OpenLLM-France/wikimedia huggingface dataset:
# TI-Basic 84 Programming/Input
## Input

Input, PRGM:I/O:1 is a command which will display a string, and will wait for a value to be entered. It will then store that value into the provided variable once ENTER is pressed. If the only argument is a variable, then a question mark will be displayed instead of the string. And if no arguments are provided, then a cursor on the graph screen will be used to define coordinates at a given location to the variables X and Y.

### Syntax: Input

* Where string is either a literal string or string variable which is displayed to help determine appropriate input value
** If string is not given, then a question mark is displayed in its place
** If string is used, then var must also be used
* Where var is a variable type of any {unverified} which data is stored to
* If no argument is specified, the command will display a movable cursor on the graph screen, where when enter is pressed, the current X-coordinate of the cursor will be stored to the variable X, and the current Y-coordinate stored to the variable Y

### Ex: With String Title

    Input "PLEASE ENTER VALUE: ",X

### Ex: Without String Title

    Input X

### Ex: Without Arguments

    Input

## Prompt

* Where var2,var3,var4, though to varN are all optional arguments. The number of arguments is only limited by available memory. There needs to be at least one argument for it to work.
** Each argument must be a variable name.
* For each argument, Prompt will wait while a value is entered. Once Enter is pressed, the value will be stored to the associated variable. Then Prompt will continue on to the next argument until the end.

### Ex: Two Numbers

    Prompt X,Y

### Ex: Other Variable Types

    Prompt Str1,L2
using VARS you can set and pick functions Y1(requested value)
Y-VARS Example solves for v Note: add quotes " " for equation you can also predefined equation in Y=
using VARS you can set and pick functions Y1(requested value) Template:Bcode:Y-VARS Example solves for v Note: add quotes " " for equation you can also predefined equation in Y=
Previous: Output Next: Conditional Functions Table of Contents: TI-Basic 84 Programming
# Sylheti/Past Tense
## Introduction

- Briefly introduce the concept of the past tense in language. - Explain the importance of understanding the past tense in Sylheti.

## Formation of the Past Tense
### Vocabulary

- Provide Sylheti vocabulary related to the past tense, including words and phrases like "yesterday," "in the past," "once upon a time," etc. - Include pronunciation guides if possible.

### Verb Conjugation

- Explain how verbs are conjugated to express the past tense in Sylheti. - Provide examples of verb conjugation in the past tense.

### Past Time Expressions

- Present Sylheti time expressions used to indicate past actions or events, such as "last week," "two days ago," "when I was young," etc. - Include examples of sentences using past time expressions.

## Expressing Simple Past Actions
### Vocabulary

- Teach Sylheti vocabulary and phrases for expressing simple past actions, such as "I ate," "They worked," "She read," etc. - Explain how to construct basic past tense sentences.

### Affirmative Sentences

- Describe the structure of affirmative sentences in the past tense. - Provide examples of affirmative sentences.

### Negative Sentences

- Explain how to form negative sentences in the past tense in Sylheti. - Provide examples of negative sentences.

### Interrogative Sentences

- Discuss how to ask questions in the past tense in Sylheti. - Include examples of interrogative sentences.

## Expressing Completed Actions and Events
### Vocabulary

- Provide Sylheti vocabulary related to expressing completed actions and events in the past tense, such as "I finished," "They completed," "It happened," etc. - Explain how to express actions that have already taken place.

### Use of Specific Time Phrases

- Describe how specific time phrases are used in Sylheti to indicate when a past action occurred, such as "at 3 PM yesterday," "in 1990," etc. - Include examples of sentences using specific time phrases.

## Expressing Past Habits and Repeated Actions
### Vocabulary

- Present Sylheti vocabulary related to expressing past habits and repeated actions, such as "I used to do," "They always went," "She often visited," etc. - Explain the nuances of expressing habitual actions in the past.

### Past Frequency Adverbs

- Teach past frequency adverbs used in Sylheti to indicate how often actions occurred in the past, such as "always," "often," "sometimes," etc. - Include examples of sentences using past frequency adverbs.

## Resources

- Provide links to further resources for learning Sylheti grammar, especially related to the past tense. - Include sources for Sylheti language courses and grammar guides.

