OpenLLM-France/wikimedia huggingface dataset:
# Novial/The Little Prince/Dedication Nov ialiste

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Dedikatione
A Léon Werth.
Me prega pardono fro li infantes ke me ha dedika disi libre a adulte. Me have seriosi exkuso: disi adulte es li maxim boni amike kel me have in li monde. Me have altri exkuso: disi adulte pove komprenda omnu, even li libres por infantes. Me have triesmi exkuso: disi adulte habita Fransia vor lo hungra e es ye koldu. Lo besona konsolatione. Si omni disi exkusos non sufisa, me voli ya dedika disi libre al infante kel esed altritem disi adulte. Omni li adultes ha es unesmim infantes. (Ma pokes ek les memora lu.) Me korekte dunke men dedikatione:
A Léon Werth
kand lo esed mikri puero.
# Novial/The Little Prince/Dedication Valodnieks

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Dedikatione
POR Lén Werth
Me prega pardono fro li infantes, ke me dedika disi libre a adulte. Me have serosi exkuso por lu: Disi adulte es men maxim boni amiko, kel me have in li monde. Ne have ankore altri exkuso: Disi adulte pove omnum komprenda even li libres por infantes. Me have triesmi exkuso: Disi adulte habita in Fransia, vor lo hungra e koldisa. Lo tre besona konsolo. Si omni disi exkusos non es sat, dunke ma voli dedika disi libre a li infante, kel disi adulte esed plu anteu. Omni grandi homes esed plu anteu infantes (ma pokim memora se pri diso). Dunke me pluboniga men dedikatione:
POR Léon Werth kand lo esed ankore puero
# Novial Lexike 1930

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Novial Lexike
International Dictionary
They haue beene at a great feast of languages, and stolne the scraps.        SHAKESPEARE
Was die Sprache gewollt, haben die Sprachen zerstört.        SCHILLER
L'égoïsme et la haine ont seuls une patrie, La fraternité n'en a pas.        LAMARTINE
Abbreviations Preface
NOVIAL LEXIKE INDEX:
# Nubehexian 1

Welcome to this introductory course in the Nubehexian language, which is a constructed language intended to advocate human intellectualism. This page has the links to each lesson page.

## How this Course is Organized

Each individual lesson consists primarily of notes on specific vocabulary and grammar semantics that are crucial to at least the basics of the Nubehexian language. Tables are often used to organize grammar explanations such as cases (inflection) and verb conjugations.

## Lessons

Special:Prefixindex/Nubehexian 1/
# Novial/The Little Prince/1 Valodnieks

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1
Kand me esed six yari, me vidad unfoy in libre pri li jungle, kel nomad "Travivanti rakontes", marvelosi imaje. Sur li imaje esed giganti serpente, qualim le vorad sovaji animale. In li libre bli skripte: "Li boas devora vusen kapture in un piese, sen dismorda lu. Tand li non plu pova mova se e dormi six mensus por digeste." Me tand ha kontempla multim pri li aventures de jungle e me finad kun koloral skribilo men unesmi desine. Men desine nuemero 1. Quali lu aspektad;
Me ha montra li adultes men maestral verke e me questionad les, ob men desine les non pavorariga. Les ha responda: "Pro quum nus deve pavora chapele?"
# Novial/Wizard of Oz

Back to the Novial front page
| 1. The Cyclone | - | Li Siklone |
| 2. The Council with the Munchkins | - | Li Konsilo kun li Munchkines |
# Stars/Galaxies/Milky Way/Quiz

Milky Way is an effort, in a lecture/article format, to describe the Milky Way, our home galaxy, often as applied in the performance of radiation astronomy.
You are free to take this quiz based on the lecture Milky Way at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* It took less than 4 billion years to form the Milky Way.
# Stars/Flares/Quiz

Flare stars is a lecture about an entity, source, and/or object observed on or near the surface of a star with radiation astronomy.
It may become part of the course on the principles of radiation astronomy and is already part of the star courses.
You are free to take this quiz is based on the lecture flare stars at any time.
Once you've read and studied it, the links contained within, listed under See also, External links, and in the {{stars resources}} and {{radiation astronomy resources}} templates, you should have adequate background to score 100 %.
Suggestion: Have the lecture available in a separate window.
Enjoy learning by doing!

