OpenLLM-France/wikimedia huggingface dataset:
# Annotations to James Joyce's Ulysses/Lotus Eaters/077
## Annotations

S. J. (Latin) Societas Iesu, the Society of Jesus or Jesuits. In Latin an initial I followed by a vowel is interchangeable with J.
D. D. (Latin) Divinitatis Doctor, Doctor of Divinity. It signifies that a doctorate in divinity has been conferred on Dr William J. Walsh.
Ecce Home. (Erratum) Ecce Homo. This has been corrected in every edition of Ulysses I have examined, but Ecce Home is a common mistake made by those not familiar with the Latin language. It is precisely the sort of mistake Bloom might make.
Ecce Homo (Latin) Behold the man. In the Gospel of John, these words are spoken by Pontius Pilate when he presents Jesus to the people:Then came Jesus forth, wearing the crown of thorns, and the purple robe. And Pilate saith unto them, Behold the man!
In 1899 a painting by the Hungarian artist Mihály Munkácsy entitled Ecce Homo (1896) was exhibited in the Royal Hibernian Academy on Lower Abbey Street. It depicted Christ wearing the crown of thorns and the purple robe. In September of the same year the seventeen-year-old Joyce wrote a short essay about the painting. It is possible that Bloom is referring to this painting.
Corpus (Latin) Body. In the Latin Mass, each time the priest offers the consecrated bread to a communicant, he says Corpus Domini nostri Jesu Christi custodiat animam tuam in vitam æternam. Amen. (May the Body of Our Lord Jesus Christ preserve your soul for eternal life. Amen).

## References

* ↑ Ellmann, Richard (1984). Ulysses on the Liffey. Faber and Faber. p. 36.
* ↑ Gifford, Don; Seidman, Robert J. (1988). Ulysses Annotated. University of California Press. p. 92. Thornton, Weldon (1968). Allusions in Ulysses. University of North Carolina Press. pp. 82–83.
* ↑ John 19:5
* ↑ Joyce, James (2000). Kevin Barry (ed.). Occasional, Critical and Political Writing. Oxford University Press. pp. 17–22.
* ↑ Missale Romanum, Ritus Servandus X:6 (Page 73).
# Annotations to James Joyce's Ulysses/Lotus Eaters/078
## Annotations

I. N. R. I. (Latin) Iesus Nazarenus Rex Iudaeorum (Jesus the Nazarene, King of the Jews). According to John 19:19, this was the inscription Pilate wrote and placed on Christ's cross. The original Greek form is ιησους ο ναζωραιος ο βασιλευς των ιουδαιων (Iēsous ho Nazōraios ho Basileus tōn Ioudaiōn). According to John 19:20, the inscription was written in Hebrew (which probably means Aramaic), Latin and Greek.
The original Greek ο ναζωραιος has been translated of Nazareth and the Nazarene.

## References

* ↑ Gifford, Don; Seidman, Robert J. (1988). Ulysses Annotated. University of California Press. p. 94. Thornton, Weldon (1968). Allusions in Ulysses. University of North Carolina Press. p. 84.
* ↑ John 19.
# Annotations to James Joyce's Ulysses/Lotus Eaters/074
## Annotations

Voglio e non (Italian) See 061.33. Bloom has repeated his earlier mistake.
Là ci darem la mano ... la (Italian) There we shall join hands. See 061.20. Bloom's La la lala la la matches the musical rhythm of the following line, whose words he has possibly forgotten: Là mi dirai di sì (There you shall say "Yes" to me).
# Brlcad/How to mged/units

The units command can output or set the current units of distance measurement used by the system:

## Determining the units of measure

Without a parameter, the units command outputs the current units of measurement:

## Setting the units of measure

The units command can take a parameter that changes the current units of measurement:

## Supported units

The following units of measure are supported by brlcad:
* um
* mm
* cm
* m
* km
* in
* ft
# Brlcad/How to mged/symbol

| Symbol | Name |
| ! | pling |
| " | doublequote |
| # | hash |
| $ | dollar |
| % | percent |
| & | ampersand |
| ' | apostrophe |
| * | asterisk |
| + | plus |
| , | comma |
| !- | hyphen |
| . | dot |
| / | slash |
| : | colon |
| ; | semicolon |
| < | lessthan |
| = | equals |
| > | greaterthan |
| ? | hook |
| @ | snail |
| ![ | openbox |
| \ | backslash |
| !] | closebox |
| ^ | caret |
| !_ | underscore |
| ` | backtick |
| ! | pipe |
| ~ | tilde |

