OpenLLM-France/wikimedia huggingface dataset:
# English Grammar Worksheet

* Verb to be (Jul 18, 2009)
* Should or shouldn't (Jul 06, 2009)
* Past simple tense (Jul 06, 2009)
* Preposition (Jul 06, 2009)
* Conjunction (Jul 18, 2009)
* Will or won't (Jul 06, 2009)
* What's wrong? (Jul 06, 2009)
* Positive, negative and interrogative sentences (Jul 06, 2009)
* Adjectives (Jul 06, 2009)
* Possessive pronoun (Jul 06, 2009)
* If or when (Jul 06, 2009)
* Present perfect tense (Jul 06, 2009)
* Have to (Jul 06, 2009)
* Must or mustn't (Jul 06, 2009)
* Clauses (Jul 06, 2009)
* Past passive tense (Jul 06, 2009)
* Coverbs (Jul 06, 2009)
* Adverbs (Jul 18, 2009)
* Particles (Jul 06, 2009)
* Predicates (Jul 06, 2009)
* Interjections (Jul 06, 2009)
* Reported and unreported speech (Jul 06, 2009)
* Can or can't (Jul 06, 2009)
* I think (Jul 06, 2009)
* Because or since (Jul 06, 2009)
* Past progressive tense (Jul 06, 2009)
* Modals (Jul 06, 2009)
* Synonyms (Jul 18, 2009)
# English Grammar/Subject and Predicate/What is a Sentence

The sentence is the basic structure that writers use to make the statements that form a paragraph. It begins with a capital letter and ends in a form of punctuation such as a full stop, exclamation mark or question mark. The sentence uses words to express a complete thought and normally has at least one subject and one predicate.
Sentence Patterns
Pattern 1; Subject-Verb
The simplest sentence pattern is the subject-verb pattern. To complete this pattern, a subject and an intransitive verb, the kind of verb that takes no object, are used.
For example:
* Birds fly.
* Fish swim.
Pattern 2: Subject-Verb -Subject Complement
This pattern uses a linking verb (a form of the verb be or verbs such as appear, become, feel, grow, look, make , seem, smell, and sound) to connect a subject to its complement (the word or words that describe the subject).
For example:
* The pie smells delicious.
* She is a lawyer.
* He seems preoccupied.
# English Grammar Worksheet/Adverbs

Change the following adjectives to adverbs.
* Happy
* Unfortunate
* Lucky
* Fast
* Crabby
Identify the adverbs.
* Sadly
* Often
* Many
* Slowly
* Hardly
* Extremely
* Clever
* Altogether
* Non-toxic
Complete the passage with the appropriate adverbs using the clues in the brackets.
I stood there, waiting. A lady was walking _____ (not slow, but too fast) towards me. 'May I ask what your name is, lady?' I asked _____ (not rude). 'Get lost!' she cried ______ (not quiet). _______ (not unsure), she was not the woman I was looking for. Suddenly, another woman came upon me. 'Thomas,' the voice said _______ (not loud). I turned back _____ (synonym of quickly). I could ______ (synonym of hardly) believe that I was seeing my girlfriend!
Write sentences with the adverbs below.
* Frequently
* Madly
* Always
* Angrily
* Extremely
* Briefly
# English Grammar/Phrases and Clauses/Prepositional Phrases

PREPOSITIONAL PHRASES
Prepositional phrases are groups of words, such as out of and on top of.
a) A big truck parked in front of their car.
b) The cat jumped on top of the cupboard.
c) One girl sits in the middle of the playground and the others dance round her.
# English Grammar/Subject and Predicate/Subject and Predicate

Every sentence can be divided into two parts. One is called the subject and the other is called the predicate. The subject of the sentence consist of the one who does the action, the predicate consists of the action and the things being acted on. Example: Sarah went to school
In this sentence, “Sarah” would be the subject of the sentence, while the predicate would be “went to school”
His dog barks loudly

## Finding the Subject and Predicate of a sentence

The subject of a sentence is the noun that does the action, The subject is often at the start of the sentence however it can also occur elsewhere Example: Greater was he than the rest.
In this sentence, the subject of the sentence is "He". The first criteria for determining the subject is to ask " Who/what did the action? " For example, in the sentence, The cow Jumped over the moon
The cow is the one who completed the action and is therefore the subject of the sentence. The predicate of a sentence is the parts of the sentence which are not the subject. This includes the verb, the direct object , the indirect object and the preposition.
# English Grammar/Subject and Predicate/Direct and Indirect Objects

