OpenLLM-France/wikimedia huggingface dataset:
# Question Writer Manual/Frequently Asked Questions/End of Quiz

* What happens at the End of the quiz?
Often users ask why nothing happens at the end of the quiz or occasionally report that the quiz "gets stuck on "Finished" - with a loading bar in an endless loop going from 0 to 100"
That loading bar is actually just an animation - to get rid of it and to save any confusion on the part of your quiz takers, it is best and tidiest to redirect the quiz takers to another web page after the quiz is completed. You can do this using the After Quiz setting. You can tell people that this will happen using the Finished Quiz Screen Text in Other Labels.
If you have the Professional version of Question Writer and have used branching you can set the quiz up so that users are sent to different webpages at the end of the quiz depending on their score. See Skipping and Branching for more information.
# Question Writer Manual/Frequently Asked Questions/Install Upgrade

* How Can I Install my Upgraded License?
The answer to this FAQ will depend on whether you are installing a license for Question Writer 3 or Question Writer 4. The steps for both installations are described below:

## Question Writer 4 License

When you purchase Question Writer 4 we will send you an email with your licence file attached. You should save this in your Question Writer 4 Program Folder. The exact steps that you follow will depend on your operating system.
1. Finding your Question Writer 4 Program Folder The Question Writer Folder will have a name like
"C:\Program Files\Question Writer 4"
or
"C:\Program Files (x86)\Question Writer 4"
You can find it by opening Windows Explorer or “Documents” and looking on your C drive for "Program Files", then looking down the list for "Question Writer 4". Alternatively you can search your computer for "Question Writer 4".
2. Download the license file from your email You will not be able to open this file – you need to save it instead.
Depending on your Operating System you may be given a choice to Open or Save in which case choose Save and save the license file to your Question Writer 4 Program Folder.
The file my be downloaded automatically to your default location – your Downloads Folder. Again you cannot Open the file but can choose to Show in Folder. From there you can drag and drop it to your Question Writer 4 Program Folder.
3. Check that the license file is in the Program Folder You should then be able to see the license file in the Question Writer 4 Program Folder – it will have your name (or the name in which you bought your license) as part of the file name. The full file name is:
“Your Name – Organization Name – Question Writer 4 – Version.license”
The version will be eg Professional Academic or Standard Commercial depending on the version purchased
4. Select your Version When you first open Question Writer, before you open any quizzes, you will see on the menu bar the options File, Import, Language, Version and Help.
Click on version and select the version for which you are licensed. Question Writer will then close. You should then restart it. This time it will recognise your license and open the version that you have purchased.
If you are still given the message about a the number of days left in the trial then it is most likely that either the license file is not in the Program Folder or that you have selected the wrong version eg you have selected the Professional version but only have a standard license.

## Question Writer 3 License

You'll need to delete the old license from your Question Writer directory (C:\Program Files\Question Writer 3\) and save your new license into this directory in order to complete the upgrade.
You do not need to open the file.
The next time that you open Question Writer 3 the software will detect your upgraded license and open as the upgraded version.
# Question Writer Manual/Frequently Asked Questions/License

* Why do I get an error message when I try to activate my License?
Note: This problem tends to apply only to Question Writer 3 licenses.
This problem is probably caused by the license file being corrupted somewhere in the e-mail process, either the e-mail server or e-mail client. The likely culprit is an over-zealous anti-virus program. You will probably be getting a message like this -
"A valid license could not be obtained for QuestionWriterLicense. Please contact Central Question Ltd. for assistance. DETAILS: Unexpected error. Could not load license pack: The root element is missing."
The problem can be solved by sending the license file inside a zip file. If you do get this message or experience similar difficulties, please contact us at support@questionwriter.com to discuss alternative ways of getting your license to you.
# Question Writer Manual/Frequently Asked Questions/Load License/QW3
### Question Writer 3

