OpenLLM-France/wikimedia huggingface dataset:
# Muggles' Guide to Harry Potter/Magic/Giant
## Overview

Giants are magical creatures which can grow to be over twenty feet tall. They are often described as being vicious and unintelligent.

## Extended Description

There are very few giants left in the world, and those that do exist normally hide in the mountains where they are very rarely bothered by humans. Giants, unfortunately, need a large area to hunt, and they are not particularly social; forcing them all to live together in a restricted area typically results in fights between them, and fights between giants are quite often fatal. As a result, the Giant population is declining.
In the Harry Potter and the Order of the Phoenix, we learn that Hagrid and Madame Maxime were sent by Dumbledore to try to convince the giants to help them fight against Voldemort, but they were unsuccessful. The then-leader of the giants was overthrown, and his replacement was more aligned with the cause of the Death Eaters.
Before leaving the mountains, Hagrid finds his half-brother, Grawp. He brings Grawp back to Hogwarts and hides him in the Forbidden Forest. He introduces Grawp to Harry and Hermione because he is afraid he may soon be fired, and tells them that he has been trying to teach Grawp English. He extracts a promise from Harry and Hermione that, should he be sacked, they will continue Grawp's education.
In Harry Potter and the Half-Blood Prince, the Muggle Prime Minister mentions an apparent hurricane in the West Counties. Cornelius Fudge admits that it was a Giant, apparently one of Voldemort's, and the story of the hurricane was a fabrication of the Ministry to keep Muggles from learning that Giants exist.
In Harry Potter and the Deathly Hallows, at least two Giants are attacking Hogwarts in the final battle, and Grawp, who is revealed as being quite small for a giant, is defending.

## Analysis

In the Harry Potter and the Goblet of Fire, we learn that Hagrid is a half-giant. His father was a wizard, but his mother was a giantess. Although she denies it, it is fairly obvious to the reader that Madame Maxime is a half-giant. It is unlikely that she would be able to reconcile with Hagrid if she was denying the giant part of her heritage, so the fact that she and Hagrid set off together seems to indicate that she has admitted, at least to him, that there is giant in her background.
In Harry Potter and the Order of the Phoenix, we learn that there are only about seventy to eighty giants left, and we also learn that they are located in the Eastern European mountains. Hagrid, who was traveling to the Giants' territory on foot, says that they had trouble with "a couple 'o mad trolls on the Polish border", and a "sligh' disagreement with a Vampire in Minsk", which, starting from Dijon, France, would indicate a roughly northeastwards trip into the Ural mountains north of Moscow.

## Questions

Study questions are meant to be left for each student to answer; please don't answer them here.

## Greater Picture

At the end of the Half-Blood Prince, we see Grawp attend Dumbledore's funeral. He seems to have become very tame.
# Mirad Grammar/Nouns/TOC mini

| Introduction Phonology and Orthography Nouns Adjectives Adverbs Determiners | Pronouns Verbs Prepositions Conjunctions Interjections Hybrids | Greetings Vocabulary Formation Word Families Syntax Sample Texts Analyzed | Mirad-English Dictionary A-M Mirad-English Dictionary N-Z English-Mirad Dictionary A-M English-Mirad Dictionary N-Z |
# Mirad Grammar/Parts of Speech

