OpenLLM-France/wikimedia huggingface dataset:
# Latin II/Technology and modern life Lesson 1

Salvēte omnēs! Welcome back to Latin for Wikiversity. Today we'll begin learning vocabulary for modern technology. While these words weren't used in ancient Rome, they follow Latin word-formation patterns and are used in modern Latin communication.

## New Vocabulary

| Latin | English | Notes |
| computātrum, -ī (n.) | computer | From computāre (to calculate) |
| interrēte, -is (n.) | internet | Literally "between-net" |
| telephōnum, -ī (n.) | telephone | From Greek tele + phone |
| televīsiō, -ōnis (f.) | television | From tele + vision |
| rēte, -is (n.) | network | Classical word repurposed |
| tabella digitālis, -ae (f.) | tablet | Literally "digital writing tablet" |
| nuntius digitālis, -is (m.) | email | Literally "digital message" |
| programma, -atis (n.) | program, software | From Greek programma |

## Example Sentences

| Latin | English | Notes |
| Computātrum novum habeō. | I have a new computer. | Simple possession |
| Per interrēte scrībō. | I write via the internet. | Using preposition |
| Māter mē per telephōnum vocat. | Mother calls me by telephone. | Using previous vocabulary |
| Puer televīsiōnem spectat. | The boy watches television. | Simple present tense |
| In rēte labōrō. | I work on the network. | Using previous vocabulary |
| Tabellam digitālem in scholā ūtimur. | We use a tablet at school. | Using deponent verb |
| Nuntium digitālem ad amīcum mittō. | I send an email to a friend. | Using previous vocabulary |
| Novum programma disco. | I am learning a new program. | Using previous vocabulary |
| Computātrum in mēnsā pōnō. | I put the computer on the table. | Using household vocabulary |
| Per interrēte cum amīcīs loquor. | I speak with friends via the internet. | Complex sentence |

## Practice

Practice and learn the words and phrases in this lesson :
* This content is not currently available on Memrise
* Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) |
Next time, we'll learn more vocabulary related to using modern technology. Valēte!
# Latin II/Health and medicine Lesson 3

Salvēte omnēs! Welcome back to Latin for Wikiversity. Today we'll continue with health-related vocabulary, learning more about parts of the body and common ailments.

## New Vocabulary

| Latin | English | Notes |
| stomachus, -ī (m.) | stomach | Root of "stomach" |
| pulmō, -ōnis (m.) | lung | Root of "pulmonary" |
| vēna, -ae (f.) | vein | Root of "vein" |
| artēria, -ae (f.) | artery | Root of "artery" |
| faucēs, -ium (f. pl.) | throat | Root of "fauces" |
| aeger, aegra, aegrum | ill, sick | Different from aegrotus |
| tumeō, -ēre | swell | Root of "tumor" |
| palleō, -ēre | be pale | Root of "pallid" |

## Example Sentences

| Latin | English | Notes |
| Stomachus dolet. | My stomach hurts. | Using previously learned "dolet" |
| Pulmōnēs īnfirmī sunt. | The lungs are weak. | Using vocabulary from lesson 2 |
| Faucēs meae dolent et tumeō. | My throat hurts and I'm swelling. | Compound sentence |
| Puer aeger et pallidus est. | The boy is sick and pale. | Paired adjectives |
| Medicus vēnās inspicit. | The doctor examines the veins. | New medical procedure |
| Artēriae sanguinem ferunt. | The arteries carry blood. | Using previous vocabulary |
| Quod aeger sum, medicum videō. | Because I am sick, I see the doctor. | Causal clause |
| Cum faucēs tumeant, medicīnam bibō. | When my throat swells, I drink medicine. | Temporal clause |
| Palleō quod febrim habeō. | I am pale because I have a fever. | Using vocabulary from lesson 1 |
| Stomachus dolet; itaque nōn edō. | My stomach hurts; therefore I do not eat. | Using basic verb |

## Practice

Practice and learn the words and phrases in this lesson :
* This content is not currently available on Memrise
* Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) |
This completes our introduction to health and medical vocabulary. Next time, we'll begin learning about technology and modern life. Valēte!
# Latin II/Health and medicine Lesson 2

Salvēte omnēs! Welcome back to Latin for Wikiversity. Today we'll learn more vocabulary related to health and medicine, focusing on symptoms and treatments.

