OpenLLM-France/wikimedia huggingface dataset:
# Learn to Play Drums/Drum Tabs

Drum music is written down in one of two forms: as tablature, or in musical notation. The two forms are basically the same, and are fairly easily interchangable. The major difference is that in musical notation, rest symbols are used to denote timing, while in tabs, the spacing is used. In both, each individual instrument is written on own line, although sometimes multiple similar instruments, like cymbals, are written on the same line with different symbols. Most instruments can have multiple symbols denoting different ways to play them (for instance, on the hi-hat line, "o" commonly means open, which "x" means closed).
Since Wikibooks doesn't support a musical stave feature, most lessons in this book will be written in tabs.
An example would be as follows
The above is a basic 4/4 drum beat, with the bass on counts one and three, the snare on counts two and four, the hi-hat on counts one, two, three, and four, and a hi-hat accent on the "and" of count four.

## Instruments

Different tab authors use different symbols for notation. You just have to be careful to read the specs at the start. And if you're playing a song you know, listen!
The symbols commonly used in this book are as follows:
There are many types of cymbal, common notation will include

## Other notation

If there are letters like "R" or "L" below the tab it is to indicate which hand to use on the note above it.

## Timing

A good way to learn timing is to count as you play. For standard rock beats, you are playing 4 beats (quarter notes) per bar. You count on these notes. You may also be playing 8th notes in between, as in the first example. For 8ths, you usually count "and". Here's the first example again, with counting:
You can also count 16ths in between the quarters and 8ths. You'd usually count this like "one-ee-and-ah-two-ee-and-ah...", or "1e&a2e&a3e&a4e&a". For some styles, you'll be playing 3/4, in which case you will only could to 3 in each bar: "1 and 2 and 3 and 1...". For others, you'll be playing 4/4, but instead of playing 8ths, you'll play triplets (or 12ths). You can count 12ths like "One and ah Two and ah Three and ah Four and ah", or "1&a2&a3&a4&a".
You can play along with a metronome to keep good timing. Timing is an extremely key factor in playing drums. To help build speed, play each lesson at a comfortable tempo until you are become proficient, and then increase the speed of the metronome by an amount that is somewhat challenging. For endurance, play at a moderately slow tempo (for example, 16ths at 100bpm) for a set amount of time. Discipline is also a key factor.
When learning beats, breaks down each part of the beat and plays it separately, for example playing only the hi-hat, then only the snare, then only the bass drum, and then bringing in another part, for example both hi-hat and snare, or hi-hat and bass drum, or only snare and bass drum, and then all the parts together.
# Learn Shavian/Vowels/2

The next two letters you will learn are called egg and age. They look like this
| Name | Letter |
| egg | 𐑧 |
| age | 𐑱 |
Say "egg" and "age" aloud. Focus on the vowel sounds. Notice that age sounds a bit more top-heavy, almost like it is rolling over the top part of a roller coaster.
Now notice how the letter age shows that top-rolling-ness in the letter itself, as compared to egg.

### Reading Practice

Now w𐑰 can use th𐑰se l𐑧tters 𐑦n some t𐑧xt like th𐑦s.
The d𐑱 c𐑱me wh𐑧n I wanted to l𐑰ve. 𐑦t m𐑱de m𐑰 f𐑰l a gr𐑱t sorrow. I 𐑦mbarked on a qu𐑧st for a new r𐑧lm, where 𐑧choes of 𐑧loquence and the 𐑧l𐑦gance of phon𐑧t𐑦cs danced 𐑦n the air. As I traveled, the w𐑦nd wh𐑦spered t𐑱les of phon𐑰mes, and 𐑧ver𐑦 s𐑦llable unfolded like a d𐑧l𐑦cate m𐑧lod𐑦. 𐑦n th𐑦s l𐑦ngu𐑦st𐑦c od𐑦ss𐑦, the “𐑧gg” r𐑧son𐑱ted w𐑦th earnestness, while the “𐑱ge” 𐑦xuded an 𐑦thereal allure. The journ𐑦 b𐑦c𐑱me a s𐑦mphon𐑦 of sounds, 𐑰ch vowel sh𐑱p𐑦ng a chapter 𐑦n the narrat𐑦ve of d𐑦parture and d𐑦scover𐑦.
# Láadan/Lessons/18
## Introduction

For questions beyond simple "yes/no" questions, we need to be able to ask for more information: who? when? what?
In Láadan, these questions are formed differently than in English. These statements can begin with "Báa" like other question sentences, and that is grammatically correct, but it is also not required since there will be other question words in the sentence, which make the context clear.
The item of information that is being requested will be symbolized with the pronoun "be" (or a plural form), as well as the suffix "-báa", to mark it as an interrogative. Any case markers will also be added.
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 59)

