OpenLLM-France/wikimedia huggingface dataset:
# Pinyin/Stars

Stars
In the night, lifting the head, stars accompany you, you are no longer alone. Amid the stars, most dazzling, the brightest, most capturing, that star, is you. Stars are looking at you, all the stars, accompany you at your side. No matter when, no matter where, the brightness of stars are motivating you. There would be a day, the brightness of stars will become more bright and shiny.
Xīngchén
Hēiyè lǐ, táiqǐ tóu lái, xīngxing péibànzhe nǐ, nǐ bù zài gūdān. Xīngchén lǐ, zuì yàoyǎn, zuì shǎnliàng, zuì mírén nà kē xīngxing, jiùshì nǐ zìjǐ. Xīngxing kànzhe nǐ, xīngchén suǒyǒu xīngxing, dōu zài shēnbiān péibàn nǐ. Wúlùn héshí, wúlùn hédì, xīngxing de guāngmáng zhèngzài gǔlì nǐ. Zǒngyǒu yītiān, xīngchén de guāngmáng gèng liàng gèng shǎn.
# Pinyin/State

Search Pinyin state
A state is the condition of something at a particular time.
zhuahngtaih shih mooushihwuh zaih tehdihng shirjian d zhuahngkuahng.
A state is a province.
zhou shih sheengfehn.
# Public-Private Partnership Policy Casebook/Introduction

This Casebook contains a set of case studies developed by students enrolled in the Public-Private Partnership Policy course taught in the School of Policy, Government and International Affairs at George Mason University by Prof. Jonathan Gifford.
# Scratch/Learning Scratch

Learning Scratch

## Getting Started

* Introducing Scratch
* Exploring
* Sprites
* Blocks

## Tutorials

* Making Sprites
* Stage Design
* Custom Image Design
* Event Triggers and Blocks
* Basic Animation
* Movement
* Scene and Stage Changes
# Scratch/Introduction

Welcome to the study of Scratch, a computer language that was developed by the MIT Media Lab to help provide a computer programming language that was easy enough for children to learn but complex enough to design some more elaborate computer programs.
The purpose of this textbook is to provide learning tools, lesson plans, and instructional material that would be useful in the study of this programming language. This book is provided free of charge and the development of this content is hosted on Wikibooks, one of the various sister projects of the Wikimedia Foundation.
One of the other goals of this project is to help provide some materials that can be used simultaneously with those learning resources offered by the Scratch development team. There are videos, quick help sheets, "Scratch Cards", and other resources available on other websites, and this textbook should be available under the same copyright terms. To achieve this goal, this content is dual licensed under the terms of the GFDL and Creative Commons - Attribute - Share Alike licenses. Please see Scratch/Content License for more details.
If you are new to Wikibooks and other Wikimedia projects, you are encouraged to read the Frequently Asked Questions about Wikibooks before you venture too far in editing this content. You are encouraged to help with the development of this content, where everybody is .
# Scratch/Content License

The contents of this Wikibook are dual licensed under the following terms:
What this means is that you are free to use the content of this Wikibook under either license, or both licenses, when you decide to reproduce this content.
If you do not wish to add content under both of these license terms, please either discuss your objections or simply don't add your contributions to this book.
The reason for using these licensing terms is to ensure compatibility with the other content on the main Scratch Website and the learning materials produced by the Lifelong Kindergarten Group about Scratch. We hope that this Wikibook can be used with this other material, and to use a common licensing term to avoid copyright confusion for individuals who reproduce that content.
# Scratch/Initial Setup/What is Scratch?

This book will teach you the basics of programming using Scratch, a graphical programming language created by the MIT Media Lab. Scratch allows you to create 2D animations and games using many of the same concepts found in more advanced programming languages.