## References

- List any sources or references used to compile the past tense grammar information.
# Sylheti/Phonology

Sylheti Phonology is a branch of linguistics that explores the sound system of the Sylheti language. This Wikibook provides an overview of key phonological features, including tone, voice quality, and phonetic analysis. Contributors draw upon various scholarly works to present a comprehensive understanding of Sylheti phonology.

# Table of Contents
## References and Further Studies

* Gope, A. (2021). The phonetics of tone and voice quality interactions in Sylheti. Languages, 6(4), 154. https://doi.org/10.3390/languages6040154
* Gope, A. (2021b). Lexical tones in Sylheti. Tezu. https://www.academia.edu/58422396/Lexical_Tones_in_Sylheti?uc-g-sw=104328072
* Raychoudhury, P., & Mahanta, S. (2020). The three way tonal system of Sylheti. 10th International Conference on Speech Prosody 2020. https://doi.org/10.21437/speechprosody.2020-103
* Raychoudhury, P., & Mahanta, S. (2022). Sound change and tonogenesis in Sylheti. Linguistics Vanguard, 8(s5), 715–731. https://doi.org/10.1515/lingvan-2021-0098
* Mahanta, S. (2016). An acoustic analysis of Sylheti phonemes. Iitg-in. https://www.academia.edu/29578956/An_Acoustic_Analysis_of_Sylheti_Phonemes?uc-g-sw=104328072
* Ahmed, A. S. M. M. (2023). PHONOLOGY OF SYLHETI: AN OVERVIEW. Jntuhceh. https://www.academia.edu/104328072/PHONOLOGY_OF_SYLHETI_AN_OVERVIEW
# Sylheti/Reading practice
## Lesson 1

Mango :
| ꠀ | ꠀꠝ |
| a | am |
# Sylheti/Practical Lessons
## Lesson Plan

Sylheti Syllabus.

### Lesson Structure

Each lesson should have the following sections specified:
* Lesson: Lesson name.
** Function: One or more functions, appropriate to the stage of learning, chosen from the Syllabus.
** Topic: A topic, appropriate to the stage of learning, chosen from the Syllabus.
** Vocabulary: Number of new words covered in the lesson, chosen from the Syllabus.
** Grammar: One or more grammar topics covered in lesson, chosen from the Syllabus.
# Sylheti/Reading
## References and recommended reading

* "Learning Sylheti" by Rod Chalmers (1996).
* "A Short Dictionary of Londoni Sylheti" by Roger Gwynn (2014).
* Bhuiya, Md. Abdul Musabbir (2000). Jalalabadi Nagri: A Unique Script & Literature of Sylheti Bangla. Badarpur, Assam: National Publishers.
* Sylheti: a language of Bangladesh. n.a. 2018. SIL International. oai:ethnologue.com:syl
* LINGUIST List Resources for Sylheti. Damir Cavar, eLinguistics Foundation Board Member (editor); Malgorzata E. Cavar, Director of Linguist List (editor). 2022-05-31. The LINGUIST List (www.linguistlist.org). oai:linguistlist.org:lang_syl
# Sylheti/Pronunciation
## Lesson 1

Mango :
| ꠇ | ꠇꠟꠣ |
| xɔ | xɔla |
# Sylheti/Present Tense
## Introduction

- Briefly introduce the concept of the present tense in language. - Explain the importance of understanding the present tense in Sylheti.

## Formation of the Present Tense
### Vocabulary

- Provide Sylheti vocabulary related to the present tense, including words and phrases like "now," "today," "at this moment," etc. - Include pronunciation guides if possible.

### Verb Conjugation

- Explain how verbs are conjugated to express the present tense in Sylheti. - Provide examples of verb conjugation in the present tense.

### Present Time Expressions

- Present Sylheti time expressions used to indicate present actions or states, such as "currently," "at the moment," "right now," etc. - Include examples of sentences using present time expressions.

## Expressing Simple Present Actions
### Vocabulary

- Teach Sylheti vocabulary and phrases for expressing simple present actions, such as "I eat," "They work," "She reads," etc. - Explain how to construct basic present tense sentences.

### Affirmative Sentences

- Describe the structure of affirmative sentences in the present tense. - Provide examples of affirmative sentences.

### Negative Sentences

- Explain how to form negative sentences in the present tense in Sylheti. - Provide examples of negative sentences.

