OpenLLM-France/wikimedia huggingface dataset:
# How to Play Violin/Bowing

* The faster you move the bow, the richer the sound coming from the string will be, but make sure you get all the notes in before running out of bow hair.
* As you get better, pay more attention to how you move the bow. Changing directions (up to down, etc.) is, to a large extent, equivalent to taking a breath while singing. Experiment with different bowing speed and pressure.
* Sheet music will generally include bowing notation intermittently. The "up bow" mark looks like a V and the "down bow mark" like a staple or a square missing its bottom side. Up means you should start at the tip and push the bow, and down means you should start at the frog (which is where your hand is holding the bow) and pull the bow. An up-bow usually generates a softer sound, while a down-bow is stronger and more assertive. Feel free to pencil in your own marks, but remember the printed bowing marks are there for a musical reason, so they should usually be respected.
* Be sure to practice using the whole length of the bow.
# How to Pass a Course/Number based tests

In any number based test such as math or physics the answers are normally completely right or completely wrong. This is also true for any multiple choice or true/false test. The following are some tips to make sure you arrive at the correct answer.

## Understand what is being asked

Read the problem and try to spot the information that they are giving you. Mark any such information. Then read the problem again and try to identify the unknown. Once you have this information, finding how to solve the problem should be easy. Many students try to figure out how to solve the problem before they have a clear idea of what the problem is requesting. After you have this clear, proceed on to solving the problem.

## Use the units

If you are working in item that uses units, you can quickly use the formula with only the units to see if the formula can give you a sensible result. For example, an acceleration item in a physics test in which you are given the final speed, the initial speed, and the time, and you have to find the acceleration. The formula for acceleration is:
    $\mathbf {a} ={\mathbf {v} -\mathbf {u} \over \mathbf {t} }$
Using only the units we get:
    $\mathbf {a} ={{\mathbf {m} \over \mathbf {s} }-{\mathbf {m} \over \mathbf {s} } \over \mathbf {s} }={{\mathbf {m} \over \mathbf {s} } \over \mathbf {s} }={\mathbf {m} \over \mathbf {s} ^{2}}$
The unit m/s² sounds reasonable for acceleration. So we can feel confident that we have the correct formula. This is an overly simple example, since this technique gets more useful in more complex problems. This technique is also useful in tests in which the formulas are provided, but it's not clearly stated the purpose of each formula. Finally, make sure you make any conversions. It's not possible to add m/s with km/h. Such small mistakes can be very misleading.
# How to Pass a Course/Practice

The old adage says practice makes perfect. That´s true of everything in life, so too for a student. Too often it happens that we study hard for some time, attain a peak level of mastery and feel we have attained it once and for all. Then we stop practicing confident that we have it. Sadly that´s not true for anything. Things have a tendency of slipping away if you don't practice. So practice, revise in case of changes in theory. Keep solving repeatedly in case of problems.
Once we have practiced something a sufficient number of times, it seems that our bodies remember the correct responses much better than our minds do. This is what makes us able to, for example, drive a car and carry on a conversation at the same time.
# How to Pass a Course/Resources
## Related Wikibooks

* Tools for Healthy Living
* Basic Writing
* How to Write a Research Paper in History
* How to Write an Essay
* Writing a Research Paper
* Study Skills
* College Guide
* College Survival Guide
* Speed Reading
* How To Become A Good Student
* How To Succeed in College
* Note taking
# Haskell/Arrows

* Arrows (Solutions)
* Advanced Haskell
* Monoids
* Applicative functors
* Foldable
* Traversable
* Arrow tutorial
* Understanding arrows
* Continuation passing style
* Zippers
* Lenses
* Comonads
* Value recursion (MonadFix)
* Effectful streaming
* Mutable objects
* Concurrency
* Template Haskell
* Type Families

## Introduction

Arrows are a generalization of monads: every monad gives rise to an arrow, but not all arrows give rise to monads. They serve much the same purpose as monads -- providing a common structure for libraries -- but are more general. In particular they allow notions of computation that may be partially static (independent of the input) or may take multiple inputs. If your application works fine with monads, you might as well stick with them. But if you're using a structure that's very like a monad, but isn't one, maybe it's an arrow.