When your email arrives you should download the license and when prompted choose to save it to a known location on your hard drive eg you can create a QW folder.
You do not need to open the file.
The next time that you open Question Writer you can install the license. When you open a trial or unlicensed version of Question Writer you will see the following screen.
Click on I already have a license and use the browser to load your license.
Now each time that you open Question Writer you will see that you have a properly licensed version.
Occasionally the license file sent to you will get corrupted in the mail system and you might see an error message. If this happens get in touch with us and we will send your license again, usually in a zipped file. See Why do I get an error message when I try to activate my License?
# Novial/AIL Adjectives
## Adjectives

The chief use of adjectives is to serve as "secondary" words, i.e. either as adjuncts (epithets, attributive) or as predicatives. As number and sex are always indicated with sufficient clearness in the "primaries", it is superfluous to indicate them in secondaries. This rule is carried through in E and must be ours in N (as Ido, but different from Esp): natural formes; ti forme es natural; ti formes es natural, etc.
It has already been remarked that the bare stem-form of many adjectives would not be euphonious enough, and that it is therefore often convenient to have a vowel added to it: i is the best for that purpose, and we therefore have such N adjectives as simpli, nigri black, posibli, stranji, singli, propri own, etc. Even where the adjective ends in only one consonant, the same -i may optionally be appended to it for euphony, especially before words beginning with consonant groups; thus we have alternative forms like bon boni good, kruel krueli, matur maturi, sam sami, publik publiki, etc.
The choice of i for this purpose is justified (besides by the fact that a, e, o are otherwise occupied) by many derivatives like simpli-fika = fika simpli (below, p. 137), modernisa.
In some adjectives -i corresponds to E -ic (-ical): elektri, identi, kosmopoliti, fanati, etc.
When adjectives are made into primaries, we have the endings already considered, for persons -e, -o, -a, and for neuter -um. If the adjective is used by itself with reference to a substantive just mentioned ("anaphorically") the ending -i is retained, and a plural may be formed in -is: hir es du roses, li blanki es plu bel kam li redi the white one ... the red one. Hir es multi roses: ob vu prefera li blankis o li redis? Inter lon libres es multis in anglum e kelkis in latinum, ma lo lekte nur li anglis. Similarly: li maxim oldis ek lon libres the oldest ones among his books.
The definite article is a secondary and therefore uninflected in number or gender; its proper form should be the single sound l, but this is impracticable except in close connexion with some of the prepositions: al, del, dal (prol, pril are not so good); in all other cases we add -i, so that the usual form of the article is li (= Occ).
# Note Taking/Outline Format

This format is useful when you are taking notes on one subject at a time, or when you are trying to organize something into different categories. You would start with an initial topic like this
Then you would add the subject that had to do with taking notes
For each of these subjects you would add more subjects that stemmed from them
You may also want to come up with a way to organize your outline format.
An example would be
for the first initial subject you would use the number 1, and for each additional subject you would add 1 to the number. In this way you would not get lost when looking at your notes.
# Note Taking/REAP Strategy

The REAP strategy stands for Read, Encode, Annotate and Ponder. It is a strategy for students to understand a text (or their notes).
* READ - To understand the basic message of the author
* ENCODE the message by writing it in your own words
* ANNOTATE the text by writing down the main ideas (notes, significant words, quotes) and summarise the author’s message
* PONDER what you read by thinking and talking with others, in order to make personal connections, develop questions about the topic, and/or connect this reading to other reading you have done
# Note Taking/Specific Formatting
## Specific Formatting
### Cornell Method

The Cornell Method has a very good proven track record. The method consists of the 5 R's:
* Record
* Reduce
* Recite
* Reflect
* Review
One way to remember these 5 might be to imagine them written on the digits of the right (or left) hand:
* Thumb — Record
* Pointing finger — Reduce
* Middle finger — Recite
* Ring finger — Reflect
* Little finger — Review
Or, get an old plastic glove used for washing-up or gardening and write the R's on the glove. This should be fun. Imagine wearing and showing the glove to friends. They will say: "What's this? Why 5 R's? I thought there were only 3 R's: Reading, Riting, Rithmetic!"
Here is a simple picture of a notebook page that shows the notes on one column of a page, and keywords on the other column. It allows quick retrieval of different subjects, and a fast and easy way to review the notes.
To setup a page using the Cornell Method, follow these steps:
* Write your name, the subject, the date, and the page number on the top.
* Draw a line (or leave space) from top to bottom about 2" from the left side.
* Draw a line (or leave space) for a summary of the page's content.
When listening to a lecture, record the main ideas on the right side of the paper as a list or in paragraph form. Use abbreviations when possible. On the left side, write down a keyword that describes this section of notes. When you finish the page, summarize in a few sentences the main ideas of the whole page. When you finish class, review and clarify any keywords.
# Novial/AIL Adverbial Suffixes
## Adverbial Suffixes