### Interrogative Sentences

- Discuss how to ask questions in the present tense in Sylheti. - Include examples of interrogative sentences.

## Expressing Habits and Routines
### Vocabulary

- Present Sylheti vocabulary related to expressing habits and routines in the present tense, such as "I usually do," "I always do," "They often go," etc. - Explain the nuances of expressing habitual actions.

### Adverbs of Frequency

- Teach adverbs of frequency used in Sylheti to indicate how often actions occur in the present, such as "always," "often," "sometimes," etc. - Include examples of sentences using adverbs of frequency.

## Expressing Current Conditions and States
### Vocabulary

- Provide Sylheti vocabulary for describing current conditions and states in the present tense, such as "I am happy," "He is tired," "They are busy," etc. - Explain how to express emotional states, physical conditions, and ongoing states.

### Stative Verbs

- Discuss stative verbs in Sylheti and how they are used in the present tense. - Provide examples of sentences with stative verbs.

## Resources

- Provide links to further resources for learning Sylheti grammar, especially related to the present tense. - Include sources for Sylheti language courses and grammar guides.

## References

- List any sources or references used to compile the present tense grammar information.
# Sylheti/Pronouns

This list contains a list of common pronouns in Sylheti with their English meanings.
Tip:- If you want to search for a particular word, use the Find feature in your browser (CTRL + F, or F5 in Internet Explorer).
| Sylheti | IPA | English meaning | M/F | Remarks | Example |
# Physics Exercises/Gravity

* If ve and vo denotes the escape velocity and orbital velocity of a satellite corresponding to a circular orbit of radius R, then
** $v_{e}=v_{o}$
** $v_{e}=1.74\times v_{o}$
** $v_{e}=v_{o}/1.74$
** $v_{e}$ and $v_{o}$ are not related
* the orbital traced by planet around a star is in general
** a circle
** an ellipse
** a parabola
** a straight line
* the period of a satellite in a circular orbit of radius R is T.What is the period of another satellite in a circular orbit of radius 4R
** 4T
** T/8
** T/4
** 8T
* A satellite is moving around the earth in a circular orbit.Which of the following statement is correct
** it is moving with a constant speed
** it is falling freely towards earth
** its velocity keeps on increasing
** it is falling freely towards the earth its velocity keeps on increasing
* a satellite is revolving round the earth in a circular orbit of radius R. work done by gravitational force in one revolution is
** zero
** $2mgR^{2}$
** $mgR^{2}$
** $mgR$
* What is the pressure in the center of the Earth assuming the constant density.
# Physics Exercises/Forces

* Suppose you are in a moving train. Assume it is moving with a constant acceleration. You have just come from the mall, and have with you only a ball of string, a long ruler, and a massive paperweight. Describe how to find the acceleration of the train using these items. Assuming that the train accelerates at 3 m/s$^2$, what would you measure?
* The booster and 2nd stage engines of the Soyuz rocket. Why are the booster engines of the Soyuz rocket inclined at a small angle to the 2nd (central) stage? What are the advantages and disadvantages of this design?
# Physics Exercises/Conservation of Linear Momentum
## Exercises

conservation of linear momentum and recoil velocity=== A motionless catapult was aimed horizontally and fired a 10.0 kg wood block due west at 50 m/s. If the catapult's mass was 250 kg, what is the recoil velocity of the catapult if friction is ignored?

## Solutions

Conservation of linear momentum or recoil velocity=== Conservation of linear momentum is used to solve this problem. The sum of the momentum of the wood block plus the momentum of the catapult must equal the sum of their momentum before the object was fired, which is zero.
M = mass, V = velocity, c = catapult, w = wood block
    $M_{c}V_{c}+M_{w}V_{w}=0$
    $(250.kg)V_{c}+(10.0kg)(50.0m/s)=0$
    $V_{c}={\frac {-(10.0kg)(50.0m/s)}{250.0kg}}$
    $V_{c}=-2.00m/s$
The negative sign indicates that the direction is opposite to the direction of motion of the wood block, which would be east.

