OpenLLM-France/wikimedia huggingface dataset:
# Development Cooperation Handbook/Stories/A contagious joy transmitting health to children

| India | MDG4: Reduce child mortality |
⇒ Playlist on Youtube
⇒ MDG 4 Reduce child mortality
A contagious joy transmitting health to children
Project implemented by the Ramakrishna Mission Home of Service
Uttar Pradesh, India, March 2014
Sometimes, communities are sharply divided between "modernists" that advocate for social change and "traditionalists", that favour a return to fundamental religious values and oppose all social reforms that are not in harmony with orthodox doctrines.
Such an old ideological divide is today being bridged by organizations active in social dialogue and building awareness that "change" and "continuity" are two sides of development. In their vision, science and spirituality are not seen as reciprocally contrasting but as different perspectives that integrate each other.
The Indian State of Uttar Pradesh is ranked as one of the least developed regions of Asia: Here, 1 in every 2 women is illiterate; women's life expectancy is just 59 years. And in rural areas, 1 out of 10 children die before reaching the age of one.
We visited the Ramakrishna Mission Home of Service, where besides spiritual and welfare activities that are typical of the Ramaskrishna Missions, a child health care programme is being successfully managed and has become a model for the whole region.
The Ramakrishna Mission is an Indian organisation, founded in 1897 by Vivekananda, a former rationalist, who then became a disciple of Ramakrishna Paramahansa, an important Hindu mystic from Bengal. The Mission headquarters are located near Kolkata in eastern India, but associated centres exist across the world.
One of the fundamental principles of the Organization is that selfless service to others is a means for self realization; and that awareness is the primary health determinant for the individual and for the community.
The health care and education programme of the Mission in Varanasi extends beyond the city to serve a population of more than 60,000 persons living in more than 30 villages across the districts of Mirzapur, Sonbhadra and Azamgadh. Its activities include promoting good health, hygiene, sanitation and nutrition education amongst women and children in schools and villages.
There are Community Health Workers that live in the villages, advise the population where, when and how they can get medical and social assistance and report about emergencies in their villages. Mobile health clinics regularly visit these villages, conducting basic medical diagnosis, giving medical advice and distributing free medicines.
They build awareness among women on their rights and duties and how they can advocate for it, as individuals, as groups and as a community. They also train teachers for improving learning processes in schools and for making schools more child-friendly.

## See also

On YouTube ⇒ playlist ⇒ Ramakrishna Mission
⇒ Home of Service
⇒ Vivekananda

## External links

⇒ Ramakrishna Mission Home of Service
⇒ Ramakrishna Mission Home of Service official website
⇒ Ramakrishna Mission Home of Service Activities
# Development Cooperation Handbook/Partnership Management/How can we manage collaborations so as to generate a sense of partnership and solidarity with key development stakeholders?

Partnership Management
If we want to work together as partners in development and generate solidarity with the stakeholders, we can neither instrumentalise stakeholders in achieving our objectives nor become their instruments in achieving their objectives. We must work together with development stakeholders for a mutual empowerment aimed at achieving the common objective of improving the quality of life and reducing poverty so that we are better able to choose the lives we have reason to value.
# Development Cooperation Handbook/Partnership Management/Vendors as partners