## Features

You can make many projects easily using this programming language Scratch!
# Prealgebra for Two-Year Colleges/Appendix (procedures)/Dividing fractions

To divide fractions, we change the division problem into a multiplication problem, and we replace the second factor with its reciprocal. Example:
    ${\frac {2}{21}}\div {\frac {\color {Red}22}{\color {Blue}35}}={\frac {2}{21}}\times {\frac {\color {Blue}35}{\color {Red}22}}$.
Then we multiply and reduce as usual.
# Prealgebra for Two-Year Colleges/Appendix (procedures)/Multiplication table

| x | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 1 | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 2 | 0 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 |
| 3 | 0 | 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 |
| 4 | 0 | 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 |
| 5 | 0 | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 |
| 6 | 0 | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 |
| 7 | 0 | 7 | 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63 |
| 8 | 0 | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 |
| 9 | 0 | 9 | 18 | 27 | 36 | 45 | 54 | 63 | 72 | 81 |
    The numbers are the same on either side of the diagonal; the table is symmetrical.
    We get the same answer when we change the order of the factors. For example, 8*5 = 5*8. This is called the commutative rule of multiplication.
    x*y = y*x
    We are counting up by fours. We add four each time.
    We are counting up by sevens. We add seven each time.
    ...the same thing.
    x*1 = x
    ...zero.
    x*0 = 0
# Prealgebra for Two-Year Colleges/Appendix (procedures)/Finding equivalent fractions

Equivalent fractions represent the same number, although they are written differently. For example,
    ${\frac {1}{2}}$ and ${\frac {2}{4}}$
represent the same amount.
You can find and equivalent fraction by multiplying the numerator and denominator by the same number. For example,
    ${\frac {1}{2}}={\frac {1{\color {Red}\times 2}}{2{\color {Red}\times 2}}}={\frac {2}{4}}$
and
    ${\frac {1}{2}}={\frac {1{\color {Red}\times 3}}{2{\color {Red}\times 3}}}={\frac {3}{6}}$
and
    ${\frac {1}{2}}={\frac {1{\color {Red}\times 4}}{2{\color {Red}\times 4}}}={\frac {4}{8}}.$
When you are adding fractions or subtracting fractions, you will want to find an equivalent fraction with a certain denominator. For example,
    ${\frac {3}{5}}={\frac {\color {Blue}\mathrm {?} }{45}}$
In this case, you can see that you need to multiply the numerator and denominator by 9, because 45 divided by 5 is 9. So
    ${\frac {3}{5}}={\frac {3{\color {Red}\times 9}}{5{\color {Red}\times 9}}}={\frac {\color {Blue}27}{45}}.$
You are also allowed to divide the numerator and denominator by the same number. We usually call this reducing fractions.
# Prealgebra for Two-Year Colleges/Appendix (procedures)/Lowest common multiple

To find the Lowest Common Multiple (LCM) of several numbers, we first express each number as a product of its prime factors.
For example, if we wish to find the LCM of 60, 12 and 102 we write
${\begin{matrix}60=2^{2}\cdot 3\cdot 5\\12=2^{2}\cdot 3\\102=2\cdot 3\cdot 17\end{matrix}}$
The product of the highest power of each different factor appearing is the LCM.
For example in this case, $2^{2}\cdot 3\cdot 5\cdot 17=1020$. You can see that 1020 is a multiple of 12, 60 and 102 ... the lowest common multiple of all three numbers.
Another example: What is the LCM of 36, 45, and 27?
Solution: Factorise each of the numbers
${\begin{matrix}36=2^{2}\cdot 3^{2}\\45=5\cdot 3^{2}\\27=3^{3}\end{matrix}}$
The product of the highest power of each different factor appearing is the LCM, i.e;
$2^{2}\cdot 5\cdot 3^{3}=540$

#### Properties of the LCM

If the LCM of the numbers is found and 1 is subtracted from the LCM then the remainder when divided by each of the numbers whose LCM is found would have a remainder that is 1 less than the divisor. For example if the LCM of 2 numbers 10 and 9 is 90. Then 90-1=89 and 89 divided by 10 leaves a remainder of 9 and the same number divided by 9 leaves a remainder of 8.
# Prealgebra for Two-Year Colleges/Appendix (procedures)/Greatest common factor

