OpenLLM-France/wikimedia huggingface dataset:
# Southeast Asian Languages/Introduction

The languages of Southeast Asia consist of tongues belonging to more than one language family. Dominant families in the region include the Tai-Kadai (to which the Thai language belongs), Austronesian (such as Bahasa Malaysia and Indonesia as well as most Philippine languages), and Austro-Asiatic (e.g. Khmer and Vietnamese). With that said, cross-linguistic comparisons between these language families show a rather low affinity. In addition, the region is to some extent influenced by other language families due to cultural pressures, immigration, and historical colonization as well.
The division aims to foster a more expanded and careful study of the languages indigenous to Southeast Asia, to aid foreigners to the countries within the region with useful words and phrases to get by, and finally to share with the world community the region's rich and charming literary traditions.
Below is an incomplete list of the various languages used in Southeast Asia. Among these, the official languages are in bold:
* Brunei: Malay, indigenous Austronesian languages
* Cambodia: Khmer, Vietnamese, Chamic languages
* Christmas Island: Malay
* Cocos (Keeling) Islands: Cocos Malay
* East Timor: Tetun, Mambae, Makasae, Tukudede, Bunak, Galoli, Kemak, Fataluku, Baikeno, other Austronesian and Papuan languages
* Indonesia: Indonesian, Acehnese, Batak, Sundanese, Javanese, Sasak, Tetum, "Dayak" languages, Minahasa, Toraja, Buginese, Halmahera, Ambonese, Ceramese, and many Papuan languages
* Laos: Lao, Hmong, Miao, Mien, Dao, Shan, and other Tibeto-Burman derived languages
* Malaysia: Malay, various indigenous languages (of the Orang Asli and indigenous peoples of Sabah and Sarawak)
* Myanmar: Burmese, Shan dialects, Karen dialects, Rakhine, Kachin, Chin, Mon, hilltribe languages
* Philippines: Filipino, English, Tagalog, Cebuano, Hiligaynon, Waray-Waray, Ilokano, Kapampangan, Pangasinan, Bicolano, Maranao, Maguindanao, Tausug, Kinaray-a, Chavacano (Spanish-based creole), other Philippine languages and dialects.
* Singapore: Malay, English, Standard Chinese, Tamil, various Chinese languages
* Thailand: Thai, Isan, Shan, Lue, Phutai, Khmer, Mon, Mein, Hmong, Karen, Malay
* Vietnam: Vietnamese, Tay, Muong, Khmer, Nung, Hmong, Tai Dam, Malay, French creole
Back to main page.
# Wright State University Lake Campus/2019-1/diffraction
## About this project

This paper was written as part of the lab component course in two classes. The first lesson the class learned was how to use Google scholar to properly reference an article.

## Motive

This is a lab about using two equations to solve for two unknowns. One unknown is the wavelength of a helium neon laser. The other unknown is the width of a slit a single slit diffraction experiment. However we did not solve for the second unknown, being that it was so small that we didn't have the equipment to measure it.

## Theory
### Telescopes

Section written by Phy1060:
The eye perceives parallel rays as coming from very far away from a star.
Fig A:
Telescope is looking directly at a star the two lenses bend the rays so they cross. One big advantage is that the energy is compressed into a smaller area at the eyepiece.
The lens' job is to take in thelight from a distant star and bend the light to make the star seem brighter to the eye, as shown in Figure A, where you can see how the light's energy is concentrated from the area of the large objective to the size of the smaller eyepiece.
In figure B, we now imagine offset by an angle alpha form the original star.
This telescope also increases the apparent magnitude of the angle (n orther words beta>alpha). The ratio beta/alpha is known as the angular magnifation.

### Refraction

Huygens' principle lets us treat wave propagation by considering every point on a wave front to be a secondary source of spherical wavelets.

### Mathematics

This report will focus only on an approximate formula that describes single slit diffraction for a screen that is far from the source, and at angles that are sufficiently small that:
    ${\frac {y}{x}}={\frac {\lambda }{w}}$
We have four variables:
    $\lambda =\lambda _{0}$
    $x=x_{0}$
    $y=y_{0}$
    $y=y_{1}=y_{0}+\Delta y$
    $w=w_{0}$
    $w=w_{1}=w_{0}+\Delta w$
Four observations can be made using these variables: $x_{0}$, $y_{0}$, $y_{1}$, and $\Delta w=w_{1}-w_{0}$.