    Mirad words can be categorized as the following parts of speech, followed by their inflectional and derivational subcategories:
SUBSTANTIVES
   * Common Nouns
      * Countable Nouns (tam....house, ewa tami....two houses)
         * Animate Nouns (tob....person)
         * Inanimate Nouns (pur....car)
         * Gender-Neutral Nouns (nyem....box)
         * Male-Specific Nouns ( twob....man)
         * Female-Specific Nouns ( toyb....cow)
         * Singular Nouns (sem....table)
         * Plural Nouns ( semi....tables)
      * Uncountable Nouns
         * Mass Nouns (miek....sand, gla miek....a lot of sand)
         * Deverbal Nouns ( ~ Gerunds/Infinitives/Abstractions) (melyexen....farming, melyexer....to farm, ifon....love, xeyn....deed)
         * Deadjectival ( ~ Abstract) Nouns (vian....beauty)
   * Proper Nouns
      * Full names (Usom....United States)
      * Acronyms (EA....EU)
   * Personal Pronouns (iyt....she)
   * Reflexive Pronouns (aut....myself)
   * Possessive Pronouns ( atas....mine)
   * Deictic ( ~ Demonstrative) Pronouns (hus....that)
   * Quantitative Determiner Pronouns (glati....many of them)
   * Reciprocal Pronouns (hyuit....one another)
VERBS ( = erduni)
   * Present (pe....goes)
   * Past (pa....went)
   * Future (po....will go)
   * Atemporal (pu!....Go!)
   * Progressive (peye....is going, peya....was going)
   * Perfect (paye....has gone, paya....had gone)
   * Imminent (poye....is about to go, poya....was to go)
   * Potential (puye....is apt to go, puya....was apt to go)
   * Hypothetical (pu....would go, [van has] pu....[that it] go)
   * Indicative (po...will go, pe....goes)
   * Active (It yijba ha mes.....He opened the door.)
   * Passive (Ha mes yijbwa.....The door was opened.)
   * Medio-passive (Ha mes yija.....The door opened.)
   * Transitive (besa....stayed)
   * Intransitive ( bexa....held)
   * Static (tujeye....is sleeping)
   * Dynamic (tujpa....fell asleep)
   * Subject-oriented (yafe....is able)
   * Patient-oriented (yafwe....is possible)
MODIFIERS
   * Deictic Adjectives ( ~ Determiners) (duhoa?....which?, hyea....any)
   * Descriptive Adjectives (via....beautiful)
   * Denominal Adjectives (vensona....conditional)
   * Pronominal ( ~ Possessive) Adjectives) (yata....our)
   * Deverbal Adjectives ( ~ Participles) (tejea....living, obwa....removed)
   * Numeric Adjectives (awa....one, ewa....two)
   * Inherent adverbs (voy....not)
   * Derived adverbs (ikay....fully)
CONNECTORS
   * Simple Prepositions (av....for)
   * Complex Prepositions (be zam bi....in front of, yib bi....far from)
   * Coordinating (ay....and, ey....or)
   * Subordinating (van....that, ven....if)
   * Correlative (hyaewa...ay....both...and)
   * Adverbial (johus....then, avhus....therefore)
PARTICLES ( = dunesi)
* Interjections ( = tipduni) (hey!....Yoohoo!, hway!....bravo!)
* Cardinal Numbers (a....one, e....two)
* Letter Names (a, ba, ca)
* Onomatopeia (pao!, xux!)
* Abbreviations (a.g.....etc., a.k.....e.g.)
← Phonotactics · Mirad Grammar · Nouns →
# Pinyin/Bergamot

Search Pinyin bergamot
Bergamot is a fragrant fruit the size of an orange, with a yellow color similar to a lemon.
bergamot shih xiang d shuiiguoo, cherng'zi dahxiaao, huarngseh, haaoxiahng nirngmerng.
# Pinyin/Beyond

See also
# Pinyin/Besieged

See also
# Pinyin/Bible

This Bible written in simple English and simple Chinese can be used for learning English and Chinese.
Genesis
Exodus
Leviticus
Numbers
Deuteronomy
Joshua
Judges
Ruth
1 Samuel
2 Samuel
# Pinyin/Bible/1 Samuel

Chapter 1
# Pinyin/Below

See also
# Pinyin/Berry

See also
A berry is a small, round fruit that grows on some plants or trees.
Cǎoméilèi shuǐguǒ shì zhíwù huò shùmù shēngzhǎng de, xìxiǎo yuánxíng de shuǐguǒ.
# NZ Level 8: Biological sciences/Ecology
## Assessments

These achievement standards are subject to review and will change as part of the national standards realignment.

### 90716 Describe animal behaviour and plant responses in relation to environmental factors

4 credits External
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| -Describe animal behaviour and plant responses in relation to environmental factors. | -Describe animal behaviour and plant responses in relation to environmental factors. -Explain animal behaviour or plant responses in relation to environmental factors. | -Describe animal behaviour and plant responses in relation to environmental factors. -Discuss animal behaviour or plant responses in relation to environmental factors. |
# NZ Level 8: Biological sciences/Evolution
## Assessments

These achievement standards are subject to review and will change as part of the national standards realignment.

### 90717 Describe processes and patterns of evolution

3 credits External
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Describe processes and patterns of evolution. | Explain processes and patterns of evolution. | Discuss processes and patterns of evolution. |

### 90719 Describe trends in human evolution

3 credits External
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Describe trends in human evolution. | Explain trends in human evolution. | Discuss trends in human evolution. |
# NZ Level 8: Biological sciences

    Overview
Collaborative learning modules

### Nature of science

    1. Understanding about science
      * Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate.
    2. Investigating in science
      * Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models.
    3. Participating and contributing
      * Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.

