OpenLLM-France/wikimedia huggingface dataset:
# Dogs
## Table of Contents

* An Introduction to Dogs
* History
* Training
* Selecting breeds for needs
* Care
* Rescuing Dogs
# Hausa/Lesson 1
## Lesson 1 – Consonants
### Consonants

Hausa has 23 to 25 consonants depending on the speaker and dialect. Any consonant may be geminated (doubled).
| Hausa Consonant | Example |
| ' [ ʔ ] | àl'amàrī (matter) |
| m [ m ] | màcè (woman) |
| b [ b ] | bajì (badge) |
| ɓ [ ɓ ] | tàiɓā (paunch) |
| c [ c ] | cê (to say) |
| d [ d ] | dādirō (lover) |
| ɗ [ ɗ ] | ɗālìbī (student) |
| f [ ɸ ] | fàtàwā (request) |
| g [ ɡ ] | gunduwā (slice) |
| h [ h ] | Habashà (Ethiopia) |
| j [ ɟ ] | jamalā (sentence) |
| k [ k ] | kabàt (cupboard) |
| ƙ [ kʼ ] | riƙḕ (to hold) |
| l [ l ] | lākā (mud) |
| m [ m ] | Masàr̃ (Egypt) |
| n [ n ] | kātàn (carton) |
| r [ ɽ ] | tambàrī (seal) |
| *r̃ [ r ] | masàr̃ā (maize) |
| s [ s ] | sàyā (to buy) |
| sh [ ʃ ] | shìga (to enter) |
| t [ t ] | mùtûm (man) |
| ts [ (t)sʼ ] | gautsī (brittleness) |
| w [ w ] | wannàn (this) |
| y [ j ] | yàbō (praise) |
| 'y (Nigeria) / ƴ (Niger) [ j̰ ] | 'yā (daughter) |
| z [ z ] | zanzanā (smallpox) |
* * Note: r̃ is normally written as r (without the diacritic).
# Pahari-Pothwari/Vocabulary/Days of the week

Pahari-Pothwari days of the week :
| English | Romanisation | Shahmukhi | Notes |
| Sunday | itvār | اِتوار | *the i is dropped due to stress *the v is usually dropped |
| Monday | somvār | سوموار | *the v is usually dropped |
| Tuesday | mangalvār | منگلوار | *the v is usually dropped |
| Wednesday | buddhvār | بُدھوار | *the v is usually dropped |
| Thursday | Jummerāt | جمعرات | Borrowed from persian |
| Friday | Jummah | جمعه | Borrowed from persian |
| Saturday | Bār | بار | |
# Pahari-Pothwari/Grammar/Pronouns

Pronouns exist for all 3 persons, 4 cases and 2 numbers. All for only 1 gender. They are not strictly categorised into masculine and feminine like other languages. Gender is inflected through verb forms rather than the pronoun. The plural also serves as the formal pronoun.
Pahari-Pothwari Personal Pronouns :
| Person | Person | Direct case | Direct case | Oblique case | Oblique case | Dative case | Dative case | Genitive case | Genitive case |
| Person | Person | Singular | Plural | Singular | Plural | Singular | Plural | Singular | Plural |
| 1st person | 1st person | maĩ میں | as اس | maĩ میں | asā̃ اساں | mikī مکی | asā̃-kī اساں-کی | mhārā مہارا | sāhṛā/asā̃-nā ساہڑا/اساں-نا |
| 2nd person | 2nd person | tū̃ توں | tus تُس | tū̃ توں | tusā̃ تُساں | tukī تُکی | tusā̃-kī تُساں-کی | tāhrā/tuhāṛā تاہرا | tusā̃-nā تُساں-نا |
| 3rd person | Near | é ایہ | é ایہ | is اِس | énā̃ ایہناں | is-kī اِس-کی | énā̃-kī ایہناں-کی | is-nā اِس-نا | énā̃-nā ایہناں-نا |
| 3rd person | Remote | ó اوہ | ó اوہ | us اُس | ónā̃ اوہناں | us-kī اُس-کی | ónā̃-kī اوہناں-کی | us-nā اُس-نا | ónā̃-nā اوہناں-نا |
The 3rd person pronouns also function as demonstratives. The dative forms may be realised as the oblique forms combined with the dative marker "-kī". The direct and oblique plural forms are usually merged to asā̃ and tusā̃. The use of the direct plural pronouns is most common in the dialects of Azad Jammu and Kashmir. The genitive pronouns change based on the ending of the possession. The vowel is changed in the various forms. Here I listed the form if the noun is masculine singular and in the direct case.
# Pahari-Pothwari/Grammar

In this module we will introduce Pahari-Pothwari grammatical concepts. The basic concepts include; number, gender, person and grammatical case. We will provide tables to illustrate the language's intricate grammar.