DIRECT OBJECT -It is the person or things that directly receives the action or effects of the verb.It answers the question what or whom
Ex- He gave a necklace to his wife
And the wife is using whom - so it is indirect object
# English Grammar/Subject and Predicate
## Table of Contents for Chapter 2: Subject and Predicate

** Lesson 1. What is a Sentence
** Lesson 2. Subject and Predicate
** Lesson 3. Finding the Subject of a Sentence
** Lesson 4. The Sentence as a Complete Thought
** Lesson 5. The Predicate Nominative
** Lesson 6. The Predicate Adjective
** Lesson 7. Direct and Indirect Objects
** Chapter 2 Review
** Chapter 2 Test
# Environmental Health Engineering Theory and Practice/Vectors and Pests

In epidemiology, a disease vector is any agent which carries and transmits an infectious pathogen into another living organism; most agents regarded as vectors are organisms, such as intermediate parasites or microbes, but it could be an inanimate medium of infection such as dust particles.

## Useful Off-site Resources

* NEHA: Vectors and Pests
# Environmental Science
## Table of contents

    Chapter 1 ~ Introduction
       Definitions
# Environmental theory and collection of ideas
## Foreword

This is the community version of Arpad Fekete's public domain book Environmental theory and ideas, which is part of the Free Eco Web Services project. The main goals of the community version is to be more comprehensive by explaining modern environmental protection issues and their solutions as practiced by individuals, businesses, and governments around the world (e.g. solar cooking devices, using recyclable materials, or laws); what you can do to help encourage people, businesses, and governments to adopt environment-friendly practices; and open problems scientists and others have researched or can research in the future for the sake of the environment.

## Table of Contents
### Part I

* Introduction
* Environmentalism and survival
* Environmentalism and faith
* Environmentalism and ethical theory
* Passive ethics, eco-friendly advice
* Ethical environmentalism, good advice
* Political environmentalism, alliance
* Political environmentalism, warning

### Part II

* Eco friendly games
* Eco friendly, economical life
* Ideas to politicians
* Ideas to the rich
* Eco-friendly business ideas in programming
* Ideas to activists
* Ideas to researchers and inventors
# Environmental Health Engineering Theory and Practice/Susceptibility

In epidemiology a susceptible individual (sometimes known simply as a susceptible) is a member of a population who is at risk of becoming infected by a disease.

## Useful Off-site Resources

* Biological markers in environmental health research. Committee on Biological Markers of the National Research Council, (1987)
# Environmental Health Engineering Theory and Practice/Wastes

Municipal solid waste (MSW), commonly known as trash or garbage in the United States and rubbish in Britain, is a waste type consisting of everyday items that are discarded by the public.
# Environmental Science/Introduction
## Definitions

* Environment: Environment can be defined as one’s own surroundings including all of the living (biotic) and non-living (abiotic) factors that act on organism, population, or ecological community and influence its survival and development
* Abiotic factors: Physical conditions and non-living resources that affect living organism in terms of growth and reproduction. E.g. temperature, light intensity, carbon dioxide levels, pH of water and soil. Seasonal temperature variations affect when plants flower, when animals breed, when seeds germinate and when animals hibernate. Many types of plants grow better when they are fully exposed to sunlight. The pH of the soil can have an effect on the types of plants which can grow in it. They are divided into three categories:
* Physical factors, e.g. sunlight, wind, water
* Inorganic factors, e.g. minerals, oil, fuels, gasses
* Organic factors, e.b. carbohydrates, proteins lipids, etc
* Biotic factors: a living component that affects the population of another organism, or the environment. They are divided into two parts.
* Autotophs
* Heterotrophs
* Organism: a living thing.
* Specie: similar organisms that can interbreed and produce fertile offsprings
* Population: total number of one type of organisms that live in one place
* Community: different populations living together in one habitat
* Ecosystem: a community of organisms and the environment they interact with
* Habitat: the place where an organism lives.
* Niche: the role a an organism plays in a community.
* Biosphere: the region where life exist
* Atmosphere: layer of gasses surrounding the earth
* Lithosphere: the earth crust consisting of the soil and rocks.
* Hydrosphere: is the water in all states (solid, liquid and gas). This comprises of all the surface and ground water such as seas, oceans, lakes, streams, glaciers, polar ice caps, and the water locked in minerals below earth crust.
* Producers, or autotrophs, make their own organic molecules.
* Chemoautotrophs use energy from chemicals to build organic compounds out of carbon dioxide or similar molecules.
* Photoautotrophs, such as plants, use energy from sunlight to make organic compounds
* Consumers, or heterotrophs, get organic molecules by eating other organisms.
* Food chain: a linear sequence of organisms through which nutrients and energy pass as one organism eats another.
* Food web: many interconnected food chains
# Environmental theory and collection of ideas/Eco friendly economical life

