OpenLLM-France/wikimedia huggingface dataset:
# German/Grammar/Nouns/Adjectival Nouns

Adjectival nouns are nouns formed directly from adjectives. Here are some examples in English:
Adjectival nouns, though perfectly correct, are relatively rare in English. Usually speakers repeat the noun, or substitute the word "one" where an adjectival noun might occur. In the last example, many English speakers would say, "the red one or the blue one?"
Adjectival nouns are more common in German, and are frequently used to describe objects, especially when it is needed to contrast with another object. Adjectival nouns can also refer to people, when done so politely.
Adjectival nouns in German are formed and declined the same way attributive adjectives are, except that in the M, N Genitive Singular, they add an s. They are usually capitalized.
Definite Article and der-words
Indefinite Article and ein-words
Adjectival nouns without an article are very rare, except in the plural, and follow the strong declension pattern.
There are two small points that need to be noted:
1) The attributive adjective "ander-" (other) is not capitalized when it forms an adjectival noun. It is declined as above. "Ich gehe mit den anderen", or, I am going with the others.
2) Almost all nationalities have nouns associated with them, e.g., "der Franzose/die Französin", "der Amerikaner/die Amerikanerin", and one should always use these nouns instead of forming adjectival nouns with their associated adjectives.
The one exception to this is, strangely, "Deutsch", which does not have a nominal form akin to those above. The German man is "der Deutsche"; a German man is "ein Deutscher"; a German woman is "eine Deutsche"; the Germans are "die Deutschen"; and so on. The adjective is declined as above.
Remember, in the previous example, "die Deutsche" is capitalized because it is an adjectival noun, not because it is a proper noun, which in English would require it to be capitalized. As with all other adjectives, when "deutsch" is used as an attributive or predicate (separated with a verb such as "sein") adjective, it should be lower-case: "die deutschen Frauen", as opposed to "the German women" in English. Note also that predicate adjectives are uninflected: "Er ist deutsch/krank/schwul/etc."
# Feminism/Patriarchy

Some text was sourced from the Wikipedia page Patriarchy, as it appeared on 15 Dec 2021, under the Creative Commons Attribution-ShareAlike License. All of the following text is also available for use under this licence.
Patriarchy is a social system in which men hold primary power and predominate in roles of political leadership, moral authority, social privilege and control of property. Some patriarchal societies are also patrilineal, meaning that property and title are inherited by the male lineage.
Patriarchy is associated with a set of ideas, a patriarchal ideology that acts to explain and justify this dominance and attributes it to inherent natural differences between men and women. Sociologists hold varied opinions on whether patriarchy is a social product or an outcome of innate differences between the sexes. Sociobiologists have argued that the roots of inequality were set in humanity's earliest period and are primarily due to genetic and reproductive differences between men and women. Aligned closely with evolutionary psychology, this theory posits that gender inequity is an inherent part of human social structures.
Social constructionists contest this argument, arguing that gender roles and gender inequity are instruments of power and have become social norms to maintain control over women. Constructionists would contend that sociobiological arguments serve to justify the oppression of women.
Historically, patriarchy has manifested itself in the social, legal, political, religious, and economic organization of a range of different cultures. Most contemporary societies are, in practice, patriarchal.
# Feminism/Marxism

Marxist feminism is a sub-type of feminist theory which focuses on the dismantling of capitalism as a way to liberate women and states that capitalism, which gives rise to economic inequality, dependence, political confusion and ultimately unhealthy social relations between men and women, is the root of women's oppression.
Feminist theory (or radical feminism) emerged in the 1970s stating that modern society and its constructs (law, religion, politics, art, etc.) are predominantly the product of males and therefore have a patriarchal character. According to people who subscribed to this view, the best prescription for women's oppression would be to replace the patriarchy with a gender equal culture or to have a separation of the sexes. Some feminists at this time felt the emphasis on criticising a perceived patriarchy was too narrow and/or misguided and so there soon emerged feminists who began analysing women's situation from a class based Marxist/socialist perspective.
According to Marxist theory, in capitalist societies the individual is shaped by class relations; that is, people's capacities, needs and interests are seen to be determined by the mode of production that characterises the society they inhabit.
Marxist feminists see gender inequality as determined ultimately by the capitalist mode of production and the major social divisions as class related. Women's subordination is seen as a form of oppression (rather than an illiberal discrimination) which is maintained (like racism) because it serves the interests of capital and the ruling class. Marxist feminists have also extended traditional Marxist analysis by looking at domestic labour as well as waged work.