Learning Objectives  There is no one way to deal with p vendors. Each strategy has to be based on a number of different criteria, ranging from how much project/programme purpose you do together to how well your people and their people get along. How you communicate with your vendors and partners can have a major impact on how they work both for and with you. Personalities are quite often an issue when dealing at this level, as is the way you treat the people you are involved with.
Partners and Vendors The better your communication, the better you can expect to work together. Defining a Relationship with a Partner
Are you actually equals or is one of you in charge. If so, which one? Are you connected to them in any way? Are you both part of the same organizational structure? What skills, talents, and expertise do you bring to the relationship? What skills, talents, and expertise do they? Do you trust their ability and commitment to do and deliver what they have been called upon to do? Do they trust you to do the same? What is their reputation within the sector of activity? What is your reputation within the sector of activity? Did you decide to work together, or was the relationship imposed on you? Have you ever worked with them before? Is this a one-time or a long-term relationship? How long has the relationship been ongoing? How long will the relationship continue? Is it an exclusive relationship? Do they sometimes collaborate with your competitors on a project? Do you ever collaborate with theirs? Do you want to work together again? Do you have a choice about working together again? Could you have done the entire project without them? Could they without you? If you answered yes to either part of Question 12, why, then, are you working together on the project, instead of alone? ~ ~ ~ ~ ~
Defining a Relationship with a Vendor
Are you connected to them in any way? Are you both part of the same organizational structure? Did you decide to use them? Or was the decision made for you either by another party, or by circumstances beyond your control? Is there anyone else, for example, that you could have used, or are they only vendor that meets all the criteria of the contract? What skills, talents, and expertise do they bring to the relationship? Do you trust their ability and commitment to do and deliver what they have been called upon to do? What is their reputation within the sector of activity? Have you ever worked with them before? Is this a one-time or a long-term relationship? Is it an exclusive relationship? Are you, for example, working with more than one vendor with each supplying the same material or services? Was the relationship due to a bid process or because of a special connection with the vendor? Would you want/do you have a choice about working together again? Could you have done the entire project without them?
Establishing the Relationship
# Development Cooperation Handbook/Partnership Management/What to consider when choosing partners

When deciding whether to work in partnership with another organisation, we should:
* Be clear about the purpose of the partnership and the activities to be undertaken by Organization and the proposed partner.
* Appraise the partner under consideration and also whether the proposed partner and Organization have the necessary competencies to achieve the project objectives, working in partnership.
* Appraise whether this partnership will be a cost-effective way of bringing about the intended changes.
Appraising the proposed partner organisation involves:
* Checking that the organisation is compatible with Organization in terms of its mission, values, credibility and accountability, including the way it addresses issues of diversity and gender equality.
* Checking that the organisation has the management and professional competence and capacity to deliver the programme on time, on budget, and to agreed professional standards, including working to address gender inequalities and the participation of people living in poverty. OR
* Agreeing what support they need to ensure the project is implemented effectively and how that support will be provided.
# Development Cooperation Handbook/Sierra Leone - Introduction

http://www.youtube.com/watch?v=YTKoDSuNjL0&feature=share&list=PL37D09D1162766DDD

### Introduction

Sierra Leone is a small country in coastal West Africa, bordering Guinea to the north and east and Liberia to the southeast.
It has a special significance in the history of the transatlantic slave trade. It was the departure point for thousands of West African captives. The capital, Freetown, was founded as a home for repatriated former slaves in 1787.
It is a predominantly Muslim nation, though with a large Christian minority. Sierra Leone is ranked as one of the most religiously tolerant nations in the world.
Sierra Leone is rich in diamonds and other minerals, but the trade in illicit gems, known as "blood diamonds" had a big role in funding conflicts. In 2002, with the help of Britain, the former colonial power, and a large United Nations peacekeeping mission, Sierra Leone emerged from a decade of cruel civil war that had had caused at least 75,000 deaths, the deliberate mutilation of thousands, a generation of former child soldiers and the destruction of the healthcare infrastructure.
The infant mortality rate, which until 2005 was the highest in the world, is largely caused by malaria, diarrhoea, malnutrition and common infections.
Economic recovery has been slow partly because the reconstruction needs are great. Around half of the government revenue comes from foreign donors. The restoration of peace was expected to aid the country's promotion as a tourism destination in the long term. Sierra Leone boasts miles of beautiful beaches along its Atlantic coast.
The country has relied on Mining, especially Diamonds, for its economic base; it is among the top 10 diamond producing nations in the world, and mineral exports remain the country's main foreign currency earner. Sierra Leone is also among the largest producers of Titanium and Bauxite, and a major producer of Gold. The country has one of the world's largest deposits of Rutile. Sierra Leone is also home to the third largest natural harbor in the world; where shipping from all over the globe berth at Freetown's famous Queen Elizabeth II Quay. But despite this natural wealth, over 70% of its people live in poverty.
# Development Cooperation Handbook/Stories/Community at Work