* There is something we can learn from gambling: the more money we want to win, the higher the risk is. Can we possibly choose a life strategy where luck is on our side? Yes, if our goal is right. If our goal is not too big, then we can usually reduce the risks, and thus we can reach our goals more easily. Therefore it is important to think about the most important goals in our lives, and if it is possible, concentrate on reaching those goals. In our age, the 21st century, perfect environmentalism counts as a very large goal, so here too, it can be worth selecting what parts of Nature are more important to save than the others.
* Even if long-term projects do not give us enough joy, we can probably improve our real-life situation by little steps which do. Such little steps can be, for example, games which improve our mental or physical powers (like scientifically tested memory games, archery, or table tennis), or collecting free things, especially downloading free documents from the Internet which can help in our lives (for example, books about health and wealth, or about environmentalism and economy). Apart from owning an electronic library, for the less busy people it is probably a good idea to own some houseplants, too (like Aloe Vera), and make them proliferate freely, creating value. The mould may cost some money, but the pot can be from a reused PET bottle too.
* If we sort and get rid of our objects from time to time, we can win some empty space, we can be more mobile, and we can even take advantage of these objects by exchanging them for something else, or by giving them away and collect gratitude. Apart from that, getting rid of things has spiritual and secret-keeping significance too. During sorting, our memories come back once again, we evaluate them, we rediscover the valuable, and get rid of the useless, to make our spirit more easily get rid of it, too. If we forget about something in our lives, it is better if it is hidden from others as well. It is possible that the process of forgetting is like getting younger. It is worth of doing a similar cleanup to our files stored on the computer and messages stored on the Internet, with a special regard to those which are wrong. This way we can more easily find the important data, too, if necessary. Sorting and getting rid of things does good to the environment because there is less need for mining due to the recycled material.
Call for more ideas presented as shortly as these!

## Further reading

Aristotle - Nichomachean Ethics (work of a famous ancient greek author)
P.T. Barnum - The Art of Money Getting (1880)
Talane Miedaner - Coach Yourself to Success: 101 tips from a personal coach for reaching your goals at work and in life (Contemporary Books, 2000)
# Equine Nutrition/Gut health
## Reasons for poor gut health

* Lack of proper roughage
* Excessive cereal grain
* Long hours between feeding
* Long periods of empty stomach

## Effects of poor gut health

* Diarrhea
* Colic
* Decreased performance
* Decreased energy
* "Bad" behavior
* Gastric ulceration
In the horse, the glandular gastric mucosa continually secretes hydrochloric acid, whether food is present or not. When feed is withheld for as little as 14 hours, the combination of acid, along with bile salts can irritate both the glandular and nonglandular mucosa to the point of ulceration.
* Laminitis
Excess water soluble carbohydrates in the diet, such as Fructan, have been shown to induce cases of laminitis.

## Practices for healthy guts

* Provide plenty of quality forage
* Feed small and frequent
* Avoid large quantities of cereal grains
* Provide grazing or forage 24/7 to prevent "empty" stomach

## Anatomy of the horse's guts

* The stomach
** Glandular(mucus protected, cereal grains..etc)
** Non-glandular(non protected, hay digested here)
** Small ~9 liters(needs small and frequent feeding, i.e. grazing)
* The small intestine
** Long small tube
** gas from roughage digestion inflates it and keeps it from twisting
** Easily tangled while empty( contents digested in ~1 hour)
* The large intestine
** Ceacum(fermentation "vat")
** Large colon(left and right dorsal colons)
** small colon(left and right ventral colons)
** uses microbial fermentation to digest forage
Horses have evolved to wander and graze almost continuously 24/7 and it is when we get away from these practices that we run into trouble with gut health.