## proc and the arrow tail

Let's begin by getting to grips with the arrows notation. We'll work with the simplest possible arrow there is (the function) and build some toy programs strictly in the aims of getting acquainted with the syntax.
Fire up your text editor and create a Haskell file, say toyArrows.hs:
These are our first two arrows. The first is the identity function in arrow form, and second, slightly more exciting, is an arrow that adds one to its input. Load this up in GHCi, using the -XArrows extension and see what happens.
Thrilling indeed. Up to now, we have seen three new constructs in the arrow notation:
* the keyword proc
* the imported function returnA
Now that we know how to add one to a value, let's try something twice as difficult: adding TWO:
One simple approach is to feed (a+1) as input into the plusOne arrow. Note the similarity between plusOne and plusTwo. You should notice that there is a basic pattern here which goes a little something like this: proc FOO -> SOME_ARROW -< (SOMETHING_WITH_FOO)
* Exercises
* plusOne is an arrow, so by the pattern above returnA must be an arrow too. What do you think returnA does?

## do notation

Our current implementation of plusTwo is rather disappointing actually... shouldn't it just be plusOne twice? We can do better, but to do so, we need to introduce the do notation:
Now try this out in GHCi:
You can use this do notation to build up sequences as long as you would like:

## Monads and arrows

    FIXME: I'm no longer sure, but I believe the intention here was to show what the difference is having this proc notation instead to just a regular chain of dos
* Arrows
* Solutions to exercises
* Advanced Haskell
* Monoids
* >> Applicative functors
* >> Foldable
* >> Traversable
* >> Arrow tutorial
* >> Understanding arrows
* >> Continuation passing style
* >> Zippers
* >> Lenses
* >> Comonads
* >> Value recursion (MonadFix)
* >> Effectful streaming
* >> Mutable objects
* >> Concurrency
* >> Template Haskell
* >> Type Families
* Haskell
* Haskell Basics
* >> Elementary Haskell
* >> Intermediate Haskell
* >> Monads
* Advanced Haskell
* >> Fun with Types
* >> Wider Theory
* >> Haskell Performance
* Libraries Reference
* >> General Practices
* >> Specialised Tasks
# Haskell/Authors

The Haskell wikibook combines original material with the content of some previously existing tutorials. We are extremely grateful to the following authors for allowing us to remix their work.
* Hal Daumé III - Yet Another Haskell Tutorial
* Shae Erisson - An Introduction to Arrows (the Monad Reader 4)
* Jeff Newbern - All about Monads
* Ross Paterson - The Haskell Arrows page (and the arrows section of the GHC manual)
* Johnathan Tang - Write Yourself a Scheme in 48 Hours
* The many contributors to the Haskell.org wiki
The fact that this wikibook is a remix means that a lot of the original content is often cut, reshuffled or sometimes just plain overlooked. It would be a good idea to read the original tutorials as their authors intended: you might find yourself square in the authors' target audiences.
Original wikibook content was written by:
* Imam Tashdid ul Alam (Uchchwhash)
* Heinrich Apfelmus (Apfelmus)
* Stephen Blackheath (Blackh)
* Joeri van Eekelen (Tchakkazulu)
* David House
* Paul Johnson
* Eric Kow (Kowey)
* Daniel Mlot (Duplode)
* Aaron Wolf (Backfromquadrangle)
* Many members of the Wikibooks and the Haskell community
If you have a Haskell tutorial, examples, diagrams, etc. that you would like to contribute to this project, please let us know by leaving a message on the discussion page! Likewise, if you know of a good tutorial that we might be able to use, please feel free to point it out.
# Image Restoration

* Introduction
* Digital image restoration is a well-known example of a 2-D deconvolution problem.
* Getting started
* Getting started
* Pencil sketch lithograph
* A political cartoon of Abraham Lincoln and Andrew Johnson
# Image Restoration/Getting started

Getting started
With image restoration, the first decisions are often the most important ones. It's important to select an image that has good potential and fits your skills.