## Hypotheses

* Apparently the active region cycle for the Sun corresponds to the repeated conjunction of Venus and Jupiter.
# Stars/Galaxies/Evolution/Quiz

Galaxy evolution is a lecture about a specific theory from astrophysics for the origin and accumulated changes of galaxies. It is an offering from the radiation astronomy department.
You are free to take this quiz based on galaxy evolution at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!
# Stars/Galaxies/Evolution

As one of the first steps towards a coherent theory of galaxy evolution, the American astronomer Edwin Hubble, developed a classification scheme of galaxies in 1926. The image centered above represents this early coherent theory of galaxy evolution.
Galaxies form on the right side of the diagram into a variety of diffuse complex forms, then begin accreting smaller forms and converge toward elliptical galaxies on the left.

## Clumping

Instead of large gas clouds collapsing to form a galaxy in which the gas breaks up into smaller clouds, it is proposed that matter started out in these “smaller” clumps (mass on the order of globular clusters), and then many of these clumps merged to form galaxies, which then were drawn by gravitation to form galaxy clusters.

## Elliptical galaxies

A distinguishing feature of elliptical galaxies is that the velocity of the stars does not necessarily contribute to flattening of the galaxy, such as in spiral galaxies.
Elliptical galaxies have two main stages of evolution: a supermassive black hole grows by accreting cooling gas and the black hole is stabilized by suppressing gas cooling, leaving the elliptical galaxy in a stable state. The mass of the black hole is also correlated to a property called velocity dispersion (sigma) which is the dispersion of the velocities of stars in their orbits, known as the M-sigma relation.
# Stars/Galaxies/Quiz

Galaxies is a lecture studying a specific type of astronomical objects. It is also a mini-lecture for a quiz section as part of the radiation astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on galaxies at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Galaxies are primarily a product of the galactic magnetic field.
# Nonkilling Human Biology/Social responsibility of science

"In the years 1960-70s scientists became aware of the need of developing new ideas about the social responsibility of science."

## Examples

* The Union of Concerned Scientists was founded in 1969 to "initiate a critical and continuing examination of governmental policy in areas where science and technology are of actual or potential significance" and "devise means for turning research applications away from the present emphasis on military technology toward the solution of pressing environmental and social problems."

## Before 1960

* Pugwash Conferences on Science and World Affairs - "an international organization that brings together scholars and public figures to work toward reducing the danger of armed conflict and to seek solutions to global security threats".

## More recent examples

* "Is science dangerous?" by Lewis Wolpert. "The obligation of scientists is to make public both any social implications of their work and its technological applications". The Medawar Lecture, 1998.
# Non-experimental design

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
# Non-unitary conformal field theory

Unitary conformal field theories are the subject of many numerical bootstrap studies. These studies rely on the positivity of squared three-point structure constants in unitary theories.
However, there are many interesting non-unitary CFTs from statistical physics, such as the $Q$-state Potts model. Numerical methods for solving such CFTs, such as Gliozzi's method, are less developed and less powerful.
In the solvable examples of two-dimensional w:minimal models and w:Liouville theory, unitarity does not play an important role in the structure and solvability of the CFTs. The widespread use of unitarity-based numerical bootstrap techniques could lead to an overestimation of unitarity's role. In this article we introduce some non-unitary CFTs and non-unitary bootstrap methods.

## Examples of non-unitary CFTs
### Ising model

The Ising model can be defined in terms of spins on a lattice, whose dynamics is determined by a self-adjoint Hamiltonian. The conformal limit of the model is a unitary CFT, whose observables are correlation functions of spins and other local observables. However, non-local observables such as connectivities of clusters can in general not be expressed in terms of spins.
In two dimensions, it is possible to decompose four-point cluster connectivities in terms of Virasoro conformal blocks, at the price of introducing many more representations than exist in the local CFT. These representations are not unitary. Therefore, the CFT that would describe cluster connectivites is not unitary either. There is no reason for the situation to be more favourable in higher dimensions, and it is tempting to speculate that cluster connectivities again belong to a non-unitary CFT.

### CFTs with continuous parameters

A CFT that has a continuous parameter can be made non-unitary by giving a complex value to that parameter. This is the case with w:Liouville theory, which depends analytically on the central charge $c$, but is unitary only if $c>1$. Another type of continuous parameter is the coupling constant of w:N = 4 supersymmetric Yang–Mills theory, which is unitary if the coupling constant is real. Analytically continuing to complex coupling constants seems possible, and surely destroys unitarity. A toy model of w:N = 4 supersymmetric Yang–Mills theory is the conformal fishnet CFT, which also depends on a coupling constant, but is non-unitary for any value of that constant.
Generalized free fields provide other toy examples of CFTs with continuous parameters.

