OpenLLM-France/wikimedia huggingface dataset:
# University of Florida/Eml4500/f08.qwiki/Lecture 11

For a more thorough understanding of the Finite Element Method, it is wise to derive the element force displacement with respect to the global coordinate system.
Meeting 12
Recall from Page 6-1, $k^{(e)}d^{(e)}=f^{(e)}$ (Equation 1) Note to self; make sure these are 4x4, 4x1, 4x1
Note to self: insert diagrams (2) and the matrices for kq=P
$q_{i}^{(e)}$=axial displacement of element e at local node $i$ $P_{i}^{(e)}$=axial force of element e at local node $i$
The overall goal is to derive equation 1 from equation 2(already derived in Meeting 4) We want to find the relationship between:
* $q_{2x1}^{(e)}$ and $d_{4x1}^{(e)}$
* $P_{2x1}^{(e)}$ and $f_{4x1}^{(e)}$
The relationships can be expressed in the form: $q_{2x1}^{(e)}=T_{2x4}^{(e)}d_{4x1}^{(e)}$
Consider the displacement of local node i, denoted by $d_{i}^{(e)}$: Note to self: make sure the i is enclosed by a square
Insert figure 12-3
$d_{[i]}^{(e)}=d_{1}^{(e)}i+d_{2}^{(e)}j$
# University of Florida/Eml4500/f08.qwiki/Lecture 4

Trusses, matrix method
Truss with 2 Elastic (deformable) Bars
Note: Points 1 and 3 are fixed (constrained) to zero in both the x and y directions
Global FBD
Note: There are 4 unknown reactions and three equations of equilibrium making this truss statically indeterminant
Separate FBD's of the bar elements
Bar Element 1
Note: The superscript 1 in parenthesis on each force variable denotes that the force is applied to element 1
Bar Element 2
Note: The superscript 2 in parenthesis on each force variable denotes that the force is applied to element 2
Next Big Step:Force displacement relation (FD)
Recall:
FD relation of 1-D spring element:
f$_{2x1}$=k$_{2x2}$d$_{2x1}$
Case 1: Observer sits on node 1
Case 2: Observer sits on node 2
# University of Florida/Eml4500/f08.qwiki/Lecture 5

Read: Chapter 4 Chapter 1: Big Picture
* 1.1 Discritization (1.1.1 Plane truss elem)
* 1.2 Assembly of elem. eqs. Ex. 1.4: Five-bar truss
* 1.4 Elem Soln and model validity (1.4.1 Plane truss elem)
Steps to solve simple truss system described on 9/3
1.Global: The displacement dofs are partitioned into: 1)a known part,e.g.(fixed dofs, constraints) 2)an unknown part: solve using FEA
The same for global forces: 1) known part 2) unknown part
2.Element picture:
* Element dofs
* Element forces
3.Global FD relation:
* Element stiffness matrices in global coordinates
* Element force matrices in global coordinates
* Assembly of element stiffness matrix and element force matrix into global FD relation k$_{nxn}$d$_{nx1}$=F$_{nx1}$
4.Elimination: The elimination of known dofs to reduce the global FD rel. (stiffness matrix non-singular => invertible)
m = number of unknown displacement dofs
n = number of all displacement dofs
d=k$^{-1}$F
5. Compute Element Forces
6. Compute Reactions
Example:
* L$^{(1)}$=4 L$^{(2)}$=2 (Length)
* E$^{(1)}$=3 E$^{(2)}$=5 (Young's Modulus)
* A$^{(1)}$=1 A$^{(2)}$=2 (Area)
# University of Florida/Eml4500/f08.qwiki.Lecture 1
## Lecture 1

* Dr. Vu-Quoc Website
* Course Website
* Syllabus
# University of Florida/Eml4500/f08.qwiki/Lecture 2
## Lecture 2

* Class Teams
** Team names 6 characters long
** Team info
*** Member names
*** UFID
*** Phone number
*** E-mail
* Wikipedia Security
** Submit archived copy of homework before deadline
# Trigonometry/Functions
## Fundamental trigonometry functions

There are six trigonometric functions in Trigonometry: sine, cosine, tangent, cotangent, secant, and cosecant.

