OpenLLM-France/wikimedia huggingface dataset:
# Croatian/Main Contents/Level 1/Lesson 3

Questions are formed by by using a question word such as "how," "what", and other question words, as in English. The question word is always positioned at the start of a sentence.
There's a stress on the words so you know how to pronounce them. It's never used in any writing.

## Question Words

| English | Croatian |
| How? | Kàko? |
| What? | Štȍ? |
| Why? | Zȁšto? (lit. For what?) |
| When? | Kȁd? or Kàda? |
| Where? | Gdjȅ? |
| Who? | Tkȍ? |
| Which? | Kòjī? |
| Since when? | òtkad? or "òtkada? |
| Where from? | òtkuda?, ȍdākle? |
| Where to? | Kȁmo? |
| Which way? | Kȕd? or "kùda? |

## "Yes" or "No" Questions

Questions expecting a "yes" or "no" answer are created in a slightly different way. Most frequently li is added after the verb. As in the case with the questions words, the sequence "verb + li" is at the beginning of the sentence.
For example:
| English | Croatian |
| Is he sleeping? | Spáva li ôn? |
Next lesson
# Croatian/Main Contents/Level 1/Lesson 4

Following is a list of Croatian words for animals with plural forms. Croatian word for animal is živòtinja (pl. živòtinje).

## Mammals/Sisavac (pl. sȉsāvci)
#### Domesticated

| English | Croatian (sing.) | Croatian (pl.) |
| Dog (Canine) | Pȁs | Psȉ |
| Cat (Feline) | Mȁčka | Mȁčke |
| Mouse | Mȉš | Mȉševi |
| Duck | Pȁtka | Pȁtke |
| Cow | Krȁva | Krȁve |
| Rabbit | Kùnīć | Kùnīći |
| Hamster | Hŕčak | Hŕčci |
| Guinea pig | Zámorac | Zámōrci |
| Squirrel | Vjȅverica | Vjȅverice |
| Rat | Štȁkor | Štȁkori |
| Hare | Zȇc | Zȅčevi, or (rarely) zȅcovi, (collective noun) zȅčād |
| Goat | Kòza | Kòze |
| Sheep | Óvca | Ȏvce |
| Horse | Kȍnj | Kȍnji |

### Wild

| English | Croatian (sing.) | Croatian (pl.) |
| Fox | Lisica | Lisice |
| Monkey, Ape | Majmun | Majmuni |
| Lynx | Ris | Risovi |
| Cheetah | Gepard | Gepardi |
| Platypus | Čudnovati kljunaš (lit. means: strange beak) | Čudnovati kljunaši |
| Lion | Lav | Lavovi |
| Walrus | Morž | Morževi |
| Seal | Tuljan | Tuljani |
| Rodent | Glodavac | Glodavci |
| Mammal | Sisavac | Sisavci |
| Whale | Kit | Kitovi |
| Rhino | Nosorog (means: nose-horn) | Nosorozi |
| Hippo | Nilski konj or Vodenkonj (means: Nile horse or water horse) | Nilski konji or Vodenkonji |
| Bear | Medvjed | Medvjedi |
| Bat | Šišmiš | Šišmiši |
| Wolf | Vuk | Vukovi or rarely vuci (usually in old songs or jokes) |
| Marten | Kuna (also name of Croatian currency) | Kune |
| Kangaroo | Klokan | Klokani |
| Armadillo | Pasanac | Pasanci |

## Other

| English | Croatian (sing.) | Croatian (pl.) |
| Worm | Crv | Crvi |
| Ladybug | Bubamara or božja ovčica (Buba means bug and Mara is a name. Božja ovčica means God's little sheep) | Božja ovčice |
| Swan | Labud | Labudovi |
| Shark | Morski pas | Morski psi |
| Fish | Riba | Ribe |

