OpenLLM-France/wikimedia huggingface dataset:
# Japanese Language/Basic Greetings

Greetings are very important to know in Japan. It is something even Japanese people don't truly master, and yet it is a huge and important subject. This short lesson will go over the easier and more useful forms of address and greetings. Literal meanings are given in parentheses.

### Hello

Saying hello takes many different forms, depending on the time of day. The Japanese have no one word for hello, they instead have three major greetings based on morning, afternoon, and evening, and a form used when speaking on the telephone.
Use "Ohayou" from waking to about 12:00, "Konnichiwa" until dusk, "Konbanwa" throughout the evening, and "Oyasumi" only before bed or sleeping.

#### Good Morning!

    「おはようございます」 "Ohayou-gozaimasu!" or simply "Ohayou!" (it is early)

#### Good Afternoon!

    「こんにちは」 "Konnichiwa!" (this day)

#### Good Evening!

    「こんばんは」 "Konbanwa!" (this night)
Now that wasn't too painful, was it? There's one more thing you should know how to say along these lines, and that's good night, used before someone goes to bed.

#### Good Night

    「おやすみなさい」 "Oyasuminasai" or just "おやすみ" "Oyasumi!" (Take a rest!)

#### Hello? (Answering a telephone)

    「もしもし」 "Moshi moshi"
Avoid the common mistake of saying 「むしむし」 "Mushi mushi" which actually means "bugs bugs" or "ignore and ignore". Yes is Hai and No is Iie(iie)...

### Saying Goodbye!

Goodbye is done in two ways. Say "Sayounara" for goodbyes that are more formal or more permanent. A simple informal "bai bai" ("bye bye") is fine for friends. Occasionally you will hear friends use "Ja ne," which is tough to translate. Literally, it is probably more akin to "Well, all right then," but it is employed in the same way as English speakers would say "bye bye", or "see you."

### Please and Thank you

Please has multiple ways of manifesting itself, as does Thank you, but we will learn only the two simple forms of these terms until the Honourifics section.
* Please is "Kudasai" or "Onegaishimasu."
* Thank you is "Arigatou."
Further expansion on this subject of thanks and requests will be dealt with in the Honourifics section as the giving and receiving of gifts is an important part of Japanese culture, and the language thereof is both more slightly complex and very flowery.

## See Also

* https://web.archive.org/web/http://ownarticles.com/how-do-you-say-hello-in-japanese/
And teacher means "Sensei" and student means "Gakusei".
# Japanese I/Vocabulary/Nouns 1

| Word | Reading |
| 椅子 | いす |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 本 | ほん | |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 水 | みず | |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 金 | かね | Money |
| Stroke Order Animation | Diagram |
| Word | Reading |
| 鉛筆 | えんぴつ |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading |
| 電話 | でんわ |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 車 | くるま | |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 紙 | かみ | Paper |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 山 | やま | |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 部屋 | へや | Room |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 学生 | がくせい | Student |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 先生 | せんせい | Teacher |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading |
| 子供 | こども |
| First Kanji |
| Stroke Order Animation | Diagram |
| Second Kanji |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 人 | ひと | Person |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 私 | わたし | I, Me |
| Stroke Order Animation | Diagram |
| Word | Meaning |
| あなた | you |
| Word | Reading | Meaning |
| 犬 | いぬ | Dog |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 猫 | ねこ | Cat |
| Stroke Order Animation | Diagram |
# Japanese I/Vocabulary/Numbers

* ichi（いち / 一） - one
* ni（に / 二） - two
* san（さん / 三） - three
* shi, yon（し、よん / 四） - four
* go（ご / 五） - five
* roku（ろく / 六） - six
* shichi, nana（しち、なな / 七） - seven
* hachi（はち / 八） - eight
* kyuu, ku（きゅう、く / 九） - nine
* jyu（じゅう / 十） - ten
* jyu ichi（じゅういち / 十一） - eleven
* jyu ni（じゅうに / 十二） - twelve
* jyu San - thirteen
* Jyu yon - fourteen
* Jyu go - fifteen
* Jyu roku - sixteen
* Jyu shichi / nana - seventeen
* Jyu hachi - eighteen
* Jyu kyuu - ninteen
* ni juu（にじゅう / 二十） - twenty
* san juu（さんじゅう / 三十） - thirty
* hyaku（ひゃく / 百） - hundred
* sen, chi（せん、ち / 千） - thousand
* hitori（ひとり / 一人） - one (person)
* futari（ふたり / 二人） - two (people)
* san nin（さんにん / 三人） - three (people)
# Japanese I/Vocabulary/Postpositions

* made（まで） - as far as
* kara（から） - from, because
* demo（でも） - but
* moshi（もし） - if
The following are used as nouns, such as in "hako no naka ni" - inside the box.
* ue（うえ / 上） - above, on top of
* shita（した / 下） - under
* mae（まえ / 前） - in front of
* ushiro（うしろ / 後） - behind
* hidari（ひだり / 左） - left
* migi（みぎ / 右） - right
* naka（なか / 中） - inside
* soto（そと / 外） - outside
* soba（そば / 側） - near
# Japanese Language/Concise Japanese
## Pronunciation
### Writing systems

Hiragana :
| | | k | g | s | z | t | d | n | h | b | p | m | y | r | w |
| a | あ | か | が | さ | ざ | た | だ | な | は | ば | ぱ | ま | や | ら | わ |
| i | い | き | ぎ | し | じ | ち | ぢ | に | ひ | び | ぴ | み | | り | |
| u | う | く | ぐ | す | ず | つ | づ | ぬ | ふ | ぶ | ぷ | む | ゆ | る | |
| e | え | け | げ | せ | ぜ | て | で | ね | へ | べ | ぺ | め | | れ | |
| o | お | こ | ご | そ | ぞ | と | ど | の | ほ | ぼ | ぽ | も | よ | ろ | を |
| | | | | | | | | ん | | | | | | | |
Katakana :
| | | k | g | s | z | t | d | n | h | b | p | m | y | r | w |
| a | ア | カ | ガ | サ | ザ | タ | ダ | ナ | ハ | バ | パ | マ | ヤ | ラ | ワ |
| i | イ | キ | ギ | シ | ジ | チ | ヂ | ニ | ヒ | ビ | ピ | ミ | | リ | |
| u | ウ | ク | グ | ス | ズ | ツ | ヅ | ヌ | フ | ブ | プ | ム | ユ | ル | |
| e | エ | ケ | ゲ | セ | ゼ | テ | デ | ネ | ヘ | ベ | ペ | メ | | レ | |
| o | オ | コ | ゴ | ソ | ゾ | ト | ド | ノ | ホ | ボ | ポ | モ | ヨ | ロ | ヲ |
| | | | | | | | | ン | | | | | | | |
Hepburn :
| | | k | g | s | z | t | d | n | h | b | p | m | y | r | w |
| a | a | ka | ga | sa | za | ta | da | na | ha | ba | pa | ma | ya | ra | wa |
| i | i | ki | gi | shi | ji | chi | ji | ni | hi | bi | pi | mi | | ri | |
| u | u | ku | gu | su | zu | tsu | zu | nu | fu | bu | pu | mu | yu | ru | |
| e | e | ke | ge | se | ze | te | de | ne | he | be | pe | me | | re | |
| o | o | ko | go | so | zo | to | do | no | ho | bo | po | mo | yo | ro | o |
| | | | | | | | | n | | | | | | | |

## Grammar
### Verbs

Japanese has two tenses: past and non-past (present and future).

## Vocabulary
### Animals

イヌ inu dog, 熊 kuma bear, 猫 neko cat, 鰐 wani crocodile/alligator

### Colors

色 iro color
赤 aka red, 青 ao blue, 茶色 chairo brown, だいだい色 daidaiiro orange, 銀 gin silver, 灰色 haiiro gray, 黄色 kiiro yellow, 金 kin gold, 黒 kuro black, 緑 midori green, 水 mizuiro light blue, 紫 murasaki purple, オレンジ orenji orange, ピンク pinku pink, 白 shiro white, 空色 sorairo sky blue

## Phrases

* おはよう Ohayō Good morning (informal)
* おはようございます Ohayō gozaimasu Good morning (formal)
* お願いします Onegai shimasu / 下さい Kudasai Please
* ありがとう Arigatō Thank you
* ありがとうございます Arigatō gozaimasu Thank you very much
* すみません Sumimasen Sorry (formal)
* ごめんなさい Gomennasai Sorry (informal)
* はい Hai Yes
* いいえ Iie No
* ほんとうに？ Hontōni Really?
* 大丈夫ですか？ Daijoubu desu ka? Are you OK?
* 大丈夫 Daijoubu I'm fine
* よかった！ Yokatta! That's great!
* いただきます Itadakimasu Let's eat
* ただいま Tadaima I'm home
* やめて Yamete Stop it
# Japanese I/Vocabulary/Question words

* dare, donata（だれ / 誰、どなた）- who
* dare no（だれの / 誰の）- whose
* docchi, dore（どっち、どれ）- which
* dochira（どちら）- which one (of two)
* doko（どこ）- where
* dou（どう）- how
* doushite, naze（どうして、なぜ）- why
* itsu（いつ）- when
* ikaga（いかが）- how about
* ikura（いくら）- how much
* ikutsu（いくつ）- how many
* nan, nani（なん、なに / 何）- what
* nanji（なんじ / 何時）- what time
* nan nin（なんにん / 何人）- how many people
* donna（どんな）- what kind of
* dono kurai（どのくらい）- how long
* dare ni（誰に）- to whom
* nani to（何と）- with what
# Japanese I/Vocabulary/Time

* ima（いま / 今） - now
* asa（あさ / 朝） - morning
* yoru（よる / 夜） - night
* kyou（きょう / 今日） - today
* kinou（きのう / 昨日） - yesterday
* ashita（あした / 明日） - tomorrow
* senshu（せんしゅう / 先週） - last week
* konshu（こんしゅう / 今週） - this week
* raishu（らいしゅう / 来週） - next week
# Japanese I/Vocabulary/Verbs 1
## To be

* desu（です） - akai desu（赤いです） - it is red（complement）
* arimasu（あります） - koko ni arimasu（ここにあります） - it is here（inanimate existence）
* imasu（います） - koko ni imasu（ここにいます） - he is here（animate existence）

## Basic verbs

Kanji is not commonly used for the verb below
| Word | Meaning |
| する | to do |
Kanji is not commonly used for the verb below
| Word | Reading | Meaning |
| 来る | くる | to come |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 行く | いく | to go |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 食べる | たべる | to eat |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 飲む | のむ | to drink |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 話す | はなす | to say |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 読む | よむ | to read |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 書く | かく | to write |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 聞く | きく | to listen |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 持つ | もつ | to have |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 待つ | まつ | to wait |
| Stroke Order Animation | Diagram |
| Word | Reading | Meaning |
| 見る | みる | to see |
| Stroke Order Animation | Diagram |
| Word | Meaning |
| わかる | to understand |
| Word | Reading | Meaning |
| 買う | かう | to buy |
| Stroke Order Animation | Diagram |
# Japanese Language

Welcome to the Japanese language learning project. Here you will find course materials for learning Japanese.

## Courses

* Beginner Japanese
* Japanese I

## Resources

Special:Prefixindex/Japanese Language/

## See Also

* Wikibooks: Japanese
# Escuela de Lenguas UNLP/Academic Writing/Psychology

* Labor insertion of psychologists in Argentina
* History of psychology
# Escuela de Lenguas UNLP/Academic Writing/Microbiology

* Adenoviruses as Viral Vectors
* Bacterial biofilm
* Biomining
# Escuela de Lenguas UNLP/Academic Writing/Philosophy

* Dewey's Theory of Valuation in John Dewey
* Philosophy with children
* Skepticism
# Escuela de Lenguas UNLP/Academic Writing/Music/Rondo
## Rondo

The Rondo is a musical form based on the alternation of a main theme or refrain with secondary sections, called episodes or couplets. The rondo is generally used as the final movement of classical sonatas, concertos or symphonies. In this musical form, the refrain is always the first section to appear and it defines the tonal centre of the piece. If it is used as the final movement of the sonata is called sonata rondo, and its formal schema is A B A C A B’ A. This schema presents some parallelisms with the sonata form. The A B A sections correlates with the exposition of the sonata, episode C can be related with the development section and A B’ A sections with the reexposition. In the sonata rondo, each episode is related with the refrain since they prepare each new entrance of this section. Other rondo forms present shorter alternated schemas, such as A B A C A (called five-part rondo) or A B A.

### The rondo form in classical music

The rondo has been used, usually as the final movement of multi-movements works, by many classical composers such as Haydn, Mozart or Beethoven. We can find some examples in the last movements of Mozart’s Piano Sonata No.16 in C major K.545 and Clarinet Concerto in A major K.622, Beethoven’s Piano Sonata No.8 Op.13 and No.15 Op.28, and Haydn’s String Quartet in C major Hob.III:39.

### History

The term “rondo” develops first from the rondeau, a form of medieval French music usual in the songs of the troubadours. This is considered one of the most common French chanson forms between the 13th and 15th centuries. The musical structure of the rondeau is generally AB-aAab-AB, where the capital letters refer to the refrain verses, and the small letters to the secondary verses. The rondo form also develops from the rondeau of the French clavecinists. From a structural point of view, these pieces are long rondos that alternate a refrain section A with a series of couplets. The formal schema of this rondeau is A B A C A D A (…) A. The rondo form makes this scheme shorter by reducing the number of couplets to three in the sonata rondo.
# Escuela de Lenguas UNLP/Academic Writing/Music

* Metrical structure
* Music in the Renaissance
* Rhythm
* Rondo
# Group (psychology)

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
In social psychology, a group can be defined as two or more humans who interact with one another, accept expectations and obligations as members of the group, and share a common identity. By this definition, society can be viewed as a large group, though most social groups are considerably smaller.
A true group exhibits some degree of social cohesion and is more than a simple collection or aggregate of individuals, such as people waiting at a bus stop. Characteristics shared by members of a group may include interests, values, ethnic or social background, and/or kinship ties. According to Hare, the defining characteristic of a group is social interaction.
# GroupTable

GroupTable is a web-based resource for students of all levels. It offers collaborative software designed to help student groups manage their group projects, student organizations, or study groups more efficiently. GroupTable has several features that helps these groups be more productive:
* To-do Lists: Each group has a to-do list feature that allows them to assign tasks and enter deadlines to keep their group on track.
* Binder: An online storage unit that each group and individual user has to store, share and organize word documents, spread sheets, presentations and other files.
* Chat Room: Each group member has an online chat room to allow them to meet in real time
* Discussion Board: A private group discussion board allows group members to contribute to group conversations when it is convenient for them.
* Events: Group members can list upcoming events to keep everyone in the group updated.
GroupTable was founded by David Brim, Carl Henderson and Scott Wall at the University of Central Florida and their beta was launched in February, 2008. GroupTable won UCF's business plan competition and went on to place as finalists in the US national Nascent500 Business Plan Competition.
On initial review of this software, it is unclear what costs or conditions of use are involved or what the licensing is for the software.
# Group/Inverse element/Unique/Fact/Proof

Let
    $x\circ y=y\circ x=e\,$
and
    $x\circ z=z\circ x=e\,.$
Then we have
    $y=y\circ e=y\circ (x\circ z)=(y\circ x)\circ z=e\circ z=z\,.$
# Group dynamics

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Group homomorphism/Definition

Let $(G,\circ ,e_{G})$ and $(H,\circ ,e_{H})$ denote groups. A mapping
    $\psi \colon G\longrightarrow H$
is called group homomorphism, if the equality
    $\psi (g\circ g')=\psi (g)\circ \psi (g')\,$
holds for all $g,g'\in G$.
# KTurtle

KTurtle is an educational programming environment for turtle graphics.

## See Also

* Wikipedia: KTurtle
* The KTurtle Handbook
# KVM/Extend LVM on qcow2 images

* qemu-img resize c845ba080f2326a51c53965af1ac6c18 +3G
* Modify partition with: fdisk /dev/vdX + Reboot
* pvresize /dev/vdX# (Expand a PV after enlarging the partition)
* lvextend -L +1.8G /dev/mapper/VolGroup-lv_root
* resize2fs /dev/mapper/VolGroup-lv_root
# Ideas in Geometry

This learning project is meant to be an aid for teachers and students of a college mathematics course using the text "Ideas in Geometry". This text, licensed under the Creative Commons Attribution-ShareAlike License, is freely available its University of Illinois course website. Ideas in Geometry includes a few of the topics found in standard Euclidean Geometry, however it mostly covers slightly more advanced geometric topics, as well as topics in probability, logic, and other mathematical areas. The goal is not so much to teach proficiency in common geometric procedures, but rather to convey the spirit of mathematics.
The project will break down the topics of this text into amounts suitable for a single hour class. Each of these lessons will be treated by a student in the Fall 2010 semester of this course at Illinois. Students will also use some of the problems from the book as instructive examples to accompany the lessons.
Math 119