### Sources

* Marxist Feminism
* Socialist Feminism
# Feminism/Philosophers
## History of Feminist Philosophy

The very beginnings of Western philosophy have included discussions about the status of women. Plato spoke of women's roles in The Republic. He claimed that while there are some obvious physical differences between men and women, there are some women that are taller, stronger, etc. than most men. Furthermore, Plato claimed that there are no differences between men and women's ability to understand reality and make reasonable judgements about it.
Conversely, Plato's student, Aristotle held a very low opinion of women. Aristotle in his work, Politics claims that women ought to be treated as property. Furthermore, the best a woman can achieve is to rear a fine family.

## Topics of Interest to Feminist Philosophers

Feminism within philosophy is a very large field; the topic encompasses most, if not all, disciplines that philosophy covers. Feminists have an interest in subjects ranging from Aesthetics to the Philosophy of Religion, thus it would be dishonest to say that Feminist philosophers study one particular subject or intersection. We can, however, safely say that Feminist philosophers are interested in how gender, race and class (among other things) affect and are affected by philosophy.
Below is a general list of topics that have prominent Feminist interest.

### Ethics
## Famous Feminist Philosophers
### Simon de Bouviour
## References

* ↑ Kemerling, Garth (2006-08-01). "Plato: The Republic 5-10". {{cite web}}: Unknown parameter |accessyear= ignored (|access-date= suggested) (help)
* ↑ Roberts, Andrew (2006-08-01). "Aristotle on reason, the state, slavery and women". {{cite web}}: Unknown parameter |accessyear= ignored (|access-date= suggested) (help)
# Feminism/Radical Feminism

Radical feminism is a form of feminism that views systematic male privilege (known as patriarchy) as the foremost form of oppression, and as a wide-ranging problem at the root of society that requires appropriately radical (from latin radix, root) solutions. Radical feminists do not see rape as a one-off occurrence but as a shockingly commonplace event manifesting the overall dominance of men over women. Radical feminists reject prostitution and pornography as turning women into mere objects for male pleasure.
# Feminism/Preface

The purpose of this Wikibook is to provide a resource for those studying Women's Studies (or Feminism) at Undergraduate level. This book will include noteworthy feminist philosophies, branches of feminist philosophy, and noteworthy prominent feminists (focusing on their work as feminists). Feel free to contribute to this book to improve its teaching potential!

### Status

As of October 2005, this book is still heavily under development. There are also many articles to be added. That said, given the influence of feminism on both society and academia within the past decade, it is definitely a worthwhile subject matter for a Wikibook. What appears here is a starting point. - AmishThrasher 02:04, 27 October 2005 (UTC)
# Harmonica/Harmonica Positions Chart

| harp key | 1st Ionian | 2nd Mixolydian | 3rd Dorian | 4th Aeolian | 5th Phrygian | 6th Locrian | 12th Lydian |
| G | G | D | A | E | B | F# | C |
| Ab | Ab | Eb | Bb | F | C | G | Db |
| A | A | E | B | F# | Db | Ab | D |
| Bb | Bb | F | C | G | D | A | Eb |
| B | B | F# | Db | Ab | Eb | Bb | E |
| C | C | G | D | A | E | B | F |
| Db | Db | Ab | Eb | Bb | F | C | F# |
| D | D | A | E | B | F# | Db | G |
| Eb | Eb | Bb | F | C | G | D | Ab |
| E | E | B | F# | Db | Ab | Eb | A |
| F | F | C | G | D | A | E | Bb |
| F# | F# | C# | Ab | Eb | Bb | F | B |
# Harmonica/Philosophy

Harmonic playing is based upon feeling, particularly in light of its connection to folk traditions such as blues. The latter, based upon a modified scale, the blues scale, is particularly known for its expressive qualities. The typical blues "harp" playing method is cross harp, giving a flatted seventh scale tone which is inherently expressive. Even song titles express this, such as "Blues with a Feeling".
Sonny Boy Williamson, one of the most influential blues harp players, often expressed his performer attitude in his lyrics, which expressed themes like "get yo' hand out of my pocket" and even lapsed into a threatening mode at times. Note for instance the song title, "Your Funeral and My Trial". According to blues drummer Rod Rolle, who plays in the award winning Stiff Pickle Orchestra, "blues joints back then were rough places", which might explain the tough philosophical stance expressed by Williamson.
Other harmonica players from other traditions of course would not share Sonny Boy's tough demeanor. Bob Dylan pioneered electric folk, but his harmonica work was mostly straight harp and was integrated with a more sanguine assessment of human nature. Magic Dick, player in the legendary J.Geils Band, may straddle these two extremes with the hard partying songs and harmonica playing of the seventies.
# Fijian/More phrases
## I can go

