OpenLLM-France/wikimedia huggingface dataset:
# Modern Meitei/Colours

* colour / hue / dye - ꯃꯆꯨ
* black - ꯑꯃꯨꯕ
* white - ꯑꯉꯧꯕ
* red - ꯑꯉꯥꯡꯕ
* green - ꯑꯁꯪꯕ
* yellow - ꯍꯪꯒꯥꯝ ꯃꯄꯥꯜ ꯃꯆꯨ / ꯍꯪꯒꯥꯝ ꯃꯄꯥꯟ ꯃꯆꯨ / ꯅꯥꯄꯨ ꯃꯆꯨ
* blue - ꯍꯤꯒꯣꯛ
* pink - ꯉꯥꯡꯂꯩꯅꯕ ꯑꯉꯧꯕ / ꯉꯧꯅ ꯉꯥꯡꯕ / ꯄꯥꯟꯅ ꯉꯥꯡꯕ
* gray - ꯃꯩꯈꯨ ꯃꯆꯨ / ꯃꯨꯉꯧ ꯉꯧꯕ ꯃꯆꯨ / ꯉꯧꯃꯨ ꯃꯨꯕ ꯃꯆꯨ
* brown - ꯎꯀꯨ ꯃꯆꯨ
* orange - ꯀꯣꯝꯂꯥ ꯃꯆꯨ / ꯉꯥꯡꯂꯩꯅꯕ ꯍꯪꯒꯥꯝ ꯃꯄꯥꯟ ꯃꯆꯨ / ꯉꯥꯡꯂꯩꯅꯕ ꯅꯥꯄꯨ ꯃꯆꯨ
* purple - ꯉꯥꯡꯂꯩꯅꯕ ꯍꯤꯒꯣꯛ
# Lore of Learning/Quotes

This section is to capture quotes - those gems of wisdom to be inserted at appropriate points in the volumes.
"No man can reveal to you aught but that which already lies half asleep in the dawning of our knowledge." (Kahlil Gibran, The Prophet).
"I have yet to find a person, however senior his position, who did not do better work and put forth greater effort under a spirit of approval than under a spirit of criticism."
Charles Schwab
"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries." Ivan Illich, Deschooling Society
   "I believe that education, therefore, is a process of living and not a preparation for future living." -John Dewey, My Pedagogic Creed (1897)
"More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given" Bertrand Russell (Ref?? anyone?)
Wikiquotes - learning education knowledge.

## Classify the Quotes

* Deep, mystical, profound
* Pragmatic
* Pedagogical
* etc. ?
# Lore of Learning/Stories of Learning

Ideally, this book should be rooted in personal experience. This section is intended as a means of capturing personal stories of learning and/or teaching. Think of these as story cards with some additional information to provide context and enable one to understand the factors which made this learning experience effective - towards general patterns of learning. The idea is to tell the most positive stories - the ones where the learning was effective. Some stories may be adapted and included in the book, most likely in a section pertaining to the present, though possibly with links to teaching and learning styles described elsewhere.
The following Template may be used:
* Briefly describe your most positive learning experience. Think back to a time when you can say you really learned something. It might have been at school in a particular class, or at university in a particular tutorial, or while you were at work, or busy at home, or with friends in a completely different situation. (one or two short paragraphs)
* In the story you have just entered above, why did you need to or want to learn those things? Perhaps you were required to as part of a course and you needed the learning to get a qualification? Perhaps the topic was of great interest to you? Perhaps you needed to learn this in order to do something? Please explain why you needed or wanted this learning? (one paragraph)
* What factors do you think made this such a positive learning experience? Perhaps it was the presence of a great teacher? Perhaps the other learners were very helpful? Maybe you could sense your own improvement during that time? Perhaps there was a good balance between fun and focused concentration? Perhaps it was having access to the Internet? Or something else altogether? (a list of one - five factors).
* Why do you think these factors were so important at the time? Perhaps your state of knowledge required the great teacher to stimulate interest in the topic? Perhaps the teacher tended to talk over your head but a friend in the class could explain the concepts to you perfectly? Perhaps your self-confidence needed a boost? Perhaps the situation suited your own learning style, etc.? Please indicate why you think these factors were so important at the time: (write a paragraph or two).
* This experience occurred while I was at
[ ] junior school [ ] high school [ ] higher education [ ] a short course [ ] at work [ ] at home Other: ................ (explain)

