That template should be formatted in a similar manner to other goodbook templates for display purposes.
# Control Systems/Preface

This book will discuss the topic of Control Systems, which is an interdisciplinary engineering topic. Methods considered here will consist of both "Classical" control methods, and "Modern" control methods. Also, discretely sampled systems (digital/computer systems) will be considered in parallel with the more common analog methods. This book will not focus on any single engineering discipline (electrical, mechanical, chemical, etc.), although readers should have a solid foundation in the fundamentals of at least one discipline.
This book will require prior knowledge of linear algebra, integral and differential calculus, and at least some exposure to ordinary differential equations. In addition, a prior knowledge of integral transforms, specifically the Laplace and Z transforms will be very beneficial. Also, prior knowledge of the Fourier Transform will shed more light on certain subjects. Wikibooks with information on calculus topics or transformation topics required for this book will be listed below:
* Calculus
* Linear Algebra
* Signals and Systems
* Digital Signal Processing
# English-Hanzi/Hemorrhoid

Hemorrhoid is a swollen area around the anus. It is caused by constipation.
痔疮是肛门周围肿胀的地方。它是由便秘造成的。
# English-Hanzi/Humankind

Humankind is the general term of people.
人类 是 人 的 总称。
# English-Hanzi/High blood sugar

Special:search/high blood sugar prefix:English-Hanzi/
Special:search/hyperglycemia prefix:English-Hanzi/
Hyperglycemia is a medical term, that means blood sugar levels are too high. Hyperglycemia is a common problem for people with diabetes.
高血糖 是 医学 术语，意思 是 血糖 水平 过高。高血糖 是 糖尿病人 的 常见 问题。
# English-Hanzi/History

History is the study of the past as it is described in written documents.
历史是对书面文件中描述的过去的研究。
# English-Hanzi/Hong Kong

Special:search/Hong Kong prefix:English-Hanzi/
Hong Kong is a city in the south of China. It is governed by Hong Kong Special Administrative Region. Its population is 7.4 million.
香港 是 一个 在 中国 南部 的 城市。它 由 香港特别行政区 管理。它的 人口 是 740万。
# English-Hanzi/Home

A home is the house that someone lives.
一个 家 是 某人 居住 的 住所。
# English-Hanzi/Hormone

Special:search/hormone prefix:English-Hanzi/
Hormone is a chemical substance produced in the body of a living thing. It controls the growth and function of the cells and tissues.
激素 是 生物 体内 产生 的 化学物质。它 控制 细胞 和 组织 的 生长 和 功能。
# English-Hanzi/Humanities

Humanities are academic disciplines that study aspects of human society and culture.
人文学科是研究人类社会和文化方面的学科。
# English-Hanzi/Hepatitis

Special:search/hepatitis prefix:English-Hanzi/
Hepatitis refers to an inflammatory condition of the liver and is a viral infection that affects people globally. Different hepatotropic viruses cause different types of this disease, including hepatitis A, B, C, D and E.
肝炎 是 指 肝脏 的 炎症性 病症，是 一种 影响 全球 的 病毒性 感染。不同 的 嗜肝病毒 引起 不同 类型 的 肝炎，包括 A，B，C，D 和 E型。
Hepatitis A and E are caused by eating contaminated food or drinking contaminated water. Hepatitis B, C and D are contracted through transfusions of contaminated blood, sexual contact and during childbirth.
A和E型肝炎是由食用受污染的食物或饮用受污染的水造成的。B，C和D型肝炎通过受污染的输血，性接触和分娩而感染。
Hepatitis can also be caused by excessive alcohol consumption and autoimmune diseases.
肝炎也可由过度饮酒和自身免疫疾病引起。
The virus may be present in the body for several years without causing any symptoms. However, it may cause symptoms like fatigue, muscle aches, jaundice, pale stools, low-grade fever, vomiting and diarrhea. If you have any of these symptoms, consult your doctor for a simple blood test or liver biopsy to check for hepatitis.
病毒可以存在于体内几年而不引起任何症状。然而，它可能导致如疲劳，肌肉疼痛，黄疸，苍白粪便，低度发烧，呕吐和腹泻的症状。如果您有任何这些症状，请咨询您的医生进行简单的血液检查或肝活检以检查肝炎。
# English-Hanzi/House

A house is a building that people live.
房子 是 人们 居住 的 建筑物。
# Digital Circuits/Gates

Logic gates are one of the fundamental units of a digital circuit. They can be made from only a handful of transistors each, and they can implement any logical function, and therefore build any digital device. At the most basic level, all digital circuits are combination of logic gates.