## References

* ↑ Berschneider, H.M., Blikslager, A.T., Roberts, M.C. Role of duodenal reflux in nonglandular gastric ulcer disease of the mature horse. Equine Veterinary Journal April 1999 Volume 31, Issue S29 http://onlinelibrary.wiley.com/doi/10.1111/j.2042-3306.1999.tb05164.x/abstract
* ↑ Andrews, F.M. and Nadeau, J.A. Clinical syndromes of gastric ulceration in foals and mature horses. Equine Veterinary Journal April 1999 Volume 31, Issue S29 http://onlinelibrary.wiley.com/doi/10.1111/j.2042-3306.1999.tb05165.x/abstract?systemMessage=Wiley+Online+Library+will+be+disrupted+on+18+May+from+10%3A00-12%3A00+BST+%2805%3A00-07%3A00+EDT%29+for+essential+maintenance&userIsAuthenticated=false&deniedAccessCustomisedMessage=
* ↑ Longland, A.C and Byrd, B.M. Pasture Nonstructural Carbohydrates and Equine Laminitis. J. Nutr. July 2006 vol. 136 no. 7 2099S-2102S http://jn.nutrition.org/content/136/7/2099S.full
# Equine Nutrition/Nutritional supplements

Nutritional supplements will depend on the age and workload of the animal in question. All diets start at maintenance and other stuff is added depending on the horse's needs.
Types of nutritional supplements'
Cereal grains, beet pulp, soybean meal, high temperature dried alfalfa and oil are all useful nutritional supplements. Vitamin/mineral supplements and oil seed meal are also important resources for formulating a diet.
Breeding horses
Pregnant mares major nutritional supplement will need to be a good quality protein feed and oils. She will also require a broad spectrum vitamin/mineral supplement. During lactation she will little or no nutritional supplementation excepting vitamin/mineral. Breeding stallions will have an increased mineral and vitamin need as well higher protein requirements. During the "off" season the stallion can be fed at maintenance.
Working horses
There are four basic types of working horses, light,moderate, hard and very hard. As the work gets harder the energy requirements increase. Oil, cereal grains, high temperature dried alfalfa, sugar beet pulp and soybean meal. Good quality forage and vitamin/mineral supplements are the basis for all working horses diets.
Growing horses
Growing horses are from 6 months-2 years. Before that their mothers feed them milk during the lactation faze. During the first year the foal's only nutritional supplement will need to be a good quality protein feed and vitamin/mineral balancer. During the next year the horse will need little or no nutritional supplementation except mineral/vitamin. Some horses with weight gaining issues may need some supplementary grain or young stock pellets.
# Equine Nutrition/Vitamins
## Fat soluble vitamins

* Vitamin A
* Vitamin E
* Vitamin D
* Vitamin K

## Water soluble vitamins

* Vitamin C
* B complex.
Biotin.Bacteria can break down fibre produces B vitamins such as Biotin.

## Requirements

* Vision
* Immunity
* Growth
* Bone development
* Blood clotting

## Water soluble vs. fat soluble

* B Vitamins regularly synthesis in large intestine
* Other water soluble vitamins not stored
* Vitamin C synthesized in liver
* Fat soluble are stored in fat
Vitamins are required in small amounts, but are vital to important bodily functions.
# Equine Nutrition/Foreword

This book was set up by Dr Jo-Anne Murray of the Royal (Dick) School of Veterinary Studies at the University of Edinburgh. Dr Murray has a PhD in Equine Nutrition, a Masters in E-learning, a PgDip in Animal Nutrition, a PgCert in University Teaching and a BSc in Equine Science. Dr Murray is also a fully qualified British Horse Society Intermediate Instructor, a registered nutritionist with the British Nutrition Society and is a Fellow of the Higher Education Academy. Dr Murray also leads the Equine Science programme at the Royal (Dick) School of Veterinary Studies and teaches animal nutrition to students undertaking the Bachelor of Veterinary Medicine and Surgery programme. The aim of this book is to provide an open, trustworthy educational resource on equine nutrition.
Everyone is encouraged to contribute to this wikibook; however when doing so please follow the Wikibooks contributions guidelines and provide citations for all information entered where appropriate to do so. Please refer to the citing references tutorial to assist you with your bibliography.
The following outline is provided as a starting point for how the book could be structured; however, contributors are encouraged to add/re-arrange this book outline as they see fit. Please use the HELP:Editing link for information about contributing and editing the book.
# Equine Nutrition/Introduction to equine nutrition