## Sine

* Sine θ is the length of the leg opposite θ over the length of the hypotenuse: $\sin \theta ={\frac {opp}{hyp}}$

## Cosine

* Cosine θ is the length of the leg adjacent to θ over the hypotenuse: $\cos \theta ={\frac {adj}{hyp}}$

## Tangent

* Tangent of θ is the length of the leg on the opposite side of the triangle from the angle θ over the length of the leg of the triangle adjacent to the angle θ: $\tan \theta ={\frac {opp}{adj}}$
These three can be memorized by use of the name of the princess "Soh Cah Toa," meaning:
* "sine-opposite-hypotenuse
* cosine-adjacent-hypotenuse
* tangent-opposite-adjacent".
The remaining ratios are reciprocals of the previous ratios:

## Cotangent

* Cotangent θ is the reciprocal of tangent θ: $\cot \theta ={\frac {adj}{opp}}$

## Secant

* Secant θ is the reciprocal of cosine θ: $\sec \theta ={\frac {hyp}{adj}}$

## Cosecant

* Cosecant θ is the reciprocal of sine θ: $\csc \theta ={\frac {hyp}{opp}}$

## Other considerations

* Since the hypotenuse of a right triangle is always the longest side, $opp<hyp\,$ and $adj<hyp\,$
* If we divide both sides of each of these inequalities by the positive number $hyp\,$, we get ${\frac {opp}{hyp}}<{\frac {hyp}{hyp}}\,$ and ${\frac {adj}{hyp}}<{\frac {hyp}{hyp}}\,$ or $\sin \theta \leq 1\,$ and $\cos \theta \leq 1\,$

## Table
### Angle values

| θ | radians | sinθ | cosθ | tanθ | cotθ | secθ | cosecθ |
| 0° | 0 | 0 | 1 | 0 | undefined | 1 | undefined |
| 30° | π/6 | 1/2 | | | | | 2 |
| 45° | π/4 | | | 1 | 1 | | |
| 60° | π/3 | | 1/2 | | | 2 | |
| 90° | π/2 | 1 | 0 | undefined | 0 | undefined | 1 |
| 180° | π | 0 | -1 | 0 | undefined | -1 | undefined |
| 270° | 3π/2 | -1 | 0 | undefined | 0 | undefined | -1 |
| 360° | 2π | 0 | 1 | 0 | undefined | 1 | undefined |

## Quiz

* Trigonometry/Functions/Quiz

## Other resources

* Reading: w:Trigonometric_Functions (Wikipedia)
* Videos:
    Basic Trigonometry (Youtube)
    Basic Trigonometry II (Youtube)
* Trigonometry/Functions/Flash cards
# Trigonometry/Graphs