## Genders

| English | Croatian |
| Male cat (tomcat) | Mačak |
| Female dog (bitch) | Kuja |
| Male duck | Patak |
| Female horse (mare) | Kobila |
| Female wolf | Vučica |
| Male goat | Jarac |
| Male sheep | Ovan |
| Male fox | Lisac |
| Female rabbit | Kunica |
| Female hare | Zečica |
| Female lion (lioness) | Lavica |
| Female moust | Mišica |
| Female bear | Medvjedica |

## Animal related phrases

| English | Croatian |
| Shoo! (for cats) | Šic! |
| Shoo! (for dogs) | Marš! (also means: march) |
| Shoo! (other) | Iš! |
| Sit! | Sjedi! |
| To die (animals only) | Uginuti |
| To give birth (animals only) | Okotiti |
| To sniff (animals only) | Njušiti |
Next lesson
# Croatian/Main Contents/Level 1/Lesson 5

Months in Croatian usually have names of actions or things used in that month. The Roman names AREN'T used in Croatian language. All the traditional names come from Common Slavic and are attested in other Slavic languages.
Month: Mjesec (also means moon)
January: Siječanj (Sječa means cutting)
February: Veljača
March: Ožujak
April: Travanj (Trava means grass)
May: Svibanj (Sviba means dog wood)
June: Lipanj (Lipa means linden tree)
July: Srpanj (Srp means sickle)
August: Kolovoz (Kolo means cart wheel and voz means ride)
September: Rujan (Ruj means sumach)
October: Listopad (list means leaf and pad means fall)
November: Studeni (Studen means chilly)
December: Prosinac (pro + siniti: to become thoroughly blue. (Sin is the old word for dark blue.)
Next Lesson
# Croatian/Main Contents/Level 1/Lesson 7

General
School: Škola
Class: Razred
Pupil: Učenik (rarely đak)
Teacher, professor: Učitelj, profesor
Subject: Predmet
School accessories
Pencil-case: Pernica
Pen: Kemijska olovka (shorter: kemijska, pinkalo)
Pencil: Olovka
Book: Knjiga
Notebook: Bilježnica (very rarely teka; used by old people)
Paper: Papir
Pencil sharpener: Šiljilo
Rubber: Gumica
Felt pen: Flomaster
Coloured pencils: Bojice
Crayons: Pastele
Chalk: Kreda
Blackboard: Ploča
Sponge: Spužva
Tempera: Tempera
Scissors: Škare (it has only a plural form)
Subjects
Croatian: Hrvatski jezik (shorter: hrvatski)
Maths: Matematika
Physics: Fizika
Chemistry: Kemija
Informatics: Informatika
Geography: Zemljopis (in primary school), geografija (in secondary school)
Art: Likovna umjetnost (shorter: likovni)
Music: Glazbena umjetnost (shorter: glazbeni)
Physical education: Tjelesna i zdravstvena kultura (shorter: tjelesni)
English: Engleski jezik (shorter: engleski)
Latin: Latinski jezik (shorter: latinski)
Next Lesson
# Cataloging and Classification/Access points
## Cutter's Objectives

What's the point of a catalog? For Charles Ammi Cutter (1837-1903), an important pioneer in the field of cataloging, the catalog exists to help library users find books. In his Rules for a Dictionary Catalog, Cutter identified specific "objects" (goals) that a catalog to fulfill. When a user is trying to find a book, Cutter says, they will want the catalog to help them in at least one of the following ways.
* To enable a person to find a book of which either...
** ...the author,
** ...the title, or
** ...the subject is known
* To show what the library has...
** ...by a given author,
** ...on a given subject, or
** ...in a given kind of literature.
* To assist in the choice of a book...
** ...as to its edition (bibliographically), or
** ...as to its character (literary or topical).

### Legacy of Cutter's Objectives

Cutter's Objectives, in somewhat modified forms, have influenced the development of cataloging practices greatly. The objectives are certainly useful, but also have their limitations. One critique can be found in Hope Olson's The Power to Name.