### Examples

| Láadan | English | Vocab words |
| Báa yod ne bebáath? | What are you eating? | yod = to eat, -th = Object marker |
| Báa sháad ne bebáadi? | Where are you going to? | -di = Goal marker |
| Báa hal ne bebáaden? | Who do you work with? | -den = Association marker |
| Báa lalom ne bebáawáan? | Why are you singing? | -wáan = Reason-cause marker |
| Báa den ne leth bebáanal? | How can you help me? | -nal = manner marker |
# Láadan/Lessons/11
## Possessive Markers

[(Aux) Verb (Neg) CP-S CP-Possessive]
In Láadan, there are several Possessive Markers that can be used, to describe how something belongs to something else. The Possessive marker will always come before any other ending markers.
You cannot add the Possessive marker to someone's name. You must add a pronoun to the sentence, that will "hold" the Possessive marker.
Remember that when using a Possessive marker, it is usually part of some larger case phrase, such as "He ate my sandwich" - sandwich would have the possessive marker, but the whole case phrase would also include "my". In the case of an object having a Possessive marker, the Possessive marker goes first, and then the marker of that CP as a whole. (Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 50)
| Suffix | Meaning | Description |
| -tha | by reason of birth | Your eyes, hands, etc. |
| -thi | by reason of chance | Something that you acquired by luck or by chance. (Lotto winnings?) |
| -the | for unknown or unacknowledged reason | Something that you ended up with inexplicably. |
| -thu | the false (“partitive”) possessive | False ownership, "A dress of velvet", "A heart of stone", etc. |
| -tho | other (purchase, gift, law, custom, et cetera) | Used when not certain of the reason of ownership, but certain that there was one, and it is legitimate. |
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 50)

### Examples

Simple possessives:
| Láadan | English | Vocab words |
| oyi letha | My eyes. | oyi = eyes, le = me |
| ana lethe | My food. | ana = food |
| eba letho | My spouse. | eba = spouse |
Possessives in a sentence:
| Láadan | English | Vocab words |
| Báa aril yod eba netho? | Will your spouse eat? | aril = future, yod = to eat |
| Báa thal ana nethe? | Is your food alright? | thal = good |
Possessive markers on objects:
| Láadan | English | Vocab words |
| thom letho | My pillow | thom = pillow |
| Bóo dama ra ne thom lethoth. | Please don't touch my pillow. | dama = to touch with the skin, ne = you |
Object marker and possessive for a name:
| Láadan | English | Vocab words |
| Bíi eril eb le belid Meri bethoth wa. | I bought Mary's house. | |
Here, bethoth is be-th-oth, singular-third-person, object-marker, and possessive-marker.
# Láadan/Lessons/14
## Duration

A Duration marker can be added to the beginning of a verb.
| Láadan | Description |
| na- | to start to... |
| ná- | to continue to... |
| ne- | to repeat... |
| no- | to finish/complete... |
| nó- | to cease to... |
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 131)

### Examples

| Láadan | English | Vocab words |
| Bíi eril nóhulanin le wa. | I've stopped studying. | eril = past, ulanin = to study |
| Bíi eril nahulanin le wa. | I've begun studying. | |

## Repetition

A Repetition Morpheme can also be used to specify a pattern in which something is done.
| Láadan | Description |
| bada | repeatedly, at random |
| badan | repeatedly, in a pattern over which humans have no control |
| brada | repeatedly, in a pattern fixed arbitrarily by human beings |
| bradan | repeatedly, in a pattern fixed by humans by analogy to some phenomenon (such as the seasons) |
| bradá | repeatedly, in what appears to be a pattern but cannot be demonstrated or proved to be one |
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 131)

### Examples

| Láadan | English | Vocab words |
| Bíi hal le brada wa. | I work regularly. | hal = work |
# Láadan/Lessons/12
## Introduction

Inter-personal relationships can be described in much more detail, and with many fewer words, in Láadan.

## Family relationships

| Láadan | Description |
| shinehothul | great-grandmother |
| hothul | grandmother |
| shathul | mother (formal term; honored mother) |
| mathul | mother (intimate, informal) |
| emath | mother, mama (intimate, informal) |
| hena | sibling by birth |
| héena | sibling of the heart |
| rahéena | non-heart-sibling; completely incompatible with another, no hope of ever achieving some understanding. |
| yáawith | teenager |
| háawith | child |
| áwith | baby |
| hoówith | granddaughter |
| shinehóowith | great-granddaughter |
| berídan | aunt |
| hoberídan | great-aunt |
You can use the suffix "-id" to explicitly specify maleness.
Remember that Possession markers can also be used.