The graphs of trigonometric functions are periodic, that is, their graphs repeat in cycles, like the sine function.
| $\theta :$ | $0$ | ${\frac {\pi }{6}}$ | ${\frac {\pi }{4}}$ | ${\frac {\pi }{3}}$ | ${\frac {\pi }{2}}$ | ${\frac {2\pi }{3}}$ | ${\frac {3\pi }{4}}$ | ${\frac {5\pi }{6}}$ | $\pi$ | ${\frac {3\pi }{2}}$ | $2\pi$ | ${\frac {13\pi }{6}}$ | ${\frac {11\pi }{4}}$ | ${\frac {9\pi }{3}}$ | ${\frac {8\pi }{2}}$ | $3\pi$ | ${\frac {7\pi }{2}}$ | $4\pi$ |
| X: | $0$ | ${\frac {\sqrt {3}}{2}}$ | ${\frac {\sqrt {2}}{2}}$ | ${\frac {1}{2}}$ | $0$ | $-{\frac {1}{2}}$ | $-{\frac {\sqrt {2}}{2}}$ | $-{\frac {\sqrt {3}}{2}}$ | $0$ | $-1$ | $0$ | ${\frac {1}{2}}$ | ${\frac {\sqrt {2}}{2}}$ | ${\frac {\sqrt {3}}{2}}$ | $1$ | $0$ | $-1$ | $0$ |
| Y: | $0$ | ${\frac {1}{2}}$ | ${\frac {\sqrt {2}}{2}}$ | ${\frac {\sqrt {3}}{2}}$ | $1$ | ${\frac {\sqrt {3}}{2}}$ | ${\frac {\sqrt {2}}{2}}$ | ${\frac {1}{2}}$ | $0$ | $-1$ | $0$ | ${\frac {1}{2}}$ | ${\frac {\sqrt {2}}{2}}$ | ${\frac {\sqrt {3}}{2}}$ | $1$ | $0$ | $-1$ | $0$ |
Many trigonometric functions have graphs that are symmetric with respect to one of the axes or to the origin.
Videos:
Graphing the Sine Function Graphing Trig Functions
Quiz:
Topic:Trigonometry_Lesson 4:Graphs of Trigonometric Functions_quiz
# Trigonometry/Plane

Plane trigonometry involves solving the mathematics of triangles. The law of sines and cosines are fundamental to this.

## Law of cosines

    This law uses the Pythagorean theorem, but this includes non-right angles.

## Heron's area formula

    s is the semi-perimeter
# Trigonometry/Functions/Flash cards

    $\cos {\frac {\pi }{6}}$
    $\cos {\frac {\pi }{4}}$
    $\cos {\frac {\pi }{3}}$
# Trigonometry/Functions/Table
## Angle values

| θ | radians | sinθ | cosθ | tanθ | cotθ | secθ | cosecθ |
| 0° | 0 | 0 | 1 | 0 | undefined | 1 | undefined |
| 30° | π/6 | 1/2 | | | | | 2 |
| 45° | π/4 | | | 1 | 1 | | |
| 60° | π/3 | | 1/2 | | | 2 | |
| 90° | π/2 | 1 | 0 | undefined | 0 | undefined | 1 |
| 180° | π | 0 | -1 | 0 | undefined | -1 | undefined |
| 270° | 3π/2 | -1 | 0 | undefined | 0 | undefined | -1 |
| 360° | 2π | 0 | 1 | 0 | undefined | 1 | undefined |

## Circular

$\sin s=y$
$\cos s=x$
$\tan s={\frac {y}{x}}$
# Trigonometry/Identities

Let us take a right angled triangle with hypotenuse length 1. If we mark one of the acute angles as $\theta$, then using the definition of the sine ratio, we have
    $\sin \theta ={\cfrac {opposite}{hypotenuse}}$
As the hypotenuse is 1,
    $\sin \theta ={\cfrac {opposite}{1}}=opposite$
Repeating the same process using the definition of the cosine ratio, we have
    $\cos \theta ={\cfrac {adjacent}{hypotenuse}}={\cfrac {adjacent}{1}}=adjacent$