| Colombia | MDG5: Improve maternal health |
Youtube ⇒ playlist
⇒ Colombia 2 – Production
⇒ MDG 5: Improve maternal health
Community at Work
Barrio Jan Pablo II, Ciudad Bolivar, Bogota', Colombia , May 2011
Project managed by the Social Integration Secretariat of the Alcaldia of Bogotá
One sixth of Colombia's population lives in Bogotá, a metropolis of around 8 million people that continues to grow with the continuous and increasing influx of individuals and families escaping poverty and violence of the rural areas. But what migrants from rural areas find in big cities like Bogota is often more poverty and more violence.
The Government of Bogotá is implementing a comprehensive programme of food security called “Bogotá without hunger”. This policy is centred around community canteens located in areas where most of the poor, vulnerable and marginalised population lives.
Marisol Grenette, an active leader of Juan Pablo II, is an example of a single mother who moved out of poverty. She came to the city with dreams of a better life. At the beginning, things went very wrong and she found herself unemployed, single and with a small daughter to look after. She didn't lose courage and steadfastness and held on. She formed a group of other young mothers and they lived together, taking care of each other, organising a common kitchen and opening a nursery for their children and those of others. Then, came the support of the local government. And their small community became the locality community centre. They now also manage a library, a mess, a health centre, an education programme and an economic self-empowerment scheme.

### Video Clips

On YouTube ⇒ Jan Pablo II - playlist

## Testimonials

Mercedes Del Carmen Ríos: Jefe Secretaría Distrital De Integración Social
Katty Doria: Operadora Plan de Seguridad Alimentaria
Marisol Grandett: Lider Comunitaria Juan Pablo II e Coordinadora De Comedores
Francy Grandett: Lider comunitaria

## See also

⇒ Community at Work - playlist
⇒ The participatory approach
⇒ Local Authorities and Civil Society ⇒ Definitions of Subsidiarity
⇒ Ciudad Bolívar (Bogotá)
⇒ Se vuelve a abrir la subestación de Meissen para fortalecer la seguridad en Ciudad Bolívar
⇒ Localidad de Ciudad Bolivar || Secretaría Distrital de Gobierno ⇒ Proceso de Consulta Política Pública de Cooperación 2011-2023 - Bogotá Distrito Capital
⇒ Secretaría General de la Alcaldía Mayor de Bogotá D.C ⇒ Plan de Desarrollo local, Económico social y de Obras públicas- 2009-2012
Related stories: ⇒ Los derechos de la hospitalidad para las personas sin hogar - Bogotà (1) - ⇒ playlist
⇒ Villas Del Sol - Barrio Rafael Uribe Uribe (2) - ⇒ playlist ⇒ Muisca Indigenous Heritage - (8) - ⇒ playlist
⇒ Desplazados - Santander (8) - ⇒ playlist
# Hebrew/Aleph-Bet/Table

| Letter | Pronunciation | Name (English) | Name (Hebrew) |
| א | a | alif | אליף |
| ב | v | veis | בעיס |
| ג | g(e) | gimel | גימעל |
| ד | d | dale | דאלע |
| ה | h | he | הע |
# Hebrew/Aleph-Bet/Test/Answers

* Lessons on the Hebrew Aleph-Bet
* Introduction
* 1 א בּ ת • E
* 2 ב ה נן • E
* 3 מם שׁשׂ • E
* 4 ל ו • E
* 5 ד ר י • E
* 6 ג ז ח • E
* 7 ט ככּך
* • E
* 8 ס ק • E
* 9 ע פפּף • E
* 10 צץ • E
* Review
* Test • Answers
* • talk
Welcome to the answer page to the Hebrew Aleph-Bet test. You have filled the test and you may now check your answers here.

## Letters

| Gimmel Kaf/Khaf Tav Mem Sofit Qof Pe/Fe Samekh Tsadi Sofit Aleph Resh | Bet/Vet Fe Sofit Tet Yod Lamed ‘Ayin Dalet Shin/Sin Mem He |

### 1

* c
* f
* h
* d
* a
* j
* b
* i
* e
* g

### 2

* g
* e
* a
* c
* i
* j
* b
* h
* f
* d

## Niqqud

* j 2
* h 6
* g 1
* f 2
* b 5
* c 6
* d 3
* k 3
* a 1
* l 2
* e 4
* i 6

## Roles and positions of letters
### 1

* c
* b
* a
* b
* d
* b
* a
* a
* c
* b

### 2

* Correct.
* Incorrect — כֹּמֶר.
* Incorrect — יוֹן.
* Correct.
* Incorrect — לוֹך.
* Correct.
* Incorrect — ספֶר.
* Incorrect — נִיר.
* Correct.
* Correct.