    au rawa ni lako

## Pass the broom

    mai na sasa

## Blessings to you all

    dou kalougata tiko

## There another challengers

    qori dua tale na bolebole

## See you again after the lockdown

    Sota tale ni oti na vakatatabu

## I'm out of work

    au sa Sega ni cakacaka

## Believe that better days are coming

    vakabauta ni na yaco mai na siga vinaka

## Let us come together in love

    me nodatou vata na loloma
# Fijian/Morphemes
### Affixes

* I'a
* Va'a
# Fijian/Possessives
## Singular

* ~First person~
** My village is... : na noqu koro o...
** My mother is... : na tinaqu ko...
** My father is... : na yacaqu ko...
** My mothers village is... : Au vasu i...
* ~Second person~
** Your Language : na nomu vosa
** Your wife : na watimu
** your family : na nomu matavuvale
* ~third person~
** His car : a motokana
** Her t-shirt : a siqeletina

## Plural

** our city : na sitiimami
** Your keys : a kimuni
** their bottle : a tavayadra

## Possesive participle

* The day of The born : na siga ni sucu
* The house of the coocking : a vale ni kuro
* The village of learn : koro ni vuli
# Fijian/Prepositions

* to/at – I : used to personal names.
* Together with – 'ei
* to,for, towards, at – Ki
* MAI : used to place names and personal names.
** At the restaurant ; mai na valenikana
* With, and – kei
* To – VEI : used to place names.
# Fijian/Numerals
## Cardinals

* dua - one
* rua - two
* tolu - three
* va - four
* lima - five
* ono - six
* vitu - seven
* walu - eight
* ciwa - nine
* tini - ten
For digits 11 - 19, you take tini, add ka, and cycle through 1 - 9.
* tini ka dua - eleven
* tini ka rua - twelve
* tini ka tolu - thirteen
* tini ka va - fourteen
* tini ka lima - fifteen
* tini ka ono - sixteen
* tini ka vitu - seventeen
* tini ka walu - eighteen
* tini ka ciwa - nineteen
The numbers 20, 30, 40, 50, 60, 70, 80, and 90 are formed by taking a single digit number, and adding sagavulu to them, which was the usual word for ten in olden times.
* ruasagavulu - twenty
* tolusagavulu - thirty
* vasagavulu - forty
* limasagavulu - fifty
* onosagavulu - sixty
* vitusagavulu - seventy
* walusagavulu - eighty
* ciwasagavulu - ninety
If you wanted to say a number such as 22 or 58, you would take ruasagavulu, tolusagavulu, etc, add ka, and then cycle through 1 - 9, just like you did for 11 - 19. So 22 would be ruasagavulu ka rua and 58 would be limasagavulu ka walu.

## Ordinals

* I'adua - first
* I'arua - second
* I'atolu - thirth
* I'avā - fourth
* I'alima - fifth
* I'aono - sixth
* I'avitu - seventh
* I'awalu - eighth
* I'aciwa - ninth
* I'atini - tenth
# Fijian/States
### States

* Ailadi, Ireland
* Argentina, Argentina
* Austria, Austria
* Belgium, Belgium
* Brazil, Brazil
* Chile, Chile
* Crotia, Croatia
* Holland, Holland
* Idia, India
* Idonesia, Indonesia
* Igiladi, England
* Ijipita - Egypt
* Italia, Italy
* Jamani, Germany
* Laos, Laos
* Nepal, Nepal
* Peretania, United Kingdom (Lodoni = London)
* Peru, Peru
* Polad, Poland
* Rusi, Russia
* Swizalend, Switzerland
* Viti, Fiji

### Languages

* English : vaka valagi
* French : farāni
* German : Heremani
* Italian : 'itāriana
* Reo maorí : māori
* Fijian : vosa vaka viti
# Fijian/Time
## what is the Time?

    Sa Vica na kaloko?