## Pythagorean identities

Since this is a right triangle, we can use the Pythagorean Theorem:
       $x^{2}+y^{2}=r^{2}$
       ${\frac {x^{2}}{r^{2}}}+{\frac {y^{2}}{r^{2}}}={\frac {r^{2}}{r^{2}}}$
    $\operatorname {cos} ^{2}\theta +\operatorname {sin} ^{2}\theta =1$
This is the most fundamental identity in trigonometry.
       ${\frac {x^{2}}{y^{2}}}+{\frac {y^{2}}{y^{2}}}={\frac {r^{2}}{y^{2}}}$
       $\operatorname {cot} ^{2}x+1=\operatorname {csc} ^{2}$
       ${\frac {x^{2}}{x^{2}}}+{\frac {y^{2}}{x^{2}}}={\frac {r^{2}}{x^{2}}}$
       $\operatorname {1} +\operatorname {tan} ^{2}\theta =\operatorname {sec} ^{2}\theta$
From this identity, if we divide through by squared cosine, we are left with:
       ${\cfrac {\operatorname {sin} ^{2}\theta +\operatorname {cos} ^{2}\theta }{\operatorname {cos} ^{2}\theta }}={\cfrac {1}{\operatorname {cos} ^{2}\theta }}$
       $\operatorname {tan} ^{2}\theta +1=\operatorname {sec} ^{2}\theta$
    $\operatorname {sec} ^{2}\theta -\operatorname {tan} ^{2}\theta =1$
If instead we divide the original identity by squared sine, we are left with:
       ${\cfrac {\operatorname {sin} ^{2}\theta +\operatorname {cos} ^{2}\theta }{\operatorname {sin} ^{2}\theta }}={\cfrac {1}{\operatorname {sin} ^{2}\theta }}$
       $\operatorname {cot} ^{2}\theta +1=\operatorname {csc} ^{2}\theta$
    $\operatorname {csc} ^{2}\theta -\operatorname {cot} ^{2}\theta =1$
There are basically 3 main trigonometric identities. The proofs come directly from the definitions of these functions and the application of the Pythagorean theorem:
    $\operatorname {sin} ^{2}\theta +\operatorname {cos} ^{2}\theta =1$
    $\operatorname {sec} ^{2}\theta -\operatorname {tan} ^{2}\theta =1$
    $\operatorname {csc} ^{2}\theta -\operatorname {cot} ^{2}\theta =1$

## Angle sum-difference identities

    $\sin(\alpha \pm \beta )=\sin \alpha \cos \beta \pm \cos \alpha \sin \beta$
    $\cos(\alpha \pm \beta )=\cos \alpha \cos \beta \mp \sin \alpha \sin \beta$

## Multiple angle identities

    $\cos 2A=\cos ^{2}A-\sin ^{2}A$
    $\sin 2A=2\sin A\cos A$
    $\sin 2\theta ={\frac {tan2\theta *tan\theta }{tan2\theta -tan\theta }}$
    $\cos 2\theta ={\frac {tan\theta }{tan2\theta -tan\theta }}$
    $\tan 2\theta =tan\theta ({\frac {1}{cos2\theta }}+1)$
    $\tan 2\theta ={\frac {2sin^{2}\theta }{sin2\theta -tan\theta }}$
# Social psychology (psychology)/Help

* Post a message to the discussion group.
* Contact the staff.
* Wikiversity help
* Wikiversity colloquium
# Social psychology (psychology)/Lectures/Aggression
## Overview

This "lecture" involves self-study of the social psychology of aggression via:
* Textbook
* Lecture slides (forthcoming)
During the lecture, we will screen Ghosts of Rwanda, a documentary about the 1994 Rwandan Genocide.
The tutorial on prejudice and aggression will further explore the Rwandan Genocide as an example of prejudice and aggression.
# Social psychology (psychology)/Lectures/Environmental
## Purpose

The purpose of this lecture is to explore the main themes and foci of environmental psychology and to consider inter-relations between environmental and social psychology.

## Readings

There are three readings for this lecture:
* Oskamp, S., & Schultz, P. W. (1998). Environmental issues: Energy and resource conservation. In S. Oskamp & P. W. Schultz (1998). Applied social psychology (2nd ed.) (Ch11, pp. 205 - 228). Prentice Hall: Upper Saddle River, NJ.
* Sundstrom, E., Bell, P. A., Busby, P. L., & Asmus, C. (1996). Environmental psychology 1989–1994. Annual Review of Psychology, 47, 485-512.
# Social psychology (psychology)/Learning resources