## New Vocabulary

| Latin | English | Notes |
| somnus, -ī (m.) | sleep | Root of "insomnia" |
| tussis, -is (f.) | cough | Root of "pertussis" |
| īnfirmus, -a, -um | weak, unwell | Root of "infirm" |
| medicīna, -ae (f.) | medicine, medical art | Root of "medicine" |
| unguentum, -ī (n.) | ointment | Root of "unguent" |
| quiēscō, -ere | rest, be quiet | Root of "quiet" |
| convalēscō, -ere | recover, get well | Root of "convalescent" |
| aegrotātiō, -ōnis (f.) | sickness, illness | Related to "aegrotus" |

## Example Sentences

| Latin | English | Notes |
| Puer tussim habet. | The boy has a cough. | Simple symptom |
| Īnfirmus sum et somnum dēsīderō. | I am weak and need sleep. | Compound sentence |
| Medicus medicīnam dat. | The doctor gives medicine. | Using vocabulary from first lesson |
| Unguentum in vulnere pōnit. | He puts ointment on the wound. | Using previously learned "vulnus" |
| Quiēsce et convalēscēs. | Rest and you will recover. | Future tense |
| Aegrotātiō gravis est; medicīnam bibere dēbēs. | The illness is serious; you must drink medicine. | Complex sentence |
| In lectō quiēscit quod īnfirmus est. | He rests in bed because he is unwell. | Causal clause |
| Sine somnō aegrotātiō peior fit. | Without sleep the illness becomes worse. | Comparative adjective |
| Māter fīliō aegrotō medicīnam dat. | The mother gives medicine to her sick son. | Dative usage |
| Medicus dīcit mē convalēscere. | The doctor says that I am recovering. | Indirect statement |

## Practice

Practice and learn the words and phrases in this lesson :
| Step one | First learn the words using this lesson: Health and Medicine Vocabulary 2 |
| Step two | Next try using the words in sentences: Health and Medicine Sentences 2 |
| Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) ||
Cūrā ut valeās! (Take care that you stay healthy!)
# Latin II/Health and medicine Lesson 1

Salvēte omnēs! Welcome back to Latin for Wikiversity. Today we'll learn vocabulary related to health and medicine. Many of these words have made their way into English medical terminology.

## New Vocabulary

| Latin | English | Notes |
| aegrotus, -a, -um | sick, ill | Root of "egregious" |
| febris, -is (f.) | fever | Root of "febrile" |
| morbus, -ī (m.) | disease, illness | Root of "morbid" |
| cūrō, -āre | treat, care for | Root of "cure" |
| remedium, -ī (n.) | remedy, medicine | Root of "remedy" |
| sānō, -āre | heal | Root of "sane" |
| valeō, -ēre | be healthy, be strong | Root of "valid" |
| sānus, -a, -um | healthy, sound | Root of "sanitary" |

## Example Sentences

| Latin | English | Notes |
| Mārcus aegrotus est. | Marcus is sick. | Simple statement |
| Medicus aegrotum cūrat. | The doctor treats the sick person. | Using previously learned "medicus" |
| Febrim habeō. | I have a fever. | Using previously learned "habeō" |
| Remedium dolōrem levat. | The medicine relieves the pain. | Using previously learned "dolor" |
| Māter fīlium aegrotum cūrat. | The mother cares for her sick son. | Using family vocabulary |
| Corpus nōn valet. | The body is not healthy. | Using body vocabulary |
| Medicus vulnus sānat. | The doctor heals the wound. | Using previously learned terms |
| Morbus gravis est. | The disease is serious. | Using previously learned adjective |
| Sānusne es? | Are you healthy? | Question formation |
| Remedium bibere dēbeō. | I must drink the medicine. | Using previously learned "bibō" |

