OpenLLM-France/wikimedia huggingface dataset:
# Klingon/Irregular nouns
## Irregular nouns

There are a handful of irregular nouns in Klingon.

### Irregular plurals

These nouns have plurals that are not formed by adding a plural suffix (-Du', -mey or -pu'). Adding -mey gives a meaning scattered about or all over the place. The plural form of these nouns take a singular prefix such as yI-.
| Klingon singular | Klingon plural | English singular |
| DoS | ray' | target |
| jengva' | ngop | plate |
| mang | negh | soldier |
| peng | cha | torpedo, missile |
| qempa' | no' | ancestor |
| Sup | jo | resource |
| vIj | chuyDaH | thruster |

### Plural nouns

These noun exist in the plural only, and have no known singular. When used in a sentence, the verb prefix referring to the noun must also be singular, such as yI-. (However, a Klingon noun without a plural suffix can be used as a plural, in which case it may be that the normal plural forms exist for some of these nouns.)
| Klingon | English |
| begh | deflectors |
| botjan | shields (force field on ship) (This could possibly be considered as a singular word, force field, so that only in English it is plural?*) |
| cha'nob | ritual gifts |
| chuvmey | leftovers (referring to words that are not nouns nor verbs) chuv is a verb! |
| Duj | instincts (Duj also means ship, plural Dujmey) |
| ghISDen | scales (animal covering) |
| lolSeHcha | attitude-control thrusters (Probably the singular is lolSeHpeng, following from peng and cha for torpedo and torpedoes.*) |
| paSlogh | socks |
| QaS | troops |
| Quv | coordinates |
| 'eDSeHcha | take-off/landing thrusters (Probably the singular is 'eDSeHpeng, following from peng and cha for torpedo and torpedoes.*) |
*There is no canon to back up these assumptions. The *cha in lolSeHcha and 'eDSeHcha may have nothing to do with torpedoes (just as the word "does" (meaning 'female deer, plural') has nothing to do with "torpedoes" even though they contain the same sound).
Topic:Klingon
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group3/Group Member/M5 Group3

* Oum Chhorvan
* Ly Dynou
* LyKim Mak
* Ma Sambath
* Moul Saravan
* Muy Chheang Meng
* Nhep Samnang
* Phen Miliya
* Phorn Sothearawath
* Prak Ponlork
* Seang Bunrong
* Sem Safiyan
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group2/Member Activities/Response to Homework Internet/Group2