A certain number of adverbs of time, place, manner, etc., may very conveniently be formed by means of abbreviated substantives, thus:
time: -tem (for temp): nultem never, altritem at another time, at other times, omnitem always, irgitem ever.
place: -lok: omnilok everywhere, nuliloknowhere, altrilok elsewhere. Instead of, or by the side of, dislok, tilok, quilok we have the short hir, dar, vor from E here, there, where, D hier, da (dar, darin), wo (worin), Dan her, der, hvor. hence adj hiri, dari, cf. D hiesig. case: -kas (from kasu): omnikas in every case, tikas in that case, altrikas otherwise, irgikas anyway, etc.
degree: -grad: altigrad in a high degree, tigrad to that extent, kelkigrad to some extent, somehow, rather, pretty.
manner: -man (from ,manere but may also be considered an adaptation of F -ment I S -mente): omniman in every way, altriman in a different way, otherwise, nul(i)man in no wise, nobliman, severiman severely, etc.
When manner is not expressly denoted, this -man may be further shortened into -m; as this is added to the adjective ending -i, the result is -im, which is a common Latin adverbial ending. Privatim privately, separatim, partim are good Latin and regular Novial adverbs. Other examples: solim only, altrim else, nulim not at all, bonim well, spesialim, sinserim, totim completely, samim as well.
Anglim in English, fransim, germanim, etc.
A distinction may be made between naturim of course, naturalim naturally (in consequence of a person's nature), naturaliman in a natural manner.
Talim thus, in this way, and qualim how are more immediately comprehensible than the equally regularly formed timan and quiman, and therefore preferable. Quantim how much (adverbially, thus different from Quantum).
Adverbs in -im from substantives: instantim at once, noktim at night, memorim from memory, by heart.
With regard to the use of adverbs Esperantists should be warned not to follow the specially Zamenhofian rule (caused by a Polish idiom), according to which the adverb is required in the so-called impersonal sentences: estas necese diri `it is necessary to say.' The predicative according to all grammar must here be an adjective: the subject is the infinitive, which is a kind of verbal substantive. Z's rule blots out the distinction between `it is clearly necessary' and `it is necessarily clear.'
In the derived adverbs mentioned here it is a consequence of the principle of value-stressing that one naturally feels inclined to stress the first element: núltem, tíkas, ómnilok, áltriman, áltrim, etc.
# Novial/AIL After Ido
## After Ido

It is impossible for me in this short survey to name all those who have worked during the last decades at the problem of an interlanguage; let me mention only the following names, chosen perhaps a little arbitrarily: Barral, Borgius, Michaux, Petrashevich, Talmey, Weisbart. Some of them have started from Ido, others have been more or less independent of it; none of them has worked out a language in all details, but none of them is without some good idea here and there - some of these have found their way into my own scheme, though in some cases I had come upon the same thought before knowing that it had been anticipated.
A few lines must here be given to M. René de Saussure ("Antido"), who with a rare assiduity and seriousness has combated Couturat's principles of word-formation and at the same time, through shifting and modifying now one, now another ending, produced successively five or six different "languages," which might easily be mistaken for caricatures of Esperanto, if their author had not seized every opportunity of expressing his deep veneration for Zamenhof's genius.
# Novial/AIL

