OpenLLM-France/wikimedia huggingface dataset:
# Najdorf Sicilian, English Attack

Moves: 1.e4 c5 2.Nf3 d6 3.d4 cxd4 4. Nxd4 Nf6 5. Nc3 a6 6.Be3 e5 7.Nb3 Be6
This is the best move. The Black bishop covers d5 from e6 and also points at the queenside when White castles there. Black also contemplates using c4 as a piece outpost. Black's position retains maximum flexibility, as in almost all variations Black plays ...Be7, ...Nbd7, ...O-O, ...Rc8, and ...Nb6 in some order.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5. Nc3 a6 6.Be3 e5 7.Nb3 Be6
| | 8 | 9 | 10 | 11 |
| English Attack | f3 Be7 | Qd2 O-O | O-O-O Nbd7 | g4 b5 | = |
| | Qd2 Nbd7 | f3 b5 | O-O-O Be7 | g4 | = |
| | Nd5 Nbd7 | f3 Nxd5 | exd5 Bf5 | Qd2 Rc8 | = |
| | Qe2 Nbd7 | f4 Rc8 | f5 Bc4 | Qf3 d5 | =+ |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

de Firmian, Nick. Modern Chess Openings, 15th Edition. New York, NY: Random House, 2008.
# Sicilian Defence, Scheveningen Variation, Perenyi Attack

The Perenyi Attack is similar in idea to its cousin the Keres Attack of the standard Scheveningen Variation. White mounts an aggressive pawn storm on the kingside, castling long and supporting with Qd2 and Be3. However, it usually arises from a transposition from the Najdorf rather than the normal Scheveningen move order. Compared to the Keres, white has his bishop already developed to the e3 square while black has a pawn on a6 rather than a7.
The differences are subtle but critical. Now, the standard line of the Perenyi attack follows with 7...e5. This puts two attackers on the advanced g4 pawn (which only has the queen defending) and threatens the d4 knight. If this were the Keres, white could play Bb5+ Bd7 Bxd7+ Qxd7, which eliminates one attacker on g4. Then Nb3 moves the knight to safety. However, Bb5+ is not an option here because of the a6 pawn.
Therefore, play usually continues 8.Nf5 (cutting off the bishop's attack on the g4 pawn and moving the knight away). Black then threatens the knight with 8...g6. At this point, play becomes very complex and sharp. White cannot move the knight away without losing the g4 pawn, and so usually chooses to sacrifice it. White can try to win back a knight with 9.g5 gxf5 10.gxf6, or sacrifice it with 9.g5 gxf5 10.exf5 Ng8 11.f6, boxing in black's kingside pieces. Alternatively, white can develop with 9.Bg2. This leads to a very complex line mostly found in top level chess: 9...gxf5 10.exf5 d5 11.Qe2 d4 12.O-O-O.
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Sicilian Defence, Najdorf Variation

Moves:1.e4 c5 2.Nf3 d6 3.d4 cxd4 4. Nxd4 Nf6 5. Nc3 a6 6.Be3
In recent years, the most popular way for white to combat the Najdorf Variation at master level has been 6.Be3. A flexible opening, it has been employed successfully by Grandmasters such as Robert Byrne, Nigel Short & John Nunn.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5. Nc3 a6 6.Be3
| | 6 |
| | ... e5 | +/= |
| | ... e6 | = |
| Delayed Keres Attack | ... e6 | g4 h6 | h4 Nfd7 | Be2 Qc7 | g5 hxg5 | Bxg5 Nc6 | Nxe6 fxe6 | Bh5+ +- |
| | ... Ng4 | +/= |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Najdorf Sicilian, English Attack

