OpenLLM-France/wikimedia huggingface dataset:
# Blender 3D: Noob to Pro/Avoiding Headaches Early On: Good 3D Modeling Practices

| previous module: "Unit 1: Knowing Before Making" | • Table of Contents • Glossary | next module: "Know What You're Doing" |

## Coping with Designing Problems

Many problems with modeling in 3D come from poor practice early on in the creation of your project. These kinds of problems can be difficult to rectify later on without completely recreating the project. This chapter will help you deal with these problems before they occur. Navigate to the next page to start the chapter. This chapter deals with certain subjects or terms you may not have learned yet. While this chapter is useful knowledge, it may be difficult to comprehend certain subjects within the chapter. It will be more useful to simply take written notes and save them for later than try and absorb the knowledge.
| previous module: "Unit 1: Knowing Before Making" | • Table of Contents • Glossary | next module: "Know What You're Doing" |
# Blender 3D: Noob to Pro/Asking for Help

| previous module: "Materials, Textures, Photos" | • Table of Contents • Glossary | next module: "Know What You're Doing" |
So you've come to learn Blender, eh? You've made a great choice. Blender is one of the most powerful 3D animation and 3D creation tools out there, especially if you're short on cash. Learning how to use Blender can be a daunting task, so don't give up! With the help of this wikibook, you can become a Blender power user and put those Maya folks to shame.
If you ever get stuck in a tutorial for some reason, there are a number of places you can turn for help. The best way to get help is with an Internet Relay Chat (IRC) client such as X-Chat. Connect to irc.freenode.net and talk to blender users in the following channels.
* #blenderwiki
* #blender
* #blenderchat
* #blenderqa
* #gameblender
If you can't get help there, click the "discussion" tab at the top of the page that you're having trouble with, and explain your problem on that page. Wait at least 24 hours for help.
If you're still not getting help, try asking for help in the BlenderArtists.org forums.
| previous module: "Materials, Textures, Photos" | • Table of Contents • Glossary | next module: "Know What You're Doing" |
# Blender 3D: Noob to Pro/Aligned to view issue

| previous module: "Blender Memory Management" | • Table of Contents • Glossary | next module: "Bones" |
For fast reference, Just Click after every new created mesh on "align to view" in the tool shelf.
After much struggling to follow many tutorials based on older versions of Blender, I have downloaded multiple versions to discover why the tutorials based on versions such as 2.43 don't work when attempted on updated versions such as Blender 2.48a and above. Newer versions such as 2.48 have added a new option to /not/ have added objects rotated to the current viewpoint. With older versions, being in top, front or side view would cause any newly added objects to face different directions on creation.
Newer versions of Blender introduced the ability to force all objects into the same global orientation; even worse, they set it up that way BY DEFAULT! This means that unless the user deliberately changes the settings in the new versions, many older tutorials will act as if they are broken.
Newer versions of Blender (such as version 2.48, or 2.49b ) can be set to act in the same way as the older versions, by setting the Align to view on the (i): USER PREFERENCES menu in the right way.
Making this simple changes will "unbreak" tutorials written under Blender version 2.43, by allowing new objects to be automatically oriented to whatever viewscreen orientation is selected in the active viewscreen.
Any time object rotations, lattices or whatever else end up completely out of alignment with what older tutorials say should happen, these steps are your first best fix for almost every such situation.
In 2.58 and 2.61
The settings mentioned above are found in "File->User Preferences" (shortcut: Ctrl+Alt+U) under the "Editing" tab. There's a drop-down called "Align To" where you can set "View" or "World".
Noob Note: What actually happens by default on newer versions of Blender is that the axis of rotation is perpendicular to the screen. It means that, instead of revolving around the vertical axis, the object will revolve in the plane of the screen. Another way to deal with this is to change the view just before performing the rotation (I used NUM1 view) and come back to NUM7 once done.
Noob Note: In version, 2.63 for Linux, after changing "Align To" to "View", when adding through "Add" menu, the mesh will still be aligned to "World". To get it aligned to "View" You have to add it with SHIFT-A.
Noob Note: In version 2.68a (unknown for older versions) there is a option to Align newly created mesh individually. When you create a mesh, (for ex. cylinder) there is a panel beneath the toolbox panel(left side of the 3D view) that shows up: Add "Mesh Name" (ex. Cylinder). Scroll down a bit and you'll see a check-box to enable "align to view". Checking it will align the mesh you added to the current view. Re-checking it after rotating the view around will align the mesh to new view.
| previous module: "Blender Memory Management" | • Table of Contents • Glossary | next module: "Bones" |
# Community Health Worker Manual/Diarrhea/Treatment Overview/Second Principle -- Keep Giving Nutrition