### Life processes

* Understand how humans manipulate the transfer of genetic information from one generation to the next and make informed judgements about the social, ethical, and biological implications relating to this manipulation.
Assessments
    4. Structure and function
      * Structure and replication
      * Role
    5. DNA to protein
      * Transcription
      * Translation
    6. Control over genes
      * Feedback
      * Enhancers and transcription
    7. Patterns of inheritance
      * Allele interactions
      * Linkage
      * Gene-gene interaction
      * Pleiotropy
      * Mutations
      * Control of metabolic pathways

### Ecology

* Understand the relationship between organisms and their environment.
Assessments
    8. Plant development
      * Tropism
      * Nastic responses
      * Timing
    9. Animal behaviour
      * Taxes
      * Kineses
      * Homing
      * Migration
      * Timing
      * Intraspecific relationships
    10. Community ecology
      * Interspecific relationships

### Evolution

* Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes.
Assessments
    11. Processes of evolution
      * Variation and allele frequencies
      * Mutations
      * Natural selection
      * Genetic drift
      * Allopatric and sympatric speciation
      * Reproductive isolating mechanisms
      * Macroevolution
    12. Evidence of evolution
      * Comparative morphology
    13. Emergence of humans
      * Biological evolution
      * Cultural evolution
      * Patterns of hominin dispersal
# NZ Level 8: Biological sciences/Life processes
## Assessments

These achievement standards are subject to review and will change as part of the national standard realignment.

### 90715 Describe the role of DNA in relation to gene expression

4 credits External
Achievement Criteria
| Achievement | Achievement with Merit | Achievement with Excellence |
| Describe the role of DNA in relation to gene expression. | Explain the role of DNA in relation to gene expression. | Discuss the role of DNA in relation to gene expression. |
# NVIDIA/SLI

Template:NVIDIA
SLI is a feature that allows two NVIDIA cards to work as one providing increased performance. SLI was first supported in the 1.0-8174 driver, for a review read the Phoronix NVIDIA Linux SLI (1.0-8174) article.
To be able to use SLI (Scalable Link Interface) you will need two or more graphics card that are capable of running in SLI. You will also need a certified power supply that can handle two or more graphics cards. You will also need a motherboard that supports SLI, typically a motherboard with two PCI-express x16 lanes, and a graphics chipset that is capable of supporting dual GPU's.
# Neopets/Games/Ice Cream Machine

    Game id: 507
    Game url: http://www.neopets.com/games/play.phtml?game_id=507
Ice Cream Machine is a dodging game, where you need to dodge the large quantity of obstacles that appear at the bottom. Score is based on the number of projectiles dodged, with a bonus on dodging scoops with toppings.
You may also want to collect powerups and items that appear; these are scoop-shaped items that appear differently covered or have a special object on them. For example, collect the fish for an additional 250 points.
The game only checks for collisions at the character itself. If you "teleport" by moving the mouse out of the play area, you can skip past incoming obstacles.
# Neopets/Games/Castle Battles

Type "supercannonball" to use a big cannon ball which will knock down the entire castle. One use per game only.
# Neopets/Games/Dice-a-Roo

    Game id: 10
    Requires login. Costs 5NP per play.
    Game url: http://www.neopets.com/games/dicearoo.phtml
Dice-A-Roo is a game of chance. It costs 5 NP per play, and you can cash out your current winnings at any time (if you don't roll a losing die). However, losing the game does not affect the items you obtained.
Some dice rolls remove points from the pot; these do not reduce your current total below zero.
Two critical rolls give you a chance of losing the game, or proceeding to the next die. These are not guaranteed.
| Red Die | Tiny win (1) Small win (1-2) Medium win (1-3) Lose neopoints (1-2) Game over Level up |
| Blue Die | Nothing! Tiny win (1) Small win (3-4) Medium win (3-5) Big win (2-8) Lose neopoints (2-4) Medium Lose (4-5) Big Lose (3-5) Game over Level up |
| Green Die | Mystic Wing (Nothing) Tiny win (1) Medium win (6-8) Big win(8-9) Super win(8) Cut in Half (lose half of the pot) Lose neopoints (5) Medium Lose (5-6) Big Lose (6) Game over Level up |
| Yellow Die | Game over Level up |
| Silver Die | Game over |
# Neopets/Games/Extreme Herder

Try to follow Balthazar or trick him to get the pet before him. It is an easy game.
# Neopets/Games/Cliffhanger