## Love

| Láadan | Description |
| áayáa | mysterious love, not yet known to be welcome or unwelcome |
| áazh | love for one sexually desired at one time, but not now |
| ab | love for one liked but not respected |
| ad | love for one respected but not liked |
| am | love for one related by blood |
| ashon | love for one not related by blood, but kin of the heart |
| aye | love that is unwelcome and a burden |
| azh | love for one sexually desired now |
| éeme | love for one neither liked nor respected |
| oham | love for that which is holy |
| sham | love for the child of one's body, presupposing neither liking nor respect nor their absence |
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 136)

## Pronouns

The standard pronouns can also be altered to indicate feeling toward them. Recall the basic pronouns:
| Voice | Singular | Plural, 2 to 5 | Plural, 6 or more |
| First Person ("I") | Le | Lezh | Len |
| Second Person ("You") | Ne | Nezh | Nen |
| Third Person ("He", "She") | Be | Bezh | Ben |
And rules for adding feeling:
* Beloved - change the "e" vowel with "a". la, lazh, lan, ba, bazh, ban, na, nazh, nan
* Honored - change the "e" vowel with "i". li, lizh, lin, bi, bizh, bin, ni, nizh, nin
* Despised - add "lhe-" to the beginning. lhele, lhelezh, lhelen, lhebe, lhebezh, lheben, lhene, lhenezh, lhenen
# Láadan/Lessons/15
## State of Consciousness Morphemes

There is a term "hahod" which can be added on to in order to specify the state of consciousness. On its own, it essentially means neutral.
| Láadan | Description |
| -iyon | ecstasy |
| -ib | deliberately shut off to all feeling |
| -ihed | in a sort of shock, numb |
| -itha | linked empathically with others |
| -o | in meditation |
| -óo | in hypnotic trance |
| -imi | in bewilderment/astonishment, positive |
| -imilh | in bewilderment/astonishment, negative |
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 14)

### Examples

| Láadan | English |
| Bíi hahodihed le wa. | I am in shock. |
# Láadan/Lessons/16
## Extending the Speech Act morphemes

Recall the standard Speech Act morphemes:
| Speech Act Morpheme | Description |
| Bíi | Indicates a declarative sentence (usually optional) |
| Báa | Indicates a question |
| Bó | Indicates a command; very rare, except to small children |
| Bóo | Indicates a request; this is the usual imperative/”command” form |
| Bé | Indicates a promise |
| Bée | Indicates a warning |
You can attach a suffix to each of these in order to further specify the speaker/writer's intentions:
| Láadan | Description |
| -(None) | Said neutrally |
| -d | Said in anger |
| -th | Said in pain |
| -li | Said in love |
| -lan | Said in celebration |
| -da | Said in jest |
| -ya | Said in fear |
| -de | Said in narrative |
| -di | Said in teaching |

### Examples

| Láadan | English | Vocab words |
| Bíidi yod ra ne udeth wa. | I tell you in teaching, don't eat stones. | yod = to eat, ud = stone |
# Láadan/Lessons/17
## Introduction

Additional detail can be added to words, such as emotions (happiness, anger, etc.). By adding on to these words, using the first and second declensions, you can encode more information in a single word, instead of having to formulate lengthy sentences to describe your current state.

## First declension

| Láadan | Description |
| -i | for no reason |
| -e | for good reason(s) |
| -o | for foolish reason(s) |
| -u | for bad reason(s) |
| -(e)he | despite negative circumstances |
Joy: thina, thena, thona, thuna, thehena
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 132)

### Examples

| Láadan | English | Vocab words |
| Bíi loláad le thena | I feel joy, for good reasons | loláad = to perceive internally |
| Bíi loláad le thehena | I feel joy, despite negative circumstances | |
| Bíi loláad le nena | I feel contented, for good reasons | |

## Second declension

The second declension can be used to specify reason, blame, and futility of the statement.
You can essentially answer three questions with each suffix:
* There is a reason that I feel this way: (True/False)
* There is someone to blame for this situation: (True/False)
* There is something that can be done about the situation: (True/False)
In the table below, "T" symbolizes "True", and "F" symbolizes "False".
| | -ara | -ala | -ama | -ana | -ina |
| Reason | T | T | T | T | F |
| Blame | T | T | F | F | F |
| Futility | T | F | T | F | F |
Anger: bara, bala, bama, bana, bina
(Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 133)

### Examples

| Láadan | English | Vocab words |
| Bíi loláad le bala | I feel angry, there is a reason, there is someone to blame, and it is not futile. | |
# Láadan/Lessons/10
## Perceiving with the senses

Láadan is more explicit than English in stating how something is perceived. Externally, you can perceive with your eyes, ears, skin, and so on. Internally, you perceive your emotions.
The word "láad" means "to perceive", and this would be used whether perceiving something with your eyes, ears, or other senses. To be more specific and to say something like "see", "hear", "feel (through touch)", etc. you would use the Instrument marker to specify that you are "perceiving with your eyes", "perceiving with your hands", etc.