# See Also
## OER Stories

The focus of the book is not OER specifically, but the OER community is being quite prolific in generating stories:
* Open Access Success Stories
* Inspirational stories of access to knowledge and learning
* OER commons Stories about OER.
* OER Stories: Knowledge Hub (iiep-unesco)
* Sharing Teaching Experiences
# Lore of Learning/Chapters under development

Right now, no chapters are under development on the wiki yet.
Feel free to start ....

## Related Book

* Lore of Learning/Patterns of Learning
* Lore of Learning/Patterns of Learning/Anti-patterns
# Lore of Learning/Key Contributors

Key contributions include
* contributing to the vision
* writing
* reviewing
* editing
* illustrating
* etc.
Please add your details below if you are or would like to be a key contributor.
Hint: cut, paste and edit the wiki markup text from one of the other contributors.

### Kim Tucker

| Position | Freelance catalyst, etc. |
| Affiliation | - |
| Location | Switzerland |
| Node role | Originator: inspire contributions |
| Brief Biography | Kim Tucker is a researcher, writer, facilitator and catalyst interested in the global impact of technology and connected collaborative learning, and knowledge transfer across disciplines. He promotes free software and "libre knowledge" emphasising the freedoms users of "libre resources" should enjoy to permit unrestrained social contructionist learning in the connected "copy modify mix and share" culture. (Previously at the Meraka Institute, managed by the CSIR in South Africa) |
# Lore of Learning/Patterns of Learning/Anti-patterns

Pitfalls - see Anti-pattern and list some here.
# Lore of Learning/Patterns of Learning

Inspired by Alexander's architectural patterns and software design patterns.
These are learning/ teaching/ educating/ facilitating learning patterns.

# Template
## Name of the pattern

A concise name which communicates the scenario.

## Problem statement

Describe the context and the challenge(s).

## Motivation

Why this needs to be achieved, or why it is desirable.

## Forces

Forces involved in meeting the challenge in context.

## Solution

Instructions for this pedagogical design.

## Relation to other patterns

Describe other patterns relating to this one.

## Examples of Use

Real world examples of where this pattern is observed.

# Example
## Chalk and Talk

One educator at the front of the class talking to a number of learners.

## Problem statement

Communicating a lot of information in broadcast style. May be useful as a prelude to other more engaging learning activities.

## Motivation

It is highly criticised, and perhaps should be listed among the Anti-patterns. However, given the frequency of auditorium-style class-rooms, it is a good idea to specify how to do this well.

## Forces

A large amount of information to be communicated in a limited amount of time to a large number of people.

## Solution

Preparation. Engagement ... etc. (describe the solution - instructions)

## Relation to other patterns

aka "Sage on the Stage" ....

## Examples of Use

This is a common way of "teaching" around the world, ....

# See Also

* Pedagogical Patterns
# Lore of Learning/Process/Discuss Structure

This discussion is a continuation of the main Discussion page of the book(s) (on the Table of Contents).
Note that this environment permits multiple structures tailored for different audiences.
We start in English with a fairly generic approach which would work for people interested in learning and education from an historical and philosophical perspective.
As the sections develop, there might well emerge components of interest to learners of specific things (as suggested previously).
The volumes should cross time and cultures, though not necessarily using the same time scale for each culture.
The aim of this section is to discuss and discover insightful ways of grouping chapters into volumes - an on-going discussion.

# Volume 1: Learning Through the Ages

Myths and legends, the great teachers, anthropological and genetic perspectives.

# Volume 2: Cultures and Learning

Also through time. We might need volumes on this!

## Introduction and Overview

Introducing this volume on the foundation of the previous volume.
Ideally,these sections should be written by local experts in their own language, and translated later.

## Europe, Scandinavia, Mediterranean
### Ancient Greece

Plato founded the Academy in Athens.
The wikipedia article on Plato refers to Platonic Scholarship and also to other thinkers of the time (Socrates and Aristotle), including his teachers.