This page links to psychologically-oriented social psychology learning resources.
# Social psychology (psychology)/Lectures

| Lectures #Lecture topic 01 Y Introduction 02 Y Social self 03 Y Social thinking 04 Y Aggression 05 Y Prejudice 06 Y Relationships 07 Y Groups & leadership 08 Y Prosocial behaviour 09 Y Environmental 10 Y Review | About This unit offers 10 x 2-hour lectures on commonly-taught topics within social psychology (e.g., history, social self, social thinking, social behaviour, prejudice, aggression, relationships, groups, prosocial behavior) and some applied topics (e.g., indigenous psychology, environmental psychology). The lectures also aim to cover (or at least speak to) the examinable textbook chapters, to provide critical background to the tutorials, and to generate an informed basis and context for students' essays and e-portofolios. Each of the lecture pages contains Each lecture page links to related resources, typically: Presentation slides The presentation slides are hosted on, and downloadable (in .odp format) from Slideshare See also Subpages Tutorials External links Social Psychology lectures (Slideshare) Downloadable slides (.odp) |
# Social psychology (psychology)/How does Wikiversity work?

* In this unit, Wikiversity (a sisterproject to Wikipedia) will be used to:
* host lecture and tutorial notes,
* provide links to related learning materials
* host student e-portfolios,
* publish student-written essays.
* See also
* How does Wikiversity work? (general information)
# Social psychology (psychology)/Lectures/Environmental/Instructor notes
## History

* 2005, James Neill, in Social Psychology
* 2008, James Neill, in Social Psychology

## 2008

* A reasonably smooth effort, despite minimal sleep
* Well-paced, good length, reasonable coverage
* Did not include/use Application Module D from the textbook because I announced three other PDF readings to students, then later found the Module at the back of the book (I suspect in the 2007 pre-release this module may not yet have been available?). However, I may be better anyway to use the other readings because the content appears to be quite American and because APS requires that (3rd year?) units do not soley rely on textbook readings, but this should have further review/reconsideration in future.
* Updated some images from 2005
* 2008 Environmental Psychology
* Went surprisingly smoothly - 60 slides fitted in well, timing-wise

## To do

* Find/add Greenwich Emotion Map video
* Add outdoor child play video from youtube? (I haven't watched this yet)
* Add top environmental concerns (find research on this – e.g., Morgan)
* See note about the textbook readings in 2008
* Add authorship/website details to notes on first slide
* Add activities??
* Add Greenwich Emotion Map
* Add Defensible Space
* Add Top environmental concerns
* Add Risk perceptions
* planning and design solutions that incorporate green spaces within urban designs that offer those in high density living arrangements a place of escape and restoration (Van den Berg, Hartig & Staats, 2007)?.
* Healey (2000) quotes that the most densely populated 1% of Australia contains 84% of the population.
* Healey, J. (2000). Population growth: Issues in society. Balmain: Spinney Press .
* Van den Berg, A.E., Hartig, T., & Staats, H. (2007). Preference for nature in
* urbanized societies: Stress, restoration, and the pursuit of sustainability.
* Journal of Social Issues, 63, 79-96.

## Activities?

* Favourite place? Describe it.
* Sensory pleasures? List them.
Louv video exercept?
~10 minutes for approx. 3 minutes
~15 minutes for research
# World War I -- Life Histories/Section 019

This project is associated with English 105i.019 at the University of North Carolina.

## Project

Using the archives at the University of North Carolina's Wilson Library, students examined the life of one individual connected to World War I. These individuals ranged from soldiers to activists to medical personnel and well beyond. Using primary sources such as diaries, letters, and memorabilia,students not only documented the life of these individuals, but also examined the social, political, and cultural contexts surrounding each individual's life during the war. Below are the links to the student projects.