## Brackets

* boxes
* braces
* cheverons
* parentheses
# Brlcad/How to mged/translation
## Translation of a combined object

In order to perform translation of a combined object, the mged geometry editor must first be placed into object editing mode by using the oed command.
# Brlcad/model

Here are some simple models:
* deathstar
* lollipop
# Brlcad/How to mged/title

The title command can be used to create a title for the database:
# Brlcad/resource/ax

The axes resemble a weather vane, and indicate the x,y,z directions for object positioning

## Parameters
### model_draw

The model_draw parameter makes the axis visible or invisible
* 0 - invisible
* 1 - visible
# Brlcad/resource
## Resource Types

The following resources are supported by brlcad:
* axes
* colour schemes
* grid
* rubberband
* variables
# Brlcad/How to mged/variable

The mged utility utilizes a set of inbuilt variables:
* autosize
* context
* coords
* difference_op
* dlist
* eye_sep_dist
* faceplate
* fb
* fb_all
* fb_overlay
* hot_key
* intersection_op
* linewidth
* linestyle
* listen
* mouse_behavior
* nmg_eu_dist
* orig_gui
* port
* predictor
* predictor_advance
* predictor_length
* perspective
* perspective_mode
* rateknobs
* rotate_about
* sliders
* toggle_perspective
* transform
* union_op
* use_air
# Authoring Foreign Language Textbooks/Approaches
## Avoid the phrasebook approach

Never teach languages in the sense of simply providing a sentence with its translation and requesting memorization.
Without first teaching how to construct sentences, such examples do not aid in learning a language. If a person doesn't understand the structure and components of a sentence, the reader gains very little from memorizing it because he cannot use it to make or understand new sentences.

## Bite-sized language lessons

Developed by Junesun, the Bite-sized language lessons aim to break lessons down into small easily digestable bits.

## 1-2-3-4-5 Punch

The 1-2-3-4-5 Punch is a process of repetition and memorization critical to the learning of a new language. There are two parts to the 1-2-3-4-5 Punch: the 1-2-3 Punch and the 4-5 Punch. Parts 1, 2, and 3 deals with lessons and parts 4 and 5 with groups of lessons:
* Tell your readers what you are going to teach them.
    “You're going to be taught XYZ, and by the end of this lesson you should be able to do ABC, DEF, GHI...etc.”
* Teach them.
* Tell your readers what you taught them.
    With this technique, your readers have now heard the material 3 times in different ways. This repetition will ingrain the information in them. Now go 2 steps better and repeat the information even more.
* Review what you taught your readers in the last few lessons and what they should know and be able to do.
* Review what you taught your readers in the last Grade/Section/Division and what they should know and be able to do.
The more repetition the better. This is important, people don't normally remember something the first time they hear it. The more times you repeat the material you've gone through with the reader, the more likely they'll be able to remember what they read. It's a simple, but important, concept.
Many wikibooks for languages are trying to be curriculums rather than textbooks or references. This is an excellent goal, but to achieve it you must plan your curriculum, and repetition is key to any curriculum.
# Authoring Foreign Language Textbooks/Learning curves
## A gentle learning curve

It is important to gradually introduce the language to your readers. This keeps your readers interested, instead of frustrated, and allows you to go into greater depth in any given subject. Before moving on after describing a series of grammar points, provide your readers with a large number of examples, and exercises. Afterwards you can show the table as a summary of what was learned. While readers should be aware of exceptions, these might be better saved for later.
Don't expect the reader to have a deep knowledge of grammar or linguistics. Such concepts are still useful but the text may have to describe these or refer users to where they are explained. Use your best judgement in deciding which terms are reasonable to expect readers to know. Many readers, for instance, won't know what a "guttural", "plosive" or "voiced" sound is, much less know how to produce them.
# Authoring Foreign Language Textbooks/Learning styles

Learners have different strengths and a wide range of approaches will make a book useful to more readers. According to Howard Gardner's theory of multiple intelligences people have different strengths and will therefore benefit from different approaches. In that vein, teachers commonly try to use varied teaching styles to cater to different students' abilities.
Some people are very good at picking up the sounds of words, while others are more apt at memorising the way they are written. For some the patterns are easily recognisable while for others actually writing them will better help them commit them to memory. These are just examples of strengths that will require different approaches in how the content is presented. A combination of audio (even with video), text, explanations and lists for rote learning can help learners with different abilities.
While it is difficult enough to come up with a textbook taking only one learning style into account, it is useful to keep in mind that what works for oneself isn't necessarily going to be the most useful method of study for the learner.
# Authoring Foreign Language Textbooks/Media
## Media