## The East
### China
#### Confucius and Learning

Confucius - and followers on learning.

#### The Tao of Learning
### etc.
## The Americas
## Synthesis and conclusion

Leading into the next volume.

# Volume 3: Learning in the 20th Century

Perhaps a little further back than the 20th Century: philosophy and research.

# Volume 4: Learning Today

Contemporary Praxis.
With roots in the past, facing contemporary issues.

# Volume 5: Towards Collective Wisdom

The future - collective wisdom through connected knowledge.
In a networked world, with global knowledge and a global shared mind, a sustainable planet may become possible.
# List of Figures

(by volume eventually)
# Lore of Learning/Process

First of all, feel free to contribute to any part of this process at any time - Quotes, a chapter, references which might be relevant, discussions, contribute Stories of Learning, etc.
Suggested:
* Identify Key Contributors - add yourself to the list
* Discuss Structure - volumes and chapters
* Plan the work of the Key Contributors
* Collect Quotes and References
* Collect Stories of Learning
* Design Figures - including icons, images and illustrations (on-going)
* Weave together contributions into volumes
* When a volume looks to have a solid collection of sections and chapters, drive the process more proactively to complete the volume and publish a "milestone" snapshot.
* etc. (recursively for each volume, chapter, ...) (on-going).
# Lore of Learning/References

At this stage, we list potentially useful references, reading material and links which lead to useful information for readers/writers.

# Links of Possible relevance

* History of education (Wikipedia) - a really good starting for this book!
* Cultural Psychology
* Cultural-historical Psychology
* Lev Vygotsky
* John Dewey
* Practical design patterns for teaching and learning with technology
* w:Category:History_of_education
# Muggles' Guide to Harry Potter/Characters/Blaise Zabini
## Overview

Blaise Zabini is a Hogwarts student in Harry's year. He is a member of Slytherin House.

## Role in the Books
### Philosopher's Stone

Blaise Zabini is Sorted into Slytherin. He is the final student to be Sorted.

### Half-Blood Prince

Blaise Zabini is invited to dine with Professor Slughorn on the Hogwarts Express, along with Harry, in Professor Slughorn's renascent Slug Club. Zabini's claim to fame is apparently that his mother is a famously beautiful witch, whose seven successive husbands all died mysteriously and left her pots of Galleons.
Harry follows Blaise back to his compartment on the Hogwarts Express, hoping to overhear some conversation with Draco Malfoy that would give him some clue as to what Malfoy had planned. Malfoy drops some hints, but does not say anything particularly helpful, perhaps because he has seen Harry's foot as Harry climbed into the luggage rack.
Later in the book, Harry notices Zabini "lolling against a pillar" near where he is standing, and makes sure not to say anything incriminating.

## Strengths

Blaise Zabini is intelligent. He is also presumably well-off as a result of having a wealthy mother.

## Weaknesses

Blaise is described as being excessively vain, as well as bitter, self-centered, and clever. He does not actively participate in the fight against the Light, but is rather more concerned with protecting himself. He does not associate himself fully with anyone, he is considered a loner, although he is somewhat of a friend of Malfoy's. He finds Ginny Weasley attractive, but would never pursue a relationship with her, due to her family's Blood Traitor status.

## Relationships with Other Characters

He is a friend of Draco Malfoy's, and seems to get along with Pansy Parkinson, to an extent. Other than that, he doesn't really associate himself with the other students.
As outlined above, he has a small crush on Ginny Weasley.

## Analysis

Blaise is a typical Slytherin, with a streak of elitism and self-centred attitude in addition to the traditional Slytherin traits. It may be of note that Malfoy doesn't say too much in the train, although he is aware of Harry's presence, which may explain his reticence to reveal anything. Not being in Malfoy's inner circle, he probably wouldn't hear the finer details anyway.

## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.
* What side is Zabini on, if indeed he takes sides?