During diarrhea, feed the child soft food appropriate for his age, such as khichri, sujhi ki kheer, mashed potatoes, mashed bananas, vegetables, seasonal fruit, etc.
* Previous Principle
* Next Principle
* Treatment Overview
# Community Health Worker Manual/Diarrhea/Treatment Overview/First Principle -- Keep Giving Liquids/ORS

* Preparation
* How much to give
* Feeding the child
# Community Health Worker Manual/Diarrhea/Treatment Overview/First Principle -- Keep Giving Liquids/ORS/How much to give

After every stool:
* If the child is younger than 2 years, feed him a quarter to half a cup of ORS.
* If the child is older than two years, feed him half a cup to a whole cup of ORS.
# Community Health Worker Manual/Diarrhea/Treatment Overview/Third Principle -- Taking to Health Center

Take the child to a health center immediately if you see even one of the following danger signs:
* Listlessness or fainting
* Inability to drink liquids
* Blood in the stool
* Fever
* Treatment Overview
* Referral
# Community Health Worker Manual/Diarrhea/What Is Diarrhea

Diarrhea is a common disease which can lead to dehydration and even death. It is important to recognize severe diarrhea and refer the child immediately to a hospital. For this, understanding the danger signs is very important. However, mild Diarrhea can easily be treated in your community.
# Community Health Worker Manual/Diarrhea/Treatment Overview

There are three principles of treatment for diarrhea:
* Keep giving liquids
* Keep giving nutrition
* Take the child to a health center when necessary
* Liquids
* Nutrition
* Taking to Health Center
# Community Health Worker Manual/Diarrhea/Treatment Overview/First Principle -- Keep Giving Liquids

Keep the following in mind:
* The mother should feed the child breastmilk for a longer period of time
* If the child is younger than 6 months and is exclusively breastfed, feed him ORS or even clean water periodically
* If the child is not exclusively breastfed, in addition to ORS, also give him other foods such as soup, rice water, yogurt, etc.
Please note! If the child has excessive diarrhea, it is important to keep feeding him ORS.
* ORS Overview
* Next Principle
* Treatment Overview
# Community Health Worker Manual/Diarrhea/Treatment Overview/First Principle -- Keep Giving Liquids/ORS/Feeding the child

Feed the child ORS with small sips from a cup, or by using a teaspoon. If the child vomits, wait ten minutes and then try again, but slower than before. Keep feeding the child ORS or additional liquids until the diarrhea has completely stopped.
# Community Health Worker Manual/Diarrhea/Treatment Overview/First Principle -- Keep Giving Liquids/ORS/Preparation

* Put 4 glasses of clean, boiled water in a jug.
* Wait till the water cools to room temperature
* Put in one packet of ORS solution and stir
* ORS can be used up to 12 hours after preparation at room temperature, or 24 hours if kept in a fridge.
Note: If ORS solution is not available, take a glass of water and put one teaspoon of sugar and one fourth teaspoon and stir
# African American Vernacular English/Verbs/Copula

In all dialects of English, the copula "to" be is used to state location: "I'm in Boston"; and description/equivalence "I'm America," "He's a linguist."
In MAE, this is always mandatory. In AAVE, and in many other dialects of English, not to mention other languages, different rules apply.

## Conjugation

In MAE, there are three conjugations for the present tense: am, is, are; and two for the past tense: was, were.
In AAVE, there is only one conjugation for each tense: is for the present, and was for the past.