The greatest common factor (GCF) can be found in a similar fashion. In this case, the product of the prime factors common to all the numbers gives the HCF.
For example, if we wish to find the HCF of 60, 12 and 102 we write
${\begin{matrix}60=2^{2}\cdot 3\cdot 5\\12=2^{2}\cdot 3\\102=2\cdot 3\cdot 17\end{matrix}}$
Now the GCF is $2\cdot 3=6$.
Two numbers which have an HCF of 1, for example 12 and 5, are said to be coprime - they have no factors in common (except 1).
# Prealgebra for Two-Year Colleges/Appendix (procedures)/Multiplying fractions

Multiply the numerators to find the numerator of the result. Multiply the denominators to find the denominators of the result. Then reduce the result. For example,
    ${\frac {2}{21}}\times {\frac {35}{22}}={\frac {70}{462}}$.
We can then reduce
    ${\frac {70}{462}}={\frac {70{\color {Red}\div 2}}{462{\color {Red}\div 2}}}={\frac {35}{231}}={\frac {35{\color {Red}\div 7}}{231{\color {Red}\div 7}}}={\frac {5}{33}}$.
An easier way to multiply the same fractions is first find the prime factors of the numerators and denominators, then reduce, then multiply.
    ${\frac {2}{21}}\times {\frac {35}{22}}={\frac {2}{3\cdot 7}}\times {\frac {5\cdot 7}{2\cdot 11}}={\frac {\color {Red}\not {2}}{3\cdot {\color {Blue}\not {7}}}}\times {\frac {5\cdot {\color {Blue}\not {7}}}{{\color {Red}\not {2}}\cdot 11}}={\frac {5}{33}}$.
# Sesan Jon!/Kaptul 1
## Unal kaptul (1al kaptul)
### Un fu meskin (1 fu meskin)

U hom sa fi u vil. O hom skra u dibuk. O hom vida u vil.
Sa o hom fi u vil? Jes, le sa fi u vil.
Sa o hom fi... u hom? No, le no sa fi u hom. Le sa fi u vil.
Sa o hom fi u tren? No, le no sa fi u tren. Le sa fi u vil. O hom sa fi u vil.
Ka o hom skra u dibuk? Jes, le skra u dibuk.
Ka o dibuk skra u hom? No, o dibuk no skra u hom. U dibuk no skra. U hom skra. O hom skra o dibuk.
Ka o vil vida o hom? no, o vil no vida o hom. U vil no vida. U hom vida. Ka o hom vida o vil? Jes, o hom vida o vil.
Kil sa o hom? le sa fi u vil. Ku o hom skra? le skra u dibuk. Ku vida o hom ? Le vida u vil. Le sa fi u vil, xa le skra u dibuk, xa le vida u vil.
Ka o hom sa ce u dibuk? No, le skra ce u dibuk. Ka o hom vida u hom? No, le no vida u hom; le vida u vil.
O hom sa nolit. O hom sa bon, xa o hom sa cilener. Le prexa. Le prexa hi o vil. Le prexa: "Ku sa o vil? Ka o vil sa bon? Ka o vil sa nolit?"
Ka o hom skra u vil? No, le no skra u vil; u vil sa nolit. Le skra u dibuk; u dibuk no sa nolit.
Ka o dibuk prexa hi o hom? No, u dibuk no prexa. U hom prexa. Le prexa hi o dibuk, xa le prexa hi o vil.
Xa le skra fi o dibuk. Le skra hi o vil. Le skra: "O vil sa bon, xa o vil sa nolit".
Le prexa: "O vil sa bon"; le prexa ke o vil sa bon. Le prexa: "Di vil sa nolit"; o prexa ke o vil sa nolit. Le prexa hi o vil, xa le prexa hi o dibuk.
Ku sa o dibuk? O dibuk sa kil o hom skra; le skra fi o dibuk. Fi o dibuk, o hom skra hi o vil. Fi o dibuk o hom no skra hi o tren; o hom sa fi o vil, no fi o tren. Le no prexa hi o tren; le prexa hi o vil, o vil
Ku sa o dibuk? O dibuk sa kil o hom skra; le skra fi o dibuk. Fi o dibuk, o hom skra hi o vil. Fi o dibuk o hom no skra hi o tren; o hom sa fi o vil, no fi o tren. Le no prexa hi o tren; le prexa hi o vil, o vil nomet Munhen.
Ku sa o vil? Lu sa Munhen. Kil sa Munhen? Lu sa kil o hom sa. Kil sa o hom? Le sa fi Munhen.
Jes, Munhen sa u nolit vil, xa u bon vil. O hom prexa ke Munhen sa u bon vil, xa le prexa ke lu sa u nolit vil. O hom sa cilwer. Le dira: "Sesan, Munhen!" Le sa u bon hom!
O hom prexa: "Kil sa o tren?" Le vida. Le vida o tren! Le prexa: "O tren!" Ditemp, le no prexa hi o dibuk xa le no prexa hi o vil; le prexa hi o tren!
# Set Theory/Cardinals
## Infinite Sets and Cardinality

