OpenLLM-France/wikimedia huggingface dataset:
# Solitaire card games/Baker's Game

This game is an ancestor of Free Cell and a descendant of Eight Off

## Layout

* One standard 52-card deck is used.
* There are four open cells and four open foundations. (Some alternate rules use between one and ten cells.)
* The entire deck is dealt out left to right into eight cascades, four of which comprise seven cards and four of which comprise six. (Some alternate rules will use between four and ten cascades.)

## Gameplay

* The top card of each cascade begins a tableau.
* Tableaux must be built down by the same suit.
* Foundations are built up by suit.
NOTE: Any cell card or top card of any cascade may be moved to build on a tableau, or moved to an empty cell, an empty cascade, or its foundation. Complete or partial tableaus may be moved to build on existing tableaus, or moved to empty cascades, by recursively placing and removing cards through intermediate locations. (While computer implementations often show this motion, players using physical decks typically move the tableau at once.)
The game is won after all cards are moved in ascending number by suit to their foundation piles.
# Solitaire card games/Auld Lang Syne

Perhaps the simplest solitaire game in the world, but also the least likely to win.

## The game

First, the four aces are separated from the rest of the deck and placed on the layout as the foundations. The object of the game is to build each of the foundations from Ace to King regardless of suit.
Four cards are dealt below the aces, each starting a tableau pile. The player then determines whether any of the four cards can be built on the foundations. In this first deal of four (and in succeeding deals), when a card is played and leaves a gap it is not filled until the next deal. Furthermore, there is no building or playing in the tableau.
When the player has built all the cards on the foundation that can be played, or if the cards cannot be played at all, a new set of four cards is dealt, one over each tableau pile. This process is repeated until all cards are dealt. There is no redeal.
The game is won when all cards are built onto the foundations. This is rare; according to Morehead and Mott-Smith's The Complete Book of Solitaire and Patience Games, it can be achieved once in 100 games. This is far too optimistic. The chance of winning is actually about 1 in 3,000, and only if you allow that the player can opt not to move cards to the foundations.

## Variations

* An even harder version of Auld Lang Syne is Tam o'shanter, the only difference is that the aces are not removed in the beginning and are placed in the foundation piles as they appear.
* A slightly easier to win variant is known as Scuffle, in which after all the cards in the stock is exhausted, they are shuffled and redealt, this version allows two redeals.

## References

* ↑ https://help.gnome.org/users/aisleriot/stable/Scuffle.html.en
# Solitaire card games/Australian Patience

This game is a challenging combination of Klondike and Scorpion.

## Layout

Australian Patience has four Foundations build up in suit from Ace to King.
Here is an example: A♣, 2♣, 3♣, 4♣...
The Tableau is filled with seven piles containing four cards each. These piles build down in suit.
Here is an example: 8♥, 7♥, 6♥, 5♥...

## Play

Like Yukon, any face-up card can be moved, but all the unrelated cards on top of it will be moved also. Only a King (with or without a pile) can be moved to an empty space. Only one card is turned up at a time from the Deck, and these cards can be played onto the Tableau Piles or the Foundations. Australian Patience only allows one pass through the deck.
# Solitaire card games/Bisley
## Gameplay

* The four aces are taken out and laid on the tableau to start the foundations.
* Four columns of three cards are placed overlapping each other separately under the aces.
* Nine columns of four cards, also overlapping each other, are dealt to the right of the aces and first four columns.
* If the player decides to lay out all of the cards, he must make sure that there are four rows of thirteen cards and the first four cards on the first row should be the four aces.
Here is the method of game play:
* Only the bottom cards are available for play. Thus, if the cards are overlapping, it is the exposed card of each column; if the cards are laid out, it is the card at the bottom of each column.
* Only one card can be moved at a time.
* The cards on the tableau can be built either up or down by suit.
* Whenever a column becomes empty, it stays empty for the rest of the game.
* The foundations (the four aces) are built up by suit. However, whenever a King is released and becomes available, it becomes a foundation and is placed above its counterpart ace foundation to be built down, also by suit. The same thing can be done for the three other kings. This rule also gives the player an opportunity to place a card on one of the foundations of the same suit if it can be placed on either of them.
The game is won when all cards end up in the foundations. It actually does not matter where the ace and king foundations of each suit would meet and how many cards the ace and king foundations of each suit will have. At the end of one game for example, the K♠ is the only one on its foundation while the rest of spade cards are built on the A♠; the A♣ remains unbuilt because all club cards are built on the K♣; the A♥ is built up to 4♥ while the K♥ is built down to 5♥; and the A♦ is built up to 8♦ while the K♦ is built down to 9♦. In fact, the ace and king foundation of a suit can meet anywhere.