## It's 10 o'clock

    sa Tini na kaloko

## It's 11 o'clock

    sa tini ka dua na kaloko

## It's half Past 10

    sa veimama na Tini

## It's half Past 3

    Sa veimama na tolu

## It's 10 minutes to 3

    sa vo e Tini na miniti me tolu

## It's 15 minutes to 4

    sa vo e Tini ka lima na miniti me va

## It's 13 minutes Past 6

    sa oti na ono ena Tini ka tolu na miniti

## It's 24 minutes Past 2

    sa oti na rua ena rua saga vulu ka va na miniti
# Fijian/Pronouns
### Personal pronouns

* I'm Gengis Kan : O yau Gegis Kan
* you are from Kadavu : O iko mai Kadavu
* He/she is teacher : O koya na qasenivuli
* We are from the village : O keda mai na koro
* You are brunettes : O kemunī na uludamu
* They are blonds : O irá na uluvula

### Demonstrative pronouns

* This mango : maqo yai
* This is a dress : oqo dua na vinivo
* That room : rumu yā

### Interrogative pronouns

* What is this? : Na cava oqo?
* Where is the bank? : Ivei na baqe?
* Where is the beach? : Ivei na matasawa?
* Where are you from? : O iko mai vei?
# Fijian/Sentences
## Let us come together in love

    me nodatou vata na loloma

## Believe that better days are comming

    vakabauta ni na yaco mai na siga vinaka

## I'm out of work

    au sa sega ni cakacaka

## See you again after the lockdown

    Sota tale ni oti na vakatatabu

## Our clan is meeting tomorrow

    na vei vosaki ni mataqali ni mataka

## There another challengers

    qori dua tale na bolebole

## Pass the broom

    mai na sasa

## Blessings to you all

    dou kolougata tiko

## My stomach is empty

    sa Lala na kete

## I'm only joking

    au veiwali walega

## I'm returning to my farm

    au sa lesu tale kina noqu i teitei

## Let's rest it's been a long day

    Me da vakacegu ni sa oti e dua na siga balavu

## Please come back

    yalovinaka lesu mai

## Who are you?

    O cei beka o kemuni

## I don't know your names

    au Sega ni kila na yacamuni

## I can go or can i go?

    Au rawa ni lako

## Please say that again more slowly

    tukuna tale mada vakamalua

## I am going to watch the game

    au lei sara qito

## Have a great day

    Vanuinui vinaka kina siga nikua

## Have a great week

    Vanuinui vinaka na Loma ni macawa
# French/Lessons/Time

* Introduction
* The alphabet
* Greetings
* Formal speech
* Numbers
* Dates
* Telling time
Lessons · Vocabulary · Grammar · Appendices · Texts

## Vocabulary · Time · Le temps

In French, il est is used to express the time; though it would literally translate as he is, it is actually, in this case, equivalent to it is (impersonal il). Unlike in English, it is always important to use heures (hours) when referring to the time. In English, it is okay to say It’s nine, but this wouldn’t make sense in French.
Time is often abbreviated using h for heure(s). For example, 9 o'clock AM would be 9h or 9h00. They also use 24-hour time in this format, so 10 o'clock PM would be 22h.

## Dialogue · What time is it?

* Jean-Quelle heure est-il?
* Paul-Il est midi.
* Jean -Quelle heure est-il?
* Paul-Il est deux heures du matin.

## Supplementary dialogue · The director · Le directeur

← Dates ·  Introductory lessons
Introduction · The alphabet · Greetings · Formal speech · Numbers · Dates · Telling time
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Revolutionary France

* Vacations
* Work
* Health
* Money
* Youth
* Adolescence
* Historical France
* Revolutionary France
* Modern France
* Current events
Lessons · Vocabulary · Grammar · Appendices · Texts

## Grammar review · Relative pronouns qui and que

Relative pronouns begin adjective clauses:
    the man that was here
    the man that I saw
Qui /ki/ is the subject of the clause it introduces:
    J’aime les chiens qui sont calmes.$^{Ilikedogsthatarequiet.}$
Que /kə/ is the direct object of the clause it introduces:
    C'est un homme que je connais très bien.$^{He'samanwhomIknowverywell.}$
Remember that in perfect tenses, the past participle agrees with the direct object in gender and plurality if the direct object comes before the verb:
    Elles sont les femmes que j'ai vues.$^{TheyarethewomenthatIhaveseen.}$
If que is followed by a vowel, it is shortened to qu' :
    Il est l'homme qu'elle a vu.$^{Heisthemanthatshehasseen.}$

### Examples
## Grammar · Simple past of irregular verbs

Some passé simple stems are determined by the past participle; others must be memorized.