## Present Tense

AAVE does not usually use the copula "to be" when making a statement in the present tense. One major exception is when used for emphasis.

### Questions
## Past Tense

AAVE does use the copula "to be" in the past tense, however there is only one form: "was." Therefore "I was," "you was," "we was," etc.

## "Is" as an auxiliary

"To be" when used as an auxiliary to form the present continuous ("He is running"), follows the same rules as when used as a copula.
# Afrikaans/Common Phrases

| Translation | Phrase | IPA |
| Afrikaans | Afrikaans | /aːfrɪkaːns/ |
| hello | hallo | /hɑloː/ |
| How are you? | hoe gaan dit? | /huː xaːn dɪt/ |
| good day | goeiedag | /xuːjə dɑx/ |
| good morning | goeiemôre | /xuːjə mɔːrə/ |
| good-bye | totsiens | /tɔʦiːns/ |
| please | asseblief | /ɑsəbliːf/ |
| thank you | dankie | /dɑŋkiː/ |
| sorry | jammer | /jaɪ mer/ |
| that one | daardie | /diː/ |
| how much? | hoeveel | /huːfeːl/ |
| yes | ja | /jaː/ |
| no | nee | /ni/ |
| I don’t understand | ek verstaan nie | /ɛk fərstaːn ni/ |
| I can't speak Afrikaans | ek kan nie Afrikaans praat nie | /ɛk kan ni aːfrɪkaːns prɑːt ni/ |
| Where's the bathroom? | waar is die toilet? | /βaːr ɪs diː tojlɪt/ |
| What time is it? | Hoe laat is dit? |
| It's one o'clock. | Dis een-uur. |
| At one o'clock. | Om een-uur. |
| Yesterday | Gister |
| Today | Vandag |
| Tomorrow | Môre |
| generic toast | gesondheid! | /xəsɔntejt/ |
| English | Engels | /ɛŋgəls/ |
# African American Vernacular English/Why?

"Why study AAVE?"
That, in its many variations, is the question most frequently asked of linguists who research and teach the subject, and students who take the class.
To be fair, a similar question is asked of most subjects in linguistics, by individuals who don't see the value; but with AAVE, the question takes on another, more troubling form. The question is often accompanies by commentary, observations about why AAVE is not a "real" language, and complaints about political correctness gone mad.
AAVE is, of course a real language, or more specifically, a dialect of the English language, with a long history, distinct grammar, and associated culture. Complaints about political correctness, generally the issue of AAVE as a medium of education, will be discussed below. Though the question generally betrays an underlying prejudice, the question is valid as any of linguists. And so we will answer the question at face value.

## Why study any language?

Before we can address our reasons for studying AAVE, it is first necessary to answer that question that is so frequently asked of all linguists: Why study any language more than is absolutely necessary to, as a practical matter, get by with its speakers.

## Why study AAVE?
### Value for educators

African American Vernacular English/TOC
# African American Vernacular English/Verbs/Aspect

Aspect in English is similar to tense. Linguistics use the term "Tense-Aspect-Modality" or TAM to describe the three rules which make up so-called verb "tenses." Generally:
* Tense is used to say what point in time something happened.
* Aspect is used to say how something happens: how often something happens, and whether it has been completed.
* Modality is the truth value of how likely something happened: declarative, subjunctive, conditional, imperative. However questions and negation are generally not considered part of modality.

## Aspect in General English

English, or at least most prestige varieties of English are generally understood to have four aspects: 1) simple, 2) continuous, 3) perfective, and 4) perfective continuous, as well as three tenses (past, present, future), and a wide variety of modalities formed by modal verbs, plus the subjunctive and imperative.
* Done repeatedly up until the present: I walk (an hour) to work (every day).
* In the process of being done in the present, or to be completed in the near future: I am walking to work (right now). I'm arriving in an hour.
* Done at least once in the past: I have walked to work (a few times).
* Done up until the present, possibly repeated, possibly finished: I have been walking for an hour (and I'm still walking). I have been walking to work (every day since my car broke down, but now it's fixed).
AAVE, by contrast, has different markers for each of these.