An International Language is a work in progress. It is a translation of the original 1928 book on Novial from English into Novial. Links on the left are to the original English text; those on the right are to the Novial translation.
| Introduction | Introduktione |
| Need for an Interlanguage | Besono de interlingue |
| Ignorance of Foreign Languages | Non-savo de stranji lingues |
| An Existing Language? | Un existanti lingue? |
| Latin? | Latinum? |
| Objections to Constructed Languages | Objektiones konter konstruktet lingues |
| Differences in an Interlanguage | Diferos in interlingue |
| Not So Good as Existing Languages | Non tam boni kam existanti lingues |
| Future Differentiations | Futuri diferentiationes |
| Number of Proposed Languages | Nombre de proposit lingues |
| History | Historie |
| Volapük | Volapük |
| Esperanto | Esperanto |
| Idiom Neutral | Idiom Neutral |
| The Delegation. Ido | Li Delegatione. Ido |
| Latino sine Flexione | Latino sine Flexione |
| After Ido | After Ido |
| Occidental | Occidental |
| Conclusions | Konklusiones |
| Novial | Novial |
| Sounds and Spelling | Suones e Spelo |
| Vowels | Vokales |
| Consonants | Konsonantes |
| C | C |
| CH, SH | CH, SH |
| Z | Z |
| Stress | Strese |
| Euphony | Eufonie |
| Number | Nombre |
| Sex | Sexu |
| Neuter | Neutrum |
| Adjectives | Adjektives |
| Case | Kasu |
| Pronouns | Pronomines |
| Comparison | Komparatione |
| Verbs | Verbes |
| Participles | Partisipes |
| Infinitive and Imperative | Infinitive e Imperative |
| Present and Past | Presente e Preterite |
| Future and Conditional | Future e Konditionale |
| Perfect and Pluperfect | Perfekte e Plusquamperfekte |
| Passive | Pasive |
| Indirect Speech | Non-direkti Parlo |
| Verbal System | Verbal Sisteme |
| Prefixes | Prefixes |
| Substantival Suffixes | Substantival Sufixes |
| Verbal Suffixes | Verbal Sufixes |
| Adjectival Suffixes | Adjektival Sufixes |
| General Suffixes | General Sufixes |
| Numeral Suffixes | Numral Sufixes |
| Adverbial Suffixes | Adverbial Sufixes |
| General Remarks on Word-Formation | General Remarkos pri Vorde-Formatione |
| Particles | Partikles |
| Prepositions | Prepositiones |
| Vocabulary | Vokablaro |
| Alphabetical List of Hard Words | Alfabetal Liste de Desfasil Vordes |
| Specimens | Spesimenes |
# Persian/Lesson 11

| | فارسی (‹fârsi›, “Persian”) Learn the Persian language Contents • Introduction Persian Alphabet lessons: 1 ( ۱ ) • 2 ( ۲ ) • 3 ( ۳ ) • 4 ( ۴ ) Elementary grammar: 5 ( ۵ ) • 6 ( ۶ ) • 7 ( ۷ ) • 8 ( ۸ ) • 9 ( ۹ ) 10 ( ۱۰ ) • 11 ( ۱۱ ) • 12 ( ۱۲ ) • 13 ( ۱۳ ) • 14 ( ۱۴ ) • 15 ( ۱۵ ) Intermediate: 16 ( ۱۶ ) • 17 ( ۱۷ ) • 18 ( ۱۸ ) • 19 ( ۱۹ ) • 20 ( ۲۰ ) 21 ( ۲۱ ) • 22 ( ۲۲ ) • 23 ( ۲۳ ) • 24 ( ۲۴ ) • 25 ( ۲۵ ) • 26 ( ۲۶ ) Advanced: Appendix: Alphabet • Glossary • Handwriting |
| To continue, your computer must display Persian. The box below should show these Persian letters on the far right: ا ب پ ت ث ج چ ح خ د ذ ر ز ژ س ش ص ض ط ظ ع غ ف ق ک گ ل م ن و ه ی If they are different or in the wrong order, see Persian Computing. |||
In this lesson, you will learn about direct objects and prepositions in Persian.