## External links

* Bisley rules
# Solitaire card games/Black Hole

This game is akin to Golf and Tri Peaks, but its tableau is somewhat like that of La Belle Lucie. Invented by David Parlett, this game's objective is to compress the entire deck into one foundation.

## Setup and gameplay

The cards are dealt to the tableau in piles of three. The leftover card, dealt first or last, is placed as a single foundation called the Black Hole. This card usually is the Ace of Spades, but any card can do.
Only the top cards of each pile in the tableau are available for play and in order for a card to be placed in the Black Hole, it must be a rank higher or lower than the top card on the Black Hole. This is the only allowable move in the entire game.
The game ends if there are no more top cards that can be moved to the Black Hole. The game is won if all of the cards end up in the Black Hole.
# Saylor.org's Early Globalizations: East Meets West (1200s-1600s)/The Mongol Empire

The Mongols—nomads of central Asia—dominated world history during the thirteenth century. The Mongols invaded many postclassical empires and built an extensive cultural and commercial network. Led by Chinggis Khan and his successors, the Mongols brought China, Persia, Tibet, Asia Minor, and southern Russia under their control. Often portrayed as barbarians and destructive warriors, most of the peoples conquered by the Mongols lived in relative peace, enjoyed religious tolerance, and had a unified law code. The Mongol empire also opened trade routes and communication between different regions in Asia. As will see in this unit, the Mongols presented a formidable nomadic challenge to sedentary, civilized societies throughout Asia.
In this unit, we will begin by examining who the nomadic Mongols were and what motivated their ambitious expansion. We will then turn our attention to specific Mongol rulers, the Mongol military machine, and the nature of the Mongol imperial system. We will also examine Mongol rule in China, called the Yuan Dynasty, and its impact on Chinese culture. Finally, we will study outsiders’ perceptions of Mongol rule and conquest.
# Saylor.org's Early Globalizations: East Meets West (1200s-1600s)/The Muslim Empires

The Mongol invasions of the thirteenth and fourteenth centuries broke apart a unified Muslim world. But in the wake of these invasions, three new dynasties rose to power and paved the way for the emergence of an Islamic renaissance. The greatest of the three, the Ottoman Empire, ruled most of Asia Minor. The Safavids ruled Persia and Afghanistan, while the Mughals dominated India. All three empires originated from Turkic nomadic peoples who embraced Islam and Islamic conversion efforts.
In this unit, we will begin by studying the Ottomans. We will consider their origins, their methods of conquest, as well as the unique features of their society. We will also examine the reasons for the decline and reform of the Ottoman Empire. Then, we will turn our attention to the Safavids, studying both their society and religion—Shi’a Islam. Finally, we will focus on the Mughals—including their origins, reasons for their wealth, the formation of their empire, and outsiders’ cultural and economic interests in the Mughals.
# Saylor.org's Early Globalizations: East Meets West (1200s-1600s)/The Americas: Aztecs and Incas

When Christopher Columbus landed in the New World in 1492, he mistakenly referred to the native inhabitants as “Indians,” thus implying that all peoples in the Americas shared the same identity. But that was not the case. During the postclassical era, also known as the medieval period, civilization in the Americas was comprised of many diverse societies that developed largely in isolation from the rest of the world. However, two major centralized civilizations emerged during this period: the Aztecs and the Incas.
In this unit, we will begin by studying a broad overview of the Aztec Empire, which emerged in what is now called Central America. We will then examine more specific aspects of the Aztecs—their religion, society, and culture, as well as their great city at Tenochtitlan. We will then examine the emergence of the Inca Empire in the Andes Mountains of South America.
# Saylor.org's Early Globalizations: East Meets West (1200s-1600s)/The Idea of the Renaissance

