OpenLLM-France/wikimedia huggingface dataset:
# Introduction

In Lineage 2, combat is your primary occupation. You find the monsters in this world, and you fight them; you find other PCs in the world, and you can fight them. This section deals with how to fight them.
As some of these are more in the nature of guides, this page serves as a hub to link to the sub-articles. Please feel free to add to these, as we would like to share the experiences of players of the game.

# Articles
## The Mechanics of Hate

Main Article
An important but very subtle concept in Lineage 2 is the idea that mobs work on Hate. Yes, the mobs actually do hate you, the PC.
However, Hate, for the lack of a better term, is a critical decision-making factor for the mob AI, and as such we need to understand it in order to be more efficient in our hunting. The full article is here, for your perusal.

## Soloing in a Party World

In Lineage 2, the emphasis is on finding parties to hunt together. But it's not always possible to do so, and you often would end up hunting alone. Here is a collection of articles to help gamers maximize their solo hunts:
* Solo Play Guide by Lynx7725

# To Do

Tactics for hunting, why hunt, partying vs solo. Please feel free to expand.
# Lineage 2/Gameplay Guides/Group Guide 1

This guide will assume you have reached level 40 and have completed your second class change quests.
Every good group will consist of a mix of the following class types:
Healers:
A perfect group will have a Shillen Elder and a Bishop.
Buffers:
A perfect group will have a Prophet. If no Prophet you may use a Warcryer or Overlord.
Utility Classes: A perfect group will have a Swordsinger and a Bladedancer. These classes can be replaced with normal damage dealers but with a loss to group efficiency.
Nukers:
A perfect group will have a Spellsinger. A nuker is not essential and played wrong can be a drain to the group rather than a help. Played right a nuker is the groups crowd control. Use your biggest damage spell when mana permits otherwise just use mana for useful buffs/debuffs and crowd control.
Damage Dealers:
A perfect group will have a mix of damage dealers. This mixing of damage dealers is the only way, all damage dealers of one type can impeded your damage output if you come up against [damage] resistant mobs. The mix insn't important , the important thing is to not stack your party one way or the other. If you do melee damage and havent been mentioned here[by class] then you fall into this catergory.
Tanks:
A perfect group will have a Dark Avenger. Other tanks are the Shillen Knight and Elven Knight. Other classes may tank but again this will greatly decrease your effiecency as the lack of hate skills or shield begin to tell on the healers MP.
Pace Choose mobs that the group can handle a number of simultaneously. Choose a place with good respawn. As a group you should never have to rest, If you find the group running out of mana there are either more mobs than this group can handle or they are too tough for the group, either way you should change location.
Bad Players There are always players that do not know how to play their class within a group environment it is up to you to point out errors they make, if they continue to cause the group mana loss do to bad play style/tactics then replace them or ask them to leave the group they are often more of a hinderance than a help if they cause mana loss.
# Contributor's Note

Please note that this section conflicts with the Combat section. After some deliberations, I have shifted the articles under that section, but kept this page around as there are some miscellanous items we can talk about that may need a separate section.
Feel free to add things in here that doesn't quite fall under the other categories. I'll pop back in here from time to time to take a peek. :) -- Lynx7725 02:27, 13 Jun 2005 (UTC)

# Introduction

The purpose of this page is for contributors to put in their opinions and guides to gameplay. This does not include character guides; there is a section dedicated for that here. Specific area guides can also be found here.
Rather, this section is for general tips and tricks, such as things to look out for in Solo and Group play, or PvP tactics, or macro tricks and things to watch out for. As expected, this is a rather broad category, so expect your articles to get shifted around as needed.
Please feel free to include personal experience and war stories; these are what makes such guides interesting. :) Please also understand that these are biased opinions of players -- it works for that one player, but may not work for others. It's still good to share, just in case the new way will make things a lot easier for everyone.