## Practice

Practice and learn the words and phrases in this lesson :
* This content is not currently available on Memrise
* Note that the Memrise stage covers the content for all lessons in each stage. If you are skipping previous stages you may need to manually "ignore" the words in previous levels (use the 'select all' function) |
We hope this lesson helps you discuss health and medicine in Latin! Remember that many English medical terms come from Latin roots. Valēte et sānī este!
# Nilpotent endomorphism/Dimension jumps/Exercise

Let
    $\varphi \colon V\longrightarrow V$
be a nilpotent endomorphism on a finite-dimensional $K$-vector space $V$. Let
    $V_{i}:=\operatorname {kern} \varphi ^{i}\,.$
Show that for the dimension jumps, the relation
    $\dim _{K}{\left(V_{i}\right)}-\dim _{K}{\left(V_{i-1}\right)}\geq \dim _{K}{\left(V_{i+1}\right)}-\dim _{K}{\left(V_{i}\right)}\,$
holds.
# Affine space/Barycentric coordinates/Points/Example

Let $P_{i}$, $i\in I$, be an affine basis in an affine space $E$ over the $K$-vector space $V$. Then the point $P_{j}$ ($j\in I$) has the barycentric coordinates $(0,\ldots ,0,1,0,\ldots ,0)$, where the $1$ is at the $j$-th place ($I$ being finite and ordered).
# Helping Give Away Psychological Science/UNC Speaker Series

Squid Game 2 had 68 million viewers on its launch -- that is a lot of people who might benefit from resources organized by themes in each episode. Check out this resource built by a team supported in part by a WMF Rapid Grant after season 1! ~ More at HGAPS.org ~
Since 2018, HGAPS has had the privilege of hosting professionals from varied academic and clinical backgrounds within the field of psychology to present short talks to undergraduate students, graduate students, community members, and clinicians both within the UNC Chapel Hill community and beyond. Many of these presentations have been recorded and posted to the HGAPS YouTube channel, further expanding our audience and international impact. Our speaker series features both virtual and in-person talks on the UNC Campus, typically consisting of four events per academic year. These events are made possible through funding from the UNC Student Government Association, with the HGAPS UNC undergraduate president and treasurer typically applying for grants two or more times per academic year.

## Speakers

* 2023-2024 UNC Speakers
* 2022-2023 UNC Speakers
* 2021-2022 UNC Speakers
* 2020-2021 UNC Speakers
# Learning Calculus the easy way

These resources allow you to learn Calculus I, II and IIi.
Calculus I
1) Study Skills
Resource: Study Skills
2) Limits and Continuity
Resource: Introduction to the notion of limits
Course: Introduction to Calculus: functions, limits, continuity
3) Derivatives
4) Integrals
# Boolf prop/3-ary/symmetry neg

Number of blocks: 16 Integer partition: 8⋅2 + 7⋅8 + 1⋅184
| # | symmetry neg | block |
| 2 | 1·8 {{0, 1, 2, 3, 4, 5, 6, 7}} | [0, 255] |
| 184 | | |
| 8 | 4·2 {{0, 1}, {2, 3}, {4, 5}, {6, 7}} | [3, 12, 48, 63, 192, 207, 243, 252] |
| 8 | 4·2 {{0, 2}, {1, 3}, {4, 6}, {5, 7}} | [5, 10, 80, 95, 160, 175, 245, 250] |
| 8 | 4·2 {{0, 3}, {1, 2}, {4, 7}, {5, 6}} | [6, 9, 96, 111, 144, 159, 246, 249] |
| 2 | 2·4 {{0, 1, 2, 3}, {4, 5, 6, 7}} | [15, 240] |
| 8 | 4·2 {{0, 4}, {1, 5}, {2, 6}, {3, 7}} | [17, 34, 68, 119, 136, 187, 221, 238] |
| 8 | 4·2 {{0, 5}, {1, 4}, {2, 7}, {3, 6}} | [18, 33, 72, 123, 132, 183, 222, 237] |
| 8 | 4·2 {{0, 6}, {1, 7}, {2, 4}, {3, 5}} | [20, 40, 65, 125, 130, 190, 215, 235] |
| 8 | 4·2 {{0, 7}, {1, 6}, {2, 5}, {3, 4}} | [24, 36, 66, 126, 129, 189, 219, 231] |
| 2 | 2·4 {{0, 1, 4, 5}, {2, 3, 6, 7}} | [51, 204] |
| 2 | 2·4 {{0, 1, 6, 7}, {2, 3, 4, 5}} | [60, 195] |
| 2 | 2·4 {{0, 2, 4, 6}, {1, 3, 5, 7}} | [85, 170] |
| 2 | 2·4 {{0, 2, 5, 7}, {1, 3, 4, 6}} | [90, 165] |
| 2 | 2·4 {{0, 3, 4, 7}, {1, 2, 5, 6}} | [102, 153] |
| 2 | 2·4 {{0, 3, 5, 6}, {1, 2, 4, 7}} | [105, 150] |
# Boolf prop/3-ary/symmetry perm