### Examples

| Láadan | English | Vocab words |
| Bíi láad le neth oyinan wa. | I see you (with my eyes). | oyi = eye |
| Bíi láad le neth oyunan wa. | I hear you (with my ears). | oyu = ear |
| Bíi láad le neth oyanan wa. | I feel you (with my skin). | oya = skin |
| Bíi láad le neth oyonan wa. | I smell you (with my nose). | oyo = nose |

## Perceiving internally

The word "loláad" means "to perceive internally". For these, we don't need to use the Instrument marker, because emotions are internal.

### Examples

| Láadan | English | Vocab words |
| Bíi loláad le thenath wa. | I feel joy. | thena = happiness |
| Bíi loláad le ílhith wa. | I feel disgust. | ílhi = disgust |
For these examples, the object marker "-th" is used on the emotions. This is grammatically correct, but unnecessary, as it is clear without the object marker - Joy cannot perceive living things. (Suzette Haden Elgin (1988), A First Dictionary and Grammar of Láadan, Second Edition, p. 34)

## I know because I perceive

"wa" is a common Evidence Morpheme used in sentences, and can be used for both internal and external perceptions.
# Láadan/Lessons/13
## Degrees

A Degree marker can be added to indicate some degree. There are neutral ones, as well as ones with a negative and positive emotion conveyed.
Neutral degree markers:
| Láadan | Description |
| -hel | to a trivial degree; slightly |
| -hil | to a minor degree; rather |
| (none) | to an ordinary degree |
| -hal | to an unusual degree; very |
| -hul | to an extreme degree |
| -háalish | to an extraordinary degree |
Negative degree markers:
| Láadan | Description |
| -hele | to a troublesome degree |
| -hile | to a severe degree |
| -hule | to an intolerable degree |
| -shule | an unbearable degree, would cause a catastrophic event; used as an emergency form. |
Positive degree markers:
| Láadan | Description |
| -théle | to a pleasing degree; fine |
| -thíle | to a more-than-pleasing degree; excellent |
| -thúul | to an extraordinarily pleasing degree; magnificient |
| -thúle | to the furthest degree of pleasingness possible; perfect |
Interrogative degree marker:
The interrogative marker, "-haba", can be used to ask "to what degree?"
(Amberwind (2012), Láadan Lessons, p. 295)

### Examples

| Láadan | English | Vocab words |
| Báa íthi bo? | Is the mountain tall? | íthi = tall, bo = mountain |
| Báa íthihaba bo? | How tall is the mountain? | |
| Bíi íthihul bo wa. | The mountain is extremely tall. (Neutral) | |
| Bíi íthithúul bo wa. | The mountain is extremely tall. (Positive - it's great that it's tall!) | |
| Bíi íthithule bo wa. | The mountain is extremely tall. (Negative - it's awful that it's tall!) | |
# LGBT Young Adult Literature/First Love

Can be scary if you are not sure if other person has same feelings.
# LGBT Young Adult Literature/Contributors
## Guide for Contributors

Please see: Wikibooks:Content Guidelines
Those who wish to contribute to the LGBT Young Adult Literature wikibook should use accessible language, and always check the Glossary and update it to include any non-standard terms. It is strongly encouraged that users add references whenever necessary.

## Contributors

* Thereen (discuss • contribs) 22:14, 6 November 2011 (UTC) - Started the wikibook.
* Sandbergja (discuss • contribs) 15:38, 1 April 2013 (UTC)
# LEGO Design/Strength

Sometimes you want to build something that will not fall down if it gets bumped or dropped. When you are building the walls of a house, for example, make sure you build it well. Just like in a brick house, the bricks are not stacked right on top of each other. They are staggered. This gives strength to your building, and creates a strong foundation from which to build your creative incarnation.
Strength is important when building with LEGOs. In case it gets mis-handled while being moved or built, it might break. Hours of hard work could literally crumble away. A strong creation will last its part.
# LEGO Design/Technic