## Modules

Pronouns
# Hausa/Lesson 3
## Lesson 3 – Gender
### Gender assignment

Like in many other languages, nouns in Hausa can be either masculine or feminine. While gender assignment is somewhat arbitrary, there are a few patterns:
* The grammatical gender of nouns always corresponds to natural sex. For example, mùtûm ("man") is masculine, while màcè ("woman") is feminine.
* Nouns ending in -a are often - but not always - feminine. Ruwā ("water") is an example of a masculine noun ending in -a.
* The names of countries, rivers and towns are tipically feminine.
* Some nouns may be either masculine or feminine. For example: kā̀kā ("grandfather" or "grandmother").
* Plural nouns are not marked for gender.

### Forming the feminine from a masculine noun

The feminine form of most masculine nouns referring to people or animals is derived as follows:
* A final -ō or -ū is replaced with -uwā.
   tsuntsū ("male bird") → tsuntsuwā ("female bird")
* A final -ē or -ī is replaced with -ìyā.
   Bàhaushḕ ("Hausa man") → Bàhaushìyā ("Hausa woman")
* In some cases, -ī is replaced with -ā instead of -ìyā.
   jā̀kī ("male donkey") → jā̀kā ("female donkey")
# Unity
## Welcome !!

This book is crafted with one goal in mind: to be an invaluable resource for everyone who uses Unity, regardless of their skill level. Whether you're a curious beginner taking your first steps into the world of game development, an experienced developer seeking to deepen your knowledge, or a professional eager to share your insights, this book is for you.

## Table of Content
### Fundamentals

* Transforms and Hierarchies
* Components Overview

### Scripting with C# in Unity

* Basic C# in Unity
* MonoBehaviour Lifecycle

### 2D Game

* Sprites and Sprite Sheets
# Unity/Components Overview

In Unity, Components are the functional pieces attached to GameObjects that define their behavior and appearance. Think of a GameObject as a container, and components as the tools and characteristics you equip it with. By attaching different components, you can make a GameObject render visuals, respond to physics, interact with user input, and much more.

#### The Core Concept of Components

At its essence, Unity follows the Entity-Component-System (ECS) architectural pattern:
Entity (GameObject): An empty object that serves as a container.
Component: Holds data and behaviors that define the entity's characteristics.
System: Processes entities with specific components (more prevalent in Unity's DOTS framework).
This design promotes flexibility and reusability, allowing developers to mix and match components to create complex behaviors without rigid class hierarchies.

## Understanding GameObjects and Components

Every GameObject in Unity starts as a blank slate, but it inherently includes a few default components:
Transform Component: This is the only component that every GameObject must have. It defines the object's position, rotation, and scale in the scene.

### Common Built-in Components

Unity provides a rich set of built-in components that cater to various functionalities:
Rendering Components: Mesh Renderer: Makes the GameObject visible by rendering its mesh.
Sprite Renderer: Renders 2D sprites for 2D games.
Physics Components:
Rigidbody: Adds physics properties like mass and gravity, enabling realistic motion.
Collider: Defines the shape for physical collisions.
UI Components:
Canvas: The root component for UI elements.
Button: An interactive button that responds to clicks.
Text: Displays text on the screen.
Audio Components:
Audio Source: Plays back audio clips in the scene.
Audio Listener: Acts like a microphone, usually attached to the main camera.
Scripting Components:
Custom scripts you create to define specific behaviors.