The Renaissance: French for re-birth. In history, the term "Renaissance" is used to connote the period of the 14th to the 17th centuries in Europe, when, it has been said, the classical splendor of Ancient Greece and Rome was born anew. The traditional interpretation of the Renaissance is that it was a period that witnessed a flowering of academic and artistic brilliance for the first time since the fall of the classical world. The Renaissance, it is said began in Italy due to the wealth that Italians acquired due to their extensive trade networks, especially with the Islamic near-east. This accumulation of wealth, to say nothing of the cultural contact with Islamic scholars who had preserved and improved upon classical texts, encouraged the wealthy to commission works of art and literature .
This traditional interpretation of the Renaissance, however, is actually more controversial than it would initially seem. Apart from the eurocentric connotations that European "re-birth" owed nothing to the Islamic civilization that had largely kept ancient ideas alive, there is the troubling implication that the Renaissance was a sharp contrast to the "Dark Ages" of roughly 476-1453 CE. The traditional interpretation implies that the thousand years after the fall of the Western Roman Empire were a period of barbarism, ignorance and stagnation. In recent years, medieval historians have critiqued this historical narrative quote strongly for these implications of the so-called "Middle Ages" (in the middle of antiquity and the early modern period). Medievalist are keen to point out that many of the most important artisitc or philosophical ideas "re-born" in the Renaissance had never truly disappeared in Europe. Perhaps even more challenging to the traditional narrative of the Renaissance is the fact that it was not an immediately recognizable change in European social, cultural and political life, but rather an amalgam of several centuries of changes. Europeans did not suddenly throw off the religious worldview that largely colored the medieval period. In fact, the majority of renaissance art still depicted scenes from the Bible. For the majority of non-nobles, merchants, artists, scholars, etc. that comprised the European population, life in the countryside was hardly indistinguishable between life "before" and "after" the Renaissance. IN any event, the Renaissance did not mark an end to feudalism, kingship or the power and prestige of the Catholic Church...and in some ways, the Renaissance actually strengthened these institutions.
# Saylor.org's Early Globalizations: East Meets West (1200s-1600s)/The Black Death
## Overview

The "Black Death" is the name given to the pandemic of bubonic plague which devastated Europe between 1346 and 1353, with the peak years being 1348-1350. The plague was caused by the Yersinia pestis bacterium carried by the Oriental rat flea living on black rats. The infected rats from China and Central Asia had made their way to the Crimea and the Mediterranean with the cargo of merchants along the Silk Road. This incidence of bubonic plague is estimated to have wiped out between 30 and 60 percent of Europe's population at the time, reducing total world population from 450 to 350-375 million in the 14th century. Because the Yersinia pestis bacterium killed so many and required uninfected hosts in order to survive, the years of mass pandemic in Europeans ended quickly. However, the plague remained a perennial problem for Europeans until the 19th century. The bacterium would survive in the fleas of European rats but would inevitably infect a number of previously uninfected people every year, but never again to the extent of the Black Death years.

## Symptoms

The most prominent symptom of the bubonic plague is the development of buboes in the groin, neck or armpits. A bubo is a swelling of lymph nodes that appears like a blister the size of an egg which oozed pus or bled when opened. An accompanying symptom is the development of acral gangrene and necrosis, the premature death of cells, leaving the skin and digits of the infected black and rotted.

## Consequences

Apart from the 75-200 million Europeans estimated to have perished from the plague in the 14th century, the years of the Black Death had a profound effect on the culture of Europe. Because 14th century science could not fully grasp why the plague had spread a number of explanations from God's wrath to Jews poisoning wells was offered by contemporary Europeans. These rumors about Jews led to some of the most infamous persecutions of the Medieval world. Hundreds of Jewish communities across Europe were destroyed in retribution for the perception that they had been the perpetrators of the Black Death.
In addition, the very real possibility that Europeans might at any minute become infected and die led to a widespread cultural phenomenon of living for the moment, as explored in Giovanni Boccacio's work The Decameron. Another cultural consequence of the Black Death was the artistic motif of the Danse Macabre, or Dance of Death. Numerous works of European art at the time depict dancing skeletons to remind people the fragility and brevity of their lives as well as the emptiness of earthly possessions and distinctions.
# Saylor.org's Early Globalizations: East Meets West (1200s-1600s)/Transformation of the West