Languages written with variants of the Latin alphabet or completely different character sets require teaching how to read and write these. Where stroke order is important or useful, provide images describing these. There might already be some available on Commons:, such as at the Commons Stroke Order Project or Commons:Tamil alphabet.
Audio and video clips to illustrate conversations by native speakers are useful. You can direct readers to popular media in the language you are teaching for practice to keep learners interested and help them immerse themselves in the language.
# Authoring Foreign Language Textbooks/Guidelines
## General guidelines
### Style and structure

There is little specific about styling and structuring language books. See Wikibooks:Manual of Style for more on this.
Avoid splash pages as they only increase the distance to actual content. The MediaWiki software creates links to parent pages under the page title. Leaving worth-while content on the book's main page increases access. Remember that wikibooks are not made of paper and your readers haven't come searching for pretty pictures of the flag of Japan or Morocco.
Keep a consistent style throughout the book. Be creative and add graphics specific to that book. Memorable logos and mascots can be a great idea for a representative theme in illustrations.

### Prominent Contributor Recognition

It can be a useful to motivate contributors to your wikibook to, display them prominently with recognition of their level of contribution. You can, for example, put a small symbol or image next to the name of each contributor for each module they have contributed substantially to.
# Authoring Foreign Language Textbooks/Lesson plans
## Lesson Plans

Before writing any lesson, set a goal for the course (e. g. level A2 of the European Reference Framework for Languages) and make a lesson plan that will gradually lead people there.
A lesson plan should indicate which vocabulary and grammar each lesson introduces, and the order of which these are introduced. This gives current and future contributors an overview of what has been taught already. Already covered grammar and vocabulary should be regularly revisited. Grammatical structure that hasn't been covered yet will more often than not just confuse the reader, but if handled correctly it can be used as a tool to get readers used to certain modes of speech.
Avoid choosing which phrases to teach first, and then seeing what grammar they require. Once you have set up grammar points, you should pick sentences in their scope which the reader might find interesting and can begin to use in mock- or real conversations. What constitutes as "interesting" varies of course. At the outset, however, anything that readers can understand and use will encourage and motivate them. As most wikibooks are for self-study, a constant experience of success is a critical factor in the success of your book.
Keep the lesson contents manageable and their size regular. Again, centering around phrases will create some very short lessons, while complex phrases will require lots of background. Set each lesson to cover a small number of grammar points, introduce a set amount of new vocabulary and revisit particular grammar points.
# Authoring Foreign Language Textbooks/Quizlet and Memrise

Quizlet and Memrise are two external websites that have developed an electronic flash card system to help people memorize items. Both sites allow registration for free and it is possible to create training sets, e.g. for the particular vocabulary being taught in a particular module of a language book. As long as wikimedia software has nothing comparable to offer, the authors of language books could create specific training sets for their material and put an external link to that particular training set.
For example, if you wish to train yourself in the 56 most common words of the Dutch language you could do that here.
As the wiki software does not really facilitate this kind of memorization, the Dutch book now has a set of vocabulary training sets at Quizlet for most of the Beginner level classes and a link thereto. The sets contain the added vocabulary taught in that particular lesson.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/191
## Annotations

mavrone (Hiberno-English) Alas! This interjection is an Anglicisation of the Irish expression mo bhrón (my sorrow, my grief). Gifford's annotation is incorrect.

## References

* ↑ Patrick S. Dinneen, Irish-English Dictionary 61-62.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/198
## Annotations

inquit Eglintonus Chronolologos (Latin, Greek) said Eglinton the Chronologist. Chronolologos (chronologist) is artificial Greek.
nel mezzo del cammin di nostra vita (Italian) in the middle of the journey of our life. This is the opening line of Dante's Inferno. Dante was thirty-five in 1300, the year in which the Divine Comedy is set. Seventy years is the traditional lifespan allotted to mankind (Psalms 90:10).
From hour to hour it rots and rots Quote taken from As You Like It

## References

* ↑ Gifford (1988) 239. Gifford Latinizes Chronolologos by altering it to Chronolologus.
* ↑ Gifford (1988) 240. Thornton (1968) 203.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/199
## Annotations

Amor matris, subjective and objective genitive (Latin) See 028.32-33.
Amplius. Adhuc. Iterum. Postea. (Latin) Moreover. Furthermore. Again. Next.. These are technical or rhetorical terms used by scholastic debaters to introduce the different points of their arguments. In this context, they all mean much the same thing and are variously translated in modern editions as again, furthermore, moreover, besides, then, next. The first two occur repeatedly in the works of Thomas Aquinas; he does not use Iterum, but Item (likewise, similarly, also) does occur frequently. Instead of Postea (next, then) he prefers Praeterea (besides, moreover). Considering the role Aquinas plays in Stephen's thought, it is possible that he (or Joyce) has misremembered, substituting Iterum. Postea for Item. Praeterea.