#### Solve with advanced calculus
## Appendix

* ↑ For example, we found but did not read: Chaikin, P. M., Lubensky, T. C., & Witten, T. A. (1995). Principles of condensed matter physics (Vol. 1). Cambridge: Cambridge university press.
* ↑ Replace Figures A and B by single figure
* ↑ The eye, in turn, takes the parallel lines and causes them to meet at a point of the retina that represents the "location" of the star in the mind's eye.
* ↑ This is too abrupt: "we now imagine" what?
* ↑ https://opentextbc.ca/physicstestbook2/chapter/single-slit-diffraction/
# Torsor over curve/Strong Harder-Narasimhan filtration/Affineness criterion/Fact

Let $C$ denote a smooth projective curve over an algebraically closed field $K$ and let ${\mathcal {S}}$ be a vector bundle over $C$ together with a cohomology class $c\in H^{1}(C,{\mathcal {S}})$. Let
    ${\mathcal {S}}_{1}\subset {\mathcal {S}}_{2}\subset \ldots \subset {\mathcal {S}}_{t-1}\subset {\mathcal {S}}_{t}=F^{e*}({\mathcal {S}})\,$
be a strong Harder-Narasimhan filtration. We choose $i$ such that ${\mathcal {S}}_{i}/{\mathcal {S}}_{i-1}$ has degree $\geq 0$ and that ${\mathcal {S}}_{i+1}/{\mathcal {S}}_{i}$ has degree $<0$. We set ${\mathcal {Q}}=F^{e*}({\mathcal {S}})/{\mathcal {S}}_{i}$. Then the following are equivalent.
* The torsor $T(c)$ is not an affine scheme.
* Some Frobenius power of the image of $F^{e*}(c)$ inside $H^{1}(X,{\mathcal {Q}})$ is $0$.
# Torsor over projective curve/Strongly semistable/Affineness criterion/Fact

Let $C$ denote a smooth projective curve over an algebraically closed field $K$ and let ${\mathcal {S}}$ be a strongly semistable vector bundle over $C$ together with a cohomology class $c\in H^{1}(C,{\mathcal {S}})$.
$T(c)$
$\operatorname {deg} {\left({\mathcal {S}}\right)}<0$ and $c\neq 0$ ($F^{e}(c)\neq 0$
$e$
# Torah/Haazinu

Haazinu is the 53rd parshah in the annual Jewish cycle of Torah reading and the 10th in the book of Deuteronomy. It constitutes Deuteronomy 32:1-52.

## Moderators

* Kari M. Hazzard
# Topology/Lesson 4
## Introduction to Limits

This lesson will introduce the notion of a limit.

### Definition (sequence)

A sequence on a topological space $X$ is a function $f:\mathbb {N} \to X$. Alternatively, it is a list $x_{1},x_{2},x_{3},\ldots$ where $x_{i}\in X$ for all $i$. The sequence is often denoted as $\{x_{n}\}$

### Definition (limit of a sequence)

The point $x\in X$ is a limit of the sequence $\{x_{n}\}$ if for every neighborhood $N\ni x$, there is $K\in \mathbb {N}$ such that $x_{n}\in N$ for all $n\geq K$. In this case, we write $x_{n}\to x$ and say that $\{x_{n}\}$ converges to $x$.
Note that a sequence might have multiple limits. For example, in any space with the indiscrete topology, every sequence converges to every point of the space!

### Example

Let $X=\mathbb {Z}$ be the set of integers with the topology where $U\subset X$ is open if $|U^{c}|<\infty$ (called the finite complement topology). Let $x_{n}=n$. Then we see that $x_{n}\to x$ for any $x\in X$. Indeed, note that given any neighborhood $N\ni x$, $N$ contains all but finitely many points of $X$. Let $K$ be the maximum of all of the numbers not contained in $N$. Then for all $n>K$, we see that $x_{n}=n\in N$, hence $x_{n}\to x$.

### Theorem

If a space $X$ is Hausdorff and the sequence $\{x_{n}\}$ in $X$ has a limit, then that limit is unique.
The proof of this theorem is left as an exercise to the student. The hint is to assume that there are two distinct limits and show that this leads to a contradiction.

### Theorem

If $f:X\to Y$ is a continuous function and $x_{n}\to x$ in $X$ then $f(x_{n})\to f(x)$ in Y.

#### Proof

Let $N\ni f(x)$ be an open neighborhood of $f(x)$. Since $f$ is continuous, $N^{\prime }=f^{-1}(N)$ is open in $X$ and, by definition, contains $x$. Therefore, there is $K\in \mathbb {N}$ such that $x_{n}\in N^{\prime }$ for all $n>K$. Therefore, $f(x_{n})\in f(N^{\prime })=N$. Thus, $f(x_{n})\to f(x)$.
The converse of this theorem is, in general, false. However, it is true for metric spaces. (In fact, it holds for any first-countable space.)
# Torah

The Torah is the central and most important document of Judaism revered by Jews through the ages. As the Torah is a religious text and open to interpretation by individuals, the Department of Torah study functions in discussion format.
Important Note: For the purposes of this department the term "Judaism" is non-denominational and does not refer to any particular movement of the Jewish religion.

