OpenLLM-France/wikimedia huggingface dataset:
# Novial/Li Verdi Kordie/Lektione 9

Back to the Novial front page
Back to Li Verdi Kordie Contents

## TEXT 1

| Esperanto | Novial | Novial |
| 'Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |

## VOCABULARY

Back to the Novial front page
Back to Li Verdi Kordie Contents
# Novial/Li Verdi Kordie/Lektione 7

Back to the Novial front page
Back to Li Verdi Kordie Contents

## TEXT 1

| Esperanto | Novial | Novial |
| 'Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |

## VOCABULARY

Back to the Novial front page
Back to Li Verdi Kordie Contents
# Novial/Li Verdi Kordie/Lektione 8

Back to the Novial front page
Back to Li Verdi Kordie Contents

## TEXT 1

| Esperanto | Novial | Novial |
| 'Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |

## VOCABULARY

Back to the Novial front page
Back to Li Verdi Kordie Contents
# Novial/Novial as a gateway to language learning

To learn a foreign language to a fair degree of fluency typically takes several or many years and requires a high degree of motivation (or compulsion). Educational studies have shown that previous foreign language study makes it easier to learn second and subsequent foreign languages. However, language study proceeds slowly because of several factors:
1) learning new words takes a lot of time unless they are similar to words we already know
2) unfamiliar grammatical constructions must be thoroughly assimilated
3) numerous irregularities in word formation take up much of the learning time
The end result is that many students rapidly become disheartened and may learn to hate studying foreign languages.
Novial provides an excellent first foreign language of study for the following reasons:
1) most of the vocabulary is similar to English words (70% plus)
2) those words which are not familiar are from Romance languages or German which broadens general knowledge of West European languages
3) most Novial grammar is similar to English
4) word formation is kept regular
5) for students new to language study, grammatical concepts are most easily learned thanks to points (1), (3) and (4) above.
Novial can be learned several times more quickly than Romance languages or German. For the newcomer to foreign language study this means that a good knowledge of a foreign language and the educational benefits derived from that study can be obtained in dozens of hours rather than many hundreds or the over 1000 hours of study typically required to gain real fluency in Romance languages or German.
Although Novial is much easier than other languages it is a genuinely foreign language. This gives the student of the language the educational benefits of first foreign language study very quickly.
Novial was designed by one of the most prominent linguists of the early 20th century, Professor Otto Jespersen. His expertise and aesthetic sense created a language at once elegant in form and sound and potent in its expessiveness and simplicity.
Welcome to the Novial language experience!
# Novial/The Little Prince/1 Nov ialiste

Back to The_Little_Prince main page.
1
Kand me esed six yares oldi, me vidad unfoy impresiv imaje in libre pri li primeval foreste kel esed nomat Vivati Rakontes. Tu representad boa serpente kel klutad sovaji animale. Hir es kopie del desine:
On dikted in li libre: ”Li boa serpentes gluta lusen kaptures totim integri sin mastika lu. Aftru les non pove mova e les dormi durant li six mensus de lusen digestione”.
Tand me tre meditad pri li aventures del jungle e after proba, me suksesed, kun kolori krayone, a desina men unesmi desine. Men desine numre uni. Lu esed kom disu:
Me ha montra men maestral verke a adultes e me ha prega les ob men desine pavorisad les.
Les replikad a me: “Pro quu chapele vud pavorisa?”
Men desine non representad chapele. Lu representad un boa serpente kel esed digestant un elefante. Me tand desinad li internu del boa serpente, pro ke li adultes poved komprenda. Les omnitem besona explikationes. Men desine numre du esed kom disu:
Li adultes avisad ke me posi a latere li desines de boa serpentes aperti o klosati, e ke me interesa me plusim pri geografia, historie, aritmetike e gramatike. Talim es ke me abandonad, ye li aje de six yares, impresiv kariere de piktere. Me had bli desoptimistisat dal dessukseso de men desine numre 1 e de men desine numre 2. Li adultes nultem komprenda ulu totim soli, e es fatiganti por li infantes sempre a dona a les explikationes.
Dunke me deved selekte altri profesione e me lernad pilotira aeroplanes. Me ha avia pokim in chaki loke del monde. E li geografia esver ha serva me multifoy. Me savad distinkte kun regardeto inter China e Arizona. Es utili, si on perda li vie durant li nokte.
Me ha talim have, durant li kurso de men vivo, multi kontaktes kun multi seriosi homes. Me ha viva multim mid li adultes. Me ha vida les fro tre proximu. Tu non ha tro plubonisa men opinione.
Kand me ha renkontra un ek les, kel sembla a me pokim lusidi, me probad li experimente de montra a le men desine numre 1 kel me ha omnitem konserva. Me volid sava ob le esed verim komprendiv. Ma omnitem le replikad a me: “Lu es chapele.” Dunke me non parlad a le pri boa serpentes, nek pri primeval forestes, ni pri astres. Me vud plasa me res le. Me vud parla a le pri bridje, pri golfe, pri politike e pri kravates. E li adulte esed tre kontenti a konosa tali sensosi viro...
# Novial/Li Verdi Kordie/Lektione 4