## Reading

* Meħuyyavut
* Itstadyon
* Arba‘-‘Esreh
* Miflagah
* Tizmun
* Adrikhalut
* Metushelaħ
* Afarseq
* Higayon
* Amsterdam
*If you didn't make the Aleph silent - that's okay **If you didn't make the Yod silent - that's okay
1. Bereshit* bara Elohim et hashamayim ve’et ha’arets.
2. Veha’arets haytah tohu vavohu veħoshekh ‘al penei tehom veruaħ Elohim meraħefet ‘al penei hamayim.
3. Vayomer* Elohim yehi or vayehi or.
4. Vayar* Elohim et ha’or ki tov vayyavdel Elohim ben** ha’or uven haħoshekh.
5. Vayiqra Elohim la’or yom velahaħoshekh qara laylah vayehi ‘erev vayehi boqer yom eħad.
That's it! You now know the Hebrew Alphabet!
מַזָּל טוֹב! Mazal tov!
Introduction: Basic Hebrew >>>
# Hebrew/Aleph-Bet/Introduction

* Lessons on the Hebrew Aleph-Bet
* Introduction
* 1 א בּ ת • E
* 2 ב ה נן • E
* 3 מם שׁשׂ • E
* 4 ל ו • E
* 5 ד ר י • E
* 6 ג ז ח • E
* 7 ט ככּך
* • E
* 8 ס ק • E
* 9 ע פפּף • E
* 10 צץ • E
* Review
* Test • Answers
* • talk
Welcome to the Aleph-Bet level of Learning Hebrew!
This level is aimed at junior-high students and older, and can be used by anyone with firm foundations in the English language who wants to begin to learn the Hebrew language or any language that uses the Hebrew alphabet (Yiddish, Ladino, Aramaic etc.).
The goal of this level is to make you capable of reading Hebrew. Any vocabulary or grammar information you may learn in any of the lesson is given to you to enhance your reading and interpreting skills. You will re-learn them anyway in the next lessons. This is also true for the vocabulary exercises.
The lessons are cumulative, which means that they are based on the presumption that you know the material learned in the former lesson.

## Lesson Layout

Every lesson is structured in the following way:
* Centred title in which you are given the chronological position of the lesson and the letters you will learn in it.
* A brief introduction that states what letters and niqqud symbols you will learn.
* Each letter will be written using the Hebrew-Huge template.
* Under the letter will be the letter's name and position in the alphabet, its pronunciation, IPA equivalent and example from the English or closely-related languages.
* Some further notes will be given about the letter's final and "soft" form (if it has any).
* Niqqud symbols would be placed under either Ħet, Vav, Shin or Bet, though the standard is on Bet.
* Under the niqqud symbol would be the symbol's name and sound, as well as some extra notes if there is need of any.
* Grammar notes if any.
* Vocabulary that can be put together from the letters and/or vowels you've learned. Again, any vocabulary or grammar information you may learn in any of the lesson is given to you to enhance your reading and interpreting skills. It is of no importance in regards to your knowledge of the Hebrew language, and you will re-learn it anyway.
* Summary of what you have learned in the lesson.
* Link to the corresponding exercise page. Each exercises page would include letters and niqqud exercises, vocabulary exercises and reading-without-vowels exercises, at the end of which you would be directed to either the corresponding lesson or to the next lesson.
* Link to the next lessons.
* Every five lessons there would be a review of what you've learned in the past five lessons.
Good luck!
Lesson: Aleph-Bet 1 >>>
# Hebrew/Archive/Family

This is the beginning lesson on family related vocabulary. The prerequisite lessons are the Hebrew Aleph-Bet and Greetings. Another lesson with more advanced family vocabulary is at Hebrew/Family2.