Moves:1.e4 c5 2.Nf3 d6 3.d4 cxd4 4. Nxd4 Nf6 5. Nc3 a6 6.Be3 e5
In recent years, the most popular way for white to combat the Najdorf Variation at master level has been 6.Be3. This is called the English Attack, after successful use in the 1980s by English GMs such as Nunn, Short, and Miles.
The idea is nothing new: it has been for over half a century the most popular plan of attack against the Dragon Sicilian. It seems a bit like caveman chess: pawn storm with f2-f3, g2-g4, h2-h4 and crack open the kingside while castling long. Such crude play would seem to be easy to punish, but the statistics have given White no reason to stop playing the system: out of 7,000 master-level games dating from 1956 to 2008, White won 39% (2697 games) and drew 29% (2027 games). This should be good for White, who can expect to win only about 36% of the time and draw only 28% when entering the Najdorf Sicilian.
Black's 6...e5 is the most popular, and the most unbalancing, response to 6.Be3. The pawn thrust drives off the well-placed White knight on d4 to a more passive square. Two active proponents of this idea are World Champion Anand and world #1 Carlsen. Although there is a hole on d5, Black is saying, basically, that it is irrelevant to the play on the wings, while White is saying that Black will be lost if d5 is occupied.
Besides the normal, routine 7.Nb3, White also has the less popular 7.Nf3 and the passive 7.Nde2, which gives Black a good game.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5. Nc3 a6 6.Be3 e5
| | 7 | 8 | 9 | 10 |
| English Attack | Nb3 Be6 | f3 Be7 | Qd2 O-O | O-O-O Nbd7 | = |
| | Nf3 Be7 | Bc4 O-O | O-O Be6 | Qe2 b5 | = |
| | Nde2 Nbd7 | Ng3 Qc7 | Nh5 h6 | a4 b6 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

de Firmian, Nick. Modern Chess Openings, 15th Edition. New York, NY: Random House, 2008.
# Najdorf Sicilian, English Attack

Moves: 1.e4 c5 2.Nf3 d6 3.d4 cxd4 4. Nxd4 Nf6 5. Nc3 a6 6.Be3 e5 7.Nb3
The English Attack is a brute-force all-purpose attacking setup characterized by White's moves Be3, Qd2, f3, g4, h4, O-O-O, Rg1, and crack open the kingside, in some order. It has been before seen in the Dragon, the Richter-Rauzer, and the Scheveningen, so it is nothing new. White attempts to open lines to Black's king on the kingside, castling long to ensure his own king safety. Black, meanwhile, attempts the same thing on the queenside, with an extremely sharp game. Kingside attack, however, is not the only idea. White often occupies d5 with a knight. When the knight gets chopped off, White recaptures with the pawn, following up with a maneuver of the b3-knight to a5 and then c6, occupying the other light-squared hole! After playing these moves White often ensures his own king safety, and can proceed to attack at his leisure.
Black invariably plays ...Be6 here, but ...Be7 is another move-order, and is good as long as Black intends to follow up with ...Be6. It is vitally important that Black cover the d5-square.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c5 2.Nf3 d6 3.d4 cxd4 4.Nxd4 Nf6 5. Nc3 a6 6.Be3 e5 7.Nb3
| | 7 | 8 | 9 | 10 |
| English Attack | Be6 | f3 Be7 | Qd2 O-O | O-O-O Nbd7 | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

de Firmian, Nick. Modern Chess Openings, 15th Edition. New York, NY: Random House, 2008.
# Open Sicilian

Time has come for Black to make an important strategic choice.
    They may keep on developing their forces by playing 5...Nc6.
    They can choose to strengthen their pawn structure and to reinforce their control of the center with 5...e6.
    They can also start to take the control of the queen-side with 5...a6.
    They may decide to put a deadly bishop in g7 and play 5...g6.
These are the four main variations. Another more aggressive option is 5...e5, less popular than the previous moves.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1. e4 c5 2. Nf3 d6 3. d4 cxd4 4. Nxd4 Nf6 5. Nc3
| | 5 | 6 | 7 | 8 |
| Najdorf variation | ... a6 | +/= |
| Sicilian Scheveningen | ... e6 | +/= |
| Dragon variation | ... g6 | Be3 Bg7 | f3 O-O | Qd2 Nc6 | +/- |
| Classical variation | ... Nc6 | Bg5 e6 | Qd2 Be7 | O-O-O O-O | +/- |
| Venice attack | ... e5 | Bb5+ Nbd7 | Nf5 a6 | +/- |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Comparison of crank based leg mechanism/stability
## Support

As of now, we only looked at the robot more or less side ways. A robot/vehicle is three dimensional.