## Clarify goals

Some historic images have the potential to become featured pictures with a good restoration. Other times, because of limitations in the digital file or the scan the original image, a restoration can only go so far.
Here's an image of judge Learned Hand as a student:
* A historic and useful image, but one that will never be a visual knockout. The photographer took the shot off center and cut off the building arch, and the file is low resolution.
* After restoration: rotated and cropped, with ink marks removed and tears repaired. A small area of trouser leg at lower left was reconstructed. Levels adjusted.
Click on the thumbnails for the student portrait shows that the original version above was 922 × 682 pixel, file size: 136 KB, MIME type: image/jpeg. Compare that to the size below for a restoration that became a featured picture.
* 2,613 × 3,519 pixels, file size: 3.25 MB, MIME type: image/jpeg
* 2,613 × 3,519 pixels, file size: 3.52 MB, MIME type: image/jpeg
It may be a humbler subject--just a stonemason at work instead of law students at Harvard--but the photographic composition is pleasing and it serves as a good illustration of stonemasonry using traditional tools. The file size is also more than 20 times greater. Large files take more time to repair, but they also carry more information at high resolution.
One type of restoration isn't necessarily better than the other: both serve useful purposes. Be realistic about what your aims are, and about how much time and effort you intend to devote to a restoration. A skilled restorationist could do the student portrait in an hour, but the stonemason image would take a couple of days.

## Be realistic about your skills

* A good candidate for a beginning restorationist: moderate amounts of dust, dirt, and fiber to remove.
* A tough challenge. Good quality scan and high resolution file, but a severely damaged portrait.
* Types of media
* File sizes
* Copyright
* Triage for image editing (easy-impossible-tough)
* Best practices
* Research
* Choosing a vision and following it
* Types of problems
# Image Restoration/Introduction

Image Restoration is the recovery of an original image x[m,n] from a given degraded image y[m,n] with a priori/posteriori knowledge of the degradation process.
Image Restoration is not the same as Image Enhancement.

## Ex. of Image Enhancment

* Image Sharpening
* Image editing

## Ex. of Image Restoration

* Correcting a blurred Image caused by a moving camera.
Image restoration is a set of techniques for restoring historic photographs, sketches, and other archival images in digital format.
The primary software used in this module includes Adobe Photoshop CS3 Extended, GIMP, and Paint.NET.

## Selecting a suitable image

* High resolution
* Well composed
* If scanned, then scanned in high resolution on a clean scanner
* No .jpg artifacting
* Damage not too extensive

## Image types

* Pencil sketch
* Pen and ink
* Paintings
* Engravings
* Lithographs
* Photography

### Obsolete photography methods

* Daguerrotype
* Salt paper
* Colloidon glass
* Photochrom
* Sheet Kodachrome

### More rarely-seen art

* Chalk
* Coloured pencils
* Pastels
* Etc.

## Graphics information

* Raster v. vector graphics
# Image Restoration/Pencil sketch lithograph

This pencil sketch lithograph is a political cartoon from the mid-nineteenth century. It depicts Abraham Lincoln and Andrew Johnson repairing the rift that had caused the American Civil War. Published in 1865, a century and a half of aging has yellowed and faded the paper. Although generally well preserved, a few stains, smudges, and other marks distract from the central subject.
For encyclopedic restoration, the goal here is to remove distracting effects so that the viewer's attention is drawn to the style and content of the sketch itself. The restoration was completed in approximately 3 hours.

## The original image

Selecting a suitable image is the most important decision in any restoration. This file was reasonably high resolution (12mb in the original Library of Congress version), well composed, and fairly well drawn.
Other political cartoons of the United States from the mid-nineteenth century often look cluttered and obscure to twenty-first century eyes. Artists often relied on complex allegories and large dialog bubbles. This one had the advantage of two elements well known to modern readers: Abraham Lincoln and the Civil War. The metaphor of sewing for mending the union is well illustrated and easy to understand. So although this is not a particularly famous cartoon, it covers an important subject and is a reasonably good example of a particular cartooning style.
On a technical level, the file doesn't have inherent problems such as .jpg artifacting or scanner streaks and is in adequate focus. The lithograph itself has been well preserved for an item of its age.