## Best Practices with Components

Modular Design: Keep Components Focused: Each component should have a single responsibility.
Reusability: Write components that can be reused across different projects or GameObjects.
Performance Considerations: Minimize Update Calls: Avoid unnecessary code in the Update method.
Object Pooling: Reuse GameObjects instead of creating and destroying them frequently.
Organizing Components: Order Matters: The order of components in the Inspector doesn't affect execution but organizing them can improve readability.
Grouping: Use headers and tooltips to make components self-explanatory.
# Englund Gambit Accepted

The Englund Gambit Accepted, is theoretically, the best variation for white, just capturing the free pawn, here black can try many moves, including the Rosen Trap, Englund Trap (after 2... Nc6 3. Nf3 Qe7 4. Bf4 Qb4+), the Soller Gambit (2... f6) or the Hartlaub-Charlick Gambit (2... d6).

## References

* Nunn's Chess Openings. 1999.John Nunn (Editor), Graham Burgess, John Emms, Joe Gallagher. ISBN 1-8574-4221-0.
* Modern Chess Openings: MCO-14. 1999. Nick de Firmian, Walter Korn. ISBN 0-8129-3084-3.
* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Number Theory/Irrational, Rational, Algebraic, And Transcendental Numbers

Rational numbers $\mathbb {Q}$ can be expressed as the ratio of two integers $p$ and $q\neq 0$ expressed as ${\frac {p}{q}}$. In set notation:
    $\left\{{\frac {p}{q}}:p,q\in \mathbb {Z} ,q\neq 0\right\}$
Irrational numbers are those real numbers contained in $\mathbb {R}$ but not in $\mathbb {Q}$, where $\mathbb {R}$ denotes the set of real numbers. In set notation:
    $\{r\in \mathbb {R} :r\notin \mathbb {Q} \}$
Algebraic numbers ${\overline {\mathbb {Q} }}$ (sometimes denoted by ${\mathbb {A}}$) are those numbers which are roots of polynomial equations with rational coefficients (an equivalent formulation using integer coefficients exists). In math terms:
    ${\bigl \c\in \mathbb {C} :\exists \,P\in \mathbb {Q} [z],P(c)=0{\bigr \}}$
Transcendental numbers are those numbers which are Real ($\mathbb {R}$), but are not Algebraic (${\overline {\mathbb {Q} }}$). In set notation:
    $\{r\in \mathbb {R} :r\notin {\overline {\mathbb {Q} }}\}$
# Konkani/Days and Months
## Days

| Days | Konkani Kannada | Konkani Roman |
| Sunday | ಆಯ್ತಾರ್ | aythaara |
| Monday | ಸೊಮಾರ್ | somvaara |
| Tuesday | ಮಂಗ್ಳಾರ್ | manglaara |
| Wednesday | ಬುಧ್ವಾರ್ | bhudvaara |
| Thursday | ಬ್ರೇಸ್ತಾರ್ | bhirastaara |
| Friday | ಸುಕ್ರಾರ್ | sukraara |
| Saturday | ಸನ್ವಾರ್ | shanvaara |

## Months

| Days | Konkani Kannada |
| January | ಜನೆರ್ |
| February | ಫೆಬ್ರೆರ್ |
| March | ಮಾರ್ಚ್ |
| April | ಎಪ್ರಿಲ್ |
| May | ಮಾಯ್ |
| June | ಜೂನ್ |
| July | ಜುಲಾಯ್ |
| August | ಆಗೋಸ್ತ್ |
| September | ಸಪ್ತೆಂಬರ್ |
| October | ಅಕ್ತೋಬರ್ |
| November | ನವೆಂಬರ್ |
| December | ಡಿಸೆಂಬರ್ |
# Pahari-Pothwari/Vocabulary

In this module we will list Pahari-Pothwari vocabulary ordered into various categories.

## Modules

Days of the week
Anatomy
Numbers
# Hausa

Hausa Language Course
* Introduction
* Hausa is a Chadic language spoken by approximately 88 million people across West Africa, primarily in northern Nigeria and southern Niger, where it is recognized as a national language.
* Grammar
* Lesson 1: Consonants
* Lesson 2: Vowels and Tones
* Lesson 3: Gender
* Lesson 4: Noun Plurals
* Vocabulary
* Animals
# LGBT Young Adult Literature/History

This section mentions LGBT history and counters the opinion that being gay is a “fairly new fad”. It dates back to the first recorded instances of same-sex love and relationships.
In 1994, the annual observation of LGBT History Month began in the United States.