### Irregular verbs
## Vocabulary · The Industrial Revolution
## Exercises

← Historical France ·  Level three lessons  · Modern France →
Vacations · Work · Health · Money · Youth · Adolescence · Historical France · Revolutionary France · Modern France · Current events
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# Fundamentals of Transportation/Shockwaves/Homework
## Homework

1. The upstream traffic flow on a road with two lanes in the relevant direction is q$_1$= 1800 veh/hr with freeflow speed of v$_1$=90 km/hr. As the result of a crash, one lane is blocked and flow is reduced to q$_2$ = 900 veh/hr. The density in the queue is k$_2$ = 70 veh/km. The value of time is $10/hour/vehicle
A. What is the shockwave speed (v$_w$)?
B. If this continues for 1 hour, before the lane is cleared, how many vehicles long will the queue be?
C. How much did this crash cost society in terms of delay (travel time in excess of freeflow travel time)?
D. If a freeway service patrol (tow truck service) could clear the crash in 30 minutes instead of an hour, how much should society be willing to pay for that service?
E. If a variable message sign placed 2 km upstream of the crash site instantly (at the moment of the crash) advises travelers about a diversion to a frontage road 1 km upstream of the crash site, how valuable is the freeway service patrol (how much should society be willing to pay under these circumstances)?
2. A fixed-time ramp meter with unlimited storage space can serve 1 vehicle every 5 seconds. Vehicles approach the back of the ramp queue at 80 km/hr at a rate of 1 vehicle every 4 seconds. The density in the queue is 275 veh/km.
A. What is the wave speed?
B. What is the rate at which the queue grows, in units of vehicles per hour (q)?
# Fundamentals of Transportation/Sight Distance/Additional Problems
## Additional Questions

* What happens if an accident is caused by poorly designed roads? → Lawsuits
* Explain Stopping Sight Distance again → = perception reaction distance + braking distance
* Isn’t 200 m long distance for braking → Yes unless very high speed on very slick surface (or going downhill).
* Is higher coefficient of friction used in road design? → Not too often, more often taken as a function of materials and construction, and wear and tear on road (older roads have less friction).
* Does coefficient of friction properly account for the ways cars brakes work and the manner in which drivers apply the brakes?
* Are stopping distance (related to accident reconstruction) admissible as evidence in court? Would this be by a licensed professional engineer? → Yes
* How close are accident reconstruction calculations to be actual accidents? → Should be on average correct …
* For stopping distance, why don’t we have a factor to include vehicle size and weight?
* Why would the grade “G” be positive in the stopping distance equation? What would the sign be in the Stopping Distance Equation. What does a negative grade mean if you are were assuming to be going downhill?
* Describe the interaction between gravity and friction when going up or downhill. Is friction helped or hindered?
* Why can cosine and sine be ignored in calculations? --> Small angle approximations.
* What are the steps in accident reconstruction
* If you have an accident reconstruction problem, do you incorporate grade when finding friction? Yes, but the grade is known.
* How are skid marks useful in determining initial speed of vehicle?
* What affects the friction force?
* What can stopping distance measure be used for?
* What effect does grade have on stopping distance?
* What if more or less skid-marks found at an accident scene. How are averages computed when distances are far apart?
* What is average perception reaction time given by AASHTO
* What is the maximum grade of a driveway?
* What type of braking is assumed in the stopping distance equation?
* When an object is sliding on an inclined surface, what two forces are operating on it?
* When is the road grade equal to 0.
* Why is accident reconstruction performed? How does it work?
# Fundamentals of Transportation/Sight Distance/Solution

You see a body lying across the road and need to stop. If your vehicle was initially traveling at 100 km/h and skids to a stop on a 2.5% upgrade, taking 75 m to do so, what was the coefficient of friction on this surface?
$d_{b}={\frac {\left({100*\left({\frac {1000}{3600}}\right)}\right)^{2}-\left(0\right)^{2}}{2*\left({9.8}\right)*\left({f+0.025}\right)}}=75m\,\!$
$\left({f+0.025}\right)={\frac {\left({27.78}\right)^{2}}{2*\left({9.8}\right)*75}}\,\!$
$f=0.50\,\!$