OpenLLM-France/wikimedia huggingface dataset:
# Vocabularies in prominent Indian languages

Introduction
India, the seventh largest country by area and the most populous democracy in the world is rich in cultural heritage. It is one of the most populous secular nation which according to 2001 census has 122 major languages and 1599 other languages in use. This book is merely an attempt to assemble the most commonly used vocabularies from the prominent languages of India such as Tamil, Telugu, Kannada, Malayalam and Hindi. This book is just going to be a table where vocabularies are categorized under different groups with English as a common medium and exact transliteration provided in the specific languages.
I can hear you people saying, "Oh come on! This information is available all over the internet". Yes!! I agree this information is available on the internet but it is scattered. It's really a painful task to search and find the exact vocabulary as we have to look into multiple websites. Hence the objective of this wiki is to provide as much vocabulary as possible and more importantly provide it in organised manner. For an instance if you know the name of any vegetable only in your mother tongue or English then you should be able to find the appropriate vocabulary in the other Indian languages at one place. As simple as that..
Hope it helps for the people who are interested in learning different languages and the one's who are recently migrated to different cities in India. :)
Chapters
* Nouns
* Pronouns
* Verbs
* Adjectives
* Adverbs
* Question words
* Numbers
* Locations
* Negations
Final Note
Appendix
# Vocabularies in prominent Indian languages/Name of a person, place or thing

* Vegetables
* Grains
* Groceries
* Spices
* Animals
* Birds
* Body parts
* Colors
* Days and Months
* Directions
* Dressing
* Flowers
* Foods
* Fruits
* Household objects
* Music and dance
* Plants and trees
* Family relations
* Stationary
* Tools
# Vocabularies in prominent Indian languages/Nouns

Nouns
* Vegetables
* Grains
* Groceries
* Spices
* Animals
* Birds
* Body parts
* Colours
* Time & Calendar
* Directions
* Flowers
* Foods
* Fruits
* Household objects
* Family relations
* Tools
# Voice over IP
## Contents

* Introduction
* Moving Away from Traditional Telephony
* Standard Architectures for Next Generation Networks
* VoIP Protocols, Hardware, and Software
* VoIP Gateways and PABX Integration
* Advanced VoIP Configuration
* ENUM and E146 Technology
* Reference
# Visualizing Computation/Function Machine

Function machine is a popular metaphor for visualizing input and output of a procedure, or the idea of a function, and related notions. It is accessible to toddlers, yet is robust enough to be taken to college-level work.

## What is Being Visualized

* Input and output
* Function

## Visualization Techniques

The basic visual metaphor is a machine that "does something" to objects that enter into one of its openings, and exit through another. In this form, it immediately supports:
* Input and output
* Inverse functions ("machine working backwards")
* Domain and range ("what can go into the machine and what can come out")
Extensions of the metaphor include:
* Iteration and cycles("a tube connecting the output of the machine to the input")
* Multi-variable functions ("many input openings")
* Composition of functions ("two or more machines attached together")
# World Stamp Catalogue/British East Africa
## British East Africa

* Postage stamps and postal history of British East Africa
* Postage stamps and postal history of East Africa and Uganda Protectorates
# World Stamp Catalogue/British Virgin Islands
## The British Virgin Islands

* Postage stamps and postal history of the British Virgin Islands
# World Stamp Catalogue/Brunei
## Brunei

* Postage stamps and postal history of Brunei
# World Stamp Catalogue/British Antarctic Territory
## British Antarctic Territory

* Postage stamps and postal history of the British Antarctic Territory
# World Stamp Catalogue/British Central Africa
## British Central Africa

* Postage stamps and postal history of British Central Africa
* Postage stamps and postal history of Central African Republic
# World Stamp Catalogue/British Columbia
## Canada

* Postage stamps and postal history of Canada
# World Stamp Catalogue/British Columbia and Vancouver Island
## British Columbia and Vancouver Island