## Asia
### East Asia
#### China and Taiwan

Male homosexuality has been regarded in China since ancient times and mentioned in Chinese works of literature. Homosexuality has been banned and unbanned several times; homosexuality has been legal in the People's Republic of China since 1997.
Taiwan has allowed homosexual acts since 1947 and legalised same-sex marriage in 2019, making Taiwan one of the most progressive countries in Asia when it comes to LGBT rights.

#### Japan and Korea

Records of men having sex with men have been documented in Japan, dating back to ancient times, but became most apparent to scholars during the Edo period. Homosexuality has been officially legalised in Japan since 1881.
Both Koreas have legalised same-sex activity.

### Southeast Asia

Thailand will legalise same-sex marriage in January 2025.
# THE EXCEPTIONAL ANATOMY LAB

An Instruction book for Lab Instructors with Commentary!
Primary author and Editor: Rosalyn Hunter, M.S.
Additional Authors:
__ Please list your names here __

## Table of Contents
### Front matter

* About this book
* Authors
* Setting up the lab
* Instruction

### Labs

* Blood Typing

### Supplementary matter

* Index
# Pahari-Pothwari/Vocabulary/Anatomy

This module will cover different words related to the human anatomy.
| English | Roman |
| head | sir |
| hand | àtth |
| face | mū̃́ |
# Pahari-Pothwari/Vocabulary/Numbers

This module is dedicated to learning numbers. The numbers in a lot of Indo-Aryan languages are quite irregular.
| Number | Roman |
| 1 | ikk |
| 2 | do |
| 3 | trai |
| 4 | cār |
| 5 | panj |
| 6 | che |
| 7 | satt |
| 8 | aṭṭh |
| 9 | naũ |
| 10 | das |
| 20 | vīh |
| 30 | trīh |
| 40 | cālī |
| 50 | panjāh |
| 60 | saṭṭh |
| 70 | sattar |
| 80 | assī |
| 100 | sau |
| 1000 | hazār |
| 100,000 | lakkh |
| 10,000,000 | croṛ |
| 1,000,000,000 | arab |
| 100,000,000,000 | kharab |
| 10,000,000,000,000 | nīl |
| 1,000,000,000,000,000 | padam |
| 100,000,000,000,000,000 | śankh |
# The Exceptional Anatomy Lab/About

Back to top

# ABOUT THIS BOOK

After teaching anatomy labs, three to ten times a week for more than fifteen years, I realized that I have developed, borrowed, and been shown so many techniques that make the classes work better and helped the students learn faster.
In order to help other instructors who are struggling with teaching their first Science Lab Classes, I plan to write these techniques down here.
This book is designed to Aid Instructors to not only survive teaching Anatomy, but to thrive. It is a rewarding subject and well worth the effort.

### Book Structure

This book will include lesson plans, materials lists, testing techniques, etc. But instructors will still need to develop their own prelabs, tests, and lectures.
Topics to include in lecture will be suggested, but please tailor your work to fit the audience you will be teaching.
Sometimes discussions will be made about alternative teaching methods and when to use them. These come from my personal experience, as I have experimented with many methods with differing amounts of success. Overall the teaching methods I am listing were ones that have proven successful for me in Community College and High School settings.

## Feedback Commentary and Adding to this book

Since I am writing of my personal experience, please do not alter my commentaries except to correct spelling errors. If you wish to add commentary of your own, please sign your name to the bottom of the page, and add your name to the title page as an author.
If you have new labs to add. Please start a new page. If you have questions, or comments for me personally, please append them to the talk pages.
I hope that this book is useful to you. I accumulated this knowledge over many years, and I am grateful if it makes anyone's work even a little bit easier or better.
Teach Well, and Stay Happy!
- Rosalyn Hunter, M.S.
Anatomy Lab Instructor
Rozzychan (discuss • contribs) 22:55, 6 February 2025 (UTC)
    Table of Contents
# Telugu/Transliteration
## Lekhini (లేఖిని lEkhini) & IAST

Lekhini is one of the most popular transliterators.
IAST is considered the standard way to transliterate Indian scripts to Roman script, and unlike Lekhini, it uses accents.