The Size of a Finite Set
When deciding how large finite sets are, we generally count the number of elements in the set, and say two sets are the same size if they have the same number of elements. This approach doesn't work too well if the sets are infinite, however, because we can't count the number of elements in an infinite set.
However, there is another way to define when two sets have the same size that works equally well for finite and infinite sets. We say that two sets $A$ and $B$ have the same size if we can define a function $f:A\to B$ which satisfies the following properties:
* $f(a)$ is defined for every $a\in A$.
* $\forall b\in B$, $\exists a\in A$ such that $f(a)=b$. We say that f is onto or surjective.
* $\forall a_{1},a_{2}\in A$, $f(a_{1})=f(a_{2})\implies a_{1}=a_{2}$. We say that f is one-to-one or injective.
Functions which satisfy these properties are called bijections.
Examples
The sets $\{1,2,3\}$ and $\{4,5,6\}$ both have three elements. We can define a bijection between them like this: $f(1)=6,f(2)=4,f(3)=5$.
The set of all positive integers, $\{1,2,3,...\}$ is the same size as the set of nonnegative integers, $\{0,1,2,...\}$. Let $f(1)=0,f(2)=1$, and more generally $f(n)=n-1$.
Exercise
Prove that the above function is a bijection.
Often it is difficult to construct an explicit bijection between two sets of the same cardinality, so the following theorem can come in handy:
Cantor-Schroeder-Bernstein Theorem
See proof at Cantor–Bernstein–Schroeder theorem
If $A$ and $B$ are two sets and there exist injective functions $f:A\to B$ and $g:B\to A$, then there exists a bijection between $A$ and $B$.

## Definition

There are many ways of defining cardinality, and one method is to use ordinals as a reference. The cardinality of a set can be defined to be the smallest ordinal in one-to-one correspondence with the set. However, when speaking of cardinality, it is common to compare with the set of real numbers etc. when speaking of cardinalities greater than the countable cardinal, so in practice cardinality is thought of as something simply compared between two sets. One reason for this is because the possible sizes of ordinals can generally depend on the axioms one is working with.