## Greater Picture

After his mention in the early stages of Philosopher's Stone, Zabini is not mentioned again until his appearance in Half-Blood Prince. During the intervening time, Blaise appeared in a fair number of fanfics, with a number of variations in loyalty, appearance and gender.
His appearance also serves to "flesh out" the Slytherin roster - as we see very little of Slytherin house in Harry's year (Malfoy, Crabbe and Goyle, Pansy, and possibly Millicent Bulstrode), Zabini serves as a reminder that Hogwarts is comprised of more than just a handful of main characters.
# Muggles' Guide to Harry Potter/Characters/Bogrod
## Overview

Bogrod, a goblin, is one of the counter staff (what would be tellers in a Muggle bank) at Gringotts Wizarding Bank in Diagon Alley.

## Role in the Books
### Deathly Hallows

In order to retrieve the cup of Helga Hufflepuff, which Harry believes has been made into a Horcrux by Lord Voldemort, Harry, Hermione, and Ron, with the assistance of Griphook, determine to enter Gringotts and break into Bellatrix Lestrange's family vault. The Goblin who they encounter at the desk, and who Harry coerces into leading them to the vaults, is Bogrod. Under Harry's control, Bogrod receives Clankers, and pilots a cart down to the deepest levels where the Lestrange vault is located.
Griphook explains how the Clankers are used: to make noise so that the guardian dragon will not attack them. Bogrod opens the vault for them, at Harry's command. Once Harry has managed to retrieve the Cup, he coerces Bogrod into opening the door for them once more; then, confronted with a number of Goblins intent on restraining him, he, Ron, and Hermione free the watch-dragon and escape on his back.

## Strengths

Bogrod is a Gringotts goblin, and as such has the knowledge and authority afforded to him by such a position.

## Weaknesses

He is shown to be particularly susceptible to Harry's Imperius Curse, although he would certainly have not been expecting it, or ready to throw it off.

## Relationships with Other Characters

Bogrod presumably works with the other goblins in Gringotts.

## Analysis

There is not really a lot to say about Bogrod. The story required someone who could grant the Trio access to a Gringotts vault, and so Bogrod was brought into our story, and promptly controlled by Harry to give that access. As Bogrod's personality is completely overpowered by Harry's use of the Imperius Curse within seconds of his introduction, there is little of value that we can learn from him.

## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.
* What happened to Bogrod?
* Would Bogrod have been able to resist the Imperius Curse, had he been expecting it?

## Greater Picture

Although goblins are given a little more focus during this book, they do occasionally appear to be expendable. In Bogrod's case, we are left wanting for his ultimate fate.
We note that in his haste to depart the Lestrange vault, it is possible that Harry has left Bogrod within. In this case, we can only hope that Griphook reminds the other goblins there to free him. In the film adaptation, Bogrod is instead killed by the dragon. He may have even been among the goblins slaughtered by Voldemort in his rage.
In any case, the future does not look good for Bogrod, although none of this is his fault.
# Muggles' Guide to Harry Potter/Characters/Bole
## Overview

Bole (no first name given) is mentioned as being one of the Beaters in the Slytherin Quidditch team.

## Role in the Books
### Prisoner of Azkaban

Bole is one of two Beaters who attempts to injure Harry Potter in the Slytherin / Gryffindor final. (The other is Derrick.) He is unsuccessful, being out-maneuvered by Harry.

### Order of the Phoenix

Angelina Johnson mentions Bole (and Derrick, too) in passing, saying that she always was surprised that Bole and Derrick could make it down to the Quidditch pitch without needing signs.

### Deathly Hallows
## Strengths
## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.
# Muggles' Guide to Harry Potter/Characters/Bob Ogden
## Overview

Bob Ogden, seen only in Albus Dumbledore's Pensieve, is a member of the department of Magical Law Enforcement, part of the Ministry of Magic. Our memory of him predates the birth of Lord Voldemort.

## Role in the Books
### Half-Blood Prince

In Dumbledore's Pensieve, Harry and Dumbledore watch as Bob Ogden arrives at the Gaunt residence. He is attacked and cursed by Morfin Gaunt, who is interrupted by Marvolo Gaunt. Ogden tells Marvolo that Morfin had cursed a Muggle, and was required to attend a hearing at the Ministry. Marvolo, showing Gaunt family heirlooms, says that he and his family are pure-blooded wizards. Ogden's statements that purity of blood counts little in the eyes of the law are interrupted by the sound of horses, and the revelation (in Parseltongue so Ogden doesn't understand it) that Marvolo's daughter Merope is sweet on the Muggle he had Jinxed. Marvolo, furious that his daughter could fall for a Muggle, attacks her; Ogden, though not fully aware of what is going on, defends her and is attacked in turn, and makes good his escape, running headlong into the horses that were passing.
Dumbledore tells Harry that Ogden had returned with a squad and had subdued both Marvolo and Morfin. After their hearings, they had both been sent to Azkaban.