## Aspect in AAVE
### Done

"Done" in AAVE is a perfective marker, used to mean that an action has been completed.
* He done walked here. = He just walked here.

### Been

"Been" is used in AAVE to indicate that an action has been going on or repeated for a while. In this, it is unlike the MAE auxiliary "has," which can mean it happened and continued to the present, or that it has happened frequently.
* He been walking. = He has been walking frequently.
Note that an adverb of time can only indicate how long something happens, and not how often. Sentences marked with strikethrough are ungrammatical and semantically nonsense.
* He been walking two hours. = He's been walking two hours, every day.
* He been walking every week.
* He walk every week. = He walks every week.

### BIN

BIN, which is stressed, is used similarly to "been," however it indicates that the action was completed. Thus:
* He been walking. = He has been walking, often, for a while.
* He BIN walking. = He has been walking, but has stopped.
In this way, the stressed "BIN" is similar to the MAE example:
* He was walking (earlier).
* He WAS walking (but he has stopped).
# African history of science

The purpose of this chapter is to explore an inclusive history of science that ranges from the ancients to the present time. African history of science discussed here, therefore, includes the understanding of the atom as well as studies of genetic basis of life. In addition, this chapter involves the roots of human investigation that has led to our modern mastery of the structure of the universe.
# Examination of sources of scientific method

Understanding history of science helps us to reason well about the origin of major scientific methods. Earlier in human history, people of African descent spent time to observe nature and wrote about their examinations on walls, stones, coffins, papyri and clay. They also wrote on their bodies and on bones of the dead from which history of the continent can be reconstructed. African scholars were among the earliest scientists in the world. Their writings available today help us to trace the origins of scientific concepts and lead us to appreciate the African systematization of learning from nature. In ancient Egypt (Kemet), Nubia and Axum, there were several text books written which we can read today. These books include texts on reasoning from particular to general and from general to particular. The Nile Valley arts of sculpture and painting were other ways of writing. Wine making, food preparation and food preservation were also means of doing science. These ancient methods together involved African ways of storing scientific methods of our interest. We find that there were theories of solving practical problems in Africa as we go through the African historical texts. This chapter, therefore, looks at the fundamental approach to science that developed from the continent of Africa and may still be helpful today in distinguishing between scientific way and non-scientific way.
# Afrikaans/Contributors

The Afrikaans Language textbook was first started on June 12, 2005. Add yourself to the list below if you feel you've made a significant contribution to this textbook.
* Icelandic Hurricane (discuss · email · contribs · logs · count)
* Rakuten06 (discuss · email · contribs · logs · count)
* Delano (discuss · email · contribs · logs · count)
* Solstici (discuss · email · contribs · logs · count)
* ThePCKid (discuss · email · contribs · logs · count)
* Tezamen (discuss · email · contribs · logs · count)
* June586 (discuss · email · contribs · logs · count)
# Descriptive Geometry/Mathematical Constructions/Right Triangle with a Specified Leg Length

Right Triangle with Specified Leg Length Given: Triangle QRS, length ST Find: Right triangle (STV) with same area as triangle QRS
1. Draw segment RT. 2. Draw segment parallel to RT through Q. 3. Extend side RS until it hits parallel segment. 4. Triangle STU is triangle with desired area. 5. To find right triangle with same area, draw SV so that it is perpendicular to base TS and also hits line QU. 6. Triangle STV is right triangle with desired area.
# Descriptive Geometry/Piercing points sections

If a plane and a line passing through that plane is given, find the piercing point using rotation. Notice that the steps are the same as finding auxiliary views, but rotation allows us to use only the views given.
* Rotate one of the edges of the plane in top view so it is parallel to the folding line. This will give the true length of the edge in front view.
* Use the same method of rotation explained in the previous sections. Remember to rotate about one point and remember to always rotate the plane as well as the line.
* Once the information is carried down to front view, rotate the edge that is now in true length again so it is perpendicular to the folding line.
* Carry the information back to top view. In top view, the plane should be seen in edge view. The point where the plane in edge view and the line intersect, is the piercing point.
* Carry the piercing point back to the previous rotated view and include visibility.
Tip: use different colors for each rotation in order to avoid confusion.
# Descriptive Geometry/Ruled Surfaces