### Vowels

Vowels :
| Vowel | Lekhini Transliteration | IAST Transliteration | English phonetic pronunciation* | IPA pronunciation |
| అ | a | a | Pronounced like the 'u' in uncle | /a/ |
| ఆ | aa | ā | Pronounced like the 'a' in card | /ɑaː/ |
| ఇ | e | i | Pronounced like the 'i' in kid | /ɪ/ |
| ఈ | ee | ī | Pronounced like the 'ea' in eat | /iː/ |
| ఉ | u | u | Pronounced like the 'oo' in book | /u/ |
| ఊ | uu | ū | Pronounced like the 'oo' in too | /uː/ |
| ఋ | ru | r̥ | Pronounced as a rolled r | /ru/ |
| ౠ | rruu | r̥̄ | N/A** | /ruː/ |
| ఌ | lu | l̥ | N/A** | /lu/ |
| ౡ | Lu | l̥̄ | N/A** | /luː/ |
| ఎ | ai | e | Pronounced like the 'e' in end | /e/ |
| ఏ | aai | ē | Pronounced like the 'a' in age | /eː/ |
| ఐ | i | ai | Pronounced like the 'i' in high | /ai/ |
| ఒ | o | o | Pronounced like the 'o' in the British pronunciation of not | /o/ |
| ఓ | Oo | ō | Pronounced like the 'o' in over | /oː/ |
| ఔ | ow | au | Pronounced like the 'ou' in the word fountain | /au/ |
| అం | um | aṃ | Pronounced like the 'um' in the word rum | /oː/ |
| అః | aha- | aḥ | Pronounced like the word uh-huh | /aha/ |
* The macron(line over the vowels) indicates that the vowel should be pronounced twice as long
* The circles under the character r and l indicate that they are to be pronounced as vowels, rather than consonants
* The dots under m and h indicate that they are being used to represent the symbols ం and ః respectively
* *The English phonetic pronunciation is only meant to act as an approximate guide, it may not represent Telugu pronunciation 100% accurately
* **These sounds are not used in modern Telugu

### Consonants

Consonants :
| Consonant | Lekhini Transliteration | IPA pronunciation | IAST Transliteration |
| క | ka | /ka/ | ka |
| ఖ | Ka, kha | /kʰa/ | kha |
| గ | ga | /ɡa/ | ga |
| ఘ | Ga, gha | /ɡʱa/ | gha |
| ఙ | ~ma | /ŋa/ | ṅa |
| చ | ca,cha | /t͡ʃa/ | ca |
| ఛ | Ca, Cha | /t͡ʃʰa/ | cha |
| జ | ja | /d͡ʒa/ | ja |
| ఝ | Ja | /d͡ʒʱa/ | jha |
| ఞ | ~na | /ɲa/ | ñ |
| ట | Ta | /ʈa/ | ṭa |
| ఠ | Tha | /ʈʰa/ | ṭha |
| డ | Da | /ɖa/ | ḍa |
| ఢ | Dha | /ɖʱa/ | ḍha |
| ణ | Na | /ɳa/ | ṇa |
| త | ta | /ta/ | ta |
| థ | tha | /tʰa/ | tha |
| ద | da | /da/ | da |
| ధ | dha | /dʱa/ | dha |
| న | na | /na/ | na |
| ప | pa | /pa/ | pa |
| ఫ | Pa, pha, fa | /pʰa/ | pha |
| బ | ba | /ba/ | ba |
| భ | Ba, bha | /bʱa/ | bha |
| మ | ma | /ma/ | ma |
| య | ya | /ja/ | ya |
| ర | ra | /ɾa/ | ra |
| ల | la | /la/ | la |
| వ | va, wa | /ʋa/ | va |
| ళ | La, lha | /ɭa/ | ḷa |
| శ | Sa | /ʃa/ | śa |
| ష | sha | /ʂa/ | ṣa |
| స | sa | /sa/ | sa |
| హ | ha | /ha/ | ha |
| ఱ | ~ra | /ra/ | ṟa |
The dots below consonants indicate a retroflex consonant(with the tongue curled back into the mouth)
The accents on the various n sounds denote various points of pronunciation.
Bandi Raa is no longer used in modern Telugu.
# Algebra
## Front