# Contents

* Solo Play Guide by Lynx7725
* Group Play Guide by Deadstoned
# on the boundary of main cardioid

"constructing approximate Fatou coordinates for analytic maps f in a neighborhood of an f 0 (z) = z + z q+1 + ... with q > 1"
* "The first step in constructing Fatou coordinate for $f_{0}$ consists in lifting $f_{0}$ to a neighborhood of infinity by the coordinate change $z\to {\frac {-1}{qz^{q}}}$"

## 1/1

Here c =1/4 is a cusp of main cardioid
* domains for Fatou coordinate for f(z)=z+az^2+O(z^3)
* Circle and cardioid domains
* two Euclidean discs which are symmetric to each other with respect to the real line and whose boundaries intersect the boundary points of J
Max distance from parabolic orbits to the fixed point = 0.7071067811865476

## 1/3

It is based on : "PARABOLIC IMPLOSION A MINI-COURSE" by ARNAUD CHERITAT.
Let's take lambda form of quadratic map :
$f(z)=\lambda z+z^{2}$
where $\lambda$ is a multiplier of fixed point ( here fixed point is a origin z= 0 )
$\lambda =e^{2\pi ip/q}$
When numerator p and denominator q of internal angle are :
$p=1$
$q=3$
then internal angle in turns is :
$\theta ={\frac {p}{q}}={\frac {1}{3}}$
and stability index of fixed point ( internal radius ) is :
$|\lambda |=1$
Note that Cheritat uses $\rho$ not $\lambda$
Then q iteration of quadratic map :
$f^{q}(z)=f^{3}(z)=z^{8}+4\lambda z^{7}+6\lambda ^{2}z^{6}+2\lambda z^{6}+4\lambda ^{3}z^{5}+6\lambda ^{2}z^{5}+\lambda ^{4}z^{4}+6\lambda ^{3}z^{4}+\lambda ^{2}z^{4}+\lambda z^{4}+2\lambda ^{4}z^{3}+2\lambda ^{3}z^{3}+2\lambda ^{2}z^{3}+\lambda ^{4}z^{2}+\lambda ^{3}z^{2}+\lambda ^{2}z^{2}+\lambda ^{3}z$
Number k :
    $k=mq+1$ for some $m>0$
if m=1 then k = q+1 = 4
Take k term in the expansion of $f^{q}$ denoted as $Cz^{k}$ :
$Cz^{k}=Cz^{4}=(\lambda ^{4}+6*\lambda ^{3}+\lambda ^{2}+\lambda )z^{4}$
so
$C=\lambda ^{4}+6*\lambda ^{3}+\lambda ^{2}+\lambda$
Evaluate multiplier
$\lambda =0.86602540378444*i-0.5$
and C :
$C=0.86602540378444*i+4.499999999999998$
Let :
$r=k-1$
then prepared coordinate or pre-Fatou coordinate u are :
$u=\Psi (z)={\frac {-1}{rCz^{r}}}$
Here is Maxima CAS session ( where m is used for multiplier ) :
Next session :
... ( to do )

# References

* ↑ Classification of diffeomorphisms and ε-neighborhoods of orbits Maja Resman, University of Zagreb, Croatia
* ↑ The resurgent character of the Fatou coordinates of a simple parabolic germ Artem Dudko (SUNY), David Sauzin
* ↑ Dynamics of Holomorphic Maps: Resurgence of Fatou coordinates, and Poly-time Computability of Julia Sets Author: Dudko, Artem
* ↑ LIOUVILLE THEOREM WITH PARAMETERS: ASYMPTOTICS OF CERTAIN RATIONAL INTEGRALS IN DIFFERENTIAL FIELDS by MALGORZATA STAWISKA
* ↑ On the directional derivative of the Hausdorff dimension of quadratic polynomial Julia sets at 1/4 by Ludwik Jaksztas
* ↑ Polynomial maps with a Julia set of positive Lebesgue measure: Fibonacci maps ∗ Sebastian van Strien, University of Amsterdam, the Netherlands Tomasz Nowicki,
* ↑ PARABOLIC IMPLOSION A MINI-COURSE by ARNAUD CHERITAT
* On the directional derivative of the Hausdorff dimension of quadratic polynomial Julia sets at 1/4 by Ludwik Jaksztas
* On the derivative of the Hausdorff Dimension of the Julia sets for z^2+c Ludwik Jaksztas, Michel Zinsmeister
# Fractals/Iterations in the complex plane/Koenigs coordinate