* Postage stamps and postal history of British Columbia and Vancouver Island
| Date Issued | Denom. | Color | Perf. | Type Die/Wmk | Subject | Design | notes |
| 1860 | 2 1/2p | dull rose | Imperf. | Defin. | Queen Victoria | [[File:|100px]] | |
| 1860 | 2 1/2p | dull rose | 14 | Defin. | Queen Victoria | [[File:|100px]] | |
| 1865 | 5c | rose | Imperf. | Defin. | Queen Victoria | [[File:|100px]] | |
| 1865 | 10c | blue | Imperf. | Defin. | Queen Victoria | [[File:|100px]] | |
| 1865 | 5c | rose | 14 | Defin. | Queen Victoria | [[File:|100px]] | |
| 1865 | 10c | blue | 14 | Defin. | Queen Victoria | [[File:|100px]] | |
| 1865-11-01 | 3p | blue | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | |
| 1867 | 2c on 3p | brown | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | Black Overprint |
| 1869 | 5c on 3p | bright red | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | Black Overprint |
| 1867 | 10c on 3p | lilac rose | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | Black Overprint |
| 1869 | 25c on 3p | orange | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | Violet Overprint |
| 1867 | 50c on 3p | violet | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | Red overprint |
| 1867 | $1 on 3p | green | 14 | Defin. | Seal of British Columbia | [[File:|100px]] | Green Overprint |
| 1869 | 5c on 3p | bright red | 12 1/2 | Defin. | Seal of British Columbia | [[File:|100px]] | Black Overprint |
| 1869 | 10c on 3p | lilac rose | 12 1/2 | Defin. | Seal of British Columbia | [[File:|100px]] | Blue Overprint |
| 1869 | 25c on 3p | orange | 13 1/2 | Defin. | Seal of British Columbia | [[File:|100px]] | Violet Overprint |
| 1869 | 50c on 3p | violet | 14 1/2 | Defin. | Seal of British Columbia | [[File:|100px]] | Red overprint |
| 1869 | $1 on 3p | green | 15 1/2 | Defin. | Seal of British Columbia | [[File:|100px]] | Green Overprint |
# World Stamp Catalogue/British Guiana
## British Guiana

* Postage stamps and postal history of British Guiana
# World Stamp Catalogue/British Honduras
## British Honduras

* Postage stamps and postal history of British Honduras and Belize
# World Stamp Catalogue/British Post Abroad
## British post offices abroad

* British military post offices in Africa
* British post offices in China
* British post offices in Morocco
# Jonesboro, Arkansas/Introduction

Jonesboro is a city in Northeast Arkansas. With a population of more than 80,000, Jonesboro is the fifth-largest city in Arkansas by population.
The land that is now encompassed by Jonesboro was first inhabited by indigenous peoples for thousands of years before European discovery. Spanish conquistador Hernando de Soto ventured into Northeast Arkansas in the mid-16th century and made contact with local indigenous groups. In 1682, French explorer René-Robert Cavelier laid a vast claim of land in North America, including modern-day Jonesboro, for France; this territory was known as Louisiana, named for King Louis XIV. In 1762, France and Spain signed a treaty which transferred Louisiana to Spain. In 1800, Napoleon forced Spain to retreat, and reclaimed the territory for France. In 1803, the Louisiana Purchase transferred the territory to the United States.
Jonesboro was founded on February 19, 1859 — the same day on which Craighead County, in which Jonesboro is located, was established.
Jonesboro is home to several esteemed institutions, including Arkansas State University. It is the epicenter of Northeast Arkansas' culture and economy, as well as the capital of healthcare and education in the region. Jonesboro is situated south of Paragould, another populous city in the region.

## Citations

* ↑ "Jonesboro, Arkansas Population 2024". worldpopulationreview.com. Retrieved 2024-10-11.
* ↑ Suozzo, Ash Ngu, Andrea (2023-01-11). "Craighead County, Arkansas Repatriation Records — The Repatriation Project". ProPublica. Retrieved 2024-10-11.
* 1 2 3 4 "Jonesboro (Craighead County)". Encyclopedia of Arkansas. Retrieved 2024-10-11.
* ↑ "Jonesboro, Arkansas", Wikipedia, 2024-08-26, retrieved 2024-10-11
* ↑ "Craighead County". Craighead County History. 2024-09-04. Retrieved 2024-10-11.
# A Guide to the GRE

A Guide to the GRE

## Table of contents
### Introduction

* Introduction to the GRE
* Sections of the Test

### Math

* Introduction to GRE Math
* The Two Types of GRE Math Questions

#### Basic Operations

* Integers
* Absolute Value
* Positives and Negatives
* Odds & Evens
* Prime Numbers
* Least Common Multiple
* Greatest Common Factor
* Order of Operations
* Fractions
* Reciprocals & Inverses
* Percentages
* Ratios
* Decimals
* The "Up & Down" Rule

#### Algebra

* Rates & Distances
* Work & Time Problems
* Exponents
* Scientific Notation
* Radicals
* Mean, Median & Mode
* Working with Equations
* Setting up Equations
* Systems of Equations
* Averaging with Variables
* Quadratic Equations
* Probabilities
* Arrangements
* Digits of Numbers

#### Geometry

* Lines & Angles
* Triangles
* Pythagorean Theorem
* Areas of Triangles
* Quadrilaterals
* Squares
* Rectangles
* Trapezoids
* Rhombuses
* Kites
* Circles
* Other Shapes
* 3-Dimensional Shapes
* Coordinates & Graphing

#### Charts & Data

* Standard Deviation
* Bar Charts
* Pie Charts
* Cell Charts
* Scatterplot Charts

### Verbal

* Introduction to GRE Verbal

#### Vocabulary

* Introduction to GRE Vocabulary
* Vocabulary List 1
* Vocabulary List 2
* Vocabulary List 3
* Vocabulary List 4
* Vocabulary List 5
* Vocabulary List 6
* Vocabulary List 7
* Vocabulary List 8
* Vocabulary List 9
* Sentence Completion Strategy

#### Reading

* Introduction to GRE Reading
* Main Points
* Language Shifts
* Extracting Content
* Content Purposes
* Words in Context
* Buried Conclusions
* Art & Literature Passages
* Social Science Passages
* Hard Science Passages
* Miscellaneous Passages
* Reading Practice 1
* Reading Practice 2
* Reading Practice 3
* Reading Practice 4
* Reading Practice 5

#### Arguments

* Introduction to GRE Arguments
* Argument Basics
* Conclusions & Premises
* Weakening Arguments
* Explaining Facts
* Roles in Arguments

### The Writing Section

* The GRE Writing Section
# A Guide to the GRE/Arts and Literature Passages

3.07 Art & Literature Passages
The GRE contains many passages which are commentaries or analyses of arts or literature. Pay attention to theories about the subject discussed.
Liber de Coquina is one of the oldest known cookbooks, dating back to approximately the 13th century, but even at its age, the mysteries surrounding the 5 book are a curiosity. The book seems to have been written by two authors, one French and one Italian, but neither the authors' names nor the date of publication are clear. While this may seem expected 10 for a book of its age, Apicius' De re coquinaria from approximately 500 as well as Viandier by Guillaume Tirel each contained its authors name. The anonymity of the work has led some to 15 believe that the authors had reason to conceal their identity, perhaps because the authors were female. It was considered improper for women to appear in public fields during the Middle Ages; even at the 20 time of Shakespeare, female roles in plays were usually played by men. Yet culinary trades were known to be common amongst women in the Middle Ages. 1. What is Liber de Coquina and how does it compare to similar things of its kind?
2. What does the author think may be the case about the authors of Liber de Coquina?
3. What reasons does the author state for this conclusion?
3.07 Art & Literature Passages
1. Liber de Coquina is a very old cookbook and is distinct from other very old cookbooks in that it is written by two anonymous authors.
2. The author thinks that the authors of the book may have been female.
3. The author's reasons for potential female authorship of Liber de Coquina are both the nature of medieval society - where it was shameful for women to have public professions - as well as the fact that culinary duties were often the prerogative of women in many contexts during the era.
# A Guide to the GRE/Averaging with Variables
## Averaging with Variables

If an average consists of a word problem, place the known values and variables into the average formula accordingly.
In some cases, the proportions can be calculated even if the exact amounts are not known. Suppose the average trips to the grocery store per month is 5 in Scranton but 7 in Dunmore. If the combined average of the two places is 5.5, what is the proportion of their populations? If the populations were equal, the average would be 6 - Scranton must have a greater population.
Let s and d equal the populations of Scranton and Dunmore, respectively.
5s + 1.5d = 5.5s Subtract 5.5d from both sides.
1.5d = .5s Subtract 5.5s from both sides.
3d = s Divide both sides by .5.
Thus, 3d = s; in other words, Scranton has 3 times the population of Dunmore.
Practice
1. Debbie sold an average of 44 fur coats per month at her fur coat store in 2011. If Debbie's fur coat sales in November and December were three times as high as in the rest of the months, how many fur coats did she sell, on average, in November and December?
2. The average lifespan of the flamingos on Island A is 15 years while the average lifespan of flamingos on Island B 17 years. The combined average lifespan on the islands is 15.8 years. If 1,000 flamingos live on Island B, how many flamingos live on Island A?
3. The average height of the 12 office buildings in New Hartford is 32 feet. If the Union Bank building is excluded, the average height of the office buildings is 29 feet. How tall is the Union Bank building?
1. 33
Let s equal Debbie's average fur coat sales in November and December and r equal her average fur coat sales for the other 10 months.
= 44 Take the initial equation.
= 44 Substitute the known value for s in terms of r.
= 44 Expand the parentheses.
= 44 Consolidate the variables.
= 528 Multiply both sides by 12.
Since the regular rate is 33, the average rate for November and December is 99 - three times this amount.
2. 1500
Let a equal the flamingo population on island a.
= 15.8 Take the initial equation.
1,000(17) + a(15) = 15.8(1,000 + a) Multiply both sides by (1,000 + a).
17,000 + 15a = 15,800 + 15.8a Expand the parentheses.
1200 + 15a = 15.8a Subtract 15,800 from both sides.
1200 = .8a Subtract 15a from both sides.
1500 = a Divide both sides by .8. The flamingo population is 1500 on Island A.
3. 65 feet
Let u equal the height of the union bank building.
= 32 Take the initial equation.
11(29) + u = 384 Multiply both sides by 12.
319 + u = 384 Work out the parentheses.
u = 65 Subtract 319 from both sides. The building is 65 feet tall.
# 3-Dimensional Shapes
## Rules

The volume of a non-tapering 3-dimensional object is the area of the base multiplied by the height.
Irregular objects and those which “taper” - or are not the same from the bottom to the top - are typically not tested on the GRE. However, for block-shaped objects, the formula is simply length(width)(height). However, there are two key tapering objects which do have simple formulas and could be tested - cones, and spheres.
The volume of a cone is one third of the area of the base multiplied by the height.
The area of the base will utilize the same formula for a circle.
The volume of a sphere is ${\frac {4}{3}}\pi r^{3}$. A “sphere” is a round three-dimensional object, such as a ball or a globe.

## Practice

1. A cereal box (left) has a volume of 225. If the dimensions of the face of the cereal box are 18 and 5, what is the depth of the cereal box?
2. A cylinder (right) has a diameter of 22 and a height of 45. What is the volume of the cylinder?
3. A soccer ball has a diameter of 12. A tennis ball has a diameter of 2. The volume of the tennis ball is what percentage of the volume of the soccer ball?

## Answers to Practice Questions

1. 2.5
The volume of a block-shaped object is equal to length(width)(height). The length and width are known to be 18 and 5, and the volume is 225. Thus, 18(5)(width) = 225. The depth equals 225 divided by 18(5) or 2.5.
2.
The volume of a cylinder equals the area of the base multiplied by the height. Because the diameter of the cylinder is 22, the radius is 11 and the area of the base isThis means that the volume isor
3.
The volume of a sphere is Thus, the volume of the soccer ball is or ; the volume of the tennis ball isorThe ratio of their volumes is or
# Absolute Value

The concept of absolute value - meaning a number's distance from zero - is tested on nearly every GRE.

## Rule

Absolute value makes a negative positive, but otherwise does nothing.
“| |” designates absolute value. For example, if | x + 3 | = 5, there are two possible values for x:
* x + 3 = 5, meaning x is 2
* x + 3 = -5, meaning x is -8
On an absolute value questions, split the value into two equations as seen above.

## Practice

1. If | 3x - 4 | = 5, then what could be the value of x?
2. If | a | > a, then what is the greatest integer that a could be?
3. If 3|4k - 2| - 12 = -3, what is the value of k?

## Comments

Absolute value tends to be tested in the quantity comparison section of the test, often with a variable modified by a constant within the absolute value. (e.g. | q + 7 | = 5) Solve these by writing out both of the potential values for the variable, and remember that either one could be the value. For example, in the prior equation, q could equal either -2 or -12, so it is unclear whether it is greater or less than -5.

## Answers to Practice Questions

1. 3, ${\tfrac {-1}{3}}$
If | 3x - 4 | = 5 then
3x - 4 = 5
       or
3x - 4 = -5
3x - 4 = 5
                Take the first equation and solve it. First, add 4 to both sides.
3x = 9
                Now divide both sides by 3.
x = 3
                x is equal to 3. But remember, this is just one solution - you still need to solve the other equation.
3x - 4 = -5
                Now take the second equation and solve it. Add 4 to both sides.
3x = -1
                Now divide both sides by 3.
x = ${\tfrac {-1}{3}}$
                x is equal to negative one third.
This means that x = 3 or ${\tfrac {-1}{3}}$
2. -1
Absolute value makes a positive negative, but otherwise does nothing - if the absolute value of a number is greater than that number itself, the number must be negative. The greatest negative number is -1.
3. k = ${\tfrac {5}{4}}$5/4,${\tfrac {-1}{4}}$
If 3|4k - 2| - 12 = -3, then
3|4k - 2| = 9
                Add 12 to both sides.
|4k - 2| = 3
                Divide both sides by 3.
4k - 2 = 3
Split both possibilities.
4k - 2 = -3
                Add 2 to to both sides
4k = 5 .
                Divide both sides by 5.
k = ${\tfrac {-1}{4}}$
# A Guide to the GRE/Areas of Triangles
## Areas of Triangles

The area of a triangle equals half of the base multiplied by the height.
In a right triangle, the base and the height will be the two smallest sides.
The area of this triangle equals (6)(8) divided by 2, or 24, because in a right triangle the base and the height are the two smaller sides
Otherwise, however, the height of the triangle will have to be known or deduced.
The height of an isosceles triangle can be deduced using the Pythagorean Theorem.
Take the original triangle. Split the base in half. The height will be perpendicular.
Under the Pythagorean Theorem:
The larger side squared equals the sum of the other sides squared.
Expand the exponents.
Subtract 25 from both sides.
Take the square root of both sides. The triangle has a height of 12 and thus an area of 30.

### Practice

1.
Multiply the length time the width (5in x 7in = 12in).
2.
Take that answer and put the measurement at the end of the answer like (inches, centimeters, or millimeters). 3.
Then you have the area (your answer to the problem).

### Answers to Practice Questions

1.
The base of an isosceles triangle can be split in half to form right triangles and calculate the height. In this case, the height equals or The area of the triangle is half of the base multiplied by this amount, or
2.
The area of a right triangle equals half of the product of its two smaller sides. The first of these sides equals t; the second must calculated using the Pythagorean Theorem as The area is thus
3.
This can be solved using the same procedure for isosceles triangles used in the first question. However, there is an even simpler way. An equilateral triangle forms 30º-60º-90º triangles when split down the middle. The sides of a 30º-60º-90º have the proportions 1 -- 2. Thus, the height of this triangle equals and its area equals or
# A Guide to the GRE/Arrangements

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## Arrangements

A permutation is an arrangement where the order is important. In this case, the number of possible arrangements of elements is (possibilities for spot 1)(possibilities for spot 2)... This can be represented by a formula as follows:
$P(n,k)={\frac {n!}{(n-k)!}}$.
* $P(n,k)$ is notation expressing a number of permutations of n items, taking k items at a time.
* $x!$, read as 'x factorial', signifies the product of all the natural numbers from 1 to $x$. For example, 10! = 1(2)(3)(4)(5)(6)(7)(8)(9)(10).
A combination is an arrangement where the order does not matter. The combination formula is the same as the permutation formula, except everything is divided by $k!$, i.e. the number of spots factorial:
$C(n,k)={\frac {n!}{(n-k)!k!}}$.
Suppose Kathryn is packing tie-dye shirts to take on vacation, and will pick 3 out of her 27 tie-dye shirts to take with her. How many assortments of shirts can she bring? Order is not important in this question - selecting shirt 3, shirt 5, and shirt 7 is the same as picking shirt 7, shirt 3, and shirt 5. Thus the number is:
$C(n,k)=C(27,3)={\frac {27!}{24!3!}}={\frac {27!}{6(24!)}}={\frac {27\cdot 26\cdot 25}{6}}=2,925$
Thus, there are 2,925 possible shirt arrangements.
If order was important above - suppose Kathryn was picking a specific shirt for the first, second, and third days - the formula would not be divided by 3!. It would simply be (spot 1)(spot 2)(spot 3), or (27)(26)(25), and would yield 17,550 possibilities.
Note that the number of possibilities descends (27, 26, 25) because the shirts can't be reused. If Kathryn was picking tie-dye shirts to wear on the next three Mondays, and had an opportunity to wash and reuse the same one, the formula would be (27)(27)(27).

### Practice

1. A pizza parlor has 8 different toppings available. How many different pizzas with 3 toppings can be made?
2. Lee has 4 different colors of paint to use on his model airplane. He will paint the body one color, the tail rudder a different color, and the nose a different color yet. How many different ways could Lee paint his airplane?
3. A soup recipe calls for any 3 of a list of 6 herbs. How many different groups of 3 herbs can be put in the soup?

### Answers to Practice Questions

1. 56
On any arrangement question, ask two questions - is order important, and, can the elements be reused?
Order is not important - pepperoni, sausage and olives is the same as olives, sausage and pepperoni. The elements can not be reused - a pizza can't have sausage, sausage, and sausage as its toppings. It either has sausage or it doesn't. Thus, the formula is:
== 56
2. 64
Order is important - a red nose and a blue rudder is different than a blue nose and a red rudder. The colors can be reused - each of four is available. The formula is thus:
4(4)(4) = 64
3. A soup recipe calls for any 3 of a list of 6 herbs. How many different groups of 3 herbs can be put in the soup?
Order is not important - thyme, parsley, and oregano is the same as oregano, parsley, and thyme in the soup. The elements cannot be reused - the soup must have 3 of the 6 herbs. The formula is thus:
== 20