## Lessons

* Lesson One: Euclid's Axioms
* Lesson Two: Spherical Geometry
* Lesson Three: The Parallel Postulate
* Lesson Four: Algebraic Geometry
* Lesson Five: Analytic Geometry
* Lesson Six: Introduction to City Geometry
* Lesson Seven: More City Geometry
* Lesson Eight: Hyperbolic Geometry
* Lesson Nine: Mapping the Globe
* Lesson 9: Set Theory
* Lesson 10 Logic
* Lesson Eleven: The Pythagorean Theorem
* Lesson Twelve: The Pythagorean Theorem
* Lesson Thirteen: Proofs by Picture
* Lesson Fourteen: Proofs by Picture II
* Lesson Fifteen: Proof by Picture III
* Lesson Eighteen: Center of Triangles
* Lesson Eighteen: Area
* Lesson Nineteen: Triangles
* Lesson Twenty: Area
* Lesson Twenty One: Continued Fractions
* Lesson twenty two: Areas and Ratios
* Lesson Twenty Three: Wacky Dice
* Lesson Twenty-Four: Probability Paradoxes
* Lesson Twenty Five: Fibonacci Numbers
* Lesson twenty six: Constructions I
* Lesson Twenty six triangles
* Lesson twenty seven: Constructions II
* Lesson Twenty Nine: Introduction to Constructible Numbers
* Lesson Twenty-Nine: Constructible Polygons and Impossibilities
* Lesson Thirty: Fields
* Lesson Thirty One: Constructible Polygons
* Lesson Thirty Two: Symmetry Groups
* Lesson Thirty Three: Origami Constructions
* Lesson Thirty Four: Geometry of the Complex Numbers
* Lesson Thirty Five: Geometry of the (Polar) Complex Numbers
* Lesson Thirty Six: Transformations of the Complex Plane

## Instructive Examples

A series of communication problems explained by MATH 119 student groups.
* Instructive examples
# Ideal NASA Annual Budget

Ground Rules
* Goal - Establish a process that simulates real world so entrepreneurs and engineers can self organize profitable ventures advancing human space civilization.
* Fair play - Start simple ... get to the advanced issues of corruption, boundary uncertainties, etc. later ... or not. Somebody wants to study some additional aspect Edit Boldly
* No information hiding - cite sources when possible so opponents can check your data and claims.
* What happens in this room stays in this room. No carrying grudges in or out of this room. The purpose of this debate is mutual practice and learning. We are all w:dear enemies here trying to reach common goal of profitable space activities ... or are we?
* Devil's advocates, trolls, etc. should clearly identify themselves. For example: A rabid luddite who thinks the human race should die off to preserve ecological diversity should acknowledge they are against space development because they have other priorities and be polite participants ... no active sabotaging our process by fraudulent means .... if you do maybe later we will have a trust metric capable of tagging you as a vandal in just this room. A devout Christian who thinks the lord has given us the word in the bible that there shall be no war in heaven, thus we should meekly stay on the ground and wait for the great shout is welcome to practice loving people here as long as they are not disruptive or fraudulent in their claims.
Instantanous Aggregate Result - However we decide to tally and set the budget it will result in a budget forecast used for reference by the Lunar Boom Town project. This is a very important parameter that Lunar Boom Town has entrusted to us so lets do the best we can.
Active Participant Contexts
Case 1 - NASA has been and continues to be the most profitable department of the U.S.G. and must be reinforced and its programs accelerated for the U.S.G. to avoid bankruptcy. As a result of the analysis we shall/should lobby Congress to pass legislation creating a long term budget profile for NASA so private citizens can effectively create and migrate to Lunar Boom Town.
The budget model will aggregate all opinions into a spending forecast that will be used by the Lunar Boom Town project for critical path analysis and integration within NASA's systems of systems approach to developing the Solar economy.
Thesis to prove, dispove, discuss. Please edit boldy or ask questions or express opinions. No progress can be made here without meaningful knowledge input and mutual learning.
# Ideas
## Questions

* What are ideas?
* How do ideas come about?
* What are your ideas?
# Ice cube experiment

See how fast ice cubes melt in hot and cold water! This experiment is intended for pre-k students and is appropriate for ages of 3-5.

## Materials

* Two glass cups
* Hot and cold water
* Two ice cubes
* stopwatch (optional)

## Form a hypothesis

Will an ice cube melt faster in hot water or cold water?

## Experiment

Get two clear glasses of the same size. Fill one glass halfway up with cold water. Fill the second one half way up with hot or boiling water.
Drop an ice cube in each glass. Optional: Start a timer.
Watch the ice cubes melt. If you are using a timer, write down the time at which the ice cube in each glass melts.

## Replication

Optional: Repeat the experiment. Each time you run the experiment, this is called a "trial."

## Results

Which ice cube melted faster? Was your hypothesis correct?
If you did multiple trials, were your results exactly the same?
# Ice sheets/Quiz

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

## Hypotheses

* There are volcanoes on Europa.