### Longitual Walker

* Tripod-walk
* Tetrapod-Walk
# Compendium of Fiddle Styles

This is an open source WikiBook that you can help edit.
It is different than many compendiums in that it is focused on styles in the sense of techniques rather than on styles in the sense of techniques associated with specific regions. Many fiddle styles are associated with specific regions and when that is the case we will acknowledge it. You may also be interested in other Wikibooks on related topics.

## Chapters

* Roots:Appalachian and Anglo-Celtic styles/
* French influence
** Down on the Bayou
** Quebecois and Down East
** Blues
* Early Music: Renaissance, Church Modal
* Hoedown "Fiddle" Music and Later Developments
** Western swing fiddle
** The Bluegrass Revolution/
* Electric rock
* Klezmer

## Other Wikibooks

Ethnography of Fiddle
Fiddlers Companion How to Play Fiddle
Primary author and general editor Geof Bard playing the dirge-like
McPherson's Lament, performed by its eighteenth century composer "upon the gallers tree".
This book is a required text for [Fiddlers' Green: Beyond Violin], a course at our sister site
# Comparison of crank based leg mechanism/weblinks

Serious:
* http://www.mechanicalspider.com/comparison.html
* http://www.amandaghassaei.com/files/thesis.pdf
* Shigley, Joseph E. “The Mechanics of Walking Vehicles: A Feasibility Study.” University of Michigan Department of Mechanical Engineering. 1960.
* http://davidbuckley.net/RS/WalkerMechanisms/SimpleWalkerMechanisms.htm
Just for fun:
# Compendium of Fiddle Styles/Celtic styles
## Cape Breton playing style

Cape Breton playing is highly accented, characterized by driven up-bowing. The tunes of other music origins (Irish, Canadian, French-Canadian, etc.) sound quite different when performed by Cape Breton players. The strong downbeat pulse is driven by the fiddler's heel into the floor. The pattern tends to be heel-and-toe on reels, the heel on strathspeys.
Timing is a notable trait of Cape Breton music because good timing brings dancing alive.
Cape Breton fiddle music is strongly influenced by the intonations of the Scots-Gaelic language, especially Puirt a Beul and strathspeys. The ornaments are adapted from those used on the Great Highland bagpipe. The ornamentation (cuts aka. trebles, drones and doubling) brings out the strong feeling of Cape Breton fiddle.
A century ago the violin and pump organ were the common instruments; the latter has been supplanted by piano.
# ERP Internals/Glossary/Union

A group of employees that bargain as a group with the enterprise. The result is a standard contract that specifies pay, benefits and working conditions. The contract can be for one, two, three or more years. Normally, as part of the contract, the enterprise collects union dues and remits them to the union. See also Seniority.
# ERP Internals/Glossary/Traveler

A document containing information about a job that travels with the job from one work center to another.
# ERP Internals/Glossary/Work Order

An order to perform a specified amount of work.
# ERP Internals/Glossary/Universal Product Code

A unique identifier for a supplier and product. It is implemented as an alternating series of wide and narrow black lines. This is widely used in the retail industry.
# ERP Internals/Glossary/User

A person who has controlled access to the ERP package.
# ERP Internals/Glossary/T-4

A form required by the Canadian federal government once a year that reports the employee's earnings and deductions for income tax and various social programs.
# ERP Internals/Glossary/Terms

Goods and services are often sold on credit in the buyer has some period in which to pay the invoice. Terms define when the invoice and due and whether there is any discount for quick payment.
# ERP Internals/Glossary/Unallocated Cash

Customers occasionally send checks that cannot be linked to specific invoices. This cash is recorded in Unallocated Cash for that customer. When its use is determined, it is transferred from Unallocated Cash to specific invoice(s).
# ERP Internals/Glossary/Unit of Measure

Quantities such as "inch", "pound" or "each" that define how Inventory items are used.
# ERP Internals/Glossary/User Defined Field