## Life Histories

Special:Prefixindex/World War I -- Life Histories/Section 019/
# South African Law/Persons/Unborn child

Under Ethiopian Law a child merly concieved may be considered born for certain legal purposes provided it's interest so requires and is born alive and viable(Art. 2 of the 1960 Civil code). The requirments that the merly conceived child's interest requires and it be born alive and viable are cummulative all the time. Its interest is said to be involved if for example, the father of the baby dies while still conceived and the succession of the deceased is opened and other heirs are to take it with out the conceived child's participation. In this case the child is said to be a double loser in a sense he lost his father and, if he is to be excluded from the succession only be cause he in to be a person yet. So to protect the interest of the conceived child from the regours of the principle that only birth gives rise to personality, this exception has be devised by the law. The other requirments are concomitant to one an other: namely birth and viability. For the purpose of birth the child must be born alive and of course it is a prerequisite for the requirment of viability for we cannot talk about viability of a child born with out life. Article 4 of the Civil Code provides the meaning of what viability for the purpose of Art. 2 of the Civil Code. Accordingly, viability is the ability of the child to sustain life for 48 hours after birth. The law says a child is viable if it lived for 48 hours after birth(Art.4/1). And viability of a child who lived for 48 hours is irribattable, meaning no contrary proof is allowed. This even so if the life of the child was supported with an external mechanism with out which it couldn't survive for more than 4 hours, let say due to some desease it has contracted while in the womb. On the other hand if a child dies due to a cause other than its internal constitution, ie due to external factors example the child suffered a head fructure due to an error by the nurse, or it was saffocated due to lack of ventlation or other causes that it might suffer in the hands of any one or causes not attributable to any desease he might have contracted while in the womb.
# Southeast Asian Languages/Bahasa Indonesia/Lesson:How to pronounce the sounds in Bahasa Indonesia?
### How to Pronounce the Sounds in Bahasa Indonesia?

Pronunciation in Bahasa Indonesia is relatively easier, particularly in the case of the vowels. There are no changes of sounds when the two sounds are combined together. Here is how you pronounce the sounds in Bahasa, the transcription of the sound in IPA system, the equivalent sounds in an English word, and the example word in Bahasa Indonesia.
Vowels
| Sound | IPA | Word in English | Word in Indonesia |
| a | /a/ | father | nama (=name) |
| i | /i/ | see | gigi (=tooth) |
| u | /ʊ/ | do | buku (=book) |
| e | /ə/ | but | Selasa (=Tuesday) |
| e | /e/ | let | es (=ice) |
| o | /ɔ/ | saw | tolong (=help/please) |
# Southeast Asian Languages/Bahasa Indonesia/Lesson:Names of the Days
### Names of the Days (Nama-Nama Hari)

Here is the names of the days in Bahasa Indonesia:
Monday = Senin
Tuesday = Selasa
Wednesday = Rabu
Thursday = Kamis
Friday = Jumat
Saturday = Sabtu
Sunday = Minggu
The names of the days are always capitalized.
How to use it in a sentence?
I went to the market on Sunday. Saya pergi ke pasar pada hari Minggu.
# Southeast Asian Languages/Bahasa Indonesia/Lesson:What is this?

| Apa ini? = What is this? Ini apa? = This, what is it? | Ada apa ini? = What is this? Ini ada apa? = This, what is it? | Apa itu? = What is that? Itu apa? = That, what is it? | Ada apa itu? = What is that? Itu ada apa? = That, what is it? |
# Southeast Asian Languages/Bahasa Malaysia/Lesson:Introducing Yourself

My name is Khairy ⇒ Nama saya Khairy.
* Name ⇒ nama
* I ⇒ saya
Note that in Malay, we don't use "is".
I am 31 years old ⇒ Saya 31 tahun
# Southeast Asian Languages/Bahasa Indonesia/Lesson:Introducing Yourself
## Apa Kabar?

    How are you? (Lit. What's the news?)

## Baik-baik saja.

    Good.

## Kabar baik.

    Good. (Lit. the news is good)

## Tidak Baik.

    Not good (note: an anwser like this is considered bad manners)

## Selamat pagi.

    Good Morning.;Selamat siang/sore : Good Afternoon (siang: from approx. 11:00-3:00pm, sore: from 3:00-6:00pm)

## Selamat malam.

    Good night.