## AACR2's Eight Areas of Description

AACR2 1.0B1 lists eight areas of description:
* Title and statement of responsibility (MARC field 245)
* Edition (MARC field 250)
* Material (or type of publication) specific details (not used for monographs)
* Publication, distribution, etc. (MARC field 260)
* Physical description (MARC field 300)
* Series (MARC fields 4xx)
* Note (MARC fields 5xx)
* Standard number (MARC fields 0xx) and terms of availability
# Cataloging and Classification/Bibliographic control
## Conceptual levels of cataloguing

Even before we begin learning the basics, it is useful to understand that library cataloging is a subject which conceptually deals with information at various levels, which is explained in brief here, and will be explained in detail later in the textbook.
Overall, the top-most level of cataloguing is the Functional Requirements for Bibliographic Records (FRBR), which tells us how information should be organised and modeled. The FRBR provides a conceptual model of the entities involved in library cataloguing and their relationships.
The second conceptual level is the content cataloguing standard which decides what information is to be recorded and how. They build on the conceptual framework provided by the FRBR. Examples of such standards are the Resource Description and Access (RDA), the International Standard Bibliographic Description (ISBD), and the Anglo-American Cataloguing Rules (AACR) (which is now defunct).
The third conceptual level is that of the communication formats, i.e., the code used by computers to convey bibliographic information. Examples of these are Machine-Readable Cataloging (MARC) and Extensible Markup Language (XML).
The lowest conceptual level is that of metadata, index terms, and controlled vocabularies — standards involving these include Dublin Core Metadata Element Set (commonly referred to as just Dublin Core) and the Library of Congress Subject Headings (LCSH).
* ↑ FRBR: FRBR, RDA, and MARC (PDF), Cooperative and Instructional Programs Division, Library of Congress, September 2012, archived (PDF) from the original on 23 April 2021, retrieved 22 August 2021
# Cataloging and Classification/Cataloging standards
## Different standards

A common stereotype within the library community is that catalogers care about nothing but following arbitrary rules about punctuation and other trivialities. Rules and standards do play a major role in cataloging today, and also allow catalogers to produce catalog records that can be shared, enriched, transformed, and displayed in powerful ways. However, as no rules will be truly universal in their application, catalogers are often called to exercise their judgement when existing standards and codes prove unsatisfactory.
A number of codes, controlled vocabularies, schemas, and protocols have roles to play in today's library catalogs. Furthermore, as libraries are becoming increasingly interested in providing electronic resources to their patrons, they are examining and implementing new ways of expressing bibliographic metadata. The table below offers a brief comparison of some of the standards used in describing two very different library collections.
| | Library of Congress catalog | Gateway to Oklahoma History |
| Controlled Vocabulary | Library of Congress Subject Headings (LCSH) | Library of Congress Subject Headings (LCSH), University of North Texas Libraries Browse Subjects |
| Code | Anglo-American Cataloging Rules (AACR2) or Resource Description and Access (RDA) | |
| Metadata Element Set | | Dublin Core |
| Character encoding | UTF-8 | UTF-8 |
| Data Format | Machine Readable Cataloging (MARC) | Extensible Markup Language (XML) |
| Protocol for retrieving records remotely | Z39.50 | HTTP (via OAI-PMH) |
Some of these standards, such as Dublin Core, LCSH, and MARC may be actively consulted by a cataloger as they describe a document for one of these collections, depending on how familiar they are with the standards, and how many similar documents they have cataloged. Other standards, such as UTF-8, Z39.50, and HTTP are built into software tools used by catalogers and essentially hidden while performing day-to-day cataloging. These latter standards generally only need to be consulted when creating new tools or troubleshooting existing ones.
# Catalan/Vocabulari

