OpenLLM-France/wikimedia huggingface dataset:
# Indonesian/Link Words

^ Indonesian ^

## Kata Penghubung - Conjunctions / Filler
### Dan - And

* Saya dan Budi makan roti dan pisang-pisang - I and Budi eat bread and bananas

### Atau - Or

* Kamu mau makan atau minum? - Do you want to eat or drink?

### Tapi - But

Kata ini memiliki beberapa bentuk - This has several forms
* Tapi: Dia mau makan, tapi harus roti - S/he wants to eat, but it has to be bread
* Tetapi: Dia mau makan, tetapi Ana tidak mau - S/he wants to eat, but Ana doesn't want to
* Akan tetapi: Dia mau makan, akan tetapi ia tidak punya uang untuk makan - S/he wants to eat, but s/he doesn't have money for eating.

### Kalau / Jika - If / When

* Kalau kamu mau makan, makanlah - If you want to eat, go ahead and eat
* Kalau sudah selesai makan, bereskanlah - When you finished eating, clean it up
The words Kalau and Jika are interchangeable

### Karena - Because

* Karena kamu sudah makan, kamu harus belajar - Because you've eaten already, now you have to study

### Walau / Walaupun - Although / Even Though

* Walaupun makanmu banyak, kamu tetap kurus - Even though you eat a lot, you're still thin
* Walau malam telah larut, Joni masih mencari makan keluar - Although it was late at night, Joni still went out to look for food

### Meski / Meskipun - Although

Synonymous to walau and walaupun.

### Juga - Also

* Saya juga mau makan di kantin - I also want to eat at the canteen.

### Bahkan - Even/Even more so

* Ia bahkan pergi tanpa sempat makan - S/he is even went out without having a meal first

### Jadi / Maka - So/Therefore

* Jadi, setelah ini kita mau makan kemana? - So, where do we want to eat after this?
* Saya makan maka saya kenyang - I ate therefore I'm full
* Makanan disini murah, maka dari itu pengunjungnya banyak - The food here is cheap, therefore it has a lot of visitors
The phrase maka dari itu is very often used to mean therefore.

### Sehingga - And so / Resulting that

* Makanku empat kali sehari, sehingga pengeluaranku bertambah - I eat four times a day, as a result my expenses have increased.

### Supaya - So that

* Saya makan supaya saya hidup - I eat so that I live

### Agar - So that / In order to

Synonymous with supaya. It is often used together "agar supaya" to mean in order to, but using either one is fine.

### Hanya - Only

* Silakan makan sepuasnya, hanya jangan dibawa pulang - Please eat all you can, only don't bring any home

### Saja - Only / Just)

Synonymous with hanya. However, if both are being used together as one phrase (i.e. in hanya saja), it means however, or rather "the catch is".

### Lagi - Again

* Kami pergi makan di tempat yang sama lagi - We are going to eat at the same place again
If it is used in the front of the sentence, we should use the phrase sekali lagi or lagi-lagi to mean again, or rather one more time.
* Sekali lagi, mereka makan di restoran Italia yang sama itu - Once again, they eat at the same Italian restaurant

### Lagipula - Moreover

* Sayangnya saya tidak bisa makan lagi, lagipula makanannya sudah habis semua - It's a pity that I can eat no more, moreover, the food is all gone already
^ Indonesian ^
# Indonesian/Q&A

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||
Re: Note: The word "tinggal" is a tricky word. If it is used alone (not conjugated), it means to live or to stay. However, if you conjugate it, it means to leave or to die. Many people got confused on this. Think of it in Indonesian culture perspective. Many indigenous Indonesian believe that when people die, their soul is here to stay.
Correction: The word "meninggal" which means "to die," was created because when one dies, he or she departs from this world. Therefore the correct word for "to die" in Indonesian is "meninggal dunia." Literally it means "to depart from the world." The colloquial word or slang word for this is "meninggal."
Example:
* Pandu, panduan, pemandu, memandu.
* Tinggal, tinggalkan, meninggal, meninggalkan.
# Indonesian/Lessons/Science

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||

## Kosa kata (Vocabulary)

Lessons
Information • Introductory • Print Versions • Q&A • Planning
Basic:  Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions
Beginner:  Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali
Expert:  Me and you • Slang language • Money • Transportation
# Indonesian/Lessons/To the Market