## Logic Gates

AND, OR and NOT gates are the fundamental functions, out of which the other functions are built. The other functions available are
* NAND: an inversion of AND's output.
* NOR: an inversion of OR's output.
* XOR (exclusive-OR): outputs high only if just one input is high.
* XNOR: inversion of the output of XOR.
In total then, we have seven basic gates. Although there are sixteen possible outputs from two input logic gates, the other functions not represented here are usually made up of these seven. This idea can even be extended further - NOR or NAND are each capable of producing all the other functions and are sometimes called the "universal gates" (see NOR Logic and NAND Logic for more information). At the transistor level, many devices consist only of one of these gates. That said, by using the other gates, we make conceptualising and designing digital circuits much easier, and loses no generality, as the conversion to the relevant type of gate will be done by automatic tools if needed.
Only the NOT gate and the buffer (which just copies the input to the output) have one input. The other basic gates have two inputs, although we will later look at how to extend the concept to more inputs.
| Name | Function | Symbol | Symbol |
| Name | Function | ANSI | IEC |
| Buffer | $Q=A$ | | |
| NOT gate (Inverter) | $Q={\overline {A}}$ | | |
| AND gate | $Q=A\cdot B$ | | |
| NAND gate (NOT−AND) | $Q={\overline {A\cdot B}}$ | | |
| OR gate | $Q=A+B$ | | |
| NOR gate (NOT−OR) | $Q={\overline {A+B}}$ | | |
| XOR gate (Exclusive-OR) | $Q=A\oplus B$ | | |
| XNOR gate (NOT−exclusive−OR) | $Q={\overline {A\oplus B}}$ | | |

## Truth Tables

The truth tables for the seven common logic gates are given below:
| A | B | Logic Gate Output | Logic Gate Output | Logic Gate Output | Logic Gate Output | Logic Gate Output | Logic Gate Output | Logic Gate Output |
| A | B | NOT A | A AND B | A NAND B | A OR B | A NOR B | A XOR B | A XNOR B |
| 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 1 |
| 0 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 0 |
| 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 |
| 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 1 |

## Logic gates with more than 2 inputs

We can separate and make a group of 2 and work on it. for eg:
Y=A+B+C then Y is also equal to X+C where X=A+B.

## For further reading

* The Apollo Guidance Computer, the first computer ever to use integrated circuits, was built from 4,100 ICs, each containing a single 3-input NOR logic gate.
Digital Circuits
This section of the Digital Circuits wikibook is a stub. You can help by expanding this section. If you add something, list yourself as a Contributor.
# Digital Circuits/Glossary
## S

* Strobe

## T

* Toggle To change from one digital state (on or off) to the other.
# Digital Circuits/I-O Interfacing
## Unused Inputs

Digital devices can only deal with signals within well defined logic levels. Signals in between these levels are said to be "floating" and can cause spurious and unpredicatable behaviour. It is important to connect all inputs of a logic device to "high" or "low" if they are not being used as an input, to prevent the floating input affecting the rest of circuit, or causing unnecessary power drains.
The logic level that should be applied to the input depends on the device, and what the designer wishes an unused input to signify. For example, an OR gate would have any unused inputs tied low, as this prevents that input from affecting the output.
A simple solution is to connect the inputs of a gate together. However, this increases the capacitative load of the circuit driving the inputs and if the device contains bipolar elements, increases the DC current drain.
A better solution is to connect the unused inputs to the relevant power rails. If a logical low is needed, connect the input directly to ground, if a high is required, connect it to the positive rail either directly or through a series resistor.
A very similar layout can also be used to create transmission gates.

## Ground Bounce

Ground bounce is a transient voltage difference between the ground reference potential on the device die and the external ground level at the device's ground pin. This oscillation is caused by the inductance of the thin wires (bond wires) connecting the die to the leadframe of the device causing a current surge upon sudden voltage changes, such as caused by a logic transition.
Ground bounce is one of the primary causes of glitches and spurious transitions in high-speed logic and can cause significant signal degradation between logic devices. This effect is most pronounced at multiple simultaneous transitions, where the joint voltage changes cause a larger current to be induced. This has lead to ground bounce also being called Simultaneous Switching Noise.
Below is a graph showing a typical (although simplified) ground bounce in a high-speed CMOS logic device. Different logic classes and manufacturing techniques have different ground bounce characteristics. The device-external properties such as circuit board geometry also have an effect. You should always check the relevant datasheet if ground bounce is expected to be a problem.
# Digital Circuits/Finite State Machines
## Finite State Machines