Internet:គឺជាបណ្តាញ Network មួយដែលមនុស្សនៅលើពិភពលោក អាចមើល លេង និង ធ្វើអ្វីៗបាន ដោយមិនមានការលាក់កំបាំងរឿងរបស់នាក់ណារម្នាក់នោះទេ។ Ex: www.A.com Web នេះ​ នាក់ណារក៏អាចទាញ​ និង ចូលមើលអ្វីៗដែលមាននៅក្នុង web មួយនេះទូទាំងពិភពលោក។ Intranet:គឺជាបណ្តាញ Network មួយដែលគេបានទិញ IP មកពីក្រុមហ៊ុន ISP សំរាប់ប្រើនៅក្នុងក្រុមហ៊ុនឯកជន ហើយវាត្រូវបានគេប្រើសំរាប់តែនៅក្នុងក្រុមហ៊ុន ដោយមិនអាចអោយក្រុមហ៊ុនដទៃមកទាញយក ឯកសារ និង ស្គាល់ពី Website របស់ ក្រុមហ៊ុនគេទេ។ EX: www.A.com Web នេះមានតែបុគ្គលិករបស់ក្រុមហ៊ុនទើបអាចបើកបាន ព្រោះនាក់ដទៃមិនស្គាល់ពី IP Extra net:គឺជាបណ្តាញ Network មួយដែលគេបានទិញ IP មកពីក្រុមហ៊ុន ISP សំរាប់ប្រើនៅក្នុងក្រុមហ៊ុនឯកជនដូចគ្នា តែវាត្រូវបានគេប្រើសំរាប់ សហការជាមួយដៃគូជាមួយក្រុមហ៊ុនមួយទៀត ដែលក្រុមហ៊ុនជាដែគូរ អាចទាញយកឯកសារ និង អាចធ្វើអ្វីៗបានដូចជាបុគ្គលិកដែលជាដៃគូររបស់ខ្លួន។ EX: www.A.com Web នេះមានតែបុគ្គលិករបស់ក្រុមហ៊ុន និង ដៃគូរេបស់ក្រុមហ៊ុនទើបអាចបើកបាន ព្រោះនាក់ដទៃមិនស្គាល់ពី IP សរុបសេចក្តីមក:​ Intranet និង Extra net ខុសពី Internet​​ ត្រង់ Intranet និង Extra net វាទាំងពីមានភាពលាក់កំបាំងច្រើន ដោយមិនអាចអោយនាក់ណារដឹងខុសពីបុគ្គលិក និង ដៃគូរ របស់ខ្លួន។By kim chanchetra
Intranet: គឺជាបណ្តាញ internet មួយប្រភេទដែលក្រុមហ៊ុនទិញពី​ ISP ប៉ុន្តែវា​អាចប្រើប្រាស់បានតែនៅក្នុងក្រុមហ៊ុននោះទេ​ អ្នកខាងក្រៅមិនអាច Access បានទេ។
Extranet: គឺជាបណ្តាញ internet មួយប្រភេទដែលក្រុមហ៊ុនទិញពី​ ISP​​ ប៉ុន្តែគេអាចដើម្បីទំនាក់ទំនងទៅដែគូរក្រុមហ៊ុនរបស់គេទៀត។ (sokha.lim)
Intranet: គឺជាបណ្តាញ(Network) មួយប្រភេទដែលត្រូវបានបប្រើកក្នុងតំបន់​ ឬ ក្នុងក្រុមហ៊ុនមួយ មានលក្ខណៈជា(Private Network)។ មិនអនុញ្ញាត់ឲអ្នកខាងក្រៅធ្វើការ Access​ ចូលមកបាន​ ហើយ អ្នកខាងក្នុងមិនអាច​ធ្វើការ Access ទៅខាងក្រៅបានទេ។
Extranets : គឺជាបណ្តាញ(Network)មួយប្រភេទដែលក្រុមហ៊ុនប្រើសម្រាប់ទំនាក់ទំនងគ្នាទៅវិញទៅមកពីកន្លែងផ្សេងៗគ្នា របស់ក្រហ៊ុន(...)។
Internet : គឺជាបណ្តាញ(Network)មានលក្ខណៈជាសកល មានន័យថាអ្នកណាក៍ Access វាបានដូចគ្នា។ EX: (www.google.com )យើងនិយាយបានថាវាជា Public Network. ។(by khon piseth)
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group3/Group Activities/Response to Assignment2

* We Understood
* We don't Understood
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group3

* Group Member
* Group Activities
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group3/Group Member

ក្រុមទី៣៖
នេះគឺជាតារាងនៃសមាជិករបស់ក្រុមយើងខ្ញុំ
| No | Name | Gender | User Name | Persional Link | Group Link | Phone | Email | Role |
| 01 | Oum Chhorvan | Male | Oum Chhorvan | www.oumchhorvan.somee.com | M5 Group3 | 010-248 743 | oum.chhorvan@gmail.com | Leader |
| 02 | Ly Dynou | Male | dynou.ly | Example | M5 Group3 | 070848475 | dynouly.mail@gmail.com | Member |
| 03 | LyKim Mak | Male | Kimmak.ly | Example | M5 Group3 | 096-226 4338 | kimmak_kp@yahoo.com | Member |
| 04 | Ma Sambath | Male | Ma sambath | Example | M5 Group3 | 086-329 147 | masambathbath@gmail.com | Member |
| 05 | Moul Saravan | Male | Example | Example | M5 Group3 | Example | Mail | Member |
| 06 | Muy Chheang Meng | Male | ChheangmengM5 | Example | M5 Group3 | 069-637 272 | muychheangmeng@gmail.com | Member |
| 07 | Nhep Samnang | Male | nhep samnang | Example | M5 Group3 | 066-555 520 | baby_boyg@yahoo.com | Member |
| 08 | Phen Miliya | Male | Phen.Miliya | Example | M5 Group3 | 070898592 | miliyaphen@yahoo.com | Member |
| 09 | Phorn Sothearawath | Male | Rawath | Example | M5 Group3 | 093-478 487 | phornsothearawath99@gmail.com | Member |
| 10 | Prak Ponlork | Male | prakponlork | Example | M5 Group3 | 081-648 074 | ponlorkprak001@gmail.com | Member |
| 11 | Seang Bunrong | Male | seangbunrongM5 | Example | M5 Group3 | 070-771 770 | seang_bunrong@yahoo.com | Member |
| 12 | Sem Safiyan | Male | Safiyan.Sem | www.globalsite.somee.com | M5 Group3 | 010 80 18 77 | safiyan.sem@gmail.com | Member |
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group3/Group Activities