Dialog (Dialogue)
* Hani : Halo, Riska. Apa kabar?
* Rizka : Halo, Hani. Saya baik. Bagaimana denganmu?
* Hani : Saya juga baik. Kau mau pergi ke mana?
* Rizka : Ibu menyuruh saya pergi ke swalayan. Kami butuh banyak persiapan untuk berakhir pekan.
* Hani : Menyenangkan sekali! Kalian mau pergi ke mana?
* Rizka : Kami mau pergi berkemah.
* Hani : Kalian pasti butuh banyak perbekalan.
* Rizka : Karena itu Ibu memintaku membeli susu, roti, minuman kaleng, dan mie instan.
* Hani : Baiklah, semoga perjalanan kalian menyenangkan.
* Rizka : Terima kasih. Sampai jumpa.
* Hani : Sampai jumpa.
Terjemahan (Translation)
* Hani : Hello, Riska. How are you?
* Rizka : Hello, Hani. I'm good. How about you?
* Hani : I'm too. Where will you go?
* Rizka : Mom asked me to go to supermarket. We need many preparations for weekend.
* Hani : It sound nice! Where you want to go?
* Rizka : We want to go for camping.
* Hani : You must be need many supply.
* Rizka : That's why Mom asked me to buy milk, bread, soft drink, and instant noodle.
* Hani : Ok, have a nice trip.
* Rizka : Thank you. Goodbye.
* Hani : Goodbye.
VOCABULARIES
* Supermarket: Swalayan
* Meat : Daging
* Market : Pasar
* Chocolate : Cokelat
* Price : Harga
* Candy : Permen
* Milk : Susu
* Mushroom : Jamur
* Roti : Bread
* Spaghetti : Spageti
* Noodle : Mie
* Jam : Selai
* Ice cream : Es krim
* Cashier : Kasir
* Cereal : Sereal
* Money : Uang
* Vegetables : Sayuran/Sayur-mayur
* Cheap : Murah
* Fruit : Buah-buahan
* Expensive : Mahal
Notice to the dialogue that no difference between second person male/female. In Indonesian, genders are not distinguished except in some professions such as steward/stewardess (pramugara(m)/pramugari(f)), employee (karyawan(m)/karyawati(f)), actor/actress (aktor(m)/aktris(f)), and some titles such as king/queen (raja(m)/ratu(f)). In Indonesian, pronouns are fixed whatever the genders. Pronouns in Indonesian can be seen below.
First Person I = - Saya (formal)
We = - Kami (both formal and informal)
Second Person You = - Anda (formal)
You (plural) = Kalian (both formal and informal)
Third Person He/She/It = - Beliau (polite, formal)
They = Mereka (both formal and informal)
From the classification above, we can conclude that Indonesian has no gender differences in pronouns. But it has many rules about the situation when we want to use pronouns. Commonly, the polite one is used when we are talking to the person who is older than us, person who has higher authority than us AND/OR to the one whom we are respected. "Beliau" is also can be used when we are talking about someone who had passed away (in condition he/she was older than us AND/OR he/she is being respected by societies).
# Indonesian/Lessons/Travel

| ( v • d • e ) | Indonesian Language Course | (discussion) |
| Learning the Indonesian Language • Downloadable and Print Versions Lessons • Grammar • Appendices • Texts • About • Q&A • Planning Introductory •  Level One •  Level Two •  Level Three •  Level Four |||

## Bacaan (Reading Comprehension)
### Example 1

Commonly used with friend ;
* Hallo, nama saya Anton saya ingin pergi ke pulau Bali pada tanggal 12 Februari 2015 bersama teman saya Carter dia berasal Kanada. Kami akan bertemu dengan teman kami sekaligus pemandu wisata kami bernama Dinda di pantai kuta. (Narasi)
* Carter bertanya siapa yang akan memandu kita.
* Dinda memandu kami selama berlibur di Bali.
* Kami tiba pada pukul 12 siang dan akan menuju hotel setelah makan siang.
* Carter bertanya dimanakah hotel tersebut berada.
Terjemahan (Translation);
* Hello, my name is Anton we want to go to Bali Island in Februari 12, 2015 with my friend Carter from Canada. We going to meet our friend also our tour guide Dinda at Kuta beach. (Naration)
* Carter asking who gonna guide us.
* Dinda guide us during vacation in Bali.
* We arrived at 12 noon and will go to the hotel after lunch.
* Carter asked where the hotel is located.