## Strengths

Ogden takes his duties seriously and maintains a professional and courteous demeanor despite Marvolo's hostility toward him and the Ministry. Ogden also shows bravery and compassion when he defends Merope from her father's assault.

## Weaknesses

Like most wizards, Ogden is not very experienced or skilled at the subtleties of Muggle clothing. Trying to look like a Muggle, Ogden wears a frock coat and spats over a one piece bathing costume.

## Analysis

"Ogden" seems to be a common Wizarding surname, possibly an old family. Professor Tofty, one of Harry's O.W.L. examiners, mentions his friend Tiberius Ogden. Tiberius was present at Harry's hearing in Harry Potter and the Order of the Phoenix. There is also Ogden's Old Firewhiskey, a brand preferred by Gilderoy Lockhart.

## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.
# Muggles' Guide to Harry Potter/Characters/Borgin
## Overview

Mr. Borgin, a stooping man with greasy hair and an oily manner, is one of the owners of Borgin and Burkes, the Dark magic supplies store in Knockturn Alley. The other owner is, or was, Caractacus Burke.

## Role in the Books
### Chamber of Secrets

Harry enters Borgin and Burkes accidentally, on his first attempt to use Floo powder. Seeing Draco Malfoy approaching, he hides, and eavesdrops while Draco and his father Lucius are waited on by Mr. Borgin. In a particularly oily manner, Borgin suggests that it is a pity that blood purity counts for so little these days, expresses surprise that Mr. Malfoy is selling rather than buying today, commends Draco on his interest in the Hand of Glory, and finally bows the two of them obsequiously out of his shop. He then returns into the back rooms of the store, giving Harry the chance to make his way out unimpeded.

### Half-Blood Prince

Harry, Ron, and Hermione follow Draco Malfoy, who has slipped away from his mother, to Borgin and Burkes. There, we overhear Draco demanding assistance in fixing something, a demand to which Borgin expresses some reluctance. Draco shows him something to inspire his cooperation. Draco also says that Fenrir will be stopping by periodically to ensure that he is doing his job. After he leaves the store, Hermione goes in to try and find out what Draco had been interested in; Borgin is uncommunicative, though he does mention that one necklace she looks at is priced at one and a half thousand Galleons. Finally he ushers her out of the shop, and puts up the Closed sign.
While we hear that Tom Riddle had been employed some years earlier at Borgin and Burkes, we do not see Mr. Borgin in relation to that employment.

## Strengths

Borgin appears to be very knowledgable about the magical properties of the items that he sells.

## Weaknesses

He seems to be pretty easily cowed into cooperating with Draco Malfoy once he realizes the latter's association with the Death Eaters.

## Relationships with Other Characters

He is apparently well acquainted with Lucius Malfoy, as shown by his sycophantic behavior towards the influential pure-blood. Judging by his comments after Malfoy leaves the shop however it seems that Borgin resents if not outright dislikes him.

## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.

## Greater Picture

It's unknown if he was the original Borgin who opened the shop with Caractacus Burke in 1863. If he really did start the business then he would be around 150 (or likely even older) during Harry Potter's time. Though it's clear through the text that Borgin is an old man it's unknown if he was meant to be that ancient. He did not however seem to work at the shop during the 1940s. It's possible that he is merely a descendant of the original Borgin.
# Muggles' Guide to Harry Potter/Characters/Brianna Lynch

Overview:
Brianna Lynch is a Ravenclaw mentioned once in one of the Harry Potter Books. It noted that she had dirty blonde hair and was great at magic.
Muggles' Guide to Harry Potter - Character :
| Brianna Lynch ||
| Gender | Female |
| Hair color | Dirty Blonde |
| Eye color | Unknown |
| Related Family | Unknown |
| Loyalty | Ravenclaw |