Number of blocks: 5 Integer partition: 1⋅16 + 3⋅48 + 1⋅96
| # | symmetry perm | block |
| 16 | 2·3 {{1, 2, 4}, {3, 5, 6}} | [0, 1, 22, 23, 104, 105, 126, 127, 128, 129, 150, 151, 232, 233, 254, 255] |
| 48 | 2·2 {{2, 4}, {3, 5}} | [2, 3, 20, 21, 40, 41, 42, 43, 60, 61, 62, 63, 64, 65, 66, 67, 84, 85, 86, 87, 106, 107, 124, 125, 130, 131, 148, 149, 168, 169, 170, 171, 188, 189, 190, 191, 192, 193, 194, 195, 212, 213, 214, 215, 234, 235, 252, 253] |
| 48 | 2·2 {{1, 4}, {3, 6}} | [4, 5, 18, 19, 32, 33, 36, 37, 50, 51, 54, 55, 72, 73, 76, 77, 90, 91, 94, 95, 108, 109, 122, 123, 132, 133, 146, 147, 160, 161, 164, 165, 178, 179, 182, 183, 200, 201, 204, 205, 218, 219, 222, 223, 236, 237, 250, 251] |
| 48 | 2·2 {{1, 2}, {5, 6}} | [6, 7, 8, 9, 14, 15, 16, 17, 24, 25, 30, 31, 96, 97, 102, 103, 110, 111, 112, 113, 118, 119, 120, 121, 134, 135, 136, 137, 142, 143, 144, 145, 152, 153, 158, 159, 224, 225, 230, 231, 238, 239, 240, 241, 246, 247, 248, 249] |
| 96 | | |
# Inhomogeneous linear system/Affine subspace/Remark

The solution set of a system of inhomogeneous linear equations in $n$ variables is an affine subspace of $K^{n}$. The underlying vector space in the solution space of the corresponding homogeneous system; see fact and fact.
# Linear algebra (Osnabrück 2024-2025)/Linear system/Superposition principle/Homogeneous and inhomogeneous/Fact/Factreferencenumber