## ALTERNATIVE SOLUTION

solution as we know here ,the external force is zero(The force which provide the forword velocity to the wooden block )so the net momentum of the system will remain constant
Let
Pi =the initial momentum of the system (catapult + wooden block) So that Pi = (Pc +Pw) initial Here Pc is the momentum of the catapult and Pw is the momentum of the wooden block As initially both of the catapult and wooden block were at rest so that their initial momentum was zero As the external force on the system is zero so initial momentum of the system must be equals to the final momentum Hence Pf = 0 = (Pw +Pc) finally As Pw = 10*50 =500 And Pc = 250* final velocity of catapult (v) So that
(500+250V) =0 V= -2 m/s here negative sign show that the final velocity of the catapult will be in the opposite direction of the wooden block
# Physics Exercises/Feynman's Paradox

Suppose we have a very long solenoid carrying some current I. Around the solenoid we have a ring which can pivot around the axis of the solenoid, onto which we have glued some positive charges. At first, the ring is motionless, but suddenly, we turn the current off. From one perspective, the changing magnetic field means there is an electric field going around the solenoid (from Faraday's law), which will push on the charges on the ring, causing it to spin. On the other hand, at first, there is no angular momentum in the system (ignoring the mass of electrons -- you may want to justify this to yourself). Afterwards, we would expect angular momentum to be conserved and so the ring will remain motionless.
The question, of course, is whether or not the ring will spin. Understanding the answer will lead you to a surprising and important feature of electromagnetic fields. But to do this problem, you will need to think creatively.
# Physics Exercises/Derivative Table
## Some standard derivatives used in physics

${\frac {d}{d\theta }}\tan \theta =\sec ^{2}\theta$
${\frac {d}{d\theta }}\cot \theta =-\csc ^{2}\theta$
${\frac {d}{d\theta }}\sec \theta =\sec \theta \tan \theta$
${\frac {d}{d\theta }}\csc \theta =-\csc \theta \cot \theta$
${\frac {d}{dx}}e^{x}=e^{x}$
${\frac {d}{d\theta }}\sin k\theta =k\cos k\theta$
${\frac {d}{d\theta }}\cos k\theta =-k\sin k\theta$
${\frac {d}{d\theta }}{\sqrt {\theta }}={\frac {1}{2{\sqrt {\theta }}}}$
${\frac {d}{dx}}e^{kx}=ke^{kx}$
${\frac {d}{d\theta }}\ln \theta ={\frac {1}{\theta }}$
${\frac {d}{d\theta }}\sin ^{-1}\theta ={\frac {1}{\sqrt {1-\theta ^{2}}}}$
${\frac {d}{d\theta }}\cos ^{-1}\theta =-{\frac {1}{\sqrt {1-\theta ^{2}}}}$
${\frac {d}{d\theta }}\tan ^{-1}\theta ={\frac {1}{1+\theta ^{2}}}$
${\frac {d}{d\theta }}e^{i\theta }=ie^{i\theta }$, where $i={\sqrt {-1}}$
The following deal with the variable, $\theta$, and a function, $\delta$, of $\theta$, and are examples of the chain rule in action.
${\frac {d}{d\theta }}\sin \delta =(\cos \delta ){\frac {d}{d\theta }}\delta$
${\frac {d}{d\theta }}\delta ^{4}=(4\delta ^{3}){\frac {d}{d\theta }}\delta$
${\frac {d}{d\theta }}\theta ^{3}\delta =3\theta ^{2}\delta +(\theta ^{3}){\frac {d}{d\theta }}\delta$
${\frac {d}{d\theta }}\theta ^{2}\delta ^{2}=2\theta \delta ^{2}+(2\theta ^{2}\delta ){\frac {d}{d\theta }}\delta$
# Physics Exercises/Equilibria

* Stacked half-balls How many half-balls can be placed on top of each other? The picture shows three. Can you add one more?
* What shape take 2 equal soap bubbles when they touch each other? What happens when the bubbles have different volumes?
* A foil balloon is made of 2 disks of thin, unstretchable, nylon film welded at the edge. What shape takes the inflated balloon?
# Physics Exercises/Conservation of Energy
### The Magnificent Sling
#### Part 1. (Medium)