## See also

← Ordinals · Zermelo-Fraenkel Axiomatic Set Theory →
# Sesan Jon!/Kaptul 2
## Dual kaptul (2al kaptul)
### Du fu meskin (2 fu meskin)

Ditemp o hom sa fi o tren. Le sa no fi Munhen; le sa fi u tren. Le viaxa. Le prexa: "Ditemp me viaxa je Munhen fa Vien. Lu sa u bon viax. Me jeua viaxi".
Le prexa hi Munhen. Le prexa: ditemp me sa fi o tren, xen jer me si fi Munhen. Xa ditemp me skra u dibuk fi o tren, xw jer me skri u dibuk fi Munhen. Xa ditemp me prexa fi o tren, xen jer me prexi fi Munhen. Jer me prexi hi Munhen fi Munhen, xa ditemp me prexa hi Vien fi o tren. Ditemp me sa fi o tren, no fi Vien. Xen me prexa xa skra hi Vien".
Ka o hom prexa ditemp fi Munhen? No, le no prexa ditemp fi Munhen. Le prexa fi o tren. Jer le prexi fi Munhen. Le dira: "Sesan, tren!"
O hom sa fi o tren, xa le viaxa fa u vil. O vil sa no Munhen; Munhen sa o vil fu jer. O vil sa Vien; Vien sa o vil fu didi.
O hom prexa hi Munhen xa Vien. Le prexa: "Munhen si o vil fu jer, xa Munhen si bon. Ditemp lu sa didi, xa me sa fi u tren; o tren sa bon. Ka Vien so bon?"
O hom prexa hi Munhen: "Munhen si o vil fu jer. Le prexa fi o tren: le sa fi o tren didi". Xa le prexa hi Vien: "Vien so o vil fu dadi".
Xa le prexa: "Munhen si nolit. O tren sa nolit. Ka Vien so nolit?"
Xa le prexa: "Fi Munhen me skri fi u dibuk. Fi o tren me skra fi u dibuk. Ka me skro fi Vien fi u dibuk? Jes, dadi me skro fi u dibuk. Me sneha dibuki". O hom prexa gla, u le skra u lot. Jes, le sa u cilener hom. Cilener men skra gla, xa prexa gla. Le sa Jon; Jon sa u cilener hom.
Le skra: "Me sa Jon. Me sa fi u tren. Jer me si fi Munhen; dadi me so fi Vien".
Le prexa, xa skra: "O tren: lu sa bon, xen lu sa nonov. Lu sa no nov; lu sa nonov. Ka o treni fi Munhen sa nonov? Jes, o treni fi Munhen sa nonov. Xen o treni fu Munhen sa bon, xa me sneha o treni fu Munhen. Jer me snehi o tren fi Munhen, xa didi me sneha o tren ditemp, xa dadi me snehoo tren fi Vien. Me sneha treni".
Jon skra: "Munhen sa u bon vil xa u nonov vil, xa Vien sa u bon vil xa u nonov vil. Munhen xa Vien sa no nov, xen li sa bon. Munhen xa Vien sa nonov, xen bon vili. O vili sa no nov xen bon. Me sneha vili!"
Jon prexa, ke o dual di fu viax sa bon. Le dira: "Didi si u bon dual di fu viax. Me sneha viaxi".
# Set Theory

Written by volunteers and editors at Wikibooks, A Wikimedia Foundation Project
Set Theory is the study of sets. Essentially, a set is a collection of mathematical objects. Set Theory forms the foundation of all of mathematics.
In Naive Set Theory, there is an axiom which is known as the unrestricted comprehension schema axiom. It states that there exists a set $x$ such that a formula in first-order logic $\phi (y)$ holds for all elements $y$ in $x$, i.e., $x=\{y\,|\,\phi (y)\}$.
In 1901, Bertrand Russel found this to be inconsistent. This inconsistency is now known as Russel's Paradox. Russel claimed that if it were consistent, then $R=\{x\,|\,x\notin x\}$ is a set. Which is contradictory since $R\in R$ if and only if $R\notin R$. Thus, this theory was found to be inconsistent. (Fun fact: apparently Zermelo discovered this inconsistency in 1899, but did not publish.)
This motivated Zermelo to Axiomatize Set Theory. And motivates why we, too, should study this.
       This is an undergraduate book, but will also include some graduate level topics. But mainly, anyone with basic mathematical maturity can engage in this book.