Abstractly, a finite state machine is a system that can be described by the states it can assume, the state it starts in, the input it receives, and how it changes state. A state machine will change state dependent upon its current state and also current factors impacting the system, namely, inputs. One state is designated the initial (or start) state. Beginning with this state, the inputs are sampled periodically, and the machine changes state dependent on both the inputs and its present state. This state may be observed and treated as an output; the present input may also influence the output.
Concretely, we are interested in creating a system that produces certain outputs under certain conditions. What is special about finite state machines is that they have memory, in a sense. Unlike a logic gate, where the current output depends only on the current input, a finite state machine's output depends on both past input—through the state it has moved to over time from its initial state—and current input. We accomplish this through flip-flops. Note, too, that the state only changes at discrete times; thus, we are creating a sequential circuit.

## Transition Tables

To understand the workings of a finite state machine, you must understand how it changes state. In a given state, a given output produces a change of state (perhaps to the same state). We can represent the finite state machine, then, as a function mapping an input and state to a state. We can describe this transition function using a transition table in a way similar to a truth table: label rows with the distinct inputs, columns with the distinct states, and in each input-state cell, put the label for the state the machine transitions to when given the row's input while in the column's state.
In a digital circuit, the inputs will be binary values, the transition function will be implemented by using the inputs and the outputs of the flip-flops at a given clock pulse to affect the state of the flip-flops, and the new state will be the new state of the flip-flops after the clock pulse.

## State Diagrams

An alternative representation of a finite state machine is that of a state diagram. Here, the states are designated by labeled circles. An arrow is drawn from one state to another whenever the machine is able to transition in one step from the state at the arrow's tail to the state at its head. The arrow is labeled with the input that prompts the transition.
State diagrams are very useful for producing the state transition table and ensuring that all possible input transitions are accounted for. Because they can be simpler than the corresponding transition table (when several different input combinations produce the same transition, they are all used to label only a single arrow, rather than each given their own entry), they are also useful in grasping the functioning of a system.

## Mealy Machines

A Mealy machine is a machine whose output is a function of the current state of memory and the current input.

## Moore Machines

A Moore machine is a machine whose output is a function of the current state of memory.
# Digital Circuits/Encoders-Decoders

Encoders and decoders are similar to multiplexers and demultiplexers, except that they are a little bit more complicated.

## Decoders

Decoders will have N inputs, and $2^{N}$ output. Let's say that we have two inputs (A and B), and 4 outputs (M N O P). Decoders will satisfy the following truth table:
| A | B | M | N | O | P |
| 0 | 0 | 1 | 0 | 0 | 0 |
| 0 | 1 | 0 | 1 | 0 | 0 |
| 1 | 0 | 0 | 0 | 1 | 0 |
| 1 | 1 | 0 | 0 | 0 | 1 |
Binary numbers come in, and essentially select which wire to send a signal on. chankana

## Encoders

Encoders work in exactly the opposite way as decoders, taking $2^{N}$ inputs, and having N outputs. When a bit comes in on an input wire, the encoder outputs the physical address of that wire.It takes 2^n inputs and gives out n outputs,the enable pin should be kept 1 for enabling the circuit.
Truth Table for 4:2 encoder circuit :
| Y3 | Y2 | Y1 | Y0 | A | B |
| 0 | 0 | 0 | 1 | 0 | 0 |
| 0 | 0 | 1 | 0 | 0 | 1 |
| 0 | 1 | 0 | 0 | 1 | 0 |
| 1 | 0 | 0 | 0 | 1 | 1 |

## Priority Encoders

A Priority Encoder works opposite of the decoder circuit. Priority Encoders have logical ranking within them, input$_1$ may be higher than input$_2$. If input$_2$ and input$_1$ were pressed, the encoder would determine the priority, and accept the input.

## Encoders and Multiplexers

The relationship between the two.
A multiplexer (MUX) is a combination circuit that contains more than one input line, one output line and more than one selection line. Whereas, an encoder is also considered a type of multiplexer but without a single output line.It is a combinational logic function that has 2^n (or fewer) input lines and n output lines.
This section of the Digital Circuits wikibook is a stub. You can help by expanding this section. If you add something, list yourself as a Contributor.