## Dialogue

درس 11
    ف
    كيف – tas
    د فتر – schrift
    پد ر – vader
    پذرش – zijn vader
    مسافرت – reis, vakantie
    درس – les
    فراموش – vergeet
    فردا – morgen
    بردن – meenemen
    مي برد – hij neemt mee
    مادرش – zijn moeder
    برادرش – zijn broer
    دفترش – zijn schrift
    كتابشاست – zijn boek
    امين برادر اكرم است – Amin is de broer van Akram
    پدر اكرم فردا به مسافرت مي رود – morgen gaat de vader van Akram op reis
    امين كتابش را فراموش نمي كند – Amin vergeet het boek
    امين و اكرم درس را دوست دارند – Amin en Akram leren graag
    امين كتاب دار – Amin heeft een boek
    من كيف دارم – Ik heb een tas

## Direct objects

Definite or human object enclitic را ‹râ›, colloquially pronounced or /o/ after consonant, /ro/ after vowel.
Persian doesn't have a direct article like “the”. In some situations را carries similar meaning, but is less used than "the".

## Prepositions

prepositions:
* از ‹az› (“from, than, by”)
* با ‹bâ› (“with”)
* برای ‹barâye› (“for, in order to”)
* بی ‹bi› (“without”)
* بدون ‹bedun-e› (“without”)
* به ‹be› (“to, in, at, on”)
* دنبال ‹dombâl-e› (“behind”)
* پشت ‹post-e› (“behind”)
* نزدیک ‹nazdik-e› (“near”)
* ‌ پیش ‹pish-e› (“before, in front of”)
* جلو ‹jelo-ye› (“before, in front of”)
* روی ‹ruy-e› (“on, on the face of”)
* تو ‹tu-ye› (“inside, into”)
* در ‹dar› (“in”)
* زیر ‹zir-e› (“under”)
Some Persian verbs often are accompanied by prepositional phrases that translate into English as transitive verbs with direct objects, especially common with از ‹az› (“from, than, by”) and بی ‹bi› (“without”).

## Sentence structure

(subject) (definite object را) (prep phrases) (adverbs) (predicate nominative/adjective) verb

## Next: Lesson 12 ( ۱۲ ), Simple present tense

Continue to Lesson 12 ( ۱۲ ), Simple present tense >>
* Contents • Introduction
* Persian Alphabet lessons: 1 ( ۱ ) • 2 ( ۲ ) • 3 ( ۳ ) • 4 ( ۴ )
* Elementary grammar: 5 ( ۵ ) • 6 ( ۶ ) • 7 ( ۷ ) • 8 ( ۸ ) • 9 ( ۹ )
* 10 ( ۱۰ ) • 11 ( ۱۱ ) • 12 ( ۱۲ ) • 13 ( ۱۳ ) • 14 ( ۱۴ ) • 15 ( ۱۵ )
* Intermediate: 16 ( ۱۶ ) • 17 ( ۱۷ ) • 18 ( ۱۸ ) • 19 ( ۱۹ ) • 20 ( ۲۰ )
* 21 ( ۲۱ ) • 22 ( ۲۲ ) • 23 ( ۲۳ ) • 24 ( ۲۴ ) • 25 ( ۲۵ ) • 26 ( ۲۶ )
* Advanced:
* Appendix: Alphabet • Glossary • Handwriting
# Persian/Glossary