Koenigs coordinate are used in the basin of attraction of finite attracting (not superattracting) point (cycle),

# Definition

* a rational map f of degree at least two $f(z)$
* a fixed point $z_{1}=0$
* multiplier of the fixed point is $\lambda$
* fixed point is attracting but not superattracting $0<\lambda <1$
* ${\mathcal {A}}$ = the attracting basin of the fixed point zero under function $f$. In other words interior of component containing fixed point = the open set consisting of all points whose orbits under f converge to 0.
$\phi _{\lambda }(z):{\mathcal {A}}\to \mathbb {C}$
It is approximated by normalized iterates :
$\phi _{n}(z)={\frac {f^{n}(z)}{\lambda ^{n}}}$
It can be defined by the formula :
$\phi _{\lambda }(z)=\lim _{n\to \infty }{\frac {f^{n}(z)}{\lambda ^{n}}}$
Function f is locally conjugate to the model linear map $z\to \lambda z$

# Examples

Dynamics for quadratic 1D polynomials fc(z)=z²+c

# Key words

* Koenigs function
* Kœnigs Linearization of Geometrically Attracting basins

# References

* ↑ Gabriel Koenigs biographie at The MacTutor History of Mathematics archive
* ↑ Shadertoy example
* ↑ G. Koenigs, Recherches sur les intégrales de certaines équations fonctionnelles, Annales École Normale Supérieure, 1(3) (1884), Supplément, 3-41.
* ↑ Inigo Quilez images and tutuorial
* ↑ Classification and Structure of Periodic Fatou Components. Senior Honors Thesis in Mathematics, Harvard College By Benjamin Dozier. Adviser: Sarah Koch 3/19/2012
* ↑ Koenigs function in wikipedia
* ↑ Power series expansion of the Koenigs function
# Instructional Technology/Distance Education/Correspondence courses
## Correspondence Learning

The student receives a set of learning materials via mail. The traditional set included textbooks, student guides, and assignments that the student is obliged to do within the specified time. No teacher support is provided. Later this form of learning is combined with the educational radio and TV programs. But in general this form of learning doesn't include any kind of feedback and communication with other participants of the educational process. At those times students and teachers saw each other only within exam sessions.
Traditional correspondence education assumes that learners should work with various educational materials received by the mail. The learner also should send back written assignments and results of his individual research activities.
Distance Ed. Home Page
# Instructional Technology/Distance Education/Broadcast Courses
## Broadcasting Courses

The TV and radio broadcasting for educational purposes is widely used for teaching. Very often TV programs are integrated into the curriculum in addition to the existing face-to-face educational programs (for example, taped demonstration of the lectures of the famous scientists, Nobel prize laureates, etc). The feedback is organized in a form of the e-mail and asynchronous conferences. Students receive the help from the teachers, and send them back the reports about the on-going projects.
Companies are using TV broadcasting more to broadcast open forum or town hall meetings as a type of seminar course. The seminars are live and allow for Q&A session between the different locations.
Distance Ed. Home Page
# Instructional Technology/Distance Education/Web-based Courses