Beginning in the fifteenth century, western Europe underwent a number of profound changes. First, Europe developed many commercial and manufacturing centers that encouraged contact with other civilizations, primarily in Asia. Second, quarrels within the Catholic Church resulted in a new division among Christians along Catholic or Protestant lines. In addition, the rise of rational scientific ideas and new political philosophies shaped European government and society.
In this unit, we will begin by studying the advent of the European Renaissance. We will define what “Renaissance” actually meant and how it differed from the medieval period; we will examine influential Renaissance thinkers and their ideas, as well as the larger impact of the Renaissance on European civilization as a whole. We will then turn our attention to the fundamental changes occurring in the religious landscape of this era: namely, the Protestant Reformation. Finally, we will take a look at the early scientific revolution and new approaches toward art and architecture.
# Structural Biochemistry/Protein function/Heme group/Other Globins

Introduction The globins are a related family of proteins, all of which have similar primary and tertiary structure (amino acid sequence and folding). These proteins all incorporate the globin fold. The haploid human genome contains 1 globin gene for myoglobin, two genes for alpha hemoglobin, and one gene for beta hemoglobin, as well as fetal hemoglobin. Recent examination of the human genome has revealed two additional globins.

### Neuroglobin

Neuroglobin is expressed primarily in the brain and at especially high levels in the tetina. Neuroglobin is a monomer that reversibly binds oxygen with an affinity higher than that of hemoglobin. It also increases oxygen availability to brain tissue and provides protection under hypoxic or ischemic conditions, potentially limiting brain damage. It is of ancient evolutionary origin, and is homologous to nerve globins of invertebrates.

### Cytoglobin

Cytoglobin is a globin molecule located in the brain and most notably utilized in marine mammals. It is thought to be a method of protection under conditions of hypoxia. The predicted function of cytoglobin is the transfer of oxygen from arterial blood to the brain.

## References

Berg, Jeremy M. John L. Tymoczko. Lubert Stryer. Biochemistry Sixth Edition. W.H. Freeman and Company. New York, 2007.
# Structural Biochemistry/Protein function/Interferon2

Interferons are specialized proteins that come in three various classes alpha, beta and gamma. Though each varies slightly in function they are all produced by the immune system and released in the response of a pathogen as an antiviral agent. When released in the body they have the sole function of identifying infection, activating immune cells and increasing antigen production. They are used by cells as a way to warn others of the presences of a viral cell. To do this the cell releases interferons, which then send signals to close cells so they may create a protective defense. Once released the cells within the presence of the viral cell produce two enzymes called protein kinase R (PKR) and RNAse L. At the release of these enzymes RNA is destroyed and protein synthesis is reduced, thus preventing protein synthesis of the viral gene. Interferons also have the ability to increase the activity of the p53 gene and produce numerous other proteins to help combat a viral infection.
# Structural Biochemistry/Protein function/Interferon

Interferons are specialized proteins that come in three various classes alpha, beta and gamma. Though each varies slightly in function they are all produced by the immune system and released in the response of a pathogen as an antiviral agent. When released in the body they have the sole function of identifying infection, activating immune cells and increasing antigen production. They are used by cells as a way to warn others of the presences of a viral cell. To do this the cell releases interferons, which then send signals to close cells so they may create a protective defense. Once released the cells within the presence of the viral cell produce two enzymes called protein kinase R (PKR) and RNAse L. At the release of these enzymes RNA is destroyed and protein synthesis is reduced, thus preventing protein synthesis of the viral gene. Interferons also have the ability to increase the activity of the p53 gene and produce numerous other proteins to help combat a viral infection.
# Quenya/Article

Neo-Quenya only has a definite article `B i.
A word in the singular without article is translated with an indefinite article.
* `Vj$5 elen "a star"; `B `Vj$5 i elen "the star"
* `Vj$5% eleni "stars"; `B `Vj$5% i eleni "the stars"
With the dual number the article is translated as "both":
The article isn't used with following words:
Nouns that have a pronominal ending:
Nouns in the partitive plural:
Nouns with a demonstrative pronoun:
Proper names:
Names of peoples:
When a noun is accompanied by a noun in the genitive case or in the possessive case (or both), it normally shouldn't get the article (for examples see Genitive or Possessive)
The article `B i can also be used as a relative pronoun. More of its relative pronoun use can be read seen at Pronouns.
>> Neo-Quenya >> Article
# Quenya/Dative
## Usage