## References

* ↑ Gifford (1988) 241.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/193
## Annotations

Cours la Reine (French) The Queen's Path. The Cours la Reine is a promenade and public park on the right bank of the Seine in Paris. It was created in 1618 by Queen Marie de Medicis.
Encore vingt sous. Nous ferons de petites cochonneries. Minette? Tu veux? (French) Twenty more sous. We'll fool around. You want to eat some nice pussy?. Stephen recalls an encounter with a prostitute on the Cours-la-Reine. Sou is a colloquial term for five centimes or one twentieth of a franc, though the actual coin disappeared when the French currency was decimalized in 1795; the prostitute is demanding another franc. Faire de petites cochonneries (to do little swinish things) is slang for fornication and other sexual perversions. Faire minette (to do pussy) is slang for cunnilingus.

## References

* ↑ Gifford (1988) 230.
* ↑ Gifford (1988) 230.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/195
## Annotations

Punkt (German) Item. In Shakespeare's will, the various bequests (including that of his second-best bed to his wife) are each introduced by the word Item. But why does Stephen use German?
Separatio a mensa et a thalamo (Latin) Separation from board [table] and from bedchamber. Mulligan has altered the legal expression divorce a mensa et thoro (divorce from board and bed), a legally binding form of separation granted by English courts in place of divorce, which was not legally available until the passing into law of the Divorce and Matrimonial Causes Act in 1857.

## References

* ↑ Gifford (1988) 232.
* ↑ William Shakespeare's Will.
* ↑ Gifford (1988) 233. Thornton (1968) 193-194.
* ↑ 20 & 21 Victoria, c. 85
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/197
## Annotations

Sufflaminandus sum (Latin) I should be checked. According to the Roman rhetorician Seneca the Elder, the Emperor Augustus once said Haterius noster sufflaminandus est (Our Haterius ought to be checked) in reference to the senator and orator Quintus Haterius. Haterius spoke so rapidly that he employed someone to warn him to slow down. Augustus joked that his puffs of air needed a brake: Augustus conflated the verb sufflo (to inflate) with the noun sufflamen (a bar used on wagons as a brake).
In a Shakespearean context, there is also a reference to Ben Jonson's remark about Shakespeare: ... he flowed with that facility, that sometime it was necessary he should be stopped: Sufflaminandus erat, as Augustus said of Haterius. Clearly, Jonson misunderstood Augustus's pun. He took Augustus to mean, Haterius should be fitted with a gag [on account of the volubility of his rhetoric], whereas the correct meaning is, Haterius should be fitted with a brake [on account of the rapidity of his rhetoric]. But Jonson was probably Stephen's (and Joyce's) source.
See also 177.19, which quotes from the same passage in Jonson's Timber.
Amplius. In societate humana hoc est maxime necessarium ut sit amicitia inter multos (Latin) Morover, in human society it is of the utmost necessity that there be friendship among many people. This is a quotation from St Thomas Aquinas, Summa Contra Gentiles, Book 3, Chapter 125, That Matrimony Should Not Take Place Between Close Relatives, Paragraph 6.
Ora pro nobis (Latin) Pray for us. The phrase occurs commonly in Catholic prayers and rituals, especially the Litany of the Saints.
Pogue mahone! Acushla machree! (Hiberno-English) Kiss my arse! My Sweetheart! The first expression is an Anglicisation of the Irish Póg mo thóin. The second expression is a term of endearment from the Irish A chuisle mo chroí (O pulse of my heart). See also 179.07, which quotes from John Philpott Curran's song Cushla-ma-Chree.
Requiescat (Latin) May she rest. Stephen curtails the common prayer for the repose of the dead: Requiescat in pace (May she rest in peace).
See also 100.24, where the prayer occurs in Paddy dignam's burial rite.