This form of distance education could be developed in the Internet environment with the help of the interactive Web-based textbooks, e-mail, mailing lists, chats, asynchronous forums, computer modeling and simulation programs, etc. Teaching on the Net could be integrated with other forms and methods of distance teaching, enlisted above (for example, with broadcasting courses).
There are several types of web courses that refer to the various levels that they are used within the web that should be pointed out.
o A web-presence course would have all the general information about the course but does not provide any instruction.
o A web-enhanced course will take advantage of the web technology to distribute the course materials.
o The web-centric course makes more use of the web technology for greater access and interaction to course materials and even communications between teacher-to-students, student-to-student.
o Full web-courses can be accessed anywhere and anytime. These courses take full advantage of web technology for communication and interaction between teacher, students, and course materials
In her monograph, "Innovations in Online Learning: Moving Beyond No Significant Difference," Dr. Carol A. Twigg says that web-based distance learning can run the gamut from "teacher-led distance learning programs... to more innovative, learner-centered programs that rely on a combination of high quality, interactive learningware, asynchronous and synchronous conversations, and individualized mentoring..."
Distance Ed. Home Page
# Instructional Technology/Distance Education/Computer Aided Instruction (CAI)
## Computer Aided Instruction (CAI)

Having a personal computer at home the student could learn the subject by various interactive educational software programs, that are delivered in most cases in a form of an educational toolkit with software and courseware materials (textbooks, guides for self-instruction, learning tools, etc). The student could work with these materials at his home computer, or could get the access to the same educational resources, but published on the appropriate Internet web site. Distance education supported by educational software programs could be the part of the traditional educational process or the dominating form of education, organized, for instance, in a form of so-called learning environments, or learning spaces, virtual laboratories, etc. As a rule, the feedback in such cases is provided by e-mail and teleconferences.
Distance Ed. Home Page
# Greek Mythology/Beasts/Minotaur

The minotaur was a monster half human (from the neck down), half bull (from the neck up). The minotaur was the son of Pasifae, wife of Minos, and a sacred white bull sent by Poseidon to Crete. When king Minos refused to sacrifice the bull to Poseidon, the god cast a spell on his wife, who consequently became enamored with the bull. Pasifae then had Daedalus construct an empty brass sculpture of a cow, so that she could hide inside and mate with the bull.
Minos' shame had the minotaur thrown into the center of the labyrinth and out of sight. Eventually, as part of a treaty with Athens, the Athenians became forced to send seven young men and seven young women to Crete to be devoured by the minotaur, who was an angry, ferocious beast.
The minotaur was eventually slain by Theseus, with help from Ariadne.
The minotaur was reprised in popular culture multiple times, including in Dante Alighieri's Divine Comedy (1320; Inferno, Canto XII; v. 12-13, 16-21), where he is one of the monsters residing in Hell.
# Greek Mythology/Beasts/Hesperides

The three Hesperides were sisters who guarded the Garden of the Hesperides, aptly named. They were the daughters of Atlas.
The garden was a gift of Mother Earth to Hera on her wedding day. In this garden, which only immortals could reach, were the Golden Apples. One of Hercules' twelve labors was to retrieve these apples, but, being mortal, he could not. He convinced Atlas to do so for him.
# Greek Mythology/Beasts/Hespirides

The three Hesperides were sisters who guarded the Garden of the Hesperides, aptly named. They were the daughters of Atlas.
The garden was a gift of Mother Earth to Hera on her wedding day. In this garden, which only immortals could reach, were the Golden Apples. One of Heracles' twelve labors was to retrieve these apples, but, being mortal, he could not. He convinced Atlas to do so for him.BOI
# Greek Mythology/Beasts/Gorgons

The Gorgons (singular Gorgon) were three devilish sisters with snakes instead of hair. Their names were Euryale, loosely translated as far-goer, Sthenno, literally translated as forceful and the most famous, Medusa, which translates solidly as female ruler. They were all immortal except for the latter (Medusa), who was killed by Perseus with a sickle.

## Origin

The Gorgons were the daughters of Phorcys, a primitive Greek sea god, and Ceto, a hideous monster of the oceans. They (Gorgons) and their siblings were known collectively as the Phorcydes, along with the Graeae, the Hespirides, the Scylla and Charybdis. They were originally normal women, until Medusa was raped by Poseidon in a temple of Athena, who then turned her and her sisters into the repugnant beings they came to be.