Dear All Memmber in Group 3
* Response to Assignment1
* Response to Assignment2(Chapter01: Slide 17-22: 30-Jul-2014)
* Question Here
* Share Idea
* New Information
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5/Group3/Group Activities/Response to Assignment2/Discuss here

* My name Oum Chhorvan
* After i'm reading the slides i have understood that:
* Please all member in group 3 share your idea...
* My name Ma sambath
* After reading i understood that:
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Travis Picking Song Series/4 Stroke Pattern Miniseries

The 4 Stroke Pattern Series
This series is under construction, but there should be links to the tabs here as the songs are released. Write to me at speewayleague1963@gmail.com if you'd like to help polish this section up!
The link to the 4-stroke miniseries playlist
https://www.youtube.com/playlist?list=PLrH2JK-Pi4oOQ7lA77PNmE4elKkxRIKkO
/Intro to 4 Stroke Thumbpicking
Advanced Tricks for 4 Stroke Style
https://youtu.be/gS8v3YvmeCU
Country Roads - John Denver
https://www.songsterr.com/a/wsa/john-denver-country-roads-thumb-picking-lesson-tab-s441069t1
In Spite of Ourselves - John Prine
https://tabs.ultimate-guitar.com/tab/john_prine/in_spite_of_ourselves_tabs_1011495
Blowing In the Wind - Bob Dylan
Video Lesson - https://youtu.be/0DA9teX_og0
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Travis Picking Song Series/Marry Me

Marry Me - Train
Lesson from Mahalo
Lesson by Kris Farrow
Read more about the background of this song on the Wikipedia page about the song
Music Video for the Song
This song uses a very common travis picking pattern and the pattern is quite consistent throughout the song. The chord voicings can be somewhat challenging for small hands but they can usually be managed at least as a stretch goal. This is a very popular song for wedding receptions.
Tab on Songsterr.com
Song stats
Notable techniques: Travis Picking, Thumb Voicings, Open String CAGED Chords
Original Key: C
Tempo:
Tuning: Standard
Key fingering: C major
SWG Level/Sequences: Travis Picking Series
Practice logs:
This song is not in my practice log, which means I probably learned it on off hours by ear. I had already toured playing sets of Travis picking songs so the song was pretty much in my wheelhouse and I'm sure I picked it up very fast. Jon michael swift (discuss • contribs) 21:07, 29 July 2016 (UTC)
sequence links
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Travis Picking Song Series/4 Stroke Pattern Miniseries/Intro to 4 Stroke Thumbpicking

Video Link
https://youtu.be/mfulSYO1EQA
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Travis Picking Song Series/1952 vincent black lightning

Almost certainly Richard Thompson's most popular song, it's renowned both for it's moving lyrics and innovative guitar work. The Travis Picking in this style is typical of Thompson's dronal techniques where he changes chords relatively infrequently while playing sophisticated variations on riffs interwoven with his picking patterns. Especially at the speed of his more recent performances of this song it's quite challenging to play, and not to be done lightly given the heavy subject matter of the song.
For more information on the song and the album, check out the album wiki

## Performances

This song has evolved substantially from its earliest performances and it is very educationally to study its progression. The speed of the song picks up over time, and the improvisations become increasingly sophisticated and sensitive, although it always maintains at least some of the raw quality of early performances.