### Example 2

Used for traveling alone;
* Halo nama saya Carter saya ingin memesan tiket penerbangan menuju Bali untuk tanggal 12 Februari 2015.
* Pada jam berapa pesawat akan berangkat?
Terjemahan (Translation);
* Hello my name is Carter I want to order airline ticket to Bali for Februari 12, 2015.
* What time the plane going to take off? (note : usually using "leaving" but "take off" is more appropriate)

## Kosa kata (Vocabulary)

* Pemandu = guide ("Tour Guide" means people who guide the tour)
* Wisata = Tour

## Grammar
### Awalan Me- (Me- prefix)

In the passage, you'll notice the first prefix in Indonesian: me-. It's the most important and commonly used in Indonesian.
When it's combined with verbs like above (pandu → memandu), it means the same as the infinitive form. The only thing is that we emphasize that now the verb is in active form.

### Awalan Pe- (Pe- prefix)

* See above explanation for this section
In the passage, you'll notice the first prefix in Indonesian: pe-. Which is different than memandu.
pe- here used to denotes Job or profession (pe+pandu → pemandu).
Lessons
Information • Introductory • Print Versions • Q&A • Planning
Basic:  Learning Indonesian • The Alphabet • Greetings • This and that • Pronouns • Simple Sentences • Numbers • Rainbow • Prepositions
Beginner:  Introducing Yourself • My Body • My Family • My Home • At School • At Work • To the Market • What Time is it? • Happy Birthday! • Going to Bali
Expert:  Me and you • Slang language • Money • Transportation
# Instructional Technology/Enhanced Mathematics
## Using Technology to Enhance Mathematics Instruction

There are many ways that technology can be used to enhance mathematics instruction. It can be as simple as using a calculator for basic calculations or as complex as using graphing calculators to create graphs or a geometric drawing program to investigate geometric properties and formulas.
The following are types of technology that can be used to enhance mathematics instruction:
Calculators
Graphing Calculators
Tutor Application Software
Tool Application Software
Spreadsheet Software
Worksheet Generating Software
Pocket PCs
Return to Instructional Technology.
# Instructional Technology/Donald L. Kirkpatrick
## Donald Kirkpartick

The four model of evaluation has been the most prominent model of training evaluation for over forty years (Kraiger, 2002). Even though this model is the most accepted one, there are tons of criticisms. Kirkpatrick developed the hierarchy of evaluation on the basis of his experiences in real life applications. In Kirkpatrick’s model (1979), there are four types of assessment stages: (a) reaction defined as likeness of the training programs by trainees, (b) learning defined as what facts, principles, and techniques learned during the training, (c) behaviors defined as what changes occurred in the job behavior of trainees at the end of the training, and (d) results what the result of training in tangible form of cost, performance, quality, production, or etc. The hierarchy of the model implies that without high level of reaction measures or outcomes, it is impossible to reach the superior levels. The four-model is classified in goal-based evaluation models (Eseryel, 2002) because the main criteria for evaluation are the goals determined previously. Every step goes further in the direction of them. The model helps the training professionals to determine outcomes of the training program covertly. To Kraiger (2002), Kirkpatrick’s model has been very popular because it is easy to understand the hierarchy by the practitioners.
The Four-Evaluation model is the good analysis of a training program’s assessment points. If the training program and evaluation are the systems of improvement, those goal stages show us what we have to measure to understand effect of training on the organizations. Although there are too many criticisms about the model, it has been the origin for solving the evaluation problem of training. Most of the models in training field have been stemmed from the Four-Evaluation model (Kraiger, 2002). The model can be used not only for training but also for schooling. From that perspective, the model is in the concerns of IT from two different utilization areas.

## References

* Eseryel, D. (2002). Approaches to Evaluation of Training: Theory and Practice. Educational Technology & Society 5 (2).
* Kirkpatrick, D. L. (1979). Techniques for evaluating training programs. In D. P. Ely & Plomp T. (Eds.), Classic Writings on Instructional Technology (Vol. 1, pp. 231 – 241). Englewood: Libraries Unlimited, Inc.
* Kraiger, K. (2002). Decision-Based Evaluation. In Kraiger. K. (Ed.), Creating, Implementing, and Managing Effective Training and Development: State-of-the-Art Lessons for Practice. San Francisco, Jossey-Bass.
# Instructional Technology/Enhanced Mathematics/Calculators