## Vocabulary
### Nouns
#### אֵם

    mother (f) (singular)

#### אִמָהו֗ת

    mothers (f) (plural)

#### אִמָּא

    mommy (f) (singular)

#### אָב

    father (m) (singular)

#### אָבו֗ת

    fathers (m) (plural) (Note: The ending, ו֗ת, is usually feminine-plural, but this is an exception. (It is feminine plural because in the sight of God we are considered His Bride; i.e. Israel is espoused to God)

#### אַבָּא

    daddy (m) (singular)

#### בַּת

    daughter (f) (singular)

#### בָּנו֗ת

    daughters (f) (plural)

#### בֵּן

    son (m) (singular)

#### בָּנִים

    sons (m) (plural)
אַהֲבָה -- love (feminine) ahava
husband, wife

### Verbs
#### אהב

    love (root)

### Adjectives
#### או֗הֵב

    loving

## Sentences
### הוּא אָב

    He is a father.

### שָׁלוֹם אֵם

    Hello, Mother.

## Exercises

Translate into Hebrew:
He is my father. She is my mother. (Add "ee" at the end to say "my." Example: Hoo avee. (He is my father.)

## Related Lessons

* Hebrew/Family2
* Hebrew/People
# Hebrew/Aleph-Bet/7

* Lessons on the Hebrew Aleph-Bet
* Introduction
* 1 א בּ ת • E
* 2 ב ה נן • E
* 3 מם שׁשׂ • E
* 4 ל ו • E
* 5 ד ר י • E
* 6 ג ז ח • E
* 7 ט ככּך
* • E
* 8 ס ק • E
* 9 ע פפּף • E
* 10 צץ • E
* Review
* Test • Answers
* • talk
Welcome to the seventh lesson of the Hebrew alphabet! In this lesson you will learn two new Hebrew letters - ט and כ - and the niqqud symbol ħataf-segol.

## Letters
### Tet

ט The ninth letter in the Hebrew alphabet is Tet. Like Tav, it makes the "t" sound (IPA: /t/, "t" as in "tomato").

### Kaf

כּ The eleventh letter in the Hebrew alphabet is Kaf. It has three forms:
* When the dot is inside כּ, it makes the "k" sound (IPA: /k/, "k" as in "kitten").
* When there is no dot inside כ, it makes the same sound as Ħet. For spelling distinction purposes, Ħet (Het, Chet) is transliterated as "ħ" whilst Khaf is transliterated as "kh".
* At the end of a word, it changes form ך. This form is known as Khaf Sofit. There is a hard K final form (ךּ), but it is rarely used.
It is about time for the dot to be explained. This dot, appearing in the letters Bet בּ, Gimmel גּ, Dalet דּ, Kaf כּ, a letter we haven't learned yet and Tav תּ, is known as dagesh ("emphasis"). What it does is to make sounds "harder": "v" to "b", "kh" to "k", and in ancient times "th" to "t", "dh" to "d" etc. Do not confuse the dagesh with mappiq (which indicates that He needs to be pronounced at the end of a word) or dagesh ħazaq (which indicates that a consonant must be emphasized, as in אִמָּא).

## Vowels

One more and we're done!

### Ħataf-Segol

בֱּ The shva and segol under the Bet are the Ħataf-Segol.
It produces the "e" sound (IPA: /e/, "e" as in "bet").

## Words

טוֹב tov good, well (masculine, singular) אֱלוֹהִים elohim God מִטָּה mitah bed (feminine, singular) כָּךְ kakh like this, like so כֶּלֶב kelev dog, hound (masculine, singular) חָתוּל ħatul cat (masculine, singular) כֵּן ken yes לֹא lo no

## Summary

In this lesson, you've learned:
* The letters and forms Tet ט, Kaf כּ, Khaf כ and Khaf Sofit ך.
* The niqqud symbol ħataf-segol (ֱ).
* The words טוֹב, אֱלוֹהִים, מִטָּה, כָּךְ, כֶּלֶב, חָתוּל, כֵּן and לֹּא.
Practice what you've learned in the exercises.
Next lesson: Aleph-Bet 8 >>>