| Els dies de la setmana | Els mesos de l'any | Les estacions de l'any | Els colors |
| (Days of the week) | (Months of the year) | (Seasons) | (Colours) |
| diumenge (Sunday) | gener | la primavera (spring) | vermell, roig |
| dilluns (Monday) | febrer | estiu (summer) | blau |
| dimarts (Tuesday) | març | tardor (autumn/fall) | verd |
| dimecres (Wednesday) | abril | hivern (winter) | groc |
| dijous (Thursday) | maig | | blanc |
| divendres (Friday) | juny | | gris |
| dissabte (Saturday) | juliol | | negre |
| | agost | | taronja |
| | setembre | | rosa |
| | octubre | | lila |
| | novembre | | marró |
| | desembre | | |
# Cataloging and Classification/Frequently used MARC Fields

| 050 | Library of Congress call number |
| 082 | Dewey Decimal call number |
| 100 | Person of responsibility |
| 245 | Title of work |
| 246 | Publisher of work |
| 300 | Item description |
| 650 | Library of Congress subject heading |
# Cataloging and Classification

Cataloging is the process of adding an item to a catalog, a process typically including bibliographic description, subject analysis, and classification. Cataloging has a rich history of practice, which can provide valuable lessons for many of today's information workers, from metadata specialists to reference librarians. A basic understanding of cataloging is highly beneficial for library employees, library users wishing to improve their catalog searching skills, and anybody interested in metadata. This textbook aims to provide a practical and engaging introduction to Cataloging and Classification, with numerous examples taken from public domain and freely licensed catalogs, such as those of the British Library, Harvard University and the University of Florida Smathers Libraries.

## Contents

* Introduction
* Cataloging Basics
** Metadata
** Cataloging
** Bibliographic control
* Descriptive Cataloging
** What is descriptive cataloging?
** Resource Description and Access (RDA)
** Machine-Readable Cataloging (MARC)
** Access points
** Authority Control
** First Level Cataloging Examples
* Subject Analysis and Classification
** Subject Analysis
** Controlled Vocabularies
** Library of Congress Subject Headings (LCSH)
** Dewey Decimal Classification
** Library of Congress Classification
** Sears Subject Headings
** Other subject controlled vocabularies
** Cutter Numbers
** Classification Theory
* Special Print Materials
** Continuing Resources
** Children's Books
* Non-print materials
** Electronic Resources
** Video Recordings
** Sound Recordings
** Graphic and Cartographic Materials
** Realia
** Musical scores
* Non-English Language Materials
** Non-Roman Scripts
* Trends and Developments
** Functional Requirements for Bibliographic Records (FRBR)
** Functional Requirements for Authority Data (FRAD)
** Functional Requirements for Subject Authority Data (FRSAD)
** Resource Description and Access (RDA)
** Dublin Core Metadata Element Set (DCMES)
** Metadata Object Description Schema (MODS)
** Linked Data
** Copy Cataloging
** Outsourcing of Cataloging
** The Future of Cataloging
* Bibliography
* Glossary
* Appendices
** Essential links
** Catalog records and rights
** Frequently used MARC Fields
** Anglo-American Cataloging Rules (AACR2)
** Rarely used MARC Fields
** Sample Cataloging Workflows

## Contributing to this Book

* Local style guide
# Cataloging and Classification/Controlled Vocabularies

The definition of Controlled vocabulary, as per Weihs & Intner (2017):
    "A list of terms authorized for indexing, such as a subject heading list or thesaurus."

## References

* ↑ Weihs, Jean; Intner, Sheila S. (2017). "Glossary". Beginning cataloging (2nd ed.). Santa Barbara, California, USA: Libraries Unlimited. ISBN 9781440838453.
# Cataloging and Classification/Dewey Decimal Classification

The Dewey Decimal Classification system is named after Melvin Dewey, who created it in 1873. This system is widely used in public libraries, but in a few exceptions is also used in academic libraries.