In its natural state, the horse is a nomadic animal, roaming up to 8–26 km/day and grazing for between 16 and 20 hours/day on a wide variety of plants. Its diet consists of typically low quality, high fibre feeds, and its gut has evolved to process this natural forage diet being taken in little and often. However, the environment of a domestic horse differs from that of a horse in its natural state. Horses are often kept stabled for large parts of the day with restricted access to grazing, with feeds being given in the form of meals and without free access to forage. Even pasture kept horses are unable to roam over wide areas and lack the variety of plants in their diets that a horse in its natural state would have access to.
Over the years our use of the horse has changed. With the mechanisation of agriculture came a move from the horse as a working animal to the leisure or sports horse and with this change of use, the types of feedstuffs used changed. The increased energy requirements of a sports horse, a racehorse for example, require the feeding of energy dense feeds such as cereal grains and would be unsustainable on a natural forage diet. While we have changed how and what horses are fed, their digestive system remains largely unmodified and this can lead to serious health implications and even death. To understand these implications we need to understand the Equine digestive system and its nutritional requirements.
The horse is classified anatomically as a non-ruminant herbivore. Non-ruminants, such as pigs, rely on enzymatic digestion with very limited fibre degradation occurring in the large intestine. In ruminants, such as sheep and cows the fibre degradation occurs in the rumen again with little fermentation in the large intestine. Horses lie somewhere between the two with enzymatic digestion taking place in the stomach and small intestine, together known as the foregut, and microbial digestion or fermentation taking place in the large intestine or hindgut.
# Equine Nutrition/Nutrient requirements
## Nutrient requirements

Nutrient requirements are very much dependent on a number of aspects including 1) horse's size and function; 2) the capacity of the horse for feed; and 3) the nutrient composition of each of the available appropriate feeds (Frape, 2004).
There are five dominant and related factors that regulate appetite and capacity of horses for acceptable feed: 1) the volume of different parts of the intestinal tract; 2) the rate at which digesta travels through the intestinal tract; 3) the concentration of certain digestion products in the intestine; 4) the energy density and its chemical form in the feed; and 5) the energy demands of the horse(Frape, 2004).
# Equine Nutrition/Lipids
## Lipids

Lipids are naturally occurring, organic compounds, that are insoluble in water. Of primary importance in equine diets are fatty acids, triglycerides, and fat-soluble vitamins (such as vitamin A, D, E, and K).
There are many sources of lipids able to be fed to horses, including (but not limited to): vegetable oils, cereal grain brans, and oilseeds. Oilseeds and cereal grain brans are usually included in extruded concentrate supplements, or meal diets. Some examples of this are rice bran and canola meal being included in rations. Vegetable oils can be included in a formed ration, or added to any feed that is being given to the horse. Common oils that are supplemented are canola oil, soybean oil, corn oil, linseed oil, and more recently, hemp oil. Forages and cereal grains contain very low amounts of lipids, thus traditionally fats have represented a small portion of the equine diet.
Most lipids are digested in the small intestine, specifically the duodenum, by enzymatic process. The enzymes responsible for digestion of lipids are called lipase's and they are released from the gastric chief cells (zymogenic cells) contained in the stomach. The majority of fats are absorbed in the ileum, and very small amounts of (if any) reach the large intestine.
Fats are the most energy dense of the energy providing macronutrients. They contain 38 MJ/Kg of digestible energy, which is 2.25x higher than that of carbohydrates or proteins. The primary purpose for adding lipids to the equine diet is for dramatically increasing energy content of the feed, without having to increase the amount of feed consumed by the horse. This is of great importance for animals that are under a heavy work load and expending a large amount of calories in their daily activities.
# Equine Nutrition/Minerals

Equine Nutrition by Jo-Anne Murray

## Minerals

* Required for various functions
* Mineral digestion:
* Two categories of minerals:
* Macro‐minerals:
* Micro‐minerals:
* Amounts are important as well as the ratios of minerals are important (e.g. ca:p ratio)
* Two categories of minerals:
| Macro‐minerals: Required in g/day | Micro‐minerals: Required in mg/day |
| Calcium (Ca) 20 | Cobalt (Co) 0.5 |
| Phosphorus (P) 14 | Copper (Cu) 100.0 |
| Sodium (Na) 10.0 | Molybdenum (Mo) |
| Potassium (K) 25.0 | Zinc (Zn) 400.0 |
| Magnesium (Mg) 7.50 | Maganese (Mn) 400.0 |
| Sulphur (S) 15.0 | Iron (Fe) 400.0 |
| Chloride (Cl) 40.0 | Chromium (Cr) |
| | Floride (F) |
| | Iodine (I) 3.5 |
| | Selenium (Se) 1.00 |
The NRC recommended a mature 500 kg. horse at maintenance receive the above daily mineral amounts;Remember that the requirements will vary based on horse's age, weight, and use. http://nrc88.nas.edu/nrh/