In some Lego sets, you will come across technic pieces. These can be axles, gears, wheels, liftarms, or 1 x n bricks with holes. The axles fit into the holes on the liftarms, gears, and wheels. The gears can transfer motion to other gears, or other parts.
Beams
Beams are basically used to hold cross-axles and other LEGO components together, so they are the framework of most TECHNIC and MINDSTORMS models. There are 2 main types of beam: Straight and Angular. Straight beams are usually found only with circular holes in them while angular beams have a mixture of circular and cross-shaped holes, normally with the cross-shaped ones at either end. The straight beams come in sizes from 2 to 15M. These two groups can then be condensed down again into half-beams, beams and bricks.
Connector Pegs
Connector pegs are used to hold many LEGO TECHNIC constructions together. There are 3 types of connector pegs:
1) Round Pegs
2) Cross-shaped Pegs
3) Half-half Pegs
The round pegs can be used to connect beams together so that they can both swing freely. The second cross-shaped peg can be used to hold two beams together so that they cannot move, and the last peg can be used to connect a free-spinning beam to a fixed beam. There are also longer versions of the round pegs that can be used to connect multiple beams together. A longer version of the cross-shaped peg is an axle. Some pegs might also be different colours. The black and blue connectors are friction connector pegs, while the other pegs are smooth.
Cross-axles
Cross-Axles are cross-shaped rods that can be used to hold wheels, gears beams etc. They are colour coded by their length, even numbered lengths (2M,4M,6M etc.) are black while odd numbered lengths (3M,5M,7M etc.) are grey. You can place a cross-axle through a circular hole so it can spin freely. This is a handy connection for building with gears and wheels.
Gears
A gear is a piece that conveys rotational force to another gear or appliance. The smallest gear in a pair is called the Pinion; the larger gear the gear or the wheel. There are many types of gear that are currently used in LEGO constructions. The common ones are listed below:
Spur Gear – A gear that has radial teeth (teeth that spread from the centre outwards) parallel to the axis
Bevel Gear – A gear that can engage another Bevel gear on a different angle (usually 90 degrees)
Crown Gear - A gear wheel with teeth positioned in the rim at a 90 degree angle to its plane.
Worm Gear - A short rotating screw that meshes with the teeth of another gear.
Rack Gear – A toothed block that another gear can mesh (interlock) with
# LEGO Design/Software

During the last couple of years, the LEGO company and community have developed several software packages to improve the builders' experience with LEGO. Some of these software packages are required to program certain LEGO robotics kits (Mindstorms etc).

## Official Lego Software
### Lego Digital Designer (LDD)

Lego Digital Designer is a freeware download available at Lego.com. LDD is mainly used to virtually construct and animate your own home-made models and create a set of printable instructions for your model. After your model is completed, you can check the price of your model if you wish to buy the pieces required to construct it, as well as uploading it onto LEGO gallery for other Lego fans to see.

### Lego Building Instructions

Lego Building Instructions is an official mobile app available for in Google Play Store and App Store for viewing instructions of lego sets in a 3d environment where you can zoom, rotate and track your progress.

### Lego Mindstorms EV3

Lego Mindstorms EV3 is a software package that comes with the Lego Mindstorms kit. It can also be bought from the Lego store. You can use this software to program your Mindstorms creation with an easy drag and drop, no programming skills needed interface.

### Lego Boost

Lego Boost is a mobile app to program your Boost robot with a simple drag and drop environment just like its predecessors.

## Other Software

There are many other unofficial software packages available for download on the internet. Some of this software allows the user to program the EV3 beyond using the official software package by using ev3dev (a Debian Linux-based operating system).

### LeoCAD

Leocad is a free and open source Lego CAD software available at leocad.org. Just like LDD, its used to create Lego models with the rich up-to-date LDraw library. The models can be converted to parts lists, instructions, obj files and rendered with built-in POV-ray.

### Stud.io

Stud.io is another freeware CAD software developed by Bricklink that allows purchasing the build you made in the software from Bricklink store.

### Mecablocks

Mecablocks is a web-based online Lego CAD software with an extensive parts list and Blender-based online rendering that gives professional results. While its free to use, the site requires inserting credits for faster and better rendering results.

### ev3dev

Ev3dev is a Debian Linux-based operating system for your EV3 brick to fully use its capabilities in a unix-like programming environment. Its mostly used by programmers to extensively use the Mindstorms environment.
# Mass Media/Preface

This is a Wikibooks textbook about the Mass Media. The intention of this project is to create an open-source resource under the GNU Free Documentation License which would be suitable for use in a university or high school Media Studies class.