### By Richard Thompson

Original Album
2006 Cambridge Folk Festival Performance
Songwriter's Circle
Earliest Live on YouTube, from 1990
A version with some slapback reverb on the vocals
w/ Nancy Griffith
Done in a bedroom somewhere, some special licks worth studying
1992 in a Brooklyn Church, starts 2:46

### By other artists

Del McCoury
Sean Rowe
Reckless Kelly
Amanda and Jack Palmer
The Red Molly Band

## Lessons
### Jon Michael Swift's Lessons
#### Simplified

Simplified Verses
Tab
This is designed to get you into the song and teach the outline of the verses. You should be able to sing and play the song easily with this version, but it also builds up to the later versions since it uses the same tuning, chords and picking that Richard Thompson does, albeit in a simplified manner.

#### Intermediate:

Detailed Verses anThis lesson shows you how to do a lot of Richard's signature licks including the intro to the song.d Main Theme/IntroLesson
Short Score Tab Link

#### Live Transcription of the 2006 Cambridge Folk Festival Performance

Video Link
Tab Link
This is the most difficult set of riffs to learn for the song. There's a very specific set of licks that he does, which most folks will benefit from breaking down to an exact version. In practice, Richard messes with these quite a bit. The trick is that the syncopations are very intense and difficult at this high tempo, so having an exact version of the riff to get started with is often helpful. The tab can also be helpful in breaking down the challenging riffs.

### Other Lessons

Andy Gimbel Lesson
Summarizes some techniques to get you through the song and play with the ideas.

## Song stats
### Notable techniques

Travis Picking, Snaps, 2-stroke bass, 4-stroke bass, Walking Bass Fills, Improvisation, Pattern Variation.

### Original Key

Bb Major

### Tempo

116-140 BPM

### Tuning

CGDGBE, Capo 3

### Key fingering

Special G Dronal

### SWG Level/Sequences

Practice logs Name Previous Experience Current Playing Level Minutes in Practice Room
sequence links
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Travis Picking Song Series/Sounds of silence
## Sound of Silence - Simon and Garfunkel

Introductory Lesson
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Thump-and-Pluck Song Series

/Everyday People
/You Can Make It If You Try
Sing a Simple Song
Riifs - https://tabs.ultimate-guitar.com/tab/sly_the_family_stone/sing_a_simple_song_bass_830243
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Thump-and-Pluck Song Series/You Can Make It If You Try

Festival Live https://www.youtube.com/watch?v=l8sz_7TPWE0
Record https://www.youtube.com/watch?v=l8sz_7TPWE0
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Synthetic Strumming Song Series/Wall of Death
## Wall of Death - Richard Thompson

Introductory Lesson Link
Wall of Death has Richard's characteristic potpourri of picking techniques that are notoriously difficult to pin down. There is a simplified lesson that includes the iconic riffs and focuses on a basic interpretation of the song without oversimplifying.

### History

The song was originally released on Shoot Out the Lights in 1982 and has since been performed many times by Richard in live shows.
https://en.wikipedia.org/wiki/Shoot_Out_the_Lights#Track_listing

### Flagship Recordings/Performances

On Acoustic Classics
https://www.youtube.com/watch?v=zFcl3Y9nJBI
With Linda
https://www.youtube.com/watch?v=XSwu88ZMFPI
McCarter Theater from Afar, 2013
https://www.youtube.com/watch?v=8qAcbUCkTFU
Seattle 1990
https://www.youtube.com/watch?v=Wm5veik7Di0

### Playing tips

It's helpful to understand the chord shapes and develop a simplified interpretation of the song which you can then expand on. Copying Richard's performances is extremely difficult due to the constant variation in performances and the noisy style of picking/strumming the song.