## References

* ↑ Gifford (1988) 236-237. Thornton (1968) 198.
* ↑ Controversies 4:7
* ↑ Joy Connolly, The State of Speech: Rhetoric and Political Thought in Ancient Rome, Princeton University Press (2007).
* ↑ Timber: or, Discoveries Made Upon Men or Matter.
* ↑ Summa Contra Gentiles 3:125:6.. Both Gifford (1988) 237 and Thornton (1968) 198-199 failed to locate the source of this quotation.
* ↑ Gifford (1988) 237. Thornton (1968) 199.
* ↑ Gifford (1988) 237. Thornton (1968) 199.
* ↑ Gifford (1988) 238.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/192
## Annotations

rue Saint-André-des-Arts (French) Saint Andrew of the Arts Street. A street in the Latin Quarter of Paris.
C'est vendredi saint! (French) It's Good Friday! Good Friday is the Christian holy day that falls on the Friday before Easter Sunday. It commemorates the crucifixion and death of Jesus Christ.

## References

* ↑ Gifford (1988) 227.
* ↑ Gifford (1988) 227.
# Annotations to James Joyce's Ulysses/Scylla and Charybdis/196
## Annotations

mingo, minxi, mictum, mingere (Latin) I urinate, I have urinated, urinated, to urinate. These are the principal parts of the Latin verb mingere. Today the present infinitive (mingere) is usually placed second, but stephen's order corresponds to that of older textbooks such as Adam's Latin Grammar.
In Finnegans Wake (pages 185-186) Joyce associates the creative act of writing Ulysses and other works with both defecation and micturition.

## References

* ↑ Gifford (1988) 236.
* ↑ Adam's Latin Grammar.
# Chess Opening Theory/1. e4/1...c6/2. d4/2...d5/3. Nc3/3...dxe4/4. Nxe4/4...Nd7/5. Ng5
## 5.Ng5 !?

This is an interesting move, with chances to blow Black off the Board. Even Kasparov got blown with a crushing knight sacrifice.

###### For the interested people, the game followed:

1.e4 c6 2.d4 d5 3.Nc3 dxe4 4.Nxe4 Nd7 5.Ng5!? Ngf6 6.Bd3 e6 7.N1f3 h6? (this allows a crushing sacrifice) 8.Nxe6! Qe7?! 9.0-0 fxe6 10.Bg6+ Kd8 (White has a winning attack) 11.Bf4 b5 12.a4 Bb7 13.Re1 Nd5 14.Bg3 Kc8 15.axb5 cxb5 16.Qd3 Bc6 17.Bf5 exf5 18.Rxe7 Bxe7 19.c4 1–0

## Theory

* 5
* h6?!
* Ne6!

## References

* ↑ https://en.wikipedia.org/wiki/Deep_Blue_versus_Garry_Kasparov#Game_6_2
# Caro-Kann Defence:Bronstein-Larsen Variation

Black has voluntarily opted for an inferior kingside pawn structure, an isolated h-pawn, and a practical necessity of castling queenside, but also has some compensation in the form of the open g-file for the rook and unusually active play for the Caro-Kann. It is generally considered somewhat more unsound than 5...exf6, but former top-10 player Bent Larsen employed it with some success during the 1970s. Black has more control of the center and a possible ...Bh6 later on.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.Nc3 dxe4 4. Nxe4 Nf6 5. Nxf6+ gxf6
* 6
* c3
* Nf3
* Bc4
* Ne2
* Be2
* Be3
* g3
* Qd3
* Bf4
* Qf3
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* This Chess related article is a stub. Please assist Wikibooks by expanding it.
# Chess Opening Theory/1. e4/1...c6/2. d4/2...d5/3. Nc3/3...dxe4/4. Nxe4/4...Nd7/5. Ng5/5...h6/6. Ne6
## 6. Ne6!

This is a sharp and surprising move, but it takes advantage of the weaknesses created by h6. This is one of the points of Ng5, to open of the h5-e8 diagonal.

## Theory table

| 5 | 6 | 7 | |
| Qb6 | Nxf8 Kxf8 | | +/= |
| Qa5+ | Bd2 Qb6 | Bd3 | +/= |
| fxe6?? Qh5+ | g6 Qxg6# | | 1-0 |
# Caro-Kann Defence

This move challenges white's strong e4-knight but allows white to double black's pawns with Nxf6+.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation. .
1.e4 c6 2.d4 d5 3.Nc3 dxe4 4. Nxe4 Nf6
* 5
* Nxf6+
* Ng3
* Bd3
* Qd3
* Ng5
* Nc3
* f3
* Bg5
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* This Chess related article is a stub. Please assist Wikibooks by expanding it.