## Siapa nama Anda?

    What is your name?

## Nama saya ______.

    My name is _______.

## Saya bernama ______.

    I have the name of ______.

## Senang berkenalan dengan Anda.

    I'm glad to know you.

## Senang bertemu dengan Anda.

    I'm glad to meet you.

## Terima kasih.

    Thank you.

## Terima kasih kembali. or Sama-sama

    You're welcome.

## Mau ke mana?

    literaly means 'where are you going' or 'where do you want to go' but is often used as a general greeting

## Dari mana?

    literaly means ' from where?'. It is the shortened form of ' Kamu dari mana?' meaning ' where are you from?'

## Saya berasal dari ______.

    I originally come from ______.
Back to main page.
# Southeast Asian Languages/Bahasa Indonesia/Lesson:Counting

| 1:satu 2:dua 3:tiga 4:empat 5:lima 6:enam 7:tujuh 8:delapan 9:sembilan 10:sepuluh | 11:sebelas 12:dua belas 13:tiga belas 14:empat belas 15:lima belas 16:enam belas 17:tujuh belas 18:delapan belas 19:sembilan belas 20:dua puluh | 21:dua puluh satu 30:tiga puluh 32:tiga puluh dua 40:empat puluh 43:empat puluh tiga 50:lima puluh 54:lima puluh empat 60:enam puluh 65:enam puluh lima 70:tujuh puluh | 76:tujuh puluh enam 80:delapan puluh 87:delapan puluh tujuh 90:sembilan puluh 98:sembilan puluh delapan 100:seratus 105:seratus lima 110:seratus sepuluh 115:seratus lima belas 130:seratus tiga puluh | 140:seratus empat puluh 153:seratus lima puluh tiga 160:seratus enam puluh 176:seratus tujuh puluh enam 180:seratus delapan puluh 191:seratus sembilan puluh satu 200:dua ratus 250:dua ratus lima puluh 300:tiga ratus 900:sembilan ratus |
# Southeast Asian Languages/Bahasa Malaysia

The Bahasa Malaysia Department :
| Welcome! Bahasa Malaysia 1 Bahasa Malaysia 1 is a course offered by the Division of Southeast Asian Languages in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. | Malaysia Malaysia is a federation of thirteen states in Southeast Asia. The country consists of two geographical regions divided by the South China Sea. The name "Malaysia" was adopted in 1963 when the Federation of Malaya (Malay: Persekutuan Tanah Melayu), Singapore, Sabah and Sarawak formed a 14-state federation. Singapore was expelled from the federation in 1965 and subsequently become an independent country. Although politically dominated by the Malays, modern Malaysian society is heterogeneous, with substantial Chinese and Indian minorities. Malaysian politics have been noted for their allegedly communal nature; the three major component parties of the Barisan Nasional each restrict membership to those of one ethnic group. However, the only major intercommunal violence the country has seen since independence was the May 13 racial riots of 1969 that occurred in the wake of an election campaign that was dominated by racial issues. |
| Lessons Lesson #1: Introducing Yourself | Malaysia Malaysia is a federation of thirteen states in Southeast Asia. The country consists of two geographical regions divided by the South China Sea. The name "Malaysia" was adopted in 1963 when the Federation of Malaya (Malay: Persekutuan Tanah Melayu), Singapore, Sabah and Sarawak formed a 14-state federation. Singapore was expelled from the federation in 1965 and subsequently become an independent country. Although politically dominated by the Malays, modern Malaysian society is heterogeneous, with substantial Chinese and Indian minorities. Malaysian politics have been noted for their allegedly communal nature; the three major component parties of the Barisan Nasional each restrict membership to those of one ethnic group. However, the only major intercommunal violence the country has seen since independence was the May 13 racial riots of 1969 that occurred in the wake of an election campaign that was dominated by racial issues. |