Back to the Novial front page
Back to Li Verdi Kordie Contents

## TEXT 1

| Esperanto | Novial | Novial |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |
| Esp | Nov | Nov |

## VOCABULARY

Back to the Novial front page
Back to Li Verdi Kordie Contents
# Novial/The Little Prince

Back to Topic:Novial.
Some members the Yahoo! Novial Discussion group have decided to collaborate on the translation of "Le Petit Prince".
A link to the Yahoo! Novial Discussion Group:
We shall post pages here containing proposed translations and shall use the corresponding discussion pages to discuss them.
This page at wikilivres.info has links to the original French story and translations into English, German, Russian, Spanish and Interlingua:
If you have a translation to add to the below, please create a new page preceded by your name as seen below. The name of the page can be "ChapterNumber_YourName".
For example, my translation of chapter 20 is on a page called "20_Nov_ialiste" and so on.
Chapter Numbers
Dedication
Valodnieks: /Dedication_Valodnieks
Nov_ialiste: /Dedication_Nov_ialiste
1
Valodnieks: /1_Valodnieks
Nov_ialiste: /1_Nov_ialiste
2
Nov_ialiste: /2_Nov_ialiste
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Nov ialiste: /20_Nov_ialiste
21
22
23
24
25
26
27
# Wise Affirmations/Dignity

Dignity is the quality of worth and honor intrinsic to every person. We are charged to live well by the bare fact of our existence as self-conscious creatures with lives to lead. Dignity is accepting our responsibility to live our lives well
These affirmations are derived from materials in the course on dignity.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You respect dignity.
You expect dignity.
You deserve to be treated with dignity.
You treat others with dignity.
You are worthy.
You live your life well.
Human rights are your rights.
You refuse to hate.
You renounce violence.
You transcend conflict.
You forgive.
You apologize.
You are emotionally competent.
You live the golden rule.
You protect your own human rights.
You seek real good.
You live wisely.
# Wise Affirmations/Emotional competency

Emotional competency is the skill to recognize, interpret, and respond constructively to emotions in yourself and others.
These affirmations are derived from materials in the course on emotional competency.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are emotionally competent.
You recognize emotions.
You recognize your emotions.
You recognize emotions in others.
You identify emotions.
You understand the messages sent by each emotion.
You interpret emotions.
You respond constructively to emotions.
You live wisely.
# Wise Affirmations/Envisioning our Future

How would you like the world to be 50, 100, or even 1,000 years from now? Where would you like to see humanity headed? What could be possible if we harness our best aspirations, intentions, and capabilities? In what direction are you heading? What is your vision of the future? How can you help make that future a reality?
These affirmations are derived from materials in the course on envisioning our future.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You have a vision of the future.
You think about what really matters.
You consider what could be.
You consider what ought to be.
You describe your vision of the future.
You use your vision of the future to guide decisions.
You work toward your vision of the future.
You live Level 5 values.
You seek real good.
You live wisely.
# Wise Affirmations/Facing Facts

We explore reality by facing facts. We are only truthful when we face facts. We can come to agreement when we face facts.
The affirmations are derived from the materials in the course on facing facts.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You face facts.
You understand that truth corresponds to reality.
You understand the importance of truth.
You understand that truth is useful.
You express uncertainty clearly.
You describe your doubts.
You recognize matters of fact.
You recognize matters of controversy.
You recognize matters of opinion.
You clearly distinguish among facts, beliefs, controversies, opinions, and feelings.
You recognize observations.
You recognize interpretations.
You interpret evidence skillfully.
You understand the tyranny of evidence.
You recognize subjective experiences.
You recognize objective evidence.
You distinguish between objective and subjective assessments.
You recognize that perceptions are personal.
You understand observational error.
You understand emergence.
You recognize emergent forms.
You understand the various definitions of the word “theory”.
You do not equivocate the word “theory”.
You understand the unity of knowledge.
You expect consilience.
You recognize we all live in one world.
You recognize we all live in the same world.
You know how you know.
You recognize nonsense.
You know what there is.
You seek real good.
# Wise Affirmations/Doing Good

What is the most good you can do?
These affirmations are derived from materials in the course on doing good.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You do good.
You do good for others.
You do the most good you can for others.
You carefully evaluate various alternatives for doing good.
You encourage others to do good.
You understand what ought to be.
You understand effective altruism.
You carefully assess real good opportunities.
You are an active citizen.
You live Level 5 values.
You seek real good.
You live wisely.

## Recommended Reading

Students interested in learning more about doing good may be interested in the following materials:
* Singer, Peter (April 7, 2015). The Most Good You Can Do: How Effective Altruism Is Changing Ideas About Living Ethically. Yale University Press. pp. 232. ISBN 978-0300180275.
* Cooney, Nick (April 27, 2015). How To Be Great At Doing Good: Why Results Are What Count and How Smart Charity Can Change the World. Jossey-Bass. pp. 208. ISBN 978-1119041719.
# Wise Affirmations/Earning trust

We earn trust when others decide to rely on us.
These affirmations encourage you to become trustworthy.
The affirmations are derived from the materials in the courses on:
* Living wisely, personal responsibility, and
* Earning Trust.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You accept personal responsibility for your actions and decisions.
You are responsible for your actions.
You are responsible for your decisions.
You are impeccable with your word.
You don’t take anything personally.
You don’t make assumptions.
You always do your best.
You are trustworthy.
You earn the trust of others.
You do not betray others.
You understand what is expected before making promises.
You deliver at least as much as you promise.
You make and keep promises.
You behave consistently and predictably.
You alert others to unforeseen circumstances if it becomes unlikely you can keep your promise.
You take responsibility for solving problems and delivering results.
You take full responsibility for your actions.
You remain humble and acknowledge what you don’t know.
You remain humble and acknowledge the mistakes you have made.
You apologize fully for your harmful actions.
You ensure both truth and grace.

## Recommended Reading

Students who are interested in learning more about personal responsibility may wish to read these books:
* Ruiz, Don Miguel (November 7, 1997). The Four Agreements: A Practical Guide to Personal Freedom (A Toltec Wisdom Book). Amber-Allen Publishing. pp. 160. ISBN 978-1878424310.
* Cloud, Henry (June 2, 2009). Integrity: The Courage to Meet the Demands of Reality. HarperBusiness. pp. 304. ISBN 978-0060849696.
* Covey, Stephen M .R. (February 5, 2008). The SPEED of TRUST: The One Thing That Changes Everything. FREE PRESS. pp. 354. ISBN 978-1416549000.
# Wise Affirmations/Deductive Logic

Logic provides a set of tools for evaluating consistency.
Deductive logic provides a system of tools and techniques that allow the truth-values of certain classes of statements—known as propositions— to be evaluated for consistency.
These affirmations are derived from materials in the course on deductive logic.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You think logically.
You understand logic.
You rely on the law of non-contradiction.
You construct valid arguments.
You use logic to identify inconsistencies.
You use sound arguments.
You correctly evaluate truth functions.
You recognize unsound arguments.
You recognize logical fallacies.
You explicate the syllogism to understand various statements.
You solve logic puzzles.
You transform natural language statements into equivalent symbolic statements.
You are logical.
# Wise Affirmations/Exploring Worldviews

Worldviews are sets of beliefs and assumptions we rely on to describe reality. We explore our worldview to challenge our deeply embedded assumptions.
Each of us holds a set of basic assumptions about how the world works called our worldview. It is wise to examine our worldview and align it with reality.
These affirmations are derived from materials in the course on exploring worldviews.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You explore your worldview.
You examine your worldview.
You challenge the assumptions embedded in your worldview.
You dislodge the misconceptions embedded in your worldview.
You base your worldview on carefully chosen evidence.
You revise your worldview to better align with reality.
You seek real good.
# Wise Affirmations/Evaluating Evidence

As we go about our lives we inevitably encounter clues that tell us something about the world we live in. Each of these clues is a piece of evidence that provides some glimpse of reality, however it is up to us to assess the quality of that evidence, to interpret that evidence, and to constantly assemble a lifetime of evidence gathering into a coherent description of our world.
The affirmations are derived from the materials in the course on evaluating evidence.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You evaluate evidence.
You understand the nature of evidence.
You assess the quality of evidence.
You understand the various forms of evidence.
You form your beliefs based on all the available evidence.
You proportion your beliefs to the evidence.
You respect evidence.
Evidence guides you toward what is true.
Evidence guides you toward what is false.
Evidence is often selected for you.
You select evidence.
Your curiosity determines what you explore.
Your worldview orients you toward evidence.
You acknowledge that are influenced by cognitive biases.
You question how each new piece of evidence fits into your integrated worldview.
You are open to experience.
You evaluate evidence based on its relevance.
You evaluate evidence based on its origin.
You evaluate evidence based on its authenticity.
You evaluate evidence based on objectivity.
You evaluate evidence based on its scope.
You evaluate evidence based on its directness.
You evaluate evidence based in context.
You evaluate evidence based on relevant expertise.
You evaluate evidence based on its reproducibility.
You evaluate evidence based on its representativeness.
You evaluate evidence based on instrument accuracy.
You dig deeper.
You evaluate the reliability of sources.
You evaluate evidence within a hierarchy.
You reject claims based on unreliable methods.
You expect evidence to converge.
You rely on noncontradiction.
You understand correlation and causation.
You understand falsification.
You scrutinize rhetoric.
You reject mumbo jumbo.
You dismiss deepities.
You dismiss bullshit.
You use reliable resources for fact checking.
You research matters of fact.
You research disputed claims.
You seek real good.
# Should Wikipedia discourage use of smiley Unicode code points in discussions?
## Wikipedia should discourage use of smiley Unicode code points in discussions
### Pro

* Pro Those code points communicate no ideas that are part of rational argument-based discussion.
* Pro Disregarding the above point for the sake of argument, even if one wants to convey emotion, one can use words or non-code-point smileys, such as "love", "oh my gosh", or ":-)" and ":-D".

### Con

* Con Smileys add human touch.
# Should Wikipedia editors always provide an edit summary?

Some language editions of Wikipedia require editors to provide an edit summary (and use talk page notifications for editors who don't do so). Is that a good practice? The question is formulated as about Wikipedia, but is expected to be applicable to a large extent to other wikis as well.
For instance, the English Wikipedia states: "Always provide an edit summary".

## Wikipedia editors should always provide an edit summary
### Pro

* Pro Edit summaries make it easier to review editing histories and find changes one is looking for.
** Objection That is not the case with edit summaries like "expand", "tweak" or "change".
*** Objection One could extend this to e.g. "editors should always provide a descriptive useful edit summary" which would require that users provide an edit summary
*** Objection As little as these edit summaries say, they still stand in contrast to e.g. "format" and they are cheap to type and review.
* Pro An editor writing an edit summary can review the changes against it and perhaps realize the edit is incomplete. There is some strange edit-enhancing effect of writing edit summaries.
* Pro Expanding on the above, edit summaries often force the editor to get clear about what the edit is trying to achieve.
** Objection This may well be true about often, but that does not entail to provide an edit summary always.
*** Objection Having a uniform policy to always provide edit summary leads to the habit of writing one and is easier to administer than a rule that requires editors to sometimes enter an edit summary but does not say when.
**** Objection One can formulate a meaningful rule for when the edit summaries are mandatory, e.g. when something unobvious is happening or when material is being removed. Such a policy is not too long to grasp and remember.
* Pro Establishing the requirement of edit summaries makes patrolling (watching for suspect edits and reverting them as appropriate) easier.

### Con

* Con Edit summaries are of low value for edits that are likely to be uncontroversial.
** Objection Even if they are of low value, the question is whether the low value is worth the arguably low effort.
*** Objection Good edit summaries take some thought and attention. The kind of edit summaries that are low effort are also those with the least value.
* Con The projects requiring edit summaries often see edit summaries like "expand", which reveals almost nothing. Thus, forcing editors to provide edit summaries is likely to lead to too many near-worthless edit summaries anyway.
** Objection The project could require editors to provide telling/informative edit summaries.
* Con Edit summaries provide additional opportunity for misstatement/error, including typos.
* Con AI can be used to enable other editors to always see an edit summary even if the user does not provide one
* Comment For the cases where edit summaries are really valuable, they should be strongly recommended, but that is different from requiring them always.