## First edit

It is generally a bad idea to crop before restoration is complete: If you later realize you cropped out something important, or that you messed up the rotation, it will be very hard to go back. Instead, just note what areas lay outside your planned final crop, and do not focus effort on those.
If the image is very large, a loose crop of things you're certain not to need (such as tabletop around a scan) can be useful to improve your computer's performance with handling large files, however, otherwise, it's best not to.
Remember that in the final crop, the image can be rotated slightly, and, indeed, usually will need to be rotated at least a tenth of a degree or so, since humans aren't that good at positioning things on a scanner, or, indeed, at centering things on a page of hand-cut paper.
# Ilocano/Days of the Week

Ilocano words for the days of the week are borrowed from the Spanish language.

## Sunday

    Domingo (daw-MEENG-gaw)

## Monday

    Lunes (LOO-nehss)

## Tuesday

    Martes (mahr-TEHSS)

## Wednesday

    Mierkoles (MYEHR-kaw-lehss)

## Thursday

    Juebes (hoo-WEH-behss)

## Friday

    Biernes (BYEHR-nehss)

## Saturday

    Sabado (SAH-bah-daw)
# Ilocano/Numbers

There exist two names for the numbers in Ilocano. The native Ilocano and the Spanish names. Generally, Ilocanos use the Spanish terms if they are talking about time of very large quantities. You will however see the native terms if you would read literary books. If you are going on a shopping, prices of small values are given in this form.

## 1

    maysa (migh-SAH)

## 2

    dua (dwah)

## 3

    tallo (tahll-LAW)

## 4

    uppat (oop-PAHT)

## 5

    lima (lee-MAH)

## 6

    innem (ihn-NEHM)

## 7

    pito (pee-TAW)

## 8

    walo (wah-LAW)

## 9

    siam (shahm)

## 10

    sangapulo (sah-ngah-POO-law)

## 11

    sangapulo ket maysa (sah-ngah-POO-law kuht )

## 12

    sangapulo ket dua (sah-ngah-POO-law kuht dwah)

## 13

    sangapulo ket tallo (sah-ngah-POO-law kuht tahll-LAW)

## 14

    sangapulo ket uppat (sah-ngah-POO-law kuht oop-PAHT)

## 15

    sangapulo ket lima (sah-ngah-POO-law kuht lee-MAH)

## 16

    sangapulo ket innem (sah-ngah-POO-law kuht ihn-NEHam)

## 17

    sangapulo ket pito (sah-ngah-POO-law kuht pee-TAW)

## 18

    sangapulo ket walo (sah-ngah-POO-law kuht wah-LAW)

## 19

    sangapulo ket siam (sah-ngah-POO-law kuht shahm)

## 20

    duapulo (dwah-POO-law)

## 21

    duapulo ket maysa (dwah-POO-law kuht migh-SAH)

## 22

    duapulo ket dua (dwah-POO-law kuht dwah)

## 23

    duapulo ket tallo (dwah-POO-law kuht tahll-LAW)

## 30

    tallopulo (tahll-law-POO-law)

## 40

    uppat a pulo (oop-PAHT ah-POO-law)

## 50

    limapulo (lee-mah-POO-law)

## 60

    innem a pulo (ihn-NEHM ah-POO-law)

## 70

    pitopulo (pee-taw-POO-law)

## 80

    walo a pulo (wah-law ah-POO-law)

## 90

    siam a pulo (shahm ah-POO-law)

## 100

    sangagasut (sah-ngah-gah-SOOT)

## 200

    duagasut (dwah-gah-SOOT)

## 300

    tallogasut (tahll-law-gah-SOOT)

## 1,000

    sangaribu (sah-ngah-ree-BOO)

## 2,000

    duaribu (dwah-REE-boo)

## 1,000,000

    sangariwriw (sah-ngah-reew-REEW)

## 1,000,000,000

    sangabilion (sah-ngah-beell-YAWN)