## Lessons
### Basic

Video Link
Tab Link

#### Lesson Notes
### Intermediate

Video Link
Tab Link

#### Lesson Notes
### Advanced

Video Link
Tab Link

#### Lesson Notes
## Song Stats

Notable techniques
Original Key
Tempo
Tuning
Key fingering
SWG Level/Sequences

## Practice logs

Player Name
Previous Experience
Current Playing Level of the Song
Minutes in Practice Room
Link to Song Performance
sequence links
# Introduction to psychology/Psy102/Tutorials/Cognitive processes and intelligence

Cognitive processes and intelligence

## Goals

* Demonstration and understanding of cognitive processes:
** Limitations of intuition
** Mental set – we pay attention to some information and ignore the rest
** Representative heuristic – we judge likelihood based on how well something matches a particular prototype
** Role of visual information in problem solving
** Overconfidence phenomenon – we overestimate the accuracy of our knowledge
* Understanding of the difference aspects of intelligence, what intelligence tests measure and how useful this information is.

## What you will need

* Copy (per person) of the Truth/Lie Quiz
* 5 slips of paper saying “tell the truth” + 5 saying “tell a lie” in an A4 envelope
* Copy (per person) of the WWI Intelligence Test
* Copy (per person) of the Chitling Intelligence Test

## Introduction (10-15 mins)
### Essay debrief (5-10 mins)

* Most students will have submitted their essays on Monday - ask about how it went for them, what they thought, what they liked or didn't like. Encourage students to post feedback on the Moodle discussion forums. Pass any relevant feedback or questions onto the convener.

### From behaviourism to cognitive processes (5 mins)

* Most students will have listened to the lecture this week on learning and behaviour analysis by Dr. Janet Tweedie. Ask students what they think about behaviourism and in particular, ask students to identify any strengths and criticisms of behaviourism.
* Use this to lead into the next step in the evolution of psychology - cognitive psychology - this tutorial is about exploring our cognitive processes and one particular set of cognitive processes which we call "intelligence".

## Cognitive processes (45 mins)

As was discussed in the lecture on cognitive processes, we have efficient, but limited information processing capacities. In order to be efficient, we tend to utilise a relatively small set of generic methods for perception and problem solving. As a result, when we are presented with problems which aren't well matched to our typical problem solving strategies, we can be quite ineffective. The following exercises are designed to provide some examples of such limitations of our cognitive processes. They work best if you don't read about them before doing them:
* Limits of intuition (5 mins)
* Problem solving - Mental set (10 mins)
* Representative heuristic (5 mins)
* Buddhist monk problem (10 mins)
* Overconfidence phenomenon (15 mins)

## Intelligence (50 mins)

* What is intelligence? (5 mins)
* Intelligence line-ups (15 mins)
* World War I army IQ test (15 mins)
* Chitling test of intelligence (15 mins)
# Introduction to psychology/Psy102/Tutorials/Feedback
## Good

* The students liked the fun games and activities in the tutorial.

## Improvements

* Wanted more theory in the tutorial.
* The students wanted weekly questions or questions that they could use to help them study.
# Introduction to psychology/Psy102/Tutorials
## Tutorials
### Overview

* Timetable: There will be 6 x 2 hour fornightly tutorials.
* Goal: The tutorial program aims to provide some practical experiences, expansion, and reinforcement of key topics covered in lectures and readings, although not necessarily in the same order.
* Attendance: Tutorial attendance is strongly recommended, but is not compulsory.
* Preparation/Reading: Students do not generally need to prepare or read ahead for tutorials (unless specifically instructed to do so). However, it would be advantageous to at least familiarise yourself with, and ideally read, the corresponding textbook chapter(s) beforehand and/or afterward.
* Correspondence between lectures and tutorials: Tutorial topics do not necessarily coincide with the timing of the corresponding lecture in part due to the availability of guest lecturers.
* Assessment: Assessment of content covered during the tutorials will be in the following fortnight's online quiz and the exam. There is no in-class assessment during tutorials.