Most records contains additional fields in which the enterprise can store information specific to them. In addition to the actual data in the records, there is a parameter that holds the name of the UDF.
# Elementary Spanish/Past Education/commands

Informal Commands: Affirmative: (Drop the -s for the tu form, present tense)
Compra la comida.
Buy the food. (you)
Leé el libro.
Read the book.
Limpia la casa.
Clean the house.
Cepilla tus dientes.
Brush your teeth.
Negative: (Keep the -s and change to opposite ending, present tense.) -ar verbs change to -e
-er/ir verbs change to -a
Compra la comida.
Buy the food.
No compres la comida.
Don't buy the food.
No hables tanto.
Don't talk so much.
No mires la televisión.
Don't watch T.V.
No la escuches.
Don't listen to her.
Irregular Verbs for Command Form:
decir: to say/tell
Affirmative: di / Negative: digas
salir: to leave/ go out
Affirmative: sal/ Negative: salgas
hacer: to do/make
Affirmative: haz / Negative: hagas
ser:to be
Affirmative: sé / Negative: seas
ir: to go
Affirmative: ve / Negative: vayas
tener: to have
Affirmative: ten / Negative: tengas
poner: to put
Affirmative: pon / Negative: pongas
venir: to come
Affirmative: ven / Negative: vengas
No vengas a la reunión.
Don't come to the meeting.
Pon el café en la mesa.
Put the coffee on the table.
No te vayas tan temprano.
Don't leave so early.
Sal del cuarto.
Leave the room.
Dialogo:
Mama: Jorge, necesito ayuda preparando para los visitantes que vienen este fin de semana.
Jorge: Bueno, pero, tengo la fiesta de cumpleaños de mi amigo Sam hoy.
Mama: Por eso, debemos limpiar ahora mismo. Ven, ten la escoba y vete a la cocina.
Jorge: Pero mama! No hay tiempo, tenemos que envolver el regalo de Sam!
Mama: La fiesta empieza a la una, y apenas son las nueva de la manaña. No me lo dicutas. A limpiar!
Jorge: Vale, pues. Prestame la cinta para envolver el regalo.
Mama: Ten. Hazlo rapido mi amor!
Jorge: Muy bien. Graciás mama!
Mama: Y a tí. Bueno. Ahora agarra el regalo y ponlo en tu cuarto. Mientras que estas allá, limpia tu cuarto también!
Jorge: Ya, terminé de limpiar el cuarto. Y ya tenemos que ir a la fiesta.
Mama: Es casi tiempo de irnos, sí. Pero cepillate los dientes y lavate la cara primero. No te puedo permitirte ir fuera de la casa asi.
Jorge: Puedo traer mi juegete a la fiesta también?
Mama: No traigas el juegete. No queiro que lo pierdas.
Jorge: Tengo hambre. Podemos comer algo antes de irnos.
Mama: Pero acabaste de cepillarte los dientes! Pues, a ver, te prepare un sandwich.
Jorge: Gracias mama, pero no le pongas mayonesa. No me gusta la mayonesa.
Mama: Desde cuando no te gusta mayonesa? Mientras estoy preparando el sandwich, asegurate que estes listo de ir a la fiesta.
# Lessons

* 1. Talking with each other
* 2. Talking with your children
* 3. Talking with acquaintances
* 4. Talking After School
* 5. School Vocab Additions
* 6. Giving commands

# Resources

School Flash Cards
Commands
# Elementary Spanish/Meeting people/Lesson 4
## Goals

Learn how to recognize formal and informal greetings as well as how to greet people at different times of the day.

#### Vocabulary

* Buenos dias
* Buenas tardes
* Buenas noches
* ¿Cómo se llama?
* ¿Cómo te llama?
# Elementary Spanish/Past Education/Talking with your children
## Vocabulary

* Ordinal numbers practice
* School subject term practice
| first | Primero |
| Second | Segundo |
| Third | Tercero |
| Fourth | Cuarto |
| Fifth | Quinto |
| Sixth | Sexto |
| Seventh | Séptimo |
| Eighth | Octavo |
| Ninth | Noveno |
| Tenth | Décimo |
| Eleventh | Undécimo |
| Twelfth | Duodécimo |
| Science | Ciencia |
| Social studies | Estudios sociales |
| Math | Matemática |
| Literature | Lectura/ literatura |
| Metacognition | Metacognición |

### Possible questions to ask your child while reviewing their notebook

| What did you learn in___? | ¿Qué aprendiste en ____? |
| What does ___ mean? | ¿Qué significa ____? |
| How did you ____? | ¿Cómo hiciste _____? |
| Show me how you did ____ in class. | Enséñame como hiciste ____ en clase. |
Practice with these terms in this interactive exercise:Question practice activity

## Links and Resources

* Ordinal numbers practice
* School subject term practice
* Question practice activity
# Elementary Spanish/Past Education/introductions

Lesson One: Introductions Goals:
* Get familiar with vocabulary used when introducing yourself to peers
* Get familiar with vocabulary for talking about everyday actions/ people
* Utilize grammar components to begin productions
Verbs / Verbos ser: to be estar: to be tener: to have querer: to want trabajar: to work vivir: to live estudiar: to study conocer: to know (a person or place)
Nouns / Sustantivos woman: mujer man: hombre boy:niño girl: niña
# Elementary Spanish/Meeting people/Lesson 3
## Goals

Learn some of the gender-specific terms for family members and the articles to use when referring to people of that gender.

#### Example Phrases

Juan is inquiring about a beautiful woman he is romantically interested in. Sofia, in attempts to steer him away from her cousin, clarifies whether or not he is asking about a woman with a red blouse. Juan is asking about the woman in the blue blouse, who is in fact Sofia's cousin.
Sofia mentions that her sister's name is Margarita. Juan mentions that his brother's name is Luis.
Sofía: Mi hermana se llama Margarita. Juan: Mi hermano se llama Luis.

#### Vocabulary

* un
* una
* y
* dos
* el hombre
* la mujer
* la niña
* el niño
* el prima
* la hermana
* el hermano

## Exercises

* Gender vocabulary (Picture match)
* Pronoun and gender agreement (Phrase choice)
# Elementary Spanish/Past Education/Talking with each other
## Vocabulary

Vocabulary practice
| School | Escuela |
| Elementary | Primaria |
| High school | Escuela secundaria |
| University | Universidad |
| College | Colegio |
| Home school / parent taught | Escuela en casa/ padres enseñaron |
| Class | Clase |
| Was | Era |
| Were | Fueron |
| football | Futbol Americano |
| Soccer | Futbol |
| Baseball | Béisbol |
| Basketball | Basquetbol |
| Track/running | Correr |
| Volleyball | Voleibol |

### Possible questions for language exchange

| Where did you go to school? | ¿Dónde fuiste a la escuela? |
| How big was it? | ¿Qué grande estaba? |
| How many students attended there? | ¿Cuántos estudiantes tenía? |
| How many teachers did you have? | ¿Cuántos maestros tuviste? |
| Did you like it? | ¿Te gusto? |
| Were you a good student? | ¿Eras un estudiante bueno? |
| Did you play sports? | ¿Jugaste deportes? |
Practice with these terms in this interactive exercise: Question practice activity

## Links and Resources

* Vocabulary practice
# Elementary Spanish/Meeting people/Review 1
## Goals

Review and practice Meeting People.

#### Vocabulary

* Hola.
* Adiós
* ¿Cómo te llamas?
* ¿Cómo se llama?
* Me llamo ____.
* ¿Qué tal?
* ¿Y tú?
* Bien
* gracias
* de nada
* Se llama
* Se llaman
* Nos llamamos
* gracias
* un
* una
* y
* dos
* el hombre
* la mujer
* la niña
* el niño
* el prima
* la hermana
* el hermano
# Elementary Spanish/Past Education/Talking with acquaintances
## Vocabulary

Word match activity
| Degree | Licencia / certificado |
| M.A. | Maestros de artes |
| B.S. | Licenciatura de Arte |
| M.S. | Maestros de ciencias |
| J.D. | Doctoral de Derecho |
| Vocational school | Escuela de vocación |
| Professional degree | Certificado profesional / licenciatura profesional |
| Skills | Habilidades |
| Reading | Lectura |
| Writing | Escritura |
| Projects | Proyectos |
| Independent work | Trabajo independiente |
| Group work | Trabajo de grupo |
| Preference | Preferencia |

### Possible questions for a stranger in addition to language exchange questions

| Did you go to school? | ¿Fuiste a la escuela? |
| How was it? | ¿Cómo fue escuela para ti? |
| Did you enjoy school? | ¿Te gustó la escuela? |
| What was difficult for you? | ¿Qué era difícil para ti? |
| Did you need that for your job? | ¿Necesitamos estudiar eso para tu trabajo? |
Question match activity

## Links and Resources

* Word match activity
* Question match activity
# Elementary Spanish/Numbers
## Goals

Learn how to count to ten.

## Vocabulary

* ¿cuántos ____ tienes?
* uno
* dos
* tres
* cuatro
* cinco
* seis
* siete
* ocho
* nueve
* diez

## Lessons

WikiBook - Spanish: ¿Cuándo es tu cumpleaños?

## Related ENGLISH lessons

1-10 Number book for children: Wikijunior:Small_Numbers
1-20 Number book for children: Wikijunior:Numbers_from_1_to_20
Wikiotics (English) - Numbers explanation
* Wikiotics (English) - Numbers practice 1
* Wikiotics (English) - Numbers practice 2
* Wikiotics (English) - Numbers practice 3
Wikiotics (English) - Ordinal number explanations
* Wikiotics (English) - Ordinal number practice 1
* Wikiotics (English) - Ordinal number practice 2
* Wikiotics (English) - Ordinal number practice 3
* Wikiotics (English) - Ordinal number practice 4
# Data Mining Algorithms In R/Sequence Mining

* SPADE
* DEGSeq
# Data Science: An Introduction/Data Dictionaries and Schemas

A data dictionary is a reference that contains the definition and description of data elements. A schema is a model of the relationship between data elements.
Contents of a data dictionary
Technical and non-technical Metadata Semantics ISO 11179
# False Friends of the Slavist/Russian-Kashubian
## Русский язык — Kaszëbsczi jãzëk

| R. живот 1. brzëch, żót ‘belly, body’ 2. żëwot, żëcé ‘life’ Ka. żëwot R. живот (arch.), жизнь ‘life’ | map |
| R. лист 1. lëst ‘leaf’ 2. cedélk ‘sheet of paper’ Ka. lëst 1. лист ‘leaf’ 2. письмо ‘letter’ | map |
| R. мир 1. mir ‘peace’ 2. mir ‘quiet, stillness’ 3. swiat ‘world’ 4. gmina ‘hist. munici-pality, parish, commune’ Ka. mir 1. мир ‘peace’ 2. мир, покой ‘quiet, stillness’ | map |
| R. памятник Ka. pamiãtnik, pomnik ‘monument’ Ka. pamiãtnik 1. памятник ‘monument’ 2. дневник ‘diary’ | map |
| R. покой 1. pòkùj ‘quiet’ 2. jizba ‘room’ Ka. pòkùj 1. покой ‘quiet’ 2. мир ‘peace’ | map |
| R. полдень Ka. pôłnié ‘noon’ Ka. pôłnié 1. полдень ‘noon’ 2. юг ‘south’ | map |
| R. склеп Ka. sklep ‘tomb, vault’ Ka. sklep 1. склеп ‘tomb, vault’ 2. подвал ‘cellar’ | map |
| R. страна Ka. krôj ‘country’ Ka. strona R. сторона ‘side’ | map |
| R. шина Ka. gumowi réf, mańtel, przëkriwk ‘tyre’ Ka. szina R. рельс ‘rail’ | map |
* For additional information on false friends, see the On-line hypertext bibliography by Daniel Bunčić and Ryszard Lipczuk.
* You can help!
* Have you spotted any mistakes on this page? Would you like to add information about false friends from your own experience, or help enhance this project in other respects?
* Just click the "edit this page" button at the top of this page — it’s easier than you think! If you need advice, see the editing help for this book.