This a exactly like the famous game "Hangman." The game is very simple, and it has 3 levels:
* SIMPLE costs 15NP and receive 50NP for winning.
* MEDIUM costs 30NP and receive 100NP for winning.
* HARD costs 50NP and you receive 150NP when you win.
Each day may only receive a maximum of 1,500NP.
# Neopets/Games/Faerie Bubbles

This game is based on Bust-A-Move where you shoot circles/bubbles and try and group them. When 3 or more are grouped, they fall away. Nowhere on the site is the basis of the game mentioned.
# Neopets/Games/Guess the Card

    Game id: 14
    Login required. Costs 10 NP per play.
    Game url: http://www.neopets.com/games/play.phtml?game_id=14
Guess the card is a game of chance. Seelct one card in the set of six for a chance to win 50 NP.
This game is of pure chance. While there may seem to be a possible tactic to win (either always picking one or picking the same card your pet chose last), the pet will always choose the card randomly.
While there are reports that the game may improve the intelligence stat of the pet, there were no confirmed reports of this occurring.
# Neopets/Games/Destruct-O-Match

This game is based on the SameGame where you click groups of colours to remove them. Nowhere on the site is the basis of the game mentioned.
If you don't get a x3 block on the levels that need 130 points or more it's pretty hard to get the points needed.
Clicking on the block with the ? gives you more blocks. It generally is a good idea to click on this block (set - you need two of a color to remove them) fairly early. On the early levels, see if there is a remove color block, then remove all the groups of that color (provided it keeps the remove block next to the same color in a set of two) then remove the rest by clicking the remove block set and then click on the "Add Blocks - ?" set. Not all blocks come with each new screen.
There are some codes that can help. Type destroyboulders to destroy one colour of boulders (only can be used once).
# Neopets/Games/Gormball

| Character | Items |
| Thyassa | Hot Lime Jelly |
| Ember | |
| Gargarox | |
| Ursula | |
| Brian | |
| Farvin III | |
| Zargrold | |
| Kevin | |
    Game id: 6
    Requires login.
    Webpage: http://www.neopets.com/space/gormball.phtml
This is a game of chance, similar to hot-potato. A randomly selected player is given the gormball, and passes it to the player on the right.
You can wait between 2–5 seconds (inclusive), but AI players are allowed to wait 1 second. This appears to be a missing option in the menu, and can be worked around simply by refreshing the page.
You gain 2 points for each second holding the ball, in addition to any points that randomly occur during the game. This is multiplied by 4 if you are the last player standing.
You gain 1 NP per point in the game, and an item if you won.
# JLPT Guide/JLPT N1 Vocabulary

| Level N5 | Level N4 | Level N3 | Level N2 | Level N1 |
| Vocabulary Kanji Grammar | Vocabulary Kanji Grammar | Vocabulary Kanji Grammar | Vocabulary Kanji Grammar | Vocabulary Kanji Grammar |
Below are the vocabulary lists for level N1 of the Japanese Language Proficiency Test.
* あ行
* か行
* さ行
* た行
* な行
* は行
* ま行
* や行
* ら行
* わ行
# JLPT Guide

| Level N5 | Level N4 | Level N3 | Level N2 | Level N1 |
| Vocabulary Kanji Grammar | Vocabulary Kanji Grammar | Vocabulary Kanji Grammar | Vocabulary Kanji Grammar | Vocabulary Kanji Grammar |
Before 2010, there were only 4 levels of the JLPT, and the test agency released official vocabulary and grammar lists. One level was split in two, forming the current N2 and N3 levels. Since then, the test agency has not released vocabulary or grammar lists for either of these levels. As such, the N2 and N3 lists here are formed using things test takers remember and general estimates as to the difficulty of the material, and should not be considered entirely comprehensive. The N5, N4, and N1 material should be rather representative.

## See also

* Japanese

## External links

Some websites have not been updated to reflect the 2010 level changes to the JLPT. If a site only talks about levels 4 through 1, it is referring to the old test levels. See Japanese Language Proficiency Test for details.
* JLPT Quizzes – Japanese JLPT quiz bank.
* Japanese Test Lists – Study kanji with vocabulary lists.
* ManyThings.org – JLPT Vocabulary list
* jlptstudy.com – JLPT Vocabulary list, grammar, etc.
* ReadTheKanji.com – A spaced repetition system (SRS) web app to test you on JLPT kanji.
# Japanese/Grammar/Sentence ending particles

The sentence ending particles (終助詞, しゅうじょし) are placed, unsurprisingly, at the end of sentences and apply to it as a whole. These include for example the question marker, か, and a host of others that express the speaker's emotions. Used mostly in speech.