### Isolated correlators

Solutions of crossing symmetry can provide examples of correlation functions, which may or may not belong to a known CFT.
# Organic chemistry/Alkyls

In organic chemistry, an alkyl is a alkane missing a H.
The term alkyl is intentionally unspecific to include many possible substitutions. An acyclic alkyl has the general formula of CnH2n+1. A cycloalkyl is derived from a cycloalkane by removal of a hydrogen atom from a ring and has the general formula CnH2n-1. Typically an alkyl is a part of a larger molecule. In structural formula, the symbol R is used to designate a generic (unspecified) alkyl group. The smallest alkyl group is methyl, with the formula CH$_3$−.
Ethyl is C$_2$H$_{5,}$ as in ethyl alcohol.
# Organic chemistry/How are organic molecules represented?

The empirical formula of a chemical compound is the simplest positive integer ratio of atoms present in a compound. For example, the empirical formula of hydrogen peroxide, H2O2, is H1O1. It shows the ratio of each atom in a molecule.
Molecular formula are a way of describing a chemical structure in letters and numbers.
* Structural formula
* Lewis Structures
* Line-Angle Drawings
* Naming conventions
# Organic chemistry/Hybridization and Molecular Orbital Theory

Hybridization and Molecular Orbital (MO) Theory are ways of describing atomic bonding in atoms and molecules. Hybridization, developed by Linus Pauling, explains bonding through electron orbitals combining to form hybrid orbitals. MO theory focuses on the bonds between two or more atoms, and explains how the characteristics of electron orbital overlap.
# Organic chemistry/Acid–base chemistry

Acid/Base chemistry began with the Bronsted-Lowry model of acids and bases. This model states molecules containing hydrogen ions are acids, while molecules containing hydroxyl (-OH) functional groups are bases. This is not necessarily true. The recent definition of an acid and a base is based upon how the substance ionizes in water. Acids produce positively charged molecules, while bases produce negatively charged molecules. This definition allows for bases such as ammonia which does not contain an hydroxide ion. The relative strength of acids and bases is measured by their respective ion concentrations once dissolved. The product of the positive ion concentration times the negative ion concentration equals 1*10 to the -14th power. The pH is equal to -log of the positive ion concentration. The pOH is equal to the -log of the negative ion concentration. Thus, pH is measured on a scale of 0 to 14, with 7(th pH of water) as neutral. Each "step" below 7 is ten times more acidic (since it was derived from a power of ten). While rare, substances can have pH levels below 0 or above 14. However, the pH plus pOH of a substance will always equal 14.
Reactions between acids and bases always produce water and a salt. Reactions between acids and metal always produce a salt and hydrogen gas.
# Numbers/Addition of positive and negative whole numbers

This is a stub page for references to education material on addition of positive negative numbers.
# Numbers/Decimal numeration

This page is a stub for educational material on decimal numeration for grades K-8 (ages 5-13).
* Scientific notation
* E-Notation
# Numbers/Addition and subtraction of positive whole numbers

This page is a stub for educational material on addition and subtraction of positive whole numbers aimed at students in grades K-8 (ages 5-13).
# Numbers
## Number Concepts

* Natural numbers elementary Positive counting numbers: 1, 2, 3, ...
** Counting
*** Number line with positive numbers
** Numeration
*** Decimal numeration
** Addition and subtraction of positive whole numbers
** Multiplication and division of positive whole numbers
** Exponents
** Expressions
*** Order of operations
*** Evaluating expressions
** Rounding and estimating
* Integers Positive and negative whole numbers and zero: ..., -3, -2, -1, 0, 1, 2, 3, ...
** Negative numbers
** Number line with negative numbers
** Addition of positive and negative whole numbers
** Subtraction of positive and negative whole numbers
** Multiplication and division of positive and negative whole numbers
# Numbers/Integers

Notice: Incomplete

## Prerequisites

Addition and subtraction of natural numbers

## What are integers?

You may notice how you can't subtract larger numbers from smaller numbers in the natural numbers. However, what happens if you remove that restriction?
If you remove this restriction, you get the integers:
3-2, 4-5, 6-7, and 3-4 all yield integers.

### Different looks

First,
# Numbers/Multiplication and division of positive and negative whole numbers

This is a sub page for references to education material on multiplication and division of positive and negative whole numbers.