Calculators are a very controversial issue in the classroom. Some people feel that it is effective in changing students' attitudes toward math and that it gives them the opportunity to experience realistic applications. On the other hand, there are teachers and parents who expect students to be able to do basic mathematical operations mentally or at least with paper and pencil. However, some students truly struggle with basic mathematic calculations (ex: memorizing multiplication facts, long division and operations with fractions).
Website on the Benefits of Calculator Use in Mathematics Classrooms http://education.ti.com/us/resources/research/therole.html
This links to a site that outlines the benefits of calculator use in mathematics classrooms from Kindergarten through the University level. Calculators are tools for doing mathematical computations. This site describes how calculators, when used appropriately, can also be a tool for learning mathematics. Appropriate use of calculators is a way of increasing the amount and the quality of learning afforded students during the course of their mathematics education. Be careful however, the site is sponsored by Texas Instruments.
Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Enhanced Mathematics/Graphing Calculators

Graphing functions can be a very tedious part of math curriculum, so the use of graphing calculators as a tool for instruction and discovery can be very beneficial. Graphing calculators allow students to see these visual representations without having to construct a graph by hand. This allows students more time to analyze and interpret their graphs.
The large screen that is part of a graphing calculator is also very beneficial because it allows the student to have multiple calculations on the screen to compare and contrast information. The graphing calculator can be used to generate lists of information and most have a randomization feature that help in this creation of lists.
The following websites contain resources for using graphing calculators
Graphing Calculator Tutorial
Return to Using Technology to Enhance Mathematics Instruction.
# Instructional Technology/Domains of Field

Instructional Technology is a multifaceted field. Seels and Richey (1994)identify 5 domains which contribute to the Field.
These five domains can be stored for easy retrieval by remembering the mnemonic acronym M-DUDE.
Bibliography Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Bloomington, IN: Association for Educational Communications and Technology.
Return to Instructional Technology.
# Introduction to Sociology/Sociology of Sports
## Gender and Sports

Recent research suggests that there are no differences in sports-related concussions between men and women. Some had suggested that the increased participation of women in a variety of sports may be of concern because it was believed women suffered more serious effects from sports-related concussions. However, that does not appear to be the case as the effects of concussions were largely the same for men and women.

## Long Term Effects of Professional Athleticism

Retired NFL players use prescription painkillers at substantially higher rates than does the general public in the U.S.; 7% of retired NFL players vs less than 2% in the general public. This is largely due to long-term pain resulting from injuries during their time as professional athletes. Abuse of prescription narcotics is particularly high among offensive linemen.

## Fans of Professional Athletes

Fans draw think about and evaluate professional athletes in intriguing ways. For instance, some research has found that fans are not as disturbed when professional athletes cheat in ways that are unrelated to the sport they play (e.g., cheating on one's spouse) as they are by cheating that is related to one's sport (e.g., using performance enhancing drugs). The same seems to hold for sponsors of professional athletes who are more likely to terminate a contract when an athlete is caught cheating in the sport than when they are caught doing something unethical that is unrelated to the sport.

## References

* ↑ Zuckerman SL, Solomon GS, Forbes JA, Haase RF, Sills AK, Lovell MR. Response to Acute Concussive Injury in Soccer Players: Is Gender a Modifying Factor? Journal of Neurosurgery: Pediatrics
* 1 2 Cottler, Linda B. et al. n.d. “Injury, pain, and prescription opioid use among former National Football League (NFL) players.” Drug and Alcohol Dependence In Press, Corrected Proof. (Accessed January 29, 2011).
* ↑ Lee, J. S., & Kwak, D. H. (2015). Consumers’ Responses to Public Figures’ Transgression: Moral Reasoning Strategies and Implications for Endorsed Brands. Journal of Business Ethics, 1–13. doi:10.1007/s10551-015-2544-1
# Issues in Interdisciplinarity 2020-21/Truth in social media advertisement

* Giulia, Deborah, Felix, Keene
* Issue: Truth
* Disciplines: Economics, psychology, philosophy
* Case study: Advertising for Black Friday on social media
# Issues in Interdisciplinarity 2020-21/Truth in decision making
## Truth and virginity
### Introduction