## Format and Contribution

The Torah is divided into a series of five books: Genesis, Exodus, Leviticus, Numbers and Deuteronomy. The books are further divided into a series of portions called parshahs.
All projects offered by this Department will focus on one particular parshah. The format of a project is that of a discussion. The objective of this department is not to tell the individual how to interpret the text, but rather to foster a dialogue of potential interpretations. Discussions will be moderated according to Wikiversity policies regarding civility and relevance.
Torah is a religious concept. All individuals, regardless of religion are permitted and encouraged to contribute to this discussion. However, there is an expectation that all contributions will conform to a Jewish worldview and would be compatible with the religion Judaism. Contributions that do not satisfy this requirement will be considered vandalism. This is not a comparative religion forum nor is it a forum for the debate of different religions. If that is what you are looking for, please look elsewhere.

## Study projects

| Book | Parshah Discussion | Summary on Wikipedia | Parshah Text |
| Deuteronomy | Study of Devarim | Summary | Deut. 1:1-3:22 |
| | Study of Va'etchanan | Summary | 3:23-7:11 |
| | Study of Eikev | Summary | 7:12-11:25 |
| | Study of Re'eh | Summary | 11:26-16:17 |
| | Study of Shoftim | Summary | 16:18-21:9 |
| | Study of Ki Teitzei | Summary | 21:10-25:19 |
| | Study of Ki Tavo | Summary | 26:1-29:8 |
| | Study of Nitzavim | Summary | 29:9-30:20 |
| | Study of Vayelech | Summary | 31:1-31:30 |
| | Study of Haazinu | Summary | 32:1-32:52 |
| | Study of V'Zot HaBerachah | Summary | 33:1-34:12 |
# Studies of Euler diagrams/5x5 grid
## manila (5×4)

The five cells between circles B and C are empty. This means, that C becomes the complement of B. Therefore, the circle C was removed. The cells' integer labels have changed as a consequence. E.g. the label of the cell only in B and E has changed from 18 to 10.
# Studies of Euler diagrams/blightless

dummy
Blightless functions are those that are not blighted. One could say, that only they deserve to be drawn as Euler diagrams. (While the blight is easier to express separately.) For geometric analysis, only those with a single bundle are interesting. Eventually these pages should show an example for each clan with arity 4.
The following triangle shows the numbers of ECs by arity (rows) and number of bundles (columns).  (compare sequences)

## 3-ary

Of the 22 BECs with arity up to 3 there are 16 whose actual arity is 3. 5 of them are blighted, and 11 are blightless. 5 of them have multiple bundles, and 6 have only one.

### multi-bundle

6, 11, 15, 18, 19

### bundles

7, 12, 13, 16, 20, 21

## 4-ary

Of the 402 BECs with arity up to 4 there are 380 whose actual arity is 4. 37 of them are blighted, and 343 are blightless. 51 of them have multiple bundles, and 292 have only one.

### multi-bundle

34, 40, 77, 108, 117, 127, 214, 296, 297, 333, 347

### bundles

61, 84, 109, 116, 146, 157, 203, 220, 270, 271, 272, 281, 282, 306, 312, 317, 321, 346, 349, 353 374, 383, 384
# Studies of Euler diagrams/5x5 circles

* 5×5 grid
* gapspots / hard and soft
# Studies of Euler diagrams/blightless/3-ary/bundles

dummy

## Venn

| BEC 7 (selera) | BEC 13 (safoko) | BEC 20 (nemeke) |
# Studies of Euler diagrams/blightless/3-ary/multi-bundle

dummy
# Wright State University Lake Campus/Bell's theorem paradox

This tiny dashboard is devoted to a draft being written at Wikipedia:Draft:Bell's theorem paradox
* Template:EduV/enroll
* Template:EduV/enroll
* Template:EduV/enroll
* Template:EduV/enroll
You may use the log and sublog .S page if you wish, but that might create unwanted complexity. Better to use:
* w:Draft talk:Bell's theorem paradox on Wikipedia (the prefix w: means Wikipedia)
* This page on Wikiversity. To contact everybody copy this ping and paste it below:
{{ping|Lakeratatat|JAB0013|BAhrns15}}

## First Wikipedia message to Bell folks

@Lakeratatat, JAB0013, and BAhrns15: I pinged you. For more info visit Wright State University Lake Campus/Bell's theorem paradox--Guy vandegrift (discuss • contribs) 18:39, 31 January 2016 (UTC)
# Wright State University Lake Campus/Course reports

Archive

## Registration (first week of class)

To ensure full credit for your course report, complete this registration before the second week of class begins. If you need to complete this over the weekend, leave a message at User talk:Guy vandegrift.