## Appearance

The popular depiction of the Gorgons is with green skin, sometimes scaly, green eyes and their hair as aforementioned consists of live snakes and their hands made of a shiny metal such as brass. They are also sometimes shown as having beards and tusks, like that of swine. Gorgons are usually drawn with a protruding tongue and wings. They have snakes for hair and long talons, with slit eyes. They have long tails and sharp teeth wet with blood from their enemies

## Abilities

Gorgons are best known for their ability to turn anyone who looks them in the eye into stone,and putting their statues in front of their cave as a warning

## Fate

Although Eurydale and Sthenno were immortal, Medusa was not, and she was killed by Perseus(She was immortal but though immortal things according to Greek mythology were able to get pain when she saw her own reflection her immortality went away by her fear and Perseus was able to kill her in that time being) who used a shield to stop her from turning him into stone. Once she was dead, from her mane sprang Pegasus and Chrysaor
# Greek Mythology/Beasts/Pegasus

Pegasus was the winged horse on which Bellerophon rode when slaying the Chimaera. It was said he could not be ridden without a special bridle, which Bellerophon acquired with the help of Athena. Before being tamed, Pegasus lived on Mount Helicon with the Muses.
Pegasus was the son of Medusa and Poseidon, springing fully-grown from his mother's neck after she was beheaded by Perseus. Pegasus had been conceived before Medusa was changed into a Gorgon.
When Bellerophon tried to fly to Mount Olympus, Zeus caused Pegasus to rear back, throwing off its rider back down to Earth. Zeus then used Pegasus to carry Zeus' thunderbolts, for which Pegasus was rewarded with a constellation.
# Greek Mythology/Beasts/Scylla

Scylla was a monster with six heads on long necks, who sat on a cliff and snatched sailors from ships as they sailed by. Odysseus encountered Scylla on his voyage and lost six of his best sailors to it. Scylla operated near Charybdis, a sea-monster, and ships that wished to pass by was forced to choose between the two monsters.
# Greek Mythology/Chthonian Gods/Hades

Hades, the god of the underworld, was the oldest son of the Titans Kronos and Rhea. He had three older sisters, Hestia, Demeter, and Hera, as well as two younger brothers, Poseidon and Zeus. After the Olympian gods, led by Zeus, overthrew the Titans, the three brothers drew lots to determine where each would rule. Zeus got the sky, Poseidon got the seas, and Hades received the underworld, the unseen realm to which the dead go upon leaving the world.
Hades ruled the House of the Dead, also called Hades. Besides Heracles, the only other living persons who ventured to the Underworld were all heroes: Odysseus, Aeneas (accompanied by the Sibyl), Orpheus, and Theseus.
He is married to Persephone, daughter of Demeter, who spends half of each year in the underworld and half in the upper world. While she is in the underworld her mother mourns her giving earth winter.
# Greek Mythology/Beasts/Hydra

The hydra is a dragon-like creature with many heads. Once one head was cut off, 2 more grew in its place. Killing this creature was one of the twelve labors of Hercules
# Greek Mythology/Beasts/Phoenix

The phoenix was a creature that when killed, would perish in flames, only to rise again anew from the ashes.
# Greek Mythology/Beasts/Graeae

The Graeae were the symbols of old-age; and were the sisters of the Gorgons. The Graeae were born as old hags with gray hair, who shared one tooth and one eye.
# Lojban/Directions