Many kinematic problems seem to be relatively simple once one knows the basic equations of motion. And conservation of energy is simple when all the equations are in place as well. The question is then on problems which deal with both. Take a simple sling, which is rotated in an axis perpendicular to that of gravity. This sling is then released, and the payload travels a distance R before landing where it is supposed to go.
For a simple sling, this is a purely kinematic problem. Gravity pulls down on the payload as it travels as follows:
$y''(t)=-g$ $x''(t)=0$
Hence the equation for motion of each of the axis is at:
$y(t)=-gt^{2}/2+V_{\mathrm {y_{0}} }t+y_{0}$ $x(t)=V_{\mathrm {x_{0}} }t+x_{0}$
And from there, one can calculate the range given:
* $g$, The gravitational constant, i.e. 9.81 m/s²
* $x_{0}$, The position of the object in the x-cordinate at time t=0
* $x_{0}$, The position of the object in the y-cordinate at time t=0
* $V_{\mathrm {x_{0}} }$, The velocity of the object in the x-cordinate at time t=0
* $V_{\mathrm {y_{0}} }$, The velocity of the object in the y-cordinate at time t=0.
Hence, with this set of equations, anyone can calculate the range. Simply solve for t in the x equation, plug this value of t in the y equation. This method will work if you've got a flat surface with a function y=0, or some other function y=f(x), which is why I prefer it. Simply find the intersection of the two functions (the ground function, and the new one you created) to solve for x when the functions collide. Use this to solve for y. If the problem asks for it, use the value found for x and use it to solve for t.
So, imagine you have a ball on a string of length r, which is always traveling at a tangential velocity V. Find the range of this ball using pure kinematics, as a function of the angle released. Find the maximum range of the ball.
* a.) Is it better to swing underhand or overhand?
* b.) What angle gives the most range?
* c.) What angle would make it so the ball passed right through the center of the sling circle?

#### Part 2. (Hard)

Turn the sling into a catapult. What's the release angle on this to make for optimum range? Note that the velocity with respect to angle is no longer constant. It will increase linearly with height above the ground, much like the descending weight's velocity will increase as it gets closer to the ground.
* a.) What is the range of the catapult?
* b.) What's the max range?

#### Part 3. (Very Hard)

Now let's beef up the scale. Back to the sling. Now the radius of the circle is so large that the potential energy difference between the bottom of the circle and the top of the circle is not negligible. Assuming this is the only change:
* a.) What is the range of the sling, as a function of release angle?
* b.) What angle gives the max range?
* c.) Is it still better to swing underhand or overhand?
* d.) What angle would make it pass through the center of the circle?
(If you get a quartic equation in cos²(θ) like I did, just post that equation.)
# Physics Exercises/Electromagnetic Waves

* Consider an oil film on water. If you see green light (532 nm) reflecting back when sunlight is normally incident, what is the minimum thickness of the film?
* An astronaut on board the International Space Station is giving a presentation using his 5 milliwatt green laser pointer (at 532 nm). The pointer projects a bright dot of 1 millimeter diameter on a screen. During the presentation he accidentally shines his laser pointer out the window toward Earth. The Space Station is in the Earth's shadow at this moment and a person on Earth happens to be in the beam. If the Space Station is at an angle $\alpha$ above the horizon, how bright will it appear to this person? Express the brightness in terms of intensity (power per area) and assume that the collimation of laser pointer is diffraction-limited (in reality, collimation of laser pointer beam is not as good as that).
# The Church of Jesus Christ of Latter-day Saints/Church Service

Church meetings have changed throughout the years; in the 1970’s, meetings where throughout the Sunday. In 1980, it was condensed into a three hour block. In 2018, President Russel M. Nelson announced a new schedule; a one hour sacrament, followed with a one hour Quorum or Class meeting or Sunday school alternating Sunday’s. The fifth Sunday is up to the local bishops jurisdiction.
The members of this church usually meet in two hour blocks. The second and third blocks alternate Sunday’s as of January 1st, 2019
The first hour is called Sacrement Meeting, and can consist of anything from singing hymms to members giving talks. The standard format is; announcements from the local leaders, an opening prayer, a hymn, sacrement, talks from the members, a hymn, and a closing prayer.
The second hour is essentially Sunday School for everyone, though different age groups go to different classes most classes are taught essentially the same things.
The third hour is Sunday School for the children under the age of 12 and meetings of the groups that are older. The men meet in Priesthood meetings, and the women go to Relief Society. After an initial discussion and a few announcements about upcoming activities both groups essentially become Sunday School again.