## Division fields

Dewey Decimal serves to organize library materials by their general knowledge field. Every DDC number contains three digits, similar to a MARC tag, but rather than describing the item itself, the DDC number describes what the item is generally about. The first number of the DDC tag represents its broad general field--is it about religion or geography?--while the second and third numbers represent more specific topics.
| Number | Knowledge field |
| 001-009 | General knowledge |
| 100-199 | Philosophy and psychology |
| 200-299 | Religion |
| 300-399 | Social sciences |
| 400-499 | Languages |
| 500-599 | Science and mathematics |
| 600-699 | Technology |
| 700-799 | Arts and recreation |
| 800-899 | Literature |
| 900-999 | History and geography |

## Dewey classification resources

* The 20th edition of Dewey Decimal Classification (1989) is available online:
** https://archive.org/details/deweydecimalcla01dewe
** https://archive.org/details/deweydecimalcla02dewe
** https://archive.org/details/deweydecimalcla03dewe
** https://archive.org/details/deweydecimalcla04dewe
# Art History

Preface - What Is Art?
    A discussion of what art is and can be, and what we mean by "art history" - a brief summary of the book.
Prehistoric Art
    Aboriginal art works, European "cavemen" artworks such as the drawings at Lascaux and Cauvet.
Ancient Art
    Egyptian, Greek and Roman (including Early Christian) Art, and their effects on the development of Art.
Medieval Art
    Artworks from the European Middle Ages, including Gothic Art and Panel Painting.
The Renaissance
    Including such artists as Leonardo da Vinci and Michelangelo.
The 17th Century
    Other works from the 1600's, excluding the Renaissance movement.
The 18th Century
    All major artworks, movements and artists from the 18th Century, including the Rococo movement and Neoclassicism.
The 19th Century
    One of the biggest centuries in artistic history was the 19th century, with major movements such as Impressionism and Realism.
The 20th Century
    Modernism, Post-Modernism, Surrealism, Cubism, Hyperrealism and all other artists and movements.
The 21st Century
    Neo-Futurism, Stuckism
Glossary and Theory
    A Glossary and compendium of artistic theory to help the reader gain a wider knowledge of art history.
Movements - Glossary of art movements
Authors and Contributors
    Participants helping to develop this text.
# Art History/18th Century
## Baroque

Spilling over into the beginning of the 18th century were the last remnants of Baroque art. Baroque interior design, in particular, is distinctly ornate and rich in ceiling decor.

## Rococo

Following Baroque art, a similar movement, called Rococo, developed. Initially, it thrived in interior design as Baroque had previously done, but in comparison to interior design done in the Baroque style, the Rococo style could be described as softer and more refined.
The main proponents of Rococo style painting were Antoine Watteau, Francois Boucher, and Jean-Honore Fragonard. Rococo painting has a very distinct style. Light, mint greens and soft pinks and blues were some of the most popularly used colors. In general, the color palette consisted of soft, yet intense, colors. Also, distinct to Rococo painting was the light subject matter; generally paintings in this style depicted the leisure of the upper class. Jean-Honore Fragonard's The Swing exemplifies the Rococo style, as seen in painting.

## Enlightment

The Rococo movement came to an end with the onset of the Enlightenment, which ushered in the next major artistic movement-Neoclassicism. As the name suggest, a revival of the influence of classic art from ancient Greece and Rome ensued. In painting, Jaques-Louis David was the leading painter of this style. His works, such as the Oath of the Horatii exemplified Neoclassicism with its logical order and stately, even heroic, subject matter. In architecture, one of the greatest influences was Palladio's Villa Rotunda, a Renaissance building, itself, inspired by classic order and symmetry.
As demonstrated by the shift from Rococo to Neoclassicism, two starkly contrasting art styles, many successive art movements are reactions to previous styles. The very formal, stately Neoclassical style was a direct reaction to that of the previous light and airy Rococo style.

## Gallery
### European

* Interior of Ca' Rezzonico in Venice, an example of Rococo artwork. - 1753
* View of Warsaw from the Terrace of the Royal Castle by Bernardo Bellotto - 1773.
* David - Oath of the Horatii - 1784
* David - The Death of Socrates - 1787
* Jacques-Louis David - Portrait d'Henriette de Verninac - 1799

### Japanese

* Three Beauties of the Present Day by Kitagawa Utamaro - 1793. An example of nishiki-e color woodblock print.