## 1,000,000,000,000

    sangatrilion (sah-ngah-treell-YAWN)

## number _____ (train, bus, etc.)

    numero iti tren/bus (NOO-meh-raw ee-TEE trehn/booss)

## half

    gudua (goo-DWAH)

## less

    bassit (bahss-SIHT)

## more

    ad-adu (ahd-ah-DOO)
# Images for KS3 Computing
## Colours

* Blue 2233aa
* Light blue 88aaee
* Green 308a30
* red dd1111
* pale yellow fffbbb
* pink ffbdbb

## Images

This page is a temporary dumping ground for images created for this book. Please put them in the correct pages.
# Ilocano/Contents

Welcome to the course dedicated to teaching you one of the major languages of the Philippines spoken in northern Luzon. Good luck!
# Image Restoration/Getting started/Types of problems

Types of problems in image restoration

## Common damage types

* Dirt
* Fibers
* Stains
* Scratches
* Yellowing
* Fading
* Halftoning
* Lossy compression

## Areas of concern

* Sky
* Faces
* Borders
* Lettering
# Hebrew/Basic/Review 1

Welcome to the first basic review! We now review all that we have learned in Unit One.

## Dialogue

So, we have learned quite a lot in the past five lessons! The quantity of vocabulary and grammar points may have been overwhelming, and therefore we shall now take a step back and retrace what we have learned here.
The following dialogue between Dan דָּן and Noa נוֹעָה sums the expressions we learned:
דן: שלום! קוראים לי דן. נועה: ולי קוראים נועה. מה נשמע? דן: בסדר. מה שלומך? נועה: טוב, תודה. בן כמה אתה? אני בת שלושים ושבע. דן: אני בן שלושים וחמש, ואני גר בחֵיפָה. איפה את גרה? נועה: אני גרה בירושלים. אני נוסעת לניו-יורק באונייה. דן: טוב, להתראות. נועה: שלום.

## Vocabulary

We have learned:
* Greetings: שלום, להתראות, היי, ביי, תודה, etc.
* Feminine numbers: אחת, שתיים, שלוש, עשרים ושבע, מאה, etc.
* The personal pronouns: אני, אתה, אנחנו, הן, etc.
* The interrogative pronouns: מה, למה, מי, איפה, מתי, etc.
* Some modes of transport: מכונית, אוטובוס, מטוס, אונייה, רכבת.
In addition, we learned some verbs:
* Verbs with two consonants: גר, שר, בא, חי, etc.
* Verbs with three consonants: כתב, הלך, אהב, פתח, ראה, etc.
As well as some expressions:
* Asking for name, welfare, age, residence, destination (איך קוראים לך, מה נשמע, בן כמה אתה, איפה אתה גר, לאן אתה נוסע, etc.).
* Stating yours (קוראים לי, אני בן, אני גר ב, אני נוסע ל, etc.).

## Grammar

* We have learned that Hebrew has two genders, and that these can be identified by the following rule of thumb: if the word ends with ה or ת, it is feminine, and if anything else, it is masculine. We also learned of the existence of exceptions.
* We have learned the prefixes attached to Hebrew words: the definite article, the conjunction "and", the prepositions "to, from, in", and the combination of the prepositions "to" and "in" with the definite article.
* You can pluralize a noun or an adjective by adding ים for masculine and ות for feminine, though we did not elaborate. Again, there are exceptions.
* Verb conjugation in binyan qal in the present tense for verbs with 2 and 3 radicals.
* Syntax: questions.