Corollary 5.14
# Affine-linear mapping/Barycentric combination/Fact/Proof

Let $V$ and $W$ denote the vector spaces for $E$ and for $F$, respectively. Suppose first that $\psi$ is affine-linear with linear part
    $\psi _{0}\colon V\longrightarrow W.$
Let a barycentric combination $\sum _{i\in I}a_{i}P_{i}$ with $P_{i}\in E$ and $\sum _{i\in I}a_{i}=1$ be given. Then we have (with an arbitrary point $Q\in E$)
    ${\begin{aligned}\psi {\left(\sum _{i\in I}a_{i}P_{i}\right)}&=\psi {\left(Q+\sum _{i\in I}a_{i}{\overrightarrow {QP_{i}}}\right)}\\&=\psi (Q)+\psi _{0}{\left(\sum _{i\in I}a_{i}{\overrightarrow {QP_{i}}}\right)}\\&=\psi (Q)+\sum _{i\in I}a_{i}\psi _{0}{\left({\overrightarrow {QP_{i}}}\right)}\\&=\psi (Q)+\sum _{i\in I}a_{i}{\overrightarrow {\psi (Q)\psi (P_{i})}}\\&=\sum _{i\in I}a_{i}\psi (P_{i}).\end{aligned}}$
Now, suppose that the mapping $\psi$ is compatible with barycentric combinations. We set
    $\varphi (v):={\overrightarrow {\psi (P)\psi (P+v)}}\,$
for $v\in V$, where $P\in E$ is any point. We first show that this is independent of the chosen point $P$. For another point $Q\in E$, the sum
    $(P+v)-(Q+v)+Q$
is a barycentric combination of the point $P$, see exercise. Therefore, we have in $F$ the equality
    $\psi (P+v)-\psi (Q+v)+\psi (Q)=\psi (P)\,.$
Hence, we have in $V$ the equality
    ${\overrightarrow {\psi (P)\psi (P+v)}}-{\overrightarrow {\psi (P)\psi (Q+v)}}+{\overrightarrow {\psi (P)\psi (Q)}}=0\,,$
and, therefore,
    ${\begin{aligned}{\overrightarrow {\psi (P)\psi (P+v)}}&={\overrightarrow {\psi (P)\psi (Q+v)}}-{\overrightarrow {\psi (P)\psi (Q)}}\\&={\overrightarrow {\psi (P)\psi (Q+v)}}+{\overrightarrow {\psi (Q)\psi (P)}}\\&={\overrightarrow {\psi (Q)\psi (Q+v)}}.\end{aligned}}$
We have to show that $\varphi$ is linear. For $u={\overrightarrow {PQ}}$ and $v={\overrightarrow {PR}}$, we have
    ${\begin{aligned}\psi (P)+\varphi (au+bv)&=\psi (P+au+bv)\\&=\psi {\left(P+a{\overrightarrow {PQ}}+b{\overrightarrow {PR}}\right)}\\&=\psi ((1-a-b)P+aQ+bR)\\&=(1-a-b)\psi (P)+a\psi (Q)+b\psi (R)\\&=\psi (P)+a{\overrightarrow {\psi (P)\psi (Q)}}+b{\overrightarrow {\psi (P)\psi (R)}}\\&=\psi (P)+a\varphi {\left({\overrightarrow {PQ}}\right)}+b\varphi {\left({\overrightarrow {PR}}\right)}\\&=\psi (P)+a\varphi (u)+b\varphi (v).\end{aligned}}$
Thus, we have
    $\varphi (au+bv)=a\varphi (u)+b\varphi (v)\,.$
# Affin-lineare mapping/Values on affine basis/Fact/Proof

Let $i_{0}\in I$. Due to fact, there exists a uniquely determined linear mapping
    $\varphi \colon V\longrightarrow W$
such that
    $\varphi ({\overrightarrow {P_{i_{0}}P_{i}}})={\overrightarrow {Q_{i_{0}}Q_{i}}}\,$
for all $i\in I\setminus \{i_{0}\}$. Therefore,
    $\psi (R)=Q_{i_{0}}+\varphi ({\overrightarrow {P_{i_{0}}R}})\,$
is an affine-linear mapping with the properties looked for. Note that
    $\psi (P_{i_{0}})=Q_{i_{0}}+\varphi ({\overrightarrow {P_{i_{0}}P_{i_{0}}}})=Q_{i_{0}}\,$
and
    $\psi (P_{i})=Q_{i_{0}}+\varphi ({\overrightarrow {P_{i_{0}}P_{i}}})=Q_{i_{0}}+{\overrightarrow {Q_{i_{0}}Q_{i}}}=Q_{i}\,$
holds. Such an affine mapping $\psi$ is uniquely determined by its linear part and the image of just one point, so that
    $\psi _{0}=\varphi \,$
must hold.
# Vector space/Affine-linear mapping/Example

If we consider vector spaces $V$ and $W$ over a field $K$ as affine spaces, then the affine mappings from $V$ to $W$ have the form
    $\psi \colon V\longrightarrow W,v\longmapsto \varphi (v)+w,$
where $\varphi \colon V\rightarrow W$ is a linear mapping, and $w\in W$ is a fixed vector. In particular, an affine mapping from $K$ to $K$ has the form
    $\psi \colon K\longrightarrow K,x\longmapsto ax+b,$
where $a,b\in K$.
# Linear algebra (Osnabrück 2024-2025)/Affin-lineare mapping/Values on affine basis/Fact/Factreferencenumber