### Architecture

* Amber Room - 1701.
* Monticello - 1772.
* Panthéon - 1790.
* Brandenburg Gate Neoclassical architecture - 1788-1791.
# Art History/Authors

* Serge Tom Westland - Organization, initial work on pages.
* Mbrickn - Adding images, examples.
# Art History/17th Century

As the Renaissance occurred in Europe, the art world of other countries did not stay stagnant.

## Gallery

* The Taj Mahal in India.
# Art History/21st Century

The 21st century in artwork is hallmarked by the use of advanced technology and production techniques in the creation of art. Many of these technologies enabled creators to create works which would have been previously difficult or impossible to perform just decades before. Some of these technologies included computer rendering, 3D printing, and the use of novel materials such as vantablack by the sculptor Anish Kapoor. It is important to note that traditional works and methods did not disappear during this time, though in some genres such as animation, their use rapidly declined due to becoming commercially nonviable.

## Gallery
### Works

* Graham by Kristoffer Zetterstrand - 2003.

### Architecture

* Walt Disney Concert Hall - 2003.
* Taipei 101 Postmodern skyscraper - 2004.
* 30 St Mary Axe - 2004.
* Beijing National Stadium Postmodern High-Tech architecture - 2008.
* Marina Bay Sands - 2010.
* Tokyo Skytree - 2012.
* One Central Park with hanging gardens - 2013.
* One World Trade Center - 2014.

### Photography

* Situation Room, Iconic photograph - 2011.
* First direct photo of a Black Hole, Iconic photograph - 2019.

### Animation

* Elephants Dream - An example of 3D computer animation typical of the mid 2000s - 2006.
* Big Buck Bunny - An example of 3D computer animation typical of the late 2000s - 2008.
* Cosmos Laundromat: First Cycle - An example of 3D computer animation typical of the mid 2010s - 2015.
* Sprite Fright - An example of a 3D computer animation typical of the early 2020s - 2022.
# DChip/Support

User support and trouble-shooting guide
Please send dChip usage questions and discussions of microarray data analysis to dChip Yahoo group, and send function suggestions and bug reports of dChip to Cheng Li (cli@hsph.harvard.edu). It will be helpful if the followings are attached with email for diagnostic purpose: dChip version and downloading dates, analysis outputs and error messages (use “Analysis/Copy” or “Analysis/ Save”), dChip exported data and image files, parameter files (with .INI extension and in the same directory as dchip.exe), or the screenshot (Press PrintScreen key and paste into Paint software to save). If dChip crashes or you observe strange things happening, you may also try one or more of the following:
· In the clustering picture, the part of figure is overlapped or not displayed: use Arrow keys, Control+Arrow keys and Shift+Arrow keys to adjust.
· Click the "Tools/Options/Reset Default" button to reset settings, or delete the existing “group_name”.ini files (in the same directory as dchip.exe) and then restart dChip.
· Download and use the latest version of Gene information files or dChip itself. If needed copy these files and the CEL data files (but not the *.ini files containing dChip settings) into a new directory, and start dChip from here.
· Change to another PC or Windows system.
· When opening a group, check “Open group/ignore existing DCP file” and “Open group/Other information/ignore existing cdf.bin file” to re-extract the CEL and CDF files.
· “Gene information file” may have been saved in Excel format. Open files in Excel and use “File/Save As” to save in tab-delimited text format.
· If “out of memory” when clustering many genes, you can uncheck “Tools/Options/Clustering/Pre-calculate distance” before clustering.
· Clustering image exporting problem.
# DD-WRT/"Flashing" instructions/General instructions
## Table of Contents

* Supported devices
* Features
* "Flashing" instructions
** General instructions
** Linksys_WRT54G_v5/v5.1/v6
* References