### Pick Wikimedia (Wikipedia) username and passwords

If you don't already have a Wikimedia (Wikiversity) username, you need to select one. Put some thought into your username because someday contributions to these wikis might become a standard way for a student to establish a scholarly reputation before graduating from college. Most people chose usernames that do not reveal their true identity (you might for, example, want your username to contain all or part of your first name). It helps to make a somewhat unique choice for your Wikimedia username because that increases your chance of having identical Miraheze and Wikimedia usernames.
Regarding the password, you have three options:
* Give Wikimedia your email address and you can use that to recover your password. Wikimedia has been extremely good about not spamming you with email if you don't want it.
* Give your professor your password. DO NOT DO THIS IF YOUR PASSWORD IS USED FOR OTHER PURPOSES THAT REQUIRE SECURITY
* Don't forget your password.
{{cot|do not change above this line

## _

{{cob}

#### Alternative method: Create your own wiki

If you choose not to use one of the wikis on wright.miraheze.org, you may instead select a private wiki on Miraheze:Special:RequestWiki. To avoid confusion, use the same name for the Wiki name and the Subdomain name, and select the first five letters of this name to be "wright". Do not select a Custom domain unless you want to find a host outside Miraheze.

## Uploading files

Only quality files should be uploaded to Wikiversity. To upload to Wikiversity, click "Upload file" in the toolbar to the right. Give the file a category Category:WSUL_file by placing [[Category:WSUL_file]] in the summary. For the license, I would suggest "Public Domain" or "CC-by-SA". The former will make it easier for others to use, and for resumes or other documents, you can save a permalink in your user space. The file automatically cites usage on wikimedia wikis, as you can verify by going to the file on Wikiveristy or Commons.

## Footnotes

* ↑ Your Wikiversity account spans Wikipedia, Wikibooks, Commons and other Wikimedia sisters.
* ↑ It is possible to change our Wikimedia password
# Writing/Active voice

Lesson Title: Unveiling the Power of Active Voice
Objective: Students will understand the distinction between active voice and passive voice, and they will recognize the benefits of using active voice in their writing.
Materials:
* Whiteboard or chalkboard
* Markers or chalk
* Handout with examples of active and passive voice sentences
* Writing paper and pens/pencils for students
Introduction (10 minutes):
* Define Active and Passive Voice:
** Write the definitions on the board.
*** Active Voice: The subject performs the action.
*** Passive Voice: The subject receives the action.
* Discuss Purpose:
** Ask students why they think using active voice is important in writing. Encourage a brief discussion.
Activity (20 minutes):
* Examples on the Board:
** Write several examples of sentences on the board, mixing active and passive voice.
*** Active: "The chef cooked a delicious meal."
*** Passive: "A delicious meal was cooked by the chef."
* Identify the Subject:
** Have students identify the subject in each sentence and determine whether it's performing the action or receiving the action.
* Discuss Impact:
** Ask students how each sentence feels and whether one version is more direct or engaging than the other.
* Handout Activity:
** Distribute a handout with additional examples for students to practice identifying active and passive voice. In pairs or individually, have them rewrite passive sentences into active ones.
Discussion (10 minutes):
* Review Examples:
** Discuss the handout examples as a class, highlighting the changes made to convert passive voice sentences to active voice.
* Benefits of Active Voice:
** Emphasize the benefits of using active voice:
*** Clarity: Active voice is usually clearer and more direct.
*** Engagement: Active voice engages the reader by focusing on the doer of the action.
*** Conciseness: Active voice often results in more concise and powerful sentences.
Application (15 minutes):
* Writing Exercise:
** Have students write a paragraph or short essay using active voice. Encourage them to focus on creating sentences that are clear, engaging, and direct.
* Peer Review:
** Pair students for a peer review session. Have them exchange papers, identify instances of active voice, and discuss how the use of active voice contributes to the clarity and impact of the writing.
Conclusion (5 minutes):
* Class Discussion:
** Bring the class together for a brief discussion about their writing experience with active voice. Ask students to share how using active voice affected their writing style.
* Wrap-Up:
** Reiterate the importance of active voice in effective communication and encourage students to incorporate it into their future writing.
By engaging students with examples, hands-on activities, and discussions, this lesson aims to provide a clear understanding of active and passive voice while emphasizing the benefits of choosing active voice in writing.
# Write an article on Simple Wikipedia/Internet Safety
## Reading
### Your safety and security