## Table of Contents

Chapter
Introduction
* The Language of Set Theory
* Zermelo-Fraenkel (ZF) Axioms
* Relations
* Constructing Numbers
* Orderings
* Zorn's Lemma and the Axiom of Choice
* Ordinals
* Cardinals
Appendix
* Naive Set Theory
* Sets
Review

## Links

* Zermelo‒Fraenkel set theory
* Countability
* Systems of sets

## Further reading

* Discrete Mathematics/Set theory
* Krzysztof Ciesielski, Set Theory for the Working Mathematician (1997)
* P. R. Halmos, Naive Set Theory (1974)
* Karel Hrbacek, Thomas J. Jech, Introduction to set theory (1999)
* Thomas J. Jech, Set Theory 3rd Edition (2006)
* Kenneth Kunen, Set Theory: an introduction to independence proofs (1980)
* Judith Roitman, Introduction to Modern Set Theory (1990)
* John H. Conway, Richard Guy The Book of Numbers - chapter 10
* Tobias Dantzig, Joseph Mazur Number: The Language of Science
* ↑ w:Russell's_paradox
# Set Theory/Axioms of set theory

There are several different systems of axioms for mathematical set theory. The author feels that the most sensible way of doing so is using an axiomatic system developed by von Neumann, Bernays and Gödel, called NBG set theory, and subtract from it the axiom of global choice. The axioms of the set theory thus done are the following:
{{axiom|
# Sesan Jon!/Kaptul 3
## Treal kaptul (3al kaptul)
### Du fu meskin (2 fu meskin)

Jon sa fi Vien: o vil fu Vien. Jon prexa ke Vien sa bon, xa ke Vien sa bel. Jon no prexa ke Vien sa nobel; le prexa ke Vien sa bel. Le dira: "Vien sa u bel vil! Me skro hi lu!", xa le skra fi o dibuk hi Vien. Fi o dibuk le skra: men treal di es bo bon! Fi o dual di me si fi Munhen. Xa le skra fi o dibuk hi Vien. Xen ditemp me sa fi Vien: Vien no sa Munhen. Munhen u Vien sa du vili; Munhen no sa Vien xa Vien no sa Munhen. Me sa fi Vien xa o vil sa bo bel. Me sneha Vien; o vil no sa nobel. Ku bel sa Vien! Xen me ha u blem.
Ku? Jon ha u blem? Ku blem? Ditemp le no vida o dibuk; le vida o vil xa prexa. Le prexa gla hi o blem.
O blem fu Jon sa ke le sneha Vien xen le no ha temp.
Le prexa: "Hmm. Ditemp lu sa sep ori. Fa des ori o tren ixa. Des ori mei sep ori sa tre ori. Tre ori no sa gla fu temp fe u bel vil! Me no ha temp. Hen temp sa bon, xen me no ha lu. Skren u dibuk sa bon, xen me no ha temp fa skren. Ku pen fi Vien?
Le prexa: me no ha gla temp. Ku fen - skren u dibuk, xu mejen, xu viden o vil? Ku me fo?"
Le prexa man, xa dira: "Me ha u ide! U moven. Me prexa. Men tren ixa a des. Ka lu ha u tren man juyf, a desun ori, xu desdu ori, destre, deskar xu deskin ori?"
Le vida - jes! Lu ha u tren ke ixa a deskin ori. Ditemp Jon sa fex.
Jon dira: "Deskin mei sep sa ok. Ditemp me ha ok ori fu temp. Ku me fo?"
Le dira: "Me saxa! Me mejo u bifsteik. Xa me po u bir. U moven. No, me po du biri, xu tre biri. Bon ide!"
Ditemp Jon pa un bir fi Vien, xa meja u bifsteik. Le sa fex. Le dira: "Ku fex me sa! Me sneha o vil fu Vien. Kis me sneha viaxi!"
# Sesan Jon!/Kaptul 4
## Karal kaptul (4al kaptul)