< Lojban
# Lojban/Glossary

* Abstraction - See Abstractions
* Acronym - See Acronyms
* Anaphora - See Lojban/Anaphora.
* Attitudinal - See Lojban/Attitudinals
* Brown, James Cooke - Began work creating Loglan around 1955. See Lojban/Introduction to Lojban.
* Buffer vowel - Unwritten, spoken vowel in a consonant cluster to aid pronunciation. See Sounds and alphabet.
* cmene - See Lojban/Cmene.
* Connective - See Connectives.
* Discursive - See Discursives.
* Elidable terminator - See Lojban/Elidable terminator.
* fu'ivla - See Lojban/Fu'ivla.
* Grammar - The study of the rules governing the use of a language. That set of rules is also called the grammar of the language, and each language has its own distinct grammar. Grammar is part of the general study of language called linguistics. See Lojban/Introduction to Lojban grammar.
* Letteral - See Lojban/Letterals
* Logical Language Group
* Loglan - A constructed language designed for linguistic research, particularly investigation of the Sapir-Whorf Hypothesis. Dr. James Cooke Brown began work creating Loglan around 1955. See Lojban/Introduction to Lojban.
* Lojban - Artificial language created by the Logical Language Group in 1987 based on the earlier Loglan, with the intent to make the language more complete, usable, and freely available. See Lojban/Introduction to Lojban.
* lujvo - See Lojban/Lujvo.
* mekso - See Lojban/Mekso.
* Negation - See Negation
* Pro-bridi - See Lojban/Pro-bridi.
* Pro-sumti - See Lojban/Pro-sumti.
* rafsi - See Lojban/Rafsi.
* Sapir, Edward - (pronunciation: suh PEER), (1884-1939), American anthropologist-linguist; a leader in American structural linguistics; author of Language : An Introduction to the Study of Speech (ISBN 0-15648-233-9); Born in Lauenberg, Germany. Pupil of Franz Boas, teacher of Benjamin Whorf. See Lojban/Sapir-Whorf Hypothesis.
* Sapir-Whorf Hypothesis - A linguistic hypothesis that states that there are certain thoughts of an individual in one language that cannot be understood by those who live in another language and that the way people think is strongly affected by their native languages. It is a controversial theory championed by linguist Edward Sapir and his student Benjamin Whorf. See Lojban/Sapir-Whorf Hypothesis.
* selbri - See Lojban/Selbri.
* sumti - See Lojban/Sumti.
* sumtcita - See Lojban/Sumtcita.
* tanru - See Lojban/Tanru.
* tense - See Tenses
* Vocabulary - See Vocabulary, Lojban/How to learn vocabulary.
* Vocative - See Lojban/Vocatives.
* Whorf, Benjamin Lee - (April 24, 1897 - July 26, 1941) was an American linguist. See Lojban/Sapir-Whorf Hypothesis.
# Lojban/Other resources

* Wikipedia: Lojban
* Official Loglan Homepage
* Online Lojban Dictionary
* Printed copy of The Complete Lojban Language by John Woldemar Cowan ISBN 0-9660283-0-9
* Lojban Wiki
* Lojban for Beginners Lessons
* lojbo skicu (jbofi'e) - Automatic Lojban parser and glosser
* Gismu Thesaurus
# Lojban/Discursives

| lojban | positive | neutral | negative | gismu |
First, the ``consecutive discourse group:
| ku'i | however/but/in contrast | [karbi] |
| ji'a | additionally | [jmina] |
| si'a | similarly | [simsa] |
| mi'u | ditto | [mintu] |
| po'o | the only relevant case |
Next, the ``commentary on discourse group:
| li'a | clearly/obviously | | obscurely | [klina] |
| ba'u | exaggeration | accuracy | understatement | [banli] |
| zo'o | humorously | dully | seriously |
| sa'e | precisely speaking | | loosely speaking | [satci] |
| to'u | in brief | | in detail | [tordu] |
| do'a | generously | | parsimoniously | [dunda] |
| sa'u | simply | | elaborating | [sampu] |
| pa'e | justice | | prejudice | [pajni] |
| je'u | truly | | falsely | [jetnu] |
Next, the ``knowledge group:
| ju'o | certainly | uncertain | certainly not | [djuno] |
| la'a | probably | | improbably | [lakne] |
Next, the ``discourse management group:
| ta'o | by the way | | returning to point | [tanjo] |
| ra'u | chiefly | equally | incidentally | [ralju] |
| mu'a | for example omitting ex. | | end examples | [mupli] |
| zu'u | on the one hand | | on the other hand |
| ke'u | repeating | | continuing | [krefu] |
| da'i | supposing | | in fact |