## Multiplication and Division of Integers

Multiply divide the numbers as usual (disregarding it being positive or negative). Then define if the result is negative or posite using the following rules:
| +n | x | +n | = | +n |
| -n | x | -n | = | +n |
| +n | x | -n | = | -n |
| -n | x | +n | = | -n |
| +n | ÷ | +n | = | +n |
| -n | ÷ | -n | = | +n |
| +n | ÷ | -n | = | -n |
| -n | ÷ | +n | = | -n |
+n stands for a positive integer and -n for a negative integer.
There is also cheeky way to help you remember...
* If a good thing happens to a good person, you're happy (+ x + = +)
* If a bad thing happens to a good person, you're sad (- x + = -)
* If a bad thing happens to a bad person, you're happy (- x - = +)
* If a good thing happens to a bad person, your sad (+ x - = -)
# Number pi/Cosine/Zeroes/Computation/Pseudocode/Exercise

We want to determine $\pi /2$ approximately as the smallest zero of cosine with the help of the cosine series
    $\cos x=\sum _{k=0}^{\infty }{\frac {(-1)^{k}x^{2k}}{(2k)!}}\,$
and the interval bisection method of the intermediate value theorem (in the sense of fact). Here, we encounter the problem that we can not compute the cosine exactly, as it involves infinitely many summands. Therefore we apply the following idea: as the $n$-th approximation $y_{n}$ for $\pi /2$, we use the lower bound of the $n$-th interval coming from the interval bisection (with the initial interval $[1,2]$) for the zero of the truncated cosine series $\sum _{k=0}^{n}(-1)^{k}{\frac {x^{2k}}{(2k)!}}$ (so we are using finer nested intervals of better approximations of the cosine function).
Design a computer program (pseudocode) that computes the values $y_{n}$ and prints them, under the following conditions.
# Numbers/Counting

This page is a stub for educational material on counting with a target audience of K-8 (age 5-13).
Counting and the Organization of the number system
Making connections between and number names and the concept of quantity. This can be taught by tagging or touching an item while saying the number word it goes with, for example, saying the word "One" while touching a singular item, let's say a cube, next saying "two" while touching two cubes. By changing the items they are counting with, the student will gain understanding that it is not the item they are touching with the name "one" but the amount of items they are touching, and it is the concept of "one" that they are naming.
Unitizing is the ability to think about the exact number in a group of things while also thinking about how many groups of things there are simultaneously. This is best exemplified when counting groups of things, such as, a group of ten cubes. Depending on how the student is able to arrive at the total number, they will either be adding, multiplying or dividing. The example below is a potential dialogue between a teacher and student.
* "Sam has one group of ten cubes. How many cubes does Sam have?" (10 cubes) - in this example, if the student tags each cube as he/she counts this is adding (1 + 1 + 1 + 1 and so on) if the student is able to conceptualize that one group of ten or (1 x 10) they are multiplying.
* "Now Sam has two groups of ten cubes. Now how many cubes does Sam have? (20 cubes) - similarly to above, if the student tags each cubes as he/she counts this is adding, if they can conceptualize that 2 groups of ten or (2 x 10) to arrive at the answer, and are able to skip count from ten to twenty, they are multiplying.
* "If Sam has 30 cubes, each in groups of ten. How many groups does Sam have?" - in this example, if the student begins by grouping the loose cubes into groups of then and then counts the number of groups, they are using adding to attain the answer. If they student is able to conceptualize that thirty cubes could be grouped into three equal groups, they are dividing.
Subcategories
* Number line with positive numbers
* Numbers/Cardinal Numbers
# Number sets/Overview/Section

Without further justification, we may say that mathematics deals among other things with numbers. We work with the following sets, we assume that the students know these.
    $\mathbb {N} =\{0,1,2,\ldots \}\,,$
the set of natural numbers (including $0$).
    $\mathbb {Z} =\{\ldots ,-2,-1,0,1,2,\ldots \}\,,$
the set of the integers,
    $\mathbb {Q} ={\left\{a/b\mid a\in \mathbb {Z} ,\,b\in \mathbb {Z} \setminus \{0\}\right\}}\,,$
the set of the rational numbers and the set of the real numbers $\mathbb {R}$.
These sets are endowed with their natural operations like addition and multiplication, we will recall its properties soon. We think of the real numbers as points on a line, on which all the described number sets lie. Also, one can think of $\mathbb {R}$ as the set of all sequences of digits in the decimal system (finitely many digits before the point, maybe infinitely many digits after the point). During the lecture we will encounter all the important properties of the real numbers, the so-called axioms of the real numbers, from which we can deduce all other properties in a logical way. Then we will be able to make our current viewpoint more precisely.