### List of tutorial topics

| Week | Tutorial | Title |
| 02 | 01 | Consciousness and learning |
| 04 | 02 | Therapies for psychological disorders |
| 06 | 03 | Sensation and perception |
| 10 | 04 | Cognitive processes and intelligence |
| 12 | 05 | Motivation |
| 14 | 06 | Social processes, society and culture |
# Introduction to psychology/Psy102/Tutorials/Consciousness and learning

Consciousness and learning
See also Consciousness and learning (Moodle)

## Outline of activities and discussion topics
### Consciousness

* What is consciousness?
* What types and levels of consciousness are there?
* What is the effect of fatigue?
* What are the characteristics of the most common sleep disorders?

### Learning

* Classical conditioning
* Operant conditioning
* Social learning:
** Watch this video about Albert Bandura's classic Bandura Bobo Doll Experiments in the 1960s (5 mins)

## Consciousness
### What is consciousness?

* Consider types, levels, and models
# Introduction to psychology/Questions and comments

This is a question and comment page. Leave any questions or comments on anything that has to do with psychology or this class. Just click edit at the top and and then sign your name leave your comment. Any discussion related to psychology is appropriate and since this page is FDL'ed may easily be ported into appropriate lessons or other places in the Wikiversity Engineering databases.
Thanks! There are so many things going on in psychology on wikiversity. It would be a good idea to include "Thinking and Language" in this article.
# Literature/1930

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Empson, William (1930). Seven Types of Ambiguity, 2nd ed., London: Chatto & Windus, 1949. $^{[^]}$
* Literature/1930/Fisher $^{[^]}$
* Frank, Jerome (1930). Law and the Modern Mind. Peter Smith, 1930. $^{[^]}$
* Ogden, C. K. (1930). Basic English: A General Introduction with Rules and Grammar. London: Paul Treber. $^{[^]}$
* Literature/1930/Richards $^{[^]}$
# Literature/1931

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1931/Buck $^{[^]}$
* Literature/1931/Woolf $^{[^]}$
# Literature/1929/Magritte

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: The Treachery of Images

* The picture shows a pipe. Below it, Magritte painted, "Ceci n'est pas une pipe"..., French for "This is not a pipe." The painting is not a pipe, but rather an image of a pipe, which was Magritte's point:
    The famous pipe. How people reproached me for it! And yet, could you stuff my pipe? No, it's just a representation, is it not? So if I had written on my picture "This is a pipe," I'd have been lying!
| w: René Magritte w: Surrealism | w: Map-territory relation w: Triangle of reference |

## Parody

The Treachery of Images: This is not a pipe. :
Ceci n'est pas une pipe. :

## Chronology

* Wells, H. G. (1933). The Shape of Things to Come. Hutchinson. $^{[^]}$
* Korzybski, Alfred (1933). Science and Sanity: An Introduction to Non-Aristotelian Systems and General Semantics. 5th ed., Institute of General Semantics, 1994. $^{[^]}$
** Dictum: "The map is not the territory."
* Magritte, René (1933). The Human Condition (La condition humaine). National Gallery of Art, Washington DC. $^{[^]}$
* Magritte, René (1929). The Treachery of Images (La trahison des images). Los Angeles County Museum of Art, Los Angeles, California. $^{[^]}$
* Ogden, C. K. & I. A. Richards (1923). The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. London: Routledge & Kegan Paul Ltd. $^{[^]}$
# Literature/1930/Ogden

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: C. K. Ogden
### w: Basic English

| w: Special English w: Simplified English | w: International auxiliary language |

## Chronology

* Richards, I. A. & Christine Gibson (1945). Learning Basic English: A Practical Handbook for English-Speaking People, New York: W. W. Norton & Co.
* Ogden, C. K. (1937). Basic English and Grammatical Reform, Cambridge: The Orthological Institute.
* Wells, H. G. (1933). The Shape of Things to Come. Hutchinson. $^{[^]}$
* Ogden, C. K. (1930). Basic English: A General Introduction with Rules and Grammar. London: Paul Treber. $^{[^]}$
* Ogden, C. K. & I. A. Richards (1923). The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Wells, H. G. (1923). Men Like Gods. Cassell and Co., Ltd. $^{[^]}$
* Welby, Victoria Lady (1911). Significs and Language: The Articulate Form of Our Expressive and Interpretive Resources. H. Walter Schmitz, ed., John Benjamins, 1985. $^{[^]}$