## か [ka] (interrogative)

Question mark, used to indicate the sentence is a question. Note that か replaces だ instead of appearing after it, so you can either omit the copula at all, or use a full form (で ある).
| あのひと は だれ です か？ | Who is that man? |
| たなかさん は せんせい です か？ | Is Mr. Tanaka a teacher? |
The particle may also follow question pronouns with the meaning of some as in someone:
| だれ か | somebody |
| どこ か | somewhere |

## の [no] (emphatic interrogative)

An emphatic question mark (mostly expresses reconfirmation or surprise):
| いい の？ | Is it okay? |
| どこに行くの? | Where are we going? |
An explanation particle, often indicates that the statement is intended to explain something or to provide information:
| かわちゃんはだいがくせいなの。 | Kawa-chan is a college student. |

## ね [ne] (emphasis and confirmation)

Polite and expresses
* the speaker's desire to receive confirmation (rising intonation), or
* the speaker's agreement (falling intonation).
Often translated as "isn't it so", "don't you think so" or "don't you agree with me". Also used as a polite or friendly sentence ending. Some people end virtually every sentence with "ね".
| それ は むずかしい ね。↑ | It's difficult, isn't it? |
| それ は むずかしい ね。↓ | That sure is difficult. |
| たなかさん は すごい ひと だ ね...↓ | Mr. Tanaka is a great guy... |
Also works as "phrase softener", i.e., it makes the phrase sound softer. Lengthening the syllable makes it more emphatic. The lengthening is usually indicated with a tilde:
| きれい だ ね~↓ | It's so beautiful! |

## よ [yo] (modality)

Used when providing new information that a speaker has, or like an exclamation mark, also for commands and invitations:
| わかる よ | I understand. |

## ぞ [zo] (emphasis)

Similar to よ but more objective. Often used as a shout, a call and a yell (not limited to male speakers).
| いく ぞ | I'm going. |

## な [na] (admiration)

Informal, used when expressing a personal emotion or desire.
| たなか は ばか だ な... | Tanaka's a fool... |
| さむい なあ | It's so cold. |
(A few speakers tend to prefer using "な" instead of "ね" but deprecated)

## な [na] (prohibition)

な can indicate prohibition when placed after action-verbs(present tense). In direct speech, this sounds rude and angry.
| いく な！ | Don't go! |
| みる な！ | Don't look! |

## かな [kana] (uncertainty)

Indicate that speaker is not sure about something.
| どこ に ある の かな | I wonder, where was it? |

## ぜ [ze] (inducement)

Sometimes seen as catchphrases, but rather old-fashioned, thus used only in a sportive talking . Also sometimes used as a vulgar よ.
| おい、にげる ぜ | Hey, I'm getting out of here! |

## わ [wa] (modality)

Declares a personal thought. Almost similar to よ but expresses fewer attention:
| あした行くわ。 | I will go tomorrow. |

## さ [sa] (interjection, emphasis)

Filler particle, used to draw attention with a pause (unlike よ, not implying any command or new information is communicated):
| あの　さ | hey |
# Japanese/Grammar/Writing

Below are some grammar points that are commonly found in formal writing, but not normally used when speaking.

## ～まい

Let's not / Shouldn't. Negative volition or negative conjecture. Same as ～V(negative)ようにしよう or ~ないだろう
| Verb: godan type | (plain, present) + まい | 行くまい、歌うまい |
| Verb: all other types* | (negative stem) + まい | 忘れまい、できまい |
| i-Adjective | ～くはあるまい | 遠くあるまい、よくあるまい |
| na-Adjective | ～ではあるまい | きれいではあるまい、不便ではあるまい |
* Verb types other than that of the godan type most often have まい most often attached to the negative stem of the verb, but occasionally one sees まい attached to the plain form of these verbs also.
# Japanese/Grammar/～あげく（に）
## Forms

** vた+あげく
** nの+あげく
* 挙句 can be used after the plain past tense of a clause, indicating that the remainder of the sentence has taken place after that clause has been completed, emphasizing how long the event described by the clause took to be accomplished.
** 散々考えた挙げ句、その計画を実行にうつした。
    Finally, after thinking long and hard, I put the plan into effect.
** 彼女はいろいろと悩んだあげく、結婚をやめてしまった。
    After thinking for a long time, she canceled the wedding.