* Passwords: Never tell your password to anyone.
* Account sharing: Don't let your family or friends use your account. If they do something wrong, you'll get blamed for it.
* Log out: Every time you leave the computer, especially if it is a public computer.
* Multiple accounts: Don't use more than one account unless you have a good reason.
* When you have an account, always log in and use it when you edit.
* Be careful what you write: Never post your address or phone/mobile phone number, and don't use your real name for your username. Don't post photos of yourself, your friends, or your family on your user page. People can use this info to find out who you really are, especially if you have used the same information on other web sites.
* Don't write articles about yourself - if you are a really important person, someone else will probably write an article about you.
* If you posted your own information by mistake, delete it if you can and also ask the teacher to remove it for you permanently, or you can request it to be oversighted yourself, which hides it. Even if you don't ask, an administrator or other editor may remove it if we know that you are very young. Please don't be upset, as this will be done to keep you safe.

### Photos of yourself, your friends, or your family

* Don't post photos of yourself, your friends, or your family on your user page. People can use this info to find out who you really are, especially if you have used the same information on other web sites.
* Don't post photos of yourself, your friends, or your family anywhere else on Wikipedia. People can also use this info to find out who you really are. While you may really like your picture in front of the Eiffel Tower, readers just want to see the Eiffel Tower.
* Don't mention when you, your friends, or your family are in a photo. Protect your, your friends', and your family's Wikipedia. Sometimes (very rarely) you may find photos of yourself, your friends, or your family on Wikipedia. Do not edit Wikipedia or your user page to say that you or they are in this or that photo.
* Do tell your friends, your parents or others you know in private when they are in photos. (so by talking to each other, by letter, by email, or in another way that not many others can hear or read about it).

## Next steps

Ready? Now it's time to create an account!
* Go to http://simple.wikipedia.org
* Click on the "Create Account" button in the upper right hand corner.
* Add your account information and hit the "Create your account" button. Remember, don't use your real name!
# Writing/Choose the title

Choosing a compelling and effective title for a written work is a crucial part of the writing process. A well-crafted title not only captures the essence of the content but also grabs the reader's attention. Here are some guidelines for choosing a title:
* Clarity and Relevance:
** Ensure that the title clearly reflects the main theme or subject of the work. It should be relevant to the content and provide a preview of what the reader can expect.
* Engaging and Intriguing:
** Create a title that piques the reader's interest and curiosity. An engaging title encourages potential readers to delve into the content.
* Conciseness:
** Keep the title concise and to the point. Long, convoluted titles can be overwhelming and may fail to communicate the main idea effectively.
* Avoid Ambiguity:
** Steer clear of titles that are overly vague or ambiguous. Readers should have a clear understanding of the subject matter from the title alone.
* Use Strong Language:
** Choose words that are strong, vivid, and evocative. Powerful language can make your title more memorable and impactful.
* Consider Keywords:
** If applicable, incorporate relevant keywords into the title. This can enhance search engine optimization (SEO) and make your work more discoverable online.
* Reflect Tone and Style:
** Ensure that the title reflects the tone and style of the writing. Whether it's serious, humorous, formal, or informal, the title should set the right expectations.
* Originality:
** Aim for a title that is unique and stands out. Avoid clichés and generic phrases that may not distinguish your work from others.
* Audience Consideration:
** Think about your target audience. A title that resonates with your intended readership is more likely to attract attention.
* Test the Title:
** Consider seeking feedback on potential titles from peers, colleagues, or beta readers. Getting input from others can provide valuable insights and perspectives.
* Avoid Misleading Titles:
** Ensure that the title accurately represents the content. Misleading titles can lead to reader disappointment and dissatisfaction.
* Create Intrigue but Avoid Clickbait:
** While it's important to be intriguing, avoid using clickbait titles that promise more than the content delivers. Honesty in titling builds trust with your audience.
* Consider Literary Devices:
** Employ literary devices such as alliteration, rhyme, or metaphor if they enhance the title and contribute to its memorability.
* Think About Versatility:
** Consider whether the title will remain relevant and effective in different contexts, such as social media, book covers, or promotional materials.
* Check for Existing Titles:
** Before finalizing your title, perform a search to ensure there are no existing works with the same or very similar titles. You want your work to be distinct.
Remember that the title is often the first impression your work makes, so investing time and thought into choosing the right one is worthwhile. It's a balance between creativity, clarity, and audience appeal.