## Notes

* ↑ Ktiv malei ("full writing", with Aleph, Vav and Yod): מִיטָּה.
* ↑ The Aleph is not pronounced. It is an orthographic irregularity.
# Hebrew/Aleph-Bet/9

* Lessons on the Hebrew Aleph-Bet
* Introduction
* 1 א בּ ת • E
* 2 ב ה נן • E
* 3 מם שׁשׂ • E
* 4 ל ו • E
* 5 ד ר י • E
* 6 ג ז ח • E
* 7 ט ככּך
* • E
* 8 ס ק • E
* 9 ע פפּף • E
* 10 צץ • E
* Review
* Test • Answers
* • talk
Welcome to the ninth lesson of the Hebrew alphabet! In this lesson we will do some reviewing, and you will learn two new Hebrew letters - ע and פ onto its many forms.

## Review

We've been through 8 lessons and we've learned a lot. Let's look at the letters we've learned:

### Letters

א Aleph: makes the "a" sound, makes the glottal stop (’) or simply indicates the word starts with a vowel.
בּ ב Bet: makes the "b" sound. When there is no dot, it makes the "v" sound.
ג Gimmel: makes the "g" sound.
ד Dalet: makes the "d" sound.
ה He: makes the "h" sound. When at the end of a word it makes the "a" sound.
ו Vav: makes the "v", "o" and "u" sounds.
ז Zayin: makes the "z" sound.
ח Ħet: makes the "kh" sound.
ט Tet: makes the "t" sound.
י Yod: makes the "y" and "i" sounds.
כּ כ ך Kaf: makes the "k" sound. When there is no dot, it makes the "kh" sound. Changes form when at the end of a word.
ל Lamed: makes the "l" sound.
מ ם Mem: makes the "m" sound. Changes form when at the end of a word.
נ ן Nun: makes the "n" sound. Changes form when at the end of a word.
ס Samekh: makes the "s" sound.
ק Qof: makes the "k" sound.
ר Resh: makes the "r" sound.
שׁ שׂ Shin: makes the "sh" sound when the dot is on the right; when it's on the left, it makes the "s" sound.
ת Tav: makes the "t" sound.

### Vowels

And we've covered all the vowels:
בְּ Shva: marks the end of a syllable or makes the "ə" sound.
בַּ Pataħ: makes the "a" sound.
בָּ Qamats: makes the "a" sound.
בֵּ Tsere: makes the "e" sound.
בֶּ Segol: makes the "e" sound.
בִּ Ħiriq: makes the "i" sound.
בֻּ Qubbuts: makes the "u" sound.
וֹ Ħolam: makes the "o" sound.
וּ Shuruq: makes the "u" sound.
בֳּ Ħataf-Qamats: makes the "o" sound.
בֲּ Ħataf-Pataħ: makes the "a" sound.
בֱּ Ħataf-Segol: makes the "e" sound.

## New Letters

Three to go!

### ‘Ayin

ע The sixteenth letter in the Hebrew alphabet is ‘Ayin. Like Aleph, it stands for the glottal stop (co’operate) or silent if it is at the end of a syllable.

### Pe
## Words

עִבְרִית ‘ivrit the Hebrew language עַפְעַף ‘af‘af eyelid (masculine, singular) פֶּה peh mouth (masculine, singular) שָׂפָה safah language, lip, edge (feminine, singular) סֵפֶר sefer book (masculine, singular) מִסְפָּר mispar number (masculine, singular) עוֹף ‘of fowl, chicken meat (masculine, singular) פַּס pas line, strip (masculine, singular)

## Summary

In this lesson, you've learned:
* The letters and forms ‘Ayin ע, Pe פּ, Fe פ and Fe Sofit ף.
* The words עִבְרִית, עַפְעַף, פֶּה, שָׂפָה, סֵפֶר, מִסְפָּר, עוֹף and פַס.
Practice what you've learned in the exercises.
Next lesson: Aleph-Bet 10 >>>
# Hebrew/Archive

| Notebook | Archive |
| > Next | Archive |
| Contents | |
The following is a list of archived pages that are no longer part of the Modern Hebrew textbook:

## Grammar

* Verbs

## Vocabulary

* Family
* Family 2
* Vocabulary