The dative is used for the indirect object.
* `B 5~V6 `C4# `B qE6t# `B `Vm#5 i nér anta i parma i eldan "the man gives the book to the elf"
The word order is free because we can always recognize the indirect object by its ending:
* `B 5~V6 `C4# `B `Vm#5 `B qE6t# i nér anta i eldan i parma "the man gives the elf the book"
* `B `Vm#5 `B 5~V6 `C4# `B qE6t# i eldan i nér anta i parma "to the elf the man gives the book"
* `B 5~V6 `B `Vm#5 `C4# `B qE6t# i nér i eldan anta i parma "the man, to the elf, gives the book"
Some verbs can have an indirect object without a direct object:
* `B yR2% j%j1E6 `B `C7E5$5 i vendi liltar i aranen "the girls dance for the king"
The verb `CqiR5\ apsen- "remit, forgive" has a direct object in the dative:
* `B `C7E5 `CqiR5$ `B 5$7R5 i aran apsenë i neren "the king forgives the man"
The preposition 7~C rá "on behalf of, for" is used with the dative:
* `B `N6aY 1Uj°$ 7~C 8.D7Y2$5 i orco tullë rá Sauronden "the orc came on behalf of Sauron"

### Impersonal verbs

The dative is also used for the recipient of certain impersonal verbs:
* `B iRm^5 ~Nj# lDnT`N5 i seldon óla aiwion "the boy dreams about birds"
(see also: Special Verbs)

## Formation

We discuss each of the numbers separately:

### Singular

The basic ending is \5 -n after vowels and \`V5 -en after consonants.
Most words simply add this ending:
* `C7E5 aran "king" → `C7E5$5 aranen
* 1~C7T tári "queen" → 1~C7T5 tárin
* yR2$ vendë "girl" → yR2$5 venden
Words that have a stem-form use this stem-form:
* 5~B8 nís "woman" → 5%,R5 nissen (stem-form 5%,\ niss-)
* aU7Y curo "device" → aU7U5 curun (stem-form aU7U\ curu-)
* j~N5$ lómë "night" → j~Nt%5 lómin (stem-form j~Nt%\ lómi-)

### Plural

The ending is \`B5 -in:
* t#aGj macil "sword" → t#aGj%5 macilin
* `Vm# elda "elf" → `VmlD5 eldain
(Note: this ending forms a diphthong when the noun ends in \`C -a , \`N -o or \`M -u)
Exceptions:
    Words ending in \`V -ë drop this -ë and have ~B5 -ín as ending:
   * j#,R lassë "leaf" → j#,~B5 lassín
    Words ending in \`B`V -ië drop this -ië and have \~B5 -ín as ending:
   * t^65%`V mornië "darkness" → t^65~B5 mornín
    Words ending in \`B -i (or with a stem-form in -i) also get \~B5 -ín:
   * 1~C7T tári "queen" → 1~C7T5 tárín
   * j~Nt$ lómë "night" → j~Nt~B5 lómín

### Dual

The dual is regular:
    U-duals get \5 -n:
   * `Cm& aldu "a pair of trees" → `Cm&5 aldun (nom.sing.: `Cm# alda)
    In t-duals the final \1 -t is replaced by \4 -nt:
   * aG7ÎE1 ciryat "a pair of ships" → aG7ÎE4 ciryant (nom.sing.: aG7ÎE cirya)
   * `C7E5$1 aranet "a pair of kings" → `C7E5$4 aranent (nom.sing.: `C7E5 aran)
(Note: these words are the only Neo-Quenya words that end in more than one consonant)

### Partitive Plural

We always add -n to the nominative partitive plural:
* aG7ÎEj% ciryali "some ships" → aG7ÎEj%5 ciryalin (nom.sing.: aG7ÎE cirya)
>> Neo-Quenya >> Nouns >> Dative
# Quechua/WordQuEn

Quechua Wordlists - English to Quechua | Quechua to English
* Alphabetically
* Catagorically