## Exercises

* Translate the dialogue.
* Transform the following sentences from the masculine into the feminine form.
* Answer the following questions in Hebrew according to the dialogue.
* Complete the sentences. Pay attention to gender and number.
* Determine whether the following sentences are correct or incorrect grammatically.
Next lesson: Basic 6 >>>
# Hebrew/Common phrases
## Hebrew

| Translation | Phrase | Transliteration | IPA |
| Hebrew | עברית | ivrit | /iv'ʁit/ |
| hello/peace | שלום | shalom | /ʃa'lom/ |
| good-bye | להתראות | lehitra’ot | /lehitʁa'ot/ |
| nice to meet you | נעים מאוד | na’im me’od | /na'im me'od/ |
| please/you're welcome | בבקשה | bevakasha | /bevaka'ʃa/ |
| thank you | תודה | todah | /to'da/ |
| thank you very much | תודה רבה | todah rabah |
| excuse me/sorry | סליחה | slicha |
| that one | את זה | et zeh | /et ze/ |
| how much? | כמה? | kama | /'kama/ |
| how much does it cost? | כמה זה עולה? | kama zeh oleh? |
| English | אנגלית | anglit | /an'glit/ |
| yes | כן | ken | /ken/ |
| no/not | לא | lo | /lo/ |
| generic toast (literally, “to life”) | לחיים | le-chaim | /le'χaim/ |
| good morning | בוקר טוב | boker tov |
| good evening | ערב טוב | erev tov |
| good night | לילה טוב | laíla tov |
| what's happening? / what's up? | מה קורה? | ma koreh? |
| what's happened? | מה קרה? | ma karah? |
| one moment! | רגע | rega! |
| what's up? | מה נשמע | ma nishma? |
| what's up?/what's interesting? | מה העניינים? | ma ha'inyanim? |
| good | טוב | tov |
| where is the restroom? | איפה השירותים? | eifo ha-sherutim? |
| I don’t understand (masculine form) | אני לא מבין | ani lo mevin |
| I don’t understand (feminine form) | אני לא מבינה | ani lo mevina |
| bon appetit | בתיאבון | bete'avon |
| Do you speak English (masculine form) | אתה מדבר אנגלית? | atah medaber anglit? |
| Do you speak English (feminine form) | את מדברת אנגלית? | at medaberet anglit? |
# Hebrew/Days
## Days

| Hebrew | English | Transliteration |
| יום | Day | Yom |
| ימים | Days | Yamim |
| שבוע | Week | Shavua |
| יום ראשון | Sunday | Yom Rishon |
| יום שני | Monday | Yom Sheni |
| יום שלישי | Tuesday | Yom Shlishi |
| יום רביעי | Wednesday | Yom Revi'i |
| יום חמישי | Thursday | Yom Chamishi |
| יום שישי | Friday | Yom Shishi |
| שבת | Saturday | Shabbat |
Please note that in Modern Hebrew the people use more the form ראשון instead of יום ראשון, for all the days.
# Hebrew/Development

| History | Current Development |
| > Next | Current Development |
| Contents | |

## Setting Up

The Hebrew Textbook has been divided into four parts: Introduction to Hebrew, Elementary Hebrew, Intermediate Hebrew, and Advanced Hebrew.

## Tasks

* Progress with the Hebrew Textbook is currently developing in a linear fashion. All course-related development should be focused on the Introduction to Hebrew section.
# Hebrew/Body

Prerequisite: Hebrew/Health and Safety

## Vocabulary
### Nouns

Parts of the Body:
דָם -- blood dam
יָד -- hand yad
רֹאשׁ -- head rosh
עין -- an eye ein

### Adjectives
## Related Lessons

* Hebrew/Health and Safety
* Hebrew/Body2 (more parts of the body
# Hebrew/Discussion

| FAQ | Discussion page |
| > Next | Discussion page |
| Contents | |
If you have any feedback, questions, comments or suggestions about the Hebrew Textbook, this is the place! Please bring this project to life with your comments and participation.
# Hebrew/Drinks
## Drinks

מַיִם -- water ma-yim
חָלָב -- milk ḥalav
קֶרַח -- ice keraḥ
יַיִן -- wine ya-yin

## Related items

סֵפֶל -- cup se-fel
כּוֹס -- glass kos

## Notes

The letter ḥ is used to indicate a sound that is not part of native English. It is similar to the ch in Bach. In transliterations it is often indicated by kh or ch. It is the sound of the ח (het) or כ (kaf).

## Related lessons

* Hebrew/Food
* Hebrew/Meals
* Hebrew/Fruit