This book is part of a series on Algebra:
Basic Algebra Algebra Vectors Introductory Linear Algebra Linear Algebra Abstract Algebra Intro to Rings and Algebras Associative Composition Algebra
* Cover
* Authors
* For Contributors

## Preface

Chapter 0: An Introduction to Mathematics

## Unit 1: Numbers, Variables and Relationships

How can we use numbers and variables to find out unknown information?
Chapter 1: Elementary Arithmetic Chapter 2: An Introduction to Algebra Chapter 3: Solving Equations Chapter 4: Inequalities

## Unit 2: An Introduction To Graphing

Math is a method of solving problems. You take information you know, and by manipulating it using mathematical principles, you can find information you don't know. Functions are the mathematical framework for solving problems. They have parameters, rules, and ways of being solved. This section will introduce you to functions and how to use them.
Chapter 5: The Cartesian Plane Chapter 6: Graphing Linear Functions Chapter 7: Systems and Matrices Chapter 8: Piecewise Functions

## Unit 3: Polynomials

Chapter 9: Quadratic Functions Chapter 10: Polynomial Functions

## Unit 4: Other Functions

After covering polynomials, we will now be delving into more advanced functions.
Chapter 11: Properties of Functions Chapter 12: Exponents and Logarithms Chapter 13: Rational and Radical Functions Chapter 14: Trigonometry

## Unit 5: Algebra in Discrete Mathematics

Chapter 15: Sequences and Series Chapter 16: Probability and Counting

## Unit 6: Analytic Geometry

Chapter 17: Conic Sections Chapter 18: Parametric Equations and Polar Coordinates Chapter 19: Vectors

## Unit 7: Theory of Equations

Chapter 20: Complex Numbers Chapter 21: Approximation Theory Chapter 22: Continued Fractions Chapter 23: Higher-Degree Polynomials Chapter 24: Limits of Functions

## Unit 8: Advanced Algebra

Chapter 25: Group Theory Chapter 26: Graphs and Networks Chapter 27: Cryptography Chapter 28: Rings Chapter 29: Lattices and Boolean Algebra Chapter 30: Fields and Galois Theory

## Appendix

* Appendix A: Glossary
* Appendix B: Formulas
* Appendix C: Multiplication Table

## Back

* Resources
* Bibliography
* Index
# Lesson Plan
## About

Blood typing is a practical skill that health professionals will often use. Therefore students must know how to perform the skill, and interpret the results correctly.

## Lesson Structure

This lesson includes
    A pre-lab assessment
    A Reading over the topic
    Biohazardous waste instructions
    A lecture
    A blood typing demonstration
    Student activity - Determining their own Blood type
    Post lab assessment

## Materials

FOR EACH CLASS OR GROUP HAVE:
    1 set if 3 bloodtyping antibodies (A, B, and D)
    Cholorox wipes or other way to sanitize the area afterward.
    Biohazard Sharps waste (for Lancet)
    Biohazard waste (to be sterilized later)
FOR EACH STUDENT INCLUDE:
    1 Blood typing card
    1 alcohol wipe - Individually wrapped
    1 finger bandage
    1 safety lancet
    3 toothpicks (color coded is best)

## Detailed Lesson Description
### Teacher instructions
#### Lecture

Students must be instructed on the principles of blood typing before taking the test. Discuss the following.
STRONGLY RECOMMENDED
* Antigens and Antibodies
* Blood transfusions
Optional
* Genetics

### Student Instructions

WARNING!: Blood is considered a Biohazard. Please be careful not to touch anyone else's blood, or leave your blood on a surface where someone else may touch it.
* Read materials on blood typing.
* Watch the teacher give a demonstration. Watch all the way through before doing anything.
* Open your bandage. (It is hard to do when you are bleeding)
* Perform the blood type test.
* Dispose of all materials in the appropriate biohazard waste container.
* Sanitize the area.

## Useful Resources & Links

    The Nobel Prize - Blood typing Game - This Educational game sponsored by the Nobel Prize foundation allows students to test their understanding of blood typing and blood transfusions using a scenario where they must give blood transfusions to patients after an accident. Quick, detailed, and very useful.
Table of Contents