A ruled surface, also known as a scroll surface S, is the result of moving a straight line along a curve. In contrast, a planar surface is the result of moving a straight line along another straight line. A ruled surface exists when every point of a surface can connect to at least one other point on the surface to make a straight line.
Examples of ruled surfaces include:
Cones- result of a line moving about a point along a circle
"Right Cones" - result of a line moving along a circle through a point which lies directly above or below the center of the circle.
"Oblique Cones" - result of a line moving along a circle through a point which does not lie directly above or below the center of the circle.
"Truncated Cones" - result of a line moving along a circle through a point, which is then truncated by a plane or another solid. To complete the view you would use the method of piercing points. (If the cutting plane is parallel to the base of a right cone, the result is a circle.)
http://www.youtube.com/watch?v=SQZIKtObIIU
Cylinders- line moving along a circle perpendicular to the circle.
"Right Cylinders" - result of a line moving along a circle parallel to an axis that is perpendicular to the plane of the circle.
"Oblique Cylinder" - result of a line moving along a circle, parallel to an axis that is NOT perpendicular to the plan of the circle.
"Truncated Cylinder" - result of a line moving along a circle parallel to an axis, which is then truncated by another plane or solid. To complete the view you would use the method of piecing points.
(If the cutting plane is parallel to the axis, the result is a parallelogram.)
http://www.youtube.com/watch?v=L-lPkWvlUYc
Real Life Example:
* DNA Double-helix
Roller Coasters- the parallel tracks moving along the curved result of the roller coaster.
Use of Ruled Surfaces: In descriptive geometry, ruled surfaces are used to solve intersection problems. When you treat a curved surface (such as the outside of a cone or cylinder) as a series of lines you will be able to find the intersection points more easily.
Example Problems With Answers:
# Descriptive Geometry/Mathematical Constructions/Triangle to Right Triangle

Given: Triangle 1
Find: Triangle 2 (same area, right angle)
Remember: Area = (base x height)/2, so triangles with the same base and height have the same area.
1. Draw a segment parallel to the base of Triangle 1 through the opposite vertex.
2. Any triangle drawn with the same base that hits the line parallel to it will have the same area (base remains the same, height remains constant because parallel line preserves a constant distance), so draw a perpendicular line from the base to the parallel line.
# Descriptive Geometry/Rotating a line

Why use rotation with lines? In some cases, rotation is a quicker and simpler method than finding an auxiliary view. With rotation, you need only to rotate in one view and bring the information into the other provided view.
Finding AB in True Length
* Use a compass to measure the length of line AB (in top view). Construct a circle of radius AB, and bring the line parallel to the folding line. (AB1, in T view).
* Transfer the point B, from T view to F view. Do this by drawing construction lines perpendicular from B1 in T view down to F view.
* Draw a horizontal line through the original point B in F view until it intersects the perpendicular line you make in step 2. The intersection is B1 in F view.
Rotating AB about an Axis (while preserving the length)
* Use a compass to measure the length from A to the Axis (in R view). Construct a circle of radius (A-Axis), and move point A along that circle. The new point is A1 in R view.
* Transfer the point A1 from R view to F view. Do this by drawing construction lines perpendicular from B1 in R view down to F view.
* Draw a vertical line through the original point A in F view until it intersects the perpendicular line you made in step 2. The intersection is A1 in F view
* Now rotate point B while at the same time preserving its length. Do this by using a compass to measure the length from B to the Axis (in R view). Construct a circle of radius (B-Axis).
* Measure the length AB (in R view) and make a circle of radius AB with the center at the Axis. the point where it intersects the circle with radius (B-Axis) is B1 in R view.
* Transfer the point B1 from R view to F view. Do this by drawing construction lines perpendicular from B1 in T view across to F view.
* Draw a vertical line through the original point B in F view until it intersects the perpendicular line you made in step 5. The intersection is B1 in F view.