| | فارسی (‹fârsi›, “Persian”) Learn the Persian language Contents • Introduction Persian Alphabet lessons: 1 ( ۱ ) • 2 ( ۲ ) • 3 ( ۳ ) • 4 ( ۴ ) Elementary grammar: 5 ( ۵ ) • 6 ( ۶ ) • 7 ( ۷ ) • 8 ( ۸ ) • 9 ( ۹ ) 10 ( ۱۰ ) • 11 ( ۱۱ ) • 12 ( ۱۲ ) • 13 ( ۱۳ ) • 14 ( ۱۴ ) • 15 ( ۱۵ ) Intermediate: 16 ( ۱۶ ) • 17 ( ۱۷ ) • 18 ( ۱۸ ) • 19 ( ۱۹ ) • 20 ( ۲۰ ) 21 ( ۲۱ ) • 22 ( ۲۲ ) • 23 ( ۲۳ ) • 24 ( ۲۴ ) • 25 ( ۲۵ ) • 26 ( ۲۶ ) Advanced: Appendix: Alphabet • Glossary • Handwriting |
| To continue, your computer must display Persian. The box below should show these Persian letters on the far right: ا ب پ ت ث ج چ ح خ د ذ ر ز ژ س ش ص ض ط ظ ع غ ف ق ک گ ل م ن و ه ی If they are different or in the wrong order, see Persian Computing. |||
This is the Glossary for the Persian language course on English Wikibooks.
* Contents • Introduction
* Persian Alphabet lessons: 1 ( ۱ ) • 2 ( ۲ ) • 3 ( ۳ ) • 4 ( ۴ )
* Elementary grammar: 5 ( ۵ ) • 6 ( ۶ ) • 7 ( ۷ ) • 8 ( ۸ ) • 9 ( ۹ )
* 10 ( ۱۰ ) • 11 ( ۱۱ ) • 12 ( ۱۲ ) • 13 ( ۱۳ ) • 14 ( ۱۴ ) • 15 ( ۱۵ )
* Intermediate: 16 ( ۱۶ ) • 17 ( ۱۷ ) • 18 ( ۱۸ ) • 19 ( ۱۹ ) • 20 ( ۲۰ )
* 21 ( ۲۱ ) • 22 ( ۲۲ ) • 23 ( ۲۳ ) • 24 ( ۲۴ ) • 25 ( ۲۵ ) • 26 ( ۲۶ )
* Advanced:
* Appendix: Alphabet • Glossary • Handwriting
# Persian/Further Reading
## Further Reading
### Textbooks

* Abrahams, Simin. Modern Persian: A Course-Book, RoutledgeCurzon, 2005. ISBN 0700713271
* Amuzegar, Hooshang. 'How to Speak Read and Write Persian, Ibex Publishers, 2nd edition, 2003. ISBN 0936347058
* Farzad, Narguess.Teach Yourself Modern Persian, McGraw-Hill, 2004. ISBN 007141908X
* Thackston, W.M. An Introduction to Persian, Ibex Publishers, 3rd revised sub-edition, 2003. ISBN 0936347295

### Grammars

* Lambton, Ann K.S. Persian Grammar, Cambridge University Press, 2002. ISBN 0521091241
* Mace, John. Persian Grammar: For Reference and Revision, RoutledgeCurzon, 2002. ISBN 0700716955

### Dictionaries

* Aryanpur-Kashani, Abbas. The Combined New Persian-English & English-Persian Dictionary, Mazda Publishers, 1986. ISBN 0939214288
* Dehghani, Yavar. Persian-English English-Persian Learner's Dictionary, Ibex Publishers, 2006. ISBN 1588140342
This section of the Persian Language Wikibook is a stub. You can help Wikibooks by expanding it. (See the Persian course Planning page.)
* Contents • Introduction
* Persian Alphabet lessons: 1 ( ۱ ) • 2 ( ۲ ) • 3 ( ۳ ) • 4 ( ۴ )
* Elementary grammar: 5 ( ۵ ) • 6 ( ۶ ) • 7 ( ۷ ) • 8 ( ۸ ) • 9 ( ۹ )
* 10 ( ۱۰ ) • 11 ( ۱۱ ) • 12 ( ۱۲ ) • 13 ( ۱۳ ) • 14 ( ۱۴ ) • 15 ( ۱۵ )
* Intermediate: 16 ( ۱۶ ) • 17 ( ۱۷ ) • 18 ( ۱۸ ) • 19 ( ۱۹ ) • 20 ( ۲۰ )
* 21 ( ۲۱ ) • 22 ( ۲۲ ) • 23 ( ۲۳ ) • 24 ( ۲۴ ) • 25 ( ۲۵ ) • 26 ( ۲۶ )
* Advanced:
* Appendix: Alphabet • Glossary • Handwriting