OpenLLM-France/wikimedia huggingface dataset:
# Castles of England/West Yorkshire

There are five castles in West Yorkshire.
| Name | Type | Date | Condition | Ownership / Access | Notes (Key) |
| Almondbury Castle | Castle | 110112th century | Earthworks | HAL | Also known as Castle Hill, Huddersfield, castle constructed on site of Iron Age hill fort. |
| Dobroyd Castle | Sham Castle | 18661866–9 | Intact | Activity centre | By John Gibson. |
| Harewood Castle | Tower house | 130114th century | Ruins | Private | Shell of tower, substantially intact, within Harewood Park. |
| Pontefract Castle | Enclosure castle | 110112–13th century | Fragmentary remains | HC Local authority | Principal royal castle in northern England, withstood three sieges during Civil War, dismantled after siege of 1649. |
| Sandal Castle | Motte and bailey | 110112th century | Fragmentary remains | HC | Well-preserved earthworks, excavated site with visitor centre. |
# Catalan/Adjectius

BLUE:
* MASC SING: blau
* FEM SING: blava
* MASC PLUR: blaus
* FEM PLUR: blaves
GOOD:
* MASC SING: bo
* FEM SING: bona
* MASC PLUR: bons
* FEM PLUR: bones
SMALL:
* MASC SING: petit
* FEM SING: petita
* MASC PLUR: petits
* FEM SING: petites
# Catalan/Alphabet

The Catalan alphabet consists of twenty-six basic letters. All comparisons to English assume a General American pronunciation.
| Letter | IPA | Name | English comparison |
| A a | /a/ or /ə/ | a | a in father when stressed; a in about otherwise (schwa) |
| B b | /b/, /p/ | be or be alta | p as in pat the end of the word; b as in ball elsewhere, but softer |
| C c | /k/, /s/ | ce | c as in ceiling before e or i; k as in skate elsewhere |
| Ç ç | /s/ | ce trencada | c as in ceiling (not considered a basic letter) |
| D d | /d/, /t/ | de | t as in tile at the end of the word; th as in there elsewhere |
| E e | /e/, /ɛ/, /ə/ | e | e as in pencil or ai as in paint when stressed; a as in about otherwise (schwa) |
| F f | /f/ | efa | f as in feather |
| G g | /g/, /dʒ/ or /ʒ/ | ge | j as in jacket or s as in measure before e or i; g as in game elsewhere |
| H h | — | hac | silent |
| I i | /i/, /j/ | i or i llatina | y as in you before vowels; ea as in eat elsewhere |
| J j | /dʒ/ or /ʒ/ | jota | j as in jacket or s as in measure |
| K k | /k/ | ca | k as in skate; only used in foreign words |
| L l | /l/ | ela | l as in bell; always "dark" |
| M m | /m/ | ema | m as in mother |
| N n | /n/ | ena | n as in night |
| O o | /o/, /ɔ/, /u/ | o | o as in phone or o as in pore when stressed; oo as in racoon elsewhere |
| P p | /p/ | pe | p as in span |
| Q q | /k/ | cu | k as in skate; always before u/ü |
| R r | /r/, /ɾ/ | erra | fully trilled word-initially; t in bottle elsewhere |
| S s | /s/, /z/ | essa | z as in zipper between vowels; s as in sample elsewhere |
| T t | /t/ | te | t as in star |
| U u | /u/, /w/ | u | w as in water before vowels; oo as in loot elsewhere |
| V v | /v/ or /b/ | ve or ve baixa | v as in vine or b as in ball but softer |
| W w | /w/ | ve doble | w as in water |
| X x | /ʃ/, /ks/ | ics or xeix | sh as in ship; x as in taxi in some words |
| Y y | — | i grega | Only used in the digraph ny to represent /ɲ/ (roughly like canyon) |
| Z z | /z/ | zeta | z as in zipper |
# Catalan/Introducció
## Welcome!

Welcome to the WikiBooks Catalan course.

## Method

This book presents simple bilingual texts with Catalan on the left, English on the right. Beneath the Catalan text is a phonetic transcription of the words with the stressed syllable in bold. A literal translation of the English can be found in parenthesis (like this) where the Catalan does not map well to English. You will sometimes see superscript numbers like this$^1$ - these are notes that can be found just below the bilingual text. Example below:
Lesson 1: D'on ets? - Where are you from? :
| català | English |
| Hola! D'on ets?$^1$ ɔlə! don ets? | Hello! Where are you from? (from-where you-are?) |
NOTES
1: ets means you are when speaking informally to peers and people younger than you.
This book focuses on learning by input rather than learning by rote. This means, in practice:
* Lessons are short.
* Chunks of language, rather than individual words, are the focus.
* Verb conjugation is slowly and unevenly exposed.
* Explicit grammar is kept to a minimum except when it clarifies.

## How to Use This Book

* Aim for one lesson at day.
* If audio is available, you should listen to the dialogue a few times without reading along to see how much you understand. At first, this will likely be zero, but you can get a sense for the rhythm of the language. Later, you will notice words that you don't understand. This is fine.
* Listen and read the Catalan text at the same time. Catalan has silent letters, usually at the end of a word. See if you notice them, then check against the phonetic transcription.
* When you find a word you don't know, make a guess and then check the English translation to see if you were right.
* Practice reading the lines of text, one at a time, after the speaker. Notice intonation differences for questions, or when the speaker pauses (or doesn't).
* Finally, try the translation exercises. The answers are found on the same page.
Other things to try:
* Oral change up: If the sentence reads "I am from Barcelona", try changing it, orally to "Are you from Barcelona?".
* Make flashcards for words that you struggle with.
* The next day$^1$, listen to the audio recording and transcribe it. Check your transcription against the Catalan text.
* Copy the English text to a notebook. The next day, attempt to translate it into Catalan. Check your translation.
1: Spacing out your learning is more effective than doing it all in the same day. This is called recall practice.

## More Resources

The Catalan language is spoken by approximately 12 million people. For more information see:
For learning resources on the internet see:
* Enciclopèdia.cat , el teu portal del coneixement en llengua catalana. (Your web portal to the Catalan language knowledge)
* Gran diccionari de la llengua catalana
* English-Catalan dictionary [Dictionary stats (last updated 20th January 2014)
* Catalan verb conjugations ,
* Consorsi per a la normalització lingüística
# Catalan/L'article
## Definite

| | Masculine | Feminine |
| Singular | el, l' | la, l' |
| Plural | els | les |
The elided form of the singular article, l', is used in the following cases:
* Before words starting with a, e, o or silent h followed by one of those letters
** e.g., l'article ('the article'), l'entitat ('the entity'), l'oncle ('the uncle')
* Before foreign words beginning with s followed by a consonant (which receive an [ə] before the s in actual pronunciation)
** e.g., l'Stradivarius (actually pronounced lestradivarius, as though it were written l'Estradivarius)
* Before stressed i, u, or silent h followed by one of those letters (stressed syllables underlined in examples below)
** e.g., l'Imma ('Imma', third-person reference), l'ús ('the use'), l'hivern ('the winter')
** Before unstressed i, u, or silent h followed by one of those letters, the full form la is used rather than the elided form l'
*** la Immaculada ('Immaculada', third-person reference), la universitat ('the university')

## Indefinite

| | Masculine | Feminine |
| Singular | un | una |
| Plural | uns | unes |
# Catalan/Common phrases
## Catalan (Romance)

| Translation | Phrase | IPA | Literal meaning |
| Catalan: | català, valencià | [kətəˈlɑ], [vałensi'ɑ] |
| hello: | hola | [ˈɔlə] |
| good-bye: | adéu | [əˈðew] | (go) to God |
| please: | si us plau, sisplau | [sisˈplɑw] | if it pleases |
| thank you: | gràcies; mercès | [ˈgrɑsjəs]; [mərˈsɛs] |
| sorry: | perdó | [pərˈðo] | Pardon |
| that one: | aquest (m.); aquesta (f.) | [əˈkɛt]; [əˈkɛstə] |
| how much?: | quant val; quant és | [ˈkwɑmˈbɑl]; [ˈkwɑnˈes] | what value; how much is (it worth) |
| yes: | sí | [ˈsi] |
| no: | no | [ˈno] |
| I don’t understand: | No ho entenc | [ˈnowənˈteŋ] |
| Where's the bathroom?: | On és el bany?; on és el lavabo? | [ˈonˈezəlˈβɑɲ]; [ˈonˈezəlləˈβɑβu] |
| generic toast: | Salut! | [səˈlut] | health |
| Do you speak English?: | Que parleu anglès? (formal), Que parles anglès? (informal) Parles anglés? (valencian) | [kəpərˈlɛwənˈglɛs]; [kəˈpɑrləzənˈglɛs] |
| Do you speak Catalan?: | Que parleu català? (formal), Que parles català? (informal) Parles valencià? (valencian) | [kəpərˈlɛwkətəˈlɑ]; [kəˈpɑrləskətəˈlɑ] |
# Circuit Idea/Common Circuit Questions

When we see for the first time a circuit, our natural human will is to understand it immediately, to discern the basic idea behind it and to imagine how it operates. Thinking about the new unrecognized circuit, we, human beings, begin asking a chain of natural questions. Alas, browsing through various electronics resources we usually cannot manage to find answers to our questions. Regretfully, education suppresses our most human desire - to ask questions and to get answers to questions.
This page contains a list of common questions that we need to understand, improve and invent new circuits. In other page, we will continuosly add specific circuit questions.

## List of common questions
### The problem

* What is the problem that the circuit solves?
* Where does this problem spring from?

### Predecessors

* What are the simpler passive circuits, on which the new compound passive circuit is based?
* What is the more elementary passive circuit that is transmuted into the new active one?
* What is the relation between the old passive and the new active version?
* What are the same but previous circuit implementations (tube, transistor, op-amp, etc.)?

### Structure

* Why has the circuit this structure?
** What is the sense of connecting the passive components?
** Why are active components added to the circuit?
* Why are the components connected in this way?
* Can (some) internal circuit points serve as inputs or outputs?

### Operation

* What do the active components (tubes, transistors, op-amps, etc.) do in this circuit?
* How do the active components do what they do?
* Can we substitute the more abstract active electronic components by equivalent electrical ones?
* Can we put ourselves into their place?
* What do we do to perform their action?
* Where currents flow?
* What are the voltages of circuit nodes?

### General idea

* What is the basic circuit idea?
* Where the circuit idea comes from?
* How the idea is been evolving through years?

### Imperfections

* What are the problems in the circuit examined?
* What causes the problems? Is the cause internal or external?

### Improvements

* How do we improve the circuit?
* What additional components do we add to elaborate it?
* Can we create an almost ideal circuit?
* Can we reverse the circuit to obtain the opposite circuit?
# Circuit Idea/Current Compensation

Circuit idea: Adding an additional current to the load current, in order to compensate the losses in the load.
# Circuit Idea/Demystifying gyrator circuits

Circuit idea: Emulate actual elements by dynamic voltage sources having the same behavior.

## The problem: to convert a capacitor into an inductor

Inductors are bulky, heavy and expensive; they cannot be miniaturized. So, it would be extremely useful if we manage to replace them by capacitors. The problem is to convert a capacitor into an inductor.

## External links

* Op Amp Gyrator Circuit Synthesis and Applications
# Circuit Idea/Functional Viewpoint

According to the heuristic approach, we should consider devices and elements at the functional level. The emphasis is not so much on their internal device but on their behavior in the studied scheme. The function that a given element performs determines its name. Presented this way, the transistor is a current source, a voltage-to-current or current-to-current converter, a comparator, a regulating element; the operational amplifier is a variable voltage source, and so on.
The function that an element performs also determines its name. For example, a variable resistor can perform the function of a potentiometer (aka voltage divideror voltage-to-voltage converter), displacement-to-voltage converter, analog multiplier. The inverting amplifier can be used as a voltage stabilizer, resistance-to-voltage converter, analog multiplier, divider, etc.. The R-2R ladder can act as a voltage-to-current converter, code-to-current converter or digitally controlled resistor.
# Aspies Book/Resources
## Resources
### Aspergian Pride's Cure for Ignorance Campaign

No reasonable person in today's society would suggest that racial minorities ought to be cured of their skin color or their hair texture. And yet, when the genetic traits of a minority group include a neurological configuration that differs from the majority population to any noticeable extent, society's tolerance for diversity goes out the window. The Internet and the mass media are filled with profoundly negative and inaccurate stereotypes about the Aspergian population.
The “Cure for Ignorance Campaign” seeks to ensure that other people will respect and value our diversity by refuting the stereotypes and developing a cure for the majority's ignorance through advocating acceptance and understanding, To join the Cure for Ignorance Campaign. all you have to do is create your own website or add an extra page to your interesting one, advocating social acceptance of Neurodiversity, explain why you support the Neurodiversity Movement and Aspergian Civil Rights, and include a brief description of the Cure for Ignorance Campaign, a link to the Cure for Ignorance page, and copy Aspergian Pride's list of links in its entirety (which can be accessed in html format through a link at the bottom of the Cure for Ignorance page). Then, send Aspergian Pride a link to your site, and your site will be added to the links list. The inclusion of any particular site on the list does not imply an endorsement of Aspergian Pride by that site.) These links may be freely copied for the purpose of raising public awareness of the autistic civil rights movement.

### Wikis

* Aspergian Wikimedians – Wikimedians with Asperger's Syndrome

### Internet Forums

* Chat Autism
* Wrong Planet

### Others

* Aspergian Pride – presents realistic descriptions of our accomplishments and of our positive experiences as Aspergians. In addition, Aspergian Pride maintains an extensive directory of pride, advocacy, and resource links. The referenced sites have no affiliation with Aspergian Pride; although some sites have indicated that they support the “Cure for Ignorance Campaign.”
* Aspergia.de
# Asset Allocation
## Contents

* Welcome
* Introduction
* Resources
* United States
# Asset Allocation/Introduction
## Issues influencing Asset allocation
### Volatility

Investments vary in the extent of their potential losses or gains. Stocks are prone to greater rises and falls than would be experienced in cash deposit investments. The level of loss an individual is willing to accept will influence the spread of asset type. Equally too little risk may also be unacceptable to an individual who wishes to benefit from the potential increase in a rising market

### Term of Investment

The volatility that is experienced over short periods of time may not be as significant to an investor who is investing over several years. The overall trend of a market becomes more important. Investments with a greater measure of volatility may be more prudent over longer periods than safer investments that carry a greater risk of not only a lower relative return to other investments, but also the risk of loss through inflation.

### Currency Risk

Investments outside the domestic market or currency zone of an investor will be subject to additional risk through movements in exchange rates. Markets investing in similar assets may perform closely, but changes in the value of their respective currencies can mean that from the reference point of the investor they have performed very differently.

### Correlation

Diversifying asset allocation through investing in different funds that are in the same market or are heavily influenced by similar factors (such as is the case with many stock markets) is unlikely to be an efficient means of diversifying risk. Assets that perform closely over a period of time are said to be closely correlated. Investments that do not perform in line with each other may be negatively correlated (one is likely to rise on the fall of another through changing business cycles or patterns of demand) or, where there is little relationship, be said to be uncorrelated. Some bond markets have a measure of reverse correlation to stocks and generally real estate investments are uncorrelated to the performance of stocks.
# Assamese grammar

Assamese or Axomiya (অসমীয়া) is an Indo-Aryan language. It is spoken by over 13 million people and is an official language in India.
Assamese developed from the Magadhi Prakrit at least before 10th century AD.
This book gives a basic idea of Assamese Grammar.

## Contents

* Language- ভাষা
* Assamese Language- অসমীয়া ভাষা
* Sounds in Assamese Language- অসমীয়া ভাষাৰ ধ্বনিসমূহ
* Assamese Alphabet- অসমীয়া বৰ্ণমালা
* The Assamese Words- অসমীয়া শব্দ সম্ভাৰ
# Assamese grammar/Assamese Alphabet- অসমীয়া বৰ্ণমালা

The Assamese script is an abugid a.
Each consonant has an inherent vowel in it. Thus ক is not k but ko. খ is not k but kho.
Assamese bornomala or alphabet consists of Sworo-bornomala (vowels) and Byonjon-bornomala (consonants).

## The Sworo-bornomala

Assamese has 11 letters for its eight vowel sounds.
অ আ ই ঈ
উ ঊ ঋ
এ ঐ ও ঔ
Respectively,
# Assamese grammar/Assamese Language- অসমীয়া ভাষা

Assamese language is the eastern most of the Indo-European languages, the western most is German.

## Introduction

Comparison of some words in English and Assamese that have very similar meanings--
Door and duwar,
Name and naam,
Mother and matri,
Father and pitri,
Anonymous and anamika,
Path and poth.
Are they similar? How?
In fact there are a lot of languages that share many features with both Assamese and English!

## Assamese and others

Although Assamese and English are similar, there are languages closer to English, say French. Similarly Bengali is very close to Assamese.
In fact Assamese and Bengali can be grouped together for purposes.
Again, Assamese and Bengali can be grouped with other similar languages like Odiya, Maithili, Bishnupriya Manipur etc. to constitute the Eastern Indo-Aryan languages.
The Eastern Indo-Aryan languages can be again grouped with other languages such as Hindi, Marathi, Gujarati , and such languages to constitute the Indo-Aryan languages.
Why notmore? The Indo-Aryan languages are further placed with languages like Persian to constitute the classification called Indo-Iranian languages.
The Indo-Persian languages are a part of what is called the Indo-European languages, which also includes English.

## Origin of Assamese

Like most of the Indo-Aryan languages, Assamese too traces it's roots to Sanskrit, a very old Indo-European language like Latin and Greek.
From Sanskrit came up Magadhi Prakrit, and from Magadhi Prakrit came Assamese.
Some sources also point to Kamarupi Prakrit as the predecessor of Assamese.
It however can be said that Assamese was spoken at least by the 7th century.
The oldest texts in Assamese are the Buddhist Charyapadas. These texts not only include Assamese features of mideaval times, like the use of -ante, but also a centre filled ro similar to modern Assamese ro with a diagonal line. Some argue that the Assamese letter ro was being formed at that time, as current Assamese ro does have only an inner diagonal. Others say the fully filled ro was due to pen style. Other languages such as Bengali and Maithili also claim the texts.
# Assamese grammar/Language- ভাষা

Language, bhaxa (ভাষা) in Assamese is an arrangement of sounds that enables human communication.

## Forms

Bhaxa or language has two main forms- spoken and written.

## Kothito Bhaxa

Humans arrange the sounds it can make to make sense and thus communicate. This is called spoken language or kothito bhaxa (কথিত ভাষা).

## Likhito Bhaxa

The sounds can be represented using symbols. The use of symbols to represent speech is called Written Language or Likhito Bhaxa (লিখিত ভাষা)।

## Upo-bhaxa

With time, a language that is spread over a large area can develop different forms in regions. The way the people speak, accent, choice of words and even sentence structures might differ. The regional variations are called Upo-bhaxa (উপ-ভাষা).

## Manyo Bhaxa

Among the upo-bhaxas, one is chosen for formal work- books, official documents etc. are written using the chosen one upo-bhaxa. That upo-bhaxa is called Manyo Bhaxa (মান্য ভাষা).

## Misro Bhaxa

Sometimes people speaking different languages develop a mixture of the languages that both the groups can understand and use it to communicate with each other, this is called Misro-Bhaxa.
# Asset Allocation/Cover
## Why bother with asset allocation?

Investors today can invest in stocks from companies in the United States, Europe, the Pacific Rim, and emerging markets around the world. They can invest in big companies, medium-sized companies, and small companies. They can invest in bonds issued by governments and thousands of companies around the world. They can invest in real estate, precious metals, and commodities. All of these options can overwhelm anyone. Does a wise investor divide his or her money among all of these different asset classes, or pick just a few? How much of an investor's portfolio should be devoted to each?
There is not a uniform answer to these questions. People have different situations and goals, and as a result, no unique "correct method" exists. However, there are principles that can guide investors and help each one determine the right asset allocation. Once their asset allocation is set, investors can use it to filter all of their other investment decisions, ensuring that they maximize the chances of reaching their goals.
The importance of asset allocation in determining an investor's overall return and exposure to risk should not be underestimated—studies have shown that it is one of the most significant factors influencing portfolio performance. In fact, as much as 90% of a portfolio's variability and 100% of its return over time is explained by asset allocation (Ibbotson, 2000). Other factors, such as market timing, costs, and security selection, have a lesser impact. As a result, many experts suggest that asset allocation is the most important decision an investor can make.
The purpose of this Wikibook is to provide readers with general guidance in selecting an appropriate asset allocation policy for their investing needs and goals, based on current research and recommendations from experts.