Theorem 30.13
# Linear algebra (Osnabrück 2024-2025)/Affine-linear mapping/Functorial properties/Fact/Factreferencenumber

Lemma 30.9
# Linear algebra (Osnabrück 2024-2025)/Affine-linear mapping/Barycentric combination/Fact/Factreferencenumber

Lemma 30.10
# Linear algebra (Osnabrück 2024-2025)/Affine-linear mapping/Fixed point/Linear/Fact/Factreferencenumber

Lemma 3.12
# Emily Dickinson's poems in translation/Polish/Hope is the Thing with Feathers/Scansion
## Why is the scansion important ?

The scansion shows the rhythmic and rhyme patterns of the poem, which are not insignificant when it comes to its interpretation. Emily Dickinson in Hope is the thing with feathers uses one of the variants of hymn metre, namely ballad metre. The regular pattern of this metre, which consists of alternating iambic tetrameter and iambic trimeter lines, creates a feeling of steadiness and peace, which reflects perfectly the main topic of the poem, that is hope presented as a bird. Additionally, the presence of the ballad metre emphasizes the narrative nature of the poem. Nevertheless, this regularity is in a way distorted by catalectic feet in some of the lines, as well as the irregular rhyme pattern, that is ABCB DEDE FGGG. Taking in into account, the reader may think that behind the seeming peacefulness of the poem, indicated by the regular length of the lines, there is something that disfigures the idyllic picture created by Dickinson.

## Useful links

Types of feet:
* Iamb
* Trochee
* Catalectic
Types of lines:
* Trimeter
* Tetrameter
Types of rhymes:
* Perfect rhyme
* Slant rhyme
For further reading:
* Metre in poetry
# Cinema
## The cinema

The cinema, or motion picture, is a form of art which uses moving images to tell stories or reflect a reality.

### History

The cinema appeared in the 19th Century with the creation of two technological devices, the kinetograph in America and in Europe the cinematograph. These two film cameras were used, in the beginning, to record the events of daily life such as a train arriving at a station, a family meal, workers leaving a factory, etc.
Consequently, the documentary branch of the cinema was well explored and started in those days, when hundreds of persons were instructed to use cameras and sent in long travels to document exotic places with images.
* Frame from Lumière brothers’ film «L'arrivée d'un train en gare de La Ciotat»
* Frame from Lumière brothers’ film «La Sortie de l'usine Lumière à Lyon»
On the other hand, fiction had also begun with these cameras. As soon as the cinema started to become more popular, artists found in it a great tool to reflect their ideas but also to tell stories.
Georges Méliès was a magician in France who found in the cinema an excellent tool to improve his tricks; with the camera he could disappear and appear in another part of the stage, cut the head of his assistant or put faces to musical notes, for example. His films became a way to explore and enhance the potential of this new invention. Nevertheless, Méliès used his new tricks inside short stories that were written by him and using what we know nowadays as “audiovisual language”. The narrative film form was then born.
* Frame from Méliès’ film «Le Mélomane»
* Frame from Méliès' film «Un homme de têtes»
# The US Presidents/John Adams

| Revolution | 1st President | 2nd President | 3rd President | 4th President |
| Revolution | George Washington 1789 - 1797 | John Adams 1797 - 1801 | Thomas Jefferson 1801 - 1809 | James Madison 1809 - 1817 |
For an in depth look at the 2nd US President, follow this link: John Adams.
Elected: 1st Term in 1796
Presidency: 1797 to 1801

## Major US Laws

The following is a list of major laws in US History signed by John Adams during his presidency:
* Alien and Sedition Acts, multiple acts designed to protect the United States from alien citizens of foreign powers and to prevent seditious attacks from weakening the government.

## Interesting Facts

John Adams was the first president to:
* Live in the White House.
* Only serve one term.
* Serve as president in the 19th century.
# Segment display/Fourteen-segment display

* Labeled clockwise
* Labeled as an increment to a 16-segment display
# FreeMind

This is a topic page. FreeMind is a free-as-in-freedom mind mapping software, written in Java, running on Windows, macOS and Linux.
Pages about FreeMind: