OpenLLM-France/wikimedia huggingface dataset:
# English-Hanzi/Car

A car is a land vehicle. Usually it has four wheels, an engine, and can carry a few passengers.
汽车 是 一种 陆地 交通工具。通常 它 有 四个 轮子，一个 引擎，还 可以 运载 少量 乘客。
# English-Hanzi/Cartilage

Cartilage is a flexible connective tissue found in many parts of the body. It can bend a bit, but resists stretching.
软骨 是 在 身体 的 许多 部位 发现 的 柔韧 的 结缔组织。它 可以 弯曲 一点，但 抵抗 伸展。
# English-Hanzi/Catholic

Catholic is a person who believes in Catholicism.
天主教徒 是 信奉 天主教 的 人。
# English-Hanzi/Carbohydrate

Special:search/carbohydrate prefix:English-Hanzi/
Carbohydrate is a chemical compound of carbon and water. It can produce energy in the body. The foods rich in carbohydrates are rice, noodle, vegetables and fruits, as well as sugar. Eating too much carbohydrates can cause obesity.
碳水化合物 是 碳 和 水 的 化合物。它 可 在 体内 产生 能量。富含 碳水化合物 的 食物 有 米饭，面条，蔬菜 和 水果，以及 糖。吃 太多 的 碳水化合物 可 导致 痴肥。
# English-Hanzi/Carbon

Carbon is a chemical element. It exists in every living thing.
碳 是 一种 化学 元素。它 存在于 每个 生物 中。
# English-Hanzi/Carriage (of a train)

A carriage (of a train) is a car of a train.
火车 车厢 是 火车 的 车卡。
# English-Hanzi/United States

United States is a country in the south of North America. Its population is 325 million. Its capital is Washington, D.C.
美国 是 在 北美洲 南部 的 一个 国家。它 的 人口 是 3.25亿。它 的 首都 是 Washington, D.C.
# English-Hanzi/Transistor

A transistor is a crystal used to amplify or switch electronic signals.
晶体管是用于放大或切换电子信号的晶体。
# English-Hanzi/Truth

Truth is infinite, human beings can not fully know the truth, and can only gradually understand the truth in practice.
真理 是 无限 的，人类 不能 完全 认识 真理，只能 在 实践 中 逐渐 了解 真理。
# English-Hanzi/Understanding

Understanding is knowing.
理解 就是 知道。
# English-Hanzi/United Kingdom

Special:search/United Kingdom prefix:English-Hanzi/
United Kingdom is a country in the west of Europe. Its population is 66 million. Its capital is London.
英国 是 一个 在 欧洲 西部 的 国家。它 的 人口 有 6600万。它 的 首都 是 London（伦敦）。
# English-Hanzi/Tuesday

Tuesday is the day after Monday.
星期二 是 星期一 之后 一日。
# English-Hanzi/Type

A type is a kind of something.
类型 就是 某事物 的 种类。
# English-Hanzi/Unit

A unit is an individual part of something.
单位 是 某事物 的 个别 部分。
# English-Hanzi/Train

A train is a vehicle with a series of carriages. It runs on a railway. A train can carry a lot of passengers or cargoes.
火车 是 有 一连串 车厢 的 交通工具。它 运行 在 铁路 上。火车 可以 运载 大量 乘客 或 货物。
Huǒchē shì yǒu yīliánchuàn chēxiāng de jiāotōng gōngjù. Tā yùnxíng zài tiělù shàng. Huǒchē kěyǐ yùnzài dàliàng chéngkè huò huòwù.
# English-Hanzi/Typhoon

The very strong tropical cyclone happens in the west of the Pacific Ocean is called typhoon.
在 太平洋 西部 发生 的 非常 强大的 热带 气旋 被 称为 台风。
# Energy Efficiency Reference/Refrigeration/Recommendations/Install ASD on Condenser Fans
## Install ASD on Condenser Fans

Summary: Install Adjustable Speed Drives (ASDs) to reduce part-load fan power.
When to Apply: Single-speed to two-speed fans that cycle often to maintain minimum discharge pressure.
Key Engineering Concepts:
* Ideal fan power is proportional to the cube of fan speed with an ASD
* Actual fan power is greater due to ASD inefficiencies
* Fan energy is directly proportional to use factor (UF) with on-off fan control
* Fan energy is inversely proportional to the condensing approach temperature difference
Preparation:
Tool Required
* Power Meter
* DMM
* Clamp-on Ammeter
* Stopwatch
* Thermometer
* Psychrometer
* Refrigeration data sheets
Data Required
* Minimum condensing temperature (Tm)(saturated temperature for condenser fan set-points)
* Fan power (FP)(measure)
* Wet and dry bulb temperatures (measure)
* Condenser MATD - (measure with all fans on)
* Fan Use Factor, may be available from trend logs on electronic control systems.
Analysis process: 1) Calculate Condenser Fan Use Factor 2) Calculate Current Fan Energy Use Calculate current fan energy use differently than proposed energy use due to the change in control strategies. The existing control strategy is on-off control.
Calculate fan energy for each bin temperature with the fan power, use factor, and bin hours. Sum the energy for each bin temperature, normalized with operating hours, for total fan energy.
* fan energy = sum of(bin hrs x use factor x fan power) x (operating hrs / total bin hrs)
3) Calculate Proposed Fan Energy Use Power and fan capacities are related cubically for ASD motors.
Proposed Fan Energy Use Estimate energy for each bin temperature with fan power, percent capacity, bin hours, and the following cubic relation shown is a curve fit based on measured fan data that relates the fan percent power to the bin specific use factor. Sum energy for each bin temperature, normalized with operating hours for total fan energy.
* %power = curve fit based on percent capacity
* fan energy = sum of (total power x % power x bin hrs) x (operating hrs / total bin hrs)
The curve fit is based on data collected by a former OSU graduate student.
4) Calculate Fan Energy Savings Calculate fan energy savings:
* fan energy savings = difference between existing and proposed energy use
5) Calculate Cost Savings
* Calculate cost savings by multiplying energy savings by the energy cost from the utility bills.
* Estimate implementation cost
* Adjustable speed drives vary in coast due to size and type:
* Get a quote
* They may be additional costs for ASD rated motors, isolation transformers, and / or harmonic filters, if needed
* Determine payback
* Calculate simple payback by dividing the implementation cost by annual cost savings.
# Energy Efficiency Reference/Refrigeration/Recommendations/Install ASD on Evaporator Fans
## Recommendation: Install ASD on Evaporator Fans

Summary: Convert fan motors to adjustable speed drives (ASD's) on air-cooled evaporators to reduce part-load fan power.
When to apply: When single-speed or two-speed fan motors demand a lot of power.
Key Engineering Concepts:
* Ideally, fan power is cubically related to fan capacity with a variable speed motor
* Fan power is linearly related to capacity with on-off fan control
* Fan capacity is proportional to the condensing approach temperature difference
Preparation:
Tools required
* DMM or power analyzer
* Clamp-on Ammeter
* Stopwatch
* Thermometer
* Refrigeration Data Sheets
Data Sheet
* Suction Temperature (ST)- from pressure gauge or compressor display
* Total fan power (FP) - measured
* Dry bulb temperature - measured
* Evaporator approach temperature difference (DT, approximately 10 degree F) - measured
* Fan cycling schedule, if any.
Analysis Process: ?????
# Energy Efficiency Reference/Refrigeration/Recommendations
## Refrigeration: Recommendations

The next section contains methodology for estimating savings from potential improvements. Review these recommendations at the plant to determine if they represent potential opportunities. If so, be sure to collect all the important data. The recommendation section will guide you through the analysis.
# Energy Efficiency Reference/Refrigeration/Recommendations/Install Economizer
## Refrigeration Recommendation: Summary

Summary Install an economizer in a simple refrigeration cycle to increase the cycle efficiency by increasing the refrigeration effect at a given suction temperature. Economizers only apply to screw compressors with an unused secondary suction port.
When to Apply: When a secondary section port is available on screw compressor and suction temperature is <-15 degrees F.
Key Engineering Concepts:
* Refrigeration system is determined by the mass flow rate of the refrigerant and the refrigeration effect at a given suction temperature.
* The refrigeration effect is the enthalpy change between the expansion device exit and the compressor inlet (suction).
* During the isenthalpic expansion process, refrigerant evaporates to cool the liquid-gas mixture to the saturation temperature at lower pressure. The remaining vaporization is the refrigeration effect.
* An economizer vessel at an intermediate pressure is used to separate the saturated liquid and gas after the refrigerant is partially expanded to lower temperature.
* Less refrigerant mass flows through the evaporator for the same load or system capacity is higher at full flow.
Preparation:
# Futurebasic/Language/Reference/def setbuttontextstring
## Syntax

DEF SETBUTTONTEXTSTRING

## Revised

February, 2002 (Release 6)

## Description

This Appearance Manager call changes the text string for a control. The two required parameters are the button's reference number and the new text in the form of a Pascal string. APPEARANCE BUTTON 1,1,,,,"",¬
DEF SETBUTTONTEXTSTRING( 1, "Editable" ) APPEARANCE BUTTON 2,1,,,,"",¬
DEF SETBUTTONTEXTSTRING( 2, "Static" )

## See Also

DEF SETBUTTONDATA, BUTTON function, APPEARANCE BUTTON, BUTTONTEXTSTRING$; DEF SETBUTTONFONTSTYLE
# Futurebasic/Language/Reference/def showpop
## Syntax

DEF SHOWPOP

## Description

This statement draws a pop-up menu triangle in the upper-right corner of the rectangle specified by rect (which should be an 8-byte variable such as a RECT type) or pointed to by rectAddr&. This triangle is most often used with pop-up menus. Unless youÕre using the ÒFB LiteÓ runtime, the triangle is not automatically refreshed. Your program should explicitly re-draw it (call DEF SHOWPOP again) when you receive an update event for the window. FB Lite behavior: When you use the "FB Lite" runtime, DEF SHOWPOP switches to the Graphics Window before executing.

## See Also

DEF BOX; DEF SHADOWBOX
# Futurebasic/Language/Reference/def setdoublebyte
## Syntax

DEF SETDOUBLEBYTE

## Revised

July 26, 2000 (Release 3)

## Description

FB provides the tools for you to handle double-byte characters for use with applications that support Chinese, Japanese, Vietnamese, and Korean scripts. FB provides three ways of handling scripts. The choices are available in the Preferences window under the Vars tab. Only one selection ("Automate handlers for 1 & 2 byte strings") will allow the use of this statement. Because automated handlers are in effect at all times, you may wish to have your program temporarily ignore them by using DEF SETSINGLEBYTE and reinstate them later with DEF SETDOUBLEBYTE.

## See Also

USR GETDOUBLEBYTE, DEF SETSINGLEBYTE, USR GETSINGLEBYTE
# Futurebasic/Language/Reference/def setsinglebyte
## Syntax

DEF SETSINGLEBYTE

## Revised

July 26, 2000 (Release 3)

## Description

FB provides the tools for you to handle double-byte characters for use with applications that support Chinese, Japanese, Vietnamese, and Korean scripts. FB provides three ways of handling scripts. The choices are available in the Preferences window under the Vars tab. Only one selection ("Automate handlers for 1 & 2 byte strings") will allow the use of this statement. Because automated handlers are in effect at all times, you may wish to have your program temporarily ignore them by using DEF SETSINGLEBYTE and reinstate them later with DEF SETDOUBLEBYTE.

## See Also

DEF SETDOUBLEBYTE; USR GETDOUBLEBYTE, USR GETSINGLEBYTE
# Futurebasic/Language/Reference/def setwindowbackground
## Syntax

Syntax 1: DEF SETWINDOWBACKGROUND
Syntax 2: DEF SETWINDOWBACKGROUND

### Revised

February, 2002 (Release 6)

### Description

Using Syntax 1, this sets the output window's background to be auto-refreshing. It even maintains the background after the closing of an edit field or button without requiring a window update. This also insures that the proper background is used whether your application is operating in OS 9 or X. This only works with the Appearance Runtime. Syntax 2 is used to set a background color for the window. The color is a standard RGBcolor record. The applyNowBool parameter is non-zero if the window is to be updated immediately and false if the change will take place the next time anything is drawn in the window. Acceptable values for the _backgroundconstant are:
_kThemeActiveDialogBackgroundBrush ( 1)
_kThemeInactiveDialogBackgroundBrush ( 2)
_kThemeActiveAlertBackgroundBrush ( 3)
_kThemeInactiveAlertBackgroundBrush ( 4)
_kThemeActiveModelessDialogBackgroundBrush ( 5)
_kThemeInactiveModelessDialogBackgroundBrush ( 6)
_kThemeActiveUtilityWindowBackgroundBrush ( 7)
_kThemeInactiveUtilityWindowBackgroundBrush ( 8)
_kThemeListViewSortColumnBackgroundBrush ( 9)
_kThemeListViewBackgroundBrush (10)
_kThemeIconLabelBackgroundBrush (11)
_kThemeListViewSeparatorBrush (12)
_kThemeChasingArrowsBrush (13)
_kThemeDragHiliteBrush (14)
_kThemeDocumentWindowBackgroundBrush (15)
_kThemeFinderWindowBackgroundBrush (16)
Example:
The following code builds a window and sets the background. If the same code were run under system 9, the window with the theme background would be solid gray. WINDOW 1 DEF SETWINDOWBACKGROUND(¬
DO HANDLEEVENTS UNTIL 0
# Futurebasic/Language/Reference/def shadowbox
## Syntax

DEF SHADOWBOX

## Description

This statement draws a box with a single-pixel drop shadow, and erases the interior of the box. The box is drawn just outside of the rectangle specified by rect (which should be an 8-byte variable such as a RECT type) or pointed to by rectAddr&. The box can be used as a border for text, pop-up menu items, and other things. The box is not automatically refreshed, unless you're using the "FB Lite" runtime. Otherwise; your program should explicitly re-draw it (call DEF SHADOWBOX again) when you receive an update event for the window. FB Lite behavior: When you use the "FB Lite" runtime, DEF SHADOWBOX switches to the Graphics Window before executing.
Example:
CD Example: DEF SHADOWBOX.BAS

## See Also

EDIT FIELD; DEF BOX; DEF SHOWPOP
# Futurebasic/Language/Reference/def tab
## Syntax

DEF TAB

## Description

This statement sets the default print field width to fieldWidth characters. This affects the number of space characters which are output when a comma is encountered in subsequent PRINT, PRINT# and LPRINT statements. When an item in such a statement follows a comma, FB outputs enough space characters so that each new item begins in a new print field which is fieldWidth characters wide. fieldWidth must be between 1 and 255. When the program starts, the default print field width is 16 characters. The value of the print field width affects comma-delimited items whether they're sent to a disk file or to a display device.

## See Also

WIDTH
# Futurebasic/Language/Reference/def titlerect
## Syntax

DEF TITLERECT

## Description

This statement draws and titles a rectangle in the current output window, as shown in the figure below. This statement is useful for creating title rectangles around button groupings (especially with radio and checkbox buttons). The titlePosition% parameter specifies the title's horizontal offset (in pixels) from the left side of the rectangle. The rectangle is given by the 8-byte structure contained in the variable rect or pointed to by rectAddr&. The rectangle is drawn using the current pen pattern and pen size. The title is drawn using the current font settings. In general, you will want to set the text copy mode to _srcCopy in order to erase the part of the rectangle where the text appears. Unless you're using the "FB Lite" runtime, the titled rectangle is not automatically refreshed. Your program should explicitly re-draw it (call DEF TITLERECT again) when you receive an update event for the window.
FB Lite behavior:
When you use the "FB Lite" runtime, DEF TITLERECT switches to the Graphics Window before executing.

## See Also

TEXT; PEN; BUTTON statement; DEF BOX
# EXIT <label> statement
## EXIT <label>
### Syntax

EXIT "label"

### Revised

January 2, 2001 (Release 4)

### Description

This statement causes the program to jump to the statement following the indicated label. Unlike the GOTO statement, the EXIT <label> statement makes sure that any loops, LONG IF blocks, LOCAL FN's, etc., that are being "jumped out" of get properly closed, so that the stack will be in a consistent state.
If an EXIT "Label" is in the main program, the "Label" must be inside the main. If an EXIT "Label" is in a LOCAL FN, the "Label" must be inside the same LOCAL FN. If an EXIT "Label" is nested inside one or more SELECT [CASE] statements, the "Label" must be after the last END SELECT.
Any exceptions to the above conditions could result in substantial penalties or crashes.

### See Also

GOTO; EXIT FN
# PGCE Comments

* Use a+b = c to illustrate that a = c-b under subtraction.
* Summarise properties of vectors at end.
* Mention that vector multiplication exists in two forms- neither introduced at school, but used implicitly in work and motor rules.
# `TO DO' LIST

* Please mention that although a rotation about an axis can be represented as a vector which statisfies your definition, the addition (composition) of two successive rotations about distinct axes is not obtained by simply adding the corresponding vectors. A better definition is: something which has direction and magnitude and adds by the parallelogram rule. (Alex)
* Mention that the direction of a vector is measured from its tail.
* Also include explanations of the ways in which to specify direction (e.g. bearing, compass points, angle from vertical, etc.)
* Include exam-type questions involving flowing rivers or aeroplanes in wind. These questions link displacement, velocity and time and also test the learners understanding of vectors combining to give a combined result (i.e. resultant).
* Mention that displacement at a point is the directed line from the start to that point.
* Rewrite section on velocity to make clear the distinction between average and instantaneous rates of change (velocity and speed). The $\Delta$'s in the equations imply we are calculating average quantities. Mention that we take the limit of a small time interval to give instantaneous quantities. Perhaps the example of a parabola with average gradient and gradient of tangent can be used as an illustration. Else defer until chapter on Graphs and Equations of Motion. Instantaneous velocity: reading on the speedometer in a direction tangent to the path. Instantaneous speed is magnitude of instantaneous velocity but average speed is not equal to magnitude of average velocity. Average speed and average velocity are the total distance and resultant displacement over the time interval related to that part of the path. The example of the circular track uses these definitions and is an important illustration of the differences. Instantaneous calculated at a certain instant in time while average is calculated over an interval.
* Include relative velocity.
* Address PGCE comments above and comments in the text.
# Summary of Important Quantities, Equations and Concepts

Vector: A vector is a measurement which has both magnitude and direction.
Displacement: Displacement is a vector with direction pointing from some initial (starting) point to some final (end) point and whose magnitude is the straight-line distance from the starting point to the final point.
Distance: The distance traveled is the length of your actual path.
Velocity: Velocity is the rate of change of displacement with respect to time.
Acceleration: Acceleration is the rate of change of velocity with respect to time.
Resultant: The resultant of a number of vectors is the single vector whose effect is the same as the individual vectors acting together
# Vectors

NOTE TO SELF: SW: initially this chapter had a very mathematical approach. I have toned this down and tried to present in a logical way the techniques of vector manipulation after first exploring the mathematical properties of vectors. Most of the PGCE comments revolved around the omission of the graphical techniques of vector addition (i.e. scale diagrams), incline questions and equilibrium of forces. I have addressed the first two equilibrium of forces and the triangle law of three forces in equilibrium I think would be better off in the Forces Chapter. Also the Forces chapter should include some examples of incline planes. Inclines are introduced here merely as an example of components in action!
# Do I really need to learn about vectors? Are they really useful?

Vectors are essential to do physics. Absolutely essential. This is an important warning. If something is essential we had better stop for a moment and make sure we understand it properly.
# FHSST Physics/Vectors/Introduction
## Introduction

A vector is 'something' that has both magnitude and direction. "'Thing'? What sorts of 'thing'?" Any piece of information which contains a magnitude and a related direction can be a vector. A vector should tell you how much and which way.
Consider a man driving his car east along a highway at 100 km/h. What we have given here is a vector — the car's velocity. The car is moving at 100 km/h (this is the magnitude) and we know where it is going — east (this is the direction). Thus, we know the speed and direction of the car. These two quantities, a magnitude and a direction, form a vector we call velocity.
   Definition: A vector is a measurement which has both magnitude and direction.
In physics, magnitudes often have directions associated with them. If you push something it is not very useful knowing just how hard you pushed. A direction is needed too. Directions are extremely important, especially when dealing with situations more complicated than simple pushes and pulls.
Different people like to write vectors in different ways. Any way of writing a vector so that it has both magnitude and direction is valid.
Are vectors physics? No, vectors themselves are not physics. Physics is just a description of the world around us. To describe something we need to use a language. The most common language used to describe physics is mathematics. Vectors form a very important part of the mathematical description of physics, so much so that it is absolutely essential to master the use of vectors.

## Mathematical representation

Numerous notations are commonly used to denote vectors. In this text, vectors will be denoted by symbols capped with an arrow. As an example, ${\overrightarrow {s}}$, ${\overrightarrow {v}}$ and ${\overrightarrow {F}}$are all vectors (they have both magnitude and direction). Sometimes just the magnitude of a vector is required. In this case, the arrow is omitted. In other words, F denotes the magnitude of vector ${\overrightarrow {F}}$. $|{\overrightarrow {F}}|$ is another way of representing the size of a vector.

## Graphical representation

Graphically vectors are drawn as arrows. An arrow has both a magnitude (how long it is) and a direction (the direction in which it points). For this reason, arrows are vectors.
In order to draw a vector accurately we must specify a scale and include a reference direction in the diagram. A scale allows us to translate the length of the arrow into the vector's magnitude. For instance if one chose a scale of 1cm = 2N (1cm represents 2N), a force of magnitude 20N would be represented as an arrow 10cm long. A reference direction may be a line representing a horizontal surface or the points of a compass.

## Worked Example 2: Drawing vectors

Question: Using a scale of $1cm=2m.s^{-1}$ represent the following velocities:
a) $6m.s^{-1}$ north
b) $16m.s^{-1}$ east
Answer:
# English in Use/Vocabulary Verbs

English in Use :
| General | Contents • Introduction |
| Parts of speech | Articles • Nouns • Verbs • Gerunds and participles • Pronouns • Adjectives • Adverbs • Prepositions, Conjunctions and Interjections |
| Other topics | Orthography • Punctuation • Syntax • Figures of Syntax • Glossary |
| External | Resources |

## Verb

"A doing word."
A verb is a part of speech that usually denotes action ("bring", "read"), occurrence ("to decompose" (itself), "to glitter"), or a state of being ("exist", "live", "soak", "stand"). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice. It may also agree with the person, gender, and/or number of some of its arguments (what we usually call subject, object, etc.).