To define the word virginity, or virgin, which the dictionary describes as ‘a person who has not had sexual intercourse’, one must first define sexual intercourse. This in itself is a highly contended topic as, when looking for a definition, one is presented with the very heteronormative idea that it is merely the process of ‘heterosexual intercourse involving penetration of the vagina by the penis’, ignoring the LGBT community and what sex is to them. The word virginity originates from the latin ‘virgo’, which then evolved into ‘virginitatem’, or in French ‘viginite’, and translated into English it becomes maiden: a sexually intact young woman. Even the etymology of the word highlights the role the patriarchy has had in the concept of virginity, and how when talking of its importance and value, societies almost exclusively think of female virginity, which will be the main topic of our research also. An interdisciplinary approach is required when finding the truth in what virginity truly is as it can be defined in so many ways. Biologists often take the positivist approach and describe in in purely scientific terms, viewing it merely as a biological process. This view conflicts with that of gender studies or anthropology, in which virginity is not a fixed universal idea applicable to all, rather it is more of a state of mind. It is important to look at how the different definitions of virginity in different cultures affect the value they each place on it.

### Conclusion
## References

* ↑ “Virgin.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/virgin. Accessed 11 Dec. 2020.
* ↑ “Sexual intercourse.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/sexual%20intercourse. Accessed 11 Dec. 2020.
* ↑ https://www.etymonline.com/word/virginity
# Formal Logic/Sentential Logic/End of Sentential Logic

Places to go
# Formal Logic/Sentential Logic

Complete Sentential Logic in a Single Module (Very large page, loads very slowly)
Contents
# Formal Logic/Preliminaries/Start of Preliminaries

Places to go
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 9

* Student Soapbox

## Effective Schools

Chapter Introduction

## Special Features

Experts Take Sides
In the News
Chapter FAQ
The Scoop From Someone Who Knows

## Content Articles

9.1.1 -- Mentoring: Support for New Teachers
9.2.2 -- Early Intervention: Is Pre-K the Answer?
9.3.2 -- What makes a school effective?
9.4.1 -- School/Community Partnerships
9.5.1 -- Creating Positive Learning Environments

## Concluding Information

Chapter Review
Additional Resources
* CLICK HERE to sign up to be an AUTHOR of this chapter.
* CLICK HERE to sign up to be an EDITOR of this chapter.
* Questions? Refer to How to Use This Book
# Japanese/Lessons/Conditional

The conditional and provisional can be constructed in several ways. The bad news is that it can be tricky to choose which one to use. The good news is that even the less correct choices should be understandable. Here we'll try to explain the differences among these to give you an idea.
The main forms for "if/when A then B" are
| もし もしも | A と B |
| もし もしも | Aぇば B |
| もし もしも | Aたら B |
| もし もしも | Aなら B |
Let's now look at each of these in turn.
The provisional and conditional forms are like the 〜て form in that they connect two sentences together. The second sentence is, however, not necessary if its meaning is contextually implied.

## Forms
### Natural consequence

In cases describing a natural consequence one can use "と". This is similar to English: "Eat this apple and you'll be sick." which in Japanese would be "このリンゴを食べると病気になります。"

### Provisional forms

Verbs take on the provisional form by changing the final syllable from the う-row to the え-row and adding "ば". This applies to both consonant stem verbs, e.g. 行く -> 行けば, and vowel stem verbs, e.g. 食べる -> 食べれば, and 寝る -> 寝れば.
Nouns and adjectival nouns take on the provisional form by using the provisional form of the copula, "なら": "勉強なら習う", "if you study, you learn".

### Conditional forms

The conditional form is formed by adding "ら" to the plain past tense (ending in 〜た), e.g. 行ったら, 食べたら, and 寝たら.
Nouns and adjectival nouns take the conditional form of the copula, either the polite "でしたら" or the plain "だったら".

### Unsorted...

    いまいく。おそくない。
    いまいきます。おそくありません。
       I'll leave now. I will not be late.
    いまいけばおそくありません。
    いまいったらおそくない。
       If I leave now, I will not be late.
To use adjectives in a conditional expression, replace the final "い" with "ければ".
    ねむいです。ねる。
    ねむいです。ねます。
       I'm tired. I will sleep.
    ねむければねる。
    ねむければねます。
       If I'm tired, I will sleep.

## Uncertainty

The word "もし" shows that the condition/provision is not necessarily true.
    もし、かなしかったら、わらおう！ // If [you] are sad, smile!
Sometimes it takes the form もしも, which also means if.

## Further reading

* The -tara form in modern Japanese.
* Provisional and Conditional Forms from Basic Technical Japanese.
* usage of tara,nara and ba form from japan-guide.com.
* "To Ba Tara Nara " from the JAPAN CULTURE STUDY GROUP.