Kil sa Jon? Ka le sa fi Vien? No, le sa fi u nosam vil. Le sa fi Bistritz. Ku sa Bistritz? Lu sa u vil fi Rum. Ditemp komens o viax fi Rum.
Le prexa glu hi Budpes. Le prexa: "Mi sa u person ke vena je Eng, je Lond. Me parla engkel, fe personi fi Eng parla engkel. Xen fi Budpes me no parli ga o personi fi engkel; me parli fi deutkel. Men deutkel no sa bon, xen o personi fi Budpes no parla engkel. Mi parli fi deutkel. Lu sa cisener ke personi fi Budpes parla deutkel".
Ditemp Jon prexa hi len viax. Le prexa: "Mi si fi o musdom fi Lond. Fi o musdom ha u buk hi al lan. Me lei o buki. Fi o musdom ha mapi hi al lan. Me vidi o mapi. O buki xa o mapi diri ke o al lan sa far, xen cisener. Fi o al lan ha gla personi, gla nosam personi".
Ditemp Jon prexa man hi len viax. Le prexa: jer me si fi klusenburg. Me meji fi klausenburg. O nom fu o mejet si "paprika hendl". Lu sa bo bon, o mejet fi klausenburg. O hotel si bon, xen me no suepi bon. Xen o lan sa bo bel! fi o tren me vidi gla burgi xa gla kasteli. U vil es man nolit lo u burg, xen burgi sa bo bel. U kastel sa man nolit lo u hotel, xa man bel lo u hotel! burgi sa mun nolit lo u vil, xen li sa bel, xa hoteli sa mun nolit lo kasteli".
Jon skra fi len dibuk: "Bistritz sa u cisener lok. Bistritz sa u nonov lok, man nonov lo al loki. Xy, men hotel fi Bistritz sa nonov, man nonov lo al hoteli. Fi o hotel me diri men nom: "Mi sa Jon Harker" Xu li diri fa me "Bonvenet fa o hotel". Fi o hotel me vidi u let fe me. Ditemp me lea o let".
Jon lea len let. Lu dira:
    "Men frem. - Bonvenet. Suepen bon. Me sa fi Bukovina, plis vena fa Bukovina. Ka o viax je Lond si bon? Men lan sa bo bel. Bonvenet fa men lan. ven frem, Drakul".
Jon lea o let xa prexa hi len frem ajeparer Drakul. Ke sa le? le no saxa. Xu len frem sa cisener. Xy o burg Bistritz sa cisener. Jon sa fex, xa prexa hi len frem. Man juyf le suepen.
# Space Transport and Engineering Methods/Fictional Methods
## Fictional Methods Which Are Not Supported By Known Physics or Engineering

This section includes fictional methods which do not have any support from physics or engineering. Those that do have some supporting theory are listed in Part 2, Section 10 Theoretical Methods

### Pre-Industrial Age

c. 1st Century
   * Pseudo-Apollodorus, Bibliotheca, manuscript approximately 1st century. Contains the story of Daedalus and Icarus, who use wings made of feathers and wax. This fails on engineering due to the weakness of wax and power/weight ratio of humans. Feathers obviously work for birds, but they weigh much less than people do, and the feathers are attached directly to the skin, from which they grow.
1657
   * de Bergerac, Cyrano, A Voyage to the Moon, 1657. Uses glass containers of dew for lift when the Sun falls on them in a first attempt. Dew is just condensed water, and exposing it to sunlight in nature simply evaporates it. In a closed container it would evaporate or simply sit there as a liquid, depending how much was there. In a later chapter ranks of firecrackers are used, which are not imaginary, but merely too low in energy.

### 20th and 21st Centuries
#### Stutterwarp Drive
## Fictional Methods Which Are Supported by Known Physics or Engineering

This section includes methods which